PERCEIVED EFFECTS OF ACADEMIC GUIDANCE AND COUNSELLING SERVICES ON DROPOUT RISK FACTORS IN PUBLIC SECONDARY SCHOOLS IN MBEERE NORTH, EMBU COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v12i11.6281Keywords:
academic guidance and counselling, academic clinics, psychoeducation, learning engagement, school dropout risk factorsAbstract
School completion opens up numerous post-school pathways, while leaving school prematurely can potentially predispose the young generation to varied negative consequences, like unemployability, crime, poor health outcomes, and missed opportunities. Despite the importance of guidance and counselling (G&C) in helping students cope with psychological, social, and emotional difficulties and learning disengagement, the school dropout rate in Mbeere North sub-county is on the rise. This paper explored the perceived effects of academic G&C services on dropout risk factors among students in public secondary schools in Mbeere North. General Strain Theory (GST) and Rational Emotive Behaviour Therapy (REBT) provided the theoretical framework. A descriptive survey research design with a mixed methods approach was used. The target population comprised 5,784 students from forms 2 to 4, 47 guidance counsellors, 94 form 4 class teachers, and 47 principals from 47 secondary schools, totalling 5972 individuals. Yamane’s formula was used to compute a sample of 375 subjects. Fifteen schools were selected through systematic random sampling, and 15 principals, 15 guidance counsellors, and 30 class teachers through purposive sampling, and 315 students through simple random sampling. Descriptive statistics were used to analyse quantitative data, with thematic analysis being used for qualitative data. The results revealed that positive perceptions of academic G&C were associated with low levels of dropout risk factors, with 52.4% of students under the high approval category reporting reduced levels of dropout risk factors. An inverse significant relationship was established between academic G&C services and students’ scores on the state of dropout risk factors (r (309) = -.19, P= .001). The education ministry needs to integrate academic clinics, mentorship, and psycho-education as mandatory components of the school G&C policy framework.
Article visualizations:
References
Airo, M. A., Sika, J. & Olendo, C. (2022). Determinants of dropout and transition rates in public primary schools in Kisumu East Sub-County, Kenya. Journal of Research Innovation and Implications in Education, 6(2), 197-209. Retrieved from https://jriiejournal.com/wp-content/uploads/2022/05/JRIIE-6-2-022.pdf
Akpeli, A., O. (2019, February 20). School dropouts and the social problems they perpetuate in the community. Dutable. https://dutable.com/2019/02/20/school-dropouts-and-the-social-problems-they-perpetuate-in-the-community/
Chebon, P. K, & Tarus, P. (2017). Teacher perceptions on the role of guidance and counselling in addressing school dropout in primary schools in Ainabkoi Division Uasin Gishu County, Kenya. Africa International Journal of Management, Education, and Governance, 2(1). 27-43. Retrieved from https://www.internationaljournalcorner.com/index.php/theijhss/article/download/139296/97876/333593
Crouch, D. K. (2018). Factors that influence students’ decisions to either drop out or graduate from high schools in a Western Kentucky School District. Dissertations. Paper 151. Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1148&context=diss
Dinesen, T. A., Blix, B. H., & Gramstad, A. (2023). Professional strategies in upper secondary school dropout management among youth in the Sami areas of Norway: A focus group study, International Journal of Circumpolar Health, 82(1), https://doi.org/10.1080/22423982.2023.2198112
Ellis, A., & Ellis, D. J. (2019). Rational emotive behavior therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000134-000
Gagica, S., Icka, E., Fejza, H., & Uka, X. (2022). Factors leading to primary school dropout in community families – the case of Kosovo. International Journal on Minority and Group Rights, 30(3), 500-509. https://doi.org/10.1163/15718115-bja10101
Hrisyov, N., B., & Kostadinov, A., S. (2022). Effect of Guidance and Counselling on the Students’ Academic Performance in Bulgaria. Journal of Education, 5(3), 16-26. https://doi.org/10.53819/81018102t50105
Irungu, A. M. (2019). Influence of guidance and counselling of students on academic performance in secondary schools in Lamu West sub county, Lamu county, Kenya. Unpublished Master’s Thesis. Africa Nazarene University. https://repository.anu.ac.ke/handle/123456789/731
Kariuki, M. N. (2022). Role of guidance and counselling programme in the management of dropout rates among students in secondary schools within Mwimbi Division, Maara Subcounty, Tharaka-Nithi County, Kenya. International Journal of Education and Research, 10(11). 21-36. Retrieved from https://www.ijern.com/journal/2022/November-2022/03.pdf
Khan, A. (2019 August 27). Types of guidance: Educational, vocational, personal. https://www.toppr.com/bytes/types-of-guidance/
