Evaluation of Guidance and Counselling in Some Secondary Schools
Chapter One
OBJECTIVE OF THE STUDY
This study is intended to evaluate the guidance and counselling programmed in secondary schools under study. To achieve her objective, the researcher will critically examine the way and manner the programme is run in the state so- as to:
- Determine the extent of development of the programme in the area under study
- Identify the major factor affecting the performance in the state.
- Gives suggestion on how to improves on the programme.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
GENESIS OF GUIDANCE AND COUNSELLING
Formal guidance and counselling in the world originated from Europe and the united states of America in 1900‟s and by 1911 an organized wide guidance programme in the United States of America was in place and it catered for students‟ needs. The emphasis was on vocational information , awareness of the world of work, location of employment and reduction of examination anxiety (Makinde ,1984). Bor, Landy, Gill and Bruce (2002) noted that views of guidance and counselling have changed rapidly and that understanding the functions of school guidance and counselling is important. Kilonzo (1984) states that in Kenya the concept of guidance and counselling was introduced to our school system in late 1960‟s and formalized through the Ministry of Education in 1971. Gichinga (1995) has rightly noted that the need for formal guidance and counselling in African countries is recognized at the present time more than ever before. In pursuit of formal guidance, the Government of Kenya has set up various education commissions that have come up with reports on government policy of guidance and counselling. Government of Kenya –( G.O.K) (1964) opened a door for a number of Kenyans who were sent overseas to further their education and be trained in various fields. This commission made recommendations that touched on guidance and counselling; among them was to ensure that children pursue courses of education and training best fitted to their needs and also being provided with advice on careers and opening for employment. The objective of guidance at this time was vocation-oriented.Angaha (1987) observes that the government of Kenya recognizes that guidance and counselling is an essential service that must be offered to every student in schools in Kenya and that MOE has made attempts in seeing to it that an operational and effective guidance and counselling programme is implemented policy in all learning institutions.
ROLE OF GUIDANCE AND COUNSELLING IN SECONDARY SCHOOLS
The objective of guidance and counselling programme is to bring about the maximum development and self-realization of human potential for the benefit of the individual and society. Makinde (1984) observes that the school counsellor is concerned with facilitating the optimum development of students. This is supported by Bennars (1994) and Mutie and Ndambuki (1999) who argue that the programme is supposed to develop the learner‟s intellectual abilities, develop a balanced personality and to have a complete person intellectually, spiritually, morally and socially. Guidance and counselling programme is therefore aimed at assisting students to harmonize their abilities, interests and values, thereby enabling them to develop their potential fully. Self-knowledge helps one to formulate life goals and plans which are realistic. In secondary schools, there is need for students to make proper subject and career choices after the four year course. Borrow (1983) observes that it is the role of guidance and counselling programme to provide the students with the necessary information about the courses availability and the qualifications required for each course. Such information will assist students develop realistic self-concept according to their academic capabilities. Most secondary school students are in the adolescent stage. According to Robert and Elizabeth (1983), during this time, adolescent experience alienation which is a syndrome comprising of distrust, anxiety, pessimism, egocentrism, meaninglessness, normlessness and powerlessness. They observe that guidance and counselling is therefore needed during this adolescence stage to assist them understand their developmental stage and adjust to school life. Guidance and counselling programme also help students choose and pursue achievable careers.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to evaluation of guidance and counseling programme in some selected schools
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information evaluation of guidance and counseling programme in some selected schools. 200 staff of selected secondary Loko Development Area office Nasarawa states was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain evaluation of guidance and counseling programme in some selected schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of guidance and counseling programme in some selected schools
Summary
This study was on evaluation of guidance and counseling programme in some selected schools. Three objectives were raised which included: Determine the extent of development of the programme in the area under study, identify the major factor affecting the performance in the state, gives suggestion on how to improves on the programme. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools Loko Development Area office Nasarawa states. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, non teaching staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Based on the findings, the study makes the following conclusions:
- Secondary schools in the study area differ in the number of guidance and counselling services that they have implemented.
- Teacher counsellors have low levels of training in guidance and counselling.
- Stakeholders adequately support guidance and counselling programme in the schools.
- Students are aware of the role and importance of career counselling in their schools.
- There is low academic performance by majority of the students.
- Guidance and counselling programme has a positive impact on the academic performance of students.
Recommendation
From the above conclusions, the study makes the following recommendations:
- There is need for the teacher counsellors to implement all the services required for a guidance and counselling programme.
- There is need to improve the level of training of teacher counsellors in guidance and counselling.
- Teacher counsellors should take advantage of the positive attitude of the students to enhance career counselling in their schools.
- Guidance and counselling programme should be strengthened in order to improve the academic performance of secondary schools in the area.
REFERENCES
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