Convergent Approach in Understanding Learners-At-Risk of Dropping Out. This study was realized because I wanted to understand the reason behind at risk learners.

1. 1
CONVERGENT APPROACH IN UNDERSTANDING LEARNERS - AT-
RISK OF DROPPING OUT
A Thesis
Presented to
The Graduate School
CEBU TECHNOLOGICAL UNIVERSITY
Danao City Campus
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Administration and Supervision
JUANITA H. NAVARRO
May 2019

2. 2
APPROVAL SHEET
This Thesis entitled “CONVERGENT APPROACH IN UNDERSTANDING
LEARNERS - AT- RISK OF DROPPING OUT”, prepared and submitted by
JUANITA H. NAVARRO in partial fulfillment of the requirements for the degree
Master of Arts in Education (MAED) major in Administration and Supervision has
been examined and recommended for acceptance and approval for Oral
Examination.
THESIS ADVISORY COMMITTEE
ROSEIN A. ANCHETA, JR. ASEAN P.E., DM, Ph. D.
Chairman
REBECCA DC. MANALASTAS Ed.D, Ph. D.
Co- Chairman
ROSELYN R. GONZALES, Ph.D.Ed. VICTOR D. VILLAGANAS, Ed.D.,LLB,Ph.D
Adviser Member
PERLA N. TENERIFE, Ed. D. Ph.D. ROSE MARY L. ALMACEN, Ph. D.
Member Member
GALILEO A. TOLEDO, Ph. D. GAMALIEL G. GONZALES, Ph. D. Ed.
Member Statistician
________________________________________________________________
APPROVED by the Committee in Oral Examination with a grade of PASSED.
PANEL OF EXAMINERS
ROSEIN A. ANCHETA, JR. ASEAN P.E., DM, Ph. D.
Chairman
REBECCA DC. MANALASTAS Ed.D, Ph. D.
Co- Chairman
ROSELYN R. GONZALES, Ph.D.Ed. VICTOR D. VILLAGANAS, Ed.D.,LLB,Ph.D
Adviser Member
PERLA N. TENERIFE, Ed. D. Ph.D. ROSE MARY L. ALMACEN, Ph. D.
Member Member
GALILEO A. TOLEDO, Ph. D. GAMALIEL G. GONZALES, Ph. D. Ed.
Member Statistician
ACCEPTED and APPROVED in partial fulfillment of the requirements for the
degree Master of Arts in Education (MAED).
Comprehensive Examination: Passed
Date of Oral Examination: April 17, 2019
GALILEO A. TOLEDO, Ph. D.
Dean, Graduate School

3. 3
ABSTRACT
CONVERGENT APPROACH IN UNDERSTANDING LEARNER’S-AT-RISK
OF DROPPING OUT
Juanita H. Navarro
juanita.navarro001@deped.gov.ph
Cebu Technological University –Danao City Campus
Understanding learner’s-at-risk of dropping out is not that easy. There is a need
to do everything just to give them assurance that you really understand their
situation and try to look for the determinants affecting their struggles. This research
assessed the determinants of Learner’s-at-Risk of Dropping out in Tayud
Elementary School, Tayud, Consolacion, Cebu for the school year 2018-2019 as
basis for appropriate work plan. The inputs were analyzed by means of an
appropriate statistical procedure making use of modified questionnaire and were
interpreted to arrive at precise findings. The determinants affecting learners-at-risk
of dropping out are categorized as Family, Individual, Community and School. The
family factors affecting the respondents were parent’s psychological and emotional
support, parent’s expectation regarding their academic performance, household
chores and domestic violence. It was been found out that the top 3 school risk
factors greatly contributed to learner’s-at-risk of dropping out were insufficient
school equipment/facilities, teacher-student ratio, high expectations of teachers,
inadequate school guidance and counselling program, and conflict with teachers.
The respondents are also affected by the presence of celebrations, such as fiesta
and birthdays, poor road condition, the presence of vices such as gambling,
drinking and smoking in their community. Based on the findings, it can be
concluded that the determinants affecting learners-at-risk of dropping out were the
family, individual, community and school. It is recommended that the appropriate
work plan for the improvement of at risk learners be implemented to cater the
needs of the 21st
century learners.
Keywords: Instruction Supervision; Appropriate Work Plan for Learner’s-at-
Risk of Dropping Out; Descriptive-Analytical Method; Tayud, Consolacion,
Cebu, Philippines.

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ACKNOWLEDGEMENT
Conducting a research is not that easy to do with. It needs patience, courage,
determination, perseverance and willingness to face whatever obstacles that might
be encounter while doing the study. This research would not be possible without
the help of the brilliant minds of kind-hearted teachers who diligently, patiently, and
professionally share their knowledge, wisdom and expertise to make this study
realize.
To Dr. Rosein A. Ancheta Jr., the chairman and the president of Cebu
Technological University for his endless support to all graduate school students
and let the researcher develop her potential;
To Dr. Rebecca DC. Manalastas, the co-chairman of the panel examiners for
being benevolent in sharing her knowledge and expertise to all the researcher;
To Dr. Roselyn R. Gonzales, Adviser, for rendering her unselfish time despite
of her busy and hectic schedules, for being dedicated to share her knowledge and
wisdom to make this study possible, for inspiring and motivating the researcher to
pursue her study;
To Dr. Galileo A. Toledo, Dean of the Graduate School, for his untiring
encouragement for the researcher to grow by profession and pursue her ambition;
To the panel members namely: Dr. Victor D. Villaganas, Dr. Perla N. Tenerife,
Dr. Rose Mary L. Almacen, and Dr. Gamaliel G. Gonzales the researcher’s
statistician for being selfless with regards to their perceptions, suggestions, and
recommendations which help to enhance the study;

