Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Guidance and Counselling: A Tool for Enhancing

Performance in Senior Secondary Schools of Kebbi
State, Nigeria
1
Dr. B. U. Aliero, 1Dr. H. S. Aliero, 2Dr. S. Y. Tsagem
1
Department of Education, Kebbi State University of Science and Technology Aliero, P. M. B. 1144, Kebbi State - Nigeria
2
Department of Educational Foundations, Usmanu Danfodiyo University, P. M. B. 2346, Sokoto - Nigeria

Abstract:- This research explores the impact of Guidance plays a vital role in preventing educational,
counselling services in improving academic performances personal, social, mental, emotional and other similar
as perceived by teachers and students in senior secondary problems among secondary school students. Guidance and
schools of Kebbi State, Nigeria. For the study, a sample of counselling in school setting involves schools’ counsellors
317 students and 183 teachers (N = 500) from public working in conjunction with teachers, parents and other
secondary schools in Kebbi state were selected from a school personnel as well as community agencies Abubakar,
population of N = 107, 289. The study utilizes the Malan and Abdulaziz (2021). They further provided some of
descriptive design and an instrument developed by the the fundamental reasons for the introduction of guidance and
researchers was used in collecting data. Formulated counselling services in schools by noting that generally,
hypotheses were tested at 0.05 level of significance. Using students are faced with appropriate vocational choices,
independent-samples t-test statistic, results indicated that emotional inadequacy and personal-social problems. To
both the teachers and the students affirmed that overcome all forms of life inadequacies, guidance and
counselling services are very important in improving counselling provides appropriate assistance to students to
students’ academic performance. better understand and accept themselves, their personalities,
endowment, their strengths and weaknesses, their attitudes
Keywords:- Counselling, Enhancing, Performance, School, and worth as unique individuals. This is as a result that school
Student, Kebbi. counsellors are key members of guidance and students’
services teams and also because a counsellor is an important
I. INTRODUCTION person in school guidance programme (Akinleye, 2007).

Guidance and counselling are series of developmental It is with all these put into consideration that the Federal
processes embark upon to assist an individual to understand, Government of Nigeria’s National Policy on Education (NPE,
accept and utilize his or her abilities and capabilities 2014) and the National Policy on Counselling (FME, 2018)
maximally, make informed decisions and solve his or her own stresses the need for guidance and counselling programme to
problems by himself or herself. Thus, it is specialized services be put in place at all educational levels. In this regard,
geared towards assisting persons to maximally utilize their Batagarawa & Dan Inna (2021) observe that guidance and
competencies and capabilities by understanding their abilities counselling services is a very important programme for the
and overcoming any negative feeling that they may entertain attainment of the objectives of education delivery at all levels
towards their achievements. Guidance and counselling when in Nigeria.
delivered adequately would lead to individuals understanding
their strengths and weaknesses and exploiting same to make Since all learning is geared towards positive outcomes
concrete decisions that would ensure a meaningful, satisfying and also since such outcome is expected to meet certain
and beneficial life. measurement criteria, then the level of performance of
students is always of concern to people saddled with the
Guidance and counselling touch all aspects of life in the responsibility of educating these members of the society
society and as such is found very relevant, helpful and of because “student academic performance has always been a
utmost importance to the school process. The school guidance topic of interest to educators” (Crosnoe, Johnson & Elder,
process is of importance to both the students and the staff; and 2004). Such concern led to the realization that students’
also plays important role in school-parent-community performance is not how it is desired; that the performance is
relationships. Consequently, Salawu and Abdulkadir (2011) not up to what is expected due to numerous issues and
defined guidance and counselling as a practice primarily problems discerned.
concerned with how to assist the individual client to
understand himself, the world around him, and so be able to Ways, avenues and means of resolving the issue has
live a normal and well-adjusted life. In other words, it could been proposed, some of which worked while others didn’t
be regarded as a learning – oriented process, which occurs provide the desired solutions. This study is an attempt to
usually in an interactive relationship with the aim of helping contribute to the enhancement of such performance in
a person learn more about the self and to use such secondary schools by utilizing the contributions guidance and
understanding to enable the person to become an effective counselling would provide.
member of society.

