http://hdl.handle.net/123456789/15711 2026-04-05T23:45:21Z 2026-04-05T23:45:21Z PATRICIA WAWIRA NDWIGA http://hdl.handle.net/123456789/15686 2024-07-25T12:32:32Z 2023-01-01T00:00:00Z

INFLUENCE OF GUIDANCE AND COUNSELLING SERVICES ON LEARNERS’ DISCIPLINE IN PUBLIC PRIMARY SCHOOLS IN MBEERE SOUTH SUB-COUNTY, EMBU COUNTY, KENYA. PATRICIA WAWIRA NDWIGA Guidance and counselling are a process aimed at helping individuals gain a deep understanding of themselves and how they respond to external influences. In recent times, cases of student indiscipline and personal challenges have been on the rise in public primary schools in Kenya, particularly in Mbeere South Sub-County. Despite the provision of guidance and counselling services in these schools, there has been discontent among stakeholders regarding this issue. Therefore, the main objective of this study was to assess how guidance and counselling services influence the discipline of learners in primary schools in Mbeere South Sub-County, Kenya.The study had three specific research objectives:To determine how pupil appraisal services influence learners' behavioural challenges, to establish the influence of information services on learners' behavioural challenges, and to assess the impact of learners' response to guidance and counselling services on their discipline.The study employed a descriptive survey design, targeting a population of 162 head teachers, 162 teacher counsellors, and 4,563 class eight pupils. A sample size of 48 head teachers, 48 teacher counsellors, and 384 pupils was selected, representing 30 percent of the population. Data was collected using questionnaires, and the reliability of the instruments was established through Cronbach's alpha coefficient, resulting in a reliability coefficient of 0.76 for head teachers and 0.75 for teachers' questionnaires.Data analysis involved the use of frequencies, percentages, means, and standard deviations. The findings from the first objective indicated that head teachers disagreed with the notion that teachers consistently attempted to understand pupils' abilities, interests, and special aptitudes. Similarly, they disagreed that teachers consistently sought information about pupils' experiences outside of school.The second objective revealed that teachers generally made referrals for pupils with severe challenges but disagreed that they actively assisted pupils in avoiding unsocial behaviour. However, teachers agreed that they assisted pupils in making responsible use of social media.Regarding the third objective, a majority of pupils expressed a lack of liking for their guidance and counselling teachers, suggesting that learner response to guidance and counselling played a significant role in their willingness to seek these services.In conclusion, the study found that teacher counsellors did not effectively employ the necessary guidance and counselling techniques, contributing to indiscipline cases in schools. Additionally, the lack of utilization of information services by teachers negatively impacted learners' discipline. The study recommended that schools establish effective guidance and counselling programs, implement appraisal services, and promote information services to enhance learners' discipline. These findings may inform policy development and teacher sensitization efforts to improve guidance and counselling management in primary schools.

2023-01-01T00:00:00Z MBOYA ENOCK OWUO http://hdl.handle.net/123456789/12354 2024-07-25T12:46:32Z 2021-01-01T00:00:00Z

INFLUENCE OF GUIDANCE AND COUNSELING IN ENHANCING SELF ESTEEM OF CLASS 7 AND 8 LEARNERS WITH BEHAVIOR AND EMOTIONAL DIFFICULTIES IN PUBLIC PRIMARY SCHOOLS IN NAKURU SUB COUNTY, KENYA MBOYA ENOCK OWUO Guidance and counselling has been encouraged in public primary schools in Kenya with the aim of assisting pupils to cope up with the challenges they encounter in school. Despite its extensive use, its influence on self-esteem of learners with emotional and behavioral difficulties in public primary schools has not been established. Therefore the study sought to establish the influence of guidance and counselling on self-esteem of class 7 and 8 learners with behavior and emotional difficulties in public schools in Nakuru Sub-County. Specifically the study sought to examine the influence of individual counseling, group counselling and peer counselling on self-esteem of class 7 and 8 learners with behavior and emotional difficulties in public schools in Nakuru Sub-County. The target population for the study was learners with emotional and behavioral difficulties, head teachers and teacher counselors in public schools in Nakuru Sub-County. According to sub-county director of education there are 677 guidance and counseling teachers and 610 head teachers. According to EARC in Nakuru there are 291 learners with emotional and behavioral difficulties in Nakuru Sub County. Stratified sampling and purposive sampling was used to select schools and learners involved in the study. The different zones acted as strata. This method was used because of the difference in the number of schools per zones. Purposive sampling was used in the stratus to pick school with guidance and counseling teachers. Purposive sampling was used to pick learners with emotional and behavior difficulties for the study. The researcher used 20% of the target population therefore the sample size of G&C teachers was 123, the sample size of head teachers was 123 and the sample size of learners was 58. The study collected primary data using questionnaires, and interview schedules. Questionnaires were used to collect data from learners with emotional and behavioral difficulties. Interview schedule was used to collect data from guidance and counseling teachers. Reliability of the questionnaire was tested using Cronbach alpha index. Data was analyzed using descriptive and inferential statistics. Pearson correlation and multiple linear regressions were used. Data was presented in tables. The findings indicated there is a positive relationship between peer counselling and self-esteem of learners with emotional and behavioral difficulties in primary schools in Nakuru Sub-County (r=0.217; p=0.008). The researcher also found out that there is a positive relationship between individual counselling and self-esteem of learners with emotional and behavioural difficulties (r =0.307 p=0.05). The findings also revealed that there is a positive relationship between group counselling and self esteem of learners with emotional and behavioural difficulties in public primary schools in Nakuru Sub-County (r=0.393, p=0.0023). Based on the findings the study concluded that self-esteem of learners with emotional and behavioral difficulties in public primary schools in Nakuru sub County was generally low. The study further concludes that to some extent individual counselling led to behaviour change in learners with emotional and behavioural difficulties thus enhancing their self-esteem. From the conclusion the researcher recommended that there is need for training more teacher counsellors on a variety of difficulties to help meet the self-esteem needs of learners with emotional and behavioural difficulties.

2021-01-01T00:00:00Z MISANGO NATHAN CHAPIA http://hdl.handle.net/123456789/12351 2024-07-25T12:49:05Z 2021-01-01T00:00:00Z

PREDISPOSING FACTORS INFLUENCING DRUG AND SUBSTANCE ABUSE AMONG SECONDARY SCHOOL STUDENTS IN KINANGO SUB-COUNTY, KWALE COUNTY, KENYA MISANGO NATHAN CHAPIA A report of survey on drug and substance abuse by NACADA revealed that 32.4% of people aged between 18-28 years have consumed alcohol or other type of drugs and substances. Majority of secondary school students are in the age bracket 14-22 years, the group that is most affected. Drug and substance abuse is partly responsible for the riots, strikes, destruction and burning of property in secondary schools. The prevalence rate of drug abuse in Kinango Sub County was 20.3%. The purpose of the study was to investigate predisposing factors that influence drug and substance abuse among secondary school students in Kinango Sub-County, Kwale County. The objectives of the study were; to establish the effect of parental influence on drug and substance abuse, to determine the influence of peer pressure on drug and substance abuse, to establish the influence of the media on drug and substance abuse and to determine the influence of age on drug and substance abuse among secondary school students. Erickson’s theory on social development and Bandura’s Social Learning Theory (SLT) helped in explaining the findings of the study. A survey research design was used to investigate the influence of the selected variables on drug and substance abuse among secondary school students. The study population comprised of all secondary school students, heads of guidance and counselling departments and deputy principals of secondary schools in Kinango sub-county totalling 4,964 people. 4 public secondary schools were selected through stratified random sampling to ensure gender balance. The sample size comprised of 4 deputy principals, 4 heads of guidance and counselling departments of the selected secondary schools and 384 students selected by random sampling. Data was collected through questionnaires for students and guidance and counselling teachers. An interview schedule was used to collect data from deputy principals. Validity of the instruments was ensured by using expert judgement of my supervisors. Reliability of the instruments was determined through a pilot study which was done to show the degree of consistence of the instruments, a Cronbach’s alpha of 0.817 was obtained. Raw data was edited to correct errors and omissions. Both descriptive and inferential statistics were used to make inferences and draw conclusions. This was done with help of SPSS version 23. The study established, from hypothesis one, that there was statistically significant influence of parental influence on drug and substance abuse among secondary school students in Kinango sub-County, p ˂ 0.05. Similarly, from hypothesis two, the study established that there was statistically significant influence of peer pressure on drug and substance abuse among secondary school students in Kinango sub-county, p ˂ 0.05. The study established, from hypothesis three, that there was no statistically significant influence of media on drug and substance abuse, p > 0. From hypothesis four, the study showed there was no statistically significant influence of age on drug and substance abuse in Kinango sub-county, p ˃ 0.05. Finally, the study found out that the age bracket 17-19 years had the highest number of students who have used drugs at least once. The researcher recommended that: parents should abstain from drugs because they are role models of their children; parents and teachers should guide students to avoid peers who abuse drugs; guidance and counselling should be strengthened in schools and all forms of drug advertising should be censored

