Gender Differences in Students’ Perceptions of School Guidance and Counselling Services in Mberengwa District, Zimbabwe

Abstract

The purpose of this study was to examine gender differences in relation to students’ perceptions of school guidance and counselling (G&C) services in Mberengwa district, Zimbabwe. The convergent parallel design was used in the study. A total of 114 students (68 males and 76 females) randomly selected students participated in the study. Data from questionnaires and focus groups were analysed statistically and thematically respectively. An independent group t-test that compared the mean ratings of availability of guidance and counselling with perceived benefits of G&C for males and females was found to be statistically insignificant. Focus groups interviews showed that students’ acknowledged the presence of G&C but they did not benefit from it. The chi-square test revealed that female students were more likely to voluntarily seek counselling, whereas males were referred by their teachers, χ² (2, N = 144) = 42.92, p < 0.05. The strength of the association between the two variables is moderate. Female students indicated that they voluntarily seek G&C about family problems and finance while their male counterparts were referred for misdemeanours.