Sunney Project

THE IMPACT OF GUIDANCE AND COUNSELLING ON TRANSITION RATE AND
ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DUTSIN-
MA LOCAL GOVERNMENT AREA, KATSINA STATE
BY
AGUSAH ORYIMAN SOLOMON

EDU/2020/15410
SUNDAY EMMANUEL
EDU/2020/16478
BEING A PROJECT SUBMITTED TO DEPARTMENT OF EDUCATIONAL
PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, FEDERAL
UNIVERSITY DUTSIN-MA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE AWARD OF BACHELOR DEGREE (B.Sc. Ed) IN GUIDANCE AND
COUNSELLING
JULY, 2024
DECLARATION
We hereby declare that this work titled “Impact of Guidance and Counselling on Transition Rate
and Academic Performance of Secondary School Students in Dutsin-maLocal Government Area

of Katsina State”is the product of our own efforts undertaken under the supervision of Associate
Professor Mrs Binta Ado Ali and has not been presented anywhere for the award of a degree or
certificate. All sources have been duly acknowledged.
________________________ __________________
AGUSAH ORYIMAN SOLOMON Date
EDU/2020/15410
_____________________ __________________
SUNDAY EMMANUEL Date
EDU/2020/16478
APPROVALPAGE
This is to certify that the project titled “Impact of Guidance and Counselling on Transition Rate
and Academic Performance of Secondary School Students in Dutsin-maLocal Government Area
of Katsina State” has been examined and approved by the Department of Educational
Psychology and Counselling, Faculty of Education, Federal University Dutsin-ma for the awards
of Bachelor Degree (B.Sc. Ed) in Guidance and Counselling.
________________________ _________________
Assoc. Prof. Mrs Binta Ado Ali Date
(Project Supervisor)
________________________ _________________
Assoc. Prof. S.O Bada Date
(Project Co-ordinator)
_____________________ _________________
Assoc. Prof. Mrs Binta Ado Ali Date
(Head of Department)
_________________________ ________________
Assoc. Prof.Umar Mamman Date
(Dean Faculty of Education )

DEDICATION
This research work is dedicated to the Almighty Allah who has given the inspirational zeal,
guidance and strength on this research work. Also this research is dedicated to our parents and
our entire family members whose financial support the project work in reality.
ACKNOWLEDGEMENT
All praises are due to Almighty God, the worthy of all of all praises and compliments. We wish
to thanks our parents who support our academic career and entire families and friends.
Our sincere gratitude goes to our supervisor Associate Professor Mrs Binta Ado Ali for her
guidance, tolerance, advice and support throughout the project. We wish to sincerely express our
appreciation for her time and attention. May Almighty Allah reward and grant her all her wishes.
We also wish to acknowledge the tremendous effort made by the lecturers in the department for
their moral and intellectual contribution to the success of our program especially the Associate
Professor S.O Bada, Mal. Idris Ayuba, Mal. Ahmad Maruf and Head of DepartmentAssociate
Professor Mrs Binta Ado Ali. Our gratitude goes to all the staff of Educational Psychology and
Counselling, and all the entire lecturers of the Department. We will not forget our humble course
mates. May Allah reward, bless and grant all your wishes for this world and hereafter.
TABLE OF CONTENT
Tittle Page.....................................................................................................................
Declaration Page...........................................................................................................
Approval Page..............................................................................................................
Dedication.....................................................................................................................
Acknowledgement......................................................................................................
Table of content…………………………………………………………………….
Abstract.........................................................................................................................
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study…………………………………………………………
1.2 Statement of the Problem……………………………………………..………….
1.3 Objectives of the Study…………………………………………………………..…
1.4 Research Questions……………………………………………………………....
1.5 Hypotheses…………………………………………………………………
1.6 Significance of the Study………………………………………………………...
1.7 Scope of the Study………………………………………………………………..
1.8 Definition of Terms…………………………………………………
CHAPTER TWO
REVIEW OF LITERATURE
2.1 Introduction
2.2 Conceptual Framework
2.2.1 The concept of guidance
2.2.2 The concept of counselling

2.2.3 Basic services in guidance programme
2.2.4 Historical development
2.2.5 Development of Guidance and Counselling Services in Nigeria Secondary Schools
2.2.6 The Problems of Guidance and Counselling services in secondary schools in Dutsin-ma,
Katsina State of Nigeria
2.2.7 The Need for Guidance and Counselling in Nigerian schools
2.2.8 Ethical Issues in Counselling Practice
2.2.9 Prospectsof Guidance and Counselling in Nigerian Education
2.2.10 Role of Guidance and Counselling in Secondary Schools
2.2.11 Concept of Academic Performance
2.2.12 Academic performance as measured by results
2.2.13 Factors Affecting Academic Performance
2.2.14 Influence of Guidance and Counseling on Transition Rate and Academic Performance
2.2.15 Concept of School Transition
2.3 Theoretical Framework
2.3.1 Person-Centered Theory
2.3.2 Social Learning Theory
2.4. Summary of Review of the related Literature
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction………………………………………………………………………
3.2 Research Design……………………………………………….............................
3.3 Population of the study………………….………………………..………………
3.4 Sample Size and Sampling Techniques…………………………………………..

3.5 Instrumentation……………………………….…….…………………………….
3.5.1 Validation of the Instrument………………………………………………….…
3.5.2 Reliability of the Instrument……………..…..………………………………….
3.6 Method of Data Collection…………………………………………………………
3.7 Method of Data Analysis……………….…..…………………………………….
CHAPTER FOUR
RESULTS AND DISCUSSION

4.1 Introduction…………………..………………..…………………………………
4.2 Data Analysis and Results……….……………………………………………….
4.3 Summary of Findings…………….………………………………………………
4.4 Discussion of Findings……………..…………………………………………….
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1Introduction………………………………………………………………………..
5.2 Summary..…………………….………………………………………………….
5.3 Conclusion…………………….………………………………………………….
5.4 Recommendations………………………………………………………………..
5.5 Suggestions for Further Study….…………………………………..…………….
REFERENCES……………………………………………………………………….
APPENDIX…………………………………………………………………………..
ABSTRACT
This study was carried out to examine the impact of guidance and counselling on the transition
rate and academic performance of secondary school students. Specifically, the study aims to
ascertain the availability of guidance and counselling services in secondary schools in Dutsin-
ma, examine the impact of guidance and counselling services on transition rate of Secondary
school students in Dutsin-ma Local Government Area of Katsina State to higher institutions, find
out the relationship between guidance and counselling services and students’ academic
performance in Dutsin-ma Local Government Area of Katsina State, Nigeria.The study employed
the survey descriptive research design. A total of 141 responses were validated from the survey.
From the responses obtained and analyzed, the findings reviewed that there is an availability of
guidance and counselling services in secondary schools such as orientation service, placement
service, information service, and counselling service. Also, the impact of guidance and
counselling services on transition rate of Secondary school students in Dutsin-ma Local
Government Area of Katsina State to higher institutions is to develop in students an awareness of
opportunities in the society through relevant and useful information, help students develop the
skills of self-study, help students develop the skill of self-analysis and self-understanding and
help students in making appropriate and satisfactory personal and educational choices. Lastly,
the relationship between guidance and counselling services and students’ academic performance
in Dutsin-ma Local Government Area of Katsina State, Nigeria is that it help to recognize and
understand about one's talents, help to develop an optimistic outlook for removal of undesirable
traits, it aids to develop resourcefulness, and it aids self-direction in adapting to changes in
society. The study thereby recommend that teacher and counselors should implement all the
services required for a guidance and counselling programme, Guidance and counselling
programme should be strengthened in order to improve the academic performance of secondary
school students within the State. More so for a better academic performance of students in
secondary schools, every school should have a functional guidance and counselling unit with the
services of professional counselors as the heads.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Guidance and counseling is a professional discipline that encompasses a wide variety of
activities and services intended at supporting people in better understanding themselves, others,
and their educational environment, as well as developing the ability to change appropriately
(Okita and Odihambo, 2012). Individuals confront issues, obstacles, and conflict situations as
they go through life stages and educational achievement.
According to Braddock and Barake (2011), the objective of guidance and counseling in
schools is to enhance academic performance, to create good study attitudes and habits, to boost
the acquisition and application of conflict resolution skills, and to lower school dropout rates.
However, Herman and Hannah (2009), stated that guidance and counseling services are intended
to assist persons experiencing psychological distress in changing their behavior willingly and
enabling them to make good future choices, clarifying their thoughts, perceptions, attitudes, and
aspirations.
The fundamental goal of a guidance and counseling at a school is to offer a
comprehensive range of personnel services to students. Denga and Almone (2011) defined these
services as a "cluster of institutionalized educational services created by the school to help
students in achieving the self-knowledge or self-understanding essential for them to fulfill their
maximum potential for self-development and self-realization."
Academic performance refers to a student's ability to successfully complete assigned
activities and studies (Scortts Maline 2012). According to Ward, Stocker, and Murray-Ward
(2006), academic performance refers to the consequence of education; the degree to which a
student, teacher, or institution achieves its educational objectives. Academic performance is
defined as the capacity to learn and recall information, as well as the ability to transmit one's
knowledge vocally or in writing (Answers, 2010).
Academic performance is a term that refers to the degree to which pupils have mastered
the goals of the topics they study in school. Academic performance in school subjects,
particularly mathematics and English language, has been found among secondary school pupils
(Aremu and Sokan 2003). Secondary school students' low academic performance may be
attributed to a range of causes, including student incapacity to manage their time, peer influence,
and familial problems. Parents, instructors, curriculum specialists, professionals, and assessors
have voiced grave worry over pupils' declining performance on public tests.
Guidance and counseling program in school assist students to harmonize their abilities,
interests and values and thereby help them to develop their full potential. All this is geared
towards improving the personality of the students in all ramifications and facilitating better
achievement in academic performance. It also assists kids in building good study habits,
motivation, detecting learning or subject-related challenges, recognizing the value of school
years in life and the future, developing skills, the proper attitude, and interests to aid in job
selection. Thus, guidance and counseling contribute to each student's entire development. This
demonstrates the need of every teacher developing into a guidance-minded educator as they
carry out their responsibilities with the goal of making a difference in their students' lives. This
study intends to determine the impact of guidance and counseling on transition rate and academic
performance of secondary school students in Dutsin-ma Local Government Area of Katsina
State, Nigeria.
1.2 Statement of the problem