5. 5
To Mrs. Fe M. Baladjay, School Principal, for allowing the researcher to conduct
a research in Tayud Elementary School;
To all my friends especially the “Intelligent Group” who believes my capacity
and capability and never feel tired of understanding my situation despite of the
rough roads that I’ve been through;
To my Co- Teachers of Tayud Elementary School especially to my Grade 6
family, for their heartwarming words of encouragement;
To the Master Teachers of Tayud Elementary School namely: Nerisa Abucay
and Epifania Puchero for being kind-hearted of their perceptions and suggestions;
To all the people whom contributed a lot to the success of this study;
Above all, to the Almighty God, for guiding me all the time and giving the
courage and strength to face the trials and hindrances that I had been encounter
while doing the study.
To all of you, I truly appreciate the multiple ways you have helped me reach my
goal. I may not be able to reach this far without your helping hand.
Thank you, thank you so much!
“NETZ”

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DEDICATION
I would like to take this opportunity to thank God above all for letting me
realize my directions and purpose in life.
To my family, whose patience, moral support, understanding, and
unconditional love motivates and inspires me to pursue this study
To my ever beloved husband Jojo, no words can express how grateful and
lucky I am to be your partner
The goodness of your heart cannot be found in others heart
To my children namely: Jaye John, Jeff Khianne, Kate Hazel and to our little
angel inside my womb, it’s all worth to have you as my kids
I may not be rich in wealth but I am so much blessed to have a wonderful life
with you
To my Dear Parents Abdulio and Leonida, whose unending support and life
status give me an eagerness to strive hard and strengthen my faith to God
To my brothers and sisters who unselfishly support me financially
To my “Intelligent Group”, namely: Liezle, Florenda, Asleah, and Nerissa,
thank you so much for being with me all through out of my journey
To all the people who gives me a reason to go through with this rigid,
amazing, and unforgettable journey
To all of you, I humbly dedicate this writings to you.
“NETZ”

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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xi
Chapter 1. THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale of the Study 1
Theoretical Background 4
THE PROBLEM 8
Statement of the Problem 8
Significance of the Study 9
RESEARCH METHODOLOGY 10
Design 10
Flow of the Study 10
ENVIRONMENT 12
Respondents 15

8. 8
Instrument Design 15
Data Gathering Procedure 16
Statistical Treatment 16
Scoring Procedure 17
DEFINITION OF TERMS 18
Chapter 2: PRESENTATION, DATA ANALYSIS, AND INTERPRETATION
OF DATA 20
Profile of the Respondents
Combine Family Income 22
Status of the Family 23
Number of Siblings 24
Hobbies and Interest of Learners 25
Determinants Affecting Learners-at- Risk of Dropping Out 26
Family 26
Individual 29
Community 30
School 32
SCHOOL INTERVENTION PROGRAM 34
School Initiated Intervention: Instructional 34
School Initiated Instruction: Non-Instructional 35
Chapter 3: SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION 36
Summary 36

9. 9
Findings 36
Conclusion 37
Recommendation 38
Chapter 4: OUTPUT OF THE STUDY 39
BIBLIOGRAPHY 43
APPENDICES
A. Request letter to the School Principal
B. Survey Questionnaires 45
C. Turnitin Certificate
CURRICULUM VITAE 51

10. 10
LIST OF TABLES
Tables Page
1 Respondents of the Study 15
2 Age and Gender 21
3 Combined Family Income 22
4 Status of the Family 24
5 Number of Siblings 25
6 Hobbies and Interest of Learners 25
7 Family Risk Factors Affecting Learners 26
8 Perceptions on the Importance of Education 29
9 Vices of the Respondents 30
10 Organizations that the Respondents Engaged In 30
11 Community Risk Factors Affecting Learners-at-Risk 31
Of Dropping Out
12 School Risk Factors Affecting Learners 33

11. 11
List of Figures
Figure Page
1 Theoretical Framework 5
2 Flow of the Study 11
3 The Location Map of Tayud Elementary School 14

12. 12
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Student dropouts are ongoing concern in countries all over the world. In North
Carolina USA for example, as stated in Public Schools of North Carolina
Consolidated Report, there were 13,488 students who did not finish their studies
in 2011-2012. Dropout is defined as “any student who leaves school for any reason
before graduation or completion of a program of studies without transferring to
another elementary or secondary school”. Like other school throughout the world,
educators are obliged to made improvement in order to keep track of at risk
learners. Teachers as an educators should think positively that these at risk
learners must graduate and ready to face the challenges in life especially in finding
job.
According to Statistics 2010 in North Carolina USA, public schools must make
the learners ready to be globally competitive and become successful in facing the
difficult economic period. Facing the hard times in life without a higher credential
is not that easy. In reality, even those students who have earned a college degree
find it hard to have a better job. How much more those students who did not even
earn an elementary credentials? It seems like a floating boat without any direction
or purpose to go through.

13. 13
Hanushek, Lavy, and Hitomi 2006 state that dropout is a problem for many
reasons. In order to deeply understand the situation of every learner, everybody
should consider the fact that dropout might be a problem of two aspects. First,
education is said to be an important factor affecting the economic growth and
depletion of prospective productivity in a certain country is due to unseasonable
dropout. The progress of a country lies upon the people who live within it and made
improvement for the betterment of everybody. Second, within education field in
order to lower down the cost of achieving dropout rate. Orbeta 2010, stated that
dropout is a concern that might be given emphasis for it is one of the important
factor that needs an immediate solution because it may lead to someone’s struggle
later on.
Children are sent to school by their parents because they want them to have
a brighter future when they finish their studies. It is also the reason why children
go to school because they believe that teachers will transform and help them to
become more productive and competitive individuals in different aspects. Thus,
whatever may happen teachers will give them attention and patience to teach,
love, care, support, and understanding that usually other children don’t experience
from their real parents. The feeling that teachers will be remembered by those
children in the near future because they contributed a lot for their success, can’t be
bought with any material thing, because the truth is, the success they will achieved
and the happiness they feel bring deepest joy in teacher’s heart and fulfillment of
his/her profession. That is one of the reasons why teachers always do their best,

14. 14
exert time and effort despite of their hectic schedule just to conduct home visitation
to those at risk learners.
Orbeta 2010, found out that lack of personal interest is the main reason for
dropping out and might be of several reasons that urge the learners of not going
to school. It may be due to being impatient and poor information on the importance
of education. They do not even wait what education can do for them a few years
after their sacrifices because the fact is that they wanted to have an instant output.
The contribution of education system of not producing a productive and
competitive individuals might be a concern that affect at risk learners. Lastly, the
accumulation of all the frustrations encountered especially in coping up the
lessons due to lack of educational equipment and facilities may lead to loss of
personal interest in going to school.
While other school throughout the world are challenged with at risk learners,
Tayud Elementary School also striving for this issue. This problem posed a great
impact to the school and the teachers’ performance as well. Teachers are rated in
so called Results-Based Performance Management System (RPMS) where
dropouts are included in the rating sheet. In reality, conducting home visit is risky
and hassle on the part of every teacher whose learners have no permanent
address. Under the home visit intervention teachers will need to use their initiatives
just to find the house of at risk learners. Even how many times teachers exert effort,
do their best in conducting home visits to their pupils, still, it’s so hard to do so,
when obstacles hinder.

15. 15
This research study seeks to identify the determinants affecting the selected
grade six learners of Tayud Elementary School. To determine the factors that
contribute to at risk learners, the researcher must be able to understand the reason
behind why these learners choose to drop out of school.
Theoretical Background
This study is anchored on Maslow’s Hierarchy of Needs which defines
physiological need as a concept that urge the learner to pursue his needs. This
needs are the primary reason to survive because it serves as a drive to attain his
goals. This theory implies that intrinsic motivation of humans are urge to fulfill first
his satisfaction before attaining higher level of needs because it may leads to
annoyance within an individual. In return, when individuals feel this annoyance, the
motivation will be affected.
According to John Bowlby in his Bowlby’s Attachment Theory, parents who give
consistent support and care to their children will help them to develop their
confidence and secureness compared to those who did not even feel more. This
simply implies that parents support and care is highly needed in order to develop
their child’s confidence and motivation in facing the ups and downs in life.
This study is also anchored in Social Learning Theory of Albert Bandura in
which behaviors can be learned what others do and show. Children are able to
acquire information, develop their potentials, use it later on and apply it to their
lives by just observing what others had been performed.

16. 16
 DepEd Order 74, s. 2010 Guidelines on
Mainstreaming the Dropout Reduction
Program (DORP) in the Public
Secondary Schools.
 DepEd Order 62, S. 2008 Early
Registration for Incoming First Year
High School Students for School Year
2009-2010
 DepEd Order 53, S. 2011 The Policy
Guidelines on the Utilization of Funds
for Alternative Delivery Modes (ADMs)
In Formal Basic Education
 Albert Bandura’s
Social Learning
Theory
 Bowlby’s Attachment
Theory
 Maslow’s Hierarchy of
Needs
APPROPRIATE WORK PLAN FOR LEARNERS-AT-
RISK OF DROPPING OUT
Figure 1
Theoretical Framework
CONVERGENT APPROACH IN UNDERSTANDING
LEARNERS-AT-RISK OF DROPPING OUT

17. 17
DepEd Order 74, s. 2010 implemented the Guidelines on Mainstreaming the
Dropout Reduction Program (DORP) in the public Secondary Schools. This
guidelines posed a project “Find them, Reach them, Keep them and Make them
Complete School” is an innovative way of implementing dropout reduction program
to cater the needs of at risk learners. This guidelines is implemented to see the
usefulness of the said program in attaining all means of saving at risk learners
across the regions. Teacher as an educator and a second parent should take risk
and be part of pupils’ ups and downs for their future success.
DepEd Order 62, S. 2008 Conducted an Early Registration for Incoming First
Year High School Students for School Year 2009-2010 wherein the Division
Offices (DOs) are obliged to identify learners at risk by synchronizing the
registration in assessing the schools. They are advised to mobilize and utilize all
means of communication in order to reach those students who did not complete
their studies. Therefore, the success of learners at risk lies upon the teachers’ guts
and initiatives of locating those pupils despite of the hindrances that might be
encounter just to meet the Department of Education’s targets and goals.
DepEd Order 53, S. 2011 Implemented the Policy Guidelines on the Utilization
of Funds for Alternative Delivery Modes (ADMs) In Formal Basic Education. This
modes of education are applied to enhance performance indicators. It addresses
learning needs of at risk learners to assist them conquer the hindrance of
schooling. Schools then become resilient in helping children with various

18. 18
backgrounds. This means that the Department of Education have done also their
part to help the teachers in dealing with at risk learners. But the question is, why
there are still pupils who are at risk of dropping out? What are the determinants
affecting learners-at-risk of dropping out?
According to the American Psychological Association (2013), “dropouts are the
responsibility of all stakeholders because they most probably experience yield
chance of having a job and are usually requires government support just to
survive. Determining what happen to the pupils’ enthusiasm in going to school and
understanding what teachers have done to ensure pupils motivation will remain no
matter what is greatly needed to reduce dropped out. But how can this be realize
when there is an obstacles that blocked the motivation of the child to study?

19. 19
THE PROBLEM
Statement of the Problem
This research assessed the determinants affecting the selected Grade six
learners–at–risk of dropping out in Tayud Elementary School, Tayud,
Consolacion, Cebu during the school year 2018-2019 as basis for appropriate
work plan.
Specifically, this answered the following questions:
1. What is the demographic profile of learners:
1.1 age and gender;
1.2 combined family income;
1.3 status of the family;
1.4 number of siblings; and
1.5 hobbies and interest?
2. What are the determinants affecting the learners-at- risk in terms of?
2.1 family;
2.2 individual;
2.2.1 vices of the respondents
2.3 community; and organizations that the respondents engaged in, and
2.4 school?
3. What is the school program for intervention of learners- at- risk of dropping out?

20. 20
4. Based on findings what appropriate work plan for at risk learners can be
formulated?
Significance of the Study
The significance of this research would be of great help to the following:
Department of Education. This research will benefit the Department of
Education for it study the determinants affecting learners-at-risk of dropping out.
Teachers. This study would be of great help to the teachers in order to deeply
understand the reason behind at risk learners to be able to think of different
strategies and techniques to help the learners succeed.
Interviewee. This study will help the interviewee to personally reflect on her
craft on understanding the reasons behind the out of school children.
Community. This study would help the community in understanding and
finding suitable solution to response the needs of at risk learners.
Parents. This study would help the parents understand their children by giving
their full support to have a better education and providing the needs of their
children to achieve their ambition.
Learners. This study will help the learners in realizing the value of education
in order to become fruitful and productive citizen of our country.

