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EVALUATION OF TEACHING AND LEARNING
OF GUIDANCE AND COUNSELLING IN
COLLEGES OF EDUCATION
IN CROSS RIVER STATE
BY
ABUGIEYE AUGUSTINE OGAR
PG/M.ED/07/43277
DEPARTMENT OF SCIENCE EDUCATION
UNIVERSITY OF NIGERIA,
NSUKKA
SUPERVISOR: DR. B.C. MADU
MAY, 2010.
i
TITLE PAGE
EVALUATION OF TEACHING AND LEARNING OF
GUIDANCE AND COUNSELLING IN COLLEGES
OF EDUCATION IN CROSS RIVER STATE
BY
ABUGIEYE AUGUSTINE OGAR
PG/MED/07/43277
Thesis Presented to the Department of Science Education
University of Nigeria, Nsukka
In Partial Fulfillment of the Requirements for the Award of
Masters Degree in Education (Measurement and Evaluation)
MAY, 2010.
ii
APPROVAL PAGE
This Project has been approved for the Department of Science Education.
University of Nigeria, Nsukka
By
…………………….. …………………...
Dr. B. C. Madu Internal Examiner
……………………… ……………………
Head of Department External Examiner
…………………………
Prof. S.A. Ezeudu
Dean of the Faculty
iii
CERTIFICATION
Abugieye Augustine Ogar, a postgraduate of the Department of Science
Education of the University of Nigeria, Nsukka with registration number
PG/MED/07/43277 has satisfactorily completed the requirements for the
research work for award of Masters Degree in Measurement and Evaluation.
The work completed in this thesis is authentic and has not been submitted
in part or full for any other Diploma or Degree in any other University.
…………………… ………………………..
Abugieye A. O. Dr. B. C. Madu
Student Supervisor
iv
DEDICATION
This work is dedicated to my mentor Mr. Egba Justin Odama and Family.
v
ACKNOWLEDGEMENT
I sincerely appreciate Almighty God for His grace, protection and
enablement to round up this work. I faithfully acknowledge the privileges
enjoyed from my supervisor Dr. B.C. Madu whose fatherly guidance, useful
contributions, corrections, and an understanding has brought this work to a huge
success. I cherish and admire Prof. B.G. Nworgu, Prof. A Ali and Prof. Ezeudu
for the great insight and inspiration on the task before me and for their
constructivism thoughts impacted on me.
My special thanks goes to my wife, Christiana, my children, Promise-
Peace, Unimashi and Justin, my parents, sisters, brothers, colleagues for both
their prayers and encouragement in line with my dearest Egem Inyokwe,
Godwin Ugbada, Joshua Abebah (My role model), Emeka Puis etc
I acknowledge the immense effort of my school father Mr. Ubi Joseph
for painstakingly go through my work, made sensitive corrections and follow-
up to ensured his supportive effort financially, and academically.
With all humility I cherish and acknowledge all friends and well wishers
whose names are not mentioned. May you all remain blessed.
vi
TABLE OF CONTENTS
Title page -------------------------------------------------------------------------- i
Approval page --------------------------------------------------------------------- ii
Certification ----------------------------------------------------------------------- iii
Dedication ------------------------------------------------------------------------- iv
Acknowledgement ---------------------------------------------------------------- v
Table of Content ------------------------------------------------------------------ vi
Abstract ---------------------------------------------------------------------------- viii
List of tables ----------------------------------------------------------------------- ix
CHAPTER ONE: INTRODUCTION
Background of the study ----------------------------------------------------- 1
Statement of the problem --------------------------------------------------- 9
Purpose of the study --------------------------------------------------------- 10
Significance of the study ---------------------------------------------------- 11
Scope of the study------------------------------------------------------------ 12
Research of Questions ------------------------------------------------------- 12
Hypothesis --------------------------------------------------------------------- 13
CHAPTER TWO: REVIEW OF LITERATURE
The concept of evaluation --------------------------------------------------- 14
Evaluation models ----------------------------------------------------------- 17
The need for programme evaluation --------------------------------------- 23
The importance of Library to evaluation ---------------------------------- 27
The importance of physical facilities to evaluation ---------------------- 28
History of guidance and counseling ---------------------------------------- 29
Development of guidance and counseling services in Nigeria ---------- 34
The Concept and principle of guidance and counseling ----------------- 35
The need problems, prospect and ethical issues of guidance and
counseling in Nigeria --------------------------------------------------------- 42
The concept of teaching and learning -------------------------------------- 53
Empirical studies Relating to Education Programme Evaluation ------ 55
Summary ----------------------------------------------------------------------- 58
CHAPTER THREE: RESEARCH METHODOLOGY
Design of the Study ----------------------------------------------------------- 60
Area of the study -------------------------------------------------------------- 61
Population of the study ------------------------------------------------------- 61
Sample and sample technique ----------------------------------------------- 61
vii
Instrument for Data Collection --------------------------------------------- 62
Validation of the Instrument ------------------------------------------------ 63
Reliability of the Instrument ------------------------------------------------ 63
Administration of the Instrument ------------------------------------------- 64
Method of Data Analysis ---------------------------------------------------- 64
CHAPTER FOUR: PRESNTATION AND ANALYSIS OF DATA
Research Question One ------------------------------------------------------ 65
Research Question Two ------------------------------------------------------ 67
Research Question Three ---------------------------------------------------- 68
Research Question Four ------------------------------------------------------ 69
Hypothesis One --------------------------------------------------------------- 73
Hypothesis Two --------------------------------------------------------------- 74
Summary of Findings -------------------------------------------------------- 75
CHAPTER TIVE: DISCUSSION OF THE FINDINGS, CONCLUSION
AND RECOMMENDATION
Discussion of the findings --------------------------------------------------- 77
Conclusion --------------------------------------------------------------------- 82
Educational Implications ---------------------------------------------------- 82
Recommendations ------------------------------------------------------------ 83
Limitations of the Study ----------------------------------------------------- 84
Summary of the Study ------------------------------------------------------- 85
Suggestions for Further Studies --------------------------------------------- 87
REFERENCES ------------------------------------------------------------------ 88
Appendixes
(a) Letter of Introduction --------------------------------------------- 92
(b) Data collection instrument for guidance and counselling
evaluation questionnaire (G&CEQ) ---------------------------- 93
(c) Data collection guidance and counselling observation s
schedule (G & COS) ---------------------------------------------- 94
viii
ABSTRACT
Therefore this study was designed to evaluate the teaching and learning of
guidance and counseling in Colleges of Education. Four research question and
two Hypotheses guided the study. An evaluation research design was employed
in order to carry out the study. A total of twenty nine (29) guidance and
counselling lecturers in Colleges of Education and (348) 300 level students of
Colleges of Education Cross River State participated in the study. A structure
Guidance and Counselling Evaluation Questionnaire (G&CEO); and Guidance
and Counselling Evaluation Observation Schedule (G&CEOS) developed by
the researcher were used for data collection. The reliability co-efficient of the
instrument was 0.74 using correlation analysis while four experts carried our
validation. Four research question and two research hypothesis tested at 0.05
level of significance guided they study. Frequencies, Percentages, Means and
Standard deviation were employed to answer the research questions while the
chi-square statistic was used to test the hypothesis. The result among other
shows that facilities and materials for counselling exercises are not available,
for practical learning, period allocated for guidance and counselling is not
adequate, based on the findings, it was recommended that government should
establish counseling laboratories in schools and equipped them with facilities to
meet counselling challenges. Student counselling practicum and functional
library should be provided to enable students and lectures carry out references
in guidance and counselling. Lecturers should improvise instructional materials
basically for conuselling exercises to boost their profession.
ix
LIST OF TABLES
TABLE 1. Population Distribution = = = = 61
TABLE 2. Means and Standard Deviation of the extend of
Agreement of students and Lecturers of the
Suitability of course contents in achieving the aims
of guidance and counselling. = = = = 65
TABLE 3. Mean and Standard Deviation of Instructional Method
Adopted for effective teaching and learning of guidance
and counseling = = = = = = 67
TABLE 4. The checklist shows the response of students/lecturers
In ranking order of availability of Instructional
Material facilities needed for effective teaching and
Learning of Guidance and Counselling = = 68
TABLE 5: Means and Standard deviation on problems encountered
By Lecturers in Guidance and Counselling = = 70
TABLE 6; Is Guidance and Counselling Observation Schedule = 72
TABLE 7; Summary of Chi-square for H01 = = = 73
TABLE 8: Summary of Chi-square for H02 = = = 74
1
CHAPTER ONE
INTRODUCTION
Background of the Study
Education is a means through which nations build their desired society
and it is an instrument for a change. Education is aimed at inducing a change in
individuals in some desirable way and add to the knowledge they already
posses (Onwuka, 1981).
The arrival of missionaries in Nigeria brought formal Teacher Education
in the country. The need for evangelization encouraged the training of
personnel for the purpose of teaching. Initially, these personnel functioned as
catechists who teach religious doctrines in the churches but later realize the
need to train them to provide manpower for other services. This continued until
19th century when the formal institution for the training of teachers was
established in the country (Akuyimu, 1991). The Ashby commission in 1959
came with the revolution of Teacher Education. The Ashby commission
reported that the country’s (Nigeria) manpower development depend on the
number of qualified teachers and recommended teacher Education programme
upon which the whole system of education depended.
From the recommendations, two schemes of Teacher Education were
introduced. One of these schemes was teacher certification programme which
was established with the assistance of UNESCO. Later both the Federal and the
2
then Regional governments established in all five Advance Teaching Training
Colleges (ATTC) in 1962 following the Ashby commission recommendations.
This was later changed to Colleges of Education (COE).
The Colleges of Education are charged to train teachers in various
teaching subjects and methods, who will teach in the senior section of the
nation’s primary schools and in the junior section of the secondary schools.
Specifically, the National policy on Education (2004) stipulates that the aims of
teacher education are to:
Produce highly motivated, conscientious and efficient classroom teachers
for all levels of our educational system.
Encourage further the spirit of enquiry and creativity in teachers.
Help teachers to fit into the social life of the community and society at
large and to enhance their commitment to national objectives.
Provide teachers with the intellectual and professional background
adequate for their assignment and to make them adaptable to any changing
situation not only in the life of their country but in the wider world.
Enhance teachers commitment to the teaching profession.
The above objectives indicate that teaching in tertiary institutions, which
deals with teacher education programme, is more than instructing; more widely
and provides a framework in which students acquire potent knowledge about
subject matter. Above all, the objectives require teacher development in solid
3
self-understanding and effectiveness that depends on their professionalism,
experience and commitment. In the same way, Shuaibu (1991) states the
important role teacher education programme plays in our educational system as
follows:
It preserves the system. A teacher education programme should be
concerned the teacher on how to select what to teach and to identified
group effectively.
It should be evaluative. A teacher education programme should be
evaluative of not only what is learnt but what has been considered worth
while and how these matters have been taught.
It should be generative. The programme should be able to predict the
future and work out the skills and attitudes that would be required to stand
the test of time.
It should serve as a maintenance system. The teacher education programme
should make up the short fall resulting from expansion in the education
system.
A research-based teacher education programme should identify obsolesce
in knowledge and methodology and substitute for these in the school
curriculum.
The implication of the above roles stated that, the products of teacher
education programme are expected to personify the educated Nigerian, to be a
4
nationalist and a patriot irrespective of the circumstances of the environment
and personal deprivations.
Among the various courses in the colleges of Education is guidance and
counselling. The philosophy of guidance and counselling programme in
Colleges of Education as stipulated by the National Commission for colleges of
Education (NCCE, 1996) is inspired by the desire to help students become
potentially and intellectually informed in guidance and counselling skills for
logical reasoning, ideas, understand their capability, and to make useful
decisions in education.
The objectives of guidance and counselling programme among other
things are as follows; according to National Commission for Colleges of
Education (NCCE):
To find out and make individual aware of their basic personal pre-
requisites, abilities, assests, liabilities and potentialities.
To provide usable information correctly or clarify misinformation
Assess an individuals chances to succeed in the labour market.
To create awareness of client in the available jobs and how to progress in
them.
To make available opportunities for further training and advancement in
occupation.
To suggest alternative careers and realization of priorities.
5
Assists individual to use appropriate tools and techniques necessary for
self-direction, personal understanding, self-confidence and mental
maturation for healthy growth adjustments
To mobilize all the available resources of the school or home for
satisfaction of vocational, academic and social-personal needs of the
student.
