i

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
Umingan District
CABALITIAN ELEMENTARY SCHOOL
Umingan, Pangasinan

AN
ACTION RESEARCH

REDUCING PUPILS AT RISK OF DROPPING OUT (PARDOs)

IN CABALITIAN ELEMENTARY SCHOOL
School Year 2016-2017

By:
MONA LIZA M. PABLO
Head Teacher III
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Abstract

This action research study aimed to reduce pupils at risk of dropping out in Cabalitian
Elementary School. Specifically, it determined the profile of the pupils presently enrolled who
are perceived to be Pupils At Risk of Dropping Out (PARDO) this school year 2016-2017 in
terms age, gender, family income and Second Grading average in all subject areas. It also
aimed to find the factors affecting the irregular attendance of pupils using the Family Individual
Community School (FICS) Analysis and determined which among these factors greatly affect
probable failure in their subjects. This study presented the perceptions of the teachers and
parents of the DORP school -initiated interventions to reduce PARDOS.

The study made use of descriptive method of research. The respondents involved a total
of seventeen (17) pupils who are considered PARDOs. The questionnaire comprised of two
parts which were answered by the pupil-respondents, teachers and parents of the PARDOs on
their perception of DORP school – initiated interventions.

The profile of the respondents had a connection with the irregularity of attendance in
school. Respondents with the most number of absences are between the ages 9 – 12 years old,
boys, with monthly income of P 1000 – P 3000, and average grade of 75-79%. The conditions in
Cabalitian Elementary School that promote the students’ drop out behavior of pupils under
family factors include so many siblings, no allowance in going to school, broken family and no
parents looking after them. Community factors also affect the irregular attendance of students.
These are playing games in computer shops, far distance of school from home and no facilities
provided by community.

The DORP School – Initiated Interventions to reduce PARDOs proved to be acceptable

to both teachers and parents. The following recommendations are deemed essential and
suitable. Implement programs about Parents’ Roles and Responsibilities towards the child’s
academic success. Strengthen values education subject. Teachers should use varied
teaching approaches to make students interested in their studies. Conduct co- curricular and
extra- curricular activities that will develop the interest of students. More school programs,
organizations and interest clubs that will provide all students the opportunity to participate and
discover, develop and enhance their potentials, talents and skills.

Keywords: FICS Analysis, PARDO, DORP, Dropout, Attendance

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………………………i

ABSTRACT...................…………………………………………………………………….ii

TABLE OF CONTENTS ……………………………………………………………………iii

CHAPTERS

I. INTRODUCTION/RATIONALE………………………………………………………….1

II. REVIEW OF RELATED LITERATURE………………………………………………...5

III. RESEARCH QUESTIONS……………………………………………………………..12

IV. SCOPE AND LIMITATION…………………………………………………………….13

V. RESEARCH METHODOLOGY……………………………………………………….13

A. SAMPLING………………………………………………………………………14

B. DATA COLLECTION…………………………………………………………..14

C. ETHICAL ISSUES……………………………………………………………...14

D. PLAN FOR DATA ANALYSIS………………………………………………..15

VI. GANTT CHART/TIMETABLE………………………………………………………..16

VII. COST ESTIMATE……………………………………………………………………..16

VIII. ACTION PLAN ……………………………………………………………………….17

VIII. RESULTS AND DISCUSSION…………………………………………………19-36

A. FINDINGS

B. ANALYSIS AND INTERPRETATION

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X. CONCLUSION………………………………………………………………………….36

XI. RECOMMENDATIONS………………………………………………………………..37

XII. REFERENCES………………………………………………………………………...39

XIII. APPENDICES………………………………………………………………………….41

XIV. CURRICULUM VITAE……………………………………………………………….45

XV. PICTORIALS…………………………………………………………………………..46
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REDUCING PUPILS AT RISK OF DROPPING OUT (PARDOs)

IN CABALITIAN ELEMENTARY SCHOOL
School Year 2016-2017

I. Rationale

Going to school regularly is crucially important for a student’s education and social skills.

Habitually absent students are at a disadvantage both socially and academically. They miss out

on critical stages of social interaction and development with their peers, while simultaneously

limiting their academic progress. This can result in low self-esteem, social isolation, and

dissatisfaction that could trigger non-attendance in the first place.

Chronic absenteeism is a problem that has plagued the public school system for a

number of years. The cost of missed days of school can be counted in missed work, missed

participation, and missed opportunities. School teachers and administrators have attempted to

combat the problem of chronic student absenteeism through rules, consequences, and

programs. In spite of these efforts, students still miss school.

School absenteeism is an alarming problem for administrators, teachers, parents, the

society in general, and pupils in particular. Unaccepted absences have a negative effect on peer

relationships, which can cause further absences. According to Malcolm, Wilson, Davidson and

Kirk (2011) teachers identified the effects of absenteeism on children as: academic under-

achievement, difficulty in making friends which could lead to boredom and loss of confidence.

prolonged absence can have deleterious effects for the child in later life and students who are

absent from school are at the greatest risk of dropping out of school early.

The problem of student absenteeism is gaining much attention from educators,

researchers and policy makers as it is not just an educational problem but also a social and

political issue with huge social costs. Regular attendance in school is crucial to a child’s ability

to learn, grow and thrive. It forms the foundation for further academic and social development.

This is why chronic absenteeism in school needs to be addressed from the very beginning.
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A student is defined as an absentee when the child did not attend class,

with no legitimate reason or valid excuse, for at least four half-days within the month.

In fact, in the schools absentee students had far more absences than that,

irrespective of the reckoning method. Absences may take various forms: absence over

a long period of time, numerous short absences, selective absence from some

classes, activities or periods of the year, complete absence with no explanation from

the student and/or his or her parents, and so on: this list is not exhaustive. These do not

necessarily indicate a process of dropping out, and many can be prevented or

remedied by the schools themselves. Resumption of schooling cannot be reduced to

going back to class, meaning no more absences; it is only effective if learning

becomes meaningful for the student, who again participates in it.

Absenteeism in one angle view point is one of the most common causes of degrading

performances of the students. Especially to those who are included in the advance intelligence

curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It

can also cause social repletion especially when a class is composed of a great number of

students. This habit can cause a dilemma to the school administration when big figures are

involved and may decrease the school’s performance. The student body is the greatest

contributor to the success or the ground falling of the school.

An individual who have habitually made absences in class may have lost the chance of

learning. He or she might have less chances of getting an aimed position. The school who plays

an important role to a child’s motivation has known the impact of absenteeism to a student and

to the school performance itself. The chronic spread of absenteeism may have roots that affect

the attendance of an individual. “A constant doing may lead to a constant result, just like

Domino” (Asia Child Data Trend, 2010). Coping up is never easy, especially when there is a lot
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of work to be done. Some teacher’s are also considerate that slows down the run of class

discussion.

Chronic absenteeism and truancy can be symptoms of a greater problem (FDOE,2010

Hoffman, et al., 2011; Ruebel, Ruebel, & O'Laughlin, 2011). This problem maybe a result of

various factors associated with the students. However, before we can find out why the students

are chronically absent, there is a need to identify the students who are most likely to become

persistently absent. Once those students are identified, we can identify the common factors that

would define students who are most likely to become chronically absent. Once the common

factors have been identified we can focus our efforts on that population of students and their

unique circumstances to better address those students' chronic absenteeism or truant behavior.

Absenteeism alone when a large part of the school population is involved may not only

cause a problem to the school but also to the local administration (Williams, 2001). Attendance

is an important factor in school success among children and youth. Studies show that better

attendance is related to higher academic achievement for students of all backgrounds, but

particularly for children with lower socio-economic status. (Epstein & Sheldon, 2002; Ready,

2010).

Excessive absences create gaps in the student's education. Lesson plans are designed

to prepare students for the next lesson. However if the student is not present in the classroom

for the teacher to help them, the student has a higher chance of being left behind. Due to

frequent absences, students may forget the previous lessons which results academic insecurity.

Students may be doubt their ability to excel academically and stop putting in the effort to

achieve high grades. If teachers have excessive absences, the learning process of the students

becomes disrupted. Instead of challenging lessons, students are given busy work from less

qualified substitute teachers. Habitual absenteeism also affects the teacher’s ability to present

classwork in a sequential and organized way. This can have an effect on the progress of all the

students in the class.

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Families of habitually absent students can also suffer. For a poverty-stricken family, it

may mean a continuation of the poverty and unemployment cycle that may run in the family.

This also contributes to family conflicts.

Society also suffers when school-age children are not in school. These children may

hang out on the streets. Since they have nothing to do, they resort to petty crimes like stealing

other people’s belongings and property. Others may become addicted to drugs or engage in

other destructive behavior. Thus, if a student keeps away from school for too long, he may grow

up to be a liability to his community and his country as a whole.

Absenteeism among the pupils of Cabalitian Elementary School is one of the problems

which a teacher would like to minimize in order to prevent them from dropping out of school.

That is why an action research was conducted to determine the causes of frequent absences of

pupils to understand them better. This research would provide teachers with a more accurate

analysis of why some of the pupils are perennial absentees. This would help greatly in

formulating plans, projects and programs to minimize their absences.

School dropout leads to failure in social integration, and as a result greatly diminishes a

person’s chances to achieve personal success in legally accepted fields of activity. The

prevention and reduction of this phenomenon are extremely difficult to achieve due to the high

complexity of its causes.

A just identification and analysis of these factors would help reveal the action to be taken

and eventually lead to a decrease and prevention of school dropout. The findings of this study

hopes to provide the basis for assessment of the proposed school initiated interventions. Its

result will contribute towards school improvement and creation of other intervention programs

that will effectively respond to the identified needs of the school Pupils At Risk of Dropping Out

(PARDOs) and a scientific handling of the most emotionally charged PARDO problem. But

generally, the importance of this study is concentrated on its usefulness to school

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administrators for this can provide them a perspective of the PARDOs’ characteristics and

needs which is an essential basis for policy and program development.

School absenteeism and PARDOs have a far-reaching impact on a child’s academic

progress and future. In order to address the problem in meaningful ways. It is the aim of every

school to minimize, if not eradicate, absenteeism among its students to prevent them from

dropping out. One way of addressing this problem is to identify the causes of absenteeism.

Once they are singled out, understood, and analyzed, these issues may be addressed with

specific actions and measures and would result in the better performance of the students,

teachers, and the school in general.

It is in this context that this action research was conceptualized and undertaken. It has

the goal of understanding and correcting such undesirable pupil behaviour to eventually prevent

pupils from dropping out of school.

III. Review of Related Literature

Regarding some related literature and studies that have bearing on this action research

are the following:

Absenteeism can be defined as persistent, habitual and unexplained absence from

school (Bond, 2011). It is important to identify the different dimensions of absenteeism like

truancy, school refusal, school withdrawal and early leaving in tackling the problem because

they require different interventions.

Truancy is the persistent, habitual and unexplained absence from school of a child of

compulsory school age, although it can occur with parental knowledge and sometimes consent.

Bond (2011) included fractional truancy, which occurs when student arrive late or leave early or

spend entire days away from school. School refusal differs from truancy in that children refuse

to attend schools even in the face persuasion and punitive measures from parents and school.

These students stay at home with the knowledge of their parents and school administrators

(Mcshane, Walter & Ray, 2011).

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School withdrawal means children are absent from school because their parents keep

them away from school on a frequent basis. Their parents do not enroll them at school. Early

leaving refers to children fewer than 15 who drop out of school before completing their

schooling. ( Osler, A., Watling, R. and Busher, H., 2012).

Osler (2012) further says that lifestyles of students outside of the school may be

correlated with repeated absences of various types, and possibly with a dropping out

process. These include lack of parental supervision on schooling, wage-earning (odd

jobs), responsibilities within the family like taking care of younger brothers and sisters,

especially for girls, peer groups geared to entertainment or other, delinquency, and

others.

In some places youths claim to stay out late and sometimes go to bed late or

stay outside near their home, with their friends, chat or exchange mails on Internet,

etc. Students’ lack of sleep is recurrent in some schools. It is often mentioned by

students themselves and by school workers, teachers and nurses, along with an

unbalanced diet and health problems. (Blair, M., 2011).

Absenteeism alone when a large part of the school population is involved may not only

cause a problem to the school but also to the local administration (Williams, 2012). Attendance

is an important factor in school success among children and youth. Studies show that better

attendance is related to higher academic achievement for students of all backgrounds, but

particularly for children with lower socio-economic status. (Epstein, & Sheldon, 2010).

Beginning in kindergarten, students who attend school regularly score higher on tests

than their peers who are frequently absent. Chronic truancy (frequent unexcused absence) is a

strong predictor of undesirable outcomes in adolescence, including academic failure, dropping

out of school, substance abuse, gang involvement, and criminal activity (Mc Cluskey, Bynum &

Patchin 2014; Baker, Sigmon, & Nugent, 2011). Students who are absent have lower

achievement and may be penalized on test scores (Barker and Jansen, 2012). Lotz & Lee
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(2010) indicated that sustained absences may affect retention as it may degenerate into

truancy.

Classroom absence is a major factor responsible for falling standard in school education

system today. Future of the nation always takes place in schools. School is such an

organization which deals with the betterment of society (Khatri, 2013). School absenteeism has

a far-reaching impact on a child’s academic progress and future. Absenteeism creates a dead,

tiresome and unpleasant classroom environment that makes students who come to class

uncomfortable and the teacher irritable (Marburger, 2011). It disturbs the dynamic teaching

learning environment and adversely affects the overall well being of classes (Segel,2013). In

quality terms, absenteeism is a waste of educational resources, time and human potential.

Students who have absenteeism problem generally suffer academically and socially and are at

risk of dropping out.(William, 2010).

Sigmon, J & Mugent, M. (2012) pointed out that an individual who has habitually made

absences in class may have lost the chance of learning. He or she might have less chances of

getting an aimed position. The school who plays an important role to a child’s motivation has

known the impact of absenteeism to a student and to the school performance itself. The chronic

spread of absenteeism may have roots that affect the attendance of an individual.

Marburger (2011) states that there’s difficulty inferring on the effect of absenteeism on

performance because, once a student is absent in a class, he or she may miss the opportunity

of learning other techniques. He found out that missing in class progresses the likelihood of

missing examination material covered that day compared to the students who were present in

the class.

There are many different reasons students do not make it to school each day. Most

research emphasizes four main circumstances for poor attendance. The main components are

family factors, school factors, economic influences, and student variables (Wall, 2013). Chang

and Romero (2010) add community related issues to this list. Family factors include lack of
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supervision, drug and alcohol abuse, the lack of knowledge regarding the laws of attendance,

and differing attitudes toward home. Turmoil in the home, neglect, and over-protectiveness

also play a role in students‘ absenteeism (Baker et al., 2011).

In addition to home factors, school factors can also influence student absenteeism.

These school factors consist of poor rapport between teachers, students and their families.

Climate issues including the size of the school, attitudes of the teachers, administration, and

other students play a major role in the high rate of truancy (Baker et al., 2011; Chang &

Romero, 2010 ). Many schools have a difficult time reaching the various learning styles of the

students and meeting the diverse cultural backgrounds of the individuals (Baker et al., 2011).

School’s lack consistent attendance policies and meaningful consequences; they fail

to report the importance of attendance especially in the lower grades. Effective communication

is imperative to ensure students attend school on a regular basis especially with the Latino

population (Chang & Romero 2010).

Lack of familial economic stability influences school attendance. For example, single

parents working multiple jobs, lack of transportation, and inadequate childcare can contribute to

truancy and absenteeism (Baker et al., 2011).

The organizational structures and culture of a school setting contributes to how students

experience the system. School characteristics and culture can influence student absenteeism

(Epstein and Sheldon, 2012). Perhaps organizational school structures endorse reward

particular peer groups while ignoring the others. If so, peer identity becomes relevant in schools

as the values, attitudes and beliefs held within the peer groups predispose those in the group to

endorse or reject the mission of schools. Haris (2011) claims that peer groups are more

powerful than parents in changing the values of an individual. The teenagers class themselves

out into peer groups varying in their attitudes towards intellectual achievement and can even

find anti-intellectual groups in middle class neighborhoods and if this is the case, the choice of
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peer group could have an effect upon the academic outcome of a student thus, causing

absenteeism (Hartnett, 2010).

