AN EVALUATION OF THE EFFECTIVENESS OF GUIDANCE AND COUNSELLING SERVICES IN SOME SELLECTED SCHOOLS IN IJERO LGA EKITI STATE
CHAPTER ONE
INTRODUCTINON
Background to the study
From a historical perspective, guidance and counseling and related theories may be roughly divided into three 50-year periods. From 1850-1899, a period of transformation from an agricultural to an industrial society, the guidance and counseling of young people was based on a moral ethos of hard work and ethical conduct. The basic view was that it was necessary to develop the character of a young person. A corresponding trend is found in education in the form of ‘character development’; the concept of ‘character’ used in this connection may be traced back to the philosopher Aristotle. Guidance counselors in this period were often inspired by religious aims.
Guidance and counseling for young people in industrialized cities began in the first half of the 20th century (1900-1949). The aim was to find a job, a new concept that reflected the technological developments of the time. The relation between individual, job, and industry was subjected for the first time to approaches that used scientific methodologies. First of all, efforts were made to find ‘the best way’ to do a job by introducing ’scientific management’ through the so-called Taylor system or Taylorism, which was aimed at increasing the worker’s job performance through minute rationalizations. Second, theories began to be developed in scientific psychology on ‘individual differences,’ which are based on the experience that there are differences in individual abilities.
This new interest in psychology led to the development of psychometric measurements and classification systems that deal especially with the individual’s intelligence and personality traits. The French psychologist Alfred Binet in collaboration with Théodore Simon invented the first usable intelligence test, the so-called Binet-Simon intelligence scale. The Danish psychologist Alfred Lehmann introduced German psychophysics, which is defined as a ’precise gauge between mind and body.’ Psychophysics came to constitute the theoretical basis for the so-called psychotechnical tests, which were used to test what vocation young people were suited for. In 1923, a pychotechnical department was established at the apprentice placement service in Copenhagen (Københavns lærlingeanvisning) and, later, psycho-technical offices were set up elsewhere in the country. Krumboltz, J. D., Vidalakis, N., & Tyson, J. (2000).
During the period 1950-1999, the first theories of guidance and counseling emerged. At the same time, a new interest developed in relating to a person as not only an individual seeking a job but also a human being in the course of a life. To the extent that this life course was connected to the person’s contact with education and the labor market, the concept of career was introduced. Guidance and counseling was no longer vocational counseling alone; the goal was also to help the person develop his or her career. In this connection, the concept ‘career development’ arose.
While previous conceptions of the purpose of guidance and counseling turned on helping a person enter the labor market in a manner satisfactory to both parties, theories were developed to try to understand and explain what actually happens when young people choose future employment. Therefore, the theories were first and foremost considered as theoretical frameworks for understanding and explaining actual educational and vocational choices, i.e. they represented “career research.” Thereafter, the theories were used as academic justifications for how guidance and counseling as a practice should be tackled and what tools –
for example, in the form of tests – could be beneficial. From this perspective, the task of the professional guidance counselor could be considered as the application of academic/theoretical insight/research – that is, as a theory-practice relationship in which the job of guidance counselor could henceforth be classified as a profession. Kracke, B. (2006).
Guidance and counseling, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by
helping them adjust to social realities. The disruption of community and family life by industrial civilization convinced many that guidance experts should be trained to handle problems of individual adjustment. Though the need for attention to the whole individual had been recognized by educators since the time of Socrates, it was only during the 20th cent. That researchers actually began to study and accumulate information about guidance.
This development, occurring largely in the United States, was the result of two influences: John Dewey and others insisted that the object of education should be to stimulate the fullest possible growth of the individual and that the unique qualities of personality require individual handling for adequate development; also in the early 20th cent., social and economic conditions stimulated a great increase in school enrollment.
These two forces encouraged a reexamination of the curricula and methods of secondary schools, with special reference to the needs of students who did not plan to enter college. The academic curriculum was revised to embrace these alternative cultural and vocational requirements.
Early guidance programs dealt with the immediate problem of vocational placement. The complexities of the industrial economy and the unrealistic ambitions of many young people made it essential that machinery for bringing together jobs and workers be set up; vocational guidance became that machinery. At the same time, counseling organizations were established to help people understand their potentialities and liabilities and make intelligent personal and vocational decisions. The Columbia Electronic Encyclopedia, 6th ed. (2012)
Statement of the Problem
It has been noted that students face a number of problems during adolescence (Akinluyi 2002; Moloba 2004 & Olaiya 2001).Since secondary school students are in the adolescent stage, the need for effective School Guidance and Counselling services becomes compelling. Thus, there is a need to establish the effectiveness of the services from school counsellors and students’ perspectives.
