Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Many college students face different problems in their college life. The

problems often encountered by the students include: academics, interpersonal

relationships and sexuality, family problems, financial challenges, self-identify

issues, feelings of loneliness, low self-esteem and depression or anxiety (Sikolia

& Lutomia, 2002). For this study, the researchers focus on the academic problem

or academic deficiency of the students.

There are many problems that a student may encounter but why this study

focuses only on academic deficiency? Because academic problem has a big

chance to be the cause of every problem that a student may encounter.

Centro Escolar University (CEU) has an estimated population of 15,000

students, and 8 per cent of it is from School of Accountancy and Management

(SAM) having a population of 1,200 students (estimated population as of school

year 2012-2013).

As shown in the record, the said college has an estimated percentage of

students with academic deficiency of 18.29 per cent. Based on the University

Policies of CEU, every student with academic deficiency should undergo into

counseling at the Guidance and Counseling Department (GCD). The students

are not allowed to enroll the next semester without the signature of the counselor

in-charge.
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According to “Guidance and Counseling Act of 2004”, Guidance and

Counseling is the profession that involves the use of an integrated approach to

the development of a well-functioning individual primarily by helping him/her to

utilize his/her potentials to the fullest and plan his/her present and future in

accordance with his/her abilities, interests, and needs. The definition that the Act

has given makes the Guidance and Counseling Department a reliable

department that will conduct counseling services for every student of CEU.

According to Fred C. Lunenburg (2010), counseling students is one of the

basic functions of the school guidance program. The guidance counselor in-

charge will ask the student regarding its problem that resulted into academic

deficiency. It is a protocol that every student should undergo into counseling if

they have an academic deficiency.

However, students encountered problem in the scheduling process of

students with academic deficiency in the Guidance and Counseling Department.

The scheduling process based of the manual scheduling of students is

assign numbers and wait until someone in GCD-staff or Student Assistant will

call the number for their turn for counseling.

The concern of this study is the Guidance and Counseling Department of

Centro Escolar University located at SDVH. The department shows an average

performance in handling the students with academic deficiency in the school.

Sometimes they are having trouble with the allotment of time to each student and

the availability of the counselors to attend to students. These problems have

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greatly affected the students’ performance not only in academics but also the

way they act in their social environment. Counselors are also affected because of

the problems that they are encountering which hinders them to achieve the

organizations goals. Lack of support and help from the upper management is

maybe the reason for these problems.

Background of the Study

Guidance and Counseling in Centro Escolar University aims to help

students become more self-actualizing and more fully functioning. Hence, it

assists them to understand and ultimately handle their developmental, emotional,

and adjustment needs.

Among the services that GCD offers are the following:

i. Administering CEU entrance examination

ii. Administering CEU entrance examination (Off-Campus)

iii. Group testing

iv. Individual testing

v. Administering pre-employment tests

vi. Counseling for exit/shifting

vii. Counseling of students with academic deficiencies

viii. Counseling on self-referred, summoned, and referred cases

ix. Group guidance activity

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Today, Guidance and Counseling Department continuously offer

counseling services for students with academic deficiency. With the continuous

need of support for students, the GCD department is doing everything possible to

provide all the students needs and accommodate everyone and thus, came the

problems for time allocation on students. It is a must that not only students with

academic deficiency but also regular students be accommodated by the

department.

This study aims to find a solution to make the counseling services more

convenient for every student. For this reason, the researchers have conducted a

study in which it would help GCD in providing services to students with or without

academic deficiency without wasting time of both counselors and students.

Guidance and counseling is currently experiencing many difficulties in time

management and allocation of counselors because of the continuous need of

students of support and due to the slow process (manual).

The researchers will be using the GCD-CEU, Manila to conduct the said

project and apply the proposed automation processes.

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FIGURE 1

This figure shows the manual queuing process done by the GCD-CEU, Manila.

Setting of the Study

This study was conducted at Centro Escolar University. The said

university is one of the top choices of the people in the Philippines because it

provides quality education and creates graduates that are very competitive, not

only in the country but also to the world. The university is known for being one of

the top with regards to licensure examination in the field of dentistry and

optometry.

Centro Escolar University is located at 9 Mendiola St. Manila, Philippines

and was established on June 7, 1907 founded by Doña Librada Avelino and Co-

founded by Doña Carmen De Luna.

 6

FIGURE 2

Vicinity Map of CEU

The department involve in the study is the Guidance and Counseling

Department headed by Dr. Carmencita H. Salonga. GCD has eight counselors in

charge for nine Schools/Colleges and assist the counseling service of the

department.
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FIGURE 3

Guidance and Counseling Department

Theoretical Framework

This study will be guided by Queuing Theory (Kumar and Singh), which

stated in their report that:

i. Queuing theory is the mathematics of waiting lines.

ii. It is extremely useful in predicting and evaluating system performance.

iii. Queuing theory has been used for operations research, manufacturing

and systems analysis. Traditional queuing theory problems refer to

customers visiting a store, analogous to requests arriving at a device.

 8

Conceptual Framework

The research will be conducted to construct a process which can help

Guidance and Counseling Department maximize their time allotment in providing

services to the students and minimize the conflicts by transforming or improving

the manual process into a automatic one.

In continuous need of academic and moral support of students, one major

problem of the Guidance and Counseling Department is time management. That

is why this study and proposed process will help them to minimize their problems

in providing the services they are expected to do.

Using the Guidance and Counseling Department and CEU’s equipments,

the respondents will utilize it to improve the services provided by the Guidance

and Counseling Department. The result will be a new process for the Guidance

and Counseling Department service.

