Data Analysis And Presentations On Factors Affecting the Utilization of Guidance and Counseling Services in Secondary Schools.
DATA ANALYSIS AND PRESENTATIONS
This chapter’s main focus is on the
detailed presentation, analysis and interpretation of data collected via
questionnaire.
Part one deals with the demographic
variables of the respondents while part two indicates the contents of the study
based on the variable under study. The questionnaires were distributed among
secondary school students in Osisioma Ngwa LGA Abia State.
Research Question One
To what extent does attitude of
students affects utilization of guidance and counseling services?
Table 1: Students attitude towards utilization of
guidance and counseling
services
|
S/N
|
ITEMS
|
Yes
|
No
|
Yes%
|
No%
|
|
1
|
I
am not interested in counseling
|
70
|
30
|
70%
|
30%
|
|
2
|
We
don’t really have a professional counselor in our school
|
80
|
20
|
80%
|
20%
|
|
3
|
I
don’t have problem so I don’t need any counseling
|
40
|
60
|
40%
|
60%
|
|
4
|
I
don’t even know what counseling is all about
|
67
|
33
|
67%
|
33%
|
|
|
Total
|
|
|
64%
|
36%
|
From the table 1 above, on attitude of
students towards utilization of guidance and counseling services, a total of
64% respondents agreed that student’s attitude affects the utilization of
guidance and counseling services in secondary schools while 36% disagreed.
Research Question Two
To what extent does attitude of
principals affects the utilization of guidance and counseling services?
Table 2: Principals attitude towards counseling
|
S/N
|
ITEMS
|
Yes
|
No
|
Yes%
|
No%
|
|
5
|
I
don’t think I really need the services of a counselor
|
58
|
42
|
58%
|
42%
|
|
|
Total
|
|
|
58%
|
42%
|
From
table 2 above on the attitude of principals towards the utilization of guidance
and counseling services, a total of 58 respondents representing 58% agreed that
principals attitude affects the utilization of guidance and counseling services
while 42% disagreed.
Research
Question Three
To
what extent does counselors gender affects utilization of guidance and
counseling services?
Table 3: Counselors
Gender
|
S/N
|
ITEMS
|
Yes
|
No
|
Yes%
|
No%
|
|
6
|
I
don’t go for counseling because I don’t want invasion into my privacy
|
70
|
30
|
70%
|
30%
|
|
7
|
I
don’t go for counseling because female students seduce male counselors
|
65
|
35
|
65%
|
35%
|
|
|
Total
|
|
|
68%
|
32%
|
From table 3 above, on the influence
of counselors gender towards utilization of guidance and counseling services, a
total of 68 respondents representing 58% agreed that counselors gender affects
utilization of guidance and counseling services while 32% disagreed.
Research Question Four
To what extent does provision of
facilities influences the utilization of guidance and counseling services.
Table 4: Provision of Facilities
|
S/N
|
ITEMS
|
Yes
|
No
|
Yes%
|
No%
|
|
8
|
I
don’t like any for counseling because our counselor does not have an office
|
85
|
15
|
85%
|
15%
|
|
|
Total
|
|
|
85%
|
15%
|
From table 4 above, on the extent
provision of facilities affects utilization of guidance and counseling
services, a total of 85 respondents representing 85% agreed that provision of
facilities affects utilization of guidance and counseling services, while 15%
disagreed.
Research Question Five
To what extent does counselors
condition of service affects utilization of guidance and counseling services?
Table 5: Counselors condition of service
|
S/N
|
ITEMS
|
Yes
|
No
|
Yes%
|
No%
|
|
9
|
I
don’t go for counseling because our counselor does not have time for us as he
also teaches
|
63
|
35
|
65%
|
35%
|
|
|
Total
|
|
|
65%
|
35%
|
From table 5 above on the extent
counselors condition of service affects utilization of guidance and counseling
services, a total of 65 respondents agreed that counselors condition of service
affects utilization of guidance and counseling services while 35% disagreed.
4.2 Summary
of Findings
This chapter was able to analyze the
questionnaire based on the experience of the respondents, it also present the
information collected in the study and revealed that:
1.
Attitude of students affects the
utilization of guidance and counseling services in secondary schools.
2.
Attitude of principals affects the
utilization of guidance and counseling services.
3.
Counselor’s gender affects the
utilization of guidance and counseling services.
4.
Provision of facilities affects the
utilization of guidance and counseling services.
5.
Counselor’s condition of service
affects utilization of guidance and counseling services in secondary schools.
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
This chapter deals with the
general discussion, conclusion, recommendations, limitation and suggestions on
factors affecting the utilization of guidance and counseling services in
secondary schools.
5.1 Discussion
of Findings
Research Question One
To what extent does students attitude
affects utilization of guidance and counseling services in secondary schools?
