Effectiveness of Guidance Services to Grade 11 Students for the

School Year 2018-2019

A Research Presented to

The Faculty of Senior High School

Pasig Catholic College Pasig City

In Partial Fulfillment

of the Requirements for Practical Research 1

Presented by:
Alipio, Brant Eldridge P.
De Guzman, Gianfranco Alva S.
De Los Reyes, Danielle Aira
Dimanlig, Kathleen Anne P.
Natividad, Aljon C.
Provido, Lani Marie B.
Son Uy, Michiko Kyla S.
Zaballero, Marco O.

Grade 11 - Archdiocese of Cotabato

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 August, 2018
Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

As stated by Villar (2009), Guidance and Counseling has been defined in the

Rules and Regulations of Republic Act 9258, Rule 1, Section 3 (Manila Standard, 2007),

as a profession involving an “integrated approach to the development of a well-

functioning individual primarily by helping him to utilize his potentials to the fullest and

plan his present and future in accordance with his abilities, interests, and needs.”

As stated by Tulio (2008), high school years are full of growth, promise,

excitement, frustrations, disappointment, and hope. It is the time when students begin to

discover what the future holds for them. Secondary school counselors enhance the

learning process and promote academic achievement.

Accoring to Tulio (2008), in schools, principal challenges are: to provide

sufficient human and capital resources of the right type, both within the school and within

its surrounding community; to ensure that these resources are dedicated to career

guidance; and to make the best use of the resources that are available. Policy options

include formally strengthening collaborations between all relevant stakeholders, making

the acquisitions of career management skills by students the focus of career education

programs, and improved accountability mechanisms.

Pasig Catholic College Guidance and Counseling Office is a service unit, which

helps further the department’s vision-mission and facilitates student’s growth process

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through its services and programs. Its fundamental aim is to provide better decisions and

adjustment in life situations (Pasig Catholic College Manual for Students, 2017).

Counseling, testing, consultation, individual inventory, referral, orientation and

information services, guidance curriculum, and home visitation are the guidance services

offered to students of Pasig Catholic College.

Pasig Catholic College has been known to offering quality Catholic education. In

its vision-mission, character has more emphasis rather than competence. There are certain

rules and regulations implemented by the school which should be strictly followed by the

students. Failure to do so may result to certain consequences and penalties. Throughout

its journey in advocating faith and values, discipline has an important role in its

educational system.

Family values have been disregarded by most adolescents. Such phenomena

resulted into miscommunication. This caused troubles and difficulty among students to

strengthen relationships with their parents. Social media greatly influences the

development of an adolescent’s mindset. The things these adolescents see in social media

may be misinterpreted. When these misinterpretations are lived out, it may affect their

discipline and attitude in school. Another factor that impacts an adolescent’s discipline is

the influence of their environment and friends.

Despite the important contribution these services can make to social, academic

and personality development of African school-aged children, it does not feature as an

important aspect of the curriculum in schools in the Transkei sub-region of the Eastern

Cape.

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The objectives of the research are to: 

 Undertake a study of relevant literature to determine the role of guidance and

counselling services in schools; 

 Conduct an investigation to determine the perceptions of district directors about

guidance and counselling services in schools; 

 Establish the role of Psycho-social and Curriculum Adaptation in the

implementation of guidance and counselling services in schools; and make

recommendations based on the literature review and the research results.

Background of the Study

According to Summit (1997), Guidance and counselling as a movement was

started in America at the beginning of 20th Century as a reaction to change process in an

industrialized society. Guidance and counselling services were set up within the

department of education in September 1968 when the recommendations made by Louis, a

consultant sent over to Malta by United Nation’s Educational Scientific and Cultural

Organization (UNESCO), were taken up. Globally, guidance and counselling services are

essential elements in discipline management of people in all societies. It could be difficult

for any society to function well without the exercise of discipline. School guidance and

counselling programmes have therefore been introduced to assist students overcome the

number of challenges they experience at home and at school. Nziramasanga (1999) 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

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provide solutions to the indiscipline in secondary schools caused by their children.

UNESCO (2002:2) adds that “African 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.

Statement of the Problem

The main purpose of this study is to determine the effectiveness of character development

programs to the discipline of the grade 11 students. More specifically, this study seeks to

answer the following questions:

1. What are the guidance services offered by the school?

2. How do students and parents perceive the guidance services offered?

3. How can these programs be improved as perceived by stakeholders:

a. Students

b. Teachers

c. Administrators

Significance of the Study

This research aims to impart a clear understanding of the effectiveness of character

development programs to the grade 11 students. The result of this research could be

notably beneficial to the following:

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Other Researchers

Based on the results, future researchers may be able to improve this study and give

deeper understanding of the problem. The information given may be used as reference in

conducting future researches.

School Administration

The relevance of the researchers' study towards the school administration is it shows

resourceful data which can be applied on their forum. This can also be an effective way

for the school to know if their programs for the students are being fulfilled. They can also

identify whether there are specific implementations and programs that are needed to be

improved. They may be given a deeper understanding of the different issues circulating in

the school’s environment.

Teachers

Teachers are considered as students’ companions all throughout their stay in school.

Based on the results of this research, they will be given a deeper understanding of their

students. Factors that may affect the discipline of the students may be identified easily.

