Master of Arts in Guidance Counseling

Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/77

Browse

Filters

2020 - 20247

Settings

Start date: 2020

Search Results

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    Students' awareness, availment, and satisfaction on the guidance services of Sto. Tomas national high school
    (2023-11) Gabriel, Marie Tina Tiwaken
    This study was conducted to determine the level of awareness, availment, and satisfaction of students as well as the difference of satisfaction of students on the Guidance Services of Sto. Tomas National High School. Specifically, it aims to answer the following questions: 1. What guidance services are the students of Sto. Tomas National High School aware of? 2. What guidance services are availed of by the Sto. Tomas National High School students? 3. What is the level of satisfaction of the students to availed guidance services? 4. What is the difference in the satisfaction of students to the guidance services when compared according to : a. sex; and b. ethnic origin? Hypothesis: There is a significant difference in the satisfaction of students to the guidance services with regards to sex and ethnic origin. The researcher administered questionnaire using convenience and purposive sampling to 148 participants. To determine the awareness, availment, as well as the level of satisfaction of learners on the services offered by the guidance office of STNHS, the study used a descriptive survey research design, with descriptive-comparative design to determine the significant difference of the level of satisfaction on the different guidance services. the study was conducted in the academic year 2018-2019. The data collected were carefully tallied and analyzed using SPSS ( Statistical Package for the Social Science). Weighted mean, mean percentage and T-test were utilized to treat the collected data.
  • Thumbnail Image
    Item
    Multiple intelligence and career choice of grade 10 learners
    (2023-08) Ganitob, Esther Jane Ollayan
    This research study aims to identify and detail the types of intelligence and the types of career choice of the Grade 10 students at Baguio City National High School. Specifically, it answered the questions: 1. What is the dominant type of intelligence among the respondents among the following domains: a. linguistics; b. logical-mathematical; c. visual- spatial; d. naturalistic; e. bodily-kinesthetic; f. intrapersonal; g. interpersonal; h. musical; and i. existential intelligences? 2. What are the types of career choice dominant among the respondents along the following domain: a. realistic; b. investigative; c. artistic; d. social; e. enterprising; and f. conventional? 3. What is the relationship between the types of intelligence and career choice among the respondents? Hypotheses: There is no significant relationship between the types of intelligence and career choice of the respondents.
  • Thumbnail Image
    Item
    Suicidal ideation: Protective and risk factors among high school adolescents
    (2020-07) 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.
  • Thumbnail Image
    Item
    Career maturity and career decision making self-efficacy of senior high school learners
    (2020-06) Velasco, May Angeline Laguting
    Senior High School Learners are facing a challenge about career planning. This is because, they have to choose a career that suits them and design different ways on how to achieve their career plans. Their success in choosing the right career path depends on a certain level of career maturity and career decision making self-efficacy. It is claimed that senior high school should be ready to make a career decision according to their level of development. This assumption is based on the belief that a career mature person is more capable of making an appropriate and realistic career choice and decision. The main purpose of the study is to determine the level of career maturity and career decision-making self-efficacy as well as the relationship between career maturity and career decision-making self-efficacy of senior high school learners. Specifically, the aim is to answer the following research questions: 1. What is the level of career maturity of the senior high school learners along: a. concern; b. curiosity; c. self-confidence; and d. consultation. 2. What is the level of career decision making self-efficacy of the senior high school learners according along: a. self-appraisal; b. occupational information; c. goal selection; d. planning; and e. problem solving. 3. What is the relationship of career maturity and career decision making self-efficacy of the senior high school learners? Based on the analysis and interpretation of data, the following are the finding of the study. 1. The career maturity of the senior high school learner is high. Specifically, it is high in terms of concern, curiosity, self-confidence and consultation. 2. The career decision-making self-efficacy of the senior high school learners is high. Specifically, it is high in terms of self-appraisal, occupational information, goal selection, planning and problem solving. 3. There is no significant relationship between career maturity and career decision-making self-efficacy Based on the findings, the following are the derived conclusions. 1. The senior high school learners are ready to make career decisions and are able to make realistic career goals. 2. The senior high school learners demonstrate sufficient confidence in career planning. 3. Career decision -making self-efficacy is not dependent on career maturity. Based on the findings and conclusions of the study, the following are recommended: 1. There is a need to improve the delivery of the career planning program of guidance services. Guidance designates, teachers and career advisers are encouraged to devise an effective orientation program to enhance the career planning skills of the students. 2. Trainings on the career guidance skills should be provided to guidance designates, career advisers and teachers, as they are part of the guidance team. They should be update themselves on the different psychological tests used in career guidance as well as the demands of industries in the world of work. 3. At the start of the school year, the school or the guidance designate may send communication letters to the different agencies in the local government units , asking for information and programs that they can extend to the career planning program of the school. 4. The school should incorporate the career planning program in the homeroom period. The academic head can encourage the teachers to help in guiding their learners by enhancing career decision -making skills through researching guides on self-awareness, career maps and occupational information. 5. Schools are encouraged to maximize parent-teacher association (PTA) meetings by introducing the different phases of the career planning program of the school. This is to encourage their involvement in the career decision-making of their children. 6. Other researchers may conduct further studies on career maturity and career decision-making self-efficacy such as relating career maturity to personality and career decision-making self-efficacy to academic achievement.
