GROUP 1

UNIVERSITY OF JOS
FACULTY OF EDUCATION

UNIT: GUIDANCE AND COUNSELLING

COURSE CODE: GUC 312
COURSE TITLE: STUDENT PERSONNEL SERVICES

1. UJ/2019/ED/1333 WOLLY FAVOUR NATALIE

2. UJ/2019/ED/1313 YUSUF GIWA BLESSING
3. UJ/2019/ED/1515 ALEXANDRA JENCHAT ONESIMUS
4. UJ/2019/ED/1294 KANENG HABILA ALKALI
5. UJ/2019/ED/1889 ISHAYA BILL ISHAYA
6. UJ/2018/ED/2291 WILLIAM KEFAS SHIRAU
7. UJ/2020/ED/1154 AHMAD MANNIR KANAM
8. UJ/2020/ED/0784 RASHAK TONGDYEN ISAH
9. UJ/2019/ED/1188 DANLAMI GIFT
10. UJ/2020/ED/0829 SHILLEK NENLAPMWA MOSES .

GUC 312 ASSIGNMENTS

1. Explain in details any theory of student personnel services
2. Write a brief note on two types of students on campus

DATE: 26th March 2024

INTRODUCTION

Student personnel services, according to Akuchie (1998), are those services and functions that
complement classroom instruction for the total development of the individual. The services
emphasize the intellectual, social, emotional, cultural and physical development of the
individual and equally help to build the curriculum, improve methods of instruction, and
develop programs. Student’s personnel services are tools in guiding and directing students to
improve their personal substance in the pursuit of their careers. The provision of these
services is therefore men to meet the different aspects of human development and adjustment
(Francis, 2002). The general objectives of student personnel services are to assist students to
attain maximum self-realization, to assist students to become effective in their social
environment, and to complement the academic programme of the institution.

Specifically student personnel services seek to provide orientation for students to facilitate
adjustment to campus life, perform individual inventory and testing to aid towards self-
knowledge and self-realization, perform individual and group counselling, provide placement
and follow-up services, provide adequate assistance to students on finance, health, food, and
housing, provide variety of co-curricular activities, approve and monitor activities of
recognized student organizations, implement students code of conduct and recommend the
appropriate disciplinary action to the proper school authorities (Francis, 2002). The National
Universities Commission (NUC) (1996) identified student personnel services in universities
to include students records, orientation, health services, cafeteria, hostels, financial aid,
counselling services, library, classroom facilities, instructional materials, and municipal
services.

This is in line with Amaizu (1998) who enumerated student personnel services to include
guidance and counselling services, catering services, supervision of students’ discipline, and
social and emotional adjustment of students. Kalu (1997:1) identified student personnel
services as “those non-academic duties concerned with pupils’ welfare in a school setting”.
He further observed that pupils’ personnel services refer to those services in the school
system that aim at trying to understand and help to solve students’ personal and social
problems, and carter for their well-being, solve their problems and improve their happiness.
These are services that are highly personal and are related to the students’ proper functioning
and maintenance. Okeke (2002) defined student personnel services as those special classroom
supporting services outside the curricular offerings that impinge upon the maturation of the
self of the students.

EXPLAIN IN DETAILS ANY THEORY OF STUDENT PERSONNEL SERVICES:

 PERSON–ENVIRONMENT FIT (P–E FIT) THEORY

A person-environment fit is a measure of how much an individual’s characteristic and values

match the environment in which they operate. The organizational school, workplace,
vocation, etc. People innately tend to fit into their environment or seek environments that are
a better fit for them in terms of interest, values, and personality.

Person–environment fit (P–E fit) is the degree to which individual and environmental
characteristics match. Person characteristics may include an individual’s biological or
psychological needs, values, goals, abilities, or personality, while environmental
characteristics could include intrinsic and extrinsic rewards, demands of a job or role, cultural
values, or characteristics of other individuals and collectives in the person’s social
environment. Due to its important implications in the workplace, person–environment fit has
maintained a prominent position in Industrial and organizational psychology and related
fields. Person–environment fit can be understood as a specific type of person–situation
interaction that involves the match between corresponding person and environment
dimensions. Even though person–situation interactions as they relate to fit have been
discussed in the scientific literature for decades, the field has yet to reach consensus on how
to conceptualize and operationalize person–environment fit. This is due partly to the fact that
person–environment fit encompasses a number of subsets, such as person– supervisor fit and
person–job fit, which are conceptually distinct from one another. [ There has been a long
debate about the relative importance of the person versus the situation in terming human
behavior.

One group researcher have argued that it is the situation which primarily responsible for
individual behaviors, while another group of searchers believe that the personal
characteristics are primary responsible for behavior. Nevertheless, it is generally assumed that
person–environment fit leads to positive outcomes, such as satisfaction, performance, and
overall well-being.

