EVALUATING TEACHING AND LEARNING OF GUIDANCE AND COUNSELING IN COLLEGES OF EDUCATION. A RESEARCH PROJECT TOPICS ON GUIDANCE AND COUNSELING
Therefore this study was designed to evaluate the teaching and learning of guidance and counseling in Colleges of Education. Four research question and two Hypotheses guided the study. An evaluation research design was employed in order to carry out the study. A total of twenty nine (29) guidance and counselling lecturers in Colleges of Education and (348) 300 level students of Colleges of Education Cross River State participated in the study. A structure Guidance and Counselling Evaluation Questionnaire (G&CEO); and Guidance and Counselling Evaluation Observation Schedule (G&CEOS) developed by the researcher were used for data collection. The reliability co-efficient of the instrument was 0.74 using correlation analysis while four experts carried our validation. Four research question and two research hypothesis tested at 0.05 level of significance guided they study. Frequencies, Percentages, Means and Standard deviation were employed to answer the research questions while the chi-square statistic was used to test the hypothesis. The result among other shows that facilities and materials for counselling exercises are not available, for practical learning, period allocated for guidance and counselling is not adequate, based on the findings, it was recommended that government should establish counseling laboratories in schools and equipped them with facilities to meet counselling challenges. Student counselling practicum and functional library should be provided to enable students and lectures carry out references in guidance and counselling. Lecturers should improvise instructional materials basically for conuselling exercises to boost their profession.
LIST OF TABLES
TABLE 1. Population Distribution = = = = 61
TABLE 2. Means and Standard Deviation of the extend of
Agreement of students and Lecturers of the
Suitability of course contents in achieving the aims
of guidance and counselling. = = = = 65
TABLE 3. Mean and Standard Deviation of Instructional Method Adopted for effective teaching and learning of guidance
and counseling = = = = = = 67
TABLE 4. The checklist shows the response of students/lecturers In ranking order of availability of Instructional
Material facilities needed for effective teaching and Learning of Guidance and Counselling = = 68
TABLE 5: Means and Standard deviation on problems encountered
By Lecturers in Guidance and Counselling = = 70
TABLE 6; Is Guidance and Counselling Observation Schedule = 72
TABLE 7; Summary of Chi-square for H01 = = = 73
TABLE 8: Summary of Chi-square for H02 = = = 74
CHAPTER ONE INTRODUCTION
Background of the Study
Education is a means through which nations build their desired society and it is an instrument for a change. Education is aimed at inducing a change in individuals in some desirable way and add to the knowledge they already posses (Onwuka, 1981).
The arrival of missionaries in Nigeria brought formal Teacher Education in the country. The need for evangelization encouraged the training of personnel for the purpose of teaching. Initially, these personnel functioned as catechists who teach religious doctrines in the churches but later realize the need to train them to provide manpower for other services. This continued until 19thcentury when the formal institution for the training of teachers was established in the country (Akuyimu, 1991). The Ashby commission in 1959 came with the revolution of Teacher Education. The Ashby commission reportedthat the country’s (Nigeria) manpower development depend on the number of qualified teachers and recommended teacher Education programme upon which the whole system of education depended.
From the recommendations, two schemes of Teacher Education were introduced. One of these schemes was teacher certification programme which was established with the assistance of UNESCO. Later both the Federal and the
then Regional governments established in all five Advance Teaching Training Colleges (ATTC) in 1962 following the Ashby commission recommendations. This was later changed to Colleges of Education (COE).
The Colleges of Education are charged to train teachers in various teaching subjects and methods, who will teach in the senior section of the nation’s primarySschools and in the junior section of the secondary schools. Specifically, the National policy on Education (2004) stipulates that the aims of teacher education are to:
xProduce highly motivated, conscientious and efficient classroom teachers for all levels of our educational system.
xEncourage further the spirit of enquiry and creativity in teachers.