Undergraduate students’ differential performance in introductory course to guidance and counselling at Delta State University, Abraka

Ossai Peter Agbadobi Uloku

Delta State University. Abraka, Nigeria.


DOI: https://doi.org/10.20448/ajssms.v10i3.4901

Keywords: Course, Differential, Guidance, Introductory, Items, Non-guidance, Performance, Students, Test.


The study examined the differential performance of guidance and counselling and non-guidance and counselling students. The two categories of students received tuition in EDUCATION 402, an introductory course in guidance and counselling. Additionally, guidance and counselling students took other counselling courses in pursuance of their bachelor’s degree. The counterparts from the departments of Educational Management and Foundations as well as Library and Information Science, relied on the knowledge of the introductory course in guidance and counselling. Descriptive survey design was employed in the study. A sample size of 121 students (50 from guidance and counselling department, 32 from Educational Management and Foundations, 39 from Library and Information Science) was drawn from the population of  final year students (2020/2021 session) Faculty of Education, Delta State University, Abraka, A 3-item essay test items was the instrument the students responded to. The statistical tool was the independent samples t-test. The data analysed showed statistical significance in favour of guidance and counselling students. This is attributable to their knowledge of other courses in guidance and counselling. It is hereby recommended that students from other departments should be encouraged to take more courses in counselling to enhance their academic performances.


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