A STUDY OF THE SARDOs OF CARARAYAN NATIONAL HIGH SCHOOL, SY 2010-2011: BASIS FOR SCHOOL INITIATED INTERVENTIONS

________________________

By: Mariano B. De Guzman Principal I Chairperson Maria Teresita R. Rentoy Teacher I Member Adelaida M. Diezmo Guidance Counselor I Member

ABSTRACT A STUDY OF THE SARDOS OF CARARAYAN NATIONAL HIGH SCHOOL SY 2010-2011: BASIS FOR SCHOOL INITIATED INTERVENTIONS. De Guzman et.al. Cararayan National High School, Naga City, May, 2011. KEYWORDS: CNHS SARDOS and SCHOOL INITIATED INTERVENTIONS.

This study sought to determine the factors responsible to the high dropout rate of students in Cararayan National High School, school year 2010-2011. Specifically, it sought to answer the following questions: 1) What are the factors in the family that make a student a SARDO (student-at-risk-of-dropping out) ? 2) What are the conditions in the school that promotes a students drop-out behaviour? 3) What are the factors in the community that adversely affect a students attendance, involvement in school activities and academic performance? 4) What school-based intervention programs maybe

recommended addressing the SARDOS needs and reducing the student drop-out rate?

This is a descriptive research. The data gathered were tallied, tabulated and statistically analyzed to answer the problems of the study. The factors that may have influenced the students drop-out behaviour were clustered together in the questionnaire into three major categories: family, school and community. The researchers used simple statistics, the frequency count and percentage to determine the factors that can be altered through school initiated intervention programs. This research covered at least 31% or 38 of the CNHS students identified as SARDOS by the class advisers of all the year levels. This was deemed an adequate sampling of the 121 identified SARDOS this s/y 2010-2011.

The major findings of this study were: 1) The drop-out tendency of CNHS students is lower among girls than among boys. 2) Majority, 34 or 89%, of the respondents who are identified SARDOS, are staying with their parents except for 4 or 11 % who are staying with guardians. 3) Majority of the respondents parents acquired low educational attainment. 4) Majority of the respondents belong to families with low socio-economic status. 5)13 or 34% % spends their leisure time in activities which are entirely for enjoyment; These activities were specified as chatting, malling, computer games, watching TV, billiard and drinking; 7 or 18 % prefer to just stay home; 9 or 24% ii

mentioned basketball as a favourite recreational activity; only I or 3 % mentioned drawing which is for personal growth. 6) Majority of the respondents, with a frequency of 25 or 65%, feels that financially their parents are very supportive of their school needs. 7) Majority , 22 or 57%, feels a lack of parental emotional and psychological support (moderately supportive); only 15 or 39.47% thinks that his/her parents are very emotionally supportive; while a frequency of 1 or 2.63%, feels that his/her parents are not supportive. 7) Parents express their educational aspirations and expectations on their academic success but their level of expectation is perceived by the respondents as just moderate (not too high and not too low). 8) Of the 38 respondents, 34 or 89.47% are required to help in the household chores and majority of them feels that the chores do not affect or disrupt their studies. 9) Most of the respondents with a frequency of 65% or 25 students do not regard themselves highly when it comes to their Academic Performance/Academic Grades. 10) 66% of the respondents are involved in school extra curricular activities while only 34% do not participate in any extra curricular activities 11) Most of the respondents have less involvement in school clubs and organizations and therefore have less experience in performing any leadership roles. 12) Majority or 79% of the respondents has the ability to establish good interpersonal relation with his/her schoolmates; 84% have many friends outside of the school as well. 13) 81% or most of the respondents have a good relationship and positive attitude towards their teachers. 14) 79% of the respondents claimed that they are not a member of any community organization, only 21% claimed membership in an organization outside of the school. The major conclusions were: 1) The family factors that make a student of Cararayan National High School a SARDO are parents low educational attainment, families low socio0economic status, lack of parental supervision on the childs recreational activity, lack of parental emotional and psychological support on the childs school needs, and parents low level of expectation on the childs academic success. 2) The conditions in Cararayan National High School that promote the students dropout identified are students poor perception of iiident academic performance/academic grades, lack of involvement of some students in the schools extra-curricular activities, and lack of involvement in school clubs and organizations, and less experience in performing leadership roles. 3) The identified factor in the community was students involvement in leisure time activities which were entirely for enjoyment such as chatting, malling,

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computer games, watching tv, billiard and drinking because of the accessibility of these facilities and resources in the community.

The research recommendations therefore were: To Initiate school based intervention programs to address the SARDOS needs and reduce the drop-out rate such as: 1) Programs that will help build students positive self-image. 2) Programs that will enhance Parenting and Parent-child relationship. 3) Programs that will support students from low income families. 4) Programs that will assist students with academic difficulties. 5) Programs that will develop and enhance desirable values of students. 6) More school programs, organizations and interest clubs that will provide all students the opportunity to participate and discover, develop and enhance their potentials, talents and skills. In addition, 7) Teachers must be more affirming and always use positive approach to develop and enhance students positive self-knowledge. 8) Teachers can help strengthen values education subject and reinforce the lessons on values by integrating the topic in their respective subjects thereby encourage students to involve in more productive and healthy recreational activities; and to be able to effectively implement all these programs, the school must intensify its linkage with local govt. Agencies that provides the necessary support for program implementation.

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TABLE OF CONTENTS
Title Table of Contents List of Figures

CHAPTER 1

INTRODUCTION Statement of the Problem Importance of the Study Scope and Delimitation Theoretical Framework Conceptual Framework Hypothesis Definition of Terms

1 3 3 3 4 5 6 6

CHAPTER 11

REVIEW OF RELATED LITERATURE Related Literature Related Studies

8 8 9

CHAPTER 111

RESEARCH DESIGN Methodology Population Instrument Statistical Treatment

13 13 13 13 14

CHAPTER 1V

ANALYSIS AND INTERPRETATION

15

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

32

References Appendices

37 40

LIST OF FIGURES

FIGURE Conceptual Framework 1. Gender of the Respondents 2. Information as to whom the respondents stay with 3. Parents Educational attainment 4. Parents Occupation 5. Respondents Favourite Recreational Activity 6. Extent of Parents Financial Support 7. Extent of Parents Emotional and Psychological Support 8. Parents Expectations on the Childs School Performance 9. Degree of Parents Expectations 10. Information as to the household responsibilities of the respondents 11. Volume of the household responsibilities 12. Respondents Perception on their Academic Performance/Grades 13. Students Involvement in Extra-Curricular Activities 14. Respondents Leadership Roles 15. Respondents Number of School Friends 16. Respondents Attitude toward their Teachers 17. Respondents Number of Community Friends 18. Respondents Membership in organizations outside of the school

PAGE 5 15 16 17 18 19 20 21 22 22 23 23 24 25 26 26 27 28 29

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CHAPTER I INTRODUCTION
The recent trend of world education addresses the need to attain education for all. Since the world Education Forum in Jomtien, Thailand in 1990, most of the countries of the world had proceeded with their creative strategies in responding to the battle cry. In the year 2000, the Dakkar Framework has been promoted as a sort of evaluation and follow-up of what has been agreed upon by the international community on the issue of literacy.

In the case of the Philippines, though there is much desire to go with the trend, the government was able to initiate action along this pursuit only in 2002 as evidenced by the enactment of the Governance Act of Basic education of 2002, otherwise known as the Basic Education Curriculum. The details, however, as far as the target of Education For All is concerned, has been formally addressed only as early as 2006, during the launching of the Basic Education Sector Reform Agenda (BESRA). In fact, the regional roll out of the training on its thrusts in Bicol, such as the School Based Management, and the NCBTS-TSNA, took place only in 2009. Other thrusts such as the Quality Assurance and Accountability System, the strengthening of the complementary roles of Early Childhood Education and the Alternative Learning System, and the Desire for Institutional Culture Change have been felt in the field only in 2010.

In line with the Education for All commitment of the government, the Department of Education, through the Bureau of Secondary education has adopted one creative initiative which is now popularly known as the Dropout Reduction program (DORP). There were selected schools in the country that piloted the

program and testimonies have revealed that the program has been effective in reducing the percentage of drop outs, particularly in the secondary level. Roll out of the program has been done in 2010 wherein Cararayan National High School became one of the selected high schools to participate in the cluster training held in Tagaytay City on November, 2010. 1

After having been inspired by the concepts and testimonies in the said training, the three (3) representatives of Cararayan National High School decided to have the program institutionalized in the school. The School DORP Plan that was initially prepared by them during the training has been formally finalized and presented to the Office of the Schools Division Superintendent for approval. The implementation started in January 2011. Copies of the plan were sent to the office of the regional director and the person-in-charge in the national level. Aside from the Open High School Program(OHSP) and the Effective Alternative Secondary Education(EASE), initial school initiated interventions were adopted as part of the School Dropout Reduction Program, which included My Utols, Counselling Program, Peer Mentoring Program, Parent and School Partnership, Project Mo Sagot Ko, School Attrition Program, Tiwala Ko Ingatan Mo, and TLE Income-Generating Project.

At the initial stage of CNHS DORP implementation, data was informally gathered as to why many students tend to be absent from class and had to drop out later. The gathered data became the basis in categorizing the identified SARDOS and in assigning them to appropriate DORP Program.

In order for CNHS to be able to bank a more reliable data relative to the personal circumstances of its students at risk of dropping, the DORP team decided to conduct an action research along this issue, specifically covering the factors affecting their attendance and participation in school, and to explore appropriate measures in responding to this problem that is adversely pulling down the national drive towards Education For All.

Last year, the school has recorded a dropout rate of 11.62%. This school year, we have still recorded a high dropout rate of 10.35%, despite the start of school DORP implementation during the last quarter. While the school Dropout Reduction Program is on its initial stage, it is very timely that a research is conducted in relation to the dropout situation of the school.

Statement of the Problem

This study sought to determine the factors responsible to the high dropout rate of students in Cararayan National High School, school year 2010-2011. Specifically, it sought to answer the following questions:

1. What are the factors in the family that make a student a SARDO (studentat-risk-of-dropping out)? 2. What are the conditions in the school that promote a students drop-out behaviour? 3. What are the factors in the community that adversely affect a students attendance, involvement in school activities and academic performance? 4. What school-based intervention programs maybe recommended addressing the SARDOs needs and reducing the student drop-out rate?

Importance of the Study The findings of this study hoped to provide the basis for assessment of the proposed CNHS SII (school initiated interventions). Its result will contribute towards school improvement and creation of other intervention programs that will effectively respond to the identified needs of the school SARDOs and a scientific handling of the most emotionally charged SARDO problem. But generally, the importance of this study was concentrated on its usefulness to school administrators for this can provide them with a perspective of the SARDOs characteristics and needs which is an essential basis for policy and program development.

Scope and Delimitation

This study focused on the factors responsible for the high dropout rate of students in Cararayan National High School along the three areas: family, school and community. This also looked into the existing school interventions for possible improvement.

This research covered 38 or 31% of CNHS students identified as SARDOs by the class advisers from all year levels. This number is deemed an adequate sampling of the 121 identified SARDOs of s/y 2010-2011.

Theoretical Framework

The 1987 constitution mandates that the state shall give priority to education, Science and technology, Arts, Culture, and Sports, to foster patriotism and nationalism, accelerate social progress and promote total human liberation and development; the citizens have the right to quality education which should be accessible to all; it requires the establishment and maintenance of free public education in both elementary and high school levels. The theory central to this study is Norma Haans Theory of Ego Processes. Haan (1977) postulated that there are certain generic ego processes (coping, defense and fragmentation) that can be used for adaptation. These processes can be used consciously in order to adapt to and/or change the situation as it is, with awareness of what one is doing and why; such conscious processes are classified as coping; Defense is a method of adaptation or self-protection that involves unyielding fortification of beliefs or behaviors; while fragmentation is a form of adaptive failure. Optimally, the individual copes with adversity and maintains selfconsistency. Less optimally, the individual defends against internal and external threats to self-integration. And in time of extreme stress when the maintenance of self-consistency is precarious, fragmentation ensues. Further, according to Haan, an individual constructs a response to his environment, rather than reacting to it. As cognitive development proceeds, the individual is able to respond to internal and external stresses in an interestingly sophisticated and adaptive manner. (Martz and Livneh: 2007)

Haan in this theory suggest that defence operates on a preconscious level and are not inherently conscious or unconscious in nature. The individual is an active and rational agent in constructing his/her response to the environment.

This study on the factors influencing the drop-out behaviour of students focuses on the interaction between the individual, which in this study are the students, and his environment- his family, school and community. The drop-out behaviour is the fragmentation perceived as his constructed response to his environment.

Conceptual Framework

Looking into the causal factors of the school dropout problem and determining their gravity, seriousness, and extent of adversity will open a more responsive school programs, projects, and activities.

INPUT

PROCESS

OUTPUT

CNHS SARDOS, SY 2010-2011

Questionnaire Family School Community

CNHS DORP School Intervention Programs

Figure 1. Conceptual Model showing the link of Family, School, and Community with the SARDOs and the School Dropout Reduction Program (DORP)

Figure 1 shows the researchers conceptualization of the study. The input presents the main sources of data from SARDOs (students-at-risk of dropping-out) which is 31% of the 121 identified SARDOs of Cararayan National High School from first year to fourth year, this SY 2010-2011.

