CHAPTER ONE

INTRODUCTION
1.1 INTRODUCTION
This chapter is divided into sections that include the background to the
study, the statement of the problem, objectives, significance of the study, research
questions, scope and the limitations of the study.

1.2 BACKGROUND OF THE STUDY

Guidance and counseling happens to be one of the developments in the
field of Education in Nigeria. It becomes popular with the introduction of the 6 –
3 – 4 education system. It is generally accepted that in Nigeria, the formal
guidance started in 1959 at St. Theresa's College, Okeando in lbadan by some
Reverend Sisters, out of concern for the products of their school (Oladele, 1987).
They felt that there was need to offer vocational guidance to their outgoing final
year student. As a result the Rev. Sister invited twenty educated people from
Ibadari community who were in different professions and therefore knew more
about the emerging world of work than the students and the Rev. Sister. Fifty-
four out of the sixty student’s benefited from the experts’ advice and were placed
at various jobs. The innovation was highly accepted by the society.

In an attempt to overhaul the old education system, towards the needs of

the National Policy on Education using the report of the 1969 curriculum
conference as the working document, came up with recommendations for a new
National Policy on Education, what the Federal Government accepted and
published in 1977 and revised in 1981, 1989 and 2004 (FRN, 2004). With the
highlighted chapters in the Nation’s Education system, the need for guidance and
counseling services in Nigerian secondary schools became more glancing.
Consequently, Guidance and Counseling Services became an integral and
essential component of the educational process for all students as they progress
through the educational system.
 According to Mallum (1988) today, guidance and counseling has gained
prominence in the Nigerian educational system and many people are getting
interested in the guidance of youth in making wise educational, vocational and
personal/social decisions. Consequent upon expansion of counseling activities in
Nigeria and the need to form a larger association to embrace both counsellors and
career masters, the counselling Association or Nigeria was launched on 11 th
November 1975. To facilitate efficient management of guidance and Counseling
services in Nigeria secondary schools, guidance and counseling personnel are
being trained in the tertiary institutions and sent lo schools to deliver these
Services. Also, basic courses in guidance and counseling feature in all teachers –
education programmed.

Prominent among the services rendered by guidance and counseling

personnel in secondary schools are informative, Appraisal, Referred, Guidance,
Counseling and planning, placement and follow — up services for the proper
guidance of the students. Against this background therefore, the focus of this
study is to assess the realities of guidance and counseling services in providing
adequate guidance for students in for students in secondary schools of Sokoto
state in the selection of five schools.

1.3 STATEMENT OF THE PROBLEM

It is assumed that with the increasing complexities in the society, the

succeeding generation will find it difficult to adjust themselves to the society,
work, family and schools. Failures to proper adjustment to all the facets
mentioned could affect the education of young people and expose them to
environmental as well as personal problems in development. Guidance and
counseling, as a delivery service, should not be misconstrued as the traditional
type that is based on the principles or "to guide, to direct on a course, to enlighten,
or assist". This traditional type of counselling was principally carried out in
African setting by heads of families, priest, etc. Because of the complex nature of
Nigerian society, the counseling profession has assumed a wider role. Present day
guidance and counseling is based on the process of helping individual understand
themselves which will lead to the better understanding of the other aspects of their
lines (Egbochukwu and Iyamu, 2000). These services are the formalized actions
taken by the schools to make guidance operational and available to students.
These formalized actions typically consist of a set of process, techniques and
functions that serve to carry out the guidance and counseling goals or a particular
educational level.

For students to be properly informed, they need the assistance or trained

guidance and counselling personnel. Hence, the government made it a policy that
guidance and Counselling should feature in teachers – education programs
because teachers are closer to the students. Furthermore, the department of
guidance and Counseling has been established in most Nigerian universities to
train counsellors at the B.SC., M SC. and Ph.D. to equip them with the appropriate
counseling techniques to carry out guidance and counseling services in secondary
schools.

There is need therefore to access the guidance and counselling service

rendered by school counselors to find out if these services actually provide
adequate guidance for Students development.

1.4 OBJECTIVE OF THE STUDY

The main objectives of the study is to assess the quality of guidance and
counseling services in secondary schools in Sokoto metropolis.

