EFFECTS OF GUIDANCE AND COUNSELING IN RELATION
TO ECDE IN KACHOLWO ZONE METKEI DIVISION,
KEIYO DISTRICT, KENYA.
BY
KIPKEMOI KEMEI
BED/ 21068 I 81/DF
A RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF
OPEN AND DISTANT LEARNING (I.O.D.L) IN PARTIAL
FULFILLMENT FOR THE A WARD OF BACHELOR
OF EDUCATION IN EARLY CHILDHOOD IN
PRIMARY EDUCATION ECPE OF
KAMPALA INTERNATIONAL
UNIVERSITY (KIU).
AUGUST2010
DECLARATION
I declare that this is my original work and it has not been submitted to any other institution.
~:::~~ :;~r0 00 H0000HOOOOHH Is-- 4- -20/D Date .. ...... ..... . ............... .......... .
APPROVAL
This research report has been submitted for examination with my approval as the
candidate's supervisor.
MIS SSENT AMU PbJjj Sign .... . ...... ~···············
/6 /.5; / d-0 1>tl Date ............................. .
II
DEDICATION
This project is dedicated to my parents for their sacrifice in my Education and their
spiritual guidance.
I also dedicMe this project to Mrs. Salina Kiptoo for her material supp01t in terms of
finance.
iii
ACKNOLWDEGEMENT
I acknowledge the lecturers of KIU and the Supervisor Ms Ssentamu for their continuous
support during the research investigation. The entire staff of Setano primary school for
their assistance and encouragement.
I also wish to thank the Headteachers, teachers, parents and pupils of the schools in which I
carried out my research.
God bless you.
iv
REFERENCES ................................................................................................................. 36
APPF:NDF:NCF:S .............................................................................................................. 37
APPENDIX I .................................................................................................................... 37
QUESTIONNAIRE FOR HEADTEACHERS ................................................................ 37
TEACHERS QUESTIONNAIRE .................................................................................... 39
PARENTS' QUESTIONNAIRE ...................................................................................... 42
PUPIL'S QUESTIONNAIRE .......................................................................................... 43
APPENDIX Il ................................................................................................................... 44
BUDGET .......................................................................................................................... 44
APPENDIX III ................................................................................................................. 45
TIME PRAME ................................................................................................................. 45
APPENDIX IV ................................................................................................................. 46
INTRODUCTION LETTER ............................................................................................ 46
APPENDIX V .................................................................................................................. 47
TilE AREA OF THE SCHOOLS INVOLVED IN THE STUDY ................................. .47
APPENDIX VI ................................................................................................................. 48
A MAP OF KENYA SHOWING THE PROVINCE OF STUDY -RIFT VALLEY ..... .48
APPENDIX VII ................................................................................................................ 48
APPP'-!DIX VII ................................................................................................................ 49
VII
LIST OF TABLES
Table I: 4.1.1 existence of a functional guidance and counseling programme ................... l7
Table 2: 4.1.2 problems facing ECDE Jearners .................................................................... l7
Table 3: 4.1.3 handling of indiscipline cases ....................................................................... 18
Table 4: 4.1.4. Dealing with indiscipline cases .................................................................... 19
Table 5: 4.1.5 Supporting and working with the teacher counselor ..................................... 19
Table 6: 4.1.6. Financial and material support. .................................................................... 20
Table 7: 4.1.7 Parents and community support. .................................................................. 20
Table 8: 4.1.8 Re-entry cases of ECDE learners in lower primary ................................... 21
Table 9: 4.1.9 Old aged learners in lower primary ............................................................... 21
Table I 0: 4.2.1 Implementation of guidance and counseling ............................................... 22
Table II: 4.2.2. Where guidance and counseling is conducted ............................................ 22
Table 12:4.2.3 Guidance and counseling awareness ........................................................... 23
Table 13: 4.2.4. Presenting personal problems for advice and help ..................................... 23
Table 14: 4.2.5. Academic and educational plans ............................................................... 24
Table 15: 4.2.6 Classroom indiscipline cases ....................................................................... 24
Table 16: 4.2.7 Academic performance and behavioral change ......................................... 25
Table 17: 4.3.8 Problems encountered by teacher counselor ............................................... 25
Table 18: 4.3.1 Mal- adjusted bchaviuor ........................................................................... 26
Table 19: 4.3.2 problems faced by parents from their ECDE children ................................ 27
Table 20: 4.3.3 Parent's involvement in guidance and counseling ...................................... 27
Table 21: 4.3.4. Reporting of indiscipline cases .................................................................. 28
Table 22:4.3.5 Parents solving of children's indiscipline cases .......................................... 28
Table 23: 4.3.6: Performance and Behaviour Change .......................................................... 29
Table 24: 4.4.1 implementation of Guidance and counseling .............................................. 29
Table 25: 4.4.2. Solving pupil's personal problems ............................................................. 30
Table 26: 4.4.3 Common Indiscipline cases in the class ...................................................... 31
Table 27: 4.4.4. Academic performance and behavioural change ....................................... 32
Table 28: 4.4.5 affected and infected by HIV/AIDS ............................................................ 32
viii
LIST OF FIGURE
Figure I: 4.3.1 ...................................................................................................................... 26
Figure 2: 4.4.2 ...................................................................................................................... 31
Figure 3: 4.4.3 ..................................................................................................................... 33
IX
ACRONYMS AND ABBREVIATIONS
The study the following Abbreviations.
CJBT- Centre for British Teachers
E.C.D- Early Childhood Development
E.F.A- Education for all.
F.I'.E free Primary Education
FPESP- School primary Education Supp01t project.
KNAPO- Kenya National Association for probation Officers
MOE- Ministry of educational
SBTD- School based Teacher Development
X
ABSTRACT
The study was set to find out the effects of guidance and counseling in relation to ECDE.
The researcher looked into the implementation of guidance and counseling programme,
behavioural change and challenges encountered by the teacher counselors.
The study was carried out in Kocholwo Zone, Metkei Division, Keiyo District. It involved
lower primary pupils, headteachers, teachers and parents.
The researcher reviewed relevant literature related to the study. The study was designed in
form of a survey. It involved ten primary school teachers, five head teachers ten parents
and fifteen pupils. Out of the forty sampled elements, twenty respondents sent their dully
filled questionnaires in good time. It was then analyzed by use of descriptive statistics in
order to determine the frequencies and percentages in tabular form.
The findings showed that there were indiscipline cases in lower primary e.g. truancy,
absenteeism among others. Lack of guidance and counseling involvement in handling the
learner's indiscipline cases, by performance and behavioural change. The researcher also
found that there are old aged learners in lower primary like Kibet Tanui of standard II aged
16 years. It was concluded that the school administration should fully involve teacher
counselors and parents in handling the ECD learners' problems.
The researcher recommends the ministry of Education to train more guidance and
counseling teachers to handle ECDE learners.
The parents and community should also be sensitized on the importance of guidance and
counseling in ECDE institutions e.g. Pre-Primary and lower primary.
XI
CHAPTER ONE
INTRODUCTION
1.0 Background information
In the present global society, guidance and counseling has become a very important
programme in our learning institutions. The learners are faced with challenges resulting
from HJV/AIDA scourge, drug and substance abuse, stress caused by disintegrated
traditional family set ups among others. Sikolia. L ( 2006).
The ECDE learners are Socia- emotionally, physically and mentally affected by these
challenge~ in our schools.
In Kocholwo Zone, Metkei Division, Keiyo District the ECDE learners are dropping out of
school, engaging in child labour and some have turned to streets.
The introduction of free primary Education by the government in ( 2003) has led to re
entry cases of old aged learners. ECDE learners like Kibet Tanui of Setano Primary school
in STD I I who is aged 14 years requires special attention by skilled and knowledge
teacher counselors.
The ban on corporal punishment by the Kenyan government has led to rampant indiscipline
cases in the Zone. The ECDE learners indiscipline cases in the includes truancy,
absenteeism and bullying among others.
HJV/AIDS scourge is prevalent in the Zone hence there are ECDE learners affected or
infected hy the disease.
This calls for help from teachers who are equipped with knowledge, skills and attitudes to
handle the learner's psychological problems professor Karega Mutahi. (2004).
1.1 Theoretical Framework
This study was based on the theory that ideas are not present from the beginning and that
they can be learnt. The theory is tor a British Philosopher, John Locke ( I 632- 1704) Prior
to Locke, many philosophers held that some ideas, such as mathematical truths and beliefs
in God are innate; existing in the mind prior to experience. Locke argued that observations
of children had shown that these ideas were not present fi·om the beginning and that they
were learnt. Locke said that it was more accurate to think of the child's mind as a tabula
rasa, a blank slate, and whatever came into the mind_was to form the environment (Locke,
1960, ( Vol. I ) bk I)
Locke reject the widespread belief that there was a vast, innate difference among people.
Instead, Locke argued, people are largely shaped by their social environments. Locke
considered the mind to be like a white paper, void of all characteristics, without any ideas.
How comes it be furnished? Whence has it all materials of reason and knowledge? Locke's
answer ti this question was" experience". He said that all our knowledge was founded, and
fi·om that it ultimately derived itself. Locke emphasized that the environment's influence
was especially powerful in the child's early years. This is when a child's mind is most
pliable, when we can mold it as we wish. And once we do so, its basic nature is set for life.
According to Locke many of our thoughts and feelings develops through association. For
example, if a child has had bad experiences in aparticular room, the child cannot enter it
without automatically experiencing a negative feelings. He also pointed out that much of
our behaviour also develops through repetition. When we do something over and over, such
as brushing our teth, the practice becomes a natural habit, we feel uneasy when we have
failed to perform.
Locke also looked nt imitation as an avenue of learning. He said that we are prone to do
what we see others do, so models influence our character. If we are frequently exposed to
silly and quarrelsome people we become silly and quarrelsome ourselves; if we are exposed
to more noble minds, we become more noble.
Finally and most important, Locke believed we learn through rewards and punishments. we
engaged in behaviour that brings praise, compliments and other rewards; we refrain from
those actions that produce unpleasant consequences.
These principles, Locke believed, often work together in the development of character.
Thus Locke's view was that education is essentially a socialization process. The child
learns to gain our approval and in this way the child learns what he or she needs to know
to become a useful and virtuous member of the society.
2
1.2 Statement of the problem
The effects of guidance and counseling on ECDE are positive when the programme is
implemented and leads to a negative behaviour when it is not carried out.
Guidance and counseling programme is a service offered by a school to help learners to
adjust to various environments in order to make behavioural choices to enable them
function in their homes schools and society. It is through guidance and counseling
programme that a teacher counselor helps the learner to cope with psychological,
sociological and emotional changes that they encounter as they develop. It also enables the
learners to improve their self- control. Mutie and Ndambuki ( 2005).
In Kocholwo Zone, Metkei Division the ECDE learners are faced with the above
challenges which have resulted into indiscipline cases.
Parents are not involved in guiding and counseling of their children. The school
administration in most of the schools does not also involve the teacher counselor in
handling the learners indiscipline cases.
This has Jed to poor academic performance and negative behavioral change. With the
introduction of' rrr:, there are re-entry cases of old age learners in lower primary who
requires behavioural adjustment.
The purpose of this study was therefore to find out the effects of guidance and counseling
in relation to ECED in Kocholwo Zone, Metkei Division, Keiyo District.
1.3 Purpose of the study
The purpose of the study is to establish the effects of guidance and counseling in relation to
r:cnr: in primary schools.
1.4 Research objectives
I. To establish whether there are teachers conducting guidance and counseling in
primary schools in relation to ECDE.
2. To determine whether there has been behavioural change in schools where guidance
and counseling is practised.
3. To find out the constraints encountered by teacher counselor while implementing
guidance and counseling programme.
3
4. To asses whether guidance and counseling have positive effects on Educational
performance.
1.5 Research questions 1 1/tt'J~
1. V" Are there teachers conducting guidance and counseling in primary schools in
relation to ECDE?
11. lj\"'J<L!~s the.Fe 'b~en behavioural change in schools where guidance and counseling is
pructiccd'?
111. What are the challenges encountered by teacher counselor while implementing
guidance and counseling programme?
. •iJJ D 'd d I' I IV. tV- oes gu1 ance an counse mg 1ave positive effects on Educational
Performance.
1.6 Scope of the study
The studv was carried out in the following schools
I. Sctano
II. K i ptengwer
iii. Teber
iv. En ego
v. Kiptabach
All the above schools are in Kocholwo Zone, Metkei division, Keiyo District
The targeted group was teachers, parents and pupi Is. The study therefore took into
account tl1ree environmental factors for the study namely; teacher infiuence on
students, enhancement of students self- worth and dignity and motivation among the
learners.
1.7 Significance of the study
The study is hoped to improve discipline in schools in relation to ECDE.
The researcher intends to benefit the following groups.
(i) ECDE learners and upper primary
4
(ii) Guardians, parents and teachers
(iii) Care givers
(iv) Ministry of Education
Guiding and counseling will enable the learners to acquire new values, make right
informed choices and overcome their problems positively.
The study will enable the teachers, parents and care givers to identify and correct the
learner's behaviour. This will create a conducive learning environment which will lead to
the realization of holistic development of the learner.
The findings of the study will be used in guiding and counseling programme in schools
which will enhance socio-economic development of the nation.
1.8 Limitations of the study
The study was constrained by inadequate time allocated for the study
Lack of enough funds for carrying out research activities e.g. transport costs, research
materials and accommodations.
The environment and geographical settings. The findings from individual schools and
regions could not bee generalized.
Some of the respondents did not summit their questionnaires in good time.
1.9 Delimitations of the study
The researcher was convenient with the language of the catchments' area hence enabled
the success of the research.
The availability of most materials e.g. books, magazines among others containing items
related to the study contributed to the success of the research.
1.10 Basic assumption of the study
The following are the assumptions the researcher took for granted.
The researcher assumed that the head teacher, teachers, parents and pupils could be glad to
answer the questionnaires.
5
It was assumed that the head teachers of the sampled schools would find the study helpful
to their ECDE learners in their schools.
It was also assumed that the researcher could get permission to carry out the study
1.11 Operational definitions of terms
Guidance: All the activities rendered by educational institutions which are primarily
concerned with assisting individual students, understand themselves i.e. their character
traits, abilities, interests, needs and potentialities (talent) Nasibi were (2003).