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Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. GUIDANCE AND COUNSELLING: THE understanding (understanding one’s strengths & limitations)
CONCEPTS and in self-direction (ability to solve problems, make choices
and one’s own decisions). In a nutshell, guidance referred to
Guidance and Counselling practice is primarily an umbrella that covers all the means whereby an institution
concerned with how to assist the individual client to identifies and responds to the individual needs of pupils or
understand himself, the world around him, and so be able to students no matter the nature of the need and no matter its
live a normal and well-adjusted life. In other words, it could source; thereby helping the child to develop to his maximum
be regarded as a learning – oriented process, which occurs potential (Ipaye as cited in Yahaya, 2009). Thus, guidance
usually in an interactive relationship with the aim of helping Counselling is a dynamic and purposeful relationship
a person learn more about the self and to use such between two people who approach a mutually defined
understanding to enable the person to become an effective problem, with mutual consideration of each other to the end
member of society. that the younger or less mature or more troubled of the two is
aided to a self-determined resolution to problem. Thus, it is a
Guidance and counselling are both involved with the process in which the counselor give appropriate and correct
development of an individual. Both help an individual in information to the individual, suggests and offers several
facing and solving the problems and moving towards self- appropriate courses of action and options and helps to clarify
realization and self-empowerment. However, despite the fact needs, feelings or motivations so that appropriate decision
that both guidance and counselling are aimed at helping an could be made. Thus, Action Health Incorporated (2002)
individual in finding solution to his problems, there are some referred to counselling as a client-oriented interactive
differences between the two, especially in terms of how the communication process in which one helps others make free
processes are carried out and implemented (Sood, 2016). informed decisions about their personal behaviour and
Thus, though guidance and counselling may seem provide support to sustain that behaviour. Furthermore,
synonymous but the two terms are different though one was Mallum (2000) saw counselling as that process which takes
sub-summed into the other. While guidance may be seen as a place in a one-to-one relationship between an individual
process of helping someone to achieve self-direction troubled by problems with which he cannot cope with alone,
necessary to make the maximum adjustment to school, home and a professional worker whose training and experiences
and the community, counselling is seen as an interaction have qualified him to help others reach solution to various
process that facilitates meaningful understanding of self and types of personal difficulties. Counselling was also viewed by
environment and results in the establishment and/or Okoye (2010) as an interactional relationship designed to
clarification of goals and values for future behaviour facilitate the personal development of information leading to
(Anwana; Shertzer and Stone as cited in Yahaya, 2009). effective decision making and awareness of the self.

Specifically, guidance is a process designed to help one When viewed in educational setting, counselling could
individual or group of individuals, to prepare, to enter upon therefore be regarded as the type of counselling which is
and progress in course of action pertaining to the educational, being applied within the educational setting to help the pupils
vocational, recreational and community services in making not only to solve their educational problems but also to be
necessary adjustment to environment whether that be within equipped with skills to effect satisfactory self-solutions to
the school or outside it. Accordingly, Biswalo (1996) saw their educational problems. Such self-solution is geared
guidance as the process of helping an individual to gain self- towards meeting the demands, expectations, norms and
understanding, self-direction, and to adjust maximally to the morals of the society within which the individual operates
environment. This help is designed to assist people in (Bashar, 2020). Accordingly, Bulus (1990) sees counselling
deciding where they want to go, what they want to do, how to as an open ended, face to face, problem solving situation
get to their destination, and how to solve problems arising in within which a student with professional assistance, can focus
their life (Tsagem, 2018). and begin to solve a problem or problems.