Kiptala, W., & Kipruto, J. (2021). Students’ perception of the influence of guidance and counselling services and academic performance in Baringo Country, Kenya. European Journal of Education and Pedagogy, 2(1), 32–35. https://doi.org/10.24018/ejedu.2021.2.1.12
Lai-Yeung, S. W. (2014). The need for guidance and counselling training for teachers. Proceeded-Social and Behavioral Sciences, 113(1), 36–43. https://doi.org/10.1016/j.sbspro.2014.01.008
Lawson, P. (2022, June 8). Definitions of guidance and counselling by ten (10) different authors. Online Project. https://onlineproject.com.ng/63894/definitions-of-guidance-and-counselling-by-ten-10-different-authors/education/
Mashhad, M. (2021, August 4). Combatting school dropout in Europe. United Way. https://www.unitedway.org/blog/combatting-school-dropout-in-europe#
Masten, A. S. (2021). Resilience in developmental systems: Principles, pathways, and protective processes in research and practice M. Ungar (Ed.), in Multisystemic resilience: Adaptation and transformation in contexts of change, Oxford University Press, 113-134, https://doi.org/10.1093/oso/9780190095888.003.0007
Mittendorff, K., Faber, M., & Staman, L. (2017). A matching activity when entering higher education: Ongoing guidance for the students or efficiency instrument for the school? British Journal of Guidance and Counselling, 45(4), 376–390. Retrieved from https://www.researchgate.net/publication/313898338_A_matching_activity_when_entering_higher_education_ongoing_guidance_for_the_students_or_efficiency_instrument_for_the_school
Nderi, K. R. Kimosop, M., & Kinyua, J. (2021). Social-economic factors related to miraa farming affecting retention of boy-child in public secondary schools in Mbeere South-Sub County, Kenya. African Journal of Education, Science and Technology, 7(2). 309-317. Retrieved from https://www.medalhospital.world/index.php/ajest/article/download/815/728/
Ntondwe, R. W., Charo, F. Ong’ang’a, H.M. (2024). Effects of drug and substance abuse on academic performance among secondary school students, Kauma Subcounty, Kilifii County, Kenya. International Journal of Humanity and Social Sciences, 3(4). 17-26. Retrieved from https://carijournals.org/journals/index.php/IJHSS/article/view/2103?srsltid=AfmBOopu-3bB2flrSzJjtdUJl7kC9tfubilebSrkw39Dza5L4PSg5q4A
Oyinloye, O. A. (2015). Effectiveness of Counselling in reducing the rate of School Dropout among Secondary School Students in Ondo. International Journal for Innovation Education and Research 3(6), 50-55. http://dx.doi.org/10.31686/ijier.vol3.iss6.378
Pennie, G., Lertora, I. M., Crews, C., & Hicks, J. F. (2020). From diapers to diplomas: Supporting at-risk students and reducing the dropout rate. Vistas Online, 41(1), 1-15. Retrieved from https://www.researchgate.net/publication/344546871_Article_41_From_Diapers_to_Diplomas_Supporting_At-Risk_Students_and_Reducing_the_Dropout_Rate
Ramsdal, G. H., Bergvik, S., Wynn, R. & Walla, P. (2019). Long-term dropout from school and work and mental health in young adults in Norway: A qualitative interview-based study, Cogent Psychology, 5(1), 1-16. https://doi.org/10.1080/23311908.2018.1455365
Ressa, T., & Andrews, A. (2022). High school dropout dilemma in America and the importance of reformation of education systems to empower all students. International Journal of Modern Education Studies, 6(2), 423-447. https://doi.org/10.51383/ijonmes.2022.234
Szabo, L., Zsolnai, A., Fehervari, A. (2024). The relationship between student engagement and dropout risk in early adolescence. International Journal of Educational Research Open, 6(1). 1-11.
UDISE (2023, April). Education for all in India. Dropout transition retention rate 2021-22. https://educationforallinindia.com/wp-content/uploads/2023/04/dropout-transition-retention-rate-2021-22.pdf
UNESCO Institute for Statistics (2021). Global out-of-school children initiative (OOSCI): Kenya country study
UNESCO Institute for Statistics (2022). New estimation confirms out-of-school population is growing in sub-Saharan Africa. UNESCO Factsheet 62. https://unesdoc.unesco.org/ark:/48223/pf0000382577
Wayman, G., Hawken, L. S., Wright, H. M., Sabey, C. V. Fleming, J., & O’Donnell, K. (2021). The school of life dropout prevention curriculum: A case report. Journal of Educational Issues 7(1). 1-13. Retrieved from http://dx.doi.org/10.5296/jei.v7i1.15179
Wortsman, B., Brice, H., Capani, A., Ball, M., Zinszer, B., Tanoh, F., Akpé, H., Ogan, A., Wolf, S., & Jasińska, K. (2024). Risk and resilience factors for primary school dropout in Côte d'Ivoire, Journal of Applied Developmental Psychology, 92(1). https://doi.org/10.1016/j.appdev.2024.101654
Wulz, J., Gasteiger, M., & Ruland, J. (2018). The role of student counselling for widening participation of underrepresented groups in higher education. In: Curaj, A., Deca, L., Pricopie, R. (eds) European higher education area: The impact of past and future policies. Springer, Cham. https://doi.org/10.1007/978-3-319-77407-7-14
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