Counseling: It is a helping process that uses the safety of a special relationship between the
counselor and the counselee with the objectives of tapping the resources within the
counselee to efTect of healing and change Nasisbi were (2003).
Corporal punishment: Is the affliction of pain on an errant learner using a well defined
cane and in accordance with the stipulations of the education act ( laws of Kenya, chapter
211, 1980)
Discipline :State of order and control gained as a result of observing the school norms
Dl'linquctH'Y: Criminal acts of children
Truancy: Deliberate absenteeism from school
Phobia: Unreasonable fear and dislike
1.12 Organization of the report
This research study contains five chapters
Chapter one contains the background of the study, statement of the problem, objectives of
the study, limitation, delimitation, basic assumptions of the study and definition of terms
used.
Chapter two covers the origin of guidance and counseling, guidance and counseling
implementation, behavioural change as a result of guidance and counseling and constraints
encountered by guidance and counseling teacher.
Chapter three covers the methodology which includes the research design, target
population, sampling technique, procedure for data collection tools and instruments,
instrument validity and reliability.
Chapter four is focused on findings and discussions based on research objectives.
Chapter five deals with summary of findings, conclusion and recommendations.
There are al'o rd'crences and appendices.
6
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The literature review related to this study on the effects of guidance and counseling on
ECDE was reviewed.
The literature was reviewed fi·om books, thesis, local daily newspapers, circulars m
schools, government official documents from MOE, encyclopedia and internet services.
2.2 The origin of guidance and counseling
God gave the first counsel to the first human beings and gave them the freedom to choose
the life they wanted to live. l-Ie also advised on evil and good, life and death but human
beings can choose how they want their lives to be ( Gen 15: 17)
The Bible is full of verses that God uses to advise on deviant behaviour e.g. proverbs
psalms and Revelations.
In many African Communities Kenya included guidance and counseling was done by grand
parents and close f.1mily fi·iend but because of both cultural and Socia- economic changes
these <hys, it is not ciTcctivcly clone.
In Education system, Guidance and counseling was practiced as from 19'11 century in
Europe and USA. It was mainly based on occupational information.
The programme is relatively a new concept in Education system 111 Africa. Mutie and
Ndambuki ( 2003) page 13.
The emergence of Guidance and counseling in Education programmes in Kenya is dated
back to MOE policy recommendations through report of ( 1964) and the Gachathi report
of ( 1976) among others. This was aimed at assisting teachers to enhance their teaching
skills and their professional development The acquisition of knowledge and skills are
necessary for the teachers to manage and cope with emerging issues and challenges.
The first international conference on guiding and counseling and youth development was
held in April (2002) in Kenya. Cross cutting issues discussed include: guidance and
counseling in Education for ALL, 1-IIV/AIDS, cultural diversity and establishing the
Association for counseling in Africa.
7
In ( 2003) the Kenya government introduced free primary Education in order to meet the
objectives of the World Education forum held in Dakar in April ( 2001). This has called
for the need of empowering teachers with knowledge and skills for combating challenges
while implementing the EFA policy. (Internet)
2.3 Guidance and counseling teacher in primary school in relation to ECDE
A school guidance and counseling teacher is a planner and manager of educational
experiences of his I her learners which will contribute to the development of knowledge,
skills and personal qualities, habits of thought, decision making and proper attitudes
towards themselves and others as preparation to adulthood. Hendri ( 1956).
The ECDE teacher is to be equipped with knowledge and skills while guiding different
developmental and behavioural aspects in children. These include self care skills e.g.
toilcting, eating habits and dealing with socio- emotional needs. Ndambuki ( 2005).
The guidance and counseling teachers are to uphold to professional ethics and principles so
as not to inll·inge the rights of the child. SBTD core. Module page ( 333-339).
He/ she is to play a role in expanding and improving comprehensive early childhood care
and education especially for the most vulnerable and disadvantaged (Internet).
The affected and infected with 1-IIV/AIDS, economically exploited and socially abused
needs protection for their rights E.F.A Global monitoring report (2007).
There are learners joining primary education like the mentally handicapped. The ECD
teacher should be equipped with knowledge and skills so as to enable him/her to identify
the learner lor placement or making referrals for help.
Marhgery Neely ( 1982) and disability act ( 2003)
The world fit for children conference in (2002) called for every child to have a good stmi to
life through promoting quality nurturing, care and safe environment. I is the responsibility
of guidance and counseling teacher to collaborate with care givers and other stakes holders
in provision of ECDE services. This include access to rehabilitation services such as
counseling and physiotherapy within the ECDE centre and those outside.
The Kenya government through KISE has embarked on training teachers to handle children
with special needs. EDCE learners will benefit from the programme because every school
8
is targeted to have al least one trained teacher on special needs to cater for inclusive
learning. FPESP module ( pg 407") and ECDE guideline for Kenya (2006).
Through school based teacher development plan one teacher in every school has been
trained on Guidance and counseling. This was done to meet the challenges that both the
teachers and pupils face as a result of free primary Education. The learners and teachers are
to adjust to real problems inn classroom situations e.g. congestion, lack of facilities,
children with varying psychological, social and economic needs and the impact of drug
abuse and l-IlY/ AIDS. Professor I. Godia ( 2004). It is the responsibility of key resource
teachers to establish a functional guidance and counseling department to address these
problems.
CJBT through the (Government of Kenya) has trained key education stakeholders on
l-IlY/AIDS pandemic since (2002). Quality and standards officers, teachers and parents
have benefited. The main objective for the training is to bring behavioural change in sexual
relationshil" among pupils, teachers and parents. This enhances individual development
and self- fulfillment of each and every member in the society. Mr. Enos Oyaya (2006).
2.4 BchaYioural and academic change as a result of guidance and counseling.
The bchaviourists believe that behaviour is shaped by learning. It can be modified fi·om
unacceptable behaviour to acceptable behvaiour. ECDE learners' explicit bad or good
behaviour which teachers need to correct or reinforce. JB Watson ( 188 - 1958)
emphasized that the important process governing behaviour is learnt through interaction
with the environment and they are not innate.
The learning experiences planned for ECDE learners are aimed at developing the whole
child.
Guidance and counseling teacher is to provide guiding principles and tools for development
of the whole person recognizing that the individual is comprised of physical, intellectual,
emotional and spiritual dimensions. UNICEF (1996).
Children are innuenced by behaviour of others e.g. parents, care givers and teachers.
These are the people who should be good role models for ECDE learners.
I agree with Dullard and l'vlillcr (1950) in the poem, "children learn what they live with."
Indiscipline cases arc reported in schools where guidance and counseling programme is not
practiced.
9
Indiscipline in schools basically anses from personal and psychological needs, hence
counseling should aim at satisfying the needs and indicate the associated problem. e.g. peer
influence, mal- adjustment and drug abuse.
The Ministry of Education ( Kenya) ( 1997) noted that ' discipline problems are actions
usually associated with actions but most actions are as a result of feelings ' ECDE learners
need to be encouraged to recognize the relationship between their feelings and actions by
talking over them with a deep under standing.
According to Kamunge Education report of ( 1988). Guiding and counseling for persons
with special needs should enable them to cope with any societal expectation and assist their
self- actualization
The ECDE learners need to be liberated from psychological problems through provision of
guidance and counseling services like other people
The other ECDE learners need to be taught to accept and interact with the children with
special needs. There are other behavioral problems which need to be addressed in ECDE
learners. These include Trauncy, emotional anguish, lying personality and bullying among
others. Ndambuli and Mutie ( 2003).