The process presents the questionnaire which was used as the main tool in gathering the data. The questionnaire is of three parts: Part 1 consisted of some items that elicited information about the extent of the familys support towards the respondents studies; Part 11 were items about the students attitude and involvement in school activities; and Part 111 questions provided data about the students affiliations and activities in his/her community. These data described the 5

characteristics of the students at risk of dropping out of Cararayan National High School.

The research output are the school initiated intervention programs recommended to address the needs of the students-at-risk-of-dropping out.

Hypothesis

1.

The study tested the hypothesis that family, school, and community factors are significant predictors of the Dropout problem of Cararayan National High School.

Definition of Terms

Business. A category of occupation which includes those engaged in the purchase or sale of commodities or in financial transactions.

Clerical. A category of occupation which includes works in offices such as receptionist, clerk, encoder, secretary, etc.

DORP.

Dropout Reduction Program.

A Program of the Department of

Education intended to strengthen the thrust towards the attainment of Education for All (EFA).

Professional. A category of occupation which includes those engaged in one of the achieved professions through formal education such as teacher, engineer, and lawyer, etc.

SARDO. Student at Risk of Dropping Out; student in disadvantage situation due to factors attributed to the family, school and community.

Service. A category of occupation which includes those engaged in personal services such as domestic helpers, laborers, janitors, etc.

School Initiated Interventions. The programs, projects, and activities which the researchers may implement in response to the findings that revealed in this study.

CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter is a review of various publications found to be related to the present research.

Related Literature

Filipinos are used to doing household chores. Most Filipinos are born with a responsibility at home. They are taught at an early age how to do household chores and take care of their younger siblings; Especially the women, they have been trained early in life to do household chores, take care of siblings, cook and do some simple preparations of food for guests at home (Gayagay, 2010).

A good deal of researches stresses that external feedback about academic aptitude (e.g. Test results and academic grades) is a powerful determinant of later academic self-concepts (Marsh et al. 2005)

Allen, Porter, McFarland, Marsh, and McElhaney (2005) report that adolescents who were well-liked by many peers displayed higher levels of ego development and secure attachment, as well as better interactions with their mothers and best friends (p. 747).

Low socio-economic status has been shown to bear the strongest relation to students tendency to drop-out. Students drop out four times higher than that of students of a higher socio-economic status. (Education Week: 2004).

Black (2002) stated that teenagers with close ties to their parents were far less likely to become delinquent or suffer depression than students who felt distant from their families. Typically peers reinforce family values, but they do have the potential to encourage problem behaviors as well. Although the negative influence of peers is 8

overemphasized in the minds of most adults, more can be done to help teenagers experience both the family and the peer group as a positive environment. The community, families, churches, and schools must all become involved to raise healthy, well-adjusted young adults.

Five different theories have been developed to explain the process of dropping out of school. One of these is the Poor Family Socialization Theory. This theory goes back to a childs development within his family; it states that a students performance in high school is directly affected by his family history, including divorce, stress and parental behaviour. The most important aspects of this theory are the educational level of the students parents and their aspirations for their child. If neither parents finished high school, it is easy to see why the student would drop out himself(Battin-Pearon, et.al.2000).

Cooley (1990) mentioned in his article that the family is primarily shaping personality. Three (3) out of four (4) students affirmed this in his class surveys. He held farther that family influence is greatest in the early years. He also cited that in later childhood and youth, a number of forces-peer groups, the school, mass media and paid jobs compete with homes and other displace home teachings. Although there is no direct study that supports the relationship of students poor leadership role as one of the factor that increases the number of dropout rate, the personality and attribute of a good leader could really attest that it helps to work on building positive relationships with people. There are earlier studies focused on identifying the traits commonly displayed by leaders, but more recent research focuses on both leader behaviors and situational factors (Halpin, 1956; Stogdill, 1963).

Related Studies

Racasa (2008), in her action research said that when the teacher conducted home visitation, she found out that the pupils concerned were always asked to be absent by their parents to do household chores, farm works and take care of their 9

younger brothers or sisters, they were ashamed to go back after a long respite in school. According to these pupils, they were already late in the lessons, so they got low in the test and their classmates teased them and didnt want to be their friends, play nor mingle with them anymore. They felt embarrassment and finally they didnt feel like going to school. Their interests in studying were lost and so they finally decided to just drop out. She added that parents attention to their children also was one reason of dropping out. One of the pupils said that because her mother, who is working in the office, allowed and permitted her to be absent when she wanted to, so she became used to it. She said also that whatever she wanted to do while her mother is in the office is possible because no one was there to supervise and reprimand her. She thought also that her parents didnt care for her because they made her their housemaid and baby-sitter of her baby sister. A lot of previous studies support this idea. Individual with problematic background, high risk environment and nonsupportive family members may have less educational aspiration and an increase in a negative peer involvement. Consequently, students with negative peer association are more likely to imitate their peers lifestyle, most often leading to increased feeling of marginalization (Kortering and Braziel, 1999). Students that are marginalized may be less satisfied in the academic environment and there is a higher likelihood of school dropout (McGaha & Fitzpatrick, 2005).

In the study of Claro (2004), it was found out that a typical out-of-school youths in Milaor, Camarines Sur is a male in the late adolescent age, belongs to a big family size, a middle- born and have been an out-of-school youths for quite a long time already. He has not finished high school, lives in a permanent house, his family owns electrical/electronic appliances, some real properties, and fathers were employed in a gainful occupation with an average income below poverty line.

In the study of Wells (1990), some family-related factors that place children at risk were presented, this include a dysfunctional home life, no parental involvement, low parental expectations, ineffective parenting or abuse, and high mobility. (Bhanpuri and Reynolds, 2003).

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Findings of recent studies pointed out that the family provides the most important foundation, experiences and learning for later life including success and failures. Strong relationship between students and parents can decrease the likelihood of dropping out of school at any level (Rumberger, 2001). There are several studies that support the idea that students perception on Academic Performance as reflected in their grades has a strong correlation to students future decisions in life. For example, some students come to think that they are not capable of doing well in school, regardless of their actual cognitive abilities. When this happens, they often react by disengaging from academic pursuits, avoiding more demanding schoolwork, and generally underperforming in school (Marsh and Yeung, 1997). Students with poor academic achievement (poor grades, history of course failure) and a history of retention (repeating one or more grades) are more likely to drop out. Students with low academic engagement (time on task, credit accrual) are also at higher risk for dropping out ( Lan, W. & Lanthier, R. ,2003). Students, who have negative attitudes toward school, consider schoolwork irrelevant, do not like school, and do not feel they fit in. These are critical indicators for dropping out (Lan & Lanthier, 2003).

Higher student dropout rates have been associated with the attitudes, beliefs, and behaviors of teachers and other school staff toward students. Schools with higher dropout rates report that students perceive school staff as uncaring, not interested in students as individuals, and not helpful. For primarily, a teachers job is to nurture and guide a student to succeed similar to what a parental figure might do (Hardre and Reeve 2003:353). When a student is not engaged in class work because they feel like their teacher is not helping them they begin to get aggravated. If a student is upset then they will think negatively about how well they are doing in school and how well they will be able to do in the future. Hence, much can be gained in both theory and practice by thinking about dropout as not only an achievement issue but also a motivational issue(Hardre and Reeve 2003:354).

