Beyond Access: How Guidance and Counselling Services Influence Students’ Personal Growth, Academic Success and Career Readiness in Secondary Schools in Vihiga County, Kenya
Ameable Baraka, Catherine Amimo & Jane Genga
University of Eastern Africa, Baraton
Email: barakaamiable@gmail.com/ amimoc@ueab.ac.ke/ jayiemba@ueab.ac.ke
Abstract: Guidance and counselling services are important components of holistic education, yet limited evidence exists on their influence beyond accessibility. This study examined how guidance and counselling services influence students’ personal growth, academic success, and career readiness in secondary schools in Vihiga County, Kenya. A descriptive correlational research design was adopted. The study involved 287 Form Three students and 5 teacher-counsellors from five secondary schools. Data were collected using questionnaires, interview schedules, and observation checklists. Reliability was established through a pilot study, yielding a Cronbach’s alpha coefficient of 0.983. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings showed that students generally perceived guidance and counselling services as accessible (M = 3.18, SD = 0.76). The services positively influenced personal growth (M = 3.13, SD = 0.74), while career readiness recorded the highest effectiveness rating (M = 3.21, SD = 0.72). Academic success recorded the lowest effectiveness rating (M = 2.95, SD = 0.83). Pearson correlation analysis revealed no statistically significant relationship between perceived accessibility and effectiveness (r = -0.091, p = .123). The study concludes that guidance and counselling services contribute meaningfully to students’ personal growth and career readiness but are less effective in promoting academic success. The findings suggest that programme effectiveness depends on factors beyond accessibility. The study recommends strengthening counsellor training, improving resources, enhancing awareness, and expanding academic and career support interventions.