2.5 Constraints encouraged by guidance and counseling teachers.
Children in early school grades are sometimes not directly responsive to verbal
communication, Glanz ( 1974) such children require activity group work, play therapy of
all types and clinical assessments to help others understand them. An attempt to help the
child understand herself I himself is difficult and requires patience and tolerance from a
teacher counselor and other teachers.
It is tiresome performing with ECDE learners play and other activities. Many teachers find
it strenuous and time consuming.
Lutomia and Sikolia (2002) Enumerates the major difficulties in guidance and counseling
as" the mass media offering many negative influences in children, wide curriculum in
8-4-4 system of education and gender issue", they have memory of what they watched the
night before portrayed by characters of their own age, some parents are also irresponsible
in that they cannot control activities undertaken by their children like watching films and
Televisions programmes beyond their age limit.
Others allow children to watch phonographic materials in magazines and internet. Many of
these parents do not counsel their children and fail to appear ins school when called upon
10
by teachers to discuss any problems facing their children. The teacher counselor therefore
feels dejected and the child feels neglected and will keep on repeating the same mistakes or
more grievous ones.
The wide curriculum activities undertaken by ECDE learners and the teachers allows little
time for attending individual learners
Lack of enough guidance and counseling teachers as a result ofFPE introduced in (2003) is
another constraint. There are few inducted teachers who can handle the learner's problems.
The Ministry of Education through school based teacher development programmes have
trained one teacher in every school in which he/she cannot meet the demands of a large
number of the learners.
The learning materials of guidance and counseling are inadequate e.g. rooms for offering
individualized services on guidance and counseling module (2004). Some Headteachers,
teachers and parents have a negative perception on guidance and counseling.
According to Wanjohi ( 1990) he noted " Headteachers view teacher counselors as quasi
administrators and advisors who were busy in discipline and clerical duties". It needs the
approval fro all stake holders on the ECDE learners to be assisted on psycho- social
emotional problems.
The ongoing induction course for empowering headteachers as a result of free primary
Education module (2004) will pave way for positive attitude towards the guidance and
counseling programmes in schools.
2.6 The effects of guidance and counseling.
In relation to (ECDE) learner's problems, early childhood is the formative years and the
foundation lor life. The first researchers have found that the first six years of life are
important lor a child's holistic development e.g. shore Rima (1997) mustard ( 1998). In
order to achieve this. care givers, parents and teachers should stimulate the various
developmental areas of the child.
Fredrick Frobel ( 1782) also emphasized on the imp01tance of early years in shaping adult
experiences.
Guidance and counseling teachers are therefore the key players in shaping and moulding
the chilcl"s character. The ECDE learners need a caring and secure environment to
facilitate their holistic development. Dakar conference ( 2002) internet.
II
Transition from l1ome environment cause problems 111 some children, hence the ECDE
teachers should have skills to solve them.
According to the Dakar conference (200 I) on EF A the school environment should be
capable of nurturing the child.
The 1-IIV/AIDS pandemic has caused untold miseries to children. There are the affected,
infected and orphaned children in our schools.
The current statistics and trends in Kenya indicate that 100,000 children are living with
HIV/AIDS. This has caused a negative impact on educational system.
Children will most likely drop out of school due to illness, to cater for their ill parents,
assume adult responsibilities too early and go without basics of life as family assets are
diverted to cater for the ill.
The infected or a fleeted child is likely to be stigmatized and socially discriminated against.
It calls for the guidance and counseling teacher to intervene by offering counseling
services.
The Kenya Government through the ministry of Education has articulated policy guide
I ines on Ill VI A IDS panel em ic on Education ( 1997) sessional paper No. 4 . Great emphasis
was put on the need for behavioural development and change in order to combat the
challenges posed by I-I IV/AIDS.
According to KNAPO secretary (2007), some children start consuming drugs as early as 7
years of age. It was noted that at 7 years they smoke cigarettes, bhang and take alcohol
hence harder drugs may follow.
These bad habits will lead to negative impacts on early childhood Education. Indiscipline
cases e.g. delinquency, bullying and dropping out of school among others are common in
schools where drug abuse is practiced. The guidance and counseling teacher has to identify
and act upon thec.;e isc.;ues.
There are school attendance problems e.g. truancy, phobia, refusal to go to school and
parents withholding the ECDE learners from going to school. Michael Kerfoot and Allan
Butter ( 1988) This affects the learner's educational achievements leading to poor
performance. The truant has been described as " a depressing picture of multiple
adversities. Furringson ( 1980):.
12
The above researchers have also pointed out that young children experience, eating,
sleeping and toileting problems. All these affect the ECDE learner's education. Richaman
(1981) estimates that one in every five pre-school presents with a major persisting sleep
disorders. Children with sleeping disorders could not concentrate in class and at times
absent themselves in class leading to poor academic performance.
13
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter covers the methodology used in the study. It deals with research design,
population study sampling techniques, research instruments/ tools, procedure for data
collecting, instrument validity and reliability and data analysis.
3.1 Research design
The researcher used survey design which enables him to gather information fi·om the
respondents. The survey was used because the researcher intended to reach a large
population study. The researcher employed questionnaires to collect data.
3.2 Location of the study
The study was carried out in Kocholwo zone, Metkei division, Keiyo district, Kenya. It is
in the vast low Janel area of Kerio valley and it extends to its escarpment. Transport
network is poor as there is only one major marrum road serving the zone.
The zone comprises of thirteen primar6y schools and fifteen ECE centres. Most of the
schools in the zone arc not served by roads hence the researcher had to foot in order to
reach these schools.
3.3 Target population
The population of the study involved the headteachers, teachers, lower primary pupils and
parents in the zone. The study was carried out in five schools. These were Seteno,
Kiptabach, Tebcr, Kiptcngwcr and Enego.
The hcacltcachers, teachers, pupils and parents samples were issued with questionnaires to
answer.
14
3.4 Sample and sampling procedures
The sample of this study are the individual schools. The sampling constituted five primary
schools involving five headteachers, ten parents fifteen pupils. In total there were forty
sampled elements.
The simple r~mclom sampling .method was used in selection of the sample.
The procedure involved selecting the sample at random from the list of the population.
This gave every member of the group an equal chance of being selected as a member of
the sample.
The technique minimized time and cost for the researcher considering the topography of
the zone which is in the valley with poor infrastructure.
However, care was taken to ensure that the sample was representative enough in numbers
and variety.
3.5 Rcsenrchcr instrument
Five types of' questionnaires were prepared, the questionnaire for head teacher had I 0
items, teachers 8 items, parents 6 and pupils 6 items.
Questionnaire items were constructed in line with the research questions highlighted m
chapter one.
Closed ended questions were used to ensure that the answers were within the fi·ame of
reference that was relevant to the purpose of the study and they were legible hence easy to
analyze.
3.6 Procedure for data collection
The research was carried out on five primary schools targeting lower primary among the
thirteen schools. The researcher sought permission from the ZQUASO by visiting the
office. He was then granted permission to visit individual schools to talk to the head
teachers. teachers and parents representatives on how to answer the questionnaires. The
lower primary pupils were to be administered questionnaires by reading to them in form of
interview.
