THE RELATIONSHIP BETWEEN PERCEPTION ON GUIDANCE AND COUNSELLING AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KWALE DISTRICT,

KENYA

BY

THUO DANIEL NJANE

A THESIS SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF PHILOSOPHY IN GUIDANCE AND COUNSELLING, DEPARTMENT OF EDUCATION PSYCHOLOGY

SCHOOL OF EDUCATION MOI UNIVERSITY

AUGUST 2008

TABLE OF CONTENTS
LIST OF TABLES ....................................................................................................................................IV CHAPTER ONE...........................................................................................................................................1 INTRODUCTION........................................................................................................................................1 OVERVIEW..............................................................................................................................................1 THIS CHAPTER CONTAINS THE BACKGROUND OF THE STUDY, OBJECTIVES OF THE STUDY, RESEARCH QUESTIONS AND NULL HYPOTHESES, THEORETICAL AND CONCEPTUAL FRAMEWORK. IT ALSO PRESENTS THE JUSTIFICATION, LIMITATIONS, AND ASSUMPTIONS OF THE STUDY AND OPERATIONAL DEFINITION OF TERMS USED IN THIS STUDY........................................................................................................1 BACKGROUND OF THE STUDY ...................................................................................................................1 STATEMENT OF THE PROBLEM....................................................................................................................4 OBJECTIVES OF THE STUDY.......................................................................................................................4 RESEARCH QUESTIONS.............................................................................................................................5 RESEARCH HYPOTHESES...........................................................................................................................6 THEORETICAL AND CONCEPTUAL FRAMEWORK.............................................................................................6 JUSTIFICATION OF THE STUDY ...................................................................................................................8 LIMITATIONS OF THE STUDY......................................................................................................................8 ASSUMPTIONS OF THE STUDY....................................................................................................................9 OPERATIONAL DEFINITION OF TERMS.........................................................................................................9 CHAPTER TWO.......................................................................................................................................11 LITERATURE REVIEW.........................................................................................................................11 OVERVIEW............................................................................................................................................11 THE ROLE OF GUIDANCE AND COUNSELLING IN SCHOOLS...........................................................................11 NON- ACADEMIC FACTORS THAT AFFECT ACADEMIC PERFORMANCE.............................................................13 STUDENTS PERCEPTION OF GUIDANCE AND COUNSELLING..........................................................................14 GUIDANCE AND COUNSELLING, PERCEPTION AND ACADEMIC PERFORMANCE..................................................14 CHAPTER THREE...................................................................................................................................16 RESEARCH DESIGN AND METHODOLOGY..................................................................................16 OVERVIEW............................................................................................................................................16 RESEARCH DESIGN................................................................................................................................16 GEOGRAPHICAL LOCATION OF THE STUDY.................................................................................................17 POPULATION AND SAMPLE ......................................................................................................................18 INSTRUMENTS.......................................................................................................................................20 RELIABILITY OF THE INSTRUMENT.............................................................................................................20 VALIDITY OF THE INSTRUMENT ...............................................................................................................21 .......................................................................................................................................................21 MEASUREMENT OF ACADEMIC PERFORMANCE............................................................................................21 DATA COLLECTION PROCEDURE...............................................................................................................22 DATA ANALYSES...................................................................................................................................22 CHAPTER FOUR......................................................................................................................................25 DATA PRESENTATION, ANALYSIS AND INTERPRETATION..................................................25

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OVERVIEW............................................................................................................................................25 GENDER......................................................25 BOYS GIRLS...................................25 TYPE OF SCHOOL N N % N %.................................................................................................25 HIGH PERFORMING 90 54 60 36 40 ...........................................................................................................................................................25 MIDDLE PERFORMING 90 54 60 36 40.................................................................................25 LOW PERFORMING 90 53 59 37 41..................................................................................25 TOTAL 270 161 59.6 109 40.4....................................................................25 TEST OF HYPOTHESES............................................................................................................................26 HYPOTHESIS ONE .................................................................................................................................26 HYPOTHESIS TWO .................................................................................................................................27 HYPOTHESIS THREE...............................................................................................................................28 HYPOTHESIS FOUR.................................................................................................................................29 HYPOTHESIS FIVE..................................................................................................................................30 CHAPTER FIVE........................................................................................................................................32 DISCUSSION, RECOMMEDATIONS AND CONCLUSION ..........................................................32 OVERVIEW............................................................................................................................................32 SUMMARY AND DISCUSSION OF THE RESEARCH FINDINGS............................................................................32 DELIMITATION OF THE STUDY..................................................................................................................36 IMPLICATIONS FOR POLICY MAKERS.........................................................................................................36 RECOMMENDATIONS FOR FURTHER RESEARCH...........................................................................................36 REFERENCES...........................................................................................................................................38

