Influence of Counseling on the Academic Achievement of Senior Secondary Schools (2) Students in Bokkos Metropolis Plateau State
Chapter One
Purpose of the Study
The purpose of this study was to determine the influence of guidance and counseling on secondary school students in Bokkos metropolis in Plateau state, Nigeria, Specially, the objectives are to determine the influence of;
- Guidance and counseling on students’ establishment and realistic academic goals.
- Guidance and counseling on students’ study habits; and
- Guidance and counseling on students’ academic performance in mathematics, English Language.
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.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
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. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine influence of counseling on the academic achievement of senior secondary schools 2 students. Selected secondary schools in Bokkos metropolis in Plateaus state forms the population of the study.
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 eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of counseling on the academic achievement of senior secondary school 2 students. 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 counseling on the academic achievement of senior secondary school 2 students
Summary
This study was on influence of counseling on the academic achievement of senior secondary school 2 students. Three objectives were raised which included: Guidance and counseling on students’ establishment and realistic academic goals, Guidance and counseling on students’ study habits; and Guidance and counseling on students’ academic performance in mathematics, English Language. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Bokkos metropolis in Plateaus. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It has been established in this study that science and medical professions were more sought careers by the students. In this aspect, even the female students are not left out at all. There is no much differences between careers sought for, by female and male students. This development as earlier pointed out is a welcomed one especially in the area where this study had been conducted. It was also observed that most of the student choose their careers base on personal interest and ability. Furthermore, students aspire for careers different for that of their parents which means that with the necessary from parents, school authority, society, and government students will do well in their chosen career. The researchers have seen a good prospect for student in senior secondary schools in the area of job acquisition
Recommendation
- Students shall be properly guided in making the right careers choice by the authorities concerned. Qualified teachers should be employed to teach the students in other for them to make their dreams a reality
- More female students should be encouraged to aspire for careers in medical profession especially in the northern Nigeria. This is very important because the female gender will be more disposed and comfortable to confide her problems in a female doctor or nurse
- Selection of students to read\study science subject shall be based on merit and not gender.
- The government, school authority and the other stakeholders should provide funds to adequately equipped the existing laboratories.
References
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- Bamgbaiye (2000) NCE Lecture Note on Guidance and Counseling, S.S.C.O.E Sokoto Carew (1985) Guidance Services in Adult Education. University press, Lagos PP 71
- Dobson (1974) The Role of Follow-up in Guidance Services, a Paper presented at B.UK
- Dobson, J.S. Ewens, W.P. & SCALS J.M (1974). Career Guidance a System Approach. Kendal press Lagos p. 587. 588
- Ezekwesil, O.(2006) Obasanjo Reforms to Education Sector. N.E.R.D.C. Lagos.
- Fafunwa, A.B.(1974). History of Education In Nigeria, London George Allen and Unwin ltd pp.68
- Federal Republic of Nigeria (1997) National Policy on Education, National Education Research Development Council (N.E.R.D.C.) Lagos
- Harr, E.L. and Grammar, S.H.(1972)Vocational Guidance and Career Development in the Schools Towards, a system Approach. Boston Houghton Mifflin company pp.16 47
- Idowu, A.L. (1998) Guidance and Counseling. Educational Indemac Publications Nigeria ltd p.42. International Encyclopedia Britannica (1978)
- Ipaye (1983) Educational and Vocational Guidance: Concept and Approaches. University of Ife press pp 29