15
3.7 Instruction validity and reliability
The researcher developed questionnaires which its validity and reliability was determined
by the KIU lecturers.
The relevance of the questions to the topic under study was then modified for its reliability
in collecting the data needed. The questionnaires were then distributed to the schools for
distribution to teachers, parents and pupils by head teacher.
3.8 Data analysis
The information received ti'om the respondents in filed questionnaires was summarized in
tables. Frequency distribution tables and percentages was used when analyzing data.
Explanations in relation to objectives of the study and recommendations were given.
16
CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND INTERPRETATION.
4.0 Jntroduetiou
In this chapter the researcher presents the findings as collected by data in the field. This is
done by presenting. interpreting and commending data in table. The researcher wanted to
lind out eCI(,cts of guidance and counseling in relation to ECDE.
4.1 Data on head teacher's response
Table 1: .J. 1 .I existence of a functional guidance and counseling programme.
RESPONSE FREQUENCY PERCENTAGE
YES 3 60%
NO 2 40%
TOTAL 5 1 OO'Yt,
Inter p rc tat ion
The table shows that most of the schools have a functional guidance and counseling
programme which is representing by 3 (60%).
Analysis
The schools in which guidance and counseling is not functional is represented by 2 (40%)
and this calls for sanitization of the programme.
Table 2: -1.1.2 problems facing ECDE learners
RESPO"'SE FREQllf.:NCY PERCENTAGE
Absenteeism 2 40%
Bullying I 20%
Truancy I 20%
Drug abuse 0 0%
School phobia I 20%
Total 5 lOO'Yo
17
In tcr prctatio n
The table above indicates that the major problem affecting ECD learners is absenteeism
2(40)% and drug abuse was not cited 0 (0%). The other problems indicated was bullying,
truancy and school phobia each represented by I (20%).
Analysis
Head teachers cited absenteeism as a major problem affecting ECDE learners hence the
root causes should be established and necessary actions be taken.
Table 3: -1.1.3 handling of indiscipline cases.
RESPONSE FREQUENCY PERCENTAGE
Headteachcr I 20%
Deputy head teacher 2 40%
Class teacher 2 40%
Teacher counselor 0 0%
Senior teacher 0 0%
TOTAL 5 100%
In tcrp rd:ll ion
The findings ll·om the table above shows that the teacher counselor is not involved in
handling the ECD learners indiscipline cases 0(0%). Deputy head teacher and the class
teacher is representing by 2( 40%) respectively. Head teacher is representing by 1 (20%).
Annlysis
The teacher counselor is not represented in handling the pupil's cases and he /she is a key
player in handling and molding pupil's behavior, therefore there is need for him I her to be
involved.
18
Table 4: 4.1..1. Dealing with indiscipline cases.
RESPONSE FREQUENCY PERCENTAGE
Refer to PTA - 0%
Committee - 0%
Cane them I 20%
Expel tl·om school - 0%
Teacher on duty 0 60% 0
Give manual work I 20
Teacher counselor 0 0
TOTAL 5 100%
Interpretation
The table above renects that I (20%) of the learners are caned which is the same as those
given manual work while 3(60%) are reported to the teacher on duty for manual
punishment. The teacher counselor is represented by 0(0%).
Analysis
The teacher counselor who is equipped with the knowledge and skills of handling cases
should be made usc of so as to decrease cases of child caning and manual work.
Table 5: .l.J.5 Supporting and working with the teacher counselor.
RESPONSE FREQUECNY PERCENTAGE
YES 5 100%
NO 0 0%
TOTAL 5 100% ~-------
fnterprcta t ion
The data in the table indicate that teachers work and support the teacher counselor as it is
represented by 5( I 00%).
Analysis
The teacher counselor should work hard in delivering his services due to the immense
support from teachers as indicated
19
Table 6: 4.1.6. Financial and material support.
RESPONSE FREQUENCY PERCENTAGE
YES I 20%
NO 4 80%
TOTAL 5 100%
Interpretation
Table 4.2.6. shows that 4(80%) of the schools do not get support in financial and material
resource from the administration whereas 1(20%) receive.
Analysis
The teacher counselor get little financial and material support as it is represented by
1 (20%).
The administration should be sensitized on the importance of financial and material
support.
Table 7: 4.1.7 Par·ents and community support.
RESPONSE FREQUENCY PERCENTAGE
YES 1 20%
NO 4 80%
TOTAL 5 100%
Interpretation
The parents and the community do not fully support the teacher counselor as indicated by
4(80%) while 1 (20%) support the teacher counselor.
Analysis
There is need for the parents and the community to be educated on the need for guidance
and counseling and the emotional problems associated with punishments.
20
Table 8: 4.1.8 Re-entry cases ofECDE learners in lower primary.
STD FREQUENCY PERCENTAGE
I I 60%
II I 20%
Ill I 20%
TOTAL 5 100%
Interpretation
In the table above it shows that re-entry cases in lower primary are common. STDI leads
with 3(60%) while Std 11, and Std 111 nre represented by 1 (20%) respectively.
Analysis
The high re-entry cases in Std I reported as 3 (60%) may be as a result of free primary
education. Parents who were over burdened by payment of ECDE teachers had withdrawn
their children from school.
Table 9: 4.1.9 Old aged learners in lower primary
AGE IN YEARS CLASS FREQUENCY PERCENTAGE
12 I 1 20%
16 II I 20%
13 Ill ' 60% 0
TOTAL 5 100%
Interpretation
The table indicates that the old aged learner is in Std II aging 16yrs. I (20%). in Std lii the
aged learners is represented by 3 (60%) aged 13 years and I (20%) aged 12 years in Std I
Analysis
The re-entry cases in the lower primary may be associated with dropping out of school due
to socio-economic problems in the families. As a result of fl·ee primary education parents
were relieved from school levies. Hence the ECDE learners were sent back to school.
21
4.2.Data on teachers response.
T bl 10 4 2 I I a e : .. t f f . I mp1emen a 1011 o · guu ance an d r counse ma RESPONSE FREQUENCY PERCENTAGE
YES 0 60% 0
NO 2 40%
TOTAL 5 100%
Interpretation
The data above shows that 3(60%) of schools have a functional guidance and counseling
programme and do not exist in 2 (40%) in the sampled schools.
Analysis
The teacher counselor in the schools where the respondents reported lack of guidance and
counseling should lias with the head teacher and other stakeholders to can·yout guidance
and counseling sessions.
Table 11: 4.2.2. Where guidance and counseling is conducted.
RESPONSE FREQUENCY PERCENTAGE
staffi-oom I 20%
Classroom " 60% 0
G/counseling room - 0%
Under tree - 0%
Assembly I 20%
Total 5 100%
Interpretation
The data reflects that guidance and counseling rooms do not exist in all the schools who
responded as it is represented by 0%. The common place for guidance and counseling is the
classroom 3(60%) followed by staffroom and assembly respectively. l (20%).
22
Analysis
Guidance and counseling can be conducted at any place and any time but the most
convenient place is the guidance and counseling room. This is for privacy and
confidentiality.
Table 12: 4.2.3 Guidance and counseling awareness
RESPONSE FREQUENCY PERCENTAGE
YES I 20%
NO 4 80%
TOTAL 5 100%
Interpretation
The table indicates that 4(80%) of the learners do not utilize or even aware of guidance and
counseling program. 1(20%) are Aware and they utilize the service.
