An evaluation of the high school guidance program and a predictive validity study of the entrance examination of the 1969-1970 high school freshmen of the Colegio de Sta. Isabel

• Main Author: Bercasio, Teresita Requejo
• Format: text
• Language: English
• Published: Animo Repository 1974
• Subjects: Educational counseling; Prediction of scholastic success; Colegio de Sta Isabel (Philippines) > Entrance examinations; Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/317
• Institution: De La Salle University

The first part of this study evaluates the completeness and comprehensiveness of the guidance program in the high school department to determine whether or not it is still meeting the needs of the students. The subjects of this study were 222 third and fourth year students, 50 faculty members, and 6 counselors. Data were gathered through three sets of questionnaires used for the students, teachers, and counselors. The students' needs were also assessed through the Mooney Problem Checklist. Frequency of the responses were tabulated and converted into percentages. No statistical treatment was applied. Findings of the study showed that the program's objectives were still relevant to the present needs of the students. However, the students' needs were not fully met because the program's objectives were not successfully carried out, thus rendering the program weak. The main factor which contributed to the weakness of the program was the lack of qualified personnel, coupled by the insufficiency of time given to the these personnel to render the service expected of them. Therefore, only a small percentage of the students was reached. The study also revealed that the individual inventory, information, and counseling services needed strengthening that the follow-up and placement services should be formally incorporated into the program, and that the research service should be expanded to include the study on the validity of the tests used in the school. Therefore, the success of the guidance program depended largely on the training of the guidance personnel and the sufficiency of time given them to discharge their duties. The second part of this study determines the predictive validity of the entrance test for admission in the high school. It also identifies the variables that best predict academic performance in the first and fourth year. Included in this study were 255 first year students who have qualified and enrolled in the school, and 188 out of the 255 students who have reached the fourth year. Two predictor variables were considered in this study, the language achievement and the intelligence tests, while the GPA was taken as the criterion variable. Results of the study showed that there were significant relationships between the language achievement and the GPA in both the first and the fourth year, and between the intelligence and the GPA, also in both the first year and fourth year. These variables were therefore predictive of academic performance both in the first and the fourth year. Construction of the prediction table indicated that the cut-off point adopted by the school predicted a passing GPA, and therefor may still be adopted. It was concluded that the SAT language achievement test contributed significantly to the prediction of academic performance in the first and fourth year. The intelligence as measured by the OQSMAT was also predictive of academic performance in the first and fourth year. Intelligence and language achievement taken together were predictive of academic achievement in both the first and fourth year, while intelligence was found to be more predictive of fourth year academic performance.