Attitudes towards the Development of an

Online Guidance Counseling System in

Foundation University

John Audi P. Bato
University College Programs, Silliman University
Dumaguete City, Negros Oriental, Philippines
johnpbato@su.edu.ph

Guidance Counseling is one of the many fields branched in Psychology.
According to a research in Greece, there are a large number of disciplines
including Psychology which have already taken advantage and exploited the
numerous capabilities of the ICT to their benefit. This paper aims to measure the
students attitudes towards the development of an Online Guidance Counseling
System in Foundation University. Total samples of 348 students were evaluated.
All respondents are active students of Foundation University during the 1st
semester of the Academic Year 2014-2015. A survey questionnaire was used
during the data gathering which was based on another thesis. The study tells that
despite of the students underutilizing the guidance counseling services, these
students show positive attitudes towards and are capable of adapting to a
guidance counseling environment as an alternative to a face-to-face counseling
setup. Based on the results, developing an Online Guidance Counseling System
in Foundation University is a promising project since the students find it
interesting and worthwhile to use as an alternative to face-to-face counseling.
Keywords: E-Psychology, Guidance Counseling, Online Guidance Counseling, Planned Behavior



1. Introduction
Information and Communication Technology is playing a major role towards the development
of contemporary life in academic institutions. International research has shown that ICT can lead to
better student learning and enhanced teaching methods. According to the National Institute of
Multimedia Education in Japan, an increase in student exposure to educational ICT through
curriculum integration has a significant and positive impact on the achievements of a student,
particularly in terms of Comprehension, Knowledge, Presentation skill and Practical skill in subject
areas such as mathematics, science, and social study. While the popularity of E-Learning and other
automated solutions have been taken advantage of many academic institutions, it is hard to deny
that Guidance Counseling is also an aspect in an Academic institution which ICT to needs to make
a progressive impact.

While it is likely that many stakeholders in an academic institution including administrators,
faculty, staff and students are wondering what Guidance Counselors do on a daily basis, the most
popular services and activities Guidance Counselors are known for are those such as handing out
college application forms, conducting leadership trainings, lectures about personal and social
developing and career development activities. To most institutions, Guidance Counseling includes
assisting students in areas of academic achievement and ensuring that students become productive
and well-adjusted citizens of the future (Drigas, Koukianakis & Papagerasimou, 2008). In some
parts of the United States, Academic Guidance Counseling needs to change in the highschool level
because studies show that these departments are underutilized by students (Johnson, Rochkind &
Ott, 2010) , (Sheehey, 2012). While it may still be unknown if the same case is happening in the
Philippines, there are many growing problems in the Guidance Counseling Office particularly in
Foundation University such as reaching out for students for guidance and the lack of progress
monitoring. While there are many factors why many students overlook the benefits of having an
access to guidance counseling services, the guidance counseling office if often distracted with other
clerical duties due to manual process stealing their focus from student achievement and other
guidance monitoring work. With the usability of the current information system, it is likely that
undiscovered problems will emerge in the future greatly affecting the performance of the Guidance
Counseling office, the students, hence, the whole academic institution.

Guidance Counseling is one of the many fields branched in Psychology. According to a
research in Greece, there are a large number of sciences including Psychology which have already
taken advantage and exploited the numerous capabilities of the ICT to their benefit. With the
Internet, related psychology, practitioners can create programs for psychological intervention,
evaluation, orientation and specialized counseling, as means of prevention. The Internet is not
only a medium of communication between the practitioner and the patient but it also became the
future of psychology (Drigas et al. 2008).

Taking into account that the Internet is a stream of information with uncertain value, prestige
and often includes controversial matters regarding ethical and privacy issues, it is the aim of this
paper to deliberate the readiness of Foundation Universitys Stakeholders; specifically the students
towards the development of an Online Guidance Counseling System.

1.2 Statement of the Problem
Particularly in Foundation University, Aside from the many known clerical and
counseling problems of the Guidance Counseling Office which mostly originated from their current
information system, there has always been negative issues regarding the use of online platforms
where people can share and view information freely and unguided. Having an Online Guidance
Counseling system is not a replacement to a Face-to-face Guidance Counseling Service but rather,
a valuable asset not just for the counseling office but the whole institution.

Online platforms such as a Guidance Counseling System consider students sharing
sensitive and classified information to the academic institution. Guidance Counselors and school
administrators on the other hand can study the data submitted by the students individually or
collectively without compromising any ethical and privacy guidelines. Although there is no doubt
this kind of tool can have so much value to a certain institution, one contributing problem that
might hinder the success of establishing the project is the attitude of the students towards the
project. While there are many factors which affect an individuals intent to use a certain
technology, if the project developers doesnt measure important variables related to the users
attitude towards a sensitive information system especially prior to its development, it will be likely
that having this kind of tool in an institution will become worthless and unnecessary in the future.

An online system such as the one being studied in this research is nothing similar to any
mainstream social network. In fact, it has its own domain. It is a place where people can not behave
outrageously nor does the online system allow it to happen. If the stakeholders such as the students
do not understand or in any case misunderstand the idea of the whole study, this could lead to the
rejection or misuse of the information system resulting to the failure of the project.
2. Objectives of the Study
This research study is designed to assess the attitude towards an Online Guidance Counseling
System in Foundation University among the enrolled and active students of Foundation University
in the Academic Year 2014-2015. This research specifically aims to answer the following questions
and sub-questions:
1. What is the technical profile of the respondents?
2. What is the attitude towards seeking professional help?
3. What is the attitude towards Online Counseling among the respondents?
4. What is the degree of comfort felt toward communicating online?
5. What problem domains do respondents willing to seek Online Guidance
Counseling?
6. What is the potential use of the Online Guidance System?

3. Scope and Limitation
This quantitative research will be conducted in Foundation University sometime during
September 2014 and is expected to conclude not sooner than October 2014.While this research only
focuses on measuring the variables as mentioned in the Research Objectives section, the
stakeholders who will participate as respondents are limited to Foundation Universitys active
undergrad students of the Academic Year 2014-2015. Although there are 10 different colleges,
samples will be selected only from the 9 different colleges: College of Agriculture, College of Arts
and Sciences, College of Business and Accountancy, College of Computer Studies, College of
Criminology, College of Education, College of Hospitality Management, College of Nursing,
School of Industrial Engineering. The College of Law is not included in this study because the
researcher wanted to gather data from non-degree holders as much as possible.