The Specific objectives are:

1. To assess the performance of guidance and counseling services and how it

assisted in students‘ adjustment
2. To access the ability of instructional materials and they are used in
guidance and counselling.
3. To determine the ability of training program for guidance and counselling
personnel in secondary schools in the area of study.

1.5 RESEARCH QUESTIONS

For the purpose of this study or research work, the research question are
drawn as follows:-

1. How effective has the performance of guidance and counseling assisted

in student adjustment?
2. Are instructional materials sufficient, and how can the instructional
materials be effectively used in guidance and counseling?
3. Are training programmes available for guidance and counseling
personnel in secondary schools in the area of Study?

1.6 SIGNIFICANCE OF THE STUDY

Guidance and Counseling is the bedrock for achieving self-actualization.

It is a process of helping individuals to understand themselves by discovering
their own needs, interest, and capabilities in order to formulate their own goal and
make plan for realizing those goals. An analysis of guidance and counseling
service in providing adequate guidance for secondary school student is of
paramount importance; hence the study.

The result from the study will help in throwing more light on how guidance
and counseling services is being implemented in secondary schools in Sokoto and
the quality of guidance services received by secondary school students. In
addition, it will provide information to education planners and school
administrations on their responsibility in providing adequate facilities for
guidance and counseling services lii order for students to receive quality
guidance. It will also reveal the extent to which guidance and counseling services
influence the total development of the potentials and proper adjustment of
secondary school students.

1.7 SCOPE AND DELIMITATION OF THE STUDY

The study covered only secondary schools in Sckoto metropolis and of

these only five secondary schools were sampled. The area covered was limited to
only five schools in the metropolis for reasons of insufficient time as well as
resources available for the research.
 CHAPTER TWO
LITERATURE REVIEW

2.1 INTRODUCTION

This chapter examines previous works on guidance and counseling. The

chapter will enumerate the concepts, importance, principles, roles, functions and
quality of guidance and counseling

2.2 Importance of Guidance and Counseling

Guidance and Counseling has been an age long affair in Nigeria dating
from the time of our ancestors until the present times. However, it was only in
1959 that it become professionalized. Guidance and Counseling is an essential
tools for effective interpersonal relationship for self understanding as well as
equitable adjustment to one’s environment. In support of this, Olayinka {1986)
saw it as encompassing the full range of personalized assistance given to the
individual seeking to expand his self-understanding and his understanding of
others. The guidance and counseling as an assessment of the quality teaching
profession is one that is unique and of immense importance to humankind
{Egbochuku and Iyamu, 2000).

Although it is practical in a local form in many quarters, yet many people

have not come to grasp with what it entails. It is against this background that
formalized guidance and counseling is faced with many handles. In attempt
Situation, Oladeie (1987) analyzed the policy guiding the 6 - 3 – 3- 4 education
system in Nigeria as follows:-

i. Creating a self-reliant person who is understanding his Strength and

weakness is able to make wise choices and decisions with the help or the
counselor.
ii. It helps individuals adjust satisfactory to their society and probable
personal features.
iii. It eases the work of teachers in schools and so on.

While supporting the above statement, Egbochuku and Iyarnu (2000),

suggested three main aims of assessing guidance programme:

i. To help an individual order his/her experience

ii. To help him define his/her goal
iii. To help him/her define values.

With the above laudable importance of assessment of guidance and

counseling, individuals will definitely desire to be guided if only they know who
to guide them, what is to be guided on, and the location for the assistance.

Similarly, we could say an assessing a good quality or guidance and

counseling services is a systematized education services apart from normal school
instruction, designed to help the beneficiary acquires an in-depth understanding
and acceptance of their assets and liabilities, in terms of interest aptitude, general
mental ability and personality, so that the beneficiaries will be better placed in
daily choice and decision making in the areas of education, vocation or personal
– social domains.

2.3 CONCEPT OF GUIDANCE AND COUNSELING

Guidance derived from the word “guide” which invariably means to

“direct” on a course’, “to give instruction and to manage. Guidance is the aid
given to a person who realize that he/she needs assistance in order to make
him/herself a useful and worthwhile citizen of the society which he/she lives in.
(Adegoke 2004)
 Moreover, Eduwen (1994) saw guidance as encompassing the full range of
personalized assistance given to the individual seeking to expand his/herself
understanding and his/her understanding of others.

