RONALYN D.

EMETERIO
MAED
 A CASE STUDY ON THE

MAINSTREAMING OUT OF SCHOOL YOUTH: AN APPROACH TO BALIK-

ARAL

By:

RONALYN D. EMETERIO, MaEd

July, 2022

Introduction

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

another level that should be overcome, almost students were in their teenage

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

undeniably exciting stage of a person’s life. Moreover, as we all know in schools

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

status perhaps or the incapacity to avail the education and there were a number

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

his capability to stay in school and his performance.   

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

may feel "stupid," but emotional or mental health problems and "hidden" learning

disorders, not low intelligence, often are the root causes of their inability to meet

the standards of a school there are several factors that can lead to school failure;

among them are depression, anxiety, problems in the family, and learning

disabilities.

     One of them main factor of the Balik Aral is the school problem. For them,

they failed because of learning disorder and not enough to meet the standard of

a school work that also it can cause to depression, anxiety, and learning

disabilities.The students finished their study and decided to stop because of the
personal, school and family reason. One of the consequences of Balik Aral

Students are their age are older than their classmates.

     Promoting school completion encompasses more than preventing student.

For example, it is characterized by school personnel emphasizing development

of students’ competencies rather than dwelling on their deficits. Successful

programs are comprehensive, interfacing family, school, and community efforts

rather than offering a single, narrow intervention in one environment; are

implemented over time rather than at a single period in time; and make an effort

to tailor interventions to fit individual students rather than adopting a

programmatic ‘‘one size fits all’’ orientation. School-completion programs have a

longitudinal focus, aiming to promote a ‘‘good’’ outcome, not simply prevent a

‘‘bad’’ outcome for students and society (Christensen and Thurlow, 2007).

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

stage agrees on adolescence stage wherein there is a difficult transition between

the childhood and adulthood. Moreover, it can be noticed that there are

resemblances on the school factor.

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

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

academic achievements of regular middle and high school students.

     The several explanations for the negative effects associated with grade

retention are including the absence of specific remedial strategies to enhance

social or cognitive competence. Failure to address the risk factors associated

with retention and retained children are subsequently overage of grade, which is

associated with deleterious outcomes, particularly as retained children approach

in school and stigmatization by peers and other negative experiences of grade

retention may exacerbate behavioral and socio-emotional adjustment problems.

     Many of the Balik Aral Students can’t survive their problem and it is also

affecting them in their performances. For the Balik Aral Student, it aims to help

them continue their school until they complete. This will enhance healthy school

adjustment by providing supportive environment and will develop the student

perception of school as safe, cohesive and well-organized environment in which

they will learn and grow.

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

particularly the conflict stage of “industry versus inferiority,” that lasts from 6 to 11

years. In our culture, school life begins here. This stage is the beginning of life

outside the family; a stage of systematic instruction, a movement from play to a

sense of work. This stage describes that a child needs to do well and develop a

sense of work completion and satisfaction in a job well done. Otherwise, the child

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

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

emphasizes the difficult transition between childhood and adulthood that can be

strongly affected by social limitations and possibilities. The adolescent is likely to

suffer from confused roles. Doubts about one’s sexual attractiveness and sexual

identity are common to this stage. The inability to develop a sense of

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

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

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

identity.Because of these crucial stages where most high school students in the

country are where at, many problems arises that can affect their functioning in

their daily lives.

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

enrolled) was 1.53 as of 2009. Its highest value over the past 11 years was 1.62

in 2006, while its lowest value was 0.85 in 2005. On the other hand, the male
repeaters were 4.36 as of 2009. Its highest value over the past 11 years was

4.87 in 2006, while its lowest value was 2.73 in 25 (UNESCO, 2009).

     Studies on dropping out have attributed the phenomenon mainly to

poverty.One extensive critical review of about 50 studies on public school

education described dropouts as coming from low-incomefamilies whose parents

had little or no education, and who were unemployed or had jobs that gave them

little or irregular income. The study also identified reasons for dropping out such

as poor health due to malnutrition, distance between home and school, lack of

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

―socially selective since most dropouts were from socio-economically

disadvantagedbackgrounds.

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

schools, which is further elucidated by data on dropouts. The statistics on the

national average dropout rate for each school level has remained higher than

expected (1 to 2 %), sometimes as much as 2 digits. Moreover, even if dropouts

re-enter school at some point many repeaters eventually drop out at a later time.

Re-admission seems to have little positive effect on achievement (Nava, 2009).

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

and locations are at-risk of dropping out for various reasons. Some of these

factors are common to all dropouts, while others are more keenly associated with

specific groups.

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

dropout rates in public elementary and high schools in six years. He cited a UN

report in 2000, which showed that in nearly five decades since the 1960s,

dropout rates at the public elementary level, had remained high, with 28 to 34

percent failing to complete Grade 6. Furthermore, stating the latest data from a

separate study he did not identify, Escudero estimated that of the 100 children

who entered Grade 1, only 86 moved on to Grade 2, 76 to Grade 4, 67 to Grade

6, and only 65 finally completed the six years of elementary education. Of the 65,

only 58 enroll in high school and 45 are able to graduate (Ubac, 2009).

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

significantly reduced, according to the Department of Education (DepEd), (2011).

DepEd cited that 56 secondary schools across the country have reported zero

incidences of students quitting school. Sec. Armin Luistro attributed the decrease

of dropout rates to the department's Dropout Reduction Program (DORP), which

provides alternative delivery programs to keep students in school and finish basic

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

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

social and economic situations and provide them quality education.

     Increasing government funding has not also completely addressed the

dropout problem. Despite the general increase in allocation for education through

the past years, the dropout problem remains one of the challenges for educators.

Contrary to expectation, allotting more funds to public education did not

necessarily bring about substantial reduction in dropout rates. This is because

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

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

budget for basic education has increased by 25 per cent from 2000 (PhP80 M) to

2009 (PhP150M). However, the real value of per capita cost has decreased from

PhP6, 000 in 2000 to PhP4, 000 in 2009 (Department of Education, 2009). Thus,

increase in dropout rates is not surprising despite increase in the budget because

there have been more students accommodated by the public schools than could

be adequately financed.

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

major concern in basic education (National Education and Testing Research

Center, 1990). Cohort Survival Rates (CSR) for the past 10 years has fluctuated

between 60 % and 80 % in both elementary and secondary levels (Department of

Education, 2008).  These statistics mean that about between 20 to 40 % of

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

school, about one-third of them do not finish high school. If the numbers are

added up, they indicate that about half of Grade 1 pupils complete secondary

level; the other half are, for one reason or another, lost along the way.

Assumptions of the study

     The researchers formulated assumptions that the Mainstreaming out of

School Youth: An Approach to Balik Aral. The researchers visualized that

different kinds of factors concerning like personal, school and family factors. By

determining the involvement of out of school youth, researchers now identified if

beyond out of school youth may lessen or will remain the same.

     The researchers collect reliable data gathered by means of researcher-made

questionnaire and interview. As the data was collected, researchers conducted a

statistical treatment to strengthen the reliability of results.

Statement of the Problem

     The general problem of the study is: How may the Out of School Youth

Mainstream in the school as basis for Balik Aral approach. 

     Specifically the study aims to answer the following question:

1. What is the demographic profile of the respondents in terms of the following;

1.1 age;

1.2 gender;

1.3 grade level

2. How may the Out of School Youth be evaluated in terms of;

2.1 personal factor

2.2 family factor

 2.3 school factor

3. What are the factors that affects students to stop studying?

4. What are the challenges of Out of School Youth during their study in school?

5. What comprehensive approach may be proposed to the Out of School Youth

to be in the mainstream?

Significance of the Study

The study is deemed significant to the following:

Out of School Youth. An eligible youth who is a school dropout or an eligible

youth who has received a secondary school diploma or its equivalent but is basic

skills deficient, unemployed or unemployed. It is also refers to learners who a

finished grade level stopped that stop schooling and enrolled in the next grade

level after a year or more.

Teachers. A person who helps students to acquire knowledge, competence,

virtue or a person who teaches, especially in a school. It will be able to think

ways for strategies to the lesson of the student and to give more knowledge and

understanding to the lesson.

Parents.  The research study would help each parent to ensure their children’s

rights inside school premises are being provided. The learners’ rights are

important to be acknowledge for it happens to cause positive results, like good

attendance, school engagement, better learning environment and better

academic performance. It is important to help the children affecting them on

academic performance.

Curriculum Chairman. Will serve a thanks giving present especially to plan and

develop of focusing on the services and activities of students who are approach

in school to increase the number of students diligent to school environment.

Guidance Counselor. The study could help the school guidance counselors on

the out of school youth. The program must be evaluated whether it is already

effective or is in need of more application. Thereby, guidance counselors can

learn more new ways or techniques on how to handle different cases.

Principal. The study would benefits the school principal by means of assessing

the factors beyond the increasing of out of school youth. Positive results would

also give positive remarks on the school and the principal. Most likely,

performance of different educational institutions are being examined through the

higher office by citing their participated outside contests, annual student

assessment in his teachers and school environment, and definitely, the out

school youth.

Future Researchers. The researcher would be beneficial to the future

researchers if they would fortunately study the topic on different setting or other

domains. The study will give them the preliminary knowledge to test or develop it.

Scope and Limitation of the Study

     This study was limited to the specified aspects of concern involving the

mainstreaming the out of school youth. As basis to Balik Aral approach. The

locale of the study was the Baranggay Yakal, Francisco Homes in the City of San

Jose Del Monte Bulacan during school year 2019-2020.

     This study is to conduct a survey outside of the school and inside the school;

in Junior High School and Senior High School students in San Jose Del Monte

National High School.

Research Respondents  

     In order to determine the mainstreaming out of school youth: an approach to

balik aral, the out of school youth were asked to participate. To achieve pertinent

information, certain inclusion criteria were imposed. The participants qualified for
sample selection must be the out of school youth and balik aral in the Baranggay,

Yakal Francisco Homes in San Jose Del Monte, Bulacan. This qualification

ensured that the participants understand the nature of survey and its use for the

study, making the survey items easy for them to accomplish. The out of school

youth and balik aral are chosen to be the respondents of the research based on

the actual real life experiences. It was chosen to represent the school.

Sampling Method

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

sampling also known as judgmental, selective or subjective sampling is a form of

non-probability sampling in which researchers rely on their own judgment when

choosing members of the population to participate in their study. It is a samples

for a special purpose, a limited group of population.A purposive sampling refers

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

This judgmental sampling is in some way “representative” of the population of

interest without sampling at random. Purposive sampling can be very useful for

situations where it is needed to reach a target sample quickly and where

sampling for proportionality is not the primary concern.

Data Gathering

     The researchers secured a written permit to the administrators of San Jose

Del Monte National High School. Records from the curriculum chairman is useful

enough for the needed data on the list of student of Balik Aral.

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

the selected respondents and then they made sure each participant corresponds

to their predefined criteria. 

     The researchers collected the data by means of questionnaire that comprises

their age, gender and year level. The factors affects by the respondents will be

identified through the second part of the questionnaire that was given to the

respondents.

     After, the respondents have taken the tests; the papers were checked, tallied,

interpreted and analyzed.

Research Instrument

     A type of researcher-made questionnaire was made as the main data-

gathering instrument for this study. The profile contains characteristics of the

respondents such as age, gender and year level.

     The questionnaire proper explores the Mainstreaming out of School Youth: An

Approach to Balik Aral. The choices represent the agreement each respondent

has on the given question.

Definition of Terms

This study is deemed the terms of variables to the following.

Balik Aral. This refers to learners who finished grade level stopped schooling

and continue enrolling grade level or more. This refers to the students who goes

back to school after a year or more of vacationing and decided to continue

his/her studies. It can also be referred to as “back to schooling.”

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

family’s situation and financial issues. Family factor which includes the family

situation and the financial issues of the respondents

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

the rate or prevent the students from staying out of school. A treatment method

used by the mental health community and utilized in a number of ways to better

the situation of individuals who have become dependent on various substances

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

students affecting them such as, self-esteem, health problems, early pregnancy

and other personal issues. Personal factor, that pertains to the respondent’s

health-related issues and other personal concerns.

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

hinders them from performing well in school. School factor, which pertains to the

respondent’s concerns about the teachers, classmates, subjects and the school

facilities

Mainstreaming. The context of education, is the practice of placing students with

special education services in a general education classroom during specific time

periods based on their skills. It is help children with disabilities adjust to being

with their non-disabled peers and to help them adapt to the demands of a regular

education class.

Out of School Youth. It is refers to 14-21 year old migrant youth who have not

graduated from high school, have not received a high school equivalency

diploma and/or have not passed the high school equivalency examination. This

population includes new immigrant students who fit the profile of “Here-to-Work”.