In order to achieve these laudable objectives as well as to enhance the
effectiveness and efficiency of the Colleges of Education, there is need to
constantly evaluate the guidance and counselling programme of our schools for
rapid changes in educational, vocational and socio-personal development. Some
evaluation studies have been carried out in the Colleges of Education in Nigeria
are as followed Dienye (2005) defines evaluation as a process of finding out
how far the learning experiences in relation to the content that have been
developed and organized, actually produce the desired results. The process of
evaluation will also involve the identification of strengths and weaknesses of
the curriculum plan.
Evaluation involves a systematic process, it is controlled observation of
pupils change in behaviour. Agbaegbu, Ezendu and Agwagah (2000) defines
evaluation as a process of ascertaining the functionality of education
programme and practices in a systematic manner. The learners are exposed to
6
some content before evaluating or determining the extent of learning or
behavioural change that has take place.
Teaching is a common term we use in three distinct ways: as a
profession/occupation, as a doctrine/body of knowledge, and as a formal school
activity, Keziah and Lawrence (2003). Teaching as a formal school activity is
the major one that concerns us because it is the process of getting a learner
become educated. Teaching influencing the thoughts, feelings and behaviour of
other admittedly, teaching is concerned with education or behaviour change, it
is a system of activity by a formerly knowledge, working with one or more
learners to achieve certain learning outcomes.
Attempts to explain the concept of teaching and learning has introduced
the issue of selling and buying. There is no double to the fact that but concepts
involves some sort of interaction. In other words, some level of interaction is
necessary before there can be teaching-learning or selling buying. But where as
the seller-buyer relationship has an action of giving something to someone in
consideration for money as the most important predictable behaviour, teacher –
learner relationship has no one major event. Rather, it involves series of actions
like marking of papers, discussing and demonstration, explaining and
illustration or writing of something on the chalkboard.
Experience is the knowledge and skill that is gained through something
for a period of time Oxford Advanced Learners dictionary (2000). For instance
7
a teacher with ten years teaching experience influence the way he/she thinks
and behaves in a more acceptable way from accumulated knowledge gained
through the skills he acquire from a particular job.
The use of instructional facilities enhances learning experience and leads
to interaction within the learning environment. Consequently the interaction
culminates in increased interest and acquisition of competences needed for the
occupational world. In this age of educational technology, the process of
learning requires systematic application of scientific knowledge to practical
tasks, identifying and analyzing learning problems. Learning occurs at three
levels Olumba (1996) mention as follows; (a) Direct experience level (b) iconic
experience level and (c) symbolic experience.
Direct experience level deals with the real life experience involving the
interaction of the student with his environment through seeing, learning,
touching and manipulation of what is learned. The iconic level of learning has
to do with teaching students by means of pictorial. This kind of learning leads
to vicarious experience. The symbolic level of learning is merely learning in
abstraction as in mathematics. Learning experience is interaction between the
learner and his external conditions in their environments to which he can react
(Olaitan and Ali 1997). Learning environment is the collective social and
technical setting in which teachers and students interact with instructional
8
objects for purposes of acquiring skills, knowledge and attitude which is known
as experience.
However, there are inadequate number of non-academic staff, no
Mathematic workshop, no departmental library and lecture method is popularly
used by the lecturers against discovering, demonstration and problem solving
methods. Studies above revealed that most of the programmes introduced by
Colleges of Education in Nigeria were inadequate to meet the need of the
learners and society. Since guidance and counselling is part of the programme
in Colleges of Education, the aims and objectives need to be attainable to
ensure that they are consistently being achieved. For effective teaching to occur
there is need for the teachers to posses the skills, the knowledge of the subject
matter as well as the ability to select appropriate methods for delivery
instructions to students. Certain facilities need to be provided to ensure the
smooth running of the programme. Such facilities are classroom blocks, staff
offices, provision of adequate staff personnel, counselling laboratory, seminar,
sensitization campaigns, workshop etc. Akale (1991) observed that in some
Colleges of Education, some of these facilities are grossly inadequate. Against
this background, this work is geared towards evaluating guidance and
counselling programme in Colleges of Education in Cross River State with a
view to determining its strengths and weaknesses and proffering solution to the
identified problems.
9
Statement of Problem
Despite programmes mounted by Colleges of Education in Nigeria to
meet the needs of the learners and society both human and material resources
are inadequate. Since guidance and counselling is part of the programme in
Colleges of education, it become imperative to evaluate the guidance and
counselling teacher education in the Colleges of Education in order to
determine its effectiveness and efficiency in meeting the needs of learner and
society. An evaluation of guidance and counselling programme should not only
be on student’s performance but also on all the facilities both physical and
human resources that are necessary for a successful implementation of any
education programme. Programme evaluation of this nature is useful for
programme improvement, decision-making, personnel, accountability and
availability of facilities. Therefore knowledge of guidance and counselling
programme is critical in the improvement of teaching and learning of guidance
and counselling, improvement of the personnel and taking useful and
worthwhile decision concerning the development of Colleges of Education.
Since the inception of guidance and counselling in colleges of education
evaluation research work has been carried out in biology, Introductory
Technology, Business Education, Integrated Science, Physic, Social Studies etc.
But no effort has been made to evaluate guidance and counselling inspite of it
imperative impact to ascertain the achievement of its aims and objectives in the
10
school system. The problem of this study is that teaching and learning of
guidance and counselling have not been evaluated since the inception of the
course in school. Therefore these study evaluate guidance and counselling
programme in Colleges of Education and to determine the extent of which the
objectives of the course have been achieved in Cross River State.
Purpose of the Study
The purpose of this study is to evaluate guidance and counselling
programme in colleges of education in Cross River State. Specifically the
purpose of the study were to find out:
(1) To what extent are the aims of guidance and counselling being achieved.
(2) Lecturers’ instructional approaches adopted in teaching guidance and
counselling.
(3) The adequacy and availability of instructional materials and other
facilities for effective teaching of the course content.
(4) The problem encountered by lecturers in teaching guidance and
counselling
11
Significance of the Study
The study will enable the curriculum planners to also effect the necessary
change be ensuring that adequate and qualified teachers are employed to teach
guidance and counselling as to take care of students vocational, academic and
social/personal problem which is the turning point of its objectives in line with
the content of the course.
The result will provide administrators with useful information and an
insight of the impact of guidance and counselling on students academic
achievement and their future career. To parent, it will enable them to identify
their weaknesses on part of failure their responsibility to provide for their wards
necessary materials needed for a successful school work and learning.
Lecturers will know the damaging effect of guidance and counselling on
students’ academic achievement. Hence they will look for ways of manipulating
the school environment to provide conducive learning situation that will
discourage poor performance among the students. They would exploit
instructional approaches in teaching guidance in counselling with the necessary
needed facilities to enhance effective teaching and learning.
12
Scope of the Study
This study was carried out in Cross River State be limited to Colleges of
Education. The study was restricted specifically to evaluation of guidance and
counselling programme in Colleges of Education. The CIPP (Context, input,
process, product) model of evaluation is used with particular emphasis on the
context, input, process and product (CIPP) aspect of model.
The programme is evaluated in terms of the extent of the achievement of
the objectives of guidance and counselling contexts, availability and utilization
of instructional materials and facilities. The adequacy of teaching methods
employed by the lecturers and the problem encountered by the teachers in
teaching guidance and counselling.
Research Questions
The following research questions were used to guide the study.
1. How suitable are the course contents in achieving the aims of guidance
and counselling programme?
2. What are the instructional methods adopted for effective teaching and
learning of guidance and counselling programme?
3. How adequate are the facilities, counselling laboratory and materials for
effective teaching and learning of guidance and counselling?
4. What are the problems encountered by lecturers in teaching guidance and
counselling?
13
Hypothesis
The following null hypotheses were formulated for this study and were
tested at 0.05 level of significance.
Ho1: The opinion on the teaching methods utilized for teaching guidance and
counselling is significantly independent of years of experiences of
teachers.
Ho2: The opinion on the problem encountered in teaching guidance and
counselling is significantly independent of years of experience of
teachers.
14
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The related literature has been reviewed, organized and presented under
the following sub-headings.
1. The concept of Evaluation
2. Evaluation models
3. The need for programme evaluation
4. The importance of library to evaluation
5. The importance of physical facilities to evaluation
6. History of guidance and counselling
7. Development of guidance and counselling services in Nigeria.
8. The concept and principle of guidance and counselling
9. The problems, prospect and ethical issues of guidance and counselling in
Nigeria
10. Review of empirical studies
11. Summary
The Concept of Evaluation
The concept of evaluation is a process of ascertaining whether the
objectives of the programme are being achieved or not. Evaluation according to
15
Agbaegbu, Ezeudu and Agwagah (2000) is the process of ascertaining the
functionality of educational programmes and practices in a systematic manner.
Similarly Olaitan (1996) observed that evaluation gives support to action
taken as well as suggests changes to be made if instructional /programme goals
must be achieved. Evaluation is a continuous comprehensive process which
utilizes a variety of procedures and which inescapably are related to the
objectives of the instructional programme.
It is in line with this that Gronlund, cited in (Harbour – Peters 1999)
while relating evaluation procedures to instructional objectives, says that
evaluation is an integral part of the teaching and learning process. According to
Harbour-Peters (1999) Evaluation is not something tacked on at the end of a
course; it is not limited to the measurement of the amount of the factoral
material retained.
Therefore, the following procedures should be adopted to accomplished
meaningful instructional evaluation.
Decide on the purpose the evaluation result should serve.
Decide on the content, evaluation should be base on.
Decide on the format of evaluation instrument.
Decide on the administrative conditions of the instrument.
Formulate the procedure for grading and interpreting the result.
16
Proper use of evaluation procedure according to Gronlund, will help
improve students learning by.
1. Clarifying the intending learning outcome.
2. Providing short-term goals to work
3. Offering feed back concerning learning programme
4. Providing information for over coming learning difficulties and
selecting future learning experience.
According to Okoro (2005) noted that evaluation is a methodological
activity which consists of gathering and combining performance data to yield
rating and in justifying the data collection procedure weighting of data and the
goals themselves.
In another dimension, Patton cited in Ali, Ezeadi and Ogbazi (1986)
viewed evaluation as:
1. A problem solving strategy
2. A strategy that identifies the need for a decision through data collection,
analysis and information use
3. One which entails situation that involves choice on data collection and
the worth of option.
4. One which involves making judgment and appraisals
Gronlund (1985) suggested five basic operational principles by which
evaluation should be based for effectiveness. These include:
17
Determining and classifying what is to be evaluated always as priority in
the evaluation process.
Evaluation technique should be selected in terms of the purpose to be
served.
Comprehensive evaluation requires a variety of evaluation techniques.
Proper use of evaluation technique requires an awareness of their
limitations as well as their strengths.
Evaluation is a means to an end and not an end in itself.
According to Nworgu (1992), evaluation is generally used in two sense.
Firstly, it is used to connote the process of making value judgment or taking
decisions about events, objects or their characteristics. In this sense, evaluation
is purely qualitative and is preceded by measurement. Evaluation judges the
worth or value of pertinent information made available by measurement.
Secondly, evaluation is also used as a process of seeking obtaining and
quantifying data with a view to make value judgment about objects, events or
their characteristics. (Nworgu, 1992; Okoro 2005) identified two main types of
evaluation to include formative and summative evaluation. Formative
evaluation provides data on educational programmes while they are still being
developed. It is used in monitoring learning progress during instruction.
Summative evaluation determines the effectiveness of the final programme.
Data collected from summative evaluation may be useful in improving the
18
programme, the nature of subject matter and activities utilized by the
programme, the adequacy of the organization of the content and learning
activities, experiences and the decision concerning the methods of evaluating
learner progress. This type of evaluation is the concern of the present study in
that the guidance and counselling programme has already been implemented
and the extent of the effectiveness of the programme in attaining its aims and
objectives is yet to be determined.
Educational evaluation concerns itself with such questions as what value
and what progress are being made on the side of both teachers and students. As
observed by Garba (1994) question like these can only be answered through
tests, examinations, observations, questionnaire and projects.
In this research work, effort will be made by researcher to identify those
resources both human and physical facilities that are necessary for teaching and
learning of guidance and counselling followed its principles of evaluation as
already stated to actualize its aims and objectives as contained in the national
policy on education.
Evaluation Models
Okoro (2000) defined evaluation model as a set of steps or a system of
thinking which if followed or implemented with result in the generation of
information which can be used by decision makers in the improvement of
educational programme. Evaluation models are great assets to evaluators of
19
educational programmes because they provide a general guide which can be
adapted or modified to suit specific programmes being evaluated. In selecting
the evaluation model to be used, the evaluator is expected to consider the
following:
The appropriateness of the model-can it yield adequate information.
