Polytechnic University of the Philippines Quezon City Essay Sample

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Introduction of TOPIC

Need is a construct to indicate what is that absent or lacking in the individual’s effort to achieve or perform satisfactorily and obtain a meaningful happy life. Henry Murray and Abraham Maslow proposed the Needs Theory of human behavior. They stated that throughout life wishes and drives collectively called needs, motivate all. When not fulfilled, these needs place the individual under stress and his functioning will be impaired.

Worldwide, students experience social, personal, academic, and vocational problems at school. In the light of these problems, school should be more involved in conducting students’ needs assessment and developing comprehensive guidance and counseling services.

Needs assessment is considered the foundation to any program development. This is because it makes a program relevant to the students by responding to their needs. It identifies the specific needs of the target population. This information can help in the development of relevant programs that can be appreciated by counselors and useful to the students. Thus, Needs assessment involve data gathering and establishing of needs of the target population. Data gathered will serve as factual basis for programs goals and objectives.

To realize its objectives Guidance Services are implemented within the school year to benefit the students and the entire academic community as well. They are the following: counseling service, information service, individual inventory service, testing service, and research and evaluation service. Various activities are planned, organized, and implemented to help the student understand himself, improve his abilities, skills, and interests, and eventually became a well-adjusted individual. It continuously works towards its goal of maximizing student’s potentials to become self-directive.

Guided by the university’s mission and philosophy, the Polytechnic University of the Philippines Guidance and Counseling Office is committed to enhance and uplift the moral, social, and spiritual development of every PUPian.

There is a need to identify the current needs of the students in Polytechnic University of the Philippines, Quezon City as a starting point. By assessing such needs, then it will be possible to extend the guidance services that address them directly and provide important information for further development of the program.

In this particular study, it is believed that an assessment of the Students’ Needs in Polytechnic University of the Philippines, Quezon City campus may bring out extended Guidance and Counseling Services.

STATEMENT OF THE PROBLEM:
The study aimed to assess the needs of the students of Polytechnic University of the Philippines as a Basis for extended Guidance Services.
Specifically this research finds answer to the following questions:
1. What is the profile of the respondents in terms of:
a. Personal information:
1.2.1 Age
1.2.2 Sex
1.2.3 Course
1.2.4 Status of the student
1.2.5 Religion
1.2.6 Nature of schooling

1 What are the assessed needs of students in terms of the following aspects? b. Academic
c. Career
d. Character Building
e. Economic
f. Family
g. Physical
h. Psychological-Emotional
i. Sexual
j. Social
k. Spiritual-Moral

3. Is there a significant difference among the assessed needs of the respondents in terms of the areas of needs according to their course/program? 4. What are the recommended guidance activities of students so that their needs will be addressed? PROCEDURE AND RESEARCH DESIGN

Hypotheses
HO = There is no significant difference among the assessed needs of the respondents in terms of the areas of needs according to their course/program.
Ha = There is a significant difference among the assessed needs of the respondents in terms of the areas of needs according to their course/program. Research Instrument Used

The researchers adopted a questionnaire from the Office of the Counseling and Guidance of University of the Philippines Diliman, Quezon City: The Student Need Inventory. The inventory identified the specific needs of students and assessed the needs given most priority by the students. It is composed of 100 items. Respondents were asked to indicate the extent to which they needed assistance in a particular need by using 1 of the 5 alternative responses: Not a need, Not much of a need, Generally a need, Much of a need and Very much of a need. The respondents used a separate answer sheet which called for blackening their answers among the five choices.

Respondents
The scope of the study is consisted of 102 BBTE students, 75 BSIT students, 291 BSBA students, 134 BSENT and 68 DOMT students with a total of 670 students to supply the research. The data were gathered through the use of Slovin’s formula at 3% margin of error.

STATISTICAL TREATMENT:
The data were tabulated, collated, coded and analyzed using a computer. The frequency distribution, percentage and mean were used to present the profile characteristics of the respondents. The STANINE and mean were employed to assess the students’ needs in terms of Academic, Career, Character Building, Economic, Family, Physical, Psychological-Emotional, Sexual, Social, and Spiritual Moral. The Chi Square was employed to determine if there is a significant difference with the assessed needs of the students in terms of the ten areas according to their course/program. The mean was employed to present the recommended guidance activities of the students. Slovin’s Formula

n= N/1+e2
Whereas:
n = sample size of population
e = margin of error
N = total number of population
Percentage – was used to compare two or more magnitudes to determine their relationship. FP= n/N*100
Whereas:
FP = Frequency Percentage
n = frequency
N = total numbers of respondents
Weighted Mean
Whereas:
x = mean
∑x = rating of the product and frequency
n = total number of respondents
The Weighted Average had the following interpretations:

Rating ScaleRangeInterpretation
5 4.50-5.00Very much of a need
4 3.50-4.49Much of a need
3 2.50-3.49Generally a need
2 1.50-2.49Not much of a need
1 1.00-1.49Not a need

Stanine:
A method of scaling test scores on a nine-point standard scale with a mean of five and a standard deviation of two.

Stanine| 0.04| 0.07| 0.12| 0.17| 0.20| 0.17| 0.12| 0.07| 0.04| | Not a Need| Not much of a Need| Generally a Need| Much of a Need| Very Much of a Need|

Chi Square:
This was used to test the null hypothesis if there is a significant difference among the assessed needs of the respondents in terms of the areas of needs according to their course/program.

xc2= Oi-EieEi
Where:
X2 = chi-square
Oi = observed frequency
Ei = expected frequency

SUMMARY OF FINDINGS:
The research entitled: Student Needs Assessment as

a Basis for Extended Guidance Services in Polytechnic University of the Philippines, Quezon City was

conducted for the purpose of assessing the students’ needs to reveal the prevailing needs so that they may be better helped during their stay in the university.

The respondents of the study were 670 students from 5 different courses and sections presently enrolled in Polytechnic University of the Philippines, Quezon City who answered the Survey Questionnaire. The researchers used descriptive research design using Survey Method in identifying the needs of the college students in the ten areas namely: Academic, Career, Character Building, Economic, Family, Physical, Psychological-Emotional, Sexual, Social, and Spiritual-Moral. Needs of students was grouped and described and the information were made as bases for extended guidance services in Polytechnic University of the Philippines, Quezon City. GENERAL PROFILE

Majority of the PUPQC Students are at the range of ages 18-20 as shown by the computed frequency/percentage of 338 or 50%. Distribution of the respondents revealed that 456 or 68% are Female and 214 or 32% are Male. Distribution of the respondents revealed that most of them are Catholic with frequency/percentage 454 or 68% of the total number of the respondents. Most of the respondents are regular students with frequency/percentage 653 or 97%. Majority of the respondents’ nature of schooling are continuous with frequency/percentage 626 or 93% of the total number of the respondents. Distribution of the respondents with regard to their course exposed that most of them belong to Bachelor of Science in Business Administration with the frequency/percentage of 291 or 43%. ASSESSMENT OF STUDENT NEEDS

Distribution of the respondents in the area of Academic Need earned a total weighted mean of 3.01, in the area of Career Need earned a total weighted mean of 2.93, Character Building Need with 3, Economic Need with 2.95, Family Need with 2.97, Physical Need with 2.97, Psychological-Emotional Need with 3.02, Sexual Need with 3.01, Social Need with 2.97 and Spiritual-Moral Need with 2.96, which have an interpretation of “Generally a need” The study found out that BBTE students’ most prior need was Family and the least need was Career Need; for BSIT the most prior need was Sexual while the least need was Career;

for BSBA the most prior need was Psychological-Emotional and the least need was Economic; for BSENT the most assessed need was Psychological-Emotional the least was Economic Need; while the most assessed need of DOMT was Academic and the least need was Family. The study also revealed that there is no significant difference among the eight areas of needs namely: Academic, Career, Character-building, Family, Physical, Psychological Emotional, Sexual and Spiritual-Moral Need; according to their course/program. But in the area of Economic and Social Need, there is a significant difference in accordance to the respondents’ Course/Program. Economic Need is a need of the respondents because they need financial support for their study. And Social Need is a need of the respondents due to the fact that they need to feel the sense of belongingness and to be accepted by other people.

STUDENTS’ RECOMMENDED GUIDANCE ACTIVITIES

The study found out that the most recommended activity of BBTE and BSENT students in the area of Academic was Seminars and Trainings on Study Improvement; for BSIT Enrichment Session in English, Math and Science; for BSBA Orientation Program for Students’ Adjustment to College Life; for DOMT Academic Counseling, in the area of Career for BBTE and BSBA Career Employment Seminar-workshop; for BSIT, BSENT and DOMT Career Orientation on Academic Policies and Job Opportunities. In the area of Character-Building for BBTE Building Positive Self-Concept, for BSIT Guidance Awareness Week, for BSBA Leaders of Tomorrow, for BSENT Building Positive Self-Concept, and for DOMT Leadership in the University. In the area of Economic the most recommended activity of BBTE and BSIT was Training/education programs/apprenticeships; for BSBA, BSENT and DOMT Encourage Social Opportunities Promoting Service and Leadership.

