The effect of guidance and counselling on academic performance, a case study of science subjects in selected schools in Wakiso district.

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Kampala International University, Institute of Open and Distance Learning
The study was guided by the desire to find out the reasons behind the poor academic performance of secondary school students is science subjects at 0-level. Guided by the following research questions, does guidance and counseling influence the academic performance of students? If it does, who are the stakeholders, what are their roles? In what ways can academic performance in science subjects be improved? A cross sectional descriptive survey was administered, using questionnaires and oral interviews as instruments. The data was analyzed using frequency counts, percentage and content analysis. It was found that there is a reasonable amount of GC carried out in Uganda secondary schools. GC influences academic performance in solving social problems to give students peaceful minds for studies and assist in attainment of educational and preferred career development. It was found out also that there are institutional and external barriers to GC of students. These include: lack of material and financial support by school heads and lack of policy guidelines from the ministry of education and sports. With adequate guidance using techniques such as individual guidance counseling, debates , guided tours of plants , identifying mentors, students develop positive attitudes towards science subjects leading to better performance.
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirement for the Award of Bachelor of Education of Kampala International University
guidance, counselling, academic performance