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INFLUENCE OF
GUIDANCE AND COUNSELLING SERVICES ON ACADEMIC ACHIEVEMENT AND TRANSITION RATE
ABSTRACT
This study
investigated the influence of guidance and counselling services on academic
achievement and transition rate of Taraba state students into tertiary
institutions. Four research questions answered, using mean and standard
deviation, and three null hypotheses tested at 0.05 level of significance using
t-test statistics and chi-square guided the study. Population of the study was
1,800 SS III students in Wukari and Donga education zones of Taraba state. The
sample size was 364 students drawn through simple random sampling technique.
The study adopted an ex-post-facto research design. The instrument for data
collection were students WAEC result to answer research questions 2 – 4 and a
structured questionnaire developed by the researcher which was validated by
three experts from the faculty of education, University of Nigeria, Nsukka, to
answer research question one (1). Main findings of the study revealed, among
others, that guidance and counselling services influence Taraba state students’
academic achievement and transition rate into tertiary institutions. Transition
rate of female students in Taraba state is higher than the transition rate of
their male counterpart. There was a significance difference in the transition
rate of Taraba state secondary school students exposed to guidance and
counselling services and those not exposed. Major implication of the findings
is that academic achievement and rate of transition of Taraba state students
into tertiary institutions will be enhanced, if the government can release more
funds for in-service training of school counsellors to upgrade their knowledge
and skills. The researcher therefore recommended that, government should as a
matter of urgency, employ more school counsellors and also train and retrain
the existing ones for maximum output.
CHAPTER ONE
INTRODUCTION
Background
of the Study
As
individuals develop through stages of life and educational attainment, they
encounter problems, challenges and conflict situations. These individuals also
need to develop value systems, make decisions, set goals and work towards them.
All these cannot be achieved without self-understanding and decision-making
skills, which are not innate, but need to be developed. The need to address
these challenges and to promote educational success and healthy life therefore,
call for exposure to guidance and counselling programs by individuals/students.
Guidance and counselling is a term usually used together which focus on
assisting individuals attain self-understanding and direction, although
attempts have been made by various authors to define the term separately. While
Ezeji (2001), defines guidance as the help given by a person to another in
making choices, adjustment and in solving problems, Denga (2001), sees guidance
as a cluster of formalised educational services designed by the school to
assist students to achieve self knowledge or self-understanding which is
necessary for them to attain full self-development and self- realization of
their potential. On the other hand, Okeke (2003), defines counselling as a helping
relationship involving the counsellor and the client, in which the counsellor
uses his professional knowledge and skills to assist the client attain proper
development and maturity, improved functioning and ability to cope with life’s
problems. Counselling is also defined according to
Eze (2012),
as an inter-personal relationship between a professionally trained individual
(counsellor) and a troubled individual (counsellee) or individuals
(counsellees) whereby the former utilises his professional skills to help the
latter to be able to solve his educational, vocational and person social
problems. Bark (2003), states that guidance and counselling are the assistance
made available by qualified and trained persons to an individual of any age to
help him to manage his own life activities, develop his own points of view,
make his own decisions and carry his own burden.
Based on
various definitions presented above, the researcher sees counselling as a
process of utilising professional skills by a person (counsellor) to assist
another (client) in a person to person relationship to achieve the resolution
of general life problems, in order to attain proper development and
functioning. General life problems here, refers to all aspects of the
individual’s life which include; personal, social, educational and vocational
among others, as no single individual is said to be free from trouble or
problem. Guidance and counselling is therefore designed to help
individuals/students in their different problems and concerns, so that they
grow up well adjusted individuals capable not only of living productive lives,
but are also prepared to contribute their quota to the development of their
society. Gibson, 2008 states that Guidance and counselling services prepare
students to assume increasing responsibility for their decisions and grow in
their ability to understand and accept the results of their choices.
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