Declaration

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DECLARATION
We hereby declare that this project work is our original research work whose findings
have not been presented for another degree in this University or elsewhere and that all
citations in the work have been duly acknowledged.
NAME OF STUDENT SIGNATURE DATE
EBULLEY ROGER …………………. ……………...
ESSUMAN ERIC …………………. ………………
KOKORO THOMAS …………………. ………………
KONLAN, GILBERT MONITURIN ………………….. ……………..
KYEREMATENG, ACKAH EVANS …………………. ……………..
SUPERVISOR’S DECLARATION
I hereby declare that I supervised the preparation and presentation of this project in
accordance with the rules and regulations of the University for Development Studies
(UDS).
Supervisor’s Name Supervisor’s Signature Date
Madam Evelyn Kuusozume Yirbekyaa …………………….. ……………..

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ABSTRACT
The main focus of this research was to identify the challenges of guidance and counseling
services in Wa Senior High Technical School in Wa Municipality. The present approach
to provide guidance and counseling service in schools has not been responsive to societal
needs since it is saddled with challenges, making the prospects bleak. The researchers
adopted the qualitative and quantitative research methodology. Questionnaire
administration and interviews was the instrument used to gather data from the school
Headmaster, counseling coordinator and two hundred and thirty (230) students. The
study revealed that guidance and counseling when properly streamlined would help curb
some of the problems students face in schools. The challenges the students faced include
shyness, counselor not trusted and counselor not being friendly. Majority of the students
recognized counseling services as a method of giving advices by senior teacher/teachers
appointed as counselors.
The research recommended enhancing the awareness of school counseling among
stakeholders to overcome these misconceptions. To enhance and improve guidance and
counseling services in the school, there should a gender balance by having both male and
female counselors, these counselors should keep students secret, there should be time
allotted for counseling on school’s timetable and there should be trained personnel to
ensure that guidance and counseling is properly accepted and patronized by students.

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ACKNOWLEDGEMENTS
We sincerely thank Almighty God for giving us strength, unconditional help and wisdom
to undertake this study.
We will forever owe an intellectual debt to our supervisor, Madam Evelyn Kuusozume
Yirbekyaa who generously supplied a number of insightful comments, suggestions and
concern for the execution of this study.
Works of this kind include a collective effort; therefore, we are appreciative of the people
who made it materialize with genuine content and precision especially the Headmaster,
the staff and the guidance coordinator and the student body of Wa Senior High Technical
School.
Special thanks also go to our parents for financing us throughout the period of the
research work.
Finally, we are grateful to all the authors whose work we have cited.

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DEDICATION
This work is dedicated to our parents/guardians, friends, and ourselves for contributing in
various ways to making this work a success.

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Table of content
Contents
DECLARATION ........................................................................................................................ i
ABSTRACT............................................................................................................................. ii
ACKNOWLEDGEMENTS ......................................................................................................... iii
DEDICATION..........................................................................................................................iv
Table of content……………………………………………………………………………………………………………………..v-vii
LIST OF TABLES, GRAPHS AND FIGURES.................................................................................viii
LIST OF
ABBREVIATION………………………………………………………………………………………………………………ixx
CHAPTER ONE........................................................................................................................1
INTRODUCTION......................................................................................................................1
1.0 Background to the Study..........................................................................................1
1.1 Problem statement..................................................................................................2
1.2 Research Aim................................................................................................................3
1.3 Objectives of the Research.............................................................................................3
1.4 Research questions .......................................................................................................4
1.5 Significant of the study..................................................................................................4
1.6 Delimitation of the study...............................................................................................4
1.7 Limitation of the study...................................................................................................5
1.8 STRUCTURE OF THE STUDY ............................................................................................5
CHAPTER TWO .......................................................................................................................6
LITERATURE REVIEW...............................................................................................................7
2.0 Introduction..................................................................................................................7
2.1 Conceptual Review........................................................................................................7
2.1.1 Guidance....................................................................................................................7
2.1.2 Counseling.................................................................................................................8
2.1.3 Guidance and Counseling..........................................................................................10
2.1.4 Guidance and Counseling Services.............................................................................11
2.2 Empirical Reviews........................................................................................................13
2.2.1 Major Challengesin Guidance and Counseling .....................................................13

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2.2.2 Guidance and Counseling Services that Exist in Senior High Schools ......................16
2.2.3 Challenges Faced by Students in Accessing Guidance and Counseling Services .............16
2.2.4 Ways of Enhancing Guidance and Counseling Servicesin Schools................................18
2.3 Summary ....................................................................................................................20
CHAPTER THREE ...................................................................................................................20
METHODOLOGY ...................................................................................................................20
3.0 Introduction................................................................................................................20
3.1 Research design ..........................................................................................................21
3.2 Study Area..................................................................................................................21
3.3 Target Population........................................................................................................22
3.4 sample and Sampling techniques..................................................................................22
3.5 Sample Size Determination..........................................................................................23
3.6 Data Collection Instrument..........................................................................................23
3.7 Data collection procedure............................................................................................23
3.8 Data analysis...............................................................................................................24
CHAPTER FOUR...........................................................................Error! Bookmark not defined.
PRESENTATION AND ANALYSIS OF RESEARCH FINDINGS .........................................................24
4.0 Introduction................................................................................................................24
4.1 Demographic data of respondents................................................................................25
4.2 Awareness of guidance and counseling service in the school..........................................25
4.2.1 Preferred gender of counselor respondents like to approach with their problems ........27
Figure 3: Pie chart showing preferred gender of counselor by student respondents ................27
4.2.2 Respondents seeking help from counselors................................................................28
4.2.3 Why students do not seek guidance and counseling services.......................................30
4.2.4 Statement about guidance and counseling service......................................................32
4.2.5 Statements on the roles of guidance and counseling ..................................................33
4.2.6 Ways of enhancing guidance and counseling in schools ..............................................34
4.2.7 Demographic characteristics of the counselor and the headmasterin the school .........35
4.2.8 Training and work experience of the counselor. .........................................................35
4.2.9 Counselor’sworkload and Guidance and Counseling Service.......................................36
4.2.10 Guidance and counseling activities carried outin the school .....................................37
4.2.11 Challengesin implementing the guidance and counseling programme.......................37
CHAPTER FIVE ......................................................................................................................38

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SUMMARY OF KEY FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.................................38
5.0 Introduction................................................................................................................38
5.1 Summary ....................................................................................................................38
5.2 Conclusion..................................................................................................................39
5.3 Recommendations ............................................................Error! Bookmark not defined.
REFERENCE ..........................................................................................................................40
APPENDIX ............................................................................................................................43

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LIST OF TABLES, GRAPHS AND FIGURES
Figure 1: Pie chart showing gender distribution of student respondents
Figure 2: Bar chart showing how students got to know about the guidance service.
Figure 3: Pie chart showing preferred gender of counselor by student respondents
Figure 4: Bar chart showing respondents seeking help from counselors in the school
Figure 5: Pie chart showing why students seek guidance and counseling service
Figure 6: Pie chart showing why students do not seek for the service
Figure 7: Bar chart showing the positive and negative statements about the service

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LIST OF ABBREVIATION
UDS University for Development Studies
UNESCO United Nation Education Scientific and Cultural Organization
P T A Parent Teacher Association
GES Ghana Education Service
HSRC Human Science Research Council
SHS Senior High School
ECA Economic Commission for Africa
WSHTS Wa Senior High Technical School
BSE Business Studies Education
G&C Guidance and Counseling

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CHAPTER ONE
INTRODUCTION
1.0 Background to the Study
It is noted worldwide that educational institutions are putting much effort to integrate
guidance and counseling programmes in the school curriculum. Hong Kong, Britain,
United States of America, and Japan to name a few are on record (Taylor, 1971; Paisley
and McMahon, 2001; Yee and Brennan, 2004; Yagi, 2008). In Africa, the concept of
Guidance and Counseling although relatively new in educational systems, has been
embraced by most governments (UNESCO, 2001). Nigeria, Kenya, Tanzania and
Botswana are also good examples. As societies and individuals, we have progressed to a
more formalized understanding of effective mental health practices in aiding others; one
such practice is that of individual counseling.
The current dynamics of socio-economic, socio educational and socio-cultural systems
resulting to complex shapes owing to advancement in science and technology poses some
challenges to the guidance and counseling programmes in schools. Also, due to the
changing nature of human endeavor, the national concept must come with a
corresponding change in the guidance and counseling programme which is intimately
connected with the curricular and co-curricular programmes in the educational system
that is designed to shape the Ghanaian child (Report of the President’s Committee on
Review of Education Reform in Ghana, 2002).

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Guidance and Counseling in Ghanaian schools have for a long time not been given the
needed attention. Many children go to school without knowing what they are supposed to
do and leave school without any idea of what they are supposed to do and careers they
should follow in the future. They have little understanding of themselves and their socio-
economic and political environment since the needs of students are not fully met. It
seems imperative therefore that the necessary structures and conditions are put in place
for implementing a comprehensive and effective Guidance and Counseling programme in
schools so that the Ghanaian educational system would produce people with enough
skills to avoid increases in unrest and crime rate to which the youth are most vulnerable (
Appiah, 2013). The need for a comprehensive and an effective guidance and counseling
should therefore not be over emphasized since when effectively and comprehensively
embraced, will play a significant role in shaping the destiny of individuals and the nation
at large, thereby eliminating the canker of ill-education, mis-education and uneducated
graduates.
1.1 Problem statement
It is noticed in the background of our study that several schools in Ghana and the world at
large incorporate guidance and counseling in their school activities. This reveals the fact
that guidance and counseling plays a vital role in helping the students to achieve their
goals and dreams. Yet students exhibit various degrees of indiscipline in their schools
while there is existence of guidance and counseling services in these schoolsQuite a
number of boys abuse their freedom and are prone to drug abuse and gross indiscipline
(speech by the headmaster Mr.Gaeten Bayel at the annual PTA meeting on January 31,
2015 in Wa) It makes one wonder whether they receive any guidance and counseling

3
services at all in school. It also appears most of the students are not aware of the types of
counseling services available in their institutions of learning, and therefore do not realize
their usefulness in their lives. Guidance and counseling services have been introduced in
Ghanaian Secondary Schools in order to enhance the personal, social and academic
development of students and assist them to make realistic career choices and decisions.
However, the success of this service in Wa Senior High Technical School has remained
in doubt since there are limited studies and the existence of anti-social behavior such as
teenage pregnancies, teenage prostitution and abuse of alcohol, cheating in examinations
has been reported in the school. The group has in addition noticed the existence of poor
study habits, substance abuse and difficulty in coping with examination anxiety among
adolescent learners, hence the importance of this study.
1.2 Research Aim
To find out the challenges of guidance and counseling services in Wa Senior High
Technical School in Wa municipality.
1.2 Objectives of the Research
 To assess the prospects of guidance and counseling services in the school.
 To examine the major challenges preventing students from patronizing guidance
and counseling services.
 To determine some measures that can enhance the role of guidance and
counseling in the Schools.

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1.3 Research questions
 What are the prospects of guidance and counseling services in the school?
 What are the major challenges that might be hindering the students from
patronizing the guidance and counseling services?
 How can guidance and counseling be improved and made completely effective in
Wa Senior High Technical School?
1.4 Significant of the study
The relevance of this study is to bring to light the benefits that guidance and counseling
services have on students in Wa Senior High Technical School. Also the study is
intended to identify the main difficulties that might be hindering students from
patronizing guidance and counseling services in the school. It is to help students in future
to develop their potentials in all fields of human enterprise and also it will help
counselors to identify incoming obstacles in the delivery of the programme. The findings
and information gathered will inform policy makers about the performance of the service
especially the Ministry of Education, and its agencies, such as Ghana Education Service
and the Department of Social Welfare so that proper guidance programmes could be
drawn for the youth in future.

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1.5 Delimitationof the study
This study was limited to guidance and counseling service provided in Wa Municipality
(Wa Senior High Technical School) in the Upper West region and how this can be made
effective in the school.
1.6 Limitation of the study
This study was conducted in only one school due to the financial constraints. As a result
of its small sample size, it will become difficult to generalize the result for the whole
country. We will be sure if many schools would be involved, data from these schools
would also contribute to the finding of the study.
1.7 STRUCTURE OF THE STUDY
The study is divided into five chapters. Chapter one deals with the background to the
study, statement of the problem, research aims, objectives of the research, research
questions, significance of the study, delimitations and limitations of the study, definitions
of terms and the structure of the study. The second chapter of the study deals with the
review of related literature. It comprises of both the conceptual and the empirical
literature which had been used. It also deals with studies of various authors in connection
with how they view guidance and counseling in different ways. The chapter three focuses
on the methodology applied in conducting the research. It consists of the study area,
target population, research design, ethnical consideration, the sample size determination,
sampling techniques, the research instrument and data collection procedure used and data

6
analysis. Chapter four deals the presentation and the analysis of findings. Chapter five
focuses on the summary, conclusions and recommendations.

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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter focuses on conceptual reviews and empirical reviews in relation to the
research topic. It therefore focuses on concepts such as Guidance and Counseling,
guidance and counseling services and with particular emphasis in secondary schools. It
also provides some empirical reviews focusing on guidance and counseling services
patronized by students, major challenges in guidance and counseling services, challenges
faced by students in accessing guidance and counseling services, and ways of enhancing
guidance and counseling services in secondary schools
2.1 Conceptual Review
2.1.1 Guidance
MacMillan English Dictionary for Advanced Learners (2002:633) defines guidance as
advice about what one should do or how one should behave. However, the Human
Sciences Research Council (HSRC) of South Africa cited (in Euvrard 1992:215) defines
guidance as a practice, a process of bringing the students into contact with world of
reality in such a way that they acquire life-skills and techniques which allow them to
direct themselves completely in the educational, personal and social spheres and the
world of work in order to progress and survive effectively. (UNESCO, 1998) also
defines guidance as a process, developmental in nature, by which an individual is assisted

8
to understand, accept and use his/her abilities, aptitudes and interests and attitudinal
patterns in relation to his/her aspirations.
Amaning (2009, p.26) viewed guidance as a “program of services to individual students
provided by teachers, administrators and guidance specialist based on the needs of each
students, the understanding of their immediate environment, the effect of the influences
from their environment, and the unique features of their school”. Pecku (1991) recognizes
guidance as a service which provides assistance to individual who are unable to use their
own abilities to resolve difficulties they face in their life
The above reviews therefore suggest that, guidance can be summarily defined as a
process of assisting an individual to bring about a form of change in the individual which
at the end will bring a form of happiness to him or her.
2.1.2 Counseling
The MacMillan English Dictionary for Advanced Learners (2002:316) defines counseling
as advice and help that is given to someone experiencing problems. Hansen, Rossberg
and Crammer (1994:6) stated that counseling is largely concerned with the so-called
normal individuals in a bid to increase such individuals’ self-awareness, helping improve
problem solving skills, educating the individual and supporting that individual. This
definition indicates that Counseling is thus normally seen as a one to one relationship
between a counselor and a client (counselee) whereby the counselor attempts to help the
specific individual make personally relevant decisions that he or she can live with.

9
According to Patterson (1967), counseling is not the giving of information, although
information may be given during counseling processes. It is also not the giving of
advice, suggestions and recommendations i.e. those concepts are not synonymous with
counseling. The giving of information, suggestion, advice etc. does not constitute
counseling. Patterson (1967) further explains that counseling is neither the solving of
problems nor learning to solve problems although these may occur in the counseling
process. This make counseling a professional undertaking whereby the professional
(counselor) facilitate a process of achieved a desired solution to an identified problem. It
can also be agreed with Patterson that counseling is neither the making of decisions and
choices although all these may happen during counseling process. Furthermore,
counseling should be seen as a discipline that involves an interview in which the
counselor listens and attempts to understand the client in private and with an
undertaking that what the client communicates will be held in confidence. In this
approach it is expected that there will be a change in the client’s behavior in a way,
which he chooses within his limits. The counselor tries to understand the client as an
individual as well as the problems of the client. Patterson’s definition considers
counseling as a confidential discussion between the client and the counselor whereby the
counselor tries to help his client identify his problem and the assistance of alternative
solutions.
Burks and Stefflre (1979) pointed out that counseling denotes a professional relationship
between a trained counselor and a client. This relationship is usually person–to–person,
although it may sometimes involve more than two people. It is designed to help clients
to understand and clarify the views of their life space and to learn to reach their self-

10
determined goals through meaningful well-informed choices and through resolution of
problems of an emotional or interpersonal nature.
It can be deduced from the various definitions above that counseling is a process through
which an individual who needs help is assisted by a professionally prepared individual
so that he or she can be helped to make necessary adjustment to life, and to his
environment.
2.1.3 Guidance and Counseling
Guidance and Counseling is a professional field which has a broad range of activities,
programmes and services geared toward assisting individual students to understand
themselves, their problems, school environment and their world and also to develop
adequate capacity for making wise decisions (UNESCO, 2001).
Dahir, (2001) indicated that an effective Guidance and Counseling programme provides
developmental opportunities and experiences that address three central student
development areas: learning (personal/social) learning to learn (academic), and learning
to work (career),. It includes sequential activities designed to address the needs of all
students by helping them acquire competence in the knowledge of self and others, in
identifying their educational goals, and in their own career development.
Guidance and Counseling according to Akpan (2010:98) is “an educational service that
seeks to provide the school child opportunity to obtain holistic educational development
that prepares him for functional life.” Ipaye (1990) added that guidance and counseling
from educational perspective as those experiences that help pupils to understand accept

11
themselves and live effectively in their society. Esen (1998) says that guidance and
counseling is aimed primarily at assisting the receiver to discover his own hidden
strengths and ultimately grow in independence and ability to take his own decisions,
make choices or adjustments unaided. Furthermore Nwachuku (2007:22) summarizes the
definition of guidance and counseling as a systematic and organized educational helping
service, professionally given by a professionally trained counselor or therapists to a
learner of any age, within or outside the school walls at appropriate level. The essence is
to assist him understand himself, situation and environment, discover his interests,
potentialities and opportunities in life and learn how best to effectively utilize his assets
as well as minimize his weaknesses, to live a maximum productive life.
It can therefore be conceptualized that Guidance and Counseling are inter-related and
involves the provision of information, advice etc. and facilitating a process for an
individual or a group to come to the realization of their situation and how they can
overcome it.
2.1.4 Guidance and Counseling Services
Guidance and counseling services are enormous in every establishment. According to
Olayinka (1999) academic counseling is assisting students to make the most appropriate
use of their educational opportunities. This is one form of the many services that the
professional counselor renders to the school and the host community. Generally,
Guidance and counseling services include; educational services, vocational and personal
social services. The educational service in guidance and counseling is a service which
takes care of all issues associated with education as they relate to the physical

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environment of the school, the structural makeup of the school, activities within the
school, students in take, students’ progress, and adaptability within the school. To this
end also Egbule (2006) defines educational guidance as assistance given to pupils and
students that enable them function well in the school. He continues by saying that it
assists them in understanding themselves and how their potentials could be developed.
Vocational service in guidance and counseling according to Egbule (2006) is the process
of assisting the individuals to choose occupation, prepare to enter into it and make
progress. Egbule (2006)) goes further to list the following as the reasons for vocational
guidance and counseling in the school system;
(a) To help students understand themselves in terms of their abilities, aptitudes and
interests.
(b) To provide students with broader views about the world of work.
(c) To enhance students awareness of the various options opened to them and given them
the confidence that they can make a reasonable choice from the various options available.
(d) To develop in the students the concept of variety of roles in the society.
Following the elaborate explanation of vocational guidance and counseling by Egbule
(2006) vocational guidance and counseling therefore is the service provided by the
counselor to assist students start early enough to plan for proper vocation in terms of their
interest, abilities, aptitude, and duration of training, sponsors, family and societal needs.
According to Egbule (2006) social guidance and counseling is a service that helps the
students to take care of socio-personal problems relating to personality maladjustments.

