RISK FACTORS INFLUENCING DROPOUT RATES: BASIS FOR THE CRAFTING OF INTERVENTION PROGRAM Chapter I IV
RISK FACTORS INFLUENCING DROPOUT RATES: BASIS FOR THE CRAFTING OF INTERVENTION PROGRAM Chapter I IV
RISK FACTORS INFLUENCING DROPOUT RATES: BASIS FOR THE CRAFTING OF INTERVENTION PROGRAM Chapter I IV
Chapter I
political, financial, and social life. It has dependably been emphatically seen as a
mainstay of national improvement and an essential parkway for social and financial
(DepEd). As the nation's greatest agency, it is given the most astounding budget
allocation among government offices every year as required by the 1987 Philippine
Constitution.
The 1987 Constitution likewise guarantees the right to education of every
Filipino, which provided that the State shall protect and promote the right of all citizens
to quality education at all levels and shall take appropriate steps to make education
accessible to all. Despite these legal mechanisms, budget prioritization and increased
access, Philippine education has been dogged with issues such as high dropout rates.
Each year, the Department of Education introduces different methods to
answer the dropout rate in different schools. There is really a need for an advocacy to
further supplement the idea of Education for All . Many young people make decisions
in their early years that can affect not only their personal welfare, but also their society
as a whole. Some students fail to complete school and may become unemployed
instead of becoming productive member of the society. One of the major problem the
Philippine education is facing right now, especially in the public schools is the high
out of 2, 771 enrollees, 1.52% or 42 were dropouts. The researcher is interested to find
out the risk factors influencing these dropouts. Thus, this study was conducted. This is
then the basis of crafting an intervention program to improve areas where problems are
detected.
Teenagers will continue to dropout of school unless ways can be found to help
them realize that Education is the key to achieve a successful life and so educators and
parents must look for ways to help them receive the education they need.
This study focused mainly to the risk factors causing Nabunturan National
Comprehensive High School students to drop from their classes. Furthermore, I would
consider this endeavor important for me as a classroom teacher and as a future school
administrator for proper planning and actions on how to motivate students to continue
schooling even during adverse conditions of their lives. Programs and other relevant
activities can help them be in school. Scenario like this is a concern of every
Presented in this section are the related literature and studies that have bearing
increase, personal income rises, the quality of life improves, and society benefits as
criminality declines, tax income increases, and the cost of social programs decreases.
Unfortunately, every year many students dropout in high school. Various factors place
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students at-risk of dropping out, but the question remains why some at-risk students
out. These were: In participants' life worlds, dropping out was not unusual; participants'
despite their disadvantaged lives and educational setbacks; participants lacked social
capital that could have helped them escape their life worlds, and participants had often
been invisible to people who could have provided help. These themes do not stand
alone, but meld into a picture of lives lacking the basic elements of success and the
supporting relationships needed to succeed. His study concluded that schools cannot
alter many elements dropouts' life worlds but can reduce dropping out by identifying
phenomenon. Both the individual who chooses to drop out and the society that
live in poverty are notably less expected to graduate than their peers at Franklin Park
High School. The vast majority of at-risk students at Franklin Park High School are able
to persevere and graduate, but a percentage of students choose to drop out each year
focused on the goal of high school graduation, willing to complete all tasks related to
reaching that goal, and access appropriate resources and supports to achieve their
goal. At-risk students who chose to drop out are not focused on the goal of high school
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graduation, course failures, negative peer relationships, attendance issues, and a lack
maybe even rising dropout rates despite requirements of and support for universal
show almost universal compliance with the 9-year compulsory education law, there
have been few independent, survey-based studies regarding dropout rates in China.
Survey between 2009 and 2010 showed that over 7800 grade 7, 8, and 9 students from
46 randomly selected junior high schools in four counties in two provinces in North and
Northwest China to measure the dropout rate (Yi, Zhang, Luo, Shi, Mo, Chen, Brinton,
Rozelle, 2012). They also used the survey data to examine factors correlated with
dropping out, such as the opportunity cost of going to school, household poverty, and
poor academic performance. Yi et al. (2012) found out that dropout rates between grade
7 and grade 8 reached 5.7% and dropout rates between grade 8 and grade 9 reached
9.0%. In sum, among the total number of students attending junior high school during
the first month of the first term of grade 7, 14.2% had left school by the first month of
grade 9. Dropout rates were even higher for students that were older, from poorer
families (and families in which the parents were not healthy), or were performing more
poorly academically. They conclude that although the government's policy of reducing
tuition and fees for junior high students may be necessary, it is not sufficient to solve the
dropout problem.
Students who enter ninth grade each fall fail to graduate with their peers four
years later. In fact, about seven thousand students drop out every school day. Perhaps
this statistic was acceptable fifty years ago, but the era in which a high school dropout
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could earn a living wage has ended in the United States. Dropouts significantly lessen
their chances to secure a good job and a promising future. Moreover, not only do the
individuals themselves suffer, but each class of dropouts is responsible for substantial
financial and social costs to the communities, states, and country in which they live.
Although graduation rates are a fundamental indicator of how schools are
ultimately performing, only recently have those rates been rigorously scrutinized and the
extent of the crisis in America's high school been revealed. For decades, schools and
American public knew little of the scope and gravity of the problems faced by far too
many of the nation's high schools. Alliance for Excellent Education (2009) has exposed
alarmingly low graduation rates that were previously hidden behind inaccurate
do so has serious long-term consequences. While each student who has made the
decision to leave school has an individual story and reasons, there are several common
in school on a daily basis. According to Anne E. Casey Foundation (2011), children who
are not reading proficiently by fourth grade are four times more likely to quit high school
appear to have higher dropout rates. One of the strongest correlates of early school
leaving in studies of students is the lack of academic success. Students who more often
get low grades, fail subjects, and are retained in grade are more likely to leave school
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the school tend to leave rather than continue in the face of the frustration of failing to
achieve good grades. The lack of opportunities for success can be viewed as an
imbalance between the academic demands of the school and the resources students
have to meet those demands. The availability of such resources appears to be related
Parents, teachers and administrators should pay attention for students who are
struggling with core courses, especially in the elementary years. In 2007, Louisiana
who had dropped out of school had a chronic history of absenteeism. Nearly 88% of
students who had dropped out had missed at least 20 days of school in a given year,
and an alarming three out of every four drop outs had missed more than 40 days in a
year.
In addition, schools must carefully monitor attendance, and notify parents
teacher support, and engaging parents could be the key to making sure students show
their teachers do not care for the course material or understand how to connect it to real
life. Students who are not involved with their school have a high chance of dropping out.
According to Hunter (2001), 90% of students who engage in extra-curricular
activities, stay in school. High schools need to seek a variety of activities to help engage
all students. In addition, schools, teachers and administrators need to seek to create a
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community atmosphere to help students feel as if they belong. Parents can help by
encouraging students to get involved in activities and develop talents and outside
in school. Students who are pregnant need extensive support to remain in school;
according to the Center for Disease Control and Prevention (2015), 50% of pregnant
students drop out of high school due to lack of financial and emotional support. Some
ideas to help pregnant students include alternative high school options, such as part-
day or online courses. High school counselors can be of great assistance in preventing
pregnant students from dropping out of high school. In addition, there are state and
school to provide for their families financially, and drop out of high school to find
employment. Creative options exist for students who must earn money while in school,
including work-study programs (students can earn credit for working part-time jobs) and
online programs for students to take classes when they aren't at work. In addition,
administrators on the impact of financial difficulties can provide a range of options that
students, many excellent options are available. Many factors that cause students to
drop out of high school are preventable or manageable if administrators, teachers and
parents work together to provide early intervention and support. The effects of dropping
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out are felt for a lifetime, both financially and emotionally. The decision to stay in school
develop disciplinary problems are more likely to drop out. High rates of absenteeism or
truancy, poor classroom behavior, less participation in extracurricular activities, and bad
relationships with teachers and peers all have been linked to lower chances for
graduation.
Albert, Quimba, Ramos and Almeda (2012) concluded that for secondary aged
children, child labor is an issue that is confounded with poverty: while 46.5% of out of
school children (OOSC) in the age group 12 to 15 belong to the poorest twenty percent
of per capita income distribution, the rate is higher for those who are engaged in
economic activities (52.5%). Thus, poverty and the need to contribute to family income
social factors, or factors related to personality and motivation (Burrus and Roberts,
2012). For example, it is possible to use the extent to which students- and their parents
and teachers-actively engage in the educational process to predict how likely the
identification with the school and the development of positive relationships with peers
and teachers. Forty-seven percent of participants in the Bridgeland et al. (as cited in
Burrus and Roberts, 2012) focus-group study said that they did not find school
interesting, and that this was a factor in their decision to drop out. Such lack of
engagement may not be limited to the students. Many of them doubted that their
teachers were interested in school or student learning, and felt that they were more
Terry ( as cited in Family, peers play influential roles in students decision to drop
out, 2012) found out that parental endorsements of school foster their childrens
academic self-esteem, self-discipline, and long-term goal planning, but poor attitudes
toward school completion seriously compromise their childrens chances for graduation.
Parents who delayed in getting their children enrolled in school, moved often or were
single parents had a higher rate of dropouts. Those parents who had obtained a high
school diploma or higher education also more often had children who graduated.
In-school friends, who tend to value education and school attendance, push
students to stay in school, whereas out-of-school peers, who tend to discount the worth
of education and to encourage skipping school, pull them to quit Terry ( as cited in
Family, peers play influential roles in students decision to drop out, 2012).
The above-mentioned articles discuss the provisions of the government in its
program to reduce the risk of drop-out if not to eradicate the problem. It also presents
readings on the relevance of the topics concerning dropouts since they have become
the bases of the researcher in the formulation of the support to the problem presented,
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
government implemented the Drop Out Reduction Program (DORP) which is a project
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(DepEd) Central Office. It aims to curb the high dropout rates in public schools by
offering alternative modes of education for students at the risk of dropping out
(SARDO).
Students are dealing with circumstances that often place them at risk of dropping
out of school. According to the National Dropout Prevention Center (2011), there are
Available figures from the Department of Education (DepEd) show that there has been no
significant movement in dropout rates among elementary and high school students in the last five
years. The elementary dropout rate never got past the 6 percent level since 2008 while that of the
secondary level remained within the 7 percent territory since 2007. The figure fluctuated five
years earlier, with the secondary dropout rate reaching as high as 12.51 percent while that of
students.The six percent could account for a big number of dropouts. If the Philippines has ten
million students, that six percent would mean 600, 000 students who dropped out of school,
Paguta said. DepEd figures for 2013 showed that a total of 126,368 public school students have
dropped out of school in the elementary level while 236, 222 others have discontinued their
studies in the secondary level. However, dropout rates in both levels have been rising, albeit
skills, less opportunity to acquire better jobs or acquire higher education and less opportunity to
become entrepreneurs.
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Interventions to reduce dropping out Good practice around drop outs could occur
in different stages and zones of access. They could catch children both before they drop
out and when drop out has occurred, helping secure some form of continued education.
Points of intervention could be located: critical moments where children might stay or
leave school, and where action could be taken. There are a number of ways this could
take place.
Figure 1 is the schematic diagram of the study showing the risk factors affecting
the drop-out rates and the intervention program that would be designed based from the
Research Questions
The main purpose of this study is to find out the risk factors that cause the
students of Nabunturan National Comprehensive High School to drop from school and
2. What are the risk factors behind the dropping out from school?;
3. On the basis of the findings, what intervention program could be developed?
The study focused mainly on the risk factors that influence the drop-out rate of
students in Nabunturan National Comprehensive High School from school year 2010-
2015. This further investigated their experiences in the school while they were still
studying and their family background like the economic status and educational
qualifications of their parents. This study did not include all the dropped-out students
reasons of dropping out of students. Furthermore, this will encourage them formulate
devoted to be parent of their students and their role is not to develop intellectually giant
understanding, considerate, loving but firm in dealing with students who have personal
continue their studies despite the difficulties they are facing in life.
Parents. They will be motivated to be more responsible and lovable parents to
their children. Their moral and financial support to their children is more important than
Future Researchers. The finding of this study will serve as a good source of
accurate and useful information for another similar endeavor like this study.
Definition of Terms
The following terms are defined operationally for better understanding of the
study:
Dropout. This refers to a student who has stopped attending school before
completing the prescribed level of education within the specified school year.
Dropout rate. This refers to the percentage of students who drop out from a
level of education in a given school year, including those who complete the school year
Chapter II
RESEARCH METHODOLOGY
Presented in this chapter is the manner of conducting the study. This includes the
research design, research locale, role of the researcher, research informants, data
the study.
Research Design
The researcher employed the phenomenological type of qualitative research in
gathering the needed data and information for analysis and interpretation. It is a study
Research Locale
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School traces its roots to Compostela High School, the first secondary public school in
the entire Compostela Valley.Compostela High School started its first classes in June,
1951 with 300 students who were enrolled in first year and second year. Classes were
held in the residence of Mr. and Mrs. Anecito Vargas located at the junction of the
national highway and the provincial road to barangay Magading. At the start of its
operation, Compostela High School was not yet approved by the national government
so that the members of the faculty who were hired as first teachers did not received
their regular salaries. With the cooperation of the local government and with the
schools division superintendent, Leon Gatmaitan, the Compostela High School was
formally approved by the director of public school, Venancio Trinidad on July 7, 1951.
That is why July 7 is celebrated as foundation day of NNCHS. When Compostela High
School started to operate, there were 11 teachers and a year after, third year classes
where it is now located. This was the effort made by Mayor Lauro C. Arabejo who was
recognized as the Father of NNCHS. He was also supported by the Parents Teachers
Association (PTA) that provided the school with chairs and other important things
High School.
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acknowledged that he is a human instrument and the primary research tool. As such, it
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is imperative for researcher to consider their own biases, limitations, and views
throughout data collection, analysis, interpretation, and the reporting phases of the
process. Qualitative research assumes that the researchers biases and values impact
the outcome of any study. To enable any audience of qualitative studies to evaluate the
validity of conclusions extrapolated from data, researcher should, as part of the study,
neutralize or bracket their biases by stating them explicitly to the full extent possible. For
this study, in the interest of full disclosure and of guarding against unethical or
Research Informants
The research informants were the twenty (20) dropouts from Nabunturan
particular characteristics of a population that are of interest, which will best enable you
population to use for a particular study or research project. Unlike random studies,
which deliberately include a diverse cross section of ages, backgrounds and cultures,
characteristics who will better be able to assist with the relevant research.
The study utilized the in-depth interview (IDI) in order to achieve a holistic
conducted using an interview guide composed of two primary research questions and
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17 specific questions which facilitates the flushing out of the respondents views through
technique that involves conducting intensive individual interviews with a small number of
data analysis. For this reason, I began analyzing data with the following the first
analysis process and, although these steps are described in linear order, Creswell
following these stepsthe process is not simply a static, linear order of analysis. First
step is to organize and prepare the data for analysis. During this step, I reviewed the
audio recording from the interview and transferred into word document transcripts.
Second step is to read through the data. I reflected on the overall meaning to gain a
general sense of the information and ideas that the informants conveyed. Third step is
to begin detailed analysis with the coding process. I followed Creswells procedure of
organizing the material into segments by taking the text data and segmenting sentences
into categories. I then labeled those categories with terms based on the actual language
from the informants. I used the coding process to generate a description of the setting
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or people as well as categories for these for analysis. I utilized this process to generate
codes for the descriptions, which then led to generalizing a small number of categories
or themes. Then, I analyzed the themes that emerged and gathered the various cases
into a general description for this bounded case. Fifth step is to advance how the
description of the themes were represented in the qualitative narrative. For this step, I
weaved the emergent themes into narrative passages, so that the findings emerged
logically from the informants responses. The sixth and last step is to interpret the
meaning of the data. Creswell recognizes that are searchers own background plays just
on what they were saying, the conclusions they drew, and their intentions for future
practice. The themes that emerged from this study came directly from my awareness of
the healthy tension between my own biases and the informants own meaning-making
processes.
researcher must be good and trustworthy. To increase the trustworthiness of the studys
transcript and asking them to verify the accuracy of the content; and requested peer or
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findings, I provided an audit trail that is, a detailed explanation of the data collection and
analysis methods and how decisions were made throughout the study. Finally, to enable
other researchers to make decisions about transferability of results, I used rich, thick
description.
Ethical Considerations
Studies involving interaction/interview with a human being usually have some
research process and how the data were presented; providing as much information on
the study and its aims and objectives without influencing responses.
Before conducting the interview, an informed consent form was presented to the
informants. It contained specific information about the study such as its title and
purpose.
Chapter III
RESULTS
This chapter presents the results of the research questions that investigated the
risk factors influencing drop-out rates, which would become the basis in the crafting of
intervention program. The primary questions dealt with the experiences of the students
while in school and the risk factors behind the dropping out from school. In order to
gather information and data that would answer the primary research questions and
subsequently, the problem being investigated, specific questions were formulated for
each. Moreover, these specific questions were used during the in-depth interview. The
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results of the study were presented following the order of questions as reflected in the
This section presents the results for major research question number 1What are
the experiences of the research participants while in school? There were 11 specific
research questions under major research question number 1 all of which were intended
Due to the sensitivity of the topic being investigated, the identities of the research
participants were concealed and careful attention was taken for statements that would
be identified with the research participants. Likewise, sensitivity to their feelings and
sentiments was observed during the conduct of the in-depth interview as some
The responses, in this section, were drawn from the specific question 1.1 What
activities that you are involved in? which is under statement of the problem number
1What are the experiences of the research participants while in school?The responses
of the research participants resulted to the following themes: nothing at all, club initiated
Nothing At All. The responses of the participants revealed that several of the
research participants were not involved at all with any school activity. Pointing out
various reasons for their non-involvement, they contended that they were either not
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Participant 9 confided;
Meanwhile, participant 19 cited as reason for not involving was her being timid to
Participant 16 had a different reason though for not involving saying that he
would instead look for menial jobs to support family needs. He stated;
Wala ko nag apil-apil ug mga activities sa eskwelahan sir,
bisi man ko sa pag panglabor gud sir. Pait man among
kahimtang gud, daghan mi magsoon. Ako man ang
magulang, mao nga kinahanglan jud nako mangita ug
kwarta para naay mapalit ug bugas sir. Wala pud ko
ikagasto sir kung mag apil-apil ko kay siyempre naa man jud
nay amotan. Ang pagpang-helper kuyog sa akong angkul
nga panday ang akong kasagaran nga trabaho sir.
difficulty her family had experienced arguing that she could not be able to attend
because most school activities required the use of money. Here she contended;
Wala ko naga apil sa mga school activities sir. Maulaw pud
ko sir kay pobre mi, wala gani ko tarong sinina sir.
Kasagaran mga school activities pud sir kay kailangan ug
kwarta. Maulaw jud ko sir ky imat kaau ko.
school activities. Arguing further that school activities are only good for intelligent
Participant 11 added;
Wala ko na involve sa mga school activities sa eskwelahan.
Para nako ang school activities para lang sa mga bright. Dili
man ko bright gud.
In contrast, participant 3 could not tell of any reason why he was not involved in
Club Initiated Activities. Another result of the study revealed that, for those
involved in school activities, the research participants were most likely involved in
activities initiated by the club in which they were members. Their membership to the
club paved for their involvement to different activities. This was relayed by Participant
20;
Nag join ko ug dance troupe sa school sir. Kabalo man pud
ko mosayaw, naga perform gani mi ug naay mga program
sa school. Exposed man pud ko school sir tungod sa dance
troupe.
25
(The very effective clubs are the SSG and such. They teach
the students in which field they do best. They also hone their
skills in such field. I consider the said activities ingenious.)
(For me, when I joined the Red Cross Youth and the English
Society Club.)
(In the past years, I joined some of the school clubs; but, I
stopped since I have a busy schedule. There are times that
we go home late and my guardian got angry. I got annoyed
so I stopped. Its very tiring since I have lots of things to do
since Im a working student.)
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were into sports-related activities which they believed had enhanced their skills and self-
Gulayan sa Paaralan that provided her the opportunity to involve in activities related to
in school were all non-sense. He admitted to have been involved in doping marijuana
This section highlights the responses to the specific question 1.2 What
motivated you to get involved in these activities? which is under statement of the
problem number 1What are the experiences of the research participants while in
have any motivation to join in any school activity. On other words, there was nothing
that could push them to join and be part of the activity. While some cited valid reasons
like timidity and low self-confidence; others simply pointed out their disinterest to join.
Participant 13 stated;
Wala jud sir, kay maulaw jud ko kay pobre kaayo mi. Wala
nag motivate sa akoa kay wala man pud daghang barkada
sa school sir.
(None. I did not join any school activity. I do not even talk
much because I am too shy.)
encourage him to join in any activity as a reason why he was not motivated at all to join.
He confided;
Wala koy naapilan. Wala man pud ko gina encourage sa
akong maestro ug maestra nga mag apil-apil sa school
activities.
While others cited that there was, in the first place, no motivation to join but
participant 14 conveyed it was her health condition that prevented her. This she had to
say;
Gustohan man nako sir, dili jud pwede tungod sa akong
health. Masakiton man gud ko sir. Akong teacher sa una,
gusto ko ipa join sa mga school activities pero dili jud pwede
sir.
Similarly, participant 17 contended but she was into others that kept her busy.
She relayed;
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peers that pushed other participants to join in school activities. It showed the kind of
influence friends or peers had on their lives. Had it not been because of their friends;
they could have participated in school activities. Participant 20 mentioned about his
membership in the dance troupe where some of her friends were also members. She
noted;
Akoang mga friends sir, kay member man pud sila sa dance
troupe, mao nadala lang pud ko sa ila. Gusto man pud nako
kay hilig man nako ang dance sir.
On the contrary, participant 18 mentioned about his friends who were bad
influence but yet they were responsible for his participation in school activities. He
conveyed;
Ang akong mga barkada sir, nadamay lang pud ko sa ila.
Bad influence man gud sila sir, wala man pud koy ginikanan
nga mobadlong.Sa akong lolo ug lola naman ko nagpuyo
gud sir.
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Participant 16, who was close to his uncle and considered him as his friend,
Not quite certain who motivated him but retorted by saying it was friends.
Participant 15 revealed;
Walay naga motivate sa akoa sir. Siguro pud sir kay akong
mga barkada wala man pud sila naga apil sa mga school
activities. Mga kabuang lang jud ang among nahibal-an.
Participant 1 added;
Isa pud nag enter man gud akong mga amigo.
motivated few participants to join like being able to relate with other people, to build self-
involvement with school activities as venue for their personal growth. Participant 1 had
this to say;
Unya gusto pud nako e-develop ang akong kaugalingon sa
pakig-ambit sa ubang mga tao.
On the other hand, Participant 4 pointed out the opportunity of being able to
Participant 8 added;
Ang nakapa-aghat sa ako mo apil sa maong kalihukan kay
daghang matabangan ug aron kabalo pud sila mo respeto.
Labi na usa pud ko nga naga daog-daog sa akong mga
classmates sauna.
Out of Curiosity and Help Other People. The study revealed that research
participants curiosity about the activities had triggered their involvement while at the
same time helping other people was also in their minds. Participant 1 relayed;
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Meanwhile, Participant 7 was curious and felt good about the activity but yet
Contrarily, Participant 2 had something different crossing her mind when she
stated;
Para makatabang pud sa amoang maestro ug makatabang
pud sa mga estudyante.
.
Memorable Experiences
This section highlights the responses to the specific question 1.3 What
experiences do you find memorable? which is under statement of the problem number
1What are the experiences of the research participants while in school? The
responses of the research participants had drawn the following themes: no memorable
experiences, bonding with friends, doing naughty stuffs, classmates and teachers, sport
research participants did not have any memorable experiences to reckon with. Some
contended that what they were into were more senseless and crazy things. All they
The study also showed there were other participants who could not even think of
any memorable experience and even any good experience to say the least. Participant
15 confided;
Wala man koy good experience katong nag-eskwela pako
sir. Bugoy-bugoy ug uyab-uyab man akong dili makalimtan
katong nag-eskwela pako.
The case of Participant 7 was a bit different since right after school she would go
Participant 14 relayed;
Wala man ko ma remember sir. Sige raman ko absent sauna
tungod kay sige ko ug kasakit.
narrated;
Wala lagi sir, puro kaulaw akong na experience katong nag-
eskwela pako. Dili nako ganahan mobalik pa ug eskwela
tungod sa akong na experience.
She blurted;
Murag walay koy kakampi sir, malas jud kaayo akong
kinabuhi sir. Ang akong adviser lang jud ang naga tambag
ug nagtabang sa akoa sir.
shared that bonding time with friends, classmates and teachers proved to be
memorable. The bonding could be during school programs and parties or celebrations.
Being with classmates and teachers inside the classroom brought so much
Doing Naughty Stuffs. The responses of the participants revealed that others
found memorable was when they did some crazy stuffs. This was something they could
hardly forget when they were still in school. Participant 3 admitted doing some crazy
(The one thing I remember was the time that we cut classes.
We then went to my friends house to loiter. We sometimes
drink.)
Sport and Academic Achievements. Having had the chance to attain some
sport and academic achievements was considered memorable for some research
participants. They included, among other things, winning the championship, being an
(The time where I passed the try-out for the varsity team in
the school. The time when we won gold in the Provincial
meet was memorable as well.)
(The time when I was part of the honor roll. I cant forget that
for even if we are poor, I still qualified for the honor roll.)
For his part, Participant 16 bragged about finishing the elementary grades.
Ang dili makalimtan katong naka graduate ko ug grade six
sir.
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(When the 4th year students went camping and then we had
fun during the team building event.)
find those experiences memorable and significant? which is under statement of the
problem number 1What are the experiences of the research participants while in
school?The responses of the research participants had drawn the following themes: for
the happiness felt, leaving an indelible mark, nothing really memorable and able to win
happiness they felt, whether in a form of joy, companionship, satisfaction and first-time
Participant 6 who was happy being with his classmates and friends relayed;
Kay tungod sa akong classmates ug mga amigo, nalipay
man ko. Usahay naa tay problima sama sa ka pobrehon.
Pait jud kaayo, walay kwarta gutom kaayo usahay. May
nalang malingaw ko nila.
Participant 12, who hated to wear skirt, felt happiness when the school
administrator allowed her not to wear skirt when going to school as she revealed;
39
For Participant 17, her first time experience wearing gown and heels in a social
She felt happy when for the first time someone gave her a gift as Participant 9
relayed;
First time man to sa akong kinabuhi nga nay someone nga
mohatag sa akoa ug gift.
(It was the first time in my life that someone gave a gift to
me.)
It was his passion towards basketball that Participant 10 wanted to join and play
Participant 16 confided that he was able to finish his studies despite all the
difficulties, as he narrated;
Dili ko makalimot sir kay bisan sa ka pit-os naka human
gihapon ko.
what he is now. He added that he did not give much importance on his studies, but he
Nothing Really Memorable. The responses of the study showed that the
Participant 11 stated;
Wala lage sir. Nakalimot napod ko, labi na karon nga wala
nako nag-eskwela. Dugay napud to sir.
experience.
(None, I did not remember any memorable experience.)
On the other hand, Participant 19 revealed that she did not receive any support
and encouragement from her mother. Instead, her class adviser was the one who urged
Able to Win New Friends and Acquaintances. The responses of the two
participants revealed that they were able to win new friends and acquaintances. It made
Embarrassing Experience
This section highlights the responses to the specific question 1.5 What
number 1What are the experiences of the research participants while in school?The
responses of the research participants had drawn the following themes: when caught up
in an uncomfortable situation, when being bullied, when called for misdeeds and when
Participant 1 shared that he felt disconcerted every time he can not answer during class
recitation and when he attended classes despite being wet from rain. He cited;
Kanang pa answeron unya igo ra motindog ug nga-nga ra.
Kanang maulanan unya mosulod gihapon sa klase.
For Participant 2, she found it embarrassing when she experienced love knot
with her friend and when she got pregnant at the age of 15. She blurted;
43
Participant 3 cited that it was embarrassing every time his teacher announced
grades in front of the class and when he was punished for getting a low score. He
relayed;
Katong gi-announce sa akong teacher ang akong grades sa
atubangan sa akong classmates. Ug katong gi-punished ko
kay gamay akong score.
Participant 4 contended she was abashed when she hurt her knees, tore her
pants as she fell down from the bleachers of the gym and every time she can not
(When I fell from the stairs in the gym and then my pants got
ripped and my knee got injured, it was very embarrassing. It
was also funny when I cannot answer and my classmates
laugh at me.)
his name was called in front of many students for being late. He added that it was
because he was the one who prepares for himself since his parents were not around.
He said;
44
For Participant 6, he was ashamed of his age and still at grade 10. He added that
though he felt embarrassed, he will still pursue his studies as the school year is yet to
end. He relayed;
Ulaw kay tungod dako nako ug edad. 22 years old nagod ko
karon, grade 10 lang gihapon. Mao nga maulaw jud unta ko,
antoson nalang nako ni, hapit na bitaw mahuman ang tuig.
and teachers knew she was pregnant. She intentionally hid her pregnancy from
not being good in playing basketball. He defended that he was still at first year that time.
He cited;
Katong gikantsawan ko sa akong mga kauban sa varsity,
bala daw ko kaayo.Dili daw ko kabalo modula. First year
paman ko ato, siyempre dili pako hawod ato nga tym.
45
and scolded him for not wearing uniform and coming to class late and when he was
infected with gonorrhea which he got from his gay lover. He blurted;
Kanang pakaulawan ka sa imong maestra ug maestro. Labi
na sauna dili ko maka uniform ug ma late, kasab-an ko.
Ulaw kaayo! Unsaon man gud sir, inig mata nako ako pa
ang magluto, dugay pajud makamata. Ug ang dili nako
makalimtan sa tanan katong nasakit ko ug tulo, natakdan ko
sa akong uyab nga bayot.
For Participant 13, being mentioned by the teacher for not paying school fees
On the other hand, Participant 14 got embarrassed when she lost her
consciousness at school and her classmates came for help. She contended;
Katong nakuyapan ko sa school sir. Gitabang ko sa akong
mga classmates, naulaw jud ko ato sir.
Participant 16 felt flustered when his name was called for not paying PTA fees
and when the teacher scolded him for sleeping during the class. He said;
Siguro sir kanang tawagon imong pangalan nga wala
kabayad sa PTA. Labi na ug exam, ulaw jud kaayo sir.
46
(When your name is called for not paying the PTA fees
especially during the exam and when the teacher scolded
me for sleeping during the class.)
On the same vein, Participant 17 cited that she was abashed every time her
name was called for not paying school contributions and when teacher scolded her. She
mentioned;
Usahay kanang, dili ka tagaan ug pangbayad sa amotan sa
eskwelahan, unya tawagon imong pangalan kay wala paka
kabayad, ulaw sab na sir. Kanang kasab-an ka sa imong
teacher sir, ulaw sab na sir.
Participant 19s friends and classmates spread gossips about her having sex with
her boyfriend. She also added that many knew she had relationship with his uncle and
Finally, Participant 20 shared that her mother went to school, embarrassed her in
front of her friends because of having a boyfriend. She added that she was still young
and her strict parents did not want her to enter into a relationship. This she had to say;
47
demonstrated that their experiences turned out to be embarrassing when being bullied.
Participant 12 was bullied for being a lesbian. She added that she knew she was
a lesbian when she was in grade four. Furthermore, she said that she even stopped
schooling before since she did not wear a skirt as a school uniform. She relayed;
Kanang gina-bully ko sa mga tao sa akong pagka lesbian
sir. Dili man gani nako gusto sir, mao man akong na feel sa
akong sarili. Grade four palang ko sir, nakabalo nako nga
lesbian ko. Nakaundang gani ko dati kay dili man jud ko
mosayal.
On the other hand, participant 13 shared that she felt embarrassed when bullied
that she was untidy with no presentable clothes to wear. This she had to say;
Kanang gina bully ko sir. Usahay lagi sir kay imat kaau, wala
koy tarong sinina sir, ulaw kaayo. Kanang kasab-an sa
teacher sir, ulaw kaayo.
For participant 15, she was ashamed when she was bullied by her classmates,
Lastly, Participant 17 cited that she was flustered when scolded by her cruel boss
When Called for Misdeeds. It was embarrassing for the three research
participants when they were called for their misdeeds in school. Participant 1 attributed
Meanwhile, participant 8 was called for his misdeeds when the guard caught their
gang and his association with it. He added that his parents attention was called at the
guidance office. His parents got mad and let him stopped from schooling. He said;
Katong nadakpan mi sa guard, nasakpan ang among gang.
Gipatawag dayon akong parents sa guidance. Suko kaayo
akong parents, gipaundang ko ug eskwela. Ulaw gyod huna-
hunaon akong kaagi.
The same was echoed by Participant 18, but with a different reason. He and his
friends were caught using marijuana inside the comfort room. He felt disconcerted as
When Blamed for Bad Acts. The result of the study revealed that one research
participant found it embarrassing when blamed for the bad acts. Participant 9 mentioned
gain friends in school? which is under statement of the problem number 1What are the
participants had drawn the following themes: communicating and bonding, doing good
and being good, share same condition and status, qualms about making friends and
the research participants gain friends in school. Participant 2 stated that she got to know
her friends, talked about their lives and bonded with them. She mentioned;
Gi-ilaila nako sila, gi-istorya about sa mga life ug bonding-
bonding pud panagsa.
50
(I tried to know about them and talk about theirs lives and
likes.)
.
For Participant 4, she earn friends by communicating, laughing with them and by
Participant 10 contended that it was not hard for him to gain friends especially
(It was not hard for me, since I had my teammate in the
varsity and they were my friends. I always went with them
when they skip classes, smoke and drink.)
51
As a lesbian, it was hard for participant 12 to find friends. She stated that she
bonds with them through playing billiards and cutting classes. This she had to say;
Nakisama ko sa ila. Labi na sa akong pagka lesbian, lisod
jud kaayo mangita ug barkada. Mosabay lang ko sa ila sir,
magdula mi ug billiards, usahay mosibat sa klase.
Participant 14 relayed that she is shy and has few friends at school. She only
Doing Good and Being Good. Five research participants responded that they
gained friends at school by doing good and being good. Participant 5 believed in the
Golden rule,Do not do unto others what you dont want others do unto you. This he
had to say;
Pagbuhat ug maayo sa ilaha kay ug dili ka maayo sa ila dili
pud sila maayo sa imoha.
Participant 13 contended that she helps other students to gain friends. She
mentioned;
Ang pagbuhat ug maayong bulohaton ug pagtabang sa
ubang estudyante sir.
Participant 15 contended that he shows his good behavior and knows how to be
Share Same Condition and Status. The result of the study revealed that
research participants gain friends by sharing the same condition and status. Participant
18 admitted being an ill-mannered person and most of his friends share the same vices.
He also added that he sell marijuana to his friends to make a living. He mentioned;
Bugoy kaayo ko sauna sir, kasagaran nako gina-barkada
katong mga bugoy pud. Baligyaan man nako sila ug
marijuana para maka-kwarta pud ko sir. Diskarte man akong
tirada sauna sir.
expressed;
Kanang dili pilian sir, kanang pareho lang pud sa akoa nga
pobre. Kanang pareho mi ug hilig.
On the other hand, Participant 20 recalled that her friends came from the dance
troupe she belonged. They were always together and shared the same interest in
they had uncertainty about making friends in school. Participant 9 mentioned that she
was not interested in gaining friends in school. She only has few friends mostly were
On the same note, participant 17 confided that she has a few friends in school
Finally, Participant 19 contended that her friends can not be trusted and they
participants gained friends in school. Participant 1 shared that he gets to know his
Through other People. One research participant gains friends through other
people. It was through his cousin that he earned his friends. Participant 3 had to say;
Wala kaayo koy friends. Nahimo lang nakong friends sila
tungod lang sakong cousin. Daghan man siya ug barkada
mao nisabay lang pod ko.
Qualification of Friends
This section highlights the responses to the specific question 1.7 How do they
qualify to be your friends? which is under statement of the problem number 1What are
research participants had drawn the following themes: being good, real and true friends,
Being Good, Real and True Friends. The result of the study showed that ten
research participants choose their friends for being good, real and true. Participant 2
relayed that her friends can be trusted with her secrets. This she had to say;
Mga friends nga angay masaligan ug secrets din mga true
friends jud magkina unsa man. Gipili nako sila kay maayo
sila ikauban ug dugay gimahal ko nila as a friend.
(Choosing the right friends who are good and who know how
to respect others.)
While Participant 8 chooses his friends who know how to get along with people;
Kanang dili salto ug kanang kabalo makisama.
For participant 11, in choosing his friends, he considers those who will never left
(Choosing friends who know how to play along and who will
never leave you alone. I could only feel a sense of security
when I am with my lover, even though he is a gay.)
Participant 12 expressed that she treated anyone as her friend as long as they
On the the contrary, Participant 17 admitted that being choosy in selecting her
friends. She befriended those who can adjust with her attitude.She confided;
Pilian kaayo ko sir, dili ko daghan ug barkada. Kanang
kinsay makabalo mo adjust sa akong batasan sir. Kanang
kasaligan pud sir.
(I am very choosy and I do not have many friends especially
those who could adjust with my behavior and whom I can
trust.)
Lastly, Participant 1 shared that his friends is a great help especially in times of
need. He mentioned;
Isa pa pod makatabang jud sila sa mga panahon nga pigado
ka.
must share something in common for them to qualify as their friends. As Participant 1
stated;
Ako, daghan kog mga amigo pero naa gyod koy mga amigo
nga mura me ug bulad pinikas kumbaga dikit gali kaayo.
Mga Noly, Randy, Pyaw-Pyaw, Ronil, Lucas ug uban
pa.Gipili nako sila kay naay mga butang na kami-kami ra
ang magkasinabot unya dili kasakay ang uban.
As for Participant 4, they became friends since they work as a house helper in
(I and Chiare Sofia have the same hobbies and goals in life.
We strive hard to finish our studies even as a working
student.)
Participant 10 and his friends shared the same interest in basketball. This he
had to say;
Daghan ko ug barkada. Kauban nga mga basketball player
ug akong barkada nga klsmyts ug school mates. Pareho
man nako sila ug hilig mao nga magkasinabot jud mi.
relayed;
Wala koy pili sir, basta kinsay mosabay sa akong tropa sa
una. Kanang siyempre, kanang makasakay sa akong mga
tirada. Kanang maldito pud sama sa akoa sir, mao pud
kasagaran akong barkada.
58
Finally, Participant 20 stated that her friends supported her relationship with her
boyfriend. She added that they even helped her find ways to see his lover. She
disclosed;
Gipili nako sila kay same mi ug hilig ug gusto sir.
Suportahan pud ko nila sa among relasyon sa akong uyab.
Ginaprotektahan gani ko nila katong time nga magkita mi sa
akong uyab.
No Particular Qualification. The result of the study showed that five research
Participant 9 expressed that she has two close friends. They became close
since they were seat mates and class mates since elementary. She stated;
Duha lang jud ang matawag nako nga close. Siguro nagka
close lang mi kay tapad mi ug lingkoranan, din since
elementary klasmyts nami.
As for participant 19, She was shy and has few friends. This he had to say;
Wala koy daghan barkada sir, maulaw pud ko sir.
Dili man kaayo ko pilian sir. Wala pud ko kaayo friends. Dili
kaayo ko hilig mkipag barkada. Siguro tungod sa akong
pagkamasakiton.
say that someone is already your friend? which is under statement of the problem
number 1What are the experiences of the research participants while in school?The
responses of the research participants had drawn the following themes: show
willingness to help, develop mutual understanding and trust, and through ones
behavior.
already their friend when they show willingness to help. Participant 1 relayed that his
For Participant 5, someone becomes his friend if they seek for his help and share
(When they approach me, shared their problem and seek for
my help. Because personal problems can not easily be
divulged to anyone whom you can not trust.)
Participant 11 can say that his lover is his true friend because he can provide his
needs. He mentioned;
Akong uyab lang jud ang masulti nako nga tinuod nga
higala. Naga provide siya sa akong mga panginahanglan.
Sa balay man gud halos walay bugas. Akong lolo nalang
man ang naga provide sir. Pait jud kaayo.
61
While Participant 18 consider someone already a friend when he or she can help
Finally, Participant 20 stated that she treat them as her friends since they can
Develop Mutual Understanding and Trust. The response of the eight research
participants revealed that they must develop mutual understanding and trust to say that
Participant 6 shared that his friends understand him and in return he treated
While Participant 8 consider his former gang mates his friends. This he had to
say;
Kanang ka tropa sa mga kabuang. Dati kanang kauban
nako sa gang, mao na akong mga brother sa una.
Participant 9 mentioned;
Kanang willing sila maminaw sa imo, ug andam silang
mosabot.
Participant 17 relayed that someone is already her friend when she can share
As for Participant 19, true friends are those she can tell and keep her secrets
with. But that is not true with her friends, who were the reason why she got
(True friends are the ones who knew how to keep a secret.
Since they are not trustworthy, they are the reasons why I
was ashamed.)
that they can say that someone is already their friend through ones behavior.
Participant 3 mentioned that even though he was not that close to them, he can see
Meanwhile, Participant 12 shared that she considers someone already her friend
if they can understand and accept her sexuality. She also added that she was always
with her friends especially that her parents were separated. She cited;
64
like about your teachers? which is under statement of the problem number 1 What are
research participants had drawn the following themes: understand students behavior,
that they like their teachers who understands students situation. Participant 2 cited that
she liked them because they let the students understand the lesson faster by
For participant 13, it was her teachers goodness despite the students
On the same vein, Participant 5 blurted that she was thankful to his teachers who
On the other hand, it was his teachers consideration towards the students
Similarly,Participant 15 responded;
Dili man tanan ganahan ko sa mga maestro ug maestro sir.
Ang ganahan nako kanang kabalo mosabot bisan sipat
kaayo ko gipapasar gihapon. Pero naa man pud uban
mobagsak jud sir.
(I dont like all teachers but I like the ones who make me
pass even though I have a failing grade.)
For Participant 11, he likes his teachers for being able to understand students
Also, Participant 17 added that one reason she dropped from school was that not
Participant 12, who was a lesbian, cited that she like teachers who were able to
Lastly, participant 14 blurted that she liked her teachers who showed their
Care for the Students. Five research participants like their teachers who cares
for the students. Participant 3 admitted he only like one teacher for being caring and
For Participant 4, she like her teachers for being understanding and loving even
Participant 18 cited that his adviser got tired in reprimanding him. He even
mentioned that his adviser even helped him passed but still he did not finished his
studies. He relayed;
Naay mga maestro nga buotan naa pud dili sir. Ambot pud
sir ug naay ba kaha maestro nga ganahan sa akoa dati nga
sipat man gyud ko kaayo. Akong adviser lagi sir, naugtas na
ug badlong sa akoa. Naluoy jud ko kay maam sir, karon rako
naka-amgo sa akong mga sayop sauna. Gitabangan pa gani
ko sa una ni maam nga makapasar sir, pero wala lang
gihapon ko nakahuman ug eskwela.
(There are teachers who are nice but there are some who
are not. I dont know if there is any teacher who likes me. My
adviser doesnt even like me.)
68
Finally, participant 19 added that she liked her adviser who shows support and
concern. She confided that her teacher gave her encouragement to continue her
that they like teachers who demonstrate willingness to teach. Participant 1 contended
that teachers have different personalities, but despite their moods, they were always
Meanwhile, his teachers sacrifices for their student made Participant 8 like them.
Finally, Participant 20 confided that sometimes she can not understand her class
make you feel valued? which is under statement of the problem number 1What are the
participants had drawn the following themes: feeling not being valued,being accorded
importance and respect, treated like their own child, help in developing potentials,
Feeling Not Being Valued. The result of the study showed that research
participants did not feel being valued by others. Participant 12 expressed that she felt
useless in this world. She added that she felt like no one understand her and it is indeed
As for participant 16, only his uncle and friends listen to him. This he had to say;
Participant 18 feel unloved. It is hard not to have his parents to take care of him.
He shared;
Ang tan-aw nako sa akong sarili dati sir, kanang murag
walay nagmahal sa akoa. Lahi rajud kaayo kung wala kay
ginikanan nga nag-atiman sir. Siguro mao to ang hinungdan
nga nagbinuang ko sa una. Mura ko ug nagwala sir, nangita
ko ug tao nga mopansin sa akoa. Lisod jud kaayo nga walay
pamilya, lahi ra jud kaayo sir.
While Participant 19 mentioned added that her own mother pushed her to be in a
relationship with his uncle, maybe because her uncle has money. She relayed;
Wala jud nako na feel nga naay naghatag ug importance sa
akoa sir, bisan akong mama sir, walay klaro. Ginatulak
hinuon ko niya nga makipagrelasyon sa akong uncle sir.
71
Siguro kay kwartahan ang akong uncle sir. Grabe jud ang
nahitabo saakong kinabuhi sir.
Akong uyab sir, feeling nako dati siya lang ang nagmahal ug
naghatag ug importansiya sa akoa. Sa balay man gud sir,
sige lang ug pangasaba akong parents labi na akong mama.
Kanang feeling bitaw sir nga mali tanan akong gibuhat.
Kanang walay koy tama nga nahimo.
valued by other through being accorded with importance and respect. Participant 6
expressed that he was eager to finish his studies though it will take him time. He added
that his classmate pays him respect as he was the eldest in the class. He said;
Okay lang sa akoa bahalag dugay nako aning eskwelahan
kay tungod gusto ko makahuman. Kanang naa silay respeto
sa akoa, labi na nga ako ang kuya sa classroom.
(I was eager to finish my studies even it will take time. My
classmates respect me for I was the eldest in the class.)
Participant 9 feel valued when others listen and respect her. This she had to say;
Kanag paminawon ug respetohon pod ka nila.
For participant 10, he feels valued by others when they listen to his suggestion.
He confided;
Kanang maminaw sila saimong mga suggestion.
(The ones who know how to talk and listen to me, that was
my lover.)
Participant 14 said that she was valued by others when they have time for her
Treated Like their own Child. The responses of the two research participants
showed that they feel valued when treated like their own child. Participant 1 expressed;
Gipabati nila sa akoa na mura ko nila ug anak. Nga dili ko
lahi sa uban.
Suchlike, Participant 5 stated that he feel valued when shown goodness and
feel valued. Participant 2 shared that she feel treasured when people said good things
about her and never criticized who she was. She disclosed;
Pinaagi sa mga istorya nga maayo bahin sa ako ug dili sila
manaway kung unsa ko.
Help in Developing Potentials. The result of the study revealed that the
research participant feel valued when people help him discover and develop his
Being There to Help. One research participant revealed that he feels important
when people were there to help. Participant 11 added that just like his lover despite
being gay, was always there to rescue him in times of need. He relayed;
Kanang naa sila sa panahon nga nanginahanglan ko. Sama
sa akong uyab, bisan bayot siya.
number 1What are the experiences of the research participants while in school?The
74
responses of the research participants had drawn the following themes: worst, average
and good.
Worst. Research participants described their academic performance worst.
stated;
Walay klaro akong grado, bagsak tanan. Sige man ko ug
absent sir, wala na jud klaro sir.
Participant 12 relayed that only her elder sister among three siblings obtained a
good grade. She missed classes since she earn a living in a car wash. She contended;
Sa among tulo ka igsoon sir, akong ate lang jud ang okay
ang grado. Akong grado sir, gagmay jud kaayo, daghang
bagsak. Sige man pud ko ug absent sir kay mo side line
man ko mag car wash sir para maka kwarta kay pait kaayo.
On the other hand, Participant 14 had a different reason for her worst academic
performance.Her grades were affected when she missed classes as she got sick. She
expressed;
Apiktado jud ang akong grades sir. Sige man ko ug absent
katong nasakit ko.
Participant 18 owed his passing grades to his adviser who went to their house to
(Average or mediocre.)
As for Participant 9, she can say that she was a mediocre student, as she
confided;
Makaingon ko nga average lang ko. Dili ko bright dili pod
bulok.
Lastly, Participant 19 attributed her average grades to her absences. This she
had to say;
Average lang akong grades katong nag school pako sir. Naa
man pud time nga maka-absent ko, kanang pa absentnon
77
Participant 20 proudly shared that her grades were good even though she has a
boyfriend. She added that she was one of the trusted students in their class, as she was
Participant 5 mentioned that his grades were ruined by his absences and
This section presents the results for major research question number 2What are
the risk factors behind your dropping out from school? There were 5 specific research
78
questions under major research question number 2 all of which were intended to elicit
Due to the sensitivity of the topic being investigated, the identities of the research
participants were concealed and careful attention was taken for statements that would
be identified with the research participants. Likewise, sensitivity to their feelings and
sentiments was observed during the conduct of the in-depth interview as some
This section highlights the responses to the specific question 2.1Why did you
drop from school? which is under statement of the problem number 2What are the risk
factors behind the dropping out from school?The responses of the research
participants had drawn the following themes: due to financial problem,due to failing
grades, due to early pregnancy, due to health condition, due to pressure from relatives,
due to rule refraction, due to association with gang and due to attrition in attendance
and tardiness.
disclosed that they dropped from school due to their financial problem. Participant 6
miner, as he relayed;
Kay tungod nga walay kwarta. Nagtrabaho pud ko sa tunnel.
Nadala pud sa bisyo.
As for Participant 12, her mother works from far away and rarely sends money.
With this, she worked in a car wash and always missed her class. As she contended;
79
Participant 13 relayed that her parents can not give her money for fare and food.
living. He added that he can not afford to pay school fees and instead help her parents.
He confided;
Kailangan pud nako nga mangita ug kwarta sir. Dili na
makaya mo-eskwela unya nagtrabaho pa. Wala pud koy
ikabayad sa eskwelahan sir. Mao naka decide ko nga
moundang para motabang sa akong ginikanan sir.
Finally, Participant 17 disclosed that she stopped schooling when she stopped as
a house helper. She admitted that it was tiresome to be a house helper that she has to
wake up and go home early. She has no time to relax and later on lost her interest in
Due to Failing Grades. The result of the study showed that four participants
dropped from school due to failing grades. Participant 1 got discourage of his grades, as
he relayed;
Ning-undang ko sa akong pagtungha kay wala namay klaro
akong mga grado. Puro na holiday tanan, pula na gani
tanan, mao nga nadiscourage ko.
While Participant 16 attributed his failing graded to his absences. His he had to
say;
Sige naman ko ug absent sir, maulaw naman ko mo-
eskwela. Daghan napud ko ug bagsak sir mao naka decide
nalang ko nga moundang.
(I had a lot of absences so I feel embarrassed to go back to
school. Most of my grades were failed.)
Finally, Participant 3 dropped school against his will. It was his fathers
decision, as he disclosed;
81
dropped from school due to early pregnancy. Participant 2 stopped schooling because
she was pregnant and might get stressed according to her boyfriend. She confided;
Naka-undang ko ug eskwela kay tungod nga nabuntis ko, ug
gipaundang jud ko sa akong uyab kay aron dili ko ma stress
samtang nagbuntis ko.
It was when participant 7 discovered that she is pregnant that made her dropped
decided to earn a living by driving a tricycle in preparation for his childs birth. He
mentioned;
Pagkabuntis sa akong uyab, naka decide ko nga moundang
ug eskwela. Sa karon, nag drive ko ug side car para
makatigom kay hapit na manganak akong uyab. Pait kaayo
among kahimtang lagi. Pero, wala naman tay mahimo, naa
naman na.
Lastly, Parents participant 15 got mad at her when they discover that shes
pregnant and forced her to dropped in school. This she had to say;
Katong nabuntis na akong uyab sir mao to naka disisyon ko
nga moundang nalang ug eskwela. Ulaw man gud kaayo sir,
suko pud kaayo akong mama sir.
Due to Health Condition. The responses of the participants revealed that they
dropped from school due to their health condition. Participant 9 was forced to stop
Participant 11 dropped from school since was infected with sexually transmitted
disease. He added that his gay lover stopped him from going to school, and afraid that
Lastly, participant 14 stopped schooling since she was sickly and always absent.
She cited;
Masakiton man gud ko sir. Mao nga gipaundang ko sa
akong mama.Sige naman ko ug absent, maulaw nako
mobalik ug eskwela.
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schooling due to pressure from relatives. Participant 3 shared that his father wanted him
to drop from school, hoping that he might change next school year. He said;
Because of my father. Gusto siya mo stop, para next year
mausab na daw ko.
In contrast, Participant 4 stopped schooling when she had conflict with her uncle.
It urged her to left him and went back to her family. She relayed;
Tungod sa akong uncle sir, sige rami ug away. Dili jud nako
kaya ang iyang batasan. Mao naka decide nga mouli ko sa
amoa. Mao nga naka undang ko sakong pag eskwela, high
blood kaayo si uncle, dili jud makaya.
Due to Rule Refraction. The result of the study showed that three research
participants dropped from school due to rule refraction. Participant 18 was caught
bringing and using marijuana inside the campus. He further added that he was
As for Participant 19, her reason for dropping from school was embarrassment
from the gossips that circulated around the campus. She confided;
Ang hinungdan jud sir nga niundang ko, kay katong daghan
na nakabalo nga naay nahitabo sa ako ug sa akong uyab.
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Finally, Participant 20 revealed that she stopped from schooling when her
parents fetch her after she left her house and went to his boyfriends place. She
disclosed;
Tong time nga naulawan ko sir, nilayas ko sa amoa, didto ko
nag stay sa boardinghouse sa akong uyab. Nikuyog ko sa
balay sa akong uyab sa camanlangan sir. After ato sir,
giapas ko sa akong parents sa camanlangan, suko kaayo
sila sir. Mao to ang hinungdan, gipaundang ko sa akong
parents ug eskwela. Gubot na kaayo akong kinabuhi ato sir,
niundang nalang ko ug eskwela sir.
Due to Association with Gang. The study showed that two research
participants dropped from school due to their involment with gang. Participant 1 had this
to share;
Isa pud napa barkada pud ko ug sakto sauna.
school due to attrition in attendance and tardiness. Most of the time, Participant 5 was
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always late and absent. His parents got mad at him but they can do nothing about it. He
blurted;
Tungod sa sige nako ug late ug absent. Wala nakoy
eskwela-eskwela. Suko kaayo akong parents, pero wala na
sila mahimo.
This section highlights the responses to the specific question 2.2How do your
parents show support to your studies? which is under statement of the problem number
2What are the risk factors behind the dropping out from school?The responses of the
research participants had drawn the following themes: insufficiency of parental support,
insufficient parental support towards their studies. Participant 4 conveyed that her
parents have unstable jobs, income insufficient for their needs such as food. She said;
Kulang gyod ug support akong parents sir. Pareho man sila
nga walay tarong trabaho. Kulang pa gani sa pagkaon ang
ilang income.
money. As he stated;
Walay ika supporta ako parents sir kay wala man sila tarong
trabaho. Daghan pa gyud mi mag-igsoon. Pobre mi kaayo
sir, nakaagi lagi ko sir nga walay kaon mo-eskwela kay
walay kwarta.
(My father was a side car driver and I have many siblings. I
rarely eat food and I work to get sufficient money.)
On the contrary, Participant 7 contended that her parents were always busy and
On the other hand, Participant 5 whose mother was working abroad, conveyed
how difficult it was to have no one to support him towards his studies. He said that;
Kulang jud sila ug suporta kay wala man sila. Dugay na nga
wala akong parents, labi na akong mama kay nag abroad
man. Lahi jud ang walay mama.
Participant 11 disclosed that he opted to live with his gay lover because of
Participant 12 confided that even before, her parents never attended school
show their support to her studies. She added that their house was far from school. She
mentioned;
Willing man mo support akong parents sir. Pero, kulang lang
jud ang income sa akong parents. Maluoy man pud ko nila
sir, pait lang jud ang kahimtang sir. Pobre jud mi kaayo sir.
Layo man kaayo amoa sir, kung duol lang unta maka
eskwela jud unta ko sir.
Contrarily, Participant 14 stated that she received constant support and her father
works hard to provide their needs especially her medications. This he had to say;
Okay man unta bisan pobre mi sir. Akong papa kay
mekaniko raman pero naningkamot man para maka provide
sa among panginahanglan. Labi na akong tambal ug check-
up.
Participant 17 shared that no one supported her studies since her father died.
She added that her mother got married again, so she can not easily give her money.
She mentioned;
Sukad namatay akong papa sir, wala nay naga-suporta sa
akoang pag-eskwela. Si mama sir naa naman pud laing
bana, mao nga dili napud siya basta-basta makahatag ug
kwarta sa akoa.
Provided with Material Support. Six research participants responded that their
parents show support to their studies through providing material support. Participant 1
While participant 2 relayed that her parents let her feel important by taking care
of her and by giving money for her school projects. This she had to say;
Giatiman ko, kung mangayo ko ug pang project, muhatag
sila ug kwarta. Ginatagaan mi nila ug importansiya.
Participant 3 mentioned that his father was the only one who supports him and
As for participant 18, ever since his parents got separated, his grandparents
Participant 9 received support from parents especially when she got sick. She
admitted;
Okay man ang suporta sa akong ginikanan. Labi na karon
sa akong kahimtang nga nasakit ko.
Participant 20 cited that her parents had constant support towards her but got
Attendance in School Activities. One participant said that it was his parents
attendance in school activities that they showed support to his studies. Parents of
This section highlights the responses to the specific question 2.3How stable is
your financial support? which is under statement of the problem number 2What are the
risk factors behind the dropping out from school?The responses of the research
participants had drawn the following themes: unstable and insufficient and sufficient.
Unstable and Insufficient. The result of the study disclosed that the research
participants financial support was unstable and insufficient. Participant 1 mentioned that
his parents were farmers and have unstable source of income. He relayed;
Dili lagi perminte. Unsaon nga pit-os man pud ang
paginabuhian sa akong ginikanan. Mag-uuma raman tawon
sila.
(There was no support from them since their income was not
enough even for food.)
