A Comparative Study of Guidance and Counseling Services Effect on Secondary School Students’ Academic Performance in Ikenne Local Government Area
CHAPTER ONE
Objectives of the study
The main objectives of this study are to assess the role of Guidance and counseling while the specific objectives are to:
- Describe the available guidance and counseling services and the public secondary schools students’ academic performance in Ikenne local government area.
- Examine how guidance and counseling programs is impacting the public secondary schools students’ academic performance
- Determine how guidance and counseling programs is impacting the public secondary schools students’ academic performance based on the participants’ age and gender.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
- Conceptual Framework
- Theoretical Framework
- Empirical Review
CONCEPTUAL FRAMEWORK
Guidance and Counselling
According to Oviogbodu (2015) counselling can be defined as a number of procedures in assisting an individual to solve his problems. Counselling is more involved emotionally in the affective realm personalized learning, that is, emotions and feelings, values, attitudes. Counselling is an interaction or relationship between two or few individuals, the client counsellor relationship of trust (Geshinde 1991; Adebowale, 2012; cited in Oviogbodu, 2015). Counselling is a learning process in which a counsellor helps an individual or individuals learn, understand themselves and their environment and be in a position to choose the right type of behaviours that will help them develop, grow, progress, ascend, mature and step up, educationally, vocationally and socio personally, (Egbo, 2013). In other words, counselling is a transformative process of helping people to learn all that are to be learnt both in and outside the School. Counselling is a person-to-person process in which one person is helped by another to develop, increase in understanding and ability to solve his or her problems. Sometimes it could involve a group of two or more persons. Consequent on the discussion it is important to highlight the benefits of Guidance and Counselling to students in the school programme. In guidance and counselling, these two words generally take on different meanings. The former refers to helping students’ whole-person development, while the latter is frequently targeted at helping students with problems. In other words, guidance work is preventive and developmental in nature whereas counselling is more of supportive, remedial work (LaiYeung, 2014). The global trend seems to have moved from a casework and remedial approach to a preventive, developmental approach in providing guidance and counselling (Gysbers & Henderson, 1994; Yuen, 2002; Lai-Yeung, 2014). Hence guidance and counselling is a very necessary therapy to school children. Guidance in schools is that area of the schools provision that is specifically directed towards helping pupils realise their full potential in preparing for adult and working life, (O’Concubhair, 1981). Akinade (2012) defines guidance and counselling as a process of helping an individual become fully aware of his/her self and the ways in which he is responding to the influences of his/her environment. It further assists him to establish some personal meaning for this behaviour and to develop and classify a set of goals and values for future behaviour.
Benefits of the School Counseling Program for Students
Prepare students for the challenges of the 21st century through academic, career, and
personal / social development.
- Relates educational program to future success.
- Facilitates career exploration and development.
- Develops decision-making and problem solving skills.
- Assists in acquiring knowledge of self and others.
- Enhances personal development.
- Assists in developing effective interpersonal relationship skills.
- Broadens knowledge of our changing world.
- Provides advocacy for students.
- Encourages facilitative, co-operative peer interactions.
- Fosters resiliency factors for students.
- Assures equitable access to educational opportunities.
CHAPTER THREE
RESEARCH METHODOLOGY
AREA OF STUDY
Ogun State is a state in southwestern Nigeria. Created in February 1976 from the former Western State, Ogun State borders Lagos State to the south, Oyo State and Osun State to the north, Ondo State, and the Republic of Benin to the west. Abeokuta is both Ogun State’s capital and most populous city; other important cities in the state include Ijebu Ode, the former royal capital of the Ijebu Kingdom, and Sagamu, Nigeria’s leading kola nut grower. Ogun State had a total population of 3,751,140 residents as of 2006.
Ikenne is a Local Government Area in Ogun State, Nigeria. Its headquarters are in the town of Ikenne at 6°52′N 3°43′E. It has an area of 144 km² and a population of 118,735 at the 2006 census. The postal code of the area is 121.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of one hundred and twenty (120) questionnaires were administered to respondents of which only one hundred and twenty (120) were returned and validated. For this study a total of 120 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
In this study, our focus was to examine the comparative study of guidance and counseling services effect on secondary school students’ academic performance in ikenne local government area, using selected secondary schools in Ikenne as a case study. The study specifically was aimed at highlighting the available guidance and counseling services and the public secondary schools students’ academic performance in Ikenne local government area, how guidance and counseling programs is impacting the public secondary schools students’ academic performance, Determine how guidance and counseling programs is impacting the public secondary schools students’ academic performance based on the participants’ age and gender.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 120 responses were validated from the enrolled participants where all respondent are drawn from teachers and student of the selected secondary school.