They may change or improve their methods towards the discipline of the students which

is fit for the situation.

Parents

This study aims to let parents be informed of their child’s discipline, faith, and values.

With the parents’ knowledge of their child’s performance, they may be able to give more

supervision and guidance to improve the discipline of their child in school.

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Students

Discipline is a set of rules and regulations that remind us of the proper code of behavior

(Sharma, 2016). This study aims to teach and maintain proper decorum of Grade 11

students. This research may be as of help to change their perception, attitude, and

participation towards the guidance services offered to them.

Scope and Delimitation of the Study

This study entitled “Effectiveness of Character Development Programs to the

Discipline of the Grade 11 Students for the School Year 2018-2019: An Assessment” is

limited to the students of the Grade 11 level. This assessment will be accomplished by ten

(10) grade 11 students of this current school year within one (1) to two (2) months only.

Its general purpose is to identify the effectiveness of Guidance Office's programs towards

the grade 11 students. This research will be performed within the Pasig Catholic College

campus, to be more specific, at the school library, wherein the researchers will gather

data regarding the research. Parents, teachers, and the grade 11 guidance counsellor will

also be considered in this research.

Definition of Terms

Discipline. It is the practice of training people to obey rules or a code of behavior, using

punishment to correct disobedience.

Character. It is the mental and moral qualities distinctive to an individual.

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Character Development Program. It is the deliberate effort to nurture the universal

attributes upon which communities agree.

Counseling Service. It aims to assists the students to make a realistic appraisal of

students’ interest, abilities, and aptitude as gathered from preliminary interviews and

arrive at an educational adjustments or solutions to his/her problems.

Testing Service. It is a psychological test given to students of classes needing them. Tests

help to measure a sample of students’ interest, mental ability, aptitude, attitude, academic

achievement, and personality and adjustments. Tests are interpreted to students for

purposes of greater self-awareness, self-understanding and career planning.

Consultation Service. It is a collaboration between professionals in generating further

strategies and solutions of a concern encountered by students.

Individual Inventory Service. It is collecting and utilizing information about the

students done through accomplishing the Cumulative Record Folder.

Orientation and Information Services. It conducts seminars and workshops on

personality development and human relations. Through these students and parents will be

able to know the different programs and activities of the school.

Guidance Curriculum or the Homeroom Guidance Program. It is structured lesson

plans and group activities delivered via K-12 classrooms to help students in developing

the necessary skills and competencies for success academically and socially. Academic,

career, personal, social, and spiritual developments are the five domains under guidance

programs.

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Home Visitation. It is a partnership between parents and educators, creating the

foundation for understanding and cooperation between home and school that is vital to

every student’s success.

References

Nayak, A.R & Rao, V.K. (2001). Guidance and Career Counseling. APH Publishing

Corporation.

Tulio, D. (2008). A Breakthrough in School Guidance & Counseling. National Book

Store.

Villar, I. (2009). Implementing a Comprehensive Guidance and Counseling Program in

the Philippines. Aligned Transformations Publications.

(n.a.). (2017). Pasig Catholic College Manual for Students.

Sharma, V. (2016). Importance of Discipline in School Life. Retrieved from:

www.klientsolutech.com

Juarez, B. (2017). Why is Character Education Important? Retrieved from:

https://blogs.gcu.edu/college-of-education/why-character-education/

Salmons, H. (2014). The importance of character building. Retrieved from

https://www.hmc.org.uk/blog/importance-character-building/

Larson, K. (2009). Understanding the Importance of Character Education. Retrieved

from: http://webcache.googleusercontent.com/search?

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%3Dpdf+&cd=17&hl=en&ct=clnk&gl=ph

GreatSchools Staff. (2016). Character education: as important as academics? Retrieved

from: https://www.greatschools.org/gk/articles/the-value-of-character-education/

The Role of Character Education in Public Schools. (n.d.). Retrieved from:

https://www.cde.ca.gov/ls/yd/ce/charactered.asp

Colaitis, S. C. (2014). Impact of character education on student behavior as perceived by

staff members. Retrieved from: https://fordham.bepress.com/dissertations/AAI3628736/

Ruch, W. and Wagner, L. (2015). Good character at school: positive classroom behavior

mediates the link between character strengths and school achievement. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4432234/

Stewart-Burrison, L. (2014). Effect of Character Education on Student Behavior in

Kindergarten. Retrieved from: https://eric.ed.gov/?id=ED566158

Bastien, R. (2013). The Academic Benefits Of Character Education. Retrieved from:

https://www.hudsoncollege.ca/blog/the-academic-benefits-of-character-education/

Tucker, K. (n.d.). Pros & Cons of Teaching Values in Schools. Synonym. Retrieved from

https://classroom.synonym.com/pros-cons-teaching-values-schools-7435175.html

Sparks, S. (2010). Character Education Found to Fall Short in Federal Study. Retrieved

from: https://www.edweek.org/ew/articles/2010/10/21/09character.h30.html

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Dickinson, E., Niewoehner, K., Nguyen, E., & Rozell, M. (2015). Character Education

and Relationships. Retrieved from: https://prezi.com/v2xfvi3g5_tw/character-education-

and-relationships/

Character Development at Leslie Frost. (n.d.). Retrieved from:

https://lfp.tldsb.on.ca/character-development-at-leslie-frost/

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