4. Significance of the Study
4.1 Foundation University
Since the institution as a whole will benefit significantly on having such system in the
future, it is important to conduct a preliminary study; such as this paper, to gain a comprehensive
understanding on how the students will utilize the online tool in the future. A positive outcome
from this study will increase the administrators support of realizing the project while a negative
outcome will surely be a factor of why the project should not be continued.

4.2 Guidance Counseling Office
The office of guidance counseling is one of the primary stakeholders in this study and the
results of this study will help the office in understanding why students are underutilizing their
services. Since part of this study also includes analysis regarding the student-related problems
happening in the campus, the output of this study will help the office particularly the guidance
counselor in planning and establishing programs that will serve the needs of the students.

4.3 Researcher and Software Development Team
It is indeed that the success or failure of certain projects; such as an information system,
depends on the stakeholders attitude towards using it. There are many contributing factors on how
a person perceive a certain online tool but because of the growing negativity in social networks
where there are always people who behaves outrageously, having an online system which collects
and study student-related problems arguably, might sound too sensitive for any academic
institutions (Dunn, 2011). Despite of the many intended benefits an online information system can
do for the institution, designing and implementing such project can become useless or worst; turn
self-destructive to the Institution due to misuse if the project doesnt have a comprehensive plan
which includes this research. Therefore, by conducting a study which answers the questions stated
in the Objectives section, the outcome of this study will become the first milestone in successfully
establishing an Online Guidance Counseling System in Foundation University.



5. Review of Related Literature
The main objective of this study is to measure the stakeholders attitudes towards developing a
Web-Based solution to one of the current problems specifically in the Guidance Counseling Office
of Foundation University.

According to (Brown, 2012), research concerning
to online counseling has generally developed in a
two-step approach, beginning with anecdotal and
professional opinions, to more recently,
examination of these speculative statements
through empirical methods (Brown, 2012).
Quantitative studies mostly specify that online counseling is fairly as effective as face-to-face
counseling which is also becoming famous in the field of mental health. Research also suggest that
online counseling can sufficiently address a variety of mental health conditions such as panic
disorders, depression , eating disorders, substance abuse and smoking cessation. Through
engagement with a sequence of counseling sessions, this can lead to an effective therapeutic
partnership between the counselor and the patient.

Based on most literature and among professionals, Online Therapy is usually referred
to as Cybertherapy, E-Therapy, Web-Counseling or Computer-Mediated Psychotherapy (Brown,
2012). Text-based Counseling specifies to online discussions occurring within email or chat
modalities. There are two main methods to interact with patients or clients: Asynchronous and
Synchronous Communication.

Figure 1: Theory of Planned Behavior
Asynchronous include email, message boards or forums, and online blogs where the
counselor and the client are communicating but not on real-time. Neither the counselor nor the
client has to be at the computer at the same time which allows both to consider how and when to
respond in their discussion. Synchronous interactions on the other hand refer to a kind of discussion
where both the counselor and client communicate in real-time, regardless if its written or verbal.
Common examples of this kind of environment include instant-messaging and videoconferencing.

According to one of the most persuasive predictive theories; the theory of Planned
Behavior, an individuals intention to perform a given behavior is a function of motivational
factors that influence the behavior and volitional control of the behavior in question (Ajzabe,
1991). The theory when applied in the setting of an online counseling suggests that a students
intention to use an online-counseling system may involve motivational factors such as a need for
psychological support such as believing that online counseling may provide relief and anonymity
(Brown, 2012). Volitional control factors may include the students ability to reach the counselor
electronically using a computer through email. This kind of setting will then allow the student to
secure a private space while meeting with the counselor.

While we continue moving in the new millennium, counselors are increasingly becoming
information managers. For instance, today, school counselors are expected to have knowledge
concerning a vast array of resources including community referrals, career information, class
scheduling, college admission requirements, test and assessment and student learning and student
progress. School now has access to data banks that provide the counselor the ability to customize
resources to meet each students needs. Counselors, therefore, must become familiar with software
for computers, the Internet, videos and other resources that assist in organizing information. With
the explosion in information and the expected continuation of this trend, counselors will have to be
on the cutting edge of information management. (Neugrug, 1999)

In 1970, a research about two private schools which include Foundation University show
that students fear that private matters expressed to the guidance counselor might be a factor to their
wrong concept and attitude toward the guidance counselor. In some instances, the students were
right on this point because a breach of confidential matters about them by the guidance counselor is
a serious harms that will damage their reputation, or cause them unwarranted embarrassment. There
are times when students do not want to say information about them to be given out even if the
guidance counselor and the person to whom the report is made have the best intention for it.
Students have the tendency to avoid college guidance services unless, they are in serious difficulty
or compelled to do so by the teacher or parents because of the close identification of these services
with the punitive, corrective, and administrative and psychiatric divisions of the institution. The
students negative attitude toward the university guidance was further reinforced by the
inconsistencies among counselors and faculty members of the university. There were times as well
when the counselor was called upon to do task in which there would be a conflict between his
responsibilities to the students and the university such as sitting in the disciplinary board
conference with the dean of men and women on disciplinary measures or active as an
administrative arm of the university. It was then usual and reasonable for the students who had
revealed information about themselves to assume that the counselor would use it against them in
the future (Oliva, 1970).

According to another research, distance counseling sessions and the option to become
anonymous enables the counselee to control personal disclosure. This means that the counselee can
consequently realize therapeutic benefits of writing while he or she is under this so called zone of
reflection (Richards, 2008). In many instances, the use of Internet site may encourage the
counselees decision making. The counselor is obliged to suggest that the most helpful outcomes
are more like to happen when both the counselee and the counselor are involved in the counselees
decision making (Gibson, 2003).

