THE ROLE OF GUIDANCE AND COUNSELING ON ACADEMIC PERFORMANCE OF GRADE 12 HUMSS STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

Guidance and counseling play a crucial role in schools by providing personalized support, requiring counselors to have a deep understanding of student characteristics. This study aims to identify factors such as psychographic profiles and evaluate the role of guidance and counseling in academic performance. Students facing personal challenges may experience a lack of confidence, highlighting the importance of effective counseling in fostering holistic student development. This study utilized a descriptive-correlational design and a quantitative approach to examine the relationship between guidance and counseling and academic performance. A total of 158 respondents were selected from 262 Grade 12 HUMSS students at Bestlink College of the Philippines through the modified Slovin formula and cluster random sampling. Data were gathered using a modified standard survey questionnaire, a commonly used data collection tool. Statistical analysis included frequency, percentage, weighted mean, ranking, Likert scale, and t-test to measure and analyze the significance of variables. This chapter presents the analysis and interpretation of data through tables and descriptive rating techniques. The study revealed that students' study habits had an average weighted mean of 3.16, performance tasks scored 2.95, and written tasks averaged 3.00, all interpreted as agree across the indicator items. The composite mean for study habits (3.18), performance tasks (3.02), and written tasks (3.12) further confirmed overall agreement among respondents. Findings indicate no significant difference between students’ class schedules and the effectiveness of guidance and counseling. Factors such as poor sleeping habits, anxiety about future careers, lack of time for advanced study, low motivation, and fear of participation were observed. The study by Aqdas, S., and Soomro, M. A. (2023), which applied Carl Rogers' person-centered theory, supports these findings. The results led to the development of "Empowering Guidance and Counseling: An Intervention Program" for Grade 12 HUMSS students.