EFFECTIVENESS OF HOMEROOM GUIDANCE IN SELF-IMPROVEMENT OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

This study examines the effectiveness of homeroom supervision in fostering the personal development of Grade 11 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. Homeroom guidance plays a vital role in the educational process by providing structured support and resources that contribute to student's holistic growth. This support is especially crucial for Grade 11 HUMSS students as they navigate unique academic, personal, and career challenges during this critical stage of their education. This study utilized an Independent Variable-Dependent Variable (IV-DV) framework to assess the impact of a homeroom guidance program on self-improvement outcomes among Grade 11 students at Immaculada Concepcion College. A quantitative research method with a descriptive design was employed to collect, analyze, and interpret data. A self-made questionnaire was used to gather information on academic performance, personal development, and career guidance. The study involved 206 students, and statistical tools were applied to analyze their responses. The use of a quantitative descriptive approach strengthened the study’s validity and provided valuable insights into the role of homeroom supervision in educational guidance. The study's findings indicate that most students agreed with the statements presented in the questionnaire, which consisted of 25 items measured on a scale from strongly agree to strongly disagree. Data analysis, conducted using frequency, percentage, and weighted mean calculations, revealed a diverse age distribution among respondents, with a significant proportion falling within the 15-16, 17-18, and 19-20 age groups. Additionally, the results showed a predominance of female students, highlighting the need to consider their perspectives and concerns in designing interventions. These demographic insights serve as a valuable guide for promoting responsibility, awareness, and tailored support to foster students’ holistic development. The study's analysis revealed varying levels of agreement among students regarding different aspects of homeroom sessions. The weighted mean ratings in Table 2.1, Table 2.2, and Table 2.3 indicate that respondents strongly agreed with statements related to career guidance, personal development, and academic performance, respectively. Furthermore, the results in Table 3 demonstrated the significant positive impact of homeroom supervision on students' self-improvement. Overall, respondents largely agreed on the effectiveness of these sessions in supporting their growth and development.