The introduction provides an overview of the
The
importance of counseling in educational
institutions, highlighting its role in providing
guidance, support, and improving mental health
and well-being. It references previous studies
conducted in China and the impact of guidance
and counseling services on student development.
It emphasizes the need for counseling services in
schools to help students thrive academically,
socially, emotionally, and personally.
The introduction also mentions the potential
benefits of counseling services in developing
students' entrepreneurial abilities and improving
academic performance. It acknowledges the
limited research on this topic in the Philippines
and highlights the significance of conducting a
study on the effects of counseling in Malvar Senior
High School to raise awareness and enhance the
students' personal and social well-being.
Overall, the introduction sets the stage for the
study by providing a context for the importance of
counseling services in schools and highlighting the
gap in research specific to the Philippines. It
establishes the rationale for conducting the study
and emphasizes its potential impact on the
students of Malvar Senior High School.
Objective the study intends to assess the guidance
and counseling services at Malvar Senior High
School by examining the profile of the
respondents, evaluating the benefits of the
services, exploring potential differences in
benefits across student profiles, and proposing
recommendations for improvement.
The scope of the study was focused exclusively on
Malvar Senior High School and its students who
participated in the guidance and counseling
services during the academic year 2022-2023.
primary objective of the research was to assess
the outcomes achieved by these students as a
result of the counseling services they received. By
narrowing the focus to this specific group, the
study aimed to obtain a comprehensive
understanding of the effectiveness of the
guidance and counseling interventions within the
school context.
To maintain the study's coherence and manage its
complexity, certain exclusions were made.
Students who did not seek guidance and
counseling services were excluded from the
research, as the study's main focus was on
evaluating the outcomes of the counseling
services provided. Additionally, the causes that led
to the need for guidance and counseling were also
excluded from the study. Analyzing the causes
would require a separate intensive analysis and
procedure, which would expand the scope of the
study beyond its intended purpose. By
maintaining a clear and delimited focus, the study
aimed to provide specific insights into the
outcomes of the guidance and counseling services
received by the students at Malvar Senior High
School during the specified academic year.
the review of related literature emphasizes the
importance of guidance and counseling in schools
for supporting students' holistic development,
addressing stressors, and promoting academic
success. It highlights the need for comprehensive
programs that cater to students' personal, social,
intellectual, and career needs.
the study utilized a quantitative comparative
method, surveying students who had received
guidance and counseling services to assess their
perceptions of the effectiveness of the programs.
The data gathered through the survey will be
analyzed to provide insights into the impact of
guidance and counseling on students' academic
and personal lives.
Table 1.1 presents the profile of the respondents
based on their grade level. The table includes two
grade levels, Grade 11 and Grade 12, along with
their corresponding frequencies and percentages.
The table indicates that out of the total 112
respondents, 49 (43.75%) of them were in Grade
11, while 63 respondents (56.25%) were in Grade
12.
This data suggests that there were more
respondents in Grade 12 with a frequency of 63
(56.25%) compared to Grade 11 with a frequency
of 49 (43.75%). It implies that a larger portion of
the respondents who experienced guidance and
counseling services belonged to Grade 12.
Table 1.2 shows the profile of the respondents in
terms of strand. Out of 112 respondents,
Humanities and Social Sciences (HUMSS) got the
highest number of respondents with 58 (51.78%),
Technical-Vocational and Livelihood (TVL) with 37
respondents (33.04%), Accountancy, Business and
Management (ABM) with 13 respondents
(11.61%), and Science, Technology, Engineering
and Mathematics (STEM) got the lowest with 4
respondents (3.57%). These findings provide that
students from the HUMSS department got the
highest record in visiting the guidance counselor
in Malvar Senior High School.
Table 1.3 shows the profile of the respondents in
terms of sex. Out of 112 responses, 75 were male,
which equals a ratio of (66.96%). Contrarily, there
are 37 female responses, representing a
frequency proportion of (33.04%). This suggests
that the sample is predominately made up of male
responders.
Table 1.4 shows the profile of the respondents in
terms of age. Out of 112 gathered responses, 90