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However, Ugwuebulem and Igbokwe (1996:32-33) enumerated the following as the
objectives of personal-social guidance and counseling service:
a) To make the school child happy, well-adjusted and self-confident.
b) Identify students’ feelings and attitudes towards others and improve on the
feelings and attitude especially if they are negative.
c) Identify the nature of students’ relationship with friends and associates and ensure
that it is a progressive and beneficial one.
Guidance and Counseling services from the above reviews therefore means that, the
various services, be it educational, vocational and socio-personal assistance available and
provided by professional to people (students) who needs them.
2.2 EmpiricalReviews
2.2.1 Major Challenges in Guidance and Counseling
The problems confronting the development of guidance and counseling programme could
be grouped as those caused by men, materials and money. Its reception is received with
suspicion and a ‘wait and see’ attitude. This is due to the fact that there is:
Resistance by colleagues and principals to Guidance and Counseling services is one
challenge. A study conducted by Olugbenga Davidojo. Olaosebikan (1980) reported that
counselors face resistance, which might be stiff and persistent from principals and
colleagues. It further indicated that most times, counselors tend to be viewed with
suspicion by them. Some institutional heads might be apprehensive that the ‘new comer’
counselor does not erode their prestige or popularity and power among students, parents

14
and members of the public. It has been observed by many guidance counselors that they
often experience resistance from institutional heads, influential and significant members
of staff of their establishments as indicated in a study by Ikan (1980) in his study on both
students and counselors in Open University of Nigeria, Victoria Island Lagos Nigeria.
His study further revealed that resistance of institutional heads may be reflected in their
lukewarm, poor or reluctant attitude in supporting the programme or refusal to formally
introduce the counselor to other members of school staff.
Confidentiality: The issue of confidentiality is pertinent in counseling. Clients expect
their secrets or privileged information to be kept secret or confidential and not exposed to
others. However, referral agents such as teachers, peers, parents, and principals expect
counselors to divulge such information to them. Failure of the counselor to reveal the
‘secret’ may raise the degree of suspicion of his activities. Revealing the secrets lead to
loss of faith in counseling and counselors on one part will lose clients and friends of such
clients and counseling will be the big loser on the long run. Yet, all these are happening.
According to Songok. Yungungu. , Mulinge (2003) A study conducted at Moi University
Kenya on the Factors that Militate against Effective Guidance and Counseling on
Students’ Sexual Awareness, Attitude and Behavior in Schools indicate the following:
Relating to the above challenges, John Mushaandja, Cynthy Haihambo, Tania Vergnani,
Elzan Frank. Major Challenges Facing Teacher Counselors in Schools in Namibia also
gave different ideas on major challenges facing guidance and counseling and these are as
follows;

15
Lack of Trust or Belief in Counseling by Learners Teacher counselors revealed that
although they had some skills and were ready to counsel learners, there were cases in
which learners did not trust them and did not disclose their problems to them. The teacher
counselors attributed the lack of trust to learners’ cultures and also parental influence.
There were parents who told their children not to discuss private and domestic issues with
outsiders (including teacher counselors). This happened despite the fact that families
rarely created opportunities for learners to express their problems and have them
addressed. Parental perceptions regarding counseling, especially their equation of seeking
counseling to “hanging dirty linen” or “embarrassing the family” contributed to learners’
reluctance to confide in their teacher counselors. A teacher counselor from a primary
school in a Khomas rural area school related an incident in which a pregnant learner
refused to open up to her: Learners do not trust us. Some parents claim that we teach their
children about sex and turn children against the teachers. Culture prescribes that we don’t
talk about sex related issues with learners, yet pregnancies are occurring even in our
school which is a primary school.
From the reviews above there is, however, one consolation, and that is the realization by
many African countries of the importance of guidance and counseling in schools and
colleges. Beginning in the early eighties, the Economic Commission for Africa (ECA)
has organized a number of workshops and conferences on guidance and counseling, both
at the regional and country levels. These workshops and conferences have made many
people, both in the public and private sectors, aware of the need for guidance in schools.
Many African countries have now established guidance services in schools. Some
countries are far ahead, while others are still trying to catch up. The most important thing

16
is that there has been a re-awakening in countries to the problem that youth are facing and
of the need to help them.
2.2.2 Guidance and Counseling Services thatExistin Senior High Schools
Guidance can also be looked at as a programme or services to individuals based upon the
need of each individual, an understanding of his/her immediate environment, the
influence of environmental factors on the individual and the unique features of each
school. Guidance is designed to help each individual adjust to his/her environment,
develop the ability to set realistic goals for him/herself, and improve his/her education.
As a process, guidance is not a simple matter, but involves a series of actions or
progressive steps which move towards a goal. As a service, we can isolate four major
services, those of educational, vocational, personal and social guidance.
Above all, orientation service is a pivot to the above guidance services. MacMillan
English Dictionary for Advanced Learners (2002:1002) defines orientation as
information or training given to students before they start new activities. In African
countries, Mwamwenda (1995: 470) posit that when students are enrolled into secondary
schools they should participate in orientation services. And this will help them to
benefit from the increase awareness of the available guidance and counselling services in
the schools. They will have information needed to weigh the value of guidance and
counselling services school offers them.
2.2.3 Challenges Faced by Studentsin Accessing Guidance and Counseling Services

17
Guidance and counseling service is prudent for the development of the students but to
effectively access the service students are faced with some challenges which has been
discussed by ;
Moses Awinson, Omar Dawson, Belinda Enyonam Gidiglo University of Cape Coast,
Ghana, an important response given by students was the fact that they do not access
counseling because of confidentiality problems. A total of 66.6% disagreed that they
access guidance and counseling because of their faith in the counselor that he or she will
not tell anyone. This illuminates that students do not have confidence in the secrecy of
counselors. Both Setiawan (2006) and Jenkins and Palmer (2011) had also found
confidentiality as inhibiting access to counseling in their own studies. The statistics in
this study confirm the studies by Setiawan (2006), Le Surf and Lynch (1999), and
Mushaandja, Haihambo, Vergnani, Jenkins and Palmer (2011), and Frank (2013) that
confidentiality can be a hindrance to access to counseling.
Again, many students (69.6%) disagreed that counselor had the requisite skill and
professional ability to guide them. This shows a lack of skilled professional training
visible in the counselor as observed by students. The totality of disagreement stands at
69.3% of all respondents on this rubric. The figure is significant because it brings to the
fore the necessity of professional know-how of counselors to the guidance and counseling
process and how it can positively impact the access level of students to professional
guidance support. The discovery of Ogunlade and Akeredolu (2012) that untrained
counselors discourage students from accessing counseling has been aptly buttressed in
this study by the almost 70% of respondents who saw ill-trained counselor as inhibiting
access to counseling. Eliamani, Richard, and Peter, (2014) and Anagbogu‟s (2008)

18
contention that untrained counselors negatively impact students‟ desire to access
counseling is even more true given the quantity of response to this statement
Also, shyness was shown to inhibit the decision to seek guidance and counseling. A
majority (74.8%) disagreed that they did not shy seeking counseling. Thus, shyness is a
hindrance to seeking counseling. School counselors also said that shyness was central in
students‟ access to counseling. They disclosed that other students had to be depended on
to fish out students going through emotional, educational, and other life difficulties
because these students will normally not seek professional counselors‟ help in the school.
The location of the counselors office is likely to inform this trend because if the office is
open to the public eye, then students might fear to access it for fear that they might be
stigmatized. The outcome of Anagbogu (2008) and Chan and Quinn (2012) and study has
been confirmed in this regard. A school counselor observed that students might not want
to access the counselor’s office if they realize that there are other people like teachers in
or around the office. So the location of the office must be done such that those who have
nothing to do with the office or the service are kept at bay. Another counselor said that
students are spoken to often so that they come to recognize that counseling is not for only
people who are in trouble. This will sensitize them to stop stigmatizing students who seek
counselors‟ aid.
2.2.4 Waysof EnhancingGuidance and Counseling Services in Schools
 Counseling and guidance service should be a full-time job for Counselors and
they should be exposed to workshops and seminars. Most counselors in the

19
various schools and the school under review lack the experience and expertise to
undertake such a function and therefore good training and adequate time should
be set aside as to help improve guidance and services.
 Students should be made aware the need and benefit of guidance and counseling
services in the school and how that would help them academically and socially
thus within and outside the school environment in the long run. With this, they
would patronize the service and that would help enhance the service in the school.
 Institutional heads should petition higher authorities to help provide structures,
materials and other needed logistics. Also adequate funding by government and
other agencies as they should stretch their budget to cover extra demands from
emerging units such as guidance and counseling. Effective counseling demands
adequate funding to purchase items such as psychological test instruments,
journals and various publications that would be used in the guidance and
counseling process so as to tap the potentials in students.
 The issue of confidentially is pertinent in counseling. Clients expect their secret or
privilege information to be kept secret or confidential and not exposed to others.
Therefore to enhance guidance and counseling referral agents such as teachers,
peers parents and principals who expects counselors to divulge such information
should be denied. Failure to reveal the secrete will lead to increase in faith in
counseling and counselors, on one part will attract clients or students and friends
of such students to have interest so as to improve guidance and counseling service
in the school in the long run.

20
2.3 Summary
It is evidently clear that one’s life cannot be fully shaped if guidance and counseling
services are not put in place and therefore this involve a lot of challenges. As such, it is
very important that those in charge of planning educational programme should put
these two disciplines on their priority lists and make sure that every senior high
school in the country has co-coordinators or teachers that would help shape the future
lives of students.
CHAPTER THREE
METHODOLOGY
3.0 Introduction

21
According to Babbie and Mouton (2004), research methodology refers to the methods,
techniques and the procedures that are employed in the process of implementing the
research. It follows that, for a piece of research to be effectively executed, certain defined
methods and techniques have to be employed. The group employed both qualitative and
quantitative research methodologies for this study.
This section of the study highlights on the study area, target population, research design,
ethnical consideration, the sample size determination, sampling techniques, the research
instrument and data collection procedure used and data analysis.
3.1 Research design
Descriptive research was employed to carry out this study. Gay (1992) defines
descriptive research as a process of collecting data in order to answer questions
concerning the current status of the subjects in the study. This design was appropriate
because this study was concerned with collecting data from the teaching staff,
counselor(s), Director of GES, Regional, Municipal, district and the students were the
subject of study. The data collected was used to describe the present situation with
regards to the problems under investigation.
3.2 Study Area
Geographically the study covered Wa Senior High Technical School in Wa Municipality
in the Upper West Region. Wa Senior High Technical School has a population of 2,328
as at the year 2015 with teaching staff of 78 and is a heterogeneous institution. This
institution was chosen due to the fact that, it has a heterogeneous population.

22
3.3 Target Population
The target populations were second year students, counselor(s), staff of Wa Senior High
Technical Secondary and Director of GES, regional and municipal. These groups were
targeted because they were seen as units that could provide relevant information
concerning the challenges of guidance and counseling service in the school.
3.4 sample and Sampling techniques
The research used probability and non-probability sampling techniques. Under the
probability sampling; simple random sampling was used. And under the non-probability
sampling; purposive was used. Purposive sampling under the non-probability method was
used for the counselor and headmaster; stratified random sampling was used to select five
(5) classes from the form twos with a population of two hundred and thirty (230) students
which represented 41.6%. There were three strata, form 1, 2 and 3. The form threes were
not included because they were writing their final examination and as compared to the
form ones and twos, the form twos were selected to participate in the study because they
had been in the school for long enough to know the trend well.
Finally, simple random sampling was used to select the required students sample size.
Class prefects randomly picked folded pieces of papers on which “Yes or No” were
written. Care were taken to make sure that the “Yes” responses were only as many as the
required students sample size.

23
3.5 Sample Size Determination
In 2015/2016 academic year, the population of the second year students was 552. This
comprised 320 males representing (58%) and 232 females also representing (42%)
respectively. Simple random sampling was used to select 230 respondents who
participated in the research.
3.6 Data Collection Instrument
The researchers used questionnaire and interview guide in gathering data. The uses of
both close and open-ended questionnaire were administered to staff whiles semi-structure
interview were conducted directly on the field to get the primary data. Secondary data is
sourced from journals, `the internet, the library, documents from the Ministry of
Education, researches on guidance and counseling and reports of the guidance and
counseling unit of the school.
3.7 Data collectionprocedure
The researchers got a letter of introduction from the Faculty Research Coordinator;
Faculty of Education, University for Development Studies. The letter was then used to
seek permission from the school [Wa Senior High Technical School] management after
which a day was scheduled for us to come and administer our questionnaires and grant
interview. Consequently, the researchers made use of two instruments, questionnaires and
interview to obtain a reliable and valid data for the research. In line with the research
approach, the study adopted both the administration of copies of questionnaire and
interview to solicit more reliable and valid data from the accessible population for
analysis. The researchers conducted interviews with the school Headmaster and the

24
counselors. Aside the interview, two (2) questionnaires was designed for them. 230
questionnaires were administered to the target population and students under the
supervision of the researchers filled the questionnaires.
3.8 Data analysis
After the collection of the data the researcher, checked for appropriateness and accuracy
in the responses provided. The questionnaires responses were then coded and entered into
the Microsoft Excel by using each objective, the data was analyzed appropriately using
descriptive and inferential statistics for quantitative data and results were presented in the
form of narratives, frequency tables, percentages, charts and graphs.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF RESEARCH FINDINGS
4.0 Introduction
The chapter under review is concerned with the presentation and analysis of the data
obtained from the field through the use of questionnaires and interviews. It shows the
views of students illustrated by various forms of graphical representations and views
from the Headmaster, as well as the guidance coordinator in Wa Senior High
Technical School. This chapter is also divided into sub-sections to throw more light on
questions asked on the field in relation to the objectives of the research.

