1.1 Introduction
Guidance programme is a comprehensive set of services and activities designed to assist students in their academic, career, and personal/social development. These programs typically include academic advising, career counseling, personal and social development workshops, and tutoring (American School Counselor Association, 2012). Academic achievement is a critical indicator of students' educational progress and future opportunities. Secondary School 2 (SS2) students, who are in the penultimate year of their secondary education, often face increased academic pressures and challenges. To help these students navigate their educational journey, guidance programs are implemented in many schools.
Guidance programs encompass a wide range of activities and services, including academic advising, career counseling, personal and social development workshops, and tutoring. The influence of these programs on students' academic achievement has been a subject of interest for educators, policymakers, and researchers. Effective guidance programs can help students set realistic academic goals, manage their time efficiently, and develop study strategies that enhance learning outcomes.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The educational landscape has increasingly recognized the importance of guidance and counseling programs in fostering student achievement and overall well-being. Secondary School 2 (SS2) students, who are on the threshold of completing their secondary education, face significant academic and personal challenges. These challenges can impact their academic performance and future educational and career opportunities. As such, guidance programs play a vital role in supporting students through this critical period.
Guidance programs are designed to address various aspects of students' development, including academic, career, and personal/social growth. They provide students with the necessary tools and strategies to succeed academically, make informed decisions about their future, and cope with personal and social issues. According to the American School Counselor Association (ASCA), comprehensive guidance programs are integral to students' academic success and personal development (ASCA, 2012).
In Nigeria, the formal introduction of guidance and counseling into the educational system began in the 1960s and 1970s, influenced by global trends and local educational reforms. The Federal Government of Nigeria recognized the importance of guidance programs in addressing students' academic and personal challenges. By the 1980s, guidance and counseling had become a more established component of the Nigerian education system, with schools increasingly adopting these programs to support student achievement (Egbule, 2009).
The mid-20th century saw a significant expansion of guidance programs, particularly in the United States. The National Defense Education Act of 1958, spurred by the launch of Sputnik and the subsequent emphasis on science and technology education, included provisions for funding school counseling programs. This period marked a shift towards more comprehensive guidance services, incorporating academic counseling alongside vocational guidance (Gysbers & Henderson, 2001).
Research indicates that students who participate in structured guidance programs demonstrate improved academic outcomes. For instance, Lapan, Gysbers, and Sun (1997) found that students in schools with well-implemented guidance programs reported higher academic achievement and were better prepared for post-secondary education. Similarly, Sink and Stroh (2003) reported that guidance programs contribute significantly to students' academic success, particularly when these programs are comprehensive and developmentally appropriate.
In the Nigerian context, where this study is situated, the education system faces several challenges, including inadequate infrastructure, limited resources, and high student-to-teacher ratios. These challenges can hinder students' academic performance and overall school experience. Guidance programs, therefore, become essential in providing students with the support needed to navigate these obstacles and achieve their academic potential. Specifically, for SS2 students, the influence of guidance programs is crucial as they prepare for key examinations, such as the West African Senior School Certificate Examination (WASSCE). These exams are pivotal in determining students' eligibility for higher education and future career paths. Therefore, understanding the impact of guidance programs on SS2 students' academic achievement can provide valuable insights into how these interventions can be optimized to support students more effectively. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to investigate the Influence of Guidance Programme on Academic Achievement of SS2 Students.
1.3 Statement of Problems
Investigation revealed that one of the primary problems is the inconsistent and often inadequate implementation of guidance programs in schools. Many schools, especially in developing countries like Nigeria, lack the resources, trained personnel, and infrastructure to offer comprehensive guidance services. This inconsistency can result in significant disparities in the quality and effectiveness of guidance programs available to students (Oye, Obi, Mohd, & Bernice, 2012).
Another problem is the limited awareness and utilization of guidance services among students. Many students are unaware of the existence or purpose of guidance programs and, as a result, do not take full advantage of these services. This lack of awareness can be attributed to insufficient promotion and integration of guidance programs within the school curriculum (Arowolo, 2013).
Furthermore, the direct impact of guidance programs on academic achievement is not always clear or well-documented. While numerous studies suggest positive correlations, there is a need for more rigorous, longitudinal research to establish causal relationships and identify the specific components of guidance programs that most significantly affect academic outcomes. This gap in the research makes it difficult to develop and implement evidence-based guidance practices that can reliably enhance student achievement (Whiston, Tai, Rahardja, & Eder, 2011).
