Perception of the Gifted Students on the Influence of Mentorship and Counselling Services on Academic Performance. A Case of Uasin Gishu County, Kenya

Abstract

This study investigates the perceptions of gifted students regarding the influence of mentorship and counselling services on their academic performance, focusing on Uasin Gishu County, Kenya. Gifted students often possess exceptional abilities and require specialized support to maximize their potential. Mentorship and counselling services are crucial interventions in nurturing giftedness and addressing the unique academic and socio-emotional needs of these students. However, the extent to which such services impact academic performance from the perspective of gifted students remains underexplored, particularly within the Kenyan context. Through survey research design and interviews and focus group discussions data collection methods a sample size of 120 form three and four students respondent was used. The study findings indicate that seventy four (74) gifted students desired the presentence of mentors and role models in their studies. The findings contribute to the understanding of effective strategies for supporting gifted students in Kenyan educational settings and inform the development of targeted interventions to enhance their academic success and overall well-being