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Interaction Between Educational Guidance, Counseling and Study

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Interaction Between Educational Guidance, Counseling and Study 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
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