Analysis
The school head teacher and guidance and counseling teachers of the 4(80%) respondents
need to create awareness of the programme to learners.
Table 13: 4.2.4. Presenting personal problems for advice and help.
RESPONSE FREQUENCY PERCENTAGE
Classroom 3 60%
Teacher counselor I 20%
Headteacher I 20%
Deputy 1-1/Teacher - 0%
Senior teacher - 0%
Total 5 100%
Interpretation
From table 4.3.4 the ECDE learners present their personal problems to the teacher mostly
as it is represented by 3(60%). Head teacher and teacher counselor are I (20%) respectively.
23
Analysis
The deputy head teacher and senior teacher were reported as 0% yet they should be
contributing to the guidance and counseling services.
Table 14: 4.2.5. Academic and educational plans.
RESPONSE FREQUENCY PERCENTAGE
Parents - 0%
Friends - 0%
Class teacher I 20%
Deputy 1-leadteacher 1 20%
Head teacher 3 60%
Teacher counselor - 0%
Total 5 100%
Interpreta lion
The teacher counselor is not involved in provision of academic and educational plans in the
above table. 1-Ieadteacher is represented by 3(60%) followed by class teacher and deputy
head teacher with I (20%) respectively.
Analysis
The respondents did not report on parents, friends and the teacher counselor who are in a
position to provide academic and educational plans.
Table 15: 4.2.6 Classroom indiscipline cases
RESPONSE FREQUENCY PERCENTAGE
Fighting 1 20%
Absenteeism I 20%
Bullying 1 20%
Truancy 1 20%
Drug abuse - 0%
Stealing I 20%
Total 5 100%
24
In tcrpretation
The table indicates that drug abuse is not common among the ECDE learners as it is 0(0%)
compared to fighting , absenteeism , bullying, truancy and stealing which are all I (20%)
each.
Analysis
The common indiscipline cases as was noted are fighting , absenteeism , bullying truancy
and stealing which needs to be addressed by the teacher counselor.
Table 16: 4.2.7 Academic pe1·formance and behavioral change.
RESPONSE FREQUENCY PERCENTAGE
YES 5 100%
NO - 0%
TOTAL 5 100'%
Interpretation.
The data collected indicates that there was behavioural and academic change after guidance
and counseling sessions as represented by 5 (1 00%).
Analysis
Guidance and counseling is seen to have had a positive change in behavioural and
academic improvement.
Table 17: 4.3.8 Problems encountered by teacher counselor.
RESPONSE FREQUENCY PERCENTAGE Lack of commitment on the part of the teacher - 0% Lack of support from administration and teachers I 20% Time allocated to guidance and counseling is limited - 0% Parents are not co-operative in releasing certain 2 40% information about their children Lack of offices for teacher counselors - 0% Overloading of teacher counselor with other I 20% responsibilities Pupils number tend to be large - 0% Lack of trained teacher counselor - 0% Pupils do not know what kind of problems to present 1 20% Total 5 100%
25
Interpretation
The information on the table indicates that most of the parents are not co-operative in
releasing certain information about their children 2(40%). Other problems encountered by
teacher counselors includes: lack of support from administration and teachers, overloading
of teacher counselors with other responsibilities and lack of pupils understanding of what
kind of problems to present which constituted I (20%) each.
Analysis
The major problem which featured on table 4.3.8 is parents being not co-operative m
releasing certain information about their children.
4.3. Data on parents' response.
Table 18: 4.3.1 Mal- adjusted behaviuor.
RESPONSE FREQUENCY PERCENTAGE
YES 4 80%
NO I 20%
TOTAL 5 100%
This can summarized using the figure below:-
Figure J: 4.3. J
Interpretation
DYes
cNo
From the findings on the table above 4(80%) of the parents reported that their children at
times display bad behavior compared to 1 (20%) who reported good behavior.
26
Analysis
The I (20%) of the parents' response needs to provide guidance and counseling to their
children. They have to inform the teacher counselor for further help on the learner's
problems.
Table 19: 4.3.2 problems faced by parents from their ECDE children.
RESPONSE FREQUENCY PERCENTAGE
Truancy 1 20%
Phobia 1 20%
Refused to go to school I 20%
Fighting 1 20%
Cheating 1 20%
TOTAL 5 100%
Interpretation
The findings fi·om table 4.4.2 indicates that truancy , self phobia , refusal to go to school,
fighting and cheating were the major problems represented by I (20%) respectively.
Analysis
The parents should guide and counsel children on these problems and serious issues to be
referred to guidance and counseling teacher.
Table 20: 4.3.3 Parent's involvement in guidance and counseling.
RESPONSE FREQUENCY PERCENTAGE
YES 3 60%
NO 2 40%
TOTAL 5 100%,
Interpretation
The above table shows that 3(60%) of the parents are involved in guidance and counseling
of their children while 2(40%) are not involved.
27
Analysis
The parents who are not involved in guiding and counseling should be sensitized as they
seem not to be aware.
Table 21: 4.3.4. Reporting of indiscipline cases
RESPONSE FREQUENCY PERCENTAGE
Class teacher 2 40%
Teacher on duty I 20%
Head teacher I 20%
Deputy head teacher I 20%
Senior teacher - 0%
Teacher counselor - 0%
TOTAL 5 100%
Interpretation
The table above indicates that 2( 40%) of parents report indiscipline cases of their children
to their class teachers. The teacher on duty , Headteacher , deputy 1-leadteacher are
represented by I (20%) are respectively. The teacher counselor and senior teacher are
represented by 0(0%).
Analysis
The findings show that parents do not report indiscipline cases of their children to the
teacher counselor who should be involved in handling the learner's indiscipline cases.
Table 22:4.3.5 Parents solving of children's indiscipline cases.
RESPONSE FREQUENCY PERCENTAGE
Cane them 2 40%
Guide and counsel I 20%
Report to Head teacher I 20%
Report to class teacher l 20%
TOTAL 5 100%
28
Interpretation
The table shows that 2(40%)of the parents cane their children, 1(20%) guide and counsel,
report to the 1-leadteacher and report to the class teacher respectively.
Analysis.
Most of them still use the cane while solving pupil's problems compared to I (20%) who
guide and counsel their children. It seems that some of those parents have not been
sensitized on guidance and counseling of the children. There is need for the teacher
counseling of their children.
Table 23: 4.3.6: Performance and Behaviour Change
RESPONSE FREGUENCY PERCENTAGE
Yes 4 80%
No I 20%
Total 5 100%
Interpretation
In the table above 4(80%) of the parents reported improved performance in academic and
behavioural change and I (20%) reported no change.
Analysis
The I (20%) of the parents who reported no change reflects that they have problems in the
upbringing of their children. The teacher counselor should assist these parents in exposing
them to counseling techniques.
4.4.1 Data on pupil's response.
Table 24: 4.4.1 implementation of Guidance and counseling.
RESPONSE FREGUENCY PERCENTAGE
Yes 4 80%
No I 20%
Total 5 lOO'!Io
29
Interpretation
The above table indicates that 4(80%) of the learners receive guidance and counseling
services and about 1 (20%) do not.
