Greener Journal of Educational Research Vol. 5(3), pp. 050-056, July 2015
ISSN: 2276-7789 © 2015 Greener Journals
Manuscript Number: 091114355
Variance of pupils’ perception on different areas of guidance and counseling and their effect on pupil discipline in Soy constituency, Kenya
Chege Kimani Gabriel
Department of Sociology & Psychology, Moi University, Kenya.
Email: ckimani78@ yahoo. com
The study sought to investigate the variance of the pupils’ perception on different areas of guidance and counseling and their effect on pupil discipline in Soy constituency, Kenya. The study employed a descriptive survey research design. The Uasin Gishu region had a total of 200 primary schools with a pupil population of 184,954. The study targeted those schools that have an operational guidance and counseling programme which were 20 within the Ziwa zone, and the records of pupils who had benefited from the guidance and counseling program formed the study’s sampling frame for pupils. The study employed purposive sampling at the school level and simple random sampling technique to select the pupil respondents from the sampling frame of those who had undergone counseling and guidance, who were 200. The researcher used questionnaires for collecting data. The study findings showed that 81.3% (mean=0.8139) of the pupils agreed that guiding and counseling is a good disciplinary measure, 60.2% (0.6217) agreed that school guiding and counseling cares about their discipline and 60.0% (0.6000) agreed that guiding and counseling should be used as a disciplinary measure in schools. Other disciplinary measures that were applied included expulsion, suspension and extra duties were used infrequently. The results indicates that most of the students had the feeling that guidance and counseling can act as the best method to be used as disciplinary measures which is likely to give a good results at the end of the day because it will help students to understand their abilities, interests, values and personality; as well as adjust to their educational tasks, help student to attain maximum discipline and cooperation between them and their teachers.
Key words: guidance and counseling, perception, effectiveness.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications.
Government of Kenya (2001). The Children Act Kenya Gazette Supplement No. 95 (Acts No. 8) (Revised Edition). Nairobi: Government Printers.
Hendrikz, E. (1986). Introduction to educational psychology. London: Macmillan.
Makinde, O. (1987). Foundations of guidance and counseling. London: Macmillan.
Mutai K. B. (2001). How to write quality research proposal: Complete simplified recipe. New Delhi: Thelley Publications.
Newman, L. W. (2003) Social research methods: Qualitative and quantitative approaches (3rd Ed). New York: Allyn and Bacon, Needham Heights.
Oliva, F. P. (1989). Supervision for today’s schools. (3rd Ed). New York: Longman.
Ramani, K. (2002, May 11). Schools dilemma over discipline. The east African standard, pp.16.