HomeTIP Research Journal Manilavol. 4 no. 1 (2007)

Effectivenss of Counselling as a Retention Intervention Strategy for Academic Probation at TIP Manila: A Follow-Up Study

Rosalinda R. Papa | Amor C. Salvador

Discipline: Education, Psychology



One usual observation in Semestral enrolment report is academic probation, and staff in the Guidance and Counseling office is challenged to try to take a proactive role in understanding the probable causes why students fail.

The research is a follow-up study that looked into the psychosocial dimension of guidance and counseling. It utilized counseling in the follow-up of academic probationers in a three-year period. The targeted students comprised of student probationers who were in the first academic probation for school year 2003. The sampling consisted twenty-one students from the different courses and year levels who were randomly selected for the follow-up of enrolment credentials.

A survey questionnaire was constructed to determine the effectiveness of counseling as retention strategy (independent variable) and the factors affecting the academic probation (dependent variables) status of the students. The survey questionnaire was validated by subjecting it to group evaluation by guidance counselors whose experience in managing academic probationers ranged from 2-5 years counseling in tertiary level education.

The survey questionnaire was individually administered to the academic probationers by the guidance counselors in-charge of the respective course group. The research instrument consisted of Part I – the counseling procedures contained in the counseling module used and Part II – the factors perceived that affected the academic probation of students. There were 50 items that constituted Part I and Part II of the questionnaire. The counseling module (Part I) was described specifically to comprise non-directive counseling, directive counseling / academic advisement and elective counseling. The factors tested for affectation by the counseling procedures used were personal, socio-emotional, and institutional factors (teacher, academic requirements and school policies).