Input Process

Queuing system of Assessment of the different

Guidance and Counseling aspects in the Queuing
Department, Centro System
Escolar University
Identified Problems

Output

Facilitating the automated system

Proposed computerized scheduling

system

FIGURE 4

This figure shows the cycle assessment of the GCD process

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Statement of the Problem

This study aimed to evaluate the Guidance and Counseling Department

queuing system for students with academic deficiency as perceived by School of

Accountancy and Management (SAM) students:

It attempts to find answers for the following specific questions:

1. Based on the records, what is the Guidance and Counseling clientele

profile of Centro Escolar University, Manila School of Accountancy and

Management during the first semester of School Year 2012 – 2013?

2. How do the respondents assess the level of performance of Guidance and

Counseling Department Queuing System on the following aspects:

2.1 Availability of Counselors

2.2 Timeliness of Counselors

2.3 Counseling Session time

2.4 Scheduling of Counseling

2.5 Counseling Session Rooms and facilities

2.6 Counseling Feedback/Results

2.7 Follow-up Counseling Schedule

3. Based on the respondents’ assessment, what are the identified problems

of the Guidance and Counseling Department’s Queuing System?

4. How will the study give insights on the need for an improved Queuing

System through computerized scheduling system?

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Assumption of the Study

To serve as a guide and support to the study, the researches formulate

the following assumptions:

1. The researchers assume that by the end of the study, the readers will be

able to familiarize themselves with the new process. Moreover, the people

will learn about the automatic process and its advantages to the students

and for the improvement of Guidance and Counseling Department

services.

2. The researchers assume that by the end of the study, the new process will

not only benefit the students but also the counselors and Guidance and

Counseling Department management.

3. The researchers assume that by the end of the study, they will be able to

inspire other Marketing Management major students to perform a study on

the Guidance and Counseling Department performance and services as

well.

Significance of the Study

The researcher believes that their present study can help others to

improve their performance and will also it can be a reference for the following:

To Students. The proposed study will serve as assistance on developing

their academic performance and how to make right choices or act in their social

environment. It will also help them accomplished their goals and will waste any
 11

time waiting for the counselor to accommodate them because the new program

that we are introducing will make the process faster.

To Counselors. This study will help counselors on accommodating every

student in the university. With the use of the new program software that will be

introduced their jobs will be easier and the output of the department will increase

dramatically. By this study their performance will increase and it will be much

easier and their program will be much more efficient.

To Future Researcher. The proposed study will help and be beneficial to

future researchers as their guide to their own researches. This study is open for

further development if a particular researcher thinks is necessary.

Scope, Delimitations and Limitations of the Study

The scope of our study is the Guidance and Counseling Department of

Centro Escolar University; what are their steps in allocating their resources and

how they allot time to students who need counseling. The study includes the

processes of the said department and particular software that will be created to

help the department operate more efficiently and faster. It is focused on the

development of the department’s overall output to meet the organizational goals.

The study will show how efficiently they can operate using an automatic process

than using it manually.

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The study does not cover any other department or students without

academic deficiency. This will be limited with the students of Centro Escolar

University and counselors in the guidance and counseling department.

The study will focus on the Guidance and Counseling department of

Centro Escolar University, Manila. The target department will only compromise

the time of students, counselors and staff of GCD within its vicinity.

Definition of terms

To ensure a maximum comprehension and appreciation of the research,

some relevant terms are defined in this section.

Counseling. It is the professional guidance of the individual by utilizing

psychological methods in collecting information or data.

Counselor. It is the person that gives advice to a person and manages

duties.

Guidance and Counseling Department. It is the department that is

tasked to handle every student in a school or university to provide assistance and

guidance.

Queuing. It is a waiting period of people or vehicles in certain lines.

Program. It is the printed outline of the order to be followed.

Research. It is the method of finding something or investigation of

information.

Researcher. It is the person who searches thoroughly about something.

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Software. An entire set of programs, procedures, and related

documentation associated with a system.

Student. It is the person who attends in a school and an attentive

systematic observer.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of the related literature and studies which

the researchers have persuade to shed light on the topic under study.

Foreign Literature

Some general topics and facts were formed to be followed in the book

“Defending the Community College Equity Agenda” by Professor W. Norton

Grubb, the topics that relate to the present study states that, guidance and

counseling are among the important forms of student support in community

colleges. They are particularly important because of the large number of

"experimenters" and "undecided" students, who know that they need some form

of post-secondary education to get ahead but are not yet sure what field of

occupation they want to enter. Despite the potential importance of these

services, there has been relatively little research about them.

An examination of guidance and counseling was therefore incorporated

into the site visits of 15 community colleges, as part of the CCRC National Field

Study. The results revealed that academic counseling, to help students

determine the right courses to take, overshadows career-oriented counseling.

Furthermore, a great deal of counseling consists of simple information, assuming

that students know how to use information wisely. In contrast, some counselors

have articulated a notion of "active counseling" - "trying to answer the questions

students would ask if students knew what to ask" - in place of passive

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counseling. In addition, colleges have developed a variety of practices that follow

innovative approaches to counseling including semester-long courses, learning

communities, and innovations in how counselors are assigned to students.

Overall the results reveal enormous promise in community colleges rethinking

their approach to guidance and counseling.

Based on an article titled counseling experience of a teacher (2012), it

states that teachers believed that their students have their own skills and

competencies right from the start that they enroll in the school. All the knowledge

and additional skills that they can gain from the schools and universities are

important in terms of the students’ professionalism. School not only fosters

the intelligence by catering the specific needs in academics and hand-on for the

students but also enhancing the students’ skills like in their social relationships.

The teachers’ efficacy in the pedagogical setting stays in their role as the

provider of valuable information. In Hong Kong, the efficacy of teachers is

expected not only to address their ability to sustain the knowledge but also be

a guardian and services in counseling. The reason behind this idea can be the

result of the cultural differences (Cheung, 2008).