Thus, it is a process of helping individuals through their  Guidance and Counseling in Secondary Schools
own efforts to discover and develop their potentialities both Within the school system, guidance is the programme of
for personal happiness and social usefulness. Furthermore, it services to individual students based on the need of each
is an umbrella term embracing counselling services, appraisal student, and understanding of his immediate environment,
services, information services, referral services, research and teachers, peers, parents and people generally and the effect of
evaluation services, all of which help an individual to grow in their influences on the students. The term “guidance” was
self-understanding and consequently in making wise usually used as an umbrella term that covers all the means
decisions for best adjustment. Thus, guidance refers to a whereby an institution identifies and responds to the
broad area of educational activities and services aimed at individual needs of the pupils or students no matter the needs
assisting individuals in making and carrying out adequate and no matter its sources. Counselling provides an
plans and achieving satisfactory adjustment. atmosphere within which one person (the counsellor) can
provide help to another person or group of persons (the
Moreover, Arbukle et al. (1996) viewed guidance both counsellee(s)). The help does not connote and should not be
as a concept as well as a process; as a concept guidance is taken to mean handing decisions, or a plan package down to
concerned with the optimal development of the individual and the person who needs the help. Rather, it means helping with
as a process guidance helps the individual in self-

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Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
a view of facilitating his getting into grips with the issue at 1. Personal development and adjustment. Self-
hand. understanding: the discovery of potentialities, special
aptitudes, and interests. Recognition and development of
As effective teaching and learning process is required in favourable attitudes and habits, and the elimination of
school settings, so also guidance and counselling in as much undesirable traits
as psychologically healthy, academically sound, well focus 2. Educational progress and adjustment. Selection of
and highly oriented individuals are desired as products. appropriate courses in line with individual needs, interests,
Guidance and counselling services are highly recommended abilities, and circumstances. Choice of the right type of
in order to have a well-balance relationship between the advanced training, college or otherwise
students, staff, parents, community and the system in general. 3. Occupational development and adjustment. Information
Thus, Abubakar, Malan and Abdulaziz (2021) points that on occupational opportunities and trends. Knowledge of
along with instruction, guidance and counselling as a service occupational fields toward which individual aptitudes and
in schools is an integral part of educational system. It is a interests may best be directed. Help in finding suitable
programme for secondary school students designed to address employment.
the physical, emotional, social, vocational and academic 4. Follow-up after leaving school. Research with respect to
difficulties of adolescent students. it is important to note that needs of pupils and the effectiveness of the secondary school
every school needs to have a comprehensive school curriculum.
counselling programme in order to promote students’ 5. Evaluation of the guidance programme.
successes.
 Statement of the Research Problem
Makinde, as cited in Yahaya, 2009) sees educational Students in secondary schools have their own peculiar
counselling as a process of rendering services to pupils who problems; they have the problems of “growth” in social
need assistance in making decisions about certain important development. Thus, they need help in order to adjust to adult
aspect of their education such as choice of courses and society. Some of them will be emancipated from their family
studies, decision on interest and ability, choices of college ties and thus adjustments have to be made to cater for their
and high school. Educational counselling increases pupil's social, emotional, psychological, moral, academic as well as
knowledge of educational opportunities. Thus, Onyilo and vocational developments. They should be encouraged to
Shamo (2020) pointed out that counsellors collaborate with develop appreciation for philosophy of life, and sensible
stakeholders such as parents and guardians, teachers, approaches as to how their leisure time will be wisely used.
administrators and community leaders to create learning
environments that promote educational equity and success for Most senior secondary schools in the state do not have
every student. It is crucial for educational leaders to recognize active guidance and counselling programmes for student and
the impact and service school counsellors have in every as such the student undertake courses without proper
school community as stakeholders embrace engaging guidance. Many times, some parents, in their pride, imposed
educational environments that support pathways to courses on their children not minding the affective, cognitive,
sustainable and rewarding educational opportunities. or/and psychomotor abilities of their children and wards even
though guidance and counseling make individuals aware of
Furthermore, Egbo (2013) defined guidance and their basic personal prerequisites, abilities, assets, liabilities
counselling as a learning process in which a counsellor helps and potentialities. Thus, the importance of guidance and
an individual or individuals learn, understand themselves and counseling in Kebbi state secondary schools has not been
their environment and be in a position to choose the right type exploited and it is based on this assertion that this research
of behaviours that will help them develop, grow, progress, gears to investigate the many advantages Kebbi state
ascend, mature and step up, educationally, vocationally and secondary schools stand to gain from effective guidance and
socio-personally. Likewise, Hong Kong Education counselling programmes. In view of the above this research
Department (2012) define guidance and counselling as a will be conducted to assist the teachers and students in Kebbi
cluster of services aimed at helping a person to understand state secondary schools better understand the importance of
“self” and to take appropriate steps in educational, guidance and counselling.
occupational and life planning generally. While, Ndum and
Onukwugha (2013) saw guidance and counselling as a family  Objectives of the Study
name for all the helping service within the general The general objective of this study was to teach the
educational and community systems. In the same vein, Bobga importance of guidance and counselling to the teachers and
(2016) defined guidance and counselling as cognitive students in senior secondary schools of Kebbi state but,
educational services (within or outside the school system), specifically to:
that help people understand themselves, provided the client, 1. To examine teachers’ view on the impact of counselling
reveals accurate, reliable, and valid information about services in improving students’ academic performances in
him/herself and his/her environment. senior secondary school in Kebbi State Nigeria.
2. To ascertain the significance of counselling services in
Moreover, the objectives of the guidance and improving students’ academic performances in Kebbi
counselling programme in educational institutions are to state senior secondary school students.
provide services which will meet certain needs in the growth 3. To ascertain both the teachers’ and the students’ views on
and development of young people, namely: how counselling services improve students’ academic

