Guidance Services

CHAPTER I BACKGROUND OF THE STUDY Introduction Historically, the term guidance has been used in the field of education to designate the assistance given to students in the solution of problems that lay outside the area of classroom teaching situations. For instance, ever since the first decade of the present century, guidance has meant, to a large extent, the guidance of students in the area of vocational problems. By about 1925, a growing number of colleges and universities were providing guidance services for their students. These activities were more commonly referred to as student personnel services.

Today, these services constitute an all-embracing program of assistance to students; this program, of course, includes guidance services. At the high-school level as well as at the college level, these services have more and more included assistance to students in solving their educational, vocational, and personal problems. In its early years, the vocational guidance movement was initiated and conducted primarily by semipublic, philanthropic agencies; it also was fostered by some of the public school systems in larger cities.

The guidance services thus furnished were offered mainly to young people of high-school age. For decades, teachers in the elementary grades have aided their pupils in adjusting themselves to their problems. Although these teachers have been most concerned with training pupils in the essential skills and content fields, they have rendered aid in nonacademic as well as academic fields both inside and outside of the classroom. For this reason, some elementary schools were slow to recognize that pupils should have special services over and above those normally provided by classroom teachers.

As recognition of this need has grown, however, elementary schools have employed school psychologists, adjustment teachers, and child guidance workers to give attention to the whole child and to his special needs and wants. The complexities of modern life and the changes therein mean that people confront more problems formerly and that they have more difficulty in achieving satisfactory solutions. They find that older patterns of thinking and acting and those older stocks of knowledge are inadequate guides in the new situations.

For these reasons, people as individuals are in greater need of assistance today than they were in the past. To obtain this assistance, they look to other organizations that have assumed responsibility for guidance services. These organizations may be the school, the church, the place of work; they may be private or public service agencies. Statement of the Problem The Guidance Office is an integral part of any academic institution. It plays a vital role in making learning a positive experience for every student.

There are more challenges faced by our young people today than ever before in the course of our history. This provides a great challenge for the guidance and counseling program. That challenge is to provide an opportunity for all students to learn, achieve and receive the best education possible in order to accomplish their dreams and goals in life. With this, the research group attempts to assess the programs and services of the Guidance Office. More specifically, the investigating group intends to answer the following questions: . What is the assessment of the seniors on the Guidance Program in terms of the following? 1. Level of awareness of students of its programs 2. Availability of guidance counselor 3. Effectiveness of the Testing Program 4. Effectiveness of the Career Guidance Program 5. Conduciveness of the Guidance Office 6. Accessibility of the Guidance Office 7. Attainment of its Objectives 2. Which program of the Guidance Office do seniors find most helpful? 3. Which program of the Guidance Office do students find least helpful? . What is the overall assessment of the seniors on the Guidance programs and services? Hypotheses of the Study In discussing this paper, the researcher has come up with the following hypotheses: 1. The high school seniors are more interested in relationship and career guidance than in any other guidance program. 2. The Guidance Office has weak points to improve on. 3. The Guidance Office plays a significant role in the well-being of the high school students. Significance of the Study

In as much as this study deals with the assessment of the Guidance Program in terms of the following factors: level of awareness of students of its programs, availability of guidance counselor, effectiveness of the Testing Program, effectiveness of the Career Guidance Program, conduciveness of the Guidance Office, accessibility of the Guidance Office, and attainment of its objectives, the results of this term paper will benefit a number of sectors. In relation to this research study, the Guidance Office conscious of its strengths and weaknesses will be able to make the necessary adjustments and improvements.

With this, the Guidance Office can better serve the students and the school itself. Second, this paper will enable the high school seniors to voice out what they perceive and feel towards the Guidance Program. With this, the Guidance Office can determine whether its programs are really effective or not based on the judgment of the respondents. The response of the students will measure the level of efficiency of the Guidance Program. The Guidance Office may use the results of the survey as a basis in the development and enrichment of its program.

Third, this study will make the school aware of the present conditions of the Guidance Office and the assessment of the students of its program. Conscious of the status of the Guidance Office, the school will be able to make the necessary actions to improve its sector of guidance and counseling. And lastly, the findings of this research paper can be used by other researchers as a source of secondary data in their respective future-related studies. Scope and Limitations of the Study This research study deals primarily with the assessment of the Guidance Program, more specifically, of the High School Guidance Office.

Furthermore, this study will include 139 respondents who will answer a well-prepared set of questionnaires for the different components of the study that will measure the following: level of awareness of students of its programs, availability of guidance counselor, effectiveness of the Testing Program, effectiveness of the Career Guidance Program, conduciveness of the Guidance Office, accessibility of the Guidance Office, and attainment of its objectives. The questionnaire will be distributed by the research group itself.

Similarly, this research study will also determine which of the Guidance Services do seniors find most and least helpful as well as the seniors’ overall assessment of the Guidance Program. And lastly, this study will be limited to only seniors of SBC-Rizal Batch 2008. Definition of Terms The following terms are being defined in the context of how the study is being undertaken. 1. Guidance refers to the part of the total educational process concerned with helping the individual toward self-understanding, and in making decisions and plans to implement his development in accordance with his own emerging life pattern. 2.