In addition, the view of the school as a context where students experience a number of problems (Lines in Ajiboye 2003), as well as the increased number of problems students face in the modern society, have prompted the researcher to investigate the effectiveness of the School Guidance and Counselling services in Ijero Local Government Area of Ekiti-State as perceived by secondary school counsellors and students. The study specifically tried to find an answer to the following research question: How effective are the guidance and counselling services in Ijero Local Government secondary schools as perceived by school counsellors and students?
Purpose of the Study
The basic concern of the research was to assess the effectiveness of the guidance and counselling services in Ijero Local Government secondary schools as perceived by school counsellors and students in relation to policy, planning, needs assessment, support services and evaluation.
The researcher wants to know and investigate the influence of the effectiveness in of guidance and counselling service in our secondary schools. The research want to examine how effective the introduction of guidance and counselling service has gone in our secondary schools. The researcher also want to know how far the students have able to adjust from their maladaptive behaviour, gross indiscipline and anti – socio behaviours to a more refined and accepted way of life.
Finally, the researcher wants to know facilities to meet up with the demand of guidance and counselling services.
Therefore, evaluation of the status of guidance and counselling service in secondary schools is not intended to be a threatening process. Its purpose is to provide new insights that will help counselors to perform at higher and more professional level from both financial and psychological viewpoint providing such services and demands much support is need from staff members, the community and the government.
The major aim of evaluation is to ascertain the current status of guidance and counselling service with some frame of reference and the basic of this knowledge to improve its quality and efficiency. Thus, evaluation is the vehicle guidance and counseling services are doing what is expected of it or not
Research Hypotheses
The study was designed to test the following main null hypotheses:
1. There is no significant difference between the career choices of students who are exposed to guidance and counselling services and those who are not
2. There is no significant difference between the intellectual development of students who are exposed to guidance and counselling services and those who are not
3. There is no significant difference between the emotional development of students who are exposed to guidance and counselling services and those who are not
4. There is no significant difference between socio personal/moral development of students who are exposed to guidance and counselling services and those who are not.
5. There is no significant difference between the phobia experiences of students who are exposed to guidance and counselling services and those who are not.
Significance of the Study
It is envisaged that the study will benefit school counsellors, students, researchers, policy makers and administrators in the Ministry of Education, Sport and Culture in Ijero Local Government Area of Ekiti-State and elsewhere. School counsellors will have a set of criteria to evaluate their guidance and counselling services against.
Furthermore, they will also have the information needed to make a number of decisions related to what guidance and counselling services to provide, how these should be provided and when to provide them. Such information will make the school counsellors more effective in the execution of their duties, thereby maximally benefiting the students, their clients. In other words, awareness of school counsellors and students’ perceptions will enable secondary schools to continue to improve their service delivery.
Students will benefit from the increased awareness of the available guidance and counselling services in the schools. They will have information needed to weigh the value of the guidance and counselling services schools offer them. Students will also be allowed to suggest improvements in the guidance and counselling services and how they are implemented.
This study will add to the limited literature in Ijero Local Government Area of Ekiti-State on the effectiveness of School Guidance and Counselling
services from students’ and school counsellors’ perspective. Furthermore, the study will provide researchers with baseline information that could be useful in future School Guidance and Counselling research studies, especially studies designed to improve the effectiveness of the School Guidance and Counselling services. Policy makers and administrators will have the opportunity to base their future policies on School Guidance and Counselling services from the results of this study. Thus, the findings from the present study may help in restructuring the Ijero Local Government secondary School Guidance and Counselling services.
Delimitation of the Study
The research work is carried out in four (4) selected secondary schools in Ijero Local Government Area of Ekiti State. It is limited to these schools because of time and finance factors.
i. Eka-marun Comprehensive High School, Ara-Ekiti
ii. Ijero High School, Ijero-Ekiti
iii. Esoobe Comprehensive High School, Ikoro-Ekiti
iv. Doherty Memorial Grammar School, Ipoti-Ekiti.
Operational Definition of Terms
Counseling Services: This are services rendered by guidance and counsellors in secondary school
Evaluation: Evaluation is the judgment of the quality of something. In this study, evaluation was regarded as making judgments about the worthiness or effectiveness of the Ijero Local Government School Guidance and Counselling services.
Guidance Services: Guidance is advice about what one should do or how one should behave. Also, guidance is a practice, a process of bringing the students into contact with the world of reality in such a way that they acquire life-skills and techniques which allow them to direct themselves completely in the educational, personal and social spheres and the world of work in order to progress and survive effectively. Guidance services include processes of counselling, consultation, co-ordination, collaboration, instruction, information-giving, appraisal, referral and institutional support.
