CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE

STUDY

The chapter summarises the findings and makes conclusions as per the research

question of the study. It also includes recommendations, based on the findings from the

respondent’s suggestions on the effect of guidance and counselling on students’ academic

performance.

5.2 summary

The purpose of the study was to explore the effect of guidance and counselling on

students’ academic performance at Chimwemwe Secondary School, Zambia. The target

population were students, teachers and the school counsellor. The researcher employed a case

study design. Data were collected through the questionnaire, and interviews with the

counsellor. The researcher also used observation for further clarity. The researcher targeted a

sample which included; 252 students, 18 teachers and the school-counsellor, using a simple

random technique and stratified random sampling.

The quantitative data collected were analysed using a descriptive method. Frequencies

and percentage values were computed using Statistical Programming for Social Sciences

(SPSS). Qualitative data were also analysed using the thematic approach. Four research

questions were formulated and used to obtain the objectives of the study.

Research question number one sought to find out how much the students and teachers are

informed on the role of guidance and counselling in the learning process, and whether they

utilise the services. From the findings, the majority of the respondents, both students and

teachers, were not very conversant with the concept of G&C and its relevance to passing
examinations. As a result, most of the students responded ‘no’ to have attempted to meet with

the counsellor. Of course, all of the respondents acknowledged the effort being put in by the

school-counsellor, who at the same time is fully involved in active teaching. However, it was

a wish of the respondents that more time could be given to counselling services.

The second research question sought to find out how students with behaviour problems

like coming late for class, cheating, stealing, and rudeness and bullying are helped by the

counsellor. Some of the respondents, both students and teachers confirmed either to having

been referred or having referred a student to the counsellor, respectively. A good number of

the respondents (students) bore witness for being among those who are recipients of

counselling services on behaviour change. And also, most of the teachers agreed to have

referred some students to the counsellor for help. However, the main concern was on the lack

of motivational talks on the importance of good behaviour and its relevance to ones’

academic performance.

The third research question explored the extent to which relationship problems between

student-student and student-teacher affect students’ academic performance. Firstly, the

research sought to know the interrelationship state within the school before probing how it

affects academic excellence. Generally, there was a good rapport and mutual respect between

student-student and student-teacher. Although, there were some cases of misunderstanding

among students themselves, which led to some feeling out of place in school. Again, the

general request from the respondents was a call that they may have access to the counselling

services.

Lastly, the fourth question aimed at analysing how much students benefit from the

counselling services concerning their academic performance. As such, students were asked if

they ever meet the counsellor to discuss academic matters if the counsellor helps them to

identify and nurture their talents if the counsellor organises career conferences and different
educational opportunities. The researcher went on to ask the counsellor if she ever meets

students who are underperforming academically.

On this question, both students and teachers were not very satisfied with the counsellor’s

effort as far as academics are concerned. And even the counsellor was of the idea that more

could be done in helping the students to improve their performances. The counsellor went on

to express some of the challenges she faces in carrying out her duties. One of these is the lack

of an office where she might offer the service.

5.3 Conclusion

Not only is it a human need that a child has to grow under the care of the parents, but also

it is the right of every child. The outcomes of the research clearly show that students of

Chimwemwe secondary school need the help of the counselling services. It is a fact beyond

doubt that guidance and counselling have a great effect on students’ academic performance.

The counsellor may not be able to handle all challenges students face, however, the assurance

that someone understands me, is enough for a student to focus.

Mostly, we are tempted to think, providing students with all the necessary materials is all

they need to pass. However, the psychological state of students as they attend lessons has a

lot to do with their performances. Therefore, helping students to behave well and develop

healthy relationships, is not only helping them to be happy but also to perform well in their

studies. In short, the condition of the learning environment is as necessary as having the best

teacher in the class. As such, it is the duty of the counsellor, in collaboration with the

administration to ensure that order is maintained.

Thus, analysing the findings from three perspectives, that is, from the students’, teachers’

and the counsellor’s, gives us a wider horizon in understanding the real situation as it is on

the
ground. Students being the recipient of the services offered by the counsellor responded from

the perspective of how much help they receive. The counsellor also being the giver of the

service and knowing how much she must offer, also responded from her perspective. As for

the teachers, they took the part of mediators, since they are the ones fully involved in the lives

of the students, they have a big role in helping build trust between the students and the

counsellor. Going beyond the questionnaires, the researcher observed that each of the three

parties was committed to helping the other fulfil their duties. Nevertheless, where people are,

there is always room for growth. Thus, the following recommendations were put across.

5.4 Recommendations

From the findings of the study the researcher recommends the following:

 The school should be able to provide an office for the counsellor where she can offer

her service.

 The school should be able to attend to the material and financial needs of the

counsellor in executing her work.

 The head of the school should look into the possibility of freeing the counsellor from

other responsibilities, and give students more time to meet her.

 The school-counsellor should put more effort into making the effect of counselling on

academic performance known to the students.

 The counsellor should provide students with a variety of education opportunities by

organising motivational career conferences.

 The Ministry of Education (MoE) through District Education Board Secretary

(DEBS) should be able to ensure that counselling services are available to students,

especially in the secondary schools.

 REFERENCES

A, S. (2006). Modern Approach to Research in Education Administration. Kumasi: Payless.

Buku, T. &. (2006). Basics in Guidance & Counselling. Accra: Salt N Light.

HUCS. (2007, May 18). Guidance & Counselling Site. Retrieved from Steering Group:

htt//www.hucs.org/retention

Kumfu, N. K. (2009). The Impact of Guidance & Counselling on Academic Performance of

Students in Three Schools. University of Cape Coast, 20.

Mbiti, J. (1969). African Religion & Philosophy. Nairobi: Heinemann.

Mugenda, O. M & Mugenda, G. (2004). Doing Quantitative Research in Education. London:

Sage Publishers.

Ofiende. (1994). An Introductory History of Education. Nairobi: Nairobi University Press.

Orodlho. (2005). Techniques of Writing Research Proposal and Reports in Educational

and Social Sciences. Nairobi: Nairobi: Kenyatta University.

Therese, R. &. (1981). Counselling; Theory & Practice. (2nd, Ed.) St Louis: University of

Missouri.

Viji K. Ramakrishnan & Dr V T Jalajakumari. (2013). Significance of Imparting Guidance

and Counselling Programmes for Adolescent Students. Asia Pacific Journal of

Research, 1

- 3.

Wilma Guez & John Allen. (2007). UNESCO. In Counselling (p. 56). France.

Woolfolk, A. (2004). Educational Psychology. Delhi: Dorling Kindersley.

 APPENDICES

APPENDIX I: QUESTIONNAIRE FOR STUDENTS

Don Bosco College of Philosophy and Education

P.O. Box 8955,
Moshi, Tanzania.

Johnchabu91@gmail.com

STUDENTS’ SURVEY

Dear Respondent

I am John Chabu, a student at Don Bosco College of Philosophy and Education carrying

out a research project on the Effect of Guidance and Counselling on Students

Performance at Chimwemwe Secondary School, Zambia. The purpose of this survey is to

collect information which will be helpful to identify the effect of guidance and counselling

services in senior secondary schools. You are therefore entreated to provide frank answers to

the questionnaire items. Please, read these items carefully and answer according to your true

opinion. Information provided will be treated confidentially.

Please fill the following:

Age: 12-13 [ ]
15-17 [ ]
18-20 [ ]
21+ [ ]
Sex: Male [ ]
Female [ ]

Grade: 10. [ ]
11. [ ]
12. [ ]
 INSTRUCTION

Read the following questions carefully and answer according to your true opinion.

Mark only one answer for each item.

And note! School Counsellor represents the Guidance and Counselling Co-ordinator

1st CATEGORY: The Concept of Guidance and Counselling

1. Have you ever heard of counselling ever since you reported in Chimwemwe
Secondary School?

Yes [ ]
No [ ]
2. Has the school counsellor ever told you the difference between counselling and
advice? Yes []
No [ ]
3. Has the school counsellor or any of the tutors ever advised you on what to do as a
student?
Yes [ ]
No [ ]
4. Did the school counsellor ever meet the students’ body on any guidance and
counselling services before?
Yes [ ]
No [ ]
5. As an individual, have you ever faced any problem that you consulted the counsellor
for assistance?
Yes [ ]
No [ ]

6. How often do you approach your counsellor for help?

Always [ ]
Not always [ ]
Not At All [ ]
7. Did the school counsellor ever meet you to discuss the benefits of the education?
Yes []
 No [ ]
2nd CATEGORY: The Importance of Guidance and Counselling on Relationship

Problems

8. Does the school counsellor ever meet you to discuss the effect of bad habits like
(lying, rudeness and bullying) on the students’ learning processes?
Yes [ ]
No [ ]
9. Does the school counsellor explain to you the benefits of good habits like punctuality,
neatness and respect to your personal growth?
Yes [ ]
No [ ]
10. Do you always see the school counsellor in his office when you visit him/her with a
problem?
Yes [ ]
No [ ]
11. Did the school counsellor ever meet both the teaching staff and the students to discuss
some common challenges of the students?
Yes [ ]
No [ ]
I Don’t Know [ ]
12. Do you always have the confidence to approach your school-counsellors for help? If
yes, how often?
Always [ ]
Scarcely [ ]
Not at all [ ]
13. If yes to Q 14, after meeting your school-counsellor in his/her office on a problem,
have you noticed any difference in your academic performance?
Yes [ ]
No [ ]
14. Has the school-counsellor ever organised any excursion for you
before? Yes []
No [ ]
15. If yes to question 16 then, how often?
 Always [ ]
Not always [ ]
Not at all [ ]
16. Has the school counsellor ever discussed issues with any student disciplined by the
school authorities before?
Yes [ ]
No [ ]
17. Those that the school counsellor met, have they been involved in any offence?
Yes []
No [ ]