Adjustment pertains to an adaptation that is dynamic and functional rather than mechanical. 3. Student personnel services in a school or college are the systematically organized and operated services that provide assistance to the individual in the realization of his own best adjustments to problems and situations, and of his own best possible achievements. 4. Guidance services make up a major part of student personnel services. Guidance services embrace the cluster of activities or experiences that assist the individual student to grow in self-understanding, to make wiser decisions, and to do increasingly effective planning. . Counseling refers to the process of individualizing the assistance given the student toward achieving the maximum of his potentialities. 6. The interview pertains to the direct face-to-face contact that occurs when the counselor and counselee meet to deal with the counselee’s problems. It is the essential means whereby all the information concerning the individual can be directed toward the diagnosis of his situation and the improvement of it. 7. Testing is an important part of the process of appraising the individual, ecause it is a relatively objective means of determining the individual’s characteristics. For this purpose, testing employs psychological measuring devices. CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the review of related literature and studies, summarized and integrated by the researchers that is relevant to this present investigation and will served as a guide in the interpretation and analysis of the date. Related Literature WHAT IS THE GUIDANCE POINT OF VIEW? In guidance work in an educational institution, the basic attitude should be that the individual is of central importance.

The institution, of course, must have general regulations that protect and advance the good of all the persons involved as well as of the institution itself. Nevertheless, in guidance work, the individual, his problems, his adjustments, and his progress must be regarded as the main concern. The guidance point of view may be defined more specifically as the attitude that aims to help the individual 1. To understand himself 2. To make the most of his capacities, interests, and other qualities 3. To adjust himself satisfactorily to the varied situations within his total environment 4.

To develop the ability to make his own decisions wisely and to solve his problems independently 5. To make his own unique contributions to society to the fullest possible extent (Humphreys, Traxler, “Guidance Services”) EXPLANATIONS OF IMPORTANT GUIDANCE TERMS In the opinion of some people, the term guidance implies too much detailed direction of the students’ choices, or too much coddling and spoon-feeding of young people. Such implications are not well-founded, however, if the objective of guidance is the stimulation of the individual to take increased responsibility for self-direction.

Also, in the opinion of these same people, the word adjustment carries the connotation that the individual is adjusted mechanically to a situation. Although adjustment has not yet gained a definite or permanent place for itself in the terminology of the guidance field, this concept implies an adaptation that is dynamic and functional rather than mechanical. (Humphreys, Traxler, “Guidance Services”) PERSONNEL SERVICES IN THE HIGH SCHOOL At the high-school level, student personnel services including guidance services involve many types of activities, as follows: 1.

Preregistration advising of students – that is, advising them just prior to their entering high school 2. Admission and registration procedures 3. Orientation of new students to the school – its offerings, its requirements, and its methods of work 4. Other guidance services such as (a) collection of significant, comprehensive information about students; (b) provision of a large body of authentic and up-to-date educational and occupational information for the use of students and counselors; (c) testing and counseling students; (d) job placement of students; and (e) follow-up of students. 5.

Health services – advice on physical and mental hygiene, for instance 6. Extracurricular activities – student government and clubs, for example 7. Student personnel records – vital statistics, family and home background, school marks, and the like 8. Personnel research, including evaluation of the total program of personnel services 9. Coordination of all the efforts of teachers and other staff members to provide the best possible services to the students. At the high-school level, the program of personnel services is broader in scope and more varied in content than it is at the elementary-school level.

For this reason, the high-school program requires more specialists. Because of the departmental organization of the typical high school, the teacher therein has less opportunity to become fully acquainted with the individual student than does the elementary-school teacher. The high-school situation, moreover, demands a systematic organization of personnel services in general and of guidance services in particular. Sufficiently trained personnel and adequate time both are required to assist students in solving problems of an educational, vocational, social, or personal nature. (Humphreys, Traxler, “Guidance Services”)

GUIDANCE INSIDE AND OUTSIDE THE SCHOOL If personnel work is well done in a school or college, that work contributes to the success of the personnel program of a business organization. If the school has helped a student to develop certain attitudes toward himself and toward his school responsibilities, then the business employing that youth finds it easier to orient and train him for effective performance in an actual job. Moreover, if the school has aided the student to do his schoolwork well and to achieve up to his capacity, these patterns of behavior will help him later to succeed in a full-time occupation. Humphreys, Traxler, “Guidance Services”) THE AIMS OF GUIDANCE SERVICES AIMS FROM THE POINT OF VIEW OF THE INDIVIDUAL In relationship to the individual being aided, the aims of guidance services are: 1. To help the individual, by his own efforts so far as possible, to achieve up to the level of his own capacity, to gain personal satisfactions in as many aspects of his life as possible, and to make his maximum contribution to the society. 2. To assist the individual to meet and solve his own problems as they arise, to make correct interpretations of facts, and to make wise choices and adjustments. . To help the individual to lay a permanent foundation for sound, mature adjustments. 4. To assist the individual to live a well-balanced life in all aspects – physical, mental, emotional, and social. In line with one of the basic points of view in guidance, the individual holds the center of the stage. Because guidance services are for him, the foregoing aims are introduced by the words “to help” or “to assist. ” Each aim thus suggests that, during successive periods and in various aspects of his development, the individual needs help – that is, assistance from sources outside himself.