The complexity of the model-can it be effectively applied by the evaluator
taking into consideration his experience, cost of implementation and other
related factors (Okoro, 2000).
Okoro identify four evaluation models to include; secondary school
evaluation model, vocational education in Nigeria evaluation model, Kentucky
Vocational Education Evaluation model and the CIPP evaluation model.
(1) Secondary school evaluation model developed by Okoro (1991): This
model has the following ten steps:
Determine and assess the philosophy behind secondary school system.
Determine how the subjects relates to the philosophy.
Determine the goals and objectives.
Collect input, data on resources on subjects.
Evaluate data
If the findings are adequate continue to offer the subject
(2) A model for evaluating vocational education in Nigeria: this evaluation
model was developed by Okoro (1985) and identifies three types of
20
evaluation namely input, process and product evaluation similar to CIPP
evaluation model developed by Stufflebean. Each type are conducted
following five steps:
Determining information needs
Collecting data
Analyzing data
Evaluating data and
Preparing report
(3) Kentuchky Vocational Education Evaluation Model: It was developed by
the Kentucky Vocational Education Coordinating unit, U.S.A. for use in
evaluating vocational education programme (Denton, 1973) but it can
also be used in evaluating any other educational programme.
(a) Assessment of the needs of the school
(b) Development of a philosophy for education
(c) Writing of objectives for the programme
(d) Stating criterion questions
(e) Collection of data
(f) Analysis data
(g) Recommendations based on data analysis
(h) Decision making
21
(4) The CIPP evaluation model: The CIPP evaluation model was developed
by Stufflebean in 1971. This model identified four types of evaluation
representing the letters CIPP for context, input, process and product.
(a) Context evaluation: It is usually employed when planning a programme
and it helps to describe the prevailing environment and the needs,
problems, is concerned with the determination and validation of goals
and objectives.
(b) Input evaluation: This provide information on the resources available and
how the resources may be used to achieve desired ends. It may entail the
assessment of staff, students, equipment, library resources, laboratories,
facilities and other resources that will be involved in the educational
programme.
(c) Process evaluation: It is undertaken in the course of implementation of
the programme. It is primarily concerned with course offerings, teaching
method and other process for programme implementation. It also assesses
the efficiency with which input compound are being utilized.
(d) Product evaluation: It determine the effectiveness of the programme in
achieving the objectives and goals of the programme. It relates
programme outcomes to its objective and process components.
22
Maher and Barbrack (1980) also developed an Individualized Education
Programme (IEP). Four evaluation strategies are prescribes in this evaluation
model which includes;
(1) Availability Assessment
(2) Process Evaluation
(3) Outcome Evaluation
(4) Consumer Evaluation
Metfessel and Michael in Nworgu (1992) presented an evaluation model
with eight major steps which include:
Step 1: In this step all members of the total school community should be
involved either directly or indirectly as participants in the programme
evaluation.
Step 2: A collusive set of broad goals and specific objectives in both cognitive
and non-cognitive dimensions are specified.
Step 3: Objectives are translated into the form they can be communicated and
applied to enhance learning in the school setting.
Step 4: Instruments are developed for obtaining the criterion measures on which
inferences will be based.
Step 5: Relevant data are collected periodically using the instrument.
Step 6: The data collected are subject to appropriate statistical analysis.
23
Step 7: The data are interpreted based on certain judgmental standards and
value concerning what are considered desirable level of performance on
the totality of collated measures.
Step 8: Making recommendation based on the conclusion which will provide
the basis for further implementation.
This evaluation model and many others are systematic and formalized but
cannot be easily adapted to fit the evaluation of specific components or aspects
of the programme such as instructional materials, methods etc. Evaluation
models developed by experts in various field including education have been
identified and discussed in this study. For this research will employ the CIPP
which stand for context, input, process and product evaluation model developed
by Stufflebean in 1971 for the present work as the study is concerned with the
evaluation of guidance and counselling programme in colleges of education.
The Need for Programme Evaluation in Education
Nworgu (1992) views programme evaluation as the process of collecting
and using relevant information in making decision about the programme. He
went further to identify three types of decision which are made in programme
evaluation. These decision include:
1. Course improvement decision: This decision deals with deciding what
instructional materials and methods are satisfactory and where change is
needed.
24
2. Decision about the individuals: This involves decisions, such as
identifying the needs of the pupil for the purpose of selection and
grouping acquainting the pupils with his own progress and deficiencies.
3. Administrative regulation: This involves judging how good the school
system is and how good individual teacher are.
Similarly Okoro (2005) also enumerated the usefulness of programme
evaluation. These are:
1. Programme planning: This aids the planning of a new programme and in
deciding whether to expand or discontinue with the existing programme.
Proper planning involves the collection of information about objectives,
needs of the community students to be served, cost of programme and
availability of teachers.
2. Programme improvement: In programme improvement, data and
information collected from programme evaluation are used in judging the
effectiveness of the programme and in detecting deficiencies in the
programme that need to be removed.
3. Decision making: In educational institutions, it is necessary that decision be
made on the basis of authentic data collected as a result of evaluation
process. Evaluation assists in decision making by providing the information
on the basis of which wise decision can be taken.
25
4. Accountability: It is the process of ensuring that all educational
expenditures are justified by the improved learning or other favourable
outcomes that might result from the expenditure. It helps to determine the
cost of the new facilities and relate such costs to benefits and also seeks to
find out if there are cheaper ways of implementing desirable expansion
programme.
5. The skill and ability of administrative and instructional personnel in
educational institution determines to a large extent the quality of the
programme offered. Programme evaluation helps in ensuring that
educational personnel are well trained and are carrying out the function that
they are best suited to carry out. Okoro further listed the main areas that
programme evaluation should focus attention.
These area includes:
1. Operation of the institution: This involves administrative and management
functions in the institution, who performs the function and how they are
performed.
2. Students – qualification for Admission: This includes admission procedure,
accommodation, feeling and the general welfare of students.
3. Objectives and goals of the institution: This involves their suitability and
relevance to local or national needs.
4. Curriculum: This deals with course contents and course outlines.
26
5. Instruction: This involves methods of instruction, students learning and use
of teaching resources.
6. Personnel: Such as administrative, instructional and other support
personnel, their qualifications, experience and skill in discharging their
duties.
7. Evaluation of student learning: This involves the appropriateness of
evaluation procedures and procedures for graduating or certificating
students.
8. Instructional services: This includes the libraries, audio visual aids and
other educational support services.
9. Physical facilities and equipment: Such includes laboratories, classroom,
tools and consumable laboratory materials.
10. Guidance, counselling placement service.
11. Management of resources; includes budgeting, auditing of accounts and
utilization of resources
According to Okoro (2005), programme evaluation in education involves
the collection of data and use of such data to assess the effectiveness and
quality of programmes. According Worthen (1985) defined programem
evaluation as all those activities undertaken to judge the worth or utility of a
programme in improving some specified aspect of an educational system. It is
27
the appraisal of the worth or value of a thing or action and making appropriate
decisions on the basic of such appraisal.
As an action research, programme evaluation can allow a researcher an
opportunity to conduct a study that is useful to educational system by answering
questions and solving problems associated with a particular programme of
interest. In line with this Okoro (2005) views education research interest in
collecting generalizable information which can be used to solve problems
facing such educational institutions. Okoro further said that educational
evaluation is interested in collecting data relating to one educational institution
programme or course for the purpose of solving problems facing such education
institution, programme or course.
Guidance and counselling programme is amendable to evaluation. Hence
all the relevance, needs, purposes and target of programme evaluation as
identified in this review of literature will be applied to this research work.
The Importance of Library to Evaluation
The teacher in a school system is a resource person while the library is a
resource centre for both student and teachers. Therefore, provision of good
library is essential for academic excellence to include trained library personnel
and stocking of sufficient good reference books. While stressing the need for a
good library services in our educational institutions, a good library must be
spacious, keep adequate records of books loaned and returned. Similarly proper
28
ventilation, adequate furniture, provision of machines for book repairs are
essential requirement in a good library.
In this own view on the importance library in a school system, Falodun
(1984) regrets the terrible state of school libraries in Nigeria. According to him,
the problem was not that there were no books alone but that even the few in
them are obsolete. A well equipped library is essential for excellent academic
performance and must be considered when introducing any new educational
programme.
The Importance of Physical Facilities to Evaluation
In all courses, certain facilities especially designed to enhance the
teaching of certain skills without which the desired skills cannot be acquired.
With the increasing complexities in our system and modern day technological
development, the need for specialist facilities has arisen. It is in support of this
that Dinsent (1984) said that in order to inculcate the knowledge, skills and the
likes which all education aim at, schools are built, teachers are trained,
textbooks are written and facilities are provided.
All the courses in the area of guidance and counselling involves
investment on facilities such as workshops, seminars, sensitization campaigns,
counselling laboratory among others. Guidance and counselling cannot make
appreciable and significant progress without adequate provision of facilities.
29
The facilities have to meet a wide range of requirement appropriate and
adequate for effective teaching and learning.
History of Guidance and Counselling
The development of guidance and counselling services has been traced to
the United State of America (USA). The idea of school guidance was nursed
based on four factors prevalent in the United State then. These factors were
division of labour, technological growth, democratic governance and extension
of vocational education.
According to Akume (2008) stated that, before this time, a case can be
made for tracing the foundations of guidance and counselling principles, to
ancient Grace and Rome with the philosophical teaching of Plato and Aristotle.
Some other evidences have shown that some of the skills and techniques of the
contemporary guidance counsellors were practiced by Catholic priests as
pertaining to ethics of confidentiality within the confusion. Also during the
sixteenth century Tomaso Garzoni published one of the first textbooks about
career options titled “the universal plaza of all the professions of the world
(1626). Despite these efforts, guidance activities did not start fully till the turn
of the twentieth century.
Formal guidance could be traced to early 1900 when the American nation
was experiencing stresses arising from social consciousness which emanated
from parents against social injustices and economic maladjustments. The
30
difficulties of people living in urban slums and the wide spread use of child
labour outraged most of the citizens. One of the consequences was the
compulsory education movement and shortly thereafter the vocational guidance
movement, which was concerned with guiding people into the work force to
become productive members of the society. The idea of school guidance was
therefore conceived in cities like Detroit, Boston, New York and Chicago
whose rapid industrial growth was causing social problems and abuses.
The first identified counselor was Jesse B. Daries (1898 – 1907) who
spent most of his time as the principal of the eleventh grade, counselling the
students. In 1907 when he became the principal of the Grand Rapids Michigan
High school he included in his weekly activity vocational and moral guidance.
In 1909, the social and political reformer Frank Parsons popularly
credited as the father of guidance movement established the Boston Vocational
Bureau which was in charge of advising job seeking youths. This was to ensure
that these youths understand their strengths and weaknesses which will guide
then in making rational choices among vocational opportunities. Parson’s work
at Boston helped outline a system of vocational guidance in Boston public
schools. The work of the bureau subsequently influenced the need for and the
use of vocational guidance not only in the United States but other countries like
Uruguay and China which by 1918 had documented evidence of the bureau’s
influence.
31
About the same time, Eli Weaver tried to assist numerous child labourers
who were leaving New York City schools under unfavourable conditions.
Subsequently guidance programmes spread to other cities like Lake City, Utah,
Lincola and California.
In 1910, the first ever conference was held in Boston for those involved
in guidance activities. In 1913 marked, the founding of a national organization
at grand Rapids, Michigan named National Vocational Guidance Association
(NVGA). This association produced its first publication “Vocational Guidance
Bulletin” in 1915. By 1951 there was a rapid increase in their memberships,
which led to the formation of American personnel and Guidance Association
(APGA) in July 1952. Also in 1950s gave birth to the American School
Counselor Association (ASCA) which further professionalized the identity of
the school counsellor.
The Word War I brought the need for assessment of large groups of
draftees to select appropriate people for leadership positions. This gave birth to
the performing psychological assessments on large groups of people hence
introducing standardized test in the educational system. The 1920s and 1930s
saw as expansion of counselling roles beyond working only with Vocational
concerns rather shifting to the social, personal and educational aspects. After
World War II a renounced American psychologist Carl Rogers known for his
non directive approach to counselling appeared at the scene introducing a strong
32
trend away from testing movement. Carl Rogers publication “Counselling and
Psychotherapy in 1942 and Client Centered Therapy in 1951 defined a new
counselling theory in complete contrast to previous theories in counselling and
psychology. The new theory minimized counsellor advice- giving and stressed
the conditions that will facilitate client centered process.