In the area of Family for BBTE and BSENT Parents’ Effectiveness Training Program; for BSIT Family-home activity; for BSBA Parent Conference; and for DOMT Enrichment Session on how to handle Separation of Parents. In the area of Physical the most recommended activity of BBTE was Wellness Program; for BSIT, BSBA and BSENT Sports Fest; and for DOMT Talent Competition. In the area of Psychological-Emotional the most recommended activity of BBTE, BSIT and BSENT was Mental Ability Test; for BSBA Individual and group testing; and for DOMT Drug Prevention Program. In the area of Sexual the most recommended activity of BBTE and BSENT was Enrichment Session on Violence against Women and Children; for BSIT Enrichment Session toward Positive Racial Ethnic or Sexual Identity Development; for BSBA and DOMT Enrichment Session on Sexual Harassment. In the area of Social the most recommended activity of BBTE, BSIT and BSENT was Enrichment Session on Building Self-Esteem; for BSBA Enrichment Session on Personality Development; and for DOMT Enrichment Session on How to start and maintain Good Friendship. In the area of Social the most recommended activity of BBTE, BSIT, BSBA and DOMT was Gather Fellowships with student of Similar Religious Backgrounds; and for BSENT Faith-sharing Groups

Conclusions

In the light of the findings obtained, the following conclusions were deduced: 1. Majority of the PUPQC Students are at the range of ages 18-20. Most of the respondents are Female. Distribution of the respondents revealed that most of them are Catholic. Most of the respondents are regular students. Majority of the respondents’ nature of schooling are continuous. Distribution of the respondents with regard to their course exposed that most of them belong to Bachelor of Science in Business Administration. 2. The result of the research showed that the ten areas of needs, namely: Academic, Career, Character Building, Economic, Family, Physical, Psychological-Emotional, Sexual, Social and Spiritual-Moral, are considered as “Generally a need” of the students.

The most prior need of BBTE is Family Need; for BSIT Sexual Need; for BSBA Psychological-Emotional Need; for BSENT Psychological-Emotional Need; and for DOMT Academic Need 3. There is no significant difference between the eight areas of needs namely: Academic, Career, Character-building, Family, Physical, Psychological Emotional, Sexual and Spiritual-Moral Need; in accordance to their course program. But in the area of Economic and Social need, there is a significant difference in accordance to the respondents’ Course Program. Economic need is a need f the respondents because they need financial support for their study. And Social need is a need of the respondents to feel the sense of belongingness and be accepted by other people. 4. The following activities are considered important to the respondents: Academic Activities

* Academic counseling
* Seminars and Trainings on Study improvement
* Enrichment Sessions in English, Math and Science
Career Activities
* Career Orientation on Academic Policies and Job Opportunities
* Career Employment Seminar-Workshop
* Career talks/explorations
Character Building Activities
* Leadership skills and training
* Character development
* Building Positive Self-concept

Economic Activities
* Training/education programs/apprenticeships
* Youth engagement/retention programs
* Encourage social opportunities promoting service and leadership Family Activities
* Workshops or seminars for parents discussing various topics for their added knowledge and awareness
* Parent Conference
* Parents’ Effectiveness Training Program

Physical Activities
* Sports Fest
* Wellness Program
* Talent Competition
Psychological-Emotional Activities
* Mental Ability Test
* Drug Prevention Program
* Group Intelligence Test Consultation

Sexual Activities
* Forum or session on understanding Boy-Girl Relationship
* Enrichment Sessions on Sexual Harassment
* Enrichment sessions on Violence Against Women and Children Social Activities
* Enrichment Sessions on Building Self-Esteem
* Enrichment Sessions on Personality Development
* Enrichment Sessions on How to start and maintain Good Friendship Spiritual-Moral Activities
* Gather Fellowships with students of Similar Religious Backgrounds
* Faith-sharing Groups
* Spiritual Development Program
Recommendations

In the light of the findings obtained, the following recommendations were made: To the Students
The researchers recommend to the students to participate in guidance activities. The students should be more aware of other Guidance Services provided by the office. The activities are carefully planned that will assist students in achieving their personal and educational goals. The students are the recipient of the services and activities the Guidance office has to deliver based on the findings on this study. To the Parents

The researchers recommend to the parents to participate with the Guidance Counselor, school and administrators and faculty that are indeed necessary for students’ academic, career, personal and social development. Parents should be aware and understand the importance of their presence and support for their children. By recognizing their influence to their children, parents will increase their enthusiasm of doing their share in the development of their children. To the Guidance Counselors

The researchers recommend to the Guidance counselor to use the result of the study as a basis to come up with new and improve guidance activities that can meet the developmental need of all students. Guidance Counselor may choose activities from the list of suggested activities from the study. To the School Administration

The researchers recommend to the school administration to allocate funds for the students’ needs as part of their school budget. The administration should support the guidance and counseling activities that are implemented for the continuous development and growth of the students and for the guidance program to be more functional. To the Faculty

The researchers recommend to the faculty to create classroom learning environment that are mentally, emotionally, socially and physically challenging to further enhance the development of their students. Faculty may also use the information from their dealings with their students and may discover new teaching-learning approaches for the educational improvement of the students. To the Future Researcher/s

The researchers recommend to the future researchers to conduct another study related in guidance and counseling services. They would be able to use these data for them to get the ideas and references if they are planning to conduct the same study.

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