3rd CATEGORY: The Effect of Guidance and Counselling on Behaviour Problems

18. Does the school-counsellor help you (students) to establish healthy relationships
among yourselves (students), with teachers and with members of the community?
Yes [ ]
No [ ]
19. Does the school counsellor guide you on choosing good friends?
Yes []
No [ ]
20. Does the school counsellor guide you on how to deal with peer pressure?
Yes []
No [ ]
21. Has the school counsellor ever helped you to identify and nurture your
talents? Yes []
No [ ]
22. Has the school counsellor ever organised a career conference for the school
before? Yes [ ]
No [ ]
23. Has the school-counsellor ever met you to discuss the various ways a student could
study?
Yes [ ]
No [ ]
 24. Have you ever been motivated by the school-counsellor to take subjects under study
seriously?
Yes [ ]
No [ ]
25. Have you ever been exposed to different educational
opportunities? Yes []
No [ ]
26. Did the school counsellor ever meet your parents to discuss issues related to student
welfare?
Yes [ ]
No [ ]
4TH CATEGORY: The Effect Guidance and Counselling on Students’ Academic

Performance

27. Have you developed further interest in your subject of study after you met with the
school-counsellor?
Yes [ ]
No [ ]
28. Has the school counsellor ever met students who are not performing well
academically? Yes []
No [ ]
Not At All [ ]
29. Has the school-counsellor ever met you (students) to discuss common problems
students do face in Chimwemwe Secondary School?
Yes [ ]
No [ ]
30. Have you been to the school-counsellor with any emotional problems created by your
parents?
Yes [ ]
No [ ]
31. Have you been referred by any teacher to see the school-counsellor for counselling?
Yes []
No [ ]
32. Does the school-counsellor meet you to discuss problems with you? If yes, how often?
 Always [ ]
Once in a year [ ]
Not at all [ ]
33. Does the school counsellor ever organise counteractive programmes to help you attain
academic excellence?
Yes [ ]
No [ ]
34. Do the school-counsellor advice you on how to best improve your academic
performance?
Yes [ ]
No [ ]
35. Does the school counsellor educate your parents or guardians on how they can help
you (students) to realise your potentials?
Yes [ ]
No [ ]

36. Does the school-counsellor assist new students to adapt to life in the school?
Yes []
No [ ]
37. Does the school-counsellor assist you to use your leisure time
properly? Yes []
No [ ]
38. Does the school counsellor help you to develop a positive attitude towards
education? Yes []
No [ ]
 APPENDIX II: TEACHERS’ QUESTIONNAIRE

Don Bosco College of Philosophy and Education

P.O. Box 8955,
Moshi, Tanzania.

Johnchabu91@gmail.com

The questionnaire is aimed at collecting information to identify the effectiveness of

guidance and counselling services on the academic performance of students at Chimwemwe

Secondary School. You are pleased to give the required information. Please, read each item

carefully and answer according to your honest opinion. Your comments will give information

on how guidance and counselling services are of help to students.

Please tick the appropriate box to answer a question.

Sex: 20-24 [ ]
25-29 [ ]
30-34 [ ]
40-44 [ ]
45-49 [ ]
50 + [ ]
Qualification: 1. Diploma

2. Degree

1. Did the guidance and counselling co-ordinator ever explain the difference between
advice and counselling to you before?
Yes [ ]
No [ ]
2. Have you ever seen the school-counsellor meeting the students to discuss academic
issues before?
Yes [ ]
No [ ]
12
3. Has the school-counsellor ever met the staff to know their
problems? Yes[ ]
No [ ]
4. Is the school-counsellor a member of the academic board?
Yes []
No [ ]
5. Is the school-counsellor a member of the disciplinary
committee? Yes []
No [ ]
6. Has the school-counsellor got an office to discuss issues with the students and
teachers? Yes [ ]
Not [ ]
7. Do you know whether students with problems meet the school-counsellor
always? Yes [ ]
No [ ]
8. Have you ever referred any student to the school-counsellor before?
Yes []
No [ ]
9. If yes to question 8, how often?
Always [ ]
Not always [ ]
Not at all [ ]
10. Do you always see the school-counsellor meeting students periodically to discuss
issues with them?
Yes [ ]
No [ ]
11. Does the school-counsellor meet the staff to discuss issues concerning students’
academic failure and other issues?
Yes []
No [ ]
12. Does the co-ordinator ever organise a talk where he invites people from other
professions to talk to the students?
Yes [ ]
No [ ]
13
13. If yes to question 12, how often?
Always [ ]
Not always [ ]
Not at all [ ]

14. Has a parent of a student ever come to the school to complain about the odd behaviour
of his/her child?
Yes [ ]
No [ ]
15. Have you seen a change in the character of students who were counselled by the
school- counsellor?
Yes [ ]
No [ ]

14
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