(80.36%) were 16 to 18 years old. While 22
respondents (19.64%) were 19 years old or older.
This suggests that respondents were primarily
between the ages of 16 and 18.
Table 1.5 shows the number and percentage of
respondents' prior visit to the guidance counselor.
Out of 112 respondents, 38 respondents (33.93%)
visited the guidance counselor less than a month
ago, 29 respondents (25.89%) visited the
counselor 3 months ago, 25 respondents (22.32%)
visited the counselor a year ago, and 20
respondents (17.86%) visited the counselor a
month ago. These findings indicate that the
majority of the respondents visited the guidance
counselor less than a month ago. However, it's
important to note that this result may be
influenced by some factors, and it depends on the
needs of guidance and counseling for students on
what they are experiencing in everyday living.
Table 1.6 shows the number and percentage of
the respondents’ answers indicating if they often
seek help from the guidance counselor. Out of 112
gathered responses, 34 respondents (30.36%)
answered ‘Yes’ and 78 respondents (69.64%)
answered ‘No’. This shows that the majority of the
respondents have, at least, undergone counseling
once and the remaining respondents who
answered ‘Yes’ had gone to the counselor multiple
times.
Table 2 presents the weighted mean of the
respondents’ response in terms of how the
guidance and school counselor helped them, using
a 4-point likert scale. Among all the statements
for the personal aspect, the highest rated among
all the effects that the students gained was “...
have developed and grown as a person.”, with a
weighted mean of 2.87. This data concludes that
the majority of the respondents agreed that the
guidance counselor effectively helped them with
their individual growth and development. In
addition, the respondents are still able to take
care of their physical well-being in order to
develop personally. Subsequently, in order to lead
a fruitful, contented, and satisfying life, it is crucial
for the respondents to discover their purpose and
what they desire from life.
The weighted average with the lowest
response statement of "helps you manage your
life" is 2.52. It demonstrates that the majority of
respondents were, least, unable to manage their
lives after receiving counseling.
Table 3 presents the percentage of the
respondent’s responses to the relation of
guidance and counseling in their academic
performance and lifestyle. The item who ranked
first or gained the highest weighted mean of 2.99
reveals that the guidance and counseling services
at Malvar Senior High School helped the students
to "appreciate their studies". All the items were
ranked 2.99-2.00 which shows that all the
respondents agreed on the impact of guidance
and counseling services on students’ academic
performance.
While the lowest weighted mean rating is
2.62, which is responsive to the question of
"developing interest in the subject you dislike".
This shows that most of the learners were not
interested in dissecting and paying attention to
subjects they dislike. Moreover, the respondents
were more focused on the subjects they were
interested in, which for them provides wide
knowledge. In addition, it is definitely important
to study an area that the learners are interested in
so that they are able to excel in that area.
Table 4 shows the summary of computations on
the test of difference between respondents'
assessment on the benefits of guidance and
counseling when grouped according to profile.
Based on the computed values for 1.113 (0.347)
strand, 0.434 (0.665) sex, 0.008 (0.931) age, and -
0.609 (0.544) grade level, these results indicate
that there is no significant difference in the
benefits according to profile since the p-value is
less than 0.05.
In conclusion, this study focused on evaluating the
effectiveness of guidance and counseling services
in Malvar Senior High School. The findings showed
that the guidance counselor played a significant
role in the personal growth and development of
students. The services were perceived positively
by the respondents, indicating that they
effectively assisted students in their journey
towards self-improvement.
Although the benefits were consistent across
different profiles of students, there were areas
identified for improvement. Specifically, there was
a need to enhance support in helping students
manage their lives effectively and develop interest
in subjects they dislike. Addressing these areas
could further enhance the impact of guidance and
counseling services on students' academic
performance and overall well-being.
The study emphasizes the importance of
continuous improvement and investment in
guidance and counseling services in educational
institutions. By meeting the diverse needs of
students and supporting their holistic
development, schools can contribute to their
success. It is recommended that schools and
policymakers use these insights to inform
decision-making and further enhance the quality
of guidance and counseling services.
