Secondary school students’ perceptions of the Influence of Guidance and Counselling Services on their Overall School adjustment in relation to School Type

Abstract

Secondary school adjustment is the process of students coping in school environment in order to attain the individual and school’s set goals and aspirations. All public secondary schools (day and boarding) are required to implement guidance and counselling services to assist students in school adjustment (emotional, social and academic). This study looks at the perceptions of students on the influence of guidance and counselling on overall school adjustment based on school type. This study used causal comparative research design. The target population involved students in single- sex boarding schools, mixed sex boarding schools and mixed day schools in Keiyo North Sub County, Kenya. Students in form one to four participated in the study. Stratified and simple random sampling methods were used to select students from 7 (3 single sex, 1 mixed boarding and 3 mixed day secondary schools). Data was collected through the use of questionnaire and interview. This is because the study adopted a mixed approach research methodology. Research findings showed that there existed significant difference on students’ perceptions of the influence of guidance and counselling services on school adjustment in relation to the type of schools they came from. Students from girls’ schools had higher perception scores compared to those from mixed schools and those from boys’ schools. The study recommends that there is need for teacher counsellors in mixed and day secondary schools to devise guidance and counselling activities to meet the needs of students who need emotional, social and academic adjustments.