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Influence of Guidance Programme on Academic Achievement of SS2 Students. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the specific components of guidance programs that most significantly contribute to academic achievement;
- To evaluate the extent to which students utilize available guidance services and the factors influencing their participation;
- To analyze the academic performance of SS2 students who participate in guidance programs compared to those who do not;
- To examine the extent to which guidance programs are available and implemented in secondary schools; and
- To explore the challenges faced by schools in implementing effective guidance programs, including resource constraints and lack of trained personnel.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there challenges faced by schools in implementing effective guidance programs?
- Are there barriers that prevent SS2 students from fully benefiting from guidance services?
- Which specific components of guidance programs most significantly contribute to the academic achievement of SS2 students?
- What is the extent of availability and implementation of guidance programs in secondary schools?
- How does the academic performance of SS2 students who participate in guidance programs compare to those who do not participate?
- To what extent do SS2 students utilize the available guidance services?
- What is the level of awareness among SS2 students regarding the existence and purpose of guidance programs?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant positive relationship between the availability of guidance programs and the academic achievement of SS2 students
- H1: There is a significant positive relationship between the availability of guidance programs and the academic achievement of SS2 students
Hypothesis Two
- H0: Specific components of guidance programs, such as academic advising and tutoring, do not have a significant positive impact on the academic achievement of SS2 students
- H1: Specific components of guidance programs, such as academic advising and tutoring, have a significant positive impact on the academic achievement of SS2 students
Hypothesis Three
- H0: There is no significant positive correlation between SS2 students' awareness of guidance programs and their academic achievement
- H1: There is a significant positive correlation between SS2 students' awareness of guidance programs and their academic achievement
1.7 Significance of Study
The study on the influence of guidance programs on the academic achievement of Secondary School 2 (SS2) students holds considerable significance for various stakeholders in the educational sector.
For educators and school administrators, this study provides crucial insights into how guidance programs can be effectively implemented to support students' academic goals. Understanding the specific components of guidance programs that positively impact academic performance enables educators to design and refine these services, ensuring they are both relevant and impactful.
For policymakers, the findings of this study offer evidence-based recommendations that can inform the development of educational policies and resource allocation. By highlighting the benefits of well-implemented guidance programs, the study advocates for increased investment in training qualified counselors and integrating comprehensive guidance services into the school curriculum.
Parents and students also stand to benefit from the outcomes of this research. For parents, the study underscores the importance of encouraging their children to participate in guidance programs and provides reassurance about the positive impact these services can have on their children's academic success. For students, particularly those in SS2 who are facing critical examinations, the study offers valuable information on how to utilize guidance services to enhance their academic performance and manage exam-related stress.
Additionally, this study contributes to the broader academic literature by filling gaps in the research on the impact of guidance programs in the Nigerian context and similar educational environments. It provides a foundation for further research and encourages a data-driven approach to understanding and addressing the academic needs of secondary school students.
Ultimately, the study aims to foster a more supportive educational environment where guidance programs are recognized and utilized as vital tools for enhancing student achievement, preparing students for higher education, and equipping them with the skills needed for their future careers.
1.8 Scope of Study
The scope of the research is focused on the Influence of Guidance Programme on Academic Achievement of SS2 Students using some selected secondary schools in Warri-South Local Government Area as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definitions of Terms
Guidance Programme:
A comprehensive set of services and activities designed to assist students in their academic, career, and personal/social development. These programs typically include academic advising, career counseling, personal and social development workshops, and tutoring (American School Counselor Association, 2012).
Academic Achievement:
It is the extent to which a student has attained their educational goals, often measured by grades, test scores, and overall academic performance. Academic achievement can be influenced by various factors including individual effort, instructional quality, and support services like guidance programs (Slavin, 2019).
Guidance:
Guidance is derived from the word guide. It is the assistance rendered to an individual in making him or her understand himself and what is capable of doing.
Counselling:
This is concerned with creating opportunity and suitable environment for the persona, social, education and vocational development. It deals with the effective side of the individual based attitudes about the value and worth of human being.
Secondary School 2 (SS2) Students:
It means Students who are in the second-to-last year of their secondary education, typically aged 15-17. This stage is crucial as students prepare for final examinations that determine their eligibility for higher education or vocational training (Federal Ministry of Education, Nigeria, 2014).
West African Senior School Certificate Examination (WASSCE):
A standardized examination administered by the West African Examinations Council (WAEC) for students in West Africa. The WASSCE is a critical assessment that determines students' eligibility for higher education and other post-secondary opportunities (West African Examinations Council, 2020).
Academic Advising:
A component of guidance programs focused on helping students set educational goals, select courses, and develop study plans to enhance their academic performance. Effective academic advising supports students in making informed decisions about their education (Tinto, 2012).
Personal and Social Development:
An aspect of guidance programs that addresses the emotional, social, and psychological needs of students. This includes teaching coping skills, promoting self-awareness, and enhancing interpersonal relationships (Gysbers & Henderson, 2012).
