International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 8 Issue 6, Nov-Dec 2024 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Resources and Physical Facilities for Guidance

Counselors and the Effectiveness of Guidance and
Counseling Services in Cameroon State Universities
Tita-Nghamun Johnson Bobga
University of Buea and Regional Delegation of Secondary Education for the Southwest Region, Buea, Cameroon

ABSTRACT How to cite this paper: Tita-Nghamun

This study was aimed at assessing the extent to which resources and Johnson Bobga "Resources and Physical
physical facilities for guidance counselors (GCs) can foster the Facilities for Guidance Counselors and
effectiveness of the guidance and counseling services in Cameroon the Effectiveness of Guidance and
State Universities. The research was carried out in four State Counseling Services in Cameroon State
Universities" Published in International
Universities in Cameroon notably University of Buea, University of Journal of Trend in
Bamenda, University of Douala and University of Yaounde II using a Scientific Research
sample of 577 students, 26 guidance counselors and 21 University and Development
administrators. The study employed a survey design considering (ijtsrd), ISSN:
triangulation whereby qualitative and quantitative approaches 2456-6470,
supported each other to strengthen the validity and reliability of the Volume-8 | Issue-6,
findings. Purposive and simple random sampling techniques were December 2024, IJTSRD69399
used to sample four State Universities while participants were pp.154-171, URL:
involved in the study conveniently. Two sets of questionnaire, one www.ijtsrd.com/papers/ijtsrd69399.pdf
for students and another one for GCs were used while an interview
Copyright © 2024 by author (s) and
guide helped to gather data from the administrators. Data were
International Journal of Trend in
digitalized with the support of EpiData version 3.1, and were Scientific Research and Development
analyzed descriptively and inferentially using SPSS 21.0. As for the Journal. This is an
textual data (qualitative data), their abstraction was reduced Open Access article
following the process of thematic analysis. The findings revealed that distributed under the
guidance counselors and students were generally not satisfied with terms of the Creative Commons
resources and physical facilities. Specifically, both guidance Attribution License (CC BY 4.0)
counselors (6.7%) and students (10.8%) were in fact to a very weak (http://creativecommons.org/licenses/by/4.0)
extent satisfied with human resources. This trend was almost the
same with financial resources with proportions of 33.3% for guidance KEYWORDS: Guidance counselor,
counselors and 11.1% for the students, and the situation was neither resources, physical facilities,
better with materials nor physical facilities with proportion of 18.2% effectiveness, services
for guidance counselors and 3.1% for the students respectively. From
administrators’ perspective, though they acknowledged the limitation
of personnel (33.3%), they mostly did not have any idea as far as
human resources allocated to guidance and counseling is concerned
(61.9%). This was the same with financial resources or budget
allocated for guidance and counseling, as 28.6% indicated that there
is no budgetary line for guidance and counseling services while
52.4% was simply ignorant of the financial situation of the guidance
and counseling services. As for materials and physical resources,
administrators mostly indicated that there were no counseling centers
in their institution (61.9%). They also pointed out the lack of
equipped offices, counseling rooms and halls (19.0%). It was
recommended that adequate human resources, finances, physical
facilities and equipment should be made available in order to foster
the effectiveness of guidance and counseling services in State
Universities in Cameroon.

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INTRODUCTION counseling services in schools and other parastatals
The history of guidance and counseling can be traced needing their services (Shertzer and Stone, 1980).In
back to times when people used to informally sit the context of Cameroon, MINESUP (2000) states
together in groups and share their experiences on that professionally trained guidance counselors posted
various phenomenal problems and dreams. Years to work in Cameroon’s State Universities are by
immemorial, human beings have always been faced Ministerial Circular No:
with incessant problems which have equally always 00/0003/MINESUP/DAO/SDOA of 31/03/2000
needed solutions. Prominent among these problems assigned specific counseling missions. In the same
are personal, social, health, economic, religious, document, their roles and activities are also outlined
political, dreams interpretation, making choices and and their documented services also stated.
taking decisions about issues concerning their welfare Documented Services according to this study are the
and life expectations. In the past, people of different standard guidance and counseling services that
societies found it very interesting and rewarding guidance counselors are expected to render to
sharing their problems and narrating their life students in order to guide and help them in solving
histories to significant persons to whom new ideas their personal, social, vocational and educational
and suggestions could help them in finding lasting problems. These services include; counseling,
solutions to their problems, hence the need for formal information, referral, appraisal, selection, placement,
guidance and counseling. follow-up, evaluation and orientation. These
Guidance and counseling actually took off in many components are benchmarks or criteria against which
countries after the Second World War (WW2). guidance and counseling services can be measured.
Whatever the situation, the movement began in Other criteria that can be used for the evaluation of
reaction to societal changes which necessitated guidance and counseling services include; resources
greater attention to individual needs. These societal and physical facilities, cooperation, outcomes,
changes were brought about by different events at balance, stability, flexibility, competences of
different times with each country experiencing them guidance counselors, strategies of guidance
differently. As such, different countries introduced counselors, records and counselor-student ratio
guidance and counseling in their educational systems (Cobia, 2007; Dimitt, Carey and Hatch, 2007;
at different times and for different reasons. According Gysbers, 2006). According to this study, resources are
to Gibson (2008), school counseling profession in the inputs put in place to enable guidance counselors to
United States began as a vocational guidance provide effective guidance and counseling services to
movement at the beginning of the twentieth century to students. These include human resources like
assist students with their educational development qualified counselors and other support staff, physical
and career aspiration. The emphasis was to build resources or physical facilities like equipped
career interest, develop character and avoid counseling centers with rooms and other conference
behavioral problems. Coleman (2001) states that rooms for individual and group counseling sessions
guidance and counseling was introduced in British and financial resources like a budget to run the center
schools in reaction to societal changes brought about and procure and install material resources like
by the Industrial Revolution, urbanization, and the communication gadgets, computers for data storage
World Wars. Those events which brought changes in and other office materials and facilities. The effective
the society, family life and in schools also created and efficient implementation of the school guidance
turbulence among students. Coleman further noted and counseling program will remain a mirage without
that students studied under higher anxiety levels a realistic consideration of the infrastructural
during this period as competition levels had become necessities for the counselors to play their roles
stiffer, putting pressures on students to choose effectively (Adana, 2004). Guidance Counselors’
careers. There was therefore need for vocational effectiveness is inextricably linked to their
guidance to help students take their decisions and competences which according to this study, refer to
make appropriate choices. Also, the wars created the abilities of guidance counselors to organize,
social crises like traumatic war experiences which implement and manage guidance programs to
students had undergone with their families and effectively perform their roles of providing the
friends. All these events necessitated greater attention expected services. These services are counseling,
to individual needs hence the need for counseling to orientation, information, appraisal, referral, selection,
help them overcome certain experiences. placement, follow-up and evaluation and which
output depends on the adequacy of resources and
Guidance counselors are professionally trained and physical materials that backed strategies used by
certificated individuals who provide guidance and guidance counselors which according to Chireshe

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(2006), are activities and procedures that guidance encounter and guiding them in the search and
counselors undertake to ensure that guidance and identification of solutions to these difficulties through
counseling services are effectively implemented and appropriate activities”. The importance of guidance
managed. Theories greatly influence the strategies and counseling services in Cameroon State
and techniques that guidance counselors use in Universities is further highlighted in MINESUP
helping their clients. A theory helps to guide the (2000), in its declaration as follows: “Considering the
counselor in a counseling relationship; it also assists importance of guidance and counseling in the process
the counselor in predicting, evaluation and improving of improving on higher education training system,
results (Corey, 1990). More importantly, a theory services and officials in charge of guidance and
serves as a working tool that helps to explain what counseling should be provided as much as possible
clients may be like and what may be helpful to them. with adequate working means (consultation rooms,
In this study, the following theories are considered; offices, basic equipment, access to statistics, scientific
Psychoanalytic Theory by Sigmund Freud, Trait and reviews, computers and internet site) by the
Factor Theory by E.G Williamson, Rational Emotive competent officials of the universities”
Theory by Albert Ellis, Self-Theory by Carl Rogers
From the above excerpt, it is clear that the
and Eclectic Theory by Frederick C. Thorne. These
government of Cameroon is confident that provided
theories are examined in chapter two under
with adequate working means, guidance counselors
Theoretical Review.
who are professionally trained and competent are able
Contextually, State Universities in Cameroon are to effectively develop methods and strategies to guide
meeting grounds where students from different social, and help students solve their personal, social,
cultural, economic, religious and educational vocational and educational problems. These problems
backgrounds converge to study. Students therefore are manifested in the negative behaviors and attitudes
have problems created by these diversities. As they of students. With effective guidance and counseling,
come to study in the universities, they encounter this situation can improve with positive outcomes like
additional problems. These problems which are improved behavioral attitudes, improved academic
personal, social, educational, vocational and achievements, improved use of time, good study
psychological include: poor sexual behaviors, habits, positive self-concept, encouragement etc. On
smoking, alcoholism, violence, unrests, poor study the contrary, this researcher has observed that deviant
habits, poor time management, fear, anxiety, choice behaviors, poor study habits, poor time management
of companions, decisions on careers and selection of etc. are on the increase. Unfortunately, in Cameroon
courses, adaptation to university life, stress, State Universities especially in the University of Buea
frustration, depression, discouragement, poor self- where this researcher has been a student for many
concept, vandalism, disrespect for constituted years, he observed with keen interest that Guidance
authority, etc. Counselors (who are the providers of guidance and
Aware of these problems, the government of counseling services) are assigned administrative
Cameroon decided to establish guidance and duties which conflict their normal duty as counselors.
counseling services in higher institutions in He also observed that guidance counselors share the
Cameroon in 1989. To emphasize the importance of same offices with other administrative and academic
these services in Cameroon State Universities, the officials. This does not only make the place of
government has come out with important texts like privacy and confidentiality which is central to
the Ministerial Circular Letter No. counseling complicated, but discourages students
00/0003/MINESUP/ DAO/SDOA of 31/03/2000 and from presenting themselves for counseling. This is
the 2001 law on higher education where the specific more so because specialized physical facilities like
missions and activities of Guidance Counselors have consultation rooms, test rooms for psychological
been outlined. In those same documents, their roles consultations and interviews, as well as information
and the services they are expected to render are given. centers and equipment are lacking.
Guidance Counselors in Cameroon state Universities Statement of the problem
are expected to provide effective guidance and As mentioned earlier, the duty of the guidance
counseling services to help students find solutions to counselor is very demanding. Assigning them with
their problems. This standpoint is backed up by additional duties which conflict their normal work as
MINESUP (2000) which states: “It should be noted counselors might make it difficult for them to have
that in the university environment, the guidance enough time to provide all the guidance services as
counselor is called upon to contribute to the success expected and to carry out all the activities they need
of the students by identifying the difficulties they to, in order to render effective guidance services. The

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inadequacy of their services is glaring as from unrests etc. The universities should through the
concrete observations, which could stem from the activities of guidance counselors help students to
inadequacy of resources and physical facilities, thus solve these problems. It is for this reason that this
prompting the need for an empirical study as to come investigator deemed it important to evaluate the
out with appropriate and contextualized resort extent of effectiveness of guidance counselors’
measures. activities vis-à-vis the services they render to
Objective students. Also, this investigator is not aware of any
This study is to find out the extent to which resources study carried out to evaluate the effectiveness of
and physical facilities for guidance counselors (GCs) guidance counselors’ activities vis-à-vis their
can foster the effectiveness of the guidance and documented service in Cameroon State Universities
counseling services in Cameroon State Universities. since the inception of guidance and counseling in
these institutions. It was therefore important to
Significance of the Study attempt to evaluate the effectiveness of guidance
This study is important in that the findings will services to see whether they are meeting their
provide vital information that will help not only the intended objectives of helping students solve their
students but also guidance counselors, researchers, problems or whether there are needs for adjustments
University authorities and policy makers. Students or improvement on service delivery.
will, through the study, gain from the increased
awareness of the available guidance and counseling Scope and Delimitations of the Study
services that guidance counselors in Cameroon State This study was expected to be carried out in the eight
Universities can offer. They will also not only be able Cameroon State Universities. For proper control and
to have needed information to rate the value of management, four of them were sampled to represent
guidance and counseling services offered to them but the eight. The four selected for the study were the
also have the opportunity to make suggestions for the Universities of Buea, Bamenda, Douala and Yaounde
improvement of the services offered and how they are II. All guidance counselors posted to work as
implemented. counselors in these universities were involved in the
study. Third year students from departments of
From the study, guidance counselors will be able to faculties and schools of the universities concerned
have a set of criteria with which to evaluate their were also involved in the study. Contextually, the
services. They will also need information from the study was limited to the evaluation of the
study to make some decisions as regards what effectiveness of guidance counselors’ activities vis-à-
resource and physical facility they need. Such vis the availability of resources and physical facilities
information will also help guidance counselors to be in Cameroon State Universities.
more effective in service delivery.
The focus of the study was limited to the following
Policy makers in the Ministry of Higher Education concepts: Guidance and Counseling, resources and
and the University authorities can also use the results physical facilities and Effectiveness of Services.
of the study to base their future policy on guidance
and counseling activities in other universities with Research Design
particular focus on resources and physical facilities. The study employed a survey design considering
This study will add to the literature on the triangulation whereby qualitative and quantitative
effectiveness of guidance and counseling services in approaches supported each other to strengthen the
Cameroon, especially in State Universities. validity and reliability of the findings.

Justifications for the Study Area of study

Guidance and counseling was introduced in This study was carried out in four selected state
Cameroon State Universities in 1989. Since then, universities in Cameroon. The universities included:
different legal instruments such as the circular letter the University of Buea, the University of Bamenda,
No.00/003/MINESUP/ DAO/ SDOA of 31/03/2000 the University of Douala and the University of
and the law of 2001 on education have come up to Yaounde II. States universities in Cameroon have
strengthen the activities or the roles guidance been observed to have structural and functional
counselors in State Universities have to play in order inadequacy as far as GCSs are concerned. In the
to meet students’ concerns. Despite this effort by the University of Buea, GCSs offices are located in areas
government, it is observed that students in Cameroon that are not conducive for counseling. For instant,
State Universities are increasingly involved in GCs’ offices are found in the Vice Dean’s secretariat
problems such as smoking, alcoholism, poor sexual (Faculty of Social and Management Sciences), GCs
behaviors, poor dressing, violence, vandalism, thefts, share offices with non-professionals (Faculty of
Education), GCs are assigned different functions etc.

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Some faculties/schools do not even have counselors. Population of the Study Sites
Two of these universities, the University of Buea and The population of interest to this study was 53570 in
the University of Bamenda are in the English the four selected state universities distributed as
speaking regions of Cameroon while the other two; follows; 53506 third year students, 37 guidance
the University of Douala and the University of counselors and 27 administrators. This is the target
Yaounde II are in the French speaking regions of (parent) population of the study. Guidance counselors
Cameroon. The reason for this was that it was judged are those who provide guidance and counseling
by the researcher that these state universities were services while students are the intended beneficiaries.
representative in terms of the bi-cultural and University administrators are major stakeholders
linguistic nature of our country. Selected students whose involvement is that guidance and counseling
from all the departments of faculties and schools of services should be successful. They are therefore
the universities concerned were involved in the study. better placed to give the relevant information needed
All the guidance counselors in these universities and on the effectiveness of guidance counselors’ activities
one administrator who could either be an HOD, a as regards their services in the State Universities. The
Vice Dean, a Dean, a Deputy Director or a Director. breakdown of the target population can be seen on the
from each faculty/school were also targeted for the tables 1 & 2 below.
study.
Table 1: Distribution of students’ population by universities
Population
Universities Total
Male female
University of Bamenda 7844 7591 15435
University of yaounde II 3796 3385 7181
University of Buea 2234 1903 4137
University of Douala 13874 12879 26753
Total 27748 25758 53506
Source: University of Bamenda, Yaounde II, Buea and Douala.
Table 2: Distribution of Guidance Counselors by Universities.
Population
Universities Total
Male Female
University of Bamenda 7 3 10
University of Yaounde II 6 4 10
University of Buea 3 2 5
University of Douala 5 7 12
Total 20 17 37
Source: University of Bamenda, Yaounde II, Buea and Douala.
Sample and Sampling Technique
Simple random sampling was used to sample the two francophone universities. To do this, the names of all the
francophone universities were written on pieces of paper, folded and mixed in a cup and two universities were
then drawn. The two francophone universities were universities of Douala and Yaounde 11.For the Anglophone
universities, the two state universities were involved.
Administrators
Twenty seven (27) administrators (the Dean, vice Dean, Director, Deputy Director or Head of department) were
targeted for convenient sampling from twenty seven Faculties/ schools from the four selected Universities. That
is to say any administrator that was available and willing to accept us was used in the study.
Guidance Counselors
There were 37 Guidance counselors in the four selected universities but only 26 were effectively involved in the
study,.6 refused for personal reasons and 5 were absent from work.
Students
Students were sampled conveniently, that is, the researcher went to the universities and visited all the faculties
and departments and whenever a student was available, he or she was included in the study provided he or she
was a third year student. The number of students was proportionately distributed based on the population of the
third year students of the respective universities.

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Sample size
Sample size was calculated using sample calculation for one proportion with the support of EpiInfo 6.04d (CDC,
2001) as explained by Nana (2012).
n=

Where N=total population, Z= Z value corresponding to the confidence level, d= absolute precision, P=expected
proportion in the population, n effective=n*design effect.
The prospected prevalence will be 50% for an optimal sample size. The precision will be 5%, a design effect
(marginal error) of 1.5 that is greater than 1, given that we are applying convenience sampling for the selection
of students and not simple random sampling. By increasing the design effect, we increase the sample size and so
far the variability of the sample.
For a total students population, of 53506, the sample size at 95% CI estimated as explained above is 577. This
sample size is shared to the school proportionately to their population (table 3).
Table 3: Distribution of sample of third year students by Universities
Sample
Universities
Male Female Total
University of Bamenda 88 85 173
University of Yaounde II 53 49 102
University of Buea 51 50 101
University of Douala 98 103 201
Total 290 287 577
Source: University of Buea, University of Douala, University of Yaounde II, University of Bamenda.
Table 4: Sample flow table
Specification Expected Effectively sampled Coverage rate
Students 577 577 100%
Guidance counselors 37 26 70.3%
Administrators 27 21 77.77%
The overall coverage was perfect for students and satisfactory for administrators and guidance counselors with a
return rate of 77.77% and 70.3%respectively (table 4).
Instrument and Measurement
Instruments are what the researcher uses to collect information for any investigation. The instruments used for
this study included students’ questionnaire, guidance counselors’ questionnaire and an interview guide for
university administrators. The items for the instruments were adapted from the roles that GCs are expected to
carry out and from literature reviews. The questionnaires were self-administered.
Validity and reliability
Validity as a concept is the ability to produce findings that are in agreement with theoretical or conceptual values
(Amin, 2005). Validity can therefore be referred to as the accuracy of an instrument in measuring what the
researcher intends to measure. Validity goes with reliability. Reliability is the degree of consistency that the
instrument(s) show(s) (Amin, 2005). The research instruments underwent content, construct and face validity.
As for content and construct validity, they were validated by supervisor, the statistician and a guidance counselor
not involved in the study based on the relevance, adequacy and comprehensiveness of the items of the tests.
Pilot study
The data collection instruments were trial-tested in a University not involved in the study. It was an opportunity
to check for face validity and reliability. It also helped to perfect the instruments by testing them, eliminating
ambiguous items, anticipating and amending difficulties regarding the study and establishing feasibility of the
study. The instruments were administered to 30 students, 4 Guidance Counselors and 5 University
Administrators. The internal consistency was not violated for any of the conceptual components with Cronbach’s
Alpha reliability coefficient ranging from 0.685 to 0.876 (table 5). Generally above 0.5, Alpha is considered
satisfactory (Nana, 2018).

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Table 5: Reliability analysis for the pre-testing of research instrument
Conceptual components Cronbach's Alpha Ncases Nitem
Human resources 0.762 30 4
Financial resources 0.685 30 3
Material and physical resources 0.876 30 11
As for the final study, the internal consistency assumption was not violated for any of the conceptual
components as in all instances; Alpha was greater than 0.05.The results of the reliability tests showed that the
instruments were highly reliable, and to the other sense, that the questions were well understood and answered
objectively (table 6).
Table 6: Reliability Analysis for the Study
Conceptual components Cronbach’s Alpha Variance Ncases Nitens
Level of satisfaction with guidance and counseling services 0.885 0.13 563 9
Human resources 0.732 0.56 438 4
Financial resources 0.896 0.00 507 3
Material and physical facilities 0.958 0.01 561 11
Peer counseling 0.905 0.11 20 7
Data management and analysis
All survey questionnaires were entered into a pre-designed EpiData Version 3.1 (EpiData Association, Odense
Denmark, 2008) database which had in-built consistency and validation checks. Further, consistency data range
and validation checks were also performed in SPSS version 21.0 (IBM Inc., 2012) to identify invalid codes.
They were now analyzed descriptively and inferentially using SPSS 21.0. As for the textual data (qualitative
data), they were transcribed verbatim their abstraction was reduced following the process of thematic analysis
whereby concepts or ideas were grouped under umbrella terms or key words.
Ethical Considerations
Several researchers have articulated the need to address ethical issues in conducting research in education
(Amin, 2005; Johnson and Turner, 2003). It is therefore ethical that this researcher ensures that the research is
conducted in a way that is in the best interest of the respondents. Ethical issues concern aspects such as
identification, informed consent, confidentiality and voluntary participation. It is argued that if such issues are
addressed adequately, it increases the chances of getting honest responses from respondents and consequently
more reliable data. In this study, ethical considerations pervaded each phase of data collection.
Findings
Socio-demographic characteristics
Administrators as well were sampled from the four sampled universities namely University of Buea 28.6%(6),
University of Bamenda 38.1% (8), University of Douala 23.8% (5) and University of Yaounde II 9.5% (2). They
were from 11 different faculties (table 7).
Table 7: Description of institution for administrators
Unversity of Buea 6 28.6
Unversity of Bamenda 8 38.1
Institutions
University of Douala 5 23.8
University of yaounde II 2 9.5
Arts 2 9.5
Science 3 14.3
SMS 1 4.8
HICM 1 4.8
FSJP 2 9.5
Faculties COLTEC 2 9.5
Education 2 9.5
FSEGA 1 4.8
ENSET/ HTTTC 3 14.3
ENS/ HTTC 1 4.8
Faculty of Engineering 1 4.8

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Age
The mode age was 46-55 years with proportion of 42.9% (9), followed by 36-45 years with a proportion of
33.3% (7) while the least represented was 56 years and above with proportion of 28.6% (6).
Highest certificate
Most of the administrators had PhD with proportion of 90.5% (19) as against 9.5% (2) for those who had
masters.
Specialties
Administrators were of 20 different specialties.
Posts of responsibility
Among the administrators, 80.95% (17) were heads of department and 19.5% (4) were vice deans.
Academic ranks
They were 12(57.14%) lecturers,8(38.1%) associate professors and 1(4.8%) professor.
Gender
Administrators were dominantly male with a proportion of 86.0% (18) as against 14.0% (3) for the female.
Sample description for administrators
Age
Their mode age was 46-55 years with proportion of 38.1% (8). This was followed by those aged 36-45 years
33.3% (7) while those aged 56 years and above were 28.6% (6).
Highest certificate
They generally had a Ph.D. 90.5% (19) while just 2 making 9.5% had a Master degree.
Specialty
They were very diversified in their specialty ranging from literature, petroleum geology, anthropology, corporate
financing, private law, political and economic history, political science, creation and management of tourism,
crop production, agric. Financing, molecular and cellular biology, counseling, marketing, geotechnical
engineering, applied zoology, electronics, special education, fisheries and hydrology, then agriculture and
veterinary medicine.
Table 8: Personal information of administrators N=21
Indicators Categories N %
36-45 7 33.3
Age 46-55 8 38.1
56 and above 6 28.6
PhD 19 90.5
Highest certificate
Masters 2 9.5
Literature 2 9.5
Petroleum geology 1 4.8
Anthropology 1 4.8
Corporate financing 1 4.8
Private law 1 4.8
Political and economic history 1 4.8
Political science 1 4.8
Creation and management of tourism 1 4.8
Specialty Crop production 1 4.8
Agric. Financing 1 4.8
Molecular and cellular biology 1 4.8
Counseling 1 4.8
Marketing 1 4.8
Geotechnical Engineering 1 4.8
Applied Zoology 1 4.8
Electronics 2 9.5
Special Education 1 4.8

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Fisheries and hydrology 1 4.8
Agric and Vet Med 1 4.8
Head of department 16 76.2
Current post of responsibility
Vice Dean 5 23.8
Lecturer 12 57.1
Rank Associate professor 8 38.1
Professor 1 4.8
Sample Description for Guidance Counselors
Guidance counselors were sampled from the University of Buea 19.2% (5), University of Bamenda 26.9% (7),
University of Douala 26.9% (7) and then University of Yaounde II 26.9% (7)
Gender
Though the majority of guidance counselors were male with proportion of 53.8% (14), this proportion was not
too far from the 46.2% (12) of the female.
Highest academic qualifications
As far as highest qualification for guidance counselors was concerned, the mode was Bachelor degree with a
proportion of 69.2% (18) followed by master’s degree 23.1% (6) and the least represented was PhD with a
proportion of 7.7% (2).All of them had DIPCO.
Table 9: Sample description for guidance counselors N=26
Background indicators Categories n %
Male 14 53.8
Gender
Female 12 46.2
Bachelor degree 18 69.2
Highest academic qualification Masters 6 23.1
PhD 2 7.7
DIPCO 22 84.6
Highest professional qualification
DIPCO II 4 15.4
Douala 7 26.9
Buea 5 19.2
University
Bamenda 7 26.9
Yaounde II 7 26.9
Sample Description for Students
Gender
The ages of the students were distributed as follows: 1.7% (10) were aged 16-17 years, 19.8% (114) 18-20 years
and 78.5% (453) were aged 20 years and above.
Level
Only third year students were sampled for the study.
University
Students were sampled from four different universities among which were university of Buea with a proportion
of 17.5% (101), University of Bamenda 30.0% (173), University of Douala 34.8% (201) and University of
Yaounde II 17.7% (102) and from 89 different departments.
Duration of schooling
The average duration of stay in the institution was 3.3 years (Median=3.00; Min=3; Max=5).
Table 10: Sample description N=577
Background indicator Categories n %
Male 239 41.4
Gender
Female 338 58.6
16-17 10 1.7
Age 18-20 114 19.8
20+ 453 78.5
Level 300/400 (third year) 557 100

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University of Buea 101 17.5
University of Bamenda 173 30.0
University
University of Douala 201 34.8
University of Yaounde II 102 17.7
Duration of schooling in the institution Mean=3.3; Median=3.00; Min=3; Max=5
Research Question: What is the relationship between resources and physical facilities, and the
effectiveness of guidance and counseling services in Cameroon State Universities?
Resources and physical facilities
Human Resources
Guidance counselors’ perspective
The proportion of guidance counselors that was actually satisfied with human resources was very low with a
weight of 6.7%. In detail, they were mostly satisfied with the available time for guidance counselors with a
proportion of 15.4% (4). This was followed by number of guidance counselors, counselor-student ratio, and
support staff of guidance and counseling center, all with the same proportion of 3.8% (1), table 11.
Table 11: Guidance counselor’s satisfaction with the human resources
Human resources Satisfied Marginally satisfied Not satisfied N
Number of guidance counselors 3.8%(1) 61.5%(16) 34.6%(9) 26
Counselor-student ratio 3.8%(1) 53.8%(14) 42.3%(11) 26
Available time for guidance counselors 15.4%(4) 84.6%(22) 0.0%(0) 26
Support staff of guidance and counseling center 3.8%(1) 0.0%(0) 96.2%(25) 26
MRA 6.7%(7) 50.0%(52) 43.3%(45) (104)
Students’ perspective
Out of the 53 who said they have ever benefited from guidance and counseling services of their institution, 51
participated in characterizing the services. In overall, only 10.8% (22) of the students were satisfied with the
human resources involved in guidance and counseling services. They were mostly satisfied with the number of
guidance counselors 17.6% (9) and least with counselor-student ratio 5.9% (3), table 12.
Table 12: Perceived students’ satisfaction with human resources allocated to guidance and counseling
services.
Human Resources Satisfied Marginally satisfied Not satisfied N
Number of guidance counselors 17.6%(9) 7.8%(4) 74.5%(38) 51
Counselor-student ratio 5.9%(3) 7.8%(4) 86.3%(44) 51
Available time for guidance counselors 9.8%(5) 15.7%(8) 74.5%(38) 51
Support staff of guidance and counseling center 9.8%(5) 9.8%(5) 80.4%(41) 51
MRS 10.8%(22) 103%(21) 78.9%(161) 204
Contrasting students and guidance counselors’ perspective
Both the students and the guidance counselors were not really satisfied with guidance and counseling services.
As for the students, the proportion of those that were satisfied ranged from 9.8% to 17.6% for all the indicators
and this trend was more lower for the guidance counselors, ranging from 3.8 to 15.4% and these differences
were significant (P<0.05), figure 1

χ2-test: χ2=9.35; df=3; P=0.025

Figure 1: Comparing students and guidance counselors’ perceptions on human resources

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Financial Resources
Guidance counselors’ perspective
Guidance counselors were generally not satisfied with financial resources given the overall low weight of 33.3%.
Guidance counselors generally agreed that financial allocation from the university was essentially geared
towards the procurement of equipment with proportion of 92.3% (24) while their services and means to go out to
the communities and companies to get information or job opportunities and to link the school to the business
world were really ignored as only 3.8% (1) of them expressed satisfaction in relation to these aspects of their
functions (table 13).
Table 13: Guidance counselors’ perception on the financial resources
Statements Agree Undecided Disagree N
There is a budgetary allocation for guidance counselors
3.8%(1) 0.0%(0) 96.2%(25) 26
to run their services
There is a financial allocation from the university to
92.3%(24) 0.0%(0) 7.7%(2) 26
procure office equipment
There are means for guidance counselors to go out to the
community and companies to get information on job 3.8%(1) 0.0%(0) 96.2%(25) 26
opportunities and to link the school to the business world.
MRA 33.3%(26) (0) 66.7%(52) 78

Students’ perspective
Only 11.1% (17) students were satisfied with financial resources allocated to guidance and counseling services.
Only 11.7% (6) of them agreed that there is a budgetary allocation for guidance counselors to run their services
and the same proportion was of the opinion that there is a financial allocation from the university to procure
office equipment. A lower proportion of 9.8% (5) acknowledged the availability of means for guidance
counselors to go out to the community and companies to get information on job opportunities and to link the
school to the business world (table 14).
Table 14: Students’ perception of financial resources needed by guidance counselors
Financial Resources Agree Undecided Disagree N
There is a budgetary allocation for guidance counselors to
11.7%(6) 7.8%(4) 80.4%(41) 51
run their services
There is a financial allocation from the university to
11.7%(6) 5.9%(3) 82.3%(42) 51
procure office equipment
There are means for guidance counselors to go out to the
community and companies to get information on job 9.8%(5) 9.8%(5) 80.4%(41) 51
opportunities and to link the school to the business world.
MRS 11.1%(17) 7.8%(12) 81.0%(124) 153

Contrasting students and guidance counselors’ perspective

The discrepancy was significantly (P<0.05) high only with the indicator “there is a financial allocation from the
university to procure office equipment” whereby 92.3%(24) of the guidance counselors as against 11.7%(6) of
the students expressed satisfaction and this could account to the fact students might attribute the inefficiency of
guidance and counseling services as they so perceived to the inadequate provision of resources as well (figure 2).

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χ2-test: χ2=50.63; df=2; P=0.000

Figure 2: Comparing students and guidance counselors’ perceptions on financial resources
Material and physical facilities
Guidance counselors’ perspective
Guidance counselors generally did not expressed satisfaction with respect to material and physical facilities with
proportion of satisfied ranging from 0% to 3.8% for all the indicators. In fact, none of them acknowledged the
existence of equipped guidance and counseling center(s) as well as private offices and conference rooms for
individual counseling and group sessions (table 15).
Table 15: Guidance counselors’ satisfaction with the material and physical facilities
Marginally Not
Material and physical facilities Satisfied N
satisfied satisfied
Equipped guidance and counseling center(s) 0.0%(0) 0.0%(0) 100.0%(26) 26
Private offices and conference rooms for individual
0.0%(0) 3.8%(1) 96.2%(25) 26
counseling and group sessions
Adequately furnished, conducive and spacious offices for
3.8%(1) 0.0%(0) 96.2%(25) 26
guidance counselors
Modern communication gadgets like telephones,
3.8%(1) 0.0%(0) 96.2%(25) 26
computers, internet and recorders etc.
Software data storage facilities 3.8%(1) 0.0%(0) 96.2%(25) 26
The location and accessibility of guidance counselor’s
3.8%(1) 3.8%(1) 92.3%(24) 26
offices of your institution
Reading room with calendar, program requirements,
newsletters and brochures on available guidance and 3.8%(1) 0.0%(0) 96.2%(25) 26
counseling services, jobs and studies opportunities
Audio/video recording equipment and direct observation
3.8%(1) 0.0%(0) 96.2%(25) 26
facilities
Lockable storage facilities for the clients’ records and
3.8%(1) 0.0%(0) 96.2%(25) 26
materials
Reception area that provides a comfortable and private
3.8%(1) 0.0%(0) 96.2%(25) 26
waiting area for clients
Testing room for individual and group testing procedures 3.8%(1) 0.0%(0) 96.2%(25) 26
MRA 3.1%(9) 0.7%(2) 96.2%(275) 286

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Students’ perspective
Students generally did not express satisfaction with respect to material and physical facilities for guidance and
counseling services within their institutions with proportion of satisfied ranging from 1.2% to 2.4% for all the
indicators (table 16).
Table 16: Students’ perception on material and physical facilities needed for counseling services
Marginally Not
Material and Physical Facilities Satisfied N
satisfied satisfied
Equipped guidance and counseling center(s) 24.5%(13) 75.5%(40) 0%(0) 53
Private offices and conference rooms for individual
26.4%(14) 73.6%(39) 0.0%(0) 53
counseling and group sessions
Adequately furnished, conducive and spacious offices for
20.7%(11) 79.2%(42) 0.0%(0) 53
guidance counselors
Modern communication gadgets like telephones, computers,
13.2%(7) 86.8%(46) 0.0%(0) 53
internet and recorders etc.
Software data storage facilities 15.1%(8) 84.9%(45) 0.0%(0) 53
The location and accessibility of guidance counselors offices
17.0%(9) 83.0%(44) 0.0%(0) 53
of your institution
Reading room with calendar, program requirements,
newsletters and brochures on available guidance and 18.9%(10) 81.1%(43) 0.0%(0) 53
counseling services, jobs and studies opportunities
Audio/video recording equipment and direct observation
13.2%(7) 86.8%(46) 0.0%(0) 53
facilities
Lockable storage facilities for the clients’ records and
15.1%(8) 84.9%(45) 0.0%(0) 53
materials
Reception area that provides a comfortable and private
17.0%(9) 83.0%(44) 0.0%(0) 53
waiting area for clients
Testing room for individual and group testing procedures 18.9%(10) 81.1%(43) 0.0%(0) 53

MRA 18.2%(106) 81.8%(477) (0) 583

Contrasting students and guidance counselors’ perspective

Guidance counselors generally did not expressed satisfaction with respect to material and physical facilities with
proportion of satisfied ranging from 0% to 3.8% for all the indicators and this trend was equally very low for the
students, ranging from 1.2% to 2.4% (figure 3).

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Figure 3: Comparing students and guidance counselors’ perceptions on material and physical
facilities needed for counseling services
Administrators’ perspectives
Administrators generally perceived that guidance and counselling services are affected negatively due to
inadequate human resources (Negatively because the counsellors are not sufficient to adequately meet the needs
of the students’. ‘Negatively affected due to very few counsellors’; ‘Negative effect since insufficient counsellors
poses a serious hindrance in providing the services’), financial resources (Negatively because the finances are
less to adequately handle the problem’; ‘Budget needs and requests take a long time to have them supplied’.)and
material and physical facilities (Negatively because there are no equipped counselling centres with counselling

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laboratories to enable counsellors to do effective counselling’ ‘These are not fully developed and there is no
counselling centre yet’ ‘Counsellors don’t have Conducive offices’. ‘Counsellors don’t have offices of their own
as they share with other administrative staff’), table 17.
Table 17: Thematic analysis depicting how guidance and counselling services/activities are affected in
terms of the human resources, financial resources, and material and physical facilities as perceived by
administrators
Resources Grounding
Code Code description Quotations
involved n %
‘Negatively because the counsellors are
not sufficient to adequately meet the
needs of the students’. ‘Badly affected
Most administrators due to very few counsellors’. ‘Negative
Human pointed out that there effect since insufficient counsellors
Personnel 7 33.3
resources are limited poses a serious hindrance in providing
counselling personnel the services’. ‘Serious negative effects
because guidance counsellors are few’.
‘No counselling personnel in my
faculty so no work is done’.
Some administrators
No idea stated that they have 13 61.9 ‘No idea’. ‘Rien’. ‘Aucune’.
no idea
Some administrators
‘Negatively because the finances are
indicated that there is
Financial Running less to adequately handle the problem’.
no budgetary line for 6 28.6
resources budget ‘Budget needs and requests take a long
guidance and
time to have them supplied’.
counselling services
Some administrators
No indicated their
knowledge of ignorance of the
11 52.4 ‘No idea’. ‘Aucune idée’.
the financial financial situation of
situation the guidance and
counselling services.
‘Negatively because there are no
equipped counselling centers with
Material Many administrators
counselling laboratories to enable
and Equipped indicated that there
counsellors to do effective counselling’
physical counselling were no counselling 13 61.9
‘These are not fully developed and
facilities. centers centers in their
there is no counselling center yet’.
institution
‘Negatively because of no equipped
counselling centers.’
‘Counsellors don’t have Conducive
offices’. ‘Counsellors don’t have
offices of their own as they share with
Some administrators
Offices, other administrative staff’. ‘They lack
have indicated that
counselling sophisticated information systems like
there are no equipped 4 19.0
rooms and modern communication gadgets’.
offices, counselling
halls. ‘Counsellors don’t have service
rooms and halls
vehicles to move out and gather
information from companies about
employment for students’.

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Satisfaction with services This finding confirms earlier findings carried out in
Zimbabwe (Benza and Ndenga, 1990; Ndoro, 1994)
who lamented on the shortage of human resources in
Zimbabwean schools. Insufficient human resources
for GCSs negatively impact the effective
implementation of the services.
The finding on financial resources revealed that the
proportion of students and counselors who indicated
that there was a budgetary allocation for counselors to
run their services was very low 3.8% (1) and 11.1%
(6) for counselors and students respectively. As high
as 96.2% (25) and 80.4% (41) for counselors and
students respectively, indicated their disagreement for
that indicator. The situation was not different for the
indicator on means for counselors to go out to the
Figure 4: Students’ satisfaction of guidance and community and companies to get information (job
counselor service opportunities and to link the school to business
Almost half of the students refused to state their world). To procure office equipment, 24(92.3%)
stance 50.9% (27), 18.9% (10) were fairly satisfied, counselors as against 6(11.7%) students indicated
15.1% (8) not satisfied and the same weight was their agreement that there is financial allocation for
satisfied. This poor performance is corollary of the this from the university. The difference here in
glaring inadequacy of resources and physical facilities proportion is significant (p<0.05). This discrepancy
(figure 4). could be attributed to the fact that students might
have judged and compared (from their personal
Discussion observation) the offices of counselors with those of
The main items under this research question were other administrators in the universities. Most
designed to find out how students and guidance administrators were silent about the effects of
counselors perceived the effects of human and financial resources on GCSs. In an open-ended
financial resources as well as material and physical question in which administrators were asked how
facilities on the effectiveness of GCSs. For human financial resources affect GCSs, almost all of them
resources, respondents were to indicate how they simply responded; “No idea”. This contradicts
perceive satisfaction (satisfied, marginally satisfied counselors’ position. In response to an open-ended
and not satisfied) in the following aspects: Number of question in which counselors were asked the
guidance counselors, counselor-student ratio, challenges that they are facing, one of them bluntly
available time for guidance counselors and support stated; “No financial allocation for guidance and
staff for guidance and counseling center. The findings counseling services, the university should have a
emerging from this dimension revealed that both budget for counseling activities”. The analysis from
students and counselors were not really satisfied with this study revealed that guidance and counseling
the human resources for guidance and counseling services in Cameroon state universities lack adequate
services in Cameroon state universities. The findings financial resources. This findings confirm earlier
also revealed that the proportions of counselors who findings carried out in Kenya (Muango, 2012),
were satisfied were significantly lower than that of Zimbabwe (Nkala, 2014) and Nigeria (Oye et al,
students for all the indicators. It also revealed that 2012).
counselors were the most satisfied with the available
time for guidance counselors. It further revealed that Inadequacy of financial resources for GCSs
students were more satisfied with the number of contradicts research literature; Idowu (2014), intimate
counselors in their institutions. This perception by that GCSs must have funding sufficient to carry out
students might probably have been the ease at which its’ mission. Most of the guidance and counseling
they access the counselors since only very few facilities needed and the activities carried out in GCSs
students went to them. Both counselors and students need funds for implementation.
were not satisfied with counselor-student ratio. These Adana (2004), also warned that the effective and
concur with research literature which intimate that efficient implementation of guidance and counseling
large counselor-student ratio impacts negatively on program will remain a mirage without a well-
the effectiveness of guidance and counseling services articulated funding policy for material and physical
(Reynolds and Cheek, 2002). facilities, the findings emerging from this dimension

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revealed that both counselors and students were Universities do not have sufficient resources to
generally not satisfied with the material and physical provide effective guidance and counseling services to
facilities for GCSs in their institutions. This negative students. Therefore there is a significant relationship
view was for all the indicators. This revelation between resources and the effectiveness of guidance
contradicts Borders and Drury (1992) who established and counseling services in Cameroon State
that in the U.S schools have guidance and counseling Universities. These findings confirm earlier findings
centers that are equipped with computers, internet, in Kenya (Nyambura, 2014), America (Reynolds and
career materials, newsletters, brochures and Cheek, 2002), Finland (Lairo and Nissila, 2002) and
pamphlets. Botswana (UNESCO, 2000).
Another indicator of interest under this dimension Conclusion
was the location and accessibility of the offices of The main purpose for which guidance and counseling
guidance counselors. Only 1 out of 26 counselors and was instituted in state universities was to help
9 out of 53 students indicated their satisfaction with students to solve their numerous problems (social
the location of counselor’s offices in their institutions. personal, vocational, educational and psychological).
No counselor in the four state universities I visited If it was instituted to help students, then students must
had an office alone. The counselor is either having a take advantage of that.
table in a crowded secretariat or sharing an office
Based on the findings of the study it can be concluded
with a non-counseling staff (personal observation).
that students are actually satisfied with guidance and
This situation contradicts research literature; Schmidt
counseling services. This could be blamed on the
(1993) upheld that it is desirable that guidance and
inadequacy of human resources, financial resources,
counseling offices be centrally located and readily
materials and facilities. More specifically, the absence
accessible to all students. It may be important,
of counseling centers and conducive offices all work
Schmidt (1993) added for counseling offices to be
against the effectiveness of guidance and counseling
physically separated from administrative offices,
services. The need to enhance the availability of
medical facilities, security and disciplinary units on
resources and physical facilities for the effectiveness
campus. Idowu (1989b) warns that a situation where a
and guidance and counseling services cannot be
guidance counselor shares an office with other
overemphasized.
administrative staff or share a general staffroom with
the rest of the school staff should be stopped. The Acknowledgements
location of guidance counselor’s offices is very The success of this research is thanks to the
important in the effectiveness of GCSs. Having contribution of many people who made invaluable
counseling offices near the administration means that sacrifices. I am exceedingly indebted to my
students would not likely visit the offices or would supervisor Professor Einstein Moses Egebe Anyi for
not feel comfortable to discuss their problems with their guidance, patience and tolerance throughout this
counselors because they would associate the work. I am indebted to Nana Celestin (Prof.),
counselors with the administration. They might also Executive Director at FASTDAM (Foundation of
believe that confidentiality is compromised and Applied Statistics and Data Management) for
threatened and so would be reserved revealing their collaborating in the statistical analysis of the data.
concerns. Many thanks for the cordial collaboration of the
various stakeholders from the various institutions who
Students may not also want to be seen visiting the
devoted their time and patience to make data
counselors. Thus if counseling offices are near the
available for this study. I equally thanked my family
administration which are always crowded with
for their endless support.
people, students may never visit them. This is the
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