Students’ Perception of the Impact of Guidance and Counselling Programmes on the Satisfaction of Social Needs in Selected Kenyan Secondary Schools
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The need to have guidance and counselling programs integrated fully in secondary school curriculum is increasingly becoming important due to emerging students‟ needs that not only influence students‟ behaviour but also affects their academic performances. The purpose of the study was to determine students‟ perception of the impact of guidance and counselling on students‟ social needs satisfaction. The research study was guided by Gestalt theory of perception. The target population for the study was all students spread among secondary schools in Rift valley region of Kenya and ten secondary schools were selected from five counties through stratified and simple random sampling. Four hundred and fifty students were selected through stratified random sampling, the research design adopted for the study was Ex post Facto. Data collection was done using questionnaires, which was validated by experts in counselling with the reliability of the instrument being 0.893. Data analysis was done using descriptive and inferential statistics. The study concludes that the rigid schedules in secondary schools do not allow teacher counsellors to attend to students requiring personal help and specifically social needs. Results further revealed that the category of school in which the students were drawn was found significant. This paper strongly recommends that school counsellors need more training on the various approaches on tailoring their guidance and counselling services to cater for the social needs of adolescents. It was also noted that the failure of guidance and counselling programs to handle learners social needs could have led to other social problems and challenges in and out of school such as the many cases of indiscipline reported in many secondary schools.
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