Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Guidance programs of the academes plays vital role in the student development

and success in academic life. These different programs are of significance on how each

unique individual overcome obstacles as they are hand in hand face their academic lives.

The sensitivity and attuneness of the guidance programs matter therefore as this is the

basis of its establishment. In this line, The Guidance Center determine priorities, make

organizational improvements, or allocate resources for its target clientele. It involves

determining the needs, the gaps, between where the organization envisions itself in the

future and the organization's current state. This brings a development of an action plan

to address the needs or to close the gaps and bring the organization closer to its desired

future state. Needs, or gaps in results, are the groundwork of decisions. Needs define the

results we want to accomplish in relation to our current achievements, and we define

them either formally or informally. The assessment of needs is therefore done in the

pursuit of improving performance or close gaps in results in a variety of contexts.

https://cyfar.org/ilm_1_9A expresses that conducting a needs assessment is a systematic

process of investigating a population or community to assess the state of current

resources such as knowledge, abilities, interests, and approaches pertinent to the focus of

the needs assessment such as a concern, aspiration, or intention. A needs assessment is a

focused examination of the way things currently are and the way things can or should be

in order to fill a gap in services. Needs, or gaps in results according to

http://www.needsassessment.org/ are the foundation of decisions in most professions and

settings -- from physicians in emergency rooms to managers in office buildings. Needs

define the results we want to accomplish in relation to our current achievements, and we

define them either formally or informally on a daily basis. The assessment of needs is

therefore done in the pursuit of improving performance (or closing gaps in results) in a

variety of contexts.

The University of Cagayan Valley Guidance Center had been conducting the

Needs Assessment in the past years for its clientele in the best pursuit of excellence and

in attaining its goal in facilitating the students development by discovering their

potentials through designed activities and to enhance their personal, social, emotional

development to achieve a higher degree of self-awareness, social and moral sensitivity,

facilitate learning and maximize their skills and potentials. In achieving that, part of the

Directors’ Annual Plan is to conduct the Needs Assessment and was cascaded and

eventually in this school year, the needs assessment was conducted in the Junior movers

the Senior High schools graduating students and the freshman and sophomore students

across all colleges last semester to lay a plan of activities for the second semester that

deem suit the current state and need of each college and the highshoolers in general. The

result may bring out a developmental, preventive, enhancement, exploratory,

reinforcement and remedial plans to cater to their current needs.

Conceptual Framework

These concepts will help the center come up with the plan and put into action the

details in order to address and close the gaps for the clientele to have a more soundful and
 meaningful academic life in sustenance of the university’s mission of providing academic

excellence for the clientele.

The framework stipulates the interrelationship of various variables that will be

utilized in the study.

INPUT PROCESS OUTPUT

Exploratory meeting

1. General goals

1.1 Learning
experience
1.2 Desired Implementation of
outcomes
the Program for a
General Consultation 1.3 Selection of the
with the whole staff tool maximized
1.4 Approval of academic outcomes
tool
1.5 Conduct of the
survey
1.6 Assessment of
the survey
1.7 Program design
for
implementation

Figure 1. Paradigm of the Study

FEEDBACK

The input process shows that Consultation is the initial exploratory meeting that

allows personnel to understand what the activity is all about. . The process shows both

the general goals of the learning experience and the desired outcomes of the organization

to maximize the academic resources, identification of the Needs Assessment tool, the

approval of the tool by the Research and Development Office, next is the conduct of the
survey to the students and the last is the assessment of the result which would lead in the

in-depth review of key learning objectives, further clarification of organizational goals

and a discussion of potential learning methods and mediums that will be successful in the

organization. The next is the Program Design & Development the academe as a whole

will work closely in developing program materials, implementing processes that are

designed to fit the program to the objectives of the organization working hand in hand

with the Guidance Center and the VP Academics and other support offices. The output

process is the implementation for the target participants. The Program Management &

Delivery is done. This is an Action-oriented, application-centered learning where the

target clients through an effective combination of discussions, presentations, visuals, and

small group learning activities will learn. Exercises based upon challenges encountered

by the target clients and their engagement through active participations in understanding

specific challenges. Follow Up Consultation being the finality of the program to monitor

the effectiveness of the program implementation and to discuss any modifications to

future offerings of the program.

