Final year project for software engineering

1. SUPERVISED BY
Dr. Zang Ndi Serge
1
CHALLENGES FACEDBY GUIDANCE COUNSELLORSIN THE
EFFECTIVE IMPLEMENTATIONOF GUIDANCE AND
COUNSELLINGPROGRAMS IN SCHOOLS IN THE BUEA
MUNICIPALITY

2.  Background
 Statement of problem
 Research objectives
 Research questions
 Significance of the study
 Research Methodology
 Results and Discussion
 Conclusion
 Recommendation
2

3.  Guidance is the provision of information to individuals or groups so
that they can make informed decisions (Gysbers & Henderson, 2005;
Lapan, 2001).
 An effective guidance and counselling program, is an elaborate
preparation in helping individuals to make wise and intelligent
decisions.
 The guidance movement started in the United States of America
(U.S.A) with an emphasis on vocational information, planning and
guidance.
3

4.  According to Were (2006), guidance and counselling was
entrusted to the family where individuals depended on their
relatives for advice when faced with problems.
 Mwiti (2005) in his manual for youth counselling also emphasises
that, the older counselled the younger and the wiser counselled
those with less experience.
 In Cameroon, guidance and counselling can be traced back to the
1940s, with an in-service unit in counselling opened in the Public
Works Department (Ndongko & Leke, 2000).
4

5. 5
 According to Eyo, et al., (2010) guidance and counselling programs
for secondary school students are designed to address the physical,
emotional, social, vocational and academic difficulties of adolescent
students.
 Contextually, all government schools in Cameroon and few mission
schools run guidance and counselling programs.
 From the researcher’s observation, guidance/counselling programs
within secondary schools in Cameroon is not been given enough
priority when compared to other curriculum subjects.

6.  Guidance and counselling programs are not effectively implemented,
counsellors do not make use of psychology and personality tests, and
some even stay out of school for months.
 The frequent news about deviant behaviors; drug and sexual abuse in
schools such as the sex party organized by 17 students of GBHS
Mendong in Yaoundé in October 2021.
 Use of abusive and obscene language, fighting between teachers and
students raises concern on the effective implementation of
counselling in schools.
6

7.  To investigate the challenges faced by guidance counsellors in the
effective implementation of guidance and counselling programs in
schools in the Buea Municipality.
 To investigate the extent to which cultural diversity influences the
effective implementation of guidance and counselling programmes.
 To establish the extent to which time allocation affects the effective
implementation of guidance and counselling programmes.
 To determine how cooperation with teachers affect the effective
implementation of guidance and counselling programmes.
7

8.  To what extent do the challenges faced by guidance counsellors
hinder the effective implementation of guidance and counselling
programmes?
 To what extent does cultural diversity affect the effective
implementation of guidance and counselling programmes?
 To what extent does time allocation affects the effective
implementation of guidance and counselling programmes?
 How does cooperation with teachers affect the effective
implementation of guidance and counselling programmes?
8

9.  Students stand to benefit once the implementation of guidance and
counselling programmes is improved.
 Parents will benefit when their children are effectively guided to attain
their potentials and become useful to themselves and to the society.
 Guidance counsellors will benefit from this study when the government
provides solutions to the challenges they face in executing their duties.
 The findings would contribute towards the advancement of knowledge
in the domain of guidance and counselling as a tool to foster students’
academic, vocational, personal and social development.
9

10.  The study made used of the mixed approach specifically the convergent-
parallel mixed research design.
 The study was carried out in the Buea Municipality. Located in the Fako
Division of the South West Region of Cameroon.
 The population of the study comprised of Government secondary school
counsellors in the Buea Municipality.
 The simple random technique was used to select the schools. The sample
size was made up of 20 counsellors from 6 selected schools in the Buea
Municipality.
 A questionnaire and an interview guide designed for counsellors was used
for data collection.
 Data collected was analyzed using Chi Square Test.
10

11. Characteristic n %
Sex
Male 07 35.0
Female 13 65.0
Total 20 100.0
Age group
25-30 years 02 10.0
30-35 years 13 65.0
35-40 years 04 20.0
40 years+ 01 05.0
Total 20 100.0
Length of service 1-2 years 00 00.0
2-5 years 03 15.0
5-10 years 16 80.0
10-15 years 00 00.0
15 years+ 01 05.0
Total 20 100.0
11
Distribution of demographic characteristics of counsellors
Source: Field Survey 2022

12. ITEMS Agreed
n %
Disagreed
n %
I find it difficult communicating with some students during
counselling
02 10.0 18 90.0
There are students who do not understand neither English nor
French
04 20.0 16 80.0
Students are uncomfortable going to a counsellor of the
opposite sex
15 75.0 05 15.0
Some students belief their parents are better placed to counsel
them
14 70.0 06 30.0
Many students belief that certain jobs are meant only for girls
and some for boys
15
75.0 05 15.0
Many students belief that a woman has a certain educational
limit
16
80.0
04 20.0
To some students traditions prohibits females and males from
doing certain jobs
15
75.0 05 25.0
Multiple Response Set (MRS) 69 57.8 59 42.2
12
FINDINGS FOR RESEARCH QUESTION ONE
Distribution of respondents according to cultural diversity
Source: Field Survey 2022

13. Themes Sample responses
 Poor turn up of 27
for counselling
“Yes female students in my school at
times talk but to male counsellors
while male students prefer confiding
only to female counsellors.
“Yes and the male students especially
prefer female counsellors and some
end up not coming at all because their
choice is absent.
“Yes some students prefer to go to a
counsellor whom they might have
heard speaking their dialect especially
now with the influx of IDPs.
“Yes and many end up not coming for
counselling.”
“Yes and some come and spy in the
office and if the counsellor is not
around they go away. You may call
severally and they would not come.”
13
Counsellors’ opinions on the influence of cultural diversity
Source: Field Survey, 2022