At the same time, each aim states or implies that the individual is expected, first, to exert his own efforts toward achieving his goals and toward solving his problems, and second, to increase his own power of self-direction and self-management. In other words, the individual is expected to increase his ability to stand on his own two feet, with less and less support by or direction from others; he is expected to take greater responsibility for his own insights. Each aim also means that the individual’s goal is to achieve up to the limit of his capacity.

By doing so, he gains the greatest personal satisfactions possible; and he makes his maximum contribution to the society. The aims just given assume that, as the individual works to solve his problems as they arise, he develops the general attitude that any and all situations should be faced realistically. In addition, he invents and uses his own improved methods of attacking his problems. Thereby, the individual lays the foundation of a highway that leads to sound, all-round adjustment. As the individual moves along this highway, he becomes increasingly mature, mentally and emotionally.

He also becomes more self-confident, self-reliant, and independent. And he is better able to cope with his problems and to make optimum personal adjustments. (Humphreys, Traxler, “Guidance Services”) AIMS FROM THE POINT OF VIEW OF THE INSTITUTION Within a school or college, the guidance program not only provides services to the students directly. It also renders services to the institution in the educational work it is carrying on. These services can be classified as services to the instructional staff, services to the administration, and research services.

According to Froehlich, the guidance program should facilitate the work of the instructional staff along three main avenues: 1. The program should assist teachers in their efforts to understand students. 2. It should offer teachers systematic in-service training activities. 3. It should provide for referrals of students by teachers. Within a school, the guidance department has all the accumulated information concerning individual students and concerning groups of students.

In serving the administration of the school, the guidance program should perform at least two important functions: First, because the guidance department has a wide variety of data about individual students, it can identify the needs of many of them. Some of these needs can be met through individual counseling. Others of these needs can be met through classroom or group instruction. Second, the guidance department can play a liaison role between the administration and the community. Guidance workers are continually gathering valuable information about the community, and about its resources and its opportunities.

They have frequent contacts with employers and with other community leaders, and with the families of students. During these contacts, guidance workers can not only obtain information; they also convey information. They, for example, can help interpret the school’s program to the school’s community – a genuine service to the school’s administration. (Humphreys, Traxler, “Guidance Services”) THE GUIDANCE SERVICES To carry out the well-planned structure of activities there must be a coordinated line of guidance services to assist the individual in meeting his needs.

These services may refer to methods, procedures or devices used to obtain the necessary information in organizing effective training, in providing assistance to enhance skills and knowledge of individuals, thereby make them efficient and effective learners. (Decal-Mendoza, “Guidance and Counseling Today”) ORIENTATION SERVICE There should be an orientation program for: – Parents, to orient them on how to extend their assistance to supplement the goals of education, thus, making them co-partners in education. – Teachers, to assist them in carrying out the task of education as they exert effort to understand their roles. Students, for them to gain new ideas while learning the purpose and the know-how about their new environment. They learn the easy way to adjustment while they start to feel the sense of belongingness and security. The primary objective of this service is to give due assistance to the students, the primary beneficiaries of the program, in their adjustment to a new phase of life. A tour around the campus to show the different facilities of the school and to acquaint the neophytes to the new place would be of great help. Decal-Mendoza, “Guidance and Counseling Today”) INDIVIDUAL INVENTORY SERVICE The primary objective of this service is to have the necessary information about the individual client. This is a requisite for the individual to know himself better to gain insight along the social and moral values of the institution. This covers records about the individual regaining his – home and family background – medical, dental, and physical status – test results and interpretations With all these are: – scholastic performance and interview reports records of parental interviews – homeroom teachers’ evaluation – co-curricular/extra curricular activities – anecdotal records/counseling reports Each individual record must be updated and organized. They must also be securely filed. Confidentiality of information is understood and maintained. (Decal-Mendoza, “Guidance and Counseling Today”) A TESTING PROGRAM FOR GUIDANCE PURPOSES Staff members of a school can get many valuable impressions of individual students from observations, ratings, and other subjective devices.

But they can obtain a thorough understanding of these students only if subjective information is complemented by objective data, from a well-thought-out program of measurement. The results of such a testing program can be recorded, studied, and used to help guide children year after year as they progress through school. (Humphreys, Traxler, “Guidance Services”) The primary objective is to assess the students’ individual academic performance for their proper placement and classification.

This refers to different types of testing given with specific purposes: – identify the student’s scholastic performance – appraise occupational and vocational inclinations – diagnose strength and weakness in different subject areas – appraise different levels of achievement – facilitate students to college admission – assess potentials for leadership/followership Test examples are mental ability, leadership potentials, moral and values, achievement, aptitude and interest, personality study, and habit skills tests.

Results serve as very valuable information to students, teachers-counselors, administrators, and parents. (Decal-Mendoza, “Guidance and Counseling Today”) MEASUREMENT OF A GOOD TESTING PROGRAM A good testing program should, as a minimum, include the following types of tests: (1) a set of scholastic aptitude; (2) a test of reading ability; (3) tests of achievement in English, social studies, mathematics, science, foreign languages, and other important subject-matter fields; and (4) a test of interests. (Humphreys, Traxler, “Guidance Services”) COUNSELING SERVICE Objectives of counseling services must be clearly defined.

There should be a provision for individual and group counseling. A competent counselor is expected to conduct counseling to meet the pressing needs of the clients. Provisions are made to evaluate its effectiveness. Its primary aim is to give proper assistance according to every learner’s need and thereby develop desirable attitudes and values. (Decal-Mendoza, “Guidance and Counseling Today”) REMEDIAL AND ENRICHMENT SERVICES Practical measures are adapted to identify the need for remedial or enrichment opportunities such as: – provision of counseling sessions coordinating and interpreting test results – following up academic preferences – provision of consultation between parents and administrators, teachers, and students This program is intended not only for students but also for teachers during their development session and parents during their parents; enrichment grouping. Individuals with reading, speech and any form of learning difficulties as well as physical, personality, emotional and moral problems need the assistance of people from different fields of expertise. (Decal-Mendoza, “Guidance and Counseling Today”)

VOCATION AND CAREER SERVICE This service should provide the opportunities to – create awareness and appreciation of the different stages of life and professional careers – cultivate proper attitude towards work decision and choice setting Series of symposia are held where professionals coming from different universities and colleges from the metropolis are invited to discuss their course offerings and requirements. Career fairs are conducted for students to make wise decisions in the near future as to the career they plan to pursue.

Vocation animators are invited to give talks to explain the different charisma of their religious orders; the schedule to visit their places is even arranged. Field trips and visits to schools, universities and colleges of the applicant’s choice are planned. (Decal-Mendoza, “Guidance and Counseling Today”) CHAPTER III This chapter presents the method of research used, the participants of the study, the instruments used in data gathering and the statistical measures and procedures utilized in the treatment of the data to ensure the validity and reliability of interpretations

Research Design The research method used is that of descriptive because the study is concerned with the collection as gathering, organizing, presenting, and computing the data with the summarization of values in describing the samples under investigation. The survey method was used because it is the most appropriate technique available since it involves describing the nature of a situation as it exists at the time of study. Research Setting San Beda College-Rizal Campus located at Highlands Pointe Subd. Brgy. San Juan, Taytay, Rizal is the home of the Basic Education Department of San

Beda College-Mendiola. This is one of the few campuses run by the Benedictine Monks under the Abbey of Our Lady of Montserrat. As a Benedictine school, it commits itself to the development of the students to become fully human, wholly Christian, truly Filipino, and globally competitive. Research Participants The participants of this study are selected members of the 4th year graduating students of Batch 2008. The participants were selected via random sampling so that the researchers may avoid biasness in the study. The table below summarizes the number of participants per section. Section |Number of Students |Number of Respondents |Percentage | |40 |33 |22 |15. 83% | |41 |36 |24 |17. 26% | |42 |35 |23 |16. 55% | |43 |35 |23 |16. 5% | |44 |35 |23 |16. 55% | |45 |36 |24 |17. 26% | |Total |210 |139 |100% | Research Instrument A survey questionnaire was utilized by the researchers to be able to extract data and results from the aforementioned respondents. The questionnaire was actually divided into three parts. The first part deals with the assessment of the Guidance Program given a number of components. In answering this, the respondents were asked to rate each of the statements using the four-point Likert scale; namely strongly agree, agree, disagree, and strongly disagree. This scale accurately measures the respondents’ degree of agreement or disagreement. The second part deals with the ranking of the Guidance Services based on its degree of helpfulness to the seniors. The third part deals with the overall assessment of the seniors of the Guidance Program.

The respondents were asked to rate the Guidance Program using the four-point scale; namely very satisfactory, satisfactory, needs improvement, and poor. Statistical Treatment The 4th year students of Batch 2008 of San Beda College Rizal were considered in the distribution and answering of the survey questionnaires. The respondents were selected through random sampling. Slovin’s Equation was used by the researchers to determine the random sampling. Given: N(population) = 210 e(marginal error) = 0. 05 or 5% Required n(number of respondents) = ? Formula n =   __N__ 1 + N (e)? n = _____210______ + 210 (0. 05) ? n = _____210______ 0. 5275 n = 138 respondents Required number of respondents for each class: Let      a         be the number of students in class             b         be the number of the whole population             c          be the number of the needed respondents             d         be the number of respondents in class Formula a      x     c =   d b Procedure In the administration of the survey questionnaire, the researchers sought the permission of the Head of the Guidance Office, and the Advisers of the different sections of the aforementioned participants.

Upon approval, the questionnaires were distributed personally to the respondents. The researchers explained to the respondents the mechanics in responding to the survey questionnaire. The researchers likewise assured the student-respondent that the data collected would be treated with utmost confidentiality. The researchers gave the respondents ample time to answer the questionnaires. All accomplished questionnaires were compiled and hand scored by the researchers. Data Analysis The data collected from the above sources were classified, tabulated, and interpreted.

