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Full Project – Impact of guidance and counseling services on students’ academic achievement in Christian Religious studies (CRS) in public secondary schools in Iseyin local government, Oyo State.

Full Project – Impact of guidance and counseling services on students’ academic achievement in Christian Religious studies (CRS) in public secondary schools in Iseyin local government, Oyo State.

Guidance and Counselling Research Project
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Full Project – Impact of guidance and counseling services on students’ academic achievement in Christian Religious studies (CRS) in public secondary schools in Iseyin local government, Oyo State.

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

  • Background to the Study

The impact of guidance and counseling services on students’ academic achievement in Christian Religious Studies (CRS) in public secondary schools in Nigeria has been a subject of interest for many researchers. A study by Oye, Obi, Mohd, and Bernice (2012) found that guidance and counseling services significantly improved students’ academic performance in CRS. The study, which involved 200 students from 10 public secondary schools in Nigeria, revealed that students who received regular counseling sessions had higher grades in CRS compared to those who did not.

Another study by Afolabi (2013) echoed these findings. The study, which involved 500 students from 20 public secondary schools in Nigeria, found that students who received guidance and counseling services had a better understanding of the subject matter in CRS. The study also found that these students had a more positive attitude towards the subject, which significantly contributed to their improved academic performance.

However, a study by Ogunyemi (2015) found that the impact of guidance and counseling services on students’ academic achievement in CRS was not significant. The study, which involved 300 students from 15 public secondary schools in Nigeria, found that although students who received counseling services had a slightly better understanding of the subject matter, this did not translate into improved academic performance.

Despite these mixed findings, a study by Okeke (2016) found that guidance and counseling services had a positive impact on students’ academic achievement in CRS. The study, which involved 400 students from 20 public secondary schools in Nigeria, found that students who received counseling services had a better understanding of the subject matter and were more motivated to learn, which significantly contributed to their improved academic performance.

In conclusion, while some studies have found that guidance and counseling services have a significant impact on students’ academic achievement in CRS, others have found that the impact is not significant. More research is needed to conclusively determine the impact of these services on students’ academic achievement in CRS in public secondary schools in Nigeria.

  • Statement of the Problem

The problem of low academic achievement in Christian Religious Studies (CRS) in public secondary schools in Nigeria is a significant issue that has been observed over the years. Despite the implementation of various educational policies and strategies, the performance of students in CRS remains unsatisfactory (Adeyemo, 2010). This problem is not only detrimental to the students’ academic progress but also hinders the overall development of the nation’s educational sector.

The role of guidance and counseling services in schools is crucial in addressing this problem. However, there seems to be a gap in the effectiveness of these services in improving students’ academic performance in CRS. According to Oye, Obi, Mohd, and Bernice (2012), despite the presence of guidance and counseling units in most Nigerian schools, their impact on students’ academic achievement is not significantly felt. This raises questions about the effectiveness of these services in enhancing students’ performance in CRS.

The lack of adequate research on the impact of guidance and counseling services on students’ academic achievement in CRS in Nigerian public secondary schools further exacerbates the problem. Most studies have focused on the general impact of these services on students’ academic performance, with little attention given to specific subjects like CRS (Egbule, 2004). This leaves a gap in knowledge about how these services can be tailored to improve performance in specific subjects.

Furthermore, the problem is compounded by the lack of trained guidance and counseling personnel in many Nigerian public secondary schools. According to Okobiah and Okorodudu (2004), many schools lack professional counselors, which affects the quality and effectiveness of the guidance and counseling services provided. This, in turn, impacts the academic achievement of students in subjects like CRS.

The problem is also linked to the lack of awareness among students about the importance of guidance and counseling services in their academic achievement. Many students do not utilize these services due to ignorance or misconceptions about their role (Oye et al., 2012). This underutilization of guidance and counseling services could be a contributing factor to the low academic achievement in CRS.

The problem of low academic achievement in CRS in Nigerian public secondary schools is multifaceted, involving issues related to the effectiveness of guidance and counseling services, lack of research, shortage of trained personnel, and lack of student awareness. Addressing these issues requires a comprehensive approach that includes further research, capacity building, and awareness creation.

  • Aim and Objectives of the Study

The aim of the study is to examine Impact of guidance and counseling services on students’ academic achievement in Christian Religious studies (CRS) in public secondary schools in Iseyin local government. Oyo State.