The work of Gilbert Wrenn and his book “The counsellor in a changing
World in 1962 introduced the need for school counselors to be more cultural
sensitive. 1960 also brought many counselling theories including Perl’s
Frederic gestalt theory, William Glasser’s reality therapy, Abraham Maslow
and Rollo May’s existential approach and John Knimboltz’s behavioural
counselling approach. The 1970s saw the school counsellor as being defined as
part of a large programme as opposed to being the entire programme of training
standards and criteria for school counselling. This led to a more intense
evaluation of education as a whole and counselling programmes in particular.
The development of national educational standards and the school reform
movement of the 1990s ignored school counselling as an integral part of a
student’s educational development. However, there are clear definition of the
roles and responsibilities of school counselling programmes and showed the
necessity of school counselling for the over all educational development of
every student.
33
Formal guidance started in Nigeria toward the end of 1959 when a group
of Reverend Sisters of St. Theresa’s College Ibadan became aware of the need
to provide proper vocational guidance and placement to the final year certificate
students (Okon, 1983). To achieve this, the sisters invited men and women
(career advisers) from various occupation and business establishments to talk to
the students about their work and the chances to absorb them in gainful
employment after graduation. The success of this practice soon caught up with
other schools in Ibadan municipality leading to the formation of Ibadan career
council in 1961. By 1967, career guidance had spread beyond Ibadan and Lagos
zones, and the Ibadan career council then changed the name to Nigerian career
council. This led to the posting of career masters to schools, especially Federal
Government schools in the same 1967, their main duty being to help students
choose subjects and jobs. In 1974, University of Ife, now Obasfemi Awolowo
University, Ile-Ife, started a guidance and counselling unit. While in 1976,
University of Ibadan established a full-fledged Department of guidance and
counselling unit. In 1976, again the counselling Association of Nigeria, a
professional association, was launched with Olu makinde as the first president.
Aware of the importance of counselling, University of Nigeria, Nsukka,
University of Calabar and host of other started offering degrees in Guidance
and Counselling.
34
Development of Guidance and Counselling Services in Nigeria
The Federal Government of Nigeria in 1962 took a keen interest in the
educational development of the country. Thus a sixteen member delegation was
sent to France, Sweden and United States of America to survey their education
policies and systems. The findings of the delegation showed that guidance
services were part of the educational services in the countries visited, this
increased the interest of the Federal Ministry of Education which led to the
establishment of a child Guidance Clinic in Ministry in 1964. In this same year
the first seminar on guidance took place. By 1967 the Ibadan career council
which stated in 1961 changed its name to Nigeria career council. They first
journal was published that same year and career masters were appointed in high
schools. Their job description was to assist students make appropriate career
choices and subjects.
The Civil War interfered with the functions of the career council and
their activities. At the end of the Civil War in 1970, counselling activities
expanded beyond career masters to appointment of counsellors. In December
1976, the counselling Association of Nigeria (CAN) was launched with
professor Makinde as the first president. The period between 1970-1976
witnessed some rapid development of guidance in Nigeria. Today guidance and
counselling has become a household name in most states of the federation.
35
The counselling Association of Nigeria (CAN) now known as
(CASSON) has its branches in almost all the state capital in the country. Their
activities range from periodic state seminars, workshops and exhibitions to the
annual national conferences. These have boosted the activities of the
organization in Nigeria. This was backed up by the National Policy on
Education (2001) which stipulated that guidance services be made a part of the
school curriculum. Although there has been remarkable progress of guidance
and counselling programme in Nigeria and there is still room for progress.
Nigeria school administrators need to follow the programmes as it is in the
National Policy of Education. The counselling Association of Nigeria
(CASSON) should also ensure that their plan of getting the association properly
certified and licensed becomes a fruitful venture. It is only at this point that
guidance and counselling will attain her full professional status in the nation.
The Concept and Principles of Guidance and Counselling
In its truest sense, minor percentage of our total population is capable of
handling its problems independently without the cooperation and guidance of
others according to Chauhan (2001). According to Kolo (1992) defines
guidance as an assistance given to someone in order to make him aware and
know the direction he or she is coming from and going to in life. In our daily
life we assist individuals to get to where he or she is going. Such assistance may
36
be to someone looking for a way to an unknown place or value or it could be to
someone looking for data to enable him or her take a decision in life.
Orhungur (2007) defines counselling, it involves some person or persons
called “counsellors" being hired by another person or persons called “clients”,
to help the clients solve some sort of personal or social problems. In clarifying
further the meaning of counselling, Gesinde (1991) asserted that guidance is
often contradicted or interchanged with counselling. Gesinde (1991) views
counselling as an in-depth interaction between two or few individuals with the
intent of assisting the client to better understand himself in relationship to his or
her present and further problems. The interaction that takes place between the
client and the counsellor is so intense and of high quality that the end product is
a change in behaviour due to the learning process that had taken place during
interaction. Gesinde (1991) further explained that “counselling deals with
effective realm, which involves feelings, emotions, attitudes and not simple
ideas. According to Aloa (1991), counselling is a helping relationship between
the counsellor and the client. The functions of the counsellor in the helping
relationship is to provides the facilitative and action conditions necessary for
change in the client’s mode of thinking, feeling and behaviour. UNESCO
(1997) defined counselling as a learning oriented process which usually occurs
in the literature relationship with the aim of helping the person learn to put such
understanding to effective use for self and society.
37
According to Olayinka (1999) defined guidance as a process of
information-giving to an individual; this providing him with a diversity of
choice. Olayinka (1999) view counselling as a face-to-face, person-to-person
relationship in which a person (client) seeks the help of or seeks to effectively
communicate with another person (counsellor). Counselling is a learning-
oriented process which stresses more rational planning, problem solving,
decision making, prevention of severe adjustment problems, and support for
situational pressure arising in the everyday lives of normal people.
According to Ugbe, Undiyandiye and Reamen (2002) view guidance as a
more directive or prescriptive form of assistance in which the client is given
direct advice on what to do, while counselling refers to a more open and less
directive method of helping in which alternatives are laid open before the client
and final decision is left to him to take. According to Okoye (2000) defined
guidance as a service aimed at helping an individual in making choices and
adjustments and in resolving personal problems. It also aids the individual to be
aware of his abilities and interest and be able to take independent actions which
will lead to better orientation in his environment. A counsellor is somebody
who is capable of being regarded as a special kind of teacher and his major role
is to assist an individual through the counselling relationship to outline his own
resources and his environmental opportunities in the process of self-
38
understanding, planning, decision making, and coping with problems related to
his developmental needs and to his educational and vocational activities.
A professionally qualified guidance counsellor like legal and medical
professions, should carry out his operations by being guided by some
counselling principles. One of the duties of a medical doctor is expected to
saved life and treats all sort of people who need medical services. The duty of a
lawyer is to defend his clients to the best of his legal abilities irrespective of the
nature of the allegations levied against his client. In view of the above
statements, Olayinka (1999), Chanhan (2006) outline the basic principles of
guidance and counselling as follows:
Guidance services are for all people. Guidance should not be confined only
to the maladjusted but should be provided to all types of children. Chauhan
agreed that, it will be of great use to devote attention to normal and
superior children also in an attempt to stimulate their intellectual growth.
Every student is welcome to seek guidance although some students may
need it more than others, Olayinka (1999).
Guidance services are voluntary and not by force. Emphasis is on self-
direction. The individual gains confidence, insight and understanding of
his problems and makes his own decisions. Students may be persuaded but
not forced to participate in a counselling encounter. Why and reluctant
clients may be referred to the counsellor by their parents, teachers, friends
39
or other significant persons, but the counsellor has no right to force a client
for counselling, Olayinka (1999). Chauhan (2006), is of the view that,
guidance makes the individual better adjusted to his environment and leads
him to self-reliance and self-direction.
Guidance services are for all school levels. According to Olayinka (1999)
is of the opinion that, counselling techniques should be fashioned to suit
the need of counselors at primary school, junior, senior secondary and post
secondary institutions of our educational system. In view of this, Chauhan
(2006) added that, guidance is correlated with the total programme that
demands a comprehensive study of the individual in his social and cultural
setting by the use of scientific techniques. For instance, educational,
vocational and personal-social guidance is interrelated but could be
distinguished as different aspects of the total guidance programme.
Problems and concerns of the clients differ from one age to the other and
each stage in life cycle needs guidance and counselling. Young pupils need
developmental guidance designed for healthy academic, vocational, moral
and social adjustment. The adolescent students have their peculiar
developmental guidance needs for preparation to adult roles in the world of
work, sex and marriages, and adults need more counselling to cope with
adult life problems, Olayinka (1999).
40
Guidance services are aimed primarily at preventing a problems than
solving them. The primary goal of a counsellor is to prevent major
problems from occurring.
Guidance services do not provide solution to all human problems. Clients
should be assisted by the counselors to resolve as many problems as
possible. Unresolved problems can be referred to more competent agencies
for possible solution. Olayinka further said that counsellor should
recognize his or her limitations and promptly refer clients to other agencies
whose services will better meet the needs of the clients which the
counsellor has identified.
Guidance service must ensure the security and confidentiality of all
personal information revealed either directly by the client during the
counselling interview or through data-collection process. According to
Olayinka (1999) stated that confidential information should only be shared
with others with the consent of the client or if to do so will serve the
interest of the client and the law of the land. A counsellor should not betray
trust and confidentiality which the counselee has in him.
Guidance services should be rendered on a continuous basis or it is a life-
long process. Chauhan (2006) is of the view that guidance is not a once-
for-all activity but it is a continuous life-long process which starts from
early childhood and continues till the death of the individual.
41
Guidance services should recognize the worth and dignity of the individual
client. According to Olayinka (1999), counsellor should accept their clients
with empathic, understanding, congruence and unconditional positive
regard as postulated by Carl Rogers. Other personnel such as the
disciplinary committee, may be inclined to summarily dismiss a student
due to short-comings or violation of school regulations. Chauhan (2006)
stressed that, guidance to be effective needs complete information about
the individual. Great harm may be done to individual, if decisions are made
on the basis of incomplete and unreliable data complete information from
different sources should be collected about the individual to give final
decision on any problem.
Guidance services are based on the total development of mental,
vocational, emotional and personal-social aspects of an individual. The
cognitive, are all important areas of guidance and counselling interest.
Guidance is a systematic and well-organized activity. Guidance is not an
incidental and isolated activity. In spite of its being a broadbased
programme, it has a definite purpose to achieve. Therefore, requires the
cooperation of all workers working in the school complex, Chauhan
(2006).
42
The Need, Problems and issues of Guidance and Counselling in Nigeria
The Federal Government of Nigeria in National Policy on Education
(NPE, 2004) states in respect of guidance and counselling that: In view of the
apparent ignorance of many people about career prospects and in view of the
personality maladjustment among school children, career officers and
counselors will be appointed in post-primary institutions. Since a qualified
personnel in this category is scarce, government will continue to make
provision for training of interested teachers in guidance and counselling.
Guidance and counselling will also feature in teacher education programme.
Apart from the policy statement by the Federal Government on the need
for guidance and counselling, there are a number of other circumstances that
jointly or separately demand the introduction of guidance and counelling in the
NCE training programmes. According to Okon (1984), some of these needs are:
(a) Educational changes and expansion in enrolment in primary and post-
primary institutions.
(b) Economic and technological changes
(c) Understanding personal integration.
Since the country independence in 1960, there are series of changes in
educational, economic, social and political sectors of the country. Some of these
changes have led to increase in school enrolment, instability in political arena
and economic growth of the nation. For example, the upsurge in enrolment of
43
students in schools has led to the admission of all sorts of students. The
implication of this population explosion for the typical classroom teacher is that
he would have to teach all sorts of students, including those who have business
being in the school and those who do not.
Based on the various challenges that are confronting Nigeria, the
introduction of broad based and practical-oriented guidance and counselling
programme in the training of the NCE teacher-trainees is crucial now more than
ever before, National Policy on Education (2004). The survival of Nigeria as a
country depends largely on the degree of tolerance not only of our ethnic or
political differences but also of our religious, social and economic differences.
According to Okon (1984), our political, economic and social stability depends
on the ability of every citizen to possess some-measure of common
understanding, attitudes, beliefs, skills and purposes.
The provision of functional guidance and counselling programme and
broad based knowledge is needed at this stage in order to inculcate in the
teacher-trainees the prospective custodians of our societal values and ethics and
the right types of values and attitudes. This is necessary in order to train future
teachers, teach them sound value systems bordering on respect for dignity of
labour, freedom, evils of tribalism, dangers of dishonesty, fraud and other vices.
According to Olayinka (1999), counselling in schools and colleges will
enable the country to identify her talented youths and nurture them to the
44
optimal level of social, educational and economic development. Early
identification of the talent of an individual is very essential for the proper
planning of programmes for the man power needs of the country. Any type of
formal education can be described as a form of vocational guidance to prepare
an individual through pre-vocational studies for future occupational
opportunities. Vocational counselling is therefore pre-requisite to the economic
growth and man-power needs of our country.
Students need counselling at various levels of their educational
development. Counselling services at secondary schools, teachers’ colleges,
Colleges of Technology and Universities should not only be directed towards
the inadequate, the maladjusted and the potential drop-outs but should be
introduced and offered to those who find themselves in need of some kind of
help to tide them over a difficult time in their lives. Olayinka (1999), identified
counselling services needed in our educational institutions as follows:
Academic counselling–The academic content and subjects taught each
child should be based on the child’s interest, ability and aptitude and not merely
on chance factor. According to Ugbe et al (2002), tertiary education is the apex
of the educational hierarchy. Even at that level students still require guidance in
the new environment to familiarize themselves with existing facilities and how
they are used. Students require educational guidance on the relevant
45
educational electives to register for. They need help on how to develop good
study habits and to pass examinations with good grades.
The problem of dishonesty and examination malpractice that has become
one of the maladies of our educational system could be eradicated. If students
are properly guided and channeled through programs that they are best fit, the
fear of failure which causes students to resort to cheating during examinations
will come to an end because students will become confident in their personal
abilities to pass examinations on their own efforts.
According Ugbe (2002), students need vocational information about the
world of work and information about available job opportunities in the
community, the job requirements as well as the prospect and hazards of each
job. To Hassan (2006) career guidance combines the two-vocational guidance
and vocational education as emphasizes the interaction between learning and
work. This is to said for individual to be able to take appropriate decision about
a vocation, he/she must have obtained a good picture of himself or herself and
attain good educational level. This explains why career guidance is
developmental from early stage of ones life or learning, Tor-Anyiin (2008).
And further that vocational guidance is continuous because of the evolving
socio-economic changes caused by knowledge explosion, experience, science
and technology. According to Ugbe (2002) students in tertiary institutions also
need information about existing job prospects in the community. They need to
46
know the requirements for employment and the conditions of services in
various occupations.
According to Olayinka (1999), students at higher institutions who have
left the security of their home environments to fine themselves among a large
number of people often present a great variety of problems other than academic
problems. Students of different social backgrounds come into contact with
experiences far beyond their individual frame of reference. According to Ugbe
(2002) personal –socially, students in tertiary institutions need guidance on how
to cope with the social life on campus. Socially, the may lose confidence in
themselves and their own abilities, have little serve of personal value, become
tense, introverted and emotional conditions which of course are all detrimental
to academic achievement. Some students may worry about conditions at home,
experience sexual problems, cannot concentrate properly, lose appetite, etc. In
such cases, the clinical psychologists or school counselors do render an
invaluable service. According to Olayinka (1999), through the counselling
services, school counselors should offer everyone through lecturers, brochures,
films and posters; the essential information about education, occupational
training and the occupations themselves. Incentives during training either on the
job or at school in the form of financial benefits that are granted to students
should be discussed during the vocational counselling interview.
47
Problem and Prospects
In spite of the charted relevance of guidance in the 6-3-3-4 system of
education in Nigeria, certain problems seem to plague the practice of the
counselling roles. According Ugbe (2002), the recognition of the counsellor and
his roles is fully accorded in theory but partial in practice. The counsellor is
encumbered with teaching chores and hardly has time to perform his roles
adequately.
Another problem pertains to the expertise of the counsellor now
operating in the school system is that many of these counsellors are handpicked
by the principal from among the teachers who had only a course in guidance
and counselling during their undergraduate days. According Ugbe (2002), such
counselors are therefore, ill-equipped to discharge the stated roles in guidance.
According to Ugbe (2002), few existing counselors lack opportunities to
play their roles. Another problem involves the interference by parents who
would like their children to fulfill their own dreams by going into programmes
that are not suitable to their potentials. Such parents often contest the validity
and credibility of the counsellor’s methods and tools for placement.
The prospects for counselors according to Olayinka (1999), regarding
their role in the 6-3-3-4 system of education is the quest for continuous
assessment movement and psychological testing that need competent staff in
the school to carry out such functions. The importance of guidance and
48
counselling as an educational service is appreciated at present by both the
public and the government. The interest shown in the 6-3-3-4 system of
education by several organizations seems to point to the significance of the
major pillars of the new policy on education. Such agencies like the Training
Institutes, Guidance and Counselling Organizations, the Curriculum
Organizations, the parent /Teachers Associations, the Educational Material
suppliers and others are likely to assist the system and the counselling service to
blossom. According to Olayinka (1999), stressed that, the training of counselors
need to be intensified because the present number is inadequate to cope with the
existing demands. Thus the counselors role in educational, vocational and
personal-social counselling of students in the 6-3-3-4 system of education is a
paramount role to bring about a quantum leap in the technological development
of Nigeria.
According to Kolo (1992), problems of various type are emerging in our
society. Marital problems, vocational problems, relationship problems, and
retirement problems. All these and others demand the attention of the
counselors. As long as these problems exist in the society, guidance counselors
will always have a work to do either as a public or private counsellor. With
these factors or condition still operational in Nigeria, then the future is bright
for counselors and the prospect there in may depend on how effective the
49
counselors use their skills and competencies to help their fellow human beings
to understand and resolve their problems in a more realistic way.
Also many bodies are becoming interested in Guidance and counselling
services now. For example in 1987 Industrial Training Fund organized a
National Workshop on Guidance and Counselling. In 1988 counselling
Association of Nigeria organized their Annual conference around the theme of
counselling outside the schools. With this trend according to Kolo (1992), it
may seem in the nearest future that the use of guidance services may permeat
other sectors of the economy.
Ethical Issues in Counselling Practice
Understanding of ethical issues to specific situations help counselors
form a sound basis for making ethical decisions, Orhungur (2007). Major
ethical issues include balancing clients’ needs against our own needs; ways of
making ethical decision; educating clients about their rights, parameters of
confidentiality; concerns in counselling diverse client populations; concerns
involving diagnosis; and dealing with dual (or multiple) relationships.
According to Orhungur (2007), ethically, it is essential that we become
aware of our own needs, area of unfinished business, potential personal
conflicts and defences. A useful question to guide use is. Whose needs are
being met in this relationship, my client’s or mine? It becomes an ethical issue
50
when we meet our needs, in either obvious or subtle ways, at the expense of
clients. Professional relationships with clients exist for their benefits.
It is clear that counsellor are challenged to deal with questions that do not
always have obvious answers. According Orhungur (2007), that we may have to
struggle with ourselves to decide how to act in ways that will further the best
interests of our clients. This is where ethical decision making becomes an issue.
In making decisions, we may need to consult with colleagues; keep ourselves
informed about laws affecting our practice; keep up-to-date in field of specialty;
stay abreast of developments in ethical practice, even in other relevant field.
Reflect on the impact our values have on our practice; and be willing to engage
in honest self-examination, according to Orhungur (2007) stressed that ethical
decision making is an evolution process that requires one to be continually open
and self-critical. According to Corey, and Callahan (2003), Corey, Corey and
Haynes (2003), a series of procedural steps to help one think through ethical
problems are:
Identify the problem or dilemma. Gather information that will shed light
on the nature of the problem. This will help one decide whether the
problem is mainly ethical, legal, professional, clinical or moral.
Identify the potential issues. Evaluate the rights, responsibilities and
welfare of all those who are involved in the situation.
51
Look at the relevant ethics codes for general guidance on the matter.
Consider whether your own values and ethics are consistent with or in
conflict with the relevant guidelines. Consider the applicable laws and
regulations, and determine how they may have a bearing on an ethical
dilemma.
Seek consultation from more than one source to obtain various
perspectives. Brainstorm various possible courses of action continue
discussing options with other professionals. Include the client in this
process of considering options for action-Enumerate the consequences of
the various decisions and reflect on the implications of each course of
action for your client.
Decide on what appears to be the best possible course of action. Once the
course of action has been implemented, follow up to evaluate the outcomes
and to determine if further action is necessary.
Ethical decision-making does not have one ideal course of action to
follow; practitioners make a variety of decisions. The truth is, the more subtle
the ethical dilemma, the more difficult the decision making process will be,
Orhungur (2007).
Irrespective of the theoretical framework from which a counsellor
operates, informed consent is an ethical and legal requirement and is an integral
part of the therapeutic process. By educating clients according to Orhungur
52
(2007), about their rights and responsibilities, we are both empowering them
and building a trusting relationship with them. Areas of the informed consent
process include; general goals of counselling; the responsibilities of the
counsellor towards the clients; the responsibilities of clients; limitations of and
exception to confidentiality; legal and ethical parameters that could define the
relationship; the qualifications and background of the practitioners, and the
services that client can expect.
According to Orhungur (2007), most counselors agree on the essential
value of confidentiality, we realize that it cannot always be considered an
absolute. Confidentiality, which is central to developing a trusting and
productive cousnellor-client relationship, is both a legal and ethical issue.
Counselors have an ethical responsibility to define the degree of confidentiality
that can be promised. Client must know the nature and purpose of
confidentiality. There are times when confidentiality or confidential information
must be divulged, and there are many instances in which whether to keep or to
break confidentiality becomes a cloudy issue. In such instances, the counsellor
must exercise professional judgment. According to Corey (2005), instances
when the counsellor is bound by law to breach confidentiality include: abuse of
the elderly; abuse of dependent adults; when clients under age of 16 is a victim
of incest, rape, child abuse, or some other crime; when client needs
hospitalization; when information is made an issue in a court action; and when
53
clients request that their records be released to themselves or to a third party.
According to Orhungur (2007), confidentiality must be broken when it becomes
clear that clients might do serious harm to either themselves or others.
According to Corey (2005), asking ourselves basic question like: What
makes me think I have a right to counsel others? What do I have to offer the
people I am counselling? Am I doing well in my own life?. What I am
encouraging my clients to do? Will help us as counselors to tie together all the
ethical issues in our profession. At times is like there is no ethical right to
counsel others, perhaps because our own lives are not always the models we
would like them to be for our clients. More important than resolving all of life’s
issues is knowing what kinds of questions to ask and then remaining open to
reflection.
The Concept of Teaching and Learning
The Teacher should teach the students not for purposes of teaching only
but to help them become better informed and skilled citizens and hence build
their capacity to be visionary, responsible and entrepreneurial. Olaitan (1999)
ascertained that the reason why teachers teach and students learn can perhaps
best be expressed through the variety of academic laboratory and field services
it renders to the society. He explains that the task of education is the
54
transmission of ideas, skills and values of work and environment, and what
individual can do with his or her life.
Olaitan (1999) expressed that what students should learn is that which
must help them become useful in work needed in their society. A truly educated
person may not only be such who knows all the details of all subjects, the one
who possesses only useful learning, for an enduring life.
For the guidance and counselling teachers to teach the students, it should
be directed towards help them achieve the following:
(a) A sense of purpose in which case the students now become responsible
for their life occupational choices.
(b) Capacity for critical thinking which involves their recognition of the
importance of involvement and participation in the work of the society.
(c) Ability to assess analyses and utilize information properly.
(d) Acquisition of skills to identify potentialities.
What the teacher will teach the students should be based on a curriculum
that reflects the realities of the society’s needs and that of their immediate
labour market. Olaitan (1999) furthers ascertained that the planned curriculum
should accommodate mission statements, instructional objectives, methodology,
learning activities, instructional materials and the evaluation of the learning
outcome.
55
Teaching is the activity engaged by anyone including parents, elders,
clergymen, friends, neighbours, employers, group or community leaders and
counsellors, Keziah and Lawrence (2003). The primary function of the teacher
is to facilitate learning by various means and the intention of all teaching
activities is to bring about learning.
Keziah and Lawrence (2003) define learning to embraces work/activity in
every aspect of life. Learning produces progressive series of behavioural
changes and experiences, while as a result, learning is a more or less permanent
change in behaviour as a result of experience. Teaching is a complex process of
co-operation and inter-communication between the teacher and learners. It is
not a one – way flow of information from teacher to leaner. It consists of setting
a stage for the interaction of the teacher and learners so as to affect learning.
