Herman Lagon
Dr. Herman M. Lagon is an accomplished educator, researcher, and advocate for transformative education, mental wellness, and social justice, with over two decades of experience in the academic field. His diverse expertise spans educational leadership, creative research, reportage commentary, and technological innovation. Dr. Lagon holds three master’s degrees in Science Education, Guidance Counseling, and Business Administration, as well as a Ph.D. in Science Education with a specialization in Mathematics from West Visayas State University. He is also completing his second Ph.D. in Educational Leadership at the University of St. La Salle.Dr. Lagon's research works cover critical topics such as school management and leadership, technology integration in education, resiliency, and mental wellness. He is particularly focused now on integrating AI-driven and assisted tools like ChatGPT, PHET Interactive Simulations, Desmos, and GeoGebra in education to enhance problem-solving, critical thinking, creative, and adaptive skills. His research outputs have been presented in international conferences and published in esteemed journals, reflecting his dedication to advancing education through innovative methodologies.As a former Director of International Affairs and Linkages at the Iloilo State University of Fisheries Science and Technology (ISUFST), Dr. Lagon was instrumental in expanding the university's global reach, which led to ISUFST receiving the CHED Award for Excellence in Internationalization in 2024. He now serves as the Director of Public Affairs, Marketing, and Media Communications (PAMMCO), where he continues to contribute to the university’s branding, research, and creative work efforts, championing interdisciplinary collaboration and global networking.In addition to his academic roles, Dr. Lagon is a practicing columnist, writing on various social and academic issues, including school culture, human rights, inclusive education, mental wellness, and pop culture, among others. His writings appear in numerous regional and national publications, highlighting his commitment to critical discourse and social justice. As an active researcher, Dr. Lagon emphasizes the importance of collaborative culture, servant leadership, and human excellence in creating resilient educational environments.A licensed civil engineer, guidance counselor, reservist Army Lieutenant Colonel, and Rotary International Paul Harris Fellow, Dr. Lagon is a staunch advocate of lifelong learning. His contributions to research, creative work, and education technology align with his vision of shaping future leaders who embody the ideals of "faith that does justice."
Phone: +639178479953
Address: Brgy. Tiwi, Barotac Nuevo, Iloilo
Phone: +639178479953
Address: Brgy. Tiwi, Barotac Nuevo, Iloilo
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By Dr. Herman M. Lagon1
1Ateneo de Iloilo-SMCS, Atria Park District, San Rafael, Mandurriao, Iloilo City hermanlagon1@gmail.com
Introduction
One of the most crucial career phases is high school (Germeijs and Verschueren, 2006). It is where the “growth trajectories are in line with theoretical models in which orientation and broad exploration are necessary and important at the beginning of the career-decision process.” To some, this is the make-or-break part where wrong decision may mean academic misalignment, vocational confusion, or total disillusionment that may end in a personal down-spiraling career path.
The yearly conduct of the National Career Assessment Examination (NCAE) and addition of two more years in the K-to-12 Department of Education (DepEd) framework are apparently responses to this this clear and present need. Millions of Filipino students, 14-16 years of age, are bound to choose the track and strand they wish to enroll in the two-year-old Senior High School (SHS). They are encouraged to use their NCAE-measured aptitude, preference, and interest as decision reference. They must choose and perform well for there is a caveat. As per DepEd Order 55 Series of 2016, students are strongly advised to pursue a specific college or technical-vocational education that is aligned with their course of choice.
Ultimately, the research’s particular intent was to determine possible connections between the NCAE General Scholastic Aptitude (GSA), STEM Strand Preference (SSP), and Area of Occupational Interest (AOI), with the academic performance (AP) of the Science, Technology, Engineering, and Mathematics (STEM) students of Ateneo de Iloilo-Santa Maria Catholic School (ADI-SMCS) SHS. Finally, it also hoped that the study will eventually gather practical information that would enhance the career development services of the school in terms of career advising, academic guidance, and goal-setting among high school students.
Materials and Methods
This correlational analysis is focused on the measurement of the strength of the relationship between and among the following variables: NCAE GSA, SSP, AOI, and the AP of the Grade 12 STEM students of ADI-SMCS SHS and its practical use in career counseling thereof. Although ADI-SMCS SHS offers two strands, namely STEM and ABM (Accountancy, Business and Management), the study focused only on the 124 STEM strand students who comprised 67% of the total batch population.
NCAE in the study refers to the test conducted in November 19, 2014 which comprised, but not limited to, the following areas: GSA (Scientific ability, Reading Comprehension, Verbal Ability, Mathematical Ability, Logical-Reasoning Ability), STEM standard preference, occupational interest preference level, and overall rank. The students took the test in their school with DepEd-assigned proctors. It lasted for 7 hours and 30 minutes with 590 items. The scores of which show the Percentile Rank which is the examinees’ position among all the examinees who took the test.
The corresponding preferred course to take and field to pursue in college were also gathered from students. This was used to identify the students’ percentage score in the AOI based on the 15-field Inventory of Occupational Interest of the NCAE. It is worthy to stress that instead of using the Rank 1 AOI percentage score of students, the researcher preferred to use the corresponding score of students’ preferred field as this is the more appropriate gauge considering the context of study.
On the other hand, the subject and general average grades of the Grade 12 STEM students were the ones given by teachers and earned by students in the first and second semester of the previous school year (2016-2017) based on the courses, time duration, coverage, and competencies required by DepEd. Students’ performances were evaluated following the Ateneo Grading System that adopts the KPUP scheme. 18 subjects are included in the study. The grades are retrievable only in the Ateneo Integrated Student Information System (AISIS).
The NCAE and the corresponding Grade 11 academic records herewith were purposively gathered, collated, and analyzed following the confidentiality protocol and with permission from school authorities and parents/guardians of students.
Results and Discussions
Following the higher order thinking skill (HOTS)-based Ateneo KPUP grading system, the study showed that the students have proficient (85.6%, SD=3.13) general academic performance (AP) in Grade 11. It has highest performance in the areas of humanities (89.73%, SD=2.72) and language (86.03%, SD=3.40); and lowest performance in the areas of mathematics (83.71%, SD = 4.35) and science and technology (84.41%, SD=3.18). All areas are in the proficient level of performance but not enough to transcend to the advanced level of performance.
Students’ performance in the 18 specific SHS Grade 11 subjects are more dispersed than if classified per subject area. The top two highest average grades, both in high proficient category, are core subjects Personal Development (90.78%) and Physical Education (PE) and Health 2 (90.60%); while the lowest two, both in high developing category, are specialized subjects General Chemistry 1 (80.35%) and Pre-Calculus (82.95%). The scores also appear to be more spread and discriminating in the area of mathematics with Statistics and Probability (SD=5.49) having the highest standard deviation, followed by General Mathematics (SD=4.96) and Basic Calculus (SD=4.20).
Overall AP in the 3 Applied subjects are found to be the highest with 86.53% average grade, followed by the 12 Core subjects with 86.22%. The 3 Specialized subjects in STEM accumulated the lowest average grade of 82.21%. This is consistent with the findings of Estonanto (2017) in his study of the SHS STEM curriculum. He confirmed that the subjects in SHS, most especially the ones in math and science, are more “challenging” and “tasking” as compared to that of the Junior High School. “The difficulty level of the problems is very high,” he said, adding, “aside from pedagogical and logistical concerns, there must be a conscious effort to increase the acceptability of the program to its stakeholders and thereby decrease the difficulty level of the curriculum.”
On the other hand, NCAE results revealed that the students have Above Average NCAE General Scholastic Aptitude (GSA) of 93.95%, which means the students are roughly in the top 7% of the total population of 1,597,438 (1,256,841 public, 349,597 private) NCAE takers in the country in 2014. 61.3% of the students are 98% and above: 48 (38.7%) of them got 99%++ while 28 (22.6%) others got 98% and 99%. It is also worthy to note that the national NCAE GSA average was 37.87% (low average) based on a report presented by Dr. Nelia Benito, Director III of DepEd, in the National Conference on the Administration of NCAE in Manila.
The high GSA aptitude level is also backed up by the students’ high level of STEM Strand Preference (SSP) 90.92% which is classified as Above Average. Based on the DepEd Order 55 Series of 2016, all public school students are required to have a grade of 86% and above STEM subtest score in order for them to be allowed to enroll in the STEM academic strand. This policy was shelved though after protests from different sectors. Furthermore, all areas under GSA also generated Above Average percentile rank. Meanwhile, the study found that there is also a significant difference in the General Weighted Average (GWA) of students if classified according to NCAE GSA (p=0.00), SSP (p=0.00), and Area of Occupational Interest or AOI (p=0.031) at a significance level of 0.05.
It was also found out that there is a significant and strong positive correlation (r=0.646, p=0.00) in the GWA and the NCAE GSA of students. The scatterplot in Figure 2 shows how the two GWA and GSA data sets agree to show nonlinear relationships between them. It displays a left-skewed linear representation of the data with most of the scores clumping at the right side, affirming high performance.
This affirms the results of the study conducted by Ferrer and Dela Cruz (2017) in Pamantasan ng Lungsod ng Maynila (PLM) Senior High School, and inspired by Piaget’s Cognitive Development Theory.
It likewise showed positive and significant correlation between the academic performance of the Grade 11 STEM students in the first semester of school year 2016-2017 and their NCAE results. Results also showed positive and significant correlation with the NCAE score and the following subject areas: Science (r=0.292), Math (r=0.349), and English (r=0.309).
Meanwhile, significant and moderate positive correlation (r=0.564, p=0.00) was also found in the GWA and the NCAE SSP of the students as shown in Table 2. In this area, it seems that the logic behind DepEd Order 55 Series of 2016 requiring STEM hopefuls to get high SSP before enrolling in STEM strand program is further established.
Meanwhile, positive correlation was observed in students’ performance in all the four subject areas or cluster namely Science and Technology, Mathematics, Language, and Humanities and their corresponding NCAE GSA areas. With the exemption of MA’s correlation with the areas of Humanities and Language which is considered weak, the rest docketed a moderately positive correlation with SA to Mathematics (0.582), MA to Mathematics (r=0.588), and SA to Science and Technology as the most correlated. Meaning to say, as the scores in NCAE scholastic areas increase, there is high likelihood that the corresponding subject area grades and performance of the students will also rise. Positive correlation cuts across subjects no matter what their curricular classifications—core, applied, or specialized—are.
