DSpace 8 @UC
A University of the Cordilleras' digital space, powered by DSpace open source repository platform
Communities in DSpace
Select a community to browse its collections.
Recent Submissions
The implementation of guidance services on secondary schools in Alfonso Lista, Ifugao
(n/a, 2018-07) Culimay, Eloise Amor Chummac
School's have a great need of guidance and counseling services to help in the development of their students in every aspect of their lives. Students are faced with a lot of challenges which impedes this aimed holistic development. Implementation of these services have an important part in preventing the harmful effects and outcomes of these challenges. Through this study, schools will be aware on the perception of students on the implementation of the guidance services, which will serve as a feedback. The identified points of improvements will serve as basis in action and strategies to be taken by the school management. Students will benefit through the possible improvements that could be done and researchers may have an initial data for future researchers. Most importantly, guidance designates will receive feedback and will be assisted through the recommendations made from the results of the study. This research aimed to know the extent of implementation of the different guidance services as perceived by the students. Specifically, the researcher intended to know the following: the extent of implementation of the guidance services as perceived by the students along with a; individual inventory and information b; counseling c; follow-up and referral d; facilities; the difference on the extent of implementation of the guidance services when compared according to a; school size b; educational qualification of the guidance designate; and hypothesis: There is a significant difference on the extent of implementation of the guidance services when compared according to the identified variables. The problems encountered by the guidance designates in the implementation of the guidance services. The following are the findings based on the analysis: 1. Generally, there was a moderate extent of implementation of the the different guidance services in the secondary schools of Alfonso Lista, Ifugao. 2. a. Among the four guidance services, the extent of implementation of the individual inventory and information services and facilities vary significantly when compared to school size. b. On the other hand, only the implementation of facilities vary significantly when compared according the educational qualification of the designate. 3. The common problems mostly encountered by the guidance designates were issues on the poor awareness of the students on the guidance services, student's unwillingness to share their problems, lack of skills and training's of the guidance designates and the lack of reading and reference materials. Issues on support from staffs and administration was least rated as a problem. Issues on double roles, being a perfect of discipline and a guidance designate was also added aside from the problems mentioned on the checklist. Based on the findings, the following conclusions have been drawn : 1. Secondary students in Alfonso Lista perceived and experienced the implementation of the different guidance services to a moderate extent. 2. School size had an influence, only in the individual inventory and information service, where small schools have an advantage in implementation while big schools have an advantage on the provision of guidance facilities. The influence of Education qualification was observed only in the implementation of facilities where the guidance designate with masteral units in G&C and with bachelor's degree only have an advantage. 3. Majority of the guidance designates encountered problems on the students' poor awareness of the guidance services unwillingness to share their problems. They are also are in need of trainings and budgetary support for the provision of counseling rooms/office and materials that could be used in informing students. In relation to the findings of the study, the following are recommended: 1. Aside from the rules and regulation, also add group dynamic activities to establish rapport between the guidance designate and the students. 2. In the opening of classes, the guidance designate could send letters to the different agencies in the local government units, asking for possible information drives and programs that they can extend to the schools. 3. School administrators can encourage the teachers to conduct homeroom periods to help in guiding their students. 4. The school can require students to at least provide a long folder (new or recycled) with their name written on its during enrollments for their own individual record file. 5. Schools are encouraged to provide short talks on parenting for the parents or the guidance guardians for them to know more techniques in dealing with their children. 6. The researcher recommends a drafting of guidelines on the roles of designated guidance teachers, considering the limit of what they are allowed to do. 7. Trainings on the counseling skills to be provided to the guidance designates and topics that also consider the personal condition of the guidance designates (stress management, personal biases). 8. Allot budget in constructing or providing a separate counseling room for every school which is designed to allow privacy and comfort for the clients of the guidance office. 9. Follow-up researchers on guidance services should be on the part f teachers and school heads on the different guidance services.
Suicidal ideation: protective and risk factors among high school adolescents
(n/a, 2020) Cubacub, Cinderella Ronalyn E.
