Effectiveness of Peer Counselling Practices on Student’s Discipline in Selected High Schools in Ainamoi Sub-County, Kenya

Abstract

Peer counselling has been adopted as a significant contributor of behaviour change among students in secondary schools. Peer counselling normally utilizes role playing as well as modelling to enhance discipline among the learners. The main objective is to effectiveness of peer counselling practices on student’s discipline in selected high schools in Ainamoi sub-county, Kenya. The study was premised on the following objectives: to find out the relationship between criteria used in selection and training of peer counsellors and students’ discipline in selected schools in Ainamoi sub county, Kericho county; to examine the relationship between the strategies used by peer counsellors and students’ discipline in selected schools in Ainamoi sub county, Kericho County; to assess the relationship between students’ response to peer counselling clubs and students’ discipline in selected schools in Ainamoi sub county, Kericho County and to examine the relationship between the level of involvement and participation of peer counsellors and students’ discipline in selected schools in Ainamoi sub county, Kericho County. The study was anchored on Social Learning Theory and Solution Focused Brief Therapy. The study adopted mixed methods: descriptive research design which utilized both qualitative and quantitative approach. The study targeted 1525 respondents which included 8 teacher counsellors, 11 deputy principals and 1506 form three students from eight secondary schools. From the target population stratified sampling technique was use to draw a sample size of 335 respondents. This sample comprised of 11 deputy principals and 8 head of guidance and counselling teacher chosen purposively and 316 students chosen using simple random. The questionnaire and interview schedule were utilized in this study. The findings indicated that selection and training of peer counsellors was done which significantly enhanced discipline in the respective schools (P<0.05). Training and induction were given to peer counsellors through seminars with the help of internal or external counsellors. In addition, character and traits were examined before selection of peer counsellors. The processes of selection of peer counsellors involved the students, teachers as well as the administration. Results on strategies used indicated that discussion and group counselling were the mostly adopted strategies used in promoting discipline in the schools. Peer counsellors’ strategies had no significant effect on student discipline (P>0.05). On the other hand, peer counsellor’s strategies had positive significant impact on student disciplines. These strategies have assisted the peer counsellors in reducing bullying as well as reducing students’ fights and strikes. In addition, the study showed that Peer counsellors active involvement with students significantly influenced student discipline (P<0.05). The study concluded that peer counselling practices played a crucial role in improving discipline especially peer counsellor’s involvement, selection and recruitment as well as strategies except student’s responses in peer counsellor’s in guidance and counselling. The study recommended that there is need to introduce modern peer counselling strategies to enhance student’s discipline in secondary schools. There is need for training peer counsellors and providing sufficient resource to improve their contribution in reducing indiscipline in secondary schools.