  • Thumbnail Image
    Item
    Flexible distance learning during the Covid 19 pandemic challenges of university students
    (2021-04) Soriano, Eldon Harris Begonia.
    When reports of the COVID-19 outbreak of December 2019 spread, countries from all around the world braced up for the most devastating and crippling catastrophes that has plagued the year. Worldwide responses to the pandemic eyed reduction of close contact with one another, crippling the very foundation of a teacher-student and student-student communication line. In response, educational sectors and learning institutions needed to develop alternative educational delivery: flexible learning. Flexible learning allows flexibility of time, place, and audience with the inclusion of technology. Akin to distance learning and online learning, it capitalizes on the separation of teachers and students during class instructions using various technologies to facilitate communication. Flexible learning employs the use of modern technologies including email, audio, and video teleconferencing and is the preferred method of Higher Education Institutions in support of traditional learning. This research aimed to identify the challenges encountered by the students of the University of the Cordilleras in the conduct of online distance learning amidst the COVID-19 Pandemic. The following specific questions were answered. 1. What is the extent of individual-related challenges encountered by the students in flexible learning in terms of: a. learner characteristics; b. technology; c. home environment; and d. support system? 2. What is the extent of instructional-related challenges encountered by the students in flexible learning in terms of: a. pedagogy, b. learning management system; and c. course content? 3. What is the difference in the extent of the challenges encountered by the students when grouped according to: a. sex; b. geographic location; and c. college? Hypothesis: There is a significant difference in the extent of challenges encountered by the students when they are grouped according to sex, geographic location, and college. The following are the major findings of the study: 1. The extent of individual- related challenges encountered by the students in flexible distance learning is high along learner characteristics, home environment, and technology but low in terms of support systems. 2. The extent of instructional- related challenges encountered the students in flexible distance is low along pedagogy, learning management system and course content. 3. There is a significant difference in the extent of individual and instructional-related challenges encountered by the students in flexible distance learning when grouped according to college but no significant difference exists when they are grouped according to sex and geographic location. Based on the findings of the study, the following are the derived conclusions. 1. Learner characteristics, home environment and technology make flexible distance learning challenging among the students. However , such challenges are mitigated by available support systems 2. Pedagogy, learning management system and course content pose a minimal challenge in the flexible distance learning among students. 3. The college where the student is enrolled affects the extent of challenges encountered by the students in flexible distance learning. Sex and geographic location have no effect on the extent of challenges encountered by the students in flexible distance learning. Based on the findings and conclusions of the study, the following recommendations are drawn: 1. The school administrator may periodically conduct a survey on the difficulties encountered by the students in online distance learning. Results of such surveys may serve as inputs during institutional planning on how to improve the delivery of an effective online distance learning. 2. The guidance counselors of the university may apply cognitive-behavioral counseling techniques to combat self-defeating thoughts that demotivate the students from pursuing online distance learning. The guidance counselors and facilitators are encouraged to be more creative and innovative in the delivery of services, avoid repetitive topics and discuss relevant issues that can help students deal with online classes. 3. The student may reduce time on social media and other unnecessary activities and focus on productive events and activities such as sports. The students may improve their time management skills by scheduling activities intended for socialization and meaningful online academic discourse. 4. The students may maximize school services by exploring university services available online such as library services, medical-dental services, guidance and counseling services. The students may seek academic help during identified consultation hours of instructors but observe courtesy at all times 5. The Guidance Center may benchmark with other schools for new programs and systems in the delivery of online guidance programs . The Center may forge alliance and partnership with instructors and community partners in identifying and providing help for at-risk students. 6. Other researchers may explore the possibility of conducting studies dealing on the effectiveness of online distance learning.
  • Thumbnail Image
    Item
    Perceived parenting styles and personality traits of Filipino high school online gamers
    (2021-09) Rodillas, Marion Nicole Ancheta
    Parenting styles have been shown to influence the development of personality among adolescents. Many studies indicate that parents vary in disciplining and nurturing their children, thus affecting the development and formation of their personality traits. A nurturing environment yields positive growth within a young individual. The opposite of such environment develops a person who requires affection, empathy, and social connection. Most parents supervise their children, while others leave them into other people's hands. Such instances may impact as to why adolescents also vary in their way of dealing with other people. The study aimed to determine the relationship between perceived parenting style and personality traits of high school online garners of Saint Louis University Laboratory High School enrolled during SY 2020 -2021. Specifically, it sought to answer the following questions: 1. What is the level of perceived parenting styles along: a. authoritative parenting; b. authoritarian parenting; c. permissive parenting; and d. neglecting parenting? 2. What is the level of personality traits along: a. openness; b. conscientiousness; c. agreeableness; d. extraversion; and e. neuroticism? 3. What is the relationship between parenting style and the personality traits? Hypothesis: There is a significant relationship between parenting style and personality traits. The researcher administered a questionnaire to 218 participants through Google Form to junior high and senior high online garners. The data collected were carefully tallied and analyzed using SPSS (Statistical Package for the Social Science). Weighted mean and Pearson Product Moment Correlation were utilized to treat the collected data. The following are the significant findings of the study: 1. The high school online garners perceive that the level of parenting style is high along with authoritarian and authoritative parenting and low in neglectful and permissive parenting 2. The high school online garners have a high level of openness and agreeableness and moderate level of conscientiousness, extraversion and neuroticism. 3. There is a significant low positive relationship between authoritative parenting and conscientiousness, agreeableness and extraversion but low negative relationship with neuroticism. There is a significant low negative relationship between permissive parenting and conscientiousness, extraversion and agreeableness. There is no significant relationship between authoritarian parenting style and the personality traits. The same can be said of neglectful parenting. Based on the findings of the study, the following conclusions are derived: 1. The high school online garners perceive their parents as warm and responsive to their needs but strict and controlling. 2. The high school online garners are creative, seeking of new intellectual pursuits, and can easily adjust to other people. 3. Authoritative parenting style positively influences personality traits such as conscientiousness, agreeableness and extraversion but negatively influences neuroticism. Openness is not influenced by authoritative parenting. Permissive parenting negatively influences the formation of personality traits such as conscientiousness, extraversion and agreeableness but does not influence openness and neuroticism. It does not influence openness and neuroticism. Authoritarian and neglectful parenting have no influence on the formation of personality traits. Based on the findings and conclusions of the study, the following recommendations are proposed: 1. A talk or webinar with topics such as `Understanding Gen Z' and 'Gen Z looking Through Their Parents' Lenses' may be conducted regularly by the school guidance counselors in order to shed light on the nature and behavior of students immersed in online gaming. Parents, guardians, and high school students are welcome participants to the webinars. 2. Guidance counselors may collaborate with teachers in developing modules on self-awareness. This is to assist the young learners assess their dominant characteristics and traits which may help them better understand their behavior. The module may contain lessons on contributing constructive and adaptable learning strategies and activities that are suited for learners who are online garners. 3. Guidance counselors may administer a personality test measuring the big 5 personality traits to all high school students, online garners and non-online garners alike. This will be integrated in the individual inventory service of the guidance office of the school. 4. In collaboration with the Parents Advisory Council (PAC), the Guidance Office may develop a program beneficial for the students and parents of the school to ensure a quality parent-child relationship. Parenting strategies such as dialogues between parties may be scheduled, with topics centered on relationships, trust, and open communication among family members. 5. A comparative study studies may be conducted on parenting styles and personality traits of non-online garners and online garners taking into account gender, age level and educational level as moderating variables. 6. The school administrator may evaluate and review the guidance program intended for online garners for possible implementation.
  • Thumbnail Image
    Item
    Academic stress and cognitive-emotion regulation of adolescents
    (2024-03) Lopez, Roxane Bantigue
    The study aimed to determine the academic stress and the cognitive-emotion regulation strategies used by the adolescent learners in District 3 public and private high schools enrolled during SY: 2023-2024. Specifically, the study aimed to answer the following: 1. What is the level of academic stress experienced by adolescent learners in terms of the following dimensions: a. pressure from studies; b. workload; c. worries about grades; d. self-expectations; and e. despondency. 2. What are the most frequent cognitive-emotion regulation strategies used by adolescent learners in terms of the following dimensions: a. rumination; b. self-blame; c. catastrophizing; d. blaming others; e. acceptance; f. positive refocusing; g. positive reappraisal; h. putting emotions into perspective; and 1. refocusing on planning. 2. What is the relationship between academic stress and cognitive-emotion regulation strategies used by adolescent learners? Hypothesis: There is no significant relationship between academic stress and cognitive-emotion regulation strategies used by adolescent learners. The researcher administered a questionnaire to 361 participants through self-administered printed questionnaires to grade 9 and grade 10 learners. The data collected were carefully tallied and analyzed using SPSS (Statistical Package for Social Science). Weighted mean and Pearson-r Correlation were utilized to treat the collected data.