This confirms the research findings that participating in recreational activities like watching TV, motor-cross/dirt bike-riding, playing video/computer games, and hanging out of the mall is the strongest correlative factor of youth problem behavior; 11

and youth problem behavior was strongly correlated with drop out problem ( Leahy: 1997).

Based from Mary Rombokas studies, students involved in extracurricular activities receive better grades than those who are not involved in extracurricular activities. In addition, activities improve the overall student. Therefore, they help students to receive better grades by teaching them character building lessons, teaching them lifelong skills, saving some at risk students who would possibly drop out of school, and helping students develop social skills. Students who have a low

participation in extra-curricular activities or students identified as socially isolated are at higher risks for dropping out (Berson, 1996). Alienation and decreased levels of participation in school have been associated with decreased likelihood of dropout.

Several researchers have observed that the educational expectations and aspirations of parents have been considered as critical for the childs educational successIt remains unclear to what extent parents expectations of their childs success affect students actual performance, or how students performance informs parents expectations; in any case, students at risk status was associated with parental expectations for their childrens education. ..Students with low parental expectations were 16X more likely to dropout of school (Kauffman.et.al.1992).

In the statement given by Ornstein and Levine (1984), many children perform well in school because their home and family environment has provided them with good preparation for succeeding in the classroom. They revealed that there are some major home environment factors that influence educational achievement and they came up with these (1) use of language in the home, (2) the effects of differing childrearing practices, (3) and other aspects of the family environment that help (or fail) prepare children to succeed in the traditional school, (4) changes and trends in the structure and characteristics of the temporary family also thought of to have important implication for the childrens educational development and for his or her success in school.

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CHAPTER 111 RESEARCH DESIGN

This chapter presents the methodology, population, instrument and statistical treatment used in this study.

Methodology

This is a descriptive research. The school guidance counsellor distributed the questionnaires to the class advisers who facilitated its distribution to the students whom they have identified as SARDOs in their respective classes. The identified factors were examined and analyzed in terms of general concepts, learning and behavioural theories.

The data gathered were tallied, tabulated and statistically analyzed to answer the problems of the study. The factors that have influenced the students drop-out behaviour were clustered together in the questionnaire into three major categories: family, school and community.

Population

A total of 38 students or 31% of the 121 identified SARDOs for s/y 20102011served as the student respondents of this study.

Instrument

This study used the structured questionnaire divided into three parts, namely: Part 1 consisted of some items that elicited information about the extent of the familys support towards the respondents studies. Part 11 were items about the students attitude and involvement in school activities; and Part 111 questions provided data about the students affiliations and activities in his/her community. The respondents have answered the questionnaire in 10-15 minutes. But the retrieval percentage was affected by the attendance of the respondents during its distribution. Only those who were present were able to participate as respondents of this study. 13

Statistical Treatment

The researchers have used simple statistics, the frequency count and percentage to determine the factors that can be altered through school initiated intervention programs.

14

CHAPTER 1V

ANALYSIS AND INTERPRETATION

This chapter presents the data gathered from the subjects using the research questionnaire. All data were tallied and analyzed to determine the factors responsible for the CNHS SARDOS dropout behaviour using simple data analysis, to make the graphical presentation of results visually comprehensible and reader-friendly.

Girls, 14

Boys, 24

Boys

Girls

Fig. 1. GENDER

Of this school years CNHS total enrolment which is 1,089; 539 or 49.5 % are girls while 550 or 50.5 % are boys. Focusing on this enrolment data, one can draw a hypothesis that drop out behaviour will most likely be higher among girls than among boys. On the contrary however, it can be gleaned from this figure that drop-out tendency is lower among girls than among boys. This data confirm the findings of research studies that gender has a direct effect on a students tendency to drop out. Boys tend to drop out more than the girls. Many studies have identified predictors and variables associated with dropout, and among these is gender. Students who drop out are more likely to be male. Females who drop out often do so due to reasons associated with pregnancy (Lehr, et.al.2004). 15

Guardian, 4

Parents, 34

Parents

Guardian

FIGURE 2. With whom the respondents are staying

This figure provides information as to whom the respondents stay with, and who provides them the basic financial, emotional support and guidance. Clearly it can be gleaned that majority, 34 0r 89%, of them are staying with their parents except for 4 or 11 % who are staying with guardians. Findings of recent studies pointed out that the family provides the most important foundation, experiences and learning for later life including success and failures. Strong relationship between students and parents can decrease the likelihood of dropping out of school at any level (Rumberger, 2001);

In as much as most of the CNHS identified SARDOs are staying with their parents, it is imperative that factors within the family be identified. In the study of Wells (1990), some family-related factors that place children at risk were presented, this include a dysfunctional home life, no parental involvement, low parental expectations, ineffective parenting or abuse, and high mobility. (Bhanpuri and Reynolds, 2003).

16

35 30 25 Axis Title 20 15 10 5 0 Father Mother Guardian Elementary 6 10 1 High School 21 18 3 College 5 6 TOTAL 32 34 4

Fig. 3. PARENTS EDUCATIONAL ATTAINMENT

This figure shows the educational background of more than half of the respondents fathers which is elementary and high school level with a frequency of 27 or 79.41% and the educational background of the 28 or 82.35%of the mothers which is elementary and high school level as well. This result indicates that majority of the respondents parents acquired low educational attainment. This data apparently indicates that the parents educational attainment is a predictor of a childs drop out behaviour. Some research studies pointed out that a child of lower educational background parents do not climb well in the educational ladder as compared to those with professional parents.

Five different theories have been developed to explain the process of dropping out of school. One of these is the Poor Family Socialization Theory. This theory goes back to a childs development within his family; it states that a students performance in high school is directly affected by his family history, including divorce, stress and parental behaviour. The most important aspects of this theory are the educational level of the students parents and their aspirations for their child. If neither parents finished high school, it is easy to see why the student would drop out himself (BattinPearon, et.al.2000). 17

Fathers' Occupation
10% 5% 3%

82% Professional Clerical Business Service Unemployed No answer

Mothers' Occupation
11% 3%

33%

53%

Professional

Clerical

Business

Service

Unemployed

Noanswer

Figure 4. PARENTS OCCUPATION

Figure 4 shows that majority or 82% of the respondents fathers are engaged in varied service occupations specified as fisherman, farmer, carpenter, mason, laborer, vendor, driver, mechanic, welder, hog raiser, service crew, operator, security guard and traffic enforcer. The type of occupation is a basic determinant of a familys income. The income bracket of those engaged in service occupations is within or below the minimum daily wage which is 200-250.00/day or 6,000-8,000 a month.

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Using the same occupational classification, this table shows that 53% of the respondents mothers are entirely dependent on the husband as the sole breadwinner of the family; while 12 or 33% are engaged in service occupations specified as vendor, farmer, bag maker, cook, community worker, housemaid and caregiver.

With this data, it is evident that the majority of the respondents belong to families with low socio-economic status. This data reveals that one factor behind the significant drop out rate of Cararayan National High School is the familys socioeconomic status. Financial difficulty is a strong predictor that a student is likely to drop out of school.

Low socio-economic status has been shown to bear the strongest relation to students tendency to drop-out. Students drop out four times higher than that of students of a higher socio-economic status. (Education Week: 2004)

No answer 21% For enjoyment 34% For enjoyment For sports development For personal growth No favorite recreational activity 18% For personal growth 3% No favorite recreational activity No answer

For sports development 24% FIG. 5 . FAVORITE RECREATIONAL ACTIVITY

This figure shows how the respondents spend their leisure time. The activities were varied and thus were classified according to its relative value. As seen in this table, 13 or 34% % spends their leisure time in activities which are entirely for enjoyment. These activities were specified as chatting, milling, computer games, watching TV, billiard and drinking. 9 or 24% mentioned basketball as a favorite 19

recreational activity; only I or 3 % mentioned drawing which is for personal growth. And of the 38 respondents, 7 or 18 % answered that they prefer to just stay home during their idle time than stay outdoor with friends for any recreational activity.

It can be gleaned from this data that the CNHS SARDOs seemed to be more interested in activities that challenge their physical ability rather than their cognitive skills like reading, chess, scrabble, film viewing, etc.

This confirmed the research findings that participating in recreational activities like watching TV, motor-cross/dirt bike-riding, playing video/computer games, and hanging out of the mall is the strongest correlative factor of youth problem behaviour; and youth problem behaviour was strongly correlated with drop out problem ( Leahy: 1997).

30 25 20 15 10 5 0

25

7 1 Very supportive and financially capable 25 Very supportive but not capable 1 Moderately supportive but capable 7

Moderately supportive but hardly capable 5

Series 1 Column1 Column2

Fig. 6. Parents Financial Support

Fig. 6 shows that majority of the respondents, with a frequency of 25 or 65%, feels that financially their parents are very supportive of their school needs. This can be attributed to the fact that majority of the CNHS students are Sanggawadan and Queen Beneficiaries, a local government financial assistance. Only 7 or 18.42% thinks that their parents are moderately supportive but capable; 5 or 13.15% answered that their parents are moderately supportive but hardly capable, and an insignificant

20

frequency of 1 or 2.63% thinks that his/her parents are very supportive but not capable.

25 20 15 10 5 0 Very supportive 15 15

22

1 Moderately supportive 22 Not supportive 1

Series 1 Series 2 Series 3 Series 1 Series 2 Series 3

Fig. 7. Parents Emotional/Psychological Support

However, in terms of emotional or psychological support described as interest, encouragement, and inspiring words received from parents, Fig. 7 shows that 22 or 57% feels a lack of parental support (moderately supportive); only 15 or 39.47% thinks that their parents are very emotionally supportive; while a frequency of 1 or 2.63%, too feels that his/her parents are not emotionally supportive. Apparently, the extent of parental financial support towards a childs education could not be considered apart from their psychological support as a determinant factor of the childs dropout behaviour. And surprisingly, even if the childs financial needs are gratified, their lack of emotional/psychological support will still greatly affect his will to succeed. It is therefore safe to say that the parents emotional and psychological support is more significant in the childs success or failure in school rather than the parents financial support.

21

40 35 30 25 20 15 10 5 0 Column2 Column1 Series 1

36 0

2 0 yes no

36 Series 1

2 Column1 Column2

Fig. 8. Parents Expectations

30 25 20 15 10 5 0 Very high 8

28

2 Series 3 Series 2 Moderate Series 1 Low

Series 1

Series 2

Series 3

Fig. 9. Degree of Parents expectations

This graph shows that the parents of the respondents express their educational aspirations and expectations on their success in school; and their parents level of expectation is perceived by them as moderate (not too high and not too low).

Several researchers have observed that the educational expectations and aspirations of parents have been considered as critical for the childs educational successIt remains unclear to what extent parents expectations of their childs success affect students actual performance, or how students performance informs 22

parents expectations; in any case, students at risk status was associated with parental expectations for their childrens education. ..Students with low parental expectations were more than 16X more likely to dropout of school (Kauffman.et.al.1992).

40 35 30 25 20 15 10 5 0 Series 3 Series 2 Column1

34 0

4 0 yes no

34 Column1

4 Series 2 Series 3

Fig. 10. Respondents perform household responsibilities

35 30 25 20 15 10 5 0 Series 3 Series 2 Column1 6 32 0 6 0 Too many

0 32

Moderate

Fig. 11. Volume of the household responsibilities

The above graphs reveals that of the 38 respondents, 34 or 89.47% are required to help in the household chores and majority of them answered that the chores do not affect or disrupt their studies.; only 6 or 17.65 % feels that the chores are too many and it disrupts his/ her studies; While 4 or 10.53% mentioned that they are not obliged to do household tasks. 23

Filipinos are used to doing household chores. Most Filipinos are born with a responsibility at home. They are taught at an early age how to do household chores and take care of their younger siblings; Especially the women, they have been trained early in life to do household chores, take care of siblings, cook and do some simple preparations of food for guests at home (Gayagay, 2010).

3%

5% 29% Very High High Average Poor

21%

42%

Very Poor

Figure 12. Perception on Academic Performance/Academic Grades

Figure 12 shows that out of 38 respondents, 35% of the respondent rate their Academic Performance above average, 42 % rated themselves average while 24% rated themselves below average. This information only indicates that most of the respondents,65% or 25 students, do not regard themselves highly when it comes to their Academic Performance/Academic Grades. This only shows that it is a good predictor of dropout rate increase. A good deal of researches stresses that external feedback about academic aptitude (e.g. Test results and academic grades) is a

powerful determinant of later academic self-concepts (Marsh et al. 2005). There are several studies that support the idea that students perception on Academic Performance as reflected in their grades has a strong correlation to students future decisions in life. For example, some students come to think that they are not capable of doing well in school, regardless of their actual cognitive abilities. When this happens, they often react by disengaging from academic pursuits, avoiding more demanding schoolwork, and generally underperforming in school (Marsh and 24

Yeung, 1997). Students with poor academic achievement (poor grades, history of course failure) and a history of retention (repeating one or more grades) are more likely to drop out. Students with low academic engagement (time on task, credit accrual) are also at higher risk for dropping out ( Lan, W. & Lanthier, R. ,2003). Students, who have negative attitudes toward school, consider schoolwork irrelevant, do not like school, and do not feel they fit in. These are critical indicators for dropping out (Lan & Lanthier, 2003).

