Impact of providing career guidance on students' academic performance: Case of selected Rwandan secondary schools in Musanze District

Abstract

This study examined the impact of career guidance delivery on students’ learning outcomes in selected secondary schools, with a specific focus on Musanze District, Rwanda. It was based on four main objectives: to analyze the availability of career counseling sessions on learners’ performance in selected schools; to evaluate how effective current career guidance practices are for learners’ performance; to identify the challenges in implementing career guidance programs; and to suggest ways to improve career guidance programs in these schools. The study used Super’s Development Theory of Career Development as its guiding theoretical framework. The study adopted the convergent parallel mixed research design. The study involved 1246 participants, with a sample of 303, including 221 students, 52 teachers, 15 directors of studies, and 15 head teachers were chosen for analysis. The number of participants was calculated using Yamane’s formula, and individuals were selected through a mix of stratified and census sampling techniques. To gather data, the study used structured questionnaires, interviews, and reviews of relevant documents. Experts helped verify the accuracy of the tools (validity), while a two-week pilot study followed by Cronbach’s Alpha of 0.8035 confirmed their reliability. For data analysis, qualitative responses were examined thematically, while the numerical data were handled using descriptive and inferential statistics through IBM SPSS Statistics 27. Results showed that career counseling sessions were available, but not enough to meaningfully improve student performance. The data indicated a moderate positive connection (R = 0.320, R² = 0.102, Beta = 0.322, p = 0.002), meaning the sessions explained only 10.2% of performance differences. Also, current practices in career guidance showed a modest effect (R = 0.280, R² = 0.079, Beta = 0.281, p = 0.005), explaining 7.9% of the variation. Meanwhile, the obstacles faced during program implementation negatively influenced learners’ performance, as shown by a moderate negative correlation (R = -0.410, R² = 0.168, Beta = -0.413, p = 0.000), explaining 16.8% of performance change. On a more positive note, the suggested strategies were highly effective, with a strong positive correlation (R = 0.720, R² = 0.518, Beta = 0.724, p = 0.000), explaining over half of the academic performance variation. The study found that career guidance programs exist in secondary schools but are not widely available or fully effective. There are also many problems that make it hard to implement these programs well. However, if schools provide enough trained counselors, hold regular sessions, and include career guidance in the school program, these services can greatly improve students’ academic results. The study shows that using clear strategies and having strong support from schools and the government can make career guidance more helpful for students in Rwanda’s secondary schools.