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reason's behind drop out students

By ramondghie Feb 28, 2014 5044 Words
“ReaSONS BEHIND DROPOUT STUDENT’S FROM PUBLIC SCHOOL” A study presented to the faculty of Associates in Computer Technology, Bestlink College of the Philippines S.Y. 2013-2014.

In partial fulfillment of the requirement for English, Technical Writing By:

Abstract:

This papers studies the research concerning to the dropped out of students ages 13-25 yrs Old mostly in Bagong Silang Caloocan City. And it say’s that the most common problem of dropped out student ‘s From Bagong Silang Caloocan City is “FINANCIAL PROBLEM” Particularly , the class that this discuss speech ,society and political issues influence upon the finding show that educational, national and linguistically individual students dropout at a higher percentage rate that none smaller Filipino student with the different reasons . in the end this paper speak the need for school personnel that are education and language relative accept society related language education for student and teachers and an advance for the importance of examining concern issues of rule relatively focusing the problem of students.

“Reasons Behind Dropout students from public school”

S-Y.2013-2014

BESTLINK COLLEGE OF THE PHILIPPINES

Field Study of: “DROPOUT STUDENTS”
Institute of: Associates in Computer Technology
Title: Reason’s behind Dropout Student from Public School

Recommended: Mr. Bagus Date: January 15,2014 Approved:
Approved:
Recorded:

Bestlink College of the Philippines
Institute of Associates in Computer Technology
Approval Sheet
In partial fulfillment of the requirements for English, Technical Writing. The Field study Entitled: “Reasons behind Dropout Student’s From Public School” Prepared and Submitted by: GROUP 2
and hereby
recommended for final defense.

Professor

Critic chairman
Approved by the panel of the oral examination with a grade of members signature and name below.

Dedication:

The researcher’s dedicate this study to their parents who never failed to understand and support especially in financial needs just to finish/fulfill this field study. To our dear friends who have always been there for us, to support and cheer us that we can do it and finish this project. To our love one who made us as our inspiration while doing this. To Mr. Bagus who gave us the opportunity to experienced doing a field study. And to our dear God who gave us strength and confidence to finish this project.

Acknowledgement;

We would like to thank all of the people behind this project who support us to finish this thesis specially Mr. Bagus for giving us a chance to experience how to made this Thesis and also to our parents who always there for cheering us and give 100% supports mostly financial needs to finish this and also to the member of this group who give their cooperation whole heartedly and finish the task that assign to them most importantly we thank god for giving us strength and confident to finish this even if, we are having a hard time because of time some works that we also need to finish.

The Researchers

Table of Contents

Chapter 1: Introduction/Problems and its background
A. Statement of the problem
B. Importance of the study
C. Objectives of the study
D. Scope and limitation of the study
E. Time and Place of the study
F. Definition of terms
Chapter 2: Review related Literature and Related studies
Chapter 3: Materials and Methods
Chapter 4: Presentation, Analysis and Interpretation of data Chapter 5: Summary, Conclusion and Recommendation

Page13. Bibliography
a. books
b. encyclopedias
c. journals
d. Internet
e. dictionaries
Page14: Researchers Personal Information
Chapter: 1
Introduction/Problem and its Background

A large number of dropout students increased every year. Some of them become unemployed, living in poverty, receiving public assistance, in prison, divorced, and single parents of them who are likely to repeat the cycle themselves. the registrar officer of Tala High School. Tell that in year 2008 the total number of dropout students is 40% out of 100% of students enrolled that year. The common reason of those students is Financial Problem, Child Labor, and Peer Pressure. This year 2013-2014 the total number of dropout students increased 10% and Financial Problem is still in the 1st place in ranking and 2nd is because of Peer Pressure 3rd is Family Problem most of them are lived in Ph7c Bagong Silang Caloocan City. Government should be aware in this kind of problem especially the Department of Education (DepEd). To prevent the increased percentage of drop out students. The school officials should also aware for this problem to take attention for those students who always have absences and those students has problem financially. Poverty, Peer pressure, Family Problem and Lack of interest in studies are the common reasons for dropping out of students from school. Child developmental factors are thought to play a role for mediating the link between dropout from school, poor scholastic performance, and poverty.

