INFLUENCE OF SELECTED ADMINISTRATIVE GUIDANCE AND COUNSELLING STRATEGIES ON PUBLIC DAY SECONDARY SCHOOLS STUDENTS’ ACADEMIC PERFORMANCE IN KESSES SUB- COUNTY, UASIN GISHU COUNTY- KENYA
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Date
2024-09
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
The study examined Strategies in Guidance and Counselling employed by administrators in influencing academic performance among students attending public day secondary schools in Kesses Sub County, Kenya. The study questions included: What is the influence of peer counselling on students’ academic performance in Kesses Sub County? How does parental involvement in guidance and counselling influence students’ academic performance in Kesses Sub County? What is the attitude of students towards guidance and counselling strategies on academic performance in public secondary schools in Kesses Sub County? What are the challenges facing administration in implementation of Guidance and
Counselling Strategies to improve academic Performance in public secondary schools in Kesses sub county? What are the measures that can be put in place to mitigate the challenges facing administrative guidance and counselling strategies in public secondary schools in Kesses sub-County? The Social Learning Theory developed by Albert Bandura (1977) served as the study's direction. Explanatory Sequential mixed method design was employed, specifically descriptive survey and phenomenology research designs. The target population was form three students, teachers, and principals. Automatic inclusion was used to select 33 principals. Systematic sampling was used to select 208 teachers and 343 form three students. Utilizing interview guides and questionnaires, data were gathered. Quantitative data were analyzed using descriptive and inferential statistics. Validity and reliability of research instruments was
done. Reliability analysis was tested using Cronchbac Alpha which yielded 0.772 and 0.848 for students and teachers respectively. In descriptive statistics, SPSS version 25 was used to analyze data and presented by use of frequencies and percentages. The applications of Karl Pearson's Correlation Coefficient and regression for hypothesis testing formed part of inferential statistics. Qualitative data were analyzed using narrative analysis. All ethical considerations strictly adhered throughout the research. There was an overwhelming agreement (more than 76.0%) on engagement of parents in GC and its influence on academic performance except inadequate invitation of parents to discuss discipline issues
(58.6%) academic performance (53.6%) as alluded to by students. There was an overall agreement (65.0%) of all the aspects of peer counselling by both teachers and students, except the issue of regular trainings (56.3%) and provision of GC materials (51.0%) which were overwhelmingly refuted by the students. Pertaining to attitude towards GC both teachers (85.6%) and students (73.8%) were in disagreement that GC is designed for academically poor students. There was insufficient evidence to rejects all the three hypotheses tested (p-value>0.05). Approximately 0.92% of the variation in academic performance is attributable to peer counseling as parental involvement and attitude explained 2.12% and 2.4% respectively. The study concluded that while peer counseling, parental involvement, and students' ; attitudes are all factors that influence academic performance, their influence varies. The study recommended that there is need for schools to prioritize formal training for teachers in guidance and counseling besides enhancing peer counselling, promoting positive attitude, more engagement of parents and monitoring and evaluation.
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Keywords
Administrative strategies, student support services, school counselling, educational guidance, learner outcomes