Conclusions and Recommendations
The study, therefore, deduces that the consist...
Drafts by Herman Lagon
By Herman M. Lagon, Nerfe T. Florendo, et al
ABSTRACT
This descriptive-correlational study analyzed the guidance and counseling (GC) needs of the Junior High School (JHS) students in Iloilo City in order to develop a comprehensive program that would truly address their needs. The study used a standardized Students Counseling Needs Questionnaire adapted from the instrument designed by a psychologist Pius Nyutu. It has 81 items divided into four domains: Academic, Personal/Social, Career, and Social Responsibility. Two hundred sixty seven students participated in the survey representing 10 purposively-selected JHSs in the city. Statistical tools used for analysis are Mann-Whitney U Test, Kruskal-Wallis Test, and Spearman’s Rho at 5% confidence level for non-parametric inferential computations; while mean and standard deviation were used for descriptive analysis. Results revealed the following: Public Schools have Higher Perceived Needs for Guidance Counseling (HPNGC) than Private Schools; the higher the age of the students, the higher the Higher Perceived Need for Guidance Counseling; there is no significant difference in terms of parents’ educational status and occupation; there is a high significant difference between Public Schools and Private School in terms of Higher Perceived Needs for Guidance Counseling in Personal/Social Needs. The results showed that the needs of Junior High school students in Iloilo City are ranked as follows: Career, Social /Personal, Academic and Social Responsibility.
Based on the results, a comprehensive guidance and counseling program is contextually designed for Iloilo City Junior High School students with focus on Career, Personal/Social, Academic, and Social Responsibility. Further studies must be done in terms of the specific areas of concern affecting Junior High School students of Iloilo City where a program can be built upon making the offerings more purposive and contextual.
Keywords: Comprehensive Guidance and Counseling, Junior High School Students, Iloilo City
Guidance as defined by Hutson (1958) brings about the fullest development of an individual. The guidance and counseling program is an essential part of the students’ school life that helps them as they journey through life. Expectations and developmental needs as well as changes in the educational arena such as the K-12 program are some of the challenges that our students face,
To be globally competitive, students must gear up to meet the standards of international competition and marketplace. This means academic success which includes being physically, emotionally and socially equipped. Schools are given the daunting task of meeting all these demands. Professional Guidance Counselors are expected to spearhead activities and programs to this end. As mentioned by President Benigno Aquino III during the 49th Annual Convention of Philippine Guidance and Counseling Association Inc., “Guidance counselors play a crucial role in weaving the moral fabric of society, especially in this time of revitalization when empowering our countrymen with knowledge, skills, and values is our top agenda. Indeed, Guidance Counselors serve as a source of ethical and spiritual confidence for teachers, parents, and students to brave the challenges and pursue their goals in life. With such big responsibilities and important roles, the main quest is where and how to begin.
With the shifting and emerging needs of individual students, the need for a comprehensive guidance and counseling program becomes greater. A well-organized guidance program is necessary to meet the personal, social, psychological and career development needs of students. Guidance counselors and school administrators should give importance to the guidance function to help the students resolve their problems, improve their academic performance, succeed in their careers, and become responsible and productive members of the society.
Thus, this Counseling Program is designed to address the needs of the Junior High School students of Iloilo City as revealed in the study.
METHODOLOGY:
The process of developing the comprehensive guidance and counseling program for Junior High School students in Iloilo City started with brainstorming. The group collaborated to come up with an achievable plan within a given time frame. The components of the project were identified and each member has an assigned task to do. The first step was to conduct needs assessment. The researchers adopted the questionnaire, the Students Counseling Needs Scale by Pius N. Nyutu (2007). The questionnaire was content validated to affirm that all items are relevant to Philippine context. Pilot testing was performed to establish feasibility and validity of the questionnaire. The respondents for the needs assessment were identified through convenience and purposive sampling. Ten (10) schools from public and private schools have been chosen to complete the Students Counseling Needs Scale. The questionnaire has been given to a random sample of grades 7 – 10. Results were analyzed through statistical tools. The findings reflected the perceived needs of the students and were triangulated through interviews with the teachers and the guidance counselors. The initial data was presented to two Registered Guidance Counselors from the University of the Philippines Visayas for critiquing. Further analysis was done based on the comments and issues raised during the critiquing sessions. The quantitative analysis used the following statistical tools; Frequency, Mean, and Standard Deviation for descriptive analysis, and Kruskal-Wallis H Test, Mann-Whitney U Test, Scheffe, and Spearman’s Rho for inferential analysis.
