Guidance and counseling intervention program for pupils living in relocation areas
Type
Thesis
Authors
Category
Pages
74
Abstract
It is a common knowledge that home is the basic institution which primarily educates the child. The mothers are the first teacher of their children. They give prime teaching on values and character formation. Unfortunately, majority of pupils nowadays were engaged in destructive activities that leads them into conflicts. They do not pay much attention with their studies. They lack a sense of direction, a sense of purpose and a sense of fulfillment. Thus, the researcher found it timely to find out the common problems encountered by the pupils living in relocation areas and
their causes to develop an intervention to address them.
This study aimed to determine the common problems of students
living in relocation areas to develop an intervention program to address them. Specifically, the study sought answers to the following: 1) What are the prevalent problems of the pupil-respondents in terms of physiological, social and psychological aspect; 2) What cause the prevalent problems of the pupil in the relocation areas as to: poverty, family relationship, and peer influence; 3) Is there a significant difference between the assessment of the two groups of respondents; and 4) What guidance and intervention program may be provided to address the problems encountered by the pupils in relocation areas.
This study made use of the descriptive-survey method of research. The researcher disseminated the survey questionnaire to be accomplished by the pupil-respondents. The data gathered from the instrument described the prevalent problems of the pupils in the relocation site where the pupil- respondents are presently living. The respondents comprised a total of 75 pupils; 25 from Grade IV, 25 from Grade V and 25 from Grade VI.
The questionnaire was distributed and was retrieved personally by the researcher. After the retrieval of the survey questionnaire, the data was summarized, tallied and organized. Statistical treatment, analysis and interpretation of data followed.
Generally, the prevalent problems of the pupils in terms of physiological and psychological aspect were moderately serious as assessed by the pupil-respondents and their parents. In terms of social aspect, the pupils also assessed it as moderately serious but serious according to their parents. On the other hand, both groups of respondents moderately agree to the causes of prevalent problems as to family relationships and as to peer influence. Whereas when it comes to poverty. the pupils moderately agree while the parents agree to the causes of prevalent problems as to poverty.
There is no significant difference between the assessments of the pupil respondents and their parents on the prevalent problems in terms of physiological and psychological aspects because the computed values were lesser than the t-critical value, which caused to accept the null hypothesis. However, between the assessments of the two groups of respondents on social aspect, a significant difference was observed because the computedt-value exceeded the critical t-value that led to the rejection of the hypothesis. On causes of prevalent problems as to poverty. family relationship and peer relationship the null hypothesis was accepted because the computed t-values were lesser than the t-critical value. These imply that in most areas of assessment, the pupil respondents and their parents have the same assessments except in prevalent problems in terms of social aspect.
The hypothesis that there is no significant difference between the assessments of the two groups of respondents as to (1) prevalent problems encountered in the relocation areas and to the causes of prevalent problems encountered by the pupils in relocation areas was tested at 0.05 alpha level of significance.
Based on the findings the following conclusions were drawn: 1) The parents and their children living in the relocation areas similarly assessed the prevalent problems as to physiological and psychological as moderately serious but the parents find it serious on the social aspect. 2) The parents and their children moderately agree to the cause of prevalent problems as to family relationship and peer influence but agree to poverty as cause of prevalent problems than the children understand it. 3) Parents and children do not differ in their assessments as to the causes of prevalent problems on poverty, family relationship and peer influence as well as on physiological and psychological prevalent problems. These imply that they have the same assessments. However, they differ significantly on social aspect where parents find it a serious one. 4) An intervention program to address the problems encountered by the pupil living in relocation areas has been prepared by the researcher. Thus, the finding generated the following recommendations, 1) The school can implement an extension program in guidance and counseling to the relocation areas. 2) The extension outreach program should focus on providing counseling on different problems experienced by parents and children in the relocation areas. 3) Because parents and children do not differ much in assessing their problems thus, the same program may be administered to them. 4) The intervention prepared by the researcher may be implemented.
their causes to develop an intervention to address them.
This study aimed to determine the common problems of students
living in relocation areas to develop an intervention program to address them. Specifically, the study sought answers to the following: 1) What are the prevalent problems of the pupil-respondents in terms of physiological, social and psychological aspect; 2) What cause the prevalent problems of the pupil in the relocation areas as to: poverty, family relationship, and peer influence; 3) Is there a significant difference between the assessment of the two groups of respondents; and 4) What guidance and intervention program may be provided to address the problems encountered by the pupils in relocation areas.
This study made use of the descriptive-survey method of research. The researcher disseminated the survey questionnaire to be accomplished by the pupil-respondents. The data gathered from the instrument described the prevalent problems of the pupils in the relocation site where the pupil- respondents are presently living. The respondents comprised a total of 75 pupils; 25 from Grade IV, 25 from Grade V and 25 from Grade VI.
The questionnaire was distributed and was retrieved personally by the researcher. After the retrieval of the survey questionnaire, the data was summarized, tallied and organized. Statistical treatment, analysis and interpretation of data followed.
Generally, the prevalent problems of the pupils in terms of physiological and psychological aspect were moderately serious as assessed by the pupil-respondents and their parents. In terms of social aspect, the pupils also assessed it as moderately serious but serious according to their parents. On the other hand, both groups of respondents moderately agree to the causes of prevalent problems as to family relationships and as to peer influence. Whereas when it comes to poverty. the pupils moderately agree while the parents agree to the causes of prevalent problems as to poverty.
There is no significant difference between the assessments of the pupil respondents and their parents on the prevalent problems in terms of physiological and psychological aspects because the computed values were lesser than the t-critical value, which caused to accept the null hypothesis. However, between the assessments of the two groups of respondents on social aspect, a significant difference was observed because the computedt-value exceeded the critical t-value that led to the rejection of the hypothesis. On causes of prevalent problems as to poverty. family relationship and peer relationship the null hypothesis was accepted because the computed t-values were lesser than the t-critical value. These imply that in most areas of assessment, the pupil respondents and their parents have the same assessments except in prevalent problems in terms of social aspect.
The hypothesis that there is no significant difference between the assessments of the two groups of respondents as to (1) prevalent problems encountered in the relocation areas and to the causes of prevalent problems encountered by the pupils in relocation areas was tested at 0.05 alpha level of significance.
Based on the findings the following conclusions were drawn: 1) The parents and their children living in the relocation areas similarly assessed the prevalent problems as to physiological and psychological as moderately serious but the parents find it serious on the social aspect. 2) The parents and their children moderately agree to the cause of prevalent problems as to family relationship and peer influence but agree to poverty as cause of prevalent problems than the children understand it. 3) Parents and children do not differ in their assessments as to the causes of prevalent problems on poverty, family relationship and peer influence as well as on physiological and psychological prevalent problems. These imply that they have the same assessments. However, they differ significantly on social aspect where parents find it a serious one. 4) An intervention program to address the problems encountered by the pupil living in relocation areas has been prepared by the researcher. Thus, the finding generated the following recommendations, 1) The school can implement an extension program in guidance and counseling to the relocation areas. 2) The extension outreach program should focus on providing counseling on different problems experienced by parents and children in the relocation areas. 3) Because parents and children do not differ much in assessing their problems thus, the same program may be administered to them. 4) The intervention prepared by the researcher may be implemented.
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