Abstract: This study was set to investigate the relationship between guidance and counseling services on the academic achievement of undergraduate students in the high learning institutions. The research will be guided by three specific objectives: to determine the factors that influence students’ search for guidance and counseling and how they affect the Academic Achievement of the learners in the high learning institutions in Rwanda. To evaluate the relationship between techniques applied during counseling and students’ Academic Achievement in the high learning institutions in Rwanda. To assess the challenges that hinder effective guidance and counseling of the learners in the high learning institutions in Rwanda. This study was anchored by the theory of common factors theory. This study used correlational and descriptive design and applied both qualitative and quantitative data. The participants included the students who underwent counselling under Mount Kenya University in the department of counselling between the periods between 2022 to 2023. The study population included the 72 students who underwent counseling from which a sample size of 62 respondents calculated using the Slovenes formula, which is commonly used for calculating sample size in research. Purposive sampling technique was applied in selecting the students and staff to form the sample. The data collection instruments were the questionnaire. Data was collected through structured questionnaires and interviews, with reliability and validity confirmed through pilot testing and expert reviews. Regression of coefficients was applied to calculate the relationship between the research variables. On the first objective, the results on the regression coefficient show that there was a significant association at a value of 0.299. The associated t-statistic value was found to be 4.406 with a p-value of 0.000. The intercept was found to be 2.528, which indicate that other variables could be included to improve the model. Techniques applied during counselling and how they affect students’ Academic Achievement at MKUR, the coefficient of association results show that there was a significant association at a value of 0.086. The associated t-statistic value was found to be 5.733 with a p-value of 0.000. The intercept was found to be 2.528, which indicate that other variables could be included to improve the model. The p-value was found to be 0.000, which is very significant. The coefficient of association for Challenges hinder effective guidance and counselling of the learners at MKUR. The results show that there was a significant association at a value of -0.176. The associated t-statistic value was found to be -4.086 with a p-value of 0.000. The intercept was found to be 2.528. The p-value was found to be 0.000, which is very significant. This implies that there was a positive and significant relationship between the variation in the students achievement which was caused by three components; Factors influenced you to want to seek for guidance and counselling services at MKUR, Techniques applied during counselling and Challenges hinder effective guidance and counselling of the learners at MKUR.
Keywords: Counseling, Career counseling, Guidance and Academic Achievement.
Title: GUIDANCE AND COUNSELING SERVICES ON THE ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS IN RWANDA
Author: Kirabo Joyce, Fautine Mugiraneza, Festus Irungu Ndirangu
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 12, Issue 4, October 2024 - December 2024
Page No: 377-391
Research Publish Journals
Website: www.researchpublish.com
Published Date: 19-December-2024
