Guidance and Counselling Services and Academic Achievement in Economics in Secondary Schools
Chapter One
Preamble of the Study
It is a fact that we all have different dreams and ambitions to actualise in life, however, no one manages as an individual. We all need accompaniment. And this is the reason in psychology we talk about the importance of parents in the upbringing of a child. To support the study, I shall be guided by the theory of Abraham Maslow (Woolfolk, 2004). ‘The Hierarchy of Needs.’ Man, by his being, is always striving for something as a way to actualise his potential to self-fulfilment. Thus, a teacher’s responsibility for students goes beyond teaching, as students spend most of their time in schools, especially those who are in boarding schools. For this reason, Guidance and Counselling is not only important but a necessary tool in secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Poor academic achievement in Economics is indeed a hazard threatening the future of developing nations like Nigeria. Development and Education cannot be separated. For this reason, in this chapter, we deal with related research works that have been carried out both locally and internationally. We analyse other researchers’ works on the effect of guidance and counselling on the academic achievement in Economics of students in secondary schools.
Empirical Studies on the Effect of Guidance and Counselling on Students’ Academic achievement in Economics
Hussain (2010) the effect of guidance services on study attitudes, study habits and academic achievement of secondary school students in India. To study the phenomenon pre-test post-test control group design was used. The researcher employed a random table design to select 50 students. An experimental study was devised for the purpose.
Despite the similarities in the research problems, as both types of research focus on the effect of guidance and counselling on students’ academic achievement, the revealed research differs with the latter research in several ways. The former researcher used a pre-test post-test control group design while the latter will use a case study design. The former was carried out in India while the latter will be carried out in Nigeria.
Kumfo (2009) researched the impact of guidance and counselling services on the academic achievement in Economics of students in three senior high schools in the eastern region of Africa. The researcher used a survey design. The Researcher employed stratified, systematic, and lottery methods in choosing 142 students and 60 teachers including three guidance and counselling co-ordinators. The researcher used a questionnaire to collect data. Frequencies and percentage values were computed using statistical programming for social science (SPSS). The instrument was pre-tested and received a coefficient of 0.81558 showing its validity and reliability.
The findings of the study indicate that the guidance and counselling coordinators’ roles such as vocational, career and personal counselling have had a positive impact on the academic achievement in Economics of the students. Also, guidance and counselling services in the schools show that there is a positive impact on the students’ academic achievement in Economics and the moulding of their character.
The former research does not differ in many ways from the latter research. However, the following are the differences: the former research employed a survey design while the latter will employ a case study design. The Researcher employed stratified, systematic, and lottery methods while the latter will employ a simple random technique and stratified random sampling. The former was conducted in Ghana while the latter will be conducted in Nigeria.
Omoegun (2011) researched the effects of remedial guidance on the academic achievement of Lagos state adolescents in English comprehension. Ten standard comprehension passages were used to generate pre-and post-test scores, and t-test statistics was employed to analyse the generated data. Two hundred adolescent students were randomly selected from a total of 552 students in senior secondary school one (SS1) of the three selected schools.
The results of the study revealed that the remedial guidance intervention, using RSQ3R model, was effective and thus promotes adolescents’ academic achievement in English comprehension. The second part of the results indicates that female adolescents performed better than males in academic achievement (i.e. in English Comprehension) after treatment. It was therefore recommended that the model should be employed to improve secondary school students’ (adolescents’) academic achievement in the English Language.
The former research differs from the latter research in several ways. The former researcher adopted an experimental pre-test, post-test and control group design while the latter is a case study. The former study focussed on the effect of remedial guidance on academic achievement in Economics based on one subject (English). The latter is on the effect of guidance and counselling students’ academic achievement in Economics from a general perspective. The former study was conducted in Lagos State, Nigeria while the latter will be conducted in Nigeria.
CHAPTER THREE
RESEARCH DESIGNS AND METHODOLOGY
Introduction
In this chapter, the researcher presents the methodology that was used to carry out the research. It describes the research design, the target population, the sample and the sampling procedures, research instruments, data collection procedures and data analysis and procedures.
Research Design
The study involves the effect of guidance and counselling services on the academic achievement in Economics of students in the Secondary school in Nigeria. The researcher used a case study design to carry out an intensive qualitative research of a single school in a particular setting (Gay 1992). By using the qualitative research paradigm, the researcher was interested in obtaining an in-depth understanding of the effect of guidance and counselling on some of the developmental problems students encounter in the process of learning, that lead to poor performance.
Target Population
Under the Nigerian curriculum of secondary education involves students from grade ten (10) to twelve (12). The target population for the study was 900 students and 59 teachers including the headmistress and the deputy’s head. 271 (30%) was taken as a sample for the study. The 30% sample of the total population, added advantage of generalising the results to other schools with a similar phenomenon as the one reported in the Secondary school.
The study targeted 271 respondents. The sample was distributed to 252 students; 10 grade ten, 10 grade eleven and 20 grade twelve, 6 teaching staff, 4 non-teaching staff and the guidance counsellor(s). The research will involve 53 participants.
