Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia

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Chisoso, Elizabeth Chanda
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University of Zambia
The main purpose of this study was to find out the role of guidance in academic performance of learners in five selected secondary schools in Kasama District. The research further looked at the challenges encountered by both teachers and learners in the providing and receiving of guidance services, determined the types of services that are being offered and the effectiveness of such services in the process of carrying out such services. The total study population was 146, which comprised of five head teachers, five deputy head teachers, sixteen guidance teachers and 120 learners. The number of females was 60 and males were also 60 from the learners, equally represented by gender. The guidance teachers were also eight males as well eight females gender represented, while the number of head teachers and Deputy Head teachers was not gender represented. The response rate of questionnaires was 99% and 100% for structured interview guide. The techniques employed were the qualitative and quantitative in data collection. During data collections, the instruments used were questionnaires, interview guides and focus discussion group were conducted among the head teachers for more details in certain areas. The study found that, 100 (%) participants knew about the role of guidance while the other 20 (%>) was not sure. While guidance had been established in schools and guidance teachers were there, a significant percentage of the participants did not know the role it played to enhance academic performance in learners. The 2016 Grade 12 analysis for 2009 - 2015 cohorts revealed that learners had not been performing at an expected rate. To this effect, some of the recommendations made were that, government should re-organise the structures of guidance at all levels. Guidance should be time tabled in secondary schools, teachers should be empowered in guidance skills. Where possible the Ministry of General Education should intensify the process of monitoring the activities of guidance at all levels and Guidance teachers should be given incentives to motivate them
Masters of Science in counselling
School improvement programs--Zambia , Academic achivement secondary schools--Zambia