Pupils At Risk Of Dropping Out (PARDO) Basis For An Intervention Program
Type
Thesis
Authors
Category
Publication Year
2019
Pages
63
Abstract
We live in an age full of paradoxes and contradictions. On the one hand, there are major opponents to school that compete with the disciplinary and decontextualized school knowledge, making it less appealing and interesting in the eyes of the learners. On the other hand, it is at school that students, future citizens, will appropriate a series of competencies to exercise their citizenship in a responsible and autonomous way. So, not accessing a quality education or not developing essential competencies is frequently associated with social and professional exclusion. As a result, it is unacceptable that some students will not develop essential competencies or will even drop out of school. However, recent data reveal that this is still a noteworthy situation in the Philippines.
This study aimed to determine the factors that contribute to dropping out of pupils at risk it specifically focused to answer the following inquiries: (1) What are the factors that contribute to dropping out of pupils at risk as assessed by the teachers and parents in terms of, lack of parental educational support, poor parental socioeconomic status, parental illiteracy, domestic issues, unfavorable school environment, lack of motivation and encouragement, pupil's disruptive behavior, teachers discriminative and autocratic attitudes, frequent teacher's absenteeism and poor health condition. (2) Is there a significant difference between the assessment of two groups of respondents on the factors contributing to dropping out of pupils? (3) What are the challenges faced by teachers and parents in reducing pupils at risk of dropping out? (4) What intervention program may be proposed?
The study focused on the Pupils at Risk of Dropping Out in Grade 1 and Grade 2 at Camarin D Elementary School for S.Y. 2018-2019. The respondents are composed of forty-six (46) teachers and parents from Grade 1 and Grade 2 respectively.
The descriptive research method was used in this study because this type of research is the most appropriate since it describes and interprets what exists. It focuses on the estimation rather than testing or confirming a hypothesis. The researcher utilized survey questionnaires to gather data from the teacher and parent- respondents.
The researcher summarized the following findings of this study: (1) Based on the assessment of the teacher-respondents, it was found out, that the first and foremost factor that brought pupils to dropping out was the indicator "Lack of parental educational support" with a frequency of 39. Ranked second was the indicator "Parental Illiteracy" with a frequency of 34. Third in rank was the indicator "Poor Parental Socio Economic" with a frequency of 28. Taking the fourth spot was the indicator "Teachers discriminative and autocratic attitudes" with a frequency of 24. Fifth in rank was the indicator "Domestic Issues" with a frequency of 23. Having the least frequencies of 9, 11 and 12 were the indicators "Lack of motivation and encouragement", "Poor Health condition" and "Frequent teachers' absenteeism". Based on assessment of the parent-respondents, it revealed that for the parent-respondents, the main reason or factor that contributes to pupils at risk of dropping out was the indicator "Parental Illiteracy" with a frequency of 39. Second in rank was "lack of parental educational support" with a frequency of 35. Third in rank was "lack of motivation and encouragement" with a frequency of 24. Fourth in rank was "Teacher's discriminative and autocratic attitudes" with a frequency of 23 and taking the fifth spot was "poor parental socio-economic status" with a frequency of 22. Having least frequencies of 5, 13 and 14 were "frequent teacher's absenteeism", "poor health condition" and "domestic issues". (2) Based on the results, it revealed that the computed t-value of 0.15 was less than the critical value of 2.10, thus the null hypothesis was accepted. The result entailed that there was no significant difference on the assessment of the teacher and parent-respondents on the factors contributing to dropping out of pupils. (3) Based on the result, the top challenges faced by the teacher- respondents showed that "Conducive and Modernized Classroom" ranked first with a frequency of 38. Second in rank was "Exhibit open communication with PARDO" with a frequency of 36. Taking the third spot was "Learning and Emotional Support" with a frequency of 29. Fourth in rank was "Quality of Teaching (Individualization)" with a frequency of 28. Rank 5 was "Practice non-violent Discipline" with a frequency of 25. Having the least frequencies of 18 and 22 were "Positive teacher-pupil relationship" and "Practice positive reward system". For the parent-respondents, the challenges they faced revealed that first in rank was "practice non-violent discipline" with a frequency of 39. Taking the second rank was "learning and emotional support" with a frequency of 35. Third in rank was "Exhibit Open Communication with PARDO" with a frequency of 33. Fourth in rank was "Conducive and Modernized Classroom" with a frequency of 28. Fifth in rank was "Quality of teaching (individualize) with a frequency of 25. Having the least frequencies of 22 and 24 were "Practice positive reward system" and "Positive Teacher-pupil relationship." (4) A proposed intervention program was designed to eradicate the number of pupils at risk of dropping out toward a positive outcome of teaching and learning process.
In line with the mentioned findings, the following conclusions were drawn: (1) Based on the results, the factors that contributes to pupils at risk of dropping out as assessed by the teacher and parent-respondents were "lack of parental educational support", "parental illiteracy", "poor parental socio-economic" and "lack of motivation and encouragement". (2) Based on the findings, there was no significant difference on the assessment of the two groups of respondents on the factors contributing pupils at risk of dropping out. (3) Based on the results, the top challenges faced by the teacher-respondents in reducing pupils at risk of dropping out were; "Conducive and Modernized Classroom", "Exhibit open communication with PARDO" and "Learning and Emotional Support" while for the parent- respondents the challenges they faced in reducing pupils at risk of dropping out were "practice non-violent discipline", "exhibit open communication with PARDO" and "poor parental socioeconomic status." (4) A proposed intervention program was designed to eradicate the number of pupils at risk of dropping out toward a positive outcome of teaching and learning process.
Based on the findings and conclusions of the study, the following recommendations were forwarded: (1) Parent educational support may be given to the learners so that they will be inspired to come to school and they will feel more determined to learn. Parent should also expand literacy by undertaking trainings or by enrolling into alternative learning system so that they may be able to be educated for their children. (2) Teachers and parent should work hand in hand to avoid the factors that contribute to dropping out of pupils in schools. Both parents and teachers should also serve as a source of inspiration to attend school regularly. (3) The school administrators including the homeroom teachers may upgrade school environment conducive to learning and make it more modernized to attract learners to attend classes. Also, teachers may also reinforce positive discipline to learner to boost their confidence and become more responsible attending their classes. (4) The school head may adopt the proposed intervention program to reduce pupils at risk of dropping out.
This study aimed to determine the factors that contribute to dropping out of pupils at risk it specifically focused to answer the following inquiries: (1) What are the factors that contribute to dropping out of pupils at risk as assessed by the teachers and parents in terms of, lack of parental educational support, poor parental socioeconomic status, parental illiteracy, domestic issues, unfavorable school environment, lack of motivation and encouragement, pupil's disruptive behavior, teachers discriminative and autocratic attitudes, frequent teacher's absenteeism and poor health condition. (2) Is there a significant difference between the assessment of two groups of respondents on the factors contributing to dropping out of pupils? (3) What are the challenges faced by teachers and parents in reducing pupils at risk of dropping out? (4) What intervention program may be proposed?
The study focused on the Pupils at Risk of Dropping Out in Grade 1 and Grade 2 at Camarin D Elementary School for S.Y. 2018-2019. The respondents are composed of forty-six (46) teachers and parents from Grade 1 and Grade 2 respectively.
The descriptive research method was used in this study because this type of research is the most appropriate since it describes and interprets what exists. It focuses on the estimation rather than testing or confirming a hypothesis. The researcher utilized survey questionnaires to gather data from the teacher and parent- respondents.
The researcher summarized the following findings of this study: (1) Based on the assessment of the teacher-respondents, it was found out, that the first and foremost factor that brought pupils to dropping out was the indicator "Lack of parental educational support" with a frequency of 39. Ranked second was the indicator "Parental Illiteracy" with a frequency of 34. Third in rank was the indicator "Poor Parental Socio Economic" with a frequency of 28. Taking the fourth spot was the indicator "Teachers discriminative and autocratic attitudes" with a frequency of 24. Fifth in rank was the indicator "Domestic Issues" with a frequency of 23. Having the least frequencies of 9, 11 and 12 were the indicators "Lack of motivation and encouragement", "Poor Health condition" and "Frequent teachers' absenteeism". Based on assessment of the parent-respondents, it revealed that for the parent-respondents, the main reason or factor that contributes to pupils at risk of dropping out was the indicator "Parental Illiteracy" with a frequency of 39. Second in rank was "lack of parental educational support" with a frequency of 35. Third in rank was "lack of motivation and encouragement" with a frequency of 24. Fourth in rank was "Teacher's discriminative and autocratic attitudes" with a frequency of 23 and taking the fifth spot was "poor parental socio-economic status" with a frequency of 22. Having least frequencies of 5, 13 and 14 were "frequent teacher's absenteeism", "poor health condition" and "domestic issues". (2) Based on the results, it revealed that the computed t-value of 0.15 was less than the critical value of 2.10, thus the null hypothesis was accepted. The result entailed that there was no significant difference on the assessment of the teacher and parent-respondents on the factors contributing to dropping out of pupils. (3) Based on the result, the top challenges faced by the teacher- respondents showed that "Conducive and Modernized Classroom" ranked first with a frequency of 38. Second in rank was "Exhibit open communication with PARDO" with a frequency of 36. Taking the third spot was "Learning and Emotional Support" with a frequency of 29. Fourth in rank was "Quality of Teaching (Individualization)" with a frequency of 28. Rank 5 was "Practice non-violent Discipline" with a frequency of 25. Having the least frequencies of 18 and 22 were "Positive teacher-pupil relationship" and "Practice positive reward system". For the parent-respondents, the challenges they faced revealed that first in rank was "practice non-violent discipline" with a frequency of 39. Taking the second rank was "learning and emotional support" with a frequency of 35. Third in rank was "Exhibit Open Communication with PARDO" with a frequency of 33. Fourth in rank was "Conducive and Modernized Classroom" with a frequency of 28. Fifth in rank was "Quality of teaching (individualize) with a frequency of 25. Having the least frequencies of 22 and 24 were "Practice positive reward system" and "Positive Teacher-pupil relationship." (4) A proposed intervention program was designed to eradicate the number of pupils at risk of dropping out toward a positive outcome of teaching and learning process.
In line with the mentioned findings, the following conclusions were drawn: (1) Based on the results, the factors that contributes to pupils at risk of dropping out as assessed by the teacher and parent-respondents were "lack of parental educational support", "parental illiteracy", "poor parental socio-economic" and "lack of motivation and encouragement". (2) Based on the findings, there was no significant difference on the assessment of the two groups of respondents on the factors contributing pupils at risk of dropping out. (3) Based on the results, the top challenges faced by the teacher-respondents in reducing pupils at risk of dropping out were; "Conducive and Modernized Classroom", "Exhibit open communication with PARDO" and "Learning and Emotional Support" while for the parent- respondents the challenges they faced in reducing pupils at risk of dropping out were "practice non-violent discipline", "exhibit open communication with PARDO" and "poor parental socioeconomic status." (4) A proposed intervention program was designed to eradicate the number of pupils at risk of dropping out toward a positive outcome of teaching and learning process.
Based on the findings and conclusions of the study, the following recommendations were forwarded: (1) Parent educational support may be given to the learners so that they will be inspired to come to school and they will feel more determined to learn. Parent should also expand literacy by undertaking trainings or by enrolling into alternative learning system so that they may be able to be educated for their children. (2) Teachers and parent should work hand in hand to avoid the factors that contribute to dropping out of pupils in schools. Both parents and teachers should also serve as a source of inspiration to attend school regularly. (3) The school administrators including the homeroom teachers may upgrade school environment conducive to learning and make it more modernized to attract learners to attend classes. Also, teachers may also reinforce positive discipline to learner to boost their confidence and become more responsible attending their classes. (4) The school head may adopt the proposed intervention program to reduce pupils at risk of dropping out.
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