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List of Tables
43...................................................................................................................................................................II 43....................................................................................................................................................................2 H 05: THERE IS NO SIGNIFICANT CORRELATION BETWEEN STUDENTS PERCEPTION OF GUIDANCE AND COUNSELLING SERVICES OFFERED IN LOW PERFORMING SCHOOLS AND THEIR ACADEMIC PERFORMANCE......................................6 TABLE 1: STUDENTS PERFORMANCE IN KCSE IN 2002 AND 2003.......................................17 YEAR YEAR...........................................................................................................................................................18 TABLE 3: TYPE OF SCHOOL AND PERCEPTION OF GUIDANCE AND COUNSELLING. .26 TABLE 4: GENDER AND PERCEPTION OF GUIDANCE AND COUNSELLING....................27 TABLE 5: CORRELATION BETWEEN PERCEPTION IN HIGH PERFORMING SCHOOL AND ACADEMIC ....................................................................................................................................28 PERFORMANCE......................................................................................................................29 TABLE 6: CORRELATION BETWEEN PERCEPTION IN MIDDLE PERFORMING SCHOOL AND ACADEMIC PERFORMANCE....................................................................................................29 TABLE 7: CORRELATION BETWEEN PERCEPTION IN LOW PERFORMING SCHOOL AND ACADEMIC PERFORMANCE....................................................................................................31

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THE RELATIONSHIP BETWEEN PERCEPTION ON GUIDANCE AND COUNSELLING AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KWALE DISTRICT, KENYA ABSTRACT This study investigated students perception of guidance and counselling services offered in high, middle and low performing secondary schools. It also investigated the correlation between students, perception of guidance and counselling services offered in secondary schools and their academic performance by type of school. The study was based on Bems (1967) self-perception theory and Stephens theory of schooling built on presupposition that there are many basic non-deliberate factors underlying the education process. The study employed both ex-post facto and correlation research designs. The research population comprised of 1061 students from nine mixed district secondary schools in Kwale district with at least 40 students in Form 4 classes. These schools were stratified into three groups according to their performance in 2003 and 2004 KCSE as follows: High, middle and low performing schools. From these schools, a total of 270 participants in Form 4 (161 boys and 109 girls) were randomly selected and involved in this study. An inventory developed by the researcher was used in data collection of students perception. However, this inventory was pilot tested before use in the study. Test retest method was used to determine the reliability of the Inventory. A reliability coefficient of r = .8 was yielded and was considered to be high enough to judge the inventory as reliable. Term two and three examinations the participant did when in Form 3 were used to compute academic performance. Both descriptive and inferential statistics were used in data analyses. Inferential statistics used were Pearson product-moment correlation, ANOVA and t-test. The statistical significance level was set at = .05. The SPSS computer programme was used to analyze the data. The findings of the study showed that students from high, middle and low performing secondary schools do differ significantly in their perception of guidance and counselling services offered in their schools. Middle performing schools had the highest mean score in perception followed by high and low performing schools (M=83.93, 81.87 and 80.64 respectively). There was significant difference between male and female students perception of guidance and counselling services offered in secondary schools (M=79.58 and 85.85 respectively). There was a moderate correlation between students perceptions of guidance and counselling services offered in high performing schools and their academic performance (r = .2). Also there was very low correlation between students perception of guidance and counselling services offered in middle performing schools and their academic performance (r = . 03). Based on the findings, it was recommended that schools should strengthen on guidance and counselling in order to improve on academic performance. The perception score in all schools was below average. It was recommended that teachers try and improve on deliverance of guidance and counselling services to improve on students perception of the same.

CHAPTER ONE INTRODUCTION Overview This chapter contains the background of the study, objectives of the study, research questions and null hypotheses, theoretical and conceptual framework. It also presents the justification, limitations, and assumptions of the study and operational definition of terms used in this study.

Background of the Study There is a strong need for guidance and counselling services in schools in Kenya. Cases of students indiscipline and unrest have increased tremendously. Many of reported cases of student rampage have left destruction of properties and in some cases death (Kiplagat, 2004). Strikes that rocked (2004) highlighted on the number of strikes that rocked Central province and Machakos district. According to the

highlights, students were found to be using drug. Narcotic drugs (2004) report indicate that students in Kwale District drink palm wine which is the cause of indiscipline among secondary school students. Vitalis (2003) reported that some irresponsible parents and guardians use visiting days to take alcohol into schools. According to the report, parents carry alcohol, especially spirits in their cars and share it with their children in the course of partying that characterize visiting days. eventually ends up in the dormitories where students share it. The alcohol

Students need someone they can trust especially on issues concerning their health and psychosocial problems. Most students suffer in silence rather than seek help from their teachers. Ruto and Dorcas (2004) highlighted some of the experiences students

undergo when they engage in relationships. According to them, most young people rush into relationships. They make invoices before thinking especially when they have been hurt by a previous relationship. Traditionally, it has been assumed that only schoolgirls are victims of the amorous adult men who are out to ruin them. The recent reports show that boys are also target of both adult men who engage them in homosexuality and elderly women who entice them into heterosexual relationships (A 19-year old, 2004). Prostitution ring (2004) reported case of students being involved in prostitution. According to Samuel (2005) teachers offer more of career guidance than any other guidance and counselling aspects. This is based on the wrong assumption that they are trained in teaching and have wide knowledge on many issues. On the ground, teachers concentrate more on teaching than on counselling students. They rarely give career guidance and counselling and if they do, it is not properly done. Teachers are no longer looked upon to be role models for children in secondary schools. Many cases of teachers having impregnated their students have been reported. According to Steve (2004) teachers of some schools were reported of having sex intercourse with their students and assisting them to abort when they conceive. Teacher arrested over (2004) also reported cases where teachers were involved with defilement allegation.