The curriculum of schools and strength of approval against the habitual absenteeism are

also cited as contributing causes to the problem. It was cited by some students as a reason for

non-attendance the lack of challenging and interesting course work and curriculum (Kilpatric,

et.al,2012). According to Lotz and Lee (2010) the contributing factors to chronic absenteeism

involve parental and school-based responsibility. In many cases, parents actually condone the

absence by ignoring excuses when no valid reason from school.

Murica, Maria (2011) made a study on “Absenteeism Among the Grade VI Students of

Zapote Elementary School School Year 2010-2011.” This study tackled on why many students

who come from low income families are more likely to miss over 10 ten days of school

throughout the year. Murica hopes that by bringing awareness of how large a factor attendance

plays on academic achievement, will help to increase student attendance among students from

low socioeconomic groups and could prevent pupils from dropping out of school.

Among all the causes presented by Murica, health is the primary reason why students

are absent from their classes. Flu/fever is the leading culprit in this category. Oral health, which

according to the Department of Education is the main reason why pupils are absent, is just third

among the reasons cited in the said category by the Grade VI students studying in Zapote

Elementary School for the school year 2010-2011.

Racasa (2010), in her action research said that when the teacher conducted home

visitation, she found out that the pupils’ concerned were always asked to be absent by their

parents to do household chores, farm works and take care of their younger brothers or

sisters, they were ashamed to go back after a long respite in school. According to these pupils,

they were already late in the lessons, so they got low in the test and their classmates

teased them and didn’t want to be their friends, play nor mingle with them anymore. They felt
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embarrassment and finally they didn’t feel like going to school. Their interests in studying were

lost and so they finally decided to just drop out.

She added that parents’ attention to their children was also one reason of dropping out.

One of the pupils said that because her mother, who is working in the office, allowed and

permitted her to be absent when she wanted to, so she became used to it. She said also

that whatever she wanted to do while her mother is in the office is possible because no one was

there to supervise and reprimand her. She thought also that her parents didn’t care for her

because they made her their housemaid and baby-sitter of her baby sister. A lot of previous

studies support this idea. Individual with problematic background, high risk environment and

non- supportive family members may have less educational aspiration and an increase in a

negative peer involvement. Consequently, students with negative peer association are more

likely to imitate their peer’s lifestyle, most often leading to increased feeling of marginalization.

Students that are marginalized may be less satisfied in the academic environment and there is

a higher likelihood of school dropout (McGaha & Fitzpatrick, 2010).

Cole (2012) made an action research study on the Interventions to Combat the Many

Facets of Absenteeism. It focused on the importance to improve the lives of students and

professionals and provided an overview of literature regarding variables related to truancy and

absenteeism. The paper discussed the importance of students being present and engaged,

negative implications associated with poor attendance and dropping out of school .and reviewed

the effectiveness of Check and Connect and other multi modal approaches to increase

attendance.

Another study made by Gonzaga,et al (2014) focuses mainly on the effects of

absenteeism to a student’s learning performance and the schools performance as signified by

the teachers and students. The respondents are students from Agusan National High school,

Third Year Science High Curriculum and the respective teacher’s who still belongs to this scope.
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This will determine the impacts of absenteeism into an individual and the body where he or she

belongs and to arrive to simple solutions on this eye visible dame.

The personal information needed for the study is Gender, Age, and cause of absences

such as self-inquiry and family problem. The effects of absenteeism to student’s learning and

school performances are enumerated in determining the answers of the respondents.

Philippine Basic Education (2013) made a study on Absenteeism and student

Performance. In an article, "School Absences Translate to Lower Test Scores, Study Says",

One of the first comments on the article was " We need a study to show a link between

absences and achievement". The article related the following important findings from the study:

The study showed that being absent for three days in a month strongly correlates with poor

performance. As educators, it is important to know the threshold. Drawing policies on school

intervention regarding absenteeism requires guiding information on where to draw the line.

Policies cannot be simply drawn out of thin air. Three days in a month, that number, a result of

research, is a useful guide for teachers and school administrators.

The literature and previous studies presented are greatly associated to the researcher’s

work because they provided the needed information observation, data, ideas, and findings that

enhanced greater insights of improving the nutritional status of children in the elementary

schools. Other studies reviewed and presented may have certain similarities as well as

differences with this study in terms of purpose, respondents, methodology, statistical measures

and areas of concern.

Above all, these studies have provided the researcher a clearer view and deeper

background of the subject under study. The studies undertaken bore similarities with this study

because all delved in the areas of absenteeism and interventions to prevent pupils from

dropping out of school.

III. Research Questions

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This action research study aimed to reduce pupils at risk of dropping out in Cabalitian

Elementary School.

Specifically, the following questions were answered:

1. What is the profile of the pupils presently enrolled in Cabalitian Elementary School

who are perceived to be Pupils At Risk of Dropping Out (PARDO) this school year 2016-2017

in terms of;

a. Age;

b. Gender;

c. Family income;

d. First Grading average grade in all the subject areas?

2. What are the factors affecting the irregular attendance of pupils using the Family

Individual Community School (FICS) Analysis?

3. Which among these factors greatly affect probable failure in their subjects?

4. What are the perceptions of the teachers and parents of the DORP school -initiated

interventions to reduce PARDOS in Cabalitian Elementary School?

IV. Scope and Limitation

This study was limited to the pupils at risk of dropping out in Cabalitian Elementary

School, focusing on the factors that affect their irregular attendance using the FICS Analysis. It

also delved into the DORP school-initiated interventions to minimize absences. Analysis of data

obtained was generalizable only to the participants in this study, other than the generalizability

readers might perceive from the findings. The respondents answered a survey on their profile

and a questionnaire on situations and factors that affect their irregular attendance in school. The

research activities were designed to undertake some DORP school-initiated interventions to

minimize absences of pupils.

A limitation of this study was that the respondents might be embarrassed to admit their

status regarding the factors and causes of their irregular attendance and they would have
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hesitated to speculate. In addition, they might assumed they could be perceived as personal

failures by acknowledging their problems regarding the FICS factors and this could have

influences responses and therefore skewed the results of this study. The study was based upon

answers given to the questionnaires and it was assumed that, in general, the participants are

thoughtful, for the right, and honest answers in providing accurate data. The most notable

limitation was that the study was undertaken in one public elementary school in Umingan

District I.

V. Research Methodology

The study made use of the descriptive method of research since it gathered evidences

relating to the current or present conditions concerning the nature of a group of persons, a

number of objects, or a class of events and may involve the procedure of induction analysis,

clarification, enumeration or measurement. Likewise, it answered questions concerning the

current status of the subjects of study.

With this, the researcher made used of this study to determine the factors that affect

irregular attendance of pupils in the school and initiated DORP school-initiated interventions to

minimize absenteeism. The perceptions of teachers and parents were taken importantly as

basis of implementation of the school interventions. In view of the purpose of the study, the

researcher believed that the descriptive method of research deemed to be the most appropriate.

1. Sampling/Respondents The respondents in this study involved a total of 17 pupils

who are considered PARDOs; 10 of whom are boys and 7 are girls. They were completely

enumerated for the best purpose of the study.

2. Data Collection

The study utilized a survey questionnaire on the identified problems raised in the study

because they allowed for maximum use of ideas and thoughts from the participants.
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The profile of the pupils were determined as to age, family income and first grading

average. The questionnaire comprised c of two parts to answer the questions raised in the

study. The first part was answered by the pupil-respondents. Another questionnaire was

answered by the teachers and parents of the PARDOs on their perceptions of DORP school-

initiated interventions.

The researcher personally administered and retrievde the questionnaires to the

individual respondents. They were given enough time to answer the research instrument to

ensure the highest degree of objectivity.

3. Ethical Issues

As with any plan in education, the individual school’s culture and climate were considered

when implementing school interventions. The data collected in this study were used to help

determine the factors that affect irregular attendance of pupils and the successful

implementation of the DORP school-initiated interventions. However, prior to the answering of

questionnaires, the respondents were assured of the confidentiality of their answers and that the

information/data taken were solely for the purpose of this research to ensure a valid and reliable

data. In order to help insure participant confidentiality, real names of the participants have not

been used. No codes or identifying links to participants and information provided were used for

this project.

The study always gave due respect to any person whom the researcher was asking for

help. The target participants of this study had the right to retract confidential information but a

better method may be worked out so that the information can still be included and the right to

full disclosure about the research especially to the end-users. It was also the ultimate principle

of this study not to exactly copy the work of other researchers except if the references are

properly cited.
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4. Plan for Data Analysis

The information collected through the questionnaire and checklists were collated,

analyzed, and presented in tabular forms.

To determine the profile of the pupils the teacher used a survey form generating their

age, birthday, gender, grade and section, family income, occupation of parents and first grading

period general average. A questionnaire was answered by the pupils on factors and situations

that affect their irregular attendance. Likewise the teachers and parents of the PARDOs

answered a questionnaire on their perceptions of DORP School-Initiated interventions.The

average weighted point (WAP) was utilized and given a descriptive value as shown below:

Views on the Factors That Affect Irregular Attendance

Weighted Average Points Descriptive Value

3.21 - 4.00 Strongly Related
2.41 - 3.20 Related
1.61 - 2.40 Moderately Related
1.00 - 1.60 Unrelated

Views on interventions to be undertaken

Weighted Average Points Descriptive Value

3.21 - 4.00 Strongly Related
2.41 - 3.20 Agree
1.61 - 2.40 Moderately Related
1.00 - 1.60 Unrelated

VI. Gantt Chart/Timetable

The timelines for the research study are presented in the following gantt chart on the

next page

GANTT CHART OF ACTIVITIES

Duration
Activities September October November
Wk Wk2 Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk
1 3 4 5 6 7 8 9 10 11 12

Conceptualized the research

proposal
Conferred with teachers and
parent- respondents
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Wrote the proposal. Prepared

questionnaire.
Secured permit from the school
and division office
Orientation of teachers and
parents about the study
Administered survey-
questionnaire to pupils, teachers
and parents.
Retrieved survey-
questionnaire.Tallied, results
and findings
Undertaken interventions as
perceived by teachers and
parents.
Final analysis and Interpretation
of results and findings
Wrote the final manuscript for
submission
Wrote the action plan for
implementation

Submitted the final manuscript to

the division office.

School wide implementation of

the action plan after its approval
from the division office.

VII. Cost Estimate

This study was funded by the researcher with the ultimate goal of reducing pupils at risk

of dropping out and to initiate interventions to reduce PARDOS in Cabalitian Elementary

School.in Umingan District.

The expenses incurred are reflected with the corresponding amount in the following

table to have an immediate information regarding the financial aspect of the study:

Materials Amount
Compact Discs Php 100.00
Coupon Bond and Printing of Php 500.00

questionaires
 xxi

Laptop Free
Internet Connection Free
Transportation Expenses Php 700.00

TOTAL Php 1,300.00

VII. Action Plan

The plan on how the results of the research were utilized are presented in the

following :

IMPLEMENTATION OF THE ACTION PLAN TO REDUCE PARDOs

IN CABALITIAN ELEMENTARY SCHOOL
SY 2016-2017

Programs/ Goals/ Objectives Strategies/ People Time Success

Projects/ Activities Involved Frame Indicators
Activities
I. Parents
Involvement

a. Information 1. To inform School Teachers, EO Orientation

Dissemination teachers and orientation of Parents, November meeting with all
of Pupils At parents of the teachers, PTA School 2016 teachers, parents,
Risk of school on the result and Barangay Head PTA and
Dropping Out of the action Officials. PTA barangay officials
(PARDOs) research on Officials, on the
intervention Disseminated Barangay intervention
activities to reduce information on Officials, activities to
PARDOs the DORP and reduce PARDOs
school- Pupils had been
initiated undertaken.
activities to
reduce
PARDOs.
II. Teachers
Development

a. LAC 1. To enhance School LAC Teachers, Every last LAC Sessions

Sessions on knowledge of the session every School Friday every last Friday
Guidance teachers on effective last Friday of Head In the had been held.
Discipline interventions to the month. Months of
Concepts and reduce PARDOs in November
Policies the school. and
December
2016 \
2. Promote the
 xxii

value and
b. Values significance of the Implemented Teachers, November Implementation of
integration in program on reducing the program in Pupils, 2016 to the Program had
all subjects. PARDOs in the the School March been done.
school classrooms. Head 2017

III.
Supervision

1. To monitor the Caarried-out Teachers, November Effective

a. Records of implementation of the following Pupils, 2016 to practices and
Pupils the effective effective School March interventions to
B. Attendance practices and approaches for Head 2017 reduce PARDOs
Monitoring interventions to the PARDOs: had been carried
reduce PARDOs 1. Attendance out in the different
from Kindergarten to Monitoring grades.
Grade I-VI. 2. Prevention
Strategies and
Programs
3. Health
related efforts
to reduce
illnesses
4. Enhancing
school and
community
culture
5. Increasing
pupil
engagement
6. Mentoring
for academic
success
(See Appendix
C)

IX. Results and Discussions

A. Findings

1. The profile of the student-respondents had something to do with the irregularity of

attendance in the school. These are age where most of them are 9-12 years old,
 xxiii

gender, where most of them are boys, monthly family income between P 1000- P 3000,

and their average grade, generally 75-79%;

2. The conditions in Cabalitian Elementary School that promote the students’ drop-out

behavior of pupils are family factors, individual factors, and school related factors.

3. Individual related problems generated the highest sub-mean of 3.24 that promote drop-

out behavior of the students which is described and interpreted as highly related. This is

followed by family-related factors with a sub-mean 0f 2.94. meanwhile both community

and school related factors generated a sub-mean of 2.73 each

4. All the school-initiated DORP interventions as perceived by the parents and teachers

generated a general rating of strongly agree.

5. As a whole the interventions are acceptable to both teachers and parents as with 3.39

general weighted mean to the teachers and 3.44 to the group of parents. The DORP

School-Initiated Interventions to Reduce PARDOS proved to be useful as both teachers

and parents strongly agree with them for implementation.

B. Analysis and Interpretation

The following are important data on the study.

Profile of the Pupils At Risk of Dropping Out (PARDO)

Age. Age is the length of time that a person has lived or for a thing to have

existed. Table 1 presents the personal profile of the respondents as to age.

Table 1

Personal Profile of Pupils as to Age

Age Frequency Percentage (%)

5-8 3 18
9-12 11 65
13-16 2 12
17-20 1 5
Total 17 100%
 xxiv

Table 1 shows that most of the 17 student-respondents who were perceived to be

PARDO’s, .belong to the age level of 9-12, with a frequency of as high as 11 or 65%.This is

followed by 3 or 18% of the students who belong to the age bracket from 5-8; 2 or 12% under

the age level of 13-16. Meanwhile, only one of the perceived PARDOs belong to the age level of

17-20.

It can be reflected from the table that the oldest belong to the 5-8 age bracket and the

oldest is in the 17-20 bracket. The table further indicates that most of the respondents who are

not regularly attending their classes are those who are 9-12 years of age. As they grow older

from this bracket, the frequency decreases as revealed in the table that ages 13-16 generated a

frequency of 2 or 12% and 1 in the 17-20 level with a percentage of 5. This is so because they

have become mature as they grow older.

Gender. Gender denotes the condition of being male or female.The next table shows

the profile of the student-respondents as to gender.

Table 2
Personal Profile of Pupils as to Gender
Gender Frequency Percentage(%)
Male 10 59%
Female 7 41%
Total 17 100%

Table 2 reflects the profile of pupils as to gender. It can be gleaned from the table that

10 or 59%% are boys while 7 or 41% are girls. This goes to show that there are more boys who

are PARDO’s than that of girls in Cabalitian Elementary School.

The drop-out tendency is lower among girls than among boys. This data is supported in

research studies that gender has a direct effect on a students’ tendency to drop out. Boys tend

to drop out more than the girls. Many studies have identified predictors and variables
 xxv

associated with dropout, and among these is gender. Students who drop out are more likely to

be male. (Lehr, et.al.2012).

Family Income. This is a measure of the combined incomes of all people sharing a

particular household or place of residence. It includes every form of income, e.g., salaries and

wages, retirement income, cash government transfer allowance, and investment gains. The

next table shows the monthly income of the families of the pupil-respondents.

Table 3

Monthly Family Income of the Pupil-Respondents

Monthly Income Frequency Percentage (%)
1,000-3000 11 65%
3,000-5,000 5 29%
6,000-8,000 1 6%
Total 17 100

Table 3 reflects the monthly family income of the pupil- respondents.

The table shows that more than one-half or 11 of the pupils which is 65% belong to the

family with an income ranging from 1,000 to 3,000 while 5 or 29% belong to the income bracket

of 3,000 to 5,000 pesos... Meanwhile only 1 or 6% has an income ranging from 6,000 to 8,000.

This goes to show that the perceived PARDOS belong to the low income group.

With this data, it is evident that the majority of the respondents belong to families with

low socio-economic status. This data reveals that one factor behind the

drop out rate of Elementary School is the family’s socio- economic status. Financial difficulty is

a strong predictor that a student is likely to drop out of school. Furthermore, through an

interview gathered, most of the parents of the pupils are engaged in farming, and carpentry thus

generating as much as the income bracket in the above table.

 xxvi

Low socio-economic status has been shown to bear the strongest relation to

students’ tendency to drop-out. Students drop out four times higher than that of students

of a higher socio-economic status. (Masonry, 2011).

Student average grade. This is the computed average grades of the student

respondents in all the subject areas in the first grading period.

Table 4 reflects the average grade of the students in the first grading period in all the

subject areas.

Table 4
Average Grade of the Pupil-Respondents in All the Subject Areas
in the 2nd Grading period

Average Grade Frequency Percentage(%)

75- 79 14 82%
80-84 2 12%
85-89 1 6%
90-95% 0 0%
Total 17 100%

The above table shows the average grade of the student-respondents in all subject

areas in the second grading period.

It could be gleaned from the table that 14 or as high as 82% of the pupils generated an

average of their grades in the second grading period ranging from 75%-79%. This is followed by

2 or 12% within the bracket of 80%- 84%. Meanwhile 1 pupil had a grae within the range of

85%-89%.

Nobody got an average grade ranging from 90%-95%. Most of the respondents

belong to the bracket of 75%-79% average grade This information only indicates that most of

the respondents, belong to the bracket of 75%-79% average grade.

These students, do not mind if they are low achievers when it comes to their

Academic Grades. This only shows that it is a good predictor of dropout rate increase. A

good deal of researches stresses that external feedback about academic aptitude (e.g. Test
 xxvii

results and academic grades) is a powerful determinant of later academic self-concepts

(Marsh et al. 2011).

There are several studies that support the idea that student’s perception on Academic

Performance as reflected in their grades has a strong correlation to student’s future

decisions in life. For example, some students come to think that they are not capable of doing

well in school, regardless of their actual cognitive abilities. When this happens, they often react

by disengaging from academic pursuits, avoiding more demanding schoolwork, and generally

underperforming in school (Marsh and

Yeung, 2011).

Students with poor academic achievement (poor grades, history of course failure) and

a history of retention (repeating one or more grades) are more likely to drop out. Students

with low academic engagement (time on task,) are also at higher risk for dropping out ( Lan, W.

& Lanthier, R. ,2013). Students, who have negative attitudes toward school, consider

schoolwork irrelevant, do not like school, and do not feel they fit in. These are critical indicators

for dropping out (Lan & Lanthier, 2013).

Factors Affecting the Irregular Attendance of the PARDOS

in Cabalitian Elementary School.

The next table presents the family-related factors that affect the irregular

attendance of the respondents.

Table 5
Family-Related Problems of the Student-Respondents

Problems Mean Interpretation

I belong to a broken family, I feel no 2.59 R
one cares for me.
I do not have any parent who look 2.40 MR
after me, so I feel alone.
I have so many brothers and sisters 3.35 HR
so my parents do not have
Time for me.
I do not have any allowance in 3.35 HR
going to school, so I don’t feel like
 xxviii

attending my classes.
Average Weighted Mean 2.94 R

1.00-1.6 Unrelated 1.61- 2.40 – Moderately Related 2.41-3.20-Related 3.21-4.00 Highly

Related

Table 5 presents the family related factors that affect irregular attendance of the

respondents. It could be gleaned from the table that as a whole the family problems presented

are related as evidenced by the average weighted mean of 2.94.

Not having an allowance in going to school and too many brothers and sisters garnered

a mean average of 3.35 each nd described as highly-related among the problems. Meanwhile,

belonging to a broken family with a mean average of 2.59 is a related family problem to being a

PARDO. And the least average of 2.47 which is described as moderately related is no

parents looking after them.

The table shows that the problems presented are related to the irregular attendance of

students in school. In the study of Wells (2010), some family-related factors that place children

at risk were presented, this include a dysfunctional home life, no parental involvement, low

parental expectations, ineffective parenting or abuse, socio-economic, and too many

children . (Bhanpuri and Reynolds, 2013).

Findings of recent studies pointed out that the family provides the most important

foundation, experiences and learning for later life including success and failures. Strong

relationship between students and parents can decrease the likelihood of dropping out of

school at any level (Rumberger, 2011).

The next table presents some individual factors that affect irregular attendance of the

respondents.

Table 6

Individual -Related Problems of the Student-Respondents

Problems Mean Interpretation

I am gay/lesbian, that’s why my 1.41 UR
classmates do not like me.
 xxix

I don’t look good because of physical 1.41 UR

defect.
I do some work so that my parents could 3.41 HR
buy food for the family and also do lots
of household chores
I am lazy to go to school. 3.06 R

Average Weighted Mean 2.32 MR

1.00-1.6 Unrelated 1.61- 2.40 – Moderately Related 2.41-3.20-Related 3.21-4.00 Highly Related

The above table presents some individual factors that affect the irregular attendance of

student-respondents.

The highly-related problem as shown in Table 6 is doing some work to to buy food for

the family and doing some household chores.which is 3.4. This is followed by feeling lazy in

going to school with 3.06 which is described as related. The problems not related are being gay

or lesbian and with a physical defect with a mean average of 1.41 each.

As a whole, the individual problems are related to the irregular attendance of students in

school with an average weighted mean of 2.32. It can be gleaned further from the table that

participants show different opinions regarding the reasons of not attending their classes.

Although the questions are framed to categorically relate to their individual reasons in not going

to school, their physical nor emotional aspect of their individuality is not considered a factor for

items 1 and 2 are both rated by them as not related.

Item number 4 however points out the very reason why students do not attend classes

but could be sometimes mentioned by them as “wala lang, tinatamad lang” and not being

checked by parents who are busy working in their farms or attending to the needs of their other

siblings and doing household chores. Furthermore Filipinos are used to doing household

chores. Most Filipinos are born with a responsibility at home. They are taught at an early age

how to do household chores and take care of their younger siblings; Especially the women, they

have been trained early in life to do household chores, take care of siblings, cook and do some

simple preparations of food for guests at home (Gayagay, 2010).

 xxx

The next table presents the community related problems of student-respondents as

causes of their irregular attendance in school.

Table 7
Community-Related Problems of the Student-Respondents

Problems Mean Interpretation

Our house is located in not so 1.41 UR
peaceful area.
I walk from home, so I feel so tired 3.0 R
if I always go to school
The school has no facilities 2.59 R
provided by the community.
I’d rather play computer in 2.59 R
computer shops.
Average Weighted Mean 2.39 R
1.00-1.6 Unrelated 1.61- 2.40 – Moderately Related 2.41-3.20-Related 3.21-4.00 Highly
Related

Table 7 shows the community related problems of the student-respondents. It could be

seen from the table that walking from home makes someone tired if he always go to school is

the most related problem generating a mean average of 3.0 which is described as related while

absence of facilities in school provided by the community and playing computer in computer

shops with a mean average each of of 2.59 are considered related factors and the least in

average point which is not a peaceful area of location of the house with a mean average of 2.4

is described as moderately related.

As presented in the table, pupil-participants showed item number 4, a factor which is on

the playing of computer games is a great reason in not attending their classes. At a glance, one

cannot imagine why students of this school will have the opportunity to play such games.

However, with the advent of technology, even the location of computer-gaming is not a

hindrance, for businessmen in the locality and found their way to access the youth inCabalitan

Elementary School. As a whole the average weighted mean of 2.65 interpreted as related is

attained.
 xxxi

Based from the interview conducted by the teacher-researcher with the Barangay Officials, they

included some families in the 4P’s to support their children in their education. There is also a

barangay ordinance prohibiting students to enter internet houses during class hours to prevent

students from cutting classes.

Allen, Porter, McFarland, Marsh, and McElhaney (2011) report that communities play a

crucial role in adolescent development along with families, schools, and peers. Population

characteristics of communities are associated with dropping out, but not in a straightforward

manner: living in a high poverty neighborhood is not necessarily detrimental to completing high

school, but rather living in an affluent neighborhood is beneficial to school success. This

suggests that affluent neighborhoods provide more access to community resources and positive

role models from affluent neighbors.

It is also a fact that there are times youth in the community tends to become a

community problem. Black (2012) stated that teenagers with close ties to their parents were far

less likely to become delinquent or suffer depression than students who felt distant from

their families. Typically peers reinforce family values, but they do have the potential to

encourage problem behaviors as well. Although the negative influence of peers is

overemphasized in the minds of most adults, more can be done to help students experience

both the family and the peer group as a positive environment. The community, families,

churches, and schools must all become involved to raise healthy, well-adjusted young adults.

Table 8 presents the school related factors that affect the pupil-respondents’ non-

attendance to their classes.

Table 8
School- Related Factors that Affect the Pupil-Respondents
Non-Attendance to their Classes

Problems Mean Interpretation

The school has strict policies in 1.60 UR
attendance.
My teacher is strict and unfriendly 2.18 MR
My subjects are boring. 2.35 MR
 xxxii

My classmates are rude. So I don’t 3.35 HR

have some friends.
Average Weighted Mean 2.37 MR

1.00-1.6 Unrelated 1.61- 2.40 – Moderately Related 2.41-3.20-Related 3.21-4.00 Highly

Related

Table 8 reflects the school-related factors that affect students’ attendance in school. It

could be seen from the table that the item which is classmates are rude ,and I don’t have

friends generated 3.35 mean average described as highly related. Teachers are boring had a

weighted point of 2.35 which is moderately related. Meanwhile, teachers are strict and

unfriendly had 2.18 which is moderately related. The school has strict policies in attendance is

unrelated with a weighted point of 1.60..

. School-related factors moderately affect their attendance; it cannot be denied that

students perceive the subject boring, and their classmates as rude. As a result, based on open-

ended parts of the questionnaires, students resort to going to the hillside or even the riverside

for picnics or they just chat with their barkadas using text messages in their cellphones rather

answering their assignments. Thus, to resolve this problem the teacher-researcher use varied

strategies to prevent students from escaping from their classes.

Factors that Greatly Affect Probable Failure in Their Subjects.

The factors on family, school and community generated probable causes of failure in

their subjects. The following table shows which of the factors are greatly related to their non-

attendance in their classes.

Table 9
Factors that Greatly Affect Probable Failure and PARDOS

Factors/Problems Mean Interpretation

Average
Family-Related
So many siblings 2.59 R
No allowance in going to school 2.40 MR
Broken family 3.35 HR
No parents looking after them 3.35 HR
Sub-Mean 2.94 R
 xxxiii

Individual-Related
Doing work to have an income for the family 3.41 HR
and doing too many household chores
Laziness 3.06 R
Sub-Mean 3.24 HR
Community-Related
Distance of school is too far from home 3.0 R
No facilities provided by community 2.59 R
Playing games in computer shops 2.59 R
Sub-Mean 2.73 R
School-Related
Strict and Unfriendly teacher 2.18 MR
Boring subjects 2.35 MR
Rude classmates 3.35 HR
Sub-Mean 2.73 R
General Weighted Mean 2.91 R
1.00-1.6 Unrelated 1.61- 2.40 – Moderately Related 2.41-3.20-Related 3.21-4.00 Highly Related

The above table manifests the factors that are greatly related to probable failure in their

subjects as presented from the previous tables.

Of the four factors presented, individual related problems generated the highest sub-

mean of 3.24 which is described and interpreted as highly related. These are the problems on

doing work to have an income and doing household chores with a mean of 3.41 and laziness

with a mean of 3.06.

Meanwhile family related problems had a sub-mean of 2.94 which is described as

related. Under this factor, are so many siblings with a mean of 2.59, no allowance in going to

school, 2.40, broken family with 3.35 and no parents looking after them with 3.35.

Community-related problems generated a sub-mean of 2.73 which is described to as

related. The problems here are: distance of the school with a mean of 3.0, no facilities provided

by the community with 2.59 and playing computer games, 2.59. School-related problems had a

sub-mean of 2.73 which is interpreted as related, where strict and unfriendly teachers generated

a mean of 2.18 which is moderately related; boring subjects generated a mean of 2.35 and

rude classmates, 3.35.

 xxxiv

As a whole the factors and problems related to the reasons of frequent absences of

students had a general mean of 2.91 which is described and interpreted as related. The result of

the above table is important on the part of the teachers and school administrators in organizing

and implementing strategies to reduce probable SARDOS.

However individually there are 5 items that generated a descriptive value of highly

related. These are: Doing work to have an income for the family , 3.41; and 3.35 to each of

doing too many household chores, broken family, no parents looking after them and rude

classmates.

School absenteeism is an alarming problem for administrators, teachers, parents and

the society in general, as well as for the pupils in particular. Unaccepted absence has a

negative effect on peer relationship which could cause absence. According to Malcolm, Wilson,

Davidson and Kirk (2013) teachers identified effects of absenteeism on children as: academic

under- achievement, difficulty in making friends which could lead to boredom, loss of

confidence. Also, prolonged absence can have deleterious effects for the child in later life.

Students who are absent from school are at the greatest risk of dropping out of school

early. Absenteeism also affects the teacher’s ability present class work in a sequential and

organized way. This can have an effect on the progress of all the students attending the class.

The families of habitual absentees can also suffer. For a poverty-stricken family, it may mean a

continuation of the poverty and unemployment cycle that may run in the family. This also

contributes to family conflicts. (Kirk, 2010).

The society also suffers as the children of school age hang around in the streets. They can be

found just gallivanting around. Since they have nothing to do, they resort to petty crimes like

stealing other people’s belongings and properties. Others may resort to drug addiction and other

behavior that is detrimental to society. Thus, if the student keeps on being away from school for

too long, he may grow up to be a liability of his community and of his country as a whole

(Jacobs et al.2011).
 xxxv

Perceptions of the Teachers and Parents of the DORP School -Initiated Interventions to
Reduce PARDOS in Cabalitian Elementary School

The next table reflects the perceptions of the teachers and parents of the respondents

on the DORP School-initiated Interventions to reduce PARDOS in Cabalitian Elementary

School.

Table 10
Perceptions of the Teachers of the DORP School-Initiated
Interventions to Reduce PARDOS

Interventions Average Weighted Mean Descriptive Rating

1. Attendance
Monitoring
a. Truancy recovery 3.57 SA
program
b. Check & Connect 3.20 A
Model Program
Sub-Mean 3.43 SA
2. Prevention Strategies
and Programs
a. Orientation and
briefing of pupils on 3.58 SA
Guidance and Counseling
Program

Sub-Mean 3.58 SA
3. Health related efforts
to reduce illnesses
a. Information 3.29 SA
dissemination about
children’s diseases,
illnesses like dengue, flu,
pneumonia, asthma, etc.
.b. Provision of hand- 3.0 A
washing facilities
c. Provision of school 3.14 A
clinic

Sub-Mean 3.14 A
. 4. Enhancing School
Culture & Community
a. Intensify school- 3.43 SA
home partnership
program
b. Effective 3.43 SA
communication and
orientation with parents
 xxxvi

on school initiated
activities to reduce
PARDOs
Sub-Mean 3.43 SA
5. Increasing pupil
engagement in school
activities
a. PARDOs 3.71 SA
Participation to school
programs and the like
b. Maintaining a 3.71 SA
satisfying and friendly
classroom
C Teachers to be 3.14 A
more understanding of
the children’s
needs/problems
Sub-Mean 3.52 SA
6. Mentoring of
students for academic
success
a. Big Brother/Sister 3.20 A
Tutoring on weaknesses
in the academics
b. Follow-up of 3.29 SA
assignments
Sub-Mean 3.29 SA
General Weighted Mean 3.39 SA
1.00 –1.60 Don’t Agree (DA) 1.61 - 2.40 Moderately Agree (MA) 2.41 - 3.20 Agree (A) 3.21 - 4.00
Strongly Agree (SA)

The above table reflects the perceptions of the teachers of the respondents on the

DORP School-initiated Interventions to reduce PARDOS in Cabalitian Elementary School.

The teachers rated all the suggested interventions presented during the joint meeting of

teachers of the school, administrator, PTA, SGO and barangay officials in as strongly agree and

agree. The teachers of the respondents gave a general weighted mean of 3.39 described as

strongly agree, to the suggested interventions.

Prevention Strategies and Programs as an intervention was rated the highest with a

sub-mean of 3.58 followed by Increasing pupil engagement in school activities with a sub-

mean of 3.52. Attendance monitoring and enhancing school culture and community generated a
 xxxvii

mean of 3.43 each while the item mentoring of students for academic success had a mean of

3.29. The least sub-mean is 3.14 with the item, health related efforts to reduce illnesses.

The next table provides the perceptions of the parents on the same suggested

interventions.

Table 11

Perceptions of the Parents of the DORP School-Initiated

Interventions to Reduce PARDOS

Interventions Average Weighted Mean Descriptive Rating

1. Attendance
Monitoring
a. Truancy recovery 3.47 SA
program
b. Check & Connect 3.17 A
Model Program
Sub-Mean 3.32 SA
2. Prevention Strategies
and Programs
a. Orientation and
briefing of pupils on 3.17 A
Guidance and Counseling
Program

Sub-Mean 3.17 A
3. Health related efforts
to reduce illnesses
a. Information 3.82 SA
dissemination about
children’s diseases,
illnesses like dengue, flu,
pneumonia, asthma, etc.
.b. Provision of hand- 3.82 SA
washing facilities
c. Provision of school 3.82 SA
clinic

Sub-Mean 3.82 SA
. 4. Enhancing School
Culture & Community
a. Intensify school- 3.20 A
home partnership
program
b. Effective 3.53 SA
communication and
orientation with parents
 xxxviii

on school initiated
activities to reduce
PARDOs
Sub-Mean 3.37 SA
5. Increasing pupil
engagement in school
activities
a. PARDOs 3.82 SA
Participation to school
programs and the like
b. Maintaining a 3.76 SA
satisfying and friendly
classroom
C Teachers to be 3.82 SA
more understanding of
the children’s
needs/problems
Sub-Mean 3.80 SA
6. Mentoring of
students for academic
success
a. Big Brother/Sister 3.20 A
Tutoring on weaknesses
in the academics
b. Follow-up of 3.14 A
assignments
Sub-Mean 3.17 A
General Weighted Mean 3.44 SA
1.00 –1.60 Don’t Agree (DA) 1.61 - 2.40 Moderately Agree (MA) 2.41 - 3.20 Agree (A) 3.21 - 4.00
Strongly Agree (SA)

The above table provides the data of the perceptions of parents on the school DORP

School-Initiated Interventions to Reduce PARDOS.

The parents as a whole rated all the interventions with a general weighted mean of 3.44

described as strongly agree. Five (5) of the items were rated as strongly agree which are on:

Health related efforts to reduce illnesses, 3.82; Increasing pupil engagement in school activities,

3.80 ; enhancing School Culture & Community, 3.37; mentoring of students for academic

success, attendance monitoring and prevention strategies and programs with 3.17 each. Only

one item was rated as agree. This is on mentoring students for academic success.

To get a picture of the perceptions of the group of teachers and parents on the

interventions, Table 12 is presented.

 xxxix

Table 12 reflects how each of the items of the interventions were rated by the teachers

and parents separately. These were on: Health related efforts to reduce illnesses, Increasing

pupil engagement in school activities, enhancing School Culture & Community, mentoring of

students for academic success, attendance monitoring and prevention strategies and programs

and on mentoring students for academic success.

Table 12
Summary of Perceptions of Teachers And Parents
Interventions Teachers Parents
Average Descriptive Average Descriptive
Mean Rating Mean Rating
1. Attendance Monitoring 3.43 SA 3.32 SA
2. Prevention Strategies and 3.58 SA 3.17 A
Programs
3. Health related efforts to 3.14 A 3.83 SA
reduce illnesses
4. Enhancing School Culture & 3.43 SA 3.37 SA
Community
5. Increasing pupil 3.52 SA 3.80 SA
engagement in school
activities
6. Mentoring of students for 3.29 SA 3.17 A
academic success
General weighted Mean 3.39 SA 3.44 SA
1.00 –1.60 Don’t Agree (DA) 1.61 - 2.40 Moderately Agree (MA) 2.41 - 3.20 Agree (A) 3.21 - 4.00
Strongly Agree (SA)

As a whole the interventions are acceptable to both teachers and parents as evidenced

by the above table with 3.39 general weighted mean to the teachers and 3.44 to the group of

parents. It can be deduced that the DORP School-Initiated Interventions to Reduce PARDOS

prove to be useful. They could help the pupil build positive self-image and could assist them

with academic difficulties.

While teachers rated all items as strongly agree except one, the parents had two ratings

of agree and 4 ratings of strongly agree.

Campbell, Campbell and Dickinson (2011) suggest several interventions to avoid abd

lessened PARDOS. Therefore it is important to take into consideration student's needs and

interest. In addition interventions help enhance student's skills, become self motivated

independent learners and beneficial in motivating them to doing school work to avoid absences.
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Balfanz & Byrne (2012) suggests that interventions need not be complicated. A

simple spreadsheet indicating the number of days absent and the type of interventions

provided to a student can provide schools with information they need to begin improving

student attendance. Second, establishing a multi-pronged prevention and intervention

strategy is key to effectively decreasing student absenteeism.

X. Conclusions

Based on the findings of the study, the researcher had drawn the following conclusions:

1. The profile of the respondents had a connection with the irregularity of attendance in

the school. Respondents with the most number of absences are between ages 9-12 years old,

boys, with monthly family income of P 1000- P 3000, and average grade of 75-79%.

2. The conditions in Cabalitian Elementary School that promote the students’ drop-out

behavior of pupils under family factors include so many siblings, no allowance in going to

school, broken family and no parents looking after them.

3. Doing work to have an income and doing household chores, and laziness which are

individual factors are related to the problem of dropping out.

4. Community factors also affect the irregular attendance of students. These are

playing games in computer shops, far distance of school from home and no facilities provided

by community.

5. The school factors that are related to the drop-out problem are boring subjects, strict

and unfriendly teachers and rude classmates.

6. The DORP School-Initiated Interventions to Reduce PARDOS proved to be

acceptable to both teachers and parents.

XI. Recommendations

In the light of the findings, the following recommendations are deemed essential and

suitable:
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1. Create, initiate, and i m p l e m e n t p r o g r a m s t h a t will help the parents

financially support the child’s school needs.

2. Intensive implementation of a program for parents that will enhance their

knowledge on Parenting, Parents’ Roles and Responsibilities towards the child’s academic

success, and Stages of Development ( the child’s needs in each stage of development), etc.

3. Intensify school linkage with local govt. agencies that provides financial support to

students who belong to low income families.

4. Local ordinances should also be strictly implemented to regulate the operation of

computer shops which cater to the students who escape from classes.

5. Teachers should strengthen values education to encourage students to be

involve in more productive and healthy recreational activities.

6. Regular checking of attendance by the subject teachers and advisers shall be done to

call the attention of the students who are not regularly attending their classes.

7. Varied teaching approaches should be employed by the teacher to make students

interested in their studies. Strengthening of parent-children relationship should be applied so

that parents should know how their children are doing in school.

8. School-related activities pertaining to the development of interests of students in co-

curricular and extra-curricular activities. More modules should be designed even at school level

which is written using the vernacular so that students will easily understand; 9.

More school programs, organizations and interest clubs that will provide all students the

opportunity to participate and enhance their potentials, talents and skills.

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XII. References

Achieve, Inc. (2011). Identifying potential dropouts: Key lessons for building an early warning
data system. Retrieved from http://www.achieve.org

Allensworth, E. (2011). Graduation and Dropout Trends in Chicago: A look at cohorts of

students from 1991 through 2004. Chicago: Consortium on Chicago School Research

Allen, J. P., Porter, M. R., & McFarland, F. C. (2011). Leaders and followers in adolescent close
friendships: Susceptibility to peer influence as a predictor of risky behaviour, friendship
instability, and depression. Development and Psychopathology,18, 155

Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2011). The
two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and
deviant behavior. Child Development, 76(3)

Battin-Pearson,S. et.al.(2012) Predictors of Educational Psyhology.

http://nces.ed.gov/pubs92/92042.pdf

Blair,R., & Letgers, N. (2011). Locating the dropout crisis: Which High Schools Produce the
Nation’s Dropouts? Where Are They Located? Who Attends Them? Center for Social
Organization of Schools, Johns Hopkins University

Bond, J. M., Dilulio, J. J., & Balfanz, R. (2009). On the Front Lines of Schools: Perspectives of
Teachers and Principals on the High School Dropout Problem. Retrieved from
http://www.civicenterprises.net/pdfs/frontlines.pdf.

Braddock,Jomills H., II. “Race, Athletics, and Educational Attainment Dispelling the Myths,”
Youth and Society, Volume 12, Number 3, March1981,335-349.

Calmorin, Laurintina P. and Melchor A. Calmorin. (2010). Method of Research and Cooley,
Charles H. 1990. Sociological Approaches to Education. Fift Edition. Cook and Cook
Inc. New York.

Chen, X., Chang, L., & He, Y. (2012). The peer group as a context: Mediating and moderating
effects on relations between academic achievement and social functioning in Chinese children.
Child Development, 74, 710-727.
 xliii

Doyle, Walter.(2000). "Classroom Management Techniques." In Student Discipline Strategies,

Ed. Oliver C. Moles. Albany: State University of New York Press
.
Hardre, Patricia L. and Johnmarshall Reeve. (2013). “A Motivational Model of Rural Students’
Intentions to Persist in, Versus Drop Out of, High School.” Journal of Educational
Psychology 95:2 347-356.

Hans.S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The
Condition of Education 2011 (NCES 2011-033). U.S. Department of Education, Printing Office.

Khatri, D. W. (Ed.). (2013). Some things DO make a difference for youth: A compendium of
evaluations of youth programs and practices. Washington, DC: American Youth Policy Forum.
Available online at http://www.aypf.org.

Kaufman,Philip et.al.(2012) Characteristics of At-Risk Students in NELS:88. National Center

for Educational Statistics.

Maryse Esterle, Etienne Douat.(2010) Preventing Absenteesism and Dropping Out Tension in
the School system.

Meshayne, O. S., & Walter, R. E. (2011). Effective dropout prevention and college attendance
programs for students placed at risk. Journal of Education for Students Placed at Risk,
3(2),159-183.
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APPENDICES
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Appendix A

SURVEY-QUESTIONNAIRE

For the Pupils

Part I. Personal Profile

1.Name _____________
2.Age _____________
3.Birthday _____________
4. Grade and Section _____________
6. Father’s name _____________
7.Father’s occupation ____________
8.Mother’s name ____________
9. Mother’s occupation____________
10. Family Income _____________

Part II. PARDO Factors based on FICS

Direction. The following are reasons why you do not attend to your classes regularly. Please answer
honestly. Check below the number which corresponds to your feelings about each item.

4 Always
3 Often
2 Sometimes
1 Never

Statement about the factor 4 3 2 1

A Family-Related Problems
1 I belong to a broken family, I feel no one cares for me
2 I do not have any parent who will look after me, I feel so alone
3 I have so many brothers and sisters so my parents do not have time
for me
4 I do not have any allowance in going to school, so I don’t feel like
attending my classes
B Individual-Related
1 I am a gay/lesbian, that’s why my classmates do not like to be with
me
2 I do not look good because I have a physical defect
3 I work so that I my parents can buy food for our family
4 I am lazy to go to school
C Community-Related
1 Our house is located in not-so peaceful area
2 I walk from home, so I feel so tired if I go to school always
3 The school has no facilities provided by the community so I can study
4 I’d rather play computer in the computer shop
D School-Related
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1 The school has very strict policies in attendance

2 My teacher in so strict and unfriendly
3 My teacher is so boring
4 My classmates are so rude. I am bullied by my classmates. I do not
have any friend

Appendix B

School-Initiated Interventions to Reduce PARDOs

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Directions: Below are the indicators for an effective school based interventions to reduce
PARDOs. Kindly rate the suggestions by checking the corresponding column using the
following scale.

Weighted Average Points Descriptive Value

3.21 - 4.00 Strongly Agree
2.41 - 3.20 Agree
1.61 - 2.40 Moderately Agree
1.00 –1.60 Don’t Agree

Suggested Interventions 4 3 2 1
1. Attendance Monitoring
a. Truancy recovery program
b. Check & Connect Model Program
2. Prevention Strategies and Programs
a. Orientation and briefing of pupils on
Guidance and Counseling Program
3. Health related efforts to reduce illnesses
a. Information dissemination about children’s
diseases/illnesses like dengue, flu,
pneumonia, asthma, etc.
b. Provision of hand-washing facilities
c. Provision of school clinic
4. Enhancing School Culture & Community
a. Intensify school-home partnership
program
b. Effective communication and orientation
with parents on school initiated activities to
reduce PARDOs
5. Increasing pupil
engagement in school activities
a. PARDOs Participation to school programs
and the like
b. Maintaining a satisfying and friendly
classroom
c. Teachers to be more understanding of the
Children’s needs/problems
6. Mentoring of students for academic success
a. Big Brother/Sister Tutoring on
weaknesses in the academics
b. Follow-up of assignments

CURRICULUM VITAE

NAME: Mona Liza M. Pablo

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POSITION: Head Teacher III

SCHOOL: Cabalitian Elementary School
SCHOOL ADDRESS: Cabalitian, Umingan, Pangasinan
DISTRICT: Umingan District I
YEARS IN SERVICE: 11 years
CHILD: Cassandra Joana Cecil M. Pablo
FATHER: Glorificador M. Pablo
MOTHER: Conchita M. Pablo
ADDRESS: Cabalitian, Umingan, Pangasinan
CONTACT NUMBER: 09778425558
EDUCATIONAL ATTAINMENT:
SCHOOL/UNIVERSITY YEAR HONORS
GRADUATED RECEIVED
ELEMENTARY Cabalitian Elementary School 1996 First Hon.
HIGH SCHOOL Urdaneta City National High School 2000
COLLEGE City College of Urdaneta 2004
GRADUATE STUDIES Baguio Central University 2010

WORK EXPERIENCE:
POSITION INCLUSIVE DATES/YEAR SCHOOL
Teacher June – March, 2006 Immaculate Heart Learning Center
Teacher I July 11, 2006 – December 2, 2007 Lananpin Elementary School
Teacher II December 3, 2007 – August 5, 2009 Lananpin Elementary School
Teacher III August 6, 2009 – March 31, 2012 Lananpin Elementary School
Teacher I April 1, 2012 – February 19, 2014 Flores Elementary School
Teacher III February 20, 2014 – March 22, 2015 Sinabaan Elementary School
Head March 23, 2015 – October 10, 2016 Dona Nena Elementay School
Teacher II
Head October 11 – Present Cabalitian Elementary School
Teacher III

CIVIL SERVICE ELIGIBILTY: Licensure Examination for Teachers

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