21. 21
RESEARCH METHODOLOGY
Design
This research utilizing observations, interviews, and paper works to provide
actual results of determinants that hinder learners-at-risk of dropping out. Data
from Tayud Elementary School chosen learners are triangulated in order to identify
common characteristics affecting their study. The intent of this study was to identify
the determinants affecting at risk learners in order to deeply understand the reason
why there are still at risk learners despite of different interventions that the
Department of Education implemented just to cater the needs of the learners. As
one of the elementary teachers, this research focused on the determinants
affecting learners-at-risk of dropping out.
Flow of the Study
This study used descriptive-analytical method of research determining the
factors that contributed to learners-at-risk of dropping out and determinants
affecting their studies. The INPUT, PROCESS, and OUTPUT design was utilized
in analyzing data. The input considered the demographic profile of the learners.
The process involved the tabulation of data gathered through the use of
questionnaires, analysis of data, and interpretation of data. The output of this
research was appropriate work plan of learners–at-risk of dropping out that may
help the teachers, future researchers and educators in promoting teachers’
success of at risks learners.

22. 22
Figure 2
Flow of the Study
1. Demographic
profile of the
learners:
1.1 age and
gender;
1.2 combined
family income;
1.3 status of the
family;
1.4 number of
siblings; and
1.5 hobbies and
interest?
2. Determinants
affecting the at risk
learners in terms of:
2.1 family;
2.2 individual;
2.2.1 vices of the
respondents
2.3 community;
and organizations
that the
respondents
engaged in, and
2.4 school?
3. School program
 Transmittal Letter
 Analysis of INPUT
through the use of:
Questionnaires,
Observations, and
Document analysis

23. 23
The flow of the study describing inputs, process and outputs is shown in figure
2. The input consisted the dependent and independent variables such as learner-
respondents’ profile as to age, and gender, combined family income, status of the
family, number of siblings and the hobbies and interest of learners as well as the
determinants of learners in terms of family, individual, community and school. The
process consists of steps on social science research such as conduct of survey,
data gathering, statistical treatment and interpretation of data. The output of this
study will be the appropriate work plan on how to response the needs of learners-
at-risk of dropping out in Tayud Elementary School, Tayud, Consolacion, Cebu.
Environment
Tayud Elementary School is a public elementary school specifically located
at West Binabag, Tayud, Consolacion, Cebu in front of Tayud Barangay Hall. The
school was believed to establish before war. According to old Tayuranons, nobody
can trace and determine the real history of the said school. Tayud Elementary
School has only 30 classrooms not enough to accommodate the 2875 learners for
this school year 2018-2019. It is one of the big school of Consolacion District with
89 teachers including the school principal. Even before our school been caught on
fire, the classrooms are still not enough to accommodate thousands of pupils from
kindergarten to Grade Six. That is why shifting of classes has been implemented
just to cater the needs of the pupils.
The shifting of classes started seven years ago until present. Classes start
in the morning from 6:00 a.m. -12:00 noon and 12:00 noon -6:00 p.m. for the

24. 24
afternoon session. This situation of the said school, might be one of the reasons
of the occurrence of different problems such as dropouts and non-readers.
Classrooms must be and should be conducive for learning in order to attain quality
education. This situation of Tayud Elementary school is a live truth that there are
still schools not ready in the implementation of the K to 12 Program of the
Department of Education. Despite of this rigid situation, still, we really do our very
best to give the children the knowledge and skills they need. In fact, Tayud
Elementary School in reality, is one of the very competitive school that always
excels when it comes to contest and other related activities that makes Tayuranons
known in Consolacion District.

25. 25
Figure 3
The Location Map of Tayud Elementary School

26. 26
Respondents
The respondents of this research were the 20 Grade six learners-at-risk of
dropping out at Tayud Elementary School, Tayud, Consolacion, Cebu. The
respondents were identified by the advisers of the four sections of the Grade six
level. They were identified based on their attendance in school and their grades.
Table 1
Distribution of the Respondents of the Study
Grade Six Learner-Respondents
Section Male Female Total %
Kindness 3 2 5 25.00
Faith 5 0 5 25.00
Polite 4 1 5 25.00
Peace 3 2 5 25.00
Total 20 100.00
It can be gleaned from Table 1 that there are three male learners and two
female learners in section kindness. There were five male learners in section faith,
four male learners and one female learner in section polite, a total of five learners.
Section peace has three male learners and two female learners, a sum of five
learners.
Instrument Design
The main instrument used by the researcher in this study was the revised
learners at risk questionnaires distributed to selected Grade six learners of Tayud
Elementary School. Learners at risk instrument compose of Family, Individual
Profile of the respondents, Community and School determined the factors affecting
learners-at-risk of dropping out from school. In the assessment tool learners

27. 27
absences are monitored as well as teachers’ monthly home visitation to keep track
of both parties to be updated on the performance of learners-at-risk of dropping
out. (Adopted from the Graduate Thesis of Charie P. Aranco entitled “Teaching-
Learning Enrichment for Grade Six Reading”, February 2018.
Data Gathering Procedure
The needed information were gathered through deep research on basic
information and related theory of the study. The researcher submitted a letter to
the principal asking her consideration for the researcher to conduct a study of
Tayud Elementary School, Tayud, Consolacion, Cebu. With the approval of the
school principal, the researcher was able to collect and gather data through survey
questionnaire being prepared and distributed this to selected Grade six learners.
After collecting and gathering data, the researcher interpreted and analyzed the
figures derived from the data.
Statistical Treatment
Data gathered information was interpreted and analyzed through the use of
database in MS Excel. Simple percentage was used to describe the respondents
in terms of their age and gender, combined family income, status of the family,
number of siblings, hobbies and interest of the learners, determinants of the
learners in term of family, individual, including the perceptions of the respondents
on the value of education, vices of the respondents, community, organizations that
the respondents engage in, school and school program intervention for learners-
at-risk of dropping out.

28. 28
Scoring Procedure
Family risk factors as determinants affecting learners-at-risk of dropping out
were analyzed and interpreted using the scoring procedure below. Family indicator
whose mean is 1.67 and below, the corresponding verbal description is less
affected with the given determinants. If the mean is 1.68-2.34, this means that the
respondents are moderately affected. And if the mean is 2.35 -3.00, the verbal
description is extremely affected which means that most of the respondents are
much affected with the given determinants.
Family Risk Factors Verbal Description
1.67 Less Affected
2.34 Moderately Affected
3.00 Extremely Affected
On the other hand, perception of the respondents of the importance of
education as one of the determinants affecting learners-at-risk of dropping out
were interpreted using the scoring procedure below. If the indicator has 2.14 mean
and below, the verbal description for this is less important. If the given indicator
has 2.15- 2.94 mean, the verbal description is important and if the determinants
has 2.95-3.00 mean, the corresponding verbal description is very important.
Individual Risk Factors Mean
Verbal
Description
Importance of Education 2.95 Very Important
Importance of Satisfactory
Academic Performance
3.00
Very Important
Study Habits 2.15 Important

29. 29
DEFINITION OF TERMS
To further understand this study, the following terms are operationally defined:
Community Risk Factors. Refer to the community determinants that
contribute to learners-at-risk of dropping out from school.
Convergent Approach. A term used to refer the determinants affecting
learners-at-risk of dropping out.
Family Risk Factors. Refer to the family determinants that blocked the
motivation of a child in going to school.
Hassle. It is something that might be annoying that can put you in a risky
situation.
Home Visitation. Home visit is done by the teachers to those pupils who
have problems or difficulties with their studies especially those who are at risk of
dropping out.
Individual Risk Factors. Refer to the determinants that hinder the interest
an individual in going to school.
Results-Based Performance Management System (RPMS). It is used in
determining the capability of the teacher on how effective she is as a teacher.
School Intervention Program: Non-Instructional. An interventions done
by the teachers not related to teaching such as home visitation, guidance and
counseling services, periodic homeroom and general PTCA meeting, dialogue with
SARDO’s and their parents and close monitoring and supervision.
School Risk Factors. Refer to the determinants in school affecting the
study of the learners.

30. 30
Students at Risk. Refer to the students who are in risky situation due to
factors such as family, individual, community and school.
Students at Risk Instrument. It is the main instrument used by the
researcher in conducting the study.

31. 31
Chapter 2
PRESENTATION, DATA ANALYSIS, AND INTERPRETATION
Introduction
It introduces the results of data gathered information with regards to the
determinants affecting learners-at-risk of dropping out in Tayud Elementary
School, Tayud, Consolacion, Cebu for the school year 2018-2019. It presents the
respondents profile in terms of their age and gender, combined family income,
status of the family, number of siblings, hobbies and interest of the learners,
determinants of the learners in term of family, individual, including the perceptions
of the respondents on the value of education, vices of the respondents, community,
organizations that the respondents engage in, school, school program intervention
of at risk learners and appropriate work plan how to response the needs of these
learners.
PROFILE OF THE RESPONDENTS
The following tables shows the profile of the respondents including age and
gender, combined family income, status of the family, number of siblings and
hobbies and interest of learners.
Age and Gender
Age is one of the reasons why a child feel tired of going to school because
his age is no longer fit to the year level he/she is enrolling in. Gender has to be
determined also in order to identify whom among the male and female learners
have high number of at risk of dropping out. Age and gender is merely defined in

32. 32
order to know whether it affect the performance of the learners in school. It is very
important to take in consideration how the learners performance in school affected
by age and gender.
The data on age and gender are shown in Table 2.
Table 2
Age and Gender
Ages
Male Female
Total
Frequency Percentage Frequency Percentage
15-16 year old 1 5 0 0 1
13-14 year old 4 20 2 10 6
10-12 year old 10 50 3 15 13
Total 15 75 5 25 20
Table 2 shows that the total number of respondents is 20. There were 15 or
75 percent male respondents and five (5) or 25 percent female respondents. The
15-16 years bracket is presented by only one (1) male respondent. There were 4
or 20 percent male respondents and two (2) or 10 percent female respondents in
the 13-14 years bracket. There were 10 or 50 percent male respondents and three
(3) or 15 percent female respondents in 10-12 years bracket.
Based on the gathered data, majority of the learners belong to the age of
10-12. At risk male learners were higher than those of females because males
influenced by their friends outside the school and may be invited to join gangs,
play computer games, and other internet related activities that is unusual to their
age that distract their interest in going to school. At this young age and early stage
of schooling it is so alarming to find out that some of these male learners have
already vices such as gambling, smoking and drinking.

33. 33
Combined Family Income
Combined monthly family income of the parents were determined whether
it can suffice the basic needs of the family and is able to provide their children
financially especially when there are lots of projects to be done in school. Family
income is very important because this is where the family gets the budget for the
whole month. It might also the reason why some children prefer to drop out of
school because they need to help their parents in raising their family even if in the
very first place it’s not their obligation and responsibility.
Table 3 shows the profile of the learners in terms of their combined monthly
family income.
Table 3
Combined Family Income
Monthly Family Income Frequency Percentage
More than Php 10,000 1 5
Php 5,000- Php 10,000 6 30
Below Php 5,000 13 65
Table 3 presents the learners’ combined family income. Out of 20
respondents, 13 or 65 percent had a combined family income of below Php 5000.
There were six (6) or 30 percent had a combined family income of more than Php
5000 but less than Php 10 000 and only one (1) or five (5) percent had a combined
family income of more than Php 10 000.Majority of the respondents belong to a
family whose income is below Php 5000. The respondent’s parent’s usually works,
as vendor, painter, production worker, mechanic, carpenter, baker, saleslady,
driver, and housemaid. This type of occupation received either daily minimum
wage or below minimum which determine their family income. Some of the