CHAPTER FOUR
DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF THE RESEARCH FINDINGS
Introduction
This chapter presents the research findings on the Effects of Guidance and Counselling on Students’ Academic achievement in Economics in the Secondary School (CSS) Cross River, Nigeria. The chapter is organized into three sections, which include the return rate of questionnaires, the demographic information of respondents and data from the research questions. The data obtained from the interviews were analysed thematically, by identifying the important data for the study, categorized related topics, and explaining, interpreting and summarizing keywords of the findings. The researcher has collected the intended data and after carefully analysing them has orderly presented and discussed in details the findings. The researcher graphically presented the findings of the study in a detailed analysis using tables and diagrams such as bar graphs and pie charts.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY
The chapter summarises the findings and makes conclusions as per the research question of the study. It also includes recommendations, based on the findings from the respondent’s suggestions on the effect of guidance and counselling on students’ academic achievement in Economics.
summary
The purpose of the study was to explore the effect of guidance and counselling on students’ academic achievement in Economics in the Secondary School, Nigeria. The target population were students, teachers and the school counsellor. The researcher employed a case study design. Data were collected through the questionnaire, and interviews with the counsellor. The researcher also used observation for further clarity. The researcher targeted a sample which included; 252 students, 18 teachers and the school-counsellor, using a simple random technique and stratified random sampling.
The quantitative data collected were analysed using a descriptive method. Frequencies and percentage values were computed using Statistical Programming for Social Sciences (SPSS). Qualitative data were also analysed using the thematic approach. Four research questions were formulated and used to obtain the objectives of the study.
Research question number one sought to find out how much the students and teachers are informed on the role of guidance and counselling in the learning process, and whether they utilise the services. From the findings, the majority of the respondents, both students and teachers, were not very conversant with the concept of G&C and its relevance to passing examinations. As a result, most of the students responded ‘no’ to have attempted to meet with the counsellor. Of course, all of the respondents acknowledged the effort being put in by the school-counsellor, who at the same time is fully involved in active teaching. However, it was a wish of the respondents that more time could be given to counselling services.
The second research question sought to find out how students with behaviour problems like coming late for class, cheating, stealing, and rudeness and bullying are helped by the counsellor. Some of the respondents, both students and teachers confirmed either to having been referred or having referred a student to the counsellor, respectively. A good number of the respondents (students) bore witness for being among those who are recipients of counselling services on behaviour change. And also, most of the teachers agreed to have referred some students to the counsellor for help. However, the main concern was on the lack of motivational talks on the importance of good behaviour and its relevance to ones’ academic achievement in Economics.
The third research question explored the extent to which relationship problems between student-student and student-teacher affect students’ academic achievement in Economics. Firstly, the research sought to know the interrelationship state within the school before probing how it affects academic excellence. Generally, there was a good rapport and mutual respect between student-student and student-teacher. Although, there were some cases of misunderstanding among students themselves, which led to some feeling out of place in school. Again, the general request from the respondents was a call that they may have access to the counselling services.
Lastly, the fourth question aimed at analysing how much students benefit from the counselling services concerning their academic achievement in Economics. As such, students were asked if they ever meet the counsellor to discuss academic matters if the counsellor helps them to identify and nurture their talents if the counsellor organises career conferences and different educational opportunities. The researcher went on to ask the counsellor if she ever meets students who are underperforming academically.
On this question, both students and teachers were not very satisfied with the counsellor’s effort as far as academics are concerned. And even the counsellor was of the idea that more could be done in helping the students to improve their performances. The counsellor went on to express some of the challenges she faces in carrying out her duties. One of these is the lack of an office where she might offer the service.
Conclusion
Not only is it a human need that a child has to grow under the care of the parents, but also it is the right of every child. The outcomes of the research clearly show that students of The Secondary school need the help of the counselling services. It is a fact beyond doubt that guidance and counselling have a great effect on students’ academic achievement in Economics. The counsellor may not be able to handle all challenges students face, however, the assurance that someone understands me, is enough for a student to focus.
Mostly, we are tempted to think, providing students with all the necessary materials is all they need to pass. However, the psychological state of students as they attend lessons has a lot to do with their performances. Therefore, helping students to behave well and develop healthy relationships, is not only helping them to be happy but also to perform well in their studies. In short, the condition of the learning environment is as necessary as having the best teacher in the class. As such, it is the duty of the counsellor, in collaboration with the administration to ensure that order is maintained.
Thus, analysing the findings from three perspectives, that is, from the students’, teachers’ and the counsellor’s, gives us a wider horizon in understanding the real situation as it is on the ground. Students being the recipient of the services offered by the counsellor responded from the perspective of how much help they receive. The counsellor also being the giver of the service and knowing how much she must offer, also responded from her perspective. As for the teachers, they took the part of mediators, since they are the ones fully involved in the lives of the students, they have a big role in helping build trust between the students and the counsellor. Going beyond the questionnaires, the researcher observed that each of the three parties was committed to helping the other fulfil their duties. Nevertheless, where people are, there is always room for growth. Thus, the following recommendations were put across.
Recommendations
From te findings of the study the researcher recommends the following:
- The school should be able to provide an office for the counsellor where she can offer her
- The school should be able to attend to the material and financial needs of the counsellor in executing her work.
- The head of the school should look into the possibility of freeing the counsellor from other responsibilities, and give students more time to meet her.
- The school-counsellor should put more effort into making the effect of counselling on academic achievement in Economics known to the students.
- The counsellor should provide students with a variety of education opportunities by organising motivational career conferences.
- The Ministry of Education (MoE) through State Education Board Secretary (DEBS) should be able to ensure that counselling services are available to students, especially in the secondary
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