Table 4.1 reveals that the findings on
extent students attitude affects utilization of guidance and counseling
services. The findings indicated that 64% of the respondents agreed that
students attitude affects utilization of guidance and counseling services. The
result of the study is not far from the facts that to a large and resemble
extent, most students in secondary school have to come to terms with the
importance of guidance and counseling.
However, some student on item 3 feels
that there is no need going for counseling, hence they believed that they don’t
have any problem. This finding is supported by Downing (1988) that students are
ignorant of the usefulness of guidance and counseling services. Some student on
item 4 does not even know what counseling is all about. According to Hopes and
Hayes (1992), if a student has an adequate information about guidance and
counseling, his occupational and educational horizons will be more broadened
for him to make a suitable choice. Thus we conclude that students attitude
affects guidance and counseling services.
Research Question Two
To what extent does principals
attitude affects utilization of guidance and counseling services?
Table 4.2 also reveals the extent
attitude or principals affects utilization of guidance and counseling services.
The finding shows that 58% of the total respondents agreed that principal’s
attitude affects utilization of guidance and counseling services. The finding
shows that principals’ attitude affects utilization of guidance and counseling
service while 42 disagreed. This therefore shows that attitude of principals’
affects utilization of guidance and counseling services. In support of the
findings McClary (1998), states that some principals refuse to refer students
for counseling. The finding on item 5 reveals that some principal does not need
the services of a counselor in their school. Thus we conclude that principals’
attitude affects utilization of guidance and counseling services.
Research Question Three
To what extent does counselors gender
influences the utilization of guidance and counseling services.
Table 4.3 reveals that counselors
gender affects utilization of guidance and counseling services, 68% respondents
agreed while 32% disagreed that counselors’ gender affects counseling. Dorn F.
(1993) states that some culture respect male than female, he went further to
say that in such cultural background, gender influences counseling. Berman
(1979), observed that female counselors are more patience and productive than
male counselors.
Thus we conclude that counselors’
gender affects utilization of guidance and counseling services.
Research Question Four
To what extent does provision of
facilities affects the utilization of guidance and counseling services?
Table
4.4 analyses the research question on
the extent provision of facilities affects utilization of guidance and
counseling service in secondary school. The finding reveals that 85% of the
total respondents agreed that provision of facilities affects counseling
service while 15% disagreed. We however conclude the provision of facilities
affects utilization of guidance and counseling services. This is in line with
Sanders (2000), lack of facilities amongst other things are one of the major
factors affecting utilization of guidance counseling service.
Research Question Five
To what extent does counselors,
condition of service affects counseling?
Table
4.5 analyzes counselors’ condition of
service to effective counseling. The finding reveals that 65% of the total
respondents agree that counselors’ condition of service affects utilization of
guidance and counseling service while 35% disagreed. In support of the finding,
Okoblah (2004) observed that organizing a counseling unit in an institution,
whether in the primary school, secondary school, or tertiary institution
involves lying of a solid foundation based on certain specifics and relevant
principles. Ogbebor (2004), states that some counselors perform the duty of a
classroom teacher, thereby making the guidance counseling program ineffective.
We conclude that counselors’ condition of service affects utilization of
guidance and counseling.
5.2 Conclusion
The findings of this study indicate
that students attitude, principals attitude, counselors gender, provision of
facilities and counselors condition of service are factors affecting
utilization of guidance and counseling service in secondary school. All these
factors contributed immensely to wrong career and vocational choice made by
student and young school leavers.
5.3 Recommendations
In view of the findings of this study,
the following recommendations are made by the research:
1.
Students should develop a positive
view of guidance and counseling service.
2.
Principals should always encourage
students for counseling
3.
Counselors should enlighten
students on gender role, to prevent students from having negative thought.
4.
Government should provide conducive
facilities for counseling
5.
Counselors should always be in
counseling office rather than working as a class room teacher.
5.4 Limitation
of the Study
There were certain limitation which
included restriction on interpretation of finding due to the nature of the
characteristics of the population, the variable being measured and extraneous
variables that are completely controlled. Consequently, my limitations were as
follows:
i.
Poor responses and initial
resistance of students who are respondent for this study.
ii.
Possible faking of responses from
respondents who were used for the study.
iii.
Inadequate wide coverage area of
the study as the study was limited to Osisioma Ngwa LGA of Abia State.
iv.
Three restricted variables for the
study to which are condition of service, attitude of student and gender.
5.5 Suggestion
for Further Study
The researcher wish to make the
following suggestion for further study:
1. Future
researcher should ensure that they carry out proper research in other related
issue of factors affecting utilization of guidance and counseling service.
2. Future
research study in this area should be conducted in other region of the country
for comparative study.
REFERENCES
Adeyemi
I. (2002). Communication in Counseling: A Multidimensional Prefecture. Ofona
Publisher Ltd.
