effect of student counseling on student performance in education sector”

7/31/2019 EFFECT OF STUDENT COUNSELING ON STUDENT PERFORMANCE IN EDUCATION SECTOR

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EFFECT OF STUDENT COUNSELING ON STUDENT PERFORMANCE IN

EDUCATION SECTOR

1

Assignment on


EDUCATION SECTOR

Submitted to the Superior University, Lahore

As partial fulfillment of the Requirements

For

Quantitative technique in business

Bachelor of Business Administration


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Acknowledgement

Firstly we would like to thank Allah for helping us complete this project on time. Without His

blessings we would not have been able to come this far. Then our assignment would not have

been possible without the continuous help of our teacher Sir Fahad. This was our first QTB

assignment and he has been a great support for all of us. His guidelines have been very useful

for us in preparing this project. Then comes the hard work of our whole group which includes

Umer, Hashir, Sarfraz, Khadija and Seher. Last but not the least we would like to thank our

families for their support and approval.


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Chapter No. 1: Introduction

1.0 Introduction

The problem of most students has that contributes to their poor performance in tests and

examination is lack of proper study habit. Students have different skills and abilities but they do

not know how and where it has to be applying because they have not a proper guidance

relating to their studies. They have not a proper concept what they read; sometimes they do

not have a proper knowledge about what they have done. Lack of knowledge and lack of proper

guidance may lead to student fails in their education. Students have a different thoughts,

different feelings, or behavior, responses, to recent or past events and experiences,

relationship may lead to failure of student. A student who wants to study well, needs to choose

a suitable place as important as what to study and how to go about studying. Productive study

habits require learners to prepare personal time table for themselves allocating a certain length

of time for a particular subject, depending on how difficult each subject. College students are

the cream of adolescent and young adult population. They are under tremendous pressure as

they expected not only to succeed but also become toppers in their courses. All the pre-

university level, there is crazy rush to enter professional courses like B.A, BSC, BBA attract a few

student only. Student who fails to get into the courses of their or parents choice, teacher and

society. Because they do not have a proper counseling about their studies .In every level of

education a student has a need of proper guidance and proper counseling about their study so,


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there is a need of education sectors to provide a good environment and counseling center who

improve the student confidence. Student counseling service assists student with a variety of

concerns. A Councilor helps students to assess their reading ability, aptitude and help them

through planning to develop effective study habits. A Student counseling provides a safe

place, separate from your daily life, where we can explore issues or feelings which are causing

we difficulty. The councilor will aim to relate to you in a supportive and purposeful manner and

assist you in the task of findings your own way forward. Student counseling will pay a very

important role in student education they will improve the clarity of concepts, they will

increased the interest and they also increase the knowledge of student. If we apply this system

they will lead to improve the student knowledge and students will get the benefit in their

education.

Objectives

Gives you the tools to be your own solution creator.

Teaches you how to deal with your difficulties and resolve them as quickly as

possible.

Helps you objectively look at behaviors, feelings and thoughts in situations that you

find problematic and to learn more effective ways in dealing with those situations.


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1.1 Purpose Statement

The basic purpose of student counseling is to help students to use their existing problem-

solving skills more effectively to develop new or better coping skills. Previous research

shows that student counseling do not effect too much on students performance. So the

purpose of the present research study is to develop a questionnaire on student counseling

because In Pakistan there is not much trend about student counseling. So we will find the

relationship between clarity of concepts, student performance and increase in knowledge

variables with respect to student counseling.

1.2 Objectives of the study1.2.1Main Objective

The main aim of the current research is to find out that what is the effect of student

counseling on students performance in education sector.

1.2.2Sub objectives

To find about the effect of student counseling on students.

To find about the outcomes that comes after counseling.


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1.3 Significance of the study

student counseling includes work with individuals and with relationships which may be

developmental, crisis support, guiding or problem solving . . . The task of counseling is to

give the student an opportunity to explore, discover and clarify ways of living more

satisfyingly and resourcefully.

Counseling is an excellent method for engaging in anxiety recovery.

The primary benefit of student counseling is that it gives a person a safe and secure place to

talk to another person, and counselors are trained to be able to listen to and understand

anything, no matter how strange or unusual it may seem at first. All human beings need a

safe and secure place where they can talk open and freely to another person without fear of

being judged, and most people, let alone anxiety y-sufferers, have nowhere like this to go

The next benefit of student counseling is that it places a high value on the worth of the

individual. When a person first enters a counseling session, he or she is praised for having

the courage to seek help. During counseling, the counselor helps the anxiety sufferer to

select a method to use to help recover from anxiety such as Cognitive Behavioral Therapy,

or any of a variety of other techniques. Counselors may present other techniques to the

client, but the client has the ultimate say of which technique he or she feels works best for


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him or her. Finally, the client works with the counselor to establish reasonable goals that

he or she wants to attain from counseling.

These, in sum, are the benefits of counseling. Counseling is a very surprising experience for

anxiety-sufferers, who tend to have had many poor experiences with people who were

misguided in their attempts to help. Counseling is warm, kind, and gentle in its approach,

but it requires great courage and personal strength to work through it. In sum, counseling

is very advantageous and beneficial for every individual who attempts to walk through its

path.

Benefits

establish ways and techniques for reaching your goals

feel better about yourself

reduce stress (which promotes physical health too)

work through problems with a skilled, and compassionate professional

identify your goals (those which can support the kind of life you would like to have)

learn new behaviors and/or responses which can help you to achieve your goals

understand your own thoughts, feelings, and responses better


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speak with a skilled and interested professional about your fears and perceptions

talk with a compassionate professional about troubling or private concerns

work towards greater self-fulfillment and self-master

1.4 Research question and Hypothesis

1.4.1 Main research question

What is the effect of student counseling on student performance in education sector?

1.4.2 Hypothesis

Ho= There is no relationship between student counseling and student performance

H1= There is relationship between student counseling and student performance

Ho=There is no relationship between clarity of concepts and student performance

H1=There is relationship between clarity of concepts and student performance

Ho=There is no relationship between increase in knowledge and student performance

H1=There is relationship between increase in knowledge and student performance


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Theoretical Model of Proposed Study

INDEPENDENT MODERATING DEPENDENT

VARIABLE VARIABLE VARIABLE

CHAPTER NO.2: LITERATURE REVIEW

STUDENT

COUNSELING

CLARITY OF CONCEPTS

INTRESET INCREASED

INCREASE IN KNOWLEDGE

STUDENT

PERFORMANC


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student counseling includes work with individuals and with relationships which may be

developmental, crisis support, guiding or problem solving . . . The task of counseling is to

give the student an opportunity to explore, discover and clarify ways of living more

satisfyingly and resourcefully.

Counseling is a wonderful twentieth-century invention. We live in a complex, busy,

changing world. In this world, there are many different types of experience that are difficult

for people to cope with. Most of the time, we get on with life, but sometimes we are stopped

in our tracks by an event or situation that we do , at that moment, have the resources to

sort out. Most of the time, we find ways of dealing with such problems in living by talking to

family, friends, neighbors, priests or our family doctor. But occasionally their advice is not

sufficient, or we are too embarrassed or ashamed to tell them what is bothering us, or we

just dont have an appropriate person to turn to. Counseling is a really useful option at

these moments. In most places, counseling is available fairly quickly, and costs little or

nothing. The counselor does not diagnose or label you, but does his or her best to listen to

you and work with you to find the best ways to understand and resolve your problem. Fo r

the majority of people, between one and six meetings with a counselor are sufficient to

make a real difference to what was bothering them. These can be precious hours. Where

else in our society is there the opportunity to be heard, taken seriously, understood, to

have the focused attention of a caring other for hours at a time without being asked to give

anything in return? Being a counselor is also a satisfying and rewarding work role. There

are times when, as a counselor, you know that you have made a profound difference to the


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life of another human being. It is always a great privilege to be allowed to be a witness and

companion to someone who is facing their own worst fears and dilemmas. Being a

counselor is endlessly challenging. There is always more to learn. The role of counselor

lends itself to flexible work arrangements. There are excellent counselors who are full-time

paid staff; others who work for free in the evenings for voluntary agencies; and some who

are able sensitively to offer a counseling relationship within other work roles, such as

nurse, doctor, clergy, social worker or teacher. This book is about counseling. It is a book

that celebrates the creative simplicity of counseling as a cultural invention which has made

a huge contribution to the quality of life of millions of people. But the ordinary elegance of

this special type of helping relationship has been transformed into competing schools of

therapy, dissected by researchers, and packaged for profit. There is, now, a clutter and

clamor of voices making claims for the validity of their own special approach to

counselling, or concretizing counselling practice in bureaucratic regulations. The aim of

this book is to provide a framework for making sense of all the different aspects of

counselling as it exists in contemporary society, while not losing sight of its ordinary

simplicity and direct human value.

Chapter 3: Research Design & Methodology

3.0 Introduction


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The main aim of this chapter is to discuss and explain the research methodology to be used

in the collection of data and after collection, analyzing the data to check and test the

research model of proposed study, which is the effect of student counseling in their

performance. Data collection technique and method, population, sampling techniques,

validity and reliability of data, and data analysis technique is to be discussed in this

chapter.

3.1 Design and Procedure

In order to find data on effect of student counseling in education sector in Pakistan the data

will be collected on the variables which are clarity of concepts, interest increased, increase

in knowledge and student performance. Advertisement is an independent variable while

brand equity is independent variable of the proposed present study. Brand awareness, and

brand image are the mediating variables. Questionnaire surveys technique is to be used in

this study to collect the data through questionnaire on variables of the study. The main

reason of selecting the survey questionnaire technique that data can be collected easily

through five likert scale questions and this technique is very useful and widely used in

social sciences. A survey describes a population (Sapsford, 1999) by providing a

quantitative or numeric description of some portion of the population the sample, through

the data collection procedure of asking questions of people. This facilitates a researcher to


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simplify the findings from a sample of responses to a population (Creswell, 1994). In

addition, questionnaire survey data can provide useful statistics to the researcher, which

can be used to describe how things are and why the phenomena occur (Lewin, 2005).

3.3 Measures

In order to measure the variables of the present study filled questionnaires were used. The

data was collected from the participants through survey using five point likert scales only

and ask few questions from participants. The each variable was measured by asking some

question by using 5 point likert scale.

The variable clarity of concepts was measured by using 5 point likert scale ranking from 1

for strongly agree to 5 for strongly disagree.

The variable interest increased was measured by using 5 point likert scale ranking from 1

for strongly agree to 5 for strongly disagree.

The variable increase in knowledge was measured by using 5 point likert scale ranking

from 1 for strongly agree to 5 for strongly disagree.

The variable student performance was measured by using 5 point likert scale ranking from

1 for strongly agree to 5 for strongly disagree.

CHAPETR No. 4: Analysis and Results


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To make analysis of data SPSS software is used. Different tests are used to analyze the data.

For check the frequency of the data use descriptive analysis and for check the normality of

the data use histogram and for check the relationship is positive or negative use scatter

plot. Correlation is used to check the variable can support each other or not and at the end

use regression to see whether the hypothesis is accepted or rejected. More detailed of these

tests are shown in the analysis chapter.

4.1Reliability analysis:

SR# Variable Name Item Value of cronbachs Alpha

1 Clarity of concepts 5 .758

2 Interest increased 5 .867

3 Increase in knowledge 5 .845

4 Student performance 5 .775

Interpretation:


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In this analysis we check the reliability of the variables that how much variables are

reliable for our research. In this analysis we check the negative and positive values of the

Cronbachs Alpha and determined if the value of Cronbachs Alpha is less than .70 its mean

the data is not reliable. If the value of Cranach's Alpha is higher than .70 and positive, the

data is reliable. To measure the inter-item reliability, following test was applied:

The above table of reliability statistics reveals that the value of Cronbachs Alpha in all

variable above than 0.70 so it is concluded that the data is reliable.

What is your gender?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Male 40 80.0 80.0 80.0

Female 10 20.0 20.0 100.0

Total 50 100.0 100.0


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Interpretation

There is frequency column that show number of students genders. We have filled 50questionnaires in which40 were filled by male students and10 were filled by female

students. In percentage column there is percentage shown of male students and female

students, same like graph next to column is showing male and female percentage.

What is your age?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 18 to 20 14 28.0 28.0 28.0

21 to 24 33 66.0 66.0 94.0

25 to 30 3 6.0 6.0 100.0

Total 50 100.0 100.0


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Interpretation

There is a frequency column that shows number of student age. We have filled 50

questionnaires in which 14 were filled by18-20, 33 were filled by 21-24 and three were

filled by 25-30. In percentage column there is percentage shown of age, same like graph

next to column is showing age of student.


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Five Figure Summary

Statistics

Clarity of

concepts

Interest

increased

Increase In

Knowledge

Student

counseling

Student

performance

N Valid 50 50 50 50 50

Missing 0 0 0 0 0

Mean 2.43 2.63 2.23 2.34 2.22

Median 2.40 2.60 2.00 2.40 2.20

Mode 2a

3 2 2 2a

Minimum 1 1 1 1 1

Maximum 4 4 4 4 4

Percentiles 25 1.80 2.20 1.79 1.80 1.80

50 2.40 2.60 2.00 2.40 2.20

75 3.20 3.00 2.60 2.60 2.52

a. Multiple modes exist. The smallest value is shown

Interpretation

In five figure summary the values are

1) Minimum value = The smallest value with rank 1

2) Maximum value = Largest value with rank n

3) Median = The middle value with rank (n+1/2)

4) Lower quartile = The middle value of 1sthalf

5) Upper quartile = The middle value of 2nd half


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Box PlotCase Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Clarity of concepts 50 100.0% 0 .0% 50 100.0%

Interest increased 50 100.0% 0 .0% 50 100.0%

Increase In Knowledge 50 100.0% 0 .0% 50 100.0%

Student counseling 50 100.0% 0 .0% 50 100.0%

Student performance 50 100.0% 0 .0% 50 100.0%


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Interpretation

In case processing summary show the valid n=50 with no missing for total sample of 50 for

the variables. The plot shows the Box plot for variables box represents the middle 50%of

the cases, lower end of box shows lower quartile and upper end of quartile shows upper

quartile. The whisker indicates the expected range of scores from minimum to maximum.

Scores outside this range are considered usually high or low such scale is called outliers.


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Histograms of different variables

Clarity of concepts

Interpretation

The frequencies shown in the bar are for clarity of concepts. Notice that largest number of

students had score in the middle of the range. Similarly small number of students has low

and very high scores. The bars in the histogram forms a distribution curve that is similar to

the normal bell shaped curved that shows frequency distribution is approximately normal.


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Interest increased

Interpretation

The frequencies shown in the bar are for Interest increased. Notice that largest number of





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Increase in knowledge

Interpretation

The frequencies shown in the bar are for increase in knowledge. Notice that largest numberof students had score in the middle of the range. Similarly small number of students has

low and very high scores. The bars in the histogram forms a distribution curve that is

similar to the normal bell shaped curved that shows frequency distribution is

approximately normal.


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Student performance

Interpretation

The frequencies shown in the bar are for student performance. Notice that largest numberof students had score in the middle of the range. Similarly small number of students has

low and very high scores. The bars in the histogram forms a distribution curve that is

similar to the normal bell shaped curved that shows frequency distribution is

approximately normal.


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Student counseling

Interpretation

The frequencies shown in the bar are for student counseling. Notice that largest number of





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ETA

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Clarity of concepts * What is

your gender50 100.0% 0 .0% 50 100.0%

Directional Measures

Value

Nominal by Interval Eta Clarity of concepts

Dependent.026

What is your gender

Dependent.592

Interpretation

Eta is used to investigate the strength of the association between gender and clarity of

concepts(eta= .03). This is having no effect size (Cohen, 1988).


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Correlations

Clarity of concepts

The difference between two R square is (0.026 0.14 = 0.086). The difference is less than 0.05

then the relation is linear hence apply Pearson.


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Student

performance

Clarity of

concepts

Student performance Pearson Correlation 1 .374**

Sig. (2-tailed) .007

N 50 50

Clarity of concepts Pearson Correlation .374**

1


N 50 50

**. Correlation is significant at the 0.01 level (2-tailed).

Interpretation

To investigate that there was a statistically significant association between Student

performance and clarity of concepts, a correlation was computed. Both the variables were

approximately normal there is linear relationship between them hence fulfilling the

assumptions for Pearsons correlation. Thus, the Pearsons r is calculated r = .37, p >

.001relating that there is no relationship between the variables. The positive sigh in the

Pearson test value shows that there is positive relationship, which means that students

whose concepts are clear do not effect on students performance and vice versa. Using

Cohens (1988) guidelines the effect size is medium relating and there is Moderate

relationship between students performance and clarity of concepts.


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Interest increased

The difference between two R square is (0.089 0.077 = 0.012). The difference is less than

0.05 then the relation is linear hence apply Pearson.


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Student performance Interest increased

Student

performance

Pearson Correlation 1 .278


N 50 50

Interest increased Pearson Correlation .278 1


N 50 50

Interpretation


performance and interest increased a correlation was computed. Both the variables were


assumptions for Pearsons correlation. Thus, the Pearsons r is calculated r = . 28, p

>.001relating that there is no relationship between the variables. The positive sigh in the


whose Interest is increased do not effect on students performance and vice versa. Using

Cohens (1988) guidelines the effect size is small and there is weak relationship between

students performance and interest increased.


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Increase In Knowledge

The difference between two R square is (0.113 0.112 = 0.001). The difference is less than

0.05 then the relation is linear hence apply Pearson.


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Student performance Increase In Knowledge

Student performance Pearson Correlation 1 .335

*


N 50 50

Increase In Knowledge Pearson Correlation .335*

1


N 50 50

*. Correlation is significant at the 0.05 level (2-tailed).

Interpretation


performance and Increase in knowledge, a correlation was computed. Both the variables

were approximately normal there is linear relationship between them hence fulfilling the

assumptions for Pearsons correlation. Thus, the Pearsons r is calculated r = .34, p > .001

relating that there is no relationship between the variables. The positive sigh in the


whose knowledge is increased do not effecton students performance and vice versa. Using

Cohens (1988) guidelines the effect size is Medium relating and there is Moderate

relationship between student performance and increase in knowledge


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Student counseling

The difference between two R square is (0.079 0.066 = 0.013). The difference is less than 0.05

then the relation is linear hence apply Pearson.


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Student performance Student counseling

Student performance Pearson Correlation 1 .257


N 50 50

Student counseling Pearson Correlation .257 1


N 50 50

Interpretation


performance and Student counseling, a correlation was computed. Both the variables were


assumptions for Pearsons correlation. Thus, the Pearsons r is calculated r = .26, p > .001

relating that there is no relationship between the variables. The positive sigh in the

Pearson test value shows that there is positive relationship, which means that student

counseling do not effect on students performance and vice versa. Using Cohens (1988)

guidelines the effect size is small relating and there is Weak relationship between students

performance and student counseling.


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Regression

Variables Entered/Removed

Model

Variables

Entered

Variables

Removed Method

1 Student

counseling,

Interest

increased,

Increase In

Knowledge,

Clarity of

concepts

. Enter

a. All requested variables entered.

Model Summary

Model R R SquareAdjusted R

SquareStd. Error of the

Estimate

1 .477a

.227 .159 .495

a. Predictors: (Constant), Student counseling, Interest increased,

Increase In Knowledge, Clarity of concepts

ANOVAs

Model Sum of Squares df Mean Square F Sig.

1 Regression 3.242 4 .810 3.310 .018a

Residual 11.019 45 .245

Total 14.261 49


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Coefficients

Model

Unstandardized Coefficients

Standardized

Coefficients

t Sig.B Std. Error Beta

1 (Constant) 1.138 .376 3.025 .004

Clarity of concepts .186 .110 .294 1.699 .096

Interest increased .044 .155 .049 .285 .777

Increase In Knowledge .159 .104 .233 1.528 .133

Student counseling .070 .107 .099 .654 .516

a. Dependent Variable: Student performance

Regression Equation:

Y=a+bx1+cx2+dx3+ex4

Student performance=1.138 + 0.186(clarity of concepts) + 0.044(interest increased) +

0.159(increase in knowledge) + 0.070(student counseling)

Interpretation:

Multiple regressions were conducted to investigate the best predictors of student performance

scores. The means, standard deviation, and inter correlations can be found in table. The

combinations of variables to predict students performance are clarity of concepts, interest

increased, increase in knowledge and student counseling were not statistically significant

because their significance value is greater than 0.05. It means Ho is accepted and there is no

relationship between the variables due to p>0.05. The beta coefficients are presented in last


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table. The adjusted R2 value was .159 this indicates that 15% of the variance in the student

performance was explained by the model.

Conclusion and discussion

Our topic was effect of student counseling on student performance in education sector. In our

research we made 27 questions of different variables and we filled 50 questionnaires from

superior university Lahore to see the effect of student counseling on students performance.

In our research we have coded all the answers of questionnaires in spss and applied the

following tests

1. reliability analysis

2. frequency distribution

3. bar charts

4. five figure summary

5. box plot

6. Histogram

7. Eta

8. Correlations

9. Regression

(All the results of the above tests are shown above)

We have apply all tests of the course to check the relationship of our variables which are

student counseling (Independent variable), Clarity of concepts, Increase in knowledge and

Interest increased which all are moderating variables and the dependent variable is Student


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performance. We apply Reliability test on them and we get to know that every variable have

value more than .70 which means our data is reliable. Then we a made histograms of different

variables and we get to know that our data is linear also. After that we apply scatter plot on the

variables and we get to know that the difference between our variables is less than 0.05 so we

have to apply Pearson on the variables. The Pearson test shows that there is no relationship

between the variables. After that we apply multiple regression and from that we got to know

that H0 is accepted which mean there is no relationship between the variables and only 15% of

the variance in the student performance was explained by the model.


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Referencing

Peter, Kansans, L.P. (1995), understanding the importance of student counseling, journal

of student counseling, 12(4), 51-64

Definition of counseling, available online at, www.wikipedia.comretrieved on 29-12-2010

Steves, An introduction to counselinghttp://highered.mcgraw-hill.com/sites/dl/free

Student counseling,http://www.mudlle.ac.in/counselling.html

Bravo, D.J. (2007), an analysis of student counseling,journal of students research, 5(11)

Raja gopal (2006), influence of student counseling, variety seeking behavior and customer

value on buying decisions: a multidimensional experiment analysis, working papers

Starch, D. (1923) Students performance, New York: McGraw-Hili Book Company.

Stephen, L., Oma., Harun, A. (2007), an analysis of student counseling, journal of students

research, 12(1), 83-107

Sun, P.C., Tang, T.S., Shih, C.Y., the impact of counseling on students performance

Pappu, R., Quester, P.G. and Cooksey, R.W. (2007), available online at,

www.wikipedia.comretrieved on 29-12-201014
http://www.wikipedia.com/http://highered.mcgraw-hill.com/sites/dl/free/0335211895/135446/Chap01.pdfhttp://highered.mcgraw-hill.com/sites/dl/free/0335211895/135446/Chap01.pdfhttp://highered.mcgraw-hill.com/sites/dl/free/0335211895/135446/Chap01.pdfhttp://www.mudlle.ac.in/counselling.htmlhttp://www.mudlle.ac.in/counselling.htmlhttp://www.mudlle.ac.in/counselling.htmlhttp://www.wikipedia.com/http://www.wikipedia.com/http://www.mudlle.ac.in/counselling.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0335211895/135446/Chap01.pdfhttp://www.wikipedia.com/


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Pinar, M., Girard, T., Eser, Z.,http://highered.mcgraw-hill.com/sites/dl/free

Quarterly, Vol. 4 No. 4, pp. 13-24.

Kim, H.; Kim, W.G. (2003) Students behavior on counseling 45(65)-3.

Korchia, M. (2006),understanding the importance of student counseling, journal of student

counseling, 12(4), 51-64
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