Adolescents often think of death as a way to alleviate their pain, or to escape the burdens they are experiencing. Some of them fail to cope effectively with their problems and have difficulty in handling their emotions which lead to their suicidal ideation. The World Health Organization (WHO) reported that one person dies because of suicide every 40 seconds. The Philippines is claimed to be 163rd out of 183 countries in terms of suicide rate. Moreover, the Department of Health (DOH) maintained that the said thirty - four percent (34%) of the death cases were due to suicide. In Baguio city, a local newspaper published that there have been one hundred twelve (112) recorded suicides in Baguio city since 2018. It is also claimed that roughly three to twenty percent of adolescents may attempt suicide at some of point in their lives. Thus, it is important to study suicidal ideation among adolescents and the risk and protective factors of suicidal ideations in order to decrease the likelihood of suicidal ideations and attempts among adolescents. This study aims to determine the suicidal ideations of the junior high students and its relationship to risk and protective factors. Specifically, it aims to answer the following questions: 1. What is the level of the suicidal ideation among the junior high school students? 2. What is the level of adverse childhood experience as a risk factor to suicidal ideation? 3. What is the level of the following protective factors to suicidal ideations? a. Resilience; b. Forgiveness; and c. Coping Mechanisms? 4. What is the relationship between suicidal ideation and adverse childhood experiences as a risk factor? Hypothesis: There is a significant relationship between a suicidal ideation and adverse childhood experiences. 5. What is the relationship between suicidal ideation and the following protective factors? a. Resilience; b. Forgiveness; and c. Coping Mechanisms? Hypothesis: There is a significant relationship between suicidal ideation and the protective factors namely adverse childhood experiences, resilience, forgiveness and coping mechanisms. The following are the findings of the study: 1. The junior high students of Saint Louis University - Laboratory High School Junior High (SLU - LHS JH) have low level of suicidal ideation. 2. There is a very low level of adverse childhood experiences among the junior high students of SLU - LHS JH. 3. The junior high students of SLU - LHS JH have a high level of protective factors namely resilience, forgiveness and coping mechanism. 4. There is a significant, positive relationship between adverse childhood experiences and suicidal ideations. 5. There is a significant, negative relationship between protective factors and suicidal ideation. Based on the findings of the study, the following are the derived conclusions: 1. The junior high school students have infrequent thoughts of death and suicide. 2. The junior high school students have never experienced adverse childhood experiences. 3. The junior high students have the capacity for forgiveness, resilience and coping. 4. Adverse childhood experiences increase the suicidal ideations of the junior high school students. 5. Resilience, forgiveness and coping mechanisms can decrease the suicidal ideations of the junior high students. Based on the findings and conclusions of the study, the following recommendations are suggested: 1. Guidance Counselors may give talks and group dynamics activities on highlighting the importance of life to the junior high school students. Social media platforms through the help of the peer facilitators may also help in the information service on this topic. it is also suggested that Guidance Counselors attend Parents' Advisory Council meetings and give a talk on promoting mental health among young adolescents. The Guidance Counselors may also provide talks on active listening and promotion of psychological well-being to the teachers so that they can serve as partners of the Guidance Office in helping the students. 2. Information service about moving on from the past adversities and emotion management may be conducted to the students through talks during Homeroom Guidance Period. A talk on positive discipline is also recommended for the parents, guardians and teachers. 3. Information dissemination via info graphics and videos, and group dynamics activities on perseverance in life, forgiving oneself and seeking help from others as a support system can be given to the students by the Guidance Counselors. 4. The Guidance Counselors may also conduct seminars on parenting. Forum between parents and students can also be facilitated by the Guidance Counselors. A talk on understanding the Generation Z may be given to both parents and teachers. 5. There is a need for the Guidance Counselors to strengthen their information service regarding the topics of resilience, coping and forgiveness. These topics may be integrated in the Homeroom Guidance Period of the students and in their religion subject. 6. Future researchers are suggested to explore other protective factors in relation to suicidal ideation. Moreover, they may also study the suicidal ideation of senior high school students on both private and public schools.
Attitude towards conflict and performance in values education among high school students
(N/A, 2014) Cayat, Aubrill Faye M.
Conflict is a natural occurrence and an inevitable part of life but then how students handle it makes all the difference. Learning to deal with conflict constructively is a life-skill essential to students. Managing conflict situations do not come naturally therefore initiating a conflict resolution through peer mediation program can be a proactive way to help students handle conflict situations constructively. When students learn to resolve their own conflicts responsibly, the atmosphere at school is more pleasant for everyone. This study was conducted to determine the relationship between attitude towards conflict and performance in Values Education among Peer Mediators. Specifically, the study addressed the following questions: 1. What is the attitude towards conflict among Peer Mediators and non-Peer Mediators along the following modes: a. Competing; b. Collaborating; c. Compromising; d. Avoiding; and e. Accommodating? 2. What is the difference on the attitude towards conflict among Peer Mediators and non-Peer Mediators along the identified modes? Hypothesis: There is a significant difference on the attitude towards conflict among Peer Mediators along the identified modes when compared to non-Peer Mediators. 3. What is the performance among Peer Mediators and non-Peer Mediators in the subject, Values Education? Hypothesis: The performance of Peer Mediators in Values Education is Very Satisfactory. 4. What is the correlation between the attitude towards conflict and performance in the subject, Values Education among Peer Mediators and non-Peer Mediators? Hypothesis: There is a significant correlation between the attitude towards conflict and performance in Values Education among Peer Mediators. 5. What enhancement program shall be proposed for full implementation of Peer Mediation? The researcher made use of descriptive research design specifically, descriptive-correlational research to objectively analyse the relationship that exist between the attitude towards conflict and performance in Values Education among peer Mediators of University of Baguio High School. This study also utilized the descriptive-comparative research design to find out the difference on the attitude towards conflict among peer mediators and non-peer mediators. In treating the data, median and mean were used for descriptive problems. t-test for independent samples was used to compare the attitude towards conflict among peer mediators and non-peer mediators and Pearson Product Moment Coefficient of Correlation (Pearson's r) was used to verify the degree of relationship that exist between the attitude towards conflict among peer mediators and their grades in Values Education. Computed values were tested against 0.05 level of significance. Based on the analysis of the data gathered, the following are the salient findings: 1. The attitude towards conflict among peer mediators and non-peer mediators vary along the five modes of conflict that were used in the study. Students trained in peer mediation primary utilized accommodating and compromising when faced with conflict situations while non-peer mediators generally preferred accommodating and competing. 2. There is a significant difference on the attitude towards conflict among peer mediators when compared to non-peer mediators along the five modes of conflict. t-test conducted on each mode revealed significant differences at 0.05 level between the groups along the identified modes. 3. The performance of peer mediators in Values Education is Very Satisfactory. 4. There is a moderate positive correlation between the attitude towards conflict and performance in Values Education among peer mediators. In the light of the findings of the study, the following are the conclusions: 1. Training of conflict resolution strategies through peer mediation have positive effects on the attitudes of peer mediators toward conflict as compared to their non-peer mediator counterparts who have inadequate knowledge on how to handle conflict situations constructively. 2. Training in peer mediation and the experiences of serving as peer mediators helped students acquire the skills of constructive conflict resolution as compared to their non-peer mediator counterparts. 3. Topics conducted during the peer mediation training complemented the lessons in the subject, Values Education. This suggests that the peer mediation training was beneficial for peer mediators to enhance their performance in the subject. 4. Peer mediators' conflict resolution skills lead to increased social and academic achievement. This further indicates that improved social skills and attitude towards conflict helped students achieve academic success. Based on the findings and conclusions, the following are recommended: 1. Peer mediation is a developing program in University of Baguio High School. To further discover the influence of peer mediation on the attitude a student has towards conflict, similar studies should be conducted in a variety of settings, urban and rural, with varied populations in the basic education level to verify and extend the findings of this study. 2. It is essential to conduct follow-up, testing and interview sessions with students who participated in the program. This is to validate if the students who were trained as peer mediators retained the knowledge and skills needed to resolve conflict over time. 3. Integration of related lessons in the subject, Values Education, in the succeeding peer mediation and supplementary training sessions. Further, the effects of instruction in conflict resolution skills on student's behavior and on teacher's perception of student behavior need to be examined. 4. Integration of conflict resolution skills into the curriculum to have a better impact on the students' academic performance. Systematic and cumulative practices of resolving conflicts have to take place not only in peer mediation program but in all subject areas. 5. Peer mediation enhancement program has to be evaluated further before it will be presented to the principal and faculty members of UBHS.
The level of satisfaction of students on guidance services
(N/A, 2014) Balanon, Rhodellia J.
The Guidance Services contribute to the holistic development of students by providing support, helping them prepare for their future roles as productive members of the society. These services provide opportunities for students to understand themselves and to identify their abilities, interests, and potentials for improvement. Thus, this study aims to determine the level of satisfaction of students on the Guidance Services as to the following: Individual Inventory Service, Information Service, Counseling Service and Placement Service; and to find if there is a significant difference in the level of satisfaction with regard to sex, academic program, year level and ethnicity. The study was conducted to find out the level of satisfaction of students on the Baguio College of Technology (BCT) Guidance Services. Specifically, it aimed to answer the following questions: 1. What is the level of students' satisfaction on the BCT Guidance Services as to: a. individual inventory service; b. information service; c. counseling service; and d. placement service? 2. What is the difference on the level of students' satisfaction on the BCT Guidance Services when compared according to: a. Sex, b. Academic program, c. Year level, and d. Ethnicity? Hypothesis: There is a significant difference in the students' level of satisfaction on the services provided by BCT's guidance center with regards to sex, academic program, year level and ethnicity. 3. What action plan should be developed to improve the BCT's Guidance Services? The following are the findings of the study based on the gathered data: 1. The students were fully satisfied on the different guidance services of the Baguio College of Technology. 2. Sex and ethnicity were not significant in the respondent's level of satisfaction. 3. Academic program and year level were significant in the respondent's level of satisfaction. The following are the conclusions drawn based on the findings of the study: 1. The guidance services of BCT has been availed of and utilized effectively and efficiently by the students. The guidance services helped the students in their educational/vocational, social/emotional exploration and career planning. 2. Both male and female from highland and lowland respondents do not vary in their level of satisfaction on the guidance services of BCT, while they vary significantly when compared according to academic program and year level. All students can achieve something at high levels if given sufficient support. 3. Aside from the traditional services offered by the BCT Guidance Office, an action plan which is a sequence of steps has to be taken, or activities that have to be performed well, for a strategy to succeed. In the light of the findings and conclusions, the following are recommended: 1. The guidance counselor has to sustain the design of the guidance program and services as to continue to promote student achievement. These program and services have to be comprehensive in scope, preventive in design and developmental in nature. A comprehensive program and services that have to be standards-based and data driven, and an integral component of the school's academic mission. It has to focus on educational/vocational, social/emotional development that is delivered through classroom lessons, small group, and individual consultation 2. All students need to have equal opportunity to avail of the guidance services; they have to be provided the chance to develop the educational/vocational, social/emotional competencies needed to prepare them for life's options, which includes work, higher education, and preparation as productive citizens and lifelong learners. 3. Membership of BCT with other agencies like PMHA and Sunflower Children's Center. Diverse stakeholders shape their holistic efforts through collaborative partnerships. These partnerships give communities a structure for organizing, planning, and implementing their ideas. Collaborative partnerships are the mechanism for designing comprehensive strategies that strengthen students and families. 4. BCT has to be aware of the implications of the Guidance and Counseling Act of 2004 or the Republic Act 9258, This law basically states that "No person shall engage in the practice of guidance and counseling without a valid Certificate of Registration and a valid Professional Identification Card or a Special Permit" and that "no corporation, partnership, association or entity shall operate a guidance and counseling office, center/clinic, testing center, rehabilitation center, or otherwise engage in the practice of guidance and counseling without first securing a permit from the Board. The permit shall be issued only after it has satisfied the Board that such establishment is properly staffed by duly Registered and Licensed Guidance Counselors." 5. BCT needs full blown guidance program with definite plans that provide adequate time for counselor to assist the growing numbers of students with special needs. These are students who are substance abusers, teenage parents, and victims of abuse or neglect, depressed, suicidal, educationally disadvantaged, disabled, or potential dropouts before graduation for any reason. These students need competent counselors with caring attitudes who allot a specific amount of their time each day for responsive services.