25
4.1 Demographic data of respondents
Figure 1: Pie chart showing gender distribution of student respondents
Source: Field survey 2016
The total number of student respondents was 230, whereas there was a Coordinator and
a Headmaster. The study focuses on the students, the Coordinator and the Headmaster
because the study wanted to find out the responses from them. The data in Figure1 above
shows that 122 of student respondents (representing 53.04%) of the study population
were males whiles 108 student respondents (representing 46.96%) were females.
This clearly reveals that there were more males than females in this survey. The
guidance Coordinator and the Headmaster in the school were female and male
respectively.
4.2 Awarenessof guidance and counseling service in the school
Figure 2: Bar chart showing how students got to know about the guidance service.
46.96%
53.04%
GENDER
Female
Male

26
In relation to questions on how they got to know the guidance and counseling service in
their school, 203 out of the 227 student respondents who were aware of the service stated
that they got to know about the guidance service during their orientation session (when
they were admitted) and this represents 1 on the Bar Chart in figure 3. In a study
conducted by Mwamwenda (1995: 470) posit that when students are enrolled into
secondary schools they should participate in orientation services. 13 student respondents
stated that they got to know the service when they needed help from the counselor. This
also represents 2 on the Bar Chart above. 8 respondents gave ‘No’ response which
represents 3 on the Bar Chart in figure 2. Moreover, 3 respondents gave other reasons;
this represents 4 on the Bar Chart in figure 3 above.
203
13 8 3
0
50
100
150
200
250
1 2 3 4

27
4.2.1 Preferred gender of counselor respondentslike to approach with their
problems
Figure 3: Pie chart showing preferred gender of counselor by student
respondents
Source: Field
survey 2016
In soliciting the respondents’ views on the gender of the counselor they would like to
approach with their problems for assistance, 45 out of the 230 student respondents of the
study population (representing 19.57%) preferred to approach male counselors whiles
185 student respondents representing (80.43%) preferred to seek assistance from female
counselors when they are faced with problems. This is been illustrated in the figure 3
above.
In the related questions on reasons why they have chosen male or female counselor, out
of 45 students respondents who chose to approach a male counselor for assistance, 28
respondents gave the reasons that male counselors are able to keep secrets whiles 17
80.43%
19.57%
FEMALE COUNSELORS
MALE COUNSELORS

28
respondents were of the view that male counselors are hardworking people. Moreover,
out of the 185 student respondents who preferred to approach female counselors, 93
respondents stated that female counselors have patience for students when they approach
them with their problems, 61 respondents stated that female counselors have love and
passion for students, 28 respondents said that female counselors portray kindness
behavior to them when the need arises in the counseling session, 3 respondents states that
female counselors have direct and frequent contact with their children and understand
how and why problems arise and quickly find solutions to them. This survey is in relation
to a research conducted by Maiy and Owiye (2014) which revealed that gender issues are
common in schools where the counselor is of the opposite sex from the client. Therefore
students find it difficult to open up if a counselor is of the opposite sex.
4.2.2 Respondents seeking help fromcounselors
.Figure 4: Bar chart showing respondents seeking help from counselors in the school
Source:
Field
Survey
2016
With respect
to students
who had
sought for help from guidance and counseling coordinator in the school, 150 out of the
0
20
40
60
80
100
120
140
160
YES NO

29
230 respondents stated that they had sought for help or advice from guidance and
counseling coordinator whiles 80 respondents out of the sampled population also
revealed that they had not sought any help or advice from the school guidance and
counseling coordinator. Figure 5 above explains this data more
Figure 5: Pie chart showing why students seek guidance and counseling service
Source: Field
survey 2016
Prior to questions as to the reason why students seek guidance and counseling, 65
respondents
(constituting 43.33%) go for help on how to study, 32 respondents (constituting 21.33%)
seek the coordinators’ advice on their programme or course of study, 13 respondents
(constituting 8.67%) visit the unit because of family problems, 20 respondents
(constituting 13.33%) seek counseling on peer pressure matters, another 11 respondents
(constituting 7.33%) go there because of drug issues, 9 respondents (constituting 6%)
6%
13.33%
7.34%
43.33%
21.33%
8.67%
FINANCIAL
PEER PRESURE
DRUGS
HOW TO STUDY
CHOICE OF SUBJECT
FAMILY PROBLEMS

30
seek coordinators’ help because of financial challenges. This data is been illustrated in
figure 6 above.
4.2.3 Whystudents do notseek guidance andcounseling services
Figure 6: Pie chart showing why students do not seek for the service
In terms of questions relating to what prevent students from going to the guidance and
counseling coordinator for help, 103 respondents (denoting 44.78%) agreed that they felt
shy to approach the guidance coordinator whenever they were faced with challenges. The
above survey explained is in line with a finding of Awinson, Dawson, and Gidiglo (2012)
University of Cape Coast, Ghana, an important response given by students was the fact
that they do not access counseling because, shyness was shown to inhibit the decision to
seek guidance and counseling. A majority (74.8%) disagreed that they did not shy
seeking counseling. Thus, shyness is a hindrance to seeking counseling. School
counselors also said that shyness was central in students‟ access to counseling. They
disclosed that other students had to be depended on to fish out students going through
44.78%
1.30%
25.65%
15.65%
12.61% Felt shy
Not aware
Difficult to meet
Not trusted
Not friendly

31
emotional, educational, and other life difficulties because these students will normally not
seek professional counselors‟ help in the school. The location of the counselors office is
likely to inform this trend because if the office is open to the public eye, then students
might fear to access it for fear that they might be stigmatized. Another 59 (denoting
25.65%) were of the view that guidance coordinator was very difficult to find because of
in and outside campus activities she attended to. 29 respondents (denoting 12.61%)
asserted that she was not friendly so a lot of students felt unhappy to approach her for
help, 3 respondents (denoting 1.30%) also came out with the view that they were not
aware of the service. This is because they had late admission into the institution so they
have no idea about the establishment of this service in the institution. In addition, 36
respondents (denoting 15.65%) noted that the counselor was not trusted because she had
ever disclosed some confidential matters of some students who sought assistance from
her to the third parties in the school. This finding is also in line with the statement by
Mushaandja et al on Major Challenges Facing Teacher Counselors in Schools in
Namibia. Lack of Trust or Belief in Counseling by Learners Teacher counselors revealed
that although they had some skills and were ready to counsel learners, there were cases in
which learners did not trust them and did not disclose their problems to them. The teacher
counselors attributed the lack of trust to learners’ cultures and also parental influence.
Figure 6 above illustrates this.

32
4.2.4 Statement about guidance and counseling service
Figure 7. A Bar chart showing positive and negative statement about guidance and
counseling service.
From the sample size of 230, the majority of 218 responded positively to the statements
about guidance and counseling programme offered for students whereas 12 out of 230
also gave negative statements about the programme. Academics, social vices, individual
problem solving and among others were the areas they talked about under the positive
statements. With regards to these 218 who gave positive statements about the service, 54
stated that the programme has helped them in academics such as improving their
performance, how to choose a career, how to study and among others. Again, 63 also
indicated that the programme has helped them to deal with social vices such as drug
abuse, teenage pregnancy, and stealing, cheating, prostitution and among others.
54
63
60
41
5
2 3 2
0
10
20
30
40
50
60
70
Academics Social vices Individual
problems
Others Conficiality Maturity Punishment School Rule
&
Rrgulations
POSITIVE & NEGATIVE RESPONDENTS

33
And to add to the above, 60 stated that the programme has helped to solve individual
problems such as understanding themselves as individuals, overcoming financial
problems, to solve their own problems and among others.
Lastly, 41 indicated that the programme has helped them in other aspect of lives such as
time management, to receive advice on how to relate with opposite sex and among others.
On the negative aspect, 12 out of the 230 responded negatively about the guidance and
counseling service. 3 out of the 12 gave a reason that counseling has turn to be
punishment, 2 out of the 12 said that students are matured enough to reason for
themselves, 5 out of the 12 disclosed that counselors reveal confidential information to
others and the remaining 2 also said it is not necessary because the school has rules and
regulation.
4.2.5 Statementson the roles of guidance and counseling
To determine whether the students’ attitude was positive or negative, the following
criterion was used. Those respondents who strongly disagreed and disagreed turn to have
positive attitude and understand the services very well whiles those who responded
agreed and strongly agreed have negative attitude for the service. On the roles, 36.96%
and 29.57% of the respondents indicated strongly disagreed and disagreed respectively
while 17.93% and 16.09% indicated agreed and strongly agreed respectively on the role
as guidance and counseling services are only for unruly students. Again on the statement,
it is not necessary since the students are mature, 37.83% and 23.48% of the respondents
indicated strongly disagreed and disagreed whiles 19.59% and 19.13% of the respondents
agreed and strongly disagreed respectively.

34
Next on the list is the statement that, it is not necessary because school’s rules and
regulations provide enough guidance, on the this, 36.96% and 30.43% of the respondents
strongly disagreed and disagreed to the statement respectively whiles 17.39% and
15.22% went for agreed and strongly agreed respectively. And lastly, 39.91% and
23.91% of the respondents went for strongly disagreed and disagreed respectively whiles
20.43% and 21.74% indicated agreed and strongly agreed respectively on the statement
“it is for mentally challenged and the weak.
4.2.6 Ways of enhancing guidance and counseling in schools
In our survey, the following suggestions were given by respondents to improve guidance
and counseling services in the schools:
 There should not be disclosing of secret information of students (counselees). It
should be kept confidential. This was also suggested by (Akinade, Sokan and
Osareren)(1996) who stated that the nature of counseling is such that it requires
client to reveal intimate feeling and thought that could be embarrassing or ruinous
to them if revealed or made available to parties outside the counseling
relationship. The need for confidentially is viewed as cornerstone of several
professional psychology code of ethics.
 Counseling should not be done in an open place because students cannot express
themselves. Buku and Taylor (2006) point out that counseling is more personal,
private and confidential in nature than guidance. The counselor-client relationship
should be very intimate so that any information which the client would otherwise
have liked to withhold can be disclosed to the counselor.

35
 For counseling to improve, the counselor should be tolerance and friendly with
students and have good human relation.-These suggestions sigh with the opinion
of (Akinade, Sokan and Osareren( 1996) assert that establishing rapport
counselor’s door is so tensed that they may need to summon courage to enter the
office. It is therefore important that we note this so that the reception we give to
them will be reassuring enough so that they know that they are not in the wrong
place.
 To make the service effective, trained personnel and adequate resources should be
provided to the school with the help of the various stakeholders.
 To deal with gender issues well, the school should have both sex as counselors in
other to deal with issues relating to gender.
4.2.7 Demographic characteristics of the counselor andthe headmaster in the
school
In our survey, we realized that the only counselor in the school was a female and that of
the Headmaster was a male. The Guidance Coordinator and the Headmaster were 43 and
51 years of age respectively and they were all married.
The researchers found out that the guidance coordinator held Masters’ Degree whereas
the headmaster held First Degree.
4.2.8 Training and work experience of the counselor.
Prior to the researchers’ questions trying to find out whether the counselor is a trained
one or not and her work experience in the service, it was noted worthwhile that the only
counselor in school was professionally trained and has been in the profession for ten

36
years and the Headmaster confirmed to that fact. According to Gibson and Mitchell
(2008), guidance and counseling profession is considered a helping profession like
medicine or law in which members are specifically trained to perform unique and
need human service.
Question on the importance of training as a counselor, she explained that it has helped her
to have command over the service delivery. According to Gibson and Mitchell (2008),
professional counselors must be fully trained and qualified to meet the needs of the
clients they are designate d to serve. Also Hansen (1978), training also helps to be plan,
develop and organize viable guidance and counseling programmes.
4.2.9 Counselor’s workloadand Guidance and Counseling Service
In order for the group to obtain data on this, the group first found it from the Headmaster
whether guidance and counseling is provided for on the time table, as well as whether the
counselor has equal teaching workload with her counterparts teachers or not, the
Headmaster stressed that guidance and counseling is not provided for on the school time
table as a result, the school counselor has equal teaching work load with her counterparts
teachers. The counselor asserted that she teaches ten periods within a week minus the
guidance and counseling periods not provided for on the school time table and it really
affects her counseling delivery. Sindabi (1992) underscores the fact that Kenyan
counselors teach a full load in addition to counseling. This therefore may lead to
ineffective delivery of services. It can be concluded that for an effective guidance and
counseling to be offered, there should be an ample time for the counselor to deal with the

37
client, give them materials to listen to on radio in the guidance and counseling office or
even watch video as may be required by the counselor.
According to the Government Development Plan of (1974-1976), the head
teachers were advised to make the timetables in such a way as to enable the teacher
counselors to have enough time to deal with student problems. Mutie and Ndambuki
(1999), asserted that due to the overload of the teacher counselors, they should be
exempted from the teaching responsibility so does Makinde (1984) recommends that they
should be freed from administrative and clerical assignments in order to concentrate on
their professional duties of counseling. The general trend therefore shows that teacher
counselors should be allowed some more time to attend to the students’ problems.
4.2.10 Guidance and counseling activities carried out in the school
In relation to the questions asked on the guidance and counseling activities carried out in
the school and which are adequately funded, the counselor asserted that Career Guidance,
Academic Counseling, Health Guidance and Time Management are the activities that
have been carried out in the school and none of them has been adequately funded by the
School’s Board of Directors and the Headmaster also confirmed to that fact.
4.2.11 Challenges in implementing the guidance and counseling programme
The headmaster revealed that clash of instructional time and other club and society
programmes, as well as inadequate financial support and trained personnel make it very
difficult to implement the programme in the school.
On the part of the counselor, she said she faces difficulties in gathering students for the
counseling programme because of their population.

