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Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
ORJI ANN N.
Faculty of Education
Department of Educational Foundations
IMPLEMENTATION OF STUDENT PERSONNEL SERVICES IN
FEDERAL AND STATE COLLEGES OF EDUCATION
IN SOUTH-EAST NIGERIA.
OZIOKO, AGATHA NKECHI
PG/Ph.D/06/41161
ii
IMPLEMENTATION OF STUDENT PERSONNEL SERVICES IN
FEDERAL AND STATE COLLEGES OF EDUCATION
IN SOUTH-EAST NIGERIA.
BY
OZIOKO, AGATHA NKECHI
PG/Ph.D/06/41161
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
MARCH, 2014
i
IMPLEMENTATION OF STUDENT PERSONNEL SERVICES IN
FEDERAL AND STATE COLLEGES OF EDUCATION
IN SOUTH-EAST NIGERIA.
BY
OZIOKO, AGATHA NKECHI
PG/Ph.D/06/41161
A Ph.D SEMINAR PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY IN EDUCATIONAL ADMINISTRATION
AND PLANNING.
MARCH, 2014
ii
APPROVAL PAGE
This thesis has been approved for the Department of Educational
Foundations, University of Nigeria, Nsukka.
By
………………………… ……………………….
Prof. N. O. Ogbonnaya
Supervisor Internal Examiner
………………………… ……………………….
Dr. D. U. Ngwoke
External Examiner Head of Department
……………………………..
Prof. I. C. S Ifelunni,
Dean, Faculty of Education
iii
CERTIFICATION
Ozioko, Agatha Nkechi, a postgraduate student with Registration Number
PG/Ph.D/06/41161, has satisfactorily completed the research requirements for the
award of the Degree of Doctor of Philosophy (Ph.D) in Educational Administration
and Planning.
The work embedded in this thesis has to the best of my knowledge not been
submitted in part or full for any other degree or diploma of this or any other
University.
………………………………. ……………………………..
Ozioko, Agatha Nkechi Prof. N.O Ogbonnaya
(Student) (Supervisor)
iv
DEDICATION
This work is dedicated to the Almighty God, my Creator, and my family.
v
ACKNOWLEDGMENTS
The researcher is thankful to her thesis supervisor, Prof. Nelson Ogbonnaya,
for his patience, cooperation and encouragement in painstakingly guiding this
study at various stages. She is highly indebted to Prof. Okwor, Prof. U.N Ezeh,
Prof. D.N. Ezeh, Dr. D. U. Ngwoke and Prof. C. U. Onwura for their efforts
towards directing this work from the beginning to its completion.
The researcher wishes to acknowledge the contributions of Dr. F.M Onu and
Dr. C. I. Diovu who, in spite of their tight schedule, read the work in between
lines and made useful contributions, in shaping the work. May God continue to
double their wisdom. Some other persons whose contributions helped in the
successful completion of the work by gathering data and arranging scores include;
Dr. Christopher Ibenegbu and my able typist Omeje Martina O. The researcher is
grateful to them all.
She is also indebted to her husband, Chief. Ozor B.C. Ozioko, for his
encouragement, strong support and understanding, and to her children for their
assistance throughout the period of the academic struggle. Finally, the researcher is
grateful to God Almighty, whose special grace made the successful completion of
this work possible.
vi
TABLE OF CONTENTS
Title page i
Approval page- ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of tables vii
List of appendices viii
Abstract ix
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 11
Purpose of the Study 13
Significance of the Study 13
Scope of the Study 15
Research Questions 15
Hypotheses 16
CHAPTER TWO: REVIEW OF LITERATURE
A. Conceptual framework 18
Concept and meaning of student personnel services 18
Other Related concepts:
Objectives of student personnel services 21
Importance of student personnel services 22
Student personnel services in colleges of education 24
Student personnel services 42
Constraints to effective provision of student personnel services 47
Strategies for improving on the status quo 50
vii
B. Theoretical framework 56
The Scientific Management theory 57
The Systems theory 57
C. Review of Empirical Studies 60
Summary of the Literature Review 66
CHAPTER THREE: RESEARCH METHOD
Design of the Study 69
Area of the Study 69
Population of the Study 70
Sample and Sampling Techniques 71
Instruments for Data Collection 71
Validation of the Instrument 73
Reliability of the Instrument 73
Method of Data Collection 74
Method of Data Analysis 74
CHAPTER FOUR: RESULTS
Summary of the Major Findings 90
CHAPTER FIVE: DISCUSSION OF FINDINGS, IMPLICATIONS,
RECOMMENDATIONS, CONCLUSION AND
SUMMARY Discussion of Results 92
Conclusion 101
Implications of the study 103
Recommendations 105
Limitations to the Study 105
Suggestions for Further Studies 106
Summary of the Study 106
References 109
Appendices 117
viii
LIST OF TABLES
Table 1: Mean ratings of staff of student affairs and students on the
extent of student personnel services that are available in
federal and state colleges of education 75
Table 2: Mean ratings of staff of student affairs and students on the
adequacy of these services in these college of education 76
Table 3: Mean ratings of staff of student affairs and students on the
constraints to the effective implementation of student
personnel services in federal and state colleges of education 78
Table 4: Mean ratings of staff of student affairs and students on the
strategies for improving on the implementation of student
personnel services in federal and state colleges of education in
south-east Nigeria 80
Table 5: Summary of t-test for hypothesis one 82
Table 6: Summary of t-test for hypothesis two 84
Table 7: Summary of t-test for hypothesis three 86
Table 8: Summary of t-test for hypothesis four 88
ix
LIST OF APPENDICES
Appendix A: Questionnaire for data collection 117
Appendix B: Student personnel services observation schedule 123
Appendix C: National commission for colleges of education
manual on student personal management 124
Appendix D Suggestion during validation 128
Appendix E: Distribution of staff and students of federal and state
colleges of education in south- east Nigeira 130
Appendix F: Sample and Sampling Techniques 131
Appendix G: Colleges of education used for the study 132
x
ABSTRACT
The primary aim of this research was to investigate the implementation of student
personnel services in federal and state colleges of education in south –eastern
Nigeria. Student personnel services are regarded very important as they aid in the
all round development of the students, thus, enabling them to achieve their
objectives and those of their institutions. Student personnel services embrace all
those services to students that supplement regular instruction. As part and parcel of
school administration, it is seen as a critical function to the effective operation of
any school. This informed the present study on implementation of student
personnel services in federal and state colleges of education in south-east Nigeria.
The purpose was to ascertain the extent of implementation of these student services
in federal and state colleges of education in south-east Nigeria. Four research
questions and four null hypotheses were formulated for the study. A 51 – items
questionnaire was developed and administered to 770 respondents, comprising of
330 staff and students of federal and 440 staff and students of state colleges of
education. A non-proportionate stratified random sampling technique was used to
sample 10 senior staff of student affairs department and 100 final year students
from each of the seven federal and state colleges of education in the geopolitical
zone. Mean score was used to answer the research questions, while t-test statistics
was employed in testing the null hypotheses at 0.05 level of significance. The
study revealed that the student personnel services studied was available, but
inadequate and are of poor quality. Constraints to the effective implementation
include: poor funding of education sector, poor maintenance culture, inadequate
attention to communication between students and management, careless use of
facilities by students, mismanagement of funds by college authorities, poorly
executed projects, among others. There are measures to be adopted for
improvement, they include: the government giving special grants to colleges for
hostels, involving the private sector in the provision of student personnel services,
school authority completing all abandoned projects, students admission being
guided by existing student personnel services, financial assistance to students,
supervision of students affairs personnel more effectively etc. Based on the
findings, the educational implications were drawn and the following
recommendations, among others, were made. School authority should organize
seminars, orientations and talks on how to manage the student personnel services.
Funds should be judiciously used by the college administration. Private sector
should be encouraged to assist in the provision of these services. The education
sector should be adequately funded and admission exercises should be guided by
the available student personnel service.
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CHAPTER ONE
INTRODUCTION
Background to the Study
The teaching and research functions of higher educational institutions play a
very important role in national development, especially in the development of
high-level manpower. However, in most cases, the societal expectations in terms of
goals are hardly met and part of the explanation is linked to the absence of
adequate and conducive environment for effective learning. To achieve this
objective, adequate provision of certain services to students should be fostered for
effective teaching and learning process. Among these are the student-personnel
services. Student personnel services in this context, refers to all the non-academic
services rendered to the students at the schools setting outside the formal
classroom instruction, for the purpose of healthy, physical, emotional, social and
moral development as part of their preparation for a responsible and productive
adult life. These services are complementary to the academic programme in
making a holistic and balanced education of the students. While the task of
intellectual and skill development can be accomplished through curriculum
planning and implementation, the task of developing responsible attitudes and
morals can only be achieved through the provision and administration of student
personnel services.
1
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2
Although student personnel services has received very little attention in
professional literature and social administration, Duffy in Ejionume (2010),
Swartz, Russel Hunt and Reilly in Ogbuji (2009), observe that it is an
administrative task areas that is critical to the effective operation of any school
system. This assertion is also affirmed by Ndu, Ocho and Okeke (1997) when they
stress that in addition to curriculum implementation, school administrators have a
duty to provide adequate student personnel services in their respective schools as
both services are complementary to each other. Consequently, a major concern of
any educational institution, colleges of education inclusive, should be the
commitment to implement specified student personnel services. These services
enhance the achievement of institutional objectives. The absence of these creates
situations that constitute obstacles to the achievement of goals and objectives of
educational institutions, the level not-withstanding. Some goals of education as
spelt out by Federal Republic of Nigeria (2004) in the National Policy on
Education demand services that are beyond classroom instruction for their
actualization. An example of such goal is the inculcation of national values (P.8).
The values include respect for the worth and dignity of the individual, faith in
man’s ability to make national decisions, moral and spiritual principle in
interpersonal and human relations and promotion of the physical, emotional and
psychological development of all children.
It is in realization of the symbiotic role of the curricular and co-curricular
services in the realization of educational objectives in tertiary institutions, that the
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3
Federal Republic of Nigeria (2002) in the National Minimum Standard prescribes
mandatory student personnel services that school administration should make
available to students that which goes along with the curricular offerings. Service
that come under student personnel services are many and varied. They include
admission exercises, orientation, accommodation, medical services, library
services, student academic records, guidance and counselling, financial aid,
municipal services, security services, co-curricular activities. Also, included are
adequate classroom blocks, information materials, sports facilities, maintenance of
roads and teaching facilities.
Colleges of education contribute a lot to educational system, but students
constitute not only the largest input, but, also the reason and the main focus for all
the other inputs. All outputs are judged by the quality of graduates from these
institutions and all processing activities are centred on the students. For effective
teaching and learning, there should be adequate provision, proper implementation
of student personnel services and supervision of certain services for the students in
order to achieve the objectives of these institutions.
Mgbodile (2003) has identified the objectives of student personnel services
to include the making of students think effectively, helping them to communicate
their thoughts clearly, enabling the students develop relevant skills in judgement
and decision making. Others are to help them play their part as useful members of
their homes and families, making the pupils understand basic facts about health
and sanitation, helping students to appreciate their roles as citizens of Nigeria and
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4
the development of good moral principles as well as the appreciation of their
cultural heritage and dignity of labour.
Student personnel services, according to Ozigi in Kalu (2000), are those
non-academic duties concerned with pupil’s welfare in a school setting. These
services include all the activities of the headmaster/principal and teachers and other
staff members geared towards making the students better citizens of the society in
which they live (Mgbodile, 1986). Student personnel services according to
Ezeocha (1992), is seen as involving all the activities and services that are rendered
to the students for the achievement of the educational objectives which are not the
normal classroom instruction. Student personnel services have also been defined as
those special classroom supporting services outside the curricular offerings that
impinge upon the maturation of the self of the students (Okeke, 2002). Student
personnel services refer to those school services that supplement and support the
instructional programme of a school (Ejionueme 2010).
Akilaiya (2001:28) defines student personnel administration as an attempt to
cater for the welfare of pupils with a view of helping them to build a solid future
while maximizing their educational pursuit and at the time promoting personal and
institutional prestige within and without the educational sphere. According to Ajayi
(1992), child personnel services is that total educational programmes of an
institution which aid in proving personnel services, is that total educational
programmes of an institution which aid in proving personal opportunities and
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5
specialized services through each pupil within the school system can develop to the
fullest of his potentials and capacities in terms of the democratic ideals.
Uwazuruike (2001):95) classified personnel functions into two mutually
interrelating parts, namely; the managerial and operative functions, while the
former is concerned with planning, organizing, directing and controlling of
personnel generally, the later is specifically concerned with the processes of
selection, admission, regulation, enrolment, classification, pedagogical instruction,
evaluation, examination, certification and graduation as well as the provision of
recreational services and maintenance of discipline.
Also, Njoku (2000) reiterating the rational behind child-education, maintains
that pupils must come first because they are the ones to be educated and without
them, the teachers will not be employed, neither would communities and various
levels of government established institutions of higher learning. This implies that
the ultimate goal of any educational system is the fullest growth and development
of pupils’ cognitive, affective and psychomotor domain.
Student Personnel Services improve the intellectual, social, emotional,
cultural and physical development of the individual. Such personnel services as
orientation, information, communication, student records, accommodation, co-
curricular activities are effective tools in guiding and directing students to improve
their personal sustenance in the pursuit of their careers. The provision of these
services is therefore meant to meet the different aspects of human development and
adjustment (Francis, 2002). Student personnel services are typically designed to
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6
respond to students’ welfare needs and social interest. Student personnel services
also buffer faculty members and academic administrators from demands
considered peripheral to the institutions’ academic mission. The provision of
student personnel services encourages students to take advantage of learning and
personal development opportunities outside the classroom, laboratory and library.
The essence of student personnel services is to help students realize their potential
and become responsible, and self-directed citizens. Student personnel services aim
at training the entire person to enable him or her read, write and calculate, and to
enable him/her fit into the society. It also aims at developing and training the total
man to enable the individual, on graduation, take his place in the society and
contribute to its survival.
The general objectives of student personnel services are to assist students to
become effective in their social environment, attain maximum self-realization and
to complement the academic programme of the institution. To be specific, student
personnel services provide orientation for fresh students to facilitate adjustment to
college life; perform individual and group counselling; provide assistance to
students on finance, food and housing; provide variety of co-curricular activities;
perform testing and inventory to help towards self-knowledge and self-realization;
provide placement and follow-up services; approve and monitor activities of
student organizations; implement student rules and regulations and recommend
appropriate disciplinary action to the school authorities (Francis, 2002). Student
personnel services enable students to develop love for school, participate in school
7
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activities and stimulate regularity and punctuality in school attendance (Anukam,
2001).
Adequate provision of student personnel services is very vital in any
educational institution. Adesina and Ogunsaju in Onochie (2003), in their
recognition of the need for student personnel services, observed that for effective
teaching and learning, provision of physical facilities and educational goals should
be viewed as being closely interwoven and interdependent. No matter the strength
of manpower resources in the system, the educational process must require
conducive physical environment and other facilities and equipment. Apart from
protection from the sun, rain, heat and cold, school buildings and halls of residence
represent a learning environment which has tremendous impact on the comfort,
safety, and performance of the student. Also, staff work better in well-equipped
schools with accommodation and facilities than they do where these facilities are
lacking (Omu, 2006).
Societies all over the world, according to Mgbodile (1986), have established
schools for achieving a wide variety of educational goals. They commit a great
deal of resources towards the achievement of these goals. Unfortunately, in most
cases, social expectation in terms of goal achievement is hardly ever met due to the
absence of student personnel services. Over the years, institutions of higher
learning, including colleges of education have been grappling with problems of
students’ unrests, or riots, or demonstrations. Some students are known to protest
on issues that encroach upon their welfare from both within and outside of their
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institutions (Ejionueme, 2010). Such protests have ranged from those against wide
communication gap between students and school authority, delay in meeting
student’s demand, failure on the part of the school authority to guarantee security
of lives and property, inadequate facilities such as lecture room, laboratories and
equipment, drastic obnoxious rules and regulations and students’ reaction to harsh
government policies. Others are known to be due to frustration and uncertainty
from the larger society, academic stress, students non-involvement in decision that
concern their welfare and students being forced to pay a special fee.
Personal observations from tertiary institutions of higher learning appears
that these personnel services are inadequate. For instance, in “The Guardian
Newspaper” of 24th January, 2010, there was a reported case of rioting of
undergraduates of University of Nigeria, Nsukka, where the students revolted
against the school authority because of an alleged increment in school fees
(Okonta, 2010). On February 24, 2011 “This Day Newspaper” reported that there
was a massive demonstration at Obafemi Awolowo University Ile-Ife, as a result of
increment of fees and health insurance scheme, which led to the closure of the
school. Thus, there have been cases of protests by these students against issues
such as lack of accommodation, lack of water, lack of seats in the lecture rooms,
lack of laboratory equipment and poor quality food. Nkwocha (1990) observed that
students are often alienated when certain decisions concerning students’ behaviour,
academic activities, social life and press activities are being taken. He also stressed
that participation in school administration means getting the students involved in
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9
discussions and seeking their views on the solution of problems affecting their
welfare. The occurrence of such demonstrations, perhaps, have very unfavourable
effects on the school system as they may hinder the attainment of their objectives.
There may be loss of lives and wanton destruction of property during these
demonstrations. It was observed that in most cases, students’ violent assaults are
on their fellow students, lecturers and administrative staff of the institutions. In
general, most strike actions are as a result of failed promises or distrust between
the authorities or administrators and students.
In our colleges of education today, students face various problems; students
attend various lectures, write term papers, do written and oral examinations,
projects and other academic matters. Far from academic matters, students face
various social, psychological and financial problems. In this bad state of economy
of the nation, the students are the most affected. Meal subsidies have been
withdrawn. There are no more scholarships, no bursary award, and even parents of
the students are indebted to their salaries and wages as and when due.
Today, the student personnel services appear not only to be inadequate, but
appear to be neglected and in effective. For instance, the hostel accommodation are
deplorable and unconducive and this affects the students’ academic performance
and their all-round development (Ejionueme, 2010). School buildings are seen with
cracked/decaying walls, sagging roofs, blown-off roofs and bushy surroundings
(Mboto, 2000).
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Generally faced with these problems, the students may loose confidence in
themselves and others, have little or no sense of personal value, become tense,
introverted and emotional, mostly expressed through hostility and aggression or
involvement in clandestine activities like secret cults, robbery, riots and
demonstrations. Anolue (2000) observed on a survey of the factors that influence
student crises in higher institutions of learning in Nigeria, that lack of regular water
supply, poor accommodation facilities ,poor classroom facilities, inadequate
medicare, poor literacy facilities forced students to protest against their authorities.
Colleges of education in Nigeria, like any other institution, face the challenge not
only to survive, but also to attain the level of sustainable development necessary
for them to achieve the objectives for which they were established. The attainment
of these goals depends not only on the right type of personnel but, also, on the
availability of adequate student personnel services and financial resources. Hence,
the need for adequate funding of our colleges of education. Eze (2006) also
observed that the financial problems of the colleges of education are increasing
because of financial mismanagement, embezzlement and fraud. Although, the
provision and administration of student personnel services are supposed to rank
paripasu (go along) with the curricular services (teaching and learning), it appears
that the personnel services have been relegated in school administration. The
apparent relegation of student personnel services in school administration is the
fact that the entire school system is examination - centered. The premium placed
on implementation of academic curriculum at all levels of education, with
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emphasis on academic performance as determined by examination results, explain
why majority of school administrators seem to pay less attention to the provision of
student personnel services in their respective schools. It should be noted that
student personnel services are basic needs which must be satisfied to a reasonable
extent before students can be expected to make any meaningful achievements in
their academic pursuit.
The problem of poor funding of education sector, poor maintenance culture,
careless use of facilities by students, non-participation of private sector in the
provision of student personnel services and others, are among the constraints for
effective implementation. Funds management simply refers to management of cash
flows, in and out of the organisation, within the organisation, and the balances held
by the organisation (Ogbonnaya 2005). The commission disburses funds to the
colleges in the form of capital grants and special grants. Funds should be properly
disbursed and internal control on the use of such funds should also be meticulously
discharged. From the foregoing, the researcher wanted to empirically determine the
proper implementation of student personnel services. This necessitated the study.
Statement of the Problem
Adequate provision and administration of student personnel services in
tertiary institution is not only important but necessary for the achievement of the
desired educational goals of inculcating the right type of values, attitude, skills and
the development of mental and physical abilities as equipment for producing good
quality citizens of Nigeria (FRN,2004). Over the years, colleges of education have
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been experiencing student disturbances linked to non-availability, inadequacy, and
poor quality of some vital student personnel services. Students trek long distances
to lecture rooms and this brings about lateness to class, fatigue and sleeping in the
class. The libraries in these colleges appear not to have current books/materials,
and they appear not to have enough reading tables and chairs for the students.
Students either cook inside their rooms or depend on food vendors for their
feeding. Students have been reported to repeat a semester or even an academic year
due to the fact that the records of results of examinations they wrote and passed got
lost. Students stand outside to listen to lectures because the lecture rooms are
insufficient.
In most of the colleges, for instance, Federal College of Education, Ehamufu
and Nwafor-Orizu College of Education, Nsugbe, students go to streams to fetch
water because these institutions depend on water tankers for supply of water.
Security is porous, hence, there are cases of rape, murder, phone-snatching,
robbery and of course cult activities. Medical Centres/clinics are there without
adequate drugs except routine drugs. Guidance and counselling services are non-
existent in most colleges of education, and student records are haphazardly kept.
Hostels in some colleges are built in form of dormitory (without rooms), and even
rooms ear marked for three students now harbour up to six students officially,
excluding those that are “squatting”.
This state of affairs suggests that something is wrong with regard to the
implementation of student personnel services in colleges of education. Based on
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this, the problem of this study is, what is the extent of implementation of student-
personnel services in federal and state colleges of education in south-east Nigeria?
Purpose of the Study
The main purpose of this study was to investigate the extent of
implementation of student personnel services in federal and state colleges of
education in South-East Nigeria. Specifically, the study intended to:
i. Ascertain the extent of availability of student personnel services in
federal and state colleges of education in south-east Nigeria.
ii. Determine the adequacy of student personnel services in colleges of
education in south-eastern Nigeria.
iii. Identify the constraints to the effective implementation of these services.
iv. Evolve strategies for improving the implementation of student personnel
services in federal and state colleges of education in south-east Nigeria.
Significance of the Study
This study hinged on the systems theory. This is because, student personnel
services is a very important aspect of administration as a social system.
Theoretically, the findings of this study will provide an empirical data with
respect to the purpose of the study that will permit a clear understanding and
testing of these findings. It will also be a resource centre for all stakeholders of
education, source of information and a reference point, especially in the colleges of
education. The findings of the study will be of help to the entire Nigerian society,
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14
and agencies and individuals that have stake in education like the NCCE, policy-
makers, education administrators and planners, ministries of education and their
boards and agencies and students in colleges of education.
It will provide useful information to the authorities of federal and state
colleges of education on certain unfavourable attitudes exhibited by students that
are caused by the poor state of student personnel services. These authorities will
then be geared towards making proper provision for these services. The findings
of this study will enable the education planners at the ministries of education and
their board and agencies to gain better understanding of the state of student
personnel services in these colleges.
The study will also be beneficial to the chief executives and the governing
councils of these colleges of education who will have their knowledge enriched
and utilize them in improving student personnel services in the institutions. The
student affairs department will use the data from the study to improve on the
provision, administration and management of student personnel services. The
deans of student affairs will also benefit from the study because the findings will
enable them appreciate students’ problems relating to inadequate student personnel
services. The findings of this study will be of great benefit to the students who
stand to gain if problems raised by the present state of student personnel services
are handled and especially if adequate and qualitative student personnel services
are provided. This will rekindle the interest of students in school attendance and
learning. The society at large will benefit from the study because, when there is
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conducive atmosphere in these institutions, the objectives of education, which
include the production of higher level manpower, will be greatly achieved
Scope of the Study
The scope of this study comprised of all the federal and state colleges of
education in south-east Nigeria. South-east Nigeria is made up of Abia, Anambra,
Ebonyi, Enugu and Imo states. There are three federal and four state colleges of
education in the geo-political zone. The study will investigate the extent of
availability of student personnel services in these colleges of education, determine
the adequacy of student personal services in these colleges of education, identify
the constraints to the effective implementation of student personal services, and
evolve strategies for improvement on the implementation of student personnel
services in these Colleges of Education.
Research Questions
The following research questions were formulated to guide the study:
1. To what extent are student personnel services available in federal and state
colleges of education in south-east Nigeria?
2. How adequate are the available student personnel services in federal and
state colleges of education in south-east Nigeria?
3. What are the constraints to the effective implementation of student personnel
services in these colleges?
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4. What are the strategies for improving the implementation of student
personnel services in federal and state colleges of education in south east
Nigeria?
Hypotheses
The following null hypotheses were formulated to guide the study and were tested
at 0.05 probability level.
H01: There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the extent of student
personnel services available in federal and state colleges of education.
H02: There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the adequacy of these
services in these colleges of education.
H03: There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the constraints to the
effective implementation of student personnel services in federal and state colleges
of education in south-east Nigeria.
H04 There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the strategies for
improving the implementation of student personnel services in federal and state
colleges of education in south-east Nigeria.
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CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviews literature related to this study. The review of literature
for this study has been organized under the following sub-headings:
Conceptual framework
� Concept of student personnel services
Other Related concepts:
� Objectives of student personnel services
� Importance of student personnel services
� Student personnel services in colleges of education
� Student personnel services
� Constraints to effective provision of student personnel services.
� Strategies for improving on the status quo.
Theoretical Framework
The Scientific Management theory
The Systems theory
Review of Empirical Studies
• Study on implementation of student personnel services in state-owned
secondary schools of Abia State.
• Study on evaluation of student personnel services in secondary schools in
Cross River State.
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• Study on evaluation of student personnel services in Nigerian federal,
and State universities.
• Study on management of student personnel services in Federal and state
universities.
• Study on management of students hostel accommodation problems in
Polytechnics in Anambra and Enugu state
• Study on management of physical facilities and equipment in secondary
schools in Cross River State.
• Study on strategies for improving student personnel services in secondary
schools in Onitsha Education Zone.
Summary of the Literature Review
Conceptual Framework
Concept of Student Personnel Services
Student personnel services refer to those school services that supplement and
support the instructional programme of a school. Duffy in Ejionueme (2010) stated
that although student personnel services have received very little attention in
professional literature and school administration, it remains an administrative
function that is critical to the effective operation of any school system. It is seen as
part and parcel of school administrative function. In many places, it is submerged
under the guidance services.
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The common factor in establishing a school is the students; without the
students every other activity is useless. Thus, an educational institution is
established primarily for teaching and learning with human and material resources.
These materials are the resources and services which enhance academic activity.
The provision of such materials and services for the welfare of students is known
as student personnel services.
According to Ezeocha (1992), student personnel services in the schools,
involve all the activities and services that are rendered to the students for the
achievement of the educational objectives which are not the normal classroom
instruction. Student personnel services involve supervision of students in whatever
they do so that the objectives of the school will be achieved. It therefore means the
activities of directing, organizing and teaching the students in such away as to
ensure the attainment of the desired objectives of education. It involves decision-
making and implementation of polices of a school with regard to students’
education. Student personnel administration is responsible for decision-making,
organising and execution of policies relating to the teaching and learning situations
and the general welfare and discipline of the students. The main purpose of student
personnel services, as Mgbodile (2003) observed, is the integration of the
personnel functions with instruction, and co-ordination of the personnel services.
According to Oboegbulem (2003:165), “pupil personnel services involve all
the activities and services, apart from the normal classroom instruction, rendered to
students by the principals/headmasters, staff (tutorial and non-tutorial), the students
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themselves and even the community that are geared towards making an individual
in the school an all-round educated, law-abiding citizen of his community”. To
Campbell, Bridges and Nystrand (2000), the main role of the administrator in pupil
personnel services is one of integrating these services with instruction and
coordinating the various kinds of personnel services provided. The type of pupil-
personnel services provided at the school level and their functions depend on: the
level of the school, whether primary or secondary, the size and complexity of the
school, that is, the number of students with cases requiring special attention, and
the allocation of services within the district or zone, that is, whether there are
specialists personnel and facilities within the area to provide the needed services.
Mgbodile (1986) described pupil personnel services as all the activities of the
headmaster/principal, and or teachers and other staff members geared towards
making the pupils better citizens of the society in which they live. Okeke (2002)
defined student personnel services to be all those special classroom supporting
services, outside the curricular offerings, that impinge upon the maturation of the
students.
Student personnel services, from the foregoing, could therefore be defined as
the application of managerial process in student administration vis-à-vis the
provision of physical facilities, social services and amenities that enhance and
complement the curricular programme of the school. Variations of what services
constitute the pupil personnel function have existed in the past and still exist today
but a typical list of services to be classified under student personnel programme,
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according to Duffy in Ejionueme (2010), include: guidance and counselling, health
services, special education services, school psychology, speech and hearing, and
school social work. Other authors have included pupil accounting or attendance,
medical services, pupil discipline, admission and school census (Campbell,
Bridges and Nystrand, 2000).
OTHER RELATED CONCEPTS:
Objectives of Student Personnel Services
The objectives of student personnel services, according to Mgbodile (2003),
and Ukeje (2002) include making the students think effectively and communicate
their thoughts clearly. These qualities are developed through participation in co-
curricular programmes like debate and school governance. Other objectives of the
services are to enable students develop relevant skills in judgment and decision
making. When student leaders are given authority to maintain discipline and
control over their colleagues, they are by this opportunity made to develop their
skills in leadership and decision-making.
The administration of student personnel services also helps students to play
their part as useful members of their homes, families and society. Participation in
voluntary activities like Boys Scout, Girls Guide, Red Cross Societies and
participation in religious and social activities develop the above mentioned skills in
students. Other objectives of student personnel services are: helping students to
understand basic facts about health and sanitation, the development of good moral
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principle, appreciation of their cultural heritage, the appreciation of the dignity of
labour and healthy physical development.
It is for the achievement of the above stated objectives that the National
Minimum Standard in Omu (2006), prescribed some mandatory services, outside
teaching and learning, that secondary schools are to administer to their students.
The inspectorate units of the Ministries of Education are charged with the routine
inspection of schools and ensuring that the mandatory personnel services are
administered in all federal, state and private secondary schools across Nigeria.
Services like guidance and counselling and school health programme promote the
psychological and physical well-being of students. These services also enable
students make right career choices bearing in mind their strength and weakness.
Accommodation and catering services help to train the youngsters in tolerance,
peaceful co-habitation, sanitation, good health and eating habits. The exposure of
students to the different components of the personnel services will enable them to
derive the benefits specified under each service.
Provision of student personnel services in educational institutions is very
crucial in the achievement of the desired educational objectives of producing good
quality students. Ukeje (2002) identified increase in the happiness of school life of
student, as component part of student personnel services.
Importance of student personnel services
Udoh (2001) highlighted the importance of student personnel services to
include the following: Student personnel services enable government, proprietors
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and school administrators take inventory of pupils for purposes of providing staff
and facilities. It makes for proper record-keeping, administration, placement and
progress of pupils. The administration of student personnel services provides
students with health services which makes for healthy living and active citizenship,
while the guidance and counselling services that is provided shape students’ study
habits, emotional and psychological outlook and choice of career.
Ezeocha (1992) identified the following as some of the functions of student
personnel services:
to make the students think effectively, to make the students
communicate their thoughts clearly, to make the students
develop the skill of making relevant judgment, to make the
students play their roles as useful members of their homes
and families, to make the students understand basic facts
about health and sanitation, to help students understand and
appreciate their roles as citizens of their country, to help
students develop good moral principles, to help students
understand and appreciate their cultural heritage, and to
make the students live and act as well-integrated
individuals. (p.165).
The importance of student personnel services therefore lies in the fact that it
involves the development of the whole person as the basis of education. It
enhances the quality of educational experience for students and encourages
students to take advantage of learning and personal development opportunities.
The services make it possible to identify the different categories of students such as
the handicapped, the gifted, the average and slow learners so that adequate care
could be taken of each class. The services also help to mould the character, habits
and instil discipline in the students, which makes for a calm and achievement
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oriented school environment and acts as a foundation for a future crime – free and
dedicated life. It enables students to develop talents and qualities such as
leadership, skills, cooperation, sportsmanship, in clubs, societies and student
unionism. Student personnel services in the area of games and sports help develop
participants’ skills and prepare them for sporting career and meaningful utilization
of leisure time in later life.
The provision of basic student personnel services in federal and state
colleges of education across the country must form the foundation on which basic
education is built. Basic education is holistic, it requires the development of the
whole personality-the physical, social, emotional, spiritual and the cognitive
components. This development cannot be achieved through the implementation of
the academic curriculum alone, hence, the imperative of student personnel
services.
Student Personnel Services in Colleges of Education
Adequacy means state of being sufficient. According to Oxford English
Dictionary, adequacy is being sufficient or satisfying a requirement. Various
student personnel services are found on several campuses such as counselling,
financial assistance, health services, library services, students’ hostels, co-
curricular activities, cafeteria, orientation, rules and regulations. Student personnel
services that are provided in educational institutions include: provision of physical
facilities in the form of library, lecture rooms, equipment, teaching aids, hostel
accommodation, health services, transportation, municipal services such as water,
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electricity, roads among others. These services are supposed to be rendered
adequately and qualitatively in all educational institutions.
Akuchie (2000) observed that student personnel services serve different
essential purposes, and they are grouped into internal co-ordinating services,
orienting services, supportive services, and educational services.
A. Internal Co-ordinating services:
The internal co-ordinating services, for this study, will cover students’
records, information and communication. The school system succeeds with the use
of adequate and well kept records (Ezeocha, 2000). According to him, the need for
appropriate records to be used and kept in schools cannot be over-emphasized
especially concerning the increasing complexity of the nature of the school
administration. Ogbolu (1990) emphasized that students’ records of tests for
analyzing students specific achievements and weaknesses should be kept in every
school as this is used to predict a student’s vocation on the completion of his
course.
Adequate students’ records are necessary for students guidance, transfer of
students, promotion, classification, health services, provision of school facilities
and recruitment of staff (Ezeocha 2000). These records, he further stressed, are
essential for the purpose of supplying certain statistical information that may be
required by the government for the allocation of funds and other purposes. Proper
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documentation of students’ records is vital in aiding the institution to have detailed
knowledge about each student.
The most important of the students personal records is the individual’s file
kept for each student, which should contain a cumulative card, and information on
student’s scores/grades in courses, health information records for guidance and
counselling and of course, records of disciplinary behaviours exhibited by students.
Commenting on the poor state of student academic records, Ojo (2002) observed
that some of the internal crises in tertiary institutions is as a result of mistakes in
the academic records of some students. Nosiri and Nwagbo, in Ejionueme (2010)
observed that students’ cumulative records in our institutions of higher learning are
not properly kept and where they are kept they do not contain all the details such as
personal and home records, test scores, summary of academic records and student
activities
They still submitted the fact that these records are not kept, that students are
neither known by their academic advisers nor the institutions’ authorities. The
consequences is that the students catch in on this and exhibit anti-social behaviours
including cultism, rape, stealing, robbery, examination malpractices, absenteeism
from lectures and other heinous crimes. They do this because they are not known
and therefore cannot be suspected and apprehended
Another aspect of students internal coordinating services in federal and state
Colleges of Education are information and communication. According to Ezeocha
(2000), any organization that hopes to work smoothly must ensure that there is
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some feedback and also a forum for the expression of opinion by all levels within
the organization. He said that there should be a means of communication which
will occur through the hierarchy of the school from the head to the students and
also among staff and students. Communication he then defined as a process by
which information, directives, questions and ideas are transmitted among members
of an organization. The school bulletin, handouts, journals and periodicals may be
seen as means of communication, and this communication may be downward or
upward. Downward communication refers to when information flows from the
authority to the subjects and upward when information flows from the subjects to
the top. Information flow in our federal and state colleges of education may not be
described as being adequate. Nkwocha (1990) observed that students are often
alienated when certain decisions concerning students’ behaviour, academic
activities, social life and press activities are being taken. In his view, participation
in school administration means getting the students involved in discussions and
seeking their views on the solution of problems affecting their welfare, discipline
and co-curricular activities. Planning in higher education is directly concerned with
students but these students are only treated in a superficial manner (Palola in
Akuchie 2002). They are thought of in planning just in numerical or statistical
sense without relating vital information to them and seeking their opinion on such
issues. This, he regards as an ugly, faceless and impersonal way of thinking about
students. He therefore, suggested that institutions’ plans should consider students
as people who have their values and interests, who have opinion and perspectives
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and who care about the types of education they receive. The school administration
do not appreciate the fact that these students are also concerned about how their
institutions attempt to shape and mould them according to pre-defined notion of
what is good, appropriate, expected and necessary.
The school administration finds it difficult to welcome criticisms and
reactions from students, as a result, information flows one way - from the school
authority to the students in the form of instructions and commands. This lack of the
right channels through which students’ grievances or problems can be presented
and tackled is one of the sources of students’ frustration. Poor communication
between the school administration and students causes suspicion and mistrust
against the school authority (Nkwocha, 1990).
Ojo (2002) observed that various student demonstration in Nigerian tertiary
institutions are caused by communication gap between the school administration
and students. Among such demonstrations are: the nationwide demonstration by
National Union of Nigerian Students (NUNS) in 1978 over federal government’s
decision to increase fees, the incident of 1986 at Ahmadu Bello University Zaria,
when the male students matched through a female hall of residence during a
procession. This act breached the university regulations, a regulation passed
without the students’ consent. Again, at the University of Ibadan in 1992, students
demonstrated over the increase of cab and bus fares, medical and examinations
fees by the school administration without discussing with the students. Also, the
case of students’ demonstration at Federal college of education, Eha-Amufu in
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1992 was caused by such issues as high handedness of the school authority, lack of
water supply, spread of unknown venereal diseases especially experienced by
female students due to poor sanitation, delay of students’ results, installing a
stooge as student leader, and lack of guidance counsellor.
There are conflicting views as to the provision of internal co-ordinating
services in federal and state colleges of education. While some reports show that
these services are adequately and qualitatively rendered, other evidences show that
these services are poorly rendered. The poor provision of these services are likely
to be responsible for some of the problems experienced in these institutions.
Bearing in mind the importance of these services for students’ all-round
development, this study intends to find out the true position as regards the extent of
the implementation of these services, and then evolve options for improving on
them.
B. Orienting Services
The orienting services include: admission, orientation, financial aid and
discipline. Recruitment of a student body of a quality that will attract and retain
productive faculty is one of the functions of a tertiary institution as a social system
(Akuchie, 2002). Nigerian colleges of education admit students through entrance
examinations normally conducted for them by a central body, the Joint Admissions
and Matriculation Board. To qualify to write the entrance examinations and seek
admission, the applicant must have an entry requirement of five subjects at credit
level, including English language, at not more than two sittings of either West
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African School Certificate (WAEC) or National Examination Council (NECO)
examinations. The two sittings must be in two examination conducted by the same
body, that is, WAEC or NECO. In other words, an applicant cannot combine one
result from WAEC and one from NECO.
However, recently the colleges are now allowed to further conduct screening
examinations for candidates seeking admission in them. Even at that, there are still
complaints of foul play such as that some people buy scores from JAMB officials,
manipulation of screening examinations in favour of candidates who pay those in
charge of the computer. Others complain that the officers in charge of admission
sell admission places to those who can pay.
Another vital aspect of student personnel services is the orientation
programme. This is the process of familiarizing students with their new
environment and introducing them to the workings of the school as a social system.
It is a programme that involves a wide range of activities that intend to acquaint the
students with the new education environment and help them adjust to the
institution irrespective of their backgrounds.
Many students encounter some problems in the transition from one school
level to another (Kalu 2000). This agrees with Tawari in Akuchie (2002) that each
tertiary institution has a unique climate which contributes to making the first few
weeks at the place a somewhat traumatic experience for many new students. Clarke
and Meave (2005) noted that such orientation programme includes such activities
as visits to important places and offices, programmes that address study skills,
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academic advice and activities designated to establish social affinity groups. This
orientation helps to provide the psycho-social anchors that equip students to adjust
and live effectively in a new setting as well as adopting new intellectual values and
interests.
On financial aid, institutions of higher learning, including colleges of
education, in the past used to offer financial assistance to students directly in the
form of scholarships and loans. Due to the fact that the institutions no longer get
enough to carry on effectively and efficiently, such services are no longer given to
students. However, the institutions attract sponsorship from outside and advise
interested students to apply. There are of course, federal and state scholarships
which some students enjoy through the support of their schools. There are also
bursary awards granted to students by their state governments, and at times by the
federal government. Corporate bodies and individuals equally award scholarship
and prizes to some students.
Another aspect of the orienting services that colleges of education render to
their students is discipline. According to Ezeocha (2000), discipline is a systematic
training through education or a mode of life in accordance with rules of the society.
The word ‘discipline’ is crucial in every human society. It is responsible for peace,
order and good governance of society. Discipline may mean different things to
different people, depending on how it is used.
Ezeocha (2000) and Akubue (1991) broadly characterize discipline as a
functional product of orderliness, self-control, self-restraints, respect for self and
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others, perseverance, tolerance and recognition of human dignity. In the school
context, discipline is the quality of character which produces peace, order, self-
conduct and respect for self and others. The objective of school discipline,
according to Ukeje (2002), is to build up a level of self-control in the students so
that proper habits will be followed without the use of authority, self-control that
will provide a serene and conducive atmosphere for work in the various school
programmes and activities. Thus in a disciplined school, calm and decency do
prevail in classrooms and library, none encroaches on the rights of others in the
school environment, students are responsible for their own action and conduct, and
proper rules of behaviour are followed.
To encourage students to be disciplined and well-behaved, school authorities
develop school ideals and spirit, develop favourable relations with staff and
students, remove temptations and possibility of misbehaviour and reward good
behaviour promptly. However, Enyi (2001), observed that act of indiscipline
appear to have become recurrent incidents in our tertiary institutions. This can be
seen in truancy, membership of secret cult, sex offences such as rape, improper
dressing, robbery, drug and alcohol abuse, examination malpractices, assault and
insult, telling lies, and cheating, stealing, stubbornness and gross disobedience,
impatience, disorderliness, violent protests and demonstrations and electoral
offences such as rigging. Apart from the orienting services, there are also the
student support services
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C. Supportive Services
Among student personnel services referred to as supportive services are:
health services, counseling services, municipal services, security, co-curricular,
cafeteria, transportation, and accommodation.
The concept of health is more than not being physically sick. It goes beyond
the prevention of it and even extends to one’s social or community relationship.
Students’ health services at any level of learning is an aspect of school health
services programme. Ezeocha (2002) noted that teaching and learning cannot be
achieved in the absence of good health. Grout in Amaizu (2000:36) defined school
health service programme as “all the measures designed to appraise, protect and
promote optimum health of students and school personnel”.
The objectives of the school health services, according to Achalu (2001), are
to understand each child’s health needs and develop high level health for each
student, to prevent defects, disorders and continuously appraise a student’s health,
to develop in each student positive health awareness and reduction in the incidence
of diseases, to develop healthful personal practices and attitude and to provide
emergency measures, health school environment and maintenance of good sanitary
practices and surrounding. The services expected to be provided under school
health services include the appraisal of the health status of students and school
personnel, counselling students, parents and others concerning health appraisal,
encouraging the correction of remedial defects and the proper adjustment of those
identified as not remedial. In addition, the programme assists in the identification
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and education of the handicapped, helps to prevent and control diseases and
provides emergency services for injury and sudden illness. Good school health
service programme offers a thorough medical examination of students who have
defects and chronic disorder, offers opportunity for adjustment of students’
academic loads to their health status.
Guidance and counselling is another services that are handled under the
administration of student personnel. The educative process is meant to help
learners develop skills and competences that will enable them live effective lives
and at the same time contribute viably to the national economic growth. The
purpose of guidance services for students imply that each student has certain
abilities, interests, personality traits, and other characteristics which if he knows
them and their potential values will make him a happier man, more effective
worker and more useful citizen.
Denga (2004:2) defined guidance as “… a cluster of formalized educational
services designed by the school to assist students to achieve self understanding
which is necessary for them to attain the fullest self development and self
realization of their potentials”. Without guidance, the stress resulting from
academic programme can be disastrous. Guidance helps students to make the most
use of themselves by helping them to identify difficulties and potentials. Ezeocha
(2002) opined that guidance and counselling services serve a very positive function
by increasing the amount of learning derived from a given experience. Some
institutions of higher learning, including Colleges of Education, claim that these
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services are being rendered adequately but observations appear to indicate that the
counsellors do little or no counselling per se, rather they concentrate on lecturing.
It appears that little counselling is done on vocational and educational choice and
no attention is paid to personal and social issues like self adjustment.
D. Municipal Services
The municipal services considered in this work include; water, electricity
and conveniences and toilet facilities. Water is the essence of life and clean
drinking and consumable water supply is essential to stem the tide of water-born
diseases like typhoid fever, cholera, bilharzias and guinea worm infestation.
Students are not expected to drink water from open wells, public streams or rivers
because of obvious health hazards associated with drinking from uncertified source
of water. Federal Ministry of Education in Omu (2006), for this reason, made it
mandatory for all primary and secondary schools to provide potable water supply
for use by staff and students.
Provision of toilet facilities is another important aspect of municipal
services. The danger of indiscriminate defecation on the school premises are
obvious hence, the necessity of toilet facilities. Use of toilets also provides training
for students in decency and observation of health rules.
In a technological era, the use of electricity cannot be over emphasized.
Schools need electricity or generating plant to operate the different machines that
perform essential services in the schools. The computer units, studios and
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workshop machines, refrigerators, fans and air-conditioners need electricity to
operate for the services of the school and the comfort of staff and students. It is for
this reason that the Federal Ministry of Education in the national minimum
standards makes access to electricity or possession of a generating plant an ideal
mandatory requirement for the operation of a secondary school.
It was observed that the purpose served by co-curricular activities are not
separate and apart from the general purpose of education Ukeje, Akabugo and Ndu
(2002). Their values and merit lie in the broad contributions they make to the
general ends such as self-realization, human relationship, civic responsibilities,
exploration of potential talents, reduction of tension and development of skills,
attitudes and understandings accepted as the legitimate goal of education. By their
very nature, these activities are especially fitted to provide invaluable experiences
particularly in areas related to citizenship and personal and psychological need of
the students.
According to Mgbodile (2003), co-curricular activities offer students the
satisfaction and assurance which membership of social groups of their age
demands, just as they offer students opportunities for free association which
creates avenue for series of understanding ranging from accepted manners and
courtesies to comprehending the behaviours of others. It is equally in this setting
that the rather elusive traits of leadership are developed.
Recreational clubs, faculty and departmental associations, town and local
government associations, religious and philanthropic clubs offer students
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opportunities to develop worthwhile habits and skills like honesty, industry, and
ambition for success just as they introduce and habituate students to dignified
enjoyment of leisure. They improve the ability of students to associate comfortably
with others either in their homes or in societies outside the homes. Through such
activities, students develop worthwhile ideals and habits about culture, fair play,
courtesy and co-operative work (Nwachukwu, 2003).
The school administration encourage students to relate in groups depending
on their tastes through academic, social and cultural organizations. The school
authority thus permit the official registration of different clubs and societies for
students membership, but they do not tolerate riotous clubs and societies and those
that violate the liberty of other members of the school community (University of
Calabar, 1982). However, observations appear to indicate that the authorities of
Colleges of Education do not supervise students’ co-curricular activities very
effectively hence some of them do commit heinous crimes both within and outside
the campuses, for example secret cult groups.
Food services are provided for millions of students in schools the world
over. Daniel in Kalu, (2000) said that as a living being, a student needs power to do
work and function. This power and energy is supplied to him by the food he takes.
Students must have food to keep alive and also live well in health. Without food, it
would be impossible for the essential life process to continue because food
provides requirements necessary for growth, repair and reproduction. A well-
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nourished student is more resistant to disease and in a better position to work than
one who is malnourished (Kalu, 2000).
There are abundant evidences from psychological studies regarding the
inefficiency in learning which can result from inadequate or improper feeding of
youths with the calories required for daily physical functioning (Nwachukwu
2003). He noted that lack of protein impairs the proper development of the human
brains and acts as a restraints to its functioning while insufficient iron intake results
in loss of energy and lowers an individual’s resistance to illness.
Despite these obvious roles and contributions of food and good feeding to
the proper functioning of the human machine, the unfortunate truth is that cafeteria
services in Nigerian Colleges of Education leaves much to be desired. Gone are the
days when Nigerian higher institutions of learning directly operate cafeteria
services for the students. Most of what used to be refectories in the past are now
used as halls for occasions and religious activities.
Ezeocha (2000) observed that the operation of transport in the campuses
involves business, educational, disciplinary, safety and other responsibilities as
such transport system in the campuses are monitored and regulated by the school
authority. All the operators of the different transport in these colleges usually
register with the school, and are given identification before they can operate. In
most of the schools, buses, cars and motorcycles (motorbike) shuttle between the
school and the city centre and between the school and the halls of residence, while
in some schools, especially with multi-campus system, staff and students are
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provided shuttle service between the campuses. Nwabueze (2004) found out that
tertiary institutions are suffering from inadequate provision of public facilities like
electricity, water, roads and transportation. He noted that the schools had to
provide these services either from their own resources or supplement heavily
whatever government provides. These institutions of higher learning therefore,
complain that the provision of these facilities constitutes a great strain on their
finances while the inability to provide them adequately and of good quality affects
academic functions. Intra-campus transportation is needed as some colleges ban
commercial vehicles from entering their campuses (Ojo, 2002).
Security is a universal need whether as an individual or as a group. Security
has to do with safety and protection. It concerns precautions taken to guard against
danger, theft and risk. In other words, security ensures freedom from danger, risk,
violence, assault and molestation.
In a social system like institutions of higher learning, the individual finds
security in a climate in which the authority protects the interests of the staff and
students. It is expected that the college authorities would defend and protect the
staff and students as they discharge their duties. Dimensions of security within
which the staff and students can be protected include security of life, the family,
property, future, mental and physical health. The universal craving for security and
its many dimensions underscore the need for every administrator to provide the
security which both the members and the institution badly require (Ejionueme,
2010).
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Regardless of whatever philosophy that may prevail in a school, the need for
security must be provided for, Ukeje, Akabogu and Ndu (2002). Each student in a
college should have a feeling of security. While the needs of individual students
may vary, the need for security is universal. The Colleges of Education operate
within the framework of democratic living hence its basic objectives in the area of
security and discipline is to guide the students towards self-control. The feeling of
security, coupled with constructive learning activities represents a major
achievement in area of disciplinary practice in the Colleges of Education. The
school administration in a school system has the responsibility to operate an
effective and efficient security force for safety of people’s lives and property
(Ezeocha, 2002). The security situation in our tertiary institutions appears to be
leaving much to be desired. Scenes of bodiless human heads and headless bodies
are no longer unusual on the campuses just as fatal clashes of cult groups are
becoming continual incidents on the campuses. Cases of rape, robbery, stealing,
harassment, phone-snatching, and assault are no longer news on the campuses. The
situation of security on the campuses cannot be described as satisfactory. The
Security Departments are in place in all the tertiary institutions but the security of
lives and property is continually being threatened.
Accommodation has to do with privacy, personal space and territoriality.
Accommodation concerns an individual’s freedom of choice in a given physical
setting with regard to what happens in it from one moment to another (Ozioko,
1997). For instance, the presence of other people may reduce freedom of choice of
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the individuals to carryout or not to carryout particular activities at a particular
time. Adequate accommodation is one of the student personnel services that
enhance the achievement of educational objectives or instruction in an educational
institution. Omeje (2002) observed that human behaviour is fundamentally related
to attributes of physical environment, that is, an environment determines the range
of behaviour or activities that can occur in it and most of the time determines in a
more positive sense particular aspect or pattern of an individual’s behaviour.
Therefore, the physical environment of the school, including the conditions of the
lecture rooms, the library, the hostels, and the transport system, affect student’s
behaviours either negatively or positively.
Lack of or inadequate living space among students is one the causes of
psychological difficulty, and the likelihood of disposition to aggression is high
among students when they are not properly accommodated and when they are
crowded. This is because aggressive behaviour is related to how we live and where
we live (Ozioko, 1997). Therefore, crowded and poorly equipped lecture rooms,
and hostels make teaching and learning difficult as they are rowdy, inaccessible
and can affect student’s behaviours negatively.
The educational services of student personnel services include the library,
physical facilities, laboratory equipment, and instructional materials. According to
Ukeje (2002), school library are meant to provide books for leisure reading as well
as reference and information books, so that, students can consult them as need
arises, to develop in the students a lasting love for books and encourage personal
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collection of books, and to encourage responsibility and cooperation in taking care
of borrowed books and returning them promptly as at and when due.
The library is the repository of knowledge and this makes it indispensable if
the acquisition of knowledge, and interest of students must be developed (Ezeocha,
2000). For any library services to be effective, its organization and administration
are expected to be very adequate. The library building is expected to be spacious,
and suitable, equipment and facilities are expected to be provided to promote
reading with comfort. It is expected to contain books relevant to the courses, and
needs of students. There should be books for general information, references and
other educational materials that should cover every shade of interest.
The physical facilities and equipment include buildings, instructional
materials, laboratory, sports equipment. They represent the totality of the school
environment for the realization of the school business. They are therefore
important vehicle with which educational objectives are achieved effectively and
efficiently (Omu, 2006).
Student personnel services
Student personnel services embrace all the activities that provide a good
atmosphere for teaching and learning. It is defined as those provisions of human
and material resources which provide good conditions for learning. The goals of
student personnel work have been in harmony with and complementary to the
goals of education, namely they are to contribute to the education of the whole
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man. The student personnel worker is a synthesizer of compartmented learning,
and a person who presents the students needs to the college, the go-between,
between students and anybody in the school (Ejionueme, 2010).
Ezeocha (2000) sees student welfare services as those activities and services
that are rendered to the students for the achievement of the educational objectives
which are not the normal classroom instructions. Such services include: admission,
orientation of fresh students, accommodation, medical care, library services,
appraisal and record services, counselling and psychological services, financial aid,
transportation, security services, placement, student-body activities.
He also shares the view that student personnel services can be classified
into: guidance and counselling services, health/sanitation services, student welfare
services. Nwachukwu (2002) considered guidance and counselling services as a
cluster of services all aimed at helping a person to understand self and to take
appropriate steps in educational, vocational, and life planning generally. The
educative process is meant to help learners develop skills and competencies that
will enable them live effective lives and at the same time contribute viably to the
national economic growth. Ejionueme opined that prospective employers expect
prospective employees to possess appropriate skills and some relevant personality
characteristics required for a job. These situations inform the need for guidance of
students so as to assist them in making career decisions and adjustments.
Educational guidance and counselling can be regarded as a programme which is
designed to assist the individual in making intelligent choices and adjustments.
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Effion and Ejue in Akuchie (2000) described guidance as a process of helping
individuals to understand themselves and their world.
The purpose of guidance services imply that each individual has certain
abilities, interest, personality traits and other characteristics which if he knows
them and their potential values will make him a happier man, more effective
worker and more useful citizen. Guidance services makes the learner as far as
possible to be totally and rightly aware of what the world of work looks like and
equip him adequately to fit into the world of work with minimum problems.
Guidance services as part of an individual’s education consists of helping him to
get better understanding of his aptitudes for various skills, his adaptability to
differing types of situations and his interest in numerous actions in which he might
engage (Nwachukwu, 2002)
The different classes of students with their individual differences and traits
makes guidance services vital in school so that the gifted as well as the retarded
benefit maximally throughout their careers in the school. Guidance services help
students to guide themselves in the choice of career, study habit, academic
aspiration and to maintain good health. Ejionueme also submitted that it helps
students to make the most use of themselves by helping them to identify
difficulties and potentials. Students who understand themselves, their abilities and
their world are always more effective, more productive and happier than those who
do not understand themselves. These students who are availed guidance and
counselling services achieve their ambitions in life better and more quickly.
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School health services refer to those services that take care of the health
needs of members of the school community, particularly the pupils or students.
The services are diagnostic, curative, referral, preventive, and educative.
According to Achalu (2001), the objectives of health services are to understand
each child’s health needs and develop high level health for each child, to prevent
defects, disorders and continuously appraise a child’s health, to develop in each
child positive health awareness and reduction in the incidence of diseases, to
develop healthful personnel practices and attitudes and to provide emergency
measures, healthy school environment and maintenance of good sanitary practices
and surroundings. The services expected to be provided under school health
services include the appraisal of the health status of students.
Health has to do with the state of the mind, body, and soul so that anything
that the school does to keep mind, body and soul healthy constitute school health
services programme. The concept of health is therefore more than not just being
physically ill, it goes beyond the prevention of it too and even extends to ones
social or community relationship. Ohuche in Kalu (2000) observed that health is a
condition of well-being, which embraces physical, mental and emotional health.
The World Health Organization described health as a state of complete physical,
mental and social well-being and not merely the absence of disease or infirmity
(Odeh and Udoh, 2001). Health, to a large extent, controls the personal and social
life of individuals within a system.
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Ewles and Simnetter in Ugwoke (2000) observed that health is the
mechanistic functioning of the body for meaningful living. According to them,
health is the basis upon which individuals are able to play their roles in the society.
This is appreciated by educational institutions hence the school health service
programme for students, which are activities that contribute to make up the well-
being of students in body, mind and soul.
Grout in Amaizu (2003:36) defined school health services as “all the measures
designed to appraise, protect, promote optimum health of students and school
personnel”. Students’ health services at any level of learning is an aspect of school
health service programme. Similarly, Ohuchi in Amaizu (2003) observed that
health personnel work in three areas of health education, namely, physical
examination and correction of physical defects, dispensary services, and infirmary
and hospital care. Good health service offers a thorough medical examination of
students upon their entering schools, pays attention to students who have defects
and chronic disorders, and offers opportunity for adjustment of students’ academic
loads to their health status.
Student welfare services in school system, according Ezeocha (2002), refers
to those services which aim at understanding and helping in solving student
personal and social problems and carter for their well-being and happiness. These
are services that are highly personal and which relate to the students’ proper
functioning and maintenance. The area being addressed by student welfare services
include catering, transportation and accommodation.
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Constraints to effective provision of student personnel services.
The administration of every human endeavour is filled with problems and
the implementation of personnel services in colleges of education cannot be an
exception. Most constraints to effective implementation of student personnel
services arise as a result of some factors. In addition, there is the problem of poor
maintenance culture exhibited in higher institutions of learning especially colleges
of education. Nwuzor (2001) noted that the physical conditions under which a very
large number of our children are taught are very dehumanizing. Functional student
personnel services in school are particularly acute in the areas which were
severally affected by the Nigerian Civil War. Most of the buildings in such areas
were destroyed by air raids and Mortar Shellings. Up to this day, school buildings
and other physical facilities still wear the civil war scars and the ugliness of neglect
and ruin. More and more children of school age enter our primary and secondary
schools while little expansion of improvement in physical facilities has taken place
(Mgbodile, 1986). Omu (2006) observed that schools are in state of disrepair,
buildings are poorly ventilated while equipment are obsolete.
One of the most serious constraints facing our educational institutions is,
increases in enrolment without proportionate increase in student personnel
services. There have been changes in the programme and enrolment for higher
institutions of learning like colleges of education in the past few years without
proportionate addition of infrastructural facilities, especially hostel
accommodation, (Chukwu, 2001). Osagie (2005) observed that the increase in
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enrolment in recent times has led to more than twenty students sharing bed spaces
and other facilities meant for eight students.
Another impediment to effective implementation is the poor funding of the
education sector. Education is an expensive social service and requires adequate
financial provision from all tiers of government for a successful implementation of
the educational programme. The success of any educational programme is highly
contingent upon the extent the programme is adequately financed (FRN,2004).
Thus Croobs (2002:45) said that “money provides the essential purchasing and
maintenance power with which education acquires its human and physical inputs”.
Ogunu (2000:74) wrote “adequate financial input is crucial to the success of any
system of education because provision of facilities and equipment, payment of
teaching and non-teaching personnel, procurement of materials, and other needs is
dependent upon availability of fund”. This therefore, indicates that funds have to
be properly planned and sourced, for since their availability and adequacy is key to
effective achievement of educational goals in the colleges of education.
Financial planning involves effective forecasting of possible sources of fund
and projection of the areas where the sourced fund should be expended. Financial
planning also involves the oragnisation of human and material resources through
which the financial plan is to be implemented. Fund is the life wire of any
organisation. No school can survive without it. So, a good school administration
must therefore ensure that sufficient funds are available and properly utilized in
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line with school objectives. Okunamiri in Anikwe (2007) pointed out that the bulk
of the school revenue comes from taxation.
Inadequacy of funds has always been at the centre of management problems
among educational administrators. This is because of the realization that no
educational programme can be effectively implemented without adequate funds.
These problems of funding of higher educational institutions are caused by
numerous factors like inadequate allocation of funds to the educational sector,
irregular method of releasing funds to the educational institutions, indiscipline,
corrupt and unstable political leadership, population, explosion in our educational
institutions and inaccurate budgetary and statistical data (Ogbonnaya, 2005).
Another vital constraint is mismanagement of funds by college
administrators. This can be attributed to poor knowledge of financial management
skills by these college administrators which always resulted in inadequate keeping
of financial records (Eze, 2007).
Another constraint is the non-participation of private sector in the provision
of student personnel services. Then, poor supervision of student personnel services
administrators. That is why these administrators should be given professional
training or exposed to refresher courses on the use and how to maintain these
services (Garland, 2001). Ogbolu (1990) indicated that the remote and immediate
cause of conflict are concerned with rules and regulations especially those ones
that are implemented without the consent of the students. Nkwocha (1990)
observed that students are often alienated when certain rules and regulations
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concerning student’s behaviour, academic activities, social life and press activities
are being formulated. In his view, participation in school administration means
getting the students involved in discussions and seeking their views on the solution
of problems affecting their welfare, discipline and co-curricular activities. On the
issue of careless use of facilities by students, Atagher and Adung (2002) equally
observed that students do not make effective use of the library because the library
is inadequate. Okeke (2002) also noted that student personnel services are not
adequately catered for by school administrators.
The picture painted above is not peculiar to any particular type of tertiary
institution, so it affects the colleges of education just as it affects the polytechnics
and universities. This state of affairs informed the researcher’s interest to assess the
situation in colleges of education, especially those in the south-east geopolitical
zone. The evaluation will not only present the true picture but will also proffer
solutions to the improvement of the status quo.
Strategies for Improving on the Status Quo.
No school can perform its job of teaching and learning effectively with
inadequate student personnel services. These personnel services are therefore
indispensable in the school, because they are part of the teachers’ trade tools. One
of such services is communication. Effective communication solves a lot of
probem.
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Adequate flow of communication in all human interaction is essential in the
resolution of problems in educational institutions, including colleges of education.
Ezeomah in Amaizu (2003) defined communication as a process of passing
information, ideas, attitudes and understanding from one person to another.
Effective communication helps to modify opinion and attitudes held by people
within an organization. For any organization to achieve its objective, there is the
need for transmission of information, ideas, attitudes and understanding among
individuals. Thus, everyone connected with communication in a school system
must play his part in seeing that the channels of communication are designed to
achieve its purpose, that they are kept free and open and that they are subject to
continuous review through adequate feedback mechanism.
Eresimadu in Amaizu (2003) observed that many school administrators do
not respond to students’ problems appropriately. He found out that failure to
address students’ problems appropriately often resulted in crises. He therefore,
advised administrators never to over-react during crisis situation in schools but
rather that they should consider the relevance of students’ demands by negotiating
directly with the students, and keeping all channel of communication open at all
times. Ezeocha (2002) is of the view that school administrators should establish an
effective channel of communication within and if possible outside the school. He
argues that one of the functions of an institution is to be able to diagnose when
students have problems and as such there should be some equilibrium in the
communication system.
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If there is free flow of communication between school authority and
students, and between staff and students, such problems that the students cannot
contain, which are affecting their educational career will be voiced out for the
school authorities to know and try to solve (Amaizu, 2003). Moreover, the
language used in communication should be clear and understandable and should
not be harsh as to provoke the target audience.
Students’ participation in decision-making and problem solving is one of the
strategies for improving student personnel services. Decision making ranks second
in every administrative process after communication where management is
enhanced by knowledge of behavioural considerations. Decision making has a
natural place in problem solving in any organization. The need for students to
participate in taking decisions in matters that affect them cannot be over-
emphasized. Lack of students’ participation in decision-making can create
problems for the students and between the students and the school authority
(Amaizu, 2003).
Participation of students in school administration means involving students
in discussing and seeking for solutions to the problems affecting their welfare,
discipline and co-curricular activities. Such decisions and suggestions are better
carried out in a council or any assembly made up of staff representatives and
school functionaries. He also noted that most administrators alienate students when
they are formulating certain rules and regulations that will guide students’
behaviour in the hostels, school premises, social life and in games and sporting
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activities. Such administrative behaviour can make the identification of students’
problems difficult. This is because students feel very uncooperative whenever they
are neglected in the institutional decision-making process. Rigid rules and
regulations may prevent any administration from having a quiet, smooth and
problem-free school.
Democratic relationship between the administrators, among students, and
school discipline is another strategy. The task of the administrator concerning
student personnel services is one of planning, organizing and co-ordinating the
efforts of all in order to place appropriate emphasis on the total student personnel.
The responsibility for overall discipline of the school remains the continuing
function of the school administration. Activities which are included within the
operational areas of student personnel administration embrace those services to
students that supplement activities that integrate the staff functions with instruction
and co-ordinate the various kinds of staff services as a means of ensuring quality
education.
According to Ezeocha (2000), how the school organizes the students,
teachers, and available resources to provide the individuals with the fullest and
most effective measure of guidance possible to achieve the desired educational
objectives is the function of student personnel administration. Students always
prefer to participate actively in the government of their school through the school
functionaries. They prefer that decisions affecting their welfare and discipline
should be made by school authorities after due consultation with the student
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functionaries thus, making room for students’ participation will help in the
resolution of problems in our schools, including colleges of education, Nkwocha
(1990) .
Proper guidance of students in their choice of subject career is one of the
strategies for improving student personnel services. Prior to the introduction of
guidance and counseling in tertiary institutions, students and their parents groped
in the dark in matters concerning choice of careers. Most students selected subjects
for their final examinations for certification purely on the grounds of their parents’
wish. No consideration was given to the career such children had in mind. In other
words, such students and their parents did not realize the need for counselling
services. According to Amaizu , he observed that individuals had to be assisted to
acquire the technique of analyzing occupational information and making final
choice. He added that the individual must have information about himself, his
abilities, his interests and his power, in order to be able to make a wise choice.
Many students are known to have stayed in tertiary institutions longer as a
result of change of courses. This is because they find themselves unable to cope
with the requirements of certain courses they enrolled for out of youthful
exuberance. They never sought for the services of vocational guidance counsellors
before making such choices. It is for this reason that Okorie and Ezeji in Amaizu
(2003) tried to educate us on the purpose of career counselling services. According
to them, the aim is to make the students aware of the existing vocations after
school and help him to develop autonomy in the world of work. Vocational
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counselling services make the learner, as far as possible to be totally and rightly
aware of what the world of work looks like and equip him adequately to fit into the
world of work with minimum problems.
Establishment of students’ loans board is another strategy. Various
governments both at the federal and state levels pay bursaries and offer scholarship
opportunities to students offering certain courses in our tertiary institutions. Yet,
many students have dropped as a result of problems of finance. The researcher is of
the view that if government can establish a students’ Loan Board, it will help to
solve financial problems of student personnel services. (Amaizu, 2003).
Conceptual Framework
Objectives of Student
personnel services
Importance of student
personnel services
Student personnel services
in colleges of education
Constraints to the effective
implementation
Student personnel services
Concept and meaning of
student personnel services
Strategies for improvement of
student personnel services
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Theoretical Framework
The following are the theories relevant to this study:
Theories in educational administration
The utility of theory in administration makes it imperative for administration to be
able to relate every practice to theory. Administrative decisions are expected to be
guided by one or more theories, because practice and theory are inter-related and
cannot do without each other. Theory is described as a set of observed and tested
rules or principles which assist administrators in understanding, interpreting or
predicting events (Enyi, 2003). According to Mgbodile (2003), theory is a set of
interrelated concepts, ideas and propositions that present a systematic view of
phenomena by specifying relations among variables, with the purpose of
explaining and predicting the phenomena.
Nwankwo in Mgbodile (2003) saw theory as a systematic and deductive way
of thinking about reality in order to describe and understanding such reality. It is
not for nothing that the importance of theory in educational administration is being
advocated for. The reasons are: provides a general guide to administrators’ actions,
it have predictive validity which helps administrators to know in advance what to
expect if a particular action is chosen or not chosen, help administrators utilize the
knowledge gotten from other discipline to deal with educational matters, provides
administrator the opportunity of benefitting from administrator’s experience.
Administrative theories are usually classified according to their historical
development. Based on this, there are four main classes of theories. But two
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theories are discussed in this study, they include: scientific management theory and
the system theory, (Ndu, Ocho and Okeke, 1997).
The Scientific Management Theory:
This was the earliest administrative theory. The propounders of this theory
are Fredrick Taylor (1856 – 1917), Henry R. Townie (1844 – 1924), Henry L.
Gault (1861 – 1919), Frank B. Gilbert (1868 – 1924), Lilian M. Gilbert (1874-
1927), Emerson (1836 – 1931) and Henry Fayol (1841-1925). The main thrust of
the theory is productivity. The theory emphasized productivity at the expense of
the human worker. All actions were intended to increase the productivity of the
worker. For example, encouraging over-time and pressurizing people to work
harder. The worker’s interests and aspirations were completely suppressed, and left
outside organizational programmes (Mgbodile, 2003).
The scientific management theory is very much convincing, but, all point out
that all actions should be geared towards productivity at the expense of the worker,
which is not a perfect postulation. The theory is related to the present study,
because, these institutions of higher learning including colleges of education, focus
attention on other aspects of administration at the expense of student personnel
administration, thus suppressing students’ interest/welfare.
The Systems Theory:
The basic concept of the systems theory was derived by Parsons, (1951) as
cited by Peretomode (2001). He pointed out that the basic application of the
systems theory to school administration was delineated by Getzels and Guba in
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1957. The systems theory holds that an organization is a social system made up of
integrated parts. A system is a unit with series of interrelated and interdependent
parts, such that the interplay of any part affects the whole. A system is, therefore, a
structure with interdependent parts (Nwankwo in Mgbodile 2003). According to
Okwor and Ike in Ukeje, Akabougu and Ndu (2002), a system refers to the
integration of different components, and relationships between them and their
attributes, such that they form a functionally related whole. The hierarchical and
related structure in any system, and their associated interactions and
transformations are geared towards achieving the goal or purpose.
Colleges of education are social systems that have structures and process.
The administration of a school as a system involves management of such areas as
curriculum, staff personnel, student personnel, funds, school plant, school records
and school community relations. Implementation of student personnel services is a
very important aspect of student personnel management and therefore a vital area
of school administration.
This theory is related to this study because, students of colleges of education
form part and parcel of the institutions as a system. It is known that any aching part
of a system will jeopardize the efficient working of the whole system. When the
provision, allocation, supervision and maintenance of student personnel services
are not given due attention and when they are inadequate and of low quality, it will
dampen the morale of students and generate tension. This will, of course, affect
their input in their studies and equally affect what they acquire in terms of
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knowledge, skills and values. Thus, student personnel services is an integral part of
the school as a system, and any area of school administration that handles student
personnel services is considered a very important aspect of school administration.
This theory is related to this study because, the achievement of the
objectives of any educational institution, colleges of education inclusive, depends
on the effective management and administration of the different areas that
constitute the school as a social system, especially the provision of services that
will make the students achieve all round development.
This study is anchored on the systems theory. This is because, the
achievement of the goals for which a school is established depends on the effective
administration of the different areas that constitute the school as a social system,
especially the provision of services that will make the students achieve all round
development. If the administration of student personnel services is not given due
attention, this will form a constraint to the effective achievement of the objectives
of the school. The systems theory is therefore applicable in this study because
student personnel services of which its implementation is a vital part, is a very
important aspect of administration as a social system.
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Review of Empirical Studies
This section review some researchers that have been conducted in areas related to
this study.
Kalu (2000) studied “the implementation of student personnel services in
state-owned secondary schools of Abia state”. The objective of the study was to
determine the extent of implementation of student personnel services in secondary
schools in Abia state. The researcher formulated three-research questions, and two
null hypotheses to guide the study. A sample of 386 teachers were used for the
study. A 26-item structured questionnaire was the major instrument used to elicit
information from the respondents. Mean scores were used in analyzing the data,
while the t-test statistics was used to test the null hypotheses.
The researcher found, among others, that such personnel services as
admission, orientation, evaluation, guidance and counselling are available in
secondary schools in Abia state. Student personnel services like hostel
accommodation, organized feeding and catering services are to very little extent
available in public secondary schools in Abia state.
Kalu’s work is related to this study in that, both of them are dealing with
implementation of student personnel services. The difference lies in the former
dealing with secondary schools while the later deals with colleges of education.
Ogbuji (2009) carried out a study on evaluation of student personnel services
in secondary schools in Cross River state. The main purpose of the study was to
evaluate the administration of student personnel services in secondary schools in
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Cross River state. Nine research questions and four null hypotheses were
formulated to guide the study. The design adopted for the study is evaluative
survey. A sample of 327 principals and 692 teachers were used for the study. Two
instruments were used to elicit information, a structured 52-item questionnaire and
a 30-item check list. The data collected were analysed using mean scores while the
t-test statistics and analysis of variance (ANOVA) were used to test the null
hypotheses. The findings include; orientation programmer is carried out in
secondary schools in Cross River state, effective health care services are lacking
and municipal services are lacking too, students participate actively in co-
curricular activities and in school administration, there is significant difference
among public, mission, and private schools in the provision of student personnel
services in secondary school in the state, there is no significant difference among
the three groups of schools on the constraints to the provision of student personnel
services in secondary schools in Cross River state.
His study is of interest to the present study in that they are all centred on
student personnel services, except that it was talking about secondary schools
while this study is dealing with colleges of education. Also, this study is a
descriptive survey while the other is an evaluative survey design. They all made
use of questionnaire, with observation schedule in the present study.
Akuchie (2000) undertook an evaluation of student personnel services in
Nigerian federal, and state universities. The purpose of the study was to determine
the availability, adequacy, and quality of student personnel services in public
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universities in Nigeria. The researcher formulated nine research questions to guide
the study. A sample of one thousand, two hundred final year undergraduate
students drawn from six universities across the country were used for the study.
The students were drawn from two universities from the north and four from the
south. Three of the universities are federal, while three are state universities. A 20-
item questionnaire was the major instrument used in eliciting information from the
respondents. The instrument was structured on a four-point likert-type rating scale.
The researcher used mean scores to analyze the data collected.
The highlights of the findings include, only three student personnel services:
student records, admission exercise, and students disciplinary measures, are
adequate and of quality in Nigerian universities, adequacy, and quality of student
personnel services are higher in federal than in state universities; student personnel
services are more available, more adequate and of better quality in older
universities than the later ones; student personnel services are more adequate and
of higher quality in the northern universities than in the southern universities.
Ejionueme (2010) carried out a research on the management of student
personnel services in federal and state universities. The purpose of the study was to
investigate the management of student personnel services in federal and state
universities. The researcher formulated five research questions and four null
hypotheses to guide the study. Descriptive survey design was adopted for the
study. A sample of 1320 subjects were used for the study. A 76 item questionnaire
was the major instrument for data collection. Mean scores and standard deviation
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was used in answering the research questions, while the z-test was used to test the
null hypotheses.
The researcher, among other things, found that all the 20 student personnel
services looked at were available with exception of financial assistance to students;
admission was rated highest by the respondents, and that student personnel
services are available but of poor quality. There are problems that hinder the
effective implementation of these services such as non-participation of private
sector in the provision of student personnel services. Some measures to be adopted
to improve the management of student personnel services include adequate funding
of the education sector and engaging in activities that will enable them internally
generate reasonable funds for the provision of student personnel services.
The work is related to the present study in its focus on student personnel
services and a descriptive survey design. The study dwelt much on management of
student personnel services in federal and state universities, with a z-test statistics
and generally these personnel services are better obtained in universities than
colleges of education, as the difference.
Ezeukwu (2006) did a research work on management of students hostel
accommodation problems in polytechnics in Anambra and Enugu states. The
researcher formulated five research questions to guide the study. The sample for
the study comprised forty-six staff and three hundred and fifty-four students drawn
from the two polytechnics in the two states. A 32 – item questionnaire was used by
the researcher to gather information from the respondents. The questionnaire was
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structured on a four-point rating scale of Strongly Agree (SA); Agree (A);
Disagree (D); and Strongly Disagree (SD). The researcher used mean scores to
analyse the data collected from the respondents.
The researcher, among other things, found that, accommodation problems
exist in these institutions, and that students live up to four officially in a room
meant for two students, students in halls of residence in these institutions
frequently struggle over bed spaces and room accessories like pillows, wardrobe,
tables and chairs. Some of the causes of accommodation problems include:
increase in enrolment of students yearly; insufficient allocation of funds by the
government; lack of proper management skills on the part of the hall supervisors,
hall wardens and porters. The researcher also found that students without adequate
accommodations are not protected, are exposed to hazards, and poor living
condition; and they do not concentrate. Hostel rooms in these institutions are
allocated on the principle of first come, first-served basis and the first week of
resumption is used for allocation of rooms. Ezeukwu’s study is closely related to
the present study in that both is concerned with student personnel services in
higher institutions of learning.
Omu (2006) carried out a study on the management of physical facilities and
equipment in secondary schools in Cross River state. The objective of the study is
to investigate the management of physical facilities and equipment in secondary
schools in Cross River state. The researcher formulated five research questions to
guide the study. The sample comprised 150 principals and 450 senior
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administrative staff of the State Secondary Education Bard (SASSEB). A 40-item
questionnaire and a 33-item observation schedule were the instruments used to
elicit information from the respondents, and to do on-the-spot assessment of the
adequacy of the facilities and the equipment respectively. The questionnaire was
structured on a four-point rating scale of Strongly Agree (SA); Agree (A), Disagree
(D), and Strongly Disagree (SD), while the observation schedule was structured on
a three-point rating scale of Very Adequate (VA), Adequate (A), and Not
Adequate (NA). The data were analysed using mean scores and standard deviation,
while the null hypotheses were tested using the t-test statistics. The findings
include: physical facilities are in state of disrepair, buildings are poorly ventilated
while equipment are obsolete, and school equipment are occasionally repaired.
Major problems encountered by the principals include: ill-equipped libraries,
shortage of funds, and government’s inability to provide facilities and equipments
in the schools.
Omu’s work is related to the present study in its focus on the management of
these student personnel services in secondary schools. However, he dwelt more on
the management instead of the actual implementation. They are related in the use
of an observation schedule and questionnaire.
Amaizu (2003) carried out a research study on the strategies for improving
student personnel services in secondary schools in Onitsha Education zone. The
purpose of the study was to evolve strategies to be adopted to improve student
personnel services in secondary schools in Onitsha Education zone. The researcher
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formulated four research questions and two null hypotheses to guide the study. The
sample comprised all the 28 principals on the one hand, and 605 teachers selected
from the schools on the other hand. A 28-item questionnaire was the major
instrument for data collection. Mean scores was used in answering the research
questions, while the t-test statistics was used to test the null hypotheses.
The researcher found that strategies to be adopted to improve student
personnel services include: establishment of guidance and counselling services in
all schools in the zone, restoration of boarding system in secondary schools,
adequate funding of schools, posting of medical personnel to all the schools to
cater for their health needs, and active participation of the PTA in the funding of
schools, active involvement of the communities in the administration of schools
located in their communities.
This work is related to this study in the sense that they are all talking about
student personnel services, with difference in the former studying strategies for
improvement while this one is investigating the extent of implementation.
Summary of the Literature Review
The literature reviewed centred on the extent of implementation of student
personnel services. The review was done under three broad areas; conceptual
framework, theoretical framework and review of related empirical studies. Student
personnel administration are deliberate processes/actions which aim at
supplementing the normal classroom activities in an effort to effect all-round
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development of the students. The literature discussed student personnel services
provided in colleges of education in South-East Nigeria, they include; student
academic records, health services, accommodation, library services, classroom
blocks, information materials, sports facilities, guidance and counselling, security
services, municipal services, orientation, admission exercises etc. The literature
discussed the concept of student personnel services, student personnel services
provided in federal and state colleges of education in south-east geopolitical zone.
These services include guidance and counselling, health services, transport,
security, orientation, catering services, records, accommodation and municipal
services. The extent of availability and adequacy of these services in these colleges
of education were reviewed and some pertinent observations were made. Some of
these personnel services appear to be of poor quality and inadequate. The review
indicated that guidance and counselling services and financial aid appear to be
non-existents. Students experience accommodation problems, inadequate water
supply, epileptic power supply and there is nothing like central catering services in
colleges of education. The constraints to effective implementation of these
personnel services and the strategies to improve on these problems were also
examined and presented in the literature review.
Five empirical studies related to the topic were reviewed. It was observed
that some works have been done on student personnel services such as its
evaluation, strategies for improvement and its contribution to student’s crisis in
secondary schools and universities. It was observed that no known work has been
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done on the implementation of student personnel services in federal and state
colleges of education in south-east Nigeria. This study was intended to fill this gap.
Bearing in mind that the reports of the various works reviewed differ from one
another on the provision of these services, it therefore, becomes pertinent that a
study on the implementation of student personnel services in colleges of education
in south-east Nigeria be carried out to find their true status. This is the purpose of
this study.
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CHAPTER THREE
RESEARCH METHOD
This chapter presents the method adopted in this study. This is done under:
design of the study, area of the study, population of the study, sample and sampling
technique, instruments for data collection, validation of the instruments, reliability
of the instruments, method of data collection, and method of data analysis.
Design of the Study
The study adopted descriptive survey design to ascertain the extent of
implementation of student personnel services in federal and state colleges of
education in the south-east geopolitical zone of Nigeria. Ali (1996) described
descriptive survey research design as one in which a group of people or items is
studied by collecting and analyzing data from a few people or items that are
representative of the entire group. The choice of this design was considered
appropriate to this study because it is a study which is aimed at collecting data on,
and describing in a systematic manner, the characteristic features and facts about a
given population.
Area of the Study
The study was carried out in South-East Nigeria. South-East Nigeria is
bounded by South-South, South-West and North – North of Nigeria. These states
that comprises the South-east geopolitical zone are: Anambra, Abia, Enugu,
Ebonyi and Imo states. They are the Igbo speaking part of Nigeria.
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The study covered all the seven (7) colleges of education (both federal and
state) in south-eastern Nigeria. There are three federal and four state colleges of
education in the geopolitical zone. They are: Federal College of Education
(Technical), Umunze; Federal College of Education, Eha-Amufu; Alvan Ikoku
Federal College of Education, Owerri.
The state colleges of education are: Nwafor Orizu College of Education,
Nsugbe; Abia State College of Education (Technical), Arochukwu; Enugu State
College of Education (Technical) Enugu and Ebonyi State College of Education,
Ikwo. The use of South-east is as a result of constant protest and demonstration by
the students on the quality of student personnel services.
Population of the Study
The population of the study consisted of the seven (7) colleges of education
in the geopolitical zone of Nigeria. The population of the study comprised of all
the senior administrative staff of student affairs department of federal and state
with Grade level 8 (eight) and above, and all final year students of both federal and
state colleges of education in South East Nigeria. The breakdown of the figure
shows that the senior administrative staff of federal and state was 6,184 while that
of final year students of both colleges are 8,569. (source: Academic planning unit
and student affairs department of the colleges, August, 2010) (See Appendix E)
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Sample and Sampling Techniques
The sample of the study was 770 respondents. Proportionate stratified
random sampling technique was used to select the sample. 10% percentage of the
total population of each was used. This is made up of; federal 330 (30 staff and 300
students), while that of state is 440 (40 staff and 400 students). That is a total of
330 staff and students from federal, 440 staff and students from state colleges of
education.
Five hall supervisors and five hall wardens were randomly selected from
each of the federal and state colleges of education. This gave a total of 35 hall
supervisors and 35 hall wardens, making it a total of 70. On the whole, a total of
770 were used for the study. Hall wardens, hall supervisors, and final year students
were used for the study, because these people handle students’ complaints relating
to student personnel services and final year students who have stayed long in the
school. Both groups were therefore in the best position to give reliable information
on student personnel services in these colleges of education. (See Appendix F)
Instruments for Data Collection
The instruments that were used for collecting data for this study were
“Questionnaire on Implementation of Student Personnel Services” (QISPS) and an
observation schedule known as Student Personnel Services Observation Schedule”
(SPSOS). The items were developed by the researcher based on literature review
on student personnel services in federal and state colleges of education. The
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instrument was designed for the students and staff of student affairs department of
the seven colleges of Education in south east Nigeria (both federal and state). The
questionnaire had two sections, A and B. Section A dealt with the demographic
data of the respondents such as the name of the institutions, department, years of
experience and year of study. Section B contained 52 items divided into four
clusters addressing the four research questions formulated for the study for both
staff and students of the colleges.
Cluster ‘A’ have 16 items (1 – 16) which addressed research question 1; the
extent student personnel services are available in federal and state colleges of
education in south-east Nigeira, Cluster B consist of 10 items which answered
questions on the adequacy of the available student personnel services in the federal
and state colleges of education in south-east Nigeira, cluster C consist of 10 items
which addressed the constraints to the effective implementation of student
personnel services in federal and state colleges of education in south-east Nigeira,
while cluster D consist of 15 items which answered questions on the strategies for
improving the implementation of student personnel services in federal and state
colleges of education in south-east Nigeira.
The instrument has four response modes of very great extent ( VGE), great
extent (GE), little extent (LE) and very little extent (VLE) for cluster A & B.
Clusters C and D have responses modes of strongly agree (SA), agree (A), disagree
(D) and strongly disagree (SD) (see appendix I)
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The researcher used the student personnel services observation schedule for
on – the spot abasement of the student personnel services that are observable. It
was made up to 10 items on which the availability, adequacy and quality of these
services were rated (see Appendix B).
Validation of the Instrument
In order to ensure the validity of the two instruments, the initial drafts of the
instruments were face-validated by five experts: three in educational
administration and planning and two others in measurement and evaluation.
Specifically, these experts were requested to examine the instruments with respect
to the extent of implementation and adequacy of student personnel services in
colleges of education. Their corrections, comments and suggestions was used to
modify the instrument to arrive at the final draft.
Reliability of the Instrument
The SPSIQ was trial-tested on 3 hall supervisors, 3 hall wardens and 30 final year
students of federal college of education (Technical), Asaba. This college was not
under study but was considered to have similar characteristics.
To determine the reliability of the SPSIQ, the scores from the 6 staff of
student affairs department and 30 final year students from the college in the trial-
testing of the instruments were used to establish the internal consistency reliability
of the instrument using the Crombach Alpha method. The method is considered
appropriate because the items in the instrument were not dichotomously scored
(Borg and Gall, 1989). The internal consistency reliability estimate yielded .769
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for extent of availability of student personnel services, .720 for adequacy of
student personnel services, .950 for constraints to effective implementation, .959
for strategies of improving student personnel services in federal and state colleges
of education in the south-eastern Nigeria. The instrument has an overall reliability
estimate of .961 which indicate that the instrument is reliable.
Method of Data Collection
The researcher personally administered the questionnaire to the students and
staff of the colleges. The completed copies were retrieved immediately from the
respondents. The researcher used five trained research assistants with whom she
administered the questionnaire to the respondents. These research assistants were
given some training on how to distribute the questionnaire and collect the
completed questionnaire. The personal contact ensured a high rate of participation
of the subjects and optimal return of the instrument. The observation schedule was
filled as the observation of physical student personnel services was going on to
confirm the objectivity of the responses to the questionnaire.
Method of Data Analysis
Mean scores and standard deviations were used to answer the research questions.
Real limit of numbers 0.50 – 1.49, 1.50 – 2.49, 2.50 – 3.49, and 3.5 – 4.00 were
used to interpret the results. The null hypotheses were tested using the t-test
statistics.
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CHAPTER FOUR
RESULTS
This chapter presents the results of the data analysis based on the four
research questions, and the four null hypotheses that guided the study. The major
findings of the study were also presented in this chapter.
Research Question One
To what extent are student personnel services available in federal and state
colleges of education in south-east Nigeria?
The data for answering the above research question are contained on Table I.
Table I: Mean ratings and standard deviations of staff and students of federal and
state colleges of education on the extent of student personnel services available in
federal and state colleges of education. (Federal = 330 – State 440)
S/N Questionnaire items Federal n = 330 State n = 440
x SD x SD Total Dec
1. Hall of residence for students 1.77 0.45 1.81 0.44 1.79 LE
2 Information materials to students 1.57 0.51 1.57 0.50 1.57 LE
3 Regular water supply 1.51 0.55 1.58 0.53 1.55 LE
4 Enough classroom block 1.66 0.53 1.58 0.55 1.61 LE
5 Regular supply of electricity 1.59 0.5 1.62 0.53 1.60 LE
6 Adequate security for student 1.50 0.55 1.55 0.53 1.53 VLE
7 Admission Exercise 2.13 1.02 2.23 1.03 2.19 LE
8 Students’ rules and regulation 1.68 0.54 1.64 0.55 1.66 LE
9 Regular meetings with the students 1.41 0.55 1.30 0.55 1.40 VLE
10 Teaching facilities like equipment and
instructional materials
1.46 0.55 1.46 0.56 1.46 VLE
11 Financial assistance 1.27 0.52 1.29 0.55 1.28 VLE
12 Medical services 1.36 0.55 1.40 0.5 1.38 VLE
13 Counselling services 1.35 0.55 1.35 0.56 1.35 VLE
14 Co-curricular activities 1.42 0.58 1.39 0.61 1.41 VLE
15 Library services 1.32 0.54 1.35 0.54 1.34 VLE
16 Registration and monitoring of
students organization/clubs
1.61 0.64 1.53 0.61 1.57 LE
Cluster mean 1.54 0.24 1.55 0.26 1.54 LE
Key: x = mean, SD = Standard deviation, DEC = Decision, VGE = Very great extent, GE
= Great extent, LE = Little Extent, VLE = Very little extent
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Data presented on Table I above show the mean ratings and standard deviations of
both staff and students of federal and state colleges of education with regard to the
extent of availability of student personnel services in colleges of education in
South-East Nigeria. Based on the data, the items have mean scores that range from
1.28 to 2.19. This showed that all the services are available but to a very little
extent. The cluster mean for both students and staff of federal is 1.54 with a
corresponding standard deviation of 0.24, while the cluster mean of both staff and
students of state is 1.55, with a corresponding standard deviation of 0.26.
Research Question Two
How adequate are the available student personnel services in federal and
state colleges of education in south-east Nigeria?
The data for answering the above research question are contained in Table 2.
Table 2: Mean ratings and standard deviations of staff and students of federal and
state colleges of education on the adequacy of student personnel services in these
colleges of education. (Federal 330-State 440) S/N Questionnaire items Federal n = 330 State n = 440
x SD x SD Total Dec
17 Student academic and personal
records
2.18 0.73 2,21 0.75 2.19 LE
18 Medical facilities 1.87 0.79 1.94 0.76 1.91 LE
19 Hostel accommodation for student 2.01 0.8 2.05 0.82 2.03 LE
20 Maintenance of roads on campuses 1.89 0.79 9.95 0.77 1.92 LE
21 Counselling centre for students 1.89 0.85 1.93 0.87 1.92 LE
22 Library services for students 1.64 0.86 1.72 0.92 1.69 LE
23 Classroom blocks 1.77 0.84 1.76 0.80 1.76 LE
24 Information materials 1.72 0.78 1.68 0.81 1.70 LE
25 Sports facilities/equipment 1.82 0.92 1.85 0.87 1.84 LE
26 Transportation services 1.81 0.90 1.81 0.93 1.81 LE
Cluster mean 1.86 0.67 1.81 0.69 1.88 LE
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The data presented on Table 2 above show the mean ratings and standard
deviations of students and staff of both federal and state college of education
regarding the adequacy of student personnel services in colleges of education in
south-east Nigeria. The table showed that the mean ratings of the students and staff
of federal colleges of education for items 17 to 26 are 2.18, 1.87, 2.01, 1.89, 1.64,
1.77, 1.72, 1.82, and 1.81 respectively with corresponding standard deviations of
0.73, 0.79, 0.81, 0.79, 0.85, 0.86, 0.84, 0.78, 0.92 and 0.90. The mean ratings of
both staff and students of state college of education for the same items 17 to 26 are
2.21, 1.94, 2.05, 1.95, 1.93, 1.72, 1.76, 1.68, 1.85 and 1.81 respectively with
corresponding standard deviations of 0.75, 0.76, 0.82, 0.77, 0.87, 0.92, 0.80, 0.81,
0.87 and 0.93.
Based on the response by the students and staff of both federal and state
colleges of education, services like hostel accommodation for students and student
academic and personal records, medical facilities, maintenance of road on campus,
counselling centre for student, library services for students, classroom blocks,
information materials, sports facilities/equipment and transportation services are to
a little extent.
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Research Question Three
What are the constraints to the effective implementation of student personnel
services in these colleges?
The data answering the above research question are contained in Table 3.
Table 3: Mean ratings and standard deviations of staff and students of federal
and state colleges of education on the constraints to the effective implementation
of student personnel services in colleges of education in south- east Nigeria.
(Federal 330 – State 440) S/N Questionnaire items Federal n = 330 State n = 440
x SD x SD Total Dec
27 Poor funding of the education
sector 3.53 0.78 3.59 0.73 3.52 SA
28 Poor maintenance culture 3.69 0.55 3.66 0.61 3.67 SA
29 Inadequate communication 3.68 0.58 3.68 0.64 3.58 SA
30 Careless use of facilities by
students 3.61 0.59 3.66 0.59 3.64 SA
31 Mismanagement of funds by
college administrators 3.43 0.71 3.41 0.75 3.41 SA
32 Poorly executed projects 3.41 0.59 3.39 0.58 3.30 SA
33 Non-participation of the private
sector in the provision of student
personnel services 3.48 0.59 3.46 0.61 3.47 SA
34 Poor housing situation in the
college/urban cities 3.42 0.56 3.40 0.58 3.41 SA
35 Increase in enrolment without
proportionate increase in student
personnel services 3.48 0.59 3.43 0.63 3.45 SA
36 Poor supervision of student
personnel services administrators
3.41 0.60 3.44 0.63 3.43 SA
Cluster mean 3.51 0.37 3.51 0.41 3.51 SA
Key: x = Mean, SD = Standard deviation, SA=Strongly agree, A= Agree
D = Disagree SD = Strongly disagree
The data presented on Table 3 above showed the mean ratings and standard
deviation of staff and students of both federal and state college of education with
regard to constraints to the effective implementation of these services. The data
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showed that the mean ratings of students and staff of federal college of education
are: 3.53, 3.69, 3.68, 3.61, 3.42, 3.41, 3.48, 3.42, 3.48, 3.41 and 3.54, with
corresponding standard deviations of 0.78, 0.55, 0.58, 0.59, 0.71, 0.59, 0.59, 0.56,
0.59, 0.60, and 0.66; while the mean ratings of the staff and students of state
college of education are 3.59, 3.66, 3.68, 3.66, 3.41, 3.39, 3.46, 3.40, 3.43, 3.44
and 3.52, with a corresponding standard deviations of 0.73, 0.61, 0.64, 0.59, 0.75,
0.58, 0.61, 0.58, 0.63, 0.63,and 0.68.
Based on the mean ratings presented above, the students and staff of both
federal and state colleges of education have the same view on the constriants to the
effective implementaion of these services. Therefore, there are some factors that
hinder the effective implementation of these services.
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Research Question Four
What are the strategies for improving the implementation of student
personnel services in federal and state colleges of education in south-east Nigeia?
The data answering the above research question are contained on Table 4.
Table 4: Mean ratings and standard deviations of staff and students of federal and
state college of education on the strategies for improving the implementation of
student personnel servcies . (Federal 330-State 440) S/N Questionnaire items Federal n = 330 State n = 440
x SD x SD Total Dec
37 The government giving special grants to
colleges for hostel 3.61 0.52 3.66 0.63 3.67 SA
38 Involving the private sector in the
provision of student hostels 3.51 0.56 3.43 0.73 3.50 SA
39 The school authorities completing all
abandoned projects. 3.47 0.51 3.42 0.73 3.44 SA
40 Students admission should be
guided by available hostel
accommodation 3.51 0.75 3.45 0.73 3.48 SA
41 The school management
approaching individuals/ philanthropists 3.39 0.61 3.41 0.63 3.40 SA
42 The student affairs department should be
more effectively supervised. 3.46 0.54 3.44 0.67 3.45 SA
43 The school authority raising loans. 3.32 0.63 3.36 0.67 3.35 SA
44 The colleges establishing guidance and
counselling centres in the colleges. 3.42 0.59 3.33 0.68 3.36 SA
45 Effective organization of orientation
programme by the colleges. 3.41 0.51 3.39 0.67 3.40 SA
46 Digitalization of records units. 3.44 0.53 3.45 0.51 3.45 SA
47 Appointment of sanitary inspectors 3.61 0.61 3.56 0.60 3.54 SA
48 Individuals and organizations should be
approached to donate books/materials to
the colleges. 3.51 0.55 3.54 0.62 3.52 SA
49 Attention to maintenance facilities. 3.51 0.64 3.54 0.65 3.53 SA
50 Privatization of facilities. 3.39 0.62 3.40 0.70 3.30 SA
51 Financial assistance to students. 3.36 0.55 3.37 0.67 3.36 SA
Cluster mean 3.47 0.28 3.45 0.31 3.46 SA
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The data presented on Table 4 showed that the staff and students of both
federal and state colleges of education strongly agree that the government should
give special grants to colleges for hostels, involve the private sector in the
provision of student personnel services that the school authorities should complete
all abandoned projects using task forces. These items have mean ratings of 3.44
and above in a four-point rating scale.
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Hypothesis I
There is no significant difference between the mean ratings of both staff and
students of federal and state colleges of education on the extent of student
personnel services available in federal and state colleges of education.
Table 5: Summary of t-test for hypothesis one
[[[[Degree of freedom =768
T=critical p<.05 =1.96
S/No Questionnaire Item Group N x SD t-cal Dec
1 Hall of residence for students Federal
State
330
440
1.77
1.81
0.45
0.44
-1.233
-1.233
Don’t Reject
2 Information materials Federal
State
330
440
1.57
1.57
0.51
0.51
-.082
-.082
”
3 Regular water supply Federal
State
330
440
1.51
1.58
0.55
0.53
-1.801
-1.801
”
4 Enough classroom block Federal
State
330
440
1.66
1.58
0.53
0.55
2.248
2.248
Reject
5 Regular supply of electricity Federal
State
330
440
1.59
1.62
0.53
0.53
-729
-729
Don’t reject
6 Adequate security for student Federal
State
330
440
1.50
1.55
0.55
0.53
-1.260
-1.260
”
7 Admission given based on
merit
Federal
State
330
440
2.13
2.23
1.02
1.03
-1.231
-1.231
”
8 Students’ rules and regulation
are obeyed
Federal
State
330
440
1.68
1.64
0.54
0.55
1.163
1.163
”
9 Channel of communication
like regular meetings with the
students
Federal
State
330
440
1.41
1.30
0.55
0.55
.340
.340
”
10 Teaching facilities
like equipment and instructional
materials
Federal
State
330
440
1.46
1.46
0.55
0.56
-.093
-.093
”
11 Financial assistance Federal
State
330
440
1.27
1.29
0.52
0.55
-.399
-.403
”
12 Medical services Federal
State
330
440
1.36
1.40
0.55
0.57
-.890
-.893
Don’t reject
13 Counselling services Federal
State
330
440
1.35
1.35
0.55
0.56
-.112
-.113
”
14 Extra-curricular activities like
sporting
Federal
State
330
440
1.42
1.39
0.58
0.61
.645
.648
”
15 Library services Federal
State
330
440
1.42
1.39
0.58
0.61
-1.002
-1.003
”
16 Registration and monitoring of
students organization/clubs
Federal
State
330
440
1.61
1.51
0.64
0.61
.1.732
1.718
”
Cluster mean -.421 Don’t reject
Key: R = Reject
DR = Don’t Reject
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Table 5 above presents the independent t-test analysis of the mean difference
in the response opinions of staff and students of both federal and state colleges of
education on the extent of availability of student personnel services in these
colleges of education.
Looking at the table, one can see that all the t-calculated values are each less
than the t-critical table value of 1.96, therefore, this hypothesis is accepted.
However, there is no significant difference between the mean ratings of staff
and students of both federal and state on the extent of availability of student
personnel services in these colleges.
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Hypothesis 2
There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the adequacy of these
services in these colleges of education.
Table 6: Summary of t-test for hypothesis two
Degree of freedom =768
T=critical p<.05 =1.96
S/N Questionnaire Item Group N x SD t-cal Dec
17 Student academic personal records Federal
State
330
440
2.18
2.21
0.73
0.75
-.547
-.549
Don’t reject
18 Medical facilities Federal
State
330
440
1.87
1.94
0.79
0.76
-1.323
-1.315
-
19 Hostel accommodation for student Federal
State
330
440
2.01
2.05
0.81
0.82
-.597
-.598
-
20 Maintenance of roads on campuses Federal
State
330
440
1.89
1.95
0.79
0.77
-.951
-.947
-
Item
21
Counselling centre for students Federal
State
330
440
1.89
1.93
0.85
0.87
-.604
-.606
-
22 Library services for students Federal
State
330
440
1.64
1.72
0.86
0.92
-1.233
-1.245
-
23 Classroom blocks Federal
State
330
440
1.77
1.76
0.84
0.80
-.060
-.060
-
24 Information materials like bulletins Federal
State
330
440
1.72
1.81
0.78
0.81
.639
.643
-
25 Sports facilities/equipment Federal
State
330
440
1.82
1.85
0.91
0.87
-.442
-.439
-
26 Transportation services Federal
State
330
440
1.81
1.81
0.90
0.93
.136
.136
-
Cluster mean -.614 Don’t reject
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Table 6 above presents the t-test analysis of mean differences in the response
opinions of staff and students of both federal and state colleges of education on the
adequacy of these services in these colleges of education.
It was observed from the table that the calculated t-value was -.614 at 768
degree of freedom and 0.05 level of significance. Since the calculated t-value was
-.614 is less than the critical table value of 1.96, the hypothesis is accepted. That is
to say that, there is no significant difference between the opinions of staff and
students of both federal and state on the adequacy of student personnel services in
these colleges.
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Hypothesis 3
There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the constraints to the
effective implementation of student personnel services in federal and state colleges
of education in south-east Nigeira.
Table 7: Summary of t-test for hypothesis 3
Degree of freedom =768
T=critical p<.05 =1.96 S/N Questionnaire Item Group N x SD t-cal Dec
27 Poor funding of the
education sector
Federal
State
330
440
3.53
3.59
0.78
0.73
-1.005
-.995
Don’t reject
“
28 Poor maintenance culture
of college administrators
Federal
State
330
440
3.69
3.66
0.55
0.61
.802
.813
“
“
29 Inadequate attention
of communication between
students and management
Federal
State
330
440
3.68
3.68
0.58
0.64
.169
.72
“
“
30 Careless use of facilities by
students
Federal
State
330
440
3.61
3.66
0.59
0.59
-1.040
-1.-40
“
“
31 Lack of communication
between students and
management
Federal
State
330
440
3.42
3.41
0.71
0.75
.144
.155
“
“
32 Mismanagement of funds by college
administrators
Federal State
330 440
3.41 3.39
0.59 0.58
.481
.480 “ “
33 Poorly executed projects Federal
State
330
440
3.48
3.36
0.59
0.61
.450
.451
“
“
34 Non-participation of
private sector in the
provision of student personnel services
Federal
State
330
440
3.42
3.40
0.56
0.58
.454
.457
“
“
35 Poor housing
situation in the
college/urban centres
Federal
State
330
440
3.48
3.43
0.59
0.63
1.036
1.044
“
“
36 Increase in enrolment
without proportionate
increase in student
personnel services
Federal
State
330
440
3.41
3.44
0.66
0.68
-.824
-.829
“
“
37 Poor supervision of
student personnel services
administrator
Federal
State
330
440
3.54
3.52
0.69
0.57
.508
.508
“
“
Cluster mean .094 Don’t reject
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Data of Table 7 above show that the eleven items have t-test values of -
1.005, .802, .169, -1.040, .114 .481, .450, .454, .1.036, -.824 and .279. The null
hypothesis for the whole cluster is therefore accepted because, all the t-values are
below the table (critical) value of 1.96. This means that the staff and students of
both federal and states colleges of education strongly agree on the constraints to
the effective implementation of these services.
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Hypothesis 4
There is no significant difference between the mean ratings of staff and
students of both federal and state colleges of education on the strategies for
improving on the implementation of student personnel services in federal and state
colleges of education in south-east Nigeria.
Table 8: Summary of t-test for hypothesis 4
Degree of freedom =768
T=critical p<.05 =1.96 S/N Questionnaire Item Group N x SD t-cal Dec
38 The government giving special grants to
colleges for hostel
Federal
State
330
440
3.61
3.66
0.52
0.63
1.052
1.079
Dr
“
39 Involving the private sector in the provision
of student personnel services
Federal
State
330
440
3.51
3.43
0.56
0.73
3.320
3.443
Reject
“
40 The school authorities completing all
abandoned projects using task forces
Federal
State
330
440
3.47
3.42
0.51
0.73
.941
.941
Dr
“
41 Students admission should guided by
existing student personnel services
Federal
State
330
440
3.51
3.45
0.75
0.73
1.154
1.154
“
“
42 The school management approaching
individuals/ philanthropists.
Federal
State
330
440
3.39
3.41
0.61
0.63
-.466
-.466
“
“
43 The student affairs department should be
more effectively supervised by chief
executives.
Federal
State
330
440
3.46
3.44
0.54
0.61
.538
.538
“
“
44 The school authority raising loans from
commercial institutions.
Federal
State
330
440
3.32
3.36
0.63
0.67
-.894
-.894
“
“
45 The colleges establishing guidance and
counselling centres in the colleges.
Federal
State
330
440
3.42
3.33
0.59
0.68
1.980
1.980
Reject
“
46 Effective organization of orientation
programme by the colleges.
Federal
State
330
440
3.41
3.39
0.51
0.67
.427
.427
Dr
“
47 The records units in our colleges should be
digitalized and managed by efficient
personnel.
Federal
State
330
440
3.44
3.45
0.53
0.51
-.237
-.237
“
“
48 Sanity inspectors should be appointed in the
colleges.
Federal
State
330
440
3.51
3.56
0.61
0.60
-.1.148
-.1.148
“
“
49 Donations by Individuals /organizations. Federal
State
330
440
3.51
3.54
0.55
0.62
-.702
-.702
“
“
50 Attention to maintenance of facilities like
roads, buildings and toilets.
Federal
State
330
440
3.51
3.54
0.64
0.65
-.739
-.739
“
“
51 Maintenance of facilities should be
privatized by the colleges.
Federal
State
330
440
3.39
3.40
0.62
0.70
-.234
-.234
“
“
52 Financial assistance to students should be
given attention by the colleges,
Federal
State
330
440
3.36
3.37
0.55
0.67
-.050
-.050
“
“
Cluster mean .644 Dr
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Table 8 above presents the t-test analysis of the mean difference in the response
opinions of staff and students of both federal and state colleges of education on the
strategies for improving on the implementation of student personnel services in
these college of education.
Based on the analysis, items 38 have t-test values of 1.052, .941, 1.154, -
.466, .538, -.894, .427, -.237, -.1.148, -.702, -.739, -.234 and -.050. These t-test
values are below the critical (table) value of 1.96. This implies that there is no
significant difference between the opinions of staff and students of both federal
and state colleges of education with regards to strategies for improvement.
Analysis of observation schedule of student personnel services in the colleges
of Education in South- East Nigeria
The observation made by the researcher on the extent of availability,
adequacy and quality of the personnel services in the seven colleges of education
studied indicated that, most of the items were not extensively available. For
instance, 32% of classroom blocks and 28% of teachers facilities were available in
the colleges while 68% and 72% respectively of the items were not available.
The observation also showed inadequacy of all the personnel services in the
colleges. The mean of observation of classroom blocks, teacher facilities, hostel
accommodation, water supply, electricity, medical services, transportation, road
maintenance, books in the library and co-curricular facilities ranges from. 1.28 –
2.00 which implied very little extent or little extent in each case. The observation
also showed that the student personnel services are of poor quality. The mean of
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classroom block to co-curricular facilities ranges from 1.28 – 1.57, which implied
very little extent and little extent, showing poor quality of these services.
Table 9: Observation schedule
Availability Adequacy Quality
S/N A
%
NA
%
VGE
4
GE
3
LE
2
VLE
1
Mean DEC
4
VGE
3
GE
2
LE
1
VLE Mean DEC
1 Classroom
block
32 68 0 0 2 5 1.28 VLE 0 0 2 5 1.28 VLE
2 Teacher
facilities
28 72 0 1 4 2 1.86 LE 0 1 0 6 1.28 VLE
3 Hostel
accommodation
24 76 0 1 1 5 1.42 VLE 0 1 1 5 1.42 VLE
4 Water supply 24 76 0 1 5 1 2.00 LE 0 0 2 5 1.28 VLE
5 Electricity
(power supply)
23 77 0 1 2 4 1.57 LE 0 0 2 5 1.28 VLE
6 Medical
services
25 75 0 1 1 5 1.42 VLE 0 1 2 4 1.57 LE
7 Transportation 30 70 1 1 1 4 1.85 LE 0 1 0 6 1.28 VLE
8 Road
maintenance
26 74 1 1 1 4 1.85 LE 0 0 3 4 1.42 VLE
9 Books in the
library
33 67 0 1 1 5 1.42 VLE 0 0 4 3 1.57 LE
10 Co-curricular
facilities
41 59 0 2 1 4 1.71 LE 0 1 1 5 1.47 VLE
Key: A –Available, NA - Not Available , VGE -Very Great Extent, GE - Great Extent, LE -
Little Extent , VLE -Very Little Extent, DEC - Decision
Summary of the major findings
The following constitute the summary of the major findings of this study.
1. The respondents were of the opinion that most of these student personnel
services in federal and state colleges of education are available but are of poor
quality. There was no significant difference between the opinions of staff and
students of both federal and state colleges of education on the extent of
availability of student personnel services.
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2. In respect to the adequacy of student personnel services, the study revealed that
all the student personnel services investigated are inadequate. There was no
significant difference between the mean ratings of students and staff of federal
and state colleges of education on the adequacy of these services.
3. The respondents equally agreed, that there are problems that hinder the
effective implementation of these services like; poor maintenance culture,
inadequate communication between student and management, careless use of
facilities by students, among others.
4. In respect of strategies for improvement, the study revealed that government
giving special grants to colleges, involving the private sector in the provision of
student personnel services, students admission should be guided by existing
student personnel services etc, should be adopted as part of the improvement.
There was no significant difference between the mean opinions of the two
groups of federal and state colleges of education in all the strategies for
improvement.
5. From the observational schedule, it was observed that these student personnel
services are available, inadequate and of poor quality.
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CHAPTER FIVE
DISCUSSION OF FINDINGS, IMPLICATIONS, RECOMMENDATIONS,
CONCLUSION AND SUMMARY
This chapter presents the discussion of the findings of the study, conclusion,
implications of the research findings, recommendations, limitations of the study
and suggestions for further research. The procedure adopted is that all the four
research findings were discussed with the test of the statistical significance on the
four null hypotheses.
Discussion
Availability of student personnel services
With reference to research question one which dealt with the extent of
availability of student personnel services in federal and state colleges of education
in south-eastern Nigeria, evidence from the study shows that the students and staff
of federal and state colleges of education share the view that most of these students
personnel services are available to a very little extent – like financial assistance to
students, counselling services for students, road maintenance, classroom blocks
and teaching facilities. In other words, they exist in the colleges of education.
They equally share the view that admission exercise in the colleges,
monitoring of students’ activities, supply of water, library services, halls of
residence, security services for students and co-curricular facilities are available to
a little extent.
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These findings are in line with the findings of Ogbuji (2009) who found that
effective health care and municipal services were lacking in schools in Cross River
state. The present finding is in line with the observations of Ossai (2008), who
noted that seven students officially live in a room originally meant for four
students, and that some of the windows did not have anything to protect the
students from insect and harsh weather conditions.
The findings equally agree with Okeke (2002) that student personnel
services are not adequately catered for by school administrators. The findings
equally agree with Chukwu (2010) who found out that more students than were
originally planned live in a room. Omu (2006) observed that physical facilities in
schools are in state of disrepair, buildings are poorly ventilated while equipment
are obsolete.
The findings also agree with Atagher and Adung (2002), that students do not make
effective use of the library because the library facilities are inadequate. Ibrahim
(2002) too observed that hostel rooms designed for three persons now
accommodate six persons officially and that even the windows and mosquito nets
are broken, the taps are not functioning and the toilet ends nauseating, with loss of
students’ vital records missing. Elechi (2008) noted that library services in our
tertiary institutions are poor and that current books and journals are not available,
security is not efficient and so, incidence of rape, robbery, murder, office breaking,
and cult activities.
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The analysis of hypothesis one indicated that, there was no significant
difference between the mean ratings of staff and students of federal and state
colleges of education on the extent of availability of student personnel services in
these colleges of education. That is to say that, even though, the two groups have a
slight different opinion on item 4, the difference is not statistically significant. In
other words, there was no significant difference in their opinions with regard to the
extent of availability of student personnel services.
Adequacy of student personnel services
Regarding the second research question which dealt with adequacy of the
available student personnel services in federal and state colleges of education in
south-eastern Nigeria, it was the opinion of students and staff of federal and state
colleges of education, that all the student personnel services like: student academic
and personal records, medical facilities, maintenance of roads on campus,
counselling centre for students, library services for students, classroom blocks,
information materials, sports facilities/equipment and transportation services are
inadequate. The staff and students of federal and state responded similarly to
adequacy of admission exercise and hostel accommodation for students.
The findings agree with Ezeocha (2000) that adequate students’ records are
necessary for students guidance, transfer of students, promotion, classification,
health services, provision of school facilities and recruitment of staff. This proper
documentation is very vital as it aids the institution to having a detailed knowledge
about each student. This is in line with Ogbolu (1990) who emphasized that
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students’ records of tests for analyzing that students specific achievements and
weaknesses should be kept in every school as this is used to predict a students’
vocation on the completion of his course
Ezeocha (2000) still opined that any organization that hopes to work
smoothly must ensure that there is some feedback and also a forum for the
expression of opinion by all levels within the organization. He said that there
should be a means of communication which will occur through the hierarchy of the
school from the head to the students and also among staff and students. This is in
line with Nkwocha (1990) who observed that students are often alienated when
certain decisions concerning student’s behaviour, academic activities, social life
and press activities are been taken. Palola in Akuchie (2000) also observed that
they are thought in planning just in numerical or statistical sense without relating
vital information to them and seeking their opinion on such issues.
The findings agree with the view of Akuchie (2000) that the unconducive
and deplorable state of accommodation in institutions of higher learning affects the
academic performance of students and their wholistic development. Ogbonnaya
and Ajagbonwu (1997) also observed that the inadequacy of student personnel
services does not augur well for effective teaching and learning. Nwabueze (1995)
had stated that inadequate public facilities affect academic work. In Ukeje 2002,
he noted that school library are meant to provide books for leisure reading as well
as reference and information books, so that students can consult them as need
arises, to develop in the students a lasting love for books and encourage personal
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collection of books, and to encourage responsibility and cooperation in taking care
of borrowed books and returning them promptly as and when due. The findings
agree with the observations of Omu (2006) that physical facilities and equipment
include buildings, instructional materials, laboratory, sports equipment, and that
these represent the totality of the school environment for the realization of the
school business. They are therefore important vehicle with which educational
objectives are achieved effectively and efficiently.
In Ezeocha (1992), he opined that guidance and counselling services serve a
very positive function by increasing the amount of learning derived from a given
experience. He observed that this is inadequately rendered as observations appear
to indicate that the counsellors do little or no counselling perse, rather they
concentrate on lecturing. It appears that little counselling is done on vocational and
educational choice and no attention is paid to personal and social issues like self
adjustment.
The findings agree with the observations of Tabansi (2002) that the most important
causes of student crises in colleges of education are the quality of life on the
campuses. Nkwocha (1990) and Ojo (2002) observed the various student
demonstrations are caused by communication gap between the school
administration and students which generate suspicion and mistrust and feeling of
frustration.
The analysis of hypothesis two indicated that there was no significant
different between the mean opinions scores of staff and students of federal and
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state colleges of education with regard to the adequacy of student personnel
services. This is to say, that even though, the mean scores of the two groups’ are
slightly different, the difference is not statistically significant. In other words, there
was no significant difference in their opinions with regard to the adequacy of
student personnel services.
Constraints to the effective implementation
With reference to the third research question that dealt with the constraints
to the effective implementation of student personnel services in these colleges of
education, the respondents share the view that the constraints to effective
implementation of these services include factors like poor funding of the education
sector, poor maintenance culture of college administrators, inadequate attention to
communication between students and management, mismanagement of funds by
college administrators. They also share the view that careless use of facilities by
students, lack of communication between students and management, poorly
executed project, non-participation of the private sector in the provision of students
personnel services, increase in enrolment and poor supervision of student
personnel services administrators constitute constraints to effective implementation
of student personnel services.
These findings agree with Ezeukwu (2006) that some of the causes of
accommodation problems in tertiary institutions include increase in enrolment of
students yearly, insufficient allocation of funds by the government, and lack of
proper management skills on the part of Student Affairs personnel. The findings
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also agree with the findings of Chukwu (2001) that the inadequacy of these student
personnel services are caused by increase in student enrolment, inadequate funding
of the education sector, and among others.
The findings also agree with Mgbodile (2001) that inadequate funding of
education manifests itself in various aspects and in general college management.
The findings equally agree with Ukeje (2002) that the budgetary allocation to
education is poor and that the consequence has been generally characterized by
over-crowded student hostels, classrooms without adequate seats for students, ill-
equipped departmental offices, hostels and faculty offices without toilet facilities.
The findings agree with the observation of Akpotu (2005) that these
institutions are being starved of funds at the time when the existing facilities are
ageing fast and are operating at adverse conditions of overcrowded classrooms,
pitiable hostels, and deteriorating physical facilities. Garland (2001) also observed
that student affairs personnel are neither given any professional training nor
exposed to refresher courses in the form of seminars, conferences and workshops
on student personnel management. Ogbonnaya (2000) noted that poor management
and leadership problems contribute immensely to the present financial crises facing
higher institutions in Nigeria which affects adversely the provision of adequate
services in the institutions.
The analysis of hypothesis three indicated that there was no significant
differences between the mean opinion scores of staff and students of both federal
and state colleges of education with regard to constraints to the effective
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implementation. In other words, both staff and students of federal and state
colleges of education indicated no significant difference in their opinions with
regard to the problems that hinder the effective implementations of these services.
Strategies for improvement
Regarding the fourth research question which dealt with strategies for
improving the implementation of student personnel services in federal and state
colleges of education in south-eastern Nigeria, the students, and the staff of student
affairs department are of the view that some of the measures to be adopted are
government giving special grants to colleges for hostel, involving the private sector
in the provision of student personnel services, the school authorities completing all
abandoned projects, students’ admission to be guided by existing student personnel
services, the school management approaching individuals / philanthropist to help
provide hostels for students, the students affairs department being more effectively
supervised by the chief executives, the school authority raising loans from
commercial institutions to provide facilities for students, the colleges establishing
guidance and counselling centres in the colleges, financial assistance to students
should be given attention by the colleges. Other measures which the respondents
observed to be adopted include; effective organization of orientation programme
by colleges, digitalizing record-keeping, sanitary inspection to be appointed in the
colleges, individuals and organizations should be approached to donate books,
works departments should pay more attention to maintenance of existing facilities,
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privatization of maintenance of facilities by the colleges, and the colleges
authorities paying attention to financial assistance to students.
The findings agree with the views of Sofoluwe (2002) that the federal
government should use the Petroleum Trust Fund (PTF) to provide some student
personnel services like hostels, libraries, vehicles, water tankers, boreholes drugs
and power generating plants to the colleges. Akuchie (2000) observed that some
measures adopted by colleges of education to arrest these problems include; on-
line allocation of hostel accommodation to students. Tabansi (2002) also observed
that another measure adopted by the college administrators to reduce this problem
of student personnel services is to direct construction of hostels, classrooms and
libraries and continuation of abandoned projects.
The findings also agree with the view of Osagie (2005) that by 2004, some
commercial banks have started investing in the provision of student personnel
services on build-operate and transfer (BOT) agreement.
Okebukola (2003) also stated that the federal government in 2003 organized a
meeting between the private sector and the colleges on how the private sector
entered into partnership with the colleges in provision of student personnel
services. The findings also agree with the views of NUC in Akuchie (2000), and
Chukwu (2001) that more students be allocated to rooms than were originally
planned, and that double bunk beds should be introduced to ease – off
accommodation problems. The findings also agree with the view of Chukwu
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(2001), that tanker should supply water to students’ hostels and that students’
hostels and conveniences are to be reconstructed and renovated.
The findings agree with that of Amaizu (2003) that student personnel
services would improve if guidance and counselling centres are established in
schools, if schools are adequately funded, if adequate medical personnel are
provided to cater for the health needs of students and staff, if private sector is
actively involved in the funding and administration of schools. Nwagwu (2006)
observed that student leaders must develop new attitudes and skills for dealing
with students’ problems in humane, effective and satisfactory manner, that the job
of the Dean of student Affairs is no longer an all comers appointment, and that it
requires tact, diplomacy, experience, training and a certain amount of
professionalism.
The analysis of hypothesis four indicated that, there was no significant
difference between the mean opinion scores of staff and students of both federal
and state colleges of education with regard to measures to be adopted to improve
the implementation of student personnel services in colleges of Education in south
Eastern Nigeria
Conclusion
On the basis of the major findings of the study, the following conclusions
were drawn:
1. Student disciplinary measures, monitoring of student activities and
organizations, supply of water, security services for students co-curricular
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facilities, medical services, financial assistance and other services are of
poor quality in federal and state colleges of education in south eastern
Nigeria.
2. Student records, counselling services, maintenance of roads on campus,
transport services for students, classroom blocks and teaching facilities,
information materials, sports facilities, and transport services are inadequate
except admission exercise and hostel accommodation for students .
3. The problems associated with student personnel services can be attributed to
some factors; poor funding of the education sector, progressive increase in
student enrolment without proportionate increase in facilities, non-
participation of the private sector in the provision of student personnel
services and poor supervision of personnel services administrators etc.
4. The problem associated with student personnel services can be controlled if
some measures are adopted such as: allowing students’ admission to be
guided by existing student personnel services, supervising the Student
Affairs Personnel of the colleges more effectively, establishing guidance and
counselling centres, government giving grants to colleges for hostels,
involving the private sector actively in the provision of student personnel
services and school authority completing all abandoned projects using task
force.
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5. Other measures include: encouraging individuals and corporate bodies to
participate in the provision of student personnel services, digitalizing record-
keeping and establishing counselling centres.
Implications of the study
The findings of this study have some important educational implications.
The implications of each finding as it relates to the colleges, the government (both
federal and state), the students and the society are presented.
The results of this study reveals that student personnel services are poorly
provided in the various colleges of education. With this, the college administration
can appreciate why students indulge in demonstrations about poor provision of
these services. The college administration can then use this information to know
the areas of need and pay special attention to it. This will help to control the
incidences of protest and demonstrations over poor student personnel services.
The findings of this study shows that most of these student personnel
services in federal and state colleges of education are available, inadequate and of
poor quality. The implication of this finding is that the federal and state
government, college administrators should make concerted efforts to ensure that
the school environment of colleges of education provide the needed satisfaction of
students in terms of student personnel services with a view of encouraging their
wholesome development.
Staff and students of both federal and state colleges of education agree that
the constraints to effective provision of student personnel services in the colleges
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are: poor funding of education sector, poor maintenance culture, inadequate
attention to communication between students and management, mismanagement of
funds by college administrators among others. The implication of this finding for
both federal and state government, school administrators is that more fund should
be made available to student services, since the consequences of lack of provision
of these services force students to unruly behaviours.
Another obvious implication is that both federal and state government,
school administrators intensify their supervision, management of funds, involving
private sector in the provision of student personnel services, completing abandoned
projects etc. The situation where provosts of federal and state colleges of education
are sole administrators does not augur well for our colleges. There is need for
councils in colleges of education to keep track to the excesses of some overzealous
provosts.
The manpower produced by these colleges is used by the society to achieve
national goals. With the revelation made by this study on the status of student
personnel services, certain bodies like the private sector, philanthropists and
stakeholders may be attracted by this state of affairs and, thus, give financial
assistance to these colleges for the proper provision of these services. Their reason
could be to enable these colleges of education produce well-trained manpower who
will serve to maintain the nation’s economy.
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Recommendations
The following recommendations have been made in the light of the findings;
1. The school authority should organize seminars, orientations and talks on
how to manage the student personnel services for students and staff of
federal and state colleges of education.
2. The funds allocated to these colleges of education and internally generated
funds should be judiciously used by the college administrators for the
provision of facilities and services in the colleges.
3. Non-governmental bodies like alumni associations, the private sector, and
philanthropists should be appealed to by these college administrators, to
assist in the provision of these services.
4. The federal and state governments should allocate adequate funds to the
education sector, especially the tertiary institutions to enable them provide
some essential services to students.
5. Special grants should be given to these institutions for the provision of
student personnel services in these colleges of education.
6. College administrators should be guided by available student personnel
services in admitting students for different programmes.
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Limitations of the study
The study was constrained by a number of factors. The following limitations are
inherent:
1. The provision of information for some of these student personnel services
depended much on the honesty of the respondents.
2. The respondents were reluctant in giving the answers due to the fact that
they are not interested in the study which may lead to not reporting the true
position of things in these colleges.
However, despite these limitations, the study was deemed to have achieved its
purpose.
Suggestions for further studies
Based on the findings and limitations of this study, further research in this
area could address:
1. Implementation of student personnel services in private colleges of
education in Nigeria.
2. A study on implementation of student personnel services in colleges of
education using the academic staff and senior administrative staff.
3. An investigation into the funding, disbursement and spending pattern of
administrators of colleges of Education on student personnel services.
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Summary of the study
The purpose of this study was to investigate the extent of implementation of
student personnel services in colleges of education in south -east Nigeria . Four
research questions and four hypotheses were formulated to guide the study.
Descriptive survey design was adopted for the study. The instruments used for data
collection was a 51 item questionnaire and observation schedule.
Sample for the study was 770 respondents made up of staff and students of
federal and state colleges of education. The disproportionate stratified random
sampling method was used to sample 10 staff and 100 final year students from
each of the seven federal and state colleges of education in the zone. The research
questions was answered using mean scores and standard deviations while the null
hypotheses was tested using the t-test statistics.
The results show that:
1. All the student personnel services in federal and state colleges of education
are available but of poor quality. The student personnel services are also
found to be inadequate.
2. Some of the factors that hinder the effective implementation of these
services include increase in students enrolment without proportionate
increase in student personnel services, poor funding of the education sector,
non-participation of the private sector in the provision of student personnel
services, poor maintenance culture, poor execution of projects, and careless
use of facilities.
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108
3. Some measures that could be adopted to improve the implementation of
student personnel services include: government giving special grants to
colleges for building hostels, involving the private sector in the provision of
student personnel services, the school authorities completing all abandoned
projects using task force, colleges raising loans to provide facilities for their
students, and paying attention to financial assistance to students etc.
Based on the findings, the researcher recommended, among others, that
admission of students should be guided by the available student personnel services
that the private sector should be encouraged to participate actively in the provision
of student personnel services, that seminars and talks on how to use student
personnel services should be organized for teachers and principals from time to
time, and that the education sector should be adequately funded.
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109
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Appendix A
Educational Foundations
University of Nigeria
Nsukka.
20th
March, 2011.
Dear Respondent,
QUESTIONNAIRE ON IMPLEMENTATION OF STUDENT PERSONNEL
SERVICES
I am a postgraduate student of the above-named institution. I am carrying
out a research work on implementation of student personnel services in colleges of
education in south-east Nigeria. I would appreciate it if you help me by responding
accurately to the items on the questionnaire attached.
Your candid responses will be treated confidentially. You are not expected
to indicate your name.
Thanks in anticipation of your assistance.
Ozioko, A.N.
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Section A: PERSONNAL DATA
1) Name of Institution ------------------------------------------------------
2) Faculty/ School-----------------------------------------------------------
3) Status: staff ( ) Student ( )
4) Years of Experience: 1 – 5 yrs ( ) 6-10yrs ( ) above 10yrs ( )
5) Level of study 3/3, ( )
4/3, ( )
4/4, ( )
5/4, ( )
Section B: Cluster A
INSTRUCTION: Please indicate using the response options the extent the
following student personnel services are available.
Key:
Very Great Extent (VGE)
Great Extent (GE)
Little Extent (LE)
Very Low Extent (VLE)
S/N Items VGE GE LE VLE
1 Halls of residence for students
2 Information materials.
3 Water supply
4 Classroom block
5 Supply of electricity
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6 Security
7 Admission exercises
8 Student’s rules and regulation are obeyed
9 Channel of communication.
10 Teaching facilities.
11 Financial assistance.
12 Medical services.
13 Counselling services.
14 Co–curricular activities.
15 Library services
16 Registration and monitoring of students
organization/clubs.
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Clusters B: Adequacy of student personnel services
Tick ( √ ) where necessary.
Key:
Very Great Extent (VGE)
Great Extent (GE)
Little Extent (LE)
Very Low Extent (VLE)
S/N Items VGE GE LE VLE
17 Student academic and personal records
18 Medical facilities
19 Hostel accommodation for students.
20 Maintenance of roads on campus.
21 Counselling centre for students.
22 Library services for students.
23 Classroom blocks
24 Information materials
25 Sports facilities/equipment
26 Transportation services.
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Cluster C: Constraints to the effective implementation
Key:
Strongly Agree SA
Agree A
Disagree D
Strongly Disagree SD
S/N Items SA A D SD
27 Poor funding of the education sector
28 Poor maintenance culture of college
administrators
29 Inadequate attention of communication
between students and management
30 Careless use of facilities by students
31 Mismanagement of funds by college
administrators
32 Poorly executed projects.
33 Non-participation of the private sector in
the provision of students personnel
services
34 Poor housing situation in the
colleges/urban centres.
35 Increase in enrolment without
proportionate increase in student
personnel services.
36 Poor supervision of student personnel
services administrator.
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Cluster D: Strategies for improvement Key:
Strongly Agree SA
Agree A
Disagree D
Strongly disagree SD
S/N Items SA A D SD
37 The government giving special grants to colleges for
hostel.
38 Involving the private sector in the provision of student
personnel services.
39 The school authorities completing all abandoned
projects using task force.
40 Student’s admission should be guided by existing
student personnel services.
41 The school management approaching
individuals/philanthropists to help provide hostels for
students.
42 The student affairs department should be more
effectively supervised by chief executives.
43 The school authority raising loans from commercial
institutions to provide facilities for students
44 The colleges establishing guidance and counselling
centres in the colleges.
45 Effective organization of orientation programme by the
colleges.
46 The record units in out colleges should be digitalized
and managed by efficient personnel.
47 Sanitary inspectors should be appointed in the colleges.
48 Individuals and organizations should be approached to
donate books/ materials to the colleges.
49 The works department in the colleges should pay more
attention to the maintenance of existing facilities like
roads, buildings and toilets
50 Maintenance of facilities should be privatized by the
colleges
51 Financial assistance to students should be given
attention by the colleges.
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Appendix B
STUDENT PERSONNEL SERVICES OBSERVATION SCHEDULE
School ________________________________________________
Time__________________________________________________
Date:__________________________________________________
This observation schedule contains only the student personnel services that
are observable. It has 10 items to be rated on the scale of available, and not
available: and very great extent, great extent, little extent, and very little extent for
adequacy, and quality.
Availability Adequacy Quality Comments
S/N A NA VGE GE LE VLE VGE GE LE VLE
1 Classroom
blocks
2 Teacher
facilities
3 Hostel
accommodation
4 Water supply
5 Electricity
(power supply)
6 Medical
services
7 Transportation
8 Road
maintenance
9 Books in the
library
10 Co-curricula
facilities
Name of observer: _____________________________________
Signature:_____________________________________________
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Appendix C
NATIONAL COMMISSION FOR COLLEGES OF EDUCATION MANUAL
ON STUDENT PERSONNEL MANAGEMENT
Introduction
Colleges of Education are tertiary educational institutions established to give
professional training for the production of highly qualified classroom teachers.
These institutions are of paramount importance in the production of teachers for
the primary and secondary educational systems. They belong to the higher
education system which is constitutionally in the concurrent legislative list. The
implication is that both Federal and State governments have responsibilities in this
sector.
Colleges of Education owe their origin to the three year training programme
for teachers established in 1952, at the Yaba Higher College, Lagos. They were
first established in Nigeria as Advanced Teacher Training Colleges (ATTC’s). The
products of the Yaba Higher College were grade one non-graduate teachers,
trained to teach in the Junior Secondary Schools and Teacher Training Colleges in
Nigeria.
The Federal Republic of Nigeria (2004) in its National Policy on Education,
outlined some general objectives which form the basis for teacher education at his
level in Nigeria. These objectives include: to produce highly motivated,
conscientious and effective classroom teaches for the primary and secondary
school systems; to encourage further the spirit of enquiry and creativity in the
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125
teachers; to help teachers to fit into the social life of the community and society at
large, to enhance their commitment to National objectives; produce teachers with
the intellectual and professional background adequate for their assignment and to
make them adaptable to any changing situation not only in the life of their country
but in the world at large.
The above shows that colleges of education are specially designed to;
develop, pursue and improve regular and liberal courses to study for the training of
various categories of teachers; and promote the advancement of learning and
educational research, especially as it applies to local conditions (Enugu State of
Nigeria Gazette, 2006). The colleges of education can be categorized into three, on
the basis of the type of teacher they produce:
Regular: for conventional disciplines in Arts, Sciences and Languages;
Technical: for conventional technical education; and special: for producing
Teachers of special needs persons. The National Commission of Colleges of
Education regulates the activities of state colleges of education by way of ensuring
minimum standards for accreditation of their academic departments for the NCE
programme. On their parts, the State owned colleges of education were established
by various edicts or laws of relevant state legislatures. These laws gave the various
state Ministries of Education supervisory functions over the state colleges of
education. The state ministries of education are responsible for the monitoring, and
supervision of the general administration, including the financial management of
these colleges, in accordance with stipulated guidelines. These guidelines are
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126
usually contained in accounting systems manuals or financial regulations produced
by the ministry. The Ministry of Finance with the office of the Accountant General
is responsible for direct disbursement of funds to the State Colleges of Education.
The product of Colleges of Education are awarded the Nigerian Certificate
in Education (NCE) at the successful completion of their training. The Nigerian
Certificate in Education (NCE) has become the minimum qualification for entry
into the teaching profession.
Student Personnel Services will be managed by Student Affairs Department
of each institution. The following services should be available in each institution;
1. Admission for fresh students
2. Accommodation
3. Medical services
4. Library services
5. Appraisal and record services
6. Counselling and psychological services
7. Financial aid
8. Transportation services
9. Security services
10. Placement
11. Co-curricular activities
These services perform four major functions. These include:
1. they integrate and service the orienting, supporting and educational functions
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127
2. they clarify and facilitate the relationship among the individual students, the
institution and the community
3. they provide for the emotional and physical requirement of students so as to
facilitate maximum utilization of the intellectual experience of the institution
4. they embrace the activities that are geared towards achieving learning directly
or improving the functioning of the formal process.
The following student personnel services can be observed in college of
education to determine their adequacy or inadequacy:
1. Student academic records
2. Medical facilities
3. Hostel accommodation for students
4. Library services for staff and students
5. Number and adequacy of classroom blocks
6. Information materials like bulletins
7. Sports facilities and equipment
8. Counselling centre for students
9. Maintenance of roads on campus
10. Appraisal and record services
11. Supply of pipe-borne water
12. Teaching facilities
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Appendix D
SUGGESTIONS DURING VALIDATION
The experts who face-validated the instrument made the following
suggestions.
Professor D.N Ezeh suggested that the purpose of the study, the research
questions, the research hypotheses, and consequently the items of the instrument
should reflect the topic. He equally moderated it by removing the quality of student
personnel services, with the opinion that adequacy and quality refers to one thing.
He further suggested that some items in the cluster should come under a checklist,
then, others in a four-[point modified Likert rating scales. He suggested too that the
staff of student affairs and students should be used as subjects for the study instead
of students alone.
These suggestions were taken into consideration. The purpose, the research
questions and the research hypotheses we revisited to reflect the topic as suggested.
The items were revisited too, and items in cluster A was put in a checklist form
while cluster B in an observational rating scale.
Dr. Enyi suggested that either the quality or adequacy should be removed in
the purpose of the study, research questions and hypotheses. Equally, he suggested
that a standard or manual for student personnel services should be provided for the
observation schedule. He also suggested that some items should belong to senior
administrative staff of student affairs and student should be used. All these were
taken into consideration.
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129
Dr. S.C. Ugwuoke made a lot of suggestions as regards the instrument. He
suggested changes in the purpose of the study, and the research questions to
properly address the topic. He equally suggested changes in the response patterns
of the clusters and moderated some of the items.
These suggestions were taken into consideration. The purpose was revisited,
likewise the research questions, and the research hypotheses to reflect the effected
corrections. The corrections suggested in the items of the instrument were effected
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Appendix E
DISTRIBUTION OF STAFF AND STUDENTS OF FEDERAL AND STATE
COLLEGES OF EDUCATION IN SOUTH EAST NIGERIA
Staff Student
Federal colleges of education (Technical),
Umunze
758 1,278
Federal colleges of education, Eha-Amufu 964 986
Alvan Ikoku college of education, Owerri 1136 1386
Nwajor Orizu colleges, Nsugbe 836 1425
Abia State college, Arochukwu 838 1076
Enugu State college of education (Technical), 766 1572
Ebonyi State college, Ikwo 836 846
Total 6,184 8,569
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Appendix F
Sample:
Staff Student Total
Federal 30 300 330
State 40 400 440
Total 70 700 770
Hall supervisors – 5 5 x 7 = 35
Hall wardens – 5 5 x 7 = 35
70
70 + 700 = 770
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Appendix G
COLLEGES OF EDUCATION USED FOR THE STUDY
FEDERAL COLLEGES STATE COLLEGES
Federal college of education
(Technical) Umunze.
Nwafor-Orizu college of education,
Nsugbe
Federal college of education, Ehamufu Abia state college of education
(Technical) Arochukwu
Alvan Ikoku Federal college of
education, Owerri.
Enugu state college of education
(Technical) Enugu.
Ebonyi state college of education,
Ikwo.