The results were presented in tabular form for easier visualization and for a more convenient and precised analysis and comparisons. The respondent’s profiles were tabulated and analyzed using the frequency distribution procedure. The percent distribution was computed to describe the varying data and results extracted from the survey. The following statistical measures were used in this study. 1. Simple frequency count was used as a tool to facilitate the tallying and counting of frequencies falling under each item. 2. Percentage Distribution was utilized to describe the student variables in terms of age, gender, and classification.

Percentage – a particular observation divided by the total observation multiplied by 100. Percent (%) = f x100 / n Where f = frequency n = total number of respondents CHAPTER IV PRESENTATION ANALYSIS AND INTERPRETATION OF DATA This chapter contains the gathered data, organized, presented and interpreted. Descriptions and interpretations of these data from the questionnaires were also stated for easier understanding of the results of the study. 1. What is the assessment of the seniors on the Guidance Program in terms of the level of awareness of students of its programs? |Strongly Agree |Agree |Disagree |Strongly |Weighted Mean |Verbal | | | | | |Disagree | |Description | |The Guidance Office conducts regular orientation for students|26 |96 |16 |1 |3. 06 |Average | |regarding its programs and services. |(18. 71%) |(69. 6%) |(11. 51%) |(0. 72%) | | | |The Guidance Office, thru the year-level counselor, regularly|30 |95 |14 |0 |3. 12 |Average | |informs and updates the students on its upcoming activities. |(21. 58%) |(68. 35%) |(10. 07%) |(0%) | | | |The Guidance Office employs varied ways in informing the |24 |99 |15 |1 |3. 5 |Average | |students of its programs. |(17. 27%) |(71. 22%) |(10. 79%) |(0. 72%) | | | |I am aware of all the programs of the Guidance Office and the|28 |82 |25 |4 |3. 14 |Average | |benefits that I can have in availing them. |(20. 14%) |(58. 99%) |(17. 99%) |(2. 88%) | | |

Based on the results shown in this table, the seniors confirm that the Guidance Office conducts regular orientation for students regarding its programs and services. The Guidance Office is able to acquaint the students with their program through the year-level guidance counselor. It can be noted that the guidance counselor conducts Growth in Christian Personhood classes with the respondents once a week. During GICP classes, the guidance counselor does not only discuss certain issues, concerns, and lessons.

He also informs the students about the forthcoming activities to be administered by the Guidance Office. It is the guidance counselor who notifies the seniors of the upcoming guidance examinations such as the diagnostic test. Moreover, table 4. 1 reveals that the Guidance Office employs varied ways in informing the students of its programs. Through classroom postings, the Peer Facilitators group, the Guidance bulletin, the guidance counselors, and the Guidance newsletter, the Guidance Office is able to relay to the students its programs.

The table also shows that the respondents are aware of all the programs of the Guidance Office and the benefits that they can have in availing them. The awareness of the students can be again credited to the guidance counselor. During GICP classes, the guidance counselor enlightens the students about the benefits that they can get out of the guidance services. 2. What is the assessment of the seniors on the Guidance Program in availability of guidance counselor |Strongly Agree |Agree |Disagree |Strongly |Weighted Mean |Verbal | | | | | |Disagree | |Description | |The time I spend with my counselor is enough to meet my needs as a |31 |75 |29 |4 | |Average | |student and as a growing individual. |(22. 30%) |(53. 96%) |(20. 6%) |(2. 88%) |2. 96 | | | My counselor is always available to attend to my needs. |30 |83 |22 |4 |3. 00 |Average | | |(21. 58%) |(59. 71%) |(15. 83%) |(2. 88%) | | | This table reveals that majority of the respondents believe that they have enough time with their guidance counselor to meet their needs as a student and as a growing individual.

GICP classes last for about 40 minutes and is conducted once a week. Other than class time, the students are free to go to the Guidance Office during their break time and free time. The results also reveal that the seniors find their guidance counselor always available to attend to their needs. The research group was able to interview Ms. Olive Reyes, the head of the High School Guidance Office. She said that the Guidance Office is always open for the students and that the guidance counselors are always available to attend to the needs of the students no matter how tired or stressed they may be.

She also stated that the fact that a student comes to see his guidance counselor means that he needs urgent attention. 3. What is the assessment of the seniors on the Guidance Program in terms of Effectiveness of the Testing Program? | |Strongly Agree |Agree |Disagree |Strongly |Weighted Mean |Verbal | | | | | |Disagree | |Description | |The Guidance Office helps me prepare for my college life. 57 |70 |11 |1 |3. 32 |Above Average | | |(41. 01%) |(50. 36%) |(7. 91%) |(0. 72%) | | | |The Career-Streaming program of the Guidance Office is effective. |51 |79 |7 |2 |3. 29 |Above | | |(36. 69%) |(56. 83%) |(5. 04%) |(1. 4%) | |Average | |The Guidance Office prepares me emotionally for college thru my GICP |34 |87 |16 |2 |3. 10 |Average | |classes. |(24. 46%) |(62. 59%) |(11. 51%) |(1. 44%) | | | Based on the results of table, the majority of the respondents believe that the Guidance Office assists them in preparing for college. The Guidance Office has been preparing the seniors for college even when they were still juniors.

