EVALUATION OF TEACHING AND LEARNING OF GUIDANCE AND COUNSELLING IN COLLEGES OF EDUCATION IN CROSS RIVER STATE
ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EVALUATION
OF TEACHING AND LEARNING OF GUIDANCE AND COUNSELLING IN COLLEGES OF EDUCATION
IN CROSS RIVER STATE
ABSTRACT
Therefore
this study was designed to evaluate the teaching and learning of guidance and
counseling in Colleges of Education. Four research question and two Hypotheses
guided the study. An evaluation research design was employed in order to carry
out the study. A total of twenty nine (29) guidance and counselling lecturers
in Colleges of Education and (348) 300 level students of Colleges of Education
Cross River State participated in the study. A structure Guidance and
Counselling Evaluation Questionnaire (G&CEO); and Guidance and Counselling
Evaluation Observation Schedule (G&CEOS) developed by the researcher were
used for data collection. The reliability co-efficient of the instrument was
0.74 using correlation analysis while four experts carried our validation. Four
research question and two research hypothesis tested at 0.05 level of
significance guided they study. Frequencies, Percentages, Means and Standard
deviation were employed to answer the research questions while the chi-square statistic
was used to test the hypothesis. The result among other shows that facilities
and materials for counselling exercises are not available, for practical
learning, period allocated for guidance and counselling is not adequate, based
on the findings, it was recommended that government should establish counseling
laboratories in schools and equipped them with facilities to meet counselling
challenges. Student counselling practicum and functional library should be
provided to enable students and lectures carry out references in guidance and
counselling. Lecturers should improvise instructional materials basically for
counselling exercises to boost their profession.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education is
a means through which nations build their desired society and it is an
instrument for a change. Education is aimed at inducing a change in individuals
in some desirable way and add to the knowledge they already possess (Onwuka,
1981). The arrival of missionaries in Nigeria brought formal Teacher Education
in the country. The need for evangelization encouraged the training of
personnel for the purpose of teaching. Initially, these personnel functioned as
catechists who teach religious doctrines in the churches but later realize the
need to train them to provide manpower for other services. This continued until
19th century when the formal institution for the training of teachers was
established in the country (Akuyimu, 1991). The Ashby commission in 1959 came
with the revolution of Teacher Education. The Ashby commission reported that
the country’s (Nigeria) manpower development depend on the number of qualified
teachers and recommended teacher Education programme upon which the whole
system of education depended.
From the
recommendations, two schemes of Teacher Education were introduced. One of these
schemes was teacher certification programme which was established with the
assistance of UNESCO. Later both the Federal and the then Regional governments
established in all five Advance Teaching Training Colleges (ATTC) in 1962
following the Ashby commission recommendations. This was later changed to
Colleges of Education (COE). The Colleges of Education are charged to train
teachers in various teaching subjects and methods, who will teach in the senior
section of the nation’s primary schools and in the junior section of the
secondary schools. Specifically, the National policy on Education (2004)
stipulates that the aims of teacher education are to:
Produce
highly motivated, conscientious and efficient classroom teachers for all levels
of our educational system.
Encourage
further the spirit of enquiry and creativity in teachers.
Help
teachers to fit into the social life of the community and society at large and
to enhance their commitment to national objectives.
Provide
teachers with the intellectual and professional background adequate for their
assignment and to make them adaptable to any changing situation not only in the
life of their country but in the wider world.
Enhance
teachers commitment to the teaching profession.
The above
objectives indicate that teaching in tertiary institutions, which deals with
teacher education programme, is more than instructing; more widely and provides
a framework in which students acquire potent knowledge about subject matter.
Above all, the objectives require teacher development in solid
self-understanding and effectiveness that depends on their professionalism,
experience and commitment. In the same way, Shuaibu (1991) states the important
role teacher education programme plays in our educational system as follows:
It
preserves the system. A teacher education programme should be concerned the
teacher on how to select what to teach and to identified group effectively.
It should
be evaluative. A teacher education programme should be evaluative of not only
what is learnt but what has been considered worth while and how these matters
have been taught.
It should
be generative. The programme should be able to predict the future and work out
the skills and attitudes that would be required to stand the test of time.
It should
serve as a maintenance system. The teacher education programme should make up
the short fall resulting from expansion in the education system.
A research-based
teacher education programme should identify obsolesce in knowledge and
methodology and substitute for these in the school curriculum.
