THE PERCEPTION OF THE IMPACT OF GUIDANCE SERVICES IN SOME SELECTED SECONDARY SCHOOLS IN ZARIA, KADUNA STATE
THE PERCEPTION OF THE IMPACT OF GUIDANCE SERVICES IN SOME SELECTED SECONDARY SCHOOLS IN ZARIA, KADUNA STATE
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Date
1994
Authors
BOLARIN W, VICTORIA(MRS)
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Abstract
The study investigated the extent and organisation
of guidance services in some secondary schools so as
to assess the impact of guidance services on the
lives of students.
The main objective was to find out what the
schools were doing to meet the educational, social
and personal needs of the stuaents, and the means by
which students could be better helped to understand
themselves and plan for their future careers.
Two main research questions were posed and
answered. In addition, the following null hypotheses
were stated and tested at 0.05 level of
significance:
1. There is no significant difference between
male and female students* needs for guidance
services in the selected secondary schools.
2. There is no significant difference between
students' ages and their needs for guidance
servicer,
3. There is no significant difference between the
mean scores of day and boarding students with
respect of their needs for guidance services in
secondary schools.
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The sample size of 308 respondents was randomly
chosen out of which 296 were from Junior Secondary
Three and Senior Secondary Two while 12 school
counsellors were drawn from the six sample schools.
The main instruments used for the study were
the questionnaire and structured interview which
were designed by the researcher. ANOVA and t-test
statistical tools were used to analyse the data.
Hypotheses 1 was retained while, hypotheses 2 and
3 were rejected.
The study revealed the following:
1. That age has no significant effect on students'
need for counsel-ling. That is to say both old
and young need guidance services.
2. That guidance services have not yet made any
appreciable impact in most of these schools
under study.
From the findings the following major recommendations
were made:
(a) That school administrations should provide
some infrastructure, such as counsel-ling rooms
adequate furniture and adequate funds to equip
counsel-ling rooms.
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(b) That the teaching load of the guidance masters
should be greatly reduced so that they could
give adequate time to guidance service for
students.
(c) That teachers, principals and other school
staff members should be deeply involved in
school guidance program-mes. This is necessary
since without their cooperation school guidance
masters cannot achieve much success.
Description
DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA
1994.
Keywords
PERCEPTION,, IMPACT,, GUIDANCE,, SERVICES,, SELECTED,, SECONDARY,, SCHOOLS,, ZARIA,, KADUNA STATE