34% 66%
With Participation No Participation

Figure 13. Students Involvement in Extra -Curricular Activities

Figure 13 indicates the students involvement in various extra curricular activities. The data represented by the graph shows that 66% of the respondents have direct involvement in any extra curricular activities while only 34% did not participate in any extra curricular activities. Extra-curricular activities are those sponsored by and usually held at school but that are not part of the academic curriculum that includes sports to newspaper editing to music and theater. It is believed that this strengthen social skills, boost self esteem (Braddock, 1981) and increase creativity. Although only 1/3 of the respondents have no participation in any extracurricular activities, there are several studies that support the correlation of students involvement in extra curricular activities to their academic performance. Based from Mary Rombokas studies, students involved in extracurricular activities receive 25

better grades than those who are not involved in extracurricular activities. In addition, activities improve the overall student. Therefore, they help students to receive better grades by teaching them character building lessons, teaching them lifelong skills, saving some at risk students who would possibly drop out of school, and helping students develop social skills. Students who have a low participation in extra-

curricular activities or students identified as socially isolated are at higher risks for dropping out (Berson, 1996). Alienation and decreased levels of participation in school have been associated with decreased likelihood of dropout.

25 20 15 10 5 0

21

19 17

19

School's Leadership Roles Classroom Leadership Roles

Figure 14. Leadership Roles

This figure presents the leadership roles SARDOs of CNHS. This has something to do with their participation and function/responsibilities in various school clubs, school-recognized organization, classroom officials, etc. From the total of 38 respondents, 55% or 21 have performed leadership roles in school, 50% of which is mainly classroom leadership roles while 5 % are non-classroom leadership roles (see fig. 14). This only shows that most of the respondents have less involvement on school clubs and organization and therefore they only have a few responsibilities and experience in performing any leadership roles. Although there is no direct study that supports the relationship of students poor leadership role as one of the factors that increases the number of dropout rate, the personality and attribute of a good leader helps to work on building positive 26

relationships with people. There are earlier studies focused on identifying the traits commonly displayed by leaders, but more recent research focuses on both leader behaviors and situational factors (Halpin, 1956; Stogdill, 1963). Effective leadership has a long list of attributes: risk taking, flexibility, self-confidence, interpersonal skills, managing, task competence, intelligence, decisiveness, understanding of followers, and courage, to name a few. These attributes help leaders in completing their daily functions and also help alternative education leaders in completing their daily functions (Bolman & Deal, 1997). A student just likes a leader, you will face many storms and many challenges on your way. The tempting thought of giving up instead of focuses more and fight in order to overcome the difficulties may knock your door as well. 'When the going gets tough, the tough get going'. Successful people do what failures won't do. They stay and fight, find solutions create new opportunities! (Vaiou, Joanna).

35 30 25 Many Friends 20 15 10 5 0 Figure 15. Number of School Friends Some Friends Few Friends No Friends

Figure 15 shows that respondents were able to establish a good interpersonal relation with his/her schoolmates. 79% of the total respondents were able to have many school friends while the remaining 21% claims that they were able to have some or few friends. No one claimed that they prefer to be alone or without any friends. This is a good indicator that our respondents are never left alone and isolated in their classroom.

27

There were several researches that have found evidence for the importance of peer relations in a variety of areas of adolescent functioning. Allen, Porter, McFarland, Marsh, and McElhaney (2005) report that adolescents who were wellliked by many peers displayed higher levels of ego development and secure attachment, as well as better interactions with their mothers and best friends (p. 747). Chen et al. (2003) found that academic achievement-oriented groups were more socially adaptive, meaning pro-social behavior was encouraged along with academic performance in these groups. The opposite was true in groups that were lower in academic achievement. In these groups, negative behavior and low achievement were endorsed (Chen et al., p. 722). Peer rejection could cause a fear of participating in class or general dread of school, both of which would block academic success. Further, peer rejection need not be recent to be harmful (DeRosier et al.). This data only indicates that the number of school friends is not a predictor that causes increase of drop out rate in CNHS, s/y 2010-2011.
30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 Dislike Teachers Like Few Teachers Like Some Teachers Like Most Teachers Like All Teachers

Figure 16. Respondents Attitude Towards Teachers

Figure 16 shows the respondents attitude towards teachers. This also shows teacher-student rapport in their daily teaching learning activity. No one dislikes their teachers. 68% or 26 out of 38 respondents like all their teachers. 13% likes most of the teachers; the same percentage likes some teachers while there are only 5% likes few teachers. This only shows that most of the respondents have a good relationship with their teachers and more importantly, they have a positive attitude towards their

28

teachers. Farrell (1990) emphasizes the importance of relationships among students and adults in a school. Studying the effect of students attitude towards their teachers and its implication to their education, we have the following previous studies: Students often see teachers as important role models on par with parents (Rose, 2005); Stressing more specifically that higher student dropout rates have been associated with the attitudes, beliefs, and behaviors of teachers and other school staff toward students. Schools with higher dropout rates report that students perceive school staff as uncaring, not interested in students as individuals, and not helpful. For primarily, A
teachers job is to nurture and guide a student to succeed similar to what a parental fi gure might do (Hardre and Reeve 2003:353). When a student is not engaged in class work because they feel like their teacher is not helping them they begin to get aggravated. If a student is upset then they will think negatively about how well they are doing in school and how well they will be able to do in the future. Hence, much can be gained in both theory and practice by thinking about dropout as not only an achievement issue but also a motivational issue(Hardre and Reeve 2003:354).

With this supporting statements and previous studies about the effect of teachers towards students schooling, it is indeed an important factor. Therefore, since most of our respondents have a positive attitude towards their teachers, the latter is not a predictor that students will drop out.

35 30 25 20 15 10 5 0 Figure 17. Number of Community Friends Many Friends Some Friends Few Friends No Friends

Fig. 17 shows the data about the number of friends our respondents have in their community. The data indicates that 84% of the respondents have many friends 29

while 16% claims that they only have some friends. No one claimed that they have few or no fiends. And comparing the percentage of number of school friends to their community friends, there is a greater number of community friends than in their school friends. This also indicates that there is greater peer influence in the community than inside the school. The impact of this to the student depends on the kind of community each of the respondents belong. Allen, Porter, McFarland, Marsh, and McElhaney (2005) report that adolescents who were well-liked by many peers displayed higher levels of ego development and secure attachment, as well as better interactions with their mothers and best friends (p. 747). It is also a fact that communities play a crucial role in adolescent development along with families, schools, and peers. Population characteristics of communities are associated with dropping out, but not in a straightforward manner: living in a high poverty neighborhood is not necessarily detrimental to completing high school, but rather living in an affluent neighborhood is beneficial to school success. This suggests that affluent neighborhoods provide more access to community resources and positive role models from affluent neighbors. It is also a fact that there are times youth in the community tends to become a community problem. Black (2002) stated that teenagers with close ties to their parents
were far less likely to become delinquent or suffer depression than students who felt distant from their families. Typically peers reinforce family values, but they do have the potential to encourage problem behaviors as well. Although the negative influence of peers is overemphasized in the minds of most adults, more can be done to help teenagers experience both the family and the peer group as a positive environment. The community, families, churches, and schools must all become involved to raise healthy, well-adjusted young adults.

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Community Organization
Member of Organization 21%

Non-member of Organization 79%

Fig. 18. Membership in Organization Outside the School

The figures above show the membership of the respondents in an organization outside the school. 79% of the respondents claimed that they are nonmember of any organization while the remaining 21% claimed that they are member of an organization outside the school. The 21% or 8 respondents has been a member of community organization, Youth Organization and Church organization and their combinations. But they are much involved in the youth organization and church organization than in a community organization. This as a good predictor of increase of dropout rate highly depends on the kind of environment the student-respondent has.

A lot of previous studies support this idea. Individual with problematic background, high risk environment and non-supportive family members may have less educational aspiration and an increase in a negative peer involvement. Consequently, students with negative peer association are more likely to imitate their peers lifestyle, most often leading to increased feeling of marginalization (Kortering and Braziel, 1999). Students that are marginalized may be less satisfied in the academic environment and there is a higher likelihood of school drop out(McGaha & Fitzpatrick,2005). Finn(2005) says: Identification with school denotes perceptions of congruence of the self with the school or social group in the form of shared values or sense of belonging (p. 134).Increasing students sense of belonging and their involvement or engagement in their learning will require substantive changes in the way schools are generally designed, particularly at the secondary level.

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CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions, and recommendations of the study.

Problem No. 1. What are the factors in the family that make a student a SARDO (student-at-risk-of dropping out)? Findings 1. The drop-out tendency of CNHS students is lower among girls than boys.

2. Majority, 34 or 89%, of the respondents who are identified SARDOS, are staying with their parents except for 4 or 11 % who are staying with guardians. 3. Majority of the respondents parents acquired low educational attainment. 4. Majority of the respondents belong to families with low socio-economic status. 5. Majority of the respondents, with a frequency of 25 or 65%, feels that financially their parents are very supportive of their school needs; 6. Majority , 22 or 57%, feels a lack of parental emotional and psychological support (moderately supportive); only 15 or 39.47% thinks that his/her parents are very emotionally supportive; while a frequency of 1 or 2.63%, feels that his/her parents are not supportive. 7. Parents express their educational aspirations and expectations on their academic success but their level of expectation is perceived by the respondents as just moderate (not too high and not too low). 8. Of the 38 respondents, 34 or 89.47% are required to help in the household chores and majority of them felt that the chores do not affect or disrupt their studies.

32

Conclusion The family factors that make a student of Cararayan National High School a SARDO are parents low educational attainment, families low socio-economic status, lack of parental supervision on the childs recreational activity, lack of parental emotional and psychological support on the childs school needs, and parents low level of expectation on the childs academic success.

Recommendations

1. Create, initiate, and implement programs that will help the parents financially support the childs school needs. 2. Intensive implementation of a program for parents that will enhance their knowledge on Parenting, Parents Roles and Responsibilities towards the childs academic success, and Stages of Development ( the childs needs in each stage of development), etc. 3. Intensify school linkage with local govt. agencies that provides financial support to students who belong to low income families.

Problem No. 2. What are the conditions in the school that promote the students drop-out behavior?

Findings 1. Most of the respondents with a frequency of 65% or 25 students, do not regard themselves highly when it comes to their Academic Performance/Academic Grades. 2. 66% of the respondents are involved in school extra curricular activities while only 34% do not participate in any extra curricular activities. 3. Most of the respondents have less involvement in school clubs and organizations and therefore have less experience in performing any leadership roles. 33

4. Majority or 79% of the respondents has the ability to establish good interpersonal relation with his/her schoolmates; 84% have many friends outside of the school as well. 5. 81% or most of the respondents have a good relationship and positive attitude towards their teachers.

Conclusion The conditions in Cararayan National High School that promote the students drop-out behavior are students poor perception of their academic performance/academic grades, lack of involvement of some students in the schools extra curricular activities, and lack of involvement in school clubs and organizations/less experience in performing leadership roles.

Recommendations 1. Teachers must be more affirming and always use positive approach to develop and enhance students positive self-knowledge. 2. Introduce, initiate programs that will help improve students academic performance. 3. Create more school organizations and interest clubs to increase students involvement in school activities.

Problem No. 3. What are the factors in the community that adversely affect students attendance and involvement in school activities?

Findings 1. 13 or 34% % spends their leisure time in activities which are entirely for enjoyment; These activities were specified as chatting, malling, computer games, watching TV, billiard and drinking; 7 or 18 % prefer to just stay home; 9 or 24% mentioned basketball as a 34

favorite recreational activity; only I or 3 % mentioned drawing which is for personal growth.

2. 79% of the respondents claimed that they are not a member of any community organization, only 21% claimed membership in an organization outside of the school.

Conclusion Students involvement in leisure time activities was entirely for enjoyment, which include chatting, malling, computer games, watching TV, billiard and drinking. This is so because of the accessibility of these facilities and resources in the community.

Recommendation

1. Teachers can help strengthen values education subject and reinforce the lessons on values by integrating the topic in their respective subjects thereby encourage students to involve in more productive and healthy recreational activities.

Problem No. 4. What school based intervention programs maybe recommended to address the SARDOs needs and reduce the drop-out rate? Programs that will help build students positive self-image.

1.

2. Programs that will enhance Parenting and Parent-child relationship. 3. Programs that will support students from low income families. 4. Programs that will assist students with academic difficulties. 5. Programs that will develop and enhance desirable values of students.

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6. More school programs, organizations and interest clubs that will provide all students the opportunity to participate and discover, develop and enhance their potentials, talents and skills.

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REFERENCES:
A. BOOKS Allen, J. P., Porter, M. R., & McFarland, F. C. (2006). Leaders and followers in adolescent close friendships: Susceptibility to peer influence as a predictor of risky behavior, friendship instability, and depression. Development and Psychopathology, 18, 155-172. Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The two faces of adolescents success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76(3), 747-760. Battin-Pearson,S. et.al. Predictors of Educational Psyhology. 2000. http://nces.ed.gov/pubs92/92042.pdf Braddock,Jomills H., II. Race, Athletics, and Educational Attainment -Dispelling the Myths,Youth and MaMarch1981,335-349. Society, Volume 12, Number 3,

Calmorin, Laurintina P. and Melchor A. Calmorin. 1995. Method of Research and Cooley, Charles H. 1990. Sociological Approaches to Education. Fift Edition. Cook and Cook Inc. New York. Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74, 710-727. De Leon, Hector S. The New Philippine Constitution, 1991. DeRosier, M. E., Kupersmidt, J. B., & Patterson, C.J. (1994). Childrens academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development. 65, 1799-1813. Kortering, L.J. & Braziel, P.M. (1999). Staying in School: The Perspective of the 9th Grade Students. Remedial and Special Education, 20 (2) 106-113.

Marsh, Herbert W. Self Description Questionnaire III: The Construct Validity of Multi-dimensional Self- Concept Ratings By Late Adolescents. Article first published online: 12 SEP 2005. Marsh, Herbert, Yeung Alexander Seeshing. Causal Effects of Academic Self-Concept on Academic Achievement: Structural 37

Equation Models of Longitudinal Psychology. 1997; 89:4154.

Data.

Journal

of

Educational

Orntein, Allan C. and Daniel U. Levine. 1984. An Introduction to the Foundation of Education. Third Edition. Houghton Mifflin Company. USA. Peer Effects. International Encyclopedia of the Social Sciences. 2008 | Copyright 2008 Gale, Cengage.

B. JOURNALS/PERIODICALS

Education Week. Dropouts. Published September 10, 2004 Farrell, E. (1990). Hanging In and Dropping Out: Voices of At-Risk High School Students. New York: Teachers College Press. Goldman, Burt. The Power of Self Mind Control,Improving Interpersonal Relationship. Hardre, Patricia L. and Johnmarshall Reeve. 2003. A Motivational Model of Rural Students Intentions to Persist in, Versus Drop Out of, High School. Journal of Educational Psychology 95:2 347-356. Kaufman,Philip et.al. Characteristics of At-Risk Students in NELS:88. National Center for Educational Statistics. 1992.

Lan, W. & Lanthier, R. (2003). Changes in students academic performance and perceptions of school and self before dropping out of schools. Journal of Education for Students Placed at Risk, 8(3). Leahy, Suzanne Kennedy. Colorado Study:1997http://www.omni.org/docs.dropout study.pdf School Dropout

Maine Education Policy Research Institute (2004). The condition of K12 public education in Maine 2004. Gorham, ME: Center for Education Policy, Research, and Evaluation, College of Education and Human Development, University of Southern Maine. McGaha, V. & Fitzpatrick, J. (2005). Personal & Social Contributors to Drop Out Risk for Undergraduate Students. College Student Journal, 39 (2) , 287 297. Rombokas, Mary, High School Extracurricular Activities & College Grades, Southeastern Conference of Counseling Center Personnel (Jekyll Island, GA, October, 25-27, 1995). 38

Vaiou, Joanna. How to Improve Your Leadership Skills in Life. Article Source:http://EzineArticles.com/3254568.

C. THESIS/DISSERTATIONS

Berson, Judith Sheryl. A Study Of The Effects Of A Service-Learning Experience On Student Success At An Urban Community College. Florida International University. 1997, pages 1 132. Brown, E.C., Foster-Johnson, L., Greenbaum, P.E., & Caso-Esposito, M.R. (1995, April). Characteristics related to dropping out of school among students with severe emotional disabilities. Paper meeting of the American. Claro, Benito A. Occupational Opportunities of the Out-Of-School Youths in Milaor, Camarines Sur.(Unpublished Masters Thesis), Naga College Foundation. 2004. Masonry, Amir. Dropout Study in Basic Education. Level of Schools in Afghanistan. May2007. PEER EFFECTS IN ACADEMIC OUTCOMES: Evidence from a Natural Experiment David J. Zimmerman Williams College November, 1999 DP-52. Racasa, Luningning R. A Study of the Causes of Irregular Attendance and Tardiness of Grade VI-Lyra of Vinzons Pilot Elementary School, Vinzons District during the School Year 2007-2008. presented at the annual

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APPENDICES

40

RESEARCH QUESTIONNAIRE

Name (optional): ________________ Year/section: ___________________ A. HOME With whom do you stay? Pls. check. Parents: ____ Guardian: ____ ______________ FATHER Educational Attainment: _________ Occupation: ` __________

Age: ________ Female: ___ Male: ___

If guardian, relationship:

MOTHER

GUARDIAN (If staying with guardian) ___________ ___________

____________ ____________

1. Is your parents/guardian supportive of your studies? Please check. a. Financial support: Very supportive and financially capable Very supportive but not capable Moderately supportive but capable Moderately supportive but hardly capable Not supportive but financially capable Not supportive and not capable

______ _____ _____ _____ _____ _____

_______ _______ _______ _______ _______ _______

b. Psychological/emotional support (interested, encourage, inspire) Very supportive _____ _____ Moderately supportive _____ _____ Not supportive _____ _____ 2. Does your parents/guardian express some expectations regarding your academic performance? Yes ____ _____ No ____ _____ If yes, are their expectations: Very high ____ _____ Moderate ____ _____ Low ____ _____ 3. Are you required to help in the household chores? Yes ____ No ____ If yes, are the household chores: Too many, it disrupt your studies ____ Moderate, it does not affect your study schedule ____

41

B. SCHOOL 1. How important is education? Very important Important Not important

___ ___ ___

2. How important is satisfactory academic performance or getting good grades for you? Very important ____ Important ____ Not important ____ 3. How would you rate your academic performance or academic grades? Very high ____ High ____ Average ____ Poor ____ Very Poor ____ 4. Had you been involved in extra-curricular activities? Yes ____ No ___ Had you played any leadership roles in school? Yes ____ No ___ Had you ever been elected/selected for a position of responsibility in the classroom? Yes ___ No ___ 5. Do you like your teachers? Yes, all of them ___ Yes, most of them ___ Yes, some of them ___ Yes, a few of them ___ No, none of them ___ 6. Do you have friends in school? Yes, I have many friends ___ Yes, some friends ___ Yes, but only few friends ___ None, I have no friends ___ 7. Have you been referred, called or requested to report to the school discipline officer or the guidance counselor? Once ___ Twice ___ More than three times ___ Why?__________________________________________________________ _________ __________________________________________________________ 8. Have you been suspended in school? Yes ___ No ___ . If yes, why? _______________________________________________________________ ________ C. COMMUNITY 42

1. Do you have friends outside of the school? Yes, I have many friends Yes, some friends Yes, but only few friends None, I have no friends

___ ___ ___ ___

2. If yes, how do you spend your free time with together? (pls. check) Chatting ___ Sports/games ___ Malling ___ Others: ___ Pls. specify: ______________ 3. What is your favourite past time activity (gimik)? ______________________________ . 4. Are you a member of any organization? Yes ____ No ____ If yes, what is the organization? ___________________________________ (name of the organization) What is its membership? All boys ____ All girls ____ Boys and Girls ____ What is its classification as an organization? Please check. : ____ community organization ____ church organization ____ youth organization ____ fraternity/sorority ____ gang ____ peer group/barkadahan 5. What are some of its activities? _______________________________________________________________ _______________________________________________________________ ________________.

Thank you.

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