Southern Luzon State University

COLLEGE OF TEACHER EDUCATION

GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

SURVEY OF LITERATURE
Foreign Literature

In the global perspective, it is an incontestable fact that the progress of a

nation is highly dependent on the education of its citizens. It is widely acknowledged
that education is the most important factor to poverty alleviation. It is a vital
investment of human and economic development (Latif, Choudhary, & Hammayun,
2015).
Doyle (2018) stated that many occupations require a certain level of education
for someone to be eligible to work in that profession. Hence, earning a high school
diploma has become essential to the financial success of every individual. Bureau of
Labor Statistics in United States shows that students who drop out face higher
unemployment rates (Statista, 2018).
A review for the past 25 years of research on dropouts was conducted by
Rumberger and Lim in 2008. The review was based on 203 published studies that
analyzed a variety of national, state, and local data to identify statistically significant
predictors of high school dropout and graduation. The review yielded valuable
insights such as: (1) No single factor can completely account for a student’s decision
to continue in school until graduation. (2) The decision to dropout is not simply a
result of what happens in school. Clearly, students’ behavior and performance in
school influences their decision to stay or leave, but students’ activities and
behaviors outside of school – particularly engaging in deviant and criminal behavior
– also influence their likelihood of remaining in school. (3) Dropping out is more of a
process than an event; for many students, the process begins in early elementary
school. (4) Contexts matter. The research literature has identified a number of
factors within families, schools, and communities that affect whether students are
likely to drop out or graduate from high school.
Chenge et al. (2017) identified the general contribution factors in school
dropouts at family level. These are the financial constraints, low level of education of
parents, disputes within a family, separation or divorce of parents, lack of school
requirements, sickness in the family, lack of participation in school activities, lack of

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

academic role models in families, death of parents, lack of supervision of school

work and lack of motivational words by parents, alcohol and substance abuse by
parents, lack of reading materials at home, and lack of reading time.
It was associated to a blog written by Tucker (2018) about the problems that
cause students to drop out of school. She wrote that dropping out is a personal
decision, but many students feel like it is the best option if they have personal or
academic problems that make school attendance a burdensome responsibility. The
problems she mentioned are pregnancy and parenthood, boredom, academic
struggles, lack of parental support, and financial situation.
In the initial report from The National Dropout Prevention Center and
Communities in Schools, the following individual risk-factors were listed: learning
disability or emotional disturbance, early adult responsibilities such as high number
of work hours and parenthood, social attitudes, values, and behavior such as high-
risk peer group, high-risk social behavior, and highly socially active outside of school,
retention/overage for grade, poor attendance, low educational expectations, lack of
effort, low commitment to school, no extracurricular participation, misbehavior, and
early aggression (“Individual Risk Factor,” 2007).

Local Literature
In the hope of the Philippine government to educate its citizens to achieve a
high literacy among its people, the Education for All (EFA) was established (Quinsay,
2016). The alarming effects of students’ not finishing primary and secondary
education are a leak in the EFA’s initiative to educate everybody. To win the battle
and realize EFA’s goal, the government instituted the Drop-Out Reduction Program
(DORP). The DORP enhances the EFA’s realization of a high rate of literacy among
citizens of the Republic of the Philippines.
The Drop-Out Reduction Program (DORP) is a project by the Bureau of
Secondary Education under the Department of Education (DepEd) Central Office. It
aims to curb the high drop-out rates in public schools by offering alternative modes
of education for Students at Risk of Dropping Out (SARDO).

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

To achieve this aim, the DORP has the following specific objectives: (1)
Reduce, if not totally eliminate school dropout; (2) Increase retention rate; (3)
Increase significantly the achievement level of the Students at Risk of Dropping Out
(SARDO); (4) Retrieve learners who are out of school; (5) Increase the capability of
schools to establish, implement, monitor, evaluate, and continuously improve DORP;
(6) Design and continuously improve DORP practices and learning materials; and (7)
Benchmark the best DORP practices.
There are four major recognized risk factors for dropping out: family-related
factors, individual-related factors, community-related factors, and school-related
factors.
Can drop out rate be reduced?
Fortunately, completion rates can be improved. Nevertheless, two things are
needed for this change to happen. Primarily, there is a need to know the students at
risk of dropping out. Furthermore, an effective intervention program must be made to
address the problem.
The Department of Education launched several strategies to address the
need to reduce school leavers. Each strategy is backed-up with several memoranda
that clarify the process in the implementation to make sure that such strategy will
effectively be implemented.
Narciso (2014) said that parents and teachers are both instruments in molding
the personality, character traits, attitudes, and behavior of their children. She pointed
out the importance of home visitation, which according to her, enables the teacher to
discover information and factors that affect the students’ behavior, attitudes, and
lifestyle.
A partnership between home and school is indeed formidable if characterized
by genuine sharing and collaboration between teachers and parents (Luna, 2017).
Causes of irregularity of attendance can be traced together and solutions become
easy to implement if both parties are willing to be involved.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

Foreign Studies
Many studies have identified predictors and variables associated with dropout.
The cause of a student dropping out is often termed as the antecedent of dropout
because it refers to the pivotal event which leads to dropout.
In the study of Adam et al. (2016), the major causes of dropout are poverty,
child labor, teenage pregnancy, and distance to school. It was also found that
teacher’s attitude, corporal punishment, and death and sickness of parents, lead to
dropout in schools.
Khan et al. (2017) conducted a study to explore the causes of student’s
dropout at elementary level in the southern districts of Khyber Pakhtunkhwa. Their
findings revealed that there are so many factors that contribute to dropout. These
factors are: ineffective curriculum, strict school’s discipline and regulations, lack of
proper physical and educational facilities, lack of parental educational support, poor
parental socioeconomic status, domestic issues, parental illiteracy, unfavorable
school environment, poor attendance, students’ disruptive behavior, lack of
motivation and encouragement, teacher’s discriminative and autocratic attitudes,
frequent teachers’ absenteeism, students’ company with unwanted children, poor
health condition, etc. Based on their findings, it was recommended that curriculum
should be reviewed and redesigned in the light of emerging needs of students and
society. An encouraging, friendly, and facilitated environment may be provided inside
the school for students.

Local Studies
De Castro (2018) found out in her study that there are several factors
affecting the students from dropping out. The respondents in her study revealed that
they are less likely to attend classes due to the following reasons: they always got
sick, they got low scores in quizzes and tests, they found it hard to understand the
lessons, and they became lazy in studying their lesson and studying was not their
interest. It was also found out that there are problems with their social environment

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

that hinder them to complete a school year. They got bullied by their classmates,
they got troubled, and sometimes they felt left behind because of some hardworking
and intelligent classmates.
In the study conducted by Tangonan (2015) entitled “Variables Affecting
Pupils Dropout: Basis for the Development of Dropout Reduction Program for
Lucena North District”, different factors that greatly influence the students from
dropping out were identified. These are family-related, pupil-related, community-
related, and school-related variables. Family-related variables include requiring their
children to take good care of their younger siblings, frequently allowing them to make
absences even without valid reasons, and the parents expressed that they do not
have enough money to support their child’s needs. Pupil-related variables
manifested that pupils stop schooling because they preferred to take care of their
younger siblings rather than going to school, help their parents earn a living, and
stay at home to do household chores. Distance from the school was identified as one
of the community-related variables. School-related variables showed that the
students involuntarily withdraw with their schooling because of having negative
relationships with their teachers.
Gonzales’ (2014) study on the extent of family involvement in the schools of
Burdeos District recommended to the parents of the community to support the school
and unselfishly involve themselves in the implementation of school programs. It was
also found out that successful family involvement highly associates with school
success and well-establish social linkages help children to achieve better in school.
Empirical evidences have shown that individual-related, family-related,
school-related, and community-related factors greatly influence and become a
serious problem that may cause one student to dropout. Scholars suggest the
development of an intensive dropout reduction program to lessen the alarming
dropout rates.
The study conducted by De Castro (2018) and Tangonan (2015) are related
to the current study since the focus of both studies dealt with dropout reduction
program. Both were conducted in public schools and the main difference was the

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

level of respondents where this study was administered at the secondary level. The
recommendations given by the previous researchers enlightened the current
researcher concerning the critical roles of community and family in addressing issues
on dropping out.
Esguerra’s (2012) investigation showed that the School Initiated Interventions
(SII) in managing DORP is more effective. However, one weak point that was
reported by the respondents has to do with the availability of materials that need to
be addressed as soon as possible. She recommended the implementation and
evaluation phase of the DORP be strengthened.
Thus, school administrators, together with the teachers, parents, and
community, can ameliorate the dropout problem if they can mobilize the necessary
resolve.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

PROBLEM STATEMENT
This study aims to assess the problems of learners at-risk of dropping out as
basis in formulating a school dropout reduction program for Quezon National High
School.
Specifically, the study will seek answers to the following problems:
1. What is the profile of the Learners At-Risk of Dropping Out in Quezon
National High School in terms of:
a. Gender;
b. Age;
c. Number of Siblings;
d. Birth Order;
e. Educational Attainment of Parents;
f. Source of Family Support/Income;
g. Parent’s Monthly Income;
h. Co-Curricular Activities Participated in; and
i. Extra-Curricular Activities Participated in?
2. How do the learners at-risk of dropping out assess their problems in terms of:
a. Individual-related factors;
b. Family-related factors;
c. School-related factors; and
d. Community-related factors?
3. Based on the findings, what dropout reduction program may be designed for
Quezon National High School to reduce the number of students’ dropout?

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

RESEARCH METHODS

The researcher will use the mixed-methods sequential explanatory design.

This method is a two-phase design where the quantitative data are collected first
followed by qualitative data collection. An explanatory sequential design according to
Clark (in Subedi, 2016), used the qualitative results to further explain and interpret
the findings from the quantitative phase. The rationale for this approach is that the
quantitative data and results provide a general picture of the research problem; more
analysis, specifically through qualitative data collection, is needed to refine, extend,
or explain the general picture (Subedi, 2016).
This study will utilize a descriptive survey questionnaire to identify the
demographic profile and problems of the learners at-risk of dropping out. The
researcher will analyze the data gathered using statistical treatment and will conduct
interviews through focus group discussion which will provide insights into the
richness of this research.
The findings of this study will serve as basis of the researcher in formulating a
dropout reduction program that would help the students from dropping out in school.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

THEORETICAL FRAMEWORK
Early school leaving is equivalent to raising a wall between the individual and

a future that would have represented the manifestation of the individual potential as

well as fulfilling the childhood dreams (Dekkers & Classen, in Ungureanu, 2017).

Different studies have shown that it has multiple origins. According to Costache

(2012) and Marcu (2010), in Ungureanu (2017), the problems that affect the students

who want to abandon the school are rooted to psychological/individual factors, family

factors, psycho-pedagogic factors, and economic factors. Psychological/individual

factors include: high level of aggressiveness, low importance associated to

education, lack of aspiration, health problems, low level of resilience, self-isolation,

and many others. Family factors include: poor family structure, family cultural and

educational level, negative attitude of the family towards education, parents’

disinterest regarding children’s school activities and results, and unfriendly climate at

home. Psycho-pedagogic factors refer to the features of the school institution and of

the teaching-learning process. Some of which are lack of support programs for

students at risk of dropout, inappropriate teaching styles, crowded classrooms,

discrimination, school regulations and behavior policies versus discipline negotiated

with students, and low level of teacher’s motivation. Economic factors identified in

their study are low level of family income, inappropriate environment for life and

study, premature engagement of children in the labor field or in domestic tasks,

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

distances between home and school, low level of resources allocated by parents for

attending school, and high rate of unemployment.

Learning is scaffolding (E-DORP Handbook, 2013). New knowledge, skills,

and attitudes are developed, shaped, modified, or reconstructed on the basis of

previous ones. If the student attendance is irregular and previous lessons are not

fully mastered, then the scaffolding process is weakened. This may lead the learners

to disengagement in school. Disengaged learners are at risk of a range of adverse

academic and social outcomes and these have significant implications to their school

experience (Hancock & Zubrick, 2015).

The present study was anchored on the researcher’s desire to lessen the

number of dropouts in Quezon National High School. The variables used in this

study are: Individual-related factors, Family-related factors, School-related factors,

and Community-related factors.

The researcher will include the enumerated variables in her study because of

her desire to know if these variables are also the problems of Learners At-Risk of

Dropping Out (SARDO) in Quezon National High School why they stop from

schooling.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

The researcher designs a conceptual paradigm which contains schematic flow

of this research undertaking. The paradigm follows Input-Process-Output (IPO)

design.

Profile of the respondents

in terms of:

a. Gender;
b. Age;
c. Number of Siblings;
Problems
d. Birth Order; Determined
e. Educational
Attainment of
Parents;
f. Source of Family Data gathering
Project
Support/Income; using:
g. Parent’s Monthly SAGIP for
Income; 1. Descriptive LARDO
h. Co-Curricular (Strengthening
Activities
Survey
Participated in; and Questionnaire; Administrative
i. Extra-Curricular and and Guidance
Activities
Participated in
2. Focus Group Intervention
Problems of the Discussion Program for
respondents in terms of:
a. Individual-related
Learners At-Risk
factors; of Dropping Out)
b. Family-related factors
c. School-related factors
d. Community-related
factors

Figure 1: Conceptual Paradigm on Problem Assessment of Learner’s At-Risk of Dropping out as

Basis for School Dropout Reduction Program for Quezon National High School

As shown in Figure 1, the input contains the demographic profile of the

respondents and the problems of learners at-risk of dropping out in terms of

Individual-Related, Family-Related, School-Related, and Community-Related factors.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

The data indicated in Input were analyzed in Process. Statistical treatment

was conducted on the data gathered through descriptive survey. This also contains

the analysis of the data gathered from the Focus Group Discussion (FGD).

The Output contains the problems determined by Learners At-Risk of

Dropping Out and the proposed Project SAGIP for LARDO (Strengthening

Administrative and Guidance Intervention Program for Learners At-Risk of Dropping

Out) for Quezon National High School. The findings in this research would serve as

basis in the preparation of the proposed program.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

REFERENCES

Adam, S., Adom, D., & Bediako, A. B. (2016). The major factors that influence basic
school dropout in rural Ghana: The case of Asunafo South District in the
Brong Ahafo Region of Ghana. Journal of Education and Practice, 7(28), 1-8.

Chenge, R.P., Chenge, E., & Maunganidze, L. (2017). Family factors that contribute
to school dropout in Rushinga District in Zimbabwe. International Journal of
Law, Humanities & Social Science, 1(4), pp. 87 – 105.

De Castro, K. P. (2018). Factors Affecting Intermediate Pupils’ Dropout in Dalahican

Elementary School: Basis for the Dropout Prevention Program (Unpublished
master’s thesis). Sacred Heart College, Lucena City.

Doyle, A. (2018). A List of the Levels of Educational Requirement for Employment.

Retrieved from https://www.thebalancecareers.com/ educational-
requirements-for-employment-2059799

Esguerra, M. M. (2012). Managing the Implementation of Dropout Reduction

Program Among Selected Public Secondary Schools in the Fourth
Congressional District, Division of Quezon (Unpublished master’s thesis).
Manuel S. Enverga University Foundation, Lucena City.

Gonzales, R. C. (2014). Family Involvement in Education Strategies as Perceived by

Parents, Teachers, and School Administrators of Burdeos District
(Unpublished thesis). Manuel S. Enverga University Foundation, Lucena City.

Individual Risk Factor (2007), National Dropout Prevention Center/Network

Newsletter, 19 (4), 1-8.

Latif, A., Choudhary, AI., & Hammayun, AA. (2015). Economic effects of students’
dropouts: A comparative study. J Glob Econ 3:137. doi: 10.4172/2155-
6105.1000137.

Luna, G. L. (2017). Forging a collaboration between teachers and parents: A

dynamic partnership in promoting quality education. The Modern Teacher,
66(7), 258 – 261.

Narciso, N. B. (2014). Knowing our pupils through home visitation. The Modern
Teacher, 63(7), 255.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research
 Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
Lucban, Quezon
1st Semester A.Y. 2020-2021

Quinsay, R. R. (2016). Drop-out Reduction Program (DORP). The Modern Teacher,

64 (8), 301 – 302.

Rumberger, R., & Lim, S.A. (2008). Why students drop out of school: A review of 25
years of research. California Dropout Research Project. Retrieved from
https://www.issuelab.org/resources/11658/11658.pdf

Statista. (2018). Unemployment rate of high school graduates and dropouts not
enrolled in school in the United States from 2000 to 2017. Retrieved from
https://www.statista.com/statistics/184996/unemployment-rate-of-high-school-
graduates-and-dropouts/

Subedi, D. (2016). Explanatory sequential mixed method design as the third

research community of knowledge claim. American Journal of Educational
Research, 4(7), 570 – 577. doi:10.12691/education-4-7-10

Tangonan, M. G. (2015). Variables affecting pupils’ dropout: basis for the

development of dropout reduction program for Lucena North District
(Unpublished master’s thesis). Sacred Heart College, Lucena City.

Tucker, K. (n.d.). What are problems that cause students to drop out of school?
Hearst Seattle Media, LLC. Retrieved from
https://education.seattlepi.com/problems-cause-students-drop-out-school-
1412.html

Ungureano, R. (2017). School dropouts – A theoretical framework. International

Journal of Research in Engineering and Social Sciences, 07(1), 21 – 27.

ANABEL S. SOLLANO EDM 604

Ph.D. Ed.M. Student Advanced Methods of Research