Classroom interaction is the actual teaching phase where the teacher goes into
the classroom with the end products of pre-teaching. There is therefore a
purposeful interaction between the materials, subject matter, the learner and the
teacher.
Empirical Studies Relating to Educational Programme Evaluation
In this section, the researcher reviewed related research works on
programme evaluation. Akinrotohun (1993) evaluated Introductory Technology
programme in Ondo State to determine the extent to which the programme
objectives have been achieved in the state. He used the survey research design
56
while questionnaire was used for data collection. The findings reveal that
adequate workshops and equipment were not provided in all the school in the
state. It also indicated that less qualified teachers dominated the teaching
Introductory Technology in the state schools. Machines, equipment and hand
tools should be provided in all the state secondary schools while the less
qualified teacher should be encouraged to make up for their deficiencies from
his recommendation.
Udo (1997) evaluated the N.C.E Business Education towards meeting the
essential component of Business Education curriculum in tertiary institution in
Plateau State. A population of 200 respondents were used. The t-statistics was
used in data analysis. His findings was that the objectives of N.C.E Business
Education programme are adequate and suitable to meet the objectives of
Business. His findings also reveals that the component of N.C.E. Business
Education programme are adequate, relevant and suitable to meet the
components of business education programme. He discovered that the major
constraints facing the N.C.E business education programme are inadequate
classroom blocks and seats, inadequate teaching/learning equipment, inadequate
trained manpower and lack of staff development facilities.
Ugwu (2004) evaluated mathematic components of teacher education
programme in colleges of education in Enugu and Anambra States. The
evaluative research design was used for this study while questionnaire and
57
observation instrument were used for data collection. The major findings
revealed that the course contents are suitable for achieving the aims of
mathematic teacher education of the Colleges of Education. There are
inadequate number of non-academic staff, no mathematic workshop, no
departmental library in the College and lecture method is popularly used by the
lecturers against discovering, demonstration and problem solving methods.
Adeyemi (1997) evaluated the status of Technical Education programme
in the Colleges of Education. It was found that students/teacher ratio in the
programme was not consistent with the standard requirement of National
council for Colleges of Education (NCCE). Adeyemi revealed that in each of
the programme areas both human and material resources were inadequate.
Adeyemi recommended that workshops should be organized for training
teachers on how to use each mechanism to remove constraints on the
implementation of Vocational Teacher Education (VTE) programme.
Ugwu (2004) evaluated mathematic components of teacher education
programme in Colleges of Education in Enugu and Anambra States. The study
revealed that the course contents are suitable for achieving the aims of
Mathematics Teacher education of the Colleges of Education.
Ugwu Nwadimkpa (2007) evaluated Introductory Technology
programme in junior secondary schools in Delta State. He used evaluative
design while questionnaire and observation instrument were used for data
58
collection. The findings of the study revealed that the subject objectives were
achieved, absence of workshop facilities for teachers, lack of adequate library,
inadequate items such as machines and tools. Drawing laboratory and
equipments are not available. Wood, metals, cables, textbooks were also not
available in school as there are no functional library. He recommended that;
government should employ Introductory Technology teachers to reduce work
load, workshop and equipment should be made available. Library and textbooks
should be provided. Excursion introduce, drawing studio and equipment should
be made available. And teachers should improvise instructional material to
enhance students’ understanding of the concepts.
The purpose of this research work is to reviewed literature directly
related to the present work in that each programme evaluated determine the
extent to which the programme is meeting the needs of learner and the
community at large. The requirements for the implementation of programme
were evaluate to determine their sufficiency. The researcher intends to evaluate
all the objectives, human resources, methods, facilities and instruction required
for the implementation of Guidance and counselling programme in Colleges of
Education.
Summary of Literature Review
The review of literature reveals that programme evaluation is
indispensable in our educational system and it has to be a continuous exercise.
59
Evaluation should not only be based on student’s performance but on all the
physical and human resource facilities necessary for a successful
implementation of any educational programmes. Various models of evaluation
were reviewed. They vary to a greater or lesser extent depending on the experts
orientation in terms of his conceptions of what evaluation means and what
should be evaluated. It also includes the need for programme evaluation, the
role of the various personnel involved in the implementation of the programme
were also highlighted in the review.
Evaluation is useful for improvement of programme, decision making,
personnel improvement, easy probity etc. An evaluation of guidance and
counselling programme in Colleges of Education will help to improved the
guidance and counselling programme and personnel involved in its
implementation. It will enable policy makers to take a sound decision.
Finally, the researcher will adopt the CIPP model of Evaluation
developed by stufflebeans as reported by Okoro (2000), which focus will be on
the context, input, process and product aspect of the model. Besides the review
touched on the works of other experts on the main variable which the researcher
wanted to carry out as to establish reliable and empirical evaluation data,
findings and suggestions with regards to Guidance and counselling programme
in Colleges of Education in Cross River state.
60
CHAPTER THREE
RESEARCH METHOD
The Chapter is presented and discussed under the following sub-
headings; Design of the study, Area of the study, Population of the study,
sample and sampling technique, Instrument for data collection, Validation of
the instrument, Reliability of the instrument, Administration of the instrument
and Method of data analysis.
Design of the Study
The design of the study was evaluative. It is considered evaluation design
because it focuses on determining the extent to which teaching and learning of
guidance and counselling in colleges of Education is achieving its aims and
objectives with a view to make value judgment. Nworgu in (2006) viewed
evaluation research as one which is concerned with making decisions relating to
the value or worth of educational materials, methods and programme based on
empirical data. The CIPP (Context, input context, product) model of evaluation
was used with particular emphasis on the context, input and process aspect of
the model.
61
Area of the Study
The study was conducted in Cross River State colleges of education
which is made up of Federal College of Education Obudu and College of
Education Akamkpa.
Population of the Study
The population for this study consists of all the year three (300 level)
students numbering 3,084 and lecturers in guidance and counselling numbering
29 in Federal College of Education Obudu and College of Education Akamkpa
of Cross River State.
Table 1: Population Distribution
S/NO Colleges in Cross River
State
No. of year three
students
No. of Guidance &
Counselling Lecturers
1 Federal College of
Education Obudu
2408 18
2 College of Education
Akamkpa
676 11
Sample and Sample Technique
The researcher used stratified random sampling technique to select 288
respondents and 60 respondents from Federal College of Education Obudu and
College of Education Akamkpa respectively. This technique was used to
involve both male and female students.
62
The sample represents all year three (300 level) student of 2009/2010
academic session. The sample size of 348 students and 29 guidance and
counselling Lecturers, bring the sample size to 477 respondents.
These subjects are considered most appropriate for study because of the
following reasons;
(1) The students have spent and passed through at least two years of formal
instruction in guidance and counselling. They are assumed to have
developed a certain disposition towards learning of guidance and
counselling.
(2) It is expect that, most of the lecturers teaching Guidance and counselling
have wealth of experience and they are in the better position to give
objective responses to the evaluation scale items.
Instrument for Data collection
In order to collect data for the study the following instrument were used.
(1) Guidance and counselling Evaluation Questionnaire (G&CEO)
(2) Guidance and counselling Observation Schedule (G&COS)
The Questionnaire was used to obtain information on various issue
including the personal data of the lecturers and students, suitability of the
course content in achieving its objectives, teaching methods employed, and
63
materials available to improve teaching and learning of guidance and
counselling.
Validation of the Instrument
To ensure face validity of evaluation scale items in this study, validation
of the test items were carried out by four (4) Educators and two (2) experienced
guidance and counselling lecturers currently teaching in Federal College of
Education Obudu in Cross River State and two (2) experts in Measurement and
Evaluation in University of Nigeria, Nsukka for face validation. The purpose
was for the experts to preliminary validate the instrument by going through
proper wording, appropriateness, identify errors, clarity and adequacy of the
items. The modified items became acceptable and adopted after validators
observations and confirmation in the questionnaire.
Reliability of the Instrument
A trial-testing using the evaluation scale constructed by the researcher
was done and the instrument administered to fifteen year three students in
guidance and counselling unit, University of Calabar which is not included in
the main study. The instruments were later collected by the researcher after
completion. The trail-testing was conducted to assess the accuracy of the
measurement and whether the respondents responses could yield the expected
results. The internal consistency of the instrument was determined using
64
Cronbach’s formula, called Cronbach’s Alpha or coefficient Alpha (α) and the
index was found to be .74.
Administration of the Instrument
The researcher will employ the services of four research assistants that
will help to distribute the questionnaire to the 300 level students used for the
study. And head of department of Education Foundation will help to distributes
the questionnaire to guidance and counselling lecturers that are involved in the
study. Adequate information were provided to guide the respondents in
responding to the items in the questionnaire. The assistants also helped to
collect completed questionnaire. The research personally carried out the
observation schedule in the school under study.
Method of Data Analysis
To analyze the data, the researcher used the frequency, percentages
means response scores and standard deviation for research question 1, 2, 3 and
4. A four – point likert scale will be use, to weight as follow: Strongly Agree –
4, Agree – 3, Disagree – 2, Strongly Disagree – 1.
The mean value of 4, 3, 2, and 1 is 2.50. A mean value of 2.50 and above
will be regarded as agree while any item with a mean below 2.50 is regarded as
disagree. The chi-square statistics was used to test the two (2) hypotheses (Ho)
of the research at 0.05 level of significance (p < 0.05) respectively.
65
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
In this chapter, data for this study were analyzed and presented based on
the research question and hypotheses that guided the study.
Research Question One
To what extent are the aims of guidance and counselling being achieved?
The data for answering this question are presented in table 2.
Table 2: Mean and standard deviation of the extent of agreement of students
and lecturers on the suitability of course contents in achieving the aims of
guidance and counselling.
Students
N= 348
Lecturers
N= 29
Aims /Objectives X SD Remar
k
X SD Remark
1 Determine the
effectiveness &
improvement of
instruction
3.14 0.66 Agree 3.72 0.44 Agree
2 Determine area of
weakness in student
preparation so that these
weakness might be
remedial
3.56 0.65 ” 3.13 0.50 ”
3 Discover abilities and
interest to serves as the
basis for counselling
3.45 0.62 ” 3.75 0.62 ”
4 Serves as motivation to
student
3.29 0.50 ” 3.31 0.69 ”
5 Serves to identify
individual potentialities
3.64 0.51 ” 3.50 0.49 ”
6 Help to plan, execute and 3.54 0.63 ” 3.27 0.78 ”
66
evaluate students
experience in relation to
their level of maturation
and readiness.
7 Helps to be self directed
self-controlled and astute
in self appraisal
3.49 0.50 ” 3.34 0.47 ”
8 Helps individuals to have
opportunity to succeed and
adapted in his school
environment.
3.65 0.52 ” 3.27 0.44 ”
9 Help individual to be
conscious of and work for
the general welfare of the
group
3.29 0.57 ” 3.58 0.66 ”
10 Make a feasible career
choice in the light of his
unique characteristics and
opportunities.
3.52 0.49 ” 3.65 0.47 ”
11 Identify students bad
academic habits, help them
to readjust and accept
reasonability for her/his
choice of study.
3.54 0.64 ” 3.79 0.40 ”
12 Help students evaluate
themselves and avail
themselves of job
opportunities.
3.45 0.63 ” 3.72 0.44 ”
13 Provides students with
useful information for
betterment of their lives.
3.59 0.56 ” 3.62 0.48 ”
14 Develop in teacher trainees
an awareness of
opportunities in their
personal, social,
educational and vocational
information.
3.67 0.46 ” 3.86 0.34 ”
15 Help under-achievers to
use their potentials to the
maximum
3.49 0.51 ” 3.68 0.46 ”
16 Help teacher-trainees to
acquire useful knowledge
and skill necessary for
survival.
3.55 0.60 ” 3.55 0.49 ”
67
Table 2 shows that based on the decision means value of 2.5 and above, all the
objectives of teaching and learning of guidance and counselling are being
achieved.
Research Question Two
What are the instructional methods utilized for effective teaching and
learning of guidance and counselling.
The answer to the this research question is presented in table 3
Table 3: Mean and the standard deviation of instructional method utilized for
effect teaching and learning of guidance and counselling.