The Federal Government of Nigeria required in its 2004 National Policy on Education that all
states include guidance and counseling programs into their school curricula. Yet one is dismayed
at the sluggish pace with which the majority of state governments have implemented this critical
education policy. This is shown by the fact that just 70 of the state's 2001 public secondary
schools are required to have professional guidance counselors (Aremu and Sokan 2003).
However, despite the growing impact of guidance and counselling on the transition rate
and academic performance, there is a paucity of research specifically focused on understanding
the impact of these guidance and counselling services on transition rate and academic
performance of secondary school students in some selected government secondary schools in
Dutsin-ma Local Government Area of Katsina State, Nigeria. Therefore, most secondary school
students perform poorly in academic activities. This research will find out the factors influencing
poor academic performance among secondary school students. As well proffer solutions for
amendment.
The existing research on the impact of guidance and counselling has focused on a broader
national contexts, with limited attention to the unique guidance and counselling services on
transition rate and academic performance of secondary school students specifically Dutsin-ma
Local Government Area of Katsina State, Nigeria. This lack of in-depth understanding hinders
the development and progress of academic performance of students transiting from one level of
school to the next, specifically in Dutsin-ma Local Government Area of Katsina State, Nigeria.
1.3 Objectives of the Study
The general aim of the study is the impact of guidance and counselling on transition rate and
academic performance of secondary school students in Dutsin-ma Local Government Area of
Katsina State, Nigeria. Specifically, the study has the following objectives:
i. To ascertain the availability of guidance and counselling services in secondary schools in
Dutsin-ma Local Government Area of Katsina State, Nigeria.
ii. To examine the impact of guidance and counselling services on transition rate of Secondary
school students in Dutsin-ma Local Government Area of Katsina State to higher institutions.
iii. To find out the relationship between guidance and counselling services and students’
academic performance in Dutsin-ma Local Government Area of Katsina State, Nigeria.
1.4 Research Questions
The following questions have been prepared for the study
i. What are the available guidance and counselling services in secondary schools in Dutsin-ma
Local Government Area of Katsina State, Nigeria?
ii. What is the impact of guidance and counselling services on transition rate of secondary
school students in Dutsin-ma Local Government Area of Katsina State, Nigeria to higher
institutions?
iii. What is the relationship between guidance and counselling services and students’ academic
performance in Dutsin-ma Local Government Area of Katsina State, Nigeria?
1.5 Hypotheses
Ho1: There is no significant impact of guidance and counselling services on transition rate of
secondary school students in Dutsin-ma Local Government Area of Katsina State, Nigeria.
Ho2: There is no significant relationship between guidance and counselling services and
students’ academic performance in Dutsin-ma Local Government Area of Katsina State, Nigeria.
1.6 Significance of the Study
This study will be of benefit to the school administrators, students, teachers, counsellors, the
findings of the study will enable them appreciate the importance of guidance and counselling
services in the schools thereby giving the counselors all the necessary support they need to
discharge their counselling duties effectively as well as the students to adjust appropriately to
their life challenges.
This study will be significant to the ministry of education as it will guide the government for
adequate plans and budgetary allocations for effective guidance and counselling services in
secondary schools. It will also help them to recognize the need for training and recruitment of
more professional counsellors into the schools.The study will be significant to the academic
community as it will contribute to the existing literature.
1.7 Scope of the Study
The study will` ascertain the availability of guidance and counselling services in secondary
schools in Dutsin-ma Local Government Area of Katsina State, Nigeria. The study will examine
the impact of guidance and counselling services on transition rate of secondary school students in
Dutsin-ma Local Government Area of Katsina State, Nigeria to higher institutions. The study
will also examine the extent at which students uses the guidance and counselling services in
secondary schools. Lastly, the study will find out the benefit of guidance and counselling
services on students’ academic performance.
Hence the study will be delimited to some selected government secondary schools in
Dutsin-ma Local Government Area, Katsina State, Nigeria. The study will ensure representation
from both urban and rural areas. The findings will be specific to the context of Dutsin-ma Local
Government Area, but the insights gained may have broader implications for the impact of
guidance and counselling on transition rate and academic performance of secondary school
students.
1.8Definition of terms
Academic performance: the measurement of student achievement across various academic
subjects.
Guidance and counselling: an advice or a relevant piece of information provided by a superior,
to resolve a problem or overcome from difficulty
Transition rate: is the proportion of students that progress from the final grade of one level to
the first grade of the next level, expressed as a percentage of those enroll in the final grade of the
preceding school year.
CHAPTER TWO
REVIEW OF LITERATURE
2.1 Introduction
The focus in this chapter is to critically examine relevant literature that would assist in
explaining the research problem and furthermore recognize the efforts of scholars who had
previously contributed immensely to similar research. This chapter reviews literature relevant to
the study under the following headings:
2.4 Conceptual Framework
2.4.1 The concept of guidance
2.4.2 The concept of counselling
2.4.3 Basic services in guidance programme
2.4.4 Historical development

2.4.6 The Problems of Guidance and Counselling services in secondary schools in Dutsin-ma,
Katsina State of Nigeria
2.4.7 The Need for Guidance and Counselling in Nigerian schools
2.4.9 Prospects of Guidance and Counselling in Nigerian Education
2.4.14 Influence of Guidance and Counseling on Transition Rate and Academic Performance
2.2.1 The concept of Guidance
Guidance andcounselling practice in schools provide an excellent opportunity for learners to
cope with their needs for academicand individual growth (Neyland-Brown et al. 2019).Guidance
and Counselling have various meanings (Lai-Yeung, 2014). Many scholars and authors have
differentviews and meanings for it. Keyes & Wilson (2018) define Guidance and Counselling as
a process that assistsindividuals in discovering and developing their educational, vocational, and
psychological potentials, allowingthem to achieve an optimal level of personal pleasure and
societal usefulness.
According to Akinade (2015),Guidance and Counselling are the entirety of meticulously
gathered and collated, current and correct services thatcounsellors deliver to students or
customers for them to make informed choices. Karan (2023) explained that'Guidance and
Counselling' are services and programmes that enhance personal, social, educational,
andvocational development. Dhami (2020) contends that guidance and counselling assist in
recognizing andcomprehending one's qualities and abilities and developing an optimistic
viewpoint for eradicating destructivefeatures. Salawu (2008) argued that Guidance and
Counselling are primarily focused on assisting the individualclient in understanding themselves
and their surroundings and living an everyday and well-adjusted life.Mweemba (2016) also view
Guidance and Counselling as an act or tool used to prevent, remediate, or correctstudents who
engage in social experimentation. Guidance and Counselling is a service that assists individuals
inmaking wise decisions and making life adjustments (Hanisha & Dayal, 2019).
Guidance is a piece of advice or assistance given to anyone, particularly students, on things
such as selecting acourse of study or career, working, or preparing for a vocation from a person
who is superior in the appropriatesubject or an expert (Surbhi, 2017).Nwoye (2011), define
Guidance as an educational programme of a school through which group of specialized services
are provided in the school to enrich the educational experience of each student.Guidance and
counselling according to Akinade (2012), is a process of helping an individualbecome fully
aware of himself/herself and the way in which he/she is responding tothe influences of the
environment. It further assists the child to establish some personalmeaning for this behavior and
to develop and classify a set of goals and value forfuture behavior. Counselling on the other
hand, is a learning process in which a counsellorhelps an individual or individuals learn,
understand themselves and their environment and be ina position to choose the right type of
behaviours that will help them develop, grow, progress,ascend, mature and set up educationally,
vocationally and socio-personally (Egbo, 2013).
Okon (2010) defined guidance as total programme of a number ofhighly specialized
activities implemented by specialist to help an individual to make wisedecision. It can also be
defined as a process designed in other to assist an individual to decidewhat he/she wants to do
and how best to do it in order to yield a positive result. Hence, theneed for the school counsellor
is to assist every child by moulding their future throughcounselling therapy. The school
counsellor is seen as a role model and highly respected bystudents. The counsellors by their
training are expected to be friends with the school child,listen to the child’s complaints, short
comings and proffer guidance to the child in a quest ofmoulding the child in the right part to take
in their life pursuit. Egbo (2013) stated that “thetotal development of a child can only take place
in an environment conducive for teachingand learning”. It is in realization of the above that all
educational services which can promoteteaching and learning in schools are given prominent
attention by educational planners.Consequent on the above unmistaken affirmation, counselling
services are indispensable forstudents’ academic achievements and future career success.
According to Disksha and Kashyp (2016), guidance is interpreted as a specialized service to help
the individual to solve certain major problems – personal, educational, and vocation. Guidance is
refers to an abroad area of all educational activities and services aimed at assisting individual
students to understand themselves and adjust to school life (Okita and Odihambo 2012).
2.2.2 The concept of Counselling
Counselling is a special kind of relationship that involves an interaction between the client and
the counselor. The counselors tries to use their professional training, skills, expertise and
experience to help the client to overcome an area of conflict or block which hitherto has hindered
the inter and intra-personal relationships growth and development (Umoh, 2004). Counselling is
a helping relationship where a person is assisted in a face-to-face interaction. Counselling
programmes are designed to assist clients who have challenges. The goals of counselling are
broadly based on behavioural change, problem resolution and symptom removal.
Amekudi (2004) defined counselling as a process of helping an individual to understand
their world in order to utilize their potential. According to Oye, Obi, Mohd and Bernice (2012)
counselling programmes provide opportunities for students to improve themselves, relate well
and develop ethical standards for educational pursuit. It also helps the school child to obtain
holistic educational development. The counselor is strategically placed in schools in order to
assist the students. Counselling is a talking therapy in which a student (client) openly discusses
and shares their issues and feelingswith the counsellor, who advises or assists the student in
coping with the problems (Karan, 2023).
It attempts toexplore topics relating to personal or socio-psychological concerns that
cause emotional anguish or mentalinstability, making the student feel uneasy. With this, the
counsellor listens to the student's problems with empathyand discusses them privately. It is not a
one-day process but a series of sessions (Surbhi, 2017). A counsellor works directly with
students who need psychological help to improvetheir situation. Because it strives to cure and
rehabilitate mentally troubled students, educational counsellingencompasses a wide range of
subjects, including research, to provide the most accurate psychological supervision,training, and
direction for students with psychological difficulties (Adu, 2022).
According toOviogbodu (2015), counselling can be defined as a number of procedures in
assisting an individual to solve his problems. Counselling is more involved emotionally in the
affectiverealm personalized learning, that is, emotions and feelings, values, attitudes.
Counselling is aninteraction or relationship between two or few individuals, the client counsellor
relationship ontrust (Adebowale, 2012; cited in Oviogbodu, 2015).Counselling is a learning
process in which a counsellor helps an individual or individualslearn, understand themselves and
their environment and be in a position to choose the rightbehaviours that will help them develop,
grow, progress, ascend, mature and step up,educationally, vocationally and socio personally,
(Egbo, 2013). In other words, counselling isa transformative process of helping people to learn
all that are to be learnt both in and outsidethe School. Counselling is a person-to-person process
in which one person is helped by anotherto develop, increase in understanding and ability to
solve his or her problems.
2.2.3 Basic Services in Guidance Programme:
The major counselling services/ programmes in schools include:
Information Service: The school guidance counselor provides the students with accurate
information on educational, vocational and personal social opportunities facts that are available
in order to assist the students in making informed decision and choices (Alabi, 2006).
Orientation Service: This entails acquainting new students with the academic environment. The
school is usually new to the students. An orientation activity helps the students to adjust to the
new environment. At this point, students are exposed to the rules and regulation guiding behavior
and interpersonal relationship within the school (Idowu, 2004).
Placement Service:This involves placing students in an appropriate class or school, courses,
training or vocations. The counselor assist the students to choose the right subject combination in
line with their traits. This process is useful in carrying out the placement of these students into
science, arts, commercial or technical class. Thethe University (Alabi, 2006).

