RESEARCH AND

EVALUATION

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Counselor accountability is best proven through research and
evaluation. Research and Evaluation are often thought of as one
and the same. But, there are major distinctions between the two.

Research is a service-oriented activity conducted to

discover new knowledge, advance current knowledge,
and to substantiate theory.

Program evaluation is a program-oriented activity

that seeks to collect relevant information to determine
whether program goals are met in terms of outcomes
and what modifications must be made.
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RESEARCH
Is organized scientific effort for discovering new
material, unearthing what is hidden, finding
explanations for current situations, and corroborating
or debunking theoretical assumptions, claims or
practice through systematic study.
(Gibson and Mitchell, 2003)

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BENEFITS
•Deepening of Insights into the clientele, the self and the
counseling profession and how they relate to one another.

•Research eliminates the waste of precious time and possible

harm by helping the counselor what works and what does not.

•It can goad counselors to widen their horizons and discover

unexplored areas relevant to the profession .

•Indispensable for professional and personal growth.

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Researches on the following can lead to
growth and development:
•Non intellective factors that affect academic achievement.
•Teacher responses to student misbehavior.
•Leisure and free time activities.
•Online usage / Cyberspace addiction.
•Dating habits of High school/ College students.
•Students’ experience of sexual harassment in school.
•Sex education from parents.
•Husband-wife relationships; impact on students.
•Role models and heroes.
•Abuses experienced.
•Decision-making process.
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•Effectiveness of specific counseling approaches.
•Effectiveness of training programs.
•Effectiveness of capacity building workshops.
•Distinctions among Board Passers and Non Board Passers.
•Intimate Partner Violence.
•Engagement in Cyber porn.
•Sexual engagements of Pre Adolescents.
•Talent Shortage.
•Job-Skills Mismatch.
•Life Skills needs of students.
•Soft skills needs of students.
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 Program
Evaluation
Evaluation - to discover whether programs, services
or activities attain the goals for which they were
implemented

Program Evaluation – requires systematic collection

and analysis of data to determine the value of a
program (effectiveness, adequacy, efficiency)

- it provides the institution with a basis for

planning, implementing, managing, & promoting
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1. provides evidence of the positive impact of Guidance
Programs and Counseling Services on students, faculty,
parents and community organizations, in the case of schools;
and management, employees, and costumers in the world of
work

2. identifies needs not met by the present program

3. determines the relative effectiveness of programs, services,

activities, methods & materials

4. provides a basis for designing staff development and parent

consultation programs
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5. supplies information for support of the current program
or for improving personnel, services, facilities, budget, or
coordination with the other members of the school
community

6. underscores and clarifies the role of the school counselor

and his/her services as an integral part of the educational
system and program

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 Evaluation justifies the existence of the Guidance Program and the
need to support it to make it more functional and effective

 Without RA 9258, counselor would be given duties and

responsibilities that are unrelated to guidance

 The absence of proof that the program works and deserves

supports causes administration to refrain from going beyond what
the Department of Education or the Commission on Higher
Education or the accreditation agencies or the law would require. If
evaluation can show that it works, how it works, and why it works,
the administration may be more amenable to investing in its
improvement or expansion.

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13

Types of Evaluation

Impact

Formative Summative

Process
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Formative Evaluation Summative Evaluation

- Conducted during the - Conducted after
planning and implementation
operation - Seeks to determine
- Seeks to obtain effectiveness to decide
evaluative information whether to continue,
to be used to improve revise, or terminate
the content and
delivery along the way
1. In a thorough evaluation, counselors and other Guidance
personnel, administrators, parents, teachers and students
are surveyed.

2. The attainment of the goals of the program, service or

activity must be the target of the evaluation.

3. Evaluation must be properly planned.

Decisions should be made regarding:
• What to evaluate
• Who the evaluation would serve
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• What questions should be addressed by the
evaluation
• Who should conduct the evaluation
• Who should be asked to evaluate
• When to evaluate
• What steps to take
• How to report the findings
• Who would use the findings
• How the findings would be used

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4. The results of the evaluation must be
communicated to the parties concerned in a
concise, clear, and objective way.

5. The findings must be used to improve the

program, service, or activity, with the
discovered strengths being highlighted and
reinforced.
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 VILLAR GUIDANCE EVALUATION QUESTIONNAIRE

PART I - The COUNSELOR

Name of Counselor___________________________________________________________________
Grade/Year/Position of Respondent______________________________________________________
How long have you been under this counselor?_____________________________________________
How many times have you talked to him/her?______________________________________________

I went to him/her because (please check appropriate response)

a. He/she called for me

b. I was sent by my teacher
c. I was sent by the principal/disciplinary officer
d. My parents/spouse wanted me to
e. My friends and I wanted to talk to him/her
f. I wanted to talk to someone
g. others (please specify)
Please rate your overall satisfaction with your Counselor by checking the appropriate blank.

0 No opportunity for encounter

1 Extremely Dissatisfied
2 Somewhat Dissatisfied
3 Moderately Satisfied
4 Very Satisfied

Would you, on your own, see this counselor again? Yes No

Please explain why

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________
 PART II - ACTIVITIES
Please indicate your answer by writing the number corresponding to your rating of the quality of performance as you have observed
it this school year.

PERFORMANCE RATING CODE

0 Not Applicable/No Opportunity to Observe
1 Unsatisfactory
2 Needs Slight Improvement
3 Meets Expectations
4 Exceeds Expectation

PROGRAM ADMINISTRATION
A. Develops. Coordinates and administers the different Guidance Services effectively
B. Seeks opinion of different stakeholders (students, teachers, parents, administrators) in formulating and implementing the
Program and activities
C. States goals of the different services and activities clearly
D. Identifies and uses different resources to provide services
E. Cooperates with other members of the staff in planning and implementing program services and activities
F. Develops and implements programs and activities appropriate to assessed multicultural needs
G. Ensures that plans are executed effectively as scheduled
H. Provides for the annual executed evaluation of the Guidance and Counseling program In the school
INFORMATION
A. ________ Disseminates current and correct information on curriculum offerings, financial, opportunities, and school
regulations (pls. underline)
B. ________ Disseminates updated and accurate occupational- vocational information
C. ________ Implements career orientation activities
D. ________ Makes available relevant information to help improve ourselves and relationships
E. ________Gives comprehensive information regarding agencies and people to whom clients can be referred.

ASSESSMENT
A. ______ Collects and organizes updated test and non-test to provide a comprehensive picture of the clientele (family
background, health, academic history and performance, interests, goals, strengths, cognitive abilities, etc.)
B. ______ Explains the results of administered tests and other collected data to clients and their significant others, and to
others who may need them for professional purposes
C. ______ Helps students discover, assess and understand their personality, values interest, abilities, and aptitudes and relate
these information to personal, educational and occupational planning (pls. underline)
D. ______ Uses data to help the clients make informed judgments
E. ______ Uses collected data as basis for deciding on and planning programs and activities
PLACEMENT
A.______ Works with teachers and administrators for the placement of students in appropriate courses, programs, and grade levels
B. ______ Assists in making wise choices and taking the necessary steps for admission into the school or entry into their chosen
workplace
C. ______ Works with potential employers and the community for the appropriate placement of the clientele in part-time and full-time
employment, work setting and position
D. ______ Works with families and management in the identification, referral, placement, and follow-up of individuals with special
needs (pls. underline)
E. ______ Works with agencies in the proper identification and placement of those who need to be rehabilitated

CONSULTATION
A. ______ Serves as a resource person to parents and faculty on the growth and development of students
B. ______ Develops programs to help parents and teachers improve themselves and handle students more effectively
C. ______ Assists teachers in integrating guidance with classroom instruction
D. ______ Consults with teachers, parents, or administrators to understand student behavior and development needs
E. ______ Conducts case conferences to ensure that the client is properly considered and taken care of
F. ______ Promotes counselor-parent-teacher cooperation in students’ holistic development
G. ______ Establishes and maintains open lines of communication with teachers, students, parents, and staff concerning academic and
behavioral progress of all students
COUNSELING
A. ______ Provides counseling services for all
B. ______ Calls potential clients identified as having needs
C. ______ Conducts counseling on areas important to clients - career/occupational, educational/academic, personal-
social
D. ______ Responds to self-initiated counseling sessions
E. ______ Conducts group counseling sessions for individuals with similar needs
F. ______ Uses available human resources by establishing a peer facilitating/counseling program

RESEARCH, EVALUATION AND FOLLOW-UP

A. ______ Conducts research and evaluation to determine effectiveness of services, techniques and strategies utilized
B. ______ Determines and conducts research needed by the institution
C. ______ Conducts follow-up studies to determine the status of those who studied or worked in the institution
D. ______ Shares findings on research and follow-up studies with members of the institutional community
E. ______ Uses results of test and non-test data gathered about clientele for better responsiveness to needs and
concerns
PUBLIC RELATIONS
A. _____ Promotes positive parent-school-community relations
B. _____ Publicizes monthly/annual calendar of Guidance activities
C. _____ Uses different available media to publicize and acquaint the community with the Guidance program and Counseling services, their
rationale, goals and delivery
D. _____ Orients feeder schools and parents to the school and its offerings
E. _____ Orients new employees and students to the different facets of the institution
F. ______ Involves different members of the community for drawing up, implementing and evaluating the Guidance Program

PROFESSIONALISM AND ETHICAL STANDARDS

A. ______ Respects the dignity and worth of every individual
B. ______ Demonstrates good human relations
C. ______ Ensures that only those educationally and personally qualified render the respective Guidance services
D. ______ Continues professional growth through conferences and meetings, further studies
E. ______ Respects the confidentiality of information provided by clients, their significant others, personnel and management
F. ______ Keeps the institution’s community and Guidance staff informed of changing needs, policies, procedures and programs
G. _____ Ensures that oral and written communications are clear, accurate, and grammatically correct
H. _____ Demonstrates effective knowledge of and compliance with policies, regulations, and guidelines in performing assigned duties
I. ______ Models punctuality and presence
 PART II - FACILITIES
Please rate the facilities using the following code
0 Not Applicable / No Opportunity to Observe
1 Strongly Disagree
2 Somewhat Disagree
3 Agree
4 Strongly Agree

A. ______ There is a comfortable waiting room where individuals can stay while waiting for their counselor
B. ______ The counseling rooms are comfortably cool and well-illuminated
C. ______ There is enough privacy in the counseling rooms
D. ______ There are materials we can read while waiting the counselor
E. _______ There is well ventilated and properly illuminated testing room free from distraction
F. ______ There is a room large enough for small group sessions
G. ______ Each counselor has a private counseling room

PART III - COMMENTS OR SUGGESTIONS

Please feel free to make any comment or suggestion which you believe can help improve Guidance Program delivery
___________________________________________________________________________________________________________________________________________________________________________________
_______________

Evaluator’s Signature_______________________________Date______________________________