Analysis
The headteacher should sensitize ECDE learners on guidance and counseling in those
schools on whereby the programme is not functional. This was represented by 1(20%) as
the sampled schools reported.
Table 25: 4.4.2. Solving pupil's personal problems.
RESPONSE FREGUENCY PERCENTAGE
Head teacher I 20%
Deputy headteacher I 20%
Senior teacher I 20%
Teacher counselor - 0
Class teacher 2 40%
Total 5 100%
r nterpretation
From the table on figure 4.5.2 it shows that 2 (40%) of the pupils go for the class teacher in
order to solve their problems. I (20%) to the Deputy Headteacher ,Headteacher and senior
teacher respectively . the counselor is not reported to any indiscipline case as it is
represented by 0 (0%).
Analysis
As the teacher counselor is represented by 0(0%) it seems that the role of guidance and
counseling teacher has not been perceived by the school management correctly.
The class teacher in the ECDE classes is the center of all learning hence pupils goes to
him/her whenever the have problems.
30
Table 26: 4.4.3 Common Indiscipline cases in the class
RESPONCE FREQUENCY
Fighting I
Truancy I
Bullying I
Alcoholism -
Absenteeism 2
TOTAL 5
This can be summarize below
Figure 2: 4.4.2
45%
35':;:,
20'\,
10'';.
5''. ,,
Interpretation
Tru;mcy Bullying
PERCENTAGE
20%
20%
20%
0
40%
100%
Alcohol1::.m Absc>ntec+:.m
2(40%) pupils reported that absenteeism was a common indiscipline case in their classes.
Bullying, truancy and fighting were I (20%) respectively. Alcoholism is not a common
indiscipline case as the report was given 0(0%).
Analysis
The frequency and percentages of the reports given by respondents indicates that
absenteeism is high in ECD learners. Alcoholism was not common in the zone where the
research was conducted.
31
Table 27: 4.4.4. Academic performance and behavioural change.
RESPONSE FREGUENCY PERCENTAGE
Improved 0 60% .)
No change - 0%
Poor - 0%
Good 2 40%
Total 5 lOO'Yo
In tcrpretation
The information on the table shows that there was an improvement on academic
performance as it is represented by 3(60%) . after guidance and counseling sessions 2
(40%) of the pupils felt good. 0(0%) represented no change and poor performance which
was not reported by the pupils.
Analysis
From the findings it indicates that there was a positive effect on academic and behavioural
change on pupils which was represented by 3(60%) and 2(40%) respectively.
The learners should be encouraged to present their personal problems to the guidance and
counseling teacher for help.
Table 28: 4.4.5 affected and infected by HIV/AIDS
RESPONSE FREGUENCY PERCENTAGE
AFFECTED 0 60% .)
INFECTED 2 40%
TOTALS 5 100%
32
This can be summarized below
Figure 3: 4.4.3
Interpretation
' o Affected '
o infected
The table indicates that (3) 60% of the learners are affected by HIV /AIDS while (2) 40%
infection cases were reported.
Anal~·sis
The greatest number of the learners is affected by I-llY/AIDS pandemic as a result of the
deaths of their parents and guardians.
The infection cases reported is as of transmission through modes which were not disclosed
by the affected.
Both the affected and infected need individualized guidance and counseling
33
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter contains summary, conclusion, and recommendation
5.1 Summar·y of the findings
The study was set to establish the effects of guidance and counseling in relation to ECDE.
The study was designed in form of a survey. It was conducted in Kocholwo zone, Metkei
division Keiyo District Kenya. It involved five primary head teachers, ten teachers, ten
parents and fifteen pupils, in total the expected sample elements was forty but twenty
samples were received in good time for tabulation and analysis.
Data was collected by use of questionnaires to which head teachers, teachers and parents
and pupils responded. It was then analyzed by the use of descriptive statistics in order to
determine frequencies and percentages were presented in tabular form.
The study revealed that in most schools teacher counselors are not involved by the
administration in handling the learner's indiscipline cases.
Indiscipline cases common among the ECDE learners includes truancy, absenteeism,
bullying and delinquency among others.
Poor academic performance and mal -adjusted behaviour is influenced by indiscipline of
the ECDE learners. Lack of guidance and counseling by parents and community affects
the ECDE learner's academic performance and behavioural change. The main challenges
encountered by the teacher counselor included:
• Lack of parents releasing certain information about their ECDE children to the
teacher counselor.
• ECDE learners not knowing the kinds of problems to present to the teacher
counselor.
• Overloading of the teacher counselor with other responsibilities.
34
5.2 Conclusion
In view of the researcher, indiscipline has a negative effect on academic performance and
behavoiur of the ECDE learners. This was reported by Headteachers, teachers and parents.
Guidance and counseling programme is the only tool to be used so as achieve positive
behavioural change and improved academic performance.
Teachers' handling the ECDE learners in lower primary are faced with challenges as they
try to solve the learners ' problems they present and the community is not also co
operative in releasing certain information about the ECDE learners.
Re-entry of old age learners to school e.g K!BET TANUI of I 4yrs in std one of Setano
primary school requires teachers equipped with knowledge, skills and attitudes to handle
the learners problems.
5.3 Recommendations
The researcher recommends the ministry of education to further train Head teachers and
other care givers in guidance and counseling of ECDE learners
Parents and community to be sensitized on the importance of guidance and counseling of
ECDE learners. This will enable them to acquire knowledge, skills and attitudes for solving
the ECDE learner's problems.
The school administration should involve teacher counselors in solving ECDE learner's
problems. He /she will be in a position to identify and correct the learners' psychosocial
emotional problems.
The government through the Ministry of Education to grant funds for construction of
guidance and counseling rooms, developing materials for ECDE learners hence close
supervision of its implementation of the programme.
35
REFERENCES
I. Isaacs D. ( 1984) Character building a guide for parents and teachers. Translation
four courts press Nairobi .
ry Kerfoot M. and Buttler A. ( 1988). Problems of Childhood and Adolescence.
Macmillan Education Ltd. Houndmills, Basingtoke Hamshire London.
3. Lierop P.V. ( I 991 ). Pastoral Counseling. The Christian Churches Educational
Association Nairobi.
4. Lutomia G. and Sikolia L. ( 2006). Handling problems facing Youth in Learning
Institutions. Uzima publishing house. Nairobi.
5. Mbiti J.S. ( 1986). African Religions and Philosophy Heineman Kenya Ltd.
Nairobi.
6. Ministry of Education, science and Technology ( 2004) Guidance and Counseling
for primarv School Teachers. Nairobi.
7. Mwangi F.J ( 2003) introduction to Guidance and Counseling module KISE.
Nairobi
8. Mutie E.K and Ndambuki P. (I 999). Guidance and Counseling for schools and
Colleges. Oxford University Press, E.A Ltd Nairobi.
9. Ndichu D. and Silsil P. ( 2005). Guidance and counseling Handbook for Schools.
KUR Career Ventures. Nairobi.
I 0. Paralegal support Network (PASUNE) ( 2005). Handbook for paralegals. Paralegal
support Network Nairobi.
36
APPENDENCES
APPENDIX I
QUESTIONNAIRE FOR HEADTEACHERS
Dear Sir I madam
I am a student at Kampala International University and I am conducting a research on
the effects of guidance and counseling in relation to ECDE.
