University of Caloocan City: South - Edsa Campus

UNIVERSITY OF CALOOCAN CITY
SOUTH – EDSA CAMPUS Page 1
STATISTICAL ANALYSIS OF DROP OUT STUDENTS DURING PANDEMIC

COPING WITH THE NEW NORMAL EDUCATION:
THE PURSUIT OF TRUTH
Research Proposal
Presented to
The Faculty of the University of Caloocan City
In Partial Fulfillment of the Requirements

For the Degree Bachelor of Science in Accounting Information System
MIKE F. ANTOLINO JR.

DONNABELLE M. DURANTE
JONABELLE MENDADOR
JULIE RAMADA
SHIELA ROSANO
January 2021
CHAPTER1
THE PROBLEM AND ITS BACKGROUND
Introduction
Life is beautiful but not always easy for problems and challenges are
inevitable. Hurdles can either be minor or a major one, but despite that letting
the beauty of life act like a balm together with an ounce of courage, faith and
hope makes everything bearable especially nowadays that we are facing a
worldwide health catastrophe or COVID-19. Going through this pandemic is
indeed not easy and has never been easy. Everyone is fighting their own
battles right now. Enduring the hardship of being cut off in seeing friends,
family and the outside world. In line with these are students that are having
hard time in terms of coping with the new normal education reason why they
opted to drop out; such a pitiful scenario knowing the value of education in
one’s life. In the global perspective, it is an incontestable fact that the
progress of a nation is highly dependent on the education of their citizens. It is
widely acknowledged that education is the most important factor contributing
to poverty alleviation. Education plays a central role and has a cross cutting
impact on all aspects of human life. It is a vital investment for human and
economic development and also, quality education can play a dynamic role in
productivity, social and economic growth of a country (Hammayun, 2015).
Dropping out of school is an issue faced by many especially nowadays
particularly those in college. Each of them has their own personal reasons.
Needless to say, one of the reasons why many of the university students drop
out in the school year 2020-2021 is because of a crisis especially financially
brought by the pandemic. By these the researchers are eager to dig more like
why are they opted in dropping out rather than finding ways to surpass current
problems for them to still enroll? What makes them so hopeless to the point
that they let themselves stop and do nothing at home? And above all, why are
some of the drop outs so burdened by online education? In this paper, the
researcher will conduct a study to answer the said questions.
According to the article online entitled “Why Do Students Drop out of
School” from an unknown author, one of the greatest problems students have
in countries such as in United States is dropping out of school wherein the
most average reason for students turning to dropping out is because of them
being affected by their family problems. Students might feel if they stop going
to school it could be the only way to get back at parents that act in such
manner. Another reason for students dropping out of schools is because of
their family income. Everyone knows that young people these days have the
thought that they need flashy and expensive clothing to go to school. Students
could also have the thought because of misguidance. They could have a
family that has been raised on relying on something other than school for a
key into happiness. Also could have family members around them that makes
it look as if they are doing well without going to school but really isn't and is
not letting it show. Changes of the family environment might also affect the
student’s progression, if a parent dies, another child is born and the student
has a child and the circumstances change significantly. The same goes for
accidents, chronicle illness and other health issues. If a student does not feel
well, it is most likely that the students’ performance decreases. School and its
environment is another object that forces students to give up and drop out
either because one can’t get along well with other students or that they find it
hard to handle stuff with their professors.
In line with the problems above, what are the unknown stories of
college students from University of Caloocan City- South particularly in drop
outs? Will reasons be the same from those students in the United States?
Answers of these questions and other variables regarding the topic will be
revealed as the study unfolds.
Background of the Study
The Commission on Higher Education has allowed universities and
colleges to end their school year early due to the health crisis caused by
highly-infectious coronavirus disease. The COVID-19 outbreak interrupted the
academic year of college and university students in schools in Luzon, which
have been shuttered. An overwhelming majority of students agree with public
health officials that canceling in-person classes is an important part of social
distancing and containing the virus, but that doesn't mean they are prepared
to invest the same amount of time and money on a different educational
experience. According to Abegail Hess, a reporter for CNBC, education
experts predict that college enrollment will be lower next semester and many
colleges and universities were unsure if they will hold face to face classes in
the fall. The coronavirus pandemic has disrupted life for communities to do so
for the foreseeable future, with experts suggesting that social distancing
measures will be a necessary part of confronting the pandemic for several
more months if not years. University of Caloocan-South Campus has
transitioned to online learning but it has been challenging for students without
access to the internet. With COVID-19, new barriers to education access and
success have emerged.
Students from lower-income families and students of color have fueled
undergraduate enrollment growth over the past two decades, though they still
struggle to complete their degrees. Now many higher education leaders worry
the pandemic could be wiping out years of progress. Among the reasons
students are citing for not returning to schools this fall; frustration or
uncertainty about online class format and content; fear of contracting the
coronavirus; and inability to pay for classes after the student or parent lost a
job or took a financial hit. Majority of the students are from families of lower-
income earners, and if faced with, ‘How am I going to put food on the table
‘versus 'How am I going to take a class?
Above facts are according to the Census Bureau survey taken last
August 19 to August 31 of households with at least one adult who originally
planned to go to college this fall and then decided not to attend. Colleges
have to expect they are going to see a drop in attendance both because
students are going to get worried about not getting the experience they
wanted and also because their financial situations are going to be a lot
different than they anticipated and so that is going to limit some students’
abilities to pay for college .The drop-off in college enrollment is unusual and
particular to this pandemic. Typically, enrollment jumps during economic
downturns when jobs are scarce and people look to retrain. Yet, the opposite
is happening now. With the challenges 2020 has thrown at students, it is no
surprise that tertiary enrolments fell. Colleges all around the world have
closed their doors and moved their classes online to stem the spread of
coronavirus. The worst news is that history shows us that once a college
student drops out, fewer that one in five ever goes back to school. The
downturn, especially among students of color, stands to erase years of
progress.
Statement of the problem
The study aims to assess the perception of the college students
dropping out during the pandemic coping with the New Normal in the
University of Caloocan City.
Specifically, this study seek to answer the following questions:
1. The demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Academic course
1.4 Economic status