2021-01-01T00:00:00Z Irungu, Kamudia Robert http://hdl.handle.net/123456789/381 2024-07-26T05:57:57Z 2014-09-14T00:00:00Z

EFFECTIVENESS OF GUIDANCE AND COUNSELLING IN ENHANCING DISCIPLINE AMONG SECONDARY SCHOOL STUDENTS IN OLOKURTO DIVISION NAROK COUNTY, KENYA Irungu, Kamudia Robert While education is expected to change the behaviour of learners positively by moulding them into self respecting and self- reliant individuals, discipline related issues have been at the fore of educational debates as students encounter challenges associated with adolescence. Cases of truancy, drug abuse, immorality, destruction of property and loss of life, are however, indicators of the existence of a conflict between educational aims and discipline among secondary school students. This is despite the provision of guidance and counselling services in schools, hence the need to examine the effectiveness of guidance and counselling in enhancing discipline among secondary school students. The objectives of study were; to examine the effectiveness of guidance and counselling in enhancing discipline among secondary school students; establish the effectiveness of guidance and counselling types; examine the effectiveness of teacher counsellors’ service delivery and establish the hindrances to effective delivery of guidance and counselling services towards enhancing discipline among secondary school students in Olokurto Division, Narok County, Kenya. Descriptive survey design was employed in the study, questionnaires were used obtain data from respondents. Person centred theory advanced by Carl Rogers guided the study. The study population comprised 861 students, 12 teacher counsellors and 6 deputy principals drawn from the six public secondary schools in the division. Stratified and simple random sampling techniques were employed to sample 129 students for the study. Schools, deputy principals and teacher counsellors in the division were purposively sampled. Supervisors and experts from the education office established the validity of the instruments. Using test-retest method, the instruments yielded a reliability coefficient of r = 0.76, thus accepted for the study. Data were analyzed using the SPSS software version 20.0 and presented in tables, charts, graphs, means, frequencies and percentages. From the analysis and interpretation, the study found out that guidance and counselling had not been effective in enhancing discipline among students. Further, the study established shortage of resources, facilities and trained service providers as hindrances to the effective delivery of guidance and counselling services. The study recommended development of guidance and counselling policy, its integration to the college curriculum for the training of teachers and implementation as well as strengthening of school guidance and counselling departments. The findings and recommendations of this study, if implemented will be useful to policy makers in the Ministry of Education, heads of secondary schools, counselling personnel and students through improved services from more informed teacher counsellors.

2014-09-14T00:00:00Z