Egbochuku and lyamu (2000) opined that guidance would enable the
individuals to answer questions as: who am I? What am I capable of doing How
can I fit into my society? How can I maximally use the opportunities within my
environment to achieve my life goals?

Guidance counseling has been defined as an Organized set of personalized

services established as an integral part or the school environment designated to
promote the development of the client (s) and to assist the client (s) towards
making a realistic, sound wholesome adjustment and maximum accomplishment
which commensurate with his/her (client) potentialities (Durojaiye, 1977).

It is also defined as that aspect of education services which seeks to help th

individual to understanding him/herself, the environment would bring about
reasonable harmony between the two (Mallum, 1988).

Ipaye (1983) viewed guidance as referring to an organized effort of a

school to help the counselee develop his maximum potentials. Guidance service
is relatively a new educational system (Arbuckle. et al 1966).

Guidance can also be looked at as a programme of services to people based

upon the need of each individual, an understanding of his/her immediate
environment, the influence of environment factors on the individual and the
unique features of each school. Guidance is designed to help each person adjust
to his/her environment, develop the ability to set realistic goals for his/herself,
and improve his/her total educational programme.

As a process, guidance is not a simple event but involves a series of action

or steps progressively moving towards a goal. As a service we can isolate three
major services which include educational, vocational and personal and social
guidance.

Counseling is usually viewed as one part of guidance services; it is

subsumed by the general term, guidance, in that it is one service within guidance
rather than 3 synonym. It I5 difficult to think one definition of counseling depends
on the theoretical orientation of the person defining it (Capuzzi and Gross, 1991).

Counseling is a process in which the helper expresses care and concern

towards the person with a need. This relationship usually person – person, growth
and positive change through self – understanding.

Moreover, counseling denotes a relationship between a concerned person

and a person with a need. This relationship is usually person - person, although
sometimes it may involve more than two people. It is designed to help people
understand and clarify their self-determined goals through meaningful, well-
informed, Choices and through resolution of problem of an emotional or
interpersonal nature (Adugbo, 2005).

It can be seen from definitions that counseling may have different

meanings.

2.4 PRINCIPLES OF SCHOOL GUIDANCE AND COUNSELING

If guidance and counseling is crucial to education, then it is expected that

guidance and counseling activities in each segment of our educational system
should contribute to the achievement of our overall education goals. Olayinka
(1993) considered the basic principles of guidance and counseling in our school
system as;

1. Guidance and counselling is for everyone in the school.

 The Service is not only for those with Special educational handicaps, it is
also meant for all “normal”, developing children.

2. Guidance and counseling activities should therefore be based on the need

and total development of every school child. It is the duty of all School
personnel to identify student’s want/needs so that programme and activities
can be designed to meet such needs;
3. Guidance and counseling must provide in a way that ensures human dignity
and Worth. The full and adequate development of the individual must be
given preference. It should be seen as encouraging individuals to attain
maximum satisfaction, to realize their potentials and to be aware self. No
one who has gone via counseling should feel “put down".
4. Guidance and counseling is a sequential, continuous and development
process which starts from the first day of the school. This means that
guidance and counseling runs from the nursery school through the primary,
Secondary to the tertiary institutions. It is not a once – and – for part of the
educational programmes throughout the school life of an individual.
5. There is a close relationship between counselling activities and the
instructional process, each attributing to the other counselling can help to
make the instructional activities to be more relevant and meaningful to the
needs of students. While the instructional activities can help to give
necessary information and a student in direction to a student in planning
his/her life goals.
6. All guidance activities must emphasize the will for each student to learn
more about himself/herself in an accurate and systematic meaner. Through
the use of well - planned instructional strategies and appraised techniques,
individual can became more knowledgeable about themselves and about
the world around them. Without such knowledge, an individual cannot
 exercise intelligently the right to free choice in educational, vocational and
personal - social fields.