Career motivations of Bohemian millennials
(N/A, 2015) Alawas, Aprille Dawang
Millennials are the next professionals to inherit the workplace. The millennial generation is a group of young people whose birth years range from 1980 to 2000 (Rainer and Rainer, 2011). There is a great distinction in the life developmental stages of millennials, compared to the generations before them. The distinction between the millennials and the older generations in regard to upbringing is due to the fact that millennials were raised during the rise of computers, economic crisis, and culture wars. Having an unconventional upbringing, the millennials are regarded with skepticism in areas that are dominated by the older generations who describe younger co-workers as naïve arrogant nonconformists for choosing not to follow the hierarchical traditions that exist in the work place. The main aim of this study was to determine the motives in the choice of career among bohemians in Baguio City. Specifically, this study sought to answer the following: what are the characteristic traits of the respondents? ; what motives influenced the career choice of the respondents?; what problems are encountered by the bohemians in the pursuit of their career? and; what conceptual model can be formulated to depict career motivation of the Bohemians? The approach used in this study was qualitative. The descriptive-survey method was used to identify the respondents' characteristics, motivations, and challenges or problems. Twelve respondents for the study were gathered from purposive sampling. Data were collected through interview and administration of the Rokeach Value Survey. Based on the gathered data, the following are the findings of the study. 1. The characteristic traits and values of bohemian millennials are ambitious, clean, intellectual, individualistic, optimistic, open-minded, and simple. 2. The motives that prominently influence the career decisions of the bohemian millennials are their interest, relationships, desire for self-fulfillment, work environment, and work ethic. 3. The challenges faced by bohemian millennials are financial instability, lack of creative freedom, peer pressure, too much exposure to social media, and pressure to conform on established work norms. Based on the findings of the study, the following are the conclusions: 1. There are characteristics and values of bohemians, that the millennial generation may adopt. 2. The motives that prominently influence the bohemian millennials are personal fulfillment, relationships with people, and work environment. 3. The challenges of bohemian millennials are concerned with finances, expression of creativity, peer pressure, influence of social media, and work standards. Based on the findings and the conclusions of this research, the following are recommended: 1. Millennials may adopt self-actualizing lifestyles like bohemianism to further develop as professionals and as individuals. 2. Applying experiential learning that satisfies existential thought in the workplace would keep millennials motivated in their careers. To enable this, the working environment can apply the following: a. be affiliated or create an organization that would enable employees to pursue interests other than their occupations such as an art community, a basketball team, or environmental group. b. managing of major projects individually, or as leaders of a team, to enable direct exposure on what is expected in the workplace. c. group dynamics exercises in order to encourage philosophical reflection and existential thought during staff retreats or on arranged meetings. d. volunteering occasions wherein employees would, volunteer for a cause such as feeding the homeless, joining medical missions, or planting trees at an environmental conservation area. 3. To help millennials with their career challenges, better communication and mentoring should be applied in the workplace. To enable this, the working environment should practice the following: a. apprenticeship or internship programs wherein new or younger employees will train under, or be in partnership, with senior employees. b. relationship-centered workshops or conferences in order to encourage communication with millennial employees and senior employees. c. executives or managers should schedule time wherein new or younger employees have the opportunity to voice out their concerns or ideas. 4. Future researchers, who would like to conduct further studies about bohemians, have to widen the scope and increase the population of the respondents. 5. The conceptual model on the career motivations of bohemian millennials has to be reviewed in order for millennials and incoming generations to understand and reflect on the concept of being bohemian bourgeois professionals.