“…Only Counsellor B reported having access to a counselling office, but described it as: …very, very small and not comfortable. There is an office, very small, uncomfortable and the location too is not favourableThese revelations by both the counsellors and the trainees could explain why Adzakpa et al (2020) and Alale (2019) reported that guidance services were not provided well at the colleges they studied. This could also be attributable to the low demand for guidance services in the colleges, as observed by Adu and Opoku (2020).…”
Section: Resultsmentioning
confidence: 99%
“…Providing basic guidance services to learners is one of the important co‐curricular duties of a teacher. However, research suggests that teacher trainees may not be benefiting from effective guidance services because some services are poorly provided in colleges (Adzakpa et al, 2020; Alale, 2019) and there is low demand for guidance services in the colleges (Adu & Opoku, 2020). The absence of effective guidance services in the CoEs may account for the indiscipline reported among teacher trainees (Fosu‐Ayarkwah, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…From the literature review, it came to light that no study employed phenomenography to report the perspectives of CoE counsellors and students on the factors that influence guidance service delivery within an emerging economy context. Existing studies are largely quantitative in nature and differ in scope and focus (see Adzakpa et al, 2019; Agyeiku, 2020; Fosu‐Ayarkwah, 2020; Kemetse et al, 2018; Man et al, 2018). Though the findings from these quantitative studies are important, they lack depth.…”
Which factors influence the delivery of school guidance services in Colleges of Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second‐year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource does not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the programme. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.
“…Only Counsellor B reported having access to a counselling office, but described it as: …very, very small and not comfortable. There is an office, very small, uncomfortable and the location too is not favourableThese revelations by both the counsellors and the trainees could explain why Adzakpa et al (2020) and Alale (2019) reported that guidance services were not provided well at the colleges they studied. This could also be attributable to the low demand for guidance services in the colleges, as observed by Adu and Opoku (2020).…”
Section: Resultsmentioning
confidence: 99%
“…Providing basic guidance services to learners is one of the important co‐curricular duties of a teacher. However, research suggests that teacher trainees may not be benefiting from effective guidance services because some services are poorly provided in colleges (Adzakpa et al, 2020; Alale, 2019) and there is low demand for guidance services in the colleges (Adu & Opoku, 2020). The absence of effective guidance services in the CoEs may account for the indiscipline reported among teacher trainees (Fosu‐Ayarkwah, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…From the literature review, it came to light that no study employed phenomenography to report the perspectives of CoE counsellors and students on the factors that influence guidance service delivery within an emerging economy context. Existing studies are largely quantitative in nature and differ in scope and focus (see Adzakpa et al, 2019; Agyeiku, 2020; Fosu‐Ayarkwah, 2020; Kemetse et al, 2018; Man et al, 2018). Though the findings from these quantitative studies are important, they lack depth.…”
Which factors influence the delivery of school guidance services in Colleges of Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second‐year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource does not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the programme. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.
Counselling students remains a pre-eminence for most tertiary institutions in Ghana to the extent that institutions now have counselling units that extend to the departmental level. This study used the K-prototype machine learning algorithm to cluster students’ behaviour based on 28 relevant attributes and further proposed a classification model. The analysis of the experimental outcomes using the elbow method reveals the formation of three distinct clusters with decreasing intra-cluster similarities and increasing inter-cluster distances. The first cluster uniquely consists of active learners with three or more roommates, primarily in the first year. The second cluster with the highest membership consists mainly of second-year students who exhibit passive classroom conduct and reside in a two-occupancy hostel. The third cluster contains a mixture of third and final-year students who are highly passive in class and live in a tenancy occupancy of two. After clustering, the K-nearest neighbours, logistic regression, naïve Bayes (NB), and AdaBoost ensemble algorithms were implemented to create a model for future learner cluster prediction. Simulation results using the tenfold cross-validation technique show that AdaBoost (NB) has the highest accuracy of 99.88% with an F-measure score of 0.999 and receiver operating characteristic–area under the curve value of 1.00.
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