2.5 ROLES OF COUNSELLOR IN SECONDARY SCHOOLS

According to Bulus (1990), the blue unit UH guidance and

counseling for educational institution in Nigeria spell out that guidance and
counseling for Secondary schools is expected to:

1. Develop in student’s skills for better self – understanding

2. Equip students with skills for self – improvement both at school and in later
time.
3. Assist students in adjusting to the life and culture of their school.
4. Assist in continued guidance programme planning in the school.
5. Defines the objectives of the school guidance programme for the benefit of
the principal, teachers, students and parents.
6. Helps disseminate career information to students
7. Supervise the building and maintenance of students’ cumulative records in
the school.
8. Help to provide relevant data for the replacement of students in the
transition from junior to secondary education.
9. Helps teachers to identify students with needs or problems and keep
teachers informed of developments which may have a bearing to the
classroom situation.
10. Co-ordinates the accumulation of meaningful information.
11. Interprets students information to students, teachers, parents, the
management and other professionally concern with the student’s welfare.
12. Assist students and their parents in relating students’ interest, attitudes, and
abilities to current and future educational/occupational opportunities and
requirements.
13. Identifies student with special needs which requires the services of
referiequire the sen/ices of referral services.
14. Maintain a close working relationship with local business and industry so
as to counsel students in the local vocational offerings.
15. Takes charges of organizing orientation session for new students coming
from primary school to junior secondary, or from junior to senior
secondary, so as to help them adjust to their school environment.

2.7 FUNCTIONS OF THE SCHOOL COUNSELOR

Counseling is a process in which the helper expresses care and concern

towards the person with a problem to facilitate that person's personal growth and
positive charge through self-understanding. However, the primarily aim of at all
helpers is to relieve distress and get the individual or group back to functioning
normally, comfortably and effectively within the accepted norms of the society.
Here are some functions of a counsellor as follows (Ipaye, 1993):

1. To supervise the implementation of continuous assessment processes

activity keeping alive the team approach
2. To motivate the student to generate a clear perception of their internal and
external environment.
3. To play effectively the role of trainer by initiating and organizing local –
guidance related in service courses.
4. To help the school administration to make adequate and timely preparation
for students placement and referral.
5. To develop strategies to help parents and teachers to achieve a realistic
perception of Students in their school environment.
6. To initiate personal – social interaction with teaching and non-teaching
staff to generate a healthy working and human relations within the school
setting.
7. To organize orientation for various categories of new entrants into school,
whether they are students or staff, and to organize orientation for existing
school population as changes occur in their situation.
8. To supervise the participation of lean members in the implementation of
the guidance programme.
9. To serve the entire school community as the chief strategies, consultant,
trainer and coordinator as far as guidance activities are concerned.

2.6 QUALITY OF GUIDANCE AND COUNSELLING

Herr (1979) emphasized that for guidance and counselling to be qualitative,

it has to bring a positive change to the clients or students. That is to say the
services are to provide students with,

1. Opportunities to develop relationship skills, ethical standards and a sense

of responsibility;
2. Opportunities to develop relationship skills, ethical standards and a sense
of responsibility;
3. Opportunities to acquire skills and attitude necessary to develop
educational goals which are suited to their needs, interests, and abilities;
4. Information that would enable them to make decisions about life and career
opportunities.

With quality guidance and counseling services the student’s psychological

needs will be satisfied. That is they, will be happy with their mates and teachers.
They will be able to attain their academic needs. They will not be perplexed,
confused and frustrated each time they experience failure.
 Many authors or researchers in this area have similar assertion. For
example, Durojaiye (1977) that the essential qualities or a counselors are
geniuses, sensitivity, emphatic, understanding and thoroughness. They must
show creativity, acceptance, sincerity and gentleness. This is because the essential
aim of guidance is to help the clients towards personal adjustment. It becomes
essential for the counselor to help him to be conscious about whatever he is
involved in and at the same time to prepare for a greater fulfilment in the future.

It is evident therefore to say that to grantee the provision of qualitative

guidance and counselling services, there must be the provision of a well-trained
guidance and counselling personnel, availability of guidance and counselling
facilities, and quality of guidance and counselling services.
 CHAPTER THREE

M ETHODOLOGY

3.1 INTRODUCTION

This chapter describes the method employed in analyzing the data. The
purpose of such an investigation is to provide data by means of statistics so that
we may infer certain meanings, which lie hidden within the data, or if not to
discern the presence of certain potentials and dynamic forces, which may guise a
clue to an area that warrant further investigation.

