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Evaluating Teaching And Learning Of Guidance And Counseling In Colleges Of Education
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The use of instructional facilities
enhances learning experience and leads to interaction within the
learning environment. Consequently the interaction culminates in
increased interest and acquisition of competences needed for the
occupational world. In this age of educational technology, the process
of learning requires systematic application of scientific knowledge to
practical tasks, identifying and analyzing learning problems. Learning
occurs at three levels Olumba (1996) mention as follows; (a) Direct
experience level (b) iconic experience level and (c) symbolic
experience.
Direct experience level deals with the real life
experience involving the interaction of the student with his environment
through seeing, learning, touching and manipulation of what is learned.
The iconic level of learning has to do with teaching students by means
of pictorial. This kind of learning leads to vicarious experience. The
symbolic level of learning is merely learning in abstraction as in
mathematics. Learning experience is interaction between the learner and
his external conditions in their environments to which he can react
(Olaitan and Ali 1997). Learning environment is the collective social
and technical setting in which teachers and students interact with
instructional objects for purposes of acquiring skills, knowledge and
attitude which is known as experience.
However, there are inadequate
number of non-academic staff, no Mathematic workshop, no departmental
library and lecture method is popularly used by the lecturers against
discovering, demonstration and problem solving methods. Studies above
revealed that most of the programmes introduced by Colleges of Education
in Nigeria were inadequate to meet the need of the learners and
society. Since guidance and counselling is part of the programme in
Colleges of Education, the aims and objectives need to be attainable to
ensure that they are consistently being achieved. For effective teaching
to occur there is need for the teachers to posses the skills, the
knowledge of the subject matter as well as the ability to select
appropriate methods for delivery instructions to students. Certain
facilities need to be provided to ensure the smooth running of the
programme. Such facilities are classroom blocks, staff offices,
provision of adequate staff personnel, counselling laboratory, seminar,
sensitization campaigns, workshop etc. Akale (1991) observed that in
some Colleges of Education, some of these facilities are grossly
inadequate. Against this background, this work is geared towards
evaluating guidance and counselling programme in Colleges of Education
in Cross River State with a view to determining its strengths and
weaknesses and proffering solution to the identified problems.
Statement of Problem
Despite
programmes mounted by Colleges of Education in Nigeria to meet the
needs of the learners and society both human and material resources are
inadequate. Since guidance and counselling is part of the programme in
Colleges of education, it become imperative to evaluate the guidance and
counselling teacher education in the Colleges of Education in order to
determine its effectiveness and efficiency in meeting the needs of
learner and society. An evaluation of guidance and counselling programme
should not only be on1 Rstudent’s performance but also on all
theEfacilities bothâ‘physical and human resources that are necessary for a
successful implementation of any education programme. Programme
evaluation of this nature is useful for programme improvement,
decision-making, personnel, accountability and availability of
facilities. Therefore knowledge of guidance and counselling programme is
critical in the improvement of teaching and learning of guidance and
counselling, improvement of the personnel and taking useful and
worthwhile decision concerning the development of Colleges of Education.
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ABSRACT - [ Total Page(s): 1 ]This study was designed to evaluate the teaching and learning of guidance and counseling in Colleges of Education. Four research question and two Hypotheses guided the study. An evaluation research design was employed in order to carry out the study. A total of twenty nine (29) guidance and counselling lecturers in Colleges of Education and (348) 300 level students of Colleges of Education Cross River State participated in the study. A structure Guidance and Counselling Evaluation Questionnaire ... Continue reading---
