I.

CONTEXT AND RATIONALE

Homeroom Guidance is a responsive program that equips learners with

competencies to address issues not included in the formal learning areas but is

very essential to their development. It provides wholesome learning experiences

in the classroom that will foster positive attitudes, behaviors and values and

improve relationships between teachers and learners. Homeroom Guidance

should be considered as an information component of mental health in the k-12

curriculum. It is a part of the information service that is primarily under the

Guidance and Counseling Program. (DepEd Memorandum 2021 s.346.) Due to

pandemic, with no other available mechanisms to deliver these services,

Homeroom Guidance shall serve as a tool that promotes proactive, preventive

and educative methods to promote the learners’ development of life skills. (Park-

Taylor, J, 2019).

It is also complementing to the Department’s goal, which is to produce

holistically developed Filipinos who are able to understand themselves, have

problem solving skills, make informed decisions, achieve academic success, plan

for their future and respect individual differences. (DO 67, s. 1997).

At present, Homeroom Guidance is part of the class program, however,

there is a need to update and improve its limitations.

The purpose of this program is to help all students develop basic life skills

in the areas of personal/social, career planning and academic development.

Siyez, D.M. et al (2012). Although the counselors’ responsibilities include

organizing and implementing the Homeroom Guidance curriculum, the teachers

who are supported by the school counselors are responsible for implementing the

HG curriculum within their classrooms. (Yuan, Chan et. al 2016). In other words,

teachers have an important role in classroom activities and school wide activities.

Teachers develop and infuse school counseling paths into the instructional

program that are integral to good learning and they may serve as advisors,

mentors and in a number of other roles (New York State School Counselor

Association, 2011). According to Richardson and Baron, 2010 teachers were

primarily responsible for the guiding and learning of developmental tasks in the

area of “social learnings'' (cited in Gysbers and Herderson, 2009) For example,

teachers may help in organizing and conducting educational/vocational days or

teachers may teach guidance lessons in classrooms. Gysbers and Herderson,

2009.

Teachers’ perceptions of the school counselors’ role and school guidance

services are really important for effective implementation of homeroom guidance

program. Boettcher, R. (2010).

In fact, effective teachers share many of the same traits as effective

counselors, ability to empathize with the students, patience and flexibility,

excellent interpersonal skills, openness to new ideas and insights, and

awareness of individual differences. Lapan et.al 2018.

However, lack of training and knowledge as the major problems were

addressed in the field of guidance and counseling program. And this is the main

purpose why the researcher conduct this study.

PR_SDRC_Action Research 2
II. Literature Review

The study of Murphy, J. (2017). supported the effectiveness of Homeroom

Guidance. They showed that there is significant improvement in terms of learners’

behavior, attitude and knowledge in the areas of goal setting, problem solving,

career exploration and school resources. The study of Brigman and Campbell

(2018) also showed that learners who were part of the school counseling

curriculum and group interventions that emphasized cognitive, social and self-

management skills have consistently exhibited good performance in Mathematics

and Reading. Furthermore, the study of Carey and Dimmit (2012) found that

students’ successes in school academically and behaviorally, can be attributed to

student’s access to school counselors and comprehensive guidance programs,

and this is particularly true for students in high poverty living situations.

The program is relevant as it promotes rational thinking, healthy behavior and

positive disposition, issues like academic failures school dropouts, bullying,

unhealthy sexual behavior, teenage pregnancy, drug addiction, online and social

media addiction and confusion in and or poor career choice, and other challenges

that beset our learners today were considered in developing the program. (RA

7610 “Special Protection of Children Against Abuse, Exploitation and

Discrimination Act")

Learners who go through Homeroom Guidance have been found to have

significantly decreased inappropriate behaviors, and eventually demonstrated

positive attitudes as compared to those learners who were not part of the school

counseling program. (Memorandum No. 86, s. 1959)

PR_SDRC_Action Research 3
 A global challenge like Covid 19 has caused fear and uncertainty amongst

many, but the Department of Education still continues delivering quality

instructions through blended and distance learning. With this, the implementation

of Homeroom Guidance is fraught with challenges, especially in this new normal

time.

In this context, advisers are encouraged to know more about Homeroom

Guidance, and its different unique strategies that will help their learners

experience proper guidance despite the pandemic.

The proponent believes that every human being is of value and

importance, and has all the rights and privileges to be helped and assisted for

his/her holistic development. The researcher is attempting to try to start seeing

things differently and the effect of Homeroom Guidance to the life of every learner

amidst this pandemic.

III. ACTION RESEARCH QUESTIONS

This study aims to examine the perceptions of the advisers working in

public secondary school both Junior and Senior. Specifically, it attempts to

answer the following questions:

1. How do teachers perceive the implementation of Homeroom Guidance?

2. What sort of benefits do they think HG subject have impacted on the students?

3. What are the challenges met by the teachers on the implementation of

Homeroom Guidance?

PR_SDRC_Action Research 4
4. How do teachers overcome the challenges?