3. 2 RESEARCH DESIGN

The research conducts a research survey to gather information using

questionnaire. The questionnaire will be" divided into three segments, the first
part is for the officials in the ministry of education, the second, for the teaching
staff and their heads and the last part is meant for the students. The main body of
the questionnaire presented variety of commonly observed characteristics of
school counselors. Relevant data for this research is extracted from the presented
questionnaire.

3.3 METHOD OF DATA COLLECTION

Two sets of data were used for the research. Primary and secondary data.
Primary data were obtained through the administration of a structured
questionnaire while secondary data were obtained through a review of relevant
books, other relevant documents.
3.4 POPULATION

The subject of the study is to assess me quality of guidance and counseling

in secondary schools in Sokoto metropolis. The population of the study
comprised of all students and staff of senior secondary schools in Sokoto
metropolis and staff of the ministry of education.

3.5 INSTRUMENTATION

In this research, the questionnaire was the main instrument used for data
collection. Items included in the questionnaire were used to elicit information on
quality of guidance and counseling service in schools.

3.6 SAMPLING TECHNIQUES

The simple random sampling technique was used L0 select five senior secondary
schools for the study. From each of the selected schools, 20 students were
sampled. The simple random sampling technique was used to select teachers and
20 staff of the ministry of education were sampled to arrive at a total of
respondents. However, 150 questionnaires were returned and analyzed, 94, 38
teachers and 180 officials from the ministry of education.

3.7 METHOD OF DATA ANALYSIS

Descriptive statistics was used for analysis. Frequencies and percentages

were specifically used.
 CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA

4.1 INTRODUCTION

In this chapter, results of the study are presented. The study covered staff
of Ministry of Education, staff and students of some selected secondary schools.
The chapter covered availability of counseling services in schools, availability of
instructional materials and availability of training programmes for guidance and
counseling personnel in our schools.

Students’ Responses

4.2 Availability of Counseling Services in Schools

The availability of school counselors was verified and the result is

presented in

Table 1.

Table l: Distribution of respondents according to the availability of counsellors

in schools.

Availability of counselors Frequency Percentage

Enough counselors 13 13.83
Not enough 81 86.17
Total 94 100
Source: field survey 2010

Table 1 shows13.83% of student who were respondents in this study agreed that
counseling service were available and adequate in their respective schools.
However 86.17% of the respondents were of the view that the services though
available were not adequate. This shows that adequate counseling services were
not available in most secondary schools in Sokoto metropolis. Likewise this had
seriously affected the students since the improvements expected in terms of
students’ performance as well as improvement in moral behaviours as a result of
adequate counselling services were missing.

4.3 AVAILABILITY OF INSTRUCTIONAL MATERIALS

Instructional materials here refer to available facilities used by counselors

to enhance counselling services in schools. Materials such as offices, furniture,
relevant books and other items are included. The availability of these items was
investigated and the result presented in Table 2. Distribution of respondents
according to the availability of instructional material.

Availability of inst. Mat. Frequency Percentage

Adequate materials available 22 23.40

Mat. Available not adequate 72 76.60

Total 94 100

Source: Field survey 2010

Majority (76.60%) of the respondents were of the view that the

instructional materials used to enhance the performance of school counselors
were not available in their respective schools. Only 23.40% were of the view that
some of the needed instructional materials required by schools counselors to
function effectively were not available in most secondary schools in Sokoto
metropolis.

4.4 Availability of training programmes for guidance and counselling

personnel

Training is an important requirement for effective / efficient performance as such

guidance and counselling personnel in secondary schools need to be trained
regularly to enable them have the required skill and ability to perform. The
availability of training for guidance and counselling personnel was assessed and
the result presented in table 3.

Training availability Frequency Percentage

Training available 15 15.96
Training not available 79 84.04
Total 91 100
Source: Field survey 2010

Table 3 shows that 84.04% of the respondents were of the view that guidance and
counselling personnel in their schools did not attend any training in the area of
guidance and counselling. Only 15 95% of the respondents agreed that guidance
and counseling personnel in their schools attended one form of training or
another. This shows that majority of guidance and counseling officers in
secondary schools in Sokoto metropolis did not enjoy or attend any form of
training in guidance and counseling.