The Guidance Office exposes the seniors to the university life through GICP modules, career symposiums, and career fairs. The seniors find the Career Guidance program very helpful because it makes their college application a lot easier. In addition, the program makes the students aware of what college life is and how it feels to be in the big colleges and universities. Out of 139 respondents, 130 say that the Career-Streaming Program of the Guidance Office is effective. The unique sectioning allows the seniors to acquaint themselves to the course they want to take in college.

This program features the addition of electives in the list of subjects of the seniors. The electives vary in every class. The Pre-Law class has public speaking; the Pre-Business classes have Accounting and bookkeeping; the Pre-Medicine class has Scientific Research; and the Pre-Engineering classes have Drafting. The effectiveness of the program can be attributed to the proper placement of the students in the different sections. The Guidance Office decides where a student will be placed based on his aptitudes, capabilities, and interests.

The results also reveal that the Guidance Office prepares the seniors emotionally for college thru the GICP classes. The guidance counselor teaches not only objectively but more importantly subjectively. He prepares us not only based on facts but also based on experience. The GICP class is not limited in answering the question “what to do? ” and “what to know? ” It also assists the seniors in answering the question “what to feel? ” 4. What is the assessment of the seniors on the Guidance Program in terms of the effectiveness of the Career Guidance Program? |Strongly Agree |Agree |Disagree |Strongly |Weighted Mean |Verbal | | | | | |Disagree | |Description | |The different psychological tests given by the Guidance Office |47 |84 |5 |3 |3. 26 |Above Average | |help me in discovering my strengths and weaknesses. |(33. 81%) |(60. 43%) |(3. 6%) |(2. 6%) | | | |The counselor interprets the results of my different psychological|29 |93 |11 |6 |3. 04 |Average | |tests. |(20. 86%) |(66. 91%) |(7. 91%) |(4. 32%) | | | |The different tests assist me in making personal, educational, and|37 |89 |9 |4 |3. 14 |Average | |career decisions. |(26. 62%) |(64. 03%) |(6. 47%) |(2. 88%) | | |

The results reflect the effectiveness of the Testing Program administered by the Guidance Office. The table above clearly shows that majority of the respondents find the tests helpful. It can be noted that the Diagnostic and Aptitude tests are part of this program. This particular guidance program is beneficial to the students in discovering their strengths, weaknesses and skills. The various tests are given to the students in order to give them basis in assessing themselves as students and as growing individuals. This enables them to cope up with their weaknesses and further develop their potentials. 5.

What is the assessment of the seniors on the Guidance Program in terms of the Conduciveness of the Guidance Office? | |Strongly |Agree |Disagree |Strongly |Weighted Mean |Verbal | | |Agree | | |Disagree | |Description | |The Guidance Office is conducive for counseling and routine interview |27 |92 |14 |6 |3. 01 |Average | |sessions. (19. 42%) |(66. 19%) |(10. 07%) |(4. 32%) | | | |The Guidance Office has enough rooms for counseling and routine interview |16 |75 |40 |8 |2. 71 |Average | |sessions. |(11. 51%) |(53. 96%) |(28. 78%) |(5. 75%) | | | | The counselor’s room is clean and tidy. |49 |81 |8 |1 |3. 28 |Above Average | | |(35. 25%) |(58. 27%) |(5. 8%) |(0. 72%) | | | The results of Table 4. 5 reveal that 85. 61% of the respondents recognize the conduciveness of the Guidance Office for counseling and other guidance services. The ambience of the Guidance Office is ideal for counseling. In terms of the number of rooms for counseling and routine interview sessions, the Guidance Office was rated satisfactory by the majority of the respondents. Each year level counselor has his own workspace. The size of each workspace is quite limited. Nevertheless, it is not intended for big group counseling sessions.

The room is designed for one on one conversation between the counselor and the counselee. 34. 53% of the respondents said that the rooms are not enough. There are times when students are congested in the Guidance Office to turn in their requirements. In these cases, students are tested of their patience in waiting for long periods of time to be accommodated by the guidance counselor. A lion share of the respondents said that the counselor’s workspace is clean and tidy. The guidance counselor is very organized. Files containing pertinent data and information are securely placed in cabinets and are classified in a very structured manner.

The room is maintained orderly and spic and span. 6. What is the assessment of the seniors on the Guidance Program in terms of the accessibility of the Guidance Office? | |Strongly Agree |Agree |Disagree |Strongly Disagree |Weighted Mean |Verbal | | | | | | | |Description | |The location of the Guidance Office is strategic. 17 |62 |42 |18 |2. 56 |Average | | |(12. 23%) |(44. 6%) |(30. 22%) |(12. 95%) | | | |The students can easily go to the Guidance Office when |23 |80 |30 |6 |2. 86 |Average | |called for counseling, routine, follow-up, and testing |(16. 55%) |(57. 5%) |(21. 58%) |(4. 32%) | | | |sessions. | | | | | | | The results show that majority of the student respondents agree that the Guidance Office is accessible to all students. However, this majority is smaller compared to the majority of the other factors. Only 56. 83% of the respondents stated that the location of the Guidance office is strategic.

