Professor as Advisor Program

8/10/2019 Professor as Advisor Program

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Few people will argue with the premise that attending college can have a

profound effect on ones life. In fact, Filipinos view education as an individual need and

prerequisite to a successful adult life. Going to college then was an intellectual privilege

reserved for the upper strata of the society. But now, as we approach the 21st century,

college education has ecome less of an option. !he new technology has changed the

wor" needs so drastically that few people will really e ale to support themselves and

their families without at least some education eyond high school. !hrough education, an

individual accumulates "nowledge and develop s"ills, haits and attitudes which uild up

his productivity and employaility and ensure his contriutions to society.

# college degree, in a sense, stands as a foundation for a career and to acquire it,

one must e ale to tac"le the challenges posed y the various areas of the tertiary

curriculum. #s one moves from high school to the tertiary level, some ad$ustments need

to e made. !he transition e%perienced y students poses an%ieties, difficulties, and

prolems which affect them and their studies. For one, they feel the need to live up to

their parents hope and e%pectations of ringing home a college diploma. !hey need to

ad$ust to a new set of friends and mentors, the environment, and much, to the schedule

and demands of the different su$ect areas. !hey also encounter stiffer competitions and

pressures from their daily e%periences.

Besides all these, a college student is e%pected to have greater independence in

thought and action and many would li"e to treat him as an adult& yet, he is still


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unprepared to assume the role. In fact, many freshmen feel lost in college. 'ome even

e%press that they receive little or no direction and encouragement from others and that

some teachers are indifferent to their ad$ustment difficulties. (hatever situations they

may e into test how much they have achieved from the previous education given to

them. If they are unale to rise aove the pressures and difficulties that they face, they

suffer from such dilemma and more often than not their academic performance and

personal life is affected.

!he school therefore, as an organi)ed entity in facilitating learning and growth, is

e%pected to address these needs to produce graduates who thin" and feel critically and are

creative, productive individuals with a sense of personal worth and elief that they have a

place in the society in which they live. *et in practice, there are instances when schools

do not produce young people who ehave in these ways. In fact, our most serious

educational prolem is the failure of the young people to profit from schooling in ways

which are constructive and of value to themselves.

It is so critical that the sufferer should receive intervention immediately. (hile

parents have the primary responsiility in providing the necessary intervention, guidance

counselors in schools are tas"ed to assist learners. !hese interventions are evident in

many developmental guidance programs or through traditional one+on+one, crisis+

oriented counseling provided y these professionals. ore often schools lac"

professional counselors to immediately cater to student needs& thus, emerged a program

that utili)es the s"ills and attitudes of the teachers as e%tension to the guidance services

provided y professional counselors.


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-othing could e further from the truth. Faculty awareness, participation, and

ownership are essential for successful program assessment, ut assessment results should

not e used to evaluate or $udge individual faculty performance. !he results of a program

assessment are used as input to enrich programs. !he primary purpose is to improve the

quality of educational services y improving student learning. ven if one feels that the

quality of his program is good, there is always room for improvement. /rogram

proponent li"e the Guidance and 0ounseling 0enter G00 of 3niversity of a"ati

3a" mandate conducting student outcomes of its newest guidance service "nown as

/rofessor+#s+#dvisor /rogram /#/. It was 4developed in an effort to provide students

with an academic outlet for their many interest and concerns as well as to help them

become progressive students and responsible citizens!apalla, 2556.

/articipating professors and instructors serve as advisors to their students

especially in their freshman and sophomore years, as these are the most crucial years in

student ad$ustments in college. -ot to conduct assessment is not an option as its result

will e the asis of the 7ffice of the #cademic #ffairs of the 'chool to institutionali)e the

/#/. !he teachers, according to !apalla 2556 are in the est position to lead, guide, and

direct students from various developmental challenges.

!he programs o$ective is aligned with the 3niversitys 8ision and ission+ that

of providing relevant and responsive education that meets the demands of its young

citi)ens. 9i"e any other students in the /hilippines, 3a" students are faced with

various personal and academic+related prolems. 0hosen field: program s"epticism,

professor+student relationships, career planning and developmental quandaries, family

prolems, suicide, premarital se%, and teen pregnancy tops the G00s list that eset her


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students personal and academic development. G00 through the /#/ shall address these

issues that hinder the students to ecoming productive citi)ens of a"ati.

!he programs o$ective is not to ma"e decisions for students. /rogram advisors

may suggest options or alternatives, identify consequences, or share their e%periences, ut

they do not give advice or tell their students what to do. !hey do not provide therapy or

treatment. !hey are neither replacement for professional service providers or school

counselors, nor are they sustitutes for clerical staff. In fact, they will provide assistance

to these professionals and the school, in general. Further, having professors or instructors

as paraprofessional counselors can e cost+effective too. 7ther schools provide a si)eale

team of professional counselors in accordance to #'0#s #merican 'chool 0ounselor

#ssociation recommendation of 2;5 students+to+1 professional& however, currently

3a" is challenged with a counselor+counselee ratio of 1>>. /rofessors therefore can

e utili)ed as assistance to G00s guidance program.

#lthough academic professors or instructors may lac" professional training in

counseling, they have een proven to effectively help students not only in their academic

needs ut personal as well. Being ale to interact with their students daily, they usually

get the first+hand information on their students dilemma. !hey are in the etter position

to lead, guide, and direct their students to "eep them on the trac" to a meaningful college

e%perience. Effective professors share many of the same traits as effective guidance

counselors !apalla, 2556. !hey also compensate for the high counselor+student ratios

that ma"e it impossile for G00 to reach out to her students. But beyond this

compensatory role, PAP strengthens professor-student relationships and creates a


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supportive learning environment in which professors and counselors can work together

to respond to students academic and personal needs!apalla, 2556.

#n effective program is led and supervised y professional counselors. !hey are

ale to demonstrate and model the s"ills advisors e%pected to deliver. !he program

include structured module consisting of a proven curriculum, ased on demonstrated

youth needs as well as the goals and o$ectives of relevant support groups. It encourages

en$oyment, involvement, and self+management towards enhancement of the students

academic and personal needs.

!he advisors, on the other hand, must gradually e involved in the determination

of training activities as well as the development and distriution of program information

and services. !hey must feel their wor" is special and ased on their needs and e%isting

s"ills. !he program and the specific roles advisors ta"e on must have the support not

only of the counselors ut of their co+advisors, administrators, and most especially the

parents in a school+ased setting. Finally, advisors must have on+going supervision and

continuing opportunities for counseling s"ills and attitudes. 'upervisors or counselors

must maintain a high quality relationship that allow for monitoring, dealing with

confidentiality, and ma"ing referrals to professionals.

3nderlying the purpose of this study is the elief that effective student ad$ustment

through a /rofessor+#s+#dvisor /rogram /#/, enhancing their academic and personal

development to the school environment is instrumental in actuali)ing their potential. It is

therefore the o$ective of this study to assess the /#/ that has een running for several

semesters now with the first and second year students in the 0ollege of !echnology

anagement 0! as the pilot group. !his study aims to achieve relevant information


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to improve, inform, prove, and support the program that would serve as a campaign to

institutionali)e the same. !he assessment process should provide feedac" to determine

how the program can e improved. It should also e ale to inform the decision+ma"ers

of the contriutions and impact of the program, and encapsulate and demonstrate to

administrators, professors, staff, students and outsiders what the program is

accomplishing. !he assessment process should provide support for campus decision+

ma"ing activities such as program review and strategic planning, as well as e%ternal

accountaility activities such as accreditation 7utcomes #ssessment anual, 2555& and

(#8< # ?uality nhancement Guide, 2555. 3ltimately, this study will provide a

comprehensive input to enrich the /#/ of the Guidance and 0ounseling 0enter of the

3niversity of a"ati.

Background of the Stud


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!he /rofessor+#s+#dvisor /rogram /#/ was developed as an offshoot to the

rising tide of students various personal and academic+related prolems as revealed y the

partial result of 'tudent -eeds #ssessment 'urvey conducted y the program proponent+

the Guidance and 0ounseling 0enter G00 of the 3niversity of a"ati. It was also

created to support and promote

the schools 8ision and

ission of producing

productive citi)ens of a"ati

0ity, to assist the G00 in

providing a comprehensive

program for developmental guidance or academic consultation, and foster for the support

of a friendly and e%perienced adult+ their teachers or professors as advisors.

!he /rogram o$ectives, according to the /#/ #dvisors anual 2556, are as

follows>, ut with the implementation

of the /#/ they hope to achieve the #merican 'chool 0ounselor #ssociations #'0#

recommendation of one 1 counselor in every A students in no time& thus, having

teachers as paraprofessional counselors can e cost+effective, too.

!he /#/ was egun in 2556 with the first and second year students of the 0ollege

of !echnology anagement 0! as the pilot group. Few classes in other colleges of

the 3niversity through their volunteer teachers as advisors follow suit& however, the same

has not een institutionali)ed and full memership has not een mandatory. eanwhile,

the results of the /#/ with the 0! students, according to rs. !eresita 0. !apalla+ the


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G00 @ead, are promising& however at present, the advising class of the teachers who

$oined the /#/ are the only ones enefitting from the program.