You are kindly requested to provide any information asked genuinely as the
information collected is purposely for research and will treated with confidentiality.
I. Do you have a functional guidance and counseling programme in your school?
YES D NOD 1. What are the common issues affecting your ECD learners in school. Tick the most
appropriate alternative (s)
D Absenteeism
D Bullying
D Truancy
D Drug abuse
D School phobia
3. Who handle indiscipline cases in your school? Tick appropriate alternative( s)
D 1-Ieadteacher
D Deputy 1-leadteacher
D Pupils
D Parents
D 37
PTA Committee
D Teacher counselor
D Class teacher
4. How do you deal with indiscipline cases in your school? Tick appropriate
alternative ( s)
D Refer to the PTA committee.
D School counselor counsel
D Canethem
D Expel form school
D Teacher on duty to give manual work
5. Do teachers in your school support and work with the teacher counselor? In solving
the pupil's problems?
YES D NOD 6. Does the guidance and counseling programme in your school get adequate
administration support in financial and material resources?
YES D NOD 7. Do parents work with and support the teacher counselor in solving pupil's
problems?
YES D NOD 8. (a) Do you have re-retry cases of ECDE learners in your school?
YES D NOD (b) Are there any old aged learners in the lower classes- (I-III) aged: -Tick
and indicate the class
YES D NoD
38
TEACHERS QUESTIONNAIRE
You are requested to provide any information genuinely as possible.
I. Does guidance and counseling programme function in your school?
vssD NoD 2. Where are guidance and counseling sessions conducted in your school?
Tick the arpropriate alternative (s).
D Staffroom
D Classroom
D Guidance and counseling room
D Under the tree
D Assembly
3. Are your ECD learners aware of and utilize guidance and counseling services?
YES D NOD
4. When your pupils have personal problems in school, whom do they go for help or
advice? Tick the appropriate alternativeness.
D Parents
D Class teacher
D Deputy teacher
D Senior teacher
D Teacher counselor
5. Who provides information and advice to yom learners on academic and educational
plans? Tick the appropriate alternative (s).
D D 39
Parents
Friends
Class teacher
Head teacher
D D D
D Deputy Head teacher D Teacher counselor D
6. Which of the following are the common indiscipline cases in your class? Tick the
appropriate alternative(s).
D Fighting
D Absenteeism
D Bullying
D Truancy
D Drug abuse
D Stealing and cheating
7. Is there any change in academic rerformance and behaviours after guidance and
counseling sessions?
YES D NOD 8. What are the challenges that you encounter in your school when rendering guiding and
counseling services to ECD learners. Tick appropriate alternative (s).
D Lack of support from the administration and teachers
D Lack of commitment by the teacher in charge
D Time allocated for guidance and counseling is limited
D Parents are not cooperative in releasing ce1tain information about their
children
40
D D
D D D
Lack of guidance and counseling curriculum to be followed
Over loading of teacher counselor with other responsibilities due to shmtage
of teachers.
Pupil's number tends to be large.
Lack of trained teacher counselor
Pupils to not actually know the kinds of problems to take forward for
counseling.
41
PARENTS' QUESTIONNAIRE
1. (a) Do your ECD going children at time display mal- adjusted behaviours at home?
YESD NoD 2. Are you involved in guidance and counseling in relation to academic performance?
YESD NoD 3. Who do you report indiscipline cases of your ECD children? Tick the appropriate
alternative(s)
D Class teacher
D Teacher on duty
D Headteacher
D Deputy Headteacher
D Senior counselor
4. How do parents solve their pupils indiscipline cases?
Tick the appropriate alternative (s)
D Cane them
D Guide and counsel
D Report to the head teacher
D Report to the class teacher
5. Was there any improved performance and behavioural change after guidance and
counseling?
YES D NO D
42
PUPIL'S QUESTIONNAIRE.
I. (a) Have you received guidance and counseling on your personal problems in the
school?
YEsD NO D (a) lf"Yes" whom did you go for in order to help you solve the problem? Tick
Appropriate alternatives(s)
2. What are the common indiscipline cases in your class? Tick appropriate alternative(s)
D Fighting
D Truancy
D Bullying
D Alcoholism
D Absenteeism
3. Was there any behavioural change and academic improvement after guidance and
counseling sessions?
D Improved performance
D No change
D Good performance
D Poor performance
4. (a) Are there either pupil's affected or infected by HIV I AIDS in your school?
Affected D infected D
(b) If 'yes' do you offer any assistance or support to them?
YESD NO
43
ACTIVITY BUDGET
CORE ACTIVITIES
Consolidation of
I iterature
Designing and
developing research
instruments
Pilot survey
Finalizing of research
instrument (typing and
photocopying)
Main field data
Data processing, analysis
and report writing
Purchases
I 0 % contingency and
institutional cost.
TOTAL
APPENDIX II
BUDGET
ITEMS I PARTICULARS
Library search, traveling expenses 4
USD x 10 days
Typing and Photocopying of research
instruments and traveling expenses
Transport for researcher USD 6 per day
x 3 days
40 questionnaires for teachers,
1-leadteachers, parents and pupils@
USD Y. per questionnaire and traveling
I day
Travel and subsistence. 1 x 3 days x
USD3
1 researcher and 2 assistants USD 4 x 3
days
Foolscaps, pencils, rules and pens
44
COST COST
(USD@ KSH
80)
30 2,400
10 800
18 1440
8 640
9 720
30 2400
2 160
10 800
117 9,360
TIME
August 2009
December 2009
April2010
August 2010
APPENDIX III
TIME FRAME
ACTIVITY
Proposal organization
Proposal approval
Research organization
Research approval
45
APPENDIX IV
INTRODUCTION LETTER
Kampala International University Institute of Open and Distance Learning
P 0 Box 20000 Kansanga, Kampala, Uganda 256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)
e-mail: [email protected] Tel: 0753142725
Office if the Director
TO WHOM IT MAY CONCERN:
Dear Sir/Madam,
RE: INTRODUCTION LETTER FOR ~--~-t.P,.I6ft.J.')..'1CJI ..... Ke./f1£f REG. # ...... B.SD./.2.J .. 0. .. 6..S..I...'6.f./D E
The above named is our student in the Institute of Open and Distance Learning (IODL ), pursuing a Diploma/Bachelors degree in Education.
He/she wishes to carry out a research in your Organization on:
EFf e_c_ 'ilt. Of
12. f /., A1T! () N
C'} t2 I 1\ A H C£ ,A '1'-lP C:o Ui'-l r £/---I N Q I J'-l
'P o t: c bE' I N k A <' t+ a 1-, W 0 £ o :N£
The research is a requirement for the Award of a Diploma/Bachelors degree in Education.
Any assistance accorded to him/her regarding research will be highly appreciated.
MUHWEZI JOSEPH HEAD, IN-SERVICE
46
APPENDIXV
THE AREA OF THE SCHOOLS INVOLVED IN THE STUDY
THE AREA OF THE SCHOOLS INVOLVED IN THE STUDY
./~~ . // \~~~
47
APPENDIX VI
A MAP OF KENYA SHOWING THE PROVINCE OF STUDY-RIFT
VALLEY
c· 1' I
1
~\ ~ .
~\ ! ~ I
~ --
\
48
APPENDIXVIT
Kibet Tanui of Std 2 Setano primary school
49
