SCHOOL BASED FACTORS AND ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN GUIDANCE AND COUNSELING IN CROSS RIVER UNIVERSITY OF TECHNOLOGY, CALABAR

This study examined the influence of some school factors namely, teachers' professional qualifications, teaching materials, students learning attitude and class attendance on academic performance of undergraduate students in Guidance and Counseling in Cross River University of Technology, Calabar. Literature review was carried based on the variables of the study. The population of the study was one thousand one hundred and one people (1,101) and design were adopted. Through purposive random sampling method size of 160 was derived, Data were gathered through a researcher designed and validated 20-1tems school based factors and students, academic performance questionnaire (SBF SAPQ) and a 20- item multiple-choice Guidance and Counseling Achievement Test (GCAT). The research instrument had a reliability indices of 0.91 for SFSAPQ and 0.81 for GCAT. The data obtained were subjected to statistical analysis using independent t-test for hypothesis one (Hol), Pearson product moment correlation for hypothesis two (Ho2) and independent t-test for hypothesis three (Ho3) and four (HO4). The major findings of the study were that there is significant difference in academic performance of students taught Guidance and Counseling by professional and non- professional teachers. There is significant relationship between in Guidance and teaching materials and students’ academic performance 1 Counseling. There is significant difference in academic performance in Ng Guidance and Counseling between students with high and low learning attendance. Based on these findings it was concluded that students who attend classes performance better in academic than those who rarely attend classes and these recommendations were made, one of which was that training of teachers in Guidance and Counseling.