The Guidance office is found at the lower ground floor of the Angelo King Administration Building. It can be noted that the Guidance Office is proximate to the administration and the faculty. However, in terms of its proximity to the high school students, the location of the guidance office is not convenient. This is the reason why 43. 17% of the respondents say that the location of the Guidance Office is not strategic. 7. What is the assessment of the seniors on the Guidance Program in terms of the attainment of its objectives? |Strongly Agree |Agree |Disagree |Strongly |Weighted Mean |Verbal | | | | | |Disagree | |Description | |The Guidance Office assists in the Christian formation of the |24 |94 |21 |0 |3. 02 |Average | |students. |(17. 27%) |(67. 63%) |(15. 0%) |(0%) | | | |The Guidance Office helps the students in developing the |36 |94 |9 |0 |3. 19 |Above Average | |necessary values that will help them in coping with the fast |(25. 9%) |(67. 63%) |(6. 47%) |(0%) | | | |changing world. | | | | | | | | The Guidance office helps the students gain self-knowledge and|31 |96 |10 |2 |3. 2 |Average | |self-acceptance |(22. 30%) |(69. 07%) |(7. 19%) |(1. 44%) | | | Result reveals how the respondents assess the attainment of the objectives of the Guidance Office. It is the objective of the Guidance Office to facilitate in the attainment of the mission and vision of the school. Based on the results, a majority of 84. 9% of the respondents say that the Guidance Office in the Christian formation of the students.

The GICP classes mold the well-being of the students. The lessons of the course teach the students the Christian way of responding into different situations. It is also in the GICP classes that the guidance counselor teaches the students the necessary values that will help them improve their well-being. The GICP course teaches every student to become less dependent and more responsible. In addition, the course assists in making them more likely to succeed in all challenges in their present life as a high school student and in the future as a college student. 8.

Which program of the Guidance Office do seniors find most helpful and least helpful? | |Most Helpful |Helpful |Partially Helpful |Least Helpful |Weighted Mean |Verbal | | | | | | | |Description | |Counseling/Routine/ |43 |84 |11 |1 |3. 22 |Above Average | |Follow-up Interview |(30. 94%) |(60. 3%) |(7. 91%) |(0. 72%) | | | |Mental Ability Test |33 |88 |18 |0 |3. 11 |Average | | |(23. 74%) |(63. 31%) |(12. 95%) |(0%) | | | |Study Habits and Attitudes Test |36 |80 |22 |1 |3. 09 |Average | | |(25. 90%) |(57. 5%) |(15. 83%) |(0. 72%) | | | |Diagnostic Test |41 |83 |15 |0 |3. 19 |Above Average | |(English, Math, Science) |(29. 50%) |(59. 71%) |(10. 79%) |(0%) | | | |Philippine Aptitude Classification Test |43 |87 |7 |2 |3. 23 |Above Average | |(PACT) |(30. 94%) |(62. 9%) |(5. 03%) |(1. 44%) | | | |Philippine Occupational Interest Survey |44 |84 |9 |2 |3. 22 |Above Average | |(POIS) |(31. 66%) |(60. 43%) |(6. 47%) |(1. 44%) | | | |Checklist of Concerns |28 |81 |22 |8 |2. 93 |Average | | |(20. 14%) |(58. 7%) |(15. 83%) |(5. 76%) | | | |Men’s Room/ Girl Talk |38 |62 |29 |10 |2. 92 |Average | | |(27. 35%) |(44. 60%) |(20. 86%) |(7. 19%) | | | |LUV’ KO TO |31 |65 |28 |15 |2. 81 |Average | | |(22. 0%) |(46. 77%) |(20. 14%) |(10. 79%) | | | |Growth in Christian Personhood Classes |26 |94 |15 |4 |3. 02 |Average | | |(18. 71%) |(67. 63%) |(10. 79%) |(2. 88%) | | | |Career Fair |61 |66 |8 |4 |3. 32 |Above Average | | |(43. 88%) |(47. 8%) |(5. 76%) |(2. 88%) | | | |Junior’s Career Conference |58 |70 |9 |2 |3. 32 |Above Average | | |(41. 73%) |(50. 36%) |(6. 47%) |(1. 44%) | | | |Career Streaming Program |54 |76 |8 |1 |3. 32 |Above Average | | |(38. 4%) |(54. 68%) |(5. 76%) |(0. 72%) | | | |Peer Facilitators |20 |56 |39 |24 |2. 52 |Average | | |(14. 39%) |(40. 29%) |(28. 06%) |(17. 26%) | | | The results of Table 4. 8 show the various programs administered by the Guidance Office since the start of the school’s operation.

The table presents the data of the student’s assessment of the stated programs and the degree of helpfulness of each. It is clearly shown that most of the student respondents stated that the various programs helped them in discovering themselves, how they function Academically, Emotionally, and Socially. It can be noted that the programs involving Career-Guidance were found most appealing and most helpful to the high school seniors. This is primarily because of the serious interest of the seniors in college life. On the other hand, the Peer Facilitators group was found to be least helpful.

