TOPIC 8: METHODS OF DATA COLLECTION IN

COUNSELING
EMA 857: GUIDANCE AND COUNSELLING IN EDUCATION

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 TOPIC 8: METHODS OF DATA COLLECTION IN
COUNSELING

TABLE OF CTONTENTS

1. Introduction 3

2. Aims and Objectives 3

3. Learning Activities 3

Methods of Data collection in counseling 3

Tests selection and contruction 4

Interpretations and use of tests in counseling 5

Types of tests 6

4. Wrap Up 7

5. Assignment 7

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1. Introduction

In an attempt to get guidance and counseling information the counselors employs certain methods that
include psychological test and non-tests methods. The use of these tests is very insignificant if their
importance is not known, interpretations not given and factors that affect these tests are not taken in
consideration. This topic will therefore expose you to these, the types of tests and the limitations of these
tests.

2. Aims and Objectives

By the end of the topic you should be able to:

1. Outline the various methods of data collection in counseling

2. Give interpretations to the varoius tests

3. Discuss the factors taht affect the tests methods of data collection

3. Learning Activities
In this topic you will

1. Read through the pdf document: factors that contributed to the broadening of guidance
concept, modern concept of guidance, guidance information, steps in guidance and modern
trends in guidance
2. Actively participating in discussion topics
3. Attempt topic assignment

Methods of Data collection in counseling

1. Psychological tests

These are tests constructed to assess a representative sample of an individual’s behavior and
which the totality of that individual might be inferred.

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They are generally a set of puzzles, questions, problems, symbols and exercises used to
determine person’s ability, interest, aptitude, knowledge, level of adjustment etc. questions asked
might be oral or written individuals might be called upon to answer questions, perform tasks
identify missing parts of a picture, complete sentences interpret symbols or right
autobiographies. There are meant to elicit behaviors that can give clues about the behavior of the
person being tested.

Importance of psychological tests

1. They provide objective information about an individual and can be used for guidance and
counseling purposes.
2. They provide valuable knowledge about psychological make-up of an individual in terms of
his/her personality, achievements, interests, aptitudes and personality characteristics.
3. Tests have a time saving element i.e instead of trail and error approaches of try to collect
information about individual tests provide quick means of that information
4. Tests can be used to assess the individual initial psychological state so that their progress after
counseling can be evaluated.
5. They provide self knowledge and help individuals to understand themselves.
6. They provide means for preserving information about individuals i.e where words and opinions
may have different meanings for different persons tests scores have universal meaning and can
be interpreted by any trained personnel.
7. Tests provide clues out of which traits and abilities of a person can be inferred e.g element of a
personality problem can be concealed but the use of objective personality inventory tests may
give the counselor clues on where the problem lies.
8. Tests can ease the probability of sampling all the traits of the individual
9. They also permit us to perceive individuals in terms of factual materials that will assist the
counselor to provide appropriate counseling
10. Test results supplement information gathered by other subjective methods such as interview
observation questionnaire

Other general purposes of tests

1. Prediction purposes
2. Selection purposes
3. Classification purposes
4. Diagnostic purposes i.e detect weakness, strengths of individuals programs, curriculum, teaching
and learning process
5. Screening i.e to determine whether individuals have problems and therefore require assistance.
These are mainly tentative
Tests selection and construction

1. The test set will depend on what trait is to be measured e.g is it ability, interest personality,
achievement etc.
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2. What will it cost to administer the test i.e will it be easy or difficult to administer
3. What is the nature of the problem to be solved e.g emotional problem – personality inventory
test, career problem – vocational inventory test, interest - interest inventory test, aptitude –
aptitude inventory test, ability – achievement test.
4. How and when the test will be administered. It is important that those to do the test be informed
in advance. The test should not be early or too late into the counseling session. They should be
scheduled to avoid conflict with school program
- They should ensure that resources are adequately available
- Administrators to ensure they provide conclusive environment for doing the tests.

Interpretations and use of tests in counseling

No test should be given unless there is need and justification for it i.e ********* for testing should arise
out of a counseling situation.
- Test results should be given in a manner that will be understood by all.
- Test results should not be overemphasized to the neglect of present behavior and attitudes of the
client
- Do not be judgmental about the results and do not confide judgment to data available but also
consider other factors that are likely to have influenced the performance.
- Involve clients in test interpretation and consider their views don’t brush them off
- Decide on which norms to discuss in groups and which individually e.g academic and vocational
data can be interpreted in groups whereas personality tests can be interpreted individually
- Test results should be discussed in a matter of fact fashion i.e avoid unnecessary jargons
- Interpretation of data should be meaningful and useful

LIMITATIONS OF TEST
1. They are developed for use with specific population and for definite purposes they cannot be
therefore replicated i.e. cannot be applied to others outside the defined spheres.
2. The outcomes will be specific to different norms and cannot be generalized to other norms e.g. a
polite person may not be a kind person or high performance in certain are or subject cannot be
generalized to other subjects.
3. To understand a person in totality may require tests of all traits that make up that person.
Administering a composite of tests in one situation may not be practical.

FACTORS AFFECTING TEST RESULTS

1. The test itself i.e. level of difficulty, language used, cultural and social background, construction
of test items etc.
2. The testee – maybe naïve, fearful, anxious may give fake responses, maybe unfamiliar with
social and cultural concepts. In the test may be slow, sick not cooperative suspicious nervous
etc.
3. The tester – level of knowledge of use and administration of specific tests, may be subjective,
unkind, hostile, how he/she interprets data may be biased, type of relation with the testee i.e. is
there rapport or not
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4. Test administration i.e. how was it administered, adequacy of facilities and time.
5. Tests situation is there interference from the background, adequacy of physical or psychological
privacy, ventilation, lighting and perceived safety.

Types of tests

1. Aptitude test measure the individuals inborn potential to learn, develop proficiency or benefit
from instruction or training
2. Personality test, this obtains information on a person’s psychological make up their
temperaments, emotion, motivations, attitudes personality traits and adjustments.
3. Achievement tests, they test how much an individual has learned and they are only valid and
reliable when they have adequate content validity
4. Interest inventory tests, they elicit information about the individuals problem interest motivation
and disposition

NON –TEST METHODS

1. The use of administrative / cumulative records. This give information on students home
background, economic status of parents, family size, birth order of child students past records
2. Informal teacher reports, teachers can provide informal information about students from their
observation
3. Interviews with students and parents can provide information on student past history, likes and
dislikes, ambitions etc. parents can provide information on students home life, sibling
relationship, reading and studying habits, their attitude towards school etc
4. Use of students autobiography, students can be asked to write freely about themselves
5. Use of standardized tests i.e a specific tests can be set or selected to find out certain information
about students
6. Use of questionnaire and this can be given to both students and parents. They must be well
planned and specific and be filled under the supervision of the counselor.
7. Observations this can be done by the counselor and fellow teachers. They must be made under a
variety of circumstances and conditions. Where possible observation schedule to be used in
order to control what aspects to focus on.
8. Anecdotal records these are records of some significant items of conduct or an episode in the life
of a student which reveals something which maybe significant to his personality
9. Projective tests. These are tests that assess the way people respond to and interpret ambiguous
stimulus and in so doing project their unconscious feelings, conflicts, attitude and needs.

Examples of projective tests

1. The Rorschach Inkblot tests
They consist of inkblots of different shapes and colors the individual is asked to say what the
inkblot reminds him of or what he sees in the inkblot.

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Regarding how the person reacts this will reveal their emotional maturity or stability intellectual
capacity, temperaments the thinking process, imaginations creativity etc.
2. The thematic apperception test (TAT) consists of a series of pictures and the client asked to write
or say stories about them. Their interpretation of this pictures may reveal their interest, needs or
fears
3. Word association method. A list of common words is exposed to the client one at a time then the
client says the first thing that comes to their mind when the word is passes or exposed. The
counselor the carefully watches the client when they say the word i.e whether there is
embarrassment, giggling change in the tone long silence its.

4. Wrap Up
In this topic we have discussed the following points:

 Psychological tests
i. Importance of tests
ii. Interpretation of tests
iii. Types of tests
iv. Limitation of tests
v. Factors affecting the tests
 Non-tests methods

5. Assignment

1). As a head of guidance and counseling department in your school, your principle has asked you to set
up a psychological setting system for the school to help the students make proper career choices.

(a) Outline and discuss the type of information the tests would address.

(b) State why the information would be needed.

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