A group guidance and counseling program for and with college freshmen in Saint Louis College San Fernando, La Union

• Main Author: Loyola, Salvacion C.
• Format: text
• Language: English
• Published: Animo Repository 1974
• Subjects: Group guidance in education; Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/342
• Institution: De La Salle University

The first part of this study aims to set-up a group counseling and guidance program for the college freshmen of Saint Louis College. To assess the needs of the freshmen, the family survey was conducted interviews were made with parents, teachers, students, and administrators and a problem check list was administered to all the college freshmen. The existing guidance and counseling services were also evaluated. Findings of the study revealed that there were common problems that beset the college freshmen, and that the college freshmen were highly group oriented. There was no planned guidance and counseling program in Saint Louis College but there were guidance and counseling services which were never evaluated as to its effectivity or significance. The second part of the study seeks to answer the question : What is the specific treatment condition which positively improves the academic achievement of the conditionally admitted college freshmen as measured by the grade point average, and the study habit and skill? The subjects were 21 conditionally admitted college freshmen in Saint Louis College, who failed 40 to 60 percent of their academic units. The subjects were randomly divided into 3 groups under 3 treatment conditions. Only the counseled group was given the planned group guidance and counseling while the aware and unaware groups were not given the treatment. Group discussion, buzz session, information giving, systematic desensitization, confrontation, and feedback were the techniques used. The learning principles used for good achievement behavior were positive reinforcement, modelling, and cueing. The standard deviation of both the study habit inventory (SHI) post test scores and the pre- and post-GPA revealed a homogeneity of the characteristics of the underachievers. The analysis of variance indicated no difference in the study habit, skill, and grade point average of the three groups. The F ratio yielded no significance of difference in the achievement of the members of the three groups.