Methodology
The research design of this paper is descriptive. This quantitative research gathered
inputs from the enrolled and active college students of Foundation University in the Academic Year
2014-2015. Survey Questionnaires were printed and distributed to the respondents through their
respective colleges. It took 2 3 weeks to collect all the questionnaires back for tallying. During
the Academic Year 2014-2015 and the time this research was conducted, the population of the nine
different colleges collectively is 2,654. To determine the sample size of the entire population, the
formula used in this research follows 1+(N*E
^2
) where the maximum margin of error is set to 0.05
(5%). By applying the formula, the total sample size is 348 which are 13% of the population size.
Table 1 shows the entire population:

Table 1 - Distribution of Respondents
College
1st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
Total
Population
Contributing
Percentage
Total
Sample
Size
College of
Agriculture
34 17 13 8 n/a 72 3% 9
College of Arts
and Sciences
84 50 35 24 n/a 193 7% 25
College of
Business and
Accountancy
338 188 158 126 n/a 810 31% 106
College of
Computer
Studies
110 69 54 47 n/a 280 11% 37
College of
Criminology
86 38 18 n/a n/a 142 5% 19
College of
Education
307 114 84 83 n/a 588 21% 77
College of
Hospitality
Management
176 88 82 18 n/a 364 14% 48
College of
Nursing
18 13 29 49 n/a 109 4% 14
School of
Industrial
Engineering
33 19 22 13 9 96 4% 13
Total
1186 596 495 368 9 2654 100% 348

To determine the sample size per year level per college, the researcher took 13% of
samples per every year level of each college. This information is provided in Table 2:
Table 2 Distribution of Respondents per Year Level

1st Year 2nd Year 3rd Year 4th Year 5th Year Total
College of Agriculture 4 2 2 1 0 9
College of Arts and Sciences 11 7 5 3 0 25
College of Business and
Accountancy
44 25 21 17 0 106
College of Computer Studies 14 9 7 6 0 19
College of Criminology 11 5 2 0 0 37
College of Education 40 15 11 11 0 77
College of Hospitality
Management
23 12 11 2 0 48
College of Nursing 2 2 4 6 0 14
School of Industrial
Engineering
4 2 3 2 1 13
Total 155 78 65 48 1 348

Due to the fairly limited study of online guidance counseling, few standardized measures exist
to assess online counseling attitudes and utilization. The survey used in this study uses Likert Scale
and is adopted from (Brown, 2012) which is also an adopted version from many original
instruments. The 6-point Likert-Scale contains mixed positive and negative statements and the
points are interpreted as:
1 = Strongly Disagree
2 = Disagree
3 = Slightly Disagree
4 = Slightly Agree
5 = Agree
6 = Strongly Agree

There are a total of 49 questions consisting of single and multiple-answer questions. These
questions are categorized into five different groups. The questions are categorized as:
1. Technical Profile of the Respondents: Questions 1-7 collects the respondents age,
gender, college and year level.
2. Attitudes toward Seeking Professional Help: Questions 8 11 assesses the
respondents attitudes towards seeking professional help concerning guidance
counseling.
3. Attitudes toward Online Counseling: Questions 12 24 assesses the respondents
attitudes towards Online Counseling.
4. Computer and Online Communication Comfort Scale: Questions 25 31
assesses the respondents computer skills and degree of comfort felt toward
communicating by email and online chatting.
5. Online Guidance Counseling Use Scale: Questions 32 49 assesses respondents
attitudes and potential use of an online counseling system if the guidance counseling
office were to offer these services.

The data collected are interpreted descriptively. For questions which require multiple
optional answers, the researcher uses the percentage over the total number of responses per
question. For questions using the Likert-Scale, the formula used to determine the average score per
question is (

where 6 indicates that the question uses a 6-point Likert-Scale, k represents the
scale value and SCORE
k
is the total number of responses in a certain scale on a specific question.

Results and Discussion

A. Technological Profile
In terms of age and sex, most of the respondents are in between ages 16-21. The distribution
of survey questionnaires between Male and Female became fairly somehow thanks to the initiatives
of the person who distributed the questionnaires to the respondents. And lastly, according the data
below, almost half of the overall data collected actually came from the freshmen group.
Table 3 - Frequency of Respondents in Terms of Age
Age f %
16-17 72 21%
18-19 86 25%
20-21 105 30%
22-23 43 12%
24 and Older 42 12%
Total 348 100%

Table 4 - Frequency of Respondents in Terms of Sex
Sex f %
Male 178 51%
Female 170 49%
Total 348 100%





Table 5 - Frequency of Respondents in terms of Year Level
Year Level f %
1st Year 153 44%
2nd Year 79 23%
3rd Year 66 19%
4th Year 49 14%
5th Year 1 0%
Total 348 100%

In terms of devices, data shows significant figures indicating that more than half of the
students have smartphones and laptops which they could use primarily to access the internet or do
any academic related activities.

Table 6 Frequency of Students having the Specific Device
Device
No Yes Total
f % f % f %
Smartphone 142 41% 206 59% 348 100%
Tablet 278 80% 70 20% 348 100%
Desktop Computer 260 75% 88 25% 348 100%
Laptop 156 45% 192 55% 348 100%


In terms of internet accessibility, data in the following table shows that 147(42%) of the
entire population has internet connections at home. Only the College of Arts and Sciences, College
of Computer Studies and College of Hospitality Management have more than half of their student
population who has internet connections at home compared to the other colleges. On the other
hand, the College of Nursing is not really affected by the figures since nursing students in
Foundation University are staying in the dormitory which provides free Wi-Fi access to everyone in
the vicinity.

Table 7 - Frequency of Students who have Internet Access at Home

No Yes Total
f % f % f %
College of Agriculture 6 3% 3 2% 9 3%
College of Arts and Sciences 12 6% 14 10% 26 7%
College of Business and
Accountancy
63 31% 44 30% 107 31%
College of Computer Studies 17 8% 20 14% 37 11%
College of Criminology 12 6% 6 4% 18 5%
College of Education 48 24% 29 20% 77 22%
College of Hospitality
Management
23 11% 25 17% 48 14%
College of Nursing 10 5% 4 3% 14 4%
School of Industrial
Engineering
10 5% 2 1% 12 3%
Grand Total 201 58% 147 42% 348 100%


According to table 8, while 157(45%) of the students spend 1-3 hours per week to use the
internet for personal purposes, the overall population averagely uses the Internet for personal use 4-
6 hours per week.

Table 8 Students using the Internet for Personal Use (per week)
Duration f %
Less Than 1 Hour 49 14%
1 - 3 Hours 157 45%
4 - 6 Hours 61 18%
7 - 9 Hours 14 4%
10 Hours or More 67 19%
Grand Total 348 100%


Based on the collected data shown above, students are capable of accessing the internet
regardless of what device they use. Whether the student have an internet connection at home or not,
they can still access the internet for personal use since the institution provides free access to the
internet through Wi-Fi or through the computer laboratory. However, the data above is generalized
and does not specifically state the place where the student accesses the internet. The College of
Agriculture, Criminology and Industrial Engineering are located reasonably far from the computer
laboratory in Foundation University which could be a factor why these three colleges spend lesser
hours in the internet compared to other colleges.

Overall, the data collected in this section significantly shows that students in Foundation
University can access the internet regardless of what device they use. They use the internet weekly
for an adequate amount of time which is a must once someone engages with online counseling
services.

B. Attitudes toward Seeking Professional Help

Table 9 - Students That Will Agree on the following If They Were to Engage in Online
Counseling
College
Provide
accurate
identificatio
n and
emergency
contact
information
Provide my
student
identificatio
n number
Agree to an
immediate
face-to-face
counseling
session if my
counselor
thought it
was
necessary
Agree to
an
immediate
telephone
counseling
session if
my
counselor
thought it
was
necessary
Visit a
mental
health
specialist if
my
emotional
condition
worsened
and my
personal
safety
became at
risk
f % f % f % f % f %
College of Agriculture 7 78% 3 33% 6 67% 2 22% 3 33%
College of Arts and Sciences 17 65% 12 46% 16 62% 5 19% 8 31%
College of Business and
Accountancy
73 68% 38 36% 62 58%
1
5
14% 31 29%
College of Computer Studies 22 59% 12 32% 23 62% 4 11% 13 35%
College of Criminology 11 61% 7 39% 6 33% 2 11% 2 11%
College of Education 47 61% 32 42% 46 60%
1
4
18% 31 40%
College of Hospitality Management 31 65% 15 31% 25 52% 2 4% 14 29%
College of Nursing 10 71% 3 21% 12 86% 1 7% 5 36%
School of Industrial Engineering 8 67% 0 0% 7 58% 4 33% 3 25%
Total 226 65% 122 35%
20
3
58
%
4
9
14
%
11
0
32
%

As shown in table 9, 226 (65%) of the students agree to provide identification and contact
information if necessary when engaged online counseling. 203 (58%) of the students also agree to
an immediate face-to-face counseling when necessary. This information is very critical since the
success of the online system depends on how much the student is willing cooperate with the
guidance counselor.
Table 10 - Activities Students do when they have Problems in their Studies
Activity f %
Consult my teachers for advice 109 19%
Visit the guidance counselor for advice 42 7%
Discuss my problems with my friends 272 48%
Call a radio station program and ask for advice since I
can hide my identity
8 1%
Share my problems in a Social Media (Facebook,
Twitter)
41 7%
Anonymously share my problems in the Internet
making sure no one will know who I am
18 3%
Other 75 13%
Total 565 100%


The data collected in table 10 indicates how students deal with their academic problems.
Discussing problems with friends is the most popular item in this question and clearly, it shows a
very low percentage when it comes to visiting the guidance counselor. It shows how Guidance
Counseling in Foundation University is underutilized by the students. Consulting teachers is ranked
second while others got the third rank. Common statements found in others include: Discuss
problems with parents, Pray and Keep it to myself.

Table 11 - Number of Instances the Students had Guidance Counseling Sessions
Number of Sessions f %
Never 249 72%
1-6 sessions 87 25%
7-12 sessions 4 1%
13 18 sessions 2 1%
1 2 years of counseling 6 2%
Total 348 100%

The figures in table 11 supplements the results in table 10 as guidance counseling
services are currently underutilized by students. The results in table 11 indicates that majority of the
students never tried to meet the guidance counselor in person to discuss their problems.

Table 12 - Counseling Sessions Students are Interested with
Q11. I am interested in learning more about: f %
Face to Face Counseling (going to the
counselors office in person)
92 26%
Online Guidance Counseling (using online
systems, email, instant messaging, video
conferencing etc.)
51 15%
Both type of Counseling 151 43%
I am not interested in any of it 53 15%
No Answer 1 0%
Total 348 100%

Despite the results in table 10 and table 11 where it is revealed that students are
underutilizing the guidance counseling services, the data collected in table 12 indicates that there
are a significant number of students who are interested in learning more about both Face-to-Face
Counseling and Online Guidance Counseling.

Overall; in terms of students attitudes towards seeking professional help, while it is rare for
students to seek for guidance counseling services in Foundation University, it shows that these
students are interested in learning more on both Face-to-Face and Online Counseling. On the
assumption that they engage in an online counseling service, these students are also willing to
provide necessary information and visit the guidance counselor if the counselor thinks it is
necessary.

C. Attitudes Toward Online Counseling
Table 13 - Attitudes toward Online Counseling
Questions
_
X

Description
Q12: If I were to seek guidance counseling services, it would be
difficult for me to discuss my problem(s) if I meet the guidance
counselor in person face-to-face.
3.55 Slightly Agree
Q13: If I were to seek guidance counseling services, it would be difficult for me
to discuss my problem(s) with the counselor if I use the Internet.
3.47 Slightly Disagree
Q14: If my friends, classmates and teachers would also participate in
Online Counseling, then I would also do the same.
4.14 Slightly Agree
Q15: Using an online counseling system would help me learn more
about myself and perform better in my academic life
4.30 Slightly Agree
Q16: If a friend had personal problems, I might encourage him or her
to consider online counseling.
4.16 Slightly Agree
Q17: I would tell my personal and secret problems with an online
counselor.
3.24 Slightly Disagree
Q18: It could be worthwhile to discuss my personal problems with an
online counselor.
3.64 Slightly Agree
Q19: If online counseling were available at no charge, I would consider
trying it.
4.71 Agree
Q20: If I were having a personal problem, seeking help with an online
counselor would be the last option I would consider.
4.03 Slightly Agree
Q21: I would feel uneasy discussing emotional problems with an online
counselor.
3.98 Slightly Agree
Q22: I would fear explaining my problems to an online counselor. 3.53 Slightly Agree
Q23: I think it would take a major effort for me to schedule an
appointment with an online counselor
3.81 Slightly Agree
Q24: I would be afraid to discuss stressful events with an online
counselor.
3.65 Slightly Agree
Overall Mean 3.86 Slightly Agree

According to table 13, the results in statements Q12 and Q13 significantly indicate that
discussing problems to a counselor using the internet is more easily compared to discussing it face-
to-face. In reference to the Theory of Planned Behavior (Ajzabe, 1991), Q14 indicates how friends,
classmates and even teachers can influence the student to engage in online counseling.

