A formative evaluation of a scripture-based guidance program for Asian School for Christian Ministries (ASCM)

• Main Author: Sharon, Ma. Lutgarda Isabel Santos
• Format: text
• Language: English
• Published: Animo Repository 1991
• Subjects: Educational guidance; Personnel service in education; Asian School for Christian Ministries (ASCM); Guidance program; Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1379
• Institution: De La Salle University

This study was an attempt to make a formative evaluation of a Scripture-based guidance program for ASCM. The basic question to which this evaluation was focused was How effective was the guidance program of ASCM? Effectiveness was viewed in terms of: 1. Adequacy of its existing guidance services and its components. 2. Qualifications and level of Morale of ASCM counselors in serving the students' needs. 3. Extent of attainment of the program objectives as perceived by the students and the guidance counselors. 4. Extent of satisfaction of the students' assessed needs. Specifically, it was designed to answer the following questions which have been grouped into the data matrices of the Countenance. Descriptive Data Evaluation: A. INTENDED ANTECEDENTS, 1. What are the assessed needs in the Scripture-based guidance program of ASCM? 2. What are the expected qualifications and functions of ASCM counselors? B. OBSERVED ANTECEDENTS, 1. What is the rationale underlying the Scripture-based guidance program of ASCM according to its goal, guidance principles, purposes, and functions? 2. Based on the Student Needs Assessment, what are the objectives formulated for the Scripture-based guidance program of ASCM? 3. How qualified and adequate are the ASCM guidance counselors in serving the needs of its students in terms of: a. their profile and academic preparation? b. their time spent in dealing with the guidance functions? 4. What is the level of morale of the guidance counselors? C. INTENDED TRANSACTIONS, 1. What are the guidance services intended to be implemented? D. OBSERVED TRANSACTIONS, 1. To what extent are the intended services of the Scripture-based guidance program being implemented? E. INTENDED OUTCOMES, 1. What are the intended outcomes from the Scripture-based guidance program of ASCM? F. OBSERVED OUTCOMES, 1. To what extent have the objectives of the Scripture-based guidance program been achieved as perceived by the guidance counselor and the students? 2. To what extent have the assessed needs of the students been satisfied? 3. What are the 1991 students' assessed needs and their differences with those of the 1989 students' assessed needs? G. JUDGMENTS, 1. How congruent are the intended and the actual antecedents, transactions and outcomes? 2. What is the assessment of the students on the implemented services of the Scripture-based guidance program? 3. How adequate are the existing guidance services of ASCM for attaining its Scripture-based guidance program objectives in terms of: a. Personnel Resources for guidance? b. Facilities and materials available for guidance? c. Budget resources? 4. What are the strengths and weaknessess of ASCM guidance program based on the perceptions of the counselors, teacher-counselors, and administrators? 5. Based on the findings of the study, should the program be continued? modified? terminated? The respondents of the study were: seventy full-time students from all levels in 1989 and thirty-four full-time students from second, third, and fourth year levels in 1991 two guidance counselors two teacher-counselors and two administrators. The significant findings gathered from the study are as follows: A. Intended Antecedents, A.1 The 1989 assessed need categories of the ASCM students were presented in the order of priority: developing leadership skills desirable conduct/self-discipline developing career awareness and exploration making decisions developing responsibility for self planning careers in the ministry assessing self understanding and accepting self relating to others planning ways to study better clarifying values being understood by others understanding the guidance program understanding other understanding sexual identity, and