Participant 10 mentioned that his father has unstable job. He missed classes
As for participant 11, he got financial support from his lover. His grandfather
works in the market for them to buy rice. He added that he has many siblings so he
Meanwhile, participant 12 revealed that his father never sent financial support
since he has his own family already. He added that her mother rarely sent money. She
stated;
Wala na nagahatag ug kwarta si papa sir, naa naman siya
laing pamilya. Si mama panagsa lang pud magpadala ug
kwarta. Pait jud among kahimtang sir, walay klaro nga kaon
usahay. Mangdiskarte nalang ko sir para maka kwarta.
While Participant 18 was ashamed to ask money from his grandparents, ever
since he was still schooling. He added that he works as a security guard to earn a living.
His uncle turned out lover, provides financial support for Participant 19. As she
revealed;
Dili stable ang financial support sir. Tinuod sir, naa jud mi
relasyon sa akong uncle sir, ginatagaan ko niya ug
allowance sir. Kabalo man si mama sir, okay raman pud
saiya sir.
Sufficient. The result of the study showed that eight research participants said
that they received sufficient financial support. Participant 2 stated that she received
Participant 14 relayed that his parents worked hard to provide his needs. He
expressed. He stated;
Makaingon ko nga nga stable gihapon sir. Kay nangita man
ug pamaagi akong parents nga naa mahatag sa akoa ug sa
akong mga igsoon.
Participant 20 mentioned that her parents always support her financially more
Tasks At Home
This section highlights the responses to the specific question 2.4What are your
tasks at home? which is under statement of the problem number 2What are the risk
factors behind the dropping out from school?The responses of the research
participants had drawn the following themes: do house chores and nothing at all.
Do House Chores. Research participants responses disclosed that they do
house chores at home after dropping out from school. Most of them shared the same
tasks such as cleaning the house, dish washing, washing clothes and cooking.
Participant 1 shared;
Mga gawaing bahay ra, bughag kahoy, farming-farming, ug
uban pa.
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(Clean the house, wash the plates, and often wash the
clothes.)
Participant 4 confided;
Manglaba, magluto ,bantay sa mga manghod sir ug uban
pa.
(Do the laundries, cook, and take care of the house and
such.)
While Participant 13 mentioned that she must help do house chores since her
research participants were not involved in any tasks at home.Some simply sleep, eat,
As for Participant 20, she revealed that she was princess-like in their house,
With Participant 16, he entrusted his tasks to his younger siblings, as he shared;
Wala man ko trabaho sa balay sir, daghan man mi igsoon,
naa man ko mga manghod motrabaho.
Meanwhile, Participant 14 was not involved in any tasks at home since she was
This section highlights the responses to the specific question 2.5What value do
you get from education? which is under statement of the problem number 2What are
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the risk factors behind the dropping out from school?The responses of the research
participants had drawn the following themes: the importance of education,earn good
manners and proper conduct, gaining some life-long learning and means for
socialization.
The Importance of Education. The result of the study showed that six research
participants responded that education is important. Participant 1 learned from school the
Participant 11;
Dapat pahalagahan ang pag-eskwela sir,para nay maabot
someday. Wala lang koy choice sir, tungod sa kapait sa
sitwasyon. Labi na nga walay klaro akong parents sir.
Sayang gud unta pero naa naman ni sir, wala nako mahimo.
Maayo gani kay nagtarong akong isa ka manghod ug
eskwela.
(It was very hard not finishing school. If only I did not make a
mistake I still would have been in school.)
As for participant 17, Lucky are those students who were supported by their
Finally, participant 19 confided that one should not easily divulge secrets to
anyone which was the reason she stopped from school. This she had to say;
Ang akong nakat-unan sir, dapat magtarong jud ka ug
eskwela. Dapat dili ka mag sige ug absent, dapat kabalo mo
respeto sa teachers. Dapat pud sir, dili ka pataka ug open sa
imong mga sekreto kay same sa nahitabo sa akoa, mao na
hinuon hinungdan nga naka-undang ko.
Earn Good Manners and Proper Conduct. The study revealed that the
research participants earn good manners and proper conduct from education.
Participant 6 expressed;
Maayong pamatasan ug pagtahod sa maestro ug maistra.
(Good manners and respect to our teachers.)
On the same note, Participant 7 relayed;
Ang akong natun-an sa eskwelahan ang pagbuhat ug
maayo, pagtuon ug kahibalo sa mga activity. Pagpa-improve
sa akong knowledge ug pagbuhat ug maayo nga batasan.
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For Participant 14, she learned many things from school, but it was difficult to
While for participant 16, one must learn to respect his teachers. He added that
Participant 20 learned that she should focus on her studies and follow her
Meanwhile, Participant 9;
To gain confidence and of course good manners.
(To gain confidence and of course good manners.)
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Gaining Some Life-long Learning. The result of the study showed that six
expressed;
Nakabalo napod ko ug mga leksyon nga angay matun-an
sa mga estudyante nga pareha nako.
Meanwhile, Participant 5 relayed that through education one can learn how to be
Participant 10 confided that one can learn to be responsible and know how to
sacrifice. He shared;
Dapat responsible ta. Dili ta dapat magdali-dali. Dapat jud
kabalo na mo sakrapisyo
On the other hand, participant 12 expressed that from education one can learn to
As for participant 13, the values she can get from education were being
independent, good leader and follower. She hopes to go back to school someday. She
relayed;
Being a good leader and a good follower sir. Dapat you will
stand in your own dili kay magdepende ka sa ubang tao.
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Participant 18, lastly cited that from education, one should know to obey the rules
Means for Socialization. The result of the study revealed that research
This section presents the results for major research question number 3On the
Development Program
After the study has been done and all the problems were being answered
minimize if not reduce the drop out rate of students in Nabunturan National
The success of any program can only be achieved if stakeholders cooperate and
collaborate. School leaders and teachers are likely to be more effective in providing
services to the students especially those who had lost their interest to go to school and
to those who are in great trouble with their families and other members of their
community. Aiming to decrease the number of drop-outs, the school together with the
teachers and guidance counselor have to plan activities for the students. Evaluation and
monitoring are essential for any development programs that are to be developed.
Several reasons were identified for dropping out from school like: financial
problems, working for the family, failing grades, early pregnancy, health conditions,
pressure from the parents, rule refraction in school, association with peers who are not
good influence and absenteeism and tardiness. For optimum results in the pursuit of
After the study has been done, a suggested development program was
formulated for the reduction of drop out rate in Nabunturan National Comprehensive
High School.
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I Title
II Rationale
family, school, community and the individual himself. This program is designed to
lessen, if not to eradicate drop out rate, to increase retention rate and to increase the
High School to reduce their drop out rate. Responsibilities and accountabilities must be
reminded to parents and guardians for them to guide their children in their academic
family day should be conducted. Family engagement along with financial and moral
support has a direct and positive effect on childrens achievement and is the most
quarterly home room PTA meeting should be strengthened to know and understand the
values enrichment, sex education, and gender awareness should also be provided.
IV Objectives
children.
V. Participants/Target Beneficiaries
1. Parents
2. Teachers
3. Students
V. Implementation
Superintendent for the approval of such activities. The school principal of Nabunturan
Nabunturan adopt the program to help the students to stay in school more specifically
those who are probable drop outs. To materialize this aspiration, the venue of the
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different seminars has to be considered to ease from travelling long distances. There
assessment and evaluation must be made professionally and that is the source of any
Chapter IV
study.
The themes were made as bases in broadening the discussion section of this
chapter. As each theme was linked to literature and studies, substantial discussion was
that several of the research participants were not involved at all with any school activity.
107
Pointing out various reasons for their non-involvement, they were contended that they
were either not interested to join, they lack self-confidence, hesitant, or simply choosing
not to participate.
Another result of the study revealed that, for those involved in school activities,
the research participants were most likely involved in activities initiated by the club in
which they were members. Their membership to the club paved for their involvement to
different activities. Another group of participants mentioned that they were into sports-
related activities which they believed had enhanced their skills and self-confidence. The
result revealed there were activities participated in by the research participants that
significant.
One participant cited the activities he participated while in school were all non-
may increase students' sense of engagement or attachment to their school, and thereby
decrease the likelihood of school failure and drop out (Finn 1993; Lamborn et al., 1992).
equity issue. This study briefly examines the relationship between extracurricular
Motivation to get involved. The responses of the participants revealed that did
not have any motivation to join in any school activity. In other words, there was nothing
that could push them to join and be part of the activity. While some cited valid reasons
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like timidity and low self-confidence; others simply pointed out their disinterest to join. It
was their friends or other members of the gang or peers that pushed other participants
to join in school activities. It showed the kind of influence friends or peers had on their
lives. Had it not been because of their friends; they could have participated in school
activities.
Participant 20 mentioned about his membership in the dance troupe where some
of her friends were also members. It was personal gains that motivated few participants
to join like being able to relate with other people, to build self-confidence and to be able
activities as venue for their personal growth. The study revealed that research
participants curiosity about the activities had triggered their involvement while at the
same time helping other people was also in their minds. The biggest reason most
students choose to drop out of high school is struggling in school on a daily basis.
students have limited opportunities for academic success appear to have higher dropout
rates. One of the strongest correlates of early school leaving in studies of students is
the lack of academic success. Students who more often get low grades, fail subjects,
and are retained in grade are more likely to leave school prior to graduation. Students
experiencing difficulty meeting the academic demands of the school tend to leave rather
than continue in the face of the frustration of failing to achieve good grades. The lack of
demands of the school and the resources students have to meet those demands.
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Memorable experiences. The result of the study revealed that majority of the
research participants did not have any memorable experiences to reckon with. Some
contended that what they were into were more senseless and crazy things. All they
could remember were superficial, fleeting and nonsensical things. Some research
participants shared that bonding time with friends, classmates and teachers proved to
curricular activities, stay in school. High schools need to seek a variety of activities to
help engage all students. In addition, schools, teachers and administrators need to seek
to create a community atmosphere to help students feel as if they belong. Parents can
help by encouraging students to get involved in activities and develop talents and
when they did some crazy stuffs. This was something they could hardly forget when
they were still in school. Having had the chance to attain some sport and academic
included, among other things, winning the championship, being an honor student and
participants admitted.
Reasons for being memorable and significant. The result of the study showed
that the research participants found their experiences memorable and significant
because of the happiness they felt, whether in a form of joy, companionship, satisfaction
and first-time experiences. Six research participants responded that their experiences
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were memorable and significant because it left an unforgettable part in their lives. The
responses of the study showed that the participants never had memorable and
significant experiences while in school. The responses of the two participants revealed
that they were able to win new friends and acquaintances. It made their experiences in
he felt disconcerted every time he cannot answer during class recitation and when he
attended classes despite being wet from rain. The responses of the four research
being bullied.
Participant 12 was bullied for being a lesbian. She added that she knew she was
a lesbian when she was in grade four. Furthermore, she said that she even stopped
schooling before since she did not wear a skirt as a school uniform. It was embarrassing
for the three research participants when they were called for their misdeeds in school.
Participant 1 attributed his misdeeds to his consecutive late. The result of the study
revealed that the one research participant found it embarrassing when blamed for the
bad acts. Participant 9 mentioned about being accused of stealing her classmates
money.
Ways of gaining friends in school. It was through communication and bonding
that the research participants gain friends in school. Participant 2 stated that she got to
know her friends, talked about their lives and bonded with them. Five research
participants responded that they gained friends at school by doing good and being
good. Participant 5 believed in the Golden rule, Do not do unto others what you dont
The result of the study revealed that research participants gain friends by sharing
the same condition and status. Participant 18 admitted being an ill-mannered person
and most of his friends share the same vices. He also added that he sell marijuana to
his friends to make a living. Three research participants responded that they had
uncertainty about making friends in school. Participant 9 mentioned that she was not
interested in gaining friends in school. She only has few friends mostly were here seat
mates. Through knowing ones behavior, research participants gained friends in school.
Participant 1 shared that he gets to know his friends behavior. One research participant
gained friends through other people. It was through his cousin that he earned his
friends.
In-school friends, who tend to value education and school attendance, push students to
stay in school, whereas out-of-school peers, who tend to discount the worth of education and to
encourage skipping school, pull them to quit Terry ( as cited in Family, peers play influential
participants choose their friends for being good, real and true. Participant 2 relayed that
her friends can be trusted with her secrets. Five research participants responded that
they must share something in common for them to qualify as their friends. The result of
the study showed that five research participants have no particular qualification for their
friends.
Time to say one is already a friend. Ten research participants said that
someone is already their friend when they show willingness to help. The response of the
eight research participants revealed that they must develop mutual understanding and
trust to say that someone is already their friend. The responses of two research
participants revealed that they can say that someone is already their friend through
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ones behavior. Participant 3 mentioned that even though he was not that close to th
em, he can see they are already his friends through their behavior.
Things they like about their teachers. Research participants responses
revealed that they like their teachers who understands students situation. Participant 2
cited that she liked them because they let the students understand the lesson faster by
translating it to vernacular language. . Five research participants like their teachers who
care for the students. Participant 3 admitted he only like one teacher for being caring
and God-fearing and that was his class adviser. The responses of the four research
participants revealed that they like teachers who demonstrate willingness to teach.
Feeling of being valued by others. The result of the study showed that
research participants did not feel being valued by others. Participant 12 expressed that
she felt useless in this world. She added that she felt like no one understands her and it
is indeed difficult to be a lesbian. Six research participants feel valued by other through
being accorded with importance and respect. Participant 6 expressed that he was eager
to finish his studies though it will take him time. He added that his classmate pays him
respect as he was the eldest in the class. The responses of the two research
participants showed that they feel valued when treated like their own child. . It was
through compliments two research participants feel valued. Participant 2 shared that
she feel treasured when people said good things about her and never criticized who she
was.
The result of the study revealed that the research participant feel valued when
people help him discover and develop his potentials. One research participant revealed
that he feels important when people were there to help. Participant 11 added that just
like his lover despite being gay, was always there to rescue him in times of need.
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academic performance worst. Participant 1 relayed that he rarely obtained a line of eight
before. The responses of the four research participants described their academic
performance as good.
When school counselors carefully design and deliver strategic interventions
aimed at increasing academic achievement, the likelihood that they will produce the
outcome is substantial (Brown & Trusty, 2005). School counselors can assist with
16 students in academic support via peer tutoring (Bryan, 2005). Partnership programs
performance and these programs also enhance students sense of self-efficacy and self-
participants disclosed that they dropped from school due to their financial problem.
worked as a miner. The result of the study showed that four participants dropped from
school due to failing grades. Four research participants responded that they dropped
from school due to early pregnancy. The responses of the participants revealed that
they dropped from school due to their health condition. Two research participants
stopped from schooling due to pressure from relatives. Participant 3 shared that his
father wanted him to drop from school, hoping that he might change next school year.
The result of the study showed that three research participants dropped from
school due to rule refraction. Participant 18 was caught bringing and using marijuana
114
inside the campus. He further added that he was ashamed of his age, so he decided to
drop from school. The study showed that two research participants dropped from school
due to their association with gang. One participant dropped from school due to attrition
out of school. According to the National Dropout Prevention Center (2011), there are
disability, low self-esteem, and a dysfunctional home life. According to Hupfeld (2007),
researchers have correlated types of student characteristics with students who drop out.
For example, students who take on adult roles, such as parenting or working a
substantial number of hours, are more likely to drop out. Moreover, demographic factors
correlated with academic risk are also correlated with students who drop out. Hupfeld
identified several demographic factors associated with dropping out, including being
from a low-income family, being a minority, being a male, being from a single-parent
family, having learning or emotional disabilities, and having limited English ability. It
appears that students seem to drift toward dropping out as multiple challenges
compound with each other, rather than making a single decision based on a single
insufficient parental support towards their studies. Participant 4 conveyed that her
parents have unstable jobs, income insufficient for their needs such as food. Six
research participants responded that their parents show support to their studies through
providing material support. One participant said that it was his parents attendance in
On the other side, according to the Bridgeland, DiIulio, and Morison (2006), 32%
of students leave school to provide for their families financially, and drop out of high
school to find employment. Creative options exist for students who must earn money
while in school, including work-study programs (students can earn credit for working
part-time jobs) and online programs for students to take classes when they aren't at
work. In addition, families may be eligible for financial resources. Communication with
options that will assist the family and keep the student in school.
Students who stay in school and perform successfully tend to have parents who
are informed, concerned, and involved with their childs education (White & Kelly, 2010).
Moreover, White and Kelly noted that parents have an amazing impact upon their childs
academic success or failure. Negative parental attitudes about school, low expectations,
and poor parenting style contribute to poor student performance and ultimately to school
dropout. School counselors play a pivotal role in bridging home and school. School
involvement across the constituencies they serve (Walker, Shenker, & HooverDempsey,
2010).
Stability of financial support. The result of the study disclosed that the
mentioned that his parents were farmers and have unstable source of income. The
result of the study showed that eight research participants said that they received
sufficient financial support. Participant 2 stated that she received stable and sufficient
support.
In general, students in low socioeconomic neighborhoods are more likely to drop
out of school than students in more affluent neighborhoods (Blue & Cook, 2004). High
116
school students from families within the lowest 20% income range were six times as
likely as those with families in the top 20% income distribution to drop out of high school
(Kaufman, Alt, & Chapman, 2004). Students with parents who have limited resources
must be encouraged to be resilient and fight through the challenges and potential
socioeconomic status, and parents educational attainments are related to dropping out
(Blue & Cook, 2004). Additionally, students from lower socioeconomic families
personal and psychological issues related to dropping out. Therefore, school counselors
should be mindful of the many social and psychological factors including family 11
characteristics students endure while trying to regularly attend school and achieve
chores at home after dropping out from school. Most of them shared the same tasks
such as cleaning the house, dish washing, washing clothes and cooking. The responses
of the participants showed that several of the research participants were not involved in
any tasks at home.Some simply sleep, eat, watch television and rarely cook.
Value from education. The result of the study showed that six research
participants responded that education is important. Participant 1 learned from school the
importance of life. The study revealed that the research participants earn good manners
and proper conduct from education. The result of the study showed that six research
117
participants gain some life-long learning from education. The result of the study
Conclusion
Based from the findings of the study, it can be concluded that participants who
dropped from school are those who are not involved in school activities. Several
reasons were identified why participants dropped. Financial problem is seen as the
most common reason. The participants have to stay away from school due to poverty.
They have to work for their existence. Having failing grades is also identified. Teenage
pregnancy and health conditions are one of these problems faced by them that caused
them to drop. Others shared that pressure from their parents; rule refraction in the
school; their association with their peers who are not good influence on their studies,
Pope John Paul II once said, Do more, have more in order to be more. The
students indeed can be more when they can do more and have more. In other words,
students who do not exert more effort for their studies would not get more for their
success.
Recommendations
Based on the findings, the following recommendations are drawn:
1. The teachers must have the communication skills (verbal or non-verbal). They
have to communicate to their students by their words and actions. In doing so they can
build genuine interpersonal relationship with them that may inspire them to continue
schooling.
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2. The parents must always collaborate with the school authorities especially the
teachers. Working together closely with the teachers may inspire the students and they
model in terms of the knowledge, skills, ethical and moral principles so that the students
will emulate them and that they will be motivated to study. The loving and caring attitude
of the teachers can make a difference on the lives of those who are almost to surrender
in their studies. Challenging lessons and activities can make them move and do better.
4. The school must have a development plan for any activities like fora,
symposia, seminars and workshops and the likes that could enrich the students and