European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.60309
Volume 2│Issue 3│2016
ICT AN INDISPENSABLE TOOL IN EFFECTIVE
GUIDANCE/COUNSELLING SERVICES FOR SUSTAINABLE
EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
R. O. Ekechukwu1, Amaeze, Fidelis Eze2
Dr., Department of Educational Psychology Guidance and Counselling,
1
Faculty of Education, University of Port Harcourt, Nigeria
Department of Educational Psychology Guidance and Counselling,
2
Faculty of Education, University of Port Harcourt, Nigeria
Abstract:
The study investigated ICT as an indispensable tool in effective guidance/counselling
services for sustainable educational development in secondary schools in the 21 st
century in Imo State, Nigeria. Three research questions with corresponding three null
hypotheses were formulated for the study. The population of the study is the 314
guidance/counsellors in the 314 public secondary schools in Imo State, Nigeria. The
purposive sampling technique was adopted in order to use the population as the
sample. A self-designed instrument titled ICT as an Indispensable Tool for Effective
Guidance and Counselling Scale
ICTITGCS . Face and content validities were
ensured. The Cronbach alpha statistics was used to establish the reliability coefficient of
0.84. Mean, standard deviation was used to answer the research question while z-test
statistics was used to test the null hypotheses at an alpha level of 0.05. It was found out
that: ICT is used to get related information on students’ problems, ICT is used for quick
analysis of students problems, ICT is used to interview students in order to elicit
information, ICT allows quick access to students as needed, ICT provides on the spot
report of interpretation of students problem, Students that are shy can convey their
problems to the counsellor through ICT. Moreso, ICT use is hindered by lack of fund,
lack of power supply, lack of ICT complaint guidance/counsellors. It was recommended
among others that: Guidance and counselling centres in the school should endeavour to
channel efforts in the use of ICT for information retrieval, interpretation of students
problems and as well as to report back to students
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
9
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Keywords: effective guidance, counselling, sustainable education development,
secondary schools
Introduction
The students, teachers and principals have to be in their right frame of mind to be able
to bring out the best in any responsibility that is assigned to them. A counsellor could
be one who is highly experienced to help another one to get out of problem. A
counsellor offers help services to those who on their own could not help themselves out
of such problems. A guidance and counsellor outside the talent endowment must have
studied guidance and counselling in the higher institutions of learning. The guidance
and counsellors do not solve the problems for the client but shows the client the easiest
way out of his/her problems. Guidance and counselling services for students promotes
their social, emotional physiological, spiritual and academic well-being. Guidance and
Counselling (2011) has it that counselling aims at helping the client understand and
accept themselves as they are and to help the student to help himself. Dunsmoor and
Miller in Guidance and Counselling (2011) outlined the purpose of guidance and
counselling as:
-
To give the student information on matters important to success
-
To get information about student which will be of help in solving his problems
-
To establish a feeling of mutual understanding between student and teacher
-
To help the student work out a plan for solving his difficulties
-
To encourage and develop special abilities and right attitudes
-
To inspire successful endeavour toward attainment
-
To assist the student in planning for educational and vocational choices.
These loft and paramount purposes may not be properly achieved if the
guidance and counselling are stereotyped to the conventional method of guidance and
counselling but could be possible with the use of information communication
technology system.
The importance of guidance and counselling programme in secondary schools,
include bringing to the students an increased understanding of educational, vocational
and social information needed to make wise choices (Oye, Obi, Mohd & Bernice, 2012).
European Centre for the Development of Vocational Training (2005) has it that one of
the challenges that every guidance system currently faces is how to make best use of
ICT by guidance practitioners, particularly in providing services for their clients.
ECDVT (2005) submitted that as well as the basic technical skills, guidance practitioners
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
10
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
need specific guidance related ICT competences in order to carry out traditional
activities in new ways and also introduces some completely new guidance activities.
