Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
Interaction between Educational Guidance, Counseling and Study Habits of Distance Learners in Higher institutions: The Experience of Distance Learners in Bachelor of Education Studies of University of Nairobi, Kenya
1Janet Orero Obiero, 2Charles Kimamo, 3Anne Assey 1, 2 &3 University of Nairobi, Nairobi, Kenya E-mail: [email protected] | [email protected]
ABSTRACT I. INTRODUCTION Repercussion of commercialization of There is evidence in the empirical literature that distance education in universities globally has educational guidance and counselling are core in brought issues of sustaining quality education, developing positive study habits in distance which is the bedrock of study habits. Developing sound habit is a complex phenomenon that education (Commission for University education, requires educational guidance and counselling. 2013). There are also reports in body of literature Failure to develop sound study habits has made about low progression rate and stagnation in distance learners victims of educational systems. distance education due to deviational study habits The study investigated the extent to which (Behadir, 2012; Gakuu, 2013; George, 2016). In Educational guidance and counselling interact USA, the progression rates range from 20% to with study habits of distance learners in the Bachelor of Educational studies by distance 50%. While in United Kingdom the progression learning of the University of Nairobi. rates range from 20% to 45 %. In Africa, the Questionnaires were used to collect both progression rate is higher than 80% (Garland & quantitative data. Multiple linear regression was Clark 2010; Wambugu, 2012). In Kenya, there has employed to determine predictor variable. The been considerable effort to make educational study results indicate a positive guidance and counselling available for all learners correlation(R=0.853) between educational in higher learning institutions, but not without guidance and counselling and study habits of the participants. Therefore, the study concluded that challenges (Wachira, 2012). there is significant correlation between The Bachelor of Education studies by educational guidance and counselling and study distance learning of University of Nairobi has habits of distance learners. The study recommend been successful in upgrading of academic that universities involve in distance education qualifications to thousands prospective Teachers. should develop digital platforms with assistance This success is not without study bottlenecks of internet providers and use social media common to learners in distance education platform like Facebook, Whatsapp, twitter and phones to provide educational guidance and globally. Distance learners admitted to this in this counselling for enhancement of learners’ study programme have varied characteristics, study habits. habits and concepts of university education. Some Key Words: Study habits, experience of distance of them may have been spoon-fed, and taught for learners, multiple linear regression, educational examination (Wango, 2013). They may also lack guidance and counselling. confidence in their study aptitudes and focus on
memorizing facts to finish tasks, consequently, majority of them re-sit examinations at a higher rate than those in conventional programmes (Mbwesa, 2013).
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
It against such a background that this study sought The University of Nairobi is also struggling to to establish the extent to which educational embrace technology to provide learners support in guidance and counselling interact with study its distance education (ODeL Manual, 2018). habits of distance learners in the Bachelor of There are incidences in literature which suggest Educational studies of the University of Nairobi. that retarded academic performance of distance learners is due to lack of educational guidance and counselling (Lai-Yeung, 2014). II. PURPOSE OF THE STUDY The purpose of this study was to establish Beside, the slow progression rate of distance how educational guidance and counselling interact learners especially in developing world with study habits of distance learners in the universities are attributed to inadequate study Bachelor of Education studies of University of habits (Vines & Holcomb-McCoy, 2011). There Nairobi. are reports in body of literature about thousands distance learners recording failure in examinations III. LIMITATION due to lack of direction on developing positive The data collection took too long since study habit (Mark, 2010). At University of participants could only be reached physically, Nairobi distance learners in Bachelor of Education when on campus during tutorial and revision studies, low progression rate is attributed to sessions. The researchers’ patience and some inadequate study habits amongst other factors degree of tolerance yielded positive results. (Gatuba, 2012; Bowa, 2011) Consequently, out of the 327 questionnaires administered, 319 were duly filled giving a Concept of Educational Guidance and response rate of 97.55%. Counselling in Distance Education
IV. LITERATURE REVIEW Education guidance and counselling are Learners’ support systems have enabled distance critical in mega universities in Europe and education to develop through phases into mega America for orientation to study, examination open Universities in America, Europe, India, strategies, and attitude of tolerance (Bimrose, China, and South Africa (Julal, 2013). In these Kettumen and Goddard, 2015). They are also core mega University e-Learning scenarios, ubiquitous in use of web resources and return to study in technologies and cloud computing, simulations most distance education institution. In Europe and have become the mainstream in providing Singapore Open Universities, tutors use various learners’ support (Bimrose & Goddart, 2015). In media and technologies to provide educational addition, guidance and counselling learners’ guidance and counselling, which promotes support services like educational guidance and positive study habits of distance learners. In counselling are given through online and face-to- University of South Africa and the Africa Virtual face to thousand distance learners (Bozkurt, brief educational guidance and counselling Akgun-Ozbek, Yilmazel, Erdogdu, Ucar, Guler, & interventions, such as classroom discussions, Dincer, 2015). In Africa countries like Zimbabwe, workshop presentations, or assistance in using Nigeria and Tanzania , most universities that offer assessment, information, or instructional resources learning and teaching through distance mode are have improved completion rate (Tsikati, 2018). in process of fully updating distance education into technology-enabled environment but internet connectivity and resource are a challenge (Hooley, 2015).
