Influence Of Student Support Services On Students’ Academic Performance
[A CASE STUDY OF COLLEGE OF EDUCATION IKERE EKITI, EKITI STATE]

CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Preamble
The study investigated the influence of students support services on students’ academic performance in College of Education, Ikere, Ekiti State. The study also examined the influence of moderating variables of gender, age, level and school type on participants view on influence of students support services on students’ academic performance. The results of the study have been presented using relevant statistical methods. This chapter thus deals with the discussion of findings, conclusion and recommendations based on the findings of the study. Suggestions for further study will as well be made as a guide for future researchers in the same field of study.
Discussion of Findings
The findings of the study revealed that provision of efficient student affairs unit, involvement in decision making on issues affecting students’ welfare and adequate guidance and counselling services as support services that will go a long in improving academic performance of students in College of Education, Ikere, Ekiti State. Students affairs unit is one of the important units in any institution of higher learning because it aims at proffering appropriate solution to the problems facing the students in the academic and outside academic environments, and work assiduously to impact or inculcate discipline in students so that they can graduate with both learning and character, thereby, being useful to themselves and the society at large. In view of this, provision of student affairs unit will enable students to lodge any complain that may hinder their academic pursuit to the appropriate quarters and work on how such students can be helped to perform effectively in their study.  Whitt (2005) stated that student affairs staff are full partners in the educational enterprise, creating enriching educational opportunities for students, team teaching with faculty and helping students manage various transitions. The finding of this study is similar with the finding of Peltier (2014) which revealed that students affair unit has greater influence in the college students’ academic performance, however, participants (faculty staff) in the study were unaware and uninformed as to the role of the student affairs division.
The second finding was that students’ involvement in decision making on issues affecting their welfairsm can improve their academic performance.  Given students the opporunity to involve in decision making about their welfarism can build the spirit of unity and oneness among them and create trust in students towards the college administration, thereby, working towards ways of improving students’ academic performance. Students (when involved in decision making) can also play a crucial role in assisting one another with questions and concerns related to academic progress, social adjustment and to other areas related to their well-being. This finding is similar with the finding of Ahiatrogah and Koomson (2007) which found that distance education students’ perception of their involvement role is high in the college decision making. However, the perceived role expectation was found to be the least potent contributor to academic performance of distant education (DE) student leaders.
The third finding emphasised the relevance of adequate guidance and counselling services to students’ academic performance. School guidance and counselling services is one of the pillars upon which students’ academic success depends. It is relevant to students’ educational, vocational and personal-social endevours. A well-functioning counselling service in the school system can contribute substantially to not only the academic success of the students, but also other areas of life in which the students might need adjustment. A vigorously pursued guidance and counselling programme can help educate students about mental health, wellness and help students create a more balanced life, through  organisation of workshops on such topics like stress and time management, assertiveness skills training, financial wellness, creating and maintaining healthy relationships. This finding supports the finding of Njeri (2007) which revealed that guidance and counselling programme, as a supportive service, has a positive impact on the academic performance of students.
The first hypothesis showed a significant difference in the influence of students support services on students’ academic performance in College of Education, Ikere, Ekiti State on the basis of gender. This means that the opinion of male participants is different from their female counterparts on influence of students’ support services on students’ academic performance. The mean value (64.57) favours the male students, which implies that they are more concern about and agitating for the provision of support services for the students in the college. This finding supports the finding of Ahiatrogah and Koosom (2007) which revealed difference in the respondents’ perception of student involvement role on the basis of gender.