Students
N = 348
Lectures
N = 29
Teaching Methods X SD Remark X SD Remark
17 Discussion Method 3.20 0.64 Agree 3.13 0.50 Agree
18 Dramatization method 1.47 0.66 Disagree 1.58 0.49 Disagree
19 Demonstration method 1.68 0.49 Disagree 1.17 0.37 Disagree
20 Lecture method 3.69 0.47 Agree 3.65 0.47 Agree
21 Group method 1.61 0.48 Disagree 1.27 0.40 Disagree
22 Assignment method 3.45 0.62 Agree 3.82 0.37 Agree
23 Project Method 3.52 0.49 Agree 3.79 0.40 Agree
68
Table 3: shows that the teachers adopt discussion, Lecture, Assignment and
project methods in teaching guidance and counselling. However, they do not
adopt dramatization, demonstration and group method for teaching of guidance
and counselling.
Research Question Three
How adequate are the facilities and materials needed for effective
teaching and learning of guidance and counselling. Data for answering this
question were obtained from the checklist of needed materials as presented in
table 4.
Table 4: The checklist shows the students/ lecturers response to
availability of instructional material and facilities needed for effective teaching
and learning of guidance and counselling.
S/N0 Facilities/material
available
Minimum
qty needed
Quantities available in
schools
by NCCE 1 2 Remark
24 Counselling
laboratory
1 - - Not available
25 Information materials 2 1 1 Not adequate
26 Inventories 1 1 - =
27 Tape recorder 1 - - Not available
28 Counselling interview
form
10 - - Not available
29 File jacket 10 - - =
30 Time table 1 1 1
69
31 Career album 1 - - =
32 Moveable seat 20 - - =
33 Text books 5 4 3 Not adequate
34 Posters 6 - - Not available
35 Notice board 1 1 1
From table 4, the students and lecturers Reponses shows that
facilities/materials available for guidance and counselling are grossly
inadequate. Consequently, no counselling laboratory, inventories, tape recorder,
counselling interview and no functional counselling unit. From rank One to
Seven is a clear indication that such Facilities/Materials are not feasible. While
rank eight to twelve shows that such materials are fairly available.
Research Question Four
What are the problems encountered by lectures in teaching guidance and
counselling.
Data for answering this question were obtained from the questionnaire in
which the teachers were to indicate on a four point likert scale, their level of
agreement by identifying problems that could be encountered in the teaching of
guidance and counselling.
70
Table 5: Mean and standard deviation on problems of teaching guidance
and counselling.
Students
N= 348
Lecturers
N=29
Problems X SD Remark X SD Remark
36 Lack of conference for
guidance and counselling
practical.
1.66 0.58 Not
Problem
1.17 0.37 Not
Problem
37 Lack of qualified and
competent lecturer for
guidance and
counselling.
1.56 0.49 ” 1.27 0.40 ”
38 Guidance and
Counselling concepts are
difficult for students to
understand.
1.49 0.50 ” 1.65 0.47 ”
39 Students are not
interested in guidance
and counselling services.
3.12 0.53 Not
Problem
1.58 0.49 Problem
40 Lack of facilities and
instructional materials for
counselling exercise.
3.50 0.49 Problem 3.55 0.49 Problem
41 Lack of fund for
conference.
3.40 0.52 ” 3.10 0.54 ”
42 Institution library does
not have guidance and
counselling textbooks for
references.
2.15 1.01 Not
Problem
1.89 0.30 Not
Problem
43 The period allocated for 3.33 0.69 Problem 3.27 0.44 Problem
71
Table 5 shows that all the students and teachers agree that the following
are problems encountered in teaching and learning of guidance and counselling.
(1) Students are not interested in guidance and counselling services.
(2) Lack of facilities and instructional materials for counselling exercise.
(3) Lack of fund for conferences.
(4) The period allocated for guidance and counselling are not enough.
Other identified problems in the table are not being encountered by
teachers in teaching guidance and counselling.
guidance and counselling
is not enough.
44 Standard textbooks for
guidance and counselling
are not found.
1.61 0.59 Not
Problem
1.52 0.50 Not
Problem
45 Workload in guidance
and counselling is too
much.
1.82 0.68 ” 1.55 0.49 ”
72
Table 6: Is Guidance and Counselling Observation Schedule (G&COS)
S/N0 Facilities and
instructional material
Minimum
qty needed
Quantities available in schools
By NCCE 1 2 Remark
1 Personal offices for the
head of department
1 1 1 Available
2 Personal office for each
lecturer
1 1 1 Not adequate
3 Counselling laboratory 1 - - Not availed
4 Departmental library 1 - - Not available
5 Classroom - 1 1 Not adequate
6 Book shelves - - - =
7 Bulletin board 1 1 1
8 Overhead projector 1 - - Not available
9 Micro computer 2 - - =
10 Seats 20 - - Not adequate
11 School Library 1 1 1 Available
12 Information material 5 - - Not adequate
13 Inventories 1 1 1 Available
14 Tape recorder 1 - - Not available
15 Cassettes 5 - - =
16 Counselling interview
form
10 - - =
17 File jacket 10 - - =
18 Time table 1 1 1 Available
19 Career album 1 - - Not available
From the observation, the only feasible facilities are head of department
office, Lectures offices, bulletin board, library, classroom timetable and career
73
album. The most essential instructional materials that portrayed good
counselling exhibition such as counselling laboratory, departmental library
micro computer, moveable seats inventories, tape recorder cassettes and file
jacket where necessary information can be stored and retrieved when needs
arises are not available for effective teaching and learning of guidance and
counselling.
Hypothesis One
The opinion on the teaching methods utilized for teaching guidance and
counselling is significantly independent of years of experience teachers.
Table 7: Summary of Chi-square for H01
SA A D SD df X2
P
1 0-9 years of experiences
10 years and above
8
16
30
33
2
2
-
-
3
2.39 7.815
2 0-9
10 and above
20
28
21
30
-
-
-
-
3 0.60 “
3 0-9
10 and above
48
72
-
6
-
-
-
-
3 3.37 “
4 0-9
10 and above
24
52
18
12
-
-
-
-
3 0.08 “
5 0-9
10- above
32
52
12
12
-
-
-
-
3 0.01 “
6 0-9
10 and above
40
56
6
9
-
-
-
-
3 0.15 “
7 0-9
10 and above
44
48
3
15
-
-
-
-
3 0.18 “
74
Table 7 - Presents the Chi-Square analysis of the difference between the
response scores of teachers with 10 years and above experience and 0 – 9 years
of experience with regards to the teaching methods used in Guidance and
Counselling.
Looking at the table, one can see that the respondent have the same
opinion to the methods utilized in teaching guidance and counselling.
Therefore, there is no significant difference between the opinions of
Lecturers with 10 years and above experience and 0 – 9 years experience with
regard to the teaching method, used in teaching Guidance and Counselling.
Hypothesis Two
The opinion in the problem encountered in teaching guidance and
counselling is significantly independent of years of experience of teachers.
Table 8: Summary of Chi- Square for H02
SA A D SD df X2
P
1 0-9
10 and above
-
-
-
-
4
6
10
14
3 11/06 7.815
2 0-9
10 and above
-
-
-
-
8
8
4
17
3 8.63 7.815
3 0-9
10 and above
-
-
-
-
18
20
3
7
3 2.29 7.815
4 0-9
10 and above
-
-
-
-
18
16
3
9
3 3.14 7.815
5 0-9
10 and above
28
36
15
33
-
-
-
-
3 31.38 7.815
6 0-9
10 and above
8
16
27
33
2
4
-
-
3 15.38 7.815
7 0-9 - - 24 - 3 0.37 7.815
75
10 and above - - 28 3
8 0-9
10 and above
16
16
24
39
-
-
-
-
3 20.81 7.815
9 0-9
10 and above
-
-
-
-
12
18
6
8
3 4.13 7.815
10 0-9
10 and above
-
-
-
-
14
18
5
8
3 3.61 7.815
Table 8 – shows the Chi- Square analysis of the difference between the
responses of Lecturers with 10 years and above experience and 0 – 9 years
experience on the problem encountered in the teaching of Guidance and
Counselling.
In the table above, it reflects that degree of agreed and disagreed
according to each of the item as responded by lecturers to the problems
encountered in guidance counselling as shown in calculated chi-squared values.
Hence, the following are inherit problems face by teachers -Guidance and
counselling concepts are difficult for students to understand and appreciate.
Period allocated for guidance and counselling in not enough facilities and
materials for counselling exercise are not available.
Therefore, there is no significance difference between the opinions of
Lecturers with 11 years and above experience and 0 – 9 years experience with
regards to the problem encountered in teaching Guidance and Counselling.
Summary of Findings
After the analysis of the data from questionnaire, checklist and facilities
observation, findings that emerged from this study are as follows:
76
(1) It was the opinion of the students and lecturers that the objectives of
guidance and counselling are being achieved.
(2) The discussion, lecture, assignment and project method are mostly used
by lecturers as against, group method of counselling, demonstration and
dramatization as indicated on the questionnaire.
(3) The instructional materials and facilities available for guidance and
counselling are grossly inadequate. Colleges of education do not have
counselling laboratory, overhead projector, micro computer tape recorder
cassettes counselling interview form for effective teaching and learning
of guidance and counselling.
(4) The problems lecturers encounter in teaching guidance and counselling
include:
(a) Lack of facilities and instructional materials.
(b) Lack of fund for conferences
(c) The period allocated for guidance and counselling is not enough.
(d) Lack of interest by students.
77
CHAPTER FIVE
DISCUSSION OF FINDING CONCLUSION AND
RECOMMENDATIONS
In this chapter, the discussion of findings, conclusion and
recommendations based on the findings are presented. The implication of the
study and suggestion for further research are also highlighted.
Discussion of the Findings
The Suitability of the Content in achieving the aims and objectives of
guidance and counselling.
Table 2 shows the responses of students and teachers on the suitability of
achieving the guidance and counselling content. From the table the students and
teachers responses indicated that the following objectives were achieved
namely determine the effectiveness and improvement of instruction, determine
the area of weakness in student so that there might be remedial, discover
abilities and interest to serves as the basis for counselling, as motivation to
students, identify individual potentialities, help to plan, execute and evaluate
students experience according to their level of maturation and readiness, help to
be self directed and astute itself appraisal, help individual to adapt in his school
environment and conscious of work for the general welfare of the group, make
a career choice to his/her unique characteristic, identify students bad academic
78
habits and help them to readjust, avail students of job opportunities, provides
students with useful information that better their lives, develop teacher-trainees
opportunities in their personal social, educational and vocational information,
help under achievers to use their potentials to the maximum and help teacher-
trainees to acquire skill necessary for survival.
The above objectives indicate that teaching in tertiary institutions, which
deals will teacher education programme is more than instructing, more widely
and provides a framework in which students acquire potent productivity with
matter. In the same way Shuaibu (1991) states the important role teacher
education programme plays in our education system as follows-: It preserves
the system, it should be evaluative, it should be generative, it should serve as a
maintenance system, a research – based teacher education programme to
identify obsolesce in knowledge and methodology and substitute these in the
school curriculum. These roles aimed in the training of teachers in various
teaching subjects and methods explicitly. Among the various courses and
methods in the colleges of education is guidance and counselling.
In order to achieve goals of teaching and learning of guidance and
counselling regularly, the government needs to find it adequately by employing
more teachers, providing adequate facilities and by monitoring and evaluating
the system from times to time.
79
Instructional Method Adopted for effective teaching of Guidance and
Ccounselling
Table 3 shows the responses of students and lecturers with regards to the
instructional methods adopted for effective teaching of guidance and
counselling. The finding form the table reveled that both students and lecturers
agreed on discussion, lecture, assignment and project methods as effective
methods of teaching guidance and counselling. These items are rated high with
mean above 2.50.
However, all lecturers failed to adopt dramatization, demonstration and
group methods used for effective teaching and learning of guidance and
counselling. These items have mean rating below 2.50. For every unit of the
syllabus, there is need for practical demonstration and group methods, lecture
method cannot be effective in the teaching of guidance and counselling.
In support of this idea, Okoro O. M. (2005) explains that curriculum
should comprise activities and result oriented learning experience such as
careful observation, measuring, identifying objects, discovering new ideas and
developing investigative attitudes. For every unit of the syllabus, there is need
for practical demonstrations, lecture method cannot be effective in the teaching
of Guidance and Counselling.
80
Adequacy of Facilities and Instructional Material
The finding from table 4 revealed that all the items as observed in the
schools were grossly inadequate. Therefore we can deduce that the facilities and
instructional materials provided for teaching and learning of guidance and
counselling in college of education were not adequate.
The infrastructure in the school (classrooms) is not adequate when
counselling laboratory, tape recorder, counselling students’ number.
Counselling interview form, moveable seats and inventories were not available,
as there are no functional departmental library.
In support of this idea, it is in line with the study conducted by Udo
(1997) and revealed that the major problems facing colleges of education
programme are adequate classroom blocks, seats, teaching/learning materials,
lack of finance, lack of staff development facilities and lack of support from
college administration. Akale (1991) observed that in some college of
education, some of these facilities are grossly inadequate and certain facilities
need to be provided to ensure the smooth running of the programme such
facilities are classroom blocks, staff offices, provision of adequate staff
personnel, counselling laboratory etc.
Problem of teaching Guidance and Counselling
Table 5 reveals the problems encountered by lecturers of guidance and
counselling. The finding from the table shows that the problems encountered in
81
teaching and learning of guidance and counselling include lack of facilities /
instructional materials, lack of interest by the students, the period allocated for
the course is not enough on the timetable lack of reference materials, absent of
departmental library and lack of counselling shown or have mean rating of
above 2.50 in acceptance from the responses of both students and lecturers.
On the other hand, the following do not constitute problems to the
teaching of guidance and counselling. These are: lack of conference for
guidance and counselling, lack of qualified lectures, difficult concepts in
guidance, and counselling, absence of textbooks for references, and work load
in guidance and counselling is too much. These items have a mean rating below
2.50.
These problems identified are encountered by all Lecturers irrespective of
teaching experience as the hypothesis tested also revealed that there is no
significant different in the mean responses of teachers on the problems
encountered in the teaching of Guidance and Counselling. Udo (1997) and
Ugwu (2002) in similar studies, they conducted identified these problems as
problems facing the effective implementation of educational programmes in our
schools and colleges.
82
Conclusion
The findings of this study serve as the basis for making the following
conclusion.
(1) The objectives of guidance and counselling are being achieved
(2) The discussion and lecture methods are predominantly in use by guidance
and counselling lecturers in schools during their lessons.
(3) Absence of guidance and counselling laboratory, inventories, tape
recorder, counselling interview form and seats are not available in the
schools under study. As a result of this student cannot take part in
counselling exercises thereby making guidance and counselling to be
more of theory than practical.
(4) All the lecturers encounter similar problems in the schools under study
irrespective of their years of experience.
(5) Some of the problems encountered by the teachers include student’s lack
of interest, lack of facilities and instructional materials, lack of fund for
conferences, and period allocated for guidance and counselling is not
enough.
Educational Implications of the Study
The findings of this study have a number of implications with intent of
improving the teaching and learning of guidance and counselling in colleges of
education.
83
The government through school administrators should make provision for
establishment of counselling laboratories and provide necessary materials/
facilities needed for practical experiences.
Guidance and Counselling Lecturers should further intensify students
understanding of the concepts and benefits of guidance and counselling by
using dramatization, demonstration and practicum exercise to illustrate real life
situation. Departmental libraries should be built in all schools so that students
and lecturers can easily lay hand on reference materials for guidance and
counselling. The lecturers on their own part and contribution to counselling
profession, improvise and make use of available facilities / instructional
materials to enhance further students understanding of various concepts in
guidance and counselling.
The students should be exposed to guidance and counselling practicum
exercise to better their life experience so as to develop their interest in
counselling which is useful to all ages.
Recommendations
Based on the finding of this study, the following recommendation are
made:
(1) Guidance and Counselling laboratories should be established in colleges
of education and equipped with current information communication
technology facilities to measure up to meet the world challenges.
84
(2) Students should be involved in guidance and counselling practicum
exercise for practical experience than theory.
(3) Functional departmental libraries should be provided and equipped with
current guidance and counselling materials for references.
(4) The teaching and learning of guidance and counselling should be more of
practical work in line with what is taught in theory.
(5) The lecturer should improvise instructional materials like tape recorder,
cassette, counselling form for appointment to enhance effectiveness and
efficiency of Guidance and Counselling orientation as a good profession.
This would help better students understanding of the concepts of
guidance and counselling in areas of educational, vocational and
personal/social issues in life.
Limitation of the Study
The limitation during the execution of the study were:
(1) The present work is limited to only the context, input and process aspect of
the CIPP evaluation model a more comprehensive work to include the
product evaluation could be carried out.
(2) The study is only limited to two colleges of education that are available in
Cross River State as no others to include for better generalization.
85
Summary of the Study
The study evaluated teaching and learning of guidance and counselling in
Colleges of Education of Cross River State.
The CIPP evaluation model developed by Shuffle bean was employed
with particular reference to the CIP (context, Input and process aspect of the
model). The research questions and hypothesis guided the study are as follows:
(1) How suitable are the course contents in achieving the aims of guidance
and counselling?
(2) What are the instructional methods adopted for effective teaching and
learning of guidance and counselling
(3) How adequate are the facilities, counselling laboratory and material for
effective teaching and learning of guidance and counselling?
(4) What are the problems encountered by lecturers in teaching guidance and
counselling.
The hypotheses that were also tested as follows:
(1) There no significant different (P>0.05) in response of lecturers with 10
years and above experience and 0-9 years experience with to the teaching
method used in guidance and counselling.
(2) These is no significant different (P>0.05) in response of lecture with 10
years and above experience and 0-9 years experience on the problem
encountered in the teaching of guidance and counselling.
86
The literature review expantiated on the importance of programme
evaluation in education. The various evaluation models including the CIPP
model were also highlighted.
The study employed an evaluative design and the population for the
study comprised all the three hundred level of colleges of education students
and guidance and counselling lecturers of the schools in Cross River State. The
instrument (G&CEQ) develop by the researcher was face validated and trial
tested. The validation was carried out by expert in measurement and evaluation
and guidance and counselling lecturers from University of Nigeria, Nsukka and
Federal College of Education Obudu respectively.
The reliability of the instrument was determined using the Cronbach’s
formula called Cronbach’s Alpha or coefficient Alpha and the index was found
to be 0.74. The Guidance and Counselling observation schedule (G&COS) was
used for personal observation to check the availability of facilities and
instructional materials.
The descriptive statistics was employed. Frequency, percentage and
means were used to analysed the data for the research questions while the
critical ratio (Chi-square) was employed to test the hypotheses at 0.05 level of
significant.
The researcher recommended that government should established
counselling laboratories in schools and equipped with facilities to meet
87
counselling challenges. Students’ counselling practicum and functional library
should be provided to enable students and lecturers carry out references in
guidance and counselling. And lecturers should improvise instructional
materials basically for counselling exercises.
Suggestions for Further Studies/ Research
The suggestions for further research are made as follows:
(1) There is need for periodic evaluation of teaching and learning of guidance
and counselling by experts for effectiveness and efficiency.
(2) Similar study should be conducted using Universities and secondary
schools in the state.
(3) The study should be replicated over a period of time to strengthen
academic programme.
88
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92
Department of Science Education
University of Nigeria,
Nsukka.
August, 2009.
Dear Respondent,
LETTER OF INTRODUCTION
The bearer Mr. Abugieye A.O. is a post graduate student of the
Department of Science Education, University of Nigeria, Nsukka. He is
carrying out a study on Evaluation of Guidance and Counselling programme in
Colleges of Education, Cross River State.
The questionnaire will help the researcher to obtain necessary
information for the research study. All information supplied will be treated with
utmost confidence and used purely for the research purposes.
Kindly give your honest answers to the questions to make this work a
success.
Thanks for your cooperation.
Yours sincerely
Head of Dept (H.O.D)
93
GUIDANCE AND COUNSELLING EVALUATION QUESTIONNAIRE
(G & CEQ)
INSTRUCTION
Please fill appropriately the items below by indicating with a tick () in the
column provided as applicable.
SECTION A: PERSONAL DATA
(i) For the Teachers
1. Name of your school --------------------------------------------------------------
2. Your highest qualification is -----------------------------------------------------
Ph.D /M.Ed/ M.Sc/ PGDE [ ]
B.Ed /B.Sc /HND /NCE [ ]
Others please specify [ ]
3. How long have you been teaching
0 -9 years [ ]
10 and above [ ]
4. Sex: Male [ ] Female [ ]
(ii) For the year three (3) Students
1. Level of study ----------------------------------------------------------------------
2. Sex: Male [ ] Female [ ]
3. Department -------------------------------------------------------------------------
Tick () inside the box or column against the one applicable to you.
94
SECTION B: COURSE OBJECTIVES
The teaching of Guidance and Counselling in school will enable us to
achieve the following objectives.
S/N
Rating Items
Str
on
gly
Agre
e
Agre
e
Dis
ag
ree
Str
on
gly
Dis
ag
ree
1 Determine the effectiveness and improvement of
instruction.
2 Determine area of weakness in student preparation so
that these weaknesses might be remedial.
3 Discover abilities and interest to serves as the basis
for counselling.
4 Serves as motivation to students.
5 Serves to identify individual potentialities.
6 Help to plan, execute and evaluate students
experience in relation to their level of maturation and
readiness.
7 Helps to be self-directed, self-controlled and astute in
self appraisal.
8 Helps individuals to have opportunity to succeed and
be adapted in his school environment.
9 Helps individual to be conscious of and work for the
general welfare of the group.
10 Make a feasible career choice in the light of his
unique characteristics and opportunities.
11 Identify students bad academic habits, help them to
readjust and accept responsibility for his/her choice of
95
study.
12 Helps students evaluate themselves and avail
themselves of job opportunities.
13 Provides students with useful information for the
betterment of their lives.
14 Develop in teacher-trainees an awareness of
opportunities in their personal, social, educational and
vocational information.
15 Help under-achievers to use their potentials to the
maximum.
16 Help teacher-trainees to acquire useful knowledge and
skills necessary for survival.
SECTION C: TEACHING METHODS
The following instructional methods are mostly use for effective teaching
and learning of guidance and counselling.
S/N Rating Items
SA
A
D
SD
17 Discussion method
18 Dramatization method
19 Demonstration method
20 Lecture method
21 Group method
22 Assignment method
23 Project method
96
SECTION D
Checklist on Facilities, and materials for effective teaching and learning
in guidance and counselling. Indicate the level of availability of the following
resources or items.
S/N0 Facilities/material
available
Minimum
qty
needed
Quantities available in
schools
1 2 Remark
24 Counselling
laboratory
1 - - Not
available
25 Information
materials
2 1 1 Not
adequate
26 Inventories 1 1 - =
27 Tape recorder 1 - - Not
available
28 Counselling
interview form
10 - - Not
available
29 File jacket 10 - - =
30 Time table 1 1 1
31 Career album 1 - - =
32 Moveable seat 20 - - =
33 Text books 5 4 3 Not
adequate
34 Posters 6 - - Not
available
35 Notice board 1 1 1
97
SECTION E: PROBLEM OF TEACHING AND LEARNING GUIDANCE
AND COUNSELLING IN SCHOOL
Indicate the degree to which you agree or disagree to problems you
encounter in teaching and learning of guidance and counselling.
S/N Identified Problems
Str
on
gly
Agre
e
Agre
e
Dis
ag
ree
Str
on
gly
Dis
ag
ree
36 Conference are not always organize for guidance
and counselling services
37 Qualified and competent lecturers for guidance and
counselling are inadequate
38 Guidance and counselling concepts are difficult for
students to understand
39 Students are not interested in guidance and
counselling programme
40 Facilities and materials for counselling exercise are
not available
41 Fund are not provided for workshop/seminar
42 Institution library does not have guidance and
counselling textbooks for references
43 The period allocated for guidance and counselling is
not enough
44 Standard textbooks for guidance and counselling are
not found
45 Workload in guidance and counselling is too much.
98
GUIDANCE AND COUNSELLING OBSERVATION SCHEDULE (G &
COS)
S/N0 Facilities and
Instructional
Material
Minimum
qty
Needed
Quantities Available in
Schools
1 2 Remark
1 Personal offices for
the head of
department
1 1 1 Available
2 Personal office for
each lecturer
1 1 1 Not
adequate
3 Counselling
laboratory
1 - - Not availed
4 Departmental
library
1 - - Not
available
5 Classroom - 1 1 Not
adequate
6 Book shelves - - - =
7 Bulletin board 1 1 1
8 Overhead projector 1 - - Not
available
9 Micro computer 2 - - =
10 Seats 20 - - Not
adequate
11 School Library 1 1 1 Available
12 Information material 5 - - Not
adequate
13 Inventories 1 1 1 Available
99
14 Tape recorder 1 - - Not
available
15 Cassettes 5 - - =
16 Counselling
interview form
10 - - =
17 File jacket 10 - - =
18 Time table 1 1 1 Available
19 Career album 1 - - Not
available
