Examination of secondary school 8th grade guidance program outcomes according to student perceptions

Psychological counseling and guidance services in the dimension of student personality services in the education system foresee the development of students as a whole. Thus, to serve their purposes, these programs must be planned, assessable, comprehensive and developmental. The aim of this study is to determine their perceptions of 8th grade students about the classroom guidance program and to evaluate your perceptions according to the students' gender, parental education status, socioeconomic level, the district where the educational institution is located, the number of counselling teachers, the reason for applying for the guidance service and the level of participation in classroom guidance activities. In the study, the general survey model was adopted, and 1647 of 20.985 students studying in 338 secondary level state schools in the central districts of Konya were included as sample. The Secondary School 8th Grade Counseling Program Acquisitions Perception Scale was developed by the researcher and applied to these students. As a result of factor analysis, the reliability level of the scale, which consists of three sub-dimensions, was found to be 0.923. The scale consists of two parts. The first part includes personal information, and the second part includes scale items. Since the data collected in the study showed a normal distribution, the Independent Sample T Test; One-Way Analysis of Variance (ANOVA) was applied in the comparison of demographic variables (parent education status, socioeconomic level, district where the school is located, number of guidance teachers, reason for applying to guidance service, level of participation in guidance activities) including more than two groups. According to the results of the research, it was seen that the participation of 8th grade students towards the achievements in the classroom guidance program was at a high level. It has been concluded that there is no difference in the level of achieving the achievements of the classroom guidance program according to the gender and the district where the educational institution is located. It has been concluded that there are significant differences in students' perceptions according to the education level of the parents, the socioeconomic level of the family, the number of guidance teachers at school, the reason for applying to the guidance service, and the level of participation in classroom guidance activities. It was observed that these differences varied in the sub-dimensions of self-awareness, career planning and academic awareness.