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
University of Nairobi provides learners support Independent Variable Dependent Variable services like educational guidance and counselling Educational Guidance and Counselling Study Habits during orientation, and tutorial to promote completion rate (University of Nairobi annual report 2013). Educational guidance and Study habits of distance counselling learners Conceptual Framework of Study Examination Personal study strategies goals This study based on a conceptual framework Use of web Completion of resources assignments presented in fig. 1 guided by three variables, Attitude of Planned study namely: Educational guidance and counselling tolerance routine support services (independent variable), Study Orientation to Reading techniques study Note writing habits (dependent variable) and Learners’ Return to study characteristics (moderating variable).
Distance learners who receive educational Characteristics of distance guidance and counselling are able to adopt to learners good examination strategies and web resources. Age, Gender They also develop attitude of tolerance to take Income notes read them and complete assignment in time. Family status Study environment Those who defer their course are able to set their Education background personal study goal and return to study. Finally, Moderating Variable they are able to employ sound study routine. In this study, learners’ characteristics of learners are; age, gender, income, family background, study Moderating variable environment and educational which moderate guidance and counselling influence on study Figure 1. Conceptual framework showing relationship habits. between Educational guidance and counselling and study
habits.
V. RESEARCH METHODOLOGY This study adopted a descriptive survey research
design to plan well and build the content of research. The study adopted structured
questionnaires for independent variables namely educational guidance and counselling. To test reliability of the research instruments, pilot testing
conducted among 41 participants. Cronbach’s alpha of α =0.76 was attained as the reliability coefficient of the pre-test instruments for participants.
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
The target population was part 2 to 6 (2199) Table 1 distance learners in Bachelor of Education Sample Size for Distance Learners in Bachelor of programme by distance learning. This population Educational studies in University of Nairobi was chosen because they had done assignments Parts B.Ed. Sampl B.Ed. Sample Combine and examinations. Part 1 was not targeted because (Arts e size (Science size d sample ) B.Ed. ) B.Ed. size they had not done any examinations. (Arts) (Science ) The sample size for Participants in this study was 2 265 40 32 5 45 327 drawn from 2199 learner population in 3 445 66 61 9 75 Bachelor of Education programme by distance 4 425 63 49 7 70 learning of the University of Nairobi part 2, 3, 4, 5 5 413 62 27 4 66 6 439 65 43 6 71 and 6. Hyper-geometric distribution used in Tota 1987 296 212 31 327 accordance to Krejcie, (2006) table of determinig l sample size. In this case 2199 lies between 2000 to 2200 on Krejcie sample size table. The sample size of 2220 selected was 327 . This was further Participants The list of distance learners in Bachelor of confirmed by the formula for a small sample size, Education by distance of the University of Nairobi the hyper-geometric, populations as follows: obtained from registered learners in different Equation (1) Morris (2014) parts, namely 2,3,4,5 and 6. Learners at different 푵풁ퟐ풑풒 parts was stratified into five strata each for B.Ed. n= 푬ퟐ 푵−ퟏ +풁ퟐ풑풒 (Arts) B.Ed. (Science) and stratified sampling technique were used to select the required number Where; n= denotes the essential sample of participants. The participants were selected size from each stratum part 2 (40) , part 3 (66), part 4, N= denotes the population size (63), part 5 (62) and part 6, (65) for Bachelor of (4540 learners) Education(Arts) and parts 2 (5), part 3 (9) part 4 (7), part 5 (4) part 6 (6) for Bachelor of Z= denotes the confidence level of Education(Science) as presented in table 1. The the sample size (set at 95%) thus study employed simple random sampling Z=1.96 technique specifically the table of random P and q are the population numbers. Simple random sampling used to select proportions (Each set to 0.5). 327 participants from serial numbers assigned to each distance learner on the register from 0001 to. E sets the sample proportions accuracy (set to 2199. 0.05). VI. DATA ANALYSIS Therefore; Data collected was organized following thematic 2199x1.962x0.5x0.5 areas. Data followed by description of the responses to produce an interim report. Areas that 0.052 (2199-1) +1.962 x0.5x0.5 required additional information identified and requisite data sourced. Systematic analysis and n = 2111. 9196 interpretation of interim report integrated with 6.455 quantitative output to form the paper. (Hauser, n =327 2013).