The
implication of the above roles stated that, the products of teacher education
programme are expected to personify the educated Nigerian, to be a nationalist
and a patriot irrespective of the circumstances of the environment and personal
deprivations. Among the various courses in the colleges of Education is
guidance and counselling. The philosophy of guidance and counselling programme
in Colleges of Education as stipulated by the National Commission for colleges
of Education (NCCE, 1996) is inspired by the desire to help students become
potentially and intellectually informed in guidance and counselling skills for
logical reasoning, ideas, understand their capability, and to make useful
decisions in education. The objectives of guidance and counselling programme
among other things are as follows; according to National Commission for
Colleges of Education (NCCE):
To find
out and make individual aware of their basic personal pre-requisites,
abilities, assests, liabilities and potentialities.
To provide
usable information correctly or clarify misinformation
Assess an
individuals chances to succeed in the labour market.
To create
awareness of client in the available jobs and how to progress in them.
To make
available opportunities for further training and advancement in occupation.
To suggest
alternative careers and realization of priorities.
Assists
individual to use appropriate tools and techniques necessary for
self-direction, personal understanding, self-confidence and mental maturation
for healthy growth adjustments
To
mobilize all the available resources of the school or home for satisfaction of
vocational, academic and social-personal needs of the student.
In order to
achieve these laudable objectives as well as to enhance the effectiveness and
efficiency of the Colleges of Education, there is need to constantly evaluate
the guidance and counselling programme of our schools for rapid changes in
educational, vocational and socio-personal development. Some evaluation studies
have been carried out in the Colleges of Education in Nigeria are as followed
Dienye (2005) defines evaluation as a process of finding out how far the
learning experiences in relation to the content that have been developed and
organized, actually produce the desired results. The process of evaluation will
also involve the identification of strengths and weaknesses of the curriculum
plan.
Evaluation
involves a systematic process, it is controlled observation of pupils change in
behaviour. Agbaegbu, Ezendu and Agwagah (2000) defines evaluation as a process
of ascertaining the functionality of education programme and practices in a systematic
manner. The learners are exposed to some content before evaluating or
determining the extent of learning or behavioural change that has take place.
Teaching is a common term we use in three distinct ways: as a
profession/occupation, as a doctrine/body of knowledge, and as a formal school
activity, Keziah and Lawrence (2003). Teaching as a formal school activity is
the major one that concerns us because it is the process of getting a learner
become educated. Teaching influencing the thoughts, feelings and behaviour of
other admittedly, teaching is concerned with education or behaviour change, it
is a system of activity by a formerly knowledge, working with one or more
learners to achieve certain learning outcomes. Attempts to explain the concept
of teaching and learning has introduced the issue of selling and buying. There
is no double to the fact that but concepts involves some sort of interaction.
In other words, some level of interaction is necessary before there can be
teaching-learning or selling buying. But where as the seller-buyer relationship
has an action of giving something to someone in consideration for money as the
most important predictable behaviour, teacher –learner relationship has no one
major event. Rather, it involves series of actions like marking of papers,
discussing and demonstration, explanation and illustration or writing of
something on the chalkboard.
Experience
is the knowledge and skill that is gained through something for a period of
time Oxford Advanced Learners dictionary (2000). For instance a teacher with
ten years teaching experience influence the way he/she thinks and behaves in a
more acceptable way from accumulated knowledge gained through the skills he
acquire from a particular job. The use of instructional facilities enhances
learning experience and leads to interaction within the learning environment.
Consequently the interaction culminates in increased interest and acquisition
of competences needed for the occupational world. In this age of educational
technology, the process of learning requires systematic application of
scientific knowledge to practical tasks, identifying and analyzing learning
problems. Learning occurs at three levels Olumba (1996) mention as follows; (a)
Direct experience level (b) iconic experience level and (c) symbolic
experience.
Direct
experience level deals with the real life experience involving the interaction
of the student with his environment through seeing, learning, touching and
manipulation of what is learned. The iconic level of learning has to do with
teaching students by means of pictorial. This kind of learning leads to
vicarious experience. The symbolic level of learning is merely learning in
abstraction as in mathematics. Learning experience is interaction between the
learner and his external conditions in their environments to which he can react
(Olaitan and Ali 1997). Learning environment is the collective social and
technical setting in which teachers and students interact with instructional
objects for purposes of acquiring skills, knowledge and attitude which is known
as experience.
However,
there are inadequate number of non-academic staff, no Mathematic workshop, no
departmental library and lecture method is popularly used by the lecturers
against discovering, demonstration and problem solving methods. Studies above
revealed that most of the programmes introduced by Colleges of Education in Nigeria
were inadequate to meet the need of the learners and society. Since guidance
and counselling is part of the programme in Colleges of Education, the aims and
objectives need to be attainable to ensure that they are consistently being
achieved. For effective teaching to occur there is need for the teachers to
posses the skills, the knowledge of the subject matter as well as the ability
to select appropriate methods for delivery instructions to students. Certain
facilities need to be provided to ensure the smooth running of the programme.
