Evaluation of guidance services in senior high schools in Ghana

Abstract

The study sought to evaluate guidance services provided in senior high schools and their benefits to students. Again, the study sought to identify the factors that discourage students from patronising guidance services and come out with measures to promote effective guidance services in shss. This study used a concurrent mixed approach underpinned by pragmatic philosophical thought. It employed a descriptive survey and multiple case study designs, where data were collected in two phases using four-point Likert-type scale questionnaire and semi-structured interview guide. The total sample for the study was 1827. At the quantitative phase, a questionnaire was administered to students, teachers and school counsellors while the qualitative phase involved semi-structured interviews for school counsellors and headmasters/mistresses. The quantitative data were analysed using independent samples T-test, ANOVA, mean and standard deviation. The qualitative data were thematically analysed. The study outlined several benefits students derived from guidance services. It emerged from the study that guidance services help students to realise their academic potentials and resolve inter-personal conflict. Notwithstanding, the benefits associated with guidance services, students were not really patronising it because the location of counselling units were not convenient to ensure confidentiality and privacy. It was also revealed that some schools lacked guidance plan and its approach to integrate and share understanding about guidance services to students. The study also pointed out the measures to promote effective guidance services. These included reducing teaching periods of teacher-counsellors so that they can concentrate on the provision of guidance services. It was recommended among other things that schools should organise workshops and seminars for teachers and incorporate guidance activities in the timetable. It was also recommended that the Ministry of Education should provide a clear national policy on funding of guidance services in schools. There should also be clear definition of role for school counsellors and allocation of time so as to promote effective and efficient guidance services in senior high schools in Ghana.