a. Statement of Problem
There are many reasons why students dropping out of school, the first one is “ they did not like school” instead of going to school and attend their class to learned some knowledge they much prepared wasting their time on doing such non-sense things like playing computer games, bond with their friends and etc. the second reason is “ they had poor grades” because of their laziness and also lack of interest in studying they don’t get a high grades and there it goes, resulting from them to drop out of school instead of convincing their self to do their best next school grading they choose to stop attending school. And also because of the reason that they had to help and support their families we all know that some youth can’t attend school because of financial need they don’t have enough money to support their studies so instead of schooling they are working just to help their family mostly their parents to support their everyday need like foods, medicine and such. Some of the questions behind dropout students are the following: 1. What age most commonly occur the Dropped out Students?

2. How to prevent this kind of problems?
3. When do we need to take attention for those students?
4. Why should those students decide to stop studying than to continue their studies? 5. Where school that dropped students commonly happen?
6. What year level that students feel laziness to go to school? 7. Do parents really need to guide their child for the school matters? 8. How education gave importance for the youth?
9. Where particular places that dropout students lived?
10. How can we help the dropout students to go back to school, to continue their studies?

b. Importance of Study

Studying is so important because it can help us to be successful in life and this is the most precious things that we can give as a payback to our parents from their hard work just to make us finish our study and have our diploma and find a good job and build a better future. We can use our knowledge to do something that will help not only our self but also many people around us that needed our help. We can share what we learned from our teachers to those who can’t attend school because of financial matter, sickness and so on.

c. Objectives of the Study
To have a diploma/General education Development Certificates (GED) Find a good job that suits to the career that we are taking. Help our family
Be an inspiration to those students to also pursue their studies like us. Apply what we had learned in school in finding a job.

d. Scope and Limitation

The aim of this field study is to know the common reasons of the students for dropping out from school and to encourage the parent of those students to push your child to attend school for them to fulfill their goals on life. Because, education is the only wealth that parents can bequeath to their child.

e. Time and Place of the Study
We gather all the data without any doubt in our self just to finish this field study and this study happened in an accurate time at Ph7c Bagong Silang Caloocan City and the following dropped students are studied at Tala High School. f. Definition of Terms

For the purpose of clarity and better understanding of this study, the following terms were defined in the context of this investigation.
Dropping out is define as leaving school without a high school diploma or equivalent credential such as a General Educational Development (GED) certificates as define by the National Center for Education Statistic.

Socio economic Background. National data show that student from low –income families are 2.4 times likely to drop out of school that are children from middle-income families, and 10.5 times more likely than students from high-income families. Disabilities. Students with disabilities are also more likely to drop out. The National Transition Study evaluate as many as 3.4% of disabled youth dropout of school before completing a diploma or certificates. Academic Factors. National research also indicates that academic factors are clearly related to dropping out. Students who receive poor grades, who repeat a grade, or who are over age for their class are more likely to drop out. Absenteeism. Students who have poor attendance from reason’s other than illness are also more likely to dropout. Clearly, students who missed school fall behind their peers in the classroom. This, in turn, leads to low self-esteem and increases that likelihood that at-risk students will dropout of school. Occupational Aspiration. Young people’s perception the economic opportunities available to them also play a role in their decision to drop out or stay in school. Drop out often have lower occupational aspiration than their peers.

Chapter2:
Review related literature and related studies
This chapter presents the review of related literatures and studies that could further enrich the background of the study. A review of various literatures and documents related to the problem and the studies conducted by the several researchers, which have significant bearing on the subject under study brought out some enlightening facts and interesting observations which enabled there searchers to gain deeper insight into the objective of the study.