The world has turned into a global village through high level of intraconnectivity and inter-connectivity that information communication has brought. The
use of electronics in the day to day activities in the school has gone a long way to
reduce stress, save time and maximize output though with its attendant hazardous
effects. Information they say is power. Anybody that is informed is in the right slate to
provide required answer or solution to issues at hand. Information communication is
the process of sharing knowledge, ideas, facts, values, discoveries and experiences
through direct or indirect interaction with the information source.
Information communication should be such that vital information is made
available to those in need of it without any form of barrier. Wikipedia The Free
Encyclopedia (2016) opined that Information and Communication Technology is a
unified communication and the integration of telecommunications (telephone lines and
wireless signals) computers as well as necessary enterprise software, middleware,
storage, and audio-visual systems, which enables users to access, store, transmit, and
manipulate information. Information communication technology can be defined as the
use of software or hardware to disseminate and receive information. Technologies that
share information in the software systems are discs, cassettes, flash drive, and internet
information while the hardware information communication is done through television,
radio, projector, computer, telephone, printers and satellites. Information in this respect
must be communicated or shared with the help of technological gadgets.
Techopedia (2016) saw information and communication technology (ICT) as the
technology used to handle telecommunications, broadcast media, intelligent building
management systems, audio-visual processing and transmission systems, and networkbased control and monitoring functions. WikiBooks (2016) saw ICT as a set of
technological tools and resources used to communicate, and to create, disseminate,
store, and manage information.
Elmaifi (2014) reported that an absolute majority of teachers in Europe (90%)
claim to use ICT to do tasks, such as preparing lessons, sequencing classroom activities
etc. the author also has it that ICT helps the teachers to work in teams and share ideas
related to schools curriculum. Underwood in Elmaifi (2014) submits that changes that
take full advantage of ICT will only happen slowly over time, and only if teachers
continue to experiment with new approaches. In the same slate, Ofsted in Elmaifi (2014)
asserted that ICT allow a higher quality lessons through collaboration with teachers in
planning and preparing resources. Passey in Elmaifi (2014) made it categorically clear
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
11
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
that new technologies encourage independent and active learning, and students’
responsibility for their own learning. Saverinus (2008) identified the aim and objectives
of ICT in schools as:
-
To implement the principle of life-long learning/education
-
To increase a variety of educational services and medium/method
-
To promote equal opportunities to obtain education and information
-
To develop a system of collecting and disseminating educational information
-
To promote technology literacy of all citizens, especially for students
-
To develop distance education with national contents
-
To promote the culture of learning at school (development of learning skills,
expansion of optional education, open source of education, etc)
-
To support schools in sharing experience and information with others.
It is worth nothing that ICT promotes long life-learning, enhanced information
medium, bridges distance of communication, and increases information connectivity
with the schools and the outside world. Wilson in Vinluan (2011) stressed that the most
obvious way internet can be used is in information source. ICT has been proven to be
beneficial in supporting career planning and assessment activities (Vinluan, 2011).
Larrabee and Blanton in Vinluan (2011) stated that education of career
counsellors can be enhanced by Information Communication Technology. Vinluan
(2011) found out that counsellors use ICT for writing letters and reports, calling parents,
and keeping records. He further stressed that ICT proficiency should be a required
skills for professional counsellors. ICT is a quick and sure means to carry out
measurement and evaluation of school programme. Computer-based test is devoid and
devout of bias but in addition introduces acumen and acuity in the process of
measurement and reporting for a valued conclusion.
Garb in Vinluan (2011) asserted that computer-administered interviews and
rating scales were more comprehensive and reliable and less biased than evaluations
routinely conducted in clinical practice. Communication between counsellors and their
clientele can be via e-mail, text-message, phone call, video call, Facebook, 2go,
Whatsapp, and fax.
