Signature…………………………………

Date……………………………………… ii.
 ACKNOWLEDGEMENT.
This attachment would not have been successful without the cooperation and
support of a number who enabled me to gain much more than what the school
aspects of the attachment could have given. First, I would like to sincerely
thank the Almighty God for the grace to do this work throughout my teaching
practice period. I wish to acknowledge the entire friends Bukembe boys high
school fraternity for guiding and supporting me to gain experience in several
fields, e.g. the academic field, the co-curricular and even the extra-curricular
programs in the school and also enabling the working environment conducive
and friendly for my teaching practice. I wish also to acknowledge my zone
coordinators Mr. Muyaka and Dr. Wanami, the zone assessors, Mr. Nakhisa
Kusimba and Madam Hellen Sitawa Wanyonyi who took their time to check
on my progress in my place of attachment. I wish to express my sincere
gratitude to the school staff, Friends Bukembe boys’ high school and my
fellow teaching practice attachees for the support and pieces of advice during
my attachment period in the school. Finally, I would like to thank my family,
especially my loving parents for their support and motivation throughout the
entire period of my attachment.iii
DEDICATION.
I dedicate this study to God for granting me life and energy to see me through
the whole attachment. I also dedicate it to my parents for working tirelessly to
raise my tuition fee and my accommodation fee while at the attachment. I
finally dedicate it to my Bukembe boys’ teaching staff, for guidance and
overwhelming support throughout my attachment period.iv ABSTRACT.
Guidance and counselling services are essential in secondary schools in
Kenya. The research is written in direct need to establish the influence of
guiding and counselling on students discipline and a vital contributions in
performance in Friends Bukembe Boys High School, which is located in
Bungoma County, Bungoma South Sub County. This study is set to
investigate the quality of guidance and counselling, the need and influence of
guidance and counselling services in Bukembe boys on students discipline and
performance. The researcher set objectives which determine extend to which
provision of guidance and counselling materials, teacher counsellors’
exposure, motivational speakers and time allocated to students counselling to
influence students discipline in friends Bukembe boys high school. The
researcher employed a number of techniques and methodology to carry out the
research which include questionnaire, interviews and observations. The
research was strictly restricted to Bukembe boys high school and the
respondents for this study were the school principal, deputy principal, director
of studies, head of department of guidance and counselling, 10 teachers,20
form four students, prefect body and other students chosen randomly
comprising of form one to form three. Charts and tables were used in data
analysis and presentation.v TABLE OF CONTENTS.
Title……………………………………………………………………………
…………………… ………………………………i
Declaration……………………………………………………………………
…………………… …………………………..ii
Acknowledgement……………………………………………………………
…………………… ……………………….iii
Dedication………………………………………………………………………
………………… ……………………………iv
Abstract…………………………………………………………………………
………………… …………………………….v Table of
contents…………………………………………………………………………
………………… ………………vi CHAPTER ONE
Introduction……………………………………………………………………
…………………… ………………………….1 Background information of
the
study……………………………………………………………………………
…1-6 Statement of the
problem…………………………………………………………………………
………………… ….6 The purpose of the
study……………………………………………………………………………
………………… …7 Objectives of the
study……………………………………………………………………………
………………… ……7 Research
questions………………………………………………………………………
…………………… ……………7Justification of the
study……………………………………………………………………………
………………… …7 Significance of the
study……………………………………………………………………………
………………… …7 Limitations of the
study……………………………………………………………………………
………………… ….8 Theoretical
framework………………………………………………………………………
………………… ………..8 Definition of Significant
terms……………………………………………………………………………
…………..8 CHAPTER TWO. Literature
review…………………………………………………………………………
…………………… …………...9 CHAPTER THREE.
Introduction……………………………………………………………………
…………………… ………………………..9 Research
design…………………………………………………………………………
…………………… ………… .... 9 Target population…….
…………………………………………………………………………………
…………………10 vi Location of the study …..
…………………………………………………………………………………
……………10 Sampling procedure and sampling
size………………………………………………………………………...10.R
esearch
instruments……………………………………………………………………
…………………… …….….10 Data collection procedure…..
…………………………………………………………………………………
… .... 10 Data analysis techniques….
…………………………………………………………………………………
…….….10 Summary of the
chapter…………………………………………………………………………
………………. ……10 CHAPTER FOUR. Data presentation and
analysis……………….
…………………………………………………………………...11-12
CHAPTER FIVE.
Discussion………………………………………………………………………
………………… ………………..……….12-13 CHAPTER SIX.
Conclusion……………………………………………………………………
…………………… …………………..…….13-14 CHAPTER SEVEN.
Recommendation………………………………………………………………
………………… …………..………….14 CHAPTER EIGHT. References
and
appendices………………………………………………………………………
………….. ……..14-15vii CHAPTER ONE. INTRODUCTION. 1.0.
BACKGROUND INFORMATION OF THE STUDY. 1.00. DEFINITION
OF THE SCHOOL. A school is a social system that has set objectives that
aims to achieve. The role of guidance and counselling is essential in shaping
the discipline of the students. Counselling is a process of assisting individuals
or persons to gain self-understanding, realize their strength and weaknesses,
model their abilities in order to achieve their goals and become what they are.
Guidance and counselling as a movement was started in early 20 th century in
America as a response to advancement of technology and specific
industrialization, the research will carefully look into the need of guiding and
counselling, its influence and contributions on students discipline and
performance at Bukembe boys’ high school. 1.01. HISTORY OF THE
SCHOOL. Friends School Bukembe was started on Harambee basis under the
sponsorship of the Quakers in 1972 under the headship of Mr. Ezekiel Misiko,
with an initial pupil enrollment of 25 (boys and girls) in form one from the
Bukembe F.Y.M primary school compound. The school was provisionally
registered on 17 th June 1975 as a single stream school but it expanded to
double stream in 1979.By 1984, the school had grown further and reached
triple stream capacity in form one. In 1985, the teachers’ service commission
posted a head teacher by the name Mr. John Sirengo and two assistant
teachers to the school having attained aided status. In 1988, the school was
registered as triple stream. Since the school enrollment had outgrown the
triple stream status, it necessitated application for re-registration to four
stream status which was done. Mr. John Sirengo was then transferred in 1996
and Patrick Nandasaba took over the school in 1997 up to 2006 when he
retired. Mr. Robert Nabiswa took over the school up to 2009 then Mr.
Kennedy Waliaula 2009 to 2012. During his time, the stakeholders had
recommended the phasing out of girls from the school which was done in
2011 to date, the school is a pure boys’ school. Mr. Kennedy Waliaula was
transferred in 2012, then Mr. Masika Justus took over the school in 2013 up to
this year 2018, first term. Mr. Omollo David Otieno took charge of the school
this year (2018), second term.Academically, the school has done well in
external exams (K.C.S.E).A number of students have joined public
universities every year. In co-curricular activities, our school has gone up to
nationals and beyond i.e. football up to East African, drama festivals up to the
nationals. 1.02 LOCATION. The school is located in Bungoma County,
Bungoma south sub-county along kanduyi-webuye road and approximately 2
km off the road along the Bukembe-Nzoia road. 1 1.03 SCHOOL ROUTINE.
The school operates from Monday to Friday. It also gives room to students
and teachers to cover up the work that may not have been covered during the
week on Saturdays. The school follows opening, mid-term break and closing
dates strictly as directed by the ministry of education. Below is the table of
school daily routine. TIME MONDAY TUESDAY WEDNESD AY
THURSDA Y FRIDAY 4.30am-4.45am Personal cleaning Personal cleaning
Personal cleaning Personal cleaning Personal cleaning 4.45am-6.00am
Morning preps. Morning preps. Morning preps. Morning preps. Morning
preps. 6.00am-6.15am Breakfast. Breakfast. Breakfast. Breakfast. Breakfast.
6.15am-7.00am Community work Community work Community work
Community work Community work 7.00am-7.50am Remedial lessons.
Remedial lessons. Remedial lessons. Remedial lessons. Remedial lessons.
7.50am-8.10am Assembly Class meeting Pastoral meetings House meetings
Assembly. 8.10am-8.40am Lesson 1 Lesson 1 Lesson 1 Lesson 1 Lesson 1
8.40am-9.30am Lesson 2 Lesson 2 Lesson 2 Lesson 2 Lesson 2 9.30am-
9.40am Short break Short break Short break Short break Short break 9.40am-
10.20am Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3 10.20am-11.00am
Lesson 4 Lesson 4 Lesson 4 Lesson 4 Lesson 4 11.00am-11.20am Tea break
Tea break Tea break Tea break Tea break 11.20am-12.00pm Lesson 5 Lesson
5 Lesson 5 Lesson 5 Lesson 5 12.00pm-12.40pm Lesson 6 Lesson 6 Lesson 6
Lesson 6 Lesson 6 12.40pm-1.20pm Lesson 7 Lesson 7 Lesson 7 Lesson 7
Lesson 7 1.20pm-2.10pm Lunch break Lunch break Lunch break Lunch break
Lunch break 2.10pm-2.50pm Lesson 8 Lesson 8 Lesson 8 Lesson 8 Lesson 8
2.50pm-3.30pm Lesson 9 Lesson 9 Lesson 9 Lesson 9 Lesson 9 3.30pm-
4.10pm Lesson 10 Lesson 10 Lesson 10 Lesson 10 Lesson 104.10pm-5.30pm
Games Guidance and counselling Clubs and societies Games Games. 5.30pm-
6.30pm Supper supper supper supper supper 6.30pm-9.30pm Evening preps
Evening preps Evening preps Evening preps Evening preps 9.30pm-10.00pm
Personal cleaning Personal cleaning Personal cleaning Personal cleaning
Personal cleaning 10.00pm Lights off Lights off Lights off Lights off Lights
off 2 SATURDAY SCHOOL ROUTINE. TIME. ACTIVITY 4.30am-4.45am
Personal cleaning. 4.45am-6.00am Morning preps. 6.00am-6.15am Breakfast.
6.15am-7.30am Community work. 7.30am-10.30am Lessons. 10.30am-
11.00am Tea break. 11.00am-1.00pm Lessons. 1.00pm-2.00pm Lunch break.
2.00pm-4.00pm Lessons. 4.00pm-5.30pm Games. 5.30pm-6.30pm Supper.
6.30pm-9.30pm Entertainment. 9.30pm-10.00pm Personal cleaning. 10.00pm
Lights off SUNDAY SCHOOL ROUTINE. TIME ACTIVITY. 6.00am-
6.15am Breakfast. 6.15am-7.30pm Personal cleaning. 7.30am-10.30am
Church fellowship. 10.30am-11.00am Tea break. 11.00am-1.00pm
Community work. 1.00pm-2.00pm Lunch break. 2.00pm-4.00pm Afternoon
preps. 4.00pm-5.30pm Games. 5.30pm-6.30pm Supper. 6.30pm-9.30pm
Evening preps. 9.30pm-10.00pm Personal cleaning. 10.00pm Lights off. 1.04
SCHOOL CULTURE AND PHILOSOPHYThe school has its own cultures
and philosophies including School motto Aim high The school strives to meet
these by providing all the necessities including stationery, enabling conducive
environment for learning and fostering hard work in all areas surrounding
excellence. 3 School mission To provide a stimulating environment for
learning and equipping students for life. The school strives to meet this by
providing safety in the school and repairing of anything so as to provide
conducive environment for learning. School vision To be an all-round
institution of excellence. The school meets this by offering financial support
in every field in the school and even involving themselves fully in the same.
The school core values are professionalism, punctuality, Intergrity, teamwork,
hard work and commitment 1.05 SCHOOL RELATIONSHIP WITH
COMMUNITY. The school has a mutual relationship with the immediate
community thus it has employed part of the staff and sub-ordinate staff, three
cooks, four watchmen and secretaries from around the school. The school also
offers tenders to the immediate community, for instance, tenders of supplying
stationery and foodstuffs. The school also arranges cleaning programs at the
Bukembe market under supervision of the teacher (head of welfare
department) and the staff. 1.06 Teachers and teacher preparedness for classes
The school consists of 34 teachers. 24 teachers are employed by teachers’
service commission, while 4 have been employed by Board of management
and 4 are currently teachers who are on teaching practice. Teachers prepare at
their best for classes as per the teachers service rules and regulations. They
use all methods of teaching for the benefit of the learners. Every teacher has a
responsibility to adhere to under different departments. Each and every
teacher prepares his team efficiently in any function given. In all, the deputy
principal and the principal supports every team whether financially to ensure
that the school programme runs smoothly.1.07 PHYSICAL FACILITIES. The
school has four classroom blocks (form1-4) each four streamed .It has a well-
made kitchen and a well spacious dining hall .It has a store for keeping
foodstuffs and stationeries. It has a well-made staffroom, both biology and
chemistry laboratories and a computer laboratory with few computers. 4 It has
a library though not well equipped, six dormitories namely Usambara house,
Elgon house, Aberdare house, Kilimanjaro house, Longonot house and
Ruwenzori house. Finally, the school has electricity system and a well ready
stand-by generator in case of any blackout. There are several water taps to
ensure enough supply of water. The school also has a few staff quarters
whereby it accommodates a few teachers. 1.08 THE SCHOOL CALENDAR.