Ministry of Education Science and Technology pledged to strengthen guidance and counselling in schools and to post professional counsellors to each province (Pledge to strengthen counselling, 2004). This is a good move; however, posting one

counsellor to a province is like a drop of water in the ocean. A number of researchers agree that guidance and counselling services offered in schools have a significant effect on academic performance of students. Misigo (1998) conducted a research in Lugari, division of Kakamega district, which showed that there is a positive correlation between self-concept and academic performance of the student. According to him, teachers should put more effort in moulding students positive self-concept. Hyneman (1979) reported that academic performance of pupils in Uganda suffers because of lack of confidence and not impoverished family background. Ruto (1995) carried out a research to investigate what the students and teachers perceived as the cause of students absenteeism and truancy. She found out that, most of the reasons put forward were related to guidance and counselling.

Many people and organizations have called for strengthening of guidance and counselling in schools. Kyalo speaking on behalf of Catholic Church asked for the strengthening of guidance and counselling department in schools. He said that trained counsellors should be sent to schools to work there permanently (pledge to strengthen counseling, 2004). Failure of guidance and counselling programmes in schools has been attributed to many factors. Mutai (2004) reported that some schools in Nyamira were paying bogus school counsellors. Kilonzo (1980) pointed out that the ineffective guidance and counselling in schools has been attributed to the following factors:

inadequate facilities in schools, feelings of incompetence by the teacher in charge of guidance and counselling, lack of time for counselling students, and lack of confidentiality between teacher-counsellor and students. . Statement of the Problem Mutai (2004) called for strengthening of guidance and counselling in secondary schools to minimize cases of students unrest and to improve academic performance. Other researchers have shown that factors that affect students academic performance can be addressed in school by the guidance and counselling department. Such factors include; attitude, students self-concept, absenteeism, and truancy among others. This study investigated the relationship between students perception of the guidance and counselling services offered in schools and their academic performance.

Objectives of the Study The objectives of the study were to: 1. Investigate the relationship between type of school and students perception of guidance and counselling services offered. 2. Investigate the relationship between gender and students perception of guidance and counselling services offered in secondary schools. 3. Investigate the correlation between students perception of guidance and counselling services offered in high performing secondary schools and their academic performance.

4.

Investigate the correlation between students perception of guidance and counselling services offered in middle performing secondary schools and their academic performance

5.

Investigate the correlation between students perception of guidance and counselling services offered in low performing secondary schools and their academic performance.

Research Questions The study was guided by the following questions. 1. Does a relationship exist between type of school and students perception of guidance and counselling services offered in secondary? 2. Does a relationship exist between gender and students perception of guidance and counselling services offered in secondary schools? 3. Is there a correlation between students perception of guidance and counselling offered in high performing schools and their academic performance? 4. Is there a correlation between students perception of guidance and counselling services offered in middle performing schools and their academic performance? 5. Is there a correlation between students perception of guidance and counselling offered in low performing schools and their academic performance?

Research Hypotheses The following hypotheses were formulated and tested to answer the research questions posed in this study; Ho1: There is no statistically significant relationship between type of school and students perception of guidance and counselling services offered in secondary schools. Ho2: There is no statistically significant relationship between gender and students perception of guidance and counselling services offered in secondary schools. Ho3: There is no significant correlation between students perceptions of guidance and counselling services offered in high performing schools and their academic performance H 04: There is no significant correlation between students perception of guidance and counselling services offered in middle performing schools and their academic performance. H 05: There is no significant correlation between students perception of guidance and counselling services offered in low performing schools and their academic performance.

Theoretical and Conceptual Framework The research study was based on Bems (1967) self- perception theory, and Stephens theory of schooling based on presupposing that there are many basic non-deliberate factors underlying the education process (Stephen, 1956 cited by Michael, 1981).

According to Bem, many of our attitudes are based simply on our perception of our own behaviour and the circumstance on which this behaviour occurs. The selfperception processes most likely occur when people own attitude is vague and ambiguous. The theory is relevant to the present study in that those students who have not been extensively exposed to guidance and counselling were expected to have developed weak attitude toward guidance and counselling services offered in their schools. As such their behaviour was not expected to be consistent with learning activities in school and this was expected to affect their academic performance. This is because they are most unlikely to have benefited from guidance and counselling in their school. The students who have low perception of guidance and counselling are neither expected to go for guidance and counselling nor to take information they get seriously. Thus, their attitude towards guidance and counselling was expected to be less relevant to their academic pursuit. Also incorporated in this research study was Stephens (1956) cited in Michael (1981) theory of schooling based on the assumption that there are many basic non-deliberate factors underlying the education process. These factors more than any particular methods or practice in education are the things that determine how schooling happens. Non-deliberate factors include all what happens in school that is not directly related to learning. It includes providing conducive environment for learning, reducing students psychological problems and meeting their basic needs so that they can concentrate on academic matters. These also include teachers unintended behaviours and actions that may interfere with smooth learning in the classroom.

Justification of the Study Pledge to strengthen counselling (2004) reports that there is need for guidance and counselling to be strengthened in schools. Other researchers have worked on different aspects of guidance and counselling and their findings showed that there is positive correlation between factors of guidance and counselling and academic performance. Misigo (1998) found out that there is positive correlation between self-concept and academic performance, Ramos (1980) showed that positive correlation exists between school absenteeism and grades. Owiti (2001) reported significant relationship between students attitudes and their academic performance. All these researchers

recommended for the strengthening of guidance and counselling departments to deal with the issues they researched on. The researchers however did not investigate whether the issues they investigated on were being addressed in school through guidance and counselling programme or not. They also recommended for more research to be carried out on other factors that affect academic performance in Kenyan schools. This study investigated the relationship between students perception of guidance and counselling services offered in secondary schools and their academic performance.