Statement of the Problem

This study aimed to determine the Needs of the identified students of University

of Cagayan Valley for the school year 2017-2018.

Specifically, it sought to answer the following questions:

1. What is the most eminent need of the following students in terms of:

1.1. Family Relationships

1.2. Self Development

 1.3. Specific Social Issues

1.4. Social Relationships

1.5.Courses/Occupational/Career Concerns

a. Junior High school

b. Senior High School Students

c. First Year and Second College students

2. Is there a significant difference on the following:

a. Between the two highschool program?

b. Among the college department

c. Per year level?

Significance of the Study

This study would be beneficial to the following:

VP Academics. This output will help the Administrator track the needs of the

students as a basis for an excellent and sound academic adjustments of the community.

Guidance Director. This would become a part of the basis of her annual plan in

the implementation of the Guidance Program.

Guidance Staff. This study would be the basis of the action or performance task

among all other important needs to be addressed as part of their individual out put in the

program design per college assignment.

Teachers/Instructors. This study would help them provide a better understanding

and adjustment in facilitating the academic needs of the students.

Students. This study will clarify their needs and will be addressed for the best of

their stay in the university.

 Parents. The parents will be more assured of a quality education worthy of their

trust in allowing their children choose the university.

School Administrators. This will help them understand the needs or gaps to be

filled or to be met by their staff for a better program implementation.

The UCV community. This will help the community have a soundful and

balanced academic life in the pursuit excellence as one of the mission of the university.

Scope and Delimitations

This study focuses on the Needs Assessment result conducted for the school year

2016-2017 at the University of Cagayan Valley.

Definition of Terms

Needs Assessment. A needs assessment is a systematic process for determining

and addressing needs, or "gaps" between current conditions and desired conditions or

outcomes.

Junior High School. These are the students between Grades 7 (seven)-10 (ten)

students of the University of Cagayan Valley.

Senior High School. These are the students between Grades 11 (eleven) and 12

(twelve) students of the University of Cagayan Valley.

First Year College Students. These are the students duly enrolled on their

freshman of the University of Cagayan Valley.

Second Year College Students. These are the students duly enrolled on their

sophomore years at the University of Cagayan Valley.

 Chapter 2

REVIEW OF RELATED LITERATURE

Effectiveness of School Counseling Interventions

School counseling has focused mainly on three areas with students since the 1950’s: career,

academic, and personal/social domains. These domains have evolved over time, and presently

they serve as the foundation for the American School Counselling Association that Philippines

National Model (2005) has also adopted with the description and definition of a school

counselor’s duties and responsibilities. School counselors participate and perform various

activities within their role that are intended to provide support to students in all three of these

domains. These activities include, but are not limited to, providing students with career and

college information, providing individual and group counseling, Career and College

Interventions. Branham (2010) examined the effect of counselor “signaling” on students, which

is the process of providing information to students about college. The researcher found that that

the students who were not receiving as much “signaling” had less rigorous college preparatory

course loads, knew less about scholarships and tuition, and maintained less knowledge about

what was necessary to achieve continued success beyond high school. This study, in particular,

points out that counselors were providing more information to higher achieving students as

opposed to low-income, lower achieving students, which is a concern in itself. Regardless,

college information being provided by the counselors was shown to benefit those students that

were receiving it. Legum and Hoare (2004) examined the effect of a career intervention on

middle school at-risk students. The intervention was a nine week program focused on exploring

careers and relating the student’s occupational choices to high school course planning. The

researchers found that twice as many students in the experimental group increased their career

awareness in comparison to the control group. Furthermore, Legum and Hoare found that
teachers recognized increases in self-esteem, motivation, classroom participation, and willingness

to attempt more work in those students who participated in the intervention. Lastly, a study

examined the effect of race, gender, grade level, academic performance, and quality of counseling

on high school student future outlooks (Dellana & Snyder, 2004). They found that self-reported

grades and quality of counseling were the only two variables that associated with positive future

outlook. Therefore, students who reported greater satisfaction with their counselors also reported

having a more concrete educational plan beyond high school. Overall, all three of these studies

suggested that school counselors had a positive impact on student career and college planning.

Individual and Group Interventions.

Individual and group counseling have also been found to be effective when provided by

school counselors in the school setting. For example, Flitton (2005) examined the impact

of individual counseling on students with complex needs. The students in the study all

had learning disabilities and/or diagnoses including Down’s syndrome and Autism.

Flitton documents a single student that he worked with individually, who was diagnosed

with global development delay and spatial awareness difficulties. He engaged in 20

weeks of humanistic counseling with his student. They role-played, explored the

student’s emotional expression, and examined her communication and relationships.

Flitton found that, by the end of the 20 weeks, the student had grown significantly in

terms of her communication, self-awareness, and self-confidence. Furthermore, the

student reported a positive change as well, especially in her ability to communicate.

Therefore, even though this study provides only one case study of a student involved in

individual counseling within a school, the results suggest that individual counseling can

be a meaningful and beneficial experience for students within schools. In addition to

individual counseling, school counselors are also responsible for engaging in group

counseling with students. A meta-analysis (Gerrity and DeLucia-Waack, 2007) examined

the effectiveness of group counseling in schools. Overall, the researchers found that there

was support for group work in schools, specifically groups with a cognitive-behavioral

approach and groups at the elementary level. Gerrity and DeLucia-Waack examined

groups focused on eating disorders, bullying and anger management, child sexual abuse

prevention, pregnancy prevention, and social competency. They found that groups

focused on a specific issue and groups that consisted of a larger amount of meetings were

most effective. The researchers found that eating disorder groups and anger

management/bullying groups seemed to be the most efficacious groups. They also found

that prevention seemed to be the best approach to group work. In summation, Gerrity and

Delucia-Waack’s study provides support for group work in the school setting that can

help inform school counselors of the best group practices researched so far in the field.

Guidance Curriculum Interventions.

In addition to engaging individual and group counseling and providing career and college

support, school counselors are also responsible for delivering curriculum and classroom del is a

student-centered counseling framework and its instruction to students. The impact of the

inclusion of conflict resolution curriculum into a social studies class was investigated (Stevahn,

Johnson, Johnson, & Schultz, 2002). Although the conflict resolution curriculum was not

delivered by counselors, it is still important to consider this study since it will provide insight on

how personal/social lessons are received by students. The researchers used a control class and an

experimental class to compare results. First, the researchers found on a post-test that 96% of the

students retained all the information about conflict resolution delivered to them. Secondly, the
students who received the conflict resolution information were applying that knowledge in school

and personal conflict situations. The researchers found that 74% of the students who received the

lessons were using integrative negotiation to problem-solve. 80% of the students who did not

receive the material were still trying to force their way in conflict situations. Brigman, Webb, and

Campbell (2007) analyzed the effect of the delivery of Student Success Skills curriculum on

students. The curriculum consisted of lessons on goal-setting, developing encouraging

relationships, progress-monitoring strategies, life skills, and text anxiety and stress management

strategies. The lessons were delivered in small groups and in classrooms. The research revealed

that 60% of the students, who participated, improved behavior as well as math and reading test

scores. These findings were consistent with previous studies evaluating the same Student Success

Skills program (Brigman & Campbell, 2003; Campbell & Brigman, 2005; Webb, Brigman, and

Campbell, 2005). A metaanalysis, carried out by Wilson, Lipsey and Serzon (2003), examined the

impact of school-based interventions on aggressive behavior. These interventions included

classroom instruction, social competence group work, therapeutic counseling, peer mediation, and

academic services, most of which school counselors were involved in implementing. The research

found that experimental groups showed significant reduction in behavior when compared to

control groups. Also, higher risk youth showed greater reduction in aggressive behavior as a

result of interventions. Whiston and Sexton’s (1998) review of the literature on school

counseling outcome research concluded that counselors have a positive impact in many areas.

