Investigation of 12th grade students' achievement levels in classroom guidance program outcomes based on variables

The purpose of this study is to determine the levels of achievement of academic, career and social-emotional development areas within the scope of the classroom guidance program of 12th grade students studying in Düzce province and to examine whether these levels differ according to various variables. The data of the study, which was conducted with a screening model based on the quantitative research method, were collected from 419 students in the 2023-2024 academic year. The "Demographic Information Form" and the "Classroom Guidance Program Achievements Scale", which were developed by the researcher and whose validity and reliability studies were conducted, were used as data collection tools. Parametric statistical tests such as independent sample t-test and one-way analysis of variance (ANOVA) were applied in the analysis of the data. The findings show that the students generally achieved the classroom guidance program outcomes at a high level. When examined on the basis of sub-dimensions, it was determined that the highest average was in the career development area, followed by the social-emotional and academic development areas. Significant differences were found in terms of gender variable; female students achieved higher levels of achievement in academic development scores, while male students achieved higher levels of achievement in career and social-emotional development scores. In the analyses conducted according to school type, significant differences were found in all sub-dimensions; it was determined that science high school students had higher levels of reaching guidance program outcomes in the field of academic development, and vocational high school students had higher levels of reaching guidance program outcomes in the fields of career and social-emotional development. On the other hand, no significant difference was found in the analyses conducted according to the education level of the parents. A significant difference was found only in the academic development area according to the family income level, and it was determined that students with higher income levels obtained higher scores in this area. In addition, research findings also show that students who have a guidance counselor in their school life have a higher level of achieving guidance gains. The frequency of applying to the guidance service and the participation in the class guidance course created statistically significant effects on the students' achievement levels. While it was observed that the students who regularly applied to the guidance service had higher scores especially in the career development area, it was noted that the highest average in the social-emotional development area was in the students who never applied to the guidance service. It was determined that regular participation in the classroom guidance course had a significant positive effect on academic and career development gains; however, no significant difference was observed in terms of social-emotional development. As a result of the research, it was revealed that classroom guidance programs contribute to the development areas of students; however, this contribution may vary depending on the demographic characteristics and educational conditions of the students. When planning a class nutrition program, it is recommended not to take into account the characteristics and components of the ingredients.