EVALUATION OF THE IMPLEMENTATION OF STUDENT PERSONNEL SERVICES IN PUBLIC AND PRIVATE SCHOOLS IN JOS NORTH

TABLE OF CONTENTS
Cover Page – – – – – – – – – i
Declaration Page – – – – – – – – – ii
Approval Page – – – – – – – – – iii
Dedication Page – – – – – – – – – iv
Acknowledgements – – – – – – – – – v
Table of Contents – – – – – – – – – vii
Abstract – – – – – – – – – – viii

CHAPTER ONE
INTRODUCTION
1.1. Background To The Study – – – – – – – 1
1.2. Statement Of The Problem – – – – – – – 6
1.3. Purpose Of The Study – – – – – – – – 7
1.4. Research Questions – – – – – – – – 7
1.5. Research Hypotheses – – – – – – – – 8
1.6 Significance of the Study – – – – – – – 8
1.7. Scope/Delimitation the Study – – – – – – – 9
1.8 Operational Definition of Terms – – – – – – 9

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction – – – – – – – – – 11
2.2 2.2 Concept of Secondary Education – – – – – – 11
2.3 Students’ Personnel Services in Secondary Schools – – – – 13
2.4 Types of Student Personnel Services in Secondary Schools – – – 15
2.5. Constraints to Effective Implementation of Student Personnel Services – 30
2.6 Strategies for Improving on the Status Quo of Implementation – – 33
2.7 Empirical Studies – – – – – – – – 37
2.7 Summary of Literature Review – – – – – – – 41

CHAPTER THREE
METHOD AND PROCEDURE
3.1 Research Design – – – – – – – – – 42
3.2 Population and Sample – – – – – – – – 42
3.3 Sampling Techniques – – – – – – – – 43
3.4 Instrument for data collection – – – – – – – 43
3.4.1 Description of Instrument – – – – – – – 43
3.4.2 Development of Instrument – – – – – – – 44
3.4.3 Validation of the instruments – – – – – – – 44
3.4.4 Reliability of the Instrument – – – – – – – 44
3.5 Procedure for Data Collection – – – – – – – 45
3.6 Method of Data Analysis – – – – – – – 45

CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 Presentation of Bio Data – – – – – – – – 46
4.2 Analysis of Research Questions – – – – – – – 47
4.3 Test of Hypothesis – – – – – – – – 52
4.4 Discussion of Findings – – – – – – – – 53

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings – – – – – – – – 57
5.2 Conclusion – – – – – – – – – 58
5.3 Recommendations – – – – – – – – 58
References – – – – – – – – – 60
Appendixes – – – – – – – – – 65

Abstract
This study was carried out in order to evaluate the implementation of students’ personnel services in public and private secondary schools in Jos North, Plateau State. The study adopted a survey research design. The population of the study comprised of all public and private secondary schools of five years old and above within the scope. The method of sampling was the random sampling technique. The sample of the study consisted of two hundred (200) teachers. The instrument used for data collection in this study is the structured questionnaire tagged ‘Student Personnel Services Questionnaire” (SPSQ). The method of data analysis was the mean score and the chi-square was used to test the hypothesis. The findings of the study indicated that the student personnel services available in public and private secondary schools include student personnel records, classroom accommodation and library services, guidance and counselling services, health services, students discipline, school playground, games and sporting facilities, access to electricity or generating set, workshop/studios, student admission and orientation. In the light of the findings, the following were recommended among others: students’ personnel services should be made available to students in public and private schools where there are none, the ministry of education should always inspect schools to make sure there is proper implementation of students’ personnel services.

CHAPTER ONE
INTRODUCTION
1.5. Background To The Study
There is general concern about standard of education in Nigeria. This concern emanates from the fact that the level of performance of students is dwindling with the passage of time. Adelabu (2013) lamented that Nigerians have sacrificed quality education on the altar of quantity and mass education. There is also gross students’ maladjustment in the schools. The aftermath of the maladjustment according to Anukam (2011) includes cultism, students’ unrest, examination malpractice and other social vices. The school as a community of its own is supposed to be provided with essential services such as water, electricity, health facilities, food, library and counseling services among others. These services otherwise called student personnel services or education services act as lubricants or catalysts towards the effective teaching and learning in the schools. Student personnel services in this context, refers to all the non-academic services rendered to students at the school setting outside the formal classroom instruction. According to Ogbuji (2009) these services are complementary to the academic programme in making for a holistic and balanced education of the students. While the task of intellectual and skill development can be accomplished through curriculum planning and implementation, the task of developing responsible attitudes and morals can only be achieved through the provision and administration of student personnel services.
Some goals of education as spelt out by the Federal Republic of Nigeria (2013) in the National Policy on Education demand services that are beyond classroom instruction for their actualization. An example of such a goal is the inculcation of national values. The values include respect for the worth and dignity of the individual, faith in man’s ability to make rational decisions, moral and spiritual principle in interpersonal and human relations and promotion of the physical, emotional and psychological development of all children. It is in realization of the symbiotic role of the curricular and co curricular services in the realization of educational objectives at the secondary school level, that the Federal Republic of Nigeria (2002) in the National Minimum Standard prescribes mandatory student personnel services that school administration should make available to students in tandem with the curricular offerings. Services that come under student personnel services are many and varied. They include registration and orientation of students, enrolment management, guidance and counseling services and health care services. Others are social and recreational services, disciplinary services municipal services such as potable water, conveniences, catering services and dormitory accommodation. Also included are periodic evaluation of students’ character and learning, participation in school governance, special education services and participation in school clubs and societies.
The above identification of the student personnel services are congruent with the view of Mgbodile (2003) on what constitutes the services. He went on to describe the services to be all the activities and services that are rendered to students for the achievement of the educational objectives which are not the normal classroom instruction. Student personnel services refer to all the activities of the principal, teachers and other members geared towards making the pupils better citizens of the society in which they live.
Mgbodile (2003) has identified the objectives of student personnel services to include making students think effectively, helping them to communicate their thoughts clearly, enabling the students develop relevant skills in judgement and decision making. Others are to help them play their part as useful members of their homes and families, making the pupils understand basic facts about health and sanitation, helping students to appreciate their roles as citizens of Nigeria and the development of good moral principles as well as the appreciation of their cultural heritage and dignity of labour.
Although, the provision and administration of student personnel services are supposed to rank with the curricular services (teaching and learning), it appears that the personnel services have been relegated in school administration. Among the reasons adduced by Ogbuji (2009) for the apparent relegation of student personnel services in school administration is the fact that the entire school system is examination-centred. Lindgren says that examination results are used to provide answers to some basic questions concerning the goals of education, such as progress in the investment in education and efficiency of school management. Examination result answers the question of how much the student has learnt, where he or she should be placed and how effective the teacher has been. It also answers the questions of how much of the educational goals have been achieved and how effective the school administration has been performing its role. Certificate examination results at all levels of education are used as basis for graduation of candidates, award of honours, employment in the labour market and for admission into higher levels of educational institutions. It is no wonder then that examination is seen by all concerned as a “do or die” affair. The premium placed on the implementation of academic curriculum at all levels of education, with emphasis on academic performance as determined by examination results, explains why majority of school administrators and teachers seem to pay less attention to the provision of student personnel services in their respective schools. It should be noted that student’s personnel services are basic needs which must be satisfied to a reasonable extent before students can be expected to make any meaningful achievements in their academic pursuit.
It is probably from the observation of Okeke (2002) in Anambra State that student personnel services in secondary schools are not adequately catered for. This phenomenon appears also to be true among secondary schools in Plateau State. Personal observation from many public and private secondary schools around appears that they lack adequate potable water, health care services, guidance and counseling services and social services. Other apparent lack includes adequate orientation programmes, effective enrolment services, discipline, evaluation, participation in school governance and adequate accommodation and recreational facilities.
For the purpose of clarity, “public schools” in this context refers to schools owned and managed by state or federal government, while “private schools” refer to schools owned and managed by individuals or groups outside government and religious organizations (proprietary schools). Akpa (2005) similarly defines public schools as schools built, controlled and funded by government while private schools are those built, controlled and funded by individuals, organization or communities.
It is in realization of the importance of student personnel services that the Federal Ministry of Education (2002), in the National Minimum Standards for schools, specifies basic personnel services that secondary schools nationwide must conform to before they are allowed to operate. The personnel services specified and made mandatory for secondary schools in the document include:
1. Each classroom shall have a minimum size of 144 square meters.
2. Assembly/Examination Hall shall be big enough to sit twice the school enrolment
3. There shall be adequate boarding accommodation in boarding schools
4. There shall also be an equipped clinic or sickbay for boarding schools and first aid box with teacher trained in it for day schools
5. There shall be a trained counselor to attend to students career, emotional and social needs
6. There shall be qualified nurse in charge of health clinic for boarding schools and first aid teacher for day schools. The document also specifies that schools must have flush or ventilated improved pit toilet (VIP) in the ration of 1:40, separate for boys and girls, play ground to engage ¼ of student population, electricity or generating plant for operating machines and for minimum comfort for both staff and students, and transport services (bus) for use by staff and students.
Despite the acknowledged importance of student personnel services by authors, government and school administrators, it is not certain which of the acknowledged services are provided for secondary schools in the state. Also it is not clear the extent to which the available services are provided among schools, and the problems (if any), confronting their successful implementation.
Arising from these uncertainties, the researcher is motivated to undertake an evaluation of the implementation of student personnel services among secondary schools in Plateau State in terms of the availability of the services and the extent to which the students are exposed to the identified components of the services as contained in the research instruments used for this study. This is done in the hope that the outcome of the study will be beneficial to the secondary education system in the state.
1.6. Statement Of The Problem
Adequate provision and administration of student personnel services in secondary schools are not only important but necessary for the achievement of the desired educational goals by inculcating the right type of values, attitude, skills and the development of mental and physical abilities as equipment for producing good quality citizens for Nigeria (FRN, 2004). Arising from the researcher’s observation of happenings among secondary schools in Plateau State, coupled with the interaction with secondary school students and teachers, it appears the personnel services provided and administered are far below the expected minimum level.
Basic student personnel services include registration and orientation of students, enrolment into classes, guidance and counseling services, health, social and recreational services. Others are psychological, disciplinary, convenience, library, evaluation services as well as opportunities for participation in school governance, among others. While observation in some schools shows that some of the services are haphazardly provided, in others, they are either very negligible or nonexistent. This recent observation agrees with the views of Ezeocha (1990) when he said, “… students’ personnel services do not exist beyond the minimum level in secondary schools”.
1.7. Purpose Of The Study
The general purpose of the study is to evaluate the implementation of students’ personnel services in public and private secondary schools in Jos North, Plateau State.
Specifically the study sought to:
1. Determine the extent of availability of student personnel services in public and private secondary schools.
2. Determine the adequacy of student personnel services in secondary schools in Jos North.
3. Evolve strategies to be adopted to improve the provision of student personnel services in public secondary schools in Jos North Local Government Area.
4. Determine whether student personnel services affect the morale and performance of students within the scope of the study.
1.8. Research Questions
The following Research questions were formulated to guide the study
1. Are student personnel services available in public and private secondary schools?
2. Are the student personnel services adequate in secondary schools in Jos North?
3. What are the strategies that can be adopted to improve the provision of student personnel services in public and private secondary schools?
4. Do student personnel services affect the morale and performance of students within the scope of the study?
1.5. Research Hypotheses
H0: There is a significant relationship between student-personnel services and academic performance of students.
1.6 Significance of the Study
The findings of this study will be of benefit to the entire Nigerian society, agencies and individuals responsible for education in general, the Ministry of Education, Proprietors of public and private secondary schools, principals in a number of ways.
It will provide empirical information and data base that will enable educational planners, administrators and policy makers at the Plateau State Ministry of Education to gain better understanding of the state of the provision and administration of student personnel services among secondary schools in the State. Such information and knowledge will guide educational planners in their subsequent plans and projection for schools.
The administrators of secondary schools will from the study be better informed of the state of the human and material needs of secondary school as well as the personnel services provided for students. The information provided will guide them in taking proactive measures to minimize inadequacies discovered.
The general public will through this study get to understand the symbiosis existing between the student personnel services and the curricular programme of secondary schools and will be better placed to provide their wards with their demands outside the curricular areas of school life.
1.8. Scope/Delimitation the Study
The study covers public and private secondary schools in Jos North Local Government Area of Plateau State. The criteria for the selection of these schools is that they must be five years old and above. Schools covered in the study must have come into existence not later than September 2014. The content scope covered an evaluation of the provision and administration of orientation programme, routine and disciplinary services, health and counselling services, as well as the provision of municipal services, co-curricular activities and participation in school governance by students of public and private secondary schools in Plateau State. The evaluation was based on the opinion of principals, teachers and the use of observation checklist.
1.8 Operational Definition of Terms
Implementation: Implementation is the realization of an application, or execution of a plan, idea, model, design, specification, standard, algorithm, or policy
Evaluation: it is a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set of standards.
Student-Personnel Services: involve all the activities and services that are rendered to the students for the achievement of the educational objectives which are not the normal classroom instruction.
Private School: An independent school is independent in its finances and governance. Also known as non-governmental, privately funded, or non-state schools, they are not administered by local, state or federal governments.
Public School: State and federal schools, called public schools in Nigeria and many other countries, are generally primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation.