PROBLEMS ENCOUNTERED BY DROPOUTS, REPEATERS, BALIK-ARALS AND

STUDENTS WITH FAILED GRADES IN PUBLIC HIGH SCHOOLS IN

QUEZON CITY: A BASIS FOR A PROPOSED GUIDANCE

INTERVENTION PROGRAM

A Research

Presented to the Faculty of the Department of Psychology

College of Arts and Sciences

Our Lady of Fatima University, Quezon City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Psychology

by
Kristel Shane D. Benedicto
Mary Elizabeth P. Ochea
Roma Joyce B. Reyes

October 2012
 ACKNOWLEDGEMENT

The researchers acknowledged with sincere appreciation and profound gratitude the

following persons that gave them the inspiration, encouragement, support, guidance and

assistance to make this research work a reality.

Dr. Leonila Cauan Mustapha, whom the researchers’ consider not only as the researchers’

adviser but our mother as well, for her unselfish support, favorable suggestions, guidance and

critical review of the manuscript;

Ms. Trisha Joy O. Gotinga, our statistician, for encouragement, the time and effort she so

generously spent to supervise this work contributed greatly to the realization of this humble

study;

Ms. Ria Emerose A, Jacela, for her support and intelligent suggestions toward the

improvement of the study;

The Peer Facilitator Organization Officers of Culiat High School, particularly Mr.

Hasanjid Baharan, for his assistance during the data gathering of the researchers;

Due thanks is also expressed to BS Psychology 4A1-2 for the support and

encouragement.

The student-respondents of Culiat High School, for their cooperation and willingness to

participate in this study.

 To the members of the oral defense committe, headed by Mr. Richard Laus, Ms. Joyce C.

Lardizabal-Padilla, and Dr. Ronan S. Estoque for their valuable suggestions and

recommendations.

The researchers deeply appreciates the patience and concern showed by their families,

Benedicto family, Ochea family and Reyes family, who had given their understanding, moral and

financial support for making this study a reality;

Above all, to GOD ALMIGHTY, who bestowed His blessings, strength and wisdom to

the researchers for making this study possible.

The Researchers
 DEDICATION

The researchers dedicate this study to their parents who never failed to support,

understand and encourage them throughout the completion of this study.

To their dear friends, Ms. Donna Gale Campugan, Ms. Crystal Mae Religioso

and Ms. Ignarose Lagahit, Ms. Jacqueline Luya, Ms. Kimberly Pascual

and the rest of BS Psychology 4A1-2 who have been always there

through thick and thin

To the Faculty members of the Psychology Department who willingly shared their

knowledge in order to improve this study.

Most especially to Ms. Trisha Joy O. Gotinga, for showing patience and

magnanimous support to the group.

Dr. Leonila Cauan Mustapha, the mother of Psychological

Research.

And most of all, to our Lord Jesus Christ, who made all things

possible.
 TABLE OF CONTENTS

Title Page ..............………………………………………………………….… i

Recommendation for Oral Examination ................................................…....… ii

Approval Sheet ......…………………………………………………………..... iii
Acknowledgement ….………………………………………………................ iv
Dedication ............…………………………………………………................. vi
Table of Contents ...……………………………………………………........... viii

List of Figures......……………………………………………………….....…. ix

List of Tables .......……………………………………………………….....…. x

Abstract ................……………………………………………………...……... xii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 4

Hypothesis of the Study 5

Significance of the Study 5

Scope and Limitation of the Study 6

Definition of Terms 7

2 REVIEW OF RELATED LITERATURES AND STUDIES

Foreign Literatures 10

Foreign Studies 13

Local Literature 15

Local Studies 17
 Theoretical Framework 20

Research Paradigm 22

3
RESEARCH METHODOLOGY

Research Design 23

Research Setting 24

Research Subjects 25

Research Instrument 26

Validation of Instrument 26

Data Gathering Procedure 27

Statistical Treatment 28

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

Frequency and Percentage Distribution of the Demographic

Profile of the Respondents 30

Frequency and Percentage Distribution of the Problems

Encountered by the Respondents 31

Frequency and Percentage Distribution of the Problems Encountered

by the respondents according to Personal Factor 32

Frequency and Percentage Distribution of the Problems Encountered

by the respondents according to Family Factor 33

Frequency and Percentage Distribution of the Problems Encountered

by the respondents according to School Factor 34

 Relationship between the Demographic Profile and the

Problems Encountered by the Respondents 35

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings 37

Conclusions 38

Recommendations 40

References

A. Books ...............………………………………………………………… 47
B. Journals ..................………………………………………………........ 47
C. Websites ………………………………………………………………… 48

Appendices
A. Letter to the Principal ....………………………………………….......... 49
B. Letter for Validation ...……………………………………………....... 50
C. Sample Questionnaire …………………………………………………. 51

Curriculum Vitae ..............…..…………………………………………........ 52

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Entering high school can be exciting for some, terrifying for others or maybe just another

level that should be overcome. Here in the Philippines, almost all high school students were in

their teenage years, which can be considered as probably one of the most difficult but undeniably

exciting stage of a person’s life. There are numerous issues bombarding teens today, one of

which is the lack of direction, as to what path one must undertake to be who he wants to be, or

simply, the stage of exploration and identity identification. There are also different factors that

could bring about these issues, like peer influence and the mass media. These are only some

factors that could have an effect on their whole being. Facing each day with these issues and

influences may contribute to one’s performance especially in school.

This study confers on several problems faced by most high schools at present time. These

are the students who are at high risk to school completion failure, these are dropping out from

school, year retention or commonly known as the repeaters, the balik-arals and the students with

failed grades.

Dropout, the term immediately brings to mind an image, or a myriad of images. It conjures

up long list of adjectives—many of them negative (Center for Child and Family Policy, 2008).

Students dropping out of school is one dilemma of the education sectors; dropping out means

leaving the school for practical reasons. It is an impediment that is bugging the Department of

Education not only in the Philippines but also many countries around the globe because of its

increasing rate more and more each year. Increased rates of dropouts means that there is a big
possibility that these students may not complete the needed years in high school which may

result to future unemployment for example that can give a big impact on the country’s progress

especially in developing countries like the Philippines.

According to Roberta Furger (2011) for some students, dropping out is the culmination of

years of academic hurdles, missteps, and wrong turns. For others, the decision to drop out is a

response to conflicting life pressures -- the need to help support their family financially or the

demands of caring for siblings or their own child. Dropping out is sometimes about students

being bored and seeing no connection between academic life and "real" life. It's about young

people feeling disconnected from their peers and from teachers and other adults at school. And

it's about schools and communities having too few resources to meet the complex emotional and

academic needs of their most vulnerable youth. Although the reasons for dropping out vary, the

results and consequences are surprisingly similar.

Another glitch on high schools is what we call “the repeaters,” or the year retainers; they

are the students who enrolled in the same year level as in the previous year level. It is disturbing

that the percentage of the repeaters in the country is rapidly rising and thus, having a need for

attention and involvement of concerned people to prevent its further increase. In this study, the

high school student repeaters determine the problems they have encountered that brought them to

repeat their previous year levels.

Students who came back to school after a long vacationing, and decided to continue their

studies are identified as the “balik-aral” students. Another concern of this study is the students

with failed grades; they are the ones who were unable to meet the recommended grades to pass a

particular subject. Most students probably experienced having failed grades, some have not lost
their hopes and continued despite of the circumstance and there were some who gave up that

resulted to dropping out from school or even lost their appetite and stopped going to school.

Identification of the problems encountered by the dropouts, repeaters, balik-arals and

students with failed grades will help the researchers formulate an intervention program that could

alleviate the augmenting rates of this school concerns.

Moreover, this study was conducted in public high schools, and as we all know students

in public schools were offered free education by the government because of socio-economic

status perhaps or the incapacity to avail the education from private schools, and there were a

number of studies that supports the relationship of the socio-economic status of a child to his

capability to stay in school and his performance.

High school completion is, of course, the most significant requirement for entering college.

Failure to complete a basic cycle of high school not only limits future opportunities but also

represents a significant loss for the country.

Although there were a number of individuals who succeeded in life despite of failing in

school, and ironically becoming an inspirational story for some, but still it is not a fine reason for

every student to discontinue studying and cease on striving hard to complete their schooling. Let

us face the fact that in every nation, school completion is a vital thing in order to land a job. And

let us be realistic that not all can achieve the accomplishments those few propitious individuals

had done.

With these premises, the researchers, chose this study to identify and to have an in-depth

understanding on the common problems encountered by the high school students, particularly,

those students who dropped out of school, those who retained their previous year level, the balik-
arals and the students with failed grades. Knowing the problems these students encounter will

not only help them but also, it may prevent the possible increase of future students who may

come across these issues.

Statement of the Problem

The primary purpose of this study is to identify the problems encountered by dropouts,

repeaters, balik-arals and students with failed grades in public high schools in Quezon City

enrolled for the School Year 2012-2013. Specifically, it sought to answer the following

questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 year level; and

1.4 student status:

1.4.1 Dropped out;

1.4.2 Repeater;

1.4.3 Balik-aral; and

1.4.4 Student with failed grade?

2. What are the problems encountered by the respondents?

2.1 personal factors;

 2.2 family factors; and

2.3 school factors?

3. Is there a significant relationship between the demographic profile and the problems

encountered by the respondents?

Hypothesis

Ho: There is no significant relationship between the demographic profile and the problems

encountered by the dropouts, repeaters, balik-aral and students with failed grades in public high

schools in Quezon City.

Significance of the Study

This study was conducted to determine the problems the encountered by the dropouts,

repeaters, balik-arals and students with failed grades in public high schools in Quezon City

enrolled for the SY 2012-2013,a basis for a proposed guidance intervention program.

In this connection, the researchers believed that this study is of great value to the following:

Respondents, this will help them find ways to continue their study and develop a

positive perspective and interpersonal relationship.

Parents, for this will help them encourage their sons and daughters to pursue their

studies and to be supportive of their children’s education.

High Schools, for this will be added information in order to provide programs and seminars for

the students.
 Guidance Counselors. The findings of this study will serve as a benchmark to all

guidance counsellors, especially in public schools, to plan and develop a guidance program

focusing on the services and activities to cater the needs of students who are at risk of dropping

out of school and to lessen the number of students apathetic to sch ool environment;

Barangay and Sangguniang Kabataan Officials. The result of this study will be of

assistance for youth empowerment and community involvement that will strengthen the area of

youth welfare and development;

The Government, particularly the Department of Education. The result of this study

will help the government to support the high school dropouts, repeaters, balik-arals and the

students with failed grades by offering scholarship programs and other intervention programs

that caters the need of the high school students especially from the public schools; and

The Future Researchers . The research findings of this study could somehow expound

by other researchers or tackling other concerns of students from the public schools. This

encourages further to determine the effectiveness of the services of the government and non-

government institutions extended to school dropouts, repeaters, balik-arals and the students with

failed grades.

Scope and Limitation of the study

A total of One hundred twenty (120) high school students from three different high schools

in Quezon City was randomly selected to be the respondents of the study. The respondents are

the high school dropouts, repeaters, balik- aral and students with failed grades.
 Forty (40) respondents from each school, 10 dropouts, 10 balik-arals, 10 repeaters and 10

students with failed grades was drawn from three schools purposively chosen to represent the

public high schools in Quezon City: Culiat High School, Batasan Hills National High School,

and Old Balara High School, all from Quezon City.

Aside from the age, gender, year level and the emphasis that it should be composed of its

dropouts, repeaters, balik- aral and students with failed grades coming from selected schools, no

other criteria were set for the selection of the respondents.

Gathering of data is through interview, observations, and survey questionnaires; the data will

be taken from the elicited answers of the respondents in the administered survey questionnaire,

which will be used to distinguish the respondents’ demographic profile and identify the problems

encountered by the dropouts, repeaters, balik-aral and students with failed grades from public

high schools in Quezon City

Definition of Terms

For the purpose of clarity and better understanding of this study, the following terms were

defined in the context of this investigation:

Balik-aral. In the study, this refers to the students who goes back to school after a year or

more of vacationing and decided to continue his/her studies. It can also be referred to as “back to

schooling.”

Cohort Survival rates. This refers to the proportion of enrollees at the beginning grade

or year who reach the final grade or year at the end of the required number of years of study
 Dropout. This refers to the one who leaves school or an educational program

prematurely (Merriam-Webster, 2012).

In this study, this refers to any student who leaves school for any reason before

graduation or completion of a program of studies without transferring to another secondary

school.

Dropout Rate. is the proportion of pupils/students who leave school during the year as

well as those who complete the grade/year level but fail to enrol in the next grade/year level the

following school year to the total number of pupils/students enrolled during the previous school

year (DepEd, 2006).

Family Factor. These are the problems faced by the students with regards their family’s

situation and financial issues.

Intervention Program. This refers to a conceptualized program made to reduce the rate

or prevent the students from staying out of school.

Personal Factor. As used in this study, this refers to the impediments of students

affecting them such as, self-esteem, health problems, early pregnancy and other personal issues.

Problems. this refers to a question raised for an inquiry, consideration or solution.

(Merriam-Webster, 2012)

In the study, this refers to the troubles that a high school student encountered during their

schooling life

Public High School. This is also known as government schools, generally referring to

primary or secondary schools mandated for or offered to all children by the government, whether
national, regional, or local, provided by an institution of civil government, and paid for, in whole

or in part, by public funding from taxation (Wikipedia, 2007).

In the country, public high schools are schools under the supervision of the Department

of Education, which are subsidized by the government which offers children of free education

from primary to secondary level.

Repeaters. This refers to students who repeated an educational course, usually one

previously failed. It can also be referred to as having “held back.”(Wikipedia, 2007)

In this study, this is also known as year retainer, a student enrolled in a class or year level for

the second or subsequent time.

School Factor. This refers to the school-related problems of the students that hinders

them from performing well in school.

Students with failed grades. This refers to students who were unable to meet the grade

to pass the particular subject.

 Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the review of related literatures and studies that could further enrich the

background of the study.

A review of various literatures and documents related to the problem and the

studies conducted by the several researchers, which have significant bearing on the subject under

study brought out some enlightening facts and interesting observations which enabled the

researchers to gain deeper insight into the objective of the study.

Foreign Literatures

School failure is a process where a student slips farther and farther behind his

peers and gradually disconnects from the educational system. The end result of school failure is

dropping out before graduation. Students can begin the slide into failing patterns at any time

during their school career, but school failure is more likely to occur at transitional stages. Failing

grades typically are symptoms of emotional, behavioral, or learning problems

There are four major causes of students dropping out of school: The child

him/herself, the family situation, the community they live in and the school environment, and in

order to prevent the students in dropping out of school, the causes listed above must be attacked

(Schargel, 2012).

An article in humanillness.com (2007), averred that, people who fail in school

may feel "stupid," but emotional or mental health problems and "hidden" learning disorders, not

low intelligence, often are the root causes of their inability to meet the standards of a school
There are several factors that can lead to school failure; among them are depression, anxiety,

problems in the family, and learning disabilities.

Retained students are 2 to 11 times more likely to drop out of school when

compared to underachieving, but promoted, peers. Students often improve during the year

following grade retention, particularly if additional instruction is provided. However, these gains

are normally lost in two to three years. Moreover, non-academically, an outcome of retention or

repeating is associated with poor “social adjustment, attitudes toward school, behavioral

outcomes, and attendance.” Retention is a “stronger predictor of delinquency than

socioeconomic status, race, or ethnicity,” and is also a strong predictor of drug and alcohol use

and teenage pregnancy.

Furthermore, opponents of "no social promotion" policies do not defend social

promotion so much as say that retention is even worse. They argue that retention is not a cost-

effective response to poor performance when compared to cheaper or more effective

interventions, such as additional tutoring and summer school. They point to a wide range of

research findings that show no advantage to, or even harm from, retention, and the tendency for

gains from retention to wash out. The critics cited harms from retention and that includes:

 Low self-esteem of the student and making them feel as if they were mentally

inferior and in turn cause them to give up on their academics. It may also cause

them to be subject the subject of ridicule and bullying by other students. Increased

drop-out rates of retained students over time.

 No evidence of long-term academic benefit for retained students.

  Increased rates of dangerous behaviors such as drinking, drug abuse, crime,

teenage pregnancy, and depression among retained students as compared with

similarly performing promoted students.

The possibility of grade retention has been shown to be a significant source of

stress for students. In one study of childhood fears performed in the 1980s, the top three fears for

US sixth graders were a parent's death, going blind, and being retained. After two decades of

increasing retention practices, a repeat of the study in 2001 found that grade retention was the

single greatest fear, higher than loss of a parent or going blind. This change likely reflects the

students' correct perception that they were statistically far more likely to repeat the sixth grade

than to suffer the death of a parent or the loss of their vision (Gibson, 2007).

The students who repeated did not only suffer academically, but they also

struggled in other ways. Moreover, the students who repeated a grade tended to be less likely to

do their homework, they had more days absent from school, they tended to be a bit lower on the

academic engagement and motivation scale, they were lower in academic confidence and they

were lower in their general self-esteem (Collerton, 2011).

Promoting school completion encompasses more than preventing dropout. For

example, it is characterized by school personnel emphasizing development of students’

competencies rather than dwelling on their deficits. Successful programs are comprehensive,

interfacing family, school, and community efforts rather than offering a single, narrow

intervention in one environment; are implemented over time rather than at a single period in

time; and make an effort to tailor interventions to fit individual students rather than adopting a

programmatic ‘‘one size fits all’’ orientation. School-completion programs have a longitudinal
focus, aiming to promote a ‘‘good’’ outcome, not simply prevent a ‘‘bad’’ outcome for students

and society (Christensen and Thurlow, 2007).

As said on an article above that school failure is likely to occur at a transitional

stage agrees with Erikson’s Psychosocial Theory on adolescence stage wherein there is a

difficult transition between the childhood and adulthood. Moreover, it can be noticed that there

are resemblances on the factors that lead to dropping out of school, repeating and failing on their

grades and these were; the child him/herself, the problems in the family or the family situation

and the environment or the community they lived in.

Foreign Studies

A research carried out by Anderson, Whipple, & Jimerson (2008), stated that

retained students are more likely to display aggressiveness, to have a history of suspension or

expulsion, to act out in the classroom, or display behaviors associated with Attention Deficit

Hyperactivity Disorder and Conduct Disorder. Children who are learning disabled are also more

likely to be retained – and in fact are likely to be so diagnosed immediately following the

retention. In addition to poor academic achievement and low standardized test scores, retained

students are likely to have a history of numerous school changes and absenteeism. Large family

size, low parental education and low family involvement are also related to retention.

Furthermore, their research had several explanations for the negative effects

associated with grade retention, including:

 Absence of specific remedial strategies to enhance social or cognitive competence

  Failure to address the risk factors associated with retention (short-term gains

following retention mask long-term problems associated with ineffective instruction)

 Retained children are subsequently overage of grade, which is associated with

deleterious outcomes, particularly as retained children approach middle school and

puberty *stigmatization by peers and other negative experiences of grade retention

may exacerbate behavioral and socio-emotional adjustment problems)

A study made by Lavy, Paserman and Schlosser (2007) explained that the

proportion of repeaters in class has a negative and significant effect on the academic

achievements of regular middle and high school students.

Stid, O’neil and Colby (2009), cited that one third of high school students across

the U.S. fail to get a high school diploma on schedule; for minority students, that rate falls to 50

percent; every day 7,000 students drop out of school. They have found the figures staggering;

what’s more, they have profound consequences for equity and economic opportunity in the

United States. When compared with college graduates, dropouts earn $1 million less over their

lifetimes and are three times more likely to be unemployed. A dropout is eight times more likely

to be imprisoned during his or her lifetime than someone with a high school diploma.

A study carried out in 2010 to determine the factors that contribute to learners dropping

out of the Secondary Education programme provided the following answers as mitigating

factors:

1. Alcohol abuse, lack of parental/self motivation;

2. Difficulty to cope with part-time studies; and

3. Lack of financial support to pay for examination/transport;

4. Long distances to the tutorial centers, implying higher transport costs;

 5. Pregnancies, lack of family planning

However, Hupfeld (2011) stated that there is no single risk factor that can be used

to accurately predict who is at risk of dropping out.

A research by Andrews Martin (2011), have estimated that between five and 15

per cent of Australian students repeat a school year. The students who repeat a school year are

more likely to skip school, lose motivation and suffer from low self-esteem. Furthermore,

repeating a grade resulted in a decrease in academic engagement and self-confidence among

students. It lowered self-esteem and brought no advantages in peer relationships, compared with

students who did not repeat.

There are many issues concerning the problems of high school students today, not

only in our country, but a concern of all nations. The rapid increase of dropouts, year repeaters,

the balik-arals and the students with failed grades and is a matter every nation should be worried

about, because it does not only affect the supply of the country’s need for highly educated

workers but also the quality of citizens the country may produce.

Local Literatures

Ensuring that students stay in school until they complete their education is a major concern in

basic education (National Education and Testing Research Center, 1990). Cohort Survival Rates

(CSR) for the past 10 years has fluctuated between 60 % and 80 % in both elementary and

secondary levels (Department of Education, 2008). These statistics mean that about between 20

to 40 % of Grade 1 pupils do not reach Grade 6; of the 60 to 75 % who enter secondary school,

about one-third of them do not finish high school. If the numbers are added up, they indicate that

about half of Grade 1 pupils complete secondary level; the other half are, for one reason or

another, lost along the way.

Increasing government funding has not also completely addressed the dropout problem. Despite

the general increase in allocation for education through the past years, the dropout problem

remains one of the challenges for educators. Contrary to expectation, allotting more funds to

public education did not necessarily bring about substantial reduction in dropout rates. This is

because increase in budget did not match increase in population and, consequently, in

enrollment. The per capita budget has actually decreased through the years. The budget for basic

education has increased by 25 per cent from 2000 (PhP80 M) to 2009 (PhP150M). However, the

real value of per capita cost has decreased from PhP6, 000 in 2000 to PhP4, 000 in 2009

(Department of Education, 2009). Thus, increase in dropout rates is not surprising despite

increase in the budget because there have been more students accommodated by the public

schools than could be adequately financed.

The dropout rates among high school students in the country have been significantly

reduced, according to the Department of Education (DepEd), (2011). DepEd cited that 56

secondary schools across the country have reported zero incidences of students quitting school.

Sec. Armin Luistro attributed the decrease of dropout rates to the department's Dropout

Reduction Program (DORP), which provides alternative delivery programs to keep students in

school and finish basic education. Luistro added that, “the end-goal of the department is to retain

the poorly schooled and those who are in danger of dropping out because of difficult social and

economic situations and provide them quality education.

Escudero urged the government to work sharply to reduce, if not eliminate, dropout rates

in public elementary and high schools in six years. He cited a UN report in 2000, which showed

that in nearly five decades since the 1960s, dropout rates at the public elementary level, had

remained high, with 28 to 34 percent failing to complete Grade 6. Furthermore, stating the latest
data from a separate study he did not identify, Escudero estimated that of the 100 children who

entered Grade 1, only 86 moved on to Grade 2, 76 to Grade 4, 67 to Grade 6, and only 65 finally

completed the six years of elementary education. Of the 65, only 58 enroll in high school and 45

are able to graduate (Ubac, 2009).

Moreover, drop-out rates for both elementary and secondary levels, according to the

government education agency, went up by above seven percent and nearly 13% in school year

2005-2006, from 6.98% and 7.99%, respectively, in school year 2004-2005.

High cost of education coupled by lingering poverty has been cited by pundits’ reasons for these

increases (DepEd, 2011).

A Philippines-based foundation named He Cares Foundation, has been provided and

supported balik-aral students by rendering programs and financial support to help the balik-arals

to pursue their studies.

Based from the reviewed articles, the researchers noticed that the dropout rate in the

Philippines in previous years has increased and the budget allocated for education had also

increased but it doesn’t have an obvious effect on the rate of dropouts end even repeaters. But the

good thing is, as of last year, it was reported that the dropout rate had decreased because of the

dropout reduction program rendered by the Department of Education headed by Secretary Armin

Luistro.

Local Studies

Studies on dropping out have attributed the phenomenon mainly to poverty. One

extensive critical review of about 50 studies on public school education described dropouts as
coming from low-income families whose parents had little or no education, and who were

unemployed or had jobs that gave them little or irregular income. The study also identified

reasons for dropping out such as poor health due to malnutrition, distance between home and

school, lack of interest, and teacher factor. It concluded that the education system then was

―socially selective since most dropouts were from socio-economically disadvantaged

backgrounds.

These facts reflect a worrisome reality about the holding power of public schools,

which is further elucidated by data on dropouts. The statistics on the national average dropout

rate for each school level has remained higher than expected (1 to 2 %), sometimes as much as 2

digits. Moreover, even if dropouts re-enter school at some point many repeaters eventually drop

out at a later time. Re-admission seems to have little positive effect on achievement (Nava,

2009).

Moreover, Nava noted that students in various gender groups, school levels, and

locations are at-risk of dropping out for various reasons. Some of these factors are common to all

dropouts, while others are more keenly associated with specific groups.

Secondary or high school female repeaters in the Philippines (%of female

enrolled) was 1.53 as of 2009. Its highest value over the past 11 years was 1.62 in 2006, while its

lowest value was 0.85 in 2005. On the other hand, the male repeaters were 4.36 as of 2009. Its

highest value over the past 11 years was 4.87 in 2006, while its lowest value was 2.73 in 25

(UNESCO, 2009).

The Repeaters in the secondary schools, in the Philippines (% of total enrollment)

was 2.92 in 2009, according to a World Bank report, published in 2010.

 An analysis of the Dropout Reduction Plan of the Department of Education

(2007) has found out that:

 Low family income, unemployed parents, and parents engaging in seasonal jobs are

factors which adversely affect the students.

 Parents tend to neglect their parental responsibilities towards their children’s education

because they are preoccupied with other activities to augment their family income. Some

are OFWs, some have poor educational background while others are irresponsible

parents who are indulging in vices like alcoholism and gambling.

 Broken family and family conflicts affected the students’ school performance.

 Health problems such as malnutrition and illness caused students to drop from school.

 Peer pressure/barkadahan, playing amusement games during classes and even indulging

in different vices are identified causes of absenteeism and tardiness among students.

 Poor academic performance of students is brought about by being slow learners, having

low self-esteem, having poor study habit, being not ready academically for secondary

school, and non- compliance of subject requirements.

 A good number of schools have insufficient instructional equipment and learning

facilities.

 Many teachers still resort to the traditional methods of teaching, inappropriate teaching

styles and utilization of traditional assessment of learning outcomes.

 Some schools provide inadequate guidance program. Furthermore, some schools do not

have full-time guidance counselors.

  The students have no access to regular transportation because of the distance and

difficult geographic allocation of the school. Students get tired hiking daily causing them

to be late or absent in school.

 The presence of amusement and recreation centers such as internet café, video games,

billiard halls, video houses, etc. operating in the locality of the school during class hours

entice students not to attend classes.

From the reviewed materials, the researchers noticed a worrisome increase in the

dropout and repeaters rate in the country. Also, not enough funding from the government

contributes to these problems. But the government agencies, particularly the Department of

Education is doing the best they can to prevent further increase of the students who repeat and

dropped out from school. On the other hand, the balik-arals or the students that are back from

schooling after long vacationing were able to continue their studies with the help of programs

created for them.

Theoretical Framework

According to Erik Erikson’s Psycho-Social Development of Personality, particularly the

conflict stage of “industry versus inferiority,” that lasts from 6 to 11 years. In our culture, school

life begins here. This stage is the beginning of life outside the family; a stage of systematic

instruction, a movement from play to a sense of work. This stage describes that a child needs to

do well and develop a sense of work completion and satisfaction in a job well done. Otherwise,

the child develops a sense of inferiority and inequality. Another is the adolescence stage termed,

“identity versus identity confusion” that occurs between 12 to 20 years, it emphasizes the

difficult transition between childhood and adulthood that can be strongly affected by social
limitations and possibilities. The adolescent is likely to suffer from confused roles. Doubts about

one’s sexual attractiveness and sexual identity are common to this stage. The inability to develop

a sense of identification with an individual or cultural role model who gives direction to one’s

life can lead to a period of floundering and insecurity. Another reaction is over identification

with youth-culture heroes or clique leaders leading to a loss of identity.

Because of these crucial stages where most high school students in the country are

where at, many problems arises that can affect their functioning in their daily lives.

An additional theory is from Abraham Maslow’s Hierarchy of needs, which

points out the basic human needs. He believed that exposure to environmental conditions that

permit or prohibit gratification of the basic needs prompts movement up or down the hierarchy

of needs. Maslow suggests that, without the fulfilment of these needs, an individual may feel

discouraged, weak and inferior. In line with this study, if a student feels discouraged and inferior,

his motivation may be affected and thus, there will certainly have inhibitions especially with his

performance in school.

Moreover, Carl Rogers’ Self-theory that points out that the ultimate goal of each

one is to be a fully functioning person. It is a process in which the individual constantly pursues

his or her actualizing tendency, and at the same time behaves in a manner that is true to the self.

Rogers also described the characteristics of a fully functioning person these are: openness to

experiences, existential living, self-trust, sense of freedom and creativity.

With these theories, the researchers will conduct a study on the problems

encountered by dropouts, repeaters, balik-aral and students with failed grades in public high

school in Quezon City as a basis for a proposed guidance intervention program.

Research Paradigm

HIGH SCHOOL DROPOUTS, REPEATERS,

BALIK-ARAL AND STUDENTS WITH
FAILED GRADES

PROBLEMS ENCOUNTERED BY
THE STUDENTS

Personal Family School Factor

Factor Factor

Proposed Guidance
Intervention Program

Figure 1

Figure 1 shows the process of the study exploring the problems encountered by the drop-

outs, repeaters, balik-aral, students with failed grades in public High Schools in Quezon City.
 Chapter 3

RESEARCH METHODOLOGY

This chapter contains a comprehensive description of the research design,

research setting, the research subjects, research instruments, instrument validation, data

gathering procedure and statistical treatment.

Research Design

In this study, the descriptive-survey method was employed to identify the role and

significance of the problems encountered by the dropouts, repeaters, balik-aral and students with

failed grades in public high schools in Quezon City. To define the descriptive type of research,

Creswell (1994) stated that the descriptive method of research is to gather information about the

present existing condition. The aim of descriptive research is to verify formulated hypotheses

that refer to the present situation in order to elucidate it. The descriptive approach is quick and

practical in terms of the financial aspect. Moreover, this method allows a flexible approach,

thus, when important new issues and questions arise during the duration of the study, further

investigation may be conducted.

A survey is a structured way of learning about a larger group of people by obtaining

information from a representative sample of that particular group of people. Some of the

advantages of a survey are that it describes the characteristics of a large population and there is

no other method of observation, which can provide this general capability. It allows many

questions to be asked about a given topic by giving considerable flexibility to the analysis. A

survey is also a single most widely used research design in educational research; therefore, it was

used in this educational research as well (Kavetuna, 2009).

 Purposive sampling method was done for the sample selection. A purposive sample refers to

the selection of units based on personal judgment rather than randomization. This judgmental

sampling is in some way “representative” of the population of interest without sampling at

random. Purposive sampling can be very useful for situations where it is needed to reach a

targeted sample quickly and where sampling for proportionality is not the primary concern.

In relation with the study, the researchers identified the problems encountered by the

dropouts, repeaters, balik-arals, and students with failed grades in public high schools in Quezon

City. It seeks to provide information and examine the relationship among variables.

Research Setting

The study was conducted in Batasan Hills National High School, Culiat High School,

and Old Balara High School, all of which are public high schools located in Quezon City.

Batasan Hills National High School is a public secondary high school in the second

district of Quezon City, Philippines . It was founded in 1998 and located along the historical IBP

Road where parts of the school faced the western tip of the Congress of the Philippines . It is

currently one of the largest public secondary schools in the National Capital Region when it

comes to enrollments.

Culiat High school, is located along Tandang Sora Avenue,Barangay Culiat,

Quezon City. The school has a total land area of 3802 square meters. In the school year 1971-

1972, Culiat High School began operations as an annex of San Francisco High School. Back

then, it had a total population of 7 teachers and 127 students who filled two first year sections

and one second year section. In that same year, it became an independent school with the help of

the Barangay Culiat council and had its first commencement exercises in the school year 1973 –
1974. A few years later, arrangements were made with the late Don Teodoro V. Kalaw for an

exchange of the school’s previous site and the site where the school currently stands, along

Tandang Sora Avenue.Over the years, the school population grew to over three thousand and

new school buildings were built to accommodate the growing population. The current principal

is Dr. Launcelot T. Lauigan, the school has its mission to improve students’ quality instruction,

infusing moral values and fostering good citizens through collaboration with stakeholders. The

vision of the school itself is to be a premiere institution of learning committed to make a

difference in the life of every student. The school has its population of 3149 from all high school

level. First year has a total population of 812 students; 803 for the second year students; 782 for

third year students and 752 for the fourth year students in the school year 2012-2013.

Old Balara High School is located at Barangay Pansol, Tandang Sora Avenue, Quezon

City. Old Balara High School came into existence in the school year 1975-1976. It was then an

Annex of Flora Ylagan High School.

Research Subjects

In order to determine the problems encountered by the dropouts, repeaters, balik-arals

and students with failed grades, a total of 120 respondents were asked to participate. To achieve

pertinent information, certain inclusion criteria were imposed. The participants qualified for

sample selection must be high school dropouts, repeaters, balik-arals and students with failed

grades of the three chosen public high schools. This qualification ensured that the participants

understand the nature of survey questionnaire and its use for the study, making the survey items

easy for them to accomplish. The respondents were selected from the three chosen public high

schools, thus, a total of 40 respondents for each school, which comprises of 10 dropouts, 10
repeaters, 10 balik-arals and 10 students with failed grades each, having a total of 120

respondents that took part in the study.

Instruments Used

A survey questionnaire was used as the main data-gathering instrument for this study.

The questionnaire is divided into two main sections: the demographic profile and the survey-

questionnaire. The profile contains demographic characteristics of the respondents such as age,

gender, year level and the student’s status. The survey proper explores the problems encountered

by the respondents. In this survey questionnaire, two choices were provided for every statement:

Yes or No. The choices represent the agreement each respondent has on the given question.

Three factors was used to determine the problems encountered by the dropouts, repeaters,

balik-arals and students with failed grades in public high schools in Quezon City, these are:

Family factor which includes the family situation and the financial issues of the respondents;

School factor, which pertains to the respondent’s concerns about the teachers, classmates,

subjects and the school facilities ; and the Personal factor, that pertains to the respondent’s

health-related issues and other personal concerns.

Validation of the Instrument

Experts in line with this study namely, Ms. Trisha Joy O. Gotinga, MA in Clinical

Psychology and Dr. Leonila C. Mustapha, RGC, were requested by the researchers to validate

the constructed survey questionnaires. Each item on the instrument has columns on Unnecessary

(U), Necessary but not essential (N), and Essential (E). The expert was requested to encircle the

appropriate column for each item.

 Furthermore, to test the validity of the questionnaire that was used for the study, the

researchers had a try-out of the questionnaire to thirty respondents. These respondents as well as

their answers were not part of the actual study process and were only used for testing purposes.

After the questions were answered, the researchers asked the respondents for any suggestions or

any necessary corrections to ensure further improvement and validity of the instrument. For the

reliability of the survey questionnaire, the internal consistency was used. If the reliability value is

high, 0.71 to 0.90 to very high, 0.91 to 0.99, this means that the research instrument is reliable.

The survey questionnaire got a reliability value of 0.79 meaning, the research instrument was

reliable. After the research instrument has proven both valid and reliable, it was then

administered to the respondents of the study.

Data Gathering Procedure

After the validation of the instrument, the researchers secured a written permit to the

administrators of Culiat High School, Batasan Hills National High School and Old Balara High

School. Records from the registrar office and guidance office are useful enough for the needed

data on the list of student who are dropouts, repeaters, balik-arals and students with failed grades.

After given permission, the researchers explained the purpose of the study to the

selected respondents and then they made sure each participant corresponds to their predefined

criteria.

The researchers collected the data by means of survey questionnaire that comprises

their age, gender, and year level and student status. The problems encountered by the

respondents will be identified through the second part of the survey questionnaire that was given

to them.
 After, the respondents have taken the tests; the papers were checked, tallied, interpreted

and analyzed.

Statistical Treatment

The following were the statistical treatment used in the study.

1. Percentage (P) - This method was used to calculate the percentage of the demographic

profile of the respondents.

Formula: P = f x 100%

Where: P- Is the percentage (%)

f- The number of respondents

n- Total number of respondents

2. Mean - was used to describe a set of data as to what point the item values or scores tend

to cluster or concentrate.

Formula:

X = ∑x

where: ∑x – sum of the item values

n - number of items

3. Standard Deviation – used to determine, with a great deal of accuracy, the

position of data in frequency distribution relative to the mean.

𝟐
Formula: 𝒔 = √∑𝒇𝒅
𝒏

Where s- standard deviation

∑𝑓𝑑2 - sum of the product of frequency and squared deviation

 n − number of items

4. Correlation Pearson r - It was used in order to find out if there is a relationship

between the variables.

Formula:

N∑XY - ∑X∑Y

r= √[𝑁∑x 2 - (∑X)²][N∑Y² - (∑Y

where r = Pearson’s r

5. Spearman's rank - it was used to know the degree of relationship between the

variables.

6𝐷2
Formula: 𝜌=1−[ ]
𝑛(𝑛2 −1)

6. Point-biserial correlation coefficient (rpb) - A correlation coefficient used when one variable

is dichotomous.
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter expounds on the analyses and interpretation of the data gathered out

of the instruments used in this study presented according to the specific problems.

Table 1

Frequency and Percentage Distribution of Demographic

Profile of the Respondents

AGE f %
12-13 15 13%
14-15 51 43%
16-17 41 34%
18-19 13 11%
TOTAL 120 100%
GENDER f %
Male 57 48%
Female 63 53%
TOTAL 120 100%
YEAR LEVEL f %
First year 3 3%
Second year 42 35%
Third year 14 12%
Fourth year 61 51%
TOTAL 120 100%
STUDENT STATUS f %
Dropout 30 25%
Repeater 30 25%
Balik-Aral 30 25%
Student with failed grade 30 25%
TOTAL 120 100%

The table above shows the frequency and percentage distribution of the respondents

based on their demographic profile. This includes their age, gender, year level and
student status. Based on the results tabulated above,120 students participated in the study that

has ages ranged from 12 to 19 years old wherein, 15 or 13% of them aged 12-13 years old, 51

or 43% were students aged 14-15 years old, and those who aged 16-17 were 41 or 34%, while

13 or 11% students aged 18-19 years old. Among of them were 57 or 48% males and 63 or 52%

females.

Moreover, the respondents consists of 3 or 3% first year students, 42 or 35%

second year, 14 or 12% third year and 61 or 51%fourth year students.

In addition, out of the 120 respondents that consists of 30 or 25% dropouts, 30 or

25% repeaters, 30 or 25% balik-arals and 30 or 25% students with failed grades.

Table 2

Frequency and Percentage Distribution of Problems

Encountered by the Respondents

Problems Encountered by
dropouts, repeaters, balik- Yes No
arals and students with
failed grades f % f %
Personal Factor 18.4 17 100.1 83
Family Factor 21.6 20 95.4 80
School Factor 20.7 17 99.3 83

This table reveals the frequency and percentage distribution of problems encountered by

the respondents according to personal, family and school factors.

Based on the results shown above, it appears that with a mean of 21.6 or 20% of the

respondents had the family factor as their most encountered problem, followed by the school

factor with a mean of 20.7 or 17% and the personal factor with a mean of 18.4 or 17%.
 Table 3

Frequency and Percentage Distribution of Problems Encountered

by the Respondents according to Personal Factor

PERSONAL FACTOR Yes No Rank

f % f %
Poor peer relationship 47 39 73 61 1
Health problems 18 15 102 85 6
Wanted to be alone 16 13 104 87 7
Not ready for high school 2 2 118 98 10
Engaging in different vices 4
(e.g. alcoholism, gambling, 19 97 81
illegal drug use) 23
Member of fraternities/gangs 5 4 115 96 9
Lack of motivation to study 29 24 91 76 3
Lack of self-confidence 32 27 88 73 2
Have no one to talk about 17 99 83 5
school problems 21
Early pregnancy 6 5 114 95 8
16.5 83.5

Results show that poor peer relationship is the most prevalent risk factor under

personal with 47 or 39%. Lack of self-confidence came next with 32 or 27%. Next is the lack of

motivation of the students with 29 or 24%. Another alarming encountered problem is engaging

in different vices which includes alcoholism, gambling and illegal substance use with 23 or 19%,

followed by having no one to talk about their school problems with 21 or 17%. Next is health

problems with 18 or 15%, followed by wanted to be alone with 16 or 13%. Another is the early

pregnancy with 6 or 5%, followed by member of fraternities/ gangs with 5 or 4%, and lastly with

the least prevalent problem is that the respondent is not ready for high school with 2 or 2%.
 Table 4

Frequency and Percentage Distribution of Problems Encountered

by the Respondents according to Family Factor

FAMILY FACTOR Yes No Rank

f % f %
Lack of parental support 14 12 106 88 10
Broken family 34 28 86 72 2
Lack of financial support 40 33 80 67 1
Misunderstanding with 28 23 92 77 4
siblings
Earn for a living 27 23 93 78 5
Didn’t grew up with their 31 26 89 74 3
parents
Lack of communication with 22 18 98 82 6
parents
Domestic violence 13 11 107 89 9
Poor home condition 19 16 101 84 7
Excessive family 18 15 102 85 8
responsibilities
20.5 79.5

The table shows the different problems encountered under family factor. As gleaned from

the data, the most prevalent problem faced by the respondents was the lack of financial support

with 40 or 33%. It was succeeded by having a broken family with 34 or 28%, followed by the

dilemma of not growing up with their parents with 31 or 26%, then, misunderstandings with

siblings with 28 or 23%. Another prevalent problem is the need to earn for a living with 27 or

23%, followed by lack of communication with parents with 22 or 18%. Next is the poor home

condition with 19 or 16%, followed by excessive family responsibilities with 18 or 15%, and so

lack of parental support with 14 or 12%. Lastly is the domestic violence with 13 or 11%.
 Table 5

Frequency and Percentage Distribution of Problems Encountered

by the Respondents according to School Factor

Yes No
SCHOOL FACTOR
f % f %
Difficulty in understanding
44 37 76 63 1
lessons
Too hard school works 26 22 94 78 2.5
Absenteeism of teachers 11 9 109 91 10
Poor school facilities 17 14 103 86 6
Teacher-student ratio 23 19 97 88 4
Conflict with schoolmates
13 11 107 89 9
(bullying)
Traditional teachers
14 12 106 88 8
(Ineffective teaching strategies)
Lack of interest in attending
18 15 102 85 5
classes
Lack of books and needed
26 22 94 78 2.5
school materials
Unpleasant attitude of teachers/
15 13 105 88 7
inconsideration
17.4 82.6

The data revealed that the encountered problems linked with the school factor are:

difficulty understanding the lessons with 44 or 37 %; Too hard school works and lack of books

and needed school materials both with 26 or 22%; Teacher-student ratio with 23 or 19%; Lack

of interest in attending classes with 18 or 15%; and Poor school facilities with 17 or

14%Unpleasant attitude of teachers/ inconsideration with 15 or 13%; Traditional teachers

(ineffective teaching strategies) with 14 or 12%; Conflict with schoolmates (bullying) with 13

or 11%; the least problem encountered is the absenteeism of teachers with 11 or 9%.
 Table 6

Relationship between the Demographic Profile and the Problems

Encountered by the Respondents

Variable Correlation P value Interpretation Decision on Conclusion

Coefficient Ho
Age .266 .003 Low correlation Reject There is a
Hypothesis significant
relationship
Gender -.369 .000 Negatively Reject There is a
small Hypothesis significant
correlation relationship
Year Level -.005 .959 No Correlation Accept There is no
Hypothesis significant
relationship
Student Status .174 .057 Very Small Reject There is a
a.Dropout Positive Hypothesis significant
b.Repeater Correlation relationship
c.Balik-Aral
d. Student with
failed grades

Table 6 explained the correlation analysis between the Demographic Profile and

the Problems Encountered by the respondents of this study.

The table above illustrates that the Age and the Problems Encountered by the

respondents has a coefficient correlation of .266 and a p-value of .003 at significance level of

0.01 resulting to low correlation. Therefore, the hypothesis is rejected and has proven to have a

significant relationship between Age and the Problems encountered by dropouts, repeaters,

balik-aral and students with failed grades.

 Gender and problems encountered by the respondents has shown a coefficient

correlation of -.369 at significance level of 0.01 resulting to negatively small correlation and

thus, rejecting the hypothesis and demonstrating a significant relationship between gender and

problems encountered by the respondents.

Furthermore, the table has shown that year level and problems encountered had a

correlation coefficient of -.005 and a p value of .959 showing no correlation between the

variables and thus, the hypothesis is accepted. It was therefore concluded that there is no

significant relationship between year level and problems encountered by the respondents.

Lastly, the student status which includes the dropouts, repeaters, balik-arals and

students with failed grades and the problems encountered has shown a coefficient correlation of

.174 and a p value of .057, which results to very small positive correlation and thus, rejecting the

hypothesis and arriving to a conclusion that there is a significant relationship between the student

status and problems encountered by dropouts, repeaters, balik-arals and students with failed

grades.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of the summary of results of the data gathered, the

conclusions which were formed to provide the output needed to come up with the correct

approach on the research problem stated. Also, the recommendations were given based from the

output of the whole study.

Summary of Findings

The researchers undertook this study primarily to determine the problems encountered by

dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon

City as a basis for a proposed guidance intervention program.

Briefly, the findings of the study are summarized as follows:

The data in the demographic profile of the dropouts, repeaters, balik-aral and students

with failed grades involved in this study revealed that according to age, it was noted that ages 14

to 15 have the highest number of respondents with 43%, succeeded by ages 16 to 17 with 41 or

34 %, then followed by ages 12 to 13 with 15 or 13%, lastly was ages 18 to 19 with 13 or 11%.

In line with the gender, most of the total number of respondents was females with 63 or

53% to 57 or 47% males.

Furthermore, fourth year students have the greatest population with 61 or 51% of the

total population, followed by the second year with 42 or 35 %; third year with 14 or 24% and

first year with 3 or 3%.

With regards on the student status, the dropouts, repeaters, balik-aral and students with failed

grades were equally distributed with 40 respondents each, acquiring the 25% each of the total

population.

It appears that the predominant encountered problem of the dropouts, repeaters,

balik-aral and students with failed grades fell on the family factor with a mean of 21.96 or

20.5%, followed by the school factor with a mean of 20.7 or 17.3% and the personal factor with

a mean of 18.4 or 17%.

Age and problems encountered has shown a significant relationship, also, gender

and problems encounters although exhibited a negatively small correlation, it still shows a

significant relationship between the variables. Year level and problems encountered has shown

no correlation and thus, no significant relationship was concluded. Lastly, it was proven in this

study that student status and problems encountered has a significant relationship.

Conclusions

In the light of the major findings of the study, the following conclusions were

drawn.

1. Family factor appeared to be the most prevalent encountered problem of

dropouts, repeaters, balik-arals and students with failed grades, which confers the

respondents’ family situation and financial issues; this implies the importance of family.

Being the primary support group of a person, family plays a big role in the totality of an

individual. Deprivation of parental guidance for example, because of a broken family has

a big impact especially on a child’s school performance. It was also concluded that the
problems rooted in the family or home may radiate and have an effect on other aspects of

life of an individual.

2. With regards to the demographic profile of the respondents, age has a

significant relationship with the problems encountered by the respondents. The

respondents were all in adolescence years which is in the transitional stage between

childhood to adulthood. This is the time where young people evolve and develop and

acquire many new things and ideas that may influence their daily functioning. These

developmental changes are important from a psychological perspective, because they

affect the young person’s sense of self and relations with others.

3.Gender has also shown a significant relationship with the problems encountered

and thus, the researchers have concluded that this perhaps is interrelated with the

significance of age to the problems encountered because during adolescence, gender

becomes of much more central importance for most individuals which may influence

their actions and way of thinking.

4. Student status and problems encountered manifested a considerable relationship

and therefore the problems impinge on the respondents’ reasons on being a dropout,

repeater, balik-aral and having a failed grade. Family, school and personal factors affect

their performance in their schooling that leads them to be a student dropout, repeater,

balik-aral and student with failed grade.

Recommendations

Based on the major findings and conclusions drawn the researcher offer the following

recommendations:

Proposed Guidance Intervention Program

Title of the Program : Intensified Counseling Program

Background

Majority of the respondents encountered problems with regards to family factors,

followed by their school concerns and personal issues.

With the results of the study conducted by the researchers on Dropouts, Repeaters, Balik-

Arals and students with failed grades in public high schools in Quezon City, an intervention

program was conceptualized to reduce and prevent dropout, repeater, balik-aral and students with

failed grades rates. In addition, this program supports the goal of the Department of Education in

giving better and quality education to the Filipino youth. This program not only focuses on a

single factor but it targets the three factors namely, personal, family and school factor.

Target Client/Population

The target clients of this program are the dropouts, repeaters, balik-arals, and

students with failed grades.

Program Rationale

This Intervention Program designed for high school dropouts, repeaters, balik-arals and

students with failed grades and it aims to help students continue their school until they complete

the course. This will enhance healthy school adjustment by providing supportive environment
and will develop the students’ perceptions of school as safe, cohesive and well-organized

environment in which they will learn and grow.

General Objectives

This program aims to alleviate the problem of education with regards to dropouts,

repeaters, balik-arals and students with failed grades in high schools by providing a program that

will lessen and prevent the students from resorting to stay out of school.

With this, the researchers developed a program entitled, “Intensified Counseling

Program” with the following objectives:

 To facilitate better understanding of oneself by clarifying the goals, alternatives,

and decisions toward self-direction.

 To provide deeper insights on the various aspects in life and develop students

potentialities.

 To work closely with school administrators, teachers, parents and other

professionals in order to get a wide picture of student problems, difficulties and

concerns for proper interventions.

The Process of the Program

List of referred students

(referred by the class advisers)

The Guidance Counselor will call-in the

student/s for individual/group
counselling, depending

Individual counseling Group counselling

(maximum of 5)

The students visit

The student visits the GCO the GCO

YES NO YES NO

Individual Follow-up with the Group Follow-up with the

Counseling class adviser Counseling class adviser

YES NO Recommendation YES NO

Recommendation

Individual Group
Counseling Coordinate Counseling Coordinate
with class
with class
adviser for
adviser for
new
new
schedule of
Recommendation Recommendation schedule of
counseling
counseling

Individual
Counseling Group
Counseling

Recommendation
Recommendation
The Guidance Counselor will
give feedback to the class
adviser
Procedure/ Methodology

1. The guidance counselor assigns the class advisers to do the referrals from their advisory

class;

2. The guidance counselor prepares the call slips to be distributed to the class advisers;

3. The class advisers ensure that the call slips are received by the students being referred for

counseling;

4. Individual / Group Counseling depending on the concerns of the client:

4.a If yes, the called-in student/group of students visits the GCO for individual or group

counseling.

4.b. If no, the Guidance Counselor will make a follow-up with the class adviser. The

class adviser ensures that the student/group of students visit the guidance counselor for

counseling. If the students/s insists on not coming, new scheduling will be done.

5. After counseling, the Guidance Counselor will make recommendations if there is a need

for follow up counseling;

6. The Guidance Counselor prepares the case report for record purposes;

7. The Guidance counselor visit the class advisers for feedback.

TIME TABLE

Monday Tuesday Wednesday Thursday Friday

-Visit and
-Follow-up
report to
First individual/group individual/group individual/group with the class
class
adviser
week counselling counselling counseling advisers
-Report
-Prepare call
writing
slips
-Visit and
-Follow-up
report to
with the class
Second individual/group individual/group individual/group class
adviser
advisers
week counselling counselling counseling -Report
-Prepare call
writing
slips

-Visit and
-Follow-up
report to
with the class
Third individual/group individual/group individual/group class
adviser
advisers
week counselling counselling counseling -Report
-Prepare call
writing
slips

-Visit and
report to
Fourth Report class
Follow-up Follow-up Follow-up
advisers
week writing
-Prepare call

slips
Program Evaluation

Evaluation of the intervention program will need a monitoring sheet for every

student handled by the class adviser, and the following will be monitored: the student’s

attendance (average daily and no. Of days missed), the completed assignments and projects and

the grades or pass rates. Also, the behaviour marks and the student’s participation in different

school activities. The outcome of the monitoring sheet will be compared with the previous record

of the students.

With the use of this data, a study will be conducted with the help of the Guidance

Office to determine that the students were significantly better off as a result of the intervention

program than they would have been without it.

2. The school should provide seminars and activities designed to help the students be more

active in participating in school activities.

3. It is recommended that a monthly meeting of the students’ parents should be done by the

school in order to inform the parents with their child’s school performance.

4. According to the findings, family factor was the prevalent encountered problem of the

respondents and thus, the researchers recommend that a seminar that intends to help the parents

be more involving in their children not only their school issues but also in other concerns of their

children should be offered by the school.

5. To the Department of Education, to have a financial assistance or scholarship program to help

out the students who is in financial need as the findings suggest that one of the problem

encountered by the respondents was their financial incapability.

6. To the Barangay and Sangguniang Kabataan officials, to have programs that will encourage

the youth to continue and finish their schooling by endowing them with activities that will

empower and will involve them in their communities to be a productive part of the community.

7. To the future researchers, to identify other concerns of the students in public high schools or

what government and non-government institutions are doing to alleviate the increasing rate of

student dropouts, repeaters, balik-arals and students with failed grades.

 References

A. Books

Corey, G., & Corey, M.S. (2010).I Never Knew I had a Choice.(9thed.).CENGAGE Learning

Duka, V.M., Estoque, R.S., Francisco, R.D.G., Lee, G.M., Tablizo, A.Q., & Tibig, L.C. (2011).

General Psychology. Our Lady of Fatima University.

Limpingco, D., & Tria, G. (2006). Personality. KEN Incorporated.

Papalia, D., Olds, S., & Feldman, R. (2007).Human development. (10th ed.). McGrawHill:

B. Periodicals/Journals

Christenson, S. L., & Thurlow, M. L. (2007). School dropouts: Prevention, considerations,

interventions and challenges. Current Directions in Psychological Science, 13(1),

Carcamo, D. (2011, January 21). Dropout rates in high school significantly down. Philippine

Star. Retrieved from http://www.philstar.com/Article

Lavy, V., Paserman, M. D., & Schlosser, A. (2007). Inside the black of box of ability peer

effects: Evidence from variation in high and low achievers in the classroom. 6

Nava, J. G. (2009). Factors in school leaving: Variations across gender groups, school levels and

locations.67(1), 62-78. Retrieved from journals.upd.edu.ph

Ubac, M. L. (2009, July 03). High dropout rates in schools alarming. Philippine Daily Inquirer.

Retrieved from http://newsinfo.inquirer.net.

 C. Reports

Alzaga, J.G., Antiquina, A.S., Baltazar, W., Bante, G.E., Cagampang, A., Cervantes, L. H.,

Emperio, A.V., Espayos, M.A., Kinkito, D.K., Macamay, J.L., Puguon, E.B., Sanoria, B.E., &

Tadong, C.M.(2009). Drop-out Reduction Plan of the 15 SEDIP Divisions: An Analysis.

Department of Education.

Anderson, G. E., Whipple, A. D., & Jimerson, S. R. (2008). Grade retention: achievement and

mental health outcomes . Retrieved from http://www.cdl.org

Stid, D., O'neil, K., & Colby, S. (2009). Portland Public Schools: From data and decisions to

implementations and results on dropout prevention.

D. Websites

allaboutpsychology.com

howtolearn.com

humanillness.com

merriam-webster.com
ncset.net

news.smh.com.au

schargel.com

tradingeconomics.com

unesdoc.unesco.org
 Appendix A
Request Letter to Conduct the Study

The Principal
XXXXXXXXXXXXX
XXXXXXXXXXXXXX

Sir:

The undersigned is the leader of a group of BS Psychology students currently enrolled in

Psychological Research Subject. The group is working on a research entitled: “Problems
Encountered by dropouts, repeaters balik-aral and students with failed grades: Basis for a
Proposed Guidance Intervention Program.” It aims to determine the problems encountered by
dropouts, repeaters balik-aral and students with failed grades as a basis for a proposed Guidance
Intervention Program.

In this regard, may we request to conduct our study in your school? Your approval will
be contributory to the success of this study. Rest assured that the data gathered will be held with
strict confidentiality and be used only for the purpose of the study.

Gathering of data will be done with the use of survey questionnaire designed to identify
the problems encountered by dropouts, repeaters, balik-aral and students with failed grades.

Attached are the statement of the problem, research hypothesis and the survey questionnaire to
be used..

Hoping for your favorable response. Thank you.

Respectfully yours,

(Sgd.) Mary Elizabeth P. Ochea

Lead Researcher

Noted by:

(Sgd.) DR. LEONILA C. MUSTAPHA

Adviser, Psychological Research
 Appendix B

Letter for Research Instrument Validation

Ms. Trisha O. Gotinga

xxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx

Greetings!

The purpose of this questionnaire is to collect data for the fulfillment of the Psychological
Research. The objective of this questionnaire is:
1. To determine the problems encountered by dropouts, repeaters, balik-arals and students
with failed grades in public high schools in Quezon City.
Kindly validate the following questions based on the content domain and criteria presented
below. Consider each of a number of listed components of the proposed questions and select
only one of the three different responses in which best represent your judgment. You are allowed
to add additional themes or components which you believe should have been included in the
questionnaire. The categories are:

Retain-Essential (thorough knowledge, insight and/or skills related to the component is an

important requirement).
Revise- Necessary but not essential (background information on the component will be
adequate).
Reject -Unnecessary (knowledge, insight and/or skills related to the component will
normally not required at this level).

We appreciate the time and effort you had contributed to the completion of this research.

Thank you.

Respectfully yours,

(SGD)MARY ELIZABETH P. OCHEA

Lead Researcher

Conforme:

(SGD) MS. TRISHA O. GOTINGA

Professor
 Appendix C
Sample Survey Questionnaire

Name: (optional)____________________________________ Gender: Male Female

Age: ________ Year Level: 1st year 2nd year 3rd year 4th year
Student status:
Dropout Repeater Balik-aral Student with failed grade

Instruction: Which of the following problems do you experience? Indicate the problems you encountered
by putting a check (√) in appropriate boxes.

PERSONAL FACTORS YES NO

1.
I have difficulty gaining friends.
2.
I am sickly.
3.
I wanted to be alone by myself.
4.
I am not ready for high school.
5.
I am engaged in different vices (eg. Alcoholism,
gambling and illegal drug use)
6. I’m into fraternities / gangs.
7. I lack motivation to study.
8. I lack self-confidence.
9. I have no one to talk about my school problems.
10. I got pregnant / I have a child
FAMILY FACTORS YES NO
1. My parents do not support me.
2. I came from a broken family.
3. I don’t have enough allowance.
4. I always have fights with my siblings.
5. I have to work and earn money for the family.
6. I didn’t grow up with my parents.
7. I lack communication with parents.
8. I experienced physical abuse from my family.
9. I can’t study at home because of poor home condition.
10. I have excessive family responsibilities.
SCHOOL FACTORS YES NO
1. I have difficulty understanding the lessons discussed
by the teacher
2. School works are too hard for me.
3. Absenteeism of teachers.
4. Poor school facilities.
5. Overcrowded classrooms
6. My schoolmates bullied me.
7. My teachers are too traditional and boring.
8. I am not interested in attending classes
9. I lack books and other needed school materials.
10. My teachers have unpleasant attitude and inconsiderate
in students.
CURRICULUM VITAE
 KRISTEL SHANE D. BENEDICTO
Blk 25 Lot 15 ,City of San Jose del Monte,Bulacan
Contact #’s: 09071201570/09056885300
Email: kristel_benedico@yahoo.com
________________________________________________________________

EDUCATIONAL ATTAINMENT

2009-2013 Our Lady of Fatima University

Greater Lagro, Novaliches, Quezon City
Course: BS Psychology

2005-2009 St. Mary Goretti School

Secondary Education
San Jose del Monte, Bulacan

1999-2005 Academia de San Lorenzo

Primary Education
Tialo Sto. Cristo,City of San Jose del Monte, Bulacan

SEMINARS/TRAININGS ATTENDED

Seminar on Psychology on Suicide and Date Rape

Our Lady of Fatima University,
September 11, 2009

Stress Management
Our Lady of Fatima University
September 18, 2010

The Healing Power of Play

Ateneo de Manila University
February 21, 2011

Peer Counseling Training Program

Our Lady of Fatima University
April 4-5, 2011
 Faces of Depression
Our Lady of Fatima University
September 29, 2011

Strengthening Psychology, Serving the Nation

Colegio de San Juan de Letran
January 13-14, 2012

AFFILIATIONS/AWARDS/ACHIEVEMENT

Member – Psychological Association of the Philippines Junior Affiliates

2011- Present

Member – Psychological Society

Our Lady of Fatima University
2009-2012

Student Council’ Secretary (4th year High School)

St. Mary Goretti School
2009

Student Council’ 2nd year representative

St. Mary Goretti School
2007

Feature Editor School Paper (2nd year High School)

St. Mary Goretti School
2007

Consistent Honor Student Student (High School)

St. Mary Goretti School
2005-2009

Consistent Honor Student Student (Elementary)

Academia de San Lorenzo
Tialo Sto. Cristo,City of San Jose del Monte, Bulacan
1999-2005
PERSONAL DATA

Date of Birth: February 20,1993 Age: 19

Place of Birth: Manila Height: 5’4”
Sex: Female Weight: 70 kgs.
Marital Status: Single

“A well adjusted person is the one who makes the same mistake twice without getting nervous”

- Jane Heard
 MARY ELIZABETH P. OCHEA
849 Dona Aurora St., Concepcion, Tala, Caloocan City
09071419084
Email: maryelizabeth.ochea@yahoo.com
________________________________________________________________

EDUCATIONAL ATTAINMENT

2009-2013 Our Lady of Fatima University

Greater Lagro, Novaliches, Quezon City
Course: BS Psychology

2005-2009 Tala High School

Secondary Education
Tala, Caloocan City

1999-2005 A. Mabini Elementary School

Primary Education
Tala High School

SEMINARS/TRAININGS ATTENDED

Seminar on Psychology on Suicide and Date Rape

Our Lady of Fatima University,
September 11, 2009

Stress Management
Our Lady of Fatima University
September 18, 2010

The Healing Power of Play

Ateneo de Manila University
February 21, 2011

Peer Counseling Training Program

Our Lady of Fatima University
April 4-5, 2011
 Faces of Depression
Our Lady of Fatima University
September 29, 2011

Strengthening Psychology, Serving the Nation

Colegio de San Juan de Letran
January 13-14, 2012

AFFILIATIONS/AWARDS/ACHIEVEMENT

Member – Psychological Association of the Philippines Junior Affiliates

2011- Present

Member – Psychological Society

Our Lady of Fatima University
2009-2012

1st runner up – Mr. and Ms. Psychology 2011

Our Lady of Fatima University
October 1, 2011

President – Youth Entrepreneurs and Cooperative in School

Tala High School
2008-2009

Varsity team member

Tennis (2008 – 2009)
Table Tennis (2006 – 2008)
Tala High School

President - Speech Club

Tala High School
2008-2009

Senior Red Cross Youth- Philippine National Red Cross Caloocan Chapter
Tala High School
2006 – 2009
 2nd year representative – Filipino Mother Club
Tala High School
2006 – 2007

9th place- Copyreading and Headlining – The Sublime

Division of Caloocan City, Press Conference
2005

Varsity team member

Badminton (2004 – 2005)
Table Tennis (2003 – 2004)
A. Mabini Elementary School

Consistent Honor Student (Elementary)

A. Mabini Elementary School
2000-2005

PERSONAL DATA

Date of Birth: September 23,1993 Age: 19

Place of Birth: Quezon City 5’3” 43 kgs.
Sex: Female
Marital Status: Single

”You will have to leave the city of your comfort, and go into the wilderness of your intuition.

What you’ll discover will be wonderful. What you’ll discover will be yourself.”

- Alan Alda
 ROMA JOYCE B.REYES
368 Malaria Road, Tala, Caloocan City
Contact #’s: +639277046137/+639127966359
Email: romajoyce.reyes@yahoo.com
________________________________________________________________

EDUCATIONAL ATTAINMENT

2009-2013 Our Lady of Fatima University

Greater Lagro, Novaliches, Quezon City
Course: BS Psychology

2005-2009 Community of Learners Academy of San Jose

Secondary Education
San Jose del Monte, Bulacan

2003-2005 Community of Learners Academy of San Jose

Primary Education
San Jose del Monte, Bulacan

SEMINARS/TRAININGS ATTENDED

Seminar on Psychology on Suicide and Date Rape

Our Lady of Fatima University,
September 11, 2009

Stress Management
Our Lady of Fatima University
September 18, 2010

The Healing Power of Play

Ateneo de Manila University
February 21, 2011

Peer Counseling Training Program

Our Lady of Fatima University
April 4-5, 2011
 Faces of Depression
Our Lady of Fatima University
September 29, 2011

Strengthening Psychology, Serving the Nation

Colegio de San Juan de Letran
January 13-14, 2012

AFFILIATIONS/AWARDS/ACHIEVEMENT

Member – Psychological Association of the Philippines Junior Affiliates

2011- Present

Member – Psychological Society

Our Lady of Fatima University
2009-2012

Varsity Team member - Athletics

Community of Learners Academy of San Jose
(2003 – 2009)

PERSONAL DATA

Date of Birth: October 25, 1993 Age: 18

Place of Birth: Caloocan City Height: 5’4”
Sex: Female Weight: 65 kgs.
Marital Status: Single

“To truly laugh you must be able to take your pain and play with it.”
-Charlie Chaplin