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10 school students. These services are presented by Nwachukwu (2007) as information services, placement services, appraisal services, vocational guidance services, counselling services, referral services, evaluation, follow-up, consultancy and research services. As a vital component of any type and any level of education the absence of non-utilization of these services in the present day school system has led to the unprecedented rise in the crime wave, violence among students, severe value erosion, wrong career choice, and wrong subject combination among other issues. Mutie and Ndambuki (2004) assert that counselling service is the brain and heart of the guidance programme. Thus counselling represents a part of the total process of guidance which is helping individuals, achieve the selfunderstanding and self- direction necessary to make the maximum adjustment in a particular environment. As Mutie and Ndambuki (2004) stated, counseling services need to be based on a complete understanding and acceptance of students’ experiences. Therefore, all students would require counselling services in order to develop their academic, social and personal competencies. Effective counselling will enable them to deal with psychological problems they may experience and make rational decisions on how to solve or cope with the academic, social and personal challenges. It helps an individual to acquire skills and attitudes, which make him or her properly adjusted person in life situation. Mohanty (2003) points out that the increasing educational institutions are of many kinds and vocations as well as occupations are of different types. Choice

11 of career or vocation is an important event in the life of an individual. The selection of a wrong vocation can lead to unhappiness, discontent and ultimate failure, because the occupation that the person follows is not merely a means of earning a livelihood. So the vocational choice is an important event in one‟s academic and career pursuit. The career guidance is provided by the consultants so that an individual can easily select an appropriate occupation or education which goes well with their capabilities, skills and interest. The Paris 2001 International Association for Educational and Vocational Guidance (IAEVG) Declaration on Educational and Vocational Guidance declared guidance and counselling services to be essential in meeting personal, social and economic development needs and to encourage further sustainable development in a knowledge based society. The Paris 2001 IAEVG Declaration on Educational and Vocational Guidance also affirmed the importance of research by asserting the effectiveness of guidance services should be monitored through regular evaluation and relevant research studies (Van Esbroeck, 2002, p. 79). Examination anxiety among students and poor conflict resolution also contribute to student disturbances (Biswalo 1996). Selecting an appropriate career is a critical task that faces all adolescents in all societies. The selection of a career made during the senior year is among the most critical decisions in a person's lifetime. The wrong choice of an occupation not only brings frustration for the growing adult, but a waste of energy, money and precious time. Through a wellplanned guidance and counselling programme, the substance abuse can be

12 controlled among these students. The rationale for introducing guidance and counselling services at schools was to provide personal contact and help for a pupil in his development. Students Organizations Services Some students perceive an intrinsic value, while others perceive extrinsic value in being involved. Understanding what motivates each student can help to enable him/her to take on responsibilities and become involved in the organization. Of course, each individual is motivated by different things, and students join an organization for a variety of reasons. Doing an activity with students may be beneficial when helping identify what motivates them.

Some students may

indicate that they are motivated by the attention received by others for a job well done; some may say they are most motivated by inner desire. There is no one right answer, but an advisor should be tuned in to the variety of factors that affect motivation so that he/she may better predict what will work and what may not. Some students are interested in becoming members of organizations or organizations that will lead to a desirable outcome. So, if the outcome of organization activity is known to be desirable, the student may be more likely to participate (Student Org. Advisor Handbook of University of Wisconsin-Milwaukee, 2012). Scholarships and Financial Assistance Services In a time of ever-rising college costs, financial aid is critical to increase college access and success. Federal, state, and institutional aid programs help to

13 ensure that students can afford higher education regardless of economic background. Financial aid is most effective when students and families learn about it early enough to make the right choices and plans about high school coursework, family savings, work and earnings, and college options. Students typically estimate three times the mean tuition for two-year colleges and twice the tuition for fouryear colleges (Long 2004; Horn, Chen, and Chapman 2003). Students and parents with more information about college are much more likely to accurately predict college costs. Well-informed 11th graders overestimate actual two-year costs by 5 percent. Parents without basic college knowledge overestimate costs by 228 percent (Grodsky and Jones 2004; Goldrick-Rab 2006; Zarate and Pachon 2006). Many parents have limited knowledge about financial aid. Sixty-two percent of all parents with children who are planning to attend college do not name grants as a source of financial aid, 58 percent do not name scholarships, and 64 percent do not name loans (Sallie Mae Fund and Harris Interactive 2003). Low-income parents are more likely to lack sufficient information about financial aid. Of parents with incomes under $25,000, three out of four cannot identify scholarships, grants, or loans as sources of financial aid (Sallie Mae Fund and Harris Interactive 2003). Sixty percent of parents with annual incomes under $50,000 say they need more information about how to pay for college, compared to only 37 percent of parents with annual incomes of $75,000 or more (Sallie Mae Fund and Harris Interactive 2003). iii) Many students have limited knowledge of financial aid: 65 percent of students who are planning to attend college do not name grants as a source of

14 financial aid, 72 percent do not name scholarships, and 71 percent do not name loans (Sallie Mae Fund and Harris Interactive 2003). Many current and former community college students, especially those from two-parent households, assume that their household income is too high to make them eligible for federal financial aid (Matus-Grossman and Gooden 2002). Peer counseling has the potential to be a rich source of financial aid information and college counseling, particularly in light of overburdened high school counselors (Tierney and Venegas 2006). Campus Ministry Services With the support of campus ministries, students practice their faith with greater confidence. Research studies continue to show that students who are supported spiritually to practice their faith while in college have greater academic success. Campus ministries can help to prevent the frequent delays in a student’s spiritual growth. College years in a student’s life are developmentally important both intellectually and spiritually. Campus ministry allows students a place and environment in which to develop leadership skills and discover greater meanings in life. Generally, a college/university will have certain days set aside throughout the calendar year, for student organizations to promote themselves and to recruit members. It may be a welcome day for incoming students before the start of the fall term, or a student organizational fair during each semester. These occasions will vary depending on the college/university and its traditions. It is important to make participation at these events a priority in order to establish name recognition and visibility for the campus ministry. It is also important that students are given

15 a religious preference survey to complete indicating which faith/religious organization they want to affiliate with while at the university (Manual in Getting Started in Campus Ministry, University of Michigan). Prefect of Discipline Services Eckstein (1996) revealed that a basic function of educational systems was to provide social ideals of authority and responsibility. The prefect system was originated from the philosophy that students were valuable underused educational resources and students. Magna Carta of Students Chapter VIII: Right to Due Process in Disciplinary Proceedings, Section 37 states that the right to due process of students subjected to disciplinary proceedings shall be observed and respected. Arts and Culture Affairs Services The arts and culture fraternity remains fragmented and unbalanced in terms of skills and the balance of power within certain spheres of the arts. This is especially evident in the rural areas which are under resourced yet are the reservoirs of untapped talent, indigenous, marginalized and endangered art forms. To ensure equal opportunities for all to practice and benefit from the arts developmental training, exposure and organizational capacity building is needed at various levels and within a myriad of sectors within the arts.

This has

necessitated the strengthening of networks and partnerships with local municipalities, tertiary institutions, established arts and culture organizations

16 which has spurred on the formation of structures aiming to ensure sustainability in the arts environment. The National Commission for Culture and the Arts is the overall coordinating and policy making government body that systematizes and streamlines national efforts in promoting culture and arts. National Youth Commission (NYC) provides leadership in the formulation of policies and setting of priorities and direction of all youth promotion and development programs and activities; encourages wide and active participation of the youth in all governmental and non- governmental programs and projects and activities, harness and develops the full potential of the youth as partners in nationbuilding. The following policies are aimed at promoting the arts as anchored on the Medium Term Philippine Development Plan for Culture and the Arts 2002-2007. 

Encourage artistic creation alongside development of informed and appreciative audience. The intention to augment education about Philippine culture and arts as way of encouraging appreciation and valuing the Philippine heritage will foster esteem for what is Filipino. This shall push for programs like cultural literacy, publications, and teachers training, and providing program for young artists.

Quality of Services offered by Office of Student Affairs and Services of CBSUA-Pili Quality of Services have been a common research topic both in local and international. Topics range from various aspects, like education, politics,

17 businesses and religion. In this light, the following literatures refer and straight forwardly discusses the quality of services offered by Office of Student Affairs and Services. Quality of Guidance and Counseling Services School counseling programs have been found to have significant influence on discipline problems. The studies of Borders and Drury (1992) on school counseling have consistently found that the services school counselors provide have a

positive effect on children. Baker and Gerler (2001) in their study found

that students who participated in a school counseling program had significantly less inappropriate behaviors and more positive attitudes toward school than those students who did not participate in the program. In another study conducted by Baker and Gerler (2001), found that group counseling provided by school counselors significantly decreased participants aggressive and hostile behaviors. Research conducted by Verduyn et. al (1990) indicated that school counselors are effective in teaching social skills. School counselors have been found to be evry effective in assisting middle school children in the area of career development. Whiston et. al (1998). School Counseling programs designed to teach students peer meditation skills have been found to be highly effective. In fact, studies of Diver Stamnes (1991) have found that students trained in peer meditation use these skills in other settings. According to California Office of Criminal Justice Planning (2000), both the state and federal governments have recognized the importance of school

18 counselors. California’s 1999-2000 legislature passed a law adding more school counselors. In addition, the U.S. Senate (1999), disclosed that the federal government’s involvement includes a funding opportunity specifically directed at increasing the number of elementary school counselors given that such counselors “can contribute to the personal growth, educational development, and emotional well-being of elementary and secondary school children by providing professional counseling, intervention, and referral services.” Single-session brief counseling, in which a student meets with a counselor for one session, lasting approximately 40 minutes, has been found effective in some instances. Brief counseling is a desirable alternative for students with developmental concerns, (e.g., academic issues, peer conflicts, stress and procrastination). Litrell (1995) found that counselors performing this method were often able to use their time more wisely, and form concrete, attainable goals with their students earlier in the counseling process. Sutton and all (1995) found that the efficacy of school counselors is influenced by the school climate in schools with effective counseling programs, principal’s generally enthusiastic support for the programs and encouragement to the counselors. Another common element was clear understanding between counselors and administrators as to the goals of the school counseling programs. These conditions were generally not present in failing programs. The research conducted by Borders and Drury (1992) showed that school counseling interventions have a substantial impact on student’s educational and

19 personal development. Individual and small group counseling classroom guidance and consultation activities seem to contribute directly to student’s success in the classroom and beyond, and school counselors should spend the majority of their time performing these interventions. Coordination activities should be confined to those that improve the program’s efficiency and accountability. Students of Myrick et .al (1987) have found that effective counseling programs are based in human development theories. Program content, goals, and interventions should reflect this theoretical foundation. The developmental program is proactive and preventive helping students acquire the knowledge, skills, self-awareness and attitudes necessary for successful mastery of normal developmental tasks. Developmental based program increase the visibility of the counseling program and ensure that more students are served. There is also substantial empirical evidence that programs promote student’s development and academic success. Lapan (1997) in her study among Missoun high school found that schools with more fully implemented model guidance programs had students who were more likely to report that (a) they had earned higher grades, (b) their education was better preparing them for the future, (c) their school made more career and college information available to them, and (d) their school had a more positive climate (greater feelings of belonging and safety at school, classes are less likely to be interrupted, peers behave better). Positive program effects were found after removing differences due to school enrollment size, socioeconomic status, and

20 percentage of minority students in attendance. Results highlight the important roles school counselors play in promoting the central educational goals of their schools and support a comprehensive guidance program focus for university counseling faculty who train school counselors. According to Jones (2001), school counselors have sometimes proven effective in preventing students from committing suicide. The most effective prevention programs start young, and depict the act of suicide as the result of a mental health disorder as opposed to a romantic way out. It is essential that counselors involve the parents of troubled students in the counseling process. Further, Lapan et. al (1997) found out that counseling decreases classroom disturbances. Counseling services support teachers in the classroom in order to enable teachers to provide quality instruction designed to assist students in achieving high standards. Students in schools that interrupted by other students, and that their peers behaved better school. A study on the effects of counseling on classroom performance conducted by Gerler (1985) found that the underachieving students who received counseling improved significantly on the Self- Rating Scale of Classroom behavior and in mathematics and language arts grades. The implementation of comprehensive school counseling programs is consistently associated with important indicators of student safety and success. A study found that school counselors who were fully engaged in proving students with a unique network of emotional and instrumental support services were more

21 likely to exert a positive impact than counselors who did not implement such activities. Mullis and Otwell (1997) conducted that school counseling interventions can productive use of time and student’s in class discipline. Furthermore, results of one study suggest that counselors can assist fellow educators to help students improve academic performance. In this study, students were selected based on their need ability to improve their academic abilities in math, language, arts, or both. Intervention methods of the counselors were varied, but included individual and group counseling sessions, classroom guidance lesson, parent consultations and teacher consultations. Results showed statistically significant decreases in disrupted behaviors for both 3rd grade and 5th grade students tested. Ibarrientos (2015) found the services of Guidance and Counseling to be not very effective. In effect, services programs do not necessarily respond to what the students need. Hence, inferred that the guidance and counselling services must be given a priority by the, a review of the services program is recommended to see to it that services are attuned to the directions set by the college and the needs identified by the offices concerned. Quality of Student Organization Services According to Foubert and Grainger (2006) as cited by Ibarrientos (2015), many students have their first substantive leadership experience through Registered Students’ Organizations (RSO). These organizations are the most potent mechanisms of the school to reinforce academic experiences with strong leadership trainings that are reflective of the kind of citizens the country needs.

22 Likewise, Ibarrientos (2015) found the services of student organization to very effective. The result of the study is justified by the right accorded by the administration to students for self-government as evidenced by the recognition accorded to student organizations and the opportunity to represent themselves the planning, organizing, and carrying out strategic plans and actions of the college. The regular conduct of programs and activities, which each organization is required, is also a noteworthy event that makes student government services very visible to student pool. These programs are providing opportunities for students’ interaction and collaboration with themselves, the community, the local government units, the industry, other stakeholders of the school and other academic partners. Quality of Scholarship and Financial Assistance Services On the study conducted by Ibarrientos (2015), results showed that services of scholarship and financial assistance gained excellent rating. It was inferred that the service providers are very resourceful in looking for funds so that students who are financially challenged could have the opportunity of sustaining their college experiences at the end of compromising their personal leisure in the pursuit of a college diploma. Through the student development office, which is open to anybody who needs help, students can find refuge in seeking for benefactors, private or government, who can provide them avenues to finance their schooling with the belief that having a career that would give them a stable work and income will also help them in changing the plight of their respective families.

23 Quality of Campus Ministry Services Ibarrientos (2015) deduced that the multi-faith services of the college were all effectively implemented through the support of the program coordinator, the students and the college personnel, teaching and non-teaching. In reality, there are number of religious organizations that are encouraged to exercise their rights without fear of curtailment because the college believed that religious formations are essentials in the development of life-long characters which can shape the values and attitudes of the students towards work and life. The college is also extra sensitive providing variety of religiously acceptable activities that are contributory to student development and supportive of the school’s educational objectives. Quality of Student Publication Services Ibarrientos (2015) found that the services of Student Publication to very effective. Quality of Prefect of Discipline Services It was found by Ibarrientos (2015) that the Prefect of Discipline has a very satisfactory services. Thus, the researcher deduced that the student discipline services of the college is highly effective in providing the students with concrete programs that regulate student conduct and the way they deal with people within the perimeters covered by school authorities. Quality of Arts and Culture Affairs Services

24 Cited from the findings in the study of Ibarrientos (2015) socio and cultural activities are very much effective for students’ development. This is supported by numerous programs and activities across disciplines, enhancing students’ knowledge, skills, values, and attitudes. These programs are multi-cultural friendly and are considered the college medium of cultural exchange so that students can probably learn to understand patterns of behaviors that are instrumental in understanding diversity in school community. As universities become more multicultural, they also become more effective, highly productive institutions where all members are affirmed and fulfilled [12]. Since Higher Education Institutions are understood to be one of the best venues for cultural exchange, schools are expected to provide multicultural experiences that would help students understand the value of diversity and how it helps them to become well rounded individuals and professionals in the future. And Student affairs educators have the capacity to profoundly influence the initiation and fulfillment of multiculturalism within their areas of responsibility as well as throughout the campus. Theoretical Framework This study draws its foundations primarily on Balance Theory (1946), Person Environment Theory (1966), and Expectancy Theory (1964). Balance Theory by Fritz Heider and Theodore Newcomb (1946) states that sentiment or liking relationships are balanced if the affect valence (attitude) a system multiplies out to a positive result. It is applied to explain how service organization, service providers, and consumers’ interrelationships influence

25 the service quality. Propositions are offered pertaining to: (a) how and why positive or negative relationships among the parties in this triad are developed, and (b) the consequences of these relationships on service quality, affective outcomes, and withdrawal behaviors. Person Environment Theory by Robert D. Caplan (1966) states that the compatibility between people and organization that occurs when (a) at least one entity provides what the other needs; (b) they share similar fundamental characteristics; or (c) both. It is indeed important in determining the status of student services. This examine the relationship between the environment and the students. As Dewey said, all activity, action and education occur only through means of the surrounding environment. The Expectancy Theory by Victor Vroom (1964) states that individual will behave or act in a certain way because they are motivated to select a specific behaviour over other behaviors due to what they expect the result of that selected behavior will be. It is a motivation theory first proposed by Victor vroom of the Yale School of Management. This theory proposes an individual will behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be. In essence, office personnel may work at its best when they are motivated be rewards and desirability of outcomes either. However, at the core of the theory is the cognitive process of how an individual processes the different motivational elements. This is done before making the ultimate choice. The outcome is not the

26 sole determining factor in making the decision of how to behave. Expectancy theory is about mental processes regarding choice or choosing. It emphasizes the needs for organizations to relate rewards directly to performance and to ensure that the rewards provided are those rewards deserved and wanted by the recipients.

27

Balance Theory by Heider, 1946 Sentiment or liking relationships are balanced if the affect valence (attitude) a system multiplies out to positive result.

Person Environment Theory by Caplan, 1966 The compatibility between people and organization that occurs when (a) at least one entity provides what the other needs, (b) they share similar fundamental characteristics, or (c) both.

Expentancy Theory by Victor Vroom, 1964 Individual will behave or act in a certain way baecause they are motivited to seclect a specific behavoir over other behavior due to what they expect the result of that selected behavior will be.

Behavior of the Person

Figure 1. A theoretical paradigm of the study showing the different theories that have bearing to the present study

28 Conceptual Framework This study determined the awareness on and the quality of student services in Central Bicol State University of Agriculture. The first box is the input which is the Student Services. Student Services refers to the various services geared towards realizing the general welfare of the students. In Central Bicol State University of Agriculture, the Office of Student Affais and Services (OSAS) is the central unit which cater student services. The OSAS personnel, and the student as consumer must have a strong bond as they involved theirselves in services. It is apparent, therefore, that the “service triangle” within this framework can enhance understanding of quality service and guide the concerned office, OSAS particularly, for the continuous improvement domain. Thus, the OSAS who provides and implements programs, activities, and services have to develop safe and sound environment that insures active involvement and participation of the students. It has different entities which tailor services to students specifically, (a) Guidance and Counseling; (b) Student Organizations; (c) Scholarship and Financial Assistance; (d) Campus Ministry; (e) Publication; (f) Prefect of Discipline; (g) Arts and Culture Development. These different units have their own specific roles to perform in the viability of their goals—providing service to students. Guidance and Counseling is task to guide and provide academic counseling to students individually or group; testing and preparing students’ inventory.

29 Student Organization aimed at providing the students with opportunities to relate with fellow students, and other members of the institution; to provide trainings and exposures on student leadership. Scholarship and Finance Assistance is the unit charge with administering such assistance in the form of the scholarship grants, tuition discounts, student assistantship and loan assistance. Prefect of Discipline is where the students are heard and given the opportunity to explain the reasons of the offense committed before disciplinary actions are given. Publication is responsible for producing and issuing of magazines and literary folios for the student. Culture and Arts provides various cultural performances for the students. Campus Ministry is responsible for the spiritual development and the promotion of moral values among the students and other stakeholders. The second box is the process. This includes survey using a questionnaire and interview. The arrow from the first box to the second box indicates that the inputs will be gathered thru interview and survey to obtain the desired output of the study. The third box is the desired output of the study which is the awareness and the quality of services. The arrow connecting the process and the output shows how the output will be gathered.

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Process

Input

Output

• STUDENT SERVICES • Guidance and Counseling; • Student Organizations; • Scholarship and Financial Assistance; • Campus Ministry; • Publication; • Prefect of Discipline; • Arts and Culture Affairs

• Survey

Figure 2. A conceptual paradigm of the study

• Students' Awareness on and the Quality of Student Services of CBSUA

31 Assumption of the Study Guided by the framework above, the following assumption of the study was formulated: 1. The Office of Student Affairs and Services is providing student services for the students. Statement of the Hypotheses H01:

There is no significant difference in the awareness of student services offered by OSAS among the colleges.

H02:

There is no significant difference in the quality of services provided by OSAS as perceived by different colleges.

H03:

There is no significant relationship between students’ awareness on the services offered by OSAS and the quality of services offered by OSAS. Operational Definition of Terms For the sake of expediting the understanding of this study, the following

terms were operationalized. Student services. In this study pertains to the out-of-classroom services in the Central Bicol State University of Agriculture. Specifically, it refers to the different programs provided by the Office of Student Affairs and Services, namely: Guidance and Counseling, Student Organization, Scholarship and Financial Assistance, Campus Ministry, Publication, Prefect of Discipline; and Arts and Culture Affairs.

32 Guidance and Counseling services. In this study pertains to the variety of services for individual students to achieve self-awareness, self-acceptance, selfdirection and self-actualization. Student Organization services. In this study pertains to the services provided to students which allow them to form and join academic and nonacademic organizations. Scholarship and Financial Assistance services. In this study pertains to the services provided to poor but deserving students with scholarship such as academic, CHED, LGU, ESGP-PA and other private philanthropists. Financial assistance include the program of Student Loan Fund from CHED, Students’ Emergency Loan Program and the Student Assistance Program. Campus Ministry services. In this study pertains to the services which caters to spiritual activities and development of the students. Student Publication services. In this study pertains to the publication of student outputs such as magazines and literary folios. Prefect of Discipline services. In this study pertains to the services to students where students are heard and given all the necessary assistance with regards to discipline and related cases. Arts and Culture Affairs services. In this study pertains to the services that provides opportunities to students such as trainings and workshop in cultural development activities of students inside and outside of the campus.

33 Awareness on the services. In this study pertains to the knowledge and understanding of students about the services provided by OSAS. The awareness on the services was measured using 5-point rating scale as follows: 5

-

Fully Aware

-

4

-

Aware

-

3

-

-

2

-

Moderately Aware Slightly Aware

1

-

Not Aware

-

-

Students have full awareness about the services. Students have enough awareness about the services. Students have partial awareness about the services. Students have little awareness about the services. Students are not aware the services.

Quality of student services. In this study pertains to the extent of demonstrating how the student services are provided to the students. The quality of student services was measured using 5-point rating scale as follows: 5 4 3 2

-

Very Satisfactory Satisfactory Good Fair

-

Service Service Service Service

is is is is

demonstrated very extensively extensively demonstrated properly demonstrated not so properly demonstrated

1

-

Poor

-

Service is improperly demonstrated

Technical Colleges. In this study, it pertains to Colleges which teaching practical skills. In this study these include the College of Agriculture and Natural Resources (CANR), College of Engineering and Food Sciences (CEFS), and College of Veterinary Medicine (CVM).