Person-environment fit theory focuses on the interaction between characteristics of the

individual and the environment, whereby the individual not only influences his or her
environment, but the environment also affects the individual (see earlier discussion of
transactional models).

WRITE A BRIEF NOTE ON TWO TYPES OF STUDENTS ON CAMPUS:

 HIGHLY ENGAGE STUDENT

Highly engaged students form a dynamic and vital component of any university or college
community. Their active involvement, enthusiasm for learning, and commitment to personal
and academic growth contribute significantly to the vibrancy and success of campus life.
These students exemplify a multifaceted approach to their college experience, encompassing
not only academic excellence but also holistic development, community engagement, and
preparation for future career endeavors. In this discussion, we will delve into the
characteristics, behaviors, and impact of highly engaged students on campus, exploring how
their contributions shape the educational environment and inspire their peers to excel and
make meaningful contributions to society.

Active Participation: Highly engaged students actively participate in a wide range of

activities both inside and outside the classroom. They attend lectures, seminars, and
workshops regularly, actively contribute to discussions, and seek out opportunities for hands-
on learning experiences. Outside academics, they participate in clubs, organizations, sports
teams, and volunteer work, showing a strong commitment to personal and community
engagement.

Strong Motivation and Curiosity: These students are intrinsically motivated to learn and
explore. They have a genuine curiosity about various subjects and are eager to delve deep
into their areas of interest. They often seek out challenging courses, research opportunities,
internships, and projects that align with their passions, goals, and career aspirations.

Desire for Growth and Development: Highly engaged students are focused on personal and
academic growth. They actively seek feedback, set goals, and work towards self-
improvement. They are open to new ideas, perspectives, and experiences, and they see
challenges as opportunities for learning and development rather than obstacles.

Leadership and Initiative: Many highly engaged students take on leadership roles within
student organizations, clubs, or academic projects. They demonstrate initiative, creativity, and
a proactive approach to problem-solving. They are often involved in organizing events,
leading teams, and driving positive change within the campus community.

 DISENGAGED STUDENTS

Disengaged students refer to individuals who exhibit low levels of involvement, motivation,
and connection within the academic and social aspects of campus life. These students may
struggle with various challenges that hinder their ability to fully engage and thrive in the
college environment. In every educational institution, a diverse range of students contributes
to the dynamic tapestry of campus life. Among these students are those who may struggle
with various challenges that impact their level of engagement and connection within the
academic and social fabric of the university.

Here's a closer look at the characteristics and factors associated with disengaged students:

Low Academic Engagement: Disengaged students often show little interest or enthusiasm
for their academic coursework. They may skip classes, miss assignments, or exhibit a lack of
participation during lectures and discussions. Their academic performance may suffer due to
a lack of motivation, focus, or effort in completing assignments and studying for exams.

Social Isolation: Disengaged students may feel socially isolated or disconnected from their
peers and the campus community. They may have difficulty making friends, forming
meaningful relationships, or participating in social activities and events. This sense of
isolation can contribute to feelings of loneliness, alienation, and a lack of belonging on
campus.

Limited Extracurricular Involvement: Unlike highly engaged students who actively

participate in clubs, organizations, and extracurricular activities, disengaged students often
have minimal involvement outside of their academic responsibilities. They may not join clubs
or sports teams, attend campus events, or seek out opportunities for leadership and personal
development.

Motivational Challenges: Disengaged students may struggle with motivational challenges,

including a lack of clear goals, direction, or purpose in their college experience. They may
feel overwhelmed, apathetic, or disillusioned with their academic studies or future career
prospects. This lack of motivation can lead to academic underachievement and a sense of
disconnection from their educational journey.

Mental Health Issues: Disengaged students may experience mental health challenges such
as anxiety, depression, stress, or low self-esteem, which can significantly impact their ability
to engage in academic and social activities. These mental health issues may go unrecognized
or untreated, further exacerbating their sense of disengagement and distress.

CONCLUSION

I believe that the majority of teachers pick up on the audience cues as they direct-
teach and can tell if a student is not interested or not engaged. Most teachers act on
what they see and adjust their instruction to try to engage all of their students.
However, no matter how hard teachers work at making it interesting, a lecture is
still a lecture, and having students simply listen is still a passive action. The
solution is simple: If a teacher wants to increase student engagement, then the
teacher needs to increase student activity -- ask the students to do something with
the knowledge and skills they have learned. Break up the lecture with learning
activities. Let them practice. Get them moving. Get them talking. Make it so
engaging that it will be difficult for students not to participate.

The ultimate engagement is to put the learner in charge of learning. Create a rich
learning environment and a motivation to learn, and the students do all the hard
work of learning, while the teacher merely facilitates. It sounds so easy.

I do not minimize the hard work involved in creating those rich learning scenarios,
custom-made motivators and engaging learning content. And it is a bit risky.
Sometimes it works like a charm, and other times it would have been better to
assign seat work. But we keep trying, improving, and enhancing until we get it
right.
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