RESULTS AND DISCUSSION
The results of the Students Counseling Needs Questionnaire showed that the students strongly agree (mean=5.264, sd=0.548) that they need guidance and counseling in the four domains. Specifically, Career (mean=5.348, sd=0.619) was identified as the most perceived need, followed by Personal/Social (5.295, 0.574), Academic (5.250, 0.583), and the last, Social Responsibility (5.052, 0.619). It was also revealed that there is a significant difference (p=0.015) between the males and the females in terms of their Higher Perceived Needs for Guidance Counseling (PNGC). Likewise, there is significant difference in terms of perceived need for guidance and counseling between Personal/Social (p=0.034) and Academic (p=0.006), but not in Career (p=0.051) and Social Responsibility (0.078). In all domains and if taken as a whole, the females have higher perceived need for guidance and counseling. Although there is no significant difference between the public and private schools as a whole (p=0.083) and in the Academic (0.076), Career (p=0.145), and Social Responsibility (p=0.940), there is a significant difference found in the Personal/Social (p=0.031), with public school students having higher Perceived Need for Guidance and Counseling than private school students. There is no significant difference in the Higher Perceived Needs for Guidance Counseling of students and their grade level when classified as a whole or by domains. Meanwhile, it was also found that there are no significant differences in the perceived needs for guidance and counseling when classified according to occupation and educational attainment of the students’ fathers and mothers. Lastly, there is a slightly positive correlation (p=0.00, r=0.309) between the age and the Higher Perceived Needs for Guidance Counseling of students.
The 15 highest and 15 lowest mean items were considered for thematic analysis. From the analysis, the researchers generated four themes; Career, Self-Development, Human Relationship and Social Responsibility.
Anchored on the identified themes and established on the guiding principles of guidance, the researchers designed a comprehensive guidance and counseling program for the Junior High Schools in Iloilo City.
Title: Comprehensive Guidance and Counseling Program for the Junior High Schools in Iloilo City
The rest of the program may be retrieved via hermanlagon1@gmail.com.
CONCLUSIONS AND RECOMMENDATIONS
The researchers strongly believe that a comprehensive guidance program should address the four domains of Career, Personal-Social, Academic and Social Responsibility to impact changes in the students. While the study was done among students in Iloilo City the program content drawn from the data gathered can be used and contextualized in any given local area. It is therefore highly recommended to pilot test this program to both public and private schools and make necessary comparisons to improve the program.
Further research can focus on effective strategies in the program delivery. A regular orientation among faculty members will likewise ensure the success of the program.
As a pilot project close monitoring and evaluation must be done on a regular basis to assess how the goals and outcomes are achieved and to propose interventions as needed.
Introduction
One of the most crucial career phases is high school (Germeijs and Verschueren, 2006). It is where the “growth trajectories are in line with theoretical models in which orientation and broad exploration are necessary and important at the beginning of the career-decision process.” To some, this is the make-or-break part where wrong decision may mean academic misalignment, vocational confusion, or total disillusionment that may end in a personal down-spiraling career path.
The yearly conduct of the National Career Assessment Examination (NCAE) and addition of two more years in the K-to-12 Department of Education (DepEd) framework are apparently responses to this this clear and present need. Millions of Filipino students, 14-16 years of age, are bound to choose the track and strand they wish to enroll in the two-year-old Senior High School (SHS). They are encouraged to use their NCAE-measured aptitude, preference, and interest as decision reference. They must choose and perform well for there is a caveat. As per DepEd Order 55 Series of 2016, students are strongly advised to pursue a specific college or technical-vocational education that is aligned with their course of choice.
Ultimately, the research’s particular intent was to determine possible connections between the NCAE General Scholastic Aptitude (GSA), STEM Strand Preference (SSP), and Area of Occupational Interest (AOI), with the academic performance (AP) of the Science, Technology, Engineering, and Mathematics (STEM) students of Ateneo de Iloilo-Santa Maria Catholic School (ADI-SMCS) SHS. Finally, it also hoped that the study will eventually gather practical information that would enhance the career development services of the school in terms of career advising, academic guidance, and goal-setting among high school students.
Materials and Methods
This correlational analysis is focused on the measurement of the strength of the relationship between and among the following variables: NCAE GSA, SSP, AOI, and the AP of the Grade 12 STEM students of ADI-SMCS SHS and its practical use in career counseling thereof. Although ADI-SMCS SHS offers two strands, namely STEM and ABM (Accountancy, Business and Management), the study focused only on the 124 STEM strand students who comprised 67% of the total batch population. NCAE in the study refers to the test conducted in November 19, 2014.
The NCAE and the corresponding Grade 11 academic records herewith were purposively gathered, collated, and analyzed following the confidentiality protocol and with permission from school authorities and parents/guardians of students.
Results and Discussions
Following the higher order thinking skill (HOTS)-based Ateneo KPUP grading system, the study showed that the students have proficient (85.6%, SD=3.13) general academic performance (AP) in Grade 11. It has highest performance in the areas of humanities (89.73%, SD=2.72) and language (86.03%, SD=3.40); and lowest performance in the areas of mathematics (83.71%, SD = 4.35) and science and technology (84.41%, SD=3.18). All areas are in the proficient level of performance but not enough to transcend to the advanced level of performance.
Students’ performance in the 18 specific SHS Grade 11 subjects are more dispersed than if classified per subject area. The top two highest average grades, both in high proficient category, are core subjects Personal Development (90.78%) and Physical Education (PE) and Health 2 (90.60%); while the lowest two, both in high developing category, are specialized subjects General Chemistry 1 (80.35%) and Pre-Calculus (82.95%). The scores also appear to be more spread and discriminating in the area of mathematics with Statistics and Probability (SD=5.49) having the highest standard deviation, followed by General Mathematics (SD=4.96) and Basic Calculus (SD=4.20).
Overall AP in the 3 Applied subjects are found to be the highest with 86.53% average grade, followed by the 12 Core subjects with 86.22%. The 3 Specialized subjects in STEM accumulated the lowest average grade of 82.21%. This is consistent with the findings of Estonanto (2017) in his study of the SHS STEM curriculum. He confirmed that the subjects in SHS, most especially the ones in math and science, are more “challenging” and “tasking” as compared to that of the Junior High School. “The difficulty level of the problems is very high,” he said, adding, “aside from pedagogical and logistical concerns, there must be a conscious effort to increase the acceptability of the program to its stakeholders and thereby decrease the difficulty level of the curriculum.”
On the other hand, NCAE results revealed that the students have Above Average NCAE General Scholastic Aptitude (GSA) of 93.95%, which means the students are roughly in the top 7% of the total population of 1,597,438 (1,256,841 public, 349,597 private) NCAE takers in the country in 2014. 61.3% of the students are 98% and above: 48 (38.7%) of them got 99%++ while 28 (22.6%) others got 98% and 99%. It is also worthy to note that the national NCAE GSA average was 37.87% (low average) based on a report presented by Dr. Nelia Benito, Director III of DepEd, in the National Conference on the Administration of NCAE in Manila.
The high GSA aptitude level is also backed up by the students’ high level of STEM Strand Preference (SSP) 90.92% which is classified as Above Average. Based on the DepEd Order 55 Series of 2016, all public school students are required to have a grade of 86% and above STEM subtest score in order for them to be allowed to enroll in the STEM academic strand. This policy was shelved though after protests from different sectors. Furthermore, all areas under GSA also generated Above Average percentile rank. Meanwhile, the study found that there is also a significant difference in the General Weighted Average (GWA) of students if classified according to NCAE GSA (p=0.00), SSP (p=0.00), and Area of Occupational Interest or AOI (p=0.031) at a significance level of 0.05.
It was also found out that there is a significant and strong positive correlation (r=0.646, p=0.00) in the GWA and the NCAE GSA of students. The scatterplot in Figure 2 shows how the two GWA and GSA data sets agree to show nonlinear relationships between them. It displays a left-skewed linear representation of the data with most of the scores clumping at the right side, affirming high performance.
It likewise showed positive and significant correlation between the academic performance of the Grade 11 STEM students in the first semester of school year 2016-2017 and their NCAE results. Results also showed positive and significant correlation with the NCAE score and the following subject areas: Science (r=0.292), Math (r=0.349), and English (r=0.309).
Meanwhile, significant and moderate positive correlation (r=0.564, p=0.00) was also found in the GWA and the NCAE SSP of the students as shown in Table 2. In this area, it seems that the logic behind DepEd Order 55 Series of 2016 requiring STEM hopefuls to get high SSP before enrolling in STEM strand program is further established.
Meanwhile, positive correlation was observed in students’ performance in all the four subject areas or cluster namely Science and Technology, Mathematics, Language, and Humanities and their corresponding NCAE GSA areas. With the exemption of MA’s correlation with the areas of Humanities and Language which is considered weak, the rest docketed a moderately positive correlation with SA to Mathematics (0.582), MA to Mathematics (r=0.588), and SA to Science and Technology as the most correlated. Meaning to say, as the scores in NCAE scholastic areas increase, there is high likelihood that the corresponding subject area grades and performance of the students will also rise. Positive correlation cuts across subjects no matter what their curricular classifications—core, applied, or specialized—are.
Conclusions and Recommendations
The study, therefore, deduces that the consistent moderate-to-strong show of positive correlation between NCAE and academic performance in Grade 11 validates the efficacy of the NCAE instrument as guide in career or strand recommendation. It is also an apt working tool to be used as reference for entrance admission, academic guidance, occupational interest counseling, goal-setting and decision-making, and in approximating students’ potential academic performance in Grade 11 and probably in Grade 12.
Nonetheless, the study concludes that NCAE must be taken seriously by all stakeholders—from the preparation of the instrument to the judicious conduct of the test, from the timely release of the results to the maximization of the data in schools. Students, with the help of school formators, particularly the guidance counselors, must be empowered to maximize their NCAE scores and use this as career reference in their preparation to SHS and beyond.
Furthermore, this research may extend into a causal-comparative study that would attempt to once and for all statistically determine the factors affecting students’ strand and career choices, and also their academic performance on both SHS and college covering more subjects in school and areas in the NCAE. It can consider intervening variables such as socio-economic status, type of school, parents’ educational achievement, and the like, to add value to the study. The consideration of Donald Super’s theory on personal motivation as an additional frame of reference may also add more depth to the ex post facto probe. The product of which may serve as a concrete basis in drafting a more comprehensive, career-driven, purposive, contextualized, and 21st Century-inspired guidance program in schools.
(CGCP) for the Junior High School Units in Iloilo City
By: Evelyn O. Alobba, RGC, Juvy T. Janeo, RGC, Herman M. Lagon, RGC, Nerfe T. Florendo, RGC, Lory Stel Z. Aurecencia, RGC, Joni Rose O. Mavinta, RGC, Maria SP D. Cuñada, RGC, Marigold L. Sonza, RGC, Monicca Ysabel S. Tarnate, RGC, Rene Voltaire Obedencia, Niño Joy G. Alcayde, and Jan Timothy Christian G. Alberto
University of the Philippines Visayas, Iloilo City
Introduction
Guidance brings about the fullest development of an individual. Guidance and counseling program (GCP) is an essential part of the students’ school life that helps them as they journey through life. Gysbers (2004)
We lack guidance professionals.
Need: 47,000 RGCs
Reality: 3,700 RGC’s
Iloilo is not an exemption.
Shifting and emerging needs of individual students
mental health, identity crisis, digital responsibility, technological transmutation, moral confusion, spiritual regression, factual revisionism, and disciplinary issues
Erikson’s Psychosocial Development:
Junior High School (ages 12-18), in its identity and role confusion dilemma (intense exploration) stage, is “the most vital developmental age.”
Hence, a comprehensive guidance and counseling program for Junior High School that is contextualized in Iloilo City is a clear and present need.
Materials and Methods
Needs Assessment and Analysis
Instruments:
Students:
Content-validated Students Counseling Needs Scale where the researchers got expressed permission from its author, psychologist Pius N. Nyutu (2007).
Pilot testing in two schools (72 JHS students) in Iloilo City.
Teachers and Guidance Personnel:
Questionnaires for Guidance Counselors by Bruce W. Rottschafer (1972) and Counselor Activity Self- Efficacy Scales by Robert W. Lent, Clara E. Hill and Mary Ann Hoffmann (2003)
Respondents: 267 students and 17 formators in 10 public and private junior high schools in Iloilo City
Quantitative analysis
Frequency, Mean, and Standard Deviation for descriptive analysis, and Kruskal-Wallis H Test, Mann-Whitney U Test, Scheffe, and Spearman’s Rho for inferential analysis.
Qualitative Analysis
Thematic analysis was used to analyze qualitative data taken from focus-group discussions (FGD’s), interviews, and observations.
Design and Development of Comprehensive Guidance and Counseling Program (CGCP):
4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA)
Presented to, defended from, and validated by three (3) RGCs in University of the Philippines-Visayas. Eventually, revalidated by seven (7) RGCs.
Final document to be submitted to the Education Committee of the Iloilo City Council headed by Hon. Julie Grace L. Baronda in a form of a proposal for use.
Results and Discussions
Students Counseling Needs Questionnaire
Table 1. Students’ Perceived Need for Guidance Counseling.
Category Mean SD Description
Career 5.348 0.619 Strongly Agree
Personal/Social 5.295 0.574 Strongly Agree
Academic 5.250 0.583 Strongly Agree
Social Responsibility 5.052 0.619 Agree
Overall 5.264 0.548 Strongly Agree
Table 2. Top 5 Guidance and Counseling Perceived Needs of JHS Students
Perceived Need Mean
To understand the differences and similarities between people 5.139
To know how to avoid and resolve conflict with others 5.132
To know about different jobs available in the Philippines 5.124
To understand a wide variety of feelings (e.g. happy, sad, and angry) 5.120
Table 3. Bottom 5 Guidance and Counseling Perceived Needs of JHS Students
Perceived Need Mean
To participate or volunteer in community service 4.553
To follow laws even when I disagree with them 4,663
To dedicate my life to the service of others 4.906
To recycle newspapers, bottles, cans, and similar materials 4.925
To help others by providing community service in the future 4.974
Table 4. Test on Statistical Significance between and among variables.
Variable A Variable B p-value Classification
Male Female 0.015 significant
Personal/Social PNGC 0.034 significant
Academic PNGC 0.006 significant
Personal/Social—Public Personal/Social—Private School 0.031 significant
Age PNGC 0.000 significant
All corroborated by triangulation.
Development
Found four major themes for the program: Career, Personal/Social, Academics, Social Responsibility
The Product:
100-page Comprehensive Guidance and Counseling Program (CGCP) for Junior High School in Iloilo City
Framework
Six Guiding Principles in the Designing of Guidance Modules: Principle of Individualization, Principle of Self-direction, Principle of Cooperation, Principle of Universality, Principle of Organized Activity, Individual Differences, and Flexible.
4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA)
Component Purpose
Ipinagbubunyi Ang Sarili
Develop the capacity for introspection and to recognize oneself as unique. This will lead to self-empowerment.
Mabuti Pa Ang Wifi, Maraming Connections
Assist and facilitate in defining, building and promoting acceptance of positive and productive relationships among the students and their families, friends, and significant others.
Kakareerin Ko ‘To
Provide the students with knowledge, skills and values to make important decisions about career choices and life in general.
Barangay 143
Create awareness that each individual has an obligation to act for the benefit of society at large.