IV. Scope and Limitation

This study followed the five parameters that would limit this research

endeavor, and establish its place in the vast area of educational research.

Subject Matter. This study would focus on the result on Perceptions of Teachers

on the Implementation of Homeroom Guidance.

Research Design. This study would utilize the descriptive method of research

using thematic analysis to gather the necessary data to support the result of the

survey.

Time and Place. This study would be conducted in the First Semester of School

Year 2022-2023 in public secondary school of Guipos NHS.

Research Participants. The research participants of this study were the thirty-four

(34) advisers from public secondary school of Guipos NHS.

Research Instruments. The Interview Schedule was used to gather the data and

to answer the questions related to the study.

V. Research Methodology

A. Sampling: The sample of this study includes thirty-four (34) advisers in

high school both junior and senior high in Guipos NHS. (See table 1)

B. Data Collection: A qualitative study was conducted by interviewing

advisers of Guipos NHS about their perceptions on the Implementation of

Homeroom Guidance, opinions about the effectiveness of this program, and

having difficulties. Villares, E . 2011 Educational Research. An interview

schedules

PR_SDRC_Action Research 5
template was used with pre-designed questions posed to all interviewees as

probing questions during the interview for clarification and elaboration. Villar,

Imelda, (2012).

Table 1 shows the criteria of Population and Sample Size. The sample

population of this study will be determined through Raosoft app sampling.

Criteria of Population and Sample Size

Criteria No. of Advisers (Population) Sample Size

Grade 7 Advisers 6 5

Grade 8 Advisers 6 6

Grade 9 Advisers 7 6

Grade 10 Advisers 5 5

Grade 11 Advisers 8 7

Grade 12 Advisers 5 5

c. Ethical Issues: The participants should at no point feel any coercion to

participate in the study. (Voluntary Participation and Consent.)

Research participants will be informed about the study’s purpose and

significance, the risks and benefits of the study and the involved commitment and

confidentiality protection.

The confidentiality of information supplied by research subjects and the

anonymity of respondents must be respected.

Lastly, the conduct of research guarantees the quality and integrity of results.

PR_SDRC_Action Research 6
d. Plan for Data Analysis:

The collected responses on perceptions of teachers will be analyzed by

applying thematic analysis. Thematic analysis of qualitative data requires the

transcription of interview recordings and follow coding stages. Braun and Clarke

(2006). Proper analysis of interviews is important for the validation of results.

This will help the researcher in describing and analyzing the perceptions of

the respondents on the implementation of Homeroom Guidance.

VI. Timetable/ Gantt Chart

Table below shows the work plan and timeliness in the conduct of this

research.

Table 2.

Research Work Plan and Timelines

Target
Activities Persons
Date Involved
A. Planning and Design
▪ Drafting of Proposal January 10-13, 2022 Researcher
▪ Finalizing Proposal January 14-17, 2022 Researcher
▪ Submission of Proposal to SDO January 30, 2022 Researcher
thru SDRC
▪ Drafting of Assessment Tool January 31, 2022 Researcher
▪ Finalizing of Assessment Tool February 02, 2022 Researcher

B. Data Collection
▪ Conduct of Pre-Interview March 20, 2022 Researcher,
Respondents
▪ Tabulation of Responses March 29, 2022 Researcher
C. Data Analyses
▪ Thematic Analysis of Data April 2-3, 2022 Researcher
▪ Translate and Transcribe Data April 4-6, 2022 Researcher
D. Research Evaluation
▪ Research Presentation of April 9-10, 2022 Researcher,
Results to SDRC Research
Committee

PR_SDRC_Action Research 7
 ▪ Research Editing with May 12, 2022 Researcher
Plagiarism Results
▪ Research SDO Congress May 13, 2022 Researcher,
Presentation of Results Research
Committee
E. Dissemination
▪ Intervention Briefs May 14, 2022 Researcher
▪ Intervention Dissemination May 17, 2022 Researcher
▪ Intervention Workshops May 19, 2022 Researcher

VI. COST ESTIMATES

Table 3 below shows the cost estimates in the conduct of the study based

on the required deliverables.

Table 3.
Cost Estimates
Cost
Deliverables Particulars Estimate
1. Encoding of Proposal Encoding Cost 150.00
2. Proposal Reproduction Printing Cost, Photocopy 180
Expenses
3. Encoding of Questionnaire Encoding Cost, Internet 100
Expenses
4. Dissemination and Retrieval Internet Expenses 200
of Interview Schedule in
Google Forms
5. Virtual Focus Group Internet Expenses 600
Discussion with Participants
6. Tabulation Result Encoding Cost, Printing, 100
Tabulator snacks and meals
7. Reproduction of Final Output Encoding and Printing Cost 250
8. Reproduction of Evaluated Encoding and Printing Cost 250
Output
9. Conduct of Interview Transportation Allowances, 1, 500
Meals, Snacks, and Supplies.
10. Conduct of Policy Transportation Allowances, 1,500
Conference and Meetings. Meals, Snacks, and Supplies.

PR_SDRC_Action Research 8
VIII. PLANS FOR DISSEMINATION AND UTILIZATION

The result of this study shall be the basis of implementing innovations or

interventions to engage our teachers in the Homeroom Guidance program.

The intervention will be utilized in the district and will be shared with fellow

researchers during LAC sessions, training or conferences for information,

innovation, and references. The researcher will also be happy to disseminate this

study to other districts within the division of Zamboanga del Sur.

PR_SDRC_Action Research 9
 REFERENCES

Boettcher, R. (2010). The Handbook of Human Services Management, edited by R. J.

Patti. Journal Of Community Practice, 18(1), 118-119. doi:
10.1080/10705421003753642

Carey, J., & Dimmitt, C. (2012). School Counseling and Student Outcomes:
Summary of Six Statewide Studies. Professional School
Counseling, 16(2), 146-153. doi: 10.5330/psc.n.2012-16.146

Delaney, J. Designing and Implementing an Orientation and Homeroom Guidance

Program for Parker Junior High School.

DepEd Memorandum, 2021 s.346 – Guidelines on the Implementation of the Revitalized

Homeroom Guidance (RHG) and the System of Rating and Reporting
Learner Performance Under the RHG

DedpEd Order 67, s. 1997 – Implementation of the Revitalized Homeroom Guidance

(RHG) for SY 1998-1999

Memorandum No. 86, s. 1959 “Clarification of the Guidance Provisions of the Revised
Philippine Educational Program

Murphy, J. (2017). Christof Wolf, Dominique Joye, Tom W. Smith, and Yang-chih Fu, eds. The
SAGE Handbook of Survey Methodology. Thousand Oaks, CA: Sage
Publications Ltd. 2016. 740 pp. $170.00 (cloth). Public Opinion
Quarterly, 81(1), 201-204. doi: 10.1093/poq/nfw058

Park-Taylor, J., & Wing, H. (2019). Microfictions and Microaggressions: Counselors’ Work With
Transracial Adoptees in Schools. Professional School Counseling, 23(1),
216759X2092741. doi: 10.1177/2156759x20927416

RA 7610 “Special Protection of Children Against Abuse, Exploitation and

Discrimination Act"

Updates, N., Materials, T., Articles, R., & Contributor, B. (2022). HOMEROOM
GUIDANCE Self-Learning Modules (All Grade Levels). Retrieved 24
January 2022, from https://www.deped-click.com/2020/09/homeroom-
guidance-self-learning-modules_26.html

Villar, Imelda V.G., Ph. D. “Implementing a Comprehensive Guidance and Counseling

Program in the Philippines. 2007.

VILLARES, E., LEMBERGER, M., BRIGMAN, G., & WEBB, L. (2011). Student Success
Skills: An Evidence-Based School Counseling Program Grounded in
Humanistic Theory. The Journal Of Humanistic Counseling, 50(1), 42-
55. doi: 10.1002/j.2161-1939.2011.tb00105.x

PR_SDRC_Action Research 10
Appendix A Informed Consent

I, the undersigned, confirmed that (please tick the box as appropriate):

1. I have read and understood the information about the
research, as provided in the information sheet dated .

2. I have been allowed to ask questions about the research and

my participation.

3. I voluntarily agree to participate in the research.

4. I understand I can withdraw at any time without giving

reasons and that I will not be penalized for withdrawing nor
will I be questioned on why I have withdrawn.

5. The procedures regarding confidentiality have been clearly

explained (e.g use of names, pseudonyms, anonymization of
data, etc.) to me.

6. If applicable, separate terms of consent for interviews, audio,

video, or other forms of data collection have been explained
and provided to me.

7. The use of the data in research, publications, sharing, and

archiving has been explained to me.

8. I understand that other researchers will have access to this

data only if they agree to preserve the confidentiality of the
data and if they agree to the terms I have specified in this
form.

9. Select only one of the following:

I would like my name used and understand what I have said or
written as part of this study will be used in reports, publications, and
other research output so that anything I have contributed to this
project can be recognized.

10. I, along with the Researcher, agree to sign and date this
informed consent form.

PR_SDRC_Action Research 11
Participant:

Name of Participant Signature Date

Researcher:

Name of Researcher Signature Date

Interview Schedule

Appendix B

A.Opening Questions

1. What is your opinion about the Homeroom Guidance program?

2. Describe briefly your experience in the most recent Homeroom Guidance you

have engaged/done.

B. Core & Probing Questions

1. As an adviser, what do you think are the advantages/ benefits of Homeroom

Guidance to the students?

2. What are the problems you have encountered in the implementation of

Homeroom Guidance?

3. How did you overcome these problems?

PR_SDRC_Action Research 12
C. Terminating/ Closing Question

1. What else would you like to say about the use of the Homeroom Guidance

program in the school? Please share it with me.

PR_SDRC_Action Research 13