Guidance And Counselling Services And Students’ Subject Choice

In Tanzania,it is common for students in form III to choose subjects that predict their future careers.However,literature has indicated students face indecision in choosing subjects.The provision of GCSs serves to nurture a decisive choice of subjects.This qualitative case study sought to investigate the impact of practiced GCSs on students’ subject choice in three Community Secondary Schools in Morogoro by ascertaining how GCSs are practiced and comprehending its impact on students’ subject choice.Social Cognitive Theory was integrated to illuminate the school learning environments,interactions of teachers and counsellors in modelling students learning.24 form IV students,3 class teachers,and 3 teacher counsellors were purposively chosen,and data collected through semi-structured online interviews and secondary documents.Thematic and content analysis was used to analyze the transcripts of the interviews and the documents respectively.The findings indicate that the practiced GCSs(orientation,placement,counselling,information,assessment,follow-up,and remedial services)largely were not cogent as quite few students were capacitated with decisive knowledge,skills,and attitudes on choice of subjects.Students had fostered attitude on educational and career options,confidence in learning subjects,and improved academic performance.Conversely,many students stated the practiced GCSs had an ineffective impact on the choice of subjects as they experienced indecisions,lack of confidence in learning subjects and poor academic performance,and had low motivation on GCSs.Reasons for the ineffective impact of GCSs included poor commitment,multiple responsibilities,lack of time and training to teacher counsellors.So,to help students choose subjects decisively,the Ministry of Education should ensure provision of resources,and training to teacher counsellors for quality GCSs.