#t this point in time, the /#/, li"e any other programs must therefore e assessed

to determine areas that needs to e improved, inform the 3a" administrators and

sta"eholders of the programs value, prove how the students and teachers perceive the

functionality of the program or the effectiveness to its eneficiaries, and advocate

support for the continuity of the program in fulfillment of its goals, o$ectives or what it

purports to achieve. !his study is also anchored to determine a valuale input that would

enrich the /rogram and of the services of the G00.

Conce!tua" #ra$e%ork

!his study was ased on the premise that advisories are uilt upon concrete aims

focusing upon relationships, including development of supportive and caring

relationships with adults, a constructive group of friends, and relationships with the

community through service pro$ects. (ithin such aims e%ists road opportunities for

program assessment to determine its value, worth, and functionality to the intended

eneficiaries.

8ital to this information is the conceptual framewor" that was used in the study. It

made use of the Input+/rocess+7utput odel. In the I/7 model, a process is viewed as a

series of o%es processing elements connected y inputs and outputs. Information or

material o$ects flow through a series of tas"s or activities ased on a set of rules or

decision points. Flow charts and process diagrams are often used to represent the process

@arris C !aylor, 1DD. (hat goes in is the input& what causes the change is the process&

what comes out is the output #rmstrong, 2551.


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Re&earch Paradig$

!he I/7 model provides the general structure and guide for the direction of the

study. 'ustituting the variales of this study on the I/7 model, the researcher came up

with the following percent in the first 12 wee"s to D; percent for the ne%t 2A.

!he aforementioned pulished researches on advisory is generally optimistic and

indicates that the program leads to the "ind of positive outcomesPsuch as increased

attendancePthat correlate with improved academic outcomes. #dvisory is thus indeed a

worthwhile investmentPone supported y pulished research and countless testimonials.

#s (ildwoods eanne Fauci emphasi)es, HIn the realm of human e%perience and

relationships, advisory is a really important thing. (ith comprehensive studies of

advisory often proving prolematic, locali)ed evaluations ecome much more important.

'chools need to find ways to assess their programs effectively and report tangile results,


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particularly when wor"ing to marshal resources ehind advisory. #s veteran middle

school teaching consultant and 3niversity of 8ermont doctoral candidate im Burns

ma"es clear, H/roactive leaders pulici)e dataN prior to discussions of the merits of

using instructional time for advisory when spea"ing to the school oard, parents,

community, or representatives of the media. #ccording to Burns, the documentation and

utili)ation of concrete results is a necessary component of any successful advisory

program.

!he researcher has also collated several studies on several issues that ma"e

o$ectively evaluating advisories difficult, including< lac" of pre+and post+test data or

control groups& differing goals and components that ma"e it difficult to compare results at

different sites& difficulty distinguishing advisories from other school+ased strategies for

increasing personali)ation& and a lac" of formali)ed curricula or definitions.

# study summari)ed the results of an informal e+mail survey of five schools that

implemented advisory programs. !he schools descried goals, curriculum, the enefits

and challenges of implementing advisory programs, and how teachers, students, and

parents view the programs ohnson, B., 255D< 9inchpins or lost time< 0reating effective

advisories&

#nother paper presents the findings from a three+year study of studentsQ perceptions

of personali)ation, with specific emphasis on advisories as a reform strategy and their

effect on students academic progress. !he researchers loo"ed at 1A recently converted

small high schools in a large, uran school district in 0alifornia. !he effect of studentsQ

sense of personali)ation on their academic achievement was measured using standardi)ed

test scores and weighted grade+point averages. #lthough positive perceptions of


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personali)ation were predictive of etter student outcomes, positive perceptions of

advisory programs were associated with worse academic outcomes. # discussion of why

this might e leads to the suggestion that personali)ation approaches must move eyond

the formal advisory period to ecome part of the school+wide culture c0lure, 9.,

*one)awa, '., C ones, ., 2515< 0an school structures improve teacher student

relationships !he relationship etween advisory programs, personali)ation and students

academic achievement&

!he study of ac9aury C Grat) 2552 on #dvisories led y trained facilitators and

their impact on middle school students surveyed AA students who participated in advisory

groups and 2 who did not. !he surveys measured social support, school environment,

and school performance. !he data suggested that students in advisories might e more

li"ely to share their feelings with a teacher, see" out help from persons in their

community, and perceive improvement in their school ehavior, relative to the control

group. 0onversely, advisory students were less li"ely to report sharing with other students

than were those students in the control group .

!he ournal of 0ommunity /sychology e%amined whether students in two small

secondary schools would nominate their advisor as part of their attachment hierarchy. !he

A5 percent that nominated their advisor to e a secondary attachment figure reported

greater engagement in school and demonstrated greater gains in achievement and

ad$ustment compared to those who did not. #ccording the author, H!his finding can assist

in developing and sharpening new hypotheses aout the factors that contriute to the

success of advising and mentoring relationships, as well as the processes y which these


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relationships grow and develop. 8an Jy)in, ., 2515< 'econdary school advisors as

mentors and secondary attachment figures, =62, 1=1M1;A.

Lespite this lac" of definitive research, these recent research studies, reviews, and

other resources can inform decision ma"ing and provided aseline information on how to

effectively assess guidance programs.

Loca"

In 255;, a asters thesis a"in to a""onen 255A was pulished y 8illacrusis

of the 3niversity of the /hilippines called H0hronic asenteeism< # 'imple 'uccess

'tory. For this study, 8illacrusis targeted 5 Hchronically delinquent students in a

?ue)on 0ity high school, and implemented an advisory program specifically uilt to

reduce asenteeism. !hey found that y meeting daily and wor"ing closely with students

in advisory, the school was ale to generate Himmediate and very gratifying results.

#ccording to this study, the average daily attendance among the students s"yroc"eted

from > percent in the first 12 wee"s to D; percent for the ne%t 2A.

Jegarding the effectiveness of such programs, !ulio 2515 found that when

teacher advisories focused on social and academic support activities that a strong

relationship developed that contriuted to the reduction of dropouts. 0inco 2511 found

evidence that advisory programs helped students grow emotionally and socially,

contriuted to a positive school climate, helped students learn aout school and get along

with their classmates, and enhanced teacher+student relationships. George and 7lda"er

R/hilippine Business for 'ocial /rogress /B'/ and 3-I0F, 255;S suggest that when

advisory programs are comined with other components of the school concept that

student self+concept improves, dropout rates decrease, and school climate ecomes more


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positive. #lthough these studies all point to the possile positive effects of advisory

programs, research indicates that schools have a very difficult time oth implementing

and sustaining this component of school reform uguilon, 1DDD& 'an ose, 1DDD& Flores,

2555& Flores C 'an ose, 255=. # numer of studies 8ele), 2552& Bunyi, 255=& Lalin,

255=& 9ee, 255=& usni, 255A addressed the issue of implementation of advisory

programs. Findings from these research pro$ects reveal that successful implementation

must address issues related to staff capacity, technical: administrative support, limiting

the numer of students 1;+25 in each advisory, differing e%pectations on the part of

teachers and administrators, the allotment of time to advisory periods as well as to

teacher planning, a well+defined advisory curriculum, a feedac":maintenance loop for

program review and revision, the transformation of the schools cultural norms, and the

management of organi)ational politics.

Snthe&i&

!he aovementioned related literature and studies supplied a great insight into the

research prolem investigated in this study. !hey imparted profound views and ideas that

generally helped in the formulation of the framewor" of this study.

!he goal of an #dvisor program is to create a positive wor"ing relationship that

provides the student with oth a person and structure to help resolve school concerns. !he

advisor, as an e%tension of the school guidance counselor, is responsile for seeing that

the student is academically and socially responsile. In many cases, advisors have to help

students organi)e themselves, their time, and their materials to accomplish school tas"s.

!he advisor may also need to e a mediator etween an advisee: student and

individual staff memers when personality conflicts arise which hinder the estalishment


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of a good learning e%perience. 0ongruently, the goal of an advisor+parent contact is

effective communication aout the growth and progress of their student.

It must e cautioned that advisors are not guidance counselors, psychologists, or

social wor"ers, and must e careful aout how involved they get in the life of a student

and family. #lthough the school must consider whether outside events are affecting the

students academic and social performance, there are limitations on involvement in

school setting.

7n the other hand, a numer of studies addressed the implementation of an

advisory program. Findings from these research pro$ects noted that successful

implementation must address issues related to staff capacity, technical: administrative

support, differing e%pectations on the part of the teachers and administrators, the

allotment of time to advisory periods and to teacher planning, a well+defined advisory

curriculum, a feedac" maintenance loop for program review and revision, the

transformation of the schools cultural norms, and the management of organi)ational

politics.

any studies ac"nowledged the fact that more investigations of oth teachers

and student perceptions of the advisor+advisee program implementation, appropriateness

of its goals: o$ectives, the programs curriculum, the role of the administrators and other

sta"eholders, the role the advisors e%pect to play, and the facilities needed to deliver the

programs services that ultimately impact the lives of the students.

!his is where assessment of program comes into play. /rogram assessment is not

an option ut a need if one wants to achieve its goals and o$ectives or what a program

purports to achieve. Letermining the status of an implemented program through periodic


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program assessment shall lead to identifying the area that needs to e improved is a good

start to a successful program implementation.

CHAPTER III

RESEARCH METHOD AND PROCED1RE

Re&earch Method


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!he researcher made use of the descriptive+survey method in drawing out the

perceptions of the two groups as a sustantial numer of studies in the field of education

use the survey method. Kerlinger 1D6> regards the survey method as a useful tool for

educational fact finding.

!hus, results of surveys are used for practical purposes such as improving a

program. 'ince this study determined the status of the /rofessor+#s+#dvisor /rogram as

perceived y the respondents in the 0ollege of !echnology anagement of the

3niversity of a"ati, the survey method was seen as the most appropriate design.

Re&earch Loca"e

!he 3niversity of a"ati is the ma$or setting of this present wor". It is a locally+

funded institution to higher learning managed y the 0ity of a"ati.

!he Guidance and 0ounseling 0enter G00 served as the host department of the

3niversity and the 0ollege of !echnology Lepartment.

Re&!ondent&

!he following tale descries the population and computed samples that ma"e up

the respondents of this study.

Ta4"e '

T%o Grou!& of Re&!ondent& in the

Co""ege of Techno"og Manage$ent

Re&!ondent 7ear Le*e" Tota" Tota" Sa$!"e&


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Po!u"ation

'&t

7ear

8nd

7ear

Student&

'9''' 8.:;


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population is a 4group of people who are the focus of a research study and to which the

results would apply 0ardwell 1DDD< 1D. !hus, the population is the group to which the

researcher would li"e to ma"e inferences.

!he population for this study involved two groups of respondents from the

0ollege of !echnology anagement of the 3niversity of a"ati with a total of 1,111

students, and ten 15 advisors: facilitators. Jandom sample using fish owl technique

was used to draw student respondents, regardless of se%. !he ideal margin of error is ;T

and using the 'lovins formula elow on assessing the status of a guidance and counseling program. !he

researcher revised the questions on the following indicators for revity and easy

understanding y the target respondents& thus, the survey questionnaire is a researcher+

made test. !here were 5 su+questions distriuted to five distinct sections as descried

elow see appendices 4# and 4B for 4!he /rofessor+#s+#dvisor /rogram6. Jeliaility and validity are important in

quantitative research designs a"ore+Ju"uni 2551< D6. #ppropriate sampling strategies

and accurate measurements promote validity and reliaility.

!he results of the test retest method of the dry+run group were closely similar in

the two trails. !he coefficient of correlation r etween the results of the first and second

administration of the questionnaire was computed with the use of the 'pearman ran"

different correlation coefficient indicated elow and at .51 level of

significance is 2.;6 Garett, p21>. !he .5; level was used to compare the computed

0ritical Jatio to determine the level of significance of each item as this is widely used.

!he 0ritical Jatio 0J answers the Jesearch ?uestion V = which determine the

difference of perceptions etween the two grouped respondents. !o test whether the

difference etween the two values, the following formula was used #gree D.; 5.66

12. !he /#/ has a mandatory policy on advisory services. =.> #gree 1;.; 1.5=

1=. !he /#/ spells out the value of the guidance services. =.1 #gree 12 1.55

1A. !he /#/ e%plains the reasons for the advisory services. =.6> #gree = 5.D=

1;. !he /#/ policy and guidelines are easily understood y school counselors. =.A #gree 11 5.D61>. !he /#/ policy and guidelines are easily understood y advisors& =.65 #gree > 1.55

1. !he /#/ policy and guidelines are easily understood y students =.D #gree 1 5.D>

7verall (: 'd =.; #gree 5.DA

In !ale ;.a, the student respondents 4agree to the Goals: 7$ectives of the /#/

as evidenced y the computed weighted means ranging from =.=; to =.D, and with

standard deviations ranging from 5.>; to 1.5=. 7verall weighted means is =.; which

translate to 4agree to the Goals: 7$ectives of the /#/. (hile overall standard deviation

has low variaility of 5.DA. !his indicated that the Goals: 7$ectives of the /#/ is

understood y the students, e%plicitly stated in the manuals of the program or in other

document, and is responsive in the needs of the students.

#ccording to a study conducted y the iddle 'tates 0ommission on @igher

ducation in the 3.'. 2552, outcomes of program goals and o$ectives that are clearly

descried and defined are reflected in the ailities, "nowledge, values, and attitudes of the

eneficiaries of the program.


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!he 'tudents #ssessment on #dministration and anagement of the /rofessor+

#s+#dvisor /rogram is shown in !ale ;..

Ta4"e 0(4

Student&? A&&e&&$ent on Ad$ini&tration and Manage$ent of the Profe&&or)A&)

Ad*i&or Progra$

Indicator&

Student&? Re&!on&e

6M

Ad(

Rating Rank Sd

1. !he /#/ employs qualified teachers to give advisory services to students. =.62 #gree 1 5.6

2. !he /#/ provides adequate trainings for advisors oth efore and afterassignment to the program. =.> #gree >.; 5.62

=. !he /#/ conducts action researches and in+depth studies on the performances

on academic achievements. =.2 #gree A 5.6

A. !he /#/ conducts action researches and in+depth studies on the performanceson personal: social achievements. =.> #gree >.; 5.D6

;. !he /#/ e%plores new teaching models and learning styles. =.6 #gree = 5.66

>. !he /#/ services plan at my college gives the o$ectives of the services. =.61 #gree 2 5.DA

. !he /#/ performs periodic assessments: evaluations on its advisory services& =.5 #gree ; 5.65

6. !he /#/ provides in+service training to advisors. =.>; #gree 6 5.61

D. !he /#/ mar"ets its advisory services to students. =.>= #gree D 5.D

15.!he /#/ administrators and managers are effective in its tas" to implement the

/#/ programs. =.>5 #gree 15 5.62

7verall (: 'd =.1 #gree 5.6>

!ale ;. shows that the student respondents 4agree to the #dministration and

anagement of the /#/ as evidenced y the computed weighted means ranging from

=.>5 to =.62, and with standard deviations ranging from 5.D to 5.D6. 7verall weighted

means is =.1, and low standard deviation of 5.6> which translates to low variaility from

the mean score of =.1. !his indicated that the #dministration and anagement of the

/#/ is effective in managing the program, responsive in the needs of the program and of

the students in general.

Findings from the studies of 8ele) 2552, Bunyi, 255=, Lalin 255=, 9ee

255= and usni, 255A reveal that successful program implementation must address

issues related to staff capacity, technical: administrative support, limiting the numer of

students 1;+25 in each advisory, differing e%pectations on the part of teachers and


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administrators, the allotment of time to advisory periods as well as to teacher planning, a

well+defined advisory curriculum, a feedac":maintenance loop for program review and

revision, the transformation of the schools cultural norms, and the management of

organi)ational politics.

!he 'tudents #ssessment on /rofessors as #dvisors of the /rofessor+#s+#dvisor

/rogram is shown in !ale ;.c.

Ta4"e 0(c

Student&? A&&e&&$ent on Profe&&or& a& Ad*i&or& of the Profe&&or)A&)Ad*i&or

Progra$

Indicator&

Student&

6M

Ad(

Rating Rank Sd

1. !he advisors are in e%cellent position to lead, guide, and direct students in many

varied student situations. =.> #gree ;.; 1.5A

2. !he advisors are effective advisor that shares many of the same traits as

effective guidance counselors li"e the aility to empathi)e with students, haspatience and fle%iility, e%cellent interpersonal s"ills, openness to new ideas, and

awareness of individual differences. =.2 #gree 1.; 5.6;

=. !he advisors engage in informal one+to+one conversations:conferences with the

students. =.;; #gree 12 1.5=

A. !he advisors allow students to e%perience a one+to+one relationship with mewhich is characteri)ed y warmth, concern, openness, and understanding. =.2 #gree 1.; 1.15

;. !he advisors have a Hspecial relationship with the students in which the

student can discuss any and all concerns+ academic, personal, and social. =.;A #gree 1= 1.1A

>. !he advisors serve as the students advocate with parents, school

administrators, etc. =.=>

Fairly

#gree 1; 1.5D

. !he advisors facilitate activities to uild group spirit: cohesiveness and a sense

that the advisory group is special. =.A2

Fairly

#gree 1A 1.11

6. !he advisors advise students to e%perience the advisory group as a Hhome

place or a Hfamily within the school. =.;> #gree 11 5.D6


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149

D. !he advisors wor" together on a common pro$ect to enefit the advisory group,

the school, the community. =.> #gree 6 5.D

15. !he advisors support and e supported y other advisory group memers in

discussing: facing common prolems and concerns of growing up of students. =.;D #gree D 5.DA

11. !he advisors advise students to learn prolem+solving and:or decision+ma"ing

s"ills. =.5 #gree = 1.5A

12. !he advisors advise students to learn to understand and appreciate people who

are different from themselves. =.>5 #gree 6 5.D61=. !he advisors advise studentshow to resist pressure to use drugs or to engage in

other self+destructive ehaviors. =.>2 #gree 5.D=

1A. !he advisors advise aout careers, career development, and life planning. =.>6 #gree A 5.D>

1;. !he advisors facilitatenonacademic activities that are fun and Hrecharge onesatteries prior to resuming instruction. =.;6 #gree 15 5.D=

7verall (: 'd =.>5 #gree 1.52

!ale ;.c shows that the student respondents 4agree to the /rofessors as #dvisors

of the /#/ as evidenced y the computed weighted means ranging from =.=> to =.2, and

with standard deviations ranging from 5.6; to 1.1A. 7verall weighted means is =.>5 and

standard deviation of 1.52 which is somewhat low in variaility from the mean score.

!his indicated that the /rofessors as #dvisors of the /#/ are effective advisors for the

students, responsive in the needs of the program and of the students in general.

!hese positive school climate contriuted y teachers in advising programs are

reflected in the following studies5 #gree 25 5.DD

15.!he /#/ helps improved students study haits. =.>; #gree 1 1.5=

11.!he /#/ helps students efficiently use their time. =.5 #gree 6.; 1.5A

12.!he /#/ helps students achieved academically. =.>D #gree 12 5.D>


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151

1=.!he /#/ helps students improve classroom ehavior. =.6 #gree 1 1.5A

1A.!he /#/ helps students uild positive attitude towards school. =.>1 #gree 16.; 1.5>

1;.!he /#/ helps students reduced an%iety. =.5 #gree 6.; 1.52

1>.!he /#/ helps student foster positive self+image. =.= #gree ; 5.DD

1. !he /#/ provides "nowledge to students on how to apply for a $o. =.>6 #gree 1; 1.56

16. !he /#/ provides "nowledge to students of various careers. =.>6 #gree 1; 1.5>

1D. !he /#/ helps students understand themselves more. =.1 #gree > 1.525. !he /#/ estalishes a secure school environment for the students. =.>D #gree 12 1.52

7verall (: 'd =.>D #gree 1.51

!ale ;.d shows that the student respondents 4agree to the 0urriculum of the /#/

as evidenced y the computed weighted means ranging from =.>5 to =.6, and with

standard deviations ranging from 5.66 to 1.1=. 7verall weighted means is =.>D and

standard deviation of 1.51 which translates to a somewhat low variaility from the mean

score. !his indicated that the 0urriculum of the /#/ is effective and responsive in the

needs of the program and of the students in general.

!he advisory curriculum supports achievement y addressing the range of

intervening variales such personal factors self+esteem, attitudes, ehavior, motivation,

well+eing, and an%ieties, interpersonal factors peer relationships, elonging, and

acceptance and practical strategies for success study haits, test+ta"ing techniques, and

peer+coaching as compared to self+defeating ehaviors. Jesearch studies include the

following

=. !he /#/ has an advising area that is pleasant and

attractive to ma"e teaching: advising more

interesting and meaningful. =.6A #gree 1 1.1>A. !he /#/ has availale referral resources. =.;2 #gree > 5.DD

;. !he /#/ has availale materials for advisoryservices. =.;5 #gree 1.52

>. !he /#/ has availale human resources other thanthe advisors. =.;; #gree ; 1.5=

. !he /#/ provides adequate facilities for advisoryservices. =.> #gree = 1.11


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153

6. !he /#/ provides adequate student to advisor

ratio. =.>A #gree A 1.5>

7verall (: 'd =.>1 #gree 1.5

!ale ;.e elow shows that the student respondents 4agree to the /hysical

Facilities of the /#/ as evidenced y the computed weighted means ranging from =.AA to

=.6A, and with standard deviations ranging from 5.DD to 1.1>. 7verall weighted means is

=.>1 and standard deviation of 1.5 which translated to a somewhat low variaility from

the mean score. !his indicated that the /hysical Facilities of the /#/ is adequate and

responsive in the needs of the program and of the students in general.

!here is growing ody of research that lin"s physical facilities to increased

educational opportunities and achievement especially in the wor"s of /ostleithwaite

2551.

2. (hat is the status of the /rofessor+#s+#dvisor /rogram of the 3niversity of a"ati

as perceived y the #dvisor respondents in terms of.a.


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154

Ta4"e 5

'trongly

#gree > 5.AD

2. !he /#/ helps meet the social interest and needs of the

students. A.>5

'trongly

#gree > 5.AD

=. !he /#/ helps meet the emotional and spiritual interest

and needs of the students.A.=5 #gree 1= 5.6

A. !he /#/ provides opportunities for the speciali)ation or

course needs of students. A.15 #gree 1>.; 1.5A

;. !he /#/ promotes small and caring communities oflearners. A.15 #gree 1>.; 5.;A

>. !he /#/ promotes mutually respectful and meaningful

relationships. A.5

'trongly

#gree = 5.A>

. !he /#/ provides individual attention to students.

A.5

'trongly

#gree = 5.AD

6. !he /#/ provides each individual student with an

opportunity to 4elong. A.A5 #gree 12 5.A5


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155

D. !he /#/ allows advisors to e actively involved in the

affective development of students.A.65

'trongly

#gree 1 5.>

15. !he /#/ assists students with interpersonal

communication s"ills development. A.25 #gree 1A.; 5.6

11. !he goals: o$ectives of the /#/ is valid, clearly stated,

understood, and are attainale y the students.A.;5

'trongly

#gree D.; 5.>12. !he /#/ has a mandatory policy on advisory services. A.25 #gree 1A.; 5.A>

1=. !he /#/ spells out the value of the guidance services.

A.;5

'trongly

#gree D.; 5.AD

1A. !he /#/ e%plains the reasons for the advisory services.

A.5

'trongly

#gree = 5.;5

1;. !he /#/ policy and guidelines are easily understood yschool counselors. A.>5

'trongly#gree > 5.;5

1>. !he /#/ policy and guidelines are easily understood yadvisors& A.;5

'trongly#gree D.; 5.;5

1. !he /#/ policy and guidelines are easily understood y

students A.;5

'trongly

#gree D.; 5.;5

7verall (: 'd A.A #gree 5.>A

!ale >.a shows that the advisor respondents 4agree to the Goals: 7$ectives of

the /#/ as evidenced y the computed weighted means ranging from A.15 to A.65, and

with standard deviations ranging from 5.A5 to 1.5A. 7verall weighted means is A.A and

standard deviation of 5.>A which translated to a low variaility from the mean score. !his

indicated that the Goals: 7$ectives of the /#/ is understood y the advisors, e%plicitly

stated in the manuals of the program or in other document, and is responsive of the needs

of the students and advisors.

0learly and e%plicitly stated goals: o$ectives largely contriutes to the success of

advising programs and of the students, according to a study y Burns 255>.

!he #dvisors #ssessment on the #dministration and anagement of the

/rofessor+#s+#dvisor /rogram is shown in !ale >..

Ta4"e


56/118

156

6M

Ad(

Rating Rank Sd

Ad$ini&tration and $anage$ent of the Profe&&or)A&)

Ad*i&or Progra$ +PAP,(

1. !he /#/ employs qualified teachers to give advisory

services to students. A.>5

'trongly

#gree 1 5.AD2. !he /#/ provides adequate trainings for advisors oth

efore and after assignment to the program. A.15 #gree A 1.22

=. !he /#/ conducts action researches and in+depth studies onthe performances on academic achievements. =.D5 #gree 2.; 1.22

A. !he /#/ conducts action researches and in+depth studies

on the performances on personal: social achievements. =.5 #gree D 1.15

;. !he /#/ e%plores new teaching models and learning

styles. =.D5 #gree )1.1A

>. !he /#/ services plan at my college gives the o$ectives of

the services. A.25 #gree 2.; 5.>5

. !he /#/ performs periodic assessments: evaluations on its

advisory services& A.55 #gree ; 5.6D

6. !he /#/ provides in+service training to advisors. =.;5 #gree 15 1.26

D. !he /#/ mar"ets its advisory services to students. =.D5 #gree 5.DA

15.!he /#/ administrators and managers are effective in its

tas" to implement the /#/ programs. A.2 #gree 2.; 5.;

7verall (: 'd A.55 #gree 1.5A

!ale >. shows that the advisor respondents 4agree to the #dministration and

anagement of the /#/ as evidenced y the computed weighted means ranging from

=.;5 to A.>5, and with standard deviations ranging from 5.AD to 1.26. 7verall weighted

means is A.55 and standard deviation of 1.5A. !his indicated that the #dministration and

anagement of the /#/ is effective, and is responsive of the needs of the students and

advisors.

8arious studies 8ele), 2552& Bunyi, 255=& Lalin, 255=& 9ee, 255=& and usni,

255A reveal that successful program implementation must address issues related to staff

capacity, technical: administrative support, limiting the numer of students 1;+25 in

each advisory, differing e%pectations on the part of teachers and administrators, the

allotment of time to advisory periods as well as to teacher planning, a well+defined

advisory curriculum, a feedac":maintenance loop for program review and revision, the


57/118

157

transformation of the schools cultural norms, and the management of organi)ational

politics.

!he #dvisors #ssessment on the /rofessor as #dvisors of the /rofessor+#s+

#dvisor /rogram is shown in !ale >.c.

Ta4"e

'trongly

#gree ; 5.AD

2. !he advisors are effective advisors that shares many of the same

traits as effective guidance counselors li"e the aility to empathi)ewith students, has patience and fle%iility, e%cellent interpersonal

s"ills, openness to new ideas, and awareness of individual

differences. A.

'trongly

#gree 1.; 5.A>

=. !he advisors engage in informal one+to+one

conversations:conferences with the students. A.>

'trongly

#gree ; 5.>>A. !he advisors allow students to e%perience a one+to+one

relationship with me which is characteri)ed y warmth, concern,openness, and understanding. A.>

'trongly#gree ; 5.>>

;. !he advisors have a Hspecial relationship with the students in

which the student can discuss any and all concerns+ academic,personal, and social. A.;

'trongly#gree 6.; 5.>


administrators, etc. A.= #gree 12 5.A>


58/118

158

. !he advisors facilitate activities to uild group spirit: cohesiveness

and a sense that the advisory group is special. A.= #gree 12 5.A>

6. !he advisors advise students to e%perience the advisory group as aHhome place or a Hfamily within the school. A.A #gree 15 5.AD

D. !he advisors wor" together on a common pro$ect to enefit the

advisory group, the school, the community. A.2 #gree 1A 5.>5

15. !he advisors support and e supported y other advisory group

memers in discussing: facing common prolems and concerns ofgrowing up of students. A.2 #gree 1A 5.;

11. !he advisors advise students to learn prolem+solving and:or

decision+ma"ing s"ills. A.>

'trongly

#gree ; 5.AD

12. !he advisors advise students to learn to understand and

appreciate people who are different from themselves. A.

'trongly

#gree 1.; 5.A>

1=. !he advisors advise studentshow to resist pressure to use drugs

or to engage in other self+destructive ehaviors. A.>

'trongly

#gree ; 5.AD

1A. !he advisors advise aout careers, career development, and life

planning. A.;

'trongly

#gree 6.; 5.;5

1;. !he advisors facilitatenonacademic activities that are fun and

Hrecharge ones atteries prior to resuming instruction. A.= #gree 12 5.A>

7verall (: 'dA.A #gree 5.;

!ale >.c shows that the advisor respondents 4agree to the /rofessors as #dvisors

of the /#/ as evidenced y the computed weighted means ranging from A.25 to A.5, and

with standard deviations ranging from 5.A> to 5.;. 7verall weighted means is A.A and

standard deviation of 5.; which translated to a low variaility from the mean score. !his

indicated that the /rofessors as #dvisors are effective advisors, and is responsive of the

needs of the students and the program in general.

In a study y ac9aury C Grat) 2552 on #dvisories led y teachers and their

impact on middle school students surveyed AA students who participated in advisory

groups and 2 who did not. !he surveys measured social support, school environment,

and school performance. !he data suggested that students in advisories might e more

li"ely to share their feelings with a teacher, see" out help from persons in their

community, and perceive improvement in their school ehavior, relative to the control

group. 0onversely, advisory students were less li"ely to report sharing with other students

than were those students in the control group.


59/118

159

!he #dvisors #ssessment on the 0urriculum of the /rofessor+#s+#dvisor

/rogram is shown in !ale >.d.

Ta4"e A

15.!he /#/ helps improved students study haits.

A.>5

'trongly

#gree A 5.AD


60/118

160

11.!he /#/ helps students efficiently use their time.

A.;5

'trongly

#gree .; 5.;

12.!he /#/ helps students achieved academically.

A.>5

'trongly

#gree A 5.AD

1=.!he /#/ helps students improve classroom ehavior.

A.>5

'trongly

#gree A 5.AD

1A.!he /#/ helps students uild positive attitude towards school.

A.5

'trongly

#gree 1 5.A>1;.!he /#/ helps students reduced an%iety.

A.>5

'trongly

#gree A 5.AD

1>.!he /#/ helps student foster positive self+image.A.A5 #gree 15.; 5.>>

1. !he /#/ provides "nowledge to students on how to apply for a$o. A.A5 #gree 15.; 5.>>

16. !he /#/ provides "nowledge to students of various careers.A.>5

'trongly#gree A 5.AD

1D. !he /#/ helps students understand themselves more.A.;5

'trongly#gree .; 5.;5

25. !he /#/ estalishes a secure school environment for thestudents. A.A5 #gree 15.; 5.AD

7verall (: 'dA.=> #gree 5.>;

!ale >.d aove shows that the advisor respondents 4agree to the 0urriculum of

the /#/ as evidenced y the computed weighted means ranging from =.65 to A.5, and

with standard deviations ranging from 5.A> to 1.5A. 7verall weighted means is A.=> and

standard deviation of 5.>;. !his indicated that the 0urriculum of the /#/ is effective, and

is responsive of the needs of the students and the program in general.

!he outcome of the study are est supported y the studies of (ent)el 255A ,

9inn and 'onger 255;, and (igfield and ccles 255>, that the advisory curriculum

supports achievement y addressing the range of intervening variales such as personal

factors self+esteem, attitudes, ehavior, motivation, well+eing, and an%ieties,

interpersonal factors peer relationships, elonging, and acceptance and practical

strategies for success study haits, test+ta"ing techniques, and peer+coaching as

compared to self+defeating ehaviors.

!he #dvisors #ssessment on the /hysical Facilities of the /rofessor+#s+#dvisor

/rogram is shown in !ale >.e.

Ta4"e


61/118

161

Ad*i&or&? A&&e&&$ent on the Ph&ica" #aci"itie& of the Profe&&or)A&)Ad*i&or

Progra$

Indicator&

Ad*i&or&? Re&!on&e

6M

Ad(

Rating Rank Sd

E( Ph&ica" faci"itie& of the Profe&&or)A&)Ad*i&or Progra$

+PAP,

1. !he /#/ has appropriate equipment, instructional materials

and supplies. =.5 #gree = 5.6

2. !he /#/ has uilding facilities that are made accessile to

the students. =.;5 #gree >.; 5.>

=. !he /#/ has an advising area that is pleasant and attractive

to ma"e teaching: advising more interesting and meaningful.=.25

Fairly

#gree 6 1.1

A. !he /#/ has availale referral resources. =.5 #gree = 5.6

;. !he /#/ has availale materials for advisory services. =.;5 #gree >.; 5.D2

>. !he /#/ has availale human resources other than the

advisors. =.5 #gree = 5.6

. !he /#/ provides adequate facilities for advisory services. =.>5 #gree ; 1.25

6. !he /#/ provides adequate student to advisor ratio. =.65 #gree 1 5.6

7verall (: 'd =.;D #gree 5.D=

!ale >.e shows that the advisor respondents 4agree to the /hysical Facilities of

the /#/ as evidenced y the computed weighted means ranging from =.25 to =.65, and

with standard deviations ranging from 5.> to 1.1. 7verall weighted means is =.;D and

standard deviation of 5.D=. !his indicated that the /hysical Facilities of the /#/ is

adequate, and is responsive of the needs of the students, the advisors, and the program in

general. !here is growing ody of research that lin"s physical facilities to increased

educational opportunities and achievement especially in the wor"s of /ostleithwaite

2551.

!he following tales present the summary of the student and advisors perception

on the five indicators.

Ta4"e

Su$$ar of Re&!ondent&? A&&e&&$ent of the Profe&&or)A&)Ad*i&or Progra$


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162

Indicator&

Student& Ad*i&or&

6M

Ad(

Ratin

g Rank Sd 6M

Ad(

Rating

Ran

k Sd

A( Goa"& O4ecti*e& of the Profe&&or)A&)Ad*i&orProgra$

=.; #gree 1 5.DA

A.A #gree 1.;

5.>A

B( Ad$ini&tration and $anage$ent of the Profe&&or)A&)

Ad*i&or Progra$ +PAP,(

=

.1 #gree 2 5.6>

A

.55 #gree =

1.5

A

C( Profe&&or& a& ad*i&or& in the Profe&&or)A&)Ad*i&or

Progra$ +PAP,

=

.>5 #gree ; 1.52

A

.A #gree 1.;

5.;

D( Curricu"u$ of the Profe&&or)A&)Ad*i&or Progra$

+PAP,

=

.>D #gree = 1.51

A

.=> #gree A

5.>

;

E( Ph&ica" faci"itie& of the Profe&&or)A&)Ad*i&or

Progra$ +PAP,

=

.>1 #gree A 1.5

=

.;D #gree ;

5.D

=

!ale presents the summary of respondents assessment of the /#/. !he two

groups of respondents oth 4agree that the Goals: 7$ectives is understood y the

respondents, its administration and management is effective in managing the program,

the professors are effective as advisors and giving advising lectures, seminars and forum

to their students, the curriculum is well structured, and its physical facilities are adequate

to meet the needs of oth students and advisors, and the program in general.

=. #re there significant differences of perceptions etween the two groups on the status

of the /rofessor+#s+#dvisor /rogram of the 3niversity of a"ati in terms of 6.1D #ccept @o -ot 'ignifica

11. !he goals: o$ectives of the /#/ is valid,

clearly stated, understood, and are attainale

y the students. 5.5; 1.D> 1=.D= #ccept @o -ot 'ignifica

12. !he /#/ has a mandatory policy on

advisory services. 5.5> 1.D> 6.2 #ccept @o -ot 'ignifica

1=. !he /#/ spells out the value of the

guidance services. 5.5> 1.D> 1=.11 #ccept @o -ot 'ignifica

1A. !he /#/ e%plains the reasons for theadvisory services. 5.5> 1.D> 1;.5D #ccept @o -ot 'ignifica

1;. !he /#/ policy and guidelines are easilyunderstood y school counselors. 5.5> 1.D> 1A.>1 #ccept @o -ot 'ignifica

1>. !he /#/ policy and guidelines are easily

understood y advisors& 5.5> 1.D> 11.6 #ccept @o -ot 'ignifica

1. !he /#/ policy and guidelines are easily

understood y students 5.5> 1.D> D.=5 #ccept @o -ot 'ignifica

7verall (: 'd5.5> 1.D> 12.D #ccept @o -ot 'ignifica

!ale 6.a presents the results of the respondents perception on the Goals:

7$ectives of the /#/. !he computed 0ritical Jatio ranging from ;.;2 to 1.16 is more

than the taular 0ritical Jatio at 5.5; level of significance of 1.D>. !he results show that

there are no significant differences in the perception of the two grouped respondents

which ultimately accepts the null hypothesis.

!he outcome of the study is est supported y the research of 'now 255> and

Bhati 2556 that students and teachers perception on learning goals and o$ectives have

no significant differences in a study of 11A students and 15 teachers in an 7ntario middle

'chool as having its goals and o$ectives as stated clearly and e%plicitly shown in its

manuals and periodicals.


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165

Ta4"e /(4

Degree of Significance of Re&!ondent&? Perce!tion on the Ad$ini&tration and

Manage$ent of the Profe&&or)A&)Ad*i&or Progra$

Indicator&

Ta4u"ar

5a"ue

=(=0 "e*e" of&ignificance

Co$!uted

Critica" Ratio

CR,

Deci&ion

=(=0 "e*e" of&ignificance

Inter!retatio

=(=0 "e*e" &ignificancSed +M')M8,Sed,

1. !he /#/ employs qualified teachers to give

advisory services to students. 5.5; 1.D> 1;.5; #ccept @o -ot 'ignifica

2. !he /#/ provides adequate trainings for advisors

oth efore and after assignment to the program. 5.5; 1.D> 6.A5 #ccept @o -ot 'ignifica

=. !he /#/ conducts action researches and in+depth

studies on the performances on academicachievements. 5.5; 1.D> =.26 #ccept @o -ot 'ignifica

A. !he /#/ conducts action researches and in+depthstudies on the performances on personal: social

achievements. 5.5> 1.D> 5.;; Je$ect @o 'ignificant

;. !he /#/ e%plores new teaching models and

learning styles. 5.5; 1.D> 2.2A #ccept @o -ot 'ignifica>. !he /#/ services plan at my college gives the

o$ectives of the services. 5.5> 1.D> >.D; #ccept @o -ot 'ignifica

. !he /#/ performs periodic assessments:

evaluations on its advisory services& 5.5; 1.D> >.5D #ccept @o -ot 'ignifica

6. !he /#/ provides in+service training to advisors. 5.5; 1.D> 2.D= #ccept @o -ot 'ignifica

D. !he /#/ mar"ets its advisory services to students. 5.5; 1.D> ;.>5 #ccept @o -ot 'ignifica

15.!he /#/ administrators and managers are effective

in its tas" to implement the /#/ programs. 5.5; 1.D> 12.15 #ccept @o -ot 'ignifica

7verall (: 'd 5.5; 1.D> ;.;6 #ccept @o -ot 'ignifica

!ale 6. presents the results of the respondents perception on the #dministration

and anagement of the /#/. !he computed 0ritical Jatio ranges from 5.;; to 1;.5;. 7ne

item with a 0J of 5.;; re$ects the null hypothesis while the others accept the same as

having no significant differences in the perception etween the grouped respondents.

7verall results show that there are no significant differences in the perception of the two

grouped respondents which ultimately accepts the null hypothesis.

!he outcome of the study is est reflected in the wor"s of 8ele) 2552, Bunyi

255=, Lalin 255=, 9ee 255=, and usni 255A that successful program

implementation must address issues related to staff capacity, technical: administrative


66/118

166

support, differing e%pectations on the part of teachers and administrators, a

feedac":maintenance loop for program review and revision, the transformation of the

schools cultural norms, and the management of organi)ational politics.

Following is !ale 6.c that presents the degree of significance of respondents

perception on the /rofessor as #dvisors in the /#/.

Ta4"e /(c

Degree of Significance of Re&!ondent&? Perce!tion on the Profe&&or& a& Ad*i&or& in

the Profe&&or)A&)Ad*i&or Progra$

Indicator& Sed

Ta4u"ar

5a"ue

=(=0 "e*e"

of

&ignificanc

e

Critica" Ratio

CR,

Deci&ion

=(=0 "e*e" of

&ignificance

Inter!retati

=(=0 "e*e"

&ignificanc+M')M8,Sed,

1. !he advisors are in e%cellent position to lead, guide, and direct

students in many varied student situations.5.5> 1.D> 1A.D5 #ccept @o -ot 'ignific

2. !he advisors are effective advisors that shares many of the same

traits as effective guidance counselors li"e the aility to empathi)e

with students, has patience and fle%iility, e%cellent interpersonals"ills, openness to new ideas, and awareness of individualdifferences. 5.5; 1.D> 1D.=2 #ccept @o -ot 'ignific

=. !he advisors engage in informal one+to+one

conversations:conferences with the students. 5.5> 1.D> 1>.6 #ccept @o -ot 'ignific

A. !he advisors allow students to e%perience a one+to+onerelationship with me which is characteri)ed y warmth, concern,

openness, and understanding. 5.5 1.D> 1=.1> #ccept @o -ot 'ignific

;. !he advisors have a Hspecial relationship with the students in

which the student can discuss any and all concerns+ academic,personal, and social. 5.5 1.D> 1A.55 #ccept @o -ot 'ignific


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167


administrators, etc. 5.5 1.D> 1A.=A #ccept @o -ot 'ignific

. !he advisors facilitate activities to uild group spirit: cohesiveness

and a sense that the advisory group is special.5.5 1.D> 1=.=1 #ccept @o -ot 'ignific

6. !he advisors advise students to e%perience the advisory group as a

Hhome place or a Hfamily within the school. 5.5> 1.D> 1A.A= #ccept @o -ot 'ignific

D. !he advisors wor" together on a common pro$ect to enefit the

advisory group, the school, the community. 5.5> 1.D> D.1; #ccept @o -ot 'ignific15. !he advisors support and e supported y other advisory group

memers in discussing: facing common prolems and concerns ofgrowing up of students. 5.5> 1.D> 15.= #ccept @o -ot 'ignific

11. !he advisors advise students to learn prolem+solving and:or

decision+ma"ing s"ills. 5.5> 1.D> 1A.=D #ccept @o -ot 'ignific

12. !he advisors advise students to learn to understand and

appreciate people who are different from themselves. 5.5> 1.D> 16.D5 #ccept @o -ot 'ignific

1=. !he advisors advise studentshow to resist pressure to use drugs

or to engage in other self+destructive ehaviors. 5.5> 1.D> 1.>6 #ccept @o -ot 'ignific

1A. !he advisors advise aout careers, career development, and life

planning. 5.5> 1.D> 1A.=> #ccept @o -ot 'ignific

1;. !he advisors facilitatenonacademic activities that are fun and

Hrecharge ones atteries prior to resuming instruction. 5.5> 1.D> 12.D #ccept @o -ot 'ignific

7verall (: 'd 5.5> 1.D> 1A.= #ccept @o -ot 'ignific

!ale 6.c presents the results of the respondents perception on the /rofessor as

#dvisors of the /#/. !he computed 0ritical Jatio ranges from D.1; to 1D.=2 which are

more than the taular 0J at 5.5; level of significance of 1.D>. !hese result to accepting

the null hypothesis as having no significant difference in the perceptions of the grouped

respondents.

!hese outcomes are est reflected in the wor"s of 8ele) 2552, Bunyi 255=,

Lalin 255=, 9ee 255=, and usni 255A that reveal successful program

implementation must address issues related to limiting the numer of students 1;+25 in

each advisory, the allotment of time to advisory periods as well as to teacher planning,

and the teachers support on the social and academic development of the students.

!ale 6.d presents the degree of significance of respondents perception on the

0urriculum of the /#/.

Ta4"e /(d

Degree of Significance of Re&!ondent&? Perce!tion on the Curricu"u$ of the

Profe&&or)A&)Ad*i&or Progra$


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Indicator&

Ta4u"ar

5a"ue

=(=0 "e*e"

of

&ignificanc

e

CR CR,Deci&ion

=(=0 "e*e" of

&ignificance

Inter!retatio

=(=0 "e*e" o

&ignificanceSed +M')M8,Sed,

1. !he /#/ employs various advising strategies. 5.5> 1.D> =.22 #ccept @o -ot 'ignifican

2. !he /#/ modifies its curriculum for the students who need them

that develop their academic, personal:social, and career development. 5.5; 1.D> 5.;D Je$ect @o 'ignificant

=. !he /#/ provides educational advisory services such as studys"ills. 5.5> 1.D> A.=A #ccept @o -ot 'ignifican

A. !he /#/ provides personal: social advisory services such as

forming relationships. 5.5> 1.D> 15.; #ccept @o -ot 'ignifican

;. !he /#/ provides occupational: career advisory services such as

choosing suitale careers. 5.5; 1.D> A.>6 #ccept @o -ot 'ignifican

>. !he /#/ listens to students who have concerns. 5.5 1.D> 15.A; #ccept @o -ot 'ignifican

. !he /#/ identifies students with prolems and refers them to

advisors and school counselors. 5.5> 1.D> 15.26 #ccept @o -ot 'ignifican

6. !he /#/ attends to withdrawn students. 5.5> 1.D> D.D= #ccept @o -ot 'ignifican

D. !he /#/ lessens school counselors wor"load y assisting studentswith minor prolems. 5.5> 1.D> 11.6 #ccept @o -ot 'ignifican

15.!he /#/ helps improved students study haits. 5.5> 1.D> 1;.A; #ccept @o -ot 'ignifican

11.!he /#/ helps students efficiently use their time. 5.5> 1.D> 12.D; #ccept @o -ot 'ignifican

12.!he /#/ helps students achieved academically. 5.5> 1.D> 1;.6; #ccept @o -ot 'ignifican1=.!he /#/ helps students improve classroom ehavior. 5.5> 1.D> 1=.2; #ccept @o -ot 'ignifican

1A.!he /#/ helps students uild positive attitude towards school. 5.5> 1.D> 1.=2 #ccept @o -ot 'ignifican

1;.!he /#/ helps students reduced an%iety. 5.5> 1.D> 1A. #ccept @o -ot 'ignifican

1>.!he /#/ helps student foster positive self+image. 5.5> 1.D> 11.=1 #ccept @o -ot 'ignifican

1. !he /#/ provides "nowledge to students on how to apply for a

$o. 5.5 1.D> 11.55 #ccept @o -ot 'ignifican

16. !he /#/ provides "nowledge to students of various careers. 5.5> 1.D> 1A.AD #ccept @o -ot 'ignifican

1D. !he /#/ helps students understand themselves more. 5.5> 1.D> 12.= #ccept @o -ot 'ignifican

25. !he /#/ estalishes a secure school environment for the

students. 5.5> 1.D> 11.>2 #ccept @o -ot 'ignifican

7verall (: 'd 5.5> 1.D> 15.6; #ccept @o -ot 'ignifican

!ale 6.d presents the results of the respondents perception on the 0urriculum of

the /#/. !he computed 0ritical Jatio ranges from 5.;D to 1.=2. (ith the e%ception of

one item at 0J of 5.;D which is elow the taular 0J of 1.D>, the overall decision

accepts the null hypothesis as having no significant difference in the perceptions of the

grouped respondents.

#s gleaned from the outcome of the studies of (ent)el 255A , 9inn and 'onger

255;, and (igfield and ccles 255>, that the advisory curriculum supports

achievement y addressing the range of intervening variales such as personal factors

self+esteem, attitudes, ehavior, motivation, well+eing, and an%ieties, interpersonal

factors peer relationships, elonging, and acceptance and practical strategies for success


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169

study haits, test+ta"ing techniques, and peer+coaching as compared to self+defeating

ehavior.

!ale 6.e presents the degree of significance of respondents perception on the

/hysical Facilities of the /#/.

Ta4"e /(e

Degree of Significance of Re&!ondent&? Perce!tion on the Ph&ica" #aci"itie& of the


Indicator&

Critica" Ratio

at =(=0 "e*e" of

&ignificance

Critica" Ratio

CR,Deci&ion

=(=0 "e*e" of

&ignificance

Inter!retation

=(=0 "e*e" of

&ignificanceSed +M')M8,Sed,

1. !he /#/ has appropriate equipment, instructional

materials and supplies. 5.5> 1.D> 5.26 Je$ect @o 'ignificant

2. !he /#/ has uilding facilities that are made accessile tothe students. 5.5> 1.D> 1.51 Je$ect @o 'ignificant

=. !he /#/ has an advising area that is pleasant and

attractive to ma"e teaching: advising more interesting andmeaningful. 5.5 1.D> 6.D5 #ccept @o -ot 'ignifican

A. !he /#/ has availale referral resources. 5.5> 1.D> 2.D2 #ccept @o -ot 'ignifican

;. !he /#/ has availale materials for advisory services. 5.5> 1.D> 5.5; Je$ect @o 'ignificant

>. !he /#/ has availale human resources other than the

advisors. 5.5> 1.D> 2.A= #ccept @o -ot 'ignifican

. !he /#/ provides adequate facilities for advisory

services. 5.5 1.D> 5.D Je$ect @o 'ignificant

6. !he /#/ provides adequate student to advisor ratio. 5.5> 1.D> 2.A= #ccept @o -ot 'ignifican

7verall (: 'd 5.5 1.D> 5.== Je$ect @o 'ignificant

!ale 6.e presents the results of the respondents perception on the /hysical

Facilities of the /#/. !he computed 0ritical Jatio ranges from 5.5; to 6.D5. !hese

resulted to differing decision rule and interpretation of the level of significance. Items 1,

2, ; and that contained questions mainly on the /#/ resources such as facilities,

equipment, and materials re$ects the null hypothesis as having no significant differences

in the perceptions etween the grouped respondents. (hile the other items items =,A,>,

and 6 accepts the null hypothesis as having significant difference in the perceptions

etween the grouped respondents. !hese differing perceptions etween the grouped

respondents imply that some physical facilities are not made availale to either the

students or the teachers. !here is growing ody of research that lin"s physical facilities to


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170

increased educational opportunities and achievement especially in the wor"s of

/ostleithwaite 2551.

!ale D presents the summary of degree of significance of respondents perception

of the /#/.

Ta4"e .

Su$$ar of Degree of Significance of Re&!ondent&? Perce!tion of the Profe&&or)A&)

Ad*i&or Progra$

Indicator&

Standard

Error +Sed,Ta4u"ar 5a"ue

=(=0 "e*e" of

&ignificance

Critica" Ratio

CR,Deci&ion =(=0

"e*e" of

&ignificance

Inter!retation

=(=0 "e*e" of

&ignificanceSed

+M')

M8,Sed,

A( Goa"& O4ecti*e& of the

Profe&&or)A&)Ad*i&or Progra$ 5.5> 1.D> 12.= #ccept @o -ot 'ignificant

B( Ad$ini&tration and $anage$entof the Profe&&or)A&)Ad*i&or

Progra$ +PAP,( 5.5; 1.D> ;.;5 #ccept @o -ot 'ignificant

C( Profe&&or& a& ad*i&or& in the


+PAP, 5.5> 1.D> 1A.2= #ccept @o -ot 'ignificant

D( Curricu"u$ of the Profe&&or)A&)

Ad*i&or Progra$ +PAP, 5.5> 1.D> 11.52 #ccept @o -ot 'ignificant

E( Ph&ica" faci"itie& of the


+PAP, 5.5 1.D> 5.=1 Je$ect @o 'ignificant

#s shown in !ale D, though the respondents oth 4agree to all the indicators as

presented in the !ales 6.a to 6.e in the previous pages on factors # to L< Goals:

7$ectives, #dministration and anagement, /rofessors as #dvisors, 0urriculum led to

the decision to accept the null hypothesis that there is no significant differences etween

the perceptions of the two grouped respondents since the computed critical ratio is more

than the taular critical ratio at 5.5; level of significance of 1.D>. @owever, on factor .

!hese results clearly shows that the implementation of the /rofessor+#s+#dvisor

/rogram in the 0ollege of !echnology anagement of the 3niversity of a"ati is


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171

effective& however, with the e%ception of the last factor, on the /hysical Facilities of the

/#/, ashaving significant differences in the perception of oth grouped respondents.

!he outcome of the study clearly was est supported y the studies as discussed in

0hapter III, oth from foreign and local sources.

:( (hat are the prolems encountered y the two groups of respondents in the

implementation of the /rofessor+#s+#dvisor /rogram of the 3niversity of a"ati

Pro4"e$& Encountered 4 the Student& in the I$!"e$entation of the PAP

Following are the prolems encountered y the students in the implementation of

the /#/ in terms of the indicators as posed in the Jesearch ?uestion V A.

!ale 15.a presents the prolems encountered y the students respondents in the

implementation of the /#/ in terms of its Goals: 7$ectives.

Ta4"e '=(a

Pro4"e$& Encountered 4 the &tudent&? re&!ondent& in the I$!"e$entation of the

PAP in ter$& of it& Goa"& O4ecti*e&

Student&? Re&!on&e

On Goa"& O4ecti*e&

Percentag

e

Ran

k

1. Inaility to meet the leisure and recreationalinterest and needs of the students. ;.6T 2.;

2. Inaility to meet the social interest and needs of

the students. ;.6T 2.;=. Inaility to meet the emotional and spiritual

interest and needs of the students. ;.6T 2.;

A. Inaility to promote small and caring communities

of learners. ;.6T 2.;

;. Inaility to mandate policy on advisory services. ;.=T ;


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172

!ale 15.a presents some of the prolems encountered in the implementation of

the /#/ in terms of its Goals: 7$ectives as perceived y the student respondents. ore

pressing of the prolems as identified y the students revolve around the aility of the

Goals: 7$ectives to meet the leisure and recreational interest needs, social needs,

emotional and spiritual needs of the students that share the same ran" of 2.;. !herefore,

the /#/ should wor" on these prolems that address the social development needs of the

students. #nother pressing prolem is the /#/s inaility to mandate policy on advisory

services.

Jesearch on effective social s"ills instruction can provide guidance when trying to

help children uild social s"ills ?uinn et al., 2555& 'ainato C 0arta, 1DD2& @onig C

(ittmer, 1DD>& Eirpoli C elloy, 1DD. Jesearchers have also studied particular social

s"ill interventions in a variety of settings, as well as for children of different age levels

and ailities.

!ale 15. presents the prolems encountered y the students respondents in the

implementation of the /#/ in terms of its #dministration and anagement.

Ta4"e '=(4


PAP in ter$& of it& Ad$ini&tration and Manage$ent

On Ad$ini&tration and Manage$ent

Percentag

e

Ran

k

1. 9ac" of provision of in+service training to advisors D.DT 1

1. 9ac" of mar"eting efforts of the advisory servicesto students D.6T 2

2. 9ac"s effectiveness of the administrators and

managers in its tas" to implement the /#/programs D.T =

#s shown in !ale 15., /rovisions on in+service training to advisors, mar"eting

efforts to disseminate the /#/ services, and the effectiveness of the administrators and


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173

managers to implement the /#/ services were some of the challenges met y the students

in the implementation of the /#/. !he administrators and managers therefore should push

on delivering in+service training, mar"et the advisory services of the /#/ to reach the

whole student population. ffective delivery of these services ma"es the implementation

of the /#/ effective, too.

#nalysis suggests that training opportunities for advisors need to e time+

sensitive, ine%pensive, and interactive 0one, 2551. !he most common form of advisor

training is the single wor"shop that ta"es place during one day or part of a day li"e what

is now eing used y the -ational #cademic #dvising #ssociation -#0#L# since

2552. any institutions and advisors al" at spending more than a minimal amount of

time in advisor training activities.

!ale 15.c. presents the prolems encountered y the students respondents in the

implementation of the /#/ in terms of its /rofessors as #dvisors.

Ta4"e '=(c


PAP in ter$& of it& Profe&&or& a& Ad*i&or&

On Profe&&or& a& Ad*i&or&

Percentag

e

Ran

k

1. Inaility of the advisors to discuss any and all

concerns+ academic, personal, and social >.>T 1

2. Inaility of the advisors to serve as the students

advocate with parents, school administrators, etc. >.=T 2=. Inaility of the advisors to facilitate activities to

uild group spirit: cohesiveness and a sense that theadvisory group is special >.2T =


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174

!ale 15.c presents the prolems encountered y the students in the

implementation of the /#/ in terms of its professors as advisors. ore pressing of these

prolems are the inaility of the advisors to discuss academic, personal, and social issues

with their students. !he inaility of the advisors to serve as students advocate with their

parents, school administrators ran"s second. !he inaility of the advisors to facilitate

activities to uild group spirit and cohesiveness with the students ran"s third. !hese can

e addressed through provision of in+service training particularly facilitation of group

process strategies that provide solutions to these student prolems.

(hen students have prolems, they turn to those whom they "now the est, and

who they thin" can help the most. 'urveys have shown that the adults to whom students

of all ages are most li"ely to turn, after their parents, are teachers. # teacher advisor

program is therefore one very effective way of directly involving teachers in

developmental guidance Laresh C /autcsh, 255A.

!ale 15.d presents the prolems encountered y the students in the

implementation of the /#/ in terms of its 0urriculum.

Ta4"e '=(d


PAP in ter$& of it& Curricu"u$

On the Curricu"u$

Percentag

e

Ran

k

1. Inaility to lessen school counselors wor"load yassisting students with minor prolems ;.;T 1

2. Inaility to improve students study haits ;T 2

=. Inaility of the 0urriculum that fosters students

aility to efficiently use their time AT =

A. Inaility to address an%iety issues of students =T A


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175

!ale 12.d presents some of the prolems encountered in the implementation of

the /#/ in terms of the 0urriculum as perceived y the student respondents. #mong

these are< the aility of the /#/ to reduce school counselors wor"load, the aility of its

curriculum to foster students study haits, the aility of the curriculum to help students

ma"e use of their time efficiently, and aility of the curriculum to reduce students

an%iety. !herefore, these items have not een fully met y its 0urriculum.

Few topics prompt more discussion than estalishing an appropriate ratio of

advisees to advisors advisor load in an academic advising program. *et, the field of

advising has yet to produce definitive research on the relationship etween advisor load

and either student satisfaction or advisor effectiveness. !he 0#' standards for academic

advising provide only general parameters on this issue. !he standards state Ythe academic

advising program must e staffed adequately y individuals to accomplish its mission and

goals.Y In addition, the standards recommend that Ysufficient personnel should e

availale to meet studentsQ advising needs without unreasonale delay. #dvisors should

allow an appropriate amount of time for students to discuss plan, program, course,

academic progress, and other su$ects related to their educational programs @aley,

255A.

!ale 15.e. presents the prolems encountered y the students respondents in the

implementation of the /#/ in terms of its /hysical Facilities.

Ta4"e '=(e


PAP in ter$& of it& Ph&ica" #aci"itie&

On the Ph&ica" #aci"itie& Percentag Ran


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176

e k

1. 9ac"s uilding facilities that are made accessile to

the students

12.=T 1

2. 9ac"s referral resources 12.2T 2

=. 9ac"s materials for advisory services 12T =

!ale 15.e presents some of the prolems encountered in the implementation of

the /#/ in terms of its /hysical Facilities as perceived y the student respondents.

#mong these are< uilding facilities that are made availale to the students, availale

referral resources, availale materials for advisory services. !herefore, the /#/ should

invest in these factors so that delivery of its services ecomes more effective.

In a study y #sagwara 225= physical facilities that includes land, uilding,

school:office machineries and equipment are integral to effective teaching and classroom

performance.

Pro4"e$& Encountered 4 the Ad*i&or& in the I$!"e$entation of the PAP

Following are the prolems encountered y the advisors in the implementation of

the /#/ in terms of the indicators as posed in the Jesearch ?uestion V A.

!ale 11.a presents the prolems encountered y the advisors in the

implementation of the /#/ in terms of its Goals: 7$ectives.

Ta4"e ''(a

Pro4"e$& Encountered 4 the ad*i&or& in the I$!"e$entation of the PAP in ter$& of

it& Goa"& O4ecti*e&

On Goa"& O4ecti*e&Percentag

eRan

k

1. Inaility to provide opportunities for the

speciali)ation or course needs of students. >.2T 1.;

2. Inaility to promote small and caring communities

of learners. >.2T 1.;

=. Inaility to assist students with interpersonal

communication s"ills development. >T =.;


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177

A. Inaility to mandate policy on advisory services. >T =.;

;. Inaility to meet the emotional and spiritual interest

and needs of the students. ;.;T ;

!ale 11.a presents some of the prolems encountered in the implementation of

the /#/ in terms of its Goals: 7$ectives as perceived y the advisor respondents. ore

pressing of the prolems include the provision of opportunities for the speciali)ation of

course needs of the students, promotion of small and caring communities of learners,

assists students with interpersonal communication s"ills development, mandatory policy

on advisory services, and meeting the emotional and spiritual interest and needs of the

students. !hese prolems can e addressed through planning sessions y all sta"eholders

at the start of the semester and evaluation of the same at the close of the semester.

!ale 11. presents the prolems encountered y the advisors in the

implementation of the /#/ in terms of its #dministration and anagement.

Ta4"e ''(4


it& Ad$ini&tration and Manage$ent

On Ad$ini&tration and Manage$ent

Percentag

e

Rank

1. Inaility to conduct action researches and in+depth studies onthe performances on personal: social achievements 15.AT 1

2. Inaility to e%plore new teaching models and learning styles 15.2T 2

=. Inaility to provide of in+service training to advisors T =

A. Inaility to mar"et its advisory services to students ;T A

!ale 11. presents some of the prolems encountered in the implementation of

the /#/ in terms of its #dministration and anagement as perceived y the student

respondents. ore pressing is the lac" or asence of action researches and in+depth

studies on the performance on personal: social achievements of the students. %ploration

of new teaching models and learning styles of the advisors ran"ed second. !his could e

achieved through giving of in+service training y the G00 and the /#/ administrators.


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178

!ale 11.c. presents the prolems encountered y the advisors in the

implementation of the /#/ in terms of its /rofessors as #dvisors.

Ta4"e ''(c


it& Profe&&or& a& Ad*i&or&

On Profe&&or& a& Ad*i&or&

Percentag

e

Ran

k

1. Inaility of the advisors to serve as the students

advocate with parents, school administrators, etc >.;T 1.;

2. Inaility of the advisors to facilitate activities to

uild group spirit: cohesiveness and a sense that the

advisory group is special >.;T 1.;

=. Inaility of the advisors to wor" together on acommon pro$ect to enefit the advisory group, theschool, the community. >T

Documents

Professor as Advisor Program