Counselling needs of sandwich students of University of Ado-Ekiti, college of education, Oro campus, Kwara state, Nigeria

Dada, M.F.; Agbama, EO; Adetayo, T

doi:10.4314/njgc.v15i1.64651

Cited by 2 publications

(5 citation statements)

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“…On the contrary, Dada et al (2010) did not find any significant differences in students' counselling needs based on their age and year of study. Thus, the present study's finding that differences exist in the guidance needs of different age groups of teacher trainees does not support that of Dada et al (2010).…”

Section: Guidance Needs and Agecontrasting

confidence: 73%

“…The results on Tables 1 and 2 indicate that female teacher trainees (M = 2.20, SD = 0.969) showed significantly higher levels of guidance needs than their male counterparts (M = 1.00, SD = 0.00). This finding is supported by a number of studies which reported gender differences in students' guidance needs (Couture, 2002;Dada et al, 2010;Kennyet al, 2009;Sculli, 2011). Aluede, Imhonde and Eguavoen (2006) revealed that female students had higher needs in the financial area than male students.…”

Section: Guidance Needs and Sexmentioning

confidence: 60%

“…Married students were found to have more financial and relationship counselling needs than their single/non-married counterparts (Aluede et al, 2006). Dada et al (2010), however, found that there were no significant differences in respondents' counselling needs and their marital status. Clearly, this finding is in sharp contrast to the result of the present study and that of Aluede et al (2006) on marital status and guidance need.…”

Section: Guidance Needs and Marital Statusmentioning

confidence: 79%

“…More importantly, some studies explored the relationship between students' guidance needs and a number of variables including grade level (Atik & Yalcin, 2010), gender (Dada, Agbana & Adetayo, 2010;Sculli, 2011), age (Brouzos et al, 2015) and religion (Bolu-Steve & Ogungbade, 2016). However, findings on the relationship between students' guidance needs and gender, for instance, seem to be inconclusive.…”

Section: Introductionmentioning

confidence: 99%

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Influence of demographic factors on guidance needs of teacher trainees in Ghana

Sedofia

Kumassah

2020

GJGC

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The guidance needs of a particular student or group of students are likely to differ and evolve based on different variables. However, information on the influence of certain demographic variables on the guidance needs of teacher trainees at the Colleges of Education level in Ghana seems to be unavailable. Our purpose in this study was to investigate whether the guidance needs of teacher trainees in the Colleges of Education in Ghana varied based on their sex, age, marital status and the college in which they were enrolled. The study employed a survey research design in which data were collected with the help of a questionnaire from a total of 401 2nd-year teacher trainees (256 males and 145 females). Data were analysed using means, standard deviations, independent samples t-test and Kruskal–Wallis H test. The results showed that the guidance needs of teacher trainees in Colleges of Education in the Volta Region vary based on the trainees’ sex, age, marital status and college. It was recommended that college counsellors should take into account the demographic variables of sex, age, marital status and college when designing and implementing guidance programmes in Colleges of Education. Keywords: Counselling, guidance, guidance needs, guidance needs assessment, teacher trainees

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Section: Guidance Needs and Agecontrasting

confidence: 73%

Section: Guidance Needs and Sexmentioning

confidence: 60%

Section: Guidance Needs and Marital Statusmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

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Influence of demographic factors on guidance needs of teacher trainees in Ghana

Sedofia

Kumassah

2020

GJGC

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show abstract

“…The descriptive survey design was adopted by the study because according to Whyte [19] descriptive survey is suitable for collecting data for qualitative research. According to Dada et al [30] descriptive survey involves the collection of data from a defined population to describe the present condition of the population using variables under the survey. The descriptive survey design was the ideal design for this research because it helped the researchers draw meaningful conclusions from the study [31] .…”

Section: Methodsmentioning

confidence: 99%

Benefits of School-Based Assessment in the Learning of Social Studies

Issaka¹,

Hammond²,

Patrick

et al. 2020

SER

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The Ghana government proposed to implement school-based assessment (SBA) in all pre-tertiary education institutions to replace the continuous assessment in 2007. However, any research is yet to be conducted in Biakoye District to find out the benefits of school-based assessment in the teaching and learning of Social Studies. This study examined the benefits of school-Based Assessment as an innovation in Ghanaian educational system in the learning of Social Studies. The descriptive survey was adopted by the study. A total of 40 Social Studies teachers from Biakoye District were purposively selected for the study. It was found that even though the majority of the Social Studies teachers have never attended workshop on the use of SBA, they implemented it in assessing students. The Social Studies teachers used for the study also indicated that the SBA has a lot of benefits in the teaching and learning of Social Studies. The study recommends that workshops should be organized for teachers on SBA so that they could use it effectively.

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Counselling needs of sandwich students of University of Ado-Ekiti, college of education, Oro campus, Kwara state, Nigeria

Cited by 2 publications

References 0 publications

Influence of demographic factors on guidance needs of teacher trainees in Ghana

Influence of demographic factors on guidance needs of teacher trainees in Ghana

Benefits of School-Based Assessment in the Learning of Social Studies

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