Because of the competitive environment and the aim of the various

schools towards the efficacy and competency of the education, there is no doubt

that counseling is one of the proposed additional loads for the teachers. There is

a significant higher efficacy on the part of the teachers and their influence in the

future of the students but there are still room for fostering the improvements and
 16

contribution of the teachers in the efficacy and those are the respect and

confidence for the student-teacher relationship, the training for the counseling

profession, and the experience they gained through the ongoing teaching

practice. The counseling services provided by the teachers in Hong Kong can be

another milestone in improving the relationship and thus, increasing the

capabilities of both teachers and students.

Counseling can be the most challenging opportunity among the teachers

because clearly, it suggests that teachers are the one responsible in guiding the

students, not only within the school’s premises but also in their home. The

influence of the teachers’ effectiveness should reflect in how the students were

affected during their “student-teacher relationship”. The meaning of counseling

depends on how the people understand the profession, either way; it is under

the psychology profession that offers broad approach on the behavior of the

individual and often gives comprehensive advice as part of the service. In the

public, counselors can be advisors of the individuals that have problems

regarding their everyday and relationships.

But inside the school, counselors emphasize their role in providing

services to help the students in a school be successful. In addition, the

counselors promote the academic, career, and personal and social development

of children and youths. These aims are possible through evaluating the students’

abilities, interests, talents, and personality characteristics in order to develop

realistic academic and career goals. In School Guidance Program, counselors

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are expected to play role in the academic support, goal setting and sound

decision making, career awareness, understanding the education and fostering

the future plans, and many others all for the target in creating a good

environment for the school.

From the journal of Counseling, Norton Grubb’s article entitled “Counselor,

Coordinator and Monitor: The Role of Counselors in the Puente Program” on the

year 2002 stated that a reform to address weak high school counseling.

Compared to most schools with one-on-one advising, Puente counselors arrange

group meetings about college, cooperate with English teachers, set up meetings

with parents to enhance participation in their children's academic lives, arrange

field trips to colleges, and carry out many other activities beyond conventional

roles. Their perspectives about students and parents reveal the complexity of

Puente and of moving students toward college. Several problems continue to

plague Puente—many common to other school reform efforts—including

inadequate staff development, insufficient funding, and varying support from

schools. However, Puente still provides a compelling model of how counseling

roles could be revised, especially in small learning communities, to enhance the

progress of all students.

Dr. Sandra Broz wrote in her column “Internet and Counseling” published

in September 7, 2009. The write up by Broz is entitled “Role of IT in Guidance

and Counseling” and was posted in [Link]

[Link]. She stated in her column that a

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counselor with the Internet can communicate with in his client, students anytime

and anywhere. We have the internet technology is not new and not something to

fear, let alone should be avoided. Because with this technology we can easily

communicate with anyone, anytime, and not bound by space and time. So that

the process of counseling can be done anytime and anywhere, thus students

could be comfortable if the consultation is carried out through this internet

network, because it might not feel uncomfortable and afraid known by others.

Thus the process of interaction between counselor and client will feel more

intimate and off with no load.

With the technology, especially computer networks both Intranet and

Internet teaching and learning process, the process of interaction between

counselor and client can be done anytime and anywhere without being limited

space and time. Thus the role of high technology in education, especially

Guidance and Counseling is required to obtain the appropriate results and

maximum. In spite of it all is a counselor in this case Professor BK (Guidance

and Counseling) is ready with this technology? If you're ready then when else if

not starting now, because many facilities, materials and so we can get these

cyberspace.

In 2010, an article entitled “Why Guidance Counseling Needs to Change”

from Reimagining, which was written by Jean Johnson, Jon Rochkind and Amber

Ott was published by McGraw Hill Incorporated. The article stated that these are

harsh judgments—perhaps too harsh—of a group of professionals who must

 19

routinely feel besieged and overworked, scarcely able to keep up with the

demands and expectations placed on them. The American School Counselor

Association, a professional group representing the field, recommends a student-

counselor ratio of 100 to 1 but points out that, on average, in public schools

across the United States, the ratio is more than twice that—265 students for

every counselor (Clinedinst & Hawkins, 2009). Some states have much higher

ratios. In California, each counselor serves nearly a thousand students. In

Minnesota, Arizona, Washington, D.C., and Utah, the numbers are above 700.

What's more, studies have shown that guidance counselors do not

necessarily spend most of their time advising students (McDonough, 2004a,

2004b; U.S. Department of Education, 2004). Much of their day is devoted to

administrative tasks, discipline issues, and untangling scheduling snafus,

according to experts on the profession. Many counselors are involved in

overseeing testing programs, along with lunch duty, attendance monitoring, and

substitute teaching. Under the current system, public schools often seem to

assume that counselors can juggle a whole roster of duties and still effectively

assist hundreds of students in planning their futures.

This kind of system might have worked reasonably well when fairly small

numbers of students went to college and a high school diploma was all that

graduates needed to find a good job in manufacturing or to enter fields like

firefighting or police work. But such a system is almost certain to misfire, given

the rising numbers of students pursuing postsecondary education and an

 20

economy in which the vast majority of good jobs require some college or some

kind of certification.

These literatures are related to our current study because it has the same

rationale and impression. We conducted this study about the Guidance and

Counseling, in order for us to help progress the department’s services with

regards to their manual queuing processes, which is both the counselors and

students, will benefit.

Local Literature

Based on the publication by Maria Teresa Tuason in Journal of

Counseling and development (2002), it states that the Philippines, an archipelago

that is 300,000 square kilometers, comprise 7,107 islands in Southeast Asia

(Central Intelligence Agency [CIA], 2011). Patterned after the United States, its

base is capitalism, and it is a democracy. The predominant religion is

Catholicism. It is the 12th most populous country in the world, home to an

estimated 101 million people (CIA, 201 1). The poverty rate was estimated at

32.9% in 2006 (National Statistics Office [NSO], 2010) using the World Bank's

definition of "living on less than $1 a day"; that estimate is 61% if poverty is

defined as living on less than $2 a day, with powerfully high food insecurity

(NSO, 2010). The country has had a long history of cultural influences: the

indigenous Indo-Malay, Chinese, and Islamic, due to trade, marriage, and

immigration; and Spanish, American, and Japanese, due to colonization (Roces

 21

& Roces, 1985). All contributed to the Filipino phenotype and rich diversity in

culture and tradition, evident in the number of dialects (about 80, 11 of which are

languages). In general, Filipinos are bilingual, speaking Tagalog, the national

language, and English.