Limitations of the Study 1. This study only investigated the relationship between students perception of guidance and counselling, and academic performance of secondary school students. There are other factors like availability of teaching materials and

qualified teachers that were not investigated in this study which could affect academic performance of secondary school students. 2. The researcher did not manipulate the independent variables involved in this study. Moreover, the researcher did no control extraneous variable, which could also have effect on academic performance of secondary school students.

Assumptions of the Study i) Form 4 students were in the best position to make the judgment of guidance and counselling services offered in their schools. This is because they have been in school longest. ii) The guidance and counselling services offered in each school as perceived by students was what was regularly offered to all students in the school for the last three years. iii) Students response to the items in the questionnaire was the true reflection of their perception of guidance and counselling services offered in each school. iv) The examination offered to students in each school was a true reflection of the students academic performance.

Operational Definition of Terms Academic performance: referred to average marks the participant obtained in second and third term examinations they took in Form 3

High performing secondary schools: Are secondary schools in Kwale with a mean grade of 0.5 standard deviation above the district mean. Low performing secondary schools: Are secondary schools in Kwale with a mean grade of 0.5 standard deviation below the district mean. Mean: Refer to the grade average score in Kenya Certificate of Secondary Education (K.C.S.E) in 2003 and 2004 for the secondary schools in Kwale district. Middle performing secondary schools: Are secondary schools in Kwale with a mean grade falling between 0.5 and + 0.5 standard deviation from the district mean. Perception of guidance and counselling services: referred to the students value judgment on the guidance and counselling services offered in their school. Teacher counsellor: referred to the person in the school who is primarily in charge of guidance and counselling services in school.

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CHAPTER TWO LITERATURE REVIEW Overview Discussed in this chapter are the role of guidance and counselling in schools, nonacademic factors that affect academic performance and students perception of guidance and counseling. This chapter also discusses the relationship between guidance and counselling, perception, and academic performance

The Role of Guidance and Counselling in Schools Lambert et al. (1979) cited by Rukaria (1996) pointed out that; probably no stage of life is characterized by stronger and more rapidly changing manifestation of emotional than like in the period of adolescence. This is the period when students are in secondary school. Teachers fail to recognize the turbulence the students are

undergoing. They see the students as delinquents. Makinde (1984) reported that, teachers should be aware that the parents have already abdicated their responsibilities to school. Today more than ever, students are spending more time in school than at home. It is therefore the work of the teacher to provide not only academic knowledge to students but also should mould them to useful citizens. He further recommended that guidance and counselling services be institutionalized if the students are to benefit from the school. Before students can concentrate fully in academic work, they must be assisted to overcome different obstacles that they meet on the way.

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Fapohuda (1976) gave the importance of guidance and counselling in Nigeria school as to; Help the student identify the career/course to pursue whether in college or university, Assist students in their social life and to help students to be able to choose the right vocation which they will pursue in life. This is the reason guidance and counselling is important.

Leviton (1997) describes guidance and counselling programme as a vehicle to assist students with such concerns as academic planning, remedial teaching, study skills, and teacher relationships. Before any teaching takes place, students should be assisted to clarify their goals and values, strengthen their interests and aspirations, appreciate their philosophies and cognition, and adjust to norms of the society. A student should be assisted to understand self and world in which the student lives.

Tumuti (1991) carried out a need assessment for guidance and counselling in Kenya. His research involved a total of 720 pupils (360 boys, and 360 girls) drawn from 12 primary schools from Gachika sub-location, Nyeri town and Nairobi. The study also involved 69 teachers also drawn from the respective areas of study. He used percentages to analyze his data. The questionnaire contained 40 items divided into academic problems, occupation problems and psychological problems. His findings showed that pupils across the three locations rural, semi-urban and urban had guidance and counselling needs. Both pupils and teachers rated academic needs high. Although carried out in primary schools, this research could be applicable to secondary schools.

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Non- academic Factors that Affect Academic Performance Physiological needs greatly affect academic performance. According to Sprinthall, Sprinthal and Oja (1994) physiological needs are often obvious and teachers can easily recognize them. Such needs include water, food, sex, sleep, warmth among others. Most students if not well guided and counselled fall for these basic needs. Teachers, however, fail to identify and attend to psychological needs. These are potentially powerful destructive needs if not well attended to. Such needs include need for approval, affection, power, prestige, and recognition among others.

Teachers may claim not to have adequate means to assist students to solve their physiological needs. Some human motives do not require biological needs to motivate people. Need to succeed in life is one of them (Allport 1967, cited by Sprinthal & Oja, 1994). Sprinthal et al. (1994) added that by trying to minimally meet the basic needs of a student, it might trigger student motivation towards a desired direction. The route to search out a goal for satisfying a more primitive need may itself become a goal. For example, a student may want to impress a teacher by doing his homework. If well rewarded, the student may eventually replace the need for recognition to need for excellence. Such a student may be willing to postpone some basic needs in order to excel in academic. This is what guidance and counselling should be striving for.

