International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VII, Issue X, October 2022|ISSN 2454-6194
RMeremikwu, Anne Ndidi1*, Ibok, Ekpenyong Effiong2, Adie, Emmanuel Benimpuye3, Inah lovina Idoko4, Tawo, Catherine Njong5, Okri John Arikpo6
1,2,4,6Dept of science Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria
3Dept of Science Education, Faculty of Education, Unical, Nigeria
5Faculty of Education, University of Calabar, Nigeria
*Corresponding author
Abstract: This study examined guidance service as a predictor of students’ academic achievement in Mathematics in Eket, Akwa Ibom State, Nigeria. The research design used was the ex-post facto design. A total of 1,000 selected by stratified random sampling were studied. Data collection instruments were a structured questionnaire and mathematics achievement tests. Reliability of the instruments determined by Cronbach Alpha reliability estimate and Kuder Richardson formula K-R20 respectively, ranged from 0.85 to 0.89 for the Questionnaire and 0.76 for Mathematics achievement test. The results of analysis using linear regression showed that educational guidance services and vocational guidance services significantly predicted students’ academic achievement in Mathematics. It was therefore recommended that guidance programmes should consistently be embedded in the curriculum of schools as part of the efforts to enhance students’ academic achievement in Mathematics.
Keywords: Educational guidance service; Mathematics; Students’ academic achievement; Vocational guidance service.
I. INTRODUCTION
The knowledge of Mathematics is essential for the economic and technological development of any nation (Ukeje, 2005). Mathematics has remained a compulsory subject for all students at the Primary and Secondary School levels in Nigeria for several decades because of its importance for national development (Federal Republic of Nigeria, 2014). Good performance in Mathematics offers a wide range of academic and career opportunities to students (Akinsola & Tella, 2003). The attainment of national aspiration for technological development will, among other factors, depend on the effectiveness of teaching and learning Mathematics in schools. Provision of guidance services in Mathematics has become an important component of educational reform in recent times (Blank, Alas, & Smith, 2007). Even though guidance and counselling are offered to children at home and the schools misconduct and indiscipline remain common among students, and these are known to negatively influence their academic performance. Guidance has been identified as one of the effective strategies to prevent or mitigate the effects of indiscipline among students, yet some public and private schools have tended to lag in guidance services. The main objective of guidance and counselling at this level of education is to make available the psychological process of