Much like its inherent multiculturalism, counseling in the Philippines has

evolved from multiple influences. Counseling encompasses a broad spectrum of

disciplines (e.g., guidance and counseling, counseling/clinical psychology) and

an acknowledgment of the societal context in which it occurs (e.g., poverty,

physical disasters, overseas working, graft and corruption, and economic and

political instability). Counselors must navigate societal stigmas regarding the

need for mental health assistance and widespread ignorance of the field; they

also advocate for mental health and resilience in difficult life circumstances.

History of Counseling in the Philippines

Pre-Colonial Philippines was much like neighboring Indonesia and

Malaysia, and counseling still shows vestiges of indigenous help-seeking through

(a) superstition; (b) reliance on elders, faith healers, and fortune tellers; and (c)

belief in the supernatural (Bulatao, 1 992). In 1 52 1, the Philippines was

rediscovered by Ferdinand Magellan, which began the Spanish colonization,

resulting mainly in religious conquest: 80% of Filipinos are Roman Catholics

(CIA, 201 1). The American occupation, from 1898 to 1941 (and military bases

into the 1990s) followed Spanish colonization. From public school to government,

the United States has had a strong influence on the country (NSO, 2010). The
 22

language of instruction in the country is English, and greater respect is given to

anything American over anything Filipino. The United States has even had a

significant impact on counseling because Filipino counselors and psychologists

often trained there (Salazar-Clemeña, 2002).

Counseling, as conceived in the United States, began in the Philippines

with two colleges in Manila providing guidance services geared toward identifying

professions and employment opportunities and establishing the first

psychological clinic at the University of the Philippines (Salazar-Clemeña, 2002).

The growth of guidance and counseling was interrupted by the Japanese

occupation from 1941 to 1944. From the 1940s to the 1960s was a period of

counselor training (Salazar-Clemeña, 2002), as Filipinos obtained training and

degrees in the United States and established academic counseling programs

when they returned to the country. The birth of the two associations most

instrumental in the regulation of the profession - the Psychological Association of

the Philippines and the Philippine Guidance and Counseling Association -

happened at this time. From the 1970s to the 1990s, the movement in counseling

was primarily indigenization (e.g., Bulatao, 1992; Enriquez, 1977) of

assessments, constructs, and theories, focusing on the differences between the

counseling models learned in the United States within the context of Philippine

culture and the realities of its social issues. The organizations established then

were the Philippine Association for Counselor Education, Research, and

Supervision and the Career Development Association of the Philippines.

 23

There was monumental growth in counseling following the American

occupation as the country struggled through political movements, military coups,

and citizen-led revolutions to become an independent republic. The volatile shifts

in governance have contributed to the country's economic and socio-political

structure and its instability and oppression; but these shifts have also

demonstrated the power of the people, for example, when thousands of Filipinos

demonstrated peacefully against dictatorship, graft, and corruption. These

circumstances continue to shape the field of counseling in the Philippines, with

the necessity for advocacy and a social justice agenda (Tuason, 2008).

Current Status of Counseling in the Philippines

The family is the main unit of Philippine society, and Filipinos value family

belongingness (pagkapamilya; Enriquez, 1977). This family orientation is very

much a part of counseling because Filipinos would rather go to family members

than trust strangers to help them solve their problems. Counseling practices that

work best involve the family, and family systems therapies are predominant,

along with expressive therapies in different modalities (Catipon, Dey, Garcia,

&Tarroja, 20 1 1 ) such as play (Carandang, 2009), art, and music for children.

Because pioneers of counseling in the Philippines were trained in the United

States during the 1960s and 1970s and because of the cultural environment,

another predominant model in counseling is client-centered Rogerian therapy,

with elements of spirituality. Competent counselors are sensitive to the extent of

people's religiosity and respectfully include spirituality in counseling. The

 24

establishment in 2008 of the Family and Pastoral Counseling Association of the

Philippines reflects counselors' responsiveness to the needs of Filipinos by

tapping into the valuable resource available in people's faith and spirituality.

Given Filipinos' transpersonal worldview, other forms of therapy may include

placing the client in an altered state of consciousness (e.g., hypnosis, astral

travel; Bulatao, 1992). What has evolved is an integrated approach to counseling

that is unique to the Philippines (see Tanalega, 2004).

Access to a counselor and the openness to seek help is best mediated by

family or friends who have experienced the benefits of the counseling process,

unlike in the United States, where counselors can be found by using the Internet

or the telephone book. In the United States, a counseling session usually lasts an

hour and costs about $100; in the Philippines, although a session is prescribed

as an hour and can range widely in cost between 500 and 2,000 Philippine pesos

(U.S. $ 1 2-$50), it usually lasts longer because Filipinos are not overly

concerned with punctuality (Roces & Roces, 1985). It is also common for clients

to miss sessions and not be billed for them. Because of the cost of counseling

and the absence of the luxury of time, it is usually middle- to upper-class people

who can afford counseling. The impoverished do not usually seek counseling

services, or if they do, it is often from a religious person or a barangay captain

(i.e., leader of the village). Fortunately, nongovernmental organizations and

funded research may also provide counseling to the poor (e.g., Carandang,

1996).
 25

Based on the “Guidance and Counseling Act of 2004” states that the most

significant development in Philippine counseling is the Guidance and Counseling

Act of 2004 (Republic Act No. 9258). The Act was intended to professionalize the

practice of guidance and counseling and to create the Professional Regulatory

Board of Guidance and Counseling, which is under the administrative control and

supervision of the Professional Regulatory Commission. Prior to 2004, mental

health workers did not need a license to practice nor was there a regulatory

board to ensure adequate training and ethical practice.

