Teachers’ Perceptions of Students’ Mathematics Guidance and Counselling Needs: A Case of Secondary Schools in Maara District, Kenya

Monicah Buyatsi Oundo, Veronica Karimi Nyaga, John Mwithalii Kamoyo


School counsellors collaborate with teachers, parents, school administrators and the local community in an attempt to influence students’ academic, social, personal and career domains. Basically, mathematics teachers hold key information necessary for identifying pertinent guidance and counselling needs related to students’ achievement in the subject. Therefore, to facilitate school counsellors’ role in providing comprehensive mathematics counselling services to students, this study sought to assess teachers’ perceptions of students’ mathematics guidance and counselling needs in secondary schools within Maara District, Kenya. The study utilized the descriptive survey research design on a sample comprising Heads of Mathematics Departments from 48 secondary schools in the District. Questionnaires were used for the collection of desired data which was analyzed by use of Statistical Package for Social Sciences version 17.0. The findings indicated that secondary school students needed mathematics guidance and counselling services regarding attitude, study habits and test orientation. Thus, it was recommended that guidance and counselling programmes emphasize treatment of students’ negative attitude, study habits and test orientation in order to enhance progress in mathematics achievement.

Key Words: Counselling, Mathematics, Perceptions, Assessment.

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ISSN (Paper)2224-5804 ISSN (Online)2225-0522

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