Kenya Methodist University crestKENYA METHODIST UNIVERSITYDigital Repository
 

Master of Education in Guidance and Counseling

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    Parents’ Role in Career Guidance among Secondary School Students in Kikuyu Sub-County: A Case of Kiambu County - Kenya
    (KeMU, 2020-11) Wang’ombe, Wanjiku Wakera
    Parents invest heavily in their children’s education with career success as the desired outcome. Since the students’ decision making ability is still developing, they need guidance from adults such as parents and teachers when making career decisions. The objectives of the study were to identify parent engagement strategies used in career guidance, assess parents’ level of participation in career guidance programs, analyze parents’ attitudes towards involvement in career guidance and examine counselling interventions that could enhance career guidance by parents in secondary schools in Kikuyu Sub-County. The theoretical framework included Career Development and Social Cognitive Theories. The study involved mixed methods of social inquiry under a descriptive research design. Data collection methods used included questionnaire, focus group discussions and interview schedules. A sample of 207 parents was chosen from form three parents of the 17 secondary schools in Kikuyu Sub-County using stratified random sampling method. Data was also collected from 17 principals and 17 career counselors for triangulation. Quantitative data were analyzed descriptively with the findings presented in the form of frequencies and percentages while qualitative findings were analysed thematically and presented in verbatim. The study established that circulars (65.2%) and newsletters (64.7%) were the most common methods used while career days / expos (55.1%) and parents meetings (79.7%) were the most common interactive programs offered by secondary schools in Kikuyu Sub-County to assist parents in providing career guidance to their children. The parents agreed that the information provided by the career counselors and the interactive sessions/events offered by the schools were useful in assisting them in providing career guidance to their children as indicated by mean values of 4.26 and 4.11 respectively. The study also established that most (84%) of the parents of Form 3 students in secondary schools in Kikuyu Sub-County did attend career guidance programs to be informed and equipped as parents. One-on-one counseling and group counseling were the two major types of counseling offered to the parents to assist them in providing career guidance to their children. The parents shared the view that, as a result of their counseling on career guidance, they had acquired greater appreciation of the significant role that parents had on the career choices of their children and were able to learn on how best to guide their children about career choices. The study concluded that there was a fair level of participation of parents in career guidance in secondary schools in Kikuyu Sub-County as most of the parents attended the career guidance programs/events with a view of being informed and equipped. In addition, most of the parents had a positive attitude towards their involvement in career guidance and an array of interventions could be adopted to help improve the effectiveness of career guidance by parents in secondary schools in Kikuyu Sub-County. The study recommended that there is need for awareness creation among parents of secondary school students in the country, in general, on their significant role in the career guidance of the students.
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    An Assessment of the Challenges Facing Implementation of Guidance and Counseling Programme in Public Secondary Schools: A Case of Lugari Sub County, Kakamega County, Kenya
    (KeMU, 2020-11) Magero, Rebecca Amambia
    Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, these include, deteriorating academic performance, drug and substance abuse, low self-esteem, theft cases among themselves, socially unacceptable sexual behaviour such as lesbianism and sodomy, destruction of school property, arson attacks, teenage pregnancies and risky abortions, as well, as serious grudges between learners and their teachers. These problems exist despite the fact that guidance and counselling programmes were established in public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counselling programme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as, 336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was 120 subjects. The 120 subjects were composed of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counselling teachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals were drawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study established that principals’ support to the G&C department was minimal as principals gave less weight to this department. The study established that schools had G&C departments but lacked teachers with G&C skills. In some schools either the principal or the senior teacher was in charge of G&C yet they lacked relevant skills. The study noted that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and games teachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C which, subsequently contributed to unruly behaviour among students. The study established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counselling roles. The study recommends that: school principals should provide G&C teachers maximum support so as to ensure that discipline is maintained through counselling in the secondary schools. Teachers should take in-service courses and short seminars in G&C. This will make them skilled in G&C. School principals should ensure optimum time for G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.
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    Assessment of vocational counselling and occupational choice in primary schools in Nyeri Central district, Nyeri county, Kenya
    (KeMU, 2013-06) Kuira, Wilfred Kagochi
    ABSTRACT The purpose of the study was to investigate vocational counselling and occupational choice in primary schools in Municipality Division, Nyeri Central District, Kenya. The study was guided specifically by the following objectives: the kind of training undergone by teachers of vocational counseling in relation to job placement, the prevalence of vocational counselling and the effects of vocational counselling in primary schools in Nyeri Central District, Nyeri County, Kenya. Literature was reviewed in the sequence of the objectives. The study adopted the relevant theoretical framework and the conceptual framework which showed how the researcher was guided by the indicated variables. The study therefore adopted descriptive survey targeting 15 head teachers and 150 teachers. The sample selected was 5 head teachers and 50 teachers which was done through systematic random sampling. All the teachers were coded and every third selected for study. Radom sampling ensured that all the teachers had equal chances of participating in the study. On part of the head teachers, all the head teachers were coded and every third studied translating to five head teachers. The data obtained from the questionnaires was compared and interrelated. The data was checked for extremes such as consensus responses to disagree or agree with them. The data was then coded so as to allow for analysis. Quantitative analysis were used to answer the research questions and objectives in relation to the research questions. The data was then analyzed using the Microsoft Office Excel package which assisted in drawing tables and graphs. It was also found that prevalence of vocational counseling in Municipality Division, Nyeri Central District was wanting. Another finding was that vocational counseling in Municipality Division, Nyeri Central District had very positive effects on the students where it was practiced. The study made several recommendations. It was recommended that the Ministry of Education should ensure teachers of vocational counseling are well trained. It was also recommended that all education stakeholders in Municipality Division, Nyeri Central District should be sensitized on the importance of vocational counseling. Lastly, the researcher recommended that all the school administrators in Municipality Division, Nyeri Central District should ensure that vocational counseling is properly done in their schools.
