ARTICLE

NEED OF GUIDANCE AND COUNSELLING FRAMEWORK FOR IMPROVEMENT OF STUDENTS LEARNING OUTCOMES

  1. HOME
  2. ARTICLE

42 Pages : 455-462

http://dx.doi.org/10.31703/gssr.2023(VIII-II).42      10.31703/gssr.2023(VIII-II).42      Published : Jun 2023

Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes

Abstract

    The study aimed to identify the need of guidance and counselling framework for achieving improved learning outcomes in public sector secondary schools in Larkana. The teachers use corporal punishment to students for achieving academic results. This study determines how learners in public secondary schools in Larkana conceptualized the function of GC in academic achievement. We recruited 167 learners in this paper. The qualitative as well as quantitative method was adopted. The findings showed that most of the students were unaware of the counselling services' availability, they hardly ever used them. The study concluded that secondary schools in Larkana division faced a dearth of proper guidance and counselling framework. According to conclusions, the School Education and Literacy Department Sindh should implement a proper framework of Guidance and Counselling framework.

    Guidance, Counselling, Framework, Expulsion, Learning Outcomes Punishment, Instruction, and Suspension

    (1) Qamar Zaman Bhutto
    Ph.D. Scholar, Department of Education, Khwaja Fareed University of Engineering & Information Technology (KFUEIT), Rahim Yar Khan, Punjab, Pakistan.
    (2) Jam Muhammad Zafar
    Assistant Professor, Department of Education, Khwaja Fareed University of Engineering & Information Technology (KFUEIT), Rahim Yar Khan, Punjab, Pakistan.
    (3) NaeemUllah
    Assistant Professor, Department of Education, Khwaja Fareed University of Engineering & Information Technology (KFUEIT), Rahim Yar Khan, Punjab, Pakistan.
Fulltext PDF