Further research could explore additional factors
influencing students' engagement with these
services and evaluate the long-term effects on
their academic and personal success. By
continuously assessing and improving these
services, educational institutions can create an
environment that fosters the overall well-being
and success of their students.
In summary, the recommendations from this
study include incorporating student feedback and
perspectives to ensure guidance and counseling
services meet their specific needs, assessing the
impact on teacher-student relationships and
promoting a positive environment, investigating
innovative counseling techniques to address
students' emotional and psychological needs,
analyzing the effects on student well-being and
self-esteem through workshops and
individual/group counseling, evaluating service
utilization and identifying barriers, and promoting
ethical care and awareness of guidance and
counseling programs in schools.
Collaboration between parents, teachers, and the
guidance counselor is essential, and the
researchers suggest reinstating the Blue Generals
Counseling website to provide online counseling
services for students who prefer a more private
setting. These recommendations aim to enhance
the quality and effectiveness of guidance and
counseling services, supporting students'
academic success and overall well-being.
Table 5 presents a proposed program of activities
aimed at improving the guidance and counseling
services of Malvar Senior High School. The
objectives of each program are outlined, along
with the target groups they aim to serve.
The first program focuses on orientation and
awareness, aiming to introduce the enhanced
guidance and counseling services to students,
parents, and staff. It includes a program launch
and orientation session to provide information on
the available services, their benefits, and how to
access them. The target groups for this program
are students in senior high school (grades 11 and
12), parents/guardians of senior high school
students, and teachers and school staff involved in
student support.
The second program is centered around individual
counseling and guidance, offering one-on-one
counseling sessions with qualified guidance
counselors. The objective is to address students'
personal, academic, and career-related concerns
and provide support in goal-setting, study skills,
time management, stress management, and
decision-making. The target groups for this
program are senior high school students, their
parents/guardians, and teachers and school staff
involved in student support.
The third program focuses on group counseling
and workshops, covering various topics such as
self-esteem, study habits, career exploration,
college planning, mental health awareness, and
resilience. It aims to provide group counseling
sessions and workshops to address these areas
and facilitate peer support groups to create a
sense of community and provide a safe space for
students to share their experiences and
challenges. The target groups for this program are
senior high school students, their
parents/guardians, and teachers and school staff
involved in student support.
Overall, the proposed program of activities seeks
to enhance the guidance and counseling services
at Malvar Senior High School by providing
orientation and awareness, individual counseling
and guidance, and group counseling and
workshops. By targeting students,
parents/guardians, and school staff, the program
aims to create a supportive and inclusive
environment that promotes students' well-being
and academic success.
We performed a survey to find out and evaluate
the quality of the school's guidance and
counseling services, and our study's target
population is limited to Malvar Senior High School
students in grades 11 and 12, who explicitly need
guidance and counseling. 112 students responded
to our survey out of 128 total respondents. We
conducted research using a 4-likert scale to
evaluate the respondents' most accurate answers,
and we gave them the choice of replying strongly
disagree, disagree, agree, or strongly agree to our
questions.

We have mentioned the goal of our study

—"Assessing guidance and counseling in senior
high school"—in the introductory section. We also
identified the students who received guidance
and counseling at school, which broadened the
study's focus. and we guarantee the
confidentiality of the respondents' information.

By introducing a profile area, we also put a focus

on getting feedback on certain topics that
students found interesting. Name, grade level,
strand, and age are kept confidential in the profile
section. We provided sets of questions addressing
both academic and personal topics to determine
the efficacy of guidance and counseling services.

and to ensure that we receive accurate responds,

we utilized a 4-point Likert scale and gave
participants a space to write down any effects
they anticipate. as this study intends to
investigate how counseling and guidance services
affect students' academic and personal
achievement.