Appraisal service: Adefila (2000) noted that the appraisal of an individual is the value judgment
arrived at, based on the result of the assessment of various relevant characteristics of the person.
It involves the collection of data, analysis of subjective and objective personal and psychological
data about a student. This gives a full understanding of these students and how they can be
helped.
Counselling Service: This is a face to face interaction between the counselor and the client who
has a challenge. Counselling in schools is aimed at assisting the students to live a more
productive life and self-satisfying life style. The main focus of the school counselor is to
facilitate needed educational growth among the students (Oguntuga, 2015).
Follow-up Service: It consists of activities which helps the counselor to access if the client is
coping after the counselling session. This could involve visit to other places like institutions and
employment establishment. Follow up services is necessary for planning and evaluation purpose
(Adeoye, 2016). Evaluation Service. This helps in assessing the effectiveness of the school
counselling programmes. Data gathered from the evaluation process, enable the counselor to
improve, modify or suspend any service in the programme (Yusuf, 2004).
Referral Service: This is the transferring a client to another professional counselor or agency
where their problem can be appropriately handled. These services are the fundamental basis of
counselling programmes (Idowu, 2004).
2.2.4 Historical Development
The development of guidance and counselling services has been traced to the United State of
America (USA). The idea of school guidance was nursed based on four factors prevalent in the
United State then. These factors were division of labour, technological growth, democratic
governance and extension of vocational education.

According to Akume (2008) stated that, before this time, a case can be made for tracing
the foundations of guidance and counselling principles, to ancient Grace and Rome with the
philosophical teaching of Plato and Aristotle. Some other evidences have shown that some of the
skills and techniques of the contemporary guidance counsellors were practiced by Catholic
priests as pertaining to ethics of confidentiality within the confusion. Also during the sixteenth
century Tomaso Garzoni published one of the first textbooks about career options titled “the
universal plaza of all the professions of the world (1626). Despite these efforts, guidance
activities did not start fully till the turn of the twentieth century.
Formal guidance could be traced to early 1900 when the American nation was
experiencing stresses arising from social consciousness which emanated from parents against
social injustices and economic maladjustments. The difficulties of people living in urban slums
and the wide spread use of child labour outraged most of the citizens. One of the consequences
was the compulsory education movement and shortly thereafter the vocational guidance
movement, which was concerned with guiding people into the work force to become productive
members of the society. The idea of school guidance was therefore conceived in cities like
Detroit, Boston, New York and Chicago whose rapid industrial growth was causing social
problems and abuses.
In 1909, the social and political reformer Frank Parsons popularly credited as the father
of guidance movement established the Boston Vocational Bureau which was in charge of
advising job seeking youths. This was to ensure that these youths understand their strengths and
weaknesses which will guide then in making rational choices among vocational opportunities.
Parson’s work at Boston helped outline a system of vocational guidance in Boston public
schools. The work of the bureau subsequently influenced the need for and the use of vocational
guidance not only in the United States but other countries like Uruguay and China which by
1918 had documented evidence of the bureau’s influence. About the same time, Eli Weaver tried
to assist numerous child labourers who were leaving New York City schools under unfavourable
conditions. Subsequently guidance programmes spread to other cities like Lake City, Utah,
Lincola and California.
In 1910, the first ever conference was held in Boston for those involved in guidance
activities. In 1913 marked, the founding of a national organization at Grand Rapids, Michigan
named National Vocational Guidance Association (NVGA). This association produced its first
publication “Vocational Guidance Bulletin” in 1915. By 1951 there was a rapid increase in their
memberships, which led to the formation of American personnel and Guidance Association
(APGA y minimized counsellor advice- giving and stressed the conditions that will facilitate
client centered process.
The work of Gilbert Wrenn and his book “The counsellor in a changing World in 1962
introduced the need for school counselors to be more cultural sensitive. 1960 also brought many
counselling theories including Perl’s Frederic gestalt theory, William Glasser’s reality therapy,
Abraham Maslow and Rollo May’s existential approach and John Knimboltz’s behavioural
counselling approach. The 1970s saw the school counsellor as being defined as part of a large
programme as opposed to being the entire programme of training standards and criteria for
school counselling. This led to a more intense evaluation of education as a whole and counselling
programmes in particular. The development of national educational standards and the school
reform movement of the 1990s ignored school counselling as an integral part of a student’s
educational development. However, there are clear definition of the roles and responsibilities of
school counselling programmes and showed the necessity of school counselling for the overall
educational development of every student.
Formal guidance started in Nigeria toward the end of 1959 when a group of Reverend
Sisters of St. Theresa’s College Ibadan became aware of the need to provide proper vocational
guidance and placement to the final year certificate students (Okon, 1983). To achieve this, the
sisters invited men and women (career advisers) from various occupation and business
establishments to talk to the students about their work and the chances to absorb them in gainful
employment after graduation. The success of this practice soon caught up with other schools in
Ibadan municipality leading to the formation of Ibadan career council in 1961. By 1967, career
guidance had spread beyond Ibadan and Lagos zones, and the Ibadan career council then
changed the name to Nigerian career council.
This led to the posting of career masters to schools, especially Federal Government
schools in the same 1967, their main duty being to help students choose subjects and jobs. In
1974, University of Ife, now Obasfemi Awolowo University, Ile-Ife, started a guidance and
counselling unit. While in 1976, University of Ibadan established a full-fledged Department of
guidance and counselling unit. In 1976, again the counselling Association of Nigeria, a
professional association, was launched with Olu makinde as the first president. Aware of the
importance of counselling, University of Nigeria, Nsukka, University of Calabar and host of
other started offering degrees in Guidance and Counselling.
The Federal Government of Nigeria in 1962 took a keen interest in the educational development
of the country. Thus a sixteen member delegation was sent to France, Sweden and United States
of America to survey their education policies and systems. The findings of the delegation
showed that guidance services were part of the educational services in the countries visited, this
increased the interest of the Federal Ministry of Education which led to the establishment of a
child Guidance Clinic in Ministry in 1964. In this same year the first seminar on guidance took
place.
By 1967 the Ibadan career council which stated in 1961 changed its name to Nigeria
career council. They first journal was published that same year and career masters were
appointed in high schools. Their job description was to assist students make appropriate career
choices and subjects.
The Civil War interfered with the functions of the career council and their activities. At the end
of the Civil War in 1970, counselling activities expanded beyond career masters to appointment
of counsellors. In December 1976, the counselling Association of Nigeria (CAN) was launched
with professor Makinde as the first president. The period between, 1970-1976 witnessed some
rapid development of guidance in Nigeria. Today guidance and counselling has become a
household name in most states of the federation.
The counselling Association of Nigeria (CAN) now known as (CASSON) has its
branches in almost all the state capital in the country. Their activities range from periodic state
seminars, workshops and exhibitions to the annual national conferences. These have boosted the
activities of the organization in Nigeria. This was backed up by the National Policy on Education
(2001) which stipulated that guidance services be made a part of the school curriculum.
Although there has been remarkable progress of guidance and counselling programme in Nigeria
and there is still room for progress. Nigeria school administrators need to follow the programmes
as it is in the National Policy of Education. The counselling Association of Nigeria (CASSON)
should also ensure that their plan of getting the association properly certified and licensed
becomes a fruitful venture. It is only at this point that guidance and counselling will attain her
full professional status in the nation.
2.2.6 The Problems of Guidance and Counselling services in secondary schools in Dutsin-
ma, Katsina State of Nigeria
The main aim of guidance and counselling is to assist the student to develop physically,
mentally, emotionally, morally and educationally to cope with the learning situations within and
outside the school environment. Some of these services provided by counsellors are hindered
because of the following problems;
a. Lack of trained counsellors: Despite the fact that there are many holders of higher degrees in
guidance and counselling in Nigeria today, not as many are qualified to be real counsellors
because they lack the skills necessary for the practice. There is limited number of trained
counsellors in Nigerian schools and the ones already trained choose to go into non-school
settings (Akinade 2012).
b. Doubt about the efficacy of guidance and counselling: Some people such as uninitiated
colleagues, teachers, principals or administrators doubt the efficacy of counselling. They are
skeptical about reliance on its use.
c. Lack of commitment of Government officers: Ogunyemi (2003) as cited in Egbo 2013
noted that although the federal Government entrenched the guidance and counselling programme
in the NPE (1981), there is still much to do when it comes to practical support and its
implementation. He noted that more committed action will help the growth of the profession.
d. Lack of or inadequate funding: Guidance and counselling is not well funded today, the
education enterprise has become a costly venture. Enough funds are not allocated to each school
to run its various services. Where funds are available, very little is earmarked for counselling
purposes. It seems the various levels of government (Federal, state and Local) do not want to
stretch their budgets with extra demands from emerging unit such as guidance and counselling,
yet it is known that effective counselling demands adequate funding to purchase items such as
psychological tests, journals and various publications, play gadgets, cardboards and various felt
pens as well as money to organize activities such as Orientation, Excursions, career clubs and
Career Day/week and furnishing a counsellor’s office.
e. Confidentiality: Clients expect that their secrets or privileged information be kept secret or
confidential and not exposed to others. However, referrals agents such as teachers, peers, parents,
principals among others expect counsellors to divulge such information to them. Failure of the
counsellor to reveal the “secret” may raise the degree of suspicion of his activities. Revealing the
secrets lead to loss of faith in counselling and counsellors on one part will lose clients. Yet all
these are happening. (Akinade 2012)
f. Counsellors created problems: Counsellors also create major problems to guidance and
counselling delivery. Some are not fully committed to the counselling profession. Instead of
being serious minded in their counselling duties, some join in the staff room discussions.
g. Feeling of suspicion of the role/of integrity of counsellors: Some school personnel still see
the counsellor as having a “hidden agenda” or something to hide when a client goes into the
counselling room (where this is available) some give counsellors negative or derogatory labels.
This is more so where the other workers doubt the moral integrity of counsellors who give
individual counselling to young ones. This feeling becomes more serious when a male counsellor
treats female students and gives the interaction high confidentiality.
h. Blurred role of the guidance counsellor: Several people in the society do not know the
specific roles of the counsellor. Even in the school settings, where awareness is expected to be
high, school personnel such as teachers and principals do not understand or they misconstrue the
functions of the counsellors.
2.2.7. The Need for Guidance and Counselling in Nigerian schools
The objective of Guidance and counseling programme is to bring about the maximum
development and self-realization of human potential for the benefit of the individual and society.
Makinde (2014), observes that the school counsellor is concerned with facilitating the optimum
development of students. This is supported by Bennars (2014), and Mutie and Ndambuki (2012)
who argue that the programme is supposed to develop the learner’s intellectual abilities, develop
a balanced personality and to have a complete person intellectually, spiritually, morally and
socially. Guidance and counseling programme is therefore aimed at assisting students to
harmonize their abilities, interests and values, thereby enabling them to develop their potential
fully. Self-knowledge helps one to formulate life goals and plans which are realistic. In
secondary schools, there is need for students to make proper subject and career choices after the
four year course. It is the role of Guidance and counseling programme to provide the students
with the necessary information about the courses availability and the qualifications required for
each course. Such information will assist students develop realistic self-concept according to
their academic capabilities Borrow (2011). Most secondary school students are in the adolescent
stage.
According to Robert and Elizabeth (2015), during this time, adolescent experience alienation
which is a syndrome comprising of distrust, anxiety, pessimism, egocentrism, meaninglessness,
normlessness and powerlessness. They observe that Guidance and counselling is therefore
needed during this adolescence stage to assist them understand their developmental stage and
adjust to school life. Guidance and counseling programme also help students choose and pursue
achievable careers. According to Borrow (2013) the world is highly complex and dynamic which
makes career choice very difficult. He reckons that time change, people change, technology
progresses and these challenges everyone to change to new ways of living and working. The
students need Guidance and counseling programmes to inform them about various jobs and
openings available, the qualification required plus the responsibilities involved and the nature of
the work so that they can decide and have clear occupational goals. The programme also plays
the role of intercepting and assisting disadvantaged students and also checks on school drop-out.
Makinde (2014) observes that one of the roles for school counsellor is to help students who
are experiencing difficulties.Students from disadvantaged families of the society have many
problems and needs which, are to be dealt with in Guidance and counseling programme. Lindsay
(2013) argues that such students may experience difficulty in adjustment with peers, teachers and
the environment thus Guidance programme helps such students to adjust and utilize the
Guidance facilities available fully. Majority of the disadvantaged students later acquire low
qualifications for the world of work. This poor achievement may even marginalize them more if
Guidance programme does not intervene; some may even drop out of school, thus the Guidance
programme is well suited for assisting the students. Achievement is an attainment of a given
standard in a particular field by an individual. It is an accomplishment of a task which is a source
of joy to the individual as a measure of his/her efforts.
The Federal Government of Nigeria in National Policy on Education (NPE, 2004) states
in respect of guidance and counselling that: In view of the apparent ignorance of many people
about career prospects and in view of the personality maladjustment among school children,
career officers and counselors will be appointed in post-primary institutions. Since a qualified
personnel in this category is scarce, government will continue to make provision for training of
interested teachers in guidance and counselling. Guidance and counselling will also feature in
teacher education programme. Academic counselling–The academic content and subjects taught
each child should be based on the child’s interest, ability and aptitude and not merely on chance
factor. According to Ugbe et al (2002), tertiary education is the apex of the educational
hierarchy. Even at that level students still require guidance in the new environment to familiarize
themselves with existing facilities and how they are used. Students require educational guidance
on the relevant educational electives to register for. They need help on how to develop good
study habits and to pass examinations with good grades.
The problem of dishonesty and examination malpractice that has become one of the
maladies of our educational system could be eradicated. If students are properly guided and
channeled through programs that they are best fit, the fear of failure which causes students to
resort to cheating during examinations will come to an end because students will become
confident in their personal abilities to pass examinations on their own efforts. According Ugbe
(2002), students need vocational information about the world of work and information about
available job opportunities in the community, the job requirements as well as the prospect and
hazards of each job. To Hassan (2006) career guidance combines the two-vocational guidance
and vocational education as emphasizes the interaction between learning and work. This is to
said for individual to be able to take appropriate decision about a vocation, he/she must have
obtained a good picture of himself or herself and attain good educational level. This explains
why career guidance is developmental from early stage of one’s life or learning, Tor-Anyiin
(2008). And further that vocational guidance is continuous because of the evolving socio-
economic changes caused by knowledge explosion, experience, science and technology.