Teachers and Principals Responses

4.6 Availability of Instructional Materials

These refer to all facilities required to carry out guidance and counseling

Services. These were equally investigated (from teachers and principals of

sampled schools) and the result is presented in Table 4.

Table 4: Distribution of respondents according to the availability of instructional

materials.

Availability of
instructional materials
Adequate instructional 8 21.05
materials
 Instructional materials 30 78.95
not adequate
Total 38 100
Source: Field survey 2010

Table 4 shows that majority of the respondents 78.95% agreed with the opinion
that there were no enough instructional materials in their respective schools.
However 21.05% agreed that the instructional materials were adequate. This
clearly Shows that, even though there were instructional materials in the schools,
they were not adequate which adversely affected the performance of the students.

4.7 Availability of Training Programmes

The availability of training programmes for counselors in secondary schools was

verified and the result is presented in Table 5.

Table 5: Distribution of respondents according to the availability of training

programmes for school counselors.

Availability of training programmes Frequency Percentage

for counselors
Enough training programme 7 18.42
Training programmes not enough 31 81.58
Total 38 100
Source: Field survey 2010

From Table 5, it is evident that, there were no much training programmes

for school counselors. Going by the distribution, only 18.42% agreed there was
training programmes as against 81.58% which did not agree that there was
enough training programme for the shod counselors. Hence, it can be inferred that
the training programmes for school counselors were seriously inadequate.
4.8 provision of proper counseling services in Schools

The issue as to whether me counselors give the counseling services to

students in their schools was also verified and the result is presented in table 6.

Table 6: distribution of respondents according to the provision of proper

counseling services in the schools

Provision of proper Frequency Percentage

counseling services
Proper counseling given 28 73.68
Improper counseling 10 26.32
given
Total 38 100
Source: Field survey 2010

Table 6, shows that 73.68% were of the opinion that the counselors provided
proper counselling services in their respective schools. While 26.32% were of the
counselling services provided by counselors in theirs respective schools were
inadequate. This implied that, those schools that had counselors, were able to
provide proper counselling services to students, but most schools were without
counselors.

OFFICIAL RESPONSES

4.9 Availability of Counselor in the Ministry

Availability of schools counselors in the Ministry of Education was also

verified and the result is presented in Table 7.

Table 7: Distribution of respondents according to the availability of counselors in

the Ministry of Education.
 Availability of Frequency Percentage
counselors in Ministry
of Education
Enough counselors 2 11.11
Not enough 16 88.89
Total 18 100
Source: Field survey 2010

Table 7, majority (88.89%) of the officials in the Ministry of Education who

responded in the study were of the opinion that the Ministry of Education did not
have enough counselors deployed to schools, while 11.11% agreed that the
Ministry of Education had enough counselors. This result clearly indicates that
though there were counselors deployed to schools, the number was not adequate.

4.10 Availability of training programmes

In this respect, it was verified that the Ministry of Education has been
sending staff to be trained as counselors. The result is presented in Table 8.

Table: 8: Distribution of respondents according to the availability of training

programmes in the Ministry of Education

Availability of training Frequency Percentage

programmes
Training available 9 50
Training not available 9 50
Total 18 100
Source: Field Survey 2010

Table 8, shows that fifty percent of the respondents were of the opinion that there
were enough training programmes for the counselors in the Ministry of Education
and the same percentage also believed that the training programmes were not
adequate.
4.11 Availability of funds

To provision of essential training and guidance and counselling facilities

require funds. It was verified that the Ministry of Education has enough funds for
all these as presented in Table 9.

Table 9: Distribution of respondents according to the availability of funds

Availability of funds Frequency Percentage

Funds enough 15 83.33%
Funds not enough 3 16.67%
Total 18 100%
Source: Field survey 2010

As shown in Table 9, 83.33% of the respondent were of the opinion that the

Ministry of Education had enough funds to train counselors and provide guidance
and counseling facilities. Only 16.67% were of the opinion that the Ministry of
Education had no enough funds for training and the provision of facilities.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The purpose of any empirical investigation such as the project is to provide

the basis for purposeful policy formation. Hence the major findings of this
research summary, conclusion and recommendations are presented in this
chapter.