2. How do the student-respondents assess the dropping out from classes
during the pandemic?
3. Is there a significant relationship between dropping out and education
in the New Normal?
4. What are the problems encountered by the student-respondents in
coping to the New Normal education?
5. Based on the findings of the study, what enhancement program may
be recommended to eradicate drop out of students?
Hypothesis
There is no significant relationship between the dropping out of
students and education in the New Normal.
Scope and Delimitation of the Study
Due to a pandemic that causes financial crisis to every family that
affects students to continue pursuing college in University of Caloocan City –
South Campus or cause them to drop themselves from the university, reason
why the researcher aims to pursue the truth behind the scenario. To do so,
the researcher randomly chooses one hundred students as respondents to
answer the questions in the survey in order for the researcher to be able to
identify and know the reason behind dropping out. Chosen respondents are
strictly students from University of Caloocan City - South since this is where
the study is conducted.

Significance of the Study
The results of the study will be of great benefit to the following:
Students. The results will provide students with some knowledge
behind dropping out particularly the alternatives that he or she might consider
in order to continue learning amidst of the current situation.
Teachers. The given data would guide the teachers on what to do with
the students that drop outs. Also, the teachers would be able to understand
on why students drop out from class and later on, help them.
Parents. Like teachers, the parents too will understand why their
children drop out from school through the given data. The given data would
help them formulate some preventive measures to help their child from
dropping out.
Future researcher. This paper may serve as a guide and reference for those
researchers who would plan to make any related study.
Definition of Terms
Alleviation
o The action or process of making suffering, deficiency, or a problem less
severe.
COVID-19
o Disease caused by a new strain of coronavirus.

Drop out
o Leaving high school, college, university or another group for practical
reasons.
Endure
o Suffer (something painful or difficult) patiently.
Hurdles
o An obstacle or difficulty.
Inability
o The state of being unable to do something
Incontestable
o Not able to be disputed.
Inevitable
o Certain to happen; unavoidable.
Interrupted
o To cause or make a break in the continuity.
New Normal
o A current situation that is different from what has been experienced or
done before.
Outbreak
o Sudden increase in occurrences of a disease in a particular time and
place.
Pandemic
o An outbreak of a pandemic disease.
CHAPTER2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies that
could further enhance the background of the study. A review of different
literature and documents related to the problem and studies conducted by a
number of researchers, which have had a significant impact on the subject
under study, has revealed some illuminating facts and interesting
observations that have enabled the researchers to take a deeper look into the
research objective.
Related Literature
Education plays a vital role in the economic development of a country
as it increases the capacity and ability of people to be more productive
economically. Every child – even those living in poverty, in war-torn areas or
those living with disabilities – has a right to education.
As stated by Save the Children, a leading humanitarian organization for
children, education is the route out of poverty for many people. It gives them a
chance to gain the knowledge and skills needed to improve their lives.
Southeast Asian nations have made numerous efforts and plans in order to
improve their education systems and standards. Prayut Chan-o-cha,
Thailand’s premier, has promised first-rate education as a way for the
kingdom to become a developed country by 2036.
Whereas fellow ASEAN member state Indonesia vows to build a
“world-class” education system by 2025. The governments of Cambodia and
Lao are also aware that education standards must be prioritized and improved
if their economies are to shift from low-cost, low-skilled manufacturing, writes
David Hutt in his article titled, “Confronting Southeast Asia’s Big Education
Challenge.”
According to the 2019 ASEAN Key Figures report, all 10 ASEAN
member states have made significant progress in ensuring primary education
enrolment, with an enrolment rate of more than 90 percent in 2017.
As for the enrolment rate for secondary education, almost all Southeast
Asian countries experienced an increase in the last decade. A significant
increase of more than 30 percent was recorded in Cambodia, Indonesia,
Malaysia and the Philippines. Nevertheless, the report notes that there is still
room for improvement as the net enrolment rate in secondary education is still
below 80 percent in some ASEAN member states.
Unfortunately, the coronavirus crisis has severely impacted education
systems around the world as millions of children and students are now out of
school due to shuttered institutions. Towards the end of March when most
countries had introduced COVID-19 preventive measures, over one billion
students worldwide were affected.

Although some countries have reopened schools, the United Nations
Educational, Scientific and Cultural Organization (UNESCO) estimates that
more than 500 million learners are still affected by the pandemic.
As a result of school closures, many institutions are now offering online
learning to their students. Unfortunately, not everyone has the ability to opt for
this, which then highlights the digital education divide in many developing and
least developed countries.
“Global Education Emergency”
Henrietta Fore, executive director of the United Nations Children’s
Fund (UNICEF) said that the disruption to schools caused by the pandemic is
a “global education emergency”. She added that at least 24 million students
are projected to drop out of school due to the COVID-19 pandemic.
“We know that closing schools for prolonged periods of time [has]
devastating consequences for children. They become more exposed to
physical and emotional violence. Their mental health is affected. They are
more vulnerable to child labour, sexual abuse, and are less likely to break out
of the cycle of poverty,” explained Fore.
A recent survey by the United Nations Population Fund (UNFPA) and
UNICEF revealed that the number of students from poor communities in
Malaysia’s capital city Kuala Lumpur and its surrounding areas returning to
the classroom is dropping at an alarming rate.
“Children have returned to school, yet seven percent of upper
secondary-age children (nine percent for boys) in these families reported not
returning to school,” noted the organizations.

The study found that one out of five respondents said that their children
had lost interest in school or are demotivated, while cost was also found to be
the biggest factor contributing to the issue. One in two respondents said that
they struggled paying for tuition fees while 50 percent found it difficult to
provide pocket money for their kids.
According to local media dated last September, the Philippines is also
reporting a drop in school enrolments for the current academic year, with a
nine percent decline compared to the previous school year (2019-2020).
“For now, we consider these 2.3 million as dropouts… What we don’t
want to happen is to have a permanent dislocation of children, and instead of
studying, they would permanently just go to work,” said Senator Sherwin
Gatchalian.
A similar situation can also be observed in many other developing
nations.
Room to Read, an organization focused on girls’ education and children’s
literacy conducted a survey of 28,000 girls across Bangladesh, Cambodia,
India, Lao, Nepal, Sri Lanka, Tanzania and Vietnam with disheartening
results. It was found that 42 percent of the girls surveyed reported a decline in
their family’s income amid the pandemic and that one in two girls surveyed
was at risk of dropping out of school.
“The worrying trend is that the reopening of schools doesn't
automatically mean that all children will be back in schools," said Francisco
Benavides, regional education adviser at UNICEF East Asia and Pacific. The
pandemic has a high economic impact for the region. If girls don't have
access to learning opportunities, it's very likely that the families and society
will be less able to adapt to economic shock (Nortajuddin, 2020).
The disruption to schools caused by the coronavirus pandemic
constitutes a "global education emergency threatens to derail the education of
at least 24 million students projected to drop out of school as a result, said
Henrietta Fore, executive director of the United Nations Children's Fund
(Feuer, 2020).
"At the height of Covid-19," 192 countries shuttered schools, leaving
1.6 billion students without in-person learning, Fore said on a press call
hosted by the World Health Organization and the United Nations Educational,
Scientific and Cultural Organization. She added that now, more than 870
million students, "or half the world's student population in 51 countries," are
still unable to return to school.
"The longer children remain out of school, the less likely they are to
return," she said. "That's why we are urging governments to prioritize
reopening schools when restrictions are lifted." She added that beyond
education, schools around the world provide many students with a source of
nutrition and immunizations. "At least 24 million children are projected to drop
out of school due to Covid-19," she said.
Many schools went online in the spring as the virus spread around the world,
turning to virtual education to replace in-person learning. Education experts,
however, have acknowledged the shortcomings of virtual learning, saying that
it cannot replace in-person schooling. Fore said that more than 460 million
students across the globe don't have internet access, computers or mobile
devices to participate in virtual learning while their schools are closed.

"We know that closing schools for prolonged periods of time [has]
devastating consequences for children," she said. "They become more
exposed to physical and emotional violence. Their mental health is affected.
They are more vulnerable to child labor, sexual abuse, and are less likely to
break out of the cycle of poverty."
The reopening of schools has become a hot-button issue, particularly
in the U.S., where President Donald Trump has pushed to reopen schools
regardless of how widely the virus is spreading in the community. Public
health officials have emphasized the importance of reopening schools for in-
person learning but have acknowledged that the virus presents a risk for
young people. While young people typically don't become as sick due to
Covid-19 as older people, the long-term health consequences of a Covid-19
infection in young people are still being researched, and some young people
have died from the disease.
Public health specialists, including White House coronavirus advisor
Dr. Anthony Fauci, have said the best way to reopen schools is to contain the
virus in the community. UNESCO Director-General Audrey Azoulay said
Tuesday that it's possible to reopen schools safely with new protocols. She
added that it will require "rethinking the role and training of teachers."
UNESCO, UNICEF and the WHO jointly published Monday a 10-page
document that outlines guidelines to reopen and operate schools during the
pandemic.
"It is of utmost importance that education and health work closely
together to ensure that schools reopen safely as a matter of priority," she said.
"When we deal with education, the decision that we make today will impact
tomorrow's world."
The United Nations agencies' guidelines detail a number of measures that
communities, schools, classrooms and individuals should weigh when
deciding whether to reopen or attend school. Some of the policy measures
include encouraging students to stay home if they believe they've been
exposed to the virus and for schools to ensure adequate ventilation in indoor
classrooms.
WHO Director-General Tedros Adhanom Ghebreyesus said Tuesday
that "many questions remain, but we're starting to have a clearer picture"
about how the virus affects children. He reiterated that the virus can kill
children, though it's rare, and that kids can become infected and spread the
virus to others. Tedros added that more research is needed to learn what
increases the risk of death in children as well as the potential long-term health
complications from Covid-19.
Tedros said that the risk of reopening schools amid the pandemic will
be determined by each community's ability to bring the virus under control
through proven public health measures, such as mask wearing, social
distancing, testing, tracing and isolation. In places where there are no or only
few new cases of the virus, "the decision to close schools should be a last
resort."
"Although children have largely been spared, many of the most serious
health effects of the virus they have suffered in other ways," he said. "Millions
of children have missed out on months of schooling. We all want to see

children back at school, and we all want to make sure the schools are the safe
and supportive learning environments they should be."
Students from disadvantaged sections are at a high risk as numerous
families of migrant workers have returned to their native places
Education of over 154 core students has been disrupted globally after schools
were abruptly shut down due to the pandemic, according to UNESCO. Now
there are concerns that not all may return to classrooms when schools
resume. In India, several experts have voiced concerns over rise in dropout
rates in schools as new socio-economic dynamic forms in a post Covid-19
world.
Delhi deputy chief minister Manish Sisodia stated that around 15%
students enrolled in Delhi government schools have been missing from the
alternative classes conducted online or through phones. There are around 15
lakh students enrolled in over 1100 Delhi government schools.
"Continuous efforts have been made to address this challenge. Two
months back, around 20 students of the 300 in our school were untraceable.
Now the number has come down to six. Teachers went to the houses of such
children to find out their whereabouts. Most were not attending classes due to
lack of smart devices. These students are now provided weekly workbooks so
that do not fall behind or drop out," principal of a Delhi government school
shared with Education Times on condition of anonymity. The remaining six
students are those who have now gone back to their villages and are
incommunicable.
The full effect on the drop out can only be discovered once students
return to classrooms, says Budithi Rajsekhar, principal secretary, School

Education, Government of Andhra Pradesh, as several states have not been
holding any online classes for government school students. However, some
other measures including educational programmes on TV, radio and
distributing workbooks have been taken to ensure that the lockdown time
does not go waste for these students. He adds that children in primary
classes are at a greater risk.
“Andhra government will provide a customized school-kit to all student
of classes’ I-X which will include full uniform, shoes and books. This will
ensure that lack of resources is not a problem for children to return to
schools,” says Rajsekhar. The Andhra government also conducted a survey
to find out how many students lack resources for online learning and found as
many as one lakh students in the state do not have any access to a television,
smartphone or laptop. The state has around 35 lakh students in government
schools.
“The students have been provided bridge workbooks containing
activities from the NCERT’s alternative calendar to help them learn. These
have been particularly helpful for students who have absolutely no access to
online or TV learning through the educational programmes broadcasted on
Doordarshan, says Rajsekhar.
In July, the Education ministry, formerly HRD ministry, had asked
states and union territories to ensure that the names of children of migrant
workers who returned home during the COVID-19 pandemic are not struck off
the school rolls. It also directed the states to prepare a database of children
who have left the local area for their homes in other states or other parts of
the same state. Rajsekhar adds that all central guidelines will be followed to
check dropouts (Mishra, 2020).
According to Al Tompkins (2020) The Washington Post has an important
piece about how college students, especially low-income students, can’t make
a go of college right now.
A recent Census survey said 16 million Americans have canceled
plans to go to college. The biggest reasons given were fears over contracting
COVID-19 and not being able to afford college given the economic disruption
caused by the pandemic. Students from families that earn less than $75,000 a
year are more than twice as likely to have canceled college plans this
semester.
The worst news is that history shows us that once a college student
drops out, fewer than one in five ever goes back to school. The downturn,
especially among students of color, stands to erase years of progress.
The Post’s opening paragraphs tell a story that is repeating around the
country:
In August, Paige McConnell became the first in her family to go to
college — and the first to drop out.
McConnell, 18, could not make online classes work. She doesn’t have
Wi-Fi at her rural home in Crossville, Tennessee. The local library turned her
away, not wanting anyone sitting around during the pandemic. She spent
hours in a McDonald’s parking lot using the fast-food chain’s Internet, but she
kept getting kicked off her college’s virtual classes because the network
wasn’t “safe.” Two weeks after starting at Roane State Community College,
she gave up.

“At my high school graduation, I told all my family I would go to
community college. I was trying to better my future,” McConnell said. “But the
online classes really threw me for a loop. I knew I couldn’t do it.”
McConnell’s situation is playing out all over the country. As fall
semester gets into full swing in the midst of the coronavirus pandemic,
schools are noticing a concerning trend: Low-income students are the most
likely to drop out or not enroll at all, raising fears that they might never get a
college degree. Some 100,000 fewer high school seniors completed financial
aid applications to attend college this year, according to a National College
Attainment Network analysis of Free Application for Federal Student Aid
(FAFSA) data through August.
There are two trends moving at the same time. Students who were
attending higher-priced four-year schools have switched instead to taking
remote classes at community colleges, while community college students are
most likely to stop attending classes at all.
The Post said the students it spoke with cite virtual teaching as a key
reason they are dropping out. The students said they have no quiet, internet-
connected place to study and that they need the personal support of teachers
and staff to be successful in school.
Inside Higher Ed reported last month that some community colleges
were boasting (yes, boasting) about only having a 5% enrollment drop this fall
while others predicted that they could lose a third of their students. The sad
truth is that community college enrollments around America have been in
some decline for years despite being a sensible alternative for students who
want to tackle required courses while foregoing the high cost of four-year
schools.
At the same time, don’t be surprised when schools start talking about
the need to raise tuition rates next year to make up for what they are losing
now.
After the University of Notre Dame and Michigan State University became the
latest colleges to move classes online because of the coronavirus, President
Donald Trump urged schools to continue with in-person learning. (Aug. 19)
Jasmine Justice hit her breaking point during the last week of
September. Overwhelmed at the juggling act of three full-time gigs – as a
community college student, an employee and a mom – Justice crumbled. She
ignored reminder emails from her instructors to send in her assignments. “I
wasn’t comprehending what I was reading. I was looking at diagrams that
made no sense.” On Zoom work meetings, she noted her pale complexion
and dark under-eye circles. Her appetite disappeared. She snapped at her 17-
year-old daughter, Josiah, a high school senior also cooped up inside their
small apartment.
“Being a community college student, it’s a balancing act,” says Justice,
39, a student at Pierce College in Lakewood, Washington, about 50 miles
south of Seattle. “And at any moment, the scales could tip.”
Across the country, as the coronavirus pandemic continues to upend
normalcy and infects Americans, students of every level are trying to adjust to
virtual learning and socially distanced schools. But the virus and the ensuing
recession have taken a particularly hard toll on community college students
like Justice. They’re often older, balancing school and full-time work. Many
are single parents. Statistically, they’re often the first in their family to pursue
post-secondary education and likely to come from a lower socioeconomic
bracket – which impacts access to distance learning necessities like high-
speed internet.
And during the pandemic, they’re dropping out or sidelining their
education plans. For these students, delaying their education could have
devastating consequences (Schnell, 2020).
Related Studies
School dropout has been defined as leaving education without
obtaining a minimal credential, most often a higher secondary education
diploma (De Witte et al., 2013). Estimates of dropout rates seem to be higher
in South and West Asia (43%) and sub-Saharian Africa (36%), while other
geopolitical areas such as East Asia, and Europe show similar lower dropout
rates (between 4 and 12%) (United Nations Educational, Scientific and
Cultural Organization, 2012; European Commission Education Training,
2013). In Spain, where the present study is conducted, dropout rates are
estimated as high as 22% (Andrei et al., 2012; Korhonen et al., 2014) with a
greater incidence among males (26.6%). Although there is great diversity of
standards by which school dropout and completion are measured across
various studies (Cataldi et al., 2009), these figures illustrate the relevance of
school dropout worldwide and ask for a close study of its causes and
consequences.
Although it is often difficult to differentiate causes from consequences,
youth who drop out from school are at increased risk for displaying socio
emotional problems and engaging in delinquent and criminal behavior.
Literature has also suggested that school dropout might be regarded as the
last stage of a dynamic, cumulative and multidimensional process of school
disengagement (Bjerk et al., 2012) in which multiple causes at different levels
(individual, family, school, and neighborhood) might be explaining this
phenomenon (De Witte et al., 2013).
Among the individual risk factors, both internalizing and externalizing
disorders have been claimed to have an influence on school dropout. Among
the externalizing disorders, disruptive behavior seems to be the most
impeding for educational attainment (Esch et al., 2014) whereas depression
and anxiety are among the most studied internalizing problems ( Quiroga et
al., 2013). Patterson, 2010 suggested that children with early behavioral
problems are at risk for developing academic problems and experiencing
rejection from their prosocial peers, probably leading to connections with
deviant peers and in turn engage in other maladjusted acts such as truancy,
substance use, or possibly violent behavior. Alternatively, students who
conform to school rules tend to perform better in the classroom setting and
are less likely to leave school early. Moreover, disruptive behavior at school
also influences parents' involvement and guidance, as well as teachers'
relationships with students (Prino et al., 2016), thus exacerbating its effects on
school performance (Van Bergen et al., 2015).
Of special interest among the individual risk factors is substance
abuse. The relationship between substance abuse and school dropout is
among the most studied in official records (Esch et al., 2014), suggesting that
students who are involved in drug or alcohol abuse are more likely to drop out
from school (Patrick et al., 2016). For instance, Esch et al. (2014) found that
students who continued their academic career had lower risk of becoming
current drinkers than their peers who had dropped out from school. Likewise,
those adolescents who began to use cannabis before the age of 16 were up
to five times more likely to drop out of secondary school than their peers who
did not consume any drugs. However, possible mechanisms linking substance
use with school dropout are unclear, ranging from cognitive and
neurobiological deficits to learning difficulties and low academic performance
(DuPont et al., 2013)
Among the family factors, socioeconomic status, family structure (De
Witte et al., 2013), and the importance parents place on academic success
have been related to school dropout. From a family socialization theoretical
point of view, school performance and home environment are closely related.
For instance, stressful events such as parental divorce or family conflict might
influence how a student behaves in and outside the classroom. Beyond the
existence of stressful events, family structure may also influence school
dropout (De Witte et al., 2013). The empirical evidence shows how children
from single-parent households are more likely to drop out from school (Torres
et al., 2015) and there is literature suggesting that family structure might
influence the socialization process (i.e., lack of rules) which in turn exacerbate
its influence on school dropout. As Bridgeland et al. (2016) found, 38% of
school dropouts believed that they did not have enough rules, making it too
easy to skip class or engage in activities outside of school. This lack of rules
seemed to relate both to lack of order and discipline at school as to substance
use and juvenile antisocial behavior (Cutrín et al., 2015). In this regard, Park
and Kim (2016) found that living with parents has a protective effect against
substance use, while low parental education level was associated with
substance use, thus emphasizing the importance of family parental monitoring
to reduce also the likelihood of substance use. Likewise, Guillén et al. (2015),
in a sample of 1023 young students, found that parental monitoring would be
able to strengthen resistance to peer pressure and therefore it can be
expected to reduce alcohol consumption.
Regarding school factors, truancy has been identified in several studies
as a risk factor for school dropout (Ekstrand, 2015). According to Wilkins and
Bost (2016), truancy might indicate that students are potentially disengaged
from school and that a trajectory toward dropping out is likely. Truancy has
been regarded as a resistance to the school culture which results in negative
developmental outcomes such as deviant behaviors, crime delinquent.
School failure is a process where a student slips farther and farther
behind his peers and gradually disconnects from the educational system. The
end result of school failure is dropping out before graduation. Students can
begin the slide into failing patterns at any time during their school career, but
school failure is more likely to occur at transitional stages. Failing grades
typically are symptoms of emotional, behavioral, or learning problems.
There are four major causes of students dropping out of school: The
child him/herself, the family situation, the community they live in and the
school environment and in order to prevent the students from dropping out of
school, the causes listed above must be attacked (Schargel, 2012).
An article in humanillness.com averred that, people who fail in school
may feel "stupid," but emotional or mental health problems and "hidden"
learning disorders, not low intelligence, often are the root causes of their
inability to meet the standards of a school.
There are several factors that can lead to school failure; among them
are depression, anxiety, problems in the family, and learning disabilities.
Retained students are 2 to 11 times more likely to drop out of school when
compared to underachieving, but promoted, peers. Students often improve
during the year following grade retention, particularly if additional instruction is
provided. However, these gains are normally lost in two to three years.
Moreover, non-academically, an outcome of retention or repeating is
associated with poor ―social adjustment, attitudes toward school, behavioral
outcomes, and attendance.
Prior studies have noted several risk and protective factors for school
dropout; however, only a few have examined longer-term vulnerabilities
alongside temporary risk and protective factors. Consequently, we focused on
the role that both stable and time-varying psychosocial risk and protective
factors play in dropout intentions and actual dropout, using a 4-year
longitudinal design. We investigated to what extent dropout intentions and
dropout can be predicted by an interplay between negative life events,
general self-efficacy, and perceived social support. We distinguished between
time-averaged levels of self-efficacy and social support, and within-person
change in self-efficacy and social support over time. This enabled us to
establish whether dropout intentions and dropout were sensitive to
fluctuations in perceived self-efficacy and social support over time when
controlling for person-specific levels of these psychosocial resources.
Calculating multilevel models with data from a prospective cohort study (N=
4,956, 43% male), we found that negative life events were significantly
associated with an increase in dropout intentions and the likelihood of school
dropout. Furthermore, time-averaged levels of self-efficacy and social support,
and a within-person (situational) increase in these characteristics relative to
their time-averaged levels, were related to lower levels of dropout intentions
but did not prevent dropout. The positive relationship between negative life
events and dropout intentions was attenuated for individuals who perceived
higher levels of self-efficacy than usual. Our findings suggest future research
should further investigate time-averaged and situational psychosocial drivers
of school dropout in combination. (Robin Samuel, Kaspar Burger / Journal of
educational psychology 112 (5), 973, 2020).
School dropout is related to difficult life trajectories in Western society.
Developing effective preventive interventions is urgent. Nevertheless, few
studies have interviewed unemployed young adults in the aftermath of school
dropout to understand their experiences with influential factors. We
interviewed seven former students two to five years after they had dropped
out and seven same-aged students in their final year at college. The
participants were given qualitative semi-structured interviews focusing on
questions about what kept them on track and what pushed them off track
when struggling to complete school. The participants were also clinically
interviewed, drawing on the Mini International Neuropsychiatric Interview. The
analysis revealed that the students who had dropped out described a larger
number of mental health problems and problems of a more serious nature
than the college students did. The participants who had dropped out also
described less access to resources and social support. The clinical interviews
supported the impression given in the qualitative interviews, that those who
had dropped out were more burdened by mental disorders than the college
students. The college students described comprehensive social support to
play a major role in their coping with school and mental health problems. The
former students who were unemployed and who had dropped out described
internalizing mental health problems in combination with a lack of social
support as important influences in their dropping out from school and
employment, indicating the importance of further exploring the role of
internalizing mental health problems in school dropout processes. (Gro Hilde
Ramsdal, Svein Bergvik, Rolf Wynn, 2018)

CHAPTER3
RESEARCH METHODOLOGY
This chapter enumerates the different methodologies that the
researchers used in gathering data that is needed for the study.
Research Design
The researchers used a descriptive method that describes the
characteristics of the population or phenomenon that has been studied. This
study used a descriptive method because it primarily focuses on describing
the nature of a demographic segment without focusing on why such a
phenomenon occurs. In other words, it describes the subject of the research
without covering why it happens.
Population and Sampling
The researchers selected twenty five (25) respondents from different
courses and year levels that will serve as the informants of the study who
happen to have met the following criteria. First, the respondent must be a
student of University of Caloocan City-South. Then, he or she is struggling
doing an online class. Lastly, the respondent is willing to answer or share his
or her thoughts or experience regarding the topic studied.
The type of sampling that we used in the study was purposive sampling
because the researchers sets a set of criteria that is relevant to the topic
under study.
Research Instrument
The research instrument used to gather data was a survey
questionnaire that was prepared by the researchers. Survey questionnaires
consist of questions that are related to the topic under study and are
constructed based on the research problem. Type of questions are open
ended wherein the respondents must choose among the given set of answers
prepared by the researchers.
Questions created by the researchers includes identifying the
respondent’s gender, academic course and economic status whether he or
she belongs to the poor category (both parents do not have work), working
class (one of the parents has job), middle class (both parents are working) or
in an upper class category wherein the family is financially stable; has family
business and stuff. The respondents are also ask like, when did he or she feel
the necessity to drop out from school; is it when he felt pity for his parents
because instead of having their money spend for daily expenses, some is
allocated for load, or maybe the thought of having an online classes stressing
him out, or he can’t catch up with the discussion, or he don’t feel like learning
at all. More importantly, the researchers are eager to know what is the factor
the hinders the respondent’s the most in doing an online classes; is it because
of slow internet connection, loud environment, lack of gadget to use or costly
for those who used data?

Sampling Procedure
Considering the situation that pandemic is still out there making it risky
for someone to go out, the researchers use a Google form that contains
questions they prepared in gathering data. Such a form was meant to be filled
up by chosen respondents. Afterwards, answered forms were automatically
retrieved by the researcher the moment that the respondent clicked the
submit icon.
Validation of the Research Instrument
The researchers carefully review the items in the questionnaire to
determine whether the questionnaire measures what it was intended to, which
is basically to get relevant information for the study. Reviewing or validation
was done by having the researchers observe all the specific items on the
questionnaire to determine whether the questionnaire addresses the overall
topic.
Data Gathering Procedure
The researchers asked Mr. Jose R. Pablo, a research professor for a
permission to conduct the survey in order to gather information needed for the
study. Next, researchers look for respondents who happen to have met the
criteria and then ask the students if he or she can cooperate with our study
and can be our respondent. Then, the researchers distribute the survey
questionnaire to the chosen respondent in the Google form and then later on,
answered forms retrieved by the researcher are for treatment of the data.
Statistical Treatment of Data
Average Mean Formula:
x̄ =( Σ x)/n
Where:
▪ x̄ - stands for the Average Mean
▪ Σ - summation notation which means “add up”
▪ x - choices a, b, c or d
▪ n - total number of respondents
The gathered data was analyzed properly by the researchers using
statistical treatment in order to come up with exact and accurate results for
the study. Statistical treatment was used because analyzing the data involves
using some form of statistical method such as computing the mean or the
average. Similar answers of the respondents were combined together in order
to get its total number and average percentage.
Based on the result, the researchers created the discussion and the
summary of the study.


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UNIVERSITY OF CALOOCAN CITY

SOUTH – EDSA CAMPUS Page 1

STATISTICAL ANALYSIS OF DROP OUT STUDENTS DURING PANDEMIC

In Partial Fulfillment of the Requirements

MIKE F. ANTOLINO JR.

THE PROBLEM AND ITS BACKGROUND

hope makes everything bearable especially nowadays that we are facing a

worldwide health catastrophe or COVID-19. Going through this pandemic is

one’s life. In the global perspective, it is an incontestable fact that the

progress of a nation is highly dependent on the education of their citizens. It is

widely acknowledged that education is the most important factor contributing

productivity, social and economic growth of a country (Hammayun, 2015).

Dropping out of school is an issue faced by many especially nowadays

out in the school year 2020-2021 is because of a crisis especially financially

researcher will conduct a study to answer the said questions.

According to the article online entitled “Why Do Students Drop out of

in countries such as in United States is dropping out of school wherein the

manner. Another reason for students dropping out of schools is because of

hard to handle stuff with their professors.

college students from University of Caloocan City- South particularly in drop

revealed as the study unfolds.

Background of the Study

The Commission on Higher Education has allowed universities and

highly-infectious coronavirus disease. The COVID-19 outbreak interrupted the

academic year of college and university students in schools in Luzon, which

have been shuttered. An overwhelming majority of students agree with public

health officials that canceling in-person classes is an important part of social

to invest the same amount of time and money on a different educational

experience. According to Abegail Hess, a reporter for CNBC, education

measures will be a necessary part of confronting the pandemic for several

more months if not years. University of Caloocan-South Campus has

success have emerged.

Students from lower-income families and students of color have fueled

‘versus 'How am I going to take a class?

August 19 to August 31 of households with at least one adult who originally

particular to this pandemic. Typically, enrollment jumps during economic

is happening now. With the challenges 2020 has thrown at students, it is no

downturn, especially among students of color, stands to erase years of

Statement of the problem

The study aims to assess the perception of the college students

University of Caloocan City.

Specifically, this study seek to answer the following questions:

1. The demographic profile of the respondents in terms of:

1.3 Academic course

1.4 Economic status

2. How do the student-respondents assess the dropping out from classes

during the pandemic?

3. Is there a significant relationship between dropping out and education

in the New Normal?

4. What are the problems encountered by the student-respondents in

coping to the New Normal education?

5. Based on the findings of the study, what enhancement program may

be recommended to eradicate drop out of students?

There is no significant relationship between the dropping out of

students and education in the New Normal.

Scope and Delimitation of the Study

Due to a pandemic that causes financial crisis to every family that

affects students to continue pursuing college in University of Caloocan City –

the researcher randomly chooses one hundred students as respondents to

the study is conducted.

Significance of the Study

The results of the study will be of great benefit to the following: