TRIPARTITE FRAMEWORK OF GUIDANCE AND COUNSELLING FOR ENHANCING STUDENTS’ ACADEMIC PERFORMANCE IN THREE PUBLIC MIXED DAY SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA
| creativework.datePublished | input | english |
| dc.contributor.author | MAJIMBO, EVELYN | |
| dc.date.accessioned | 2023-12-17T22:14:08Z | |
| dc.date.available | 2023-12-17T22:14:08Z | |
| dc.date.issued | 2023-04 | |
| dc.description | DOCTOR OF PHILOSOPHY IN COUNSELLING PSYCHOLOGY | |
| dc.description.abstract | The research purposed to investigate the influence of tripartite framework of advice and psychotherapy on learner’s school performance in three public secondary schools in Nairobi County, Kenya. The study was anchored on Person-Centred Theory and Social Learning Theory. An explanatory sequential mixed methods study which combined pretestposttest experimental design with non-equivalent control group and qualitative interviews was adopted. The target population consisted of 910 Form Three (3) students and 9 stakeholders. The study sampled 90 students and 9 stakeholders, making a total of 99 participants. Stratified sampling method was used to select student participants while purposive sampling was used to recruit school principals, guidance and counselling teachers, and PTA chairpersons into the sample. Data was collected using narrative assessment interviews, pre-treatment and post-treatment assessment, and document analysis. Expert judgment was relied on for instrument validity while test-retest reliability was used to determine the reliability of the instruments. A paired sample t-test was run at p<.05. The descriptive results were displayed through tabulation and use of figures. Qualitative data were subjected to thematic analysis process. Inferential findings on the effect of tripartite framework of guidance and counselling indicated that there was no significant change in academic performance after treatment (t=1.809, p=.074). However, findings on school counsellor perception on the tripartite framework revealed that the treatment led to the cultivation of a positive mental attitude to life and education, triggering self-awareness and appreciation and activating their potential for self-discipline and direction. Similarly, findings on school principal’s perception of the tripartite showed that the framework was positively reviewed. School principals expressed that the tripartite framework had transformative potential which could not be mistaken. Post-hoc interviews with the parents of the test group on their perception on the tripartite framework revealed the theme of positive behaviour change as a constant theme. Parental involvement enhanced parent-child bonding which increased attachment security. Nonetheless, the study results also highlighted multiple barriers to effective implementation of the tripartite model that coalesced around three overarching themes: facility constraints in public schools, difficult background of the children and underlying issues in society. In conclusion, the tripartite framework of guidance and counselling was ideal but impractical in its current form in light of the realities of the respective sampled public-schools contexts. Accordingly, this study proposes an Extended Tripartite Framework of Guidance and Counselling. In addition, this study recommends the adoption of the family concept of emotional safety net within schools, creating a critical mass of peer counsellors, and tapping into external resource persons. | |
| dc.identifier.uri | http://localhost:4000/handle/123456789/52 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | TRIPARTITE FRAMEWORK OF GUIDANCE AND COUNSELLING STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC MIXED DAY SECONDARY SCHOOLS IN NAIROBI COUNTY | |
| dc.title | TRIPARTITE FRAMEWORK OF GUIDANCE AND COUNSELLING FOR ENHANCING STUDENTS’ ACADEMIC PERFORMANCE IN THREE PUBLIC MIXED DAY SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA | |
| dc.type | Thesis |