Such facilities are classroom blocks, staff offices, provision of adequate
staff personnel, counselling laboratory, seminar, sensitization campaigns,
workshop etc. Akale (1991) observed that in some Colleges of Education, some of
these facilities are grossly inadequate. Against this background, this work is
geared towards evaluating guidance and counselling programme in Colleges of
Education in Cross River State with a view to determining its strengths and
weaknesses and proffering solution to the identified problems.
Statement of
Problem
Despite
programmes mounted by Colleges of Education in Nigeria to meet the needs of the
learners and society both human and material resources are inadequate. Since
guidance and counselling is part of the programme in Colleges of education, it
become imperative to evaluate the guidance and counselling teacher education in
the Colleges of Education in order to determine its effectiveness and
efficiency in meeting the needs of learner and society. An evaluation of
guidance and counselling programme should not only be on student’s performance
but also on all the facilities both physical and human resources that are
necessary for a successful implementation of any education programme. Programme
evaluation of this nature is useful for programme improvement, decision-making,
personnel, accountability and availability of facilities. Therefore knowledge
of guidance and counselling programme is critical in the improvement of
teaching and learning of guidance and counselling, improvement of the personnel
and taking useful and worthwhile decision concerning the development of
Colleges of Education.
Since the
inception of guidance and counselling in colleges of education evaluation
research work has been carried out in biology, Introductory Technology,
Business Education, Integrated Science, Physic, Social Studies etc. But no
effort has been made to evaluate guidance and counselling in spite of it
imperative impact to ascertain the achievement of its aims and objectives in
the school system. The problem of this study is that teaching and learning of
guidance and counselling have not been evaluated since the inception of the
course in school. Therefore these study evaluate guidance and counselling
programme in Colleges of Education and to determine the extent of which the
objectives of the course have been achieved in Cross River State. Purpose of
the Study The purpose of this study is to evaluate guidance and counselling
programme in colleges of education in Cross River State. Specifically the
purpose of the study were to find out:
(1) To what
extent are the aims of guidance and counselling being achieved.
(2)
Lecturers’ instructional approaches adopted in teaching guidance and
counselling.
(3) The
adequacy and availability of instructional materials and other facilities for
effective teaching of the course content.
(4) The
problem encountered by lecturers in teaching guidance and counselling
Significance
of the Study
The study
will enable the curriculum planners to also effect the necessary change be
ensuring that adequate and qualified teachers are employed to teach guidance
and counselling as to take care of students vocational, academic and
social/personal problem which is the turning point of its objectives in line
with the content of the course. The result will provide administrators with
useful information and an insight of the impact of guidance and counselling on
students academic achievement and their future career. To parent, it will
enable them to identify their weaknesses on part of failure their
responsibility to provide for their wards necessary materials needed for a
successful school work and learning. Lecturers will know the damaging effect of
guidance and counselling on students’ academic achievement. Hence they will
look for ways of manipulating the school environment to provide conducive
learning situation that will discourage poor performance among the students.
They would exploit instructional approaches in teaching guidance in counselling
with the necessary needed facilities to enhance effective teaching and
learning.
Scope of the
Study
This study
was carried out in Cross River State be limited to Colleges of Education. The
study was restricted specifically to evaluation of guidance and counselling
programme in Colleges of Education. The CIPP (Context, input, process, product)
model of evaluation is used with particular emphasis on the context, input,
process and product (CIPP) aspect of model. The programme is evaluated in terms
of the extent of the achievement of the objectives of guidance and counselling
contexts, availability and utilization of instructional materials and
facilities. The adequacy of teaching methods employed by the lecturers and the
problem encountered by the teachers in teaching guidance and counselling.
Research
Questions
The
following research questions were used to guide the study.
1. How
suitable are the course contents in achieving the aims of guidance and
counselling programme?
2. What are
the instructional methods adopted for effective teaching and learning of
guidance and counselling programme?
3. How
adequate are the facilities, counselling laboratory and materials for effective
teaching and learning of guidance and counselling?
4. What are
the problems encountered by lecturers in teaching guidance and counselling?
Hypothesis
The
following null hypotheses were formulated for this study and were tested at
0.05 level of significance.
Ho1: The
opinion on the teaching methods utilized for teaching guidance and counselling
is significantly independent of years of experiences of teachers.
Ho2: The
opinion on the problem encountered in teaching guidance and counselling is
significantly independent of years of experience of teachers.
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment