Transcript
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Guidance and counseling is a professional field which has
a broad range of activities and services aimed at assisting
individuals to understand themselves, their problems, their
school environment and their world.1 The development of
effective study habits in relation to how one can utilize
his/her assets and manage his/her abilities for optimal
development as an essential service of guidance and counseling
services. In relation to the above, Idowu2 views guidance and
counseling as a process of planned intervention within a
school system by which the total development of students are
stimulated in areas relating to their personal, social,
career, emotional and academic concerns.
1 Lunenburg FC 2010. School Guidance and CounselingServices. Schooling, 1(1): 1-9. From<http://www.nationalforum.com/.../Lunenburg> (Retrieved May 17, 2015).
2 Idowu AI 2000. Guidance and Counseling in the NationalPolicy on Education: A Revisit. Ilorin Journal of Education,Vol 10. From<http://www. unilorin. edu.ng/journals.education>(Retrieved May 17, 2015).
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School guidance and counseling programs have therefore
been introduced to assist students overcome the number of
challenges they experience at home and at school.
Nziramasanga3 states that because of many pressures imposed on
the family, parents tend to have little time with their
children to give them the necessary guidance. The parents
expect the school to provide solutions to the indiscipline in
schools caused by their children. UNESCO4 adds that “adults
have become more concerned with earning money and are less
occupied with many traditional practices that formerly
contributed to the upbringing of young people”.
Rapid sociological changes emanating from modernization
and urbanization stress students. UNESCO5 states that
migration and urbanization have resulted in a sense of
isolation among the youth who have lost traditional family
social networks. There is also an increase in the divorce rate3 Nziramasanga CT 2002. Report of the Presidential Commission of
Inquiry into the Education and Training. Harare: Government Printers.4 UNESCO 2002. Terms of Reference: The First International Conference on
Guidance, Counseling and Youth Development in Africa, 22 - 26 April 2002.Nairobi, Kenya.
5 UNESCO 2009. Gender Issues in Counselling and Guidance in Post-Primary Education. Advocacy Brief. Bangkok, Thailand: UNESCO Asia andPacific Regional Bureau of Education.
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and in the number of single-parent families all over the world
which is also a stress factor for students.6 Gora et al.7
state that the increase in “diverse student problems and the
current economic situation have made the need for effective
counseling services even more critical than in the past”.
Mapfumo8 adds that students experience immense psychological
pressures in today’s world. Orphanhood in turn leads to
poverty.9
Thus, besides academic problems of failure and dropout
from schools, students face numerous psycho-social, vocational
and personal-social problems (Eyo et al. 2010). In other
words, the growing number of social, economic and family
problems has resulted in an increased need for School Guidance
and Counseling services, hereafter referred to as SGC
6 Yuk Yee PL, Brennan M 2004. In search of a guidancecurriculum for Hong Kong schools. Journal of Educational Enquiry,5(1): 55-84.
7 Gora R, Sawatzky D, Hague W 2002. School counsellors’perceptions of their effectiveness. Canadian Journal of Counselling,26(1): 5-14.
8 Mapfumo JS 2001. Guidance and Counselling in Education.Module PGDE 012. Harare: Zimbabwe Open University.
9 Rutondoki EN 2000. Guidance and Counselling. MakerereUniversity: Institute of Adult and Continuing Education.
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services. For example, Paisley10 calls for SGC services to be
restructured so that they become responsive to the existing
social, economic and political realities within today’s
complex and diverse society.
Egbochuku 11argues that society may not be plaque by a
band/group of disgruntled, frustrated and unrealistic
individuals, if adequate school guidance and counseling
services are provided.
In line with this, it is observed that some schools in
Quezon District do not have clear manifestation of an
effective guidance program. It is within this premise that the
proponent of this research was prompted to conduct this study.
This will lead to the identification of effectiveness of the
different guidance programs in the different schools within
the district. The investigation on this area thus becomes a
10 Paisley PO 2001. Maintaining and enhancing thedevelopmental focus in school counselling programmes.Professional School Counselling, 4(4): 271-277.
11 Egbochuku EO 2008. Assessment of the quality ofguidance and counseling services to students’ adjustment insecondary schools in Edo State of Nigeria. Research Journal ofInternational Studies, 8: 42-50.
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real and compelling motivation for the researchers to conduct
this study. Hence, this study was undertaken.
Conceptual Framework
Guidance and Counseling services are an important
component of the education process and it is impossible for
schools to operate without having such services. For one,
“guidance and counseling is the bedrock for achieving self-
actualization”.12 Guidance and counseling is usually referred
to as “a process of helping individuals to understand
themselves by discovering their own needs, interests and
capabilities in order to formulate their own goals and make
plans for realizing those goals”.13 Specifically, “the aims of
guidance and counseling programs in schools are to assist
individuals to develop the ability to understand themselves,
to solve their own problems, and to make appropriate
adjustments to their environment”.14 Assessments, placements,
and counseling are some of the major services of a guidance
12 Egbochuku, op. cit., p. 4413 ibid14 Lunenburg, op. cit., p. 8
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and counseling program. Assessment services are designed “to
collect, analyze, and use a variety of objective and
subjective personal, psychological, and social data”.15 These
collected data can be used to better understand students and
better guide them in decision-making especially in providing
admissions, placements, and counseling services. The use of
both grades and examination to identify students with a high
potential for future success are an example of multi-
dimensional screening.16 “Outcomes based solely on one
predictor (e.g., test score or grades) have consistently been
proven to be inferior to prediction models that employ
multiple predictors” (Camara, Wiley & Wyatt, 2010, p. 6).17 On
the other hand, generally speaking, “placement is ensuring
that people are in the right place at the right time. It has
to do with helping people find a place that will contribute to
their physical, mental, emotional, and spiritual health and15 ibid16 Armstrong, M. & Rochet, J.C. (2001), “Multi-Dimensional
Screening: A User’s Guide,” European Economic Review, vol. 43,pp. 959-979.
17 Camara, W., Wiley, A. & Wyatt, J. (2010), “CollegeReadiness and Preparation –Developing a MultidimensionalMetric-Based on College Outcomes,” Paper presented at theNational Conference on Large Scale Assessment (CCSSO) Detroit.
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well-being. Specifically, placement services are designed to
include “assessment, informational services, and counseling
assistance appropriate to the pupil's choices of school
subjects, co-curricular activities, and employment”. “The
counseling service is designed to facilitate self-
understanding and development through dyadic or small group
relationships. The aim of such relationships tends to be on
personal development and decision making that is based on
self-understanding and knowledge of the environment”.18
“Counseling is the heart of the guidance program. It is the
counseling that integrates all the data gathered about the
individual and his environment, in order for them to make
sense”.19 It must ultimately be remembered that all services
included in guidance and counseling programs will only be
successful if they are based on relevant information.
To understand the conceptual framework of the study, a
paradigm is presented herewith.
18 Lunenburg, op. cit.19 Villar, I. V. G. (2007), “Implementing a Comprehensive
Guidance and Counseling Program in the Philippines,” AlignedTransformations Publications. Makati, Philippines.
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OUTPUTPROCESSINPUT
Improved
implementation of
the guidance
program of the
1. Respondent’s Profile 1.1 age1.2 gender;1.3 civil status;1.4 highest
educational attainment;
1.5 latest performance rating;
1.6 length of experience; asguidance counselor; and
1.7 level of in-
Proper assessment
of the guidance
programs of the
public elementary
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Figure 1
Paradigm of the Study
The present study will be utilizing the Input-Process-
Output (IPO) model of goal accomplishment. This model has
three major components namely: the input, the process and the
output.
The input will involve the respondents’ personal
circumstances as to age, gender, civil status, highest
Improved
implementation of
the guidance
program of the
1. Respondent’s Profile 1.1 age1.2 gender;1.3 civil status;1.4 highest
educational attainment;
1.5 latest performance rating;
1.6 length of experience; asguidance counselor; and
1.7 level of in-
Proper assessment
of the guidance
programs of the
public elementary
FEEDBACK
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educational attainment, latest performance rating, length of
experience as guidance counselor, and level of in-service
training attended. It will also involve the perception of
teachers on the components and benefits of a school guidance
program, the importance of the roles of a guidance counsellor
and the factors affecting the effectiveness of a school
guidance program. These are, in brief, the elements that will
bring about results.
The process will include proper assessment of the
effectiveness of school guidance programs of the public
elementary schools in Quezon District.
The linkage of the input and the process will determine
the output. Thus, it is expected that the output will bring
forth improved implementation of the school guidance programs
in Quezon District.
To conclude the flow of the paradigm, the feedback is
sent back to the input and the process through a broken line
for suggestions to be made from the results of the study. This
could serve as indices to further strengthen the
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implementation of school guidance programs in Quezon District
and other schools.
Statement of the Problem
The study aims to assess the effectiveness of the
guidance program of the schools in Quezon District in the
school year 2015-2016.
More specifically, it tries to answer the following
questions:
1. What is the demographic profile of the guidance
counselor-respondent as to:
1.1 age;
1.2 gender;
1.3 civil status;
1.4 highest educational attainment;
1.5 present position;
1.6 latest performance rating;
1.7 length of experience as guidance counselor; and
1.8 level of in-service training attended
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2. What is the perception of the respondent on the component
of the school guidance program as to:
2.1 policy;
2.2 planning;
2.3 needs assessment;
2.4 response services;
2.5 peer counseling; and
2.6 program evaluation
3. What is the perception of the respondent on the benefits
of a school guidance program?
4. What is the perception of the respondents on the
importance of the roles of a guidance counselor?
5. What are the factors affecting the effectiveness of a
school guidance program as to:
5.1 resources;
5.2 trainings;
5.3 attitude; and
5.4 other factors
Basic Assumptions
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1. That the school guidance program is defined by the
following:
a. policy;
b. planning;
c. needs assessment;
d. response services;
e. peer counseling; and
f. program evaluation
2. That the benefits of the school guidance program and the
important roles of guidance counselors are perceived at
varying extent.
3. That the effectiveness of a school guidance program is
affected by the following:
a. resources;
b. trainings;
c. attitude; and
d. other factors
Significance of the Study
This study may be beneficial to the following:
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School Administrator. The findings of this study may be
used as a guide in formulating future modifications in
educational policies, curriculum and strategies toward a more
efficient implementation of the school guidance and counseling
program.
Curriculum Planners. The outcome of this study may serve
as potential reference in planning, designing and crafting a
guidance program that would benefit both the teachers and the
pupils towards the realization of the thrust, mission, vision
and goals of education.
Guidance and Counseling Center. The results of this study
will be beneficial through providing a more focused and
factual knowledge on guidance program. This will increase the
understanding of the guidance counselors on the interplay of
the variables studied in this research. Such knowledge is
hoped to help the Guidance and Counseling practitioners
towards the development and implementation of more effective
programs in consideration of these variables.
Teachers. The study will be of help in understanding
better the status of the guidance proram in their district. As
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such, it is hoped that they could develop an effective
methodologies and strategies towards the implementation of a
better guidance program in their school.
Pupils.The results of this study will benefit them by way
of receiving quality and effective guidance and counseling
services in their school.
Researcher Herself. The findings of this study may serve
as benchmark for her to understand deeper the significance of
a guidance program in their school and its impact on her
teaching career and on students’ learning.
Future Researchers. They may be able to use the results
of the study in further research similar to what the study is.
Scope and Delimitation
This study will be focusing in assessing the
effectiveness of the guidance programs of the public
elementary schools in Quezon District. The factors that will
be used as predictors are the profile of the respondents,
their perceptions on the components and benefits of the school
guidance and counselling program, the important roles of the
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guidance counsellors, and the factors affecting the
effectiveness of a school guidance program.
The population of this study will be all the
guidance counselors in the 13 public elementary schools in
Quezon District for SY 2015-2016. The desired sample
representative of the population of guidance counselors under
study was purposively selected due to small number of guidance
counselors within the district.
The findings of this study will be specific to the
context of Quezon District. The possibility for the general
applicability of the findings will be limited by the scope,
the sample, and the demographic context of this study.
Accordingly, even though there could be common features, the
findings may not have general applicability to other school
systems.
Definition of Terms
To have a better understanding of the contents of the
study, some key terms are defined authoritatively and
operationally as follows:
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Counselling. This refers to the professional guidance,
advice and support that is given to people to help them deal
with problems, make important decisions, etc
Guidance. The term as defined in the dictionary of
Psychology means the process used to assist individuals to
find maximum satisfaction in their education and vocational
careers. Guidance involves the utilization of interviews and
tasks, and the study of background involvement, in order to
arrive at a systemic plan of educational or vocational
pursuits.
Guidance and Counselling. The term as defined by Republic
Act 9258 refers to the profession involving an “integrated
approach to the development of a well-functioning individual
primarily by helping him/her to utilize his/her potentials to
the fullest and plan his/her future in accordance to his/her
abilities, interests and needs.
Guidance Counsellor. The term refers to a person who is
employed, usually in a school, to offer advice on problems,
help troubled students and assist students
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Guidance Program. The term refers to the system of
services designed to improve the adjustment of each and every
person for whom it was organized.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies, both
foreign and local, which are relevant and believed to be of
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importance in providing sufficient background as a guide to
the researcher in conceptualizing, discussing and interpreting
the data of the study.
Related Literature
The purpose of the school counseling program20 is to
impart specific skills and learning opportunities in a
proactive, preventive manner, ensuring all students can
achieve school success through academic, career and
personal/social development experiences. The comprehensive
school guidance and counseling program targets four main areas
of development:
1. Academic – learning to learn
2. Career – learning to work
3. Personal/Social – learning to live
4. Community Involvement – learning to contribute
The Comprehensive Guidance and Counseling program will:
1. Address the needs of all students.
20 http://www.nwasco.k12.or.us/domain/27
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2. Be an integral part of the instructional program and
total educational experience
3. Include structured activities based upon the needs of
each student, including preventative, developmental, and
remedial services.
4. Provide accountability and continuous improvement through
annual review of student progress and program and staff
evaluation
5. Include appropriate professional development for all
staff to maintain a quality program.
6. Depend upon the support and collaboration of
administrators, teachers and other school personnel,
student and the community
7. Be coordinated by licensed school counselors.21
There are many benefits22 of a Comprehensive Guidance and
Counseling Program for the entire community including
students, parents, teachers, counselors, administrators and
businesses and industry. To students, it includes:
21 ibid22 ibid
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1. Students are prepared for the challenges of the future
when their academic, career, personal/social development
and community participation are supported
2. Students are taught the skills for a lifetime of
learning, career self management and social interaction
3. Students educational programs are related to next steps
and future success
4. Students knowledge of our changing world is broadened
5. Students career exploration and planning is facilitated
6. Students are assured equitable access
7. Each individual student receives advocacy
The benefits to parents23 include:
1. Their children are prepared for the challenges of the
future
2. Their child’s long range planning and learning is a
developed system
3. Their child’s academics are tied to the next step
4. Parents are provided with support in advocating for their
child’s academic, career, and personal development.
23 ibid
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5. There are increased opportunities for parent/school
interaction.
6. Parent access to school and community is facilitated.
The benefits to teachers24 include:
1. The academic success of each student is supported
2. Teachers guidance role is clearly defined
3. An interdisciplinary team effort is provided to address
student needs and educational goals.
4. Consultation is provided to assist teachers in their
guidance role.
The benefit to school counselors25 include:
1. Provision of program content to each student is ensured
2. The role of the school counselor as a student advocate is
enhanced
3. A clearly defined role and function is provided
4. Critical counseling functions are focused on
5. A tool for program management and accountability is
provided.
6. The academic mission of the school is ensured.24 ibid25 ibid
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The benefits to administrators26 include:
1. School counseling is integrated with the academic mission
of the school
2. Program structure is provided with specific content
3. The school counselors role is defined through enhancing
learning and development for each student
4. A means of evaluating school guidance and counseling
programs is provided.
Benefits to the community27 include:
1. Community awareness of student support systems necessary
for success is created.
2. Economic development is enhanced through quality
preparation of students for the world of work
3. An increased opportunity for collaboration and
participation of community members with the school
program is provided.
4. The community is educated to the needs of the school and
vice versa.
26 ibid27 ibid
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Benefits for business and industry28 include:
1. A future workforce with decision-making skills, pre-
employment skills, increased worker maturity, and a
career self-management skill is provided.
2. There are increased opportunities for business and
industry to participate actively in the total school
program.
3. An increased opportunity for collaboration among
counselors, business and industry, and communities is
provided.
Studies show effective guidance and counseling programs
are based on human development theories. Program content,
goals, and interventions should reflect this theoretical
foundation. A developmental program is proactive and
preventive, helping students acquire the knowledge, skills,
self-awareness, and attitudes necessary for successful mastery
of normal developmental tasks. Developmentally based programs
increase the visibility of the counseling program and ensure
that more students are served. There is also substantial
28 ibid
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empirical evidence that these programs promote student
development and academic success. 29
School counselors have proven effective in preventing
students from committing suicide. The most effective
prevention programs start with younger students and portray
suicide as a mental health problem, not a dramatic way of
ending a life. It is essential that counselors involve the
parents of troubled students in the counseling process.30
Counseling decreases classroom disturbances. Counseling
services support teachers in the classroom and enable teachers
to provide quality instruction designed to assist students in
achieving high standards. Students in schools that provide
counseling services indicated that their classes were less
likely to be interrupted by other students and that their
peers behaved better in school.31 Students who have access to29 Myrick, R.D. (2003). Developmental guidance and counseling: A
practical approach. Minneapolis, MN: Educational MediaCorporation.
30 Jones, R. (2001). Suicide Watch: What can you do tostop children from killing themselves? American School BoardJournal, May, 16-21.
31 Lapan, R.T., Gysbers, N.C., & Sun, Y. (2004). Theimpact of more fully implemented guidance programs on theschool experiences of high school students: A statewideevaluation study. Journal of Counseling & Development, 75, 292-302
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guidance and counseling programs are reported being more
positive and having greater feelings of belonging and safety
in their schools.32
Counselor-led, developmental guidance units presented in
ninth grade classrooms have the potential to improve students'
expressed behavior and general school attitudes, while
addressing their developmental needs. The effectiveness of
this intervention was consistent across the different levels
of student achievement and attitudes about school. A proactive
approach to program development, such as inviting input from
teachers, students, counselors, and administrators through
periodic needs assessments, may maximize existing resources
and services offered to non-college and college-bound
students. The literature suggests that such guidance
programming, based on the developmental, preventive guidance
model, may help to overcome the fragmented, impersonal, and
confusing manner in which services are often delivered to high
school students and teachers.33
32 ibid33 Schlossberg, S.M., Morris, J.D., & Lieberman, M.G.
(2001). The effects of a counselor-led guidance interventionon students' behaviors and attitudes. Professional School Counseling,
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Implementing comprehensive school counseling programs is
consistently associated with important indicators of student
safety and success. A study found that school counselors who
were more fully engaged in providing students with a unique
network of emotional and instructional support services were
more likely to exert a positive impact than counselors who did
not implement such activities. After researchers controlled
for differences between schools due to socioeconomic status
and enrollment size, students attending middle schools with
more fully implemented comprehensive programs reported (a)
feeling safer attending their schools, (b) having better
relationships with their teachers, (c) believing that their
education was more relevant and important to their futures,
(d) being more satisfied with the quality of education
available to them in their schools, (e) having fewer problems
related to the physical and interpersonal milieu in their
schools, and (f) earning higher grades.34
4:3, 156-164. 34 Lapan, R.T., Gysbers, N.C., & Petroski, G.F. (2001).
Helping seventh graders be safe and successful: A statewidestudy of the impact of comprehensive guidance and counselingprograms. Journal of Counseling and Development, 79, 320-330
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Related Studies
School guidance and counseling programs have significant
influence on discipline problems. Baker and Gerler35 reported
that students who participated in a school counseling program
had significantly less inappropriate behaviors and more
positive attitudes toward school than those students who did
not participate in the program. Another study reported that
group counseling provided by school counselors significantly
decreased participants' aggressive and hostile behaviors.
Borders and Drury36 conducted a research which shows that
school counseling interventions have a substantial impact on
students' educational and personal development. Individual and
small-group counseling, classroom guidance, and consultation
activities seem to contribute directly to students' success in
35 Baker, S. B., & Gerler, E. R. (2001). Counseling inschools. In D. C. Locke, J. E. Myers, and E. L. Herr(Eds.), The Handbook of Counseling, Thousand Oaks, CA: SagePublications.
36 Borders, L.D. & Drury, S.M. (2002). Comprehensiveschool counseling programs: A review for policymakers andpractitioners. Journal of Counseling & Development, 70, 487-498.
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the classroom and beyond. School counselors should spend the
majority of their time performing these interventions.
Coordination activities should be confined to those that
improve the program’s efficiency and accountability.
A study of Lapan, et. al.37 at Missouri high schools
shows that schools with more fully implemented model guidance
programs had students who were more likely to report that (a)
they had earned higher grades, (b) their education was better
preparing them for the future, (c) their school made more
career and college information available to them, and (d)
their school had a more positive climate (greater feelings of
belonging and safety at school, classes less likely to be
interrupted, peers behaving better). After removing the
variables of school enrollment size, socioeconomic status, and
percentage of minority students in attendance, positive
program effects were identifiable. Results highlight the
important roles school counselors play in promoting the
central educational goals of their schools and support a37 Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The
impact of more fully implemented guidance programs on theschool experiences of high school students: A statewideevaluation study. Journal of Counseling & Development, 75, 292-302.
30
comprehensive guidance program focus for university counseling
faculty who train school counselors.
Boutwell, et. al.38 conducted a study on the effects of a
small group counseling approach for failing elementary school
students, 83 percent of participating students showed
improvement in grades. Verduyn, et. al.39 found out that
school guidance counselors are effective in teaching social
skills.
A study on the effects of counseling on classroom
performance conducted by Gerler, et. al.40 found that the
underachieving students who received counseling improved
significantly on the Self-Rating Scale of Classroom Behavior
and in mathematics and language arts grades.
38 Boutwell, D.A., & Myrick, R.D. (1992). The go for itclub. Elementary School Guidance & Counseling, 27, 65-72.
39 Verduyn, C.M., Lord, W., & Forrest, G.C. (2004).Social skills training in schools: An evaluation study. Journalof Adolescence, 13, 3-16.
40 Gerler, E. R., Kinney, J., & Anderson, R. F. (1985).The effects of counseling on classroom performance. Journal ofHumanistic Education and Development, 23, 155-165.
31
Similarly, Whiston, et. al.41 concluded in their study
that school counselors are very effective in assisting middle
school children in the area of career development. Diver-
Stamnes, et. al.42 found out that school guidance and
counseling programs designed to teach students peer meditation
skills are highly effective. In fact, studies show that
students trained in peer mediation use these skills in other
settings (e.g., at home).
Hanish, et. al.,43 concluded that school counselors were
effective in reducing victimization by assisting victimized
children, reducing bullying behaviors, and modifying the
school climate and structure.
41 Whiston, S. C., Sexton, T. L., & Lasoff, D. L. (1998).Career-intervention outcome: A replication and extension ofOliver and Spokane (1988). Journal of Counseling Psychology, 45, 150-165.
42 Diver-Stamnes, A.C. (1991). Assessing the effectivenessof an inner-city high school peer counseling program. UrbanEducation, 26, 269-284.
43 Hanish, L.D. & Guerra, N.G. (2000). Children who getvictimized at school: What is known? What can be done?Professional School Counseling, 4, 113-119.
32
A study conducted by Sutton and Fail44shows that school
counselor effectiveness was influenced by school climate. In
schools with effective counseling programs, principals
generally provided enthusiastic support for the programs and
encouragement to the counselors. Another common element was a
clear understanding between counselors and administrators as
to the goals of the school counseling programs. These
conditions were generally not present in ineffective programs.
Bearden, et. al.45 study on high school attrition
indicate that preventive counseling, occurring before students
are in crisis, reduces the risk of these students dropping out
later
One study conducted by Mau, et. al.46 found that high
school counselors influenced their students' future plans by
encouraging them to have high expectations. A high proportion
of 10th and 12th grade students who were surveyed perceived44 Sutton, J.M. & Fall, M. (1995). The relationship of
school climate factors to counselor self-efficacy. Journal ofCounseling & Development, 73, 331-336.
45 Bearden, L.J., Spencer, W.A., & Moracco, J.C. (1989). Astudy of high school dropouts. The School Counselor, 27, 113-120.
46 Mau, W.C., Hitchcock, R., & Calvert, C. (1998). Highschool students' career plans: The influence of others’expectations.Professional School Counseling, 2:2, 161-166.
33
that their counselor expected them to attend college,
regardless of their racial background. High school students’
own educational expectations for themselves increased over
time.
Students trained by counselors to be peer facilitators
are effective in helping sixth grade problem-behavior students
adjust to middle school. In a study conducted by Tobias, et.
al.47 found out that counselors worked with eighth grade peer
facilitators once a week for six weeks, focusing on how to (a)
establish a helping relationship, (b) use high facilitative
responses, (c) lead a small group discussion, and (d) use a
four-step problem-solving model. The facilitators demonstrated
that they could help students who are having problems
adjusting to school, especially in terms of their school
attendance, school grades, and attitude towards school.
Discipline referrals were also reduced.
A study done in Gwinnett County, Georgia shows that
school counselors impact students’ academic performance and
47 Tobias, A.K. & Myrick, R.D. (1999). A peer facilitator-led intervention with middle school problem-behaviorstudents.Professional School Counseling, 3:1, 27-33.
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can increase the on-task, productive behavior of students and
reduce disruptive behaviors. The Behavior Rating Checklist
indicated statistically significant decreases in disruptive
behaviors and significant increases in productive, on-task
behaviors for both the third grade and the fifth grade
students tested. Language arts progress was statistically
significant for both grade levels as well.48
Chapter 3
METHOD AND PROCEDURES OF THE STUDY
This chapter includes the description of the research
methodology, locale of the study, respondents of the study,
data gathering instruments, data gathering procedures and the
statistical treatment of the data.
48 Mullis, F. & Otwell, P. (1997). Counseloraccountability: A study of counselor effects on academicachievement and student behaviors. Georgia School CounselorsAssociation Journal, 1:4, 4-12.
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The Research Design
The objective of this study is to determine the
effectiveness of the guidance programs of the schools in
Quezon District in the Division of Isabela for the school year
2015-2016. As such, the method appropriate is the descriptive-
normative method.
According to Good and Scates49, this method is
appropriate in determining the current condition of any unit,
group or organizations, programs and many others. The term
normative is used because surveys are frequently made to
ascertain the normal and typical condition and practices. They
further claimed that these methods are used to organize,
analyze, interpret and report the present situation or status
of a group.
In like manner, Van Dalen and Meyer50 stated that
descriptive research method is not confined to routine fact
gathering and that predicting and identifying relationship
49 Good, Carter V and Scates, D. Method of Research (NewYork: Appleton-Century Crofts, Inc., 2001), p. 355-375.
50 Van Dalen, Debold and Meyer,M. UnderstandingEducational Research: An Introduction (New York: McGraw-HillBook Co., 1999), p. 2.
36
among and between variables is the goal of competent
investigators or researchers. As in any investigation/inquiry,
descriptive survey method will examine problematic situations,
define the problems and state the hypothesis, select
appropriate subjects and materials, establish categories for
classifying data that are ambiguous and appropriate for the
purpose of the study, and capable of bringing out significant
likeness, differences and relationships, select construct
techniques, make discriminating objectives observations and
describe, analyze and interpret their findings in clear and
precise terms.
Similarly, Best51 claimed that descriptive research
describes and interprets what is to be investigated and
analyzed. Furthermore, Whitney52 stated that descriptive-
normative research method is directed towards ascertaining
prevailing conditions. It seeks to answer the questions, “what
are the real facts with regards to the existing conditions.”
The descriptive-normative method is applied in order to51 Best, John W. Research in Education (New Jersey:
Prentice-Hall, Inc., 1999), pp. 205-206.52 Whitney, Frederick, L. Elements of Research (New York:
Prentice-Hall, 1999) pp. 258-259.
37
suggest the two closely-related aspects of the study. The word
survey indicates the gathering of facts regarding current
conditions. He stated further that this method is an organized
attempt to make report and interpret the present status of
social institutions, groups or areas. Its purpose is to get a
group of classified, generalized and interpreted data to guide
practice in the immediate future.
Locale of the Study
The study will be conducted in Quezon District in the
Division of Isabela. It will comprise of the 13 public
elementary schools within the district, namely: Abut
Elementary School, Aurora Elementary School, Barucboc
Elementary School, Callangigan Elementary School, Dummon
Elementary School, Estrada Elementary School, Lepanto
Elementary School, Lepanto Primary School - Lepanto Annex,
Minanga Elementary School, Minagbag Elementary School, Quezon
Central School, San Juan Integrated School, and Turod
Elementary School.
Respondents of the Study
38
The main source of the data will be all the 13 guidance
counselors from the 13 public elementary schools in Quezon
District.
Data Gathering Instrument
The researcher will be utilizing a structured
questionnaire in gathering the data vital to the study. It
will be supplemented by an interview to check and verify vague
responses given by the respondents. This will be done during
the retrieval of the questionnaire.
1. Questionnaire Checklist
The questionnaire will be carefully prepared after a
careful and comprehensive review of the related literature and
studies. The questionnaire was adopted from the study of
Chireshe (2006) entitled, “An Assessment of the Effectiveness
of School Guidance and Counselling Services in Zimbabwean
Secondary Schools. It will comprise of the following
subheadings:
Part I – Personal Profile of the Respondent
39
Part II – Perception of the Respondent on the Component
of the School Guidance Program
Part III – Perception of the Respondent on the Benefits
of a School Guidance Program
Part IV – Perception of the Respondents on the Importance
of the Roles of a Guidance Counselor
Part V – Factors Affecting the Effectiveness of a School
Guidance Program
2. Unstructured Interview
The researcher will conduct an informal interview to the
respondents during the retrieval of the questionnaire to
gather additional information that have bearing to the present
study. The purpose of which is to check and countercheck the
validity and the reliability of the data gathered through the
questionnaire.
Pre-Testing of the Questionnaire
The questionnaire will be given a try-out to selected
guidance counselors in the neighboring municipality of Mallig,
40
Isabela. All the questions will be included in the try-out. It
is mandatory in nature. They will be requested to fill up the
questionnaire honestly and to offer suggestions for
improvement of the questionnaire. The draft will be presented
to his research adviser and to the dean of the graduate school
for further suggestions.
The suggestions and comments derived from the pre-testing
as well as suggestions from the Dean of the Graduate School
and his adviser will be incorporated in the final draft of the
questionnaire, after which the reproduction and administration
will be done.
Scoring of the Questionnaire
The data that will be retrieved from the questionnaire
will be converted into numerical weight using the Likert 5-
point scale. The researcher will classify them into different
quantities that will enable him to categorize the data.
To determine the perception of the respondents on the
components and the benefits of the School Guidance Program,
the researcher will be using the following scale:
41
Point Scale Qualitative Description
5 4.21 – 5.00 Strongly Agree/Very Often
4 3.41 – 4.20 Agree/Often
3 2.61 – 3.40 Slightly Agree/Occasionally
2 1.81 – 2.60 Disagree/Seldom
1 1.00 – 1.80 Strongly Disagree/Not at all
To determine the extent of respondents’ perceptions
on the importance of the roles of guidance counselors, the
researcher will be using the following scale:
Point Scale Qualitative Description
5 4.21 – 5.00 Very Important
4 3.41 – 4.20 Important
3 2.61 – 3.40 Slightly Important
2 1.81 – 2.60 Unimportant
1 1.00 – 1.80 Very Unimportant
To determine the extent of the respondents’ perceptions
of the factors affecting the effectiveness of the School
42
Guidance and Counseling Program, the researcher will be using
the following scale:
Point Scale Qualitative Description
5 4.21 – 5.00 Very Often/Very
Adequate/Strongly Agree
4 3.41 – 4.20 Often/Adequate/Agree
3 2.61 – 3.40 Occasionally/Just
Adequate/Slightly Agree
2 1.81 – 2.60 Seldom/Inadequate/Disagree
1 1.00 – 1.80 Not at all/None/Strongly
Disagree
Data Gathering Procedure
The researcher selected the guidance counselors in Quezon
District as the respondents of the study. Prior to the
distribution of the questionnaire, the researcher will seek
permission from Office of the Schools Division Superintendent
through channels. Likewise, the researcher will also ask
permission from the District Supervisor to conduct the study.
In the validation of the questionnaire, it will be improved on
43
the basis of the suggestions given by the researcher adviser.
It will be revised and reproduced for its administration to
the respondents. The researcher will personally administer and
retrieve the questionnaire from the respondents. The data
gathered will be tallied, tabulated and interpreted to show on
their significance.
Statistical Treatment of Data
After the retrieval, the data will be tallied, tabulated,
and computed to facilitate the analysis and interpretation of
data. The following statistical tools will be used:
1. Frequencies and Percentage
These will be used to determine the profile of the
respondents as to age, gender, civil status, highest
educational attainment, present position, length of service as
guidance counselor, performance rating and level of in-service
training attended.
The formula is: fP = ---- x 100
n
44
Where: P = Percentage
f = Frequency
n = Total number of respondents
2. Weighted Mean 53
This will be used to treat the data in answer to the
questions presented in Parts II, III, IV, and V of the
questionnaire.
The formula is: WM = fx∑ N
Where: fx = weighted frequency of response
obtained by multiplying x or weight for
each item in the choices
fx =∑ summation of the
obtained fx on each item
N = number of the
respondents
53 Cristobal M. Pagoso, et. al., “Fundamental Statisticsfor College Students”, Sinag Tala Publishers Inc., Manila.1992.
45
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Camara, W., Wiley, A. & Wyatt, J. (2010), “College Readinessand Preparation –Developing a Multidimensional Metric-
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Republic of the PhilippinesDepartment of Education
Region IIDivision of IsabelaQuezon District
CALLANGIGAN ELEMENTARY SCHOOL
50
May ___, 2015
The Schools Division SuperintendentIlagan, Isabela(Thru Channels)
MADAM:May I seek permission from your office to allow the
undersigned to conduct a research study entitled,“EFFECTIVENESS OF THE GUIDANCE PROGRAM OF THE SCHOOLS INQUEZON DISTRICT”, in partial fulfilment of the requirementsleading to the degree MASTER OF ARTS IN EDUCATION (M. A. Ed.)at the Northeastern College, Santiago City, School Year 2015-2016.
It is fervently hoped that the above stated permit wouldmerit your favourable considerations and approval.
Very trulyyours,
SUSANA MARIE D. DIAMPOC
Researcher
RECOMMENDING APPROVAL: ELIZABETH B. BUENO, Ph. D.
DistrictSupervisor
51
APPROVED:
EDNA M. PASAMONTE, Ed. D. Schools Division Superintendent
Republic of the PhilippinesDepartment of Education
Region IIDivision of IsabelaQuezon District
CALLANGIGAN ELEMENTARY SCHOOL
May ___, 2015
The Schools Administrator
SIR/MADAM:
I am pleased to inform you that the undersigned is
currently conducting a study entitled, “EFFECTIVENESS OF THE
GUIDANCE PROGRAM OF THE SCHOOLS IN QUEZON DISTRICT”, in
partial fulfilment of the requirements leading to the degree
MASTER OF ARTS IN EDUCATION (M. A. Ed.) at the Northeastern
College, Santiago City, School Year 2015- 2016.
In this regard, please allow the researcher to float the
questionnaire to the targeted respondents in your school.
Your utmost concern will surely redound to the success of
this endeavour.
Thank you for your support and more power.
52
Very trulyyours,
SUSANA MARIE D. DIAMPOC
Researcher
Republic of the PhilippinesDepartment of Education
Region IIDivision of IsabelaSan Manuel District
CALLANGIGAN ELEMENTARY SCHOOL
May __, 2015
Dear Respondent,
The undersigned is conducting a research study entitled
“EFFECTIVENESS OF THE GUIDANCE PROGRAM OF THE SCHOOLS IN
QUEZON DISTRICT”, in partial fulfilment of the requirements
leading to the degree MASTER OF ARTS IN EDUCATION (M. A. Ed.)
53
at the Northeastern College, Santiago City, School Year 2014-
2015.
In this regard, please supply the needed data by
answering the questionnaire. Rest assured your responses will
be dealt confidentially.
Thank you very much.
Very truly yours,
SUSANA MARIE D. DIAMPOC
Researcher
QUESTIONNAIRE CHECKLIST
I. Demographic Profile of the Teacher-Respondents
54
Directions: The researcher is currently conducting a research entitled, “EFFECTIVENESS OF THE GUIDANCE PROGRAM OF THE SCHOOLS IN QUEZON DISTRICT”. Please answer the questionnaire honestly and without any mental reservations by ticking (√) the appropriate boxes or by filling in the blanks. Your responses will be treated with utmost concern and confidentiality.
Name: (optional)
______________________________________________________
_____
Age: 20 – 25 years old 46 – 50 years old
26 – 30 years old 51 – 55 years old
31 - 35 years old 56 – 60 years old
36 – 40 years old 61 years old and above
41 - 45 years old
Gender: Male Female
Civil Status:
Single Married
Separated Widow(er)
Highest Educational Attainment:
Bachelor’s Degree Graduate Ed. D/Ph. D.
Graduate
55
MAEd Graduate Others (specify) _____
Present Position:
Teacher I Master Teacher I
Teacher II Master Teacher II
Teacher III Others (specify)
_________
Latest Performance Rating:
Outstanding Satisfactory
Very Satisfactory
Length of Experience as Guidance Counselor:
1 – 5 years
6 – 10 years
11 - 15 years
16 – 20 years
Level of In-Service Training Attended
National
Regional
Division
District
56
School
II. Components of the School Guidance Program
1. Policy
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Strongly Agree4 – Agree3 – Slightly Agree2 – Disagree1 – Strongly Disagree
Policy 5 4 3 2 1
1. The Department of Education has a
57
mandatory on school guidance and counseling program
2. Your school’s guidance program spells out the values for the SGC services
3. Your school’s SGC policy explains the reasons for the SGC services
4. Your school’s guidance program, policyand guidelines are easily understood by the school’s Guidance Counselor
5. Your school’s guidance program, policyand guidelines are easily understood by teachers
6. Your school’s guidance program, policyand guidelines are easily understood by students
7. Others, (pls specify) ________________________
2. Planning
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
58
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Planning 5 4 3 2 1
1. To which extent do you do SGC planningat the beginning of each school year?
2. How is each of the following people involve in the planning of the SCG services?
2.1 School principal
2.2 Teachers
2.3 Parents
2.4 Students
3. To which extent is your school guidance and counseling service plan include the following:
3.1 Guidance and Counseling activities
3.2 Classroom sessions with students
3.3 Individual Counseling
3.4 Administrative Issues
3.5 Meeting with parents/support agencies
59
3.6 Orientation
3.7 Beneficiaries of service
3.8 Personnel to be involved inimplementing the service
3.9 School counselor roles
3.10 Time to be spent on each task
3.11 Resources required
2.12 Methods to be used
3. Needs Assessment
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Needs Assessment 5 4 3 2 1
1. How often are the guidance and counseling needs of the following people assessed in your school?
1.1 Teachers
60
1.2 Parents
1.3 Students
2. To which extent are the following persons involved in the SGC services needs assessment at your school?
2.1 School Guidance Counselor
2.2 School Counseling Coordinator
2.3 School Principal
2.4 Teachers
2.5 Students
2.6 Parents
3. To which extend do each of the following methods used to assess/meet your SGC services needs?
3.1 Interviews
3.2 Questionnaires
3.3 Standardized Tests
3.4 Interest Inventories
3.5 Behavioral Rating Scales
3.6 Year end Results of Students
3.7 Student Community Records
3.8 Informal conversations withstudents
3.9 Brainstorming withstudents/teachers
61
4. Response Services
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Response Services 5 4 3 2 1
1. How often does your school’s guidance and counseling program provide the following services?
1.1 Assist students with study skills
1.2 Assist students with career course
1.3 Introduce teachers to new students
1.4 Introduce students to school’s physical environment
1.5 Organize open days
1.6 Provide information leaflets to primary school pupils and their parents
62
1.7 Invite former students to addressprospective students
5. Peer Counseling
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Peer Counseling 5 4 3 2 1
1. If peer counselors are available in your school, how involved are they in the following activities?
1.1 Showing new students around
1.2 Listening to peers who have concerns
1.3 Identify students with problems and refer them to school counselor
1.4 Attend to withdrawn peers
1.5 Lessens school counselor’s workloads by assisting students withminor problems
63
6. SGC Program Evaluation
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
SGC Program Evaluation 5 4 3 2 1
1. How often is your SGC Program evaluated?
2. How involved is each of the following people in the evaluation of your SGC Program?
2.1 School Guidance Counselor
2.2 School Principal
2.3 Teachers
2.4 Students
2.5 Parents
3. To which extend are the following issues addressed in your SGC evaluation instruction?
3.1 When to evaluate
64
3.2 What to evaluate
3.3 Whom the evaluation is intended toserve
3.4 Who should conduct the evaluation
3.5 What questions the evaluationshould address
3.6 How to report on the evaluations
3.7 Evaluation report forms
4. O which extent are the following methods used in evaluating your SGC services and program?
4.1 Interviews
4.2 Tests
4.3 Questionnaires
4.4 Observations
4.5 Inspection of records
4.6 Summative Evaluation
4.7 Formative Evaluation
5. How often do you use the following criteria in evaluating the effectiveness of your SGC Program?
5.1 Academic Achievement
5.2 Positive attitude towards school
5.3 Achieving goals
5.4 Improved reading
65
5.5 Improved behavioral patterns
5.6 Observation of peer relations
III. Benefits of School Guidance and Counseling Program
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Benefits 5 4 3 2 1
1. Improved study habits
2. Efficient use of time
3. Academic achievement
4. Improved classroom behavior
5. Positive attitude towards school
6. Reduced student’s anxiety
7. Positive self-image
8. Students understanding themselves
9. Establishing a secure schoolenvironment
66
IV. Roles of the School’s Guidance Counselor
Direction: What is your perception of the importance of the following school guidance counselor roles? Please tick the appropriate box that best represents your opinion on the following statement. Please be guided by the legend below.
Legend:
5 – Very Important 4 – Important 3 – Slightly Important2 – Unimportant1 – Very Unimportant
Roles 5 4 3 2 1
1. Assisting students with personal/social problems
2. Helping students with study skills
3. Referring students whose concerns are beyond counselor’s capacity
4. Parental guidance
5. Report back to the school principal onSGC service issues
6. Group discussion with parents and teachers on learners’ problems
7. In service trainings to teachers
8. Marketing the SGC service
67
9. Student discipline
V. Factors Affecting the Effectiveness of the School Guidance
and Counseling Program
1. Resources
Direction: To which extent are the following SGCresources available in your school? Please tick theappropriate box that best represents your opinion onthe following statement. Please be guided by thelegend below.
Legend:
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
Resources 5 4 3 2 1
1. Available referral resources
2. Available materials for the SGC services
3. Available human resources
4. Available time for the SGC services
5. Report back to the school principal onSGC service issues
6. Counselor-student ratio
68
7. Available tests to measure students’ needs
8. Marketing the SGC service
9. Student discipline
2. Training
Direction: Please tick the appropriate box that bestrepresents your opinion on the following statement.Please be guided by the legend below.
Legend:
5 – Very Adequate4 – Adequate3 – Just Adequate2 – Inadequate1 – None
Training 5 4 3 2 1
1. How much training do you have in school guidance and counseling?
3. Attitude
Direction: Please indicate the extent to which the effectiveness of your SGC program is affected by theattitudes of each of the following people? Please beguided by the legend below.
Legend:
69
5 – Very Often4 – Often3 – Occasionally2 – Seldom1 – Not at All
People 5 4 3 2 1
1. School Principal
2. Teachers
3. Parents
4. Students
5. Yourself
4. Other Factors
Direction: Please indicate the extent to which each of the following applies to you. Please be guided by the legend below.
Legend:
5 – Strongly Agree4 – Agree3 – Slightly Agree2 – Disagree1 – Strongly Disagree
People 5 4 3 2 1
1. I care for students
2. I maintain confidentiality
70
3. I respect students
4. I am easily available to students
RESEARCHER’S CURRICULUM VITAE
Personal Circumstances
Name :
Date of Birth :
Place of Birth :
Home Address :
Civil Status :
Name of Husband :
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