34. 34
respondent’s mothers are entirely dependent on the husband’s income. This
showed that the respondent’s combined family income belongs to low socio-
economic status which may be also one of the factors of learners-at-risk of
dropping out. Maybe because even how many times their parents support their
studies, financially, it is so hard to do so. That is why some of the respondents are
working already because they see the struggles of their family just to fulfill their
empty stomachs. Financial difficulty is indeed a strong predictor that a learner is
probably a higher chances of not completing their studies due to the economic
situation that we have today. This monthly family income of the respondents is not
enough to accommodate the basic needs of the family and support their children
financially.
Status of the Family
Family status is very important in determining the child’s eagerness in going
to school. Knowing the situation of the family whether it is intact which means both
the mother and father have good relationship and is living in one house, separated
which means father and mother lives apart and single parent which means only
the mother or the father is the ones responsible of raising their family is very
important in understanding learners struggles so that they will be able to cope up
the daily lessons in life.
The respondent’s status of the family is shown in Table 4.

35. 35
Table 4
Status of the Family
Status of the
Family
Frequency Percentage
Intact 13 65
Separated 5 25
Single Parent 2 10
Table 4 presents the respondent’s status of the family where 13 or 65
percent of the respondent’s status is intact, five (5) or 25 percent is separated and
two (2) or 10 percent is single parent. Status of the family is of great factor of child’s
performance in school. In this situation most of the respondent’s status of the
family is intact. Therefore it does not merely affect learner’s performance in school
but there is a little percentage for those whose family status is separated and single
parent.
Number of Siblings
Building a strong and happy family is not that easy when there are some
factors that hinder it. There is a need to consider everything including the kind of
family that one would you like to build and the size of family you are able to raise
with. Number of siblings is considered as determinants in determining learners-at-
risk of dropping out because it might be the reason why the parents cannot sustain
their basic needs and support their children in school.
The respondent’s number of siblings is presented in Table 5.

36. 36
Table 5
Number of Siblings
Based on the results, there were 13 or 65% 2-3 number of siblings. There were
five (5) or 25% 4-6 number of siblings and two (2) or 10% more than six (6) number
of siblings. This means that most of the respondents had 2-3 number of siblings
which belongs to the small size of the family. In this situation the number of siblings
does not merely affect the learner’s performance in school.
Hobbies and Interest of Learners
Hobbies and interest of the learners will help us understand how learners
manage their time wisely and help us to analyze which of the determinants have
great impact on learner’s performance in school. Table 6 shows the hobbies and
interest that the learners like to do during their free time.
Table 6
It can be gleaned on table 6 that among 20 Grade six respondents 15 or
75% of them said that they liked to play computer games and other internet related
activities. There were two (2) or 10% like to play basketball and three (3) or 15%
said others not mentioned.
Number of
Siblings
Frequency Percentage
Two to Three 13 65
Four to Six 5 25
More than 6 2 10
Hobbies and Interest
Past Time Activity Frequency Percentage
Playing Computer Games
and Other Internet
Related Activities
15 75
Playing Basketball 2 10
Others 3 15

37. 37
DETERMINANTS AFFECTING LEARNERS- AT-RISK OF DROPPING OUT
Determinants affecting learners-at-risk of dropping out are categorized as
Family, Individual, Community and School (FICS). These four (4) factors
contributed a lot to the learner’s performance in school.
Family
Family is the most important and valuable gift that God has given us.
Someone you can share your problems and lean on when things went wrong. A
greater understanding of family risk factors can help to identify high risk situations
that may lead the learners of dropping out from school. Table 7 shows the family
risk factors affecting learners-at-risk of dropping out. It is very important to
understand how the learners affected by the financial, psychological and emotional
support their parents can suffice. The contribution of parent’s expectation
regarding their academic performance in school, how too much the respective
household chores of the respondents, whom among the respondents work after
school and domestic violence towards child’s interest in going to school regularly.
Table 7 has the data.
Table 7
Family Risk Factors Affecting Learners
Family Risk
Factors
Mean
Verbal
Description
Financial Support 2.83 Extremely Affected
Psychological 2.80 Extremely Affected
Parents' Expectation 2.85 Extremely Affected
Household Chores 2.85 Extremely Affected
Work After School 1.73 Moderately Affected
Domestic Violence 2.40 Extremely Affected

38. 38
Table 7 presents the family risk factors affecting at risk learners. First
indicator determines level of financial support of the parents. The computed
weighted mean was 2.83 which means extremely affected. Lack of financial
support implies that parents spend most of their time finding ways to suffice their
basic needs in order to survive. The second indicator is about psychological, and
emotional support of their parents. The computed weighted mean was 2.80 which
means extremely affected. These children at this stage of their age needs
psychological and emotional support of their parents unfortunately, most of the
respondents are deprived of parental support and parental guidance that they
really wanted to feel from their parents hence their parents don’t have enough time
to be with them.
The third indicator is Parent’s Expectation regarding the respondent’s
academic performance. The computed weighted mean was 2.85 which means
extremely affected. Children at this stage needs parents that would inspire and
cheers them for them to arouse their inner self in order to be motivated in their
studies. Therefore, this indicator is considered as determinant affecting at risk
learners.
Fourth indicator is household chores of the respondents. The computed
mean was 2.85 which means extremely affected. This implies that the respondents
don’t have enough time for studying their lessons because of the household chores
they need to be done first after their classes. The house/home is considered as
training ground of a child to learn simple thing and become responsible with their
actions and decisions. But, there should be a limit because the new grading system