14. Value Df Asymptotic Sig
Pearson Chi-Square 90.773a 12 .000
Likelihood Ratio 37.384 12 .000
Linear-by-Linear
Association
7.329 1 .007
N of Valid Cases 20
14
Influence of cultural diversity on implementation of guidance
and counselling programmes
(Critical Txy=21.026)

15. ITEMS Agreed
n %
Disagreed
n %
Counselling periods are not allocated on the school timetable 15 75.0 05 25.0
Other teachers always interrupt counselling sessions in class
16 80.0 04 20.0
The last periods on the timetable are allocated for counselling
14 70.0 06 30.0
Counsellors are given other administrative tasks to perform by
the administration 18 90.0 02 20.0
Very limited time is allocated for counselling in my school
11 55.0 09 45.0
Counsellors are given other subjects to teach
02 10.0 18 90.0
Periods allocated for counselling are always withdrawn and
allocated to other subjects when GCE is approaching 16 80.0 04 20.0
Multiple Response Set (MRS)
92 65.7 48 34.3
15
FINDINGS FOR RESEARCH QUESTION TWO
Distribution of respondents according to time allocation
Source: Field Survey 2022

16. Themes Sample responses
-Difficulties in organizing
information sessions
“No and this makes group information
sessions difficult as the counsellors only go
to class during free periods”
“No and group information sessions become
impossible when there is no free period”
”No and this negatively affects counselling
since we make use of only free periods.
When there is no free period we do not go to
class”
“No the administration tells me to observe
any class that is free and dash in but at times
one can go for a week without a free class”
“Yes but at times the period is taken and
given to other subjects like English
Language”
Yes counselling is allocated on the timetable
but the periods taken off during the third
term and allocated to examination subjects.”
16
Counsellors’ opinions on the influence of time allocation
Source: Field Survey 2022

17. Value Df Asymptotic
Sig
Pearson Chi-Square 22.549a 10 .013
Likelihood Ratio 28.825 10 .001
Linear-by-Linear
Association
.001 1 .982
N of Valid Cases 20
17
Influence of time allocation on the implementation
of guidance programmes
(Critical Txy=18.307)

18. ITEMS Agreed
n %
Disagreed
n %
Teachers belief counseling is not important 11 55.0 09 45.0
Many teachers feel counseling can be done by anyone 14 70.0 06 30.0
Teachers in my school hardly refer students for counseling 11 55.0 09 45.0
To many teachers in my school counselors are idle 17 85.0 03 15.0
Teachers hardly leave the class when it is counseling period 13 65.0 07 35.0
Teachers are against the counselor having an independent
office
07 35.0 13 65.0
There is lack of trust from teachers 16 80.0 04 20.0
Multiple Response Set (MRS) 89 63.6 51 36.4
18
Distribution of respondents according to cooperation with teachers
Source: Field Survey 2022
FINDINGS FOR RESEARCH QUESTION Three

19. Themes Sample responses
 Interpersonal
relationships
“Not too good and this retards the
implementation of counselling.”
“Not bad and this make some student
not to come for counselling.”
”Good though they always say we are
not working and this annoys me.”
“Good but they always say we are not
working as such they hardly refer
students.”
“Cordial though many believe
counselling is useless and do not even
refer students”
“Good though at times we often
quarrel. This is when they always say
we are eating government money for
nothing and that they too can do
counselling.”
19
Counsellors’ opinions on the influence of cooperation with teachers
Source: Field Survey 2022

20. Value df Asymptotic
Sig
Pearson Chi-
Square
67.844a 15 .000
Likelihood Ratio 69.279 15 .000
Linear-by-Linear
Association
1.594 1 .207
N of Valid Cases 20
20
Influence of cooperation on the implementation
of guidance and counselling programmes
(Critical Txy=24.99)

21. 21
Research hypotheses Tests statistic Comment
Research hypothesis one: Cultural
diversity does not significantly influence
the effective implementation of guidance
and counselling programmes
Chi Square Test
(X2=90.773a, n = 20, p< .05)
The null hypothesis was rejected since
the calculated Chi-square was greater
than the critical value and a conclusion
established that cultural diversity
significantly influences the effective
implementation of guidance and
counselling programmes.
Research hypothesis two: Time
allocation does not significantly
influence the effective implementation
of guidance and counselling
programmes
(X2=22.549a, n = 20, p< .05)
Since the calculated Chi-square was
greater than the critical value the null
hypothesis was rejected and a conclusion
established that time allocation
significantly influences the effective
implementation of guidance and
counselling programmes.
Research hypothesis three: Cooperation
with teachers does not significantly
influence the effective implementation
of guidance and counselling
programmes
(X2=67.844a, n = 20, p< .05)
Since the calculated Chi-square was
greater than the critical value the null
hypothesis was rejected and a conclusion
established that cooperation with
teachers significantly influences the
effective implementation of guidance
and counselling programmes.
Summary of findings

22.  The findings revealed that the cultural background, values
and students world view has a significant influence on the
effective implementation of guidance and counselling.
 The findings revealed that the relationship between the
counsellors and teachers affects the effective
implementation of guidance and counselling.
 The findings revealed counsellors in the Buea Municipality
face a number of challenges that hinders the effective
implementation of guidance and counselling programmes.
22

23.  A similar study can be conducted including private and mission
schools for a more general picture of the challenges faced by
counsellors.
 Both male and female counselors should be posted to schools so
that the unique needs and preferences of each student gender can
be accommodated.
 School heads should ensure that periods for counseling are
allocated on the timetable to enable counselors carry out their
duties effectively.
 Future research could find out the students’ perception on the
effective implementation of guidance programmes in schools.
23

24. 24