The review investigated various studies pertaining to guidance curriculum, individual planning,

career exploration, system support, and responsive services at the academic and personal/social

levels. Their research suggests that school counselors, and the interventions and activities they

implemented within the school system, had a beneficial impact on the student body.
The Need for Guidance Program Implementation

Since research suggests that school counseling interventions have been beneficial to students

regardless of structure or program. It is then an opportunity to look into its early development.

First, up until the 1970’s, school counseling represented “a set of services delivered by an

individual in the position of school counselor” (Gysbers, 2001, p. 96). Therefore, some

counselors were academically-oriented, others were career-oriented, and still others were mental

health-oriented. This type of inconsistency in the orientation of counselors caused confusion

among counselors, administrators, teachers, and parent/guardians (ASCA, 2005). Therefore, it

became important within the profession, to “consider an organizational structure” that could focus

equally on all three domains and eliminate the confusion of the counselor’s role within the school

(Gysbers, 2001, p. 96). School Counseling Programs (SCPs) represented an organized, structured

approach to delivering counseling services that would efficiently and effectively benefit students,

while also defining the counselor’s roles and responsibilities within the school. By the 1990’s, an

even greater push occurred to develop a national framework for SCPs in order to unify the

profession’s goals, responsibilities, and standards. This push resulted in the creation of the ASCA

National Standards. Dahir, Campbell, Johnson, Scholes, and Valiga(1997) conducted a pilot study

in 1995 surveying ASCA members, who were school counseling professionals at the elementary,

middle, and high school levels, on their views of the development of national standards for school

counseling. They found that over 80% of the respondents were in favor of creating standards.

They also found that counselors believed duties such as collaborating, consulting, advising

students academically and career-wise, and providing personal/social support were all important

to emphasize in the development of national standards. This research, along with 50 years of past

research on school counseling, led to Campbell and Dahir’s (1997) development of the National

Standards for School Counseling Programs. Those standards were then integrated into the

development of the ASCA National Model in 2001, and, thus, serve as a basis for implementing
and maintaining school counseling programs with the intention of effectively servicing all

students within the school. Thus, the National Model represents the ultimate goal for school

counselors, first initiated in the 1970’s, to develop a CSCP that would unify the profession and

define its role within schools while maximizing the benefits of counseling interventions for

students. Evidence Base for Comprehensive School Counseling Programs The ASCA National

Model was designed to represent a viable structure for founding a singular vision of CSCPs.

Since school counseling interventions, many of which are included in the National Model, have

been found to benefit students, it is important, next, to examine whether CSCPs have been found

to be effective when implemented within schools. A study, conducted by Sink and Stroh (2003),

compared elementary schools with comprehensive school counseling programs (CSCP) to those

without one. They found that students at the school with the CSCP were achieving better scores

on norm and criterion-referenced academic achievement tests. Thus, those schools with CSCPs

appeared to be benefiting the students academically. Asimilar study, by Sink, Akos, Turnbull, &

Mvududu (2008), examined the link between SCPand academic achievement at the middle

school level. They found that students at the 6th and 7thgrade level who had a CSCP in place

were performing better on standardized testing than their peers who did not. The majority of the

schools involved in the study were suburban and therefore, there are other factors to consider

when comparing suburban schools to rural and city schools such as staffing, resources, and

environment. Nevertheless, this study still sheds light on the benefits of a CSCP within schools

on academic achievement. Lapan, Gysbers & Sun (1997) also investigated the impact of CSCPs

on students. They found that students reported earning higher grades as well as feeling better

prepared for their future in schools with CSCPs. Students also reported having more college and

career information in schools with CSCPs. Lastly, students with a more fully implemented CSCP

rated their school climate more positively than those without and reported greater feelings of

belonging and safety at school. This study also compared schools in the suburban, rural, and

urban setting. Therefore, it’s important to consider that other factors may have played a role in the
differences as well. Lapan, Gysbers & Petroski (2001) found that schools with CSCPs

contributed to students having higher grades, better relationships with teachers, and a more

prominent belief that their education was important and relevant to their future. Suburban, urban,

and rural schools were all compared in this study as a well and subsequently, other factors may

have played a role in the results. Therefore, on the basis of these studies, it seems that CSCPs

have been found to have a positive impact on students at the academic, personal/social, and career

levels.
 Chapter 3

METHODS AND PROCEDURE

This chapter presents the research design, methods and procedures, respondents of

the study, data gathering tools, data gathering procedure and statistical tool.