According to Ugbe (2002) students in tertiary institutions also need information about
existing job prospects in the community. They need to know the requirements for employment
and the conditions of services in various occupations. According to Ugbe (2002) personal –
socially, students in tertiary institutions need guidance on how to cope with the social life on
campus. Socially, the may lose confidence in themselves and their own abilities, have little serve
of personal value, become tense, introverted and emotional conditions which of course are all
detrimental to academic achievement. Some students may worry about conditions at home,
experience sexual problems, cannot concentrate properly, lose appetite, etc. In such cases, the
clinical psychologists or school counselors do render an invaluable service.
Understanding of ethical issues to specific situations help counselors form a sound basis for
making ethical decisions, Orhungur (2007). Major ethical issues include balancing clients’ needs
against our own needs; ways of making ethical decision; educating clients about their rights,
parameters of confidentiality; concerns in counselling diverse client populations; concerns
involving diagnosis; and dealing with dual (or multiple) relationships. According to Orhungur
(2007), ethically, it is essential that we become aware of our own needs, area of unfinished
business, potential personal conflicts and defenses. A useful question to guide use is. Whose
needs are being met in this relationship, my client’s or mine? It becomes an ethical issue when
we meet our needs, in either obvious or subtle ways, at the expense of clients. Professional
relationships with clients exist for their benefits.
It is clear that counsellor are challenged to deal with questions that do not always have
obvious answers. According Orhungur (2007), that we may have to struggle with ourselves to
decide how to act in ways that will further the best interests of our clients. This is where ethical
decision making becomes an issue. In making decisions, we may need to consult with
colleagues; keep ourselves informed about laws affecting our practice; keep up-to-date in field of
specialty; stay abreast of developments in ethical practice, even in other relevant field. Reflect on
the impact our values have on our practice; and be willing to engage in honest self-examination,
according to Orhungur (2007) stressed that ethical decision making is an evolution process that
requires one to be continually open and self-critical.
According to Orhungur (2007), most counselors agree on the essential value of
confidentiality, we realize that it cannot always be considered an absolute. Confidentiality, which
is central to developing a trusting and productive counselor-client relationship, is both a legal
and ethical issue. Counselors have an ethical responsibility to define the degree of confidentiality
that can be promised. Client must know the nature and purpose of confidentiality. There are
times when confidentiality or confidential information must be divulged, and there are many
instances in which whether to keep or to break confidentiality becomes a cloudy issue. In such
instances, the counsellor must exercise professional judgment.
According to Corey (2005), instances when the counsellor is bound by law to breach
confidentiality include: abuse of the elderly; abuse of dependent adults; when clients under age
of 16 is a victim of incest, rape, child abuse, or some other crime; when client needs
hospitalization; when information is made an issue in a court action; and when clients request
that their records be released to themselves or to a third party. According to Orhungur (2007),
confidentiality must be broken when it becomes clear that clients might do serious harm to either
themselves or others.
According to Corey (2005), asking ourselves basic question like: What makes me think I
have a right to counsel others? What do I have to offer the people I am counselling? Am I doing
well in my own life? What I am encouraging my clients to do? Will help us as counselors to tie
together all the ethical issues in our profession. At times is like there is no ethical right to counsel
others, perhaps because our own lives are not always the models we would like them to be for
our clients. More important than resolving all of life’s issues is knowing what kinds of questions
to ask and then remaining open to reflection.
2.2.9 Prospects of Guidance and Counselling in Nigerian Education
In spite of the charted relevance of guidance in the 6-3-3-4 system of education in Nigeria,
certain problems seem to plague the practice of the counselling roles. According to Ugbe (2002),
the recognition of the counsellor and his roles is fully accorded in theory but partial in practice.
The counsellor is encumbered with teaching chores and hardly has time to perform his roles
adequately.
Another problem pertains to the expertise of the counsellor now operating in the school system is
that many of these counsellors are handpicked by the principal from among the teachers who had
only a course in guidance and counselling during their undergraduate days. According Ugbe
(2002), such counselors are therefore, ill-equipped to discharge the stated roles in guidance.
According to Ugbe (2002), few existing counselors lack opportunities to play their roles.
Another problem involves the interference by parents who would like their children to fulfill
their own dreams by going into programmes that are not suitable to their potentials. Such parents
often contest the validity and credibility of the counsellor’s methods and tools for placement.
The prospect for Guidance and Counselling services in Nigeria depends solely on the solution to
the problems confronting guidance and counselling. The future is bright for Guidance and
Counselling in Nigeria for the following reasons:

a. Guidance and counselling programme has come to stay in Nigeria due to its relevance in the
educational system. Almost all Universities in Nigeria offer guidance and counselling as a course
of study. In primary and secondary schools in Nigeria, they have school counsellor that guide
and counsel the pupils and students on the right part.
b. Guidance and Counselling is also being proposed to be integrated into the training of Nigerian
Teachers. This implies that in the nearest future, Guidance and Counselling may be well
established in the schools. With every teacher being adequately educated on Guidance and
Counselling, the commonly reported rancor between counsellors and teachers may resolved
hence prospect for practice (Olugbenga, 2006).
c. Guidance and counselling deals with all issues and concerns of human being. These and
others demand the attention of the counsellors. As long as these problems exist in the society,
guidance counsellors willalways have work to do either aspublic or private counsellors. With the
factors or conditions still operational in Nigeria, then the future is bright for counsellors and the
prospect therein may depend on how effective the counsellors use their skills and competencies
to help their fellow human beings to understand problems in a more realistic way (Olugbenga,
2006).
The objective of Guidance and counseling programme is to bring about the maximum
development and self-realization of human potential for the benefit of the individual and society.
Makinde (2014), observes that the school counsellor is concerned with facilitating the optimum
development of students. This is supported by Bennars (2014), and Mutie and Ndambuki (2012)
who argue that the programme is supposed to develop the learner’s intellectual abilities, develop
a balanced personality and to have a complete person intellectually, spiritually, morally and
socially. Guidance and counseling programme is therefore aimed at assisting students to
harmonize their abilities, interests and values, thereby enabling them to develop their potential
fully. Self-knowledge helps one to formulate life goals and plans which are realistic. In
secondary schools, there is need for students to make proper subject and career choices after the
four year course. It is the role of Guidance and counseling programme to provide the students
with the necessary information about the courses availability and the qualifications required for
each course. Such information will assist students develop realistic self-concept according to
their academic capabilities Borrow (2011).
Most secondary school students are in the adolescent stage. According to Robert and
Elizabeth (2015), during this time, adolescent experience alienation which is a syndrome
comprising of distrust, anxiety, pessimism, egocentrism, meaninglessness, normlessness and
powerlessness. They observe that Guidance and counselling is therefore needed during this
adolescence stage to assist them understand their developmental stage and adjust to school life.
Guidance and counseling programme also help students choose and pursue achievable careers.
According to Borrow (2013) the world is highly complex and dynamic which makes career
choice very difficult. He reckons that time change, people change, technology progresses and
these challenges everyone to change to new ways of living and working. The students need
Guidance and counseling programmes to inform them about various jobs and openings available,
the qualification required plus the responsibilities involved and the nature of the work so that
they can decide and have clear occupational goals. The programme also plays the role of
intercepting and assisting disadvantaged students and also checks on school drop-out.
Makinde (2014) observes that one of the roles for school counsellor is to help students who
are experiencing difficulties.Students from disadvantaged families of the society have many
problems and needs which, are to be dealt with in Guidance and counseling programme. Lindsay
(2013) argues that such students may experience difficulty in adjustment with peers, teachers and
the environment thus Guidance programme helps such students to adjust and utilize the
Guidance facilities available fully. Majority of the disadvantaged students later acquire low
qualifications for the world of work. This poor performance may even marginalize them more if
Guidance programme does not intervene; some may even drop out of school, thus the Guidance
programme is well suited for assisting the students. Ncharam (2015), sees academic performance
as the actualization of the educational standard and appropriate goal as the major objective
functions of school in the society. In this study, academic performance is the level of real/actual
accomplishment or success/proficiency one has achieved in an academic area. Academic
performance of students has been of concern to students themselves, guardians, parents,
communities and even wider society and this is the most important goals of theeducational
process.
The academic performance of students is the key feature (Rono, Onderi & Owino, 2014) and one
of the important goals (Narad and Abdullah, 2016) of education, which can be defined as the
knowledge gained by the student which is assessed by marks by a teacher and/or educational
goals set by students and teachers to be achieved over a specific period of time. The attainment
of academic excellence of students through making them portray better academic performance is
the foremost motive of academic institutions (Adeyemo, 2001).
Further, academic performance is something immensely significant for anyone who has a
concern with education (Osiki, 2001). In fact, academic performance can be understood as the
nucleus, around which a whole lot of significant components of education system revolve, which
is why the academic performance of students, specifically belonging to Higher Education
Institutions (HEIs), has been the area of interest among researchers, parents, policy framers and
planners. Since a sound academic performance is considered as a pre-requisite for securing good
jobs, a better career and subsequently a quality life, significance of the students’ academic
performance is immense. Although it may seem to be a simple outcome of education, but the
impact of academic performance of students in any nation is multi-faceted. Narad and Abdullah
(2016) mentioned in their research, that at the basic level, the success or failure of any academic
institution depends largely upon the academic performance of its students. They also reiterated
the general belief that good academic performance signals better career prospects and thus a
secure future.
The Academic Performance of students is immensely significant as the economic as well as
the social development of any country are both attributable to the academic performance of the
students. The better the students perform academically, the better are the prospects of the
development of a fine manpower, who will contribute to the economic and social development of
the nation (Ali et.al, 2009). Students performing better than the expectations and norms set by
the society are mostly expected to contribute to the growth, development and sustainability of the
society (Akinleke, 2017). Singh, Malik & Singh (2016) presented a straight and significant
connect between academic performance of students and the socio-economic development of a

country, because acquisition of relevant knowledge as well as skill development become evident
through students’ academic performance (Farooq, Chaudhry, Shafiq and Berhanu, 2011). This
accords a great reason to educators granting the highest priority to the academic performance of
their students (Farooq et al., 2011). (Briggs, 2008) found home-work to be a correlate of
academic performance. The author has stated that homework bear positive relationship with
learning outcomes when it is relevant to the learning objectives.
Earthman, (2004), indicated that lack of motivation and professional commitment produce
poor attendance and unprofessional attitudes towards students which in turn affect the
performance of students academically. Briggs, (2008) has revealed a number of factors that
affect students’ academic performance. One of the factors is how students actually learn or
intend to learn and what teachers actually teach. In his view, other factor - like shortage of books
and materials, teaching and teacher education affect students’ academic performance. He adds
that the type of teachers, their experience professional, qualifications and commitment to work
may contribute to the students’ academic performance. In addition to his findings, he insists on
instruction time in which students spend in actual learning activities. The author contends that
the more they understand the better they perform. They should be guided through guidance and
counselling services in the school.
Unlike the variables of regulation of time and study environment (attention) and effort regulation
(motivation), there have been studies conducted on the impact guidance and counselling services
usage has on academic performance, specifically promotion examination. Several studies
investigating the impact of guidance and counselling on academic performance were conducted
(Chichi, 2001). In one study, the students were given surveys that inquired about their daily
usage of guidance and counselling services, whether they used guidance and counselling services
while completing secondary school, which services they used more often, and their GPA (Peter,
2015). The results indicated that inadequate usage of guidance and counselling services is
correlated with lower overall academic performance.
The research suggests relationships between these variables; however, there has not been
research conducted that explicitly examines the juncture between guidance and counselling
services usage, regulation of time and study environment, effort regulation, and academic
performance. The study described here addresses these gaps. The purpose of this study is to
explore the predictive relationship between guidance and counselling services usage and
academic performance. Second, the purpose was to determine whether regulation of time and
study environment (attention) and effort regulation moderate the relationship between guidance
and counselling services usage and academic performance.
Socio-economic factors like attendance in the class, family income, and mother’s and father’s
education, teacher-student ratio, presence of trained teacher in school, sex of student and distance
of school are also affected the performance of the students. (Raychauduri et al., 2010) Kernan,
Bogart & Wheat (2011), academic success of graduate student will be enhanced if the optimal
health related barriers are low. There is negative relationship between college credit and stress
but weak relationship between GPA (Grade Point Average) andstress. (Zajacova, Lynch and
Espenshade, 2005) Amitava Raychaudhuri, et. al., (July 2010), found that numerous studies have
been done to identify those factors which are affecting student’s academic performance. The
students’ academic performance depends on a number of socio-economic factors like students’

attendance in the class, family income, mother’s and father’s education, teacher-student ratio,
presence of trained teacher in school, sex of the student, and distance of schools.
Socioeconomic factors
Economic status of parents potentially effects the overall academic performance of students
(Farooq et al., 2011), since it determines the provision of learning facilities, which is a yet
another decisive factor behind academic performance of students (Singh et al., 2016).A positive
bond shared by instructors and students indicate higher course related grades (Wilson, Ryan, &
Pugh, 2010). Social associations, such as student-instructor connections, work for the betterment
of students by putting an absolute impact on inspiration and academic achievement (Hoffman,
2014). It lies in the purview of the instructor to motivate the students to perform well
academically through allowing for varies and stimulating tasks (Rahimpour & Magsoudpour,
2011). Students tend to get inspired from peer having similar goals for future and likewise they
end up fetching quality academic performance (Yousuf et al., 2011).
Psychological factors
Psychological factors outperform intellectual ability of student’s w.r.t. the impact they are
capable of imposing on academic performances of students (Mihaela, 2015). His research
stressed that depression, nervousness, life related setbacks and changes in lifestyle may lead to
psychological disturbance and as a result a decline in the academic performance may be
evident.A study conducted by Akinleke (2012) aimed to discover the relationship between
students’ anxiety about evaluation through test and self-esteem and academic performance. The
data collected through questionnaire along with the information regarding the previous year GPA
denoted that students with low anxiety portrayed higher GPAs comparatively. Also, a positive
connect between self-esteem and academic performance emerged.