To this end, Watts in Watts (2001) stressed that some guidance services have
moved away from long interviews to an open-access model, with information rooms
containing ICT and other resources supported by brief informal interviews, and with
long interviews being available as a residual resource to those who need them.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
12
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Statement of Problem
Information Communication Technology has been proven by researches and
researchers to have contributed to a large extent in the successes recorded in the
banking sector, industries, bureau for information, and in research and development. In
the education sector, ICT has been variously and seriously used in the admission
processes, teaching processes, research and development, but it seems little effort has
been made for the full implementation of ICT in the guidance and counselling services
for sustainable educational development in secondary schools in the 21st century in Imo
State, Nigeria. If urgent and cogent attention is not given to the use of ICT in the
effective guidance and counselling services in secondary schools in Imo State, Nigeria,
counsellors may not arm themselves with current and vital information, clients may not
be bold to divulge needed information, counsellors may not be able to reach out to a
large number of clients, assessment may be widely hampered, students may not face
their academic activities with a right frame of mind and teachers will spend most of the
teaching and learning hours trying to prepare the students for active learning.
Therefore, the researcher is bordered on the ways ICT could be effectively used, the
type of ICT mediums that could be used and the challenges in using ICT for effective
guidance and counselling services in secondary schools.
Aim and Objectives
The aim of the study is to establish the use of ICT in effective guidance and counselling
services in the 21st century for sustainable educational development in secondary
schools in Imo State, Nigeria.
1) Find out the ways ICT can be used in the effective guidance/counselling services
for sustainable educational development in secondary schools in the 21st century
in Imo State, Nigeria.
2) Determine
the
various
ICT
mediums
needed
in
the
effective
guidance/counselling services for sustainable educational development in
secondary schools in the 21st century in Imo State, Nigeria.
3) Ascertain the challenges associated with the use of ICT in guidance/counselling
services for sustainable educational development in secondary schools in the 21 st
century in Imo State, Nigeria.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
13
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Research Questions
The following research questions guided the study.
1) What are the ways ICT can be used in the effective guidance/counselling services for
sustainable educational development in secondary schools in the 21st century in Imo
State, Nigeria?
2) What are the various ICT mediums needed in the effective guidance/counselling services
for sustainable educational development in secondary schools in the 21st century in Imo
State, Nigeria?
3) What are the challenges associated with the use of ICT in guidance/counselling services
for sustainable educational development in secondary schools in the 21st century in Imo
State, Nigeria?
Hypotheses
The following hypotheses were posed and tested at 0.05 alpha level.
1) There is no significant difference between the mean ratings of male and female
guidance/counsellors on the ways ICT can be used in the effective
guidance/counselling services for sustainable educational development in
secondary schools in the 21st century in Imo State, Nigeria.
2) There is no significant difference between experienced and less experienced
guidance/counsellors on the various ICT mediums needed in the effective
guidance/counselling services for sustainable educational development in
secondary schools in the 21st century in Imo State, Nigeria.
3) There is no significant difference between experienced and less experienced
guidance/counsellors on the challenges associated with the use of ICT in
guidance/counselling services for sustainable educational development in
secondary schools in the 21st century in Imo State, Nigeria.
Methodology
The study adopted a descriptive research design. The population of the study is all the
314 (205 female and 109 male, 194 experienced and 120 less experienced)
guidance/counsellors in senior secondary school students in the 314 public secondary
schools in Imo State. A purposive sampling technique was used to arrive at the sample
size. A self-designed instrument titled
ICT as an Indispensable Tool for Effective
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
14
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Guidance and Counselling Scale
ICTITGCS . The instrument has two parts. Part “
consists of the demographic factors while part B contains non cognitive and nonstandardized ICT and guidance and counselling items. This section is structured after
the modified Likert four points rating scales of Strongly Agree (4-points), Agree (3points), Disagree (2-points) and Strongly Disagree (1-point). Face and content validities
were ensured. The Cronbach alpha reliability was used to establish internal consistency
reliability coefficient of 0.84. Mean, standard deviation and rank order statistics was
used to answer the research question and z-test statistics was used to test the null
hypotheses at an alpha level of 0.05.
Results
Research Question One
What are the ways ICT can be used in the effective guidance/counselling services for sustainable
educational development in secondary schools in the 21st century in Imo State, Nigeria?
Table 1: Weighted mean, standard deviation and rank order statistics of male and female
guidance/counsellor on the ways ICT can be used in the effective guidance/counselling services
for sustainable educational development in secondary schools in the 21st century
in Imo State, Nigeria
Male 109
S/N
Items
1 ICT is used to get related information on
̅
�
��
Female 205
̅
�
��
1.04
Mean
Remark
set
̅�
̅
�
2.78
0.98
2.59
2.72 Agreed
2.88
1.07
2.69
1.14
2.82 Agreed
2.76
1.10
2.83
1.11
2.78 Agreed
4 ICT allows quick access to students as need
2.74
1.09
2.72
1.09
2.74 Agreed
5 ICT provides on the spot report of
2.70
1.04
2.98
1.06
2.78 Agreed
problems to the counsellor through ICT
2.81
1.00
2.77
0.98
Agreed
Aggregate mean
2.78
1.05
2.76
1.07
students problems
2 ICT is used for quick analysis of students
problems
3 ICT is used to interview students in order to
elicit information
interpretation of students problem
6 Students that are shy can convey their
3.84
Table 1 showed that all the items have their various mean values above the criterion
mean value of 2.50, and were therefore agreed by the respondents as the ways ICT can
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
15
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
be used in the effective guidance/counselling services for sustainable educational
development in secondary schools in the 21st century in Imo State, Nigeria.
Research Question Two
What are the various ICT mediums needed in the effective guidance/counselling services for
sustainable educational development in secondary schools in the 21st century in Imo State,
Nigeria?
Table 2: Weighted mean, standard deviation and rank order statistics experienced and less
experienced guidance/counsellors on the various ICT mediums needed in the effective
guidance/counselling services for sustainable educational development in secondary schools in
the 21st century in Imo State, Nigeria
S/N
Experienced
Less experienced
Mean
194
120
set
̅�
̅
�
Items
1 Computer
̅
�
2.78
��
0.98
̅
�
2.59
��
1.04
Remark
2.72
Agreed
2 Projectors
2.88
1.07
2.69
1.14
2.82
Agreed
3 Television
2.76
1.10
2.83
1.11
2.78
Agreed
4 Compact disc
2.74
1.09
2.72
1.09
2.74
Agreed
5 e-mail
2.70
1.04
2.98
1.06
2.78
Agreed
6 Facebook
2.56
0.99
2.66
1.09
2.61
Agreed
7 Video conferencing
3.01
0.89
3.33
0.78
3.17
Agreed
8 Radio
3.05
0.77
2.91
0.99
2.98
Agreed
9 Slides
2.51
1.08
3.21
0.67
2.86
Agreed
2.78
1.00
2.88
0.99
2.83
Aggregate
Table 2 revealed that all the times have their various mean values above the criterion
mean value of 2.50, and were therefore agreed by the respondents as the various ICT
mediums needed in the effective guidance/counselling services for sustainable
educational development in secondary schools in the 21st century in Imo State, Nigeria.
Research Question Three
What are the challenges associated with the use of ICT in guidance/counselling services for
sustainable educational development in secondary schools in the 21st century in Imo State,
Nigeria?
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
16
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Table 3: Weighted mean, standard deviation and rank order statistics of experienced and less
experienced guidance/counsellors on the challenges associated with the use of ICT in
guidance/counselling services for sustainable educational development in secondary schools
in the 21st century in Imo State, Nigeria
S/N
Experienced
Less experienced
Mean
194
120
set
̅�
̅
�
Items
̅
�
1 Lack of fund
��
2.78 0.98
2 Lack of ICT complaint guidance and
̅
�
2.59
��
1.04
Remark
2.72 Agreed
2.88 1.07
2.69
1.14
2.82 Agreed
3 Lack of power supply
2.76 1.10
2.83
1.11
2.78 Agreed
4 Lack of ICT materials
2.74 1.09
2.72
1.09
2.74 Agreed
5 Lack of adequate counselling centres
̅ )
Aggregate (�
2.70 1.04
2.98
1.06
2.78 Agreed
2.77 1.06
2.76
1.09
2.77
counsellors
Table 3 revealed that all the times have their various mean values above the criterion
mean value of 2.50, and were therefore agreed by the respondents as the challenges
associated with the use of ICT in guidance/counselling services for sustainable
educational development in secondary schools in the 21st century in Imo State, Nigeria.
Hypothesis One
There is no significant difference between the mean ratings of male and female
guidance/counsellors on the ways ICT can be used in the effective guidance/counselling
services for sustainable educational development in secondary schools in the 21st
century in Imo State, Nigeria.
Table 4: z-test calculation of the difference between the mean ratings of male and female
guidance/counsellors on the ways ICT can be used in the effective guidance/counselling
services for sustainable educational development in secondary schools in the 21st century
Category
N
mean
Sd
Male guidance/counsellors
109
2.78
1.05
Female guidance/counsellors
205
2.76
1.07
Df
z.cal.
zcrit.
Remark
Accepted
312
0.15
1.96
Table 4 showed that male guidance/counsellors have mean and standard deviation
scores of 2.78 and 1.05, while female guidance/counsellors have mean and standard
deviation scores of 2.76 and 1.07 respectively. With a degree of freedom of 312, at an
alpha level of 0.05, the z-calculated value of 0.15 is less than the z-critical value of 1.96.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
17
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Therefore, the null hypothesis is accepted. By implication, here is no significant
difference between the mean ratings of male and female guidance/counsellors on the
ways ICT can be used in the effective guidance/counselling services for sustainable
educational development in secondary schools in the 21st century in Imo State, Nigeria.
Hypothesis Two
There is no significant difference between experienced and less experienced
guidance/counsellors on the various ICT mediums needed in the effective
guidance/counselling services for sustainable educational development in secondary
schools in the 21st century in Imo State, Nigeria.
Table 5: z-test calculation of the difference between the mean ratings of experienced and less
experienced guidance/counsellors on the various ICT mediums needed in the effective
guidance/counselling services for sustainable educational development in secondary schools in
the 21st century
Category
N
mean
Sd
Experienced guidance/counsellors
194
2.78
1.00
Less experienced guidance/counsellors
120
2.88
0.99
Df
z.cal.
zcrit.
Remark
Accepted
312
0.83
1.96
Table 5 showed that experienced guidance/counsellors have mean and standard
deviation scores of 2.78 and 1.00, while less experienced guidance/counsellors have
mean and standard deviation scores of 2.88 and 0.99 respectively. With a degree of
freedom of 312, at an alpha level of 0.05, the z-calculated value of 0.83 is less than the zcritical value of 1.96. Therefore, the null hypothesis is accepted. By implication, there is
no
significant
difference
between
experienced
and
less
experienced
guidance/counsellors on the various ICT mediums needed in the effective
guidance/counselling services for sustainable educational development in secondary
schools in the 21st century in Imo State, Nigeria.
Hypothesis Three
There is no significant difference between experienced and less experienced
guidance/counsellors on the challenges associated with the use of ICT in
guidance/counselling services for sustainable educational development in secondary
schools in the 21st century in Imo State, Nigeria.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
18
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
Table 6: z-test calculation of the difference between the mean ratings experienced and less
experienced guidance/counsellors on the challenges associated with the use of ICT in the
effective guidance/counselling services for sustainable educational development in secondary
schools in the 21st century
Category
N
Mean
Sd
Experienced guidance/counsellors
194
2.77
1.06
Less experienced guidance/counsellors
120
2.76
1.09
Df
z.cal.
zcrit.
Remark
Accepted
312
0.08
1.96
Table 6 showed that experienced guidance/counsellors have mean and standard
deviation scores of 2.77 and 1.06, while less experienced guidance/counsellors have
mean and standard deviation scores of 2.78 and 1.09 respectively. With a degree of
freedom of 312, at an alpha level of 0.05, the z-calculated value of 0.08 is less than the zcritical value of 1.96. Therefore, the null hypothesis is accepted. By implication, there is
no
significant
difference
between
experienced
and
less
experienced
guidance/counsellors on the challenges associated with the use of ICT in
guidance/counselling services for sustainable educational development in secondary
schools in the 21st century in Imo State, Nigeria.
The Ways ICT Can Be Used For Effective Guidance/Counselling Services for
Sustainable Educational Development
The study revealed that ICT is used to get related information on students’ problems,
ICT is used for quick analysis of students problems, ICT is used to interview students in
order to elicit information, ICT allows quick access to students as needed, ICT provides
on the spot report of interpretation of students problem, Students that are shy can
convey their problems to the counsellor through ICT. This importance of ICT is in line
with Elmaifi (2014) that an absolute majority of teachers in Europe (90%) claim to use
ICT to do tasks, such as preparing lessons, sequencing classroom activities etc. Garb in
Vinluan (2011) asserted that computer-administered interviews and rating scales were
more comprehensive and reliable and less biased than evaluations routinely conducted
in clinical practice. Larrabee and Blanton in Vinluan (2011) stated that education of
career counsellors can be enhanced by Information Communication Technology.
Vinluan (2011) found out that counsellor’s use ICT for writing letters and reports,
calling parents, and keeping records. He further stressed that ICT proficiency should be
a required skills for professional counsellors.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
19
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
The Various ICT Mediums Needed in the Effective Guidance/Counselling Services
for Sustainable Educational Development
The study revealed that the ICT medium needed for effective guidance/counselling
services are: computer, projectors, television, compact disc, e-mail, Facebook, video
conferencing, radio and slides. The study agrees with the report of Babajide, Bolaji,
Bryers, Bandele and Ofodu in Ajayi and Ekundayo (2009) that ICT facilities are: radio;
television; computers, overhead projectors; optical fibres, fax machines, CD-Rom,
internet, electronic notice board, slides, digital multimedia, video/VCD machine and so
on.
The Challenge Associated With the Use of ICT in Guidance/Counselling Services for
Sustainable Educational Development in Secondary Schools in the 21st Century
The study found out that the challenges on the use of ICT in guidance/counselling
services for sustainable education development are: lack of fund, lack of ICT complaint
guidance and counsellors, lack of power supply, lack of ICT materials, lack of adequate
counselling centres. These findings are in tandem with the study conducted by Ajayi
and Ekundayo (2009) that the challenges of ICT are irregular power supply, inadequate
computer literate teachers, high cost of purchasing computers in schools, inadequate
facilities to support full application of the ICT and lack of fund.
Recommendations
Based on the conclusion of the study, it is recommended that:
1) Guidance and counsellors in the school should endeavour to channel efforts in
the use of ICT for information retrieval, interpretation of students problems and
as well to report back to students
2) The ICT facilities like television, radio, computer, overhead projector, CD-ROM,
internet, electronic notice board, slides, digital multimedia, video/VCD machine
should be made available by government, non-governmental, philanthropic, and
the ministry of education for effective guidance/counselling services for
sustainable educational development.
3) Guidance and counsellors should be sent for all-round ICT training in order to be
conversant and proficient in the use of ICT.
4) The students should be allowed free access to ICT materials mostly when they
want to use it for guidance and counselling purposes.
European Journal of Education Studies - Volume 2│ Issue 3│ 2016
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R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
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21
R. O. Ekechukwu, Amaeze, Fidelis Eze ICT AN INDISPENSABLE TOOL IN EFFECTIVE GUIDANCE/COUNSELLING SERVICES FOR
SUSTAINABLE EDUCATIONAL DEVELOPMENT IN SECONDARY SCHOOLS
IN THE 21ST CENTURY IN IMO STATE, NIGERIA
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