Research Design

The descriptive correlational design is used in this study. Such tool was chosen to

seek the extent of the needs of the students of the University of Cagayan Valley.

Correlational design was also implied due to the presence of the gender and the different

academic courses that each college specializes.

Respondents of the Study

The respondents of this study was the identified target clientele of the University

of Cagayan Valley for the school year 2017-2018. Particularly, all Freshmen and

Sophomore college students, Grade 12 Senior High School Students and the Grades 10

students.

Data Gathering Tools

The data gathering tool was excerpted from the book Organization and

Administration of Guidance and Counseling by Dr. Virginia Villar.

Data Gathering Procedure

The center sought the approval from the VP Academics and the VP Research for

the use of the tool. After the tool has been modified for the quantifier to be used, it was
ran down for reproduction through the VP for Finance Office in the office under her, the

university shop. Lastly, the approval of the Chief of Staff and the University President.
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1
College Freshmen Students Needs Assessment Result

FIRST AREAS BSED BEED SW HRM CRIM1 CIT TOTAL

MEAN
YEAR
FAMILY 3.9 3.26 3.69 2.85 3.1 2.94 3.29
RELATIONSHIPS
SELF 4.17 4.11 4 3.79 3.5 3.93 3.91
DEVELOPMENT
STUDIES 4.2 4.07 4.12 3.84 3.8 4.07 4.01
SPECIFIC 3.76 3.3 3.7 3.29 3.2 3.74 3.49
SOCIAL ISSUES
SOCIAL 3.73 3.42 3.51 3.41 3.1 4 3.52
RELATIONSHIPS
COURSES/OCCUPATIONAL 4.21 3.97 4.04 3.73 3.6 4.42 3.99
/CAREER CONCERNS

Table 2

SECOND AREAS BSED2 BEED2 SW2 HRM2 CRIM2 CIT2 CME TOTAL
YEAR MEAN
FAMILY 4.42 3.58 3.78 3 4.1 3 3.61 3.64
RELATIONSHIPS
SELF 4.5 4.12 4 4.2 4.5 4 4.24 4.22
DEVELOPMENT
STUDIES 3.5 4.25 4 4.13 3.9 4.5 4.14 4.06
SPECIFIC 4.12 3.56 3.5 3.65 3.29 4.11 4.24 3.78
SOCIAL ISSUES
SOCIAL 4.55 3.42 4.05 4.55 3.11 4.05 4.25 3.99
RELATIONSHIPS
COURSES/OCCUPATIONAL/ 4.5 3.97 4.15 3.12 3.89 4.45 3.61 3.95
CAREER CONCERNS
College Sophomore Students
 Table 3

Senior HighSchool Consolidated Needs Assessment Result

SENIOR HS AREAS MEAN

AVERAGE
FAMILY RELATIONSHIPS 3.59
SELF DEVELOPMENT 4.07
STUDIES 3.43
SPECIFIC SOCIAL ISSUES 3.6
SOCIAL RELATIONSHIPS 3.7
COURSES/OCCUPATIONAL/CAREER CONCERNS 3.7

Table 3

Junior High School Consolidated Needs Assessment Result

JUNIOR HS AREAS MEAN

AVERAGE
FAMILY RELATIONSHIPS 4.02
SELF DEVELOPMENT 3.74
STUDIES 3.80
SPECIFIC SOCIAL ISSUES 3.50
SOCIAL RELATIONSHIPS 3.80
COURSES/OCCUPATIONAL/CAREER CONCERNS 3.80