Environmental Factors
A significant role is played by factors like parents’ illiteracy, household issues and troubles, large
family size, minimal attention and control from parents, low socioeconomic standing of the
family and family structure (intact or broken), in rendering the performance of students as
unsatisfactory or merely not up to the standardized norms (Qaiser, Ishtiaq, Zaitoon and Wahab,
2012). Literacy level of mother has been found to improve the academic performance of
students. Likewise, the age of the mother is also found to be a deciding factor, because young
mothers are capable of controlling the children better as compared to aged mothers and this fact,
if utilized
properly, can bring about betterment in the study related outcome as well (Hijazi & Naqvi,
2006).
2.2.14 Influence of Guidance and Counseling on Transition Rate and Academic
Performance
The objective of guidance and counselling programme is to bring about maximum development
and self-realization of human potential for the benefit of the individual and society. Counselling
is a learning process in which a counsellor helps an individual or individuals learn, understand
themselves and their environment and be in a position to choose the right type of behaviours that
will help them develop, grow, progress, ascend, mature and step up, educationally, vocationally
and socio personally, (Egbo, 2013). Egbo (2013) stated that “the total development of a child can
only take place in an environment conducive for teaching and learning”. It is in realization of the
above that all educational services which can promote teaching and learning in schools are given
prominent attention by educational planners.

Counsellors play active roles in dealing with the emotional and psychological problems
that could mar the academic progress of the students. Modo, Sanni, Umah and Mogbo (2013)
noted that students who are exposed to educational guidance and counselling services perform in
their study better than their counterparts. Omotosho (2004) explained that the counselor helps to
guide the students in the choice of career that matches with their personality. In the same vein,
Egbule (2006) emphasized that educational guidance and counselling services enable students to
make appropriate use of their educational opportunities. It aids in planning effective study habit
which in turn, enhances students’ academic competencies.
Furthermore, Adeoye (2016) revealed that counselling services are intervention process
that are effective in dealing with student academic problems and at the same time foster healthy
heterosexual relationship among the students. The counsellor also keeps proper record of
continuous assessment of the academic activities of the students. Through the counsellors effort,
the academic deficiencies ranging from slow learning, lack of attention, poor concentration and
other learning difficulties are remedied (Yusuf, 2004). Guidance also helps to facilitate
development of effective study habits, motivation, identifying learning or subject related
problems, helping students to see the relevance of school years in life and for future, developing
skills, right attitude and interests to help making a choice in career. Guidance and counseling,
thus, promotes holistic development of every student. This shows the need for every teacher to
become a “guidance minded teacher” in the course of carrying out his/her duties with aim of
making impacts in the student’s lives.

Jindal-Snape, (2016)has defined transitions as the ongoing psychological, social and educational
adaptations due to moving between, and within, schools.The transition to school is an exciting
and challenging time for children, their families and educators that involves navigating and
adjusting to a number of changes as children move into their first year of school. This includes
adjusting to new environments, identities, relationships, interactions and expectations (Krakouer
et al. 2017; Rimm-Kaufman and Pianta 2000; Vitiello et al. 2020; Webb et al. 2017).
The school transition is not a single event, but can be thought of as a dynamic process of
both change and continuity of learning that occurs over time (Dockett et al. 2017; Moyle 2019;
OECD 2017). This process begins well before children start school and extends to the point that
children and their families feel settled and develop a sense of belonging in their new school
(Dockett et al. 2011b; Dockett and Perry 2014; Moyle 2019; Sayers et al. 2012). The school
transition can be thought of as 4 interconnected stages (Victorian AuditorGeneral 2015):
• Preparation: preparing for the transition to school by reviewing the social, emotional and
developmental skill levels of children, providing guidance to children and families on the
transition experience, and introducing children and families to the new learning
environment.
• Transfer: transferring the child and their family from one setting to another, and ensuring
that the child, their family, the school and ECEC settings have all the information required
to facilitate a successful transition.
• Induction: settling the child and their family into the new learning environment, and
identifying and providing necessary support that the child and their family may need.
• Consolidation of the transition: continuing to monitor the learning, development and
engagement of the child and their family as they transition, and providing additional support
to the child and their family as needed. It is important to bear in mind that children’s
experiences and attitudes during the transition process may change. Some children may find
the initial transition difficult but settle in without problems, whereas others may not have
any problems initially but find the longer term transition difficult and may take longer than
others to settle into the new environment (Krakouer et al. 2017; Maher and Bellen 2015;
Peters 2010). Accordingly, children are best supported when the transition is seen as a long
term process (Lincoln et al. 2016).
Thus, the transition involves changes in both physical setting and social roles, and this
discontinuity may require adaptive efforts from young people. However, every student adapts to
normative transitions differently and there are many factors that may influence how easily or
poorly they adapt. Some of these factors include: Race, gender, location, age and academic
ability among others, all may affect the transition rate of the students (Zozie and Kayira, 2012).
Transition rate is the percentage of students advancing from one level of schooling to the next.
For example pupils from primary to secondary school or secondary to higher education, (Zozie
b& Kayira, 2012).
In this research transition rate is the movement of students from secondary level of
education into college or university. A student’s ability to cope with the transition to tertiary
institution may depend on several factors, including personal maturity and coping resources, the
nature of the new school environment, and the level of preparation and social support available
prior to and during the transition. The experience of having to adapt may have some impact on
further development, (Winbroder 2010).
For some, this change may be stressful and detrimental to well-being, undermining the
development of adaptive capacities. For others, the challenges and demands may generate,
mobilize, or enhance the development of internal resources and abilities; they may provide new
opportunities for growth and have a strong effect. Numerous other studies identify school
transitions as likely source of stress which subject children and youth to adaptation challenges
that tap their coping skills" (Crockett and Petersen, 1989, Winbroder, 2010). These coping skills
typically include: 
 redefining roles and expected behaviors; 
 shifting membership in and position within social networks; 
 reorganizing social support resources 
 restructuring ways of cognitive appraisal;
 managing the stress associated with uncertain expectations and one's abilities to effectively use
the above mentioned skills.
However, information given to students on life in a university through career guidance would
enable them choose appropriate subjects and make proper decisions about educational pathways
that meet individual preferences and aptitudes.
Two theories which are person- centered theory and social learning theory will guide this study.
This theory focuses on the human interaction between the counselor and the client. Rogers
(1980) called it the Person centered theory in order to suggest that his principles extended
beyond the client-therapist relationship to encompass all human interaction. The current person-
centered theory is understood as a process of helping clients discover new and more satisfying
personal meanings about themselves and the world they inhabit. The student will drive towards
growth, health and adjustment (Makinde, 1984). The model assumes that human interaction is
only possible when certain conditions prevail. In the case of guidance and, these conditions
should prevail in the counsellor’s demonstration in the counsellor-client orientation.
According to Omulema (2000), these conditions include counselor’s demonstration of
empathy, unconditional positive regard and warmth to the client. He notes that growth occurs in
an acceptance, warm, empathetic, non-judgmental environment that allows students the freedom
to explore their thoughts and feelings and to solve their own problems. Guidance and programme
that lacks these characteristics culminate into poor performance of students in school. When a
counsellor communicates the above conditions, those being helped will become less defensive
and more open to themselves and their world and they will behave in more social and
constructive ways. Many students harbor feelings of failure in academics and thus have low self-
esteem, but a counsellor is able to counter the feelings by working towards fostering the students,
capacity to hope and believe that they are capable of overcoming academic failures they are
experiencing and even end up performing their best potentialities. A conducive environment for
the student should be provided and teachers should provide room for self-actualization by being
friendly, loving, competent and responsible. Teacher counsellor should also help the student set
goals and allow positive self-recognition after attaining set goals and aspirations that will boost
success in academic performance. Therefore, a good environment should be created by teacher
counsellor.
Learning is a process where behaviors are learnt or acquired from the environment. One way of
learning is through social observation and imitation. This theory is advanced by Albert Bandura
(1986). This theory explains delinquency as a behaviour learnt through the complex process of
socialization. The theory postulates that the behaviour is reflective of people observing and
imitating others and imagining the consequence of their own behaviour. The theory advocates
that human behaviour is modified using learning principles to change behaviour (Omulema,
2000). The behavioral approach emphasizes that the client defines goals in behavioral terms,
provide resources and encouragement in helping clients more towards goals and helps clients
with different problems (Patterson, 1973). Teacher counselors can therefore apply this in
students concerning their academic performance. Makinde (1984) notes that effectiveness of is
assessed by changes in the specific student’s behaviour.
This implies that can use behavioral to create a conducive environment for the students to
modify their behavior in order to solve their academic problems through creation of learning
conditions. Teacher counselors can use behaviour techniques like self-management programmes
and self-directed behaviors which may deal with learning, studying and time management skills
in schools. This will foster the students’ academic performance. The student will drive towards
growth, health and adjustment (Makinde, 1984). Therefore, a good environment created by the
teacher counsellor can provide room for good self-concept that will boost success in academic
performance.
This chapter deals with the review of the related literature of the impact of guidance and
counselling on transition rate and academic performance of secondary school students in Dutsin-
ma local government area of Katsina State, Nigeria. Guidance and counselling is a professional
field which has a broad range of activities and services aimed at assisting individuals to
understand themselves, others, school environment and attain abilities to adjust accordingly
(Okita and Odihambo 2012).

In this chapter, the researcher reviewed various literatures on impact of guidance and
counselling on transition rate and academic performance of secondary school students. The
historical development of guidance and counselling in Nigeria. Guidance and Counselling
services in schools includes all the types of programmes/ activities organised to help students.
Such as orientation service, information service, placement service, appraisal service,
counselling service, follow-up service, referral service. The factors affecting academic
performance and influences affecting student’s academic performance. And as well influence of
guidance and counselling on transition rate and academic performance. However, some selected
related theories of guidance and counselling have reviewed.