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Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
performances in senior secondary schools in Kebbi state, study, this constituted a 95% confidence interval with a
Nigeria. Margin of Error of about ±4.37%. Moreover, random
sampling technique was used to select 317 (63.4%) students
 Research Questions and 183 (36.6%) teachers.
1. What is the view of the teachers on the impact of
counselling services in improving students’ academic  Instrumentation
performances in senior secondary schools of Kebbi state? The main instrument for data collection for this study
2. What is the view of the students on the impact of was developed by the researchers titled Guidance and
counselling services in improving their academic Counselling Perception Questionnaire (GCoP-Q). The
performances in senior secondary schools of Kebbi state? instrument has sections A, B and C; while section A sought
3. What is the view of both the teachers and the students on for the demographic data of the respondents, section B
how counselling services improve students’ academic contains fifteen (15) 4-points Likert-type items on the
performance in senior secondary schools of Kebbi state? perceived importance of counselling services in secondary
schools and section C contains fifteen (15) 4-points Likert-
 Research Hypothesis type items on how to improve counselling services in
 There is no significant difference in the perception of male secondary schools. The items were responded to from
and female teachers on the impact of counselling services Strongly Agree through to Strongly Disagree and thus for
on students’ academic performance in secondary schools each of sections B and C, the lowest score would be 15 and
in Kebbi state. the highest would be 60.
 There is no significant difference in the perception of
female and male students on the impact of counselling The content and face validities of the instrument was
services on their academic performance in secondary ascertained by the independent judgements of experts in the
schools in Kebbi state. Department of Educational Foundations, UDU Sokoto and
 There is no significant difference in the perception of that of the Department of Education, KSUST Aliero. In order
teachers and students in the ways counselling services to determine the reliability of the instrument a test re-test was
improve academic performances in secondary schools in carried out with three weeks interval given between the first
Kebbi state. and second administration. Ten schools in different parts of
Sokoto state were used; two from Tambuwal Education zone,
 Theoretical Interpretive Context two from Gwadabawa Education zone, four from Sokoto
The study was framed upon Abraham Maslow’s (1943) North Education zone and two from Tureta Education zone.
Motivational theory whose main point emphasized the Likewise, one hundred randomly selected students (ten from
positive potential of human beings (Schacter, Gilbert & each school) were used to respond to the instrument. With the
Wegner, 2012), on how actions are motivated in order to use of Pearson product moment correlation, reliability co-
achieve certain needs and that emphasizes that learners, at all efficient of 0.75 was obtained. This was considered high
levels, need positive reinforcement to aspire and achieve their enough for use for the study.
goals and perform better. The theory is very relevant and
significant in the provision of counselling services because it  Data Collection and Analysis
strengthens learners to engage in meaningful behavior change The researchers used direct delivery techniques in the
that can make them achieve their learning objectives and administration of the instrument for data collection. The
serves as a motivation factor. researchers sought permission from the State Ministry of
Education for the conduct of the study and also from the
 Research Design schools’ authorities for the use of their teachers, students and
The design adopted for this research was descriptive time. Furthermore, some of the teachers were used as research
survey. This design enabled the researchers to examine the assistants in some of the schools visited.
influence of guidance and counselling to the academic
performance of the students in the area of study. To analyze the research hypotheses independent-
samples t-test statistic was used. Likewise, to guide for the
 Population, Sample and Sampling Procedure acceptance or rejection of the formulated hypotheses, 0.05
The study consisted of all the one hundred and two level of significance was used. Data analysis was conducted
thousand eight hundred and eighty (102, 880) students and by the use of SPSS Version 20.0.
the four thousand four hundred and nine (4, 409) teachers in
the three hundred and twenty-nine (329) secondary schools in III. RESULT PRESENTATION AND ANALYSIS
the state (Research and Statistics Department, Kebbi State
Ministry of Education, 2022). The study was delimited to Table 1: Respondents’ Demographic Data
only public secondary schools. Respondents Frequency Percentage
Students 317 63.40
Purposeful sampling was used to select twenty-one Teachers 183 36.60
secondary schools across the state i.e., one school from each Total 500 100.00
Local Government Area (LGA). Furthermore, Research Students Frequency Percentage
Advisors Table (2006) for determining sample size was used Male 184 58.04
in drawing a sample of five hundred (500) participants for the Female 133 41.96

