Mapunda, Christopher Amon (2014) The Role of school-based Counselling in Supporting Student Learning within East African Secondary Schools. Masters thesis, Institute of Education, University of London.
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Abstract
The general misconception that school-based counselling is intended only for students with mental or emotional disorder has been an obstacle to integrating pastoral support into educational learning. This study investigates the role of school-based counselling in supporting student learning within Eastern African secondary schools, specifically, one Christian faith secondary school in Uganda. The study makes a contrast between Britain and Uganda regarding pastoral support through the use a piloted questionnaire that inquiries students’ personal demographics, parental involvement, school engagement, self-esteem, responses to challenge, future aspirations, subjective wellbeing (SWB) within home and school as well as teachers’ response to pastoral support provision. The study uses a mixed method (qualitative and quantitative) to explore differences and association between and across different items of the piloted questionnaire involving 102 participants from the same school; 95 were students with an average age of 16 years and seven teachers with an average age of 32.7 years. The study hypothesized that there will be differences in rating scale variables and grades according to participants’ groups; also there will be association between variables of rating scale targeting pastoral support and students’ future aspirations. Independent t-test (two tailed) found that girls had better History grades than boys, Senior Three had higher overall grades than Senior Four. Senior Three had higher grades in Maths and science but lower grades in Geography, English and History than Senior Four. It was also found that boys tended to ‘feel useless at times’ in comparison to girls, and parents were in support of girls than boys. Spearman’s Rho found an association between grades and school engagement. Parental involvement and SWB within school were found to be good predictors of school engagement. Furthermore, a strong agreement was found between students’ ideal and realistic job expectations implying that students have strong future aspiration.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Guidance and Counselling, child psychology, School based counselling, counselling |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Africana |
| Depositing User: | Mr Christopher Mapunda |
| Date Deposited: | 13 May 2015 11:46 |
| Last Modified: | 30 Jan 2016 11:11 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/178 |
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