Atkinnson,
D. (1992). Effects of Counselor Sex, Student Sex, and Student Attractiveness.
New York MaGraw- Hill Book Co.
Auport
and Murphy (1994). Concept of Attitude. Nigeria Spectrum Book Ltd.
Awokoya
(2004). Career Development and Implementation. Nigeria Spectrum Book Ltd.
Berman
J. (1996). Counseling Skills used by Black and White Male and Female
Counselors. London University of London Press Ltd.
Betty-Ruth
Ngozi Iruloh et. al. (2009). Organization and Administration of Guidance and
Counseling Service. Port Harcourt, Graphics Publishers.
Briggs,
L. and Strohmer B. (1992). Effects of Gender in Counseling. New York: Holt,
Rinchart and Winston Ince.
Clark,
B, and Wopel S. (1990). Counseling Adolescents. Addison-Wesley Reading M. A.
Publishers.
Chikwe
and Ekechukwu (2009). Principles of Guidance and Counselling. University of
Port Harcourt.
Derald
WHG Sue. David Sue 3rd Counseling the Controlling Different 3rd
edition 1999. Oxford University
Publication.
Dubey,
B. (1999). Resident for use of Counseling. Boston Haughton Mifflin Company.
Echebe
(2011) Career Choice. Versatile Publishers.
Fafunwa
(1990). Steps to Effective Counseling. Hein Publication Co.
Gesinde
(1991). Introduction to Guidance and Counseling. West African Journal of Education.
Gonzaya
(2002). Guidance and Counseling: A Technical Approach. Arise and Shine
Publishers.
Hahn
and Maclean (1986). Guidance and Counseling Assessment: New York MaGraw-Hill
Book Co.
Kemjika
(2003). Vocational Development Career Guidance. Onitsha Fabson Printing and
Publishing.
Mbithi
(1989). School Perceptive of Counseling Service. Akomas Printing and
Publishing.
Meieyefa
E. (2000). The Occupational Aspiration of Secondary School Students. John
Willey and Sons Ltd.
Nwankwo
O. C. (2006). A Practical Guide to Research. Ferdinco Publishers.
Nwaeze,
C. M. I. (1998). Factors Affecting the Vocational Aspirations of Student of Oyo
State College of Arts and Science Ice-Wine Nigerian
Journal of Counseling and Development. Nigeria Africana Pep Publishers Ltd.
Okobia
O. C. Okorodudu (2004). Issue, Concept and Techniques of Guidance and
Counseling. Daily Start Publication.
Oladele
J. O. (1997). Guidance and Counseling: A Functional Approach Focus on the
6-3-3-4 Educational System. Heinemann Edu. Co. Publication.
Olutola
A. (1986). Career Choice. Golden Publishers Limited. Golden Publishers Limited.
Okon
(1994). Evaluation of Counseling Skills. Obum Unique Publishers.
Oni,
O. (1999). Towards a Realistic Context for Career Decisions. Nigeria Savanna
Press.
Onyemere
Keya N. P. (1999). The Need for Adequate Career Guidance Among Secondary School
Students. New Day Pub. Imo State.
Onyekuru
and Thompson (2012). Family Psychology. Adjude Press Ltd Owerri.
APPENDIX I
Department
of Curriculum Studies
and
Educational Technology,
Faculty
of Education,
University of Port Harcourt,
Rivers
State.
Dear Respondents,
I am a final year student of the above named institution. I am
conducting a research on “Factors
Affecting the Utilization of Guidance and Counselling Services in Secondary
Schools”. I therefore seek for your assistance and cooperation.
The purpose of this research is purely academic questionnaire. Any
information supplied will be treated as confidential and used for the purpose
earlier stated. Your involvement will be of immense value to this study.
Yours
sincerely,
Researcher
APPENDIX II
QUESTIONNAIRE
Instruction: Please tick (√) wee appropriate in the
space provided below:
SECTION
A
Respondent
Bio-Data
Sex: Male Female
School:………………………………………………………………………
Type of School:
Government School Private
School
SECTION B
QUESTIONNAIRE ITEMS
|
S/N
|
ITEMS
|
YES
|
NO
|
|
1
|
I
am not interested in counseling
|
|
|
|
2
|
I
don’t like going for counseling because our counselor does not have an office
|
|
|
|
3
|
We
don’t really have a professional counselor in our school
|
|
|
|
4
|
I
don’t think I really need the services of a counselor.
|
|
|
|
5
|
I
don’t go for counseling because I don’t want invasion into my privacy
|
|
|
|
6
|
I
don’t have problem so I don’t need any counseling
|
|
|
|
7
|
I
don’t even know what counseling is all about
|
|
|
|
8
|
I
don’t go for counseling because our counselor does not have time for us he
also teaches
|
|
|
|
9
|
I
don’t go for counseling because female students seduce male counselors.
|
|
|
No comments