Guidance counselors pioneered regulation for counseling, and

psychologists are following suit through the Philippine Psychology Act of 2009

(Republic Act No. 10029), which will regulate psychology and create a

professional regulatory board for licensing psychologists (Kabiling, 2010).

Although mental health providers have the same mission, hierarchy dictates that

a doctoral-level counselor or psychologist has the highest rank, followed by the

master's-level counselor. Other levels within this hierarchy are determined by

where the individual earned her or his degree: A U.S.-trained counselor has more

credibility than a Philippines-trained practitioner, although this view is slowly

changing (Republic Act No. 10029, Foreign Reciprocity).

According to the Guidance and Counseling Act of 2004, counseling in the

Philippines, similar to how it is defined in the United States, is a "profession that

involves the use of an integrated approach to the development of a well-

functioning individual primarily by helping him/her to utilize his/her potentials to

 26

the fullest and plan his/her present and future in accordance with his/her abilities,

interests, and needs" (2004). The functions of a guidance counselor enumerated

in this law are counseling, psychological testing, learning and study orientation,

research, placement, referral and group processes, and teaching guidance and

counseling courses.

Based on the Philippine Labor and Employment Secretary Rosalinda D.

Baldoz, there are 49 guidance counselor networks with 1,739 members

(Department of Labor and Employment, 2011). Twenty-three universities and

colleges offer graduate studies in guidance and counseling, counseling/ clinical

psychology, and counselor education, and a handful of institutes offer degrees in

pastoral counseling. Most programs offer master's degrees and a few offer

doctoral degrees, most of which follow the practitioner-scientist model. Curricula

are determined by individual programs and are often patterned after courses in

the United States, although courses are taught with extensive applications to the

Philippines to make these counseling models and theories relevant to the

Philippine population, as evidenced by applied research in theses and

dissertations (e.g., Nísperos, 1994; Trivino, 2000). The two main differences

between training programs in the Philippines and the United States are the field

experiences and supervision. In the Philippines, because few field placements

are available, 100 practicum hours are required for the master's degree and two

semesters of internship for the doctoral degree, much less than the 1 ,000 hours

required for a master's degree in the United States. Moreover, regular weekly
 27

individual supervision is not provided in the Philippines. Unique Characteristics of

Counseling in the Philippines

From the Philippine Journal of Counseling Psychology by Maria Salanga

(2007), it states that western models of counselor development maintain the

importance of attaining autonomy as a result of undergoing supervision

throughout graduate work and throughout professional practice. In the United

States of America, supervision is an important component of training and practice

(ASPB, 2009). In the Philippines, the requirements set by

the Philippine Guidance and Counseling Association(Guidance and Counseling A

ct of 2004; Republic Act No. 9258) for one to become a

licensed guidance counselor does not include supervised internship. The current

study is part of a larger study on themes and stages of counselor development in

the Philippines of the primary author. In a sample of counselors-in-

training and counselors (n=29), autonomy was constructed as developing as a

result of being required to practice on their own, without guidance from

supervisors that fulfill the tasks necessary for supervision. Autonomy was

presented as resulting from having to feel their way around therapeutic

training and practice, without having to rely on the guidance of a supervisor. This

proved strikingly different from the construction of autonomy in Western models

wherein there is recognition that counselors start out by being reliant/dependent

on their supervisors and, eventually with more knowledge and experience, gain a

sense of efficacy and confidence and become less reliant/dependent on their

 28

supervisors. Findings from the current study on Filipino counselors reveal that

autonomy is not an outcome of the process one goes through from being a

novice trainee to a more capable practitioner, and that one seems to be required

to be autonomous because of the absence of supervised training and practice.

These literatures are correlated to our current study because it has the

matching point and model. We conducted this study about Guidance and

Counseling, in order to help expand the department’s services output with

regards to their manual queuing processes, which both students and counselors

will benefit.

Foreign Studies

According to the study of Norman Gysbers in the Professional School

Counseling (2003), it states that as the 21st Century unfolds, the United States

continues to undergo substantial changes in its occupational, social, and

economic structures. Occupational and industrial specialization continues to

increase dramatically. Increasing company size and complexity is the rule rather

than the exception. This often creates job invisibility and makes the transition

from school to work, and from work to further education and back to work again,

more complex and difficult.

Social structures and social and personal values also continue to change

and become more diverse. Emerging social groups are challenging established

groups, asking for equality. People are on the move too, from rural to urban
 29

areas and vice versa, and from one region of the country to another in search of

economic, social and psychological security. The United States is becoming

increasingly diverse.

All of these changes are creating complex challenges for students as they

anticipate the future. A rapidly changing work world and labor force; violence in

homes, schools, and communities; divorce; teenage suicide; substance abuse;

and sexual experimentation are just a few examples of the complex challenges

students face today. They are not abstract aberrations. They are real and have

and will continue to have substantial impact on the personal/social, career, and

academic development of students (Gysbers & Henderson, 2000).

As these and other changes are taking place in society, many

organizations and groups of interested and involved individuals are providing

programs and services at national, state, and local levels to help students deal

effectively with these complex challenges. Within the education community,

school counselors have been and continue to be in the forefront of efforts to

assist students to respond to these complex challenges through their work within

the structure of comprehensive guidance and counseling programs in school

districts across the country (Gysbers & Henderson, 2000).

A study was conducted in 2001 by Andrew Lewis from Syracuse

University entitled “The Evolution of Guidance and Counseling in Schools”. It

explains about the Purposes of Guidance and Counseling “Guidance is a coat of

many colors” (Miller, 1961, p. 3). In the beginning, the early 1900s, the term for
 30

school guidance and counseling was vocational guidance. It had a singular

purpose. It was seen as a response to the economic, educational, and social

problems of those times and concerned the entrance of young people into the

work world and the conditions they might find there. Economic concerns focused

on the need to better prepare workers for the workplace while educational

concerns arose from a need to increase efforts in schools to help students find

purpose for their education as well as their employment.

Social concerns emphasized the need for changing school methods and

organization as well as exerting more control over conditions of labor in child-

employing industries.

In the site [Link]/201207/2706096151uSSd, a study

entitled “Guidance and Counseling Program Development” conducted by

Winsome Gordon. It states that the Guidance Program, like any other

educational program, requires careful and consistent development. This ensures

that the program responds to the unique needs of its clients. It provides benefits

to students by addressing their intellectual, emotional, social and psychological

needs. For any guidance program to meet successfully the needs of all students,

it must be developmental, preventive and remedial rather than crisis-oriented.

Consequently it must be well planned, goal-oriented and accountable. It is an

integral part of the school program, and complements other school activities. It is

important for today’s guidance and counseling program to be developmental, so

that it assists students who are growing up in a complex world. It should help
 31

them to develop into full human beings, capable of maximizing their potential in

all personal, educational, social or career-related respects.

A comprehensive guidance program should be balanced, and encompass

all the four fundamental areas of guidance, viz.: personal, educational, social and

vocational. It should provide students with the assistance necessary for their

maximum development. The program should also decide what services to offer,

such as information, consultation, referral, counseling, placement, career follow-

up and evaluation services. The program should use all staff members and

determine their roles in it. It, therefore, demands consultation, co-operation and

co-ordination. A program should define the role of the guidance personnel, who

should be fully informed about the program. It should create a teamwork

approach, in which every member of staff is considered responsible for

contributing to the success of the program.

For a guidance program to be comprehensive, it should also be relevant

for the clients, and not merely maintain a status quo. It must be purposeful, and

designed to meet the priority needs of the clients. These needs should be met in

an efficient and effective manner. It should be stable and unaffected by the loss

of personnel, as this determines the extent to which it meets the desired goals

and objectives.

Each program must be specifically designed for the clients it serves. There

is, therefore, a possibility for both similarities and differences in programmers.

Effective Programmers are flexible, since this allows for adaptation to future
 32

growth and effectiveness. Program development not only calls for needs

assessment but reflects other characteristics of the clients, such as age, location

or environment, cultural background, sex and economic status.

Any service as comprehensive as guidance must be carefully planned if it

is to meet the desired goal. When the program is well organized, there is no

doubt that all involved will participate to the fullest extent. The teachers should

see it as their own, rather than the headmaster’s or the guidance teacher’s

program. Their involvement is crucial right from the start.

These studies are associated to our current study because it has the

equal principle and functions. We conducted this study about Guidance and

Counseling, in order for us to suggest a new queuing process that may further

develop the department’s output, which both students and counselors will benefit.

Local Studies

According to the study entitled “Roles and Functions of Guidance and

Counseling”, it states that in elementary schools, counselors spend their time

with children individually, in small groups, or in classrooms-thus having some

connection with every student in the school. With the advent of systems thinking,

the elementary school and counselor now has a working relationship with

students’ families and with the community social agencies. Although the roles of

school counselors vary among settings, common tasks include individual

counseling, small-large group counseling, large-group or classroom

 33

presentations involvement in school wide behavior plans for promoting positive

and extinguishing negative behaviors, and consulting with teachers, parents, and

the community. Additional duties might include developing classroom

management plans or behavior plans for individual students, such as conducting

SST and IEP meetings.

Like elementary school counselors, the roles of middle and high school

counselors vary depending on the district and the school administrators.

Counselors deal with a vast array of students problems-personal, academic,

social, and career issues. Typically, these areas get blended together when

working with a student on any one topic; hence, it is impossible to separate the

duties of a counselor on the basis of a particular problem. Counselors in middle

and high school have experience with all these areas and work with others in the

school and community to find resources when a need arises. It is common for a

school counselor to be the first person a student with a difficulty approaches. The

school counselor then assesses the severity of the problem in order to provide

appropriate support. School administrators sometimes assign counselors such

responsibilities as class scheduling, discipline, and administration. These tasks

can be integrated with goals of school counseling but can also dilute the time

available for helping individuals.

This study is related to our current study because it has the same purpose

and concepts. We conducted this study about Guidance and Counseling, in order
 34

for us to help improve the department’s services with regards to their manual

processes, which both students and counselors will benefit.

 35

Chapter 3

METHODS AND PROCEDURES

Chapter 3 describes in detail the method and procedure used throughout

the study. It discussed the method of the research used, respondents of the

study, sampling technique, and instruments of the study, procedure of data

collection and the statistical treatment of data.

Method of Research Used

Descriptive research or statistical research provides data about the

population or universe being studied. It describe the “who, what, when, where

and how” of a situation, not what caused it. Therefore, descriptive research is

used when the objective is to provide a systematic description that is as factual

and accurate as possible. It provides the number of times something occurs, or

frequency, lends itself to statistical calculations such as determining the average

number of occurrences or central tendencies.

The researchers used the descriptive method to make the study more

understandable for the readers. This may help to understand who are the

respondents of the study, clearly defines everything about the research and for

what is the study. This will also help other researchers to clearly understand the

flow of the study, so they may use the study as a reference of their own.
 36

Subjects/Respondents of the Study

Purposively, students with academic deficiency from School of

Accountancy and Management of Centro Escolar University were selected to

participate as respondents of the study. The subject and respondents are fairly

selected to make the study reliable. The selected students from the said college

will evaluate the performance of scheduling process and counseling service of

Guidance and Counseling Department.

Subjects in this study are 197 students with academic deficiency from

School of Accountancy and Management. Using Sloven’s formula, a total of

18.29% or 132 respondents are gathered to make the study reliable.

Sampling Technique

Stratified sampling is a variant on simple random and systematic methods

and is used when there are a number of distinct subgroups, within each of which

it is required that there is full representation. A stratified sample is constructed by

classifying the population in sub-populations (or strata), base on some well-

known characteristics of the population, such as age, gender or socio-economic

status. The selection of elements is then made separately from within each

stratum, usually by random or systematic sampling methods.

The researcher used the said sampling technique to clearly classify the

subjects and the respondents that was used in the study.

 37

Research Instrument Used

The tool that the researchers used in conducting the research was the

questionnaire. Introductory paragraph was created by Mr. Daniel Alexander Saret

with the approval of Dr. Leny R. Dellosa, research adviser and Dr. Ma. Flordeliza

Anastacio, Dean of School of AM. The name of the respondents is optional

because the researchers respect the privacy of the respondents. After the

respondent’s name is his/her age to be followed by its course with indicated

choices of courses program in SAM. Next is the year level and gender of the

respondents. The questionnaire identify the different areas for assessment in the

Queuing System of GCD; 1. Availability of counselors, 2. Timeliness of

counselors, 3. Counseling session time, 4. Scheduling of counseling, 5.

Counseling session room and facilities, 6. Counseling feedback/result, and 7.

Follow-up counseling schedule with the scale of 5 or Excellent, 4 or Superior, 3

or Very-Satisfactory, 2 or Satisfactory, and 1 or Needs Improvement.

Through this, the researcher will have the data if the students with

academic deficiency are satisfied and aware of the process and services

provided by the Guidance and Counseling Department of CEU.

Procedures of Data Gathering

All the data and information were collected with the use of the

questionnaire. The survey was formed by necessary questions to adapt to the

study which was done by the researchers. It encompasses questions that have
 38

relationship to the performance and services done by the department. In the

survey, two types of rating scales were used to understand the degree of

awareness of the students to the GCD. After the confirmation of our adviser,

these were circulated to the students with academic deficiency. All the answers

are kept at strict importance and the respondents’ identity are not necessary.

Selected students were given and asked to rate everything included in the

questionnaire. This is to verify the understanding of the students to the

performance and services provided by the department. After disseminating all the

data and information, these are evaluated to understand fully and reveal items

which will help improve the future performance of the department.

Statistical Treatment of Data

The researchers used are the weighted mean. The weighted mean or

weighted average is an average which is obtained by combining different

numbers according to the relative importance of each.

Researchers also used Sloven’s formula to determine the sample size

which represents the total population. Sloven’s formula is a random sampling

technique formula to estimate sampling size.

Weighted mean formula:

Sloven’s formula: n = N/1+N(e2)

 39

Chapter 4

DATA ANALYSIS AND INTERPRETATION

The methodology described in the previous chapter provided the baseline

for data-gathering. In this chapter, the presentation of data is systematically

linked to the format of the questionnaire. The following will be used to analyze

data: description of the sample and interpretation of the results.

This chapter will focus on the analysis and interpretation of data that was

collected for this study. According to De Vos, data analysis entails that the

analyst breakdown data into constituent parts to obtain answers to research

questions and to test hypotheses. The analysis of research data does not in its

own provide answers to research questions.

TABLE 1

Age of the Respondents

Choices Frequency Percentage

15-17 14 10.77
18-20 63 48.46
21 and above 53 40.77
Total 130 100

Table 1 shows that out of the 130respondents, 14 or 10.77% belong to the

15-17 years old age bracket, 63 or 48.46% belong to the 18-20 years old age

bracket and the remaining 53 or 40.77% are 21 years old and above.
 40

It reveals that respondents with the ages of 18-20 have the highest

percentage in the conducted survey, this shows that the majority of the

respondents came from third year students.

TABLE 2

Course of the Respondents

Choices Frequency Percentage

Accounting 10 7.69
Financial Management 22 16.92
Legal Management 9 6.92
Management 31 23.85
Management Accounting 15 11.54
Marketing Management 43 33.08
Total 130 100

Table 2 shows that out of the 130 respondents, 10 or 7.69% belongs to

the course of Accounting, 22 or 16.92% belongs to Financial Management, 9 or

6.92% belongs to Legal Management, 31 or 23.85% belongs to Management, 15

or 11.54% belongs to Management Accounting and the remaining 43 or 33.08%

belongs to the Marketing Management.

It reveals that the highest percentage came from the course of Marketing

Management because they have the highest number of respondents who

answered the survey.

 41

TABLE 3

Year of the Respondents

Choices Frequency Percentage

First 21 16.15
Second 27 20.77
Third 41 31.54
Fourth 17 13.08
Fifth 5 3.85
Irregular 19 14.62
Total 130 100

Table 3 shows that out of the 130 respondents, 21 or 16.15% are 1 st year

students, 27 or 20.77% are 2nd year students, 41 or 31.54% are 3rd year

students, 17 or 13.08% are 4th year students, 5 or 3.85% are 5th year students

and the remaining 19 or 14.62% are Irregular students.

It reveals that the 3rd year students have the highest percentage in the

conducted survey. This means that they are the most active in terms of

answering the questionnaire.

TABLE 4

Gender of the Respondents

Choices Frequency Percentage

Male 64 49.23
Female 66 50.77
Total 130 100

Table 4 shows that out of 130 respondents, 64 or 49.23% are male

students and 66 or 50.77% are female students.

 42

It reveals that in the conducted survey the highest percentage of

respondents are male students. This means that the male students encounter

more problems with their academics rather than the female students.

