This study was aimed at assessing the extent to which strategies used by guidance counselors (GCs) can foster the effectiveness of the guidance and counseling services in Cameroon State Universities. The research was carried out in four State Universities in Cameroon notably University of Buea, University of Bamenda, University of Douala and University of Yaounde II using a sample of 577 students, 26 guidance counselors and 21 University administrators. The study employed a survey design considering triangulation whereby qualitative and quantitative approaches supported each other to strengthen the validity and reliability of the findings. Purposive and simple random sampling techniques were used to sample four State Universities while participants were involved in the study conveniently. Two sets of questionnaire, one for students and another one for GCs were used while an interview guide helped to gather data from the administrators. Data were digitalized with the support of EpiData version 3.1, and were analyzed descriptively and inferentially using SPSS 21.0. As for the textual data (qualitative data), their abstraction was reduced following the process of thematic analysis. Guidance counselors generally perceived planning as important for an effective guidance and counseling services (80.8%). However just 23.1% stated that planning was often done, while 76.9% acknowledged that the planning was done at the beginning of the year. Lecturers were least involved in planning (3.8%), followed by students 7.7%, administrators 50.0% while the most involved were guidance counselors (69.2%). Orientation was the most considered concern during planning (84.6%), followed by group session with students (73.1%), which was organized mostly during orientation, then resources required (50.0%) for the main ones. Observations and informal discussion with students with a proportion of 60.0% and 57.7% were the most used techniques. The services that were commonly provided were orientation service 96.2%, information service 69.2%, counseling 73.1% and to an extent selection 34.6%. Only 4.5% of the students were aware of guidance and counselling services in their institution among which only 28.3% went to the guidance counselors themselves. All the guidance counselors’ agreed that assessing the needs of students is an integral part of an effective guidance and counseling program but this was done mostly seldom as stated by 65.4% (17) while only 2.3% acknowledged that guidance counselor has ever come to their class or assembled them to assess their needs. The most often used technique by guidance counselors to assess students’ needs was behavioral rating scale and end of year students’ results (74%). However, 85.7% (12) of the students did not know about the techniques while administrators generally had no idea on whether there is planning or not and they generally claimed not to be involved. Generally, students were not aware of peer counseling (92.4%) which was mostly implemented in the University of Buea (17.8%). Almost half of the students refused to state their stance (50.9%) with respect to their satisfaction with guidance and counselling services while 34.0% was satisfied. Counselors generally were of the opinion that it is important to evaluate guidance and counseling services (96.2%) while 100% of students so wish. Administrators and guidance counselors with proportions of 78.9% (15) and 73.7% (14) respectively controlled the evaluation process and other stakeholder as students 5.3% (1) while lecturers were not often involved. Lack of personnel, physical facilities and finance were the most highlighted challenges. It was recommended that these problems be resolved, that more awareness, adequate planning and service delivery as well as peer counselling should be enhanced in a concerted approach considering all the stakeholders.
Guidance counselor, strategies, effectiveness, services
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