This doesn’t mean that the club does not contribute anything at all. It’s just that the group is not active for the seniors. It can be noted that the seniors have the least members in the said club. 9. What is the overall assessment of the seniors on the Guidance programs and services?? |Very Satisfactory |Satisfactory |Needs Improvement |Poor |Weighted Mean |Verbal Description | |19 |113 |5 |2 |3. 07 |Average | |(13. 67%) |(81. 9%) |(3. 60%) |(1. 44%) | | | Table 4. 9 presents the over-all assessment of the respondents of the Guidance Services. It clearly shows that majority of the respondents are satisfied with the way the Guidance Office has been administering its programs since the start of the operation of San Beda College Rizal. This clearly denotes that a high percentage of the seniors are satisfied with how the Guidance Office administered all their programs and services to the students in particular the graduating class.

As based on the assessment of their four years of stay in this educational institution, the respondents said that it was fruitful enough as they were given a strong background in developing their totality as a person bound with the vision of San Beda College as fully human, wholly Christian and truly Filipino who functions in the society. In the outcome of this study, it was deemed reinforced in the principle of the Guidance Department that each activity extended to the students truly educates them and helps them recognize the emerging need of their development and to move along a path in the direction of personal growth.

To stress more on this, the Guidance Office was able to help the students eliminate or compensate problems which hamper them in doing their best in their studies. The department has provided educational programs, individual counseling and group guidance to help students make sound decisions on a variety of issues and concerns which impact the health and the development of personality, character and integrity. Finally the Guidance Department has provided students with information about colleges, universities, and careers. With this, the Guidance Office was able to help the senior students in the task of selecting and applying for college.

CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Findings Based on the research study undertaken by the researcher, the following findings are enumerated as follows: 1. In terms of the level of awareness of students of the Guidance Program 1. 87. 77% of the respondents agree that the Guidance Office conducts regular orientation for students regarding its programs and services. 2. 89. 93% of the respondents agree that the Guidance Office regularly informs and updates the students on its upcoming activities thru the guidance counselor. . 88. 49% of the respondents agree that the Guidance Office employs varied ways in informing the students of its programs. 4. 79. 13% of the respondents agree that the Guidance Office employs varied ways in informing the students of its programs. 2. In terms of the availability of the guidance counselor 1. 76. 26% of the respondents agree that the time they spend with the guidance counselor is enough. 2. 81. 29% of the respondents find the guidance counselor always available to attend to their needs. 3.

In terms of the effectiveness of the Career Guidance Program 1. 91. 37% of the respondents agree that the Guidance Office helps them prepare for College. 2. 93. 52% of the respondents agree that the Career-Streaming Program of the Guidance Office is effective. 3. 87. 05% of the respondents agree that the Guidance prepares them emotionally for College thru the GICP classes. 4. In terms of the effectiveness of the Testing Program 1. 94. 24% of the respondents agree that the different psychological tests given by the Guidance Office help them in discovering their strengths and weaknesses. . 87. 77% of the respondents agree that the guidance counselor interprets the results of their different psychological tests. 3. 90. 65% of the respondents agree that the different tests assist them in making personal, educational, and career decisions. 5. In terms of the conduciveness of the Guidance Office 1. 85. 61% of the respondents agree that the Guidance Office is conducive for counseling and routine interview sessions. 2. 65. 47% of the respondents agree that the Guidance Office has enough rooms for counseling and routine interview sessions. 3. 3. 52% of the respondents agree that the counselor’s room is clean and tidy. 6. In terms of the accessibility of the Guidance Office 1. 56. 83% of the respondents agree that the location of the Guidance Office is strategic. 2. 74. 1% of the respondents agree that they can easily go to the Guidance Office when called for counseling, routine, follow-up, and testing sessions. 7. In terms of the Guidance Office’s attainment of objectives 1. 84. 9% of the respondents agree that the Guidance Office assists in the Christian formation of the students. . 93. 53% of the respondents agree that the Guidance Office helps the students in developing the necessary values that will help them in coping with the fast-changing world. 3. 91. 37% of the respondents agree that the Guidance Office helps them gain self-knowledge and self-acceptance. Conclusion Based on the findings arrived at by the researcher, the following conclusions are given: 1. The Guidance Office is able to acquaint the seniors of their programs and services primarily through the guidance counselor. 2.

The Guidance Office is able to communicate with the students via different ways. 3. The seniors find their guidance counselor approachable and always available to attend to their needs. 4. The Testing Program is efficient and is successful in helping the students know more about their strengths, weaknesses, aptitudes, and potentials. 5. The Career Guidance Program is able to prepare the seniors for college scholastically and emotionally. 6. The Guidance Office is conducive for counseling and other guidance services. 7. The location of the Guidance Office is strategic. 8.

The Guidance Office, through its programs, is able to attain its objectives and at the same time contribute to the attainment of the objectives of the school. Recommendations In the light of the aforementioned findings the researchers recommend that: 1. Implemented programs for the past four years must be continuously done though some innovative approaches may be added as need arises such as new trends that emerge among the young adults of today. 2. It is highly recommended that the number of staff must compensate the growing population of students so as Guidance Services will be felt in its absolute degree by the students. . It is highly recommended that the Guidance Office enforce the dissemination of information of the Guidance Services and the effects or the results of each program implemented and administered with parents and with other departments so that the students will surely be guided not only by the counselors themselves but more so with other significant individuals surrounding them. 4. Finally it is highly recommended that the Guidance Office do more research on current issues and trends in three areas of a student’s life: the Academic, the Personal, and the College-Career.