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    Role of career guidance and counseling on Career awareness level of secondary school students in Meru South District - Kenya.
    (KeMU, 2011-06) Mugambi, Beatrice Nkirote
    The aim of career guidance is to provide occupational needs of the students in preparation for integration into the world of work. This study was carried out to establish the role of career guidance and counseling programmes on career awareness level of students in secondary schools. The study used expost facto design and was carried out in secondary schools in Meru South District. The district has 40 schools which have 2766 form four students and 40 guidance and counseling teachers. A sample of form four students and another sample of guidance and counseling teachers were selected. The data was collected using self-scoring questionnaires; one for the students and the other one for guidance and counseling teachers. Validity of the instruments was achieved by using the modified questionnaires, piloting and consulting the supervisors who ensured that the questionnaires captured the objectives of the study. Reliability was arrived at by pre-testing the instruments in the neighboring Maara District which has similar characteristics with the study area. Using the split-half reliability test, a coefficient of 0. 85 was obtained. The data was analyzed using frequency percentages, rank sum test and chi-square methods. It was presented using tables, pie charts and bar graphs. The data was analyzed using the computer based Statistical Packages for Social Sciences (SPSS) Version 16.0. The study established that there was a significant relationship between career guidance and counseling and career awareness level of secondary school students of Meru South District. The findings show that there are insufficient career counselors in Meru South district, inadequate availability of counseling facilities and that majority oft teacher counselors were not trained in guidance and counseling. The results of the study were used to highlight the needs of career guidance and counseling and to recommend improvements in secondary schools.
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    Challenges faced in educational provision of learners with mental retardation: A case of Akachiu Division in Igembe South district, Kenya.
    (KeMU, 2011-06) Mbirithu, Esther Kaario
    The challenges faced in Educational Provisions of Learners with mental retardation in Akachiu Division in Igembe South District have not been fully understood and this as affected them in great deal. The purpose of the study was to investigate challenges faced in educational provision of learners with mental retardation in Akachiu Division in Igembe South District. By looking at educational challenges such as curriculum, negative attitudes towards these learners, political and economic problems, traditional beliefs, the researchers could propose possible solutions to these which will finally reduce stigmatization. The study used a descriptive research design. The study targeted parents, teachers, primary school pupils and church leaders from public primary school in the Division. The sample for the study was determined and selected randomly to obtain 50 teachers 200 pupils, 30 parents, 30 schools and 30 church leaders. The collection of the primary data relied on questionnaires administered to the study sample. The validity of the instruments was discussed between the researcher and the supervisors. The alpha coefficient was 0.73, suggesting that the items had relatively high internal consistency and the researcher therefore, considered the instruments reliable and accepted the research instruments. Using Statistical Package for Social Sciences (SPSS), descriptive statistics was used for data analysis and findings presented in tables and charts. At least 25.5% of the pupils indicated that inadequate facilities in the schools was a contributing factor to poor academic performance among learners with mental retardation. Pupils also indicated that the schools lacked trained teachers (19.0%) to handle children with mental retardation. According to pupils, learners with mental retardation encounter challenges to do with lack of funds (8.0%), low esteem (22.5%), basic care challenges (55.0%), stigma (23.5%), learning challenges (29.0%) and parental conflict (3%). Such challenges could negatively impact the provision of education to mentally challenged learners. The two major causes of mental retardation as given parents were biological/hereditary causes and birth complications. Majority (70%) of the teachers indicated that mentally retarded learners should not be taught using the same curriculum as normal pupils. According to church leaders, the syllabus should be improved (26.7%) and classes integrated (53.3%), teachers trained (53.3%), improved facilities and building more facilities (23.3%) suited for teaching pupils with mental retardation. The government of Kenya in collaboration with other relevant stakeholders should work together to ensuring education for all children, including those with disabilities, through the provision of inclusive and quality education that can be accessed by all and is relevant to all Kenyans. This study looked at challenges facing provision of education to children with mental retardation. The study suggests that further research is required with other forms of disabilities or impairment since this study dealt with only mental retardation.