The second hypothesis showed that there was no significant difference in the influence of students support services on students’ academic performance in College of Education, Ikere, Ekiti State on the basis of age. This implies that age difference among the college students has no influence in their view of influence of support services on academic performance. The implication of this finding is that every students regardless of their age difference are supportive of effective students support services for the facilitation of their academic performance in College of Education so that can be able to fit in furthering their education or in discharging their responsibilities effectively as teachers. This finding is in line with the finding of Ahiatrogah and Koomson (2007) which revealed similar view of respondents on leadership involvement role regardless of age difference.
Hypothesis three revealed that there was no significant difference in the influence of students support services on students’ academic performance in College of Education, Ikere, Ekiti State on the basis of level. This means that difference in the level of college students has no influence on their view of influence of students support services on their academic performance. This is an indication that all students in the school system have similar thought, feelings, beliefs and perception towards the relevance of provision of students support services to their academic success. This finding is tandem with the finding of Ahiatrogah and Koomson (2007) which found students’ level to play no role in their leadership involvement.
Hypothesis four revealed that there was no significant difference in the influence of students support services on students’ academic performance in College of Education, Ikere, Ekiti State on the basis of school. This implies that difference in respondents’ school or faculties has no influence on their view of influence of students support service on academic performance. This follows that students support services are meant for every school in the college as they all need guidance and support for their academic success.
Conclusion
The findings of the study have revealed that support services would influence students’ academic performance in College of Education, Ikere, Ekiti State with the provision of efficient student affairs unit, students’ involvement in decision making on issues affecting their welfare and adequate guidance and counselling services. Based on the null hypotheses tested, it was found that there was significant difference in the influence of students’ support services on their academic performance in College of Education, Ikere, Ekiti State on the basis of gender, while no significant difference was found based on age, level and school type.
Recommendations
Based on the findings of the study, it was recommended that:
1. Counsellors in the college should respond to students need as when due, they should encourage through their behaviour and attitude the students to for seek counselling in order solve their concern and organise, on a regular bases, sensitization programmes that can educate students on how to improve in their academic performance. This can be done using a placard for counselling advert or Departmental, Faculty or College orientation programmes.
2. Counsellors should also equip college students with relevant social skills such as assertiveness, communication and study habits skills that can help them to improve in their academic performance and assist them to cope with the challenges lie ahead after school life.
3. Counsellors should also recognised the fact that there would be difference in the needs of male and female students; hence, due attention should be paid to the fulfillment of each student peculiar needs and seek appropriate help from the college administrators should they find it uneasy meeting such needs. This will facilitate effective academic performance of all students without gender bias.
4. The authority or administrative head in College of Education, Ikere, Ekiti State should provide empower their student affairs unit in the college so that they can be able to attend to students’ needs appropriately and adequately, thereby, creating an enabling environment and opportunities that can contribute positive to students’ academic performance.
5. The school administrators should endevour to include the representative from the students union in their senate meetings when it comes to making an important decision concerning students educational needs so that relevant supportive services can be provided for that will facilitate positive academic performance of the students.
6. The administration should give due recognition to school guidance and counselling services by creating a functional counselling and human development center, equip it will competent staff and efficient resources that will enable such counsellors to discharge relevant supportive services (personal –social and academic) for the students, thereby, contributing immensely to their positive academic performance in the college.
7. The students’ affairs unit, school administrators, counselling unit and students union wing should collaborate in providing effective support services for students in the college. This will help them in developing a common understanding of institutional goals and in providing structures to support collaboration.