Foreign Literatures

School failure is a process where a student slips farther and farther behind his peers and gradually disconnects from the educational system. The end result of school failure is dropping out before graduation. Students can begin the slide into failing patterns at any time during their school career, but school failure is more likely to occur at transitional stages. Failing grades typically are symptoms of emotional, behavioral, or learning problems

There are four major causes of students dropping out of school: The child him/herself, the family situation, the community they live in and the school environment ,
and in order to prevent the students in dropping out of school, the causes listed above must be attacked(Schargel, 2012).An article in humanillness.com

(2007)
,
averred that, people who fail in school may feel "stupid," but emotional or mental health problems and "hidden" learning disorders, not low intelligence, often are the root causes of their inability to meet the   standards of a school

There are several factors that can lead to school failure; among them are depression, anxiety, problems in the family, and learning disabilities. Retained students are 2 to 11 times more likely to drop out of school when compared to underachieving, but promoted, peers. Students often improve during the year following grade retention, particularly if additional instruction is provided. However, these gains are normally lost in two to three years. Moreover, non-academically, an outcome of retention or repeating is associated with poor ―social adjustment, attitudes toward school, behavioral outcomes, and attendance.‖

Retention is a ―stronger predictor of delinquency than socioeconomic status, race, or ethnicity,‖ and is also a strong predictor of drug and alcohol use and teenage pregnancy. Furthermore, opponents of "no social promotion" policies do not defend social promotion so much as say that retention is even worse. They argue that retention is not a cost-effective response to poor performance when compared to cheaper or more effective interventions, such as additional tutoring and summer school. They point to a wide range of research findings that show no advantage to, or even harm from, retention, and the tendency for gains from retention to wash out. The critics cited harms from retention and that includes: 

 
Low self-esteem of the student and making them feel as if they were mentally inferior and in turn cause them to give up on their academics. It may also cause them to be subject the subject of ridicule and bullying by other students. Increased drop-out rates of retained students over time. No evidence of long-term academic benefit for retained students. Increased rates of dangerous behaviors such as drinking, drug abuse, crime, teenage pregnancy, and depression among retained students as compared with similarly performing promoted students. The possibility of grade retention has been shown to be a significant source of stress for students. In one study of childhood fears performed in the 1980s, the top three fears for US sixth graders were a parent's death, going blind, and being retained. After two decades of increasing retention practices, a repeat of the study in 2001 found that grade retention was the single greatest fear, higher than loss of a parent or going blind. This change likely reflects the students' correct perception that they were statistically far more likely to repeat the sixth grade than to suffer the death of a parent or the loss of their vision (Gibson, 2007).The students who repeated did not only suffer academically, but they also struggled in other ways. Moreover, the students who repeated a grade tended to be less likely to do their homework, they had more days absent from school, they tended to be a bit lower on the academic engagement and motivation scale, they were lower in academic confidence and they were lower in their general self-esteem (Collerton, 2011).Promoting school completion encompasses more than preventing dropout. For  example, it is characterized by school personnel emphasizing development of students‘ competencies rather than dwelling on their deficits. Successful programs are comprehensive, Inter facing family, school, and community efforts rather than offering a single, narrow intervention in one environment; are implemented over time rather than at a single period in time; and make an effort to tailor interventions to fit individual students rather than adopting a  programmatic ‗‗one size fits all‘‘ orientation. School-completion programs have a longitudinal focus, aiming to promote a ‗‗good‘‘ outcome, not simply prevent a ‗‗bad‘‘ outcome for students and society (Christensen and Thurlow, 2007).As said on an article above that school failure is likely to occur at a transitional stage agrees with Erikson‘s Psychosocial Theory on adolescence stage wherein there is a difficult transition between the childhood and adulthood. Moreover, it can be noticed that thereare resemblances on the factors that lead to dropping out of school, repeating and failing on their grades and these were; the child him/herself, the problems in the family or the family situationand the environment or the community they lived in.

Foreign Studies

 A research carried out by Anderson, Whipple, & Jimerson (2008), stated thatretained students are more likely to display aggressiveness, to have a history of suspension or expulsion, to act out in the classroom, or display behaviors associated with Attention DeficitHyperactivity Disorder and Conduct Disorder. Children who are learning disabled are also morelikely to be retained  – 

and in fact are likely to be so diagnosed immediately following theretention. In addition to poor academic achievement and low standardized test scores, retainedstudents are likely to have a history of numerous school changes and absenteeism. Large familysize, low parental education and low family involvement are also related to retention.Furthermore, their research had several explanations for the negative effectsassociated with grade retention, including: 

 
Absence of specific remedial strategies to enhance social or cognitive competence

An analysis of the Dropout Reduction Plan of the Department of Education(2007) has found out that: 
 
Low family income, unemployed parents, and parents engaging in seasonal jobs arefactors which adversely affect the students. 
 
Parents tend to neglect their parental responsibilities towards their children‘s education  because they are preoccupied with other activities to augment their family income. Someare OFWs, some have poor educational background while others are irresponsible parents who are indulging in vices like alcoholism and gambling. 

 
Broken family and family conflicts affected
the students‘
school performance.

 
Health problems such as malnutrition and illness caused students to drop from school. 
 
Peer pressure/barkadahan, playing amusement games during classes and even indulging

in different vices are identified causes of absenteeism and tardiness among students. 
 
Poor academic performance of students is brought about by being slow learners, having low self-esteem, having poor study habit, being not ready academically for secondary school, and non- compliance of subject requirements. 

 
A good number of schools have insufficient instructional equipment and learning facilities. 
 
Many teachers still resort to the traditional methods of teaching, inappropriate teachingstyles and utilization of traditional assessment of learning outcomes. 
 
Some schools provide inadequate guidance program. Furthermore, some schools do nothave full-time guidance counselors.  

 
The students have no access to regular transportation because of the distance anddifficult geographic allocation of the school. Students get tired hiking daily causing themto be late or absent in school. 

 
The presence of amusement and recreation centers such as internet café, video games, billiard halls, video houses, etc. operating in the locality of the school during class hoursentice students not to attend classes .

From the reviewed materials, the researchers noticed a worrisome increase in thedropout and repeaters rate in the country. Also, not enough funding from the governmentcontributes to these problems. But the government agencies, particularly the Department of Education is doing the best they can to prevent further increase of the students who repeat anddropped out from school. On the other hand, the balik-arals or the students that are back fromschooling after long vacationing were able to continue their studies with the help of programscreated for them. Theoretical Framework 

According to Erik Erikson‘s Psycho
-Social Development of Personality, particularly the
conflict stage of ―industry versus inferiority,‖ that lasts from 6 to 11 years. In our culture, school life begins here. This stage is the beginning of life outside the family; a stage of systematicinstruction, a movement from play to a sense of work. This stage describes that a child needs todo well and develop a sense of work completion and satisfaction in a job well done. Otherwise,the child develops a sense of inferiority and inequality. Another is the adolescence stage termed, ―identity versus identity confusion‖ that occurs between 12 to 20 years, it emphasizes the difficult transition between childhood and adulthood that can be strongly affected by social  

limitations and possibilities. The adolescent is likely to suffer from confused roles. Doubts about one‘s sexual attractiveness and sexual identity are common to this stage. The inability to develop a sense of identification with an individual or cultural

role model who gives direction to one‘s
life can lead to a period of floundering and insecurity. Another reaction is over identificationwith youth-culture heroes or clique leaders leading to a loss of identity.  
Because of these crucial stages where most high school students in the country arewhere at, many problems arises that can affect their functioning in their daily lives. An additional theory is from Abraham Maslow‘s Hierarchy of needs, which  points out the basic human needs. He believed that exposure to environmental conditions that permit or prohibit gratification of the basic needs prompts movement up or down the hierarchy of needs. Maslow suggests that, without the fulfilment of these needs, an individual may feel discouraged, weak and inferior. In line with this study, if a student feels discouraged and inferior, his motivation may be affected and thus, there will certainly have inhibitions especially with his performance in school. Moreover, Carl Rogers‘ Self 

-theory that points out that the ultimate goal of each one is to be a fully functioning person. It is a process in which the individual constantly pursues his or her actualizing tendency, and at the same time behaves in a manner that is true to the self. Rogers also described the characteristics of a fully functioning person these are: openness to experiences, existential living, self-trust, sense of freedom and creativity. With these theories, the researchers will conduct a study on the problems encountered by dropouts, repeaters, balik-aral and students with failed grades in public high school in Quezon City as a basis for a proposed guidance intervention program.  

Local Literatures

Ensuring that students stay in school until they complete their education is a major concern in basic education (National Education and Testing Research Center, 1990). Cohort Survival Rates(CSR) for the past 10 years has fluctuated between 60 % and 80 % in both elementary andsecondary levels (Department of Education, 2008). These statistics mean that about between 20to 40 % of Grade 1 pupils do not reach Grade 6; of the 60 to 75 % who enter secondary school,about one-third of them do not finish high school. If the numbers are added up, they indicate thatabout half of Grade 1 pupils complete secondary level; the other half are, for one reason or another, lost along the way.  

Increasing government funding has not also completely addressed the dropout problem. Despitethe general increase in allocation for education through the past years, the dropout problemremains one of the challenges for educators. Contrary to expectation, allotting more funds to public education did not necessarily bring about substantial reduction in dropout rates. This is because increase in budget did not match increase in population and, consequently, inenrollment. The per capita budget has actually decreased through the years. The budget for basiceducation has increased by 25 per cent from 2000 (PhP80 M) to 2009 (PhP150M). However, thereal value of per capita cost has decreased from PhP6, 000 in 2000 to PhP4, 000 in 2009(Department of Education, 2009). Thus, increase in dropout rates is not surprising despiteincrease in the budget because there have been more students accommodated by the publicschools than could be adequately financed.The dropout rates among high school students in the country have been significantlyreduced, according to the Department of Education (DepEd), (2011). DepEd cited that 56secondary schools across the country have reported zero incidences of students quitting school.Sec. Armin Luistro attributed the decrease of dropout rates to the department's DropoutReduction Program (DORP), which provides alternative delivery programs to keep students in school and finish basic education. Luistro added that, ―the end -goal of the department is to retainthe poorly schooled and those who are in danger of dropping out because of difficult social andeconomic situations and provide them quality education.Escudero urged the government to work sharply to reduce, if not eliminate, dropout ratesin public elementary and high schools in six years. He cited a UN report in 2000, which showedthat in nearly five decades since the 1960s, dropout rates at the public elementary level, hadremained high, with 28 to 34 percent failing to complete Grade 6. Furthermore, stating the latest

 
data from a separate study he did not identify, Escudero estimated that of the 100 children whoentered Grade 1, only 86 moved on to Grade 2, 76 to Grade 4, 67 to Grade 6, and only 65 finallycompleted the six years of elementary education. Of the 65, only 58 enroll in high school and 45are able to graduate (Ubac, 2009).Moreover, drop-out rates for both elementary and secondary levels, according to thegovernment education agency, went up by above seven percent and nearly 13% in school year 2005-2006, from 6.98% and 7.99%, respectively, in school year 2004-2005.High cost of education coupled by lingering poverty has been cited by pundits‘ reasons for these increases (DepEd, 2011).A Philippines-based foundation named He Cares Foundation, has been provided andsupported balik-aral students by rendering programs and financial support to help the balik-aralsto pursue their studies.Based from the reviewed articles, the researchers noticed that the dropout rate in thePhilippines in previous years has increased and the budget allocated for education had alsoincreased but it doesn‘t have an obvious effect on the rate of dropouts end even repeaters. But the good thing is, as of last year, it was reported that the dropout rate had decreased because of thedropout reduction program rendered by the Department of Education headed by Secretary ArminLuistro.

Local Studies

Studies on dropping out have attributed the phenomenon mainly to  poverty.
Oneextensive critical review of about 50 studies on public school education described dropouts as

coming from
low-income
families whose parents had little or no education, and who wereunemployed or had jobs that gave them little or irregular income. The study also identifiedreasons for dropping out such as  poor health

due to
malnutrition
,
distance
 between home andschool,
lack of interest 
, and
teacher factor 
. It concluded that the education system then was
socially selective since
most 
dropouts were from
 socio-economically disadvantaged 
 backgrounds.
 
