Using Transactional Analysis to Enhance Adjustment in Filipino College Students

Abstract

This empirical study explores the main interactive effects of transactional analysis (TA) and mental ability on the adjustment patterns of 146 Filipino college students using the Randomized Solomon Four-Group Experimental Design. Adjustment scores were obtained from a standardized psychological instrument and were statistically treated with the two-way analysis of variance. A significant difference existed between the mean adjustment scores obtained by the TA and the non-TA groups, further validating that the TA treatment group is a better instructional model of homeroom guidance than are traditional homeroom guidance approaches. However, no marked differences in the means of the adjustment scores resulted between the high-and low-mental ability groups and between the interactive groupings of TA theory, mental ability level, and pretesting procedures. This study concludes that TA is more effective than the traditional homeroom approach in enhancing better adjustment among selected Filipino college students regardless of pretesting and mental ability variables.