The results in this section provide very positive attitudes in response to the development
of an online counseling system. Despite the scores in statement Q21 to Q24; since the students are
first timers in this kind of system, it is natural to have issues if they can trust how the system
manages confidentiality. Nevertheless, the overall result of this section is more than enough to
favor the development of the project.

The highest item in table 13 is Q19 which means that students will use the system as long
as it is free of charge. Among the questions in table 13, Q17 got the least score where it indicates
that students are not willing to tell the guidance counselor about their secrets to an online
counselor. Since it was revealed that most of these students have no experiences in guidance
counseling sessions, perhaps the results in Q17 indicates that as of now, students as of now are
hesitant of telling personal matters to their counselors because a small breach of personal secrets
from the counselor might cause the students unwarranted embarrassment (Oliva, 1970).

The overall mean of table 13 indicates that most students have fairly positive attitudes
toward online counseling sessions. It is interesting how these students returned positive responses
despite the fact that most of them did not have any experiences with guidance counseling sessions.

D. Online Communication Comfort

Table 14 - Online Communication Comfort
Statements
_
X

Descripti
on
Q25: I like sending e-mails. 4.16
Slightly
Agree
Q26: I think it is possible to communicate feelings through e-mail messages. 4.07
Slightly
Agree
Q27: I have the computer skills necessary to communicate using e-mail. 4.67 Agree
Q28: I like chatting online in real time (e.g., instant messaging, video
conferencing).
4.22
Slightly
Agree
Q29: I think it is possible to communicate feelings by communicating online
in real time (e.g., instant messaging, video conferencing).
4.22
Slightly
Agree
Q30: I have the computer skills necessary to communicate with a counselor
through an online real time text chat environment.
4.49 Agree
Overall Mean 4.31
Slightly
Agree

In table 14, the statement with the highest score is Q30 which significantly indicates that almost all
students know how to use the internet to communicate online. This is very important since the
overall functionality of on online counseling system revolves in online communication. Although
none of the items in table 13 got below 4.0, the statement with the least score is Q26 which
indicates that many students are not sure if they can express their feelings effectively through
emails. Finally, the Overall Mean significantly indicates that students are comfortable in
communicating through online platforms.

Table 15 - Actions / Tools used in Online Communication
Actions / Tools f %
Emoticons (e.g., :), :( , :-) , ^_^, <3 ) 268 77%
Voice accentuations (e.g., *ANGER* to indicate a vocal emphasis or uses ALL
CAPS )
119 34%
Trailers (e.g., as, uh, and um to indicate a hesitation or break in ones train of
thought)
114 33%
Parenthetical expressions (e.g., sigh or not sure how I feel to indicate body
language or thoughts and feelings)
122 35%
Acronyms (e.g., lol for laugh out loud, btw for by the way) 150 43%
Figurative language: when metaphors, symbols, and expressions For example the
sky is angry, here comes the devil, Her home was a prison, etc.
76 22%

The data collected in this section indicates that the students in Foundation University
have the necessary computer skills to communicate in a real-time text chat environment with a
counselor and they are comfortable in using Emails and Instant Messaging. The data also shows
that students are comfortable in using emoticons and acronyms in writing when communicating
online. The students believe that they can express their feelings through emails and instant-
messaging when communicating online. The overall mean of table 14 strongly indicates that
students in Foundation University are more than capable in using the internet to communicate with
other people. This is directly associated to the results in the technological profile of the students
where many have smartphones and laptops which they use to access the internet for personal
purposes.

E. Online Guidance Counseling Use
Table 16 - Issue(s) that Students are seeking individual online guidance counseling?
Q32: For what issue(s) have you previously sought or are you currently seeking
individual online guidance counseling?
f %
Relationship break-up 40 11%
Depression 131 38%
Anxiety 80 23%
Questions/concerns about alcohol or drug use 26 7%
Moodiness/emotions feel like a roller coaster 95 27%
Eating too much and/or too little 62 18%
Concerns about weight or appearance 72 21%
Not having close friends 47 14%
Being shy or uncomfortable in social situations 108 31%
Death of a family member or friend 39 11%
Legal or judicial concerns 29 8%
Academic concerns (e.g., grades, major, study habits) 152 44%
Fantasies about hurting someone else physically 23 7%
Hurting someone else physically 14 4%
Unwanted sexual experiences 6 2%
Questions/concerns about sexuality 19 5%
Questions/concerns about gender identity 10 3%
Relationship concerns (e.g., with parent/s, partner, friends, family problems, family
health problems, etc.)
137 39%
Financial concerns (e.g., budgeting, depending on others and no enough money for
education)
147 42%
Chronic physical and/or mental health condition 31 9%

The data collected in table 16 indicates that many students are currently seeking
individual online guidance regarding concerns related to Academic, Financial, Relationship and
Depression. A study (Oliva, 1970) indicates that, 44 years ago, students in Foundation University
seek the guidance counselor for problems related to Sex (46%), Academic (40.2%), Emotional
(27%), Social Adjustment (22%), Financial (21.3%), Health and Physical Development (20.2%)
and Boy-Girl Relationship (19.2%). It is clear that since then, problems related to Academic,
Financial, Relation and Depression are the most consistent problems that students seek for
professional help.
Moving on, it is interesting to see that all items are filled with figures which predetermine
how the system in the future will be used by the students to address personal matters related to the
listed categories of issues.