38
CHAPTER FIVE
SUMMARY OF KEYFINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter summarizes the relevant findings, conclusions and recommendations of the
research under study.
5.1 Summary
The main purpose of this study was to find out the challenges of guidance and counseling
service in Wa Senior High Technical School in Wa Municipality in the Upper West
Region of Ghana. The sampled population of the study comprised of 230 students and a
guidance coordinator and a Headmaster. Majority of the students in the school had gone
for help from the guidance coordinator which signified a good indication for the
patronage of the services and students preferred female counselor to that of male
counselor.
We also found out that most of the students got to know about the guidance service
during their orientation session; therefore if you were not admitted early, you might
probably become unaware of the guidance programme which should not be so.
From our survey, larger portion of the students in the school felt shy in sharing their
problems with the guidance coordinator and this was as a result of the counselor not
trusted and also they had only a trained female counselor in the school which limits the
males since they normally felt shy in sharing some of their problems with the female

39
counselor. The positive statements made by the student respondents were more than the
negative statements; therefore it shows that students appreciate and enjoy the goodness of
the guidance service. Other ways of improving guidance and counseling service
suggested by the students in the school are; there should not be disclosing of secret
information of students by counselors, choosing both male and female coordinators to
deal with gender issues, there should be trained personnel and adequate resources in the
school by the various stakeholders, and there should be frequent organization of seminars
to create awareness of the unit in the school.
5.2 Conclusion
Guidance and counseling is of paramount importance in effective teaching and learning
in schools in Ghana and globally. It is a transformer, reformer in educational, vocational
and socio personal practices in every society. UNESCO 2002 has recognized the pivotal
role which guidance and counseling plays in various spheres of human existence, hence it
sponsored the development of training modules for counselors. Counseling is aimed at
helping an individual become aware of himself and his environment and therefore be in a
position to choose the right type of behavior, educational, vocational and socio personal
in nature. Therefore guidance and counseling no doubt has a lot of roles to play for
effective teaching and learning and therefore deserves maximum support of everybody.
5.3 Recommendations
Following the findings of this research, the following recommendations were made in

40
order to alleviate or reduce the challenges being faced in the guidance and counseling
service delivery:
 Ghana Education Service (GES) should give more prominence to the guidance
and counseling service by appointing an overall guidance coordinator for the Wa
Municipal to coordinate the activities of various guidance coordinators in every
Senior High School.
 All Headmasters in the Municipality need to be sensitized, through seminars and
workshops, on the urgent need to give adequate support to guidance and
counseling programmes in order to enhance better service delivery.
 The government should consider employing full time counselors in the Senior
High Schools to allow and ensure for constant and fulltime access of the students
to the counselors. This will also allow teachers to concentrate on offering teaching
duties as counselors embark on guidance and counseling service delivery.
 Seminars and forums should be organized by the counselors at least twice in a
term in order to address issues that will help in the development of the students.
This will also help the students who are shy to enjoy the service and to create the
awareness of the service to them.
 When posting the guidance and counseling personnel in the schools, care should
be taken to provide for both male and female counselors so that the unique needs
and preferences of each student gender can be accommodated.
 Counselors should keep students’ secrets’ with utmost confidentiality.

41
REFERENCE
Appiah, K. J. (2013). The prospects and challenges of guidance services in senior high
schools in Kwabre East District. A thesis submitted to graduate school. Kwame
Nkrumah University of Science and Technology, Kumasi Ghana
Akinade, E.A. et. al. (1976): An Introduction to Guidance and Counselling: A basic text
for Colleges and Universities. Ibadan. Caltop. Chapter 2 Pages 24 – 35.
Akpan, N. U. (2010). The challenges of guidance and counselling service in primary
schools in Akwa Ibom, Nigeria. Ibom Journal of Counselling. 1(1), 97 –
106
Amaning, Y. D. (2009) Guidance needs of Senior High School Students Wassa Amenfi
and East District of the Western Region of Ghana. Dissertation Submitted to the
Counseling Centre/ Department of Educational Foundations, Faculty of
Education, University of Cape Coast, Ghana.
Egbule, J. F. (2006). Guidance services In O. C. Okobiah and R. I. Okorodudu (editors)
Issues, concepts, theories and techniques of guidance and counselling Benin-
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Buku, D. K. & Taylor, A. I., (2006) Basics in Guidance and Counselling (2nd
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Education
Esen, A. J. A. (1998). Guidance and counselling for socio-political stability in Nigeria.
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Euvrand, G. (1992) School guidance-What do the pupil wants? In South Africa Journal of
psychology, 22(4) p.215-219

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Gibson, R. and Mitchell, M. (2005) Introduction to guidance and counseling, 6th edition
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Gibson R. L, and Mitchell M. (2008). Introduction to Counselling and Guidance. New
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Ipaye, T. (1990). Guidance and counselling practices. Ile-Ife: University of Ife Press.
Makinde O. (1987). Fundamentals of Guidance and Counselling. London: McMillan
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Rickey, L. & Therese, S. C. (1981). Counseling; Theory and Practice. (2
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Shertzer, B. & Stone, S. C. (1978). Fundamentals of counseling (3rd edition) Boston:
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Ugwuegbulem, C. N. and Igbokwe, O. O. (1996). Dimensions of guidance and
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on December 5, 2012 from www. uni.com

43
APPENDIX
QUESTIONNAIRES FOR STUDENTS
Please kindly assist us to solicit views on the Guidance and Counseling Services in the
school. You are kindly requested to answer all questions as accurately and honestly as
possible on what exists in the school. You are assured that any information given is
solely for academic purposes and will be kept confidential and anonymous. Please tick
the appropriate response.
1. Gender: Male ( ) Female ( )
2. a. Age ( ) b. Course/Programme of study. ………………………….
3a I got to known about the guidance and counseling through..
a. It was introduced to me when i was admitted into the school ( )
b. I got aware of it when i needed counselor’s help ( )
c. I got aware of it when a friend needed the counselor’s help ( )
d. Other reasons ………………………...................................
4a. If you find yourself with a problem and needed to seek some assistance, indicate the
gender of the counselor you would choose to approach. Male ( ) Female ( )
4b. Please state your reason(s) for choosing whom you have chosen in question 5a above.
……………………………………………
5a. Have you ever gone for help from your school’s guidance and counseling
coordinator?

44
Yes ( ) No ( )
5b. If you answered ‘Yes’ for question 6a, what was your problem?
a. Choice of subject ( ) b. Peer pressure ( ) c. Family problem ( ) d. Truancy ( )
e. How to study ( ) f. Drugs ( ) g. Financial ( )
h. Other problem ……………………………………………………
6. What do you think prevents some students from going to the guidance and counseling
coordinator for help? a. Counselor(s) is/are not trusted ( ) b. She/he is not
friendly ( )
c. I feel shy ( ) d. They are not aware of the existence of the service ( ) e.
Difficult to meet him/her ( ) f. Other reasons
7. Do you think guidance and counseling programme is good for senior high schools?
Yes ( ) No ( )
8. What is/are reason(s) for answering ‘Yes/No’ in question 8? …………………
9. State anything positive or negative about the guidance and counseling service
programme…………………………………………………..
11. In the table below are general statements on the role of Guidance and Counseling
(Please tick the answer you consider most appropriate)
Key: 1.(Strongly Disagree), 2.(Disagree), 3.(Agree), 4.(Strongly Agree)
ITEM
No. STATEMENT
1 2 3 4

45
1 Guidance and Counseling services are only for unruly
students
2 It is not necessary since the students are mature
3 It is not necessary because college rules and
regulations provide enough guidance
4 It is for mentally challenged and the weak
12. What suggestions will you give to improve the guidance and counseling services in
your school?
……………………………………………………………………………………

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