CHAPTER THREE
METHODOLOGY
3.1 Introduction
In this chapter, the researcher described the research procedure for this study. A research
methodology is a research process adopted or employed to systematically and scientifically
present the results of a study to the research audience vice versa, the study beneficiaries. These
are includes; research design, population of the study, sample size determination, sample size
selection technique and procedure, research instrument and administration, method of data
collection, method of data analysis, validity of research instrument, and reliability of the study.
3.2 Research Design
In this study, the researcher used descriptive design which employed the survey research design.
This is due to the nature of the study whereby the opinion and views of people are sampled.
Research designs are perceived to be an overall strategy adopted by the researcher whereby
different components of the study are integrated in a logical manner to effectively address a
research problem. According to Singleton & Straits, (2009), Survey research can use quantitative
research strategies (e.g., using questionnaires with numerically rated items), qualitative research
strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is
often used to describe and explore human behavior, surveys are therefore frequently used in
social and psychological research.
3.3 Population of the study
The population for this study comprises of all secondary school students in the public schools in
Dutsin-Ma Local Government Area of Katsina state. The population is comprise ofthree
thousand and fifty-two (3052) students in Dutsin-ma zonal Educational Quality Assurance, as
shown in Table 3.1 below
Table 3.1 population of public secondary schools in Dutsin-ma Zonal Quality Assurance.
S/N SCHOOLS NO of NO of female Total
male
1 GGASS D/MA 97 55 152
2 GSSS (STEB) D/MA 573 0 573
3 GSSS BAGAGGADI 97 55 152
4 GPSS D/MA 75 53 128
5 GGSS D/MA 0 112 112
6 GSSS KAROFI 304 246 550
7 GSSS ‘D’ D/MA 93 48 141
8 GSSS MAKERA 83 96 179
9 GSSS KUKI 75 53 128
10 GSSS DABAWA 602 212 814
11 CDSS D/MA 80 43 123
Total 3052
Source: Zonal Education Quality Assurance Office Dutsin-ma L.G.A (2024)
3.4 Sample and Sampling Technique
The sample size for this study is one hundred and forty-one (141) students selected from three
(3) public secondary schools in Dutsin-ma. The simple random sampling technique will be used
to select three (3) schools from the total number of schools under the Dutsin-Ma Zonal
Education Quality Assurance. The adoption of simple random sampling technique is give every
case (school) a fair chance of been selected. This will be done through the use of lottery where
the names of the schools will be written on pieces of paper. The pieces of paper will be squeezed
and three pieces of paper will be drawn from the collection and the schools whose names are on
these pieces of paper will be the sampled schools.
Table 3.2 Sampled population of the study

S/N Schools Gender Total
M F
1. Govt. Pilot Sec Sch. Dutsin-Ma 21 20 41
2. Govt. Day Sec Sch. Dutsin-Ma 25 15 40
3. Com. Day Sec Sch. Dutsin-Ma 25 35 60

Total 71 70 141
3.5 Instrumentation
The research instrument used in this study is the questionnaire. A survey containing series of
questions were administered to the enrolled participants. The questionnaire was divided into two
sections, the first section enquired about the responses demographic or personal data while the
second sections were in line with the study objectives, aimed at providing answers to the
research questions. Participants were required to respond by placing a tick at the appropriate
column. The questionnaire was personally administered by the researcher.
3.5.1 Validation of the instrument
The instrument is subjected to an expert in the department of Educational Psychology and
Counselling to ascertain the value of the instrument. However the expert used his intellectual
knowledge to critically, analytically and logically examine the instruments relevance of the
contents and statements and then made the instrument valid for the study. Validity referred here
is the degree or extent to which an instrument actually measures what is intended to measure. An
instrument is valid to the extent that is tailored to achieve the research objectives.
3.5.2 Reliability of instrument
The reliability of the research instrument was determined. The Pearson Correlation Coefficient
was used to determine the reliability of the instrument. A co-efficient value of 0.68 indicated that
the research instrument was relatively reliable. According to (Taber, 2017) the range of a
reasonable reliability is between 0.67 and 0.87.
3.6 Method of data collection
Two methods of data collection which are primary source and secondary source were used to
collect data. The primary sources was the use of questionnaires.
3.7 Method of data analysis
The responses were analyzed using the frequency and percentage table, which provided answers
to the research questions.

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant
interview administered on the respondents in the study area. The analysis and interpretation were
derived from the findings of the study.The data of this study will be analyzed by percentage
frequency distribution table; the analysis is the based on the objective of the study.
The result of the following will be discussed on the following tables.
4.2Data Analysis and Results
The method used for the statistical treatment and data analysis was completely dependent upon
the specific research questions. Each factor recorded and resulting data was tabulated into
frequency table showing the percentage of responses.Analysis of the data enabled us to examine
the Reponses by those that filled the questionnaires, 141 Questionnaires were distributed and
returned
Table 4.1: Demographic profile of the respondents
Demographic information Frequency Percent
Gender
Male 71 50.4%
Female 70 49.6%
Age
14-15 33 23.4%
15-17 56 39.7%
31-35 35 24.8%
36+ 17 12.1%
Marital Status
Single 86 60.99%
Married 30 21.28%
Divorced 15 10.63%
Widowed 10 7.1%
Education Level
Secondary 90 63.83%
Tertiary 31 21.99%
Others 20 14.18%
0 0%
Source: Field Survey, 2024
With respect to demographic characteristics of the respondents as shown in table 1 above,
majority of the respondents (50.4%) were males and (49.6%) were females with more than half
of the respondents, (60.99%) being single,(21.27%) were married, (7.1%) were widow and
(10.63%) divorced. The number of males is higher than the females, due to the total population
characteristics of the study area and the cultural influence and willingness of female to respond
to the questionnaire. The age category of respondents 14-15 were (23.4%), 15-17 were (39.7%),
31-35 were (24.8%) and 36 above constitute (12.1%). The implication of this finding is that
majority of the residents are primarily young energetic people and are ready to participate in
labour demanding strategies.
Question one: What are the guidance and counselling services provided in secondary schools in
Dutsin-ma Local Government Area of Katsina State, Nigeria?
Table 4.2:Respondent on the guidance and counselling services provided in secondary schools
in Dutsin-ma Local Government Area of Katsina State, Nigeria.
Options Frequency Percentage

Information service 36 26
Orientation service 60 43
Placement service 30 21
Counselling service 15 10
Total 141 100
Field Survey, 2024
From the responses obtained as expressed in the table above, (26%) of the respondents agree that
“information service is available in the school” while, (43%)of the respondents agree that
“orientation service is available in the school” while, (21%)of the respondents agree that
“placement service is available in the school” while, (10%)of the respondents agree that
“counselling service is available in the school”.
This means that most of the respondents agree “information service, orientation service,
placement service, and counselling service” is available in the school.
Question two: what is the impact of guidance and counselling services on transition rate of
secondary school students?
Table 4.3: Respondent on the impact of guidance and counselling services on transition rate of
secondary school students.
S/N ITEM STATEMENT SA A D SD X S.D DECISION

4 3 2 1
1 to develop in students an 40 45 33 23 3.2 5.78 Accepted
awareness of opportunities in
the society through relevant and
useful information
2 To help students develop the 51 60 26 04 3.4 5.91 Accepted
skills of self-study
3 To help students develop the 50 45 23 23 3.2 5.8 Accepted
skill of self-analysis and self-
understanding
4 To help students in making 78 50 08 05 3.5 5.7 Accepted
appropriate and satisfactory
personal and educational
choices.
In table 4.4 above, on the impact of guidance and counselling services on transition rate of
secondary school students, the table shows that all the items (item1-item4) are accepted. This is
proven as the respective items (item1-item4) have mean scores above 2.50.
Question three:what is the relationship between guidance and counselling services and students’
academic performance?
Table 4.5: Respondent on therelationship between guidance and counselling services and
students’ academic performance?
S/N ITEM STATEMENT SA A D SD X S.D DECISION
4 3 2 1
help to recognize and 43 50 28 20 3.3 5.78 Accepted
understand about one's talents
2 help to develop an optimistic 55 59 26 01 3.5 5.91 Accepted
outlook for removal of
undesirable traits
3 It aids to develop 46 49 23 23 3.4 5.8 Accepted
resourcefulness
4 It aids self-direction in adapting 79 53 04 05 3.2 5.7 Accepted
to changes in society
In table 4.6 above, on the relationship between guidance and counselling services and students’
academic performance, the table shows that all the items (item1-item4) are accepted. This is
proven as the respective items (item1-item4) have mean scores above 2.50.
4.3 Summary of the findings
The findings shows that Most of the secondary schools in Dutsin-ma are practicing guidance
and counselling services in their schools and some of them do not practice it in their schools.
Majority of the respondents agreed that guidance and counselling services have impacted
positively on their lives in some of the secondary schools that are practicing guidance and
counselling services in Dutsin-ma. Most of the respondents shows that, there is a relationship
between guidance and counselling services and students’ academic performance, as it contribute
positive to students’ academic performance among secondary schools in Dutsin-ma.
4.4 Discussion of Finding.
This research investigated the impact of guidance and counselling on transition rate and
academic performance of secondary school students in Dutsin-ma Local Government Area of