The following are the program’s strategies:
Guidance Curriculum
Guidance Modules
Homeroom Guidance
Collaboration
Routine Counseling
Program Components and Outcomes:
Individual and Group Counseling
Psychological Testing
Information Services
Off-campus Exposure/Collaboration with other Sectors in the Community
Budget and Resources
(Personnel Requirements, Facilities, Professional Growth, and Evaluation)
Conclusion
There is a need for the design and implementation of a Comprehensive Guidance and Counseling Program (CGCP) for JHS in Iloilo City
After experts evaluation,
Proposed CGCP for JHS in City Iloilo is ready for submission, presentation, and pilot-implementation.
Program may be tested and evaluated for three years. May also be duplicated in other areas.
References
(References used for the designed module are not included here.)
Aquino, Benigno IV (2013). Message of President Aquino to the Philippine Guidance and Counseling Association Inc. on the occasion of their 49th Annual National Convention, May 15, 2013. Retrieved from: http://www.gov.ph/2013/05/15/message-of-president-aquino-to-the-philippine-guidance-and-counseling-association-inc-on-the-occasion-of-their-49th-annual-national-convention-may-15-2013/
Erikson E. H . (1982). The life cycle completed. New York: W.W. Norton & Company.
Gysbers, Norman C (2004). Comprehensive Guidance and Counseling Programs: The Evolution of Accountability. Professional School Counseling: Vol. 8, No. 1, pp. 1-14.
Lent, R. W., Hill, C. E., & Hoffman, M. A. (2003). Development and validation of the Counselor Activity Self-Efficacy Scales. Journal of Counseling Psychology, 50(1), 97-108. Retrieved from: http://dx.doi.org/10.1037/0022-0167.50.1.97
Nyutu, P. (2007). The Development of Student Counseling Needs Scale (SCNS). Retrieved from: https://core.ac.uk/download/pdf/62761674.pdf
Rottschafer, B. (1972). The Nature and Scope of Guidance Services in the Secondary Schools Affiliated with the National Union of Christian Schools. Dissertations. Paper 1227 eCommons. Retrieved from: https://ecommons.luc.edu/cgi/viewcontent.cgi?article=2226&context=luc_diss
Valdez, Denise (2017), Vera Files: Lack of Registered Guidance Counselors Forces Schools to Keep Unlicensed Ones. Retrieved from: https://news.abs-cbn.com/focus/01/14/18/lack-of-registered-guidance-counselors-forces-schools-to-keep-unlicensed-ones-part-1
By Dr. Herman M. Lagon1
1Ateneo de Iloilo-SMCS, Atria Park District, San Rafael, Mandurriao, Iloilo City hermanlagon1@gmail.com
Introduction
Going to an Ivy school in college is every student’s dream. This is spot-on true in the context of the Grade 12 students of Ateneo de Iloilo-Santa Maria Catholic School (ADI-SMCS) who were set to face a clear and present challenge, their first big step in their career path, the college admission tests.
A school career survey (Lagon, 2016) showed that 92.82% of the Ateneo SHS students plan to take entrance tests in Manila schools in the early months of the school year 2017-2018. Table 1 shows the distribution of the potential test takers. This is supported by the expressed appeal from the different school stakeholders for a type of summer intervention—an alternative to the ones offered in commercial review centers—to be offered by the school that
would assist students in their exam preparations.
140 120 100
80 60 40 20
0
UP ADMU UST DLSU
Figure 1: Number of Ateneans who plan to take Admission Test in select Manila Schools. Note that some students opt to take the entrance test in two or more schools.
Consequently, the ADI-SMCS Senior High School (SHS) Unit conceptualized and implemented the cognitive constructivist-inspired Ateneo de Iloilo-SMCS Training on Test Readiness for Admission to College (ATTRAC) Program. Intended to reinforce and enhance students’ preparation for Manila-based admission tests, ATTRAC was carried out last March 28, April 7-8, 10-11, 17-22, 24-29, and May 6, 13, and 20, 2017.
This study was conducted to examine the effect of the ATTRAC Program on SHS students of ADI-SMCS. It purposely meant to measure the success or failure of the initiative, the results of which will determine the termination, improvement, or extension of the program.
Materials and Methods
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This quasi-experimental study covered 109 Grade 11 Atenean participants who were purposively identified by virtue of their mutual interest (and parents’ consent) to join ATTRAC. The data collected were statistically analyzed using measures of central tendencies, mean difference, Shapiro-Wilk test for normality, paired sample t- test, and Pearson r at 0.05 level of significance. Focus Group Discussions and journaling were also done to triangulate the intervention.
The students went through a 20-day, 8-week entrance test review sessions in summer of 2017 in the classrooms of ADI-SMCS. 16 select Ateneo teachers, all experts in their respective fields, designed their own review modules following the agreed college admission test, multiple-choice, in-depth-coverage format. The topics covered were generally patterned and appropriated over that of Ateneo de Manila University College Entrance Test (ACET) and University of the Philippines College Admission Test (UPCAT). They were mainly Mathematics, Science, English, and abstract-logical reasoning, with a touch of essay, Filipino, and General Information.
Students were divided into four clusters: two clusters were scheduled in the 4-hour morning session and the other half were scheduled in the 4-hour afternoon session. All participants experienced the same way of proceeding— answering of review items, followed by the checking, analyzing, and evaluating of the questions and answers— inspired by the 9 basic positions of cognitive development by Perry (1999), and test preparation tips of Briggs (2001), Bord (2008), Britanico (2014), Ganglani (2014).
Using a 20-page, 2-hour standardized College Admission Test instrument, the reviewees took the pretest on March 28, 2017, and the posttest on May 20, 2017.
Results and Discussions
The results showed that there is a significant difference between the overall pretest and posttest scores in the College Admission Test (p=0.00), showing progress from a pretest mean score of 78.57 to a posttest mean score of 114.33. Also, moderately positive and significant correlation (r=0.709) between the overall pretest and posttest scores was established.
On the other hand, it was found out that there are significant differences between the pretest and posttest College Admission Test scores in the following categories: English Test (p=0.00), Mathematics Test (p=0.00), Reading Test (p=0.00), and Science Reasoning Test (p=0.00). High positive and significant correlation was found between the pretest and the posttest under English Test (r=0.751), while moderately positive and significant correlation was found between the pretest and posttest under Mathematics (r=0.591) and Reading (r=0.470) Tests. The pretest- posttest results of Science Reasoning Test, on the other hand, registered a negligible and insignificant correlational value (r=0.121).
With this, and referring to the increase of the pretest-post-test mean scores as shown in Figure 2, there appeared a positive performance of students in all the four categories.
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140.00 120.00 100.00
80.00 60.00 40.00 20.00
0.00
Overall Performance
English Test
Pretest Posttest
Reading Test
Science Reasoning Test
Mathematics Test
Figure 2: Students’ pretest-posttest mean scores.
Further analysis showed that most positive score improvement (mean difference) were seen in the areas of prose fiction (12.33), coordinate geometry (9.56), trigonometry (9.22), strategy (9.06), punctuation (8.67), basic grammar and usage (8.45), and data representation (8.23). Minimal improvement based on the mean difference, however, was observed in the areas of sentence structure (2.55), geometry (3.12), conflicting viewpoints (4.25), and humanities (3.47). The area on research summaries (0.45) had almost no improvement at all.
Participants’ journals and FGDs also revealed that time is their usual “enemy.” This was confirmed by the reviewers themselves who had to squeeze out items in the two-hour session given to them per cluster in a day. Another concern is the conduciveness of the venue. Most of the sessions were done in the school old site with rooms that are relatively less ventilated and smaller than those in the new site. They, however, unanimously recognized the benefit of review to them, especially in reminding them of the basics, getting them used to different test designs, and practicing time-bound drills.
The result of the ATTRAC Program corroborated with studies of Gurung and Bord (2007) and Hackathorn et al (2012). Both also showed that cognitive-constructivist kind of reviews foster the students’ feelings of being
“confident” and “prepared” for the task at hand and it being “helpful” in getting higher scores in the process. Apparently, this finding has been further predicated upon the mushrooming of review centers all over the country.
Conclusions
ATTRAC, therefore, is an effective program in preparing SHS students for college admission. It needs, however, more concrete validation—the ultimate measure of success—in the actual college entrance test results that are set to be released on December, 2017.
Nonetheless, the positive effect of ATTRAC 2017 warrants the extension and offering of the program this summer of 2018. The data and experience it gathered can serve as part of the school’s Counseling Program database in guiding students in their career decision-making process. It may also be used as one of the main references of the faculty and administrators for curriculum planning and instructional design.
However, further improvement is recommended as to the following review topic areas: sentence structure, geometry, humanities, and conflicting viewpoints, with more stress on doing research summaries. The use of a
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more ventilated venue and the appropriation of time per review topic must also be further contextualized. This kind of admission test review may also be contextualized and be adopted by other Senior High Schools in the country.
References:
Bord, D. 2008. Enhancing learning and exam preparation. Association for Psychological Science. Retrieved February 4, 2017 from https://www.psychologicalscience.org/observer/enhancing-learning-and-exam-preparation Briggs, D.C. 2001. The effect of admissions test preparation. Change, 14 (1): 10-18.
Britanico, A. 2014. Tried and tested: Entrance exam strategies. Rappler.com. Retrieved January 15, 2017, from https://www.rappler.com/move-ph/ispeak/66238-entrance-exam-strategies
Lagon, H. 2016. A survey on the personal career development plan of Ateneo Senior High School students. Iloilo: Ateneo de Iloilo.
Ganglani, N. 2014. College prep? 8 entrance exams tips from university students. Rappler.com. Retrieved January
15, 2017, from https://www.rappler.com/life-and-style/career/69250-college-university-entrance-test-tips
Gurung, R.A.R., and Bord, D. 2007. What makes review sessions optimal? Teaching of Psychology, 31: 164-166. Hackathorn J., et al. 2012. Examining exam reviews: A comparison of exam scores and attitudes. Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 3: 78 – 87.
Perry, W. G. 1999. Forms of ethical and intellectual development in the college years. San Francisco: Jossey-Bass
Publishers.
Acknowledgements:
Ateneo de Iloilo-Santa Maria Catholic School
University of the Philippines-Visayas
Department of Science and Technology
AMDG+
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