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Students Perception of Guidance and Counselling Ogol (2000) carried out a research study to establish perception of female students experiences in the technical education at the Moi institute of Technology in Migori District. The researcher found out that out of 15 female students interviewed, only four were pursuing careers related to what they had chosen in Form 4. The careers of 11 students had no relationship with what they had chosen to pursue. Among the reasons students gave of pursuing different course from what they had chosen were passing with a different cluster of subjects at KCSE and lack of enough information on career chosen earlier hence changing of the course once admitted. Some said that though they pursued some technical subjects in school such as home science, they did not notice the technical aspects of the subjects and therefore did not relate them to technical education. This pointed to lack of proper career guidance and counselling in schools.

Fassinger (1995) in his research concluded that creating a positive emotional climate through the use of study groups and learning partners was rewarding, participatory and encouraged student to student interaction. Jones and Womble (1997) cited by Ogol (2000) argued that perception seemed to form from experience in school and at home.

Guidance and Counselling, Perception and Academic Performance Sink and Stroh (2003) used a causal comparative design to investigate the effects of comprehensive development of guidance (CDG) programmes have on academic achievement. The research question was do schools that uses Certified School

Counsellor Programmes (CSCP) perform better academically than those that do not.

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Their findings showed that; CSCP students in their first few years of school enrolment generally received significantly lower achievement test scores than those students in non-CSCP schools. This group achievement difference was largely erased as students remained for at least three years in their CSCP schools. A significant interaction was found for both third- and fourth-graders between Group and Length of Enrolment in high implementation CSCP versus non-CSCP schools. That is to say, the longer the participants stayed enrolled in high implementation CSCP schools, the more likely they would have significantly higher test scores (as measured by the Grade 3 ITBS Vocabulary, Comprehension, Reading, and Mathematics, and Grade 4 WASL Listening, Reading, Writing, and Mathematics tests) than those students in the nonCSCP comparison schools. The reviewed literatures show that, guidance and counselling is important in schools. Also the literatures show that different aspects of guidance and counselling have a positive correlation with academic performance. All the researchers in the reviewed literature passed the ball to guidance and counselling. This study investigated the perception of Students of the guidance and counselling services offered in secondary school and whether this has a correlation to their academic performance as suggested by these researchers.

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CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY Overview This chapter presents a detailed description of the research design and methodology used in this study. It contains the research design, geographical location of the study, population and sample, instrument, data collection procedure and data analysis.

Research Design This study employed both ex-post facto (causal comparative) and correlation research designs. Kerlinger (1993) defines ex-post facto research as systematic empirical

inquiry in which the researcher does not have direct control of independent variables because their manifestations have already occurred or because they are inherently not manipulation. In this research, the students had already been exposed to various degrees of guidance and counselling and had sat for their examinations. Thus there was no manipulation of variables. The ex-post facto design involves the collection of two or more sets of data from a group subjects with the attempt to determine the subsequent relationship between those sets of data. This type of method assumes a simple causative relation between independent and dependent variables. If the relation fails to be obtained, then it is likely that no causative relationship holds. But if the predicted relationship is obtained, this does not necessarily mean that the variables studied are causally related (Kathuri & Pals, 1993).

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Orotho (2003) noted that correlation designs enable the researcher to assess the degree of relationship that exists between two or more variables. In this research students perception of guidance and counselling services offered in schools was correlated to the academic performance.

Geographical Location of the Study This research study was carried out in Kwale district, Coast province, Kenya. Kwale district is located in the South-eastern corner of Kenya, lying between latitudes 3o311 south and longitudes 38o3111 and 393111 East (Kwale district development plan 19972001). Kwale district was chosen for the study because the researcher has been a teacher in the district for nine years. During this period, the researcher had observed poor performance in KCSE by students in the district. Table 1 show that, only 114 out of 1653 candidates scored grade C+ and above in the year 2002 and only 135 out of 1658 scored grade C+ and above for the KCSE done in the year 2003.

Table 1: Students Performance in KCSE in 2002 and 2003

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Year Year 2002 Mean grade A AB+ B BC+ Below C+ No. of candidates 0 0 5 12 42 75 1542 % 0 0 0.3 0.7 2.5 4.5 92.0 2003 No. of candidates 0 0 8 15 42 84 1504 1653 Source: DEO Kwale Office 2004 Population and Sample There were 29 secondary schools in Kwale district; two provincial, one private and 26 district schools. In this study, only the district schools with more than 40 students in Form 4 were considered large enough to be involved in the study. There were only 15 co-education district schools that fulfilled this requirement. The 15 schools had a total of 1061 students in Form 4. Thus, the research population comprised all Form 4 students in the 15 co-education district secondary schools. Co- education district schools were chosen because they were assumed to have relatively similar facilities and students of relatively the same abilities. Form 4 students were considered because they were presumed to be in the best position to judge the quality of guidance and 0 0 0.5 0.9 2.8 5.1 91.0 %

Total No. Candidate 1658

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counselling services offered in their school schools. Moreover, only those students who started schooling in their present school participated in the study

The 15 district secondary schools were ranked and categorized in three groups according to their performance in KCSE examinations done in 2003 and 2004. The groups were high, middle and low performing. The categorization was based on the mean for district, which was calculated by adding the students points in the district for the year 2003, and 2004 KCSE and dividing the total by the students population in the two years. Secondary schools with mean 0.5 standard deviation above the district mean were placed in the category of high performing secondary schools. Secondary schools with a mean score 0.5 standard deviation below the district mean were placed in the category of low performing secondary schools. Secondary schools with a mean falling between - 0.5 and + 0.5 standard deviation from the district mean were placed in the category of middle performing schools. The mean for the schools was

computed by adding together candidates points for 2003 and 2004 KCSE result for each school and dividing by total number of students who sat for the examination in the two years in each school. Simple random sampling method was used to select three schools from middle and low performing schools.