39. 39
today focus on the output of the learners. Therefore if a child don’t have enough
time to study then it will be so hard to cope up the lessons and do the school works
and other school related activities. Parent’s Expectation regarding the academic
performance is one of the factor affecting learner’s-at-risk of dropping out.
The fifth indicator is work after school whether the respondents is working
after school or not. The computed weighted mean was1.73 which means
moderately affected. This indicator means not too high and not too low. At their
stage of schooling, some of the respondents need to work just to help their parents
in raising their family.
The sixth indicator is domestic violence from their parents or guardian. The
computed weighted mean was 2.40 which means extremely affected. Most of the
respondents experience domestic violence from their respective parents. Being
hurt physically is a factor affecting learner’s performance in school because they
felt they are not important where in the very first place their respective parent’s
would just like to correct their bad habits or wrong doings. Physical punishment is
a part of discipline for them to realize and determine what is good and avoid what
is bad. It should be understand by the parents that too much punishment might
affect child’s interest in going to school. Based on the results, domestic violence
can be consider as determinant affecting learners-at-risk of dropping out.
Scoring Procedure
Family Risk Factors Verbal Description
1.67 Less Affected
2.34 Moderately Affected
3.00 Extremely Affected

40. 40
Individual
Individual’s determination and eagerness to achieve the dreams in life is
very important in setting goal in order to be motivated in whatever you wanted to
accomplish. Perceptions on the importance of education is given emphasis for the
researcher to deeply understand how the learners value their studies. When
learners realize the importance of education, then they will be able to understand
the importance of getting good grades and how to manage their study habits.
Individual risk factors should be given importance in setting forth how you value
education and the people around you.
The perceptions on the importance of education and individual risk factors
are shown in Table 8.
Table 8
Perceptions on the Importance of Education
Individual Risk Factors Mean
Verbal
Description
Importance of Education 2.95 Very Important
Importance of Satisfactory
Academic Performance
3.00
Very Important
Study Habits 2.15 Important
Table 8 presents that most of the respondents said that education is very
important with the mean of 2.95. The respondents response on how important is
getting Satisfactory Academic Performance is very important also with 3.00 mean
and 2.15 for study habits which means important. Therefore, these factors does
not affect the child’s performance in school because in their own they have high
perceptions on the value of education and getting high grades. Unfortunately, they
were not be able to reach what they wanted to attain maybe because of some
factors that hinder on it.

41. 41
Table 9
Vices of the Respondents
Vices the Learners
Engaged with
Frequency Percentage
No Vices 13 65
Gambling 6 30
Smoking 2 10
Drinking 4 20
Other Vices 1 5
Table 9 shows the vices of the respondents engaged with where in 13 or 65
percent of the respondents had no vices but sad to say that at their age and early
stage of schooling some of them had vices such as gambling with six (6) or 30
percent, drinking four (4) or 20 percent, smoking two (2) or 10 percent and other
vices not mentioned one (1) or five (5) percent. These vices of the respondents’
can be considered as a determinant affecting learners-at-risk of dropping out. It
should be given an immediate attention in order for them not to become a problem
of our society later on.
Community
Community is a place where families living with that has something in
common such norms, values, religions and identity. It is also a place where
children learn unnecessary behavior and bad habits not accordance to their age.
Community risk factors are determinants that affect learners-at-risk of dropping
out. Table 10 and Table 11 showed the organizations that the respondents
engaged in and the community risk factors affecting learners-at-risk of dropping
out.

42. 42
Table 10
Organizations that the Respondents Engaged In
Classification of
Organizations
Frequency Percentage
Not part of an Organization 12 60
Community Organization 3 15
Church Organization 3 15
Gang 1 5
Peer Group/ Barkadahan 1 5
Table 10 presents the classification of organization where some of the
respondents involved in their respective community. This implied that the
respondents not part of an organization had 12 or 60 percent, three (3) or 15
percent belongs to community organization, three (3) or 15 percent belongs to
church organization, one (1) or five (5) percent belongs to gang organization
and one (1) or five (5) percent belongs to peer group or barkadahan.
Table 11
Community Risk Factors Affecting Learners-at-Risk of Dropping Out
Community Risk Factors Frequency Percentage
Gambling 11 55
Unstable Peace and Order 3 15
Lack of Health/ Social Services 5 25
Unsupportive LGU Officials 8 40
Gangs/ Fraternities 7 35
Celebrations (Fiesta, Birthday, etc.) 14 70
Poor Road Condition 13 65
Table 11 shows the community risk factors affecting learners-at-risk of
dropping out and why they did not go to school seriously. Based on the results,
there were 11 or 55 percent engage in gambling, three (3) or 15 percent said that
they are affected by unstable peace and order, five (5) or 25 percent lack of
health/social services, eight (8) or 40 percent unsupportive LGU officials, seven

43. 43
(7) or 35 percent gangs or fraternities, 14 or 70 percent celebrations (fiesta,
birthday, etc.), four (4) or 20 percent pocket mining, 13 or 65 percent poor road
condition. The presence of these factors in the community has a great impact to
the children. Some of the respondents were influenced by the different celebrations
like fiesta and birthday that made them absent from the class. Poor road condition
contributed also to learners at risk of dropping out because they might be feel tired
of going to school. The presence of vices such as gambling is common in
communities with no existing ordinances to control them. The support from the
LGU officials is important for the children not to be involved in different activities
that might hinder their studies. The peer influence and the membership of different
organization like fraternities or gangs present in the community and school also
affected them. Lack of health or social services also affect the respondents.
Unstable peace and order had great impact to the learners. Based on the results,
community risk factors should be given importance because it is indeed one of the
factors that hinder the learner’s motivation of going to school.
School
School is place that provide learning spaces and environments for the
learners under the supervision of the teachers. It is also a place where learners,
meet new friends, learn new things and the values of life in daily living. School is
an important factor that might affect learner’s interest and academic performance.
For the learners to be inspired, the school should be a child friendly that caters the
needs of the children in order to achieve quality education mandated in the
Philippine Constitution. It should be given emphasis by the Department of