Table 17 - Online Guidance Counseling Use
Statements
_
X

Description
Q33: I am available to seek services from the college counseling
center during their regular hours of operation (Mon-Fri 8am-5pm).
3.9 Slightly Agree
Q34: I have physical disabilities, language barriers, or access
limitations that would prevent me from accessing in-person services at
the college counseling center.
2.84
Slightly
Disagree
Q35: An Online Counseling System connected to the Guidance
Counseling Office of Foundation University would be a good
alternative for meeting my guidance counseling needs.
4.84 Agree
Q36: Assuming my identifying information is removed which makes
me anonymous, I would agree to have my email message to a
counselor and his/her response posted on an online webpage for other
students to view.
4.10 Slightly Agree
Q37: Not being able to see my counselors facial expression(s) when
reading my email message would be okay.
3.79 Slightly Agree
Q38: Writing versus talking about my thoughts and feelings would
allow me to be more self-reflective.
4.38 Agree
Q39: I would feel more comfortable and be able to express myself
more openly in email online counseling versus face-to-face counseling.
4.30 Slightly Agree
Q40: I would feel more in control of my counseling experience in
email online counseling versus face-to-face counseling (e.g., when to
initiate contact, pace and limitation of self-disclosure, power
differential between professional and client).
4.03 Slightly Agree
Q41: I would save and likely review the email exchange between my
counselor and myself, more than once.
4.09 Slightly Agree
Q42: I would be interested in using email online counseling as a
platform (psycho-educational tool) by reading the other students email
communications (with identifying information removed) on an online
forum that is accessible to all students.
4.04 Slightly Agree
Q43: I would be interested in online counseling while also attending
weekly face-to-face counseling.
3.89 Slightly Agree
Q44: If I had a good experience with email online counseling I would
likely seek face-to-face services in the future.
4.21 Slightly Agree
Q45: I would use online counseling if I decided to seek psychological
support.
4.14 Slightly Agree
Q46: I would feel uneasy if a counselor did not reply to my message
right away.
4.14 Slightly Agree
Overall Mean 4.05 Slightly Agree

In table 17, the data collected from statement Q33 and Q34 indicate that the students are
not limited by anything to prevent them from accessing Guidance Counseling services especially
during regular working hours. Meanwhile, the scores from statements Q35 up to Q37 indicate
positive responses regarding the expected features of an online counseling system. The scores from
statement Q38 up to Q42 indicate positive responses when it comes to expressing someones
thoughts in an online environment. Finally, two statements got the highest score in table 17; the
scores from statements Q43 and Q46 indicate the students will use an online counseling platform
for psychological support and they will find it uneasy if the counselor will not reply right away or
perhaps within less than 12 hours (as indicated in table 18). The overall mean in table 17 indicates
that the students have fairly positive attitudes toward using an online counseling system.

Table 18 - Response Time Students are willing to wait from an Online Counselor
Duration f %
Less than 12 Hours 228 66%
12 24 Hours 76 22%
24 48 Hours 33 9%
48 72 Hours 4 1%
No Answer 7 2%
Total 348 100%

Table 18 indicates that 228 (66%) of the students are willing to wait for responses from a
counselor in an online environment for less than 12 hours. Despite the results in table 9 and table
10 where it is revealed that students currently are underutilizing guidance counseling services, the
figures in table 18 shows the excitement of the students once engaged with online counseling.

Table 19 - Online Communication Platform Students Prefer
Platform f %
Email 190 55%
Instant Message (Chat) 219 63%
No Preference 26 7%

While the taxonomy of face-to-face and technology-assisted distance counseling
(Neugrug, 1999) includes Individual and Group Internet Counseling such as Email-Based and
Chat-Based the numbers in table 19 indicate that more than half of the students prefer Instant
Messaging over Email but the figures are almost close and this question requires optional multiple
answers. Nevertheless, the result in this section is a good indicator of how the developers of this
project will structure the core components of the system such as messaging and email system in the
future development.

Table 20 - Counseling Methods Students are Interested with
Methods f %
Discussion boards (e.g., post an anonymous comment about a
current concern and wait for other students to reply)
177 51%
Chat room discussions (e.g., engage in an anonymous real time
discussion about a current concern with other students who join
the chat room)
206 59%
Individual video-conferencing with a counselor (e.g., Skype) 40 11%
Email based peer support group (no mental health professional
and only peer group members)
103 30%
Real time peer support group (no mental health professional
and only peer group members)
90 26%
Real time group counseling (one mental health professional
with several group members)
2 1%


Table 20 indicates the features that students would like to see in an online counseling
system. Peer-support functionality is also a feature that will attract the students to engage with
online counseling. The results in this table also specify a solution on a major problem where
students are afraid to reveal their identity and secrets to the counselor due to fear of potential
leakage which will cause unwarranted embarrassment to the student. By having a platform which
allows the student to hide their identity while revealing their secrets to the counselor, they can
express their problem more effectively through online writing (Gibson, 2003). This could not be
possible 44 years ago since the Internet that time was at its earliest stage, however, it was
recommended that a similar platform that enables anonymity should exist to serve the students
more effectively and improve the utilization of guidance counseling services (Oliva, 1970).


Conclusion
Overall, the students provided positive responses favoring the development of an Online Guidance
Counseling System for Foundation University. The students are more than technically capable of
using the system based on the data collected in the Technological Profile and Online
Communication Comfort section. Data also shows that students are currently underutilizing the
services offered in the Office of Guidance Counseling however; the data also indicates how much
these students are interested in learning and availing professional help from guidance counselors
through an online environment. Regarding online counseling, students responded with positive
attitudes signifying that these students are willing to engage with Online Counseling when possible.
And when it comes to the potential use of the system, students are likely to use it to seek for
counseling services concerning Academic, Financial, Relationship and Depression matters.
In reference to the theory of planned behavior, this research provides a strong basis that
students might start utilizing the guidance counseling services in Foundation University through the
online system but that will remain a question until the system is developed and implemented.

Recommendations
The data collected in this research provides positive results to serve as basis upon
development of the system. One basic consideration upon developing the system is that more than
half of the students use their smartphones and laptops to access the internet. The system must be
flexible enough to run in both platforms without compromising its performance and functionalities.
The system must also feature communication interfaces such as instant-messaging, discussion
boards and peer-based discussion platforms that allows the user to be anonymous so they can
express their feelings more effectively without worrying of revealing their identity to the counselor
especially its their first time to engage with a counseling session. A customized interface to meet
the different parameters of those listed in Table 15 must also be considered in designing the
interface to allow the user to properly express them once they engage with online counseling. The
system must also be accessible outside the campus however; it must be able to handle automated
management. Most students are willing to wait for responses for less than twelve hours and that
could be a problem for the counselor since their office can only serve the students during regular
office hours. Extending beyond the regular work hours depends on the counselor and it is better
that the system can notify both parties regarding these limitations.

REFERENCES

Drigas, A., Koukianakis, L, and Papagerasimou, Y. (2008). Psychology in the ICT Era: Electronic
Psychology. Introduction and Overview 88-90, E-Psychology Platform Structure and User
Levels 90-94.
doi: 10.1007/978-3-540-87781-3_10 Retrieved from
https://www.researchgate.net/publication/221002834_Psychology_in_the_ICT_Era_Electronic_
Psychology

Johnson, J., Rochkind, J. and Ott, A, (2010). Special Topic / Why Guidance Counseling Needs to
Change Beleaguered and Overworked Retrieved from
http://www.ascd.org/publications/educational-leadership/apr10/vol67/num07/Why-Guidance-
Counseling-Needs-to-Change.aspx

Sheehey, K. (2012) Report: High School Guidance Counselors Underutilized Counselors are
Tasked with Clerical Duties. Retrieved from
http://www.usnews.com/education/high-schools/articles/2012/11/30/report-high-school-
guidance-counselors-underutilized

Chuttur, M. (2009). Overview of the Technology Acceptance Model: Origins, Developments and
Future Directions Working Papers on Information Systems.2-3, Retrieved from
http://sprouts.aisnet.org/9-37

Venkatesh, V. and Bala, H. TAM 3: Advancing the Technology Acceptance Model with a Focus
on Interventions, Manuscript in-preparation. Retrieved from
http://www.vvenkatesh.com/it/organizations/Theoretical_Models.asp#Con=structdefs

Dunn, J. (2011). EDUDEMIC: The 10 Best and Worst Ways Social Media Impacts Education
Negative Retrieved from http://www.edudemic.com/social-media-education/

Junco, R. (2011). EDUCAUSE The Need for Student Media Policies Review Retrieved from
http://www.educause.edu/ero/article/need-student-social-media-policies

Brown, C (2012). Online Counseling: Attitudes and Potential Utilization by College Students
Humboldt State University. Introduction (p.4), Literature Review (p.8), Online Outreach
Program (p.24) , Measures (p.35) Retrieved from : http://humboldt-
dspace.calstate.edu/handle/2148/967

Ajzabe, 1. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision
Processes, (pp.179-211). Retrieved from http://sclab.yonsei.ac.kr/team/IR/1.pdf


Richards, D (2008). Features and Benefits of Online Counseling at University Trinity College
Online Mental Health Community. Retrieved from:
https://www.academia.edu/1445659/Features_and_benefits_of_online_counselling_Trinity_
College_online_mental_health_community

Oliva, L (1970). Thesis: The Study of the Problems and Guidance Needs of College Students
Residing in the Dormitories of the Two Selected Private Schools in Dumaguete City.
Discussion (p. 24), Conclusion (p. 37)
Neugrug, E. (1999), The World of Counselor. An Introduction to the Counseling Profession. Salt Lake
City, Utah: Brooks Cole Publishing Company

Gibson, R.., Mitchell M. (2003), Introduction to Counseling and Guidance (6
th
ed). New Jersey: Merrill
Prentice Hall







Online Guidance Counseling System in Foundation University

Respondents Questionnaire

A. Technological Profile
Instructions:
For the following seven statements, please check the item that applies to you.

1. Age

15 and below 16-17
18-19 20-21
22-23 24 and older

2. Sex

Male
Female
3. College

College of Agriculture
College of Arts and Sciences
College of Business and Accountancy
College of Computer Studies
College of Criminology
College of Education
College of Hospitality Management
School of Industrial Engineering
College of Nursing
4. Year Level (Based On Your Status as A Student):

1
st
Year 2
nd
Year 3
rd
Year 4
th
Year
5
th
Year (For Students in a 5 year-program

5. I have the following devices:
Smart Phone Yes No
Tablet Yes No
Desktop Computer Yes No
Laptop/ Yes No

6. I have an internet connection at home Yes No

7. I use the internet for personal use (e.g., Facebook, YouTube, email, instant messaging, and surfing the web)
for___________ hours per week.
Less than 1 Hour
1-3 Hours
4-6 Hours
7-9 Hours
10 Hours or More
B. Attitudes toward Seeking Professional Help
Instructions: For the following two statements, please check all boxes that apply to you.

8. When receiving guidance counseling, it is the guidance counselors responsibility to set the boundaries for
the students safety. If I were to engage in online counseling I would agree to:
Provide accurate identification and emergency contact information.
Provide my student identification number.
Agree to an immediate face-to-face counseling session if my counselor thought it was necessary.
Agree to an immediate telephone counseling session if my counselor thought it was necessary.
Visit a mental health specialist if my emotional condition worsened and my personal safety became at
risk.
9. When I encounter problems that distracts me in my studies, I normally
Consult my teachers for advice.
Visit the guidance counselor for advice.
Discuss my problems with my friends.
Call a radio station program and ask for
advice since I can hide my identity.
Share my problems in a Social Media
(Facebook, Twitter).
Anonymously share my problems in the
Internet making sure no one will know
who I am.
Other (please specify):
__________________________________
__________________________________
Attitudes towards the Development of an
INSTRUCTIONS:
For the following two statements, please circle ONE best answer that applies to you.

10. Overall, I had have tried meeting the guidance counselor in person to discuss problems over my entire life
for
A. Never
B. 1-6 sessions
C. 7-12 sessions
D. 13 18 sessions
E. 19 sessions to 1 year of
counseling
F. 1 2 years of
counseling
G. More than 2 years

11. I am interested in learning more about:
A. Face to Face Counseling (going to the
counselors office in person)
B. Online Guidance Counseling (using online
systems, email, instant messaging, video
conferencing etc.)
C. Both type of Counseling
D. I am not interested in any of it

C. Attitudes toward Online Counseling
INSTRUCTIONS: Indicate your agreement with the following 20 statements on a 1-6 scale,
where: 1 = strongly disagree | 2 = disagree | 3 = slightly disagree | 4 = slightly agree | 5 = agree | 6 = strongly agree
Put a check-mark [] on what best applies to you. Please be honest in your answer.

