The Effect Of Counselling Primary School Children

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Counselling Primary School


Purpose: This study aimed at assessing the effect of of guidance and counseling on pupils in primary schools in Makadara Division, Nairobi Province. The specific objectives of the study are: (i) to assess the extent to which primary schools in Makadara Division of Nairobi province have adopted counseling and guidance; and to evaluate the effect of guidance and counseling services on pupils of primary schools in Makadara division of Nairobi Province.Methodology: A survey of primary schools in Makadara Division, Nairobi Province was adopted for the study. The study too the form of descriptive survey, which is a scientific study done to describe a phenomena or an object.

The study utilized a combination of both quantitative and qualitative techniques in the collection of secondary and primary data. A questionnaire, which was the main data collection instrument, enabled the researcher to gather in-depth information on phenomena under investigation. The researcher also used interview schedules, which had open questions, aimed at meeting the objectives of the study. In addition, observation method was used in confirming the questionnaire responses.Data Analysis: In order to analyze and present information related to the profile of the respondents, graphs, charts, percentages and frequencies were used. Statistical Package for Social Sciences (SPSS) was used to aid in analysis.

Findings: The findings of the study indicate that Benefits of an Effective School Counseling and Guidance Program include the following:- (i) Benefits to pupils: – guarantees services to all pupils; focuses on pupils’ needs; develops proactive skills for all pupils; provides age-appropriate levels of interaction and instruction; and helps pupils become more resourceful in decision making; (ii) Benefits to parents:- encourages involvement of parents in pupils’; learning environment; provides parents timely, appropriate support and resources when needed; increases opportunities for parent, student and counselor interaction; and brings about better understanding of the guidance and counseling program; and (iii) Teachers:- promotes a team effort to address school counseling competencies; increases teacher accessibility to counselor as a multiple resource; integrates curricula and associated competencies; and integrates interdisciplinary approach with all curricular areas.

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