These facts reflect a worrisome reality about the holding power of public schools,which is further elucidated by data on dropouts. The statistics on the national average dropoutrate for each school level has remained higher than expected (1 to 2 %), sometimes as much as 2digits. Moreover, even if dropouts re-enter school at some point many repeaters eventually dropout at a later time. Re-admission seems to have little positive effect on achievement (Nava,2009).Moreover, Nava noted that students in various gender groups, school levels, andlocations are at-risk of dropping out for various reasons. Some of these factors are common to alldropouts, while others are more keenly associated with specific groups.  

Secondary or high school female repeaters in the Philippines (%of femaleenrolled) was 1.53 as of 2009. Its highest value over the past 11 years was 1.62 in 2006, while itslowest value was 0.85 in 2005. On the other hand, the male repeaters were 4.36 as of 2009. Itshighest value over the past 11 years was 4.87 in 2006, while its lowest value was 2.73 in 25(UNESCO, 2009).  

The Repeaters in the secondary schools, in the Philippines (% of total enrollment)was 2.92 in 2009, according to a World Bank report, published in 2010.  
An analysis of the Dropout Reduction Plan of the Department of Education(2007) has found out that: 
 
Low family income, unemployed parents, and parents engaging in seasonal jobs arefactors which adversely affect the students. 
 
Parents tend to neglect their parental responsibilities towards their children‘s education  because they are preoccupied with other activities to augment their family income. Someare OFWs, some have poor educational background while others are irresponsible parents who are indulging in vices like alcoholism and gambling. 

 
Broken family and family conflicts affected
the students‘
school performance.

 
Health problems such as malnutrition and illness caused students to drop from school. 
 
Peer pressure/barkadahan, playing amusement games during classes and even indulgingin different vices are identified causes of absenteeism and tardiness among students. 
 
Poor academic performance of students is brought about by being slow learners, havinglow self-esteem, having poor study habit, being not ready academically for secondaryschool, and non- compliance of subject requirements. 

 
A good number of schools have insufficient instructional equipment and learningfacilities. 
 
Many teachers still resort to the traditional methods of teaching, inappropriate teachingstyles and utilization of traditional assessment of learning outcomes. 
 
Some schools provide inadequate guidance program. Furthermore, some schools do nothave full-time guidance counselors.  

 
The students have no access to regular transportation because of the distance anddifficult geographic allocation of the school. Students get tired hiking daily causing themto be late or absent in school. 

 
The presence of amusement and recreation centers such as internet café, video games, billiard halls, video houses, etc. operating in the locality of the school during class hoursentice students not to attend classes .

From the reviewed materials, the researchers noticed a worrisome increase in thedropout and repeaters rate in the country. Also, not enough funding from the governmentcontributes to these problems. But the government agencies, particularly the Department of Education is doing the best they can to prevent further increase of the students who repeat anddropped out from school. On the other hand, the balik-arals or the students that are back fromschooling after long vacationing were able to continue their studies with the help of programscreated for them.

Chapter 3:
Materials and Methods
This chapter contains a comprehensive description of the research study instrument, research design and research subjects.

Research Study Instrument
The survey sheet was used as the main data-gathering for this study. The survey sheet contains the ranking of possible reasons for the students dropping out from schools. The survey proper explore the reasons behind dropout students and the respondents need to rank the reasons from 1-10 the highest number of ranking ia1 and the lowest number is 10. Ten possible reasons for dropout students was used for the survey sheet and this are: Financial Problem, Pressure from Subject, Family Problem, Drug Addiction, Peer Pressure, Early Pregnancy, Bullying, Laziness, Cutting Classes/Absences, Lack of Interest. Research Design

In this study, the descriptive-survey method was employed to identify the role andsignificance of the problems encountered by the reasons behind dropout students from public high schools in Caloocan City. To define the descriptive type of research,Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The aim of descriptive research is to verify formulated hypothesesthat refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in terms of the financial aspect. Moreover, this method allows a flexible approach,thus, when important new issues and questions arise during the duration of the study, further investigation may be conducted. A survey is a structured way of learning about a larger group of people by obtaining information from a representative sample of that particular group of people. Some of the advantages of a survey are that it describes the characteristics of a large population and there is no other method of observation, which can provide this general capability. It allows many questions to be asked about a given topic by giving considerable flexibility to the analysis. A survey is also a single most widely used research design

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