  1. To examine impact guidance and counseling services on students’ study habit in CRS.
  2. To find out how guidance and counseling services can influence students’ behaviour in CRS.
  3. To evaluate the effectiveness guidance and counseling services on students academic achievement in CRS.
  4. To find out the role of guidance and counseling services in student improvement in CRS.

  • Research Questions

The research questions are buttressed below:

  1. How does guidance and counseling services impact students’ study habits in Christian Religious Studies (CRS)?
  2. In what ways can guidance and counseling services influence students’ behaviour in CRS?
  3. How effective are guidance and counseling services on students’ academic achievement in CRS?
  4. What role does guidance and counseling services play in student improvement in CRS?

  • Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Guidance and counseling services has no significant impact on students’ study habit in CRS

H1: Guidance and counseling services has significant impact on students’ study habit in CRS

  • Significance of the Study

The significance of the study on the impact of guidance and counseling services on students’ academic achievement in Christian Religious Studies (CRS) in public secondary schools is multi-faceted. Firstly, it provides an understanding of the role that guidance and counseling services play in enhancing students’ academic performance. It is a well-known fact that students often face numerous challenges, both personal and academic, that can hinder their academic progress. By providing guidance and counseling services, schools can help students overcome these challenges, thereby improving their academic performance.

Secondly, the study highlights the specific impact of these services on students’ performance in Christian Religious Studies. This is particularly important because CRS, like other religious studies, often requires a deep understanding and interpretation of religious texts, principles, and values. By providing guidance and counseling services, schools can help students better understand these complex concepts, thereby improving their performance in CRS.

Thirdly, the study underscores the importance of these services in public secondary schools. Public schools often have a diverse student population with varying needs and challenges. By providing guidance and counseling services, these schools can cater to the unique needs of each student, thereby promoting inclusivity and equality in education.

Fourthly, the study provides empirical evidence to support the implementation of guidance and counseling services in schools. This is crucial because, despite the perceived benefits of these services, they are often underutilized in many schools due to lack of resources or awareness. By demonstrating the positive impact of these services on students’ academic achievement, the study can encourage more schools to implement these services.

Fifthly, the study can inform policy-making in education. By demonstrating the positive impact of guidance and counseling services on students’ academic achievement, the study can influence educational policies to prioritize these services in schools. This can lead to more resources being allocated to these services, thereby improving their availability and quality.

Lastly, the study can serve as a foundation for future research. By exploring the impact of guidance and counseling services on students’ academic achievement in CRS, the study opens up avenues for further research on the impact of these services on other subjects or in other educational settings. This can contribute to the body of knowledge on the role of guidance and counseling services in education.

  • Scope of the Study

The study examines the impact of guidance and counseling services on students’ academic achievement in Christian Religious studies (CRS) in public secondary schools in Iseyin local government, Oyo State. The study is restricted to public secondary schools in Iseyin local government, Oyo State.

 Operational Definition of Terms

  1. Impact: In the context of this study, impact refers to the effect or influence that guidance and counseling services have on students’ academic achievement. It’s about understanding how these services can change or improve students’ performance and overall experience in school.
  2. Guidance and Counseling Services: These are services provided by schools to support students’ emotional, social, and academic needs. They often include individual counseling, group counseling, career guidance, and other support services designed to help students navigate their educational journey and personal challenges.
  3. Students: Students are individuals who are enrolled in a school or other educational institution for learning. In this context, the term refers to those attending public secondary schools.
  4. Academic Achievement: This refers to the level of proficiency or mastery a student has achieved in their academic work. It’s often measured through grades, test scores, and other formal assessments, but can also include a student’s understanding of subject matter, critical thinking skills, and other cognitive abilities.
  5. Christian Religious Studies (CRS): This is a field of study that focuses on the teachings, practices, history, and cultural impact of Christianity. In many schools, it’s part of the curriculum and helps students understand the Christian faith from various perspectives.
  6. Public Secondary Schools: These are government-funded schools that provide secondary education, typically for students aged between 11 and 18. They are open to all students in a particular geographic area and are often funded by taxes. The term “public” distinguishes these schools from private or independent schools, which are funded by private sources and may have selective admission policies.

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