ESUONG, Aniekan Edet M.Ed
Faculty of Education Cross River University of Technology, Calabar email@example.com Abstract The Study investigated the attitude of secondary students towards guidance and counselling services. Descriptive research design of the survey type was used. Three hypotheses were formulated to guide the study. A total of 400 secondary school students were selected from ten (10) schools through stratified random sampling technique. A validated questionnaire vetted by experts in measurement and research was used as an instrument for data collection. Independent t-test statistic was used for data analysis. The study revealed that students’ attitude towards guidance and counselling services were significantly positive; that gender and school location significantly influenced students’ attitude towards guidance services. The results further revealed that there are significant differences between attitude of male and female students in rural and urban schools towards guidance and counselling services. Based on these findings, the researchers recommended that secondary education board should open well equipped counselling units in both urban and rural schools and qualified counsellors should be posted to practice and create awareness of guidance and counselling services. Introduction Guidance and counselling as the third force in education along with instruction, is an integral part of educational system. Guidance programmes for secondary school students are designed to address the physical, emotional, social, vocational and academic difficulties of adolescent students. This is to complement learning in the classroom and also enhance academic performance/achievements of students.
Attitude of Secondary School Students towards Guidance and Counselling Services in Cross River State
Eyo, M. B.; Joshua, A. M.; & Esuong, A. E.
Guidance plays a vital role in preventing educational, personal, social, mental emotional and other similar problems among secondary school students. Ministry of education and principals of schools are aware of the heavy reliance placed on guidance and counselling services for most aspects of the new 6-3-3-4 system to actually succeed. These services are presented by Nwachukwu (2007) as information services, placement services, appraisal services, vocational guidance services, counselling services, referral services, evaluation, follow-up, consultancy and research services. As a vital component of any type and any level of education the absence of non utilization of these services in the present day school system has led to the unprecedented rise in the crime wave, violence among students, fuelled cultism, wrong career choice, and wrong subject combination among other issues. Attitudes are predispositions which have developed through long and complex process. Anasasi (1990) defined attitude as “a tendency to react favourably or unfavourably towards a designed class of stimuli“. It is evident that attitude cannot be directly observed, but must be inferred from avert behaviour, both verbal and non verbal. Validya (1989) explains attitude as a condition of readiness for a certain type of activity. Attitudes held by individuals may be simple or complex, stable or unstable, temporary or permanent and superficial or fundamental. Judgments based upon insufficient facts are likely to yield wrong results and, thereby, develop biased attitudes. According to Crow and Crow (1979), a child‟s attitude towards his work affects his worth in his activity. An investigation of the attitude of students towards guidance and counselling services has derived impetus from the assumption that students are the major recipients of guidance and counselling services in the secondary school setting. It is believed that the success of any programme...