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
The quantitative data was analysed using in Bachelor of Education programmes by distance descriptive statistics such as measures of central learning in the University tendencies through arithmetic means, measures of Study habits of distance learners = ƒ dispersion through standard deviation, percentages (Educational guidance and counselling support and frequency distribution that are suitable to services, random error) analyse non-parametric data. The quantitative data analysis began with field editing to minimize Yj=β0+β3X3 + εi errors. Then coding of open questions, data entry, Where β0- Population’s regression constant, X3 – clearing, transformation, and analysis was done. Educational guidance and counselling, βi the Model for analysing data based on linear regression coefficient of educational guidance and regression for educational guidance This were counselling and ε -is the Model error variable within significant level 95% and margin of error Results and Discussion 5%. Simple and multiple linear regression and This section entails analysis and discussion of Pearson Correlation Coefficient models were used interaction between educational guidance and to determine the extent to which educational study habits of distance learners, conclusion and guidance and counselling interact with study recommendations. habits of distance learners in Bachelor of Education studies in University of Nairobi Educational Guidance and Counselling and .Model Yj=β0+βiXi+βmi Xm + ε was adopted Study Habits of Distance Learners Where: Ten statements developed to measure the Y The dependent variable j- extent to which educational guidance and β - Population’s regression constant 0 counselling interaction study habits of distance β (i = 1, 2…n) are the population’s regression i learners as indicated in table 1. The participants coefficient responded to the ten statement in the Likert scale n coefficients for independent variable of 1-5 where strongly agree (SA) =5. Agree (A) X The potential predictors i – =4 .Undecided (U) =3. Disagree (D) =2 and β regression coefficient of the moderating mi - strongly disagree. (SD)= variable Table 2 Xmi- Moderating variable ε -is the Model error variable Interaction of Educational Guidance and Study habits of distance learners = β0 + βi ⃰⃰ Counselling with Study Habits of Distance education guidance and counselling +βmi ⃰ Learners learners characteristics + Model error. This Statem SA A UD D SD M Std. relationship was assumed to hold for all ent ea dev n observations (i= 1, 2 ….n). The inclusion of a Educati 60(1 191(5 15(4. 23(7. 30(9 3.7 1.137 random error, εi, was necessary because other onal 8.8% 9.9%) 7%) 2%) .4%) 1 guidanc ) unspecified variables also affected study habits of e and distance learners. The regression model was counsel ling based on the following assumptions; normality, helped linearity, homogeneity of variance and multi me to manage collinearity. Based on the study hypothesis the my study following model was adopted. time Educati 70(2 163(5 30(9. 32(1 24(7 3.7 1.143 Hypothesis; H03: There is insignificant onal 1.9% 1%) 4%) 0%) .5%) 0 relationship between educational guidance and guidanc ) e and counselling and study habits of distance learners 2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy counsel ling ling have have given increase me d my encoura ability gement to to respond return to study to study Educati 68(2 167(5 37(1 20(6. 27(8 3.7 1.125 when I onal 1.3% 2.3%) 1.6% 3%) .5%) defer guidanc ) ) 2 my e and studies counsel Educati 56(1 165(5 27(8. 44(1 27(8 3.5 1.177 ling onal 7.9% 1.7%) 5%) 3.8% .5%) 6 have guidanc ) ) helped e and me counsel develop ling an have attitude enabled of me to toleranc increase e my Educati 75(2 172(5 23(7. 22(6. 27(8 3.7 1.139 level of onal 3.5% 3.9%) 1%) 9%) .5%) motivat guidanc ) 7 ion to e and study. counsel Educati 65(2 175(5 33(1 21(6. 25(7 3.7 1.099 ling onal 0.4% 4.9%) 0.3% 6%) .8%) 3 have guidance ) ) helped and me to learn counselli better ng have examin helped ation me to strategi use web es resource Educati 90(2 158(4 24(7. 27(8. 20(6 4.3 1.611 onal 8.3% 9.5%) 5%) 5%) .3%) 4 Educati 57(1 183(5 26(8. 24(7. 29(9 3.6 1.130 guidanc ) onal 7.9% 7.4%) 2%) 5%) .0%) 7 e and guidanc ) counsel e and ling counsel have ling enabled have me to helped receive me orientat overco ion to me my study at exams distance fears Educati 60(1 183(5 17(5. 37(1 22(6 3.7 1.112 Compo 3.7 1. onal 8.8% 7.4%) 3%) 1.6% .9%) 0 site 1 13 guidanc ) ) mean 3 e and and counsel standar ling d have deviatio helped n me to manage examin ation phobia Educati 57(1 172(5 37(1 22(6. 31(9 3.6 1.147 onal 7.9% 3.9%) 1.6% 9%) .7%) 3 guidanc ) ) e and counsel 2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