CONCLUSION
Based on the finding of this study, the following conclusions were made:
1, There is a significant relationship between students’ academic performance and guidance and counseling services in the public secondary schools in Ikenne local government.
2, There is a significant relationship between the guidance and counseling programs and the students’ academic performance in the public secondary schools in Ikenne local government.
3, There is a significant relationship between the guidance and counseling service and the students’ academic performance in the public secondary schools in Ikenne local government based on age and gender.
4, By Assist student to harmonize their abilities.
5, By helping student develop their full potential.
6, By improving the personality of student.
RECOMMENDATION
Based on the responses obtained, the researcher proffers the following recommendations:
- More guidance and counselling center should be set-up with more professional counsellors employed in the schools.
- Students should be motivated to share and discuss the choice of career with their counsellors and understand the relationship of subjects to a particular career.
- The guidance counsellor should be made to attend his/her professional conferences to learn new ideas of therapies with clients.
- Ministry of Education should enforce the establishment of counselling centers in both public and private secondary schools and implementation of counselling programmes.
- Government should support guidance and counselling practically by providing and making funds available for all the services in guidance and counselling.
REFERENCES
- Abbott, M.L. & Joireman, J.A. (2001). Relationships between the Iowa Test of Basic Skills and the Washington Assessment of Student Learning in the State of Washington. Technical (Report N° 2). Washington School Research Center.
- Ailakhu, U.V & Unegbu, V.E. (2017). Librarians’ promotion of reading culture and student’s responsiveness in selected secondary schools in Lagos State, Nigeria. Ebonyi Journal of Library and Information Science, 4(1) 30-42.
- Aina, A.J., Ogungbeni, J.I., Adigun, J.A., Akesode, F.A & Ogundipe, T.C (2011). Poor reading Habits among Nigerians: the role of libraries.Library Philosophy and Practice (ejournal). 529 http://digitalcommons.ul.edu/libphilprac/529
- Aina, A.J., Okusaga, T.O., Taiwo, A. & Ogundipe, T.C. (2011). The role of library in promoting reading habits among Nigerians. Journal of research in Education and society. 2(1), 168- 179.
- Ajumobi, C.J. (2017). Reading as a catalyst. Owerri: TJN Publishers. Amarteifio, G. (2015). Establishment of readers clubs in Basic schools. Retrieved from: web.aflia.net
- Akinade, E. A. (2012). Modern Behaviour modification, principles and practices. Ibadan: Bright Way Publishers.
- Aliaga, J., Ponce, C., Bernaola, E. & Pecho, J. (2001). Características psicométricas del inventario de autoevaluación de la ansiedad ante exámenes (IDASE). Paradigmas. Revista Psicológica de Actualización Profesional, 2(3-4), 11-29.
- Angaha, O. (1987). The condition of Guidance and in Kenyan Schools: A Case Study of Kabras Sub County; Western province-Kenyatta University research project
- Anyachebelu, F.E, Anyamene, A. & Adebola, H.E. (2011). Strategies for promoting reading skills for the educational development of learners in Anambra State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 2(4), 211-215
- Ariffin, R. (1992). Definition of reading. Retrieved from https://www.ukessays.com 20/04/19
- Artavia, A. (2011). Modelos diagnósticos de evaluación cognitiva: su incursión en el campo educativo. Conferencia presentada en el II Congreso Internacional de Investigación Educativa 2011. Universidad de Costa Rica. Recuperado de http://www.academia.edu/2451918MODELOS_DIAGN%C3%93STICOS_DE_EVALUACI%C3%93NCOGNITIVA_SU_INCURSI%C3%93N_EN_EL_CAMPO_ EDUCATIVO Barbaranelli, C., Caprara,
- Barchard, K.A. (2003). Does Emotional Intelligence Assist in the Prediction of Academic Success? Educational and Psychological Measurement, 63(5), 840-858. DOI: 10.1177/0013164403251333