A total of nine schools were selected and participated in this study. They were 3 schools from high, 3 from middle, and 3 from low performing secondary schools. A total of 270 Form 4 students from the nine schools were randomly selected using table of random numbers for this study. KCSE index numbers were used to pick students

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who participated in the study. There were 1061 students in form 4 out of which about 716 were girls and 948 were boys. The ratio of boys to girls involved in the study therefore was 3:2 respectively. Thus based on this ratio, 161 boys and 109 girls were selected to participate in this study.

Instruments The researcher did not find from the reviewed literature a suitable inventory to use in his research. The questionnaire used in this research was therefore developed by the researcher. The items in the questionnaire were of the Likert type scale whereby the subjects had to check one of the five possible responses on each item .The researcher presented the questionnaires to his supervisors for discussion. The supervisors made suggestions, which the researcher used to improve the quality and clarity of the items in the inventory. Thereafter, the inventory was pilot tested in two schools in Lugari district. A total of 40 students were involved in the pilot study. They were 20 boys and 20 girls.

Reliability of the Instrument Reliability refers to the consistency of the instrument on measuring the construct it is purported to measure (Robb, Bernardoni, & Johnson, 1972). The reliability of the instrument was determined by test- retest method. The inventory was administered to 40 students during the pilot study. After one week, the inventory was re-administered to the same students involved in the pilot study. The researcher scored the responses of the participants given during the first and second administration of the inventory. The

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correlation between the two sets of score was determined using Pearson productmoment. In this study, the computation yielded a correlation of .8, which was considered high enough to judge the instruments as reliable.

Validity of the Instrument It refers to the accuracy with which an instrument measures what it is purported to measure. Construct validity, which is non-statistical, was considered in this study (Robb et al, 1972). According to Ary et al. (1985) construct validity is concerned with the extent to which a test measures a specific trait. It is a type of validity that is essential for tests that are used to assess individual on certain psychological traits. An expert can be asked to inspect the items to determine if they seem appropriate for assessing the element in the construct. The lecturers who in this research were experts were given the inventory to judge its validity. Their comments and suggestions were used to improve the clarity of the items in the inventory.

Measurement of Academic Performance In this study, end term examination results were used as a measure of academic performance of the participants. The second and third term examinations Form 4 students did when they were in Form 3 were used to compute academic performance. Seven subjects were used to compute academic performance because of the Kenya National Examination Council (KNEC) requirement for grading the KCSE. Each students marks for the two terms were added together and divided by two. This average mark was used as an index of academic performance.

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Data Collection Procedure The researcher sought permission to carry out the research from National Council of Science and Technology Headquarters in Nairobi. Once permission was granted, the researcher visited the District Education Officer (DEO) Kwale to inform him of the intended research study. The researcher through the DEOs office arranged to meet school headteachers individually. The researcher after briefing the headteachers on the objective of the intended research, arranged to visit their schools to collect data. The researcher then visited each selected school and explained the objectives of the study to students before administering the inventory. Students were informed that this was not an examination and there was no correct or wrong response to the statements. They were requested to respond to items as truthfully as possible and to the best of their knowledge. Matters arising from the students were sorted out and once the students were satisfied, the researcher administered the questionnaire to them. The

researcher then requested the academic master to provide him with the Form 3 second and third term examination reports. The researcher used these report forms to work out academic performance for the students who participated in the research study.

Data Analyses The data collected in this study were analysed using statistical package for social sciences (SPSS) computer programme. Both descriptive and inferential statistics were used in the data analyses. The descriptive statistics used were mean and standard deviation. The inferential statistics used in the study were; t-test, one way ANOVA,

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and Pearson Product-Moment Correlation Coefficient (Pearson-r). The .05 level of significance testing was used in statistical tests.

The descriptive statistics used in this study were mean and standard deviation to show how the students score varied. They were also used in organizing and summarizing the collected data. Inferential statistic techniques used were as follows; ANOVA: Was used to test for significant differences in students perception of guidance and counselling services offered in the high, middle and low performing secondary schools. ANOVA test was used because there were three categories of schools to compare.

Student-t: This was used to test for significant differences between male and female students perception of guidance and counselling services offered in school. Student-t was used in case because there were two variables to be correlated. When t-computed was greater than t-tabulated, the hypothesis was rejected. Pearson Product-Moment Coefficient was used to determine the extent of correlation between students perception of guidance and counselling services offered in secondary schools and their academic performance. The interpretation of Pearson r was based on Hoel (1971) cited by Misigo (1998) and Robb et al. (1972). According to these researchers, correlation is a measure association between a pair of variables that are linearly related. Correlation ranges between +1 and -1. The strength of correlation increases as one approach positive one or negative one. A correlation of magnitude 0 indicated no correlation. A correlation of positive; .80 to 1 indicated very high

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correlation, .40 to .79 indicated substantial correlation, .10 to .39 indicated moderate correlation and .01 to .09 indicated very little correlation. On the other hand, correlation of negative; .80 to 1 indicated very high lack of correlation, .40 to .79 indicated substantial lack of correlation, .10 to .39 indicated moderate lack of correlation and .01to.09 Indicated lack of correlation. In this case, student who scored highest in academic performance was expected to score the lowest in perception score and vice versa.

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CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION Overview This chapter reports the results of data analyses related to the relationships among type of school, gender, academic performance and students perception of guidance and counselling services offered in secondary schools in Kwale district. The reporting of statistical results in this chapter follows a fairly consistent pattern: a restatement of the null hypothesis, after which the pertinent descriptive statistics, inferential statistics, and appropriate interpretations are presented. Reporting descriptive statistic is usually the first step in any statistical analysis because it enables a reader to examine the characteristic of individual variables before looking at the results of the inferential statistics. But, before the results of the data analysis are reported, a demographic description of the participants involved in this study is presented in Table 2. Table 2: Demographic Description of the Participants Gender Boys Type of school High performing Middle performing Low performing Total N 90 90 90 270 n 54 54 53 161 % 60 60 59 59.6 Girls n 36 36 37 109 % 40 40 41 40.4

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Test of Hypotheses Hypothesis One The first null hypothesis stated that there is no relationship between type of school and students perception of guidance and counselling services offered in secondary schools. To test this hypothesis, Form 4 students in high, middle and low performing secondary schools were asked to complete a questionnaire measuring their perception of guidance and counselling services offered in their secondary schools. The mean score were computed and the results of descriptive statistics are reported in Table 3.

Table 3: Type of School and Perception of Guidance and Counselling

Perception Type of school Low performing Middle performing High performing Total Mean 80.64 83.83 81.87 82.11 SD 11.40 10.97 11.87 11.46

To test the difference among the mean scores obtained by participants in high, middle and low performing schools in perception of guidance and counselling,` analysis of variance (ANOVA) was conducted. The result of the analysis showed that there was a statistically significant differences among the mean scores obtained by the participants

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in perception of guidance and counselling, F (2, 267) = 1.79, p < .05. The null hypothesis was rejected and it was concluded that there was a relationship between type of school and students perception of guidance and counselling services offered in schools.

Hypothesis Two The second null hypothesis stated that there is no statistically significant relationship between gender and students perception of guidance and counselling services offered in secondary schools. To test this hypothesis, male and female students completed questionnaire measuring their perception of guidance and counselling services offered in their secondary schools were separately pooled. The mean score were computed and the results of descriptive statistics are reported in Table 4.

Table 4: Gender and Perception of Guidance and Counselling

Perception Gender Male Female Total N 161 109 270 Mean 79.58 85.85 82.11 SD 10.23 12.23 11.46

To test the difference between the mean scores obtained by male and female participants in perception of guidance and counselling, t-test was conducted. The result

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of the analysis showed that there was a statistically significant difference between the mean scores obtained by the participants in perception of guidance and counselling, t (df = 269) = 4.57, p < .05. The null hypothesis was rejected and it was concluded that there was a relationship between gender and students perception of guidance and counselling services offered in schools.

Hypothesis Three The third null hypothesis stated that there is no significant correlation between students perceptions of guidance and counselling services offered in high performing schools and their academic performance. To test this hypothesis, high performing school students completed questionnaire measuring their perception of guidance and counselling services offered were paired with their corresponding academic performance. The Pearson r score was computed and the results of this inferential statistic are reported in Table 5.

Table 5: Correlation between perception in high performing school and academic

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Performance

Variables Perception of g.&c.

n=90

perception of g&c.

Academic performance .19

Academic performance

.19

The result showed that there was moderate correlation between students perception of guidance and counselling services offered and their academic performance. Null hypothesis three was therefore rejected.

Hypothesis Four The fourth null hypothesis stated that there is no significant correlation between students perceptions of guidance and counselling services offered in middle performing schools and their academic performance. To test this hypothesis, middle performing school students completed questionnaire measuring their perception of guidance and counselling services offered were paired with their corresponding academic performance. The Pearson r score was computed and the results of this inferential statistic are reported in Table 6.

Table 6: Correlation between Perception in Middle Performing School and Academic Performance

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Variables

n=90

perception of g&c.

Academic performance

Perception of g.&c. Academic performance .03

.03

The result obtained showed that there was very little correlation between students perceptions of guidance and counselling services offered in middle performing schools and their academic performance. The null hypothesis four therefore was rejected and its alternative accepted.

Hypothesis Five The fifth null hypothesis stated that there is no significant correlation between students perceptions of guidance and counselling services offered in low performing schools and their academic performance. To test this hypothesis, low performing school students completed questionnaire measuring their perception of guidance and counselling services offered were paired with their corresponding academic performance. The Pearson r score was computed and the results of this inferential statistic are reported in Table 7

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Table 7: Correlation between Perception in Low Performing School and Academic Performance

Variables Perception of g.&c.

n=90

perception of g&c.

Academic performance .00

Academic performance

.00

The result in the table showed that there is no significant correlation between students perceptions of guidance and counselling services offered in low performing schools and their academic performance. The null hypothesis five was accepted and its alternative rejected.

