Guidance Services as Predictors of Students’ Academic Achievement in Mathematics in Eket Education Zone Akwa Ibom State, Nigeria

Anne Ndidi Meremikwu, Ekpenyong Effiong Ibok, Emmanuel Benimpuye Adie, Inah lovina Idoko, Catherine Njong Tawo and Okri John Arikpo
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Anne Ndidi Meremikwu: Dept of science Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria
Ekpenyong Effiong Ibok: Dept of science Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria
Emmanuel Benimpuye Adie: Dept of Science Education, Faculty of Education, Unical, Nigeria
Inah lovina Idoko: Dept of science Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria
Catherine Njong Tawo: Faculty of Education, University of Calabar, Nigeria
Okri John Arikpo: Dept of science Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria

International Journal of Research and Innovation in Applied Science, 2022, vol. 7, issue 10, 50-54

Abstract: This study examined guidance service as a predictor of students’ academic achievement in Mathematics in Eket, Akwa Ibom State, Nigeria. The research design used was the ex-post facto design. A total of 1,000 selected by stratified random sampling were studied. Data collection instruments were a structured questionnaire and mathematics achievement tests. Reliability of the instruments determined by Cronbach Alpha reliability estimate and Kuder Richardson formula K-R20 respectively, ranged from 0.85 to 0.89 for the Questionnaire and 0.76 for Mathematics achievement test. The results of analysis using linear regression showed that educational guidance services and vocational guidance services significantly predicted students’ academic achievement in Mathematics. It was therefore recommended that guidance programmes should consistently be embedded in the curriculum of schools as part of the efforts to enhance students’ academic achievement in Mathematics

Date: 2022
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