1 2 3 4 5 6
12. If I were to seek guidance counseling services, it would be difficult for me to discuss my
problem(s) if I meet the guidance counselor in person face-to-face.

13. If I were to seek guidance counseling services, it would be difficult for me to discuss my
problem(s) with the counselor if I use the Internet.

14. If my friends, classmates and teachers would also participate in Online Counseling, then
I would also do the same.

15. Using an online counseling system would help me learn more about myself and perform
better in my academic life.

16. If a friend had personal problems, I might encourage him or her to consider online
counseling.

17. I would tell my personal and secret problems with an online counselor.

18. It could be worthwhile to discuss my personal problems with an online counselor.


19. If online counseling were available at no charge, I would consider trying it.
20. If I were having a personal problem, seeking help with an online counselor would be the
last option I would consider.

21. I would feel uneasy discussing emotional problems with an online counselor.

22. I would fear explaining my problems to an online counselor.

23. I think it would take a major effort for me to schedule an appointment with an online
counselor.

24. I would be afraid to discuss stressful events with an online counselor.

D. Online Communication Comfort
1 2 3 4 5 6
25. I like sending e-mails.

26. I think it is possible to communicate feelings through e-mail messages.

27. I have the computer skills necessary to communicate using e-mail.

28. I like chatting online in real time (e.g., instant messaging, video conferencing).

29. I think it is possible to communicate feelings by communicating online in real time
(e.g., instant messaging, video conferencing).

30. I have the computer skills necessary to communicate with a counselor through an online
real time text chat environment.





Instructions:
For the following two statements, please check all boxes that apply to you.
31. To help me communicate through writing when I am online, I currently use:
Emoticons (e.g., , , :-) , ^_^, <3 )
Voice accentuations (e.g., *ANGER* to indicate a vocal emphasis or uses ALL CAPS )
Trailers (e.g., as, uh, and um to indicate a hesitation or break in ones train of thought)
Parenthetical expressions (e.g., sigh or not sure how I feel to indicate body language or thoughts
and feelings)
Acronyms (e.g., lol for laugh out loud, btw for by the way)
Figurative language: when metaphors, symbols, and expressions For example the sky is angry, here
comes the devil, Her home was a prison, etc.
E. Online Guidance Counseling Use

32. For what issue(s) have you previously sought or are you currently seeking individual online guidance
counseling?

Relationship break-up
Depression
Anxiety
Questions/concerns about alcohol or
drug use
Moodiness/emotions feel like a roller
coaster
Eating too much and/or too little
Concerns about weight or appearance
Not having close friends
Being shy or uncomfortable in social
situations
Death of a family member or friend
Legal or judicial concerns
Academic concerns (e.g., grades, major,
study habits)
Fantasies about hurting someone else
physically
Hurting someone else physically
Unwanted sexual experiences
Questions/concerns about sexuality
Questions/concerns about gender
identity
Relationship concerns (e.g., with
parent/s, partner, friends, family
problems, family health problems, etc.)
Financial concerns (e.g., budgeting,
depending on others and no enough
money for education)
Chronic physical and/or mental health
condition


INSTRUCTIONS: Indicate your agreement with the following 20 statements on a 1-6 scale,
where: 1 = strongly disagree | 2 = disagree | 3 = slightly disagree | 4 = slightly agree | 5 = agree | 6 = strongly agree
Put a check-mark [] on what best applies to you. Please be honest in your answer.

1 2 3 4 5 6
33. I am available to seek services from the college counseling center during their
regular hours of operation (Mon-Fri 8am-5pm).

34. I have physical disabilities, language barriers, or access limitations that would
prevent me from accessing in-person services at the college counseling center.

35. An Online Counseling System connected to the Guidance Counseling Office of
Foundation University would be a good alternative for meeting my guidance
counseling needs.

36. Assuming my identifying information is removed which makes me anonymous, I
would agree to have my email message to a counselor and his/her response posted
on an online webpage for other students to view.

37. Not being able to see my counselors facial expression(s) when reading my email
message would be okay.


38. Writing versus talking about my thoughts and feelings would allow me to be more
self-reflective.


39. I would feel more comfortable and be able to express myself more openly in email
online counseling versus face-to-face counseling.


1 2 3 4 5 6
40. I would feel more in control of my counseling experience in email online counseling
versus face-to-face counseling (e.g., when to initiate contact, pace and limitation of
self-disclosure, power differential between professional and client).

41. I would save and likely review the email exchange between my counselor and
myself, more than once.

42. I would be interested in using email online counseling as a platform (psycho-
educational tool) by reading the other students email communications (with
identifying information removed) on an online forum that is accessible to all
students.

43. I would be interested in online counseling while also attending weekly face-to-face
counseling.

44. If I had a good experience with email online counseling I would likely seek face-to-
face services in the future.

45. I would use online counseling if I decided to seek psychological support.

46. I would feel uneasy if a counselor did not reply to my message right away.


Instructions:
For the following statement, please circle the best answer that applies to you.

47. If I use the online counseling system, I would be okay with waiting to receive a response from a counselor
for up to:

A. Less than 12 Hours

B. 12 24 Hours

C. 24 48 Hours

D. 48 72 Hours
Instructions:
For the following two statements, please check all boxes that apply to you.
48. If I had a choice between email or instant message online counseling, I would prefer
Email
Instant Message (Chat)
No Preference
49. I would be interested in the following methods of online counseling:
Discussion boards (e.g., post an anonymous comment about a current concern and wait for other
students to reply)
Chat room discussions (e.g., engage in an anonymous real time discussion about a current concern
with other students who join the chat room)
Individual video-conferencing with a counselor (e.g., Skype)
Email based peer support group (no mental health professional and only peer group members)
Real time peer support group (no mental health professional and only peer group members)
Real time group counseling (one mental health professional with several group members)
Other (Please Specify) : _______________________________________________________________


PLEASE WRITE YOUR COMMENTS OR SUGGESTIONS ON THE SURVEY AND/OR THE PROJECT IN THE SPACE BELOW:




- end -
Thank You Very Much


Adapted from:
Brown, C. (2012), Online Counseling: Attitudes and Potential Utilization by College Students,
Humboldt State University, Retrieved from: http://humboldt-dspace.calstate.edu/handle/2148/967