5.2 Summary

This research project was carried out to assess the realities of guidance and
counseling services in providing adequate guidance for secondary schools in
Sokoto metropolis. In order to achieve this, five secondary schools were taken as
sample and questionnaire were administered.

Findings of the research showed that guidance and counseling services

were inadequate in secondary schools in Sokoto metropolis. Results of the study
also revealed that the variables which are necessary to carry out quality
counseling services were inadequate. There are no sufficient facilities, no
sufficient counseling personnel and no quality guidance programme provided.

5.3 Conclusion

In conclusion, the findings shows that there were insufficient counselors in

schools in Sokoto metropolis and the counseling facilities available were so
inadequate. It follows therefore that performance of students would be positively
influenced if sufficient counselors and counselling facilities are in order.
5.4 Recommendations

The research so far has brought light to some of the challenges and
hindrances that cause the poor performance of guidance and counseling in our
Secondary schools. It is against this reasoning that some recommendations which
eventually will go a long way to bring improvement in the operation of counseling
services were made. Therefore, the recommendations made are as follows:

One of the most important recommendations is for the Ministry of

education to employ personnel and give thence and counseling.

All facilities needed by the school counselors which will enable them to
carry out quality guidance and counselling services in the schools should be
provided. Some of these are; accommodation, bookshelves, tables with drawers,
cupboards for storing pamphlets, finance, time and psychological test materials
etc.

Universities should increase intake of students who offer courses in

counseling with a view to producing more qualified counsellors for our secondary

Schools.

In - service courses should be provided fox qualified teachers who like to

become school counsellors.

Workshop, seminars and conferences, should be held for counselors in the

secondary schools.

A well constituted supervisory body to be introduced, and to be charged

with the responsibility of assessing the performance of the counselors.
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Nigeria: Literaned.
APPENDIX I
SHEHU SHAGARI COLLEGE OF EDUCATION IN AFFILIATED WITH
AHMADU
BELLO UNIVERSITY, ZARIA.
QUESTIONNAIRE FOR MINISTRY OF EDUCATION
The study sought to assess the quality ufguidance and counseling services in
secondaly school in sokoto metropolis.
Your response will he of immense impurtance to me success of zne
study and will he wiui all confidentiality. 1: is hope that you will not hesitate
to answer the questions correctly.
1. Are there 9l10Ug|\ cuunselnrs in (he Ministry of Educatiuvi
Ye5( ), "°( )
2. Have the II‘iiIIi§lI'y been sending staff to he trained as counselors.
Ye5( L N°( )
3. Does the ministry have ennugh funds to provide trained counselors and
guidance and counseling facilities?
Ye§( ),N0()

—
APPENDIX 11
SHEHU SHAGARI COLLEGE OF EDUCATION IN AFFILIATED WITH
AHMADU
BELLO UNIVERSITY, ZARIA.
QUESTIONNAIRE FOR STUDENTS
The study soughtm assess the nuaiity nr guidance and counseling services in
secondary school in sokoto metrupolis.
Vour respnnse will be of immense importance tn the Success of the
study and will be with an confidentiality. It is hope that you will nnt hesitate
tn answer the questions correctly.
1. Are there enough counselors send from Ministry or Education
Yes ( )7 Nw ( )
1. HEVB the ministry heel] sending adequahe instructional material to the
schonl counselors.
Ve5( )1 "B ( )
2. Are there enough training program for guidance and counseling stafl.
ves( ), No ( )
u

APPENDIX III
SHEHU SHAGARI COLLEGE OF EDUCATION IN AFFILIATED WITH
AHMADU BELLO UNIVERSITY, ZARIA.
QUEFIIUNNAIRE FOR TEACHERS AND PRINCIPALS
The study sought to assess the quality uf guidance and counseling seivices in
secondary school ill 50k0h) metropolis.
Your response will be of immense inlportance to the success of the
study and Will he with all confidentiality. It i§ hope that you Will not hesitate
lo answer the questions correctly.
1. Are there enough instructional material for guidance and counselors in
the school?
Y¢§( )1N0()
2. ls there enough training program for school counselors.
Ye5( )1 N0( )
3. Is there any Provision ofproper counseling in your schoul?
"§( )1 N0 ( )