GUIDANCE AND COUNSELLING AS PREDICTORS OF SCHOOL DROPOUT AMONG SECONDARY SCHOOL STUDENTS IN AWKA SOUTH LGA
ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720,
WHATSAPP/TELEGRAM US ON: 08137701720
GUIDANCE AND COUNSELLING AS PREDICTORS OF SCHOOL DROPOUT AMONG SECONDARY SCHOOL STUDENTS IN AWKA SOUTH LGA
ABSTRACT
This study investigated guidance and counselling as predictors of school dropout among secondary school students in Awka South Local Government Area of Anambra State. The study specifically examined how academic counselling, career counselling, and personal-social counselling influence students’ likelihood of dropping out of school. A descriptive survey research design was adopted. The population of the study comprised secondary school students in Awka South LGA, from which a sample was drawn using stratified random sampling techniques. A structured questionnaire titled Guidance and Counselling and School Dropout Scale (GCSD) was used for data collection. Data were analysed using descriptive statistics and regression analysis to determine the predictive strength of each counselling component.
Findings revealed that academic counselling significantly predicts school dropout tendencies, particularly in areas related to poor study habits, academic frustration, and declining performance. Career counselling was also found to significantly influence dropout intentions, especially among students who lack career direction or awareness of occupational opportunities. Personal-social counselling showed a strong predictive effect on dropout behaviour, as students who experience unresolved emotional, behavioural, or social challenges exhibited higher risks of leaving school prematurely. The study further identified challenges such as inadequate professional counsellors, poor funding of counselling units, lack of student awareness, and low administrative support as major barriers to effective guidance and counselling services.
Based on the findings, it was concluded that guidance and counselling services play a significant role in reducing school dropout among secondary school students in Awka South LGA. The study recommended the employment of more trained counsellors, improved funding of counselling units, regular sensitization of students on the importance of counselling, and stronger policy enforcement to ensure effective counselling services in secondary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is widely recognized as a powerful instrument for personal, social, and national development. In Nigeria, secondary education serves as a bridge between basic education and tertiary training, preparing young people with knowledge, skills, and values necessary for responsible citizenship and future careers (Federal Republic of Nigeria, 2014). However, one major challenge facing the secondary school system is the persistent problem of student dropout. School dropout refers to a situation where students discontinue schooling before completing the prescribed level of education (UNESCO, 2020). This trend has negative implications for national development, social stability, and individual well-being.
In many developing countries, including Nigeria, the rising rate of school dropout has been linked to academic, psychological, socio-economic, and school-related factors (Oghuvbu, 2018). Among these factors, the absence or ineffectiveness of guidance and counselling services in secondary schools has been identified as a major contributor to students’ disengagement from school (Egbochukwu, 2018). Guidance and counselling services are expected to provide students with academic direction, emotional support, career awareness, and problem-solving skills to help them navigate personal and school-related challenges (Okobiah & Okorodudu, 2016).
According to Nwoye (2019), effective guidance and counselling interventions help students develop coping skills, maintain interest in schooling, make informed career decisions, and overcome academic frustrations. Conversely, inadequacies in counselling services—such as shortage of professional counsellors, poor implementation of counselling programmes, and lack of awareness among students—have been shown to contribute to absenteeism, low motivation, indiscipline, academic failure, and eventual dropout (Ugwoke, 2021). The situation appears more pronounced in many Nigerian urban communities such as Awka South LGA, where students face the combined pressure of peer influence, economic hardship, and increasing exposure to distractions such as internet addiction and street life (Ezeani & Nwankwo, 2020).
Despite government policies mandating the inclusion of guidance and counselling units in all secondary schools, the actual practice and effectiveness of these services vary significantly across schools (FRN, 2014; Iheanacho, 2022). This has raised concerns about how well guidance and counselling practices predict dropout tendencies among students. It is therefore necessary to investigate the extent to which guidance and counselling services can help reduce dropout behaviour in secondary schools in Awka South LGA.
1.2 Statement of the Problem
School dropout has become a critical educational problem in Awka South LGA. Reports from the Post-Primary School Service Commission (PPSSC) and local school administrators suggest increasing cases of absenteeism, poor academic performance, truancy, involvement in delinquent activities, and early withdrawal from school among secondary school students. These dropout cases have been linked to factors such as academic frustration, family instability, peer pressure, lack of motivation, poor behaviour management, and unclear career direction (Eze, 2021).
While guidance and counselling services are designed to help students manage academic and personal challenges, observations show that many schools in Awka South LGA either lack functional counselling units or have inadequately trained counsellors. Some students are unaware of existing counselling services, while others underestimate their relevance. Consequently, students facing emotional, social, or academic difficulties do not receive the support needed to keep them in school (Nwokolo & Uzoechina, 2017).
This study, therefore, seeks to examine whether guidance and counselling services predict school dropout among secondary school students in Awka South LGA and to determine which aspects of counselling—academic, career, or personal-social counselling—have the strongest influence on reducing dropout intentions.
1.3 Purpose of the Study
The main purpose of this study is to examine guidance and counselling as predictors of school dropout among secondary school students in Awka South LGA. Specifically, the study aims to:
Determine the extent to which academic counselling predicts school dropout among secondary school students.
Examine the influence of career counselling on school dropout.
Assess the extent to which personal-social counselling predicts dropout tendencies among students.
Identify the challenges hindering effective guidance and counselling services in secondary schools in Awka South LGA.
1.4 Research Questions
The following research questions will guide the study:
To what extent does academic counselling predict school dropout among secondary school students in Awka South LGA?
How does career counselling influence school dropout among these students?
To what degree does personal-social counselling predict dropout tendencies among students?
What challenges hinder effective implementation of guidance and counselling services in secondary schools in Awka South LGA?
1.5 Research Hypotheses
The following null hypotheses will be tested:
H01: Academic counselling has no significant predictive influence on school dropout among secondary school students in Awka South LGA.
H02: Career counselling has no significant predictive influence on school dropout among secondary school students in Awka South LGA.
H03: Personal-social counselling has no significant predictive influence on school dropout among secondary school students in Awka South LGA.
1.6 Significance of the Study
This study will be of great significance to many stakeholders in the education sector:
Students: It will help students understand the importance of guidance and counselling in addressing academic and personal issues.
Counsellors: It will provide empirical evidence to help counsellors improve service delivery and design effective intervention programmes.
Teachers and School Administrators: Findings will highlight the need to strengthen counselling units and ensure collaboration among school personnel.
Parents: The study will enlighten parents on the importance of guidance services in preventing dropout behaviours.
Policy Makers: The results may inform policies aimed at improving counselling services in secondary schools.
Researchers: It will serve as a resource material for future studies on school dropout and counselling effectiveness.
1.7 Scope of the Study
The study is delimited to secondary schools in Awka South Local Government Area of Anambra State. Content-wise, it focuses on three key components of guidance and counselling—academic counselling, career counselling, and personal-social counselling—and how they predict school dropout among students. The study also covers challenges affecting the implementation of counselling programmes.
1.8 Operational Definition of Terms
Guidance and Counselling: Organized services designed to assist students in addressing academic, personal, social, and career-related issues.
Predictors: Variables that can explain or influence the likelihood of an event occurring, in this case, school dropout.
School Dropout: Discontinuation of schooling by a student before completing secondary education.
Academic Counselling: Support services aimed at helping students improve academic performance, study habits, and motivation.
Career Counselling: Services that guide students in making informed career choices and understanding occupational opportunities.
Personal-Social Counselling: Counselling that helps students address emotional, behavioural, and interpersonal challenges.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
http://graduateprojects.com.ng