شبكة المعلومات العربية التربوية

The study aims to identify the effectiveness of an informational school counseling program to build a perception of the student's personal project in light of quality standards through developing knowledge with self, and with academic, formative and professional environment. To test the proposed program, the researcher used the experimental method by one-group design, with pre-, post- and follow up tests. The informational school counseling program took 13 sessions at a rate of two sessions per week, and the participants number in the program was seven pupils of third year (middle school). The study tools were: The perception of the student's personal project questionnaire prepared by the researcher, the informational school counseling program prepared by the researcher The study results are: The informational school counseling program is effective in building the pupil's personal project perception in light of the quality standards: 1) There are statistically significant differences between pupils on the pupils's personal project perception questionnaire between the pre and post tests in favor of the post test. a) There are statistically significant differences in the self-knowledge of the group members between the pre and post tests in favor of the post test. b) There are statistically significant differences in the knowledge of the academic and formative environment among the group members between the pre and post tests in favor of the post test. c) There are statistically significant differences in knowledge of the professional environment among the group members between the pre and post tests in favor of the post test. The effect size and the effectiveness results also indicated a high degree of the effect and effectiveness. 2) There are no statistically significant differences between pupils on the pupil's personal project perception questionnaire between the post and follow up tests. a) There are no statistically significant differences in the self-knowledge of the group members between the post and follow up tests. b) There are no statistically significant differences in the knowledge of the academic and formative environment among the group members between the post and follow up tests. c) There are no statistically significant differences in knowledge of the professional environment among the group members between the post and follow up tests. (Author’s abstract)