The level of satisfaction of students on guidance services

Abstract

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.