References

  • Ajowi, J. O., & Simatwa, E. M. W. (2010). The Role of Guidance and Counseling in Promoting Student Discipline in Secondary Schools in Kenya: A Case Study of Kisumu District. Educational Research and Reviews, 5(5), 263–272. https://doi.org/10.5897/err.9000375
  • Andleeb, N., Kamran, M., & Akram, H. (2022). Examination of the Demographic Variables in Promoting Creativity in Pakistan: A Follow-Up Study. International Journal of Business and Management Sciences, 3(2), 35–47. https://www.ijbms.org/index.php/ijbms/ar ticle/view/190
  • Arooj, T., Parveen, S., Iqbal, M., & Kamran, M. (2021). Proposing Creativity Inclusion in the Primary Education of Pakistan: Analysis of Educational Policy Documents and Curricula of Multiple Countries to Draw the Framework. Turkish Online Journal of Qualitative Inquiry, 12(9), 3088-3095. https://www.tojqi.net/index.php/journal/a rticle/view/6203/4416
  • Ashraf, M. A., Sahar, N., Kamran, M., & Alam, J. (2023). Impact of Self-Efficacy and Perfectionism on Academic Procrastination among University Students in Pakistan. Behavioral Sciences, 13(7), 537– 537. https://doi.org/10.3390/bs13070537
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003- 066X.37.2.122
  • Gudyanga, E., Wadesango, N., Manzira, L. R., & Gudyanga, A. (2015). Implementation of Guidance and Counselling in Secondary Schools in Chinhoyi Urban. International Journal of Educational Sciences, 11(1), 41– 49. https://doi.org/10.1080/09751122.2015.1 1890373
  • Kamore, S. K. & Tiego, P. M. (2015). What hinders guidance and counselling effectiveness in enhancing discipline in high schools in Murang’a County, Kenya? International Journal of Science and Research, 4(2), 81-387. https://www.europub.co.uk/articles/-A- 355234
  • Kamran, M., Hayat, F., & Khan, M. (2021). SHAPING A CONTEXTUALIZED THEORY FOR THE DEFINITIONS OF CREATIVITY: A CASE OF PAKISTANI SECONDARY SCIENCE TEACHERS. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(10), 2306–2317. https://archives.palarch.nl/index.php/jae/ article/view/10176
  • Kamran, M., Shah, S. R., & Rao, C. (2017). SECONDARY SCIENCE TEACHERS’ VIEWS ABOUT THE PLACEMENT OF CREATIVITY IN SECONDARY CLASSES: A QUALITATIVE STUDY. European Journal of Education Studies, 3(8), 838–851. https://doi.org/10.46827/ejes.v0i0.1027
  • Kamran, M., Zafar, N., & Bashir, M. (2022). Teachers’ Creativity Promotion with Respect to Teaching Experience, Teaching Level, Sector and Gender vise Schooling System, and Subject Teachers Teach: Evidence from a Broader Pakistani Context. Journal of Peace, Development and Communication, 6(3), 30–51. https://doi.org/10.36968/jpdc-v06-i03-03
  • Kashif, M. F. K. M. F., Nayyar, K. N. K., Tabassum, R. T. R., & Kamran, M. K. M. (2023). Work- Family Conflicts Vs Psychological Well- Being: A Study of Public University Teachers in Lahore City. PERODICALS OF SOCIAL SCIENCES, 3(1), 210-220.
  • Khansa, R. (2015). Teachers’ Perceptions toward School Counselors in Selected Private Schools in Lebanon. Procedia - Social and Behavioral Sciences, 185, 381–387. https://doi.org/10.1016/j.sbspro.2015.03. 411
  • Kindiki, J. N. (2009). Effectiveness of Communication on Students Discipline in Secondary Schools in Kenya. Educational Research and Review, 4(5), 252–259. https://doi.org/10.5897/err.9000125
  • Lam, S. K. Y., & Hui, E. K. P. (2010). Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach. British Journal of Guidance & Counselling, 38(2), 219–234. https://doi.org/10.1080/03069881003674 962
  • Maluwa-banda, D. W. (1998). School counsellors’ perceptions of a guidance and counselling programme in Malawi’s secondary schools. British Journal of Guidance & Counselling, 26(2), 287–295. https://doi.org/10.1080/03069889808259 707
  • Mlalazi, L., Rembe, S., & Shumba, J. (2016). Implementation of Guidance and Counseling As a Positive Discipline Management Strategy in Bulawayo Metropolitan Province Secondary Schools. Journal of Social Sciences, 47(3), 191–205. https://doi.org/10.1080/09718923.2016.1 1893559
  • Nanyiri, K. (2014). Influence of discipline management on students’ academic performance in private schools in Mbale Municipality, Mbale District (Unpublished Master’s Dissertation). Islamic University, Uganda.
  • Nelson, M. F. (2002). A qualitative study of effective school discipline practices: Perceptions of administrators, tenured teachers, and parents of twenty schools (Unpublished Doctor of Education dissertation). East Tennessee University, Tennessee, USA,
  • Ngumi, O. W. (2013). Assessment of the level of training and resource needs of secondary school guidance and counselors in Nakuru
  • Municipality, Kenya (Unpublished Master’s Dissertation). Egerton University, Kenya, Okumbe. T. (1998). Educational management: Theory and practice. Nairobi: Nairobi University Press.
  • Peterson, S. M. O. T., Laajala O. T., & Lehtela, P. L. (2017), Counselor teachers’ conceptions of online counselling in Scotland and Finland. ht tps://www,tandfonline.com/doi/abs/10, 1080/03069885,2017
  • Republic of Kenya (2001). Report of the task force on student discipline and unrest in secondary schools. Nairobi: Government Printer
  • Simatwa, E. M. W. (2012). Management of student discipline in secondary schools in Kenya, a case study of Bungoma County. Educational Research, 3(2), 172-189. https://www.scinapse.io/papers/27976725 45
  • Wambui. A, (2015). Effectiveness of guidance and counselling in secondary schools in Kenya: a case of Githunguri sub-county in Kiambu County. http://www,aiscience,org/joumals/aje
  • Wango, G. M. (2006). Policy and practice in guidance and counseling in secondary schools in Kenya (Unpublished doctoral dissertation). University of Birmingham, U.K.

Cite this article

APA

    APA : Bhutto, Q. Z., Zafar, J. M., & NaeemUllah. (2023). Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes. Global Social Sciences Review, VIII(II), 455-462. https://doi.org/10.31703/gssr.2023(VIII-II).42

CHICAGO

    CHICAGO : Bhutto, Qamar Zaman, Jam Muhammad Zafar, and NaeemUllah. 2023. "Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes." Global Social Sciences Review, VIII (II): 455-462 doi: 10.31703/gssr.2023(VIII-II).42

HARVARD

    HARVARD : BHUTTO, Q. Z., ZAFAR, J. M. & NAEEMULLAH. 2023. Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes. Global Social Sciences Review, VIII, 455-462.

MHRA

    MHRA : Bhutto, Qamar Zaman, Jam Muhammad Zafar, and NaeemUllah. 2023. "Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes." Global Social Sciences Review, VIII: 455-462

MLA

    MLA : Bhutto, Qamar Zaman, Jam Muhammad Zafar, and NaeemUllah. "Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes." Global Social Sciences Review, VIII.II (2023): 455-462 Print.

OXFORD

    OXFORD : Bhutto, Qamar Zaman, Zafar, Jam Muhammad, and NaeemUllah, (2023), "Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes", Global Social Sciences Review, VIII (II), 455-462

TURABIAN

    TURABIAN : Bhutto, Qamar Zaman, Jam Muhammad Zafar, and NaeemUllah. "Need of Guidance and Counselling Framework for Improvement of Students' Learning Outcomes." Global Social Sciences Review VIII, no. II (2023): 455-462. https://doi.org/10.31703/gssr.2023(VIII-II).42