Vol. 5 No. 1 (2025): KANO JOURNAL OF EDUCATIONAL PSYCHOLOGY (KaJEP)
Articles

Role of Tests and Measurement in Counselling for Value Re-Orientation among School Counsellors in Kano State, Nigeria

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  • Ahmad Muhammad Garba,
  • Binta Abba
DOI: https://doi.org/10.59479/jiaheri.v5i1.110
Categories

Published 10/16/2025

Keywords

  • Tests and Measurement,
  • Counselling,
  • Value Re-Orientation and School Counsellors.

How to Cite

Garba, A. M. ., & Abba, B. (2025). Role of Tests and Measurement in Counselling for Value Re-Orientation among School Counsellors in Kano State, Nigeria. Journal of Institute of Africa Higher Education Research and Innovation (IAHERI), 5(1), 113–124. https://doi.org/10.59479/jiaheri.v5i1.110

Abstract

The study examined the role of tests and measurement in counselling for value re-orientation among school counsellors in Kano State, Nigeria. Two research objectives guided the study and two null hypotheses were tested at a 0.05 level of significance. The study employed correlational survey research design with a population of 355 school counsellors and sample size of 150 respondents. Multi stage sampling technique was used to select the counsellors. A researcher-developed questionnaire tagged “Counsellors’ Assessment in Counselling for Value Re-Orientation Questionnaire (CACVROQ)” was used to collect the data. The CACVROQ was face and content validated by five experts in the area of tests and measurement, guidance and counselling as well as psychology. The reliability was established using Cronbach’s Alpha and a coefficient of 0.82 was obtained. Data collected were analysed using Pearson Product Moment Correlation (PPMC) analysis. The results indicated that a strong positive statistically significant correlation between psychological testing and value re-orientation and a strong positive statistically significant correlation between cultural sensitivity in testing and the effectiveness of value re-orientation. Based on the results of the study, it was therefore, recommended that there is need for counsellors to adapt test materials, administration procedures, and interpretations to ensure that assessments are culturally sensitive. Lastly, counsellors should be encouraged to employ a variety of assessment tools that have been validated within diverse cultural contexts.

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