Week Date Events 1 02/05/2018 03/05/2018 04/05/2018 Opening day
Departmental meetings Setting of targets 2 08/05/2018 Staff meeting. 3 14 th -
18 th may 2108 Lesson observation round one 4 25 th may 2018 Form one
open day 5 28 th may 2018 Submission of exam one for typing 6 4 th -8 th
June 2018 Administration of exam one 7 11 th -15 th June 2018 11 th June
2018 14 th June 2018 Lesson observation round two Submission of marks for
exam one Release of exam one 8 18 th -24 th June 2018 MID TERM BREAK
10 6 th July 2018 7 th -8 th July 2018 Annual general meeting Weekend
challenge. 11 9 th -13 th July 2018 14 th July 2018 Lesson observation round
three Physics symposium 12 17 th July 2018 Submission of exam 2 for typing
13 23 th -27 th July 2018 Mid-year exam 14 31 st July 2018 Release of mid-
year exam School closure 1.09 TYPE OF ADMINISTRATION.The type of
leadership in Friends Bukembe boys’ is understanding. The deputy principal
and the principal solicits other people’s opinions and guides them to see their
point of view hence making it easy to implement desired tasks without
unnecessary disagreements. 5 1.10 SCHOOL ACTIVITIES/CURRICULUM.
The school has both formal and informal curriculum. Formal curriculum.
Friends Bukembe boys’ high school offers a total of 13 subjects. Five are
compulsory and includes Mathematics, English, Kiswahili, Biology and
Chemistry, while selective subjects are Physics, History, Geography, Business
Studies, Home Science, Computer Studies and Agriculture. A student is
required to take a minimum of eight subjects in K.C.S.E. Non formal
curriculum. Friends Bukembe boys’ high school participates in games and
sports, drama and music, where they have excelled for some years. For
instance, the football team has reached the regionals final and the drama team
has gone to nationals and emerged the winners in various articles. There are
clubs and societies which helps students exchange ideas and learn from their
colleagues. 1.11 SCHOOL STRENGTHS AND WEAKNESSES. Strengths.
The school has several strengths including enough teachers to manage all the
classes, good support from the ministry of education and the teachers service
commission, spacious school compound, good structures to accommodate all
the learners and both the teaching and the none teaching staff. Weaknesses.
There are some challenges that the school faced during the time including
inadequate finance to manage the school due to poor fees payment and failure
from the national government to dispatch learners tuition fees to the school on
time, frequent indiscipline cases due to inadequate guidance and counselling
of the learners leading to poor performance, inadequate learning materials and
guidance and counselling materials in the school. 1.1. STATEMENT OF THE
PROBLEM.Despite the implementation of guidance and counselling in
Friends Bukembe boys’ high school, indiscipline cases still exist due to
inadequate guidance and counselling in the school. Discipline and
performance have been used in the past, present and is likely to be used in the
future to define the quality of a school. The study will attempt to answer the
question, is there any relationship between guidance and counselling services
and overall discipline and performance? 6 1.2. THE PURPOSE OF THE
STUDY. The purpose of the study was to investigate the need, level and the
influence of guiding and counselling services and its contributions to students
discipline and performance in Bukembe boys’ high school. 1.3. OBJECTIVES
OF THE STUDY. The following objectives were set to fulfill the purpose of
the study. I. To determine the extent to which provision of guidance and
counselling materials influence students discipline and performance in
Bukembe boys’ high school. II. To determine the extent to which motivational
speakers on guidance and counselling influence students discipline and
performance. III. To determine the extent to which teacher counsellors
exposure to training influence students discipline. IV. To determine the extent
to which the time allocated to students counselling influence students
discipline. 1.4. RESEARCH QUESTIONS. The following questions were
used as a guide to this study. i. To what extend does the principals provision
of guidance and counselling materials and facilities influence student
discipline and performance in Bukembe boys’ high school. ii. To what extend
does the teacher counsellors exposure to training influence students discipline
and performance in Bukembe boys high school. iii. To what extend does
motivational speakers guidance and counselling sessions influence students
discipline and performance in Bukembe boys’ high school. iv. To what extend
does the time allocated for guidance and counselling influence students
discipline and performance in Bukembe boys’ high school. 1.5.
JUSTIFICATION OF THE STUDY. There is a relationship between guidance
and counselling services and students discipline and overall performance. 1.6.
SIGNIFICANCE OF THE STUDY.The findings of the study aims at
enlightening educational stakeholders about the importance of guidance and
counselling in upholding discipline and improving performance among
students in secondary schools. Guidance and counselling provides discipline
and helps learners to have focus in life and responsible citizens with the skills
in time management as well as upholding good morals. 7 1.7. LIMITATIONS
OF THE STUDY. The research was restricted in Bukembe boys’ high school
fraternity specifically teachers, students and the principal and therefore it
cannot be used as a basis for generalization to all schools in the county. 1.8.
THEORETICAL FRAMEWORK. In the 1960 s , psychotherapist Aaron Beck
developed cognitive theory, this counselling theory focuses on how peoples
thinking can change feelings and behavior. Therapy based on cognitive theory
is brief in nature and oriented towards problem solving, hence, cognitive
therapists focus more on the clients present situation and distorted thinking
than on their past. This has hence helped counsellors to guide and counsel
learners effectively at any given time they offer the services. 1.9.
DEFINITION OF SIGNIFICANT TERMS Teacher counsellors - is a
professional teacher who is also a trained counsellor who carry out the
counselling process. Guidance – refers to all activities rendered by educational
institutions which are primarily concerned with assisting individuals in their
needs, interests, abilities and potentials. Morals - is the right conduct in the
life of a person. Counselling - refers to helping process that uses the safety of
a special relationship between the counsellor and the counselee. Discipline -
refers to a system of guiding an individual to make reasonable precisions and
uphold social ethics personally and in groups.8 CHAPTER TWO.
LITERATURE REVIEW. By the end of the 19 century, guidance and
counselling gathered momentum in Europe and United States of America.
Systematic work was done by George Merrill in 1885 at California University.
Other contributors to this were Godwin (1911) Weaver (1912) and Davis
(1913) Since a society is dynamic, there are rapid social and economic
changes that affect the students in our schools. The adolescents in our schools
finds it difficult to cope up with the challenges that come due to their physical,
psychological and emotional changes coupled with rapid change in the
society. Guidance and counselling has been conceptualized as a programme of
activities which has provided the gate way out of the existing numerous
problems in our present age of complex scientific and technological
development (Okobiah and Okorodudu,2007).guidance and counselling aims
at empowering individuals, hence at school, the teacher counsellor requires
professional training to accomplish this task successfully. Teacher counselors
should design comprehensive guidance programs, provide counselling
services and use assessment procedures with a gender perspective in mind. In
all school set ups, the school heads play an important role of discipline
management through initiating and organizing good guidance and counselling
services. In some cases, some students still pose the danger of becoming
indiscipline due to changing culture and technology and sometime delayed
guidance and counselling sessions hence causing a gap in indiscipline issues.
CHAPTER THREE. RESEARCH DESIGN AND METHODOLOGY. 3.1.
INTRODUCTION. This section focused on the methodology that was used in
the study, location of the study, targeted population, sampling techniques, data
collection procedures, data collection instruments and data analysis
techniques. 3.2. RESEARCH DESIGN. This research study employed
descriptive research design because it was relevant and the study involves data
collection from respondents about their opinions on the need andinfluence of
guidance and counselling on discipline and overall academic performance on
students in Bukembe boys’ high school 9 3.3 TARGET POPULATION.
Target population refers to the universe population or the population of the
elements such as individuals, objects or items from which samples are taken
for measurement. The research targeted Bukembe boys high school,
specifically the principal, H.O.D guidance and counselling, teacher
counsellor, form four candidates for reliable information on guidance and
counselling services offered in the school. 3.4 LOCATION OF THE STUDY.
The study was carried out at Friends Bukembe boys’ high school, which is
located in Bungoma county, Bungoma south sub-county, Kanduyi
constituency. 3.5 SAMPLING PROCEDURE AND SAMPLING SIZE.
Sampling is the act, process or technique of selecting a suitable smaller size of
a population, for the purpose of determining parameter of characteristics of
the whole population. To identify all members of the target population, a list
of some form fours, teachers and prefect body was obtained. The researcher
used simple random sampling for the categories to determine the respondents
among students and teachers. 3.6 RESEARCH INSTRUMENTS. To carry out
research study, the researcher employed the use of questionnaires targeting the
school principal, teachers and students. The research also used interviews
which was directed to the principal, H.O.D guidance and counselling and the
school head boy, so called the school president. 3.7 DATA COLLECTION
PROCEDURE. To carry out the research, the researcher visited the office of
the principal in Bukembe boys’ high school who offered an authorization
permit, then the researcher went on and issued the prepared questionnaires to
be filled by teachers and students. The researcher went ahead and conducted
an interview to the principal, teachers and the school president (head boy).The
information was kept confidential and recorded. 3.8 DATA ANALYSIS
TECHNIQUES.After getting and assembling the information from the field,
the information was edited and organized as per the study objectives. The
information was analyzed using charts (pie charts) and tables. The data was
finally arranged through quantitative method involving analyzing charts and
percentages. 3.9 SUMMARY OF THE CHAPTER. The research study was
conducted in Friends Bukembe boys’ high school where by the research
population involved teachers and students. The researcher used descriptive
design and used questionnaires, observation and interviews to collect
information. The data collected was analyzed by use of pie charts and tables.
10 CHAPTER FOUR. DATA PRESENTATION AND ANALYSIS.
Relationship between G & C and performance and discipline. RESPONSE.
YES. NO. NOT ABLE TO DEFINE. No. of students 50 10 20 Percentage
63% 13% 25% Students preferred source of counselling. Preference.
Frequency. Percentage. Motivational speakers 70 88% Teachers 10 12% Total
80 100% Teachers’ feedback. Relationship between G & C and discipline and
performance. Response. Frequency. Percentage. Yes 18 90% No 2 10% Total
20 100% Availability of G & C materials in percentage. Material. Availability
in percentage. Students inventory 40% Psychological magazines 20% Career
booklets 10% Films/videos 8% Bulletins 22% No of learners who seek
guidance and counselling on teachers.Response. No of learners. Yes 10 No 70
Total 80 11 Contributions of time, G & C materials, peer counsellor and
teacher to performance and discipline. Factor. Frequency. Percentage. G&C
materials 25 21% Influence of time 20 17% Motivational speakers/peer
counsellor. 35 29% Trained teachers 30 25% Other factors 10 8% Total 120
100% A PIE CHART SHOWING THE CONTRIBUTIONS OF TIME, G &
C MATERIALS,TEACHER COUNSELLOR AND MOTIVATIONAL
SPEAKERS(PEER COUNSELLOR) ON DISCIPLINE AND
PERFORMANCE. g&c materials influence of time motivational
speakers/peer counsellors trained teacher other factors CHAPTER FIVE.
DISCUSSION .The results obtained clearly show that guidance and
counselling services have influence and contributions on students’ academic
performance and overall discipline. Some of the students stated that guidance
and counselling services helps them to solve various challenges including
psychological, emotional as well as physical challenges but many admitted
that they rarely seek guidance and counselling leading to most of them being
found as wrong doers. 12 Most of the students preferred motivational speakers
or peer counsellors to teacher counsellor to offer guidance and counselling,
who appear once in every term. The time provided for counselling services
influence discipline of the student. The more time and frequency of the
services on guidance and counselling, the higher the positive change on
discipline and level of performance. At Friends Bukembe boys’ high school,
guidance is scheduled only on Tuesdays but per class of which some time it is
not attended to by the teachers concerned, hence students are not guided and
counselled frequently leading to common indiscipline cases. Most of students
at Friends Bukembe boys’ high school fall in the age bracket of 14-19 years
which is adolescence stage. Therefore they need a lot of guidance and
counselling on issues pertaining drug abuse, relationship and learning. It is
proved from the response that counselling contributes about 80% of the
general performance and discipline. Since guidance and counselling to them is
hardly conducted, there are cases of use of illegal drugs in the school, cases of
bullying among students and poor academic results from many students.
Adequate guidance and counselling materials in an institution of learning
contributes about 21% on the overall performance and level of discipline. The
availability of guidance and counselling materials leads to a high contribution
on level of discipline and academic performance. This materials provides
skills and essential values required in solving the daily problems and life
challenges. They impart knowledge and skills on students hence shaping their
academic skills and improving the level of discipline. The motivational
speakers, peer counsellors and teacher counsellor play a very important role in
shaping the learners behavior and guiding them in academic issues. Teachers
acts as role models to the students and therefore have a big influence on the
students’ behavior. CHAPTER SIX. CONCLUSION. The study concludes
that guidance and counselling is important in Friends Bukembe boys’ high
school to foster discipline and hence improve the academic performance. The
guidance and counselling offered did not meet the standards due poor
arrangement of guiding and counselling sessions to students. The guidance
and counselling offered, however little, majorly based on psychological,
educational guidance and social guidance.