TABLE 5

Level of Performance of Centro Escolar University

Queuing System Weighted Mean Verbal Interpretation

Availability of Counselors 3.84 Satisfactory
Timeliness of Counselors 3.75 Satisfactory
Counseling Session Time 4.50 Needs Improvement
Scheduling of Counseling 3.74 Satisfactory
Counseling Session
4.78 Needs Improvement
Rooms and Facilities
Counseling Feedback
4.53 Needs Improvement
and Results
Follow-up Counseling
2.22 Superior
Schedule
Total Weighted Mean 3.90 Satisfactory

Overall Mean: 3.90 Interpretation: Satisfactory

Values Statistical Treatment Verbal Interpretation

5 4.5 – 5 Needs Improvement
4 3.5 – 4.49 Satisfactory
3 2.5 – 3.49 Very Satisfactory
2 1.5 – 2.49 Superior
1 0.5 – 1.49 Excellent

The table shows that the different aspects of the Queuing System of the

Guidance and Counseling Department are rated by the respondents; Availability

of Counselors was rated satisfactory (3.84), Timeliness of Counselors was rated

 43

satisfactory (3.75), Counseling Session Time was rated needs improvement

(4.50), Scheduling of Counseling was rated satisfactory (3.74), Counseling

Session Rooms and Facilities was rated needs improvement (4.78), Counseling

Feedback and Results was rated needs improvement (4.53) and the last aspect

which is Follow-up Counseling Schedule was rated superior (2.22).

It reveals that the different aspects of the Queuing System have an overall

rating of superior. This means that most of the respondents were satisfied with

the service provided by the Guidance and Counseling Department.

 44

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter discusses the summary findings, generated conclusion and

recommendation based on the analysis of the result of the study on the Queuing

System of the Guidance and Counseling Department of Centro Escolar

University, Manila which was done by the researchers.

Summary of Findings

Based on the analysis of data the findings were as follows:

1. Based on the records of the Guidance and Counseling Department, the

status of the SAM students with regards to the academic proficiency

shows that only 30% of the population has problems with their studies.

2. Assessment of the respondents to the level of performance of Guidance

and Counseling Department Queuing System on the following aspects:

2.1 Availability of Counselors, the respondent’s assessment to this

aspect is satisfactory which has a weighted mean of 3.84. This

means that the respondents were not entirely satisfied with the

services they have received.

2.2 Timeliness of Counselors, the study shows that most of the

respondents rated this aspect as satisfactory with a weighted mean of

3.75.
 45

2.3 Counseling Session Time, the respondent’s evaluations to this aspect

shows a weighted mean of 4.50 which has a verbal interpretation of

needs improvement.

2.4 Scheduling of Counseling, the study shows that the weighted mean of

this aspect is 3.74 which has a verbal interpretation of satisfactory.

This was the evaluation of the respondents of the study.

2.5 Counseling Session Rooms and Facilities, the respondent’s

assessment to this aspect is needs improvement which has a

weighted mean of 4.78.

2.6 Counseling Feedback and Results, the study shows that most of the

respondents rated this aspect as needs improvement with a weighted

mean of 4.53.

2.7 Follow-up Counseling Schedule, the respondent’s evaluation to this

aspect is superior which has a weighted mean of 2.22.

3. With the use of the survey as the source of information, it shows that most

of the respondents gave a low evaluation on some aspects in relation to

the Queuing System of the department. The aspects that were rated as

needs improvement which was the lowest scale are the following:

counseling session time, counseling session rooms and facilities and

counseling feedback and result.

 46

4. By the evaluation of the researchers to the survey which was conducted

and answered by the respondents it shows that there is a need to improve

the current process of the department.

Conclusion

Based on the findings the following conclusions and recommendation are

drawn:

1. By evaluating the gathered data, it reveals that the status of SAM

students is average in terms of academic performance. Therefore, it

can be concluded that only a few students of SAM are having trouble

in their academics and they are the one who are monitored by the

Guidance and Counseling Department.

2. It can be concluded that based on the datum gathered, the overall all

mean of the different aspect of the queuing system is satisfactory

which has a weighted mean of 3.90. This means there are some

which are needed to be improved.

3. The study shows that the Guidance and Counseling have a lot of

problems that needs to be improved with the services they provide.

This was concluded based on the evaluation of the respondents of

the study. This means that if the department will implement the new

system, their services are anticipated to be more effective.

 47

4. The respondents have shown their insight in the services they have

received in the department, most of them are satisfied but some are

not. So if the new system will be used to improve the Queuing

System of the department, it will result to 99% service output, where

both the department and students will benefit.

Recommendation

1. This study urges to keep or improve the quality education given by the

School of Accountancy and Management to lessen the number of

students who fails their subjects.

2. It is highly recommended to enhance all of the aspects in the queuing

system which was rated very low, not just to satisfy the students but also

help the counselors to work in a better work environment.

3. Based on the results, it is recommended to improve the said aspects that

have the lowest grade to increase the output of the department and be

able meet the customers demand.

4. Using the insights of the respondents, it should be considered as a big

factor to know the certain improvements that must be made in the process

of the department. Which is why it is recommended to treat the gathered

data as the key aspect to this research?

 48

BIBLIOGRAPHY

Johnson, Jea and Jon Rochkind. Educational Leadership. Canada: Time-life

Books Inc, 2000.

Myers, Allen R. Guidance and Counseling. New York: McGraw Hill, 2006.
Richard V. Goering, et. al. Students and Counselors: A Strategic ways on
understanding each other. China: Elsevier, 2008, 4th ed.

Webster, Robert G. and Allan Granoff. Critical on educational success:

Counselor and student relationship. New York: McGraw Hill 1999.

JOURNALS

Maria Teresa Tuason, et. al. Journal of Counseling and Development. Volume
90, Issue 3. 2012.

Salanga, Maria. Philippine Journal of Counseling Psychology. Volume 14. 2012.

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Grub, Norton (2002). “Guidance and Counseling: The Dilemmas of guidance and
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