44. 44
Education that all of the schools must be conducive to learning in order to provide
lifelong learning to all learners. School risk factors are the determinants affecting
learners at risk.
The risk factors affecting learners-at-risk of dropping out is shown in Table
12.
Table 12
School Risk Factors Affecting Learners
School Risk Factors Frequency Percentage
Insufficient School Equipment/ Facilities 20 100
Traditional Teaching ( Ineffective Teaching
Strategies)
5 25
Inadequate School Counselling Program 10 50
Unpleasant Attitude of Teachers/ Inconsiderate 3 15
Too many School Requirements (Projects/
Uniforms)
9 45
Conflict with Teachers 10 50
Lack of School Discipline 2 10
New Grading System 3 15
Teacher- Student Ratio 19 95
High Expectation of Teachers 14 70
Class Interruptions due to Excessive
Extracurricular Activities
9 45
Table 12 shows that the school contributed much on the learner’s academic
performance. This means that 20 or 100 percent of the respondents prefer that
there is an insufficient school equipment/facilities. There were is 19 or 95 percent
respondents says that teacher-student ratio is one of the factors that affect them
much, followed by 14 or 70 percent high expectations of teachers, 10 or 50 percent
says that there are inadequate school counselling program and had conflict with
teachers. There were nine (9) or 45 percent of the respondents prefer that there

45. 45
are too many requirements because of the adaption of k to 12 curriculum and class
interruptions due to excessive extracurricular activities.
Included in the six (6) risk factors related to school are insufficient school
equipment/facilities, teacher-student ratio, high expectations of teachers,
inadequate school counseling program, conflict of teachers, too many school
requirements (projects/uniforms), and class interruptions due to excessive
extracurricular activities. Other reasons cited are Traditional Teaching (Ineffective
Teaching Strategies), Unpleasant attitude of teachers/inconsiderate, new grading
system and lack of school discipline.
SCHOOL INTERVENTION PROGRAM
Every school must have and should have school intervention programs to
all learners-at-risk of dropping out. These interventions are implemented by the
Department of Education to answer the needs of the children who have difficulties
of their studies. Teachers are obliged to do the interventions for the learners to
catch up the lessons. Interventions done by the teachers where classified as
instructional and non-instructional interventions.
School Initiated Intervention: Instructional
This intervention is done in the school where teachers will just need to let
the learners-at-risk of dropping out to come to school one hour before the class
hour started and extend one hour after the class hour. In the shifting classes,
teachers will just find their vacant period to conduct an instructional intervention to
all learners-at-risk of dropping out. Instructional intervention include the following:
conduct of remedial classes, peer tutoring, and self- Instructional Materials (SIM).

46. 46
Teachers will just have to choose which among of the instructional interventions
suitable for the span of time and where the learners-at-risk of dropping out feel
comfortable.
School Initiated Intervention: Non Instructional
Non- instructional interventions were done by the teachers not related to
teaching. It include home visitation, guidance and counseling services, periodic
homeroom and general PTCA meeting, dialogue with SARDO’s and their parents
and close monitoring and supervision. In the close monitoring and supervision only
the learners had been given emphasis by the teachers because every time that
parent’s attention is called up, most of the parents won’t be able to come up. These
non: instructional interventions are all done in order to inform the parents and the
learners as well for their academic performance and how they behave inside the
classroom. It is also done by the teachers for the parents to raise suggestions and
find suitable solutions in order for the learners-at-risk of dropping out succeed.
Whether the teachers like it or not, non-instructional intervention must be
and should be conducted by the teachers every month just to let the parents know
the behavior and performance of their children inside the classroom. Although, it
is indeed risky and hassle on the part of every teacher still, it is his/her obligation
to do so.

47. 47
Chapter 3
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and
recommendations based on the data gathered information.
SUMMARY
This research assessed the determinants affecting learner’s-at-risk of
dropping out in Tayud Elementary School, Tayud Consolacion, Cebu for the school
year 2018-2019 as basis for proposal.
This study sought to answer the respondents profile, combined family
income, status of the family, number of siblings, hobbies and interest of the
learners, determinants of the learners in term of family, individual, including the
vices of the respondents, community, organizations that the respondents engage
in, and school factors affecting learners-at-risk of dropping out.
. The determinants affecting learners-at-risk of dropping out are categorized
as Family, Individual, Community and School (FICS).
This study employed a descriptive-analytical method which utilized a
modified questionnaires distributed to the Grade six learners of Tayud Elementary
School, Tayud, Consolacion, Cebu who are at risk of dropping out.
FINDINGS
These are essential findings of the research:
There were 15 or 75% male respondents and 5 or 25% female respondents.
The higher the respondents belongs to the age bracket of 10-12 years old or 65%
of the total respondents. Majority of the respondents 13 or 65% has a combined

48. 48
family income that is below Php 5000. The 13 or 65 % respondent’s status of the
family is intact. The respondent’s number of siblings mostly belongs to 2-3 with
65% of the total number of respondents. The respondents are affected with family
risk factors such as psychological and emotional support, parent’s expectation on
academic performance, household chores and domestic violence.
The respondents had high perceptions on the value of education and how
important is getting a high grades. Some of the respondents are involved in
different vices such as gambling, drinking and smoking. The respondents are
affected with the presence of celebrations like fiesta and birthdays, poor road
condition, gambling, unsupportive LGU officials, presence of gangs and
fraternities, lack of health/social services, unstable peace and order in their
respective community. The respondents are also affected on the absence of
school equipment and facilities, teacher-student ratio, high expectations of
teachers, inadequate school guidance counseling, conflict with teachers, too many
school requirements and class interruptions due to excessive extracurricular
activities.
CONCLUSION
This research study reflected on Maslow’s Hierarchy of Needs, Bowlby’s
Attachment Theory and Social Learning Theory of Albert Bandura which states the
importance of parents, peers and the people around in building child’s foundation,
eagerness and motivation to strive hard and socialize others around them. Based
on the data gathered information family, individual, community and school are the
determinants affecting at risk learners.

49. 49
RECOMMENDATION
Based on findings and conclusions of the research study, the researcher
hereby recommend the adaption of the output of the study.

50. 50
Chapter 4
Output of the Study
Chapter 4 presents output of the study which is the appropriate work plan for
learners in risky situation at Tayud Elementary School. It involves the different
parts such as areas of concern, objectives, strategies, persons involved, budget,
and source of budget, time frame, expected outcome and remarks.
Rationale
This proposal as output of the study is proposed to improve the academic
performance of learners-at-risk of dropping out at Tayud Elementary School. This
research focused on the determinants affecting learners at risