Chapter 1 THE PROBLEM AND ITS BACKGROUND

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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.

3

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;


1.6 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;


1.7 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

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

21

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

22

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

23

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

24

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

25

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

26

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,

27

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

28

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.

29

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.

34

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.

35

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:


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:


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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Borders, L.D. & Drury, S.M. (2002). Comprehensive schoolcounseling programs: A review for policymakers andpractitioners. Journal of Counseling & Development, 70, 487-498.

Boutwell, D.A., & Myrick, R.D. (1992). The go for itclub. Elementary School Guidance & Counseling, 27, 65-72.

Camara, W., Wiley, A. & Wyatt, J. (2010), “College Readinessand Preparation –Developing a Multidimensional Metric-

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Egbochuku EO 2008. Assessment of the quality of guidance andcounseling services to students’ adjustment in secondaryschools in Edo State of Nigeria. Research Journal ofInternational Studies, 8: 42-50.

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Gora R, Sawatzky D, Hague W 2002. School counsellors’perceptions of their effectiveness. Canadian Journal ofCounselling, 26(1): 5-14.

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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


Region IIDivision of IsabelaQuezon District


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,


Researcher


Region IIDivision of IsabelaSan Manuel District


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,


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


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


Legend:


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


Legend:


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


Legend:


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


Legend:


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


Legend:


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:


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


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


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 :

71

Religion :

Name of Father :

Name of Mother :

Educational Background

Elementary :

Secondary :

Tertiary :

Graduate Studies :

Eligibility :

Present Designation :

Seminars/Trainings/Conferences Attended:

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Documents