Ajayi Stephen

A SURVEY ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELLING IN
CURBING ADOLESCENT CHALLENGES IN SECONDARY SCHOOLS IN ONDO
WEST LOCAL GOVERNMENT AREA, ONDO STATE.
BY
AJAYI STEPHEN ODUNAYO
EFC/19/6023
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL
PSYCHOLOGY AND COUNSELLING, SCHOOL OF GENERAL EDUCATION,
ADEYEMI COLLEGE OF EDUCATION, ONDO.
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
DEGREE (B. Ed) EDUCATIONAL PSYCHOLOGY AND COUNSELLING OF
ADEYEMI COLLEGE OF EDUCATION, ONDO, ONDO STATE, NIGERIA
MARCH, 2023.
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CERTIFICATION
This is to certify that this project was carried out by AJAYI, Stephen Odunayo with Matric
Number EFC/19/6023 of the Department of Educational Psychology and Counselling, School of
General Education, Adeyemi College of Education Ondo.
____________________________ __________________
Mrs. O. T. Akinsanya Date
Supervisor
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DEDICATION
This research work is dedicated to God the source of my wisdom, the merciful, the most
gracious, the pillar that hold my life and a wonderful counsellor, also to my parents.
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ACKNOWLEDGEMENT
First and foremost, praises, honour and adoration goes to God Almighty for showers of
blessings, upon me throughout the period of my programme in the school. May his name be
praised forever (Amen).
My sincere appreciation goes to my dynamic supervisor Mrs. O. T. Akinsanya who
devoted her time in reading through my write up and made necessary corrections to ensure my
project attain the highest standard as demanded. it is a great privilege and honour to work and
study under your guidance. May God bless you ma. Special thanks goes to the dean of faculty in
person of Dr. A. O. Akinbobola.
My acknowledgement is incomplete without expressing my special thanks to my kind-
hearted and ever supportive parents. Mr. Ajayi Majasan and my Mom Mrs Ajayi Funke for their
love and prayers, caring and sacrifices for educating and preparing me for the future, and my
God made siblings for their prayers, love, understanding and continuing support towards the
successful completion of my studies.
I cannot but appreciate my wonderful friends in person of Amoo Ayodele, Adeniran Tope,
Adeniji Tayo, Olumuyiwa Damilola, Ilesanmi Olaide, Kilanko Banke and Eleta Femi. I cherish
you all. The thanks can-not be complete without acknowledging my Uncles and Aunties.
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TABLE OF CONTENT
Contents
CERTIFICATION........................................................................................................................ii
DEDICATION..............................................................................................................................iii
ACKNOWLEDGEMENT...........................................................................................................iv
TABLE OF CONTENT................................................................................................................v
ABSTRACT................................................................................................................................viii
CHAPTER ONE............................................................................................................................1
INTRODUCTION.........................................................................................................................1
1.1 BACKGROUND OF THE STUDY............................................................................................1
1.2 STATEMENT OF THE PROBLEM...........................................................................................3
1.3 OBJECTIVES OF THE STUDY.................................................................................................3
1.4 RESEARCH QUESTIONS.........................................................................................................4
1.5 RESEARCH HYPOTHESIS.......................................................................................................5
1.6 SIGNIFICANCE OF THE STUDY.............................................................................................5
1.7 SCOPE AND DELIMITATION OF THE STUDY.....................................................................6
1.9 OPERATIONAL DEFINITION OF TERMS..............................................................................6
CHAPTERTWO............................................................................................................................8
REVIEW OF RELATED LITERATURE..................................................................................8
2.1 INTRODUCTION.......................................................................................................................8
2.2 THE CONCEPTUAL IDEA........................................................................................................8
2.2.1 Guidance..................................................................................................................................8
2.2.2 Counselling..............................................................................................................................9
2.2.3 Guidance and Counselling.....................................................................................................10
2.2.4 The Need for Guidance and Counseling in Schools...............................................................11
2.2.5 Effectiveness of Guidance and Counselling...........................................................................12
2.3 ADOLESCENT.........................................................................................................................14
2.4 PERSONAL NEEDS OF ADOLESCENTS..............................................................................15
2.4.1 The need for Status................................................................................................................16
2.4.2 The need for Independence....................................................................................................16
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2.4.3 The need for Achievement.....................................................................................................17
2.4.4 The need for a Satisfying Philosophy of life..........................................................................17
2.5 ADOLESCENT CHALLENGES IN SECONDARY SCHOOLS.............................................18
2.5.1 Behavioural challenges..........................................................................................................18
2.5.2 Unwanted Pregnancy and Sexually Transmitted Diseases (STDs)........................................19
2.5.3 Drug and Substance Abuse....................................................................................................19
2.5.4 Stress and Depression............................................................................................................20
2.5.5 Bullying.................................................................................................................................21
2.6 THEORETICAL FRAMEWORK.............................................................................................22
2.7 EDUCATIONAL, VOCATIONAL AND PERSONAL-SOCIAL ASPECTS OF GUIDANCE
AND COUNSELLING..........................................................................................................................25
2.8 EMPIRICAL REVIEW.............................................................................................................26
2.9 IMPLICATION OF THE LITERATURE REVIEWED FOR THE PRESENT STUDY...........27
CHAPTER THREE.....................................................................................................................28
RESEARCH METHODOLOGY...............................................................................................28
3.1 INTRODUCTION.....................................................................................................................28
3.2 RESEARCH DESIGN...............................................................................................................28
3.3 POPULATION OF THE STUDY.............................................................................................28
3.4 SAMPLING AND SAMPLING TECHNIQUE.........................................................................29
3.5 INSTRUMENTATION.............................................................................................................30
3.6 VALIDATION OF THE INSTRUMENT.................................................................................31
3.7 RELIABILITY OF THE INSTRUMENT.................................................................................31
3.8 PROCEDURE FOR DATA COLLECTION.............................................................................31
3.9 PROCEDURE FOR DATA ANALYSIS...................................................................................32
CHAPTER FOUR.......................................................................................................................33
PRESENTATION OF DATA AND ANALYSIS OF RESULTS............................................33
4.1 INTRODUCTION.....................................................................................................................33
4.2 PRESENTATION OF DATA....................................................................................................33
4.3 HYPOTHESIS TESTING.............................................................................................................51
4.4 DISCUSSION OF THE MAJOR FINDINGS...............................................................................51
4.5 SUMMARY OF FINDINGS.....................................................................................................53
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CHAPTER FIVE.........................................................................................................................55
SUMMARY, CONCLUSION AND RECOMMENDATION..................................................55
5.1 INTRODUCTION.....................................................................................................................55
5.2 SUMMARY..............................................................................................................................55
5.3 CONCLUSION.........................................................................................................................56
5.4 RECOMMENDATIONS...........................................................................................................57
5.5 LIMITATION OF THE STUDY...............................................................................................58
5.6 SUGGESTIONS FOR FURTHER RESEARCH.......................................................................58
REFERENCES............................................................................................................................59
APPENDIX...................................................................................................................................63
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ABSTRACT
The study examined the effectiveness of guidance and counselling in curbing adolescent
challenges in secondary schools in ondo west local government area, ondo state. Five research
questions guided the study and two hypotheses. Descriptive survey research design was adopted
for the study. Simple random sampling technique was used to select three hundred and eighty
three (383) respondents. The data for the study were collected with aid of a questionnaire. The
research questions were answered with frequency counts and percentage score and t-test was
used in analyzing the hypotheses. The findings revealed that there are few guidance counsellors,
so adolescent challenges are on the increase also that it is obvious that the many guidance
counsellors we have in schools might not be using the required counselling services to help
students, thereby increase adolescent challenges which possess greatest danger to students’
success, adolescent challenges possess the greatest danger to students’ success in their academic
achievement and the environment the adolescent child lives affects his/her academic success and
that mostly peer group and media influence are factors that affect adolescent academic success
negatively because adolescent’s today like to engage in pornography, sexual relationship,
alcoholism, smoking cigarette/Indian hem, clubbing, etc. Based on the findings, it was
recommend that counsellors should offer organized services to the students and develop the
necessary counselling strategies for helping adolescent in secondary schools in re-directing their
challenges in the area of vocations, education and personal-social. Counsellors should use
orientation programmes of the students, Parent-Teachers Association (PTA) meetings as well as
planning symposia aimed at enlightening teachers, principals, government agencies and
community leaders in understanding the specific adolescent challenges of secondary school
students and ensuring that they are met in order to enable them concentrate on their studies.
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY.
Challenges are bound to come up when young person’s live and study together. Human
development and changes in the world today are forcing mankind everywhere to accept that there
is a necessity for providing way out amidst the tasks faced by adolescents. Owuamanam and
Olofintoye (2007) opined that students are faced with diverse social, academic, psychological,
career and emotional challenges. These students are within the age of 11-20 years, which is the
age range that dominates the secondary school stage of education.
Blessed, (2017) stated some educational and school problems of the adolescent that many at the
adolescence stage experience intellectual and school problems. Poor home upbringing, wrong or
bad companies, bad school peers, laziness, and habits are some of the causes. Some adolescents
find it difficult to plan and carry out their studies. Some are unable to define their identity and
objectives in life and achieve their tasks with much stress and difficulties. They should be
assisted through guidance to plan their study time-table, develop good study habits, select good
careers commensurate with their ability. When guided properly in their studies, this reduces
examination malpractice, school drop-out and drug indulgence which is a popular false escape
root for many adolescents. These factors are challenges which secondary school students will
have to grapple with. More so, for today’s secondary school students to grow up with a
meaningful outlook to life, they must be helped to come to terms with their social and emotional
challenges.
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Blessed, (2017) stated that the adolescent who seeks satisfaction of his basic needs frequently
finds himself blocked in reaching them. Rules and regulations which insist that all adolescents
meet certain prescribed levels of achievement may be very thwarting to adolescents of limited
background or ability, which poverty may seriously limit what an adolescent may do.
Furthermore many adolescents have not been helped by either their parents/relations to
understand the time needed to mature or the pattern that maturation takes. Not surprisingly, there
are widespread problems posed in the world due to the increasing number of dropped outs in
secondary schools. These affected students are now faced with difficult tasks for them to cope
with. And as a growing child, he or she will be left with involving in anything possible to make
ends meet. Thus, indulge in societal vices for survival.
The concept of the effectiveness of guidance and counselling in this regard presupposed how
well, which requires proper organization and administration for solution. For instance, Adomeh
(2005) stated that the question is no longer whether we need counselling services in our schools,
but how to render guidance and counselling services so that the Nigerian School child can derive
maximum benefit from them. The challenges of secondary school students are likely to vary due
to individual differences. Also, because of the peculiarity of this stage in which most students are
perceived to be adolescents, establishment of deep personal relationship with both sexes and
adjustment to changes of physical growth can be achieved through guidance and counselling.
In recognition of this fact, the National Policy on Education (2005) advocated for the
appointment and training of career masters and counsellors in order to assist students with their
personal adjustments. This will go a long way in helping the adolescents to face new challenges
that emerge as a result of technological advancement and other antisocial issues. The present
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study investigated the effectiveness of guidance in secondary schools in Ondo West Local
Government Area of Ondo State with specific reference to their gender.
1.2 STATEMENT OF THE PROBLEM
The challenges adolescents faced in secondary schools possess the greatest threat to the success
of the learners. Adolescent experience new challenges nowadays as a result of technological
advancement and other anti-social issues such as drug abuse or alcohol related incidents, cultism
among others. In addition, substance abuse, poor vocational and educational plans were other
sources of the students’ problems. Hence, assessing guidance and counselling effectiveness will
allow for planning and execution of educational and counselling services to meet the challenges
of adolescents. In order for secondary school students to face their studies well and make better
grades, they require good adjustment. To this end, Omuamanam and Olofintoye (2007) remarked
that the extent to which individual adolescents experience psychosocial adjustment in the school
would determine the extent of psychosocial peace in the school system and consequently their
contribution to peaceful coexistence in the school system. Therefore, this study evaluated the
effectiveness of guidance and counselling in curbing adolescent challenges in secondary schools
in Ondo West Local Government Area of Ondo State.
1.3 OBJECTIVES OF THE STUDY
The purpose of the study is to investigate the effectiveness of guidance and counselling in
curbing adolescent challenges in secondary schools in Ondo West Local Government Area of
Ondo State.
However, the specific objectives of the study are to:
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i. Investigate the factors responsible for adolescent challenges in secondary schools of in
Ondo West Local Government Area of Ondo State.
ii. Assess the extent adolescents challenges have affected the academic performance of
secondary schools in Ondo West Local Government Area of Ondo State.
iii. Ascertain the level at which guidance and counselling have ensured the development of
appropriate skills and talents of the learners of secondary schools in Ondo West Local
Government Area of Ondo State.
iv. Investigate counselling practices adopted in curbing adolescent challenges in secondary
schools in Ondo West Local Government Area of Ondo State.
v. Ascertain the gender implications of the effectiveness of guidance and counselling in
curbing adolescent challenges in secondary schools in Ondo West Local Government
Area of Ondo State.
1.4 RESEARCH QUESTIONS
It is the desire of the researcher that at the end of this research answers to the following questions
would have been provided:
i. What are the factors responsible for adolescent challenges in secondary schools in
Ondo West Local Government Area of Ondo State?
ii. To what extent does adolescent challenges affect the academic performance of
secondary schools in Ondo West Local Government Area of Ondo State?
iii. To what extent does guidance and counselling ensure the development of appropriate
skills and talents of the learners of secondary schools in Ondo West Local
Government Area of Ondo State?
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iv. What are the counselling practices adopted in curbing adolescent challenges in
secondary schools in Ondo West Local Government Area of Ondo State?
v. To what extent if any is the difference in the effectiveness of guidance and
counselling in curbing male adolescent challenges and female adolescent challenges
in secondary schools of Ondo West Local Government Area of Ondo State.
1.5 RESEARCH HYPOTHESIS
For the purpose of this research, the following hypothesis will be tested at the 0.05 level of
significance:
There is no significant difference in the effectiveness of guidance and counselling in curbing
male and female adolescent challenges in secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
It is hoped that the finding of this study will assist in no small measure in the following ways:
The study will help students at all level of education to understand the challenges bedevilling
adolescents, and will provide a guide for them on how to shun peer group influence, negative
effect of media and other anti-social vices.
Parents will benefit greatly because the study will reveal to them the effect of peer group
influence and media hitherto taken for granted towards their wards. This will make parents to
monitor their children for a better society.
Furthermore, this study will contribute significantly to the current body of knowledge about the
effectiveness of guidance and counselling in curbing adolescent challenges in secondary schools.
This is because the findings and recommendations of the study will form a base for teachers to
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develop strategies for checking adolescent challenges, putting into consideration appropriate
skills.
In addition, the study would be significant to guidance counsellors since it will provide them
with a reference point to proffer meaningful advice to students in handling adolescent challenges.
Finally, educational inspectors and administrators will also find this study useful as they will be
better informed to provide all that is needed to counsellors to control the extent in which
adolescent challenges have affected the academic performance of secondary school students.
1.7 SCOPE AND DELIMITATION OF THE STUDY
The study was restricted in its breath in examination of the effectiveness of guidance and
counselling in curbing adolescent challenges in secondary schools in Ondo West Local
Government Area of Ondo State.
Geographically, the study was delimited to secondary schools in Ondo West Local Government
Area of Ondo State. The gender variable was also used as a moderator variable.
Also in this research, one of the problems the researcher faced was communicating to some of
the students due to religion, beliefs and culture. Time and finances for transportation were also
some of serious challenges that the researcher decided to delimt his study to the study area.
1.9 OPERATIONAL DEFINITION OF TERMS
All terms used in this study have conventional application with the exception of the following
concepts that should be read and understood as defined below:
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Guidance: Guidance can be defined as assistance made available to individuals to understand
themselves and their society. Guidance tends to emphasize understanding of self in relation to
others.
Counselling: Counselling means a service through which counsellors assist an individual to
understand and solve his or her adjustment challenges, either in area of education, vocation or
personal-social needs.
Guidance and counselling: A process in which one person assists another person, in person to
person or face to face encounter. This assistance may take many forms such as educational,
vocational, social, recreational, emotional or moral.
Effectiveness: The degree to which something is successful in producing a desired result.
Curbing: The word curbing is derived from curb. Curb simply means to check, limit or control.
Curbing in this study therefore refers to checking, limiting or controlling.
Adolescent: The period in human growth and development that occurs after childhood and
before adulthood, from age eleven to twenty.
Challenges: A condition in which one is expected to exhibit a sense of responsibility, maturity
and capability.
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CHAPTERTWO
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
This chapter reviews existing literature related to the investigations on the effectiveness of
guidance and counselling in curbing adolescent challenges in secondary schools. This is to
provide important information on the topic under study from similar studies conducted over time.
Also, to ensure that this study is not conducted in isolation to other relevant studies that could
deepen the understanding of the problem at stake. The overall intention is to provide a
background for the more specific theoretical ideas and empirical evidence systematically
reviewed.
2.2 THE CONCEPTUAL IDEA
In this study the following concept are look open; Guidance, Counselling, Guidance and
Counselling and the Need for Guidance and Counselling
2.2.1 Guidance
The concept of guidance has been defined differently by many scholars. As a concept, guidance
denotes the utilization of opinion in order to help an individual. It is pertinent to know that
guidance derived its root from the word “guide” which means to direct, watch over, know, pilot,
manage, steer, aid, lead and inform (Lannap, 2012). From all indications of the words above, it
simply implies that guidance is a broad heading under which other ones subsume.
Guidance has been grouped into three aspects namely; educational, vocational, and personal-
social guidance. As educational service, it involves those services which are provided for better
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adjustment of the individual in his or her society. Vocational guidance is an aspect of guidance,
having focus on the problems relating to vocational life. It means assistance given to an
individual in solving challenges related to vocational planning and to occupational choice and
profess with due regard for the individual’s characteristics and their relation to occupational
opportunities. While, personal-social guidance is the process of helping an individual to know
how to behave with consideration towards other people. Primarily, personal-social guidance
helps the individual to understand himself, know how to get on with others, learn manners and
etiquette pursue leisure time activities.
Guidance can be defined as assistance made available to individuals to understand themselves
and their society. This brings to light the fact that guidance tends to emphasise understanding of
self in relation to others. In line with this, Bulus (2004) went further to defined guidance as
assistance made available to an individual by personally qualified and adequately trained men or
women to an individual of any age to help him manage his own point of view, make his own
decisions and carry his own burdens. It is obvious that guidance services are agents for
augmenting instruction, supplementing, strengthening and adding meaning to the regular
educational experiences. These services that assist students to become prepared to solve their
adjustment situations before they become involved itself conflict therefore require proper
attention.
2.2.2 Counselling
Counselling as a concept has been seen by different people in many ways, from an individual
face to face interaction to a generalized level, hence there are two types of counselling-individual
and group counselling. Shertzer and Stone (1999) were of the view that counselling services are
9
designed to facilitate self-understanding and self-development through small group relationships.
The major focus of such relationships tends to be of personal development and decision making
based on the understanding and knowledge of the environment. Nevertheless, counselling is a
service through which counsellors assist an individual to understand and solve his or her
adjustment challenges, either in area of education, vocation or personal-social needs.
Lannap (2012) maintained that counselling is the process by which the counsellor assists a client
to face, understand and accept information about himself and his interaction with others so that
he can make effective decision about various life choices. Counselling service is the focus or
melting pot of guidance programmed because through it all guidance services are implemented
or brought together for the benefit of the individual in question. We can therefore refer
counselling as a subset of guidance which is more personal, intimate and confidential.
2.2.3 Guidance and Counselling
Guidance and counselling play a vital role in Nigeria education. This role is anchored on the fact
that maladaptive, anti-social and truant behaviours are still being exhibited by students in our
schools. The relevance of counselling services in our schools include the fact that each
prospective employee must be guided to specialize in a particular field, the country must be
helped to identify its talented individuals to meet its manpower needs, and also to meet the
educational, personal and vocational needs of the students.
Furthermore, it should be known that guidance and counselling form part of the services that
help the students to take advantage of all the facilities which school provides. It can play an
admirable role here to prevent the wastage of manpower. Guidance and counselling can also be
seen as a process of stimulating the student to evaluate himself and make feasible choices in the
10
light of his unique characteristics and opportunities, accept responsibilities for his choice and
initiate a course of action consonant with his choice (Lannap 2012). It can further be defined as a
process in which one person assists another person in person to person or face to face encounter.
This assistance may take many forms- It may be educational, vocational, social, recreational,
emotional or moral. The afore examined services of guidance and counselling programme in our
schools recommend counselling as a vital force in our educational system. A well organized and
properly administered guidance and counselling programme will ensure the development of
appropriate skills and talents of the learners. At the same time it will eliminate poor academic
output and unrealistic goals (Adomeh 2005).
2.2.4 The Need for Guidance and Counseling in Schools
The student life is getting complex on daily basis. Guidance is needed to help the students for
optimum achievement and adequate adjustment in the varied life situations. Guidance and
counseling services are part of the school services needed in all institutions, be it primary,
secondary or tertiary. This is so because problems generally are not peculiar to children in the
primary school alone or to the adolescents in the secondary school, adults too have problem.
Need analysis of the students in the schools shows the need of Guidance and counseling services,
in the education, profession, vocation, social, health, moral, personal, and marital areas.
Guidance and counseling programme needs to be introduced in our colleges and universities to
meet the varied needs of the educational system, administration, and students.
According to Nayak in Mapfumo & Nkoma (2013) Guidance and counseling helps the students
to have a better self understanding and proper adjustment to self and society. It however, helps
the student to develop a proper motivation and clarification of goals and ideas in conformity with
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their basic potentialities and social tendencies which are important. Total development of the
student necessitates that individual differences among them are expected, accepted, understood,
and planned for. And all types of experiences in an institution are to be so organized so as to
contribute to the total development of the student. The counselling service enables the student to
make proper choices of courses as well as making proper choice of Careers which help the
students in vocational development and readiness for choices and changes to face new
challenges. By and large counselling service motivates the youth for
self-employment and also help freshers establish proper identity. Guidance and counseling
service is needed to help students deal effectively with the formal developmental tasks of
adolescence and face life situations boldly.
2.2.5 Effectiveness of Guidance and Counselling
The effectiveness of guidance and counselling in schools cannot be overlooked in checking
adolescent challenges. Investigation reveals that students who are well guided by guidance
counsellors in schools find themselves in the right mind of study which enable them to confront
many challenges in the society ranging from jealousy to envy, moral decadence, greed,
industrialization, uncooperativeness, stealing, armed robbery, promiscuity, breakdown of law
and order, cultism and refusal to go to school among adolescent. These entire challenges if left
unchecked can be terrible for children to cope with. A child needs some sort of guidance and
counselling if he or she can exist properly.
Okpede in Lannap (2012) affirms that the increased industrialization of Nigeria with its
technological advancements has served to multiply and complicate the problems of youth. In the
face of these complex changes in the society, it is rather tough for adolescent to cope with
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situations themselves, hence the need for guidance and counselling services. According to Denga
(2006), guidance and counseling in school and non-formal school setting was conceived after a
serious look at the temporary world. The school system has witnessed dramatic quantitative and
qualitative changes. The sudden increase in student’s population has crowded the school with
assorted problems. Educational, vocational and personal concerns. Most of the Nigerian
secondary school education students today are faced with challenges such as examination
malpractice, broken home, school drop-out, and even subject selection that will help them
became what they wish to be in future. This situation has made most post primary school
students to suffer and are languishing helplessly on this challenges. Therefore establishment of
guidance and counselling programmed in our schools as way to help orient students towards
realizable vocational goal and supply them with career information and advice. To prevent the
frustrations which were likely to follow if students were allowed to drift on with the observed
vocational trend, she suggested that the service of skilled and professional, trained guidance
counsellor would be urgently needed.
Guidance and counselling services are needed not only in relation to courses, careers and to other
part of the complex world to which adolescent must adopt but also in relation to the self. Some
among the numerous need for guidance and counselling services can be seen from the view of
insight and improved understanding which is transferred to the class room.
Rogers (2008) contended that, counseling as a service of direct contact with the students on
curbing adolescent’s challenges which aims to offer assistance in changing attitudes and
behaviour of the student’s. Educationally, he further posited that relationship which allows the
students to gain an understanding of themselves to a degree which enables students to take
positive steps in the light of new orientation.
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Based on the impact of guidance and counselling mentioned, the question now is no longer
whether we need counselling services in our schools. But how to render guidance and
counselling services so that the Nigerian school child can derive maximum benefit from them.
2.3 ADOLESCENT
The term adolescence is derived from the Latin word “adolescere” which means “to grow up”.
Adolescence is a period of life that is often mentioned as the time of transition between
childhood and maturity. Adolescence is a developmental stage beginning with puberty – a period
when maturation occurs and the attainment of the emotional, social, and other aspects of adult
maturity.
Lannap (2012) maintained that adolescence can be defined as a period of “storm and stress”. It is
a period of development, which begins with puberty around age twelve to thirteen and ends with
full adult by age twenty to twenty-five. Adolescence can also be seen as a process of achieving
the attitudes and beliefs needed for effective participation in society.
This study is using World Health Organization (WHO) definition which identifies adolescence as
the period in human growth and development that occurs after childhood and before adulthood,
from ages ten to nineteen. It represents of the critical transitions in the life span and is
characterised by a tremendous pace in growth and change that is second only to that of infancy.
It is obvious that biological processes drive many aspects of this growth and development with
the onset of puberty marking the passage from childhood to adolescence. The biological
determinants of adolescence are fairly universal, however, the duration and defining
characteristic of this may vary across time, cultures, and socio-economic situations.
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This period has seen many changes over the past century namely the earlier onset of puberty,
later age of marriage, urbanization, global communication, and changing sexual attitudes and
behaviours. While adolescence is a time of considerable risk during which social contexts exert
powerful influences. Many adolescents face pressures to use alcohol, cigarettes, or other drugs
and to initiate sexual relationships at earlier ages, putting themselves at high risk for intentional
and unintentional injuries, unintended pregnancies, and infections (STIS), including the human
immunodeficiency Virus (HIV).
Considering the pressures faced by adolescents, Okon (1999) observed that majority of
adolescents in Nigeria, have entered puberty with little fore knowledge or knowledge at all of
what to expect. He said that many adolescents have not been helped by either their parents or
relations to understand the time needed to mature or the pattern that maturation takes. Based on
this, counsellors have the responsibility to both promote adolescent development and adjustment
and to intervene effectively when challenges arise.
2.4 PERSONAL NEEDS OF ADOLESCENTS
Blessed, (2017) posited that among the human personal needs that are particularly urgent
during adolescence are the needs for;
 Status;
 Independence;
 Achievement;
 A satisfying philosophy of life.
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2.4.1 The need for Status
Perhaps no need is more important for the adolescent than the need for status. He wants to be
important, to have standing in his group, to be recognized as a person of worth and value. He
craves to achieve adult status and leave behind the insignia of childhood. Thus, it is not at all
uncommon to see adolescent girl wants to wear high-heeled shoes, use lipstick, and take on the
ways of adult. Women status in the peer group is probably more important to many adolescents
than status in the eyes of their parents or counsellor or teacher, yet recognition from both of these
sources is cherished by adolescents. Parents or guidians who directs the activities of the
adolescent should always ask themselves whether or not the experiences are status – producing
ones for each individual. The adolescent who is achieving his goals is accorded appropriate
recognition is seldom. Furthermore, he is in the best possible emotional state to continue to profit
from the learning experiences.
2.4.2 The need for Independence
The second personal need which takes on increasing significance and importance during
adolescence is the need for independence. The adolescent craves to be weaned from parental
restrictions and to become a self-directing person. He wants his own room in the home, where he
can be free from younger members of the family and can do his own thinking and plan his own
activities. He would like a lock on the door and a private telephone or handset if possible. He
desires to run his own life. Young children have no objection to their parents’ visiting school and
inquiring about their progress, but many adolescents object to this practice, because it implies
that they cannot handle their own affairs.
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2.4.3 The need for Achievement
Closely related to these two personal needs is the need for achievement. This need relates is to
academic performance. So far as learning is concerned, this need is of paramount importance.
Thorndike, Hull, and Skinner, all leading learning theories of their time, hold that learning is
most effectively accomplished when a student’s effort are followed by a sense of achievement
(reinforcement).
2.4.4 The need for a Satisfying Philosophy of life
The young child asks many questions and does some immature speculations about the nature of
the universe, but it is not until adolescence that he exhibits a persistent and driving concern about
the meaning of life. The adolescent is concerned with questions about truth, religion, and ideas.
He has a desire for closure. He wants the gaps in his knowledge about the purpose of life to be
filled. A satisfying philosophy or set of beliefs tends to provide him psychological security. Data
show that in adolescence, religious conversion and initial radical political activity reach a peak.
Dictators who establish youth movements and religious organizations which sponsor young
peoples’ societies recognize the importance of this period for attitude formation. The home and
school has a great responsibility to help the adolescent find himself and develop the outlooks of
life that are consistent with the democratic philosophy and that will give him stability of
character and a sense of security.
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2.5 ADOLESCENT CHALLENGES IN SECONDARY SCHOOLS
There are so many challenges confronting adolescents in secondary schools. These challenges
are dynamic and not static possibly because of the nature of the society (culture). The period of
adolescence is filled with intellectual and emotional changes in addition to other major biological
and physical changes.
It is a time of discovery of self and one’s relationship to the world around him or her. The
changes which they teens are undergoing make them vulnerable to many forms of trouble. As
teens try new behaviours they become vulnerable to injury, legal consequences, and sexual
transmitted diseases, unwanted pregnancies, traumatic injuries, particularly from car and motor-
cycle accidents, and so on. Some of the adolescent challenges can be discussed as thus;
2.5.1 Behavioural challenges
Adolescent is a time for developing independence. Typically, teens exercise their independence
by questioning their parent’s rules, which at times leads to rule breaking. It is not uncommon for
once loyal children to begin to grumble when asked to carry out some chores at home to respond
in harsh words when been rebuked by their parents. This often is a challenging time for most
parents. Some parents and their teens clash over almost everything. In these situations, the core
issue is really control; teens want to feel in control of their lives and parents want teens to know
they still make the rules.
Substances abuse is a common trigger of behavioural problems among adolescents and often
requires specific therapy. Behavioural challenges may be the first sign of depression or other
mental health disorders. Such disorders typically require treatment with drugs as well as
counselling.
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2.5.2 Unwanted Pregnancy and Sexually Transmitted Diseases (STDs)
This is as much a challenge for the male adolescent as it is for female but generally, the girls
stand a greater risk of this due to the development of secondary sexual characteristic following
adolescence, teens feel a great push to explore and experiment with their bodies. Early maturity
girls are likely to start dating and a combination of the overwhelming urge to explore and peer
pressure leads many into sex. Rather than exploring a deep emotional attachment first, teens tend
to assume that if they engage in the physical act, the emotional attachment will follow.
Most sexually inclined adolescents do not receive family life education and hence, they are not
aware of precautionary measures to adopt to prevent and protect themselves at sexual
relationship/intercourse (Godswill, 2011). As a result, many fall victims of unwanted
pregnancies as well as STD’s. This we must note has destroyed so many young promising teens
even from very good homes. For instance, infants of young mothers (especially mothers younger
than 15 years) are more likely to be born prematurely and to have a low birth weight. Also, is the
problem of Vesico vaginal Fistula (VVF).
2.5.3 Drug and Substance Abuse
Substance use among adolescents occurs on a spectrum; from experimentation to dependence.
Experimentation with alcohol and drugs during adolescence is common, unfortunately, teenagers
often do not see the link between their actions today and the consequences tomorrow. They also
have a tendency to feel indestructible and immune to the challenges that others experience.
Alcohol is the biggest culprit in this regard. Teens have access to it at parties, can obtain it from
older friends who are of legal age to buy it, or may simply raid their parent’s liquor cabinets.
Moreover, unlike drug use, the moderate use of alcohol is considered perfectly acceptable in
19
most adult social circles. Teens see their parents enjoying a cock tail after work or having a glass
of wine at dinner. Hence, view it as afternoon coffee that one need to take. After all, Mum and
Dad do it… why shouldn’t I? Using alcohol and tobacco at an adolescent age has negative health
effects.
Teenagers abuse a variety of drugs, both legal and illegal. Legally available drugs include
alcohol, prescribed medications inhalants (fumes from glues, aerosols, and solvents) and over-
the- counter cough, cold, sleep, and diets medications. The most commonly used illegal drugs are
marijuana, stimulants (cocaine, crack and speed), opiates, heroin, and designer drugs (ecstasy).
Drugs use is associated with a variety of negative consequences, including increased risk of
serious drug use later in life, school failure, and poor judgement which may put adolescents at
risk for accidents, violence, unplanned and unsafe sex, crime and suicide.
Counsellors can prevent their clients from using drugs by talking to them about drugs, open
communication, role modelling, responsible behaviour, and recognizing if challenges are
developing.
2.5.4 Stress and Depression
Stress and depression are serious challenges for many adolescents. These young people often
rely on passive or negative behaviours in their attempts to deal with problems (Garfunkel, et al.
2014). Stress is characterises by feelings of tension, frustration, worry, sadness and withdrawal
that commonly last from a few hours to a few days. Depression is characterised by more extreme
feelings of hopelessness, sadness, isolation, worry, withdrawal and worthlessness that last for
two weeks or more.
20
Adolescent become stressed for many reasons. The most common of these are: break up with
boy or girl friend, increased arguments with parents, trouble with brother or sister, increased
arguments between parents. Change in parents’ financial status, serious illness or injury of
family member, and trouble with classmates.
In addition, children from single parents or broken homes are subjected to a near harrowing
experience which brings about stress and depression. Adolescents respond to stress and
depression by exhibition much more anger and ventilation; being passive and aggressive. They
yell, fight and complain just about everything. Drinking, smoking and crying more often-
especially the girls- are other popular signs. They are also less inclined to do things with their
family or to go along with parent’s rules and requests.
Ultimately, most adolescents will develop and assume the responsibility for their own protection
and peace of mind. Awareness of adolescents stress and depression opens the doors for
counsellors to begin constructive interventions and stimulates emotional development.
2.5.5 Bullying
This is a huge challenge that exists among adolescents though it is often neglected in this part of
the world. Bullying is the act of intentionally causing harm to others, through verbal harassment,
physically assault, or other more subtle methods of coercion such as manipulation. Bullying in
school is also referred to as peer abuse.
In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who
possesses more physical and or social power and dominance than the victim. The harassment can
be verbal, physical or emotional. Everyday thousands of teens wake up afraid to go to school.
Bullying is a challenge that affects millions of students of all races and classes. Bullying has
21
every one worried, not just the kids on its receiving end. Yet because parents, teachers, and other
adults do not always see it, they may not understand how extreme bullying can get. Studies show
that people who are abused by their peers are at risk for mental health problems, such as low
self-esteem, stress, depression, or anxiety. They may also think about suicide more.
2.6 THEORETICAL FRAMEWORK
This section examines the impact of theory in the effective analysis of the topic under study. This
is done to properly situate the nexus between the impacts of counselling in controlling the
prevalent adolescents challenges in secondary schools. In this regard, this study adopts the
evolving man theory to provide a counselling explanation to the subject matter.
The evolving man theory originated from the evolutionary theory propounded by Charles Darwin
(1809-1882) who authored the origin of species (1859) to describe his theory of evolution. The
theory stresses that the child, like any other evolving biological being is subject to environmental
adoption as he develops (Lannap, 2012). The theory builds on the evidence that the cause of
behavioural changed are embedded in the environment or the society in which one lives. In line
with this position, Lannap (2012) maintained that whenever a person becomes (good or bad) is
not the result of innate predisposition but the result of his environmental experiences.
It is easy to see from these that, if one’s environment is characterized by poor physical home
conditions, unpleasant relationship between children and parents, inadequate materials for school
work, bullying by older students, use of corporal punishment and lack of interest in child’s
welfare, it is obvious that a child within this society will be a truant. In the light of this Shaibu
(2006) opined that truancy causes dislocation in the normal learning/teaching process. Most
dropout cases among students in our schools can be traced to such habit of absenteeism which
22
dull the spirit of competition in an individual. Also declared that the cause of truancy focused
around inadequate materials for school work, parents not supervision attendance, dislike for
compound work, bullying by other students and fear of punishment by teachers, poor teaching
methods, inconsistency on the part of teachers among others.
The theory argue further that the environment is very instrumental in exposing teens to
alcoholism, drunkenness and drug abuses thereby increasing adolescents challenges. A drug is
said to be chemical compound that may be administered to human beings or animals for
treatment or prevention of diseases. It is the misuse or abuse of drugs that is causing problems,
otherwise they are very useful. Lannap (2012) stressed that any substance taken persistently and
excessively over a long period of time can be dangerous to physical health and social being of
the taker. Any drug that is taken without the doctor’s prescription results into drug abuse.
In Nigeria, drug abuse and alcoholism are serious challenges. A visit to psychiatric clinics will
confirm what we are saying here. Drug abuse is a powerful destroyer. It has the capacity to ruin
the life of an individual. People that are close to the abuser can get hurt as well, especially family
members and friends, who have concerns about the wellbeing of the abuser. Abusers have the
tendencies of becoming hardened criminals in the society.
Advancing the discussions of environmental influence on adolescents, pre-marital pregnancy and
abortion is becoming alarming in secondary schools. Lannap (2002) assert that adolescence is the
growth spurt that marks the maturation of secondary sex characteristics in individuals. Because
of the fact that adolescents are coming into it for the first time, it has often resulted into crisis for
most of them. The outcomes have been that many prematurely become pregnant and because
23
society frowns at them, they seek all ways to remove such pregnancies hence they opt for
abortion.
While some of them do it safely and carefully, others go about it crudely in order to guarantee
secrecy. A lot of such crude girls die in the process. For those who do not undergo abortion, may
decide to marry pre-maturely. And such pre-mature marriages normally crush at the end. This is
because they are neither planned nor receive parental and friends blessings, therefore they are
shortly terminated after they are contracted. This leaves the children of such parent prematurely
frustrated.
In the opinions of Lar, Okpede and Bulus (1999), one of the phenomena which have of recent
been noticed to be a widespread practice among students of post primary is that of examination
malpractice. These practices involve cheating and indulgence on unlawful acts during or after the
examination. They further stated that malpractice can take place in different forms depending on
the circumstances of the culprits. For some, they go about it by purchasing question papers long
ahead of examination dates. Other go into examination halls with already prepared answers and
diagrams either on pieces of papers, palm, laps and dresses. Some go about it by “grafting” that
is copying from others scripts, while others write examination for friends’ relations or mates for
arranged prices. In some places, is even with the consent of the teachers and supervisors.
Relating the arguments above to the effectiveness of counselling services discourse, it is worthy
of note that the prevalence adolescents challenges in post primary schools have been factor by
the environment, thus the behaviours of students and teachers and even parents must be modified
through counselling services in order to correct this evil in our society.
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2.7 EDUCATIONAL, VOCATIONAL AND PERSONAL-SOCIAL ASPECTS OF
GUIDANCE AND COUNSELLING
From the general perspective, education is a process through which people are prepared
individually and collectively so that they can function effectively in the society. It is a well-
articulated programme that aims at making the learner acquire those skills that the society makes
available to him. This is why Ojugo (2000) opines that education is designed to serve the interest
of the society. Since societies differ significantly from place to place, it means each society
would design its educational programmes in such a way that its unique aspirations could be
achieved through education.
This is precisely where the scientific guidance of the individual person who is being educated
becomes relevant. Experience has shown that the home environment and that of the school are
certainly not the same. And no matter how the school tries to mirror the work situation through
education the student enters the world of work as a beginner. It is only through scientific guiding
and systematic counselling that the individual can adequately be introduced into the school and
made to learn rapidly.
Likewise, through vocational guidance and counselling the student is fully equipped to face the
challenges of the worker. Through organisation of career day, the school counsellor brings the
world of work to the classroom for the benefit of the school child. The child can then begin to
learn in a special way what persons who are engage in various occupations are experiencing.
Through excursions, he gets first-hand information and knowledge that will help him make
vocational choice.
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Personal-social aspect embraces all the students’ educational, social, moral, emotional, health
and leisure time which the students need in their preparation for appropriate occupation. Lannab
(2012) further stressed that personal-social information are materials which help the individual to
understand the human physical environment which surround him and the way in which he and
others relate to one another and to the existing or anticipated environment. Students need this
information for proper adjustment in their environment. Again, the information need not only be
given but must be accurate and current.
2.8 EMPIRICAL REVIEW
Dimkpa (2011) examined counselling needs of senior secondary school students. She found that
respondents were positive and favourably in the area of educational, vocational and personal-
social needs although they were negative in few items. Again, male and female respondents were
not significantly different in their counselling needs.
A research study conducted by Anagbogu (2005) to investigate the counselling needs of mentally
retarded, the roles of parents and teachers found that some needs are basic to humans, like need
for education, love, security, and facilities. The research clearly further discussed that if these
needs are not met, the child shows dissatisfaction through aggressive behaviours such as
fighting, hitting, bullying only to mention a few.
Furthermore, a study conducted by Adomeh (2005) to X-rayed the implementation of
counselling services in our schools, revealed that if counselling services are well organised and
properly administered in our schools they would serve as panacea to the numerous problems that
have bedevilled our school system over the years.
26
Owuamanam and Olofintoye (2007) conducted a study on psycho-social adjustment of Nigerian
secondary school adolescents remarked that the extent to which individual adolescents
experience psychosocial adjustment in the school would determine the extent of psycho-social
peace in the school system and consequently their contributing to peaceful co-existence in the
school system.
2.9 IMPLICATION OF THE LITERATURE REVIEWED FOR THE PRESENT
STUDY
Literature review showed that counselling services are primary meant for the benefit of the
adolescents. At the post-primary school level, children’s aspirations for outstrip their actual
abilities. Their expectations may be unrelated to what the society is prepared to make available to
them. Based on those expectations and when they are unable to reach those goals they become
frustrated. But when the child is professionally guided and counselled, he becomes aware of his
personal ability and aptitude. He would then be able to match his or her interest with available
opportunity. Through counselling he may re-structure his expectations and formulate realistic
and attainable goals.
Therefore, the gap this study intends to fill is the efficacy of guidance and counselling on
adolescents’ challenges in secondary schools of Jema’a Local Government, this area relatively
has not been given attention in recent time
27
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter deals with research design, population of the study, sample and sampling technique,
instrumentation, validity and reliability of instruments, procedure for data collection, procedure
for data analysis.
3.2 RESEARCH DESIGN
The study adopted a cross-sectional correlation survey research design. A cross-sectional
correlation survey research design is a data collection technique in which information is gathered
from a large group of respondents (Otuka, Azare & Ogunsala, 2004). The study was cross-
sectional correlation survey because it requires that data are collected at a particular time, from a
large sample, for the purpose of describing the population represented by the sample at that
particular time. Anikweze (2009) viewed cross-sectional design to involve the collection of data
within a short span of time from a random sample of the targeted population. This design was
considered suitable because it assisted in collecting data from a cross section of respondents to
establish the effectiveness of guidance and counselling in curbing adolescents challenges in
secondary schools.
3.3 POPULATION OF THE STUDY
The population for the study covers secondary schools in Ondo West Local Government Area of
Ondo State. For the purpose of this study, the researcher decided to sample 5 secondary schools
with a population of 1917 students from SS 1 to SS 3. Out of the 1917 students, a sample of 383
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students was selected for the study. The reason for concentration on post primary is that, the
students at this level are at pubescent and have shifted from family as the first agent of
socialization to school and peer groups as agents of learning.
Table 1: Distribution of five selected secondary schools in Jema’a Local Government Area
of Kaduna State by population
S/No Name of Schools Population
1 St. Andrews Anglican Grammar School, Ondo 476
2 C.A.C Grammar School, Ondo 310
3 Ondo Anglican Grammar School, Ondo 363
4 Success Seondary School, Ondo 436
5 Dele International College, Ondo 332
Total 1917
3.4 SAMPLING AND SAMPLING TECHNIQUE
The study adopted a simple random sampling technique. Respondents were stratified along male
and female dichotomy before simple random sampling was employed. It is obvious that the strata
(male and female) are of the same sizes. Therefore, through the use of proportional sampling, a
uniform sampling fraction of 0.20 was used to draw sample from each stratum.
Finally, the lottery method of simple random sampling was employed to obtain a sample size of
383 respondents. Serial numbers of the elements in the sampling frame were recorded on pieces
of papers folded and mixed thoroughly before respondents were asked to pick at once without
replacement. This technique gave the respondents equal opportunity of being selected thereby,
29
reducing the bias effect that may interfere with the validity and reliability of the study. The
distribution of sample is shown in table 2.
Table 2: Population and sample distribution of students from the sampled schools
S/No Name of School Population Sample Size
1 St. Andrews Anglican Grammar School, Ondo 476 95
2 C.A.C Grammar School, Ondo 310 62
3 Ondo Anglican Grammar School, Ondo 363 73
4 Success Seondary School, Ondo 436 87
5 Dele International College, Ondo 332 66
Total 1917 383
3.5 INSTRUMENTATION
The researcher used questionnaire as the instrument in collecting data for the research analysis.
A 20 item self-designed instrument named Guidance and Counselling Effectiveness Assessment
Questionnaire (GCEAQ) was used for generating data. The items of the instrument were adapted
from Dimkpa (2011) instrument titled Students Counselling Needs Assessment Questionnaire
(SCNAQ) by Changing and reframing some of the items to suit the present study. The
questionnaire consisted of two sections. The first section of the instrument sought the
demographic data of the respondents. The second section had questions on the variables of study
viz: the effectiveness of guidance and counselling in curbing adolescent challenges in secondary
schools. The instruments was scored on a four-point Likert type scale consisting of Strongly
Agree (SA)= 1, Agree(A)=2, Disagree(D)=3, and Strongly Disagree(SD)=4.
30
3.6 VALIDATION OF THE INSTRUMENT
Content validity of the instruments was ensured by two experts in the area of Guidance and
Counselling. The experts from the department of Educational Psychology and Counselling,
Adeyemi Federal University of Education, Ondo validated the checking for appropriateness,
relevance of the items, adequacy, clarity of expression and size of the print.
After the experts’ judgement, some items were removed while others were restructured and the
final copy was compiled.
3.7 RELIABILITY OF THE INSTRUMENT
Instruments were pilot tested in Oyemekun Grammar School, Akure and St. Louis Grammar
School, Akure which is entirely out of the targeted sample size and out of Ondo West Local
Government Area. This was to determine reliability of the instruments of the study.
3.8 PROCEDURE FOR DATA COLLECTION
The instruments were administered to the five selected secondary schools by the researcher with
prior arrangement with schools concerned. With the aid of the teachers of the various secondary
schools, the consent of the students, the privacy of information and other ethical sureties was
guaranteed to the students.
Immediately, the researcher administered the questionnaire to the students. Freedom to ask
questions for clarification was granted and sufficient time to respond to the items was also given
to the students. However, students were not allowed to interact with one another in the process of
responding to the items. Subsequently, completed questionnaires were collected at once. The
researcher took two days to administer the items in all schools.
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3.9 PROCEDURE FOR DATA ANALYSIS
Descriptive statistical measures of frequency and percentages were used in analysing the
research questions. The t-test was used in analysing the hypothesis at the 0.05 level of
significance.
32
CHAPTER FOUR
PRESENTATION OF DATA AND ANALYSIS OF RESULTS
4.1 INTRODUCTION
This chapter dwells on presentation and analysis of data. Data are presented according to the
research questions and hypothesis that were stated to guide the study. The details of the raw data
collected by GCEAQ are contained in the Appendix. The entire table in this section emanated
from survey conducted in selected secondary schools of Ondo West Local Government Area,
Ondo State.
4.2 PRESENTATION OF DATA
Table 4.2.1: Sex of respondents.
Sex Number of Respondents Percentage (%)
Male 192 50.1%
Female 191 49.9%
Total 383 100%
The table above shows that 192 of the respondents with 50.1% are males, and 191 of the
respondents with 49.9% are females. This shows that females are the highest respondents of this
research.
33
Table 4.2.2: Showing age category of respondents.
Response Number of Respondents Percentage (%)
10 - 12years 26 6.7
13-15years 220 57.5
16 -18years 131 34.2
19years and above 6 1.6
Total 383 100%
The table 4.2.1 shows that 26 respondents which represent 6.7% of the total sampled were
between ten to twelve years. Whereas, 220 and 131 respondents constituting 57.3% and 34.2% of
the total respondents were between thirteen to fifteen years and sixteen to eighteen years
respectively. While 6 respondents representing 1.6% were nineteen years and above. From the
foregoing distribution, it is important to note that the major responses were between the ages of
thirteen to eighteen years numbering 351 with the total of 91.7%.
Table 4.2.3: Showing respondents view on adolescent challenges are not on the increase as we
have many guidance counsellors today.
Strongly Agree 80 20.8
Agree 137 35.8
Disagree 128 33.3
Strongly Disagree 38 10.0
Total 383 100%
34
Respondents assessments in table 4.2.2 on adolescent challenges are not on the increase as we
have many guidance counsellors today were generally positive. 20.8% and 35.8% of the
respondents believed that adolescent challenges are not on the increase due to the existence of
many guidance counsellors today. However, 33.3% and 10% of the respondents said there are
few guidance counsellors, so adolescent challenges are on the increase. This implies that the
existing many guidance counsellors today might not be using the required counselling services
for students, therefore adolescent challenges is at increase. This increase in adolescent challenges
would affect adolescents’ studies negatively. Thus, the need to apply the require counselling
services correctly be check adolescents’ challenges, for a better academic pursuit.
Table 4.2.4: Respondents view on adolescent challenges possess the greatest danger to students’
success.
Agree 128 33.3
Disagree 48 12.5
Total 383 100%
The study in table 4.2.3 shows that 49.2% and 33.3% of the respondents accepted that adolescent
challenges possess the greatest danger to the students’ success. Only 12.5% and 5% of the
respondents do not consent with the question asked. This means that students’ success will only
35
depend on curbing these challenges. Adolescent challenges such as negative usage of phones,
low self-esteem, negative peer influence, bad study habits and others need to be addressed by a
competent guidance counsellors for students not to be affected negatively in their studies by
these challenges.
Table 4.2.5: Showing respondents view on the environment they live affects their academic
success.
Agree 118 30.8
Disagree 96 25.0
Total 383 100%
Results displayed in table 4.2.4 indicates that 35.0% and 30.8% of the respondents believed that
the environment they live affects their academic success, but 25.0% and 9.2% of the respondents
do not believed in the question asked. This means that the environment one finds himself or
herself will determine his or her success in school. This means that an unhappy home
environment can affect student’s behaviour. Invariably, affect students learning negatively. And
a pleasant learning environment can affect a child’s behaviour positively, therefore, there is need
for parents to create an environment in which learning should flourish.
Table 4.2.6: Respondents view on peer group influence is a major factor that affects my
academic success negatively.
36
Agree 124 32.5
Disagree 61 15.8
Total 383 100%
The result in table 4.2.5 shows that the respondents were positive in their response with few
respondents indicating negative acceptance on peer group influence as a major factor that affects
students’ academic success negatively. The proportion indicates that 37.5% and 32.5% of the
respondents accepted the question asked. Nevertheless, 15.8% and 14.2% of the respondents do
not agree that peer group influence affects their academic success negatively. This is because,
hitherto, they have learnt how to shun peer influence. From the majority respondents that
suggests that peer group influence affects students’ academic success negatively, means that they
might or have not encounter proper counselling, therefore, they need counselling on how to shun
negative peer influence as they pursuit their academics.
Table 4.2.7: Respondents view on media as a factor that influences their academic success.
37
Agree 122 31.7
Disagree 67 17.5
Total 383 100%
The view of respondents in table 4.2.6 shows that majority of students consented that media
influence their academic success; the study indicates 40.0% and 31.7% of the respondents’
acceptance. This is so because of the information they received on academic or other issues from
either television, radio, newspaper or the internet, but there is no doubt that this information
could either be positive or negative. While 17.5% and 10.8% of the respondents were of the
opinion that media influences not their academic success, this is due to the fact that they have
little or no access to television and the internet. Based on this, media is a factor that influences
students’ academic success.
38
Table 4.2.8: Respondents view on guidance and counselling have helped me to make the wise
choice of friends.
Agree 93 24.2
Disagree 35 9.2
Total 383 100%
As depicted in table 4.2.7, respondents generally accepted depicting 60.8% and 24.2% that
guidance and counselling have helped them to make the wise choice of friends. This is from the
fact that guidance counsellors are either invited or from the school to provide students with
orientation service that will help them to have a good start in their academic pursuit.
Nevertheless, 9.2% and 5.8% of the respondents do not believe that guidance and counselling
have helped them to make the wise choice of friends, and they constitute the minority. Their
decision is from the fact that they have not encountered guidance counsellors in their schools.
From the majority of the respondents, this implies that guidance counsellors have contributed
immensely to the success of the secondary school students.
39
Table 4.2.9: Respondents view on school regularly organises career days for students to create
awareness on course offerings.
Agree 150 39.2
Disagree 55 14.2
Total 383 100%
Table 4.2.8 shows that majority of the respondents constituting 35.8% and 39.2% are of the
opinion that school regularly organises career days for students to create awareness on course
offerings. But 14.2% and 10.8% did not consent to the questions asked. This study shows that
orientation service is provided by schools to assist students in their adaptation and adjustments
efforts.
Table4.2.10: Respondents view on guidance counsellors are invited to give presentation during
the career day for further exploration by adolescents.
Agree 134 35.0
Disagree 67 17.5
Total 383 100%
40
From the table 4.2.9, study shows that 38.8% 35.0% of the respondents were positive in their
opinion of the question asked, while 17.5% and 9.2% of the respondents were of the opinion that
guidance counsellors are not invited to do presentations during the career days. However, these
constitute the minority. This implies that majority of the secondary schools do not have qualified
guidance counsellors to champion the task of counselling.
Table4.2.11: Respondents view on personal-social information help me to understand myself
better and improve my relationship with other students, especially in an aspect of boy-girl leisure
activities.
Agree 169 44.2
Disagree 89 23.3
Total 383 100%
Respondents’ assessments of counsellors using personal-social information as one of the
counselling services to counsel students were accepted by the majority. 20.0% and 44.2% of the
respondents consented with the question asked. The minor responses constitute 23.3% and
12.5% of the respondents not accepting that counsellors use personal-social information which
41
aid students to understand themselves better and improve their relationship especially in an
aspect of boy-girl leisure activities.
Table4.2.12: Respondents view on orientation service for effective study habit is sometimes
provided by my school counsellors.
Agree 118 30.8
Disagree 49 12.5
Total 383 100%
The table 4.2.11 indicates that 39.2% and 30.8% of the respondents advocated positive responses
towards the question asked and constitute the majority, while 12.5% and 17.5% of the
respondents which form the minor responses do not consent. This means that orientation service
on effective study habit and other issues are sometimes provided by their school counsellors. The
implication of this is that, most of the counsellors in these schools occasionally rather than all the
time use orientation service which invariably affect students negatively in their adjustment
efforts.
42
Table4.2.13: Respondents view on appraisal service enables me to understand myself as well as
make wise decisions toward the challenges I face in my academics.
Agree 125 32.5
Disagree 51 13.3
Total 383 100%
The findings in table 4.2.12 shows that while 40.0% and 32.5% of the respondents accepted that
appraisal service helped them to understand themselves in terms strength and weaknesses as well
as make wise decisions and choices toward the challenges they encounter in school. 13.3% and
14.2% of the respondents did not consent on the question asked. This implies that majority of the
students will be better if appraisal service is used in schools by guidance counsellors.
Table4.2.14: Respondents view on school counsellors sometimes referred students to school
medical officer towards their health challenge.
Responses Number of Respondents Percentage (%)
Agree 141 36.7
Disagree 54 14.2
Total 383 100%
43
Results displayed in table 4.2.13 indicate that 37.5% and 36.7% of the respondents accepted that
school counsellors referred them to school medical officer. While14.2% and 11.6% of
respondents do not consent on the question asked. This study shows that the counsellor is not a
Mr. Know-all and should not be seen as such. There are cases that are out of his or her
professional competence, the only thing he or she can do to help a client in such condition is to
refer cases to professionals who are competent to attend to them.
Table 4.2.15: Respondents view on counselling services have no influence on their academic
success.
Agree 51 13.3
Disagree 93 24.2
Total 393 100%
Table 4.2.14 shows that 17.5% and 13.3% of the respondents accepted counselling services have
no influence on their academic success. This is because they might not have experience one form
of counselling or the other. While 24.2% and 45.0% of the respondents which constitute the
majority believe that counselling service has influenced their academic success. The services
such as orientation service that enable them to realize vocational goal and supply them with
44
career information and appraisal service that enable them to understand themselves as well as
make wise decisions toward the challenges they face in their academic pursuit, have indeed help
them to be better students. The result signified that counseling services are key to students’
academic success.
Table 4.2.16: Respondents view on applying various counselling services help them not to cope
with environmental challenges.
Agree 48 12.5
Disagree 83 21.7
Total 383 100%
Respondents view on applying counselling service to help them not to cope with environmental
challenges in table 4.2.15 was generally negative. The study shows that 23.3% and 12.5% of the
respondents accepted the question asked though constitute the minority. The majority of the
respondents constituting 21.7% and 42.5% of the respondents were of the view that applying
counselling service help them to cope with environmental challenges. The implication of this is
that, schools imbibe the counselling service approach and to facilitate students’ learning.
45
Table4.2.17: Respondents view on watching film most often affect my academic performance
negatively.
Agree 70 18.3
Disagree 61 15.8
Total 383 100%
The data presented in the table 4.2.16 indicates that there is a strong support on watching film
most often affect students’ academic performance negatively. Majority of the respondents
constituting 50.8% and 18.3% accepted the question asked. This is a fact, because if one watches
film always, the student cannot regain the time to his or her books. By extension, the student will
not pass his or her examinations. While 15.8% and 15.0% of the respondents though minority do
not consent that watching film most often affect their academic performance negatively. This
categories of students could be those that have high intelligent quotient and which also depend
on the films they watch. The general view on this response, strongly support the adoption of the
media as one of the factors that affects secondary school students.
46
Table 4.2.18: Respondents view on frequent usage of cell phone affects their academic
performance negatively.
Agree 102 26.7
Disagree 35 9.2
Total 383 100%
From the table 4.2.17, study revealed that 52.5% and 26.7% of the respondents accepted that
frequent usage of cell phone by students affect their academic performance negatively.
Nevertheless, the minority of the respondents constituting 9.2% and 11.6% do not consent. This
suggests that using handset frequently by secondary school students will push them away from
reading their books invariably affect their academic performance negatively.
Table 4.2.19: Respondents view on having a close personal friend with opposite sex affects my
academic performance positively.
Agree 96 25.0
Disagree 131 34.2
47
Total 383 100%
Table 4.2.18 indicates that 18.3% and 25.0% of the respondents consented that having a close
personal friend with the opposite sex affect their academic performance positively, however this
position constitute the minority, while 34.2% and 22.5% of the respondents do not accept the
question asked. The study shows that having an intimate relationship with opposite sex will
distract students from reading their books which would affect their performance negatively.
Table 4.2.20: Respondents view on I often rely on my friends for help when I am faced with
educational, health and leisure time needs.
Agree 125 32.5
Disagree 83 21.7
Total 383 100%
Results displayed in table 4.2.19 indicates that 30.8% and 32.5% of the respondents often rely on
their friends for help when they faced with educational, health and leisure time needs. But 21.7%
and 15.0% which constitute the minority often visits the necessary body for help. This implies
that most secondary school students do not patronize their guidance counsellors for help. The
reason is that either the schools have no guidance counsellors at all, or there are no competent
48
guidance counsellors and the require facilities that will make this students to go to school
counsellors when they are face with educational, health and leisure time needs. And if this is the
case, then students would have to opt for an option on relying on their friends for help.
Table 4.2.21: Respondents views on recruiting only qualify and competent guidance and
counselling personnel in schools will help in curbing adolescent challenges.
Agree 109 28.3
Disagree 54 14.2
Total 383 100%
As depicted in table 4.2.20, respondents constituting 14.2% and 5.0% do not consent to
recruiting only qualify and competent guidance counsellors in schools, however constitute the
minority. Majority of the respondents constituting 52.5% and 28.3% accepted the fact that
recruiting only qualify and competent guidance counsellors in schools will help to improve the
standard of counselling in schools thereby facilitate students learning. This is because, qualify
and competent guidance counsellor in school will be able to establish when, how and where to
administer the basic principles that underline the practice of guidance and counselling for
effective curbing of adolescent challenges.
49
Table 4.2.22: Respondents view on visiting school counsellor often help me tackle academics,
low self-esteem and other needs in school.
Agree 121 31.6
Disagree 58 15.0
Total 383 100%
The table above indicates that students visit school counsellor often help them tackle not only
academics needs but also aid them being happy and by extension build their self-worth. This
view is depicted with 39.2% and 31.6% which constitute the majority of the respondents. But
15.0% and 14.2% does not consent to that opinion; though constitute the minority of the
respondents. The minority responses could be as a result of school counsellors not doing their
work properly due to the work load, or due to the fact that the counsellors are not trained
personnel in the field of counselling. By this, they would not know how to go about with the
counselling guidelines to help the students face challenges in school.
50
4.3 HYPOTHESIS TESTING
Hypothesis: There is no significant difference in the effectiveness of guidance and counselling
in curbing male adolescent challenges and female adolescent challenges in secondary schools.
Table 4.3.1: showing t-test analysis between male and female respondents, on the effectiveness
of guidance and counselling in curbing adolescent challenges.
Group N X SD DF Cal. t Crit. T Decision
Male 192 57.61 9.94 381 1.18 1.96 N.S
Female 191 55.72 10.12
N.S = Not significant; p>0.05
Table 4.3.1 indicates that the calculated t-value of 1.18 is less than the critical t-value of 1.96 at
the 0.05 level of significance. This implies that there is no significant difference in the
effectiveness of guidance and counselling in curbing male adolescents challenges and female
adolescents challenges in secondary schools. This could be because as adolescents, they undergo
similar experiences due to their sexual maturation. Therefore, the hypothesis was accepted.
4.4 DISCUSSION OF THE MAJOR FINDINGS
The data collected were analysed using simple percentages and t-test which gave rise to the
following major findings:
Respondents view in table 4.2.3 on adolescent challenges is on the increase even though we have
many guidance counsellors today constitute 56.6% of the respondents. But 43.4% of the
respondents said there are few guidance counsellors, so adolescent challenges are on the
increase. In consonant to this, Okpede in Lannap (2012) affirms that the increased
51
industrialization of Nigeria with its technological advancement has served to multiply and
complicate the problems of youth. In the face of these complex changes in the society, it is rather
tough for adolescent to cope with situations themselves. It is obvious that the many guidance
counsellors we have in schools might not be using the required counselling services to help
students, thereby increase adolescent challenges which possess greatest danger to students’
success as agreed by 82.5% of the respondents in table 4.2.4. In corroborating the findings,
Adomeh (2005) observed that the question is no longer whether we need counselling services in
our schools, but how to render guidance and counselling services so that the Nigerian school
child can derive maximum benefit from them.
Respondents view on school organizing career days to students and inviting guidance counsellors
as depicted in table 4.2.9 and table 4.2.10 indicated that 75.0% and 73.3% of respondents
respectively agreed that school regularly organized career days for students and guidance
counsellors are invited to give presentation. This implies that there are insufficient qualified
guidance counsellors. In line with this finding, Imonikhe (2000), Osezua (2000) revealed that
there is no gainsaying the fact that guidance and counselling services are relatively new in
Nigeria schools. That being the truth, it follows that qualified personnel are not readily available
in these schools. Where such personnel are available their work becomes a burden too heavy to
bear. This can be seen, in a situation where you have a single counsellor to about one thousand
students (Adomeh, 2005).
From table 4.2.17, table 4.2.18 and table 4.2.19, it can be seen that 69.1%, 72.2% and 56.7% of
the respondents respectively agreed that watching film most often, frequent usage of cell phone
and having an intimate relationship with the opposite sex will distract students from reading their
books thereby affect their academic performance negatively. In the face of these complex
52
challenges, it is rather tough for adolescent to cope with the situations themselves. Achebe
(1972) attests to this finding when she recommended among other things the establishment of
guidance and counselling programmed in our schools as way to help orient students towards
realizable vocational goal and supply them with career information and advice. Again, to prevent
the frustrations which were likely to follow if students were allowed to drift on with the observed
vocational trend, she suggested that the service of skilled and professional, trained guidance
counsellors would be urgently needed. This is in line also with the finding of the respondents
view in table 4.2.21 which majority of the respondents constituting 80.8% accepted the fact that
recruiting only qualify and competent guidance and counselling personnel in secondary schools
will help in curbing adolescent challenges.
Finally, the hypothesis evaluating if there is a significant difference in the effectiveness of
guidance and counselling in curbing male adolescent challenges and female adolescent
challenges in secondary schools as seen in table 4.3.1 shows that they were not significantly
different. This could be because as adolescents, they undergo similar experiences due to their
sexual maturation.
4.5 SUMMARY OF FINDINGS
This study was pivoted on the effectiveness of guidance and counselling in curbing adolescent
challenges in secondary schools. The findings of this study confirmed that:
- Adolescent challenges possess the greatest danger to students’ success in their academic
achievement and the environment the adolescent child lives affects his/her academic
success.
53
- Mostly peer group and media influence are factors that affect adolescent academic
success negatively because adolescent’s today like to engage in pornography, sexual
relationship, alcoholism, smoking cigarette/Indian hem, clubbing, etc
- Guidance and Counselling help the adolescent to make the right choice of friends also
Guidance and Counselling has create an awareness on course offering by organizing
career days orientation for students’ (adolescent’s)
- Through Guidance and Counselling, the personal-social information help the adolescent
child to understand his/herself better and improve his/her relationship with the other
students, especially in an aspect of boy-girl leisure activities.
- With Guidance and Counselling appraisal services, it enables the student (adolescent
child) to understand his/herself as well as making wise decision toward the challenges
he/she face in his/her academic success.
- Counselling services have influence on students (adolescent child) academic success, also
the counselling services help the students’ to cope with some environmental challenges,
and through counselling services the student’s can be directed to medical officer toward
his/her health challenges.
- Frequent usage of cell phone and watching films affect academic performance of students
(adolescent child) negatively.
- Closely opposite sex friend’s does not guarantee strong academic performance.
- Recruiting qualified and visiting competent Guidance and Counselling personnel in
school will help in curbing adolescent challenges (students’)
54
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 INTRODUCTION
This chapter is devoted to a general over view of the entire research work. It begins by making a
summary, conclusion of the findings, recommendations and suggestions for further research.
5.2 SUMMARY
The study examined the effectiveness of guidance and counselling in curbing adolescent
challenges in secondary schools of Ondo West Local Government Area of Ondo State. It started
by revealing the major challenges bedeviling adolescent such as peer-pressure, the media and the
environment in which one lives. In order to properly situate the nexus between the efficacies of
counselling in controlling the prevalent teens challenges, the study adopts the evolving man
theory to provide a counselling explanation to the subject matter.
The study adopted cross-sectional correlation survey research designed. Three hundred and
eighty three (383) adolescent were selected from the five secondary schools in Ondo West Local
Government Area. The extracted information from the result obtained from the survey using
questionnaires was used. The four-point Linkert scale with options Strongly Agree (SA), Agree
(A) Disagree (D) and Strongly Disagree (SD) was used. The data was analysed by using
percentages and t-test to analysed the hypothesis at the 0.05 level of significance. The findings of
the study indicated that, adolescent challenges posses the greatest danger to students’ success in
their academic achievement and the environment the adolescent child lives affect his/her
academic achievement. Guidance and Counselling help the adolescent to make the right choice
55
of friends also Guidance and Counselling has create an awareness on course offering by
organizing career days orientation for students’ (adolescent’s). Through Guidance and
Counselling, the personal-social information help the adolescent child to understand his/herself
better and improve his/her relationship with the other students, especially in an aspect of boy-girl
leisure activities.
5.3 CONCLUSION
The respondents in this study have clearly shown that adolescent have challenges in the area
investigated, namely vocational, educational and personal-social aspect. Also, male and female
respondents were similar in the perception of their challenges. Based on this, there is need for
stake holders in the education sector to join hands in order to help adolescent in secondary
schools overcome their challenges. This means that counsellors, teachers and principals should
cooperate in helping them to curb their challenges.
While principals give counsellors the opportunity to perform their duties, the counsellors
themselves should show maturity and demonstrate skills by using the various guidance services
offered in the school in helping the students, especially using group and individual counselling
methods. Teachers should support the efforts of counsellors by referring students they observe to
be having challenges in their classes to the counsellors for appropriate intervention.
56
5.4 RECOMMENDATIONS
Based on the findings of this study, the following were recommended:
1. Counsellors should offer organized services to the students and develop the necessary
counselling strategies for helping adolescent in secondary schools in re-directing their
challenges in the area of vocations, education and personal-social. Counsellors should use
orientation programmes of the students, Parent-Teachers Association (PTA) meetings as
well as planning symposia aimed at enlightening teachers, principals, government
agencies and community leaders in understanding the specific adolescent challenges of
secondary school students and ensuring that they are met in order to enable them
concentrate on their studies.
2. Teachers should strive to work with the counsellors in achieving these goals through
cooperation and deliberate contribution in the development of students’ wholesome
personality.
3. The principals, in collaboration with their school counsellors in this locale should
organize zonal seminars aimed at addressing the specific areas of challenges as identified
in this study, with the support of the Ministry of Education. This also means that more
counsellors should be trained and posted by the Ministry of Education and provided with
necessary materials that will enable them carry out their duties effectively.
4. Efforts should be intensified by government and private proprietors to employ qualified
and competent counsellors in secondary schools.
57
5.5 LIMITATION OF THE STUDY
Researcher is bound to face numerous challenges in the course of undertaking a study of this
kind. Some of the constraints to this study include the following:
i. The constraint of time has limited the work to a small sample size of 383 students from
the five selected secondary schools in Ondo West Local Government Area of Ondo State.
ii. The information gotten from Ondo West Local Government Education Authority was not
complete. The population of the students according to schools were incomplete. This is
because it was a classified information.
iii. Based on the foregoing, there should be caution in the interpretation and generalization of
the results of this study.
5.6 SUGGESTIONS FOR FURTHER RESEARCH
The researcher is with the opinion that all prospective researchers in this area should undertake
the following for further survey on the effectiveness of guidance and counselling in curbing
adolescent challenges in secondary schools:
i. The study should be replicated using experimental research design with an acceptable
sample.
ii. In order to maintain the validity of the result of this research, this could be repeated at
interval.
iii. The study should be expanded to other secondary schools in Ondo State, aside secondary
schools in Ondo West Local Government Area.
iv. The study should be expanded to other Local Government Areas of other States.
58
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Eyanro, P. A. (1999). Current trends in guidance and counselling. Lokoja: Onaivi Press Ltd.
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Ipaye, T. (1983). Guidance and counselling practices. Ile-Ife: University of Ife Press.
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62
APPENDIX
QUESTIONNAIRE ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELLING
IN CURBING ADOLESCENT CHALLENGES IN SECONDARY SCHOOLS IN ONDO
WEST LOCAL GOVERNMENT AREA, ONDO STATE.
SECTION “A”: PERSONAL DATA
Instruction: Please tick where appropriate and fill where necessary.
1. School:______________________________________________________________
2. Sex: Male ( ), Female ( )
3. Age: 10-12years ( )
13-15years ( )
16-18years ( )
19years and above ( )
SECTION “B”
Instruction: Please use the scale below and tick the response that describes your feelings toward
the items.
SA ------------------- Strongly Agree
A -------------------- Agree
D ------------------- Disagree
SD ---------------- Strongly Disagree
63
S/N Item SA A D SD
1. Adolescent challenges are not on the increase as we have many
guidance counsellors today.
2. Adolescent challenges possess the greatest danger to students’
success.
3. The environment I live affects my academic success.
4 Peer group influence is a major factor that affect my academic
success negatively.
5. The media influences my academic success.
6. Guidance and counselling have helped me to make the wise choice
of friends
7. My school regularly organises career days for students to create
awareness on course offerings.
8. Guidance counsellors are invited to give presentation during the
career day for further exploration by adolescents.
9. Personal-social information help me to understand myself better
and improve my relationship with other students, especially in an
aspect of boy-girl leisure activities.
64
10. Orientation service for effective study habit is sometimes provided
by my school counsellors.
11. Appraisal service enables me to understand myself as well as make
wise decision toward the challenges I face in my academics.
12. Sometimes my school counsellor referred me to the school medical
officer towards my health challenge.
13. Counselling services have no influence on my academic success.
14. Applying various counselling services help me not to cope with
environmental challenges.
15. Watching film most often affect my academic performance
negatively.
16. Frequent usage of cell phone affects my academic performance
negatively.
17. Having a close personal friend with the opposite sex affect my
academic performance positively.
18. I often rely on my friends for help when I am faced with
educational, health and leisure time needs.
19. Recruiting only qualify and competent guidance and counselling

personnel in schools will help in curbing adolescent challenges.
20. Visiting school counsellors often help me tackle academics, low

self-esteem and other needs in school.
65

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A SURVEY ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELLING IN

CURBING ADOLESCENT CHALLENGES IN SECONDARY SCHOOLS IN ONDO

WEST LOCAL GOVERNMENT AREA, ONDO STATE.

AJAYI STEPHEN ODUNAYO

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

PSYCHOLOGY AND COUNSELLING, SCHOOL OF GENERAL EDUCATION,

ADEYEMI COLLEGE OF EDUCATION, ONDO.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

DEGREE (B. Ed) EDUCATIONAL PSYCHOLOGY AND COUNSELLING OF

ADEYEMI COLLEGE OF EDUCATION, ONDO, ONDO STATE, NIGERIA

Number EFC/19/6023 of the Department of Educational Psychology and Counselling, School of

General Education, Adeyemi College of Education Ondo.

Mrs. O. T. Akinsanya Date

praised forever (Amen).

My sincere appreciation goes to my dynamic supervisor Mrs. O. T. Akinsanya who

person of Dr. A. O. Akinbobola.

My acknowledgement is incomplete without expressing my special thanks to my kind-

successful completion of my studies.

1.1 BACKGROUND OF THE STUDY.

age range that dominates the secondary school stage of education.

ends meet. Thus, indulge in societal vices for survival.

Government Area of Ondo State with specific reference to their gender.

1.2 STATEMENT OF THE PROBLEM

of the learners. Adolescent experience new challenges nowadays as a result of technological

effectiveness of guidance and counselling in curbing adolescent challenges in secondary schools

in Ondo West Local Government Area of Ondo State.

1.3 OBJECTIVES OF THE STUDY

However, the specific objectives of the study are to:

Ondo West Local Government Area of Ondo State.

secondary schools in Ondo West Local Government Area of Ondo State.

Government Area of Ondo State.

iv. Investigate counselling practices adopted in curbing adolescent challenges in secondary

schools in Ondo West Local Government Area of Ondo State.

v. Ascertain the gender implications of the effectiveness of guidance and counselling in

curbing adolescent challenges in secondary schools in Ondo West Local Government

Area of Ondo State.

1.4 RESEARCH QUESTIONS

would have been provided:

Ondo West Local Government Area of Ondo State?

secondary schools in Ondo West Local Government Area of Ondo State?

Government Area of Ondo State?

secondary schools in Ondo West Local Government Area of Ondo State?

v. To what extent if any is the difference in the effectiveness of guidance and

counselling in curbing male adolescent challenges and female adolescent challenges

in secondary schools of Ondo West Local Government Area of Ondo State.

1.5 RESEARCH HYPOTHESIS

There is no significant difference in the effectiveness of guidance and counselling in curbing

male and female adolescent challenges in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

effect of media and other anti-social vices.

monitor their children for a better society.

effectiveness of guidance and counselling in curbing adolescent challenges in secondary schools.

1.7 SCOPE AND DELIMITATION OF THE STUDY

counselling in curbing adolescent challenges in secondary schools in Ondo West Local

Government Area of Ondo State.

1.9 OPERATIONAL DEFINITION OF TERMS

concepts that should be read and understood as defined below:

Counselling: Counselling means a service through which counsellors assist an individual to

vocational, social, recreational, emotional or moral.

Effectiveness: The degree to which something is successful in producing a desired result.

Curbing in this study therefore refers to checking, limiting or controlling.

before adulthood, from age eleven to twenty.

Challenges: A condition in which one is expected to exhibit a sense of responsibility, maturity