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CHAPTER FIVE DISCUSSION, RECOMMEDATIONS AND CONCLUSION Overview This chapter presents a discussion of the findings, conclusion, delimitations of the study, and implications for the policy makers and recommendations for further research. This chapter defines the purpose of the study through the discussion of the research findings. The findings presented in the previous chapter are given meaning in the light of the available evidence on relationship between students perception of guidance and counselling services offered in secondary schools and the academic performance.

Data was collected using questionnaires, and document analysis performance report. The statistical tests employed were the t- test, ANOVA and Pearson r. The hypotheses tested were accepted or rejected at the .05 level of significance. This chapter focuses on discussion of the findings, interpretations and implications.

Summary and Discussion of the Research Findings The result of data analysis show that a significant relationship between the type of school and students perception of guidance and counselling services offered in secondary schools. In the effect, null hypothesis one was rejected and it was concluded that there was a relationship between type of school and students perception of guidance and counselling services offered in schools. Students perception of guidance and counselling depended on the type of school they belong to. This can be attributed

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to the fact that teachers are not trained counsellors. They use different methods in their guidance and counselling. Each school perception depended on how guidance and counselling was offered in their schools. The schools also have different level of development of guidance and counselling services they offer. This implies that some teachers may have attended counselling seminars and courses hence improving in their counselling methods compared to others. These factors could have contributed to the observed differences in students perception in each type of school. The findings are also supported by Bems theory of perception. The lack of appropriate counselling or complete lack of guidance and counselling in the school may have led to development of poor attitude toward the same. This in turn could have affected students perception. The change of attitude depended on how each counsellor handled guidance and counselling in their schools hence the differences in perception.

The result of data analysis also show that a significant relationship exist between gender and students perception of guidance and counselling services offered in secondary schools. It was concluded that students perception of guidance and counselling of services offered in secondary schools is dependent on gender. The data available showed that girls perception was better than that of boys. These findings can be attributed to many factors. In recent years, there has been a campaign to educate girl child in Kenya. There could have been a deliberate effort by teachers to assist the girls in school more than boys. In African society, girls are faced with more and challenging problems than boys. More girls are likely to drop out of school than boys. These factors make the girl child to be a more likely candidate for counselling than boys.

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This can explain the differences in gender perception of guidance and counselling services offered in schools. .

The findings of this study also show a significant correlation between students perception of guidance and counselling services offered in high performing secondary schools and their academic performance. However the correlation was moderate. It was concluded that the students perception on guidance and counselling has an effect on their academic performance. The counsellors should strive to give relevant guidance and counselling services in these schools to improve their students academic performance. Exposing students to relevant counselling improves on their perception of the same (Sears et. al., 1988).

The moderate correlation in this research can be attributed to lack of professional counsellors in schools (Kilonzo, 1980). Poor method of counselling could have contributed to low students perception of guidance and counselling. Since students with low perception are unlikely to go for counselling, this could have affected their discipline, attitude toward some subjects and self-confidence. These factors according to Syomwene (2002) affect academic performance of the students. Despite being moderate, the findings are supported by the Stephens (1956) theory. According to the theory, non -deliberate factor not directly involved in teaching affect schooling more than the teaching method. The theory urges the teachers to attend to these non deliberate factors to improve students academic performance (Michael, 1981). On the basis of these findings, it is advanced that students in high performing schools would

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benefit a lot if guidance and counselling can be improved in these schools. Qualified counsellors should therefore be posted to these schools.

The findings of this study also show a significant correlation between students perception of guidance and counselling services offered in middle performing secondary schools and their academic performance. However the correlation was very low. It was concluded that the students perception of guidance and counselling has an effect on their academic performance. However, the correlation was very little. The available data from this case was inconsistent with the expectations of the null hypothesis. In effect, this hypothesis was rejected. Since the observed results deviated from the expectation, then it can also be reasoned that the students perception of guidance and counselling services offered in secondary schools has an effect on their academic performance. The counsellors should strive to give relevant guidance and counselling services in these schools to improve students academic performance in these schools. Exposing students to relevant counselling improves on their perception of the same (Sears et. al., 1988). This as it was argued by Rao (1992) would improve on academic performance of the students. The literature reviewed show that schools lack qualified counsellors

The findings of this study showed no significant correlation between students perception of guidance and counselling services offered in low performing secondary schools and their academic performance. It was concluded that the students

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perception of guidance and counselling services offered in low performing secondary schools has no effect on their academic performance. The available data from this case was consistent with the expectations of the null hypothesis. In effect, this hypothesis was accepted. This however should not be the basis of not putting more effort in improving guidance and counselling in these schools. Ruto (1995) showed that factor such as absenteeism and truancy do affect academic performance. In that case strengthening counselling department in these schools would still improve academic performance. Delimitation of the Study The findings of research are only applicable to schools within Kwale district and anybody else who would want to generalize these findings has to replicate the research study in the district of interest. Implications for Policy Makers The implication from this study is that there is need for schools to be provided with counselling facilities and qualified counsellors in order to improve and harmonize counselling in secondary schools. The findings also showed that girls are more likely to benefit from counselling services more than boys. Counsellors should exploit this advantage to assist girls.

Recommendations for Further Research The findings of this research study are not conclusive. The research should be replicated in other districts to form basis of comparison. Another research should be carried out to establish if there is a relationship between teachers perception of

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guidance and counselling services they offer and students academic performance. Another research should be carried out to establish the reason behind the lack of strong correlation between students perception of guidance and counselling services offered in studied secondary schools and their academic performance.

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