Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

DISTRICT-BASED RESEARCH FORMAT

Research Title: THE USE OF PROJECT ACHIV (ACADEMIC COACHING THROUGH

HOME INCLUSIVE VISITATION) ON 9- HOPE STUDENTS AT-RISK OF DROPPING OUT

Research Proponent/s: Irene Arrogante,

Kim Aldonna Mua
Gerald Morandarte

Position: Teacher I

School: CCNHS-DON E. SERO SITE

Research Category: (Kindly check.) ____ Oral Presentation _____ Poster Presentation

Research Theme/Sub-theme: (Kindly check.)

_____ Theme 1-A: Teaching and Learning (Instruction & Curriculum)

_____ Theme 1-B: Teaching and Learning (Learners, Assessment, Learning Outcomes
_____ Theme 2: Child Protection
_____ Theme 3: Human Resource Development
_____ Theme 4: Governance cum Cross Cutting Themes
_____ Special Topic

Abstract (200 words, 1 paragraph)

The purpose of this qualitative study was to explore the impact of Home Inclusive Visitation
on the experiences of students at risk of dropping out from 9-HOPE students. Four grade
nine secondary students from CCNHS-DESS were selected from the assessment conducted
in their academic grades and engagement. The results of the interview were transcribed and
translated. Through in-depth interview, focus group discussion, and intervention it was found
out that feelings of pressure, tense, and being appreciated and supported dominated the
evocative responses of the targeted students on the use of Academic Coaching through
Home Inclusive Visitation. The help of peer tutor, and family involvement helped to address
learning difficulty, low self-esteem and poor disposition. As to their insights, feelings of being
appreciated, supported, recognized and motivated dominated the evocative responses of the
identified students to enthusiastically focus on their studies resulting to active learning
engagement and better academic performance. This study has significance in education as
to how to address the problem and find ways to prevent it. Finally, the study showed that
Academic Coaching through Inclusive Visitation is an effective tool to help students at risk of
dropping out to become actively engaged in the learning process.

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

I. CONTEXT AND RATIONALE (suggested: 3-4 paragraphs)

Teachers and parents have a big role to help students engage in school learning
environment. Of the many important issues facing policy makers, educators, concerned
citizens and parents throughout this country, one stands apart in this pandemic situation
where access to education is challenged: the possible number of students who will choose
to drop out of school. A complex and urgent crisis is facing our educational system today
since the whole world, especially our country is damaged by COVID 19 pandemic.
Students nowadays due to economic crisis and educational shift of learning might
choose to repeat or to be retained. This is due to lack of needed equipment to have access
to education and the use of Self-Learning Modules, making it less appealing and interesting
in the eyes of the students. Recent concern for dropouts is also fueled by a number of
economic, demographic, and educational trends that could exacerbate this problem in the
future. With the helping hands of the teachers who enable the children to see the difference
between innovation and stagnant the world begins to take shape and reshape into
modification, improvement and speedy progress. Parents apparently send their children to
school to acquire education which is a powerful legacy any child would inherit (Arum, Roksa
and Budig, 2008).
House to house visitation with social interventions can be a possible solution to that
problem making it possible to break the walls and to provide students with an assistance
where they can learn continuously despite the situation. However, despite the clear
advantages associated to science education, it reveals that a number of students who
participate in modular distance learning in some cases is decreasing and it also confirms
with low levels of academic grades.
In this study, the researchers would like to conduct a study on the use of Academic
Coaching through Home Inclusive Visitation to enhance student’s engagement in learning
environment and academic performance.

II. ACTION RESEARCH QUESTIONS

The study seeks to answer the following questions:

1. What are the experiences of students at risk of dropping out?

2. What are the feelings of students at risk of dropping out in the use Academic
Coaching through Home Inclusive Visitation?
3. What insights can the students share in the Academic Coaching through Home
Inclusive Visitation in terms of their academic engagement?

III. INNOVATION, INTERVENTION AND STRATEGY

The innovation used by the researcher is to incorporate the use of Academic
Coaching through Home Inclusive Visitation to address problems of students at-risk of
dropping out. Teacher home visit programs are used by many school systems as a way to
build relationships with parents to increase in-school parent involvement and, in turn,
increase student achievement.

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

It is not new to us that there are students nowadays who experience learning
difficulties due to many factors caused by COVID 19 pandemic. This is evident to their low
academic performance from their first grades and it is not easy for us teachers to convince
them to attend actively in modular distance learning considering of the situation and
equipment. The researcher would like to use Home Inclusive Visitation to boost the interests
of the students in learning and be active in modular distance learning.
The Home Inclusive Visitation is conducted every Friday with the adviser and
assigned subject teachers every week. It has been decided that the targeted students for
this project are students who are showing low engagement in modular distance learning,
Self-Learning Module and academic grade in the First Quarter. Everyday monitoring is
conducted thru phone calls both on parents/guardians and the concerned individuals.
Monitoring was also made with the help of peer and assigned buddy as peer-tutors and
cross-aged tutors. Exercises and supplementary materials like books, mobile phones and
handouts were also provided.

IV. ACTION RESEARCH METHODOLOGY (overall approach and the materials)

A. Research Design

In this research study, the researchers used descriptive qualitative method

particularly phenomenology in getting a clear understanding of human experiences,
penetrating into their thoughts, feelings and actions in order to gain insights from their
experiences. It clearly illustrates the specific details of the experience and how they are
seen by the subjects in the situation.

B. Locale of the Study

The study was conducted at CCNHS- DON E. Sero Site since the targeted
participants are from the said school.

C. Participants and other sources of data and information

The participants for this research are four (4) grade 9-HOPE students of
Cotabato City National High school – Don E Sero Site. All chosen participants were
identified as at-risk of dropping out due to low academic performance and minimal
engagement to learning activities in the distance modular learning.

D. Data Gathering Method

In the collection of data of the study, the researchers have undergone these
processes namely: in-depth interview with the study-informants, conduct focus group
discussion with the participants and take note on crucial information. Before conducting
the actual in-depth interviews and focus group discussions with the study participants,
the researchers made sure that ethical considerations were properly observed and
minimum health standards were followed.

E. Analysis of Data

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

Analysis of data in a research study involves summarizing the mass of data

collected and presenting the results in a way that communicates the most important
features (Hancock et al, 2007). Data were analyzed using a method which includes data
reduction, data display, conclusion drawing and verification (Zhang and Wildemuth,
2007).

IV. RESULTS AND DISCUSSIONS (Highlight High and Low)

This part present the participants’ experiences relating their insights and viewpoints
which include conclusions based from the information collected through in-depth interviews
and focus group discussion. The following research questions supplied data results from the
informants.

1. What are the experiences of students at risk of dropping out?

2. What are the feelings of students at risk of dropping out in the use Academic
Coaching through Home Inclusive Visitation?

3. What insights can the students share in the use of Academic Coaching through
Home Inclusive Visitation in terms of their academic engagement?

Question No. 1 What are the experiences of students at risk of dropping out?

The targeted students in this study were asked about the experiences they have
encountered/felt as triggering factor to their status as students at risk of dropping out.
Common themes are family hostility, learning difficulty, low self-esteem and peer influence
dominated the evocative responses of the identified students.

THEME RESPONSES INTERPRETATION

• Family Hostility and
Adversity
 “Baguli si ama a • “Mag-uwi si papang
galangut den di tap lasing na kaya hindi ako
aka-focus sa module” maka-focus sa
 “Bedsikad ako mapita module…”
taman sa malulem • Nagasikad ako buong
para ibamasa pegkan” araw para pambili ng
 “Saki i belimbal sa ali pagkain.”
ko ka bamipi si ina” • “Ako po ang
nagbabantay ng aking
bunsong kapatid dahil
naglalabada po ang
aking nanay.”

• Learning Difficulty  “Da bamando sa laki • “Walang nagaturo sa

sa kabedsagot apeg a akin sa pagsagot ng

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

di ko man sagabutan” module kaya hindi ko

 “Gapasangan ako sa mainrtindihan.”
science, math apeg a • "Mahina po ako sa
english” Science, Math and
 “Gapasangan ako sa English
kabedtuntay sa • “Hirap na hirap po
modyul” akong intindihin ang
module.”

• Low Self-Esteem and  “Gawan ako man na • . “Nawawalan +op o ako

Poor Disposition pag-asa sa makapass ng pag-asa na
sa ngaba lagun..bale makapasa sa taong ito..
next year ako bu“ kaya next year na
 “Gapok ako bangagi“ lang..”
 “Di ko man gagaga I • . “Tinatamad +op o
module u saki bu“ akong mag-aral…”
• “Hindi +op o kasi kaya
ang module kung ako
lang po..”

• Peer Influence  “Bagunot ako sa mga • “Nagasama ako sa mga

pakat ko sa palaw ka kaibigan ko sa palaw
bembola kami“ para magbasketball
 “Inanggat ako na • “Niyaya po ako ng mga
pakat ko mag ML“ kaibigan ko na maglaro
ng ML”

Question No. 2 What are the feelings of students at risk of dropping out in the use
Academic Coaching through Home Inclusive Visitation?

The targeted students in this study were asked about the feelings they experienced during
the first days, weeks in the use Academic Coaching through Home Inclusive Visitation.
Feelings of pressure, tense, and feelings of being appreciated and supported dominated
the evocative responses of the identified students.

• Motivated and  “Di ako ren gayan • Hindi na ako nahihiya

Confident upama tama o mali I kung tama o mali ang
sagot ko sa modyul“ sagot ko sa module.”
 “Mas kalinian ko ren • “Mas interesado na ako
saguna bangagi kasi ngayon mag-aral kasi

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

sakami tegarera na sabay na kami ng

klamit ko sa kasagot kaklase ko magsagot ng
sa modyul“ module.”
 “Nagep ako ka • “Ako ay nabigla noong
ninangay si sir sa pumunta si sir sa bahay
walay way Masaya naming pero nagging
ako bun“ masaya ako”
 “Nagilekan ako kasi • Natakot ako kasi
nabisto ni ina na di nalaman ng nanay ko
ako ged bedsagot sa na hindi ako masyado
modyul way mapya nakakasagot sa module
bun ka natabangan dahil sa pagpunta ni sir
ako sa kasagot“ pero at least
natulungan.."

• Happy and Grateful  “Nagilekan ako kasi • “Natakot ako kasi

nabisto ni ina na di nalaman ng nanay ko
ako ged bedsagot sa na hindi ako masyado
modyul way mapya nakakasagot sa module
bun ka natabangan dahil sa pagpunta ni
ako sa kasagot“ sir.”
 “Bedtabangan ako ren • “Tinutulungan na ako
na mga pakat ko sa ng mga kaibigan ko sa
kasagot sa modyul“ pagsagot ng module.”
 “Paganay a mapasang • Dati maahirap
ged matuntayan I intindihin ang lesson
modyul way ok ren lalo na ang Math,
saguna ka steady Science at English pero
follow up si sir sa laki“ okay na ngayon dahil
 “Sabap sa selpon a lagging naga-follow up
ininggay ni sir steady si sir sa akin.”
ko bedtawagan si sir • “Dahil sa binigay na
upama aden di cellphone ni sir, mas
gasabutan“ madali na sa akin ang
magtanong kapag
meron akong hindi
naiintindihan.”

Question No. 3 What insights can the students share in the use of Academic Coaching
through Home Inclusive Visitation in terms of their academic engagement?

The targeted students in this study were asked about the insights they experienced during
the first days, weeks in the use Academic Coaching through Home Inclusive Visitation.
Feelings of being appreciated, supported, recognized and motivated dominated the
evocative responses of the identified students.

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

 “Pakadsalangan ako • Nakakasabay na ako sa

ren sa kaklase ko sa mga kaklase ko sa
Better Academic Results messenger para messenger para sa
module kasi module kasi tinulungan
bedtabangan ako ni ako ni sir.”
sir“ • “May sagot na ang
 “Aren den sagot na module ko kesa nung
module ko kena dati.”
pagidsan paganay“ • Mas mataas na ang
 “Mapulo den I score score ko ngayon.”
ko saguna“ • Mas naga-study na ako
 “Bagistady ako ren ngayon kasi alam ko
saguna kasi katawan magpunta si sir.”
ko bedsya si sir“ • Madali na lang para sa
 “Malamo den sa laki i akin ang mga activities
mga activity sa sa module.”
module“

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

As the responses of the students at risk of dropping out emphasized that some of the
reasons for these feelings of pressure, tense, and being appreciated and supported are the
lack of knowledge and skills, and unfamiliarity with the program conducted by the teachers.
These feelings contributed a lot to their feelings of anxiety and the same time dignified.

The above findings are aligned with the study of Croninger and Lee (2001) in America that
caring teachers are important of social capital for students, positive relationships between
students and teachers both in and out of class which reduces the probability of dropping out
by nearly half. Such a relationship is important particularly to students from disadvantaged
backgrounds and those experiencing academic difficulties who are at risk of dropping out.
Emotional support and understanding are much needed by these students from their
educators. It emerged that students are less likely to drop out of schools if the relationships
between teachers and students (perceived on students’ responses) are more positive, a
finding consistent with findings made by Wotherspoon (2004) in a study of high school
dropouts in Japan.

The lack of parental involvement and teacher’s connection is a problem that often leads to
higher dropout rates, especially among high school students. Parents together with teachers
play an important role when it comes to attendance and participation. If a parent or teacher
doesn't encourage his/her child to stay in school or actively participate in school activities,
show interest in classes, communicate with administration, or pay attention to homework
assignments, the child might not see any reason to follow through with the coursework.

In reference to the given question, according to Stetson et al. (2012), home visits produce
incredible growth in the work of students, and home visits have affirmative impacts on the
attitudes of students at school. This becomes the opportunity for teachers to learn about
their students’ diverse backgrounds first-hand while bridging the gap between school and
home. Home visits can work as reconciliation sessions among the student, the parent, and
the teacher. This improved the relationship between the teachers and the students.
Numerous objectives exist for home visits including bridging specific cultural barriers, giving
an account of academic progress, using parental help to build educational success, and
ensuring that the parents have the right tools to do so. These visits are crucial because they
allow the parent and the student to interact with the teacher in a way that is not intimidating.
These visits can likewise enable a teacher to have better comprehension of the different
strengths and difficulties faced by a student when meeting a student and his/her family in a
casual setting.

Further, using effective strategies to enhance academic success and engage students is
another factor to reduce drop out rates (Dynarski et al., 2008). Suggested interventions
focused on enhancing student achievement may be offered through tutoring; homework
assistance programs; or more intense academic support either as a part of the regular
school day, after school, during the summer, or on weekends

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

VI. REFLECTION AND CONCLUSION

The following conclusions are drawn from the result.

1. Financial adversities and family hostility greatly affected the students at risk of
dropping out (SARDO).

2. Student lives in a community which does not help him/her to develop his/her optimum
potential, and negative influence surround the student’s environment, the risk of
dropping out will certainly increase.

3. Based from the result, students at risk of dropping out have a very positive attitude
towards the use of Academic Coaching through Home Inclusive Intervention.

4. The students at risk of dropping out became more active in the distance learning.
They tend to enjoy the guidance provided by teacher’s monitoring, peer tutor and
parent’s involvement.

5. The students find it very effective as they think there is an improvement in their class
performance and they were able to have good scores in their self-learning modules.

VII. RECOMMENDATIONS

Based from the conclusions, the following recommendations were proposed.

1. Provide or intensify student’s personality trainings and workshops to boost their self-
esteem, self-discipline and disposition in life.

2. Intensify the conduct of parents’ seminars and symposium that family is vital in the
academic performance of students.

3. Conduct activities (with PTA) such as: family sports festival, teacher-student outing
and bonding can also be encouraged to build a strong relationship between the
students’ families and the teachers as well as the school administrators.

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

VIII. ACTION PLAN

STRATEGIES HUMAN MATERIALS FINANCIAL SOURCE OF TIME FRAME EXPECTED OUTPUT

RESOURCE FUND
Collect local data to * School Head *Memorandum N/A MOOE November List of students with low
better predict who *Subject teachers *Grade Sheets 2020- engagement in distance
will dropout – history *Adviser February learning modality
of student absences, 2021
grade retention, low
levels of academic
achievement, social
engagement and
disengagement from
school
Conduct an * School Head *Memorandum/ 100.00 MOOE November Parents/ Guardian’s
orientation to the *Subject teachers Activity Plan 2020- active response to the
parents of the *Adviser February activity
concerned students *Parents 2021
and teachers on the *Targeted students
purpose of the
program
Personally visit the * School Head *Activity Plan 100.00 MOOE November
community to locate *Subject teachers 2020- Students will be
students at risk of *Adviser February properly assessed on
dropping out and *Parents 2021 their current standing
assess their current *Targeted students and be recommended
situation and for possible
challenges with the interventions
help of Barangay
Personnel.

Tap adult/peer *School Head *Monitoring *Communicatio MOOE November

advocates to work * Parents Sheets n allowance 2020- Students will actively
with targeted *Classmates/ Peers February participate in peer-
learners that will do *Adviser 2021 tutoring/ cross-aged
much more than tutoring.
mentor at-risk
students and are
expected to provide
substantial support.

Schedule a specific
time of the day in the
conduct of this
activity. Assessment
of performance shall
be made thru phone
calls.

Tutoring; homework *School Head *Supplementary 500.00 MOOE November

assistance * Parents Materials 2020- Students will be more
programs; * Subject Teachers February active in doing tasks
*Adviser 2021 and activities.
*day-to-day
monitoring thru
phone calls with the
students and
parents

*peer-tutoring/
cross-aged tutoring
as learning buddy

*informal teaching
shall be made on

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

Home Inclusive
Visitation schedule
*responsive
instructional
practices (modeling,
guided practice,
feedback)

*provide cellphones
to these students
through the Project
CP of the school

“provide also
available textbooks

Conduct informal *School Head 100.00 MOOE November Students will be more
-personal dialogue * Parents 2020- engaged in activities
sessions with the * Subject Teachers February and be actively involved
students in order to *Adviser 2021 in dialogue and
assist students in
developing social
skills, such as
effective
communication and
problem-solving
skills; identifying,
understanding, and
regulating emotions;
goal setting; and
conflict resolution
Conduct informal *School Head *Supplementary 100.00 MOOE November Parents active response
dialogue with * Parents Materials 2020- and feedback
parents in regular * Subject Teachers February
basis for effective *Adviser 2021
and direct feedback
for psychosocial and
academic
development

*monitoring of
parent’s observation
and feedback shall
be done everyday
through phone
calls/messages

Gather students’ *School Head *Students’ 100.00 MOOE November Students’ academic
output to assess * Subject Teachers outputs 2020- rating, scores, and
their current *Adviser February grade
development in the 2021
program.

The use of test

scores, SLM results
and other means.

References: (APA Form)

Arum, Richard, Josipa Roksa, and Michelle J. Budig, “The Romance of College Attendance,”
Research in Social Stratification and Mobility, Vol. 26 (2008).

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 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

Croninger, R.G. ,& Lee, V.E.(2001). Social Capital and Dropping Out of High School:
Benefits to at Risk Students of Teachers’ Support andGuidance. Teachers College Record,
103(4): 548-582.

Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., & Smink, J. (2008). Dropout
prevention: A practice guide (NCEE 2008-4025). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. doi:10.1207/S1532771XJLE0103_2

Hancock M, Herbert RD, Maher CG. A guide to interpretation of studies investigating

subgroups of responders to physical therapy interventions. Phys Ther. 2009;89:698–704.

Namey E., Guest G., Thairu L., Johnson L. Handbook for Team-Based Qualitative Research.
Altamira Press; 2007. Data reduction techniques for large qualitative data sets. pp. 137–161.

Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home visits: Teacher reflections about
relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21–
37.

Zhang, Y. & Wildemuth, B. (2007).Qualitative analysis of content. Thousand Oaks, CA: Sage
Publications. Retrieved June 6, 2014 from http://www.slideshare.net/omermirza/content-
analysis-29704682

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