UNIVERSITY OF EDUCATION, WINNEBA FACULTY OF EDUCATIONAL STUDIES DEPARTMENT OF PSYCHOLOGY & EDUCATION PHD THESIS DEFENCE BY JOHN SEDOFIA TOPIC EXPLORING FACTORS INFLUENCING THE IMPLEMENTATION OF GUIDANCE SERVICES IN COLLEGES OF EDUCATION IN THE VOLTA REGION OF GHANA     

INTRODUCTION Background The need for effective guidance services in academic institutions. Martin et al., (2015), Mapfumo and Nkoma (2013), The Oregon Department of Education (2003), Canel (2007), Okobiah and Okorodudu (2004). Guidance is critical to student achievement and adjustment to various life situations (Mapfumo & Nkoma, 2013). Guidance forms part of the services that help the school to achieve its aims, and helps students to take full advantage of the facilities the school provides (Olayinka, 1993). G & C in schools helps to surmount the problems that are prevalent in this time of complex scientific, social, economic and technological development (Okobiah & Okorodudu, 2004).

Background Contd. Few studies at the CoE level. The concurrent triangulatory MM design not sighted. the guidance needs of teacher trainees not assessed. Finally, no study on factors influencing the implementation of guidance services at the CoE level.

Background Contd. The main question that this study sought to answer therefore was: what are the factors influencing the implementation of guidance services in CoEs in the Volta region of Ghana?

Purpose of the Study To explore factors influencing the implementation of guidance services in CoEs in the Volta Region of Ghana and identify ways of improving guidance and counselling in the colleges.

Objectives of the Study To determine the guidance services that are provided in the CoEs in the Volta Region; To identify the guidance needs of teacher trainees in CoEs in the Volta Region; To investigate factors influencing the implementation of guidance services in CoEs in the Volta Region; and To explore how guidance services can be improved in CoEs in the Volta Region.

Research Questions Which guidance services are provided in the CoEs in the Volta Region? What are the guidance needs of teacher trainees in CoEs in the Volta Region? What factors influence the implementation of guidance services in CoEs the Volta Region? How can guidance services be improved in CoEs in the Volta Region?

Hypotheses H0: There will be no statistically significant difference between the guidance needs of male and female teacher trainees. H0: There will be no statistically significant difference in the guidance needs of teacher trainees based on their marital status.

Hypotheses H0: There will be no statistically significant difference in teacher trainees’ guidance needs with regard to their ages. H0: There will be no statistically significant difference in the guidance needs of teacher trainees with reference to the colleges they attend.

REVIEW OF RELATED LITERATURE 1. Theoretical Framework: Maslow’s (1943, 1954) needs theory 2. Strands for the Literature Review Guidance needs (Bolu-Steve & Ogungbade, 2016; Brouzos et al., 2015; Sculli, 2011; Dogar et al., 2011; Boham, 2005). Guidance services (Crocket et al., 2015; Alale, 2015; Nyarko-Smapson, 2013; Barclay et al., 2013). Influencing factors (the 4 Ps) (Masadia, 2015; Cheruiyot & Orodho, 2015; Bita, 2015; Songok et al., 2013). Improving guidance (ERO, 2013; Mandera, 2013; Mbongo, 2013; Waititu & Khamasi, 2010).

Factors Influencing Guidance Services CONCEPTUAL FRAMEWORK Factors Influencing Guidance Services Guidance Needs Placement Academic Financial Personal Social Guidance Services Consultation Counselling Information Orientation Placement Appraisal Referral Influencing Factors People Physicals Product Promotion

METHODOLOGY Paradigm: Pragmatism Approach : Mixed Methods Design: Concurrent Triangulatory Target Pop: Accessible Pop: 1610 (counsellors + 2nd year trainees of six CoEs) 700 (697 2nd year trainees + 3 counsellors from AKATSICO, AMECO and DATCO. Sampling Tech: Stratified (Students) and purposive (Counsellors) Sampling size: 425 (422 2nd year trainees + three (3) counsellors from AKATSICO, AMECO and DATCO. Pragmatism: offers a practical and outcome-oriented method of enquiry, and a method for selecting methodological mixes that can help researchers better answer many of their research questions (Johnson & Onwuegbuzie, 2004). helps MM researchers to ask better and more precise questions about the philosophical implications and justifications of their designs (Biesta, 2010). results in a problem-solving, action-oriented inquiry process (Greene & Hall, 2010).

Distribution of Trainee and Counsellor Samples by College and Sex Trainees Males Females Counsellors Pop. Sample Pop. Sample AKATSICO 363 220 138 82 1 1 AMECO 164 99 69 30 DATCO 170 103 74 29 TOTAL 697 422 281 141 3 3

METHODOLOGY CONTD. Questionnaire = trainees Instrumentation: Questionnaire = trainees Semi-structured interview schedule = counsellors and selected trainees Focused group interview = for selected trainees

METHODOLOGY CONTD. Validity: Face & Content validity (for both questionnaire & interview) Questionnaire: Cronbach Alpha = 0.73 Interview: Credibility, dependability and confirmability. Content-related evidence helps to determine if the content of the instrument contains an appropriate or adequate sample of the domain it is supposed to represent or reflect (Fraenkel & Wallen, 2003).

Data Analysis RQ1: Frequency & percentage counts. RQ2: Chi square Quantitative Data (Questionnaire) RQ1: Frequency & percentage counts. RQ2: Chi square RQ3: Chi square RQ4: Frequency and percentage counts Hypothesis H1 & H2: Independent sample t-test H3 & H4: Kruskal Wallis H test

Data Analysis Contd. Qualitative Data (Interview) Organised based on research question Thematic analysis

RESULTS (Research Questions) RQ1 (Guidance services): counselling (62.3%), appraisal (60.6%), placement (58.9%), information (68.1%), orientation (61.8%), consultation (69.6%), and referral (59.6%). RQ2 (Trainees’ guidance needs): academic (p=0.001), financial (p=0.001), social (p=0.038), personal (p=0.008) and placement (p=0.183).

RESULTS (Research Questions) Contd. RQ3 (Factors): awareness or publicity (p=0.001), material resources (p=0.001), attitude (p=0.001) and confidentiality (p=0.001). The study found that human resource (p=0.059) was not a factor that influenced the implementation of guidance services in the Volta CoEs.

RESULTS (RQs) Contd. Funding Provision of facilities RQ4 (Improving guidance services in CoEs): Funding Provision of facilities Training and retraining of counsellors Formulation of college level as well as national policies for g & c Sensitising college Principals and tutors Collaboration among counsellors

RESULTS (Hypotheses) Hypothesis P-Value Remarks Decision H1 (Gender) 0.001 Significant Fail to accept H2 (Marital) H3 (Age) H4 (College)

Guidance needs assessment Resource allocation Publicity Recommendations Guidance needs assessment Resource allocation Publicity Retraining of counsellors Policies to guide guidance practice

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