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Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Total 317 100.00 184 (58.04%) were males while 133 (41.96%) were females.
Teachers Frequency Percentage Likewise, of the 183 teachers, 96 (52.46%) were males while
Male 96 52.46 87 (47.54%) were females.
Female 87 47.54
Total 183 100.00 H01: There is no significant difference in the perception of
male and female teachers on the impact of counselling
From table 1 it could be discerned that 317 (63.40%) services on students’ academic performance in secondary
students participated in the study while 183 (36.60%) schools in Kebbi state.
teachers participated also. Furthermore, of the 317 students,

Table 2: Teachers’ Perception on the Impact of Counselling Services on Academic Performance.

Gender N Mean Std. Deviation t-Cal p-Value Decision
Male 96 30.46 11.37
.125 .900 Rejected
Female 87 30.24 12.06

Table 2 shows an independent-samples t-test indicating teachers on the impact of counselling services on students’
that scores for the male teachers (M = 30.46, SD = 11.37) academic performance in secondary schools in Kebbi state
were not significantly higher from that of the female teachers was not accepted.
(M = 30.24, SD = 12.06), t (181) =.125, p = .900. This
indicates that there was no difference in the perception of the H02: There is no significant difference in the perception of
male and female teachers on the impact of counselling female and male students on the impact of counselling
services on the academic performance in the secondary services on their academic performance in secondary schools
schools. Therefore, H01 which stated that there is no in Kebbi state.
significant difference in the perception of male and female

Table 3: Students’ Perception on the Impact of Counselling Services on Academic Performance.

Gender N Mean Std. Deviation t-Cal p-Value Decision
Female 133 30.48 11.65
.227 .821 Rejected
Male 184 30.18 11.35

Table 3 shows an independent-samples t-test indicating students on the impact of counselling services on their
that scores for the female students (M = 30.48, SD = 11.65) academic performances in secondary schools in Kebbi state
were not significantly higher from that of the male students was not accepted.
(M = 30.18, SD = 11.35), t (315) =.227, p = .821. This
indicates that there was no difference in the perception of the H03: There is no significant difference in the perception of
female and male students on the impact of counselling teachers and students in the ways counselling services
services on their academic performances in the secondary improve academic performances in secondary schools in
schools. Therefore, H02 which stated that there is no Kebbi state.
significant difference in the perception of female and male

Table 4: Teachers’ and Students’ Perceptions on the Ways Counselling Services Improve Academic Performances.
Groups N Mean Std. Deviation t-Cal p-Value Decision
Teachers 183 30.36 11.67
.043 .966 Rejected
Students 317 30.31 11.46

Table 4 shows an independent-samples t-test indicating IV. DISCUSSION

that scores for the teachers (M = 30.36, SD = 11.67) were not
significantly higher from that of the students (M = 30.31, SD The findings of the study indicate that neither the
= 11.46), t (498) =.043, p = .966. This indicates that there was teachers no the students have any diverse perception on the
no difference in the perception of the teachers and students on importance of counselling services in secondary schools in
the ways counselling services improve academic performance Kebbi state, likewise there was no difference between male
in the secondary schools. Therefore, H03 which stated that and female respondents in that respect. Accordingly, the
there is no significant difference in the perception of teachers study’s findings have aligned with many findings in
and students in the ways counselling services improve portraying the importance of counselling services towards
academic performances in secondary schools in Kebbi state improvement of students’ academic performance. Thus, one
was not accepted. of the findings indicated that, irrespective of gender, teachers
unanimously agreed that counselling services are very
important in the improvement of students’ academic

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Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
performance. Thus, teachers should work together with roles such as vocational, career and personal counselling have
school counsellor to achieve that. Despite the tension that a positive impact on the academic performance of the
may occur sometimes between school counsellor and students. Also, guidance and counselling services in the
teachers, school counsellor and teachers should develop schools showed that there is a positive impact on the students’
strong and supportive relationship. This is because teachers academic performance and the molding of their character.
often look to counsellor to make their work with students and These findings lent support to this study’s finding and is an
parents more effective. Thus, Herring and White (1995) indication that counselling services played an impactful role
pointed out that teachers provide counsellor with student in the improvement of students’ academic performances.
referral and comprehensive profiles and observe that clearly,
school counselling programmes are unsuccessful without the V. CONCLUSION
support and acceptance of teachers. Furthermore, Odhiambo
(2014) lend credence to this finding by observing that From the findings and discussions, it is convenient to
guidance programme has a positive impact on the academic conclude that counselling services are very important in
performance of students. This has also been supported by improving students’ academic performance as depicted by the
Renuka, Devaki, Madhanika and Saikumar (2013) who way the teachers’ and students’ perceptions were positive in
identified counselling service as having positive influence on affirming that. Thus, it is very pertinent that the positive
the academic performance of students. Thus, the impact of impact of the counselling services should e mined and utilized
counselling on students’ academic performance has been for the improvement of academic performance in the state.
positively established.
RECOMMENDATION
Another finding of this study was that students also
identified that counselling services are very important for Based on the findings of the study, the following
improving their academic performances. This is in line with recommendations are given for further improvement:
the observation by Abubakar, Malan & Abdulaziz (2021) that i.The state should employ more qualified and experienced
students’ knowledge of the impact of counselling services on counsellors that will partner with other staff in schools and be
their academic performance was evaluated to be positively given all necessary support in the performance of their duties
very high. Moreover, Adeusi, Gesinde, Alo, Adejumo and to ensure improving students’ academic performance.
Adeleke (2015) identified that guidance and counselling ii.Students should be provided with enough opportunities to
influences student’s adjustment to school. Likewise, benefit from counselling services, thus to this end, the
Shaterloo and Mohammadyari (2011) observed that students’ government and school authorities should encourage students
perceived counselling as helping them to develop to frequent counsellors to take advantage of the provided
competencies in academic achievement, personal-social counselling services.
development and career planning. Furthermore, Tuchili and iii.The available counsellors in the schools should work hard to
Ndhlovu (2016) observed that students acknowledged that meet the yearnings and aspirations of the students by
guidance and counselling could be used to enhance positive improving counselling sensitization in the schools aimed at
behaviour in students and consequently shape their behaviour enlightening all on its academic, vocational and personal-
positively. To this end, this and other studies strongly showed social positive impacts.
that when counselling services are used effectively and
efficiently used on students, positively improved upon their REFERENCES
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