1. 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   

2. 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).

3. 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.

4. 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?

5. 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.

6. 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.

7. 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?

8. 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.

9. 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.

10. 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).

11. 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

12. 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).

13. Distribution of Trainee and Counsellor Samples by College and Sex
Trainees
Males
Females
Counsellors
Pop. Sample
Pop. Sample
AKATSICO
138 82
AMECO 69 30
DATCO 74 29
TOTAL
281
141

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

15. 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).

16. 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

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

18. 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).

19. 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.

20. 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

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

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

23. THE END
THANK YOU