Katsina State, Nigeria. Though it was revealed that most of the respondents were aware of
guidance and counselling programme mainly through the mass media but only few respondents
had a good level of guidance and counselling programme knowledge attitude and practice
respectively.The most important option to consider when it comes to guidance and counselling
programme, especially in the predominantly secondary school students in Dutsin-ma Local
Government Area of Katsina State, Nigeria, is to get the professionally trained personnel. In
some schools, due to the absence of guidance and counselling services students turn to perform
poorly in their academics. And this led to the withdrawer or dropout of some students from
secondary school. Also they have challenge of making appropriate choices in their subject
selection and transiting from one level of school to another.
In this research transition rate is the movement of students from secondary level of
education into college or university. A student’s ability to cope with the transition to tertiary
institution may depend on several factors, including personal maturity and coping resources, the
nature of the new school environment, and the level of preparation and social support available
prior to and during the transition. The experience of having to adapt may have some impact on
further development, (Winbroder 2010). However, information given to students on life in a
university through career guidance would enable them choose appropriate subjects and make
proper decisions about educational pathways that meet individual preferences and aptitudes.
The identified knowledge gaps and suboptimal practices related to guidance and
counselling programme underscore the need for targeted educational initiatives. This implies that
trained counsellors/teacher counsellors can use behavioral to create a conducive environment for
the students to modify their behavior in order to solve their academic problems through creation
of learning conditions. Teacher counselors can use behaviour techniques like self-management
programmes and self-directed behaviors which may deal with learning, studying and time
management skills in schools. This will foster the students’ academic performance. The student
will drive towards growth, health and adjustment (Omulema, 2000). Therefore, a good
environment created by the teacher counsellor can provide room for good self-concept that will
boost success in academic performance.
Conclusion
The findings of this study not only provide valuable insights into the current state of guidance
and counselling services amongsecondary schools in Dutsin-ma but also offer a roadmap for
targeted interventions. By addressing the identified challenges. Furthermore, the study's
revelation of the transient nature of many residents in Dutsin-ma sheds light on the complexity of
guidance and counselling efforts. The influx of non-indigenous individuals, drawn by
employment opportunities, presents a unique challenge and the inadequate professionals and
facilities to fulfill guidance and counselling objectives. Implementing effective guidance and
counselling practices requires strategies and professionalism that can accommodate this dynamic
population.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
The chapter deals with the summary of the study, conclusion and recommendation of the study.
5.2 Summary
This study was proposed and determinesthe impact of guidance and counselling services on
transition rate and students’ academic performance. Specifically, the study ascertain the
availability of guidance and counselling services in secondary schools in Dutsin-ma Local
Government Area of Katsina State, examine the impact of guidance and counselling services on
transition rate of Secondary school students in Dutsin-ma Local Government Area of Katsina
State to higher institutions, find out the relationship between guidance and counselling services
and students’ academic performance in Dutsin-ma Local Government Area of Katsina State,
Nigeria. The researcher used descriptive design which employed the survey research design and
using three (3) selected secondary schools in Dutsin-ma, Katsina State. Random sampling
technique was used to sample 141 respondents.
Questionnaire were used during the period of the research studies, which help the
researcher to interpret the situation in the study area, during the time of data analysis, relevant
literature were reviewed both primary and secondary data were collected. Primary data was
collected using well-structured questionnaire, percentage method were adopted which help in
organizing and presenting the result in tabular form.
5.3 Conclusion
Findings from the study reveals that;

i. There is an availability of guidance and counselling services in secondary schools such as
information service, orientation service, placement service, and counselling service.
ii. The impact of guidance and counselling services on transition rate of secondary school
students is to develop in students an awareness of opportunities in the society through
relevant and useful information, help students develop the skills of self-study, help students
develop the skill of self-analysis and self-understanding and help students in making
appropriate and satisfactory personal and educational choices.
iii. The relationship between guidance and counselling services and students’ academic
performance is that it help to recognize and understand about one's talents, help to develop
an optimistic outlook for removal of undesirable traits, it aids to develop resourcefulness,
and it aids self-direction in adapting to changes in society.
5.4 Recommendation
Based on the findings and the above conclusions, the study makes the following
recommendations:
 Ministry of Education in each state should enforce the establishment of counselling centers
in both public and private secondary schools.
 The school principals should employ professional counselors and discard the use of career
masters in schools. The school administrators should give necessary support to the
counsellor by creating awareness on the importance of guidance and counselling
programmes in the school.
 There is need for the teacher counsellors to implement all the services required for a
guidance and counselling programme.

 Teacher counselors should take advantage of the positive attitude of the students to enhance
career counselling in their schools.
 Guidance and counselling programme should be strengthened in order to improve the
academic performance of secondary schools in the area.
 For better academic performance of students in secondary schools, every school should have
a functional guidance and counselling unit with the services of professional counselors as the
heads.
Government should employ more professionally trained counselors to fill the current gaps in
schools.
5.5 Suggestions for Further Study.
The researcher worked on the impact of guidance and counselling on transition rate and
academic performance of secondary school studentsin Dutsin-ma Local Government Area of
Katsina State, Nigeria. Therefore, it is suggested to those who are interested in more knowledge
on this research to look for other researcher’s works which was carried out on “Impact of
guidance and counselling on transition rate and academic performance of secondary school
students in other parts of the world.
In addition to the existing body of research on impact ofguidance and counselling on transition
rate and academic performance of secondary school students, there are several intriguing
avenues for further exploration. That isexploring the psychological and behavioral determinants
of guidance and counselling practices could offer valuable insights. Understanding the
motivations, attitudes, and barriers influencing academic performance towards guidance and
counselling can inform the design of targeted behavior change interventions.

Longitudinal studies that span multiple seasons and years would provide a dynamic view of
guidance and counselling practices and their variability over time. This longitudinal perspective
can uncover seasonal trends, response to interventions, and resilience to constraints, ultimately
informing and providing more personnel and implementing guidance and counselling practices
among all secondary schools.

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APPENDIX
QUESTIONNAIRE
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING,
FEDERAL UNIVERSITY DUTSINMA, KATSINA STATE.
Dear Respondent,
We are final year students from the above named institution, conducting a research work with
the topic “Impact of Guidance and Counselling on the Transition Rate and Academic
Performance of Secondary School Students in Dutsin-ma, Katsina State” as one of the partial
fulfillment of the requirement for the award of degree in Guidance and Counselling.
We will be glad if you kindly complete this questionnaire as honestly as possible and to the
best of your knowledge. All information provided by you will be treated confidentially.
Thanks you for your co-operation
INSTRUCTIONS
PLEASE TICK [√] YOUR MOST PREFERRED CHOICE AND AVOID TICKING
TWICE ON A QUESTION
SECTION A
PERSONAL INFORMATION
Gender
Male [ ] Female [ ]
Age
14-15[ ]
15-17[ ]
31-40 [ ]
41 and above [ ]
Marital Status
Single [ ]
Married [ ]
Qualification
Student [ ]
NCE [ ]
M. Sc [ ]
SECTION B
Question one
Is there an availability of guidance and counselling services in secondary schools?
Options Please tick
Yes
No
Undecided
Question Two
What is the impact of guidance and counselling services on transition rate of secondary
school students?
S/N ITEM STATEMENT Strongly Agree Disagree Strongly
Agree Disagree
1 To develop in students
an awareness of
opportunities in the
society through
relevant and useful
information
2 To help students
develop the skills of
self-study
3 To help students
develop the skill of
self-analysis and self-
understanding
4 To help students in
making appropriate
and satisfactory
personal and
educational choices.
Question Three
What are the guidance and counselling services provided in secondary schools?
Agree Disagree
1 Information service
2 Orientation service
3 Placement service
4 Counselling service
Question Four
What is the relationship between guidance and counselling services and students’ academic
performance?
Agree Disagree
1 Help to recognize and
understand about one's
talents
2 Help to develop an
optimistic outlook for
removal of undesirable
traits
3 It aids to develop
resourcefulness
4 It aids self-direction in
adapting to changes in
society

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THE IMPACT OF GUIDANCE AND COUNSELLING ON TRANSITION RATE AND

ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DUTSIN-

MA LOCAL GOVERNMENT AREA, KATSINA STATE

AGUSAH ORYIMAN SOLOMON

BEING A PROJECT SUBMITTED TO DEPARTMENT OF EDUCATIONAL

PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, FEDERAL

UNIVERSITY DUTSIN-MA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE AWARD OF BACHELOR DEGREE (B.Sc. Ed) IN GUIDANCE AND

and Academic Performance of Secondary School Students in Dutsin-maLocal Government Area

certificate. All sources have been duly acknowledged.

AGUSAH ORYIMAN SOLOMON Date

SUNDAY EMMANUEL Date

and Academic Performance of Secondary School Students in Dutsin-maLocal Government Area

of Bachelor Degree (B.Sc. Ed) in Guidance and Counselling.

Assoc. Prof. Mrs Binta Ado Ali Date

Assoc. Prof. S.O Bada Date

Assoc. Prof. Mrs Binta Ado Ali Date

Assoc. Prof.Umar Mamman Date

(Dean Faculty of Education )

1.1 Background to the Study…………………………………………………………

1.2 Statement of the Problem……………………………………………..………….

1.3 Objectives of the Study…………………………………………………………..…

1.4 Research Questions……………………………………………………………....

1.6 Significance of the Study………………………………………………………...

1.7 Scope of the Study………………………………………………………………..

1.8 Definition of Terms…………………………………………………

2.2 Conceptual Framework

2.2.1 The concept of guidance

2.2.2 The concept of counselling

2.2.4 Historical development

2.2.5 Development of Guidance and Counselling Services in Nigeria Secondary Schools

Katsina State of Nigeria

2.2.7 The Need for Guidance and Counselling in Nigerian schools

2.2.8 Ethical Issues in Counselling Practice

2.2.9 Prospectsof Guidance and Counselling in Nigerian Education

2.2.10 Role of Guidance and Counselling in Secondary Schools

2.2.11 Concept of Academic Performance

2.2.12 Academic performance as measured by results

2.2.13 Factors Affecting Academic Performance

2.2.15 Concept of School Transition

2.3 Theoretical Framework

2.3.1 Person-Centered Theory

2.3.2 Social Learning Theory

2.4. Summary of Review of the related Literature

3.2 Research Design……………………………………………….............................

3.3 Population of the study………………….………………………..………………

3.4 Sample Size and Sampling Techniques…………………………………………..

3.5.1 Validation of the Instrument………………………………………………….…

3.5.2 Reliability of the Instrument……………..…..………………………………….

3.6 Method of Data Collection…………………………………………………………

3.7 Method of Data Analysis……………….…..…………………………………….

RESULTS AND DISCUSSION

4.2 Data Analysis and Results……….……………………………………………….

4.3 Summary of Findings…………….………………………………………………

4.4 Discussion of Findings……………..…………………………………………….

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.5 Suggestions for Further Study….…………………………………..…………….

1.1 Background of the Study

Guidance and counseling is a professional discipline that encompasses a wide variety of