PERCEIVED EFFECTS OF ACADEMIC GUIDANCE AND COUNSELLING SERVICES ON DROPOUT RISK FACTORS IN PUBLIC SECONDARY SCHOOLS IN MBEERE NORTH, EMBU COUNTY, KENYA

Stanley Muriithi Nyaga, Jane Njeri Gacohi, Ruben Gathii Kariuki

Abstract


School completion opens up numerous post-school pathways, while leaving school prematurely can potentially predispose the young generation to varied negative consequences, like unemployability, crime, poor health outcomes, and missed opportunities. Despite the importance of guidance and counselling (G&C) in helping students cope with psychological, social, and emotional difficulties and learning disengagement, the school dropout rate in Mbeere North sub-county is on the rise. This paper explored the perceived effects of academic G&C services on dropout risk factors among students in public secondary schools in Mbeere North. General Strain Theory (GST) and Rational Emotive Behaviour Therapy (REBT) provided the theoretical framework. A descriptive survey research design with a mixed methods approach was used. The target population comprised 5,784 students from forms 2 to 4, 47 guidance counsellors, 94 form 4 class teachers, and 47 principals from 47 secondary schools, totalling 5972 individuals. Yamane’s formula was used to compute a sample of 375 subjects. Fifteen schools were selected through systematic random sampling, and 15 principals, 15 guidance counsellors, and 30 class teachers through purposive sampling, and 315 students through simple random sampling. Descriptive statistics were used to analyse quantitative data, with thematic analysis being used for qualitative data. The results revealed that positive perceptions of academic G&C were associated with low levels of dropout risk factors, with 52.4% of students under the high approval category reporting reduced levels of dropout risk factors. An inverse significant relationship was established between academic G&C services and students’ scores on the state of dropout risk factors (r (309) = -.19, P= .001). The education ministry needs to integrate academic clinics, mentorship, and psycho-education as mandatory components of the school G&C policy framework.

 

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academic guidance and counselling, academic clinics, psychoeducation, learning engagement, school dropout risk factors

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6281

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