Educational Guidance, Counselling and Study Statement (3) ‘Educational guidance and Time counselling have helped me develop an attitude of Two statements were used measure tolerance ‘had a mean of 3.72 and a standard interaction of educational guidance and deviation of 1.125. counselling on study time of distance learners. This results indicate that out 167(52.4% agreed. Statement (1) ‘Educational guidance and 68(21.3%).Strongly agreed. 37 (11.6%) counselling helped me to manage my study time’ undecided. 27(8.5%) Strongly disagreed had a mean of 3.71 and a standard deviation of .20(6.3%) disagreed. This results show that the 1.137. The result indicate that out of 319 statements mean score of 3.72 and standard participants, 191 (59.9%) agreed 60(18.8%) deviation of 1.125 was higher than the composite strongly agreed. 30 (9.4%) strongly disagreed. mean score of 3.71 and standard deviation of 23(7.2%) disagreed. 15(4.7%) undecided. The 1.133. The implication of this result to the study is results shows that the statement mean score of 371 that educational guidance help distance learners to and standard deviation of 1.137 were similar to develop attitude of tolerance. The result is the composite mean score of 3.71 and standard inconsistence with Hassan (2006) suggestion that deviation of 1.133. The implication of this result educational guidance and counselling services to the study is that educational guidance and have significant effect on distance learners’ counselling help distance learners to manage their development of attitude of tolerance to study study time which is an attribute of good study despite of hitches from the system and their habits Statement(2), Educational guidance and characteristics. In other words, educational counselling have increased my ability to respond guidance and counselling enhances positive to study had a mean of 3.70 and a standard attitude to study. deviation of 1.143. This results indicate out 319 participants 163(51.1%) agreed 70(21.9%) Educational Guidance and Counselling and strongly agreed 32(10%) disagreed 30(13.8%) Examinational Strategies undecided and 24(13.2%) strongly disagreed. This Statement 4 employed to measure the results show that the statement mean score of 3.70 interaction of educational guidance and and standard deviation of 1.143 were slightly counselling on examination strategies. Statement ‘ lower than the composite mean score of 3.71 and Educational guidance and counselling have helped standard deviation of 1.133. The implication of me to learn better examination strategies’ had a this finding to the study is that educational mean of 3.77 and a standard deviation of 1.139. guidance and counselling moderately increase This results indicate that out of 319 participants, distance learners’ ability to respond to study. The 172(53.9% agreed. 75(23.5%) strongly agreed. finding suggests distance learners need 27(8.5%) strongly disagreed. 23(7.2%) undecided educational guidance and counselling on time and 22(6.9%) of the disagreed. These results management, in order to prioritize their daily shows that the statement mean score of 3.77 and activities to develop good study habits. standard deviation of 1.139 were higher than the composite mean score of 3.71 and standard Educational Guidance, Counselling and deviation of 1.133. This result is inconsistence Attitude of Tolerance with Fajonyomi (2012) study finding that indicate Statement 3 was adopted to measure that distance learners need educational guidance interaction of education guidance and counselling and counselling services for examination on attitude of tolerance. strategies, which are effective in refining academic performance amongst anxiety ridden distance learners the funding is in line with George, etal. (2016) who suggested that good
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy examination strategies assist distance learners to This result support the finding of Kraatz (2015) have mastery of subject content. that distance learners apart from counselling also need psychotherapy to deal with phobia of Educational Guidance, Counselling, and examination. Orientation to Study Education Guidance, Counselling and Return Statement 5 employed to measure to Study educational guidance, counselling, and orientation Statement 7 adopted to measure interaction to study. Statement (5) ‘Educational guidance and of education and counselling interaction on return counselling have enabled me to receive to study. Statement (7) ‘Educational guidance and orientation to study at distance’ had a mean of counselling have given me encouragement to 4.34 and a standard deviation of 1.611. This result return to study when I defer my studies’ had a indicates that out of 319 participants, 158(49.5%) mean of 3.63 and a standard deviation of 1.147. agreed. 90(28.3%) 27(8.5%) disagreed. 24(7.5%) This results indicate that out 319 participants, 172 were undecided. 20(6.3%) strongly disagreed. (53.9%) agreed. 57 (17.9%) strongly agreed. 37 This results show that the statement mean score of (11.6%) were undecided 31 (9.7%) strongly 4.34 and standard deviation of 1.611 were higher disagreed s and 22 (6.9%) disagreed. The results than the composite mean score of 3.71 and shows that the statement mean score of 3.63 and standard deviation of 1.133. The implication of standard deviation of 1.147 were lower than the the result to the study is that distance learners composite mean score of 3.71 and standard receive educational guidance and counselling deviation of 1.133. The implication to this result more during orientation. This results support to the study is educational guidance and Schiersmann, Petersen and Weber (2017) who counselling does not encourage learners in reported that distance learners need orientation to Bachelor of Education programme by distance study in order to have self-regulated study and use learners of University of Nairobi to return to of learners’ support system. study. However, Julal. (2013) suggest guidance and counselling should be given to distance Educational Guidance, Counselling and learners to encourage those who defer their course Examination phobia to come back to study. Statement 6 adopted to measure interaction of educational guidance and counselling interaction Education Guidance, Counselling and Level of on examination phobia. Statement (6)’ Motivation to Study Educational guidance and counselling have helped Statement 8 developed to measure me to manage examination phobia’ had a mean of interaction of educational guidance and 3.70 and a standard deviation of 1.112. This counselling on motivational to study of distance results indicate that out of 319 participants, learners. Statement (8) ‘Educational guidance and 183(57.4%) agreed 60(18.8%) strongly agreed counselling have enabled me to increase my level 37(11.6%) disagreed 22(6.9%) strongly disagreed of motivation to study’ had a mean of 3.56 and a and 17(5.3%) were undecided. This results show standard deviation of 1.177. This results indicate that the statement mean score of 3.70 and standard that out of 319 participants 165(51.7%) agreed deviation of 1.112 were slightly lower than the 56(17.6%) strongly agreed. 44(13.8%) disagreed. composite mean score of 3.71 and standard 27(8.5%) strongly disagreed and at the same time deviation of 1.133, Implication of this results to were undecided. The results shows that the the study is that educational guidance and statement mean score of 3.56 and standard counselling slightly help distance learners to deviation of 1.177 were lower than the composite manage examination phobia. mean score of 3.71 and standard deviation of 1.133.
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
The implication of this result to the study that The above findings were further supported by the educational guidance and counselling given to the following qualitative data from Participants: participants are not effective enough to motivate Yes educational guidance and counselling distance learners to study. somehow is provided at university of Nairobi in classrooms , offices and Educational Guidance, Counselling and Use of during orientation (Participants no. 1).The web Resource first induction meeting as a guidance and Statement 9 and 10 employed to measure counselling session is an icebreaker, as we interaction of educational guidance and are made familiar with the study centre set counselling on distance learners use of web up, library, multimedia facilities, staff and resources. Statement (9) ‘Educational guidance student counsellors.( Participants no 20 ). and counselling have helped me to use web At time, lecturers offer educational resource had a mean of 3.73 and a standard guidance and counselling support services deviation of 1.099’. This results indicate that out on how to study as an independent learner of 319 participants, 175(54.9%) agreed. Strongly in distance learning. (Participants no. 99) agreed. 33(10.3%) were undecided. 25(7.8%) Educational guidance and counselling strongly disagreed and 21(12.2%) disagreed. The support services can effectively help us to results shows that the statement mean score of develop sound study habits (.Participants 3.73 and standard deviation of 1.099 were higher no. 300).However, the Student counsellors than the composite mean score of 3.71 and are working under pressure due to large standard deviation of 1.133 .This result is number of learners from conventional consistent with Fajonyomi, (2012) who suggested system who had advance booked that distance learners need educational guidance appointment before we reported for and counselling on importance of web resources. tutorial and examinations. They normally Statement (10)’ Educational guidance and referred us to programme Coordinators, counselling have helped me overcome my exams Administrators and support staff who may fears; had a mean of 3.67 and a standard deviation not have training for professional of 1.13. This results indicate that out of 319 educational counselling (Participants no participants, 183(57.4%) agreed 57(17.9%) 25). Assistance Dean of Students and strongly agreed. 29(9.0%) strongly disagreed, chaplains also have long lines of learners 26(8.2%) were undecided. 24(7.5%) disagreed. waiting to see them from conventional The results shows that the statement mean score system and we have limited time to wait of 3.67 and standard deviation of 1.13 were lower for our time (participants no 60).The than the composite mean score of 3.71 and University should provide basic guidance standard deviation of 1.133. The implication of and counselling to all staff we interact the result to this study is that educational guidance with (Participants no. 50). Group and counselling given to these learners are not education guidance and counselling effective enough to help them overcome exam should be given to us when we come for fear. This is in line with Eurydice (2014) who tuition and examinations in main learning reported that psychotherapy is best intervention centres to boost our study technique. for examination fear. Social media platform should adopted to provide such services (Participants no. 70)
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
Correlation Analysis of Education Guidance, me manage examination Sig. (2- 0.000 Counselling, and Study Habits of Distance phobia tailed) Learners n 319 Pearson correlation coefficient used to test the Educational guidance and Pearson 0.461** relationship between educational guidance and counselling give me Correlation counselling and study habits of Bachelor of encouragement to return to Sig. (2- 0.000 Education programme by distance learning, this study when i defer my tailed) was done at 95% level of confidence. The studies n 319 researcher presented the information in table 3. Educational guidance and Pearson 0.475** Table 3 counselling helped me to Correlation increase my level of Sig. (2- 0.000 Correlations of educational guidance and motivation to study tailed) counselling and study habits of distance learners n 319 Educational guidance and Pearson 0.366** Statements of educational guidance and counselling counselling have helped Correlation Study me to use web resources Sig. (2- 0.000 habits of tailed) distance n 319 learners Educational guidance and Pearson 0.517** Educational guidance and Pearson 0.546** counselling help my Correlation counselling have helped Correlation examination fear Sig. (2- 0.000 me to manage my study Sig. (2- 0.000 tailed) time tailed) n 319 n 319 I do have a better study Pearson 1 Educational guidance and Pearson 0.575** time table after receiving Correlation counselling have increased Correlation guidance and counselling Sig. (2- my ability to respond to Sig. (2- 0.000 support services tailed) study pressures tailed) n 319 n 319 Educational guidance and Pearson 0 .853** Educational guidance and Pearson 0.585** counselling(overall correlation counselling have helped Correlation correlation) me develop attitude of Sig. (2- 0.000 sig. (2- 0.000 tolerance tailed) tailed) n 319 N 319 Educational guidance and Pearson 0.519**
counselling helped me to Correlation The correlation output table 3 shows that all the learn better examination Sig. (2- 0.000 educational guidance and counselling statement strategies tailed) were statistically significant (P-values under n 319 significant 2-tailed were all less than α=0.05) Educational guidance and Pearson 0.190 against the statement of study habits of Bachelor counselling enabled me to Correlation of programme by distance learning. receive orientation to study Sig. (2- .000 at distance tailed) n 319 Educational guidance and Pearson 0.509** counselling have helped Correlation
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
Similarly the overall correlation coefficient for The model summary table 4 suggest that there is a educational guidance and counselling and study positive correlation (R=0.853) between habits of distance learners was found to be 0.853 educational guidance and counselling and the with a p-value of 0.000 < α=0.05. The implication study habits of distance learners in Bachelor of to the study is that there is a significant Education studies in the University of Nairobi and relationship between educational guidance and those predicted by the regression model. In counselling and the study habits of distance addition, the coefficient of determination 2 learners. Therefore, the null hypothesis (H0: There (R =72.8%) suggest that the amount of variance in is no significant relationship between educational the study habits of distance learners in Bachelor of guidance and counselling on the study habits of Education studies in the University of Nairobi is Bachelor of Education programme by distance explained by educational guidance and learning) was rejected and acceptance of the counselling. The results are consistent with the alternative hypothesis. This is in agreement with findings of studies of Double, Niharika & Supriya Ayodele & Adebiyi (2013) that educational (2011) who revealed that educational guidance guidance and counselling interaction study habits and counselling are critical in enhancing study of distance learners positively. habits of distance learners. The ANOVA of the regression o educational Regression Analysis of Educational and guidance and counselling and study habits are Guidance, and Counselling and Study Habits of Distance Learners presented in table 5 Simple linear regression adopted to Table 5 investigate how educational guidance and An ANOVA of the Regression of Educational counselling interaction the study habits of distance Guidance and Counselling and Study Habits of learners in Bachelor of Education programmes by Distance Learners distance learning of the University of Nairobi. The ANOVAa rational of using the simple regression model was Model Sum df Mean F Sig to establish how educational guidance and of Squar . counselling as a predictor significantly or Squar e insignificantly influence study habits of distance learners in Bachelor of Education studies in the es University of Nairobi. The researcher presented 1 Regressi 371.4 1 371.4 847. .00 the the regression model summary as shown in on 54 54 00 0b table 4. Residual 139.0 31 Table 4 16 7 0.439 Regression Model Summary of Educational Total 510.4 31 Guidance and Counselling Interaction on Study Habits of Distance Learners 70 8 a. Dependent Variable: Study habits of distance learners Model Summary b. Predictors: (Constant), educational guidance and Std. Error R Adjusted counselling Model R of the Square R Square Estimate The ANOVA results in table 5 indicated that 1 0.853a 0.728 0.727 0.662 (F-statistics (1,317)=847.030 is significant at P a. Predictors: (Constant), educational Guidance and value 0.000< 0.05 which indicate that the counselling regression model results significantly better prediction of study habits of distance learners in Bachelor of Education programme by distance learning in University of Nairobi.
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
From the views of the participants, educational The regression model for education guidance and guidance and counselling had positive interaction counselling was y= -0.407 + 0.954X3, that on study habits of distance learners in Bachelor of suggest, for each unit of Educational guidance education programme by distance learning in and counselling support services, study habits of University of Nairobi. The results are consistent with the findings of other studies that found distance learners marginally changed by 0.954 significant relationships between the educational unit. The results are consistent with the findings of guidance and counselling and study habits of study by Hooley (2014). distance learners in Bachelor of education programme. Table 6 indicate present coefficient for regression results. VII. CONCLUSIONS AND RECOMMENDATION The study results indicate a positive correlation Table 6 (R=0.853) between educational guidance and Coefficients for Regression of Educational counselling and study habits of the participants. Guidance and Counselling and Study Habits of The implication of the results to the study there is Distance Learners positive interaction between educational guidance and counselling and study habits of the Distance Coefficients learners. The null hypothesis (H : There is no Unstandard Standard t Sig 0 significant relationship between educational ized ized . guidance and counselling on the study habits of Coefficient Coeffici Bachelor of Education programme by distance s ents Model learning) is rejected. The Most of the B Std Beta participants agreed that there is a need for . effective educational guidance and counselling to Err enhance their study habits. The Students or Counsellors and Assistance Dean of Students are 1 - 0.1 - 0.0 (Consta not able to provide effective educational guidance 0.4 27 3.20 00 nt) and counselling o distance learners due to large 07 4 numbers of learners. Social 0.9 0.0 0.853 29.1 0.0 The study recommended that more Student guidanc 54 33 04 00 Counsellors should be employed and placed at e and every hall of residence to enable distance learner counsel receive educational counselling services ling Universities should work with major internet a. Dependent Variable: Study habits of distance learners providers to give distance learners bundles to enable them receive adequate education guidance
and counselling for concentration study habits. The simple linear regression coefficients Universities should also utilise social media result in table 6 above indicate that there was platforms such as Facebook, Whatsapp, Twitter to significant interaction of educational guidance offer educational guidance and counselling to and counselling and study habits of distance enhance study habit. Loan boards should provide learners in Bachelor of Education programme by resources to distance learners to buy smart phones distance learning in University of Nairobi given P- and computers of virtual digital educational Value 0.00< 0.05. guidance and counselling.
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
The Ministry of education should revaluate the 6. Cort, P., Thomsen, R., & Mariager- educational guidance and counselling offered in Anderson, K. (2015). ‘Left to your own higher institutions of learning and provides more devices’ – the resources for guidance and counselling support a. Missed potential of adult career services. Further research should be done on guidance in Denmark. British interaction of other support services with study Journal of Guidance & habits of distance learners in Universities in Counselling, 43(3), 292-305. Doi: Kenya. 10.1080/03069885.2015.1017802 7. Egbo, A. C. (2013). The Role of Guidance REFERENCES and Counselling in Effective Teaching and 1. Ayodele, C. S., & Adebiyi, D. R. (2013). a. Learning in Schools: The Nigerian Study habits as Interaction of Academic Perspective. In The European Performance of Students Nurses of Conference on Education, Official Banquet State University. International Conference Proceeding (Vol. 392). Journal of Nursing Science, 5(2), 60-65 Retrieved from 2. Bimrose, J., Kettunen, J., & Goddard, T. http://iafor.org/archives/offprints/e (2015). ICT–the new frontier? Pushing the ce2013 a. Boundaries of careers practice. offprints/ECE2013_0392.pdf British Journal of Guidance & 8. Eurydice (2014), National Student Fee and Counselling, 43(1), 8-23. Support Systems 2014/15, Facts, Brussels: 3. Bewick, B., Koutsopoulou, G., Miles, J., Eurydice. Slaa, E., & Barkham, M. (2010). Changes 9. Gakuu, J. W. (2013).The interaction of in learner support services on academic a. Undergraduate students’ performance of distance learners: A case psychological well‐being as they of open and distance learning progress through university. undergraduate students of Kenya Studies in Higher Education, 35(6), Methodist University. Unpublished thesis. 80, 220. Doi: University of Nairobi 10.1080/0307507090321664 10. Gatuba, (2012). Interaction of learner’s 4. Bowa, O. (2011). The Relationship support in enrolment of learners in between Learner Characteristics and Distance programme. PHD Thesis. Academic University of Nairobi. a. Performance of Distance Learners: 11. Hartung, P., & Vess, L. (2016). Critical The Case of External Degree moments in career construction Programme of the University Of counselling. Journal Nairobi. Journal of Continuing, a. Of Vocational Behaviour, 97, 31- Open and Distance Education, 29. 39. Doi: 10.1016/j.jvb.2016.07.014 5. Bozkurt, A., Akgun-Ozbek, E., Yilmazel, 12. Hooley, T. (2014). The evidence base on S., Erdogdu, E., Ucar, H., Guler, E., & lifelong guidance. Jyväskylä, Finland: The Dincer, a. European Lifelong Guidance a. G. D. (2015). Trends in distance Policy Network (ELGPN). education research: A content 13. Iacob, M. (2012). EUROPEAN TRENDS analysis of journals 2009-2013. IN THE USE OF ICT IN DELIVERING International Review of Research a. COUNSELLING SERVICES. In in Open and Distributed Learning, Conference proceedings of» 16(1), 330-363. eLearning and Software for
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) ISSN: 2708-261X, Vol 1, No 2, 2020, pp 1-14 http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy
Education « (eLSE) (No. 02, pp. comparative study of public and 165-169).” Carol I” National private universities in Kenya. Defence University Publishing International Journal of Education House. and Research, 2(4), 21-28. 14. Julal, F. (2013). Use of student support 21. Okech, J., & Kimemia, M. (2012). services among university students: Professional Counselling in Kenya: associations with History, a. Problem-focused coping, a. Status and Future Trends. Journal experience of personal difficulty of Counselling & and psychological distress. British Development, 90(1), 107-112. Doi: Journal of Guidance & 10.1111/j.1556-6676.2012.00015.x Counselling, 41(4), 414-425. Doi: 22. Rambo, C. M., & Odundo, P. A. (2010). 10.1080/03069885.2012.741680 Financing practices adopted by distance 15. Lai-Yeung, S. (2014). The Need for learners: the Guidance and Counselling Training for a. Case of Bachelor of Education a. Teachers. Procedia - Social and (Arts), University of Nairobi, Behavioural Sciences, 113, 36-43. Kenya. Journal of Continuing, Doi: 10.1016/j.sbspro.2014.01.008 Open, and Distance Education, 16. Marks, D. F. (2010). IQ variations across 1(1), 43-71. time, race, and nationality: An artifact of 23. Tsikati, A. F. (2018). Factors contributing a. Differences in literacy skills. to effective guidance and counselling Psychological reports, 106(3), 643- services at 664. a. University of Eswatini. Global 17. Mbwesa, J. K. (2014). Students' Perceived Journal of Guidance and Quality of Distance Education Courses as Counselling in Schools: Current a Perspectives, 8(3), 139-148. a. Correlate of Learner Satisfaction: 24. Ukwueze, A. C. (2013). Counselling as the A Case Study of the Bachelor of hub of Learner support services in open Education Arts Program, and University of Nairobi, Kenya. Int'l a. Distance education in Nigeria. In I. J. Soc. Sci. Stud., 2, 86. O. Salawu. 18. Moore, M., & Kearsley, G. (2012). 25. Wachira, K. (2012). Utilization of Distance education: a systems view of Counselling Services among University online learning Students in Kenya: A Case Study of a. (3rd Ed.). Belmont, CA: Nairobi, Kenya. Unpublished M.A thesis, Wadsworth Cengage Learning. Department of Education Programme, 19. Morris, A. (2014). Multivariate data University of Nairobi, Nairobi, Kenya. analysis. Upper Saddle River: Prentice- 26. Wango, G. M. (2013). A Synchronic Hall. Hermeneutic Phenomenological approach to a. Counselling Psychology in 20. Nyaga, V., Oundo, M., & Kamoyo, J. Contemporary Traditional (2014). Effectiveness of guidance and Societies. counselling a. Services on development of students’ academic competence. A
2020 | Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ Vol 1, No 2, pp 1 – 14