INTRODUCTINON
Background to the study
From a historical perspective, guidance and counseling and related theories may be roughly divided into three 50-year periods. From 1850-1899, a period of transformation from an agricultural to an industrial society, the guidance and counseling of young people was based on a moral ethos of hard work and ethical conduct. The basic view was that it was necessary to develop the character of a young person. A corresponding trend is found in education in the form of ‘character development’; the concept of ‘character’ used in this connection may be traced back to the philosopher Aristotle. Guidance counselors in this period were often inspired by religious aims.
Guidance and counseling for young people in industrialized cities began in the first half of the 20th century (1900-1949). The aim was to find a job, a new concept that reflected the technological developments of the time. The relation between individual, job, and industry was subjected for the first time to approaches that used scientific methodologies. First of all, efforts were made to find ‘the best way’ to do a job by introducing ’scientific management’ through the so-called Taylor system or Taylorism, which was aimed at increasing the worker’s job performance through minute rationalizations. Second, theories began to be developed in scientific psychology on ‘individual differences,’ which are based on the experience that there are differences in individual abilities.
This new interest in psychology led to the development of psychometric measurements and classification systems that deal especially with the individual’s intelligence and personality traits. The French psychologist Alfred Binet in collaboration with Théodore Simon invented the first usable intelligence test, the so-called Binet-Simon intelligence scale. The Danish psychologist Alfred Lehmann introduced German psychophysics, which is defined as a ’precise gauge between mind and body.’ Psychophysics came to constitute the theoretical basis for the so-called psychotechnical tests, which were used to test what vocation young people were suited for. In 1923, a pychotechnical department was established at the apprentice placement service in Copenhagen (Københavns lærlingeanvisning) and, later, psycho-technical offices were set up elsewhere in the country. Krumboltz, J. D., Vidalakis, N., & Tyson, J. (2000).
During the period 1950-1999, the first theories of guidance and counseling emerged. At the same time, a new interest developed in relating to a person as not only an individual seeking a job but also a human being in the course of a life. To the extent that this life course was connected to the person’s contact with education and the labor market, the concept of career was introduced. Guidance and counseling was no longer vocational counseling alone; the goal was also to help the person develop his or her career. In this connection, the concept ‘career development’ arose.
While previous conceptions of the purpose of guidance and counseling turned on helping a person enter the labor market in a manner satisfactory to both parties, theories were developed to try to understand and explain what actually happens when young people choose future employment. Therefore, the theories were first and foremost considered as theoretical frameworks for understanding and explaining actual educational and vocational choices, i.e. they represented “career research.” Thereafter, the theories were used as academic justifications for how guidance and counseling as a practice should be tackled and what tools –
for example, in the form of tests – could be beneficial. From this perspective, the task of the professional guidance counselor could be considered as the application of academic/theoretical insight/research – that is, as a theory-practice relationship in which the job of guidance counselor could henceforth be classified as a profession. Kracke, B. (2006).
Guidance and counseling, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by
helping them adjust to social realities. The disruption of community and family life by industrial civilization convinced many that guidance experts should be trained to handle problems of individual adjustment. Though the need for attention to the whole individual had been recognized by educators since the time of Socrates, it was only during the 20th cent. That researchers actually began to study and accumulate information about guidance.
This development, occurring largely in the United States, was the result of two influences: John Dewey and others insisted that the object of education should be to stimulate the fullest possible growth of the individual and that the unique qualities of personality require individual handling for adequate development; also in the early 20th cent., social and economic conditions stimulated a great increase in school enrollment.
These two forces encouraged a reexamination of the curricula and methods of secondary schools, with special reference to the needs of students who did not plan to enter college. The academic curriculum was revised to embrace these alternative cultural and vocational requirements.
Early guidance programs dealt with the immediate problem of vocational placement. The complexities of the industrial economy and the unrealistic ambitions of many young people made it essential that machinery for bringing together jobs and workers be set up; vocational guidance became that machinery. At the same time, counseling organizations were established to help people understand their potentialities and liabilities and make intelligent personal and vocational decisions. The Columbia Electronic Encyclopedia, 6th ed. (2012)
Statement of the Problem
It has been noted that students face a number of problems during adolescence (Akinluyi 2002; Moloba 2004 & Olaiya 2001).Since secondary school students are in the adolescent stage, the need for effective School Guidance and Counselling services becomes compelling. Thus, there is a need to establish the effectiveness of the services from school counsellors and students’ perspectives.
In addition, the view of the school as a context where students experience a number of problems (Lines in Ajiboye 2003), as well as the increased number of problems students face in the modern society, have prompted the researcher to investigate the effectiveness of the School Guidance and Counselling services in Ijero Local Government Area of Ekiti-State as perceived by secondary school counsellors and students. The study specifically tried to find an answer to the following research question: How effective are the guidance and counselling services in Ijero Local Government secondary schools as perceived by school counsellors and students?
Purpose of the Study
The basic concern of the research was to assess the effectiveness of the guidance and counselling services in Ijero Local Government secondary schools as perceived by school counsellors and students in relation to policy, planning, needs assessment, support services and evaluation.
The researcher wants to know and investigate the influence of the effectiveness in of guidance and counselling service in our secondary schools. The research want to examine how effective the introduction of guidance and counselling service has gone in our secondary schools. The researcher also want to know how far the students have able to adjust from their maladaptive behaviour, gross indiscipline and anti – socio behaviours to a more refined and accepted way of life.
Finally, the researcher wants to know facilities to meet up with the demand of guidance and counselling services.
Therefore, evaluation of the status of guidance and counselling service in secondary schools is not intended to be a threatening process. Its purpose is to provide new insights that will help counselors to perform at higher and more professional level from both financial and psychological viewpoint providing such services and demands much support is need from staff members, the community and the government.
The major aim of evaluation is to ascertain the current status of guidance and counselling service with some frame of reference and the basic of this knowledge to improve its quality and efficiency. Thus, evaluation is the vehicle guidance and counseling services are doing what is expected of it or not
Research Hypotheses
The study was designed to test the following main null hypotheses:
1. There is no significant difference between the career choices of students who are exposed to guidance and counselling services and those who are not
2. There is no significant difference between the intellectual development of students who are exposed to guidance and counselling services and those who are not
3. There is no significant difference between the emotional development of students who are exposed to guidance and counselling services and those who are not
4. There is no significant difference between socio personal/moral development of students who are exposed to guidance and counselling services and those who are not.
5. There is no significant difference between the phobia experiences of students who are exposed to guidance and counselling services and those who are not.
Significance of the Study
It is envisaged that the study will benefit school counsellors, students, researchers, policy makers and administrators in the Ministry of Education, Sport and Culture in Ijero Local Government Area of Ekiti-State and elsewhere. School counsellors will have a set of criteria to evaluate their guidance and counselling services against.
Furthermore, they will also have the information needed to make a number of decisions related to what guidance and counselling services to provide, how these should be provided and when to provide them. Such information will make the school counsellors more effective in the execution of their duties, thereby maximally benefiting the students, their clients. In other words, awareness of school counsellors and students’ perceptions will enable secondary schools to continue to improve their service delivery.
Students will benefit from the increased awareness of the available guidance and counselling services in the schools. They will have information needed to weigh the value of the guidance and counselling services schools offer them. Students will also be allowed to suggest improvements in the guidance and counselling services and how they are implemented.
This study will add to the limited literature in Ijero Local Government Area of Ekiti-State on the effectiveness of School Guidance and Counselling
services from students’ and school counsellors’ perspective. Furthermore, the study will provide researchers with baseline information that could be useful in future School Guidance and Counselling research studies, especially studies designed to improve the effectiveness of the School Guidance and Counselling services. Policy makers and administrators will have the opportunity to base their future policies on School Guidance and Counselling services from the results of this study. Thus, the findings from the present study may help in restructuring the Ijero Local Government secondary School Guidance and Counselling services.
Delimitation of the Study
The research work is carried out in four (4) selected secondary schools in Ijero Local Government Area of Ekiti State. It is limited to these schools because of time and finance factors.
i. Eka-marun Comprehensive High School, Ara-Ekiti
ii. Ijero High School, Ijero-Ekiti
iii. Esoobe Comprehensive High School, Ikoro-Ekiti
iv. Doherty Memorial Grammar School, Ipoti-Ekiti.
Operational Definition of Terms
Counseling Services: This are services rendered by guidance and counsellors in secondary school
Evaluation: Evaluation is the judgment of the quality of something. In this study, evaluation was regarded as making judgments about the worthiness or effectiveness of the Ijero Local Government School Guidance and Counselling services.
Guidance Services: Guidance is advice about what one should do or how one should behave. Also, guidance is a practice, a process of bringing the students into contact with the world of reality in such a way that they acquire life-skills and techniques which allow them to direct themselves completely in the educational, personal and social spheres and the world of work in order to progress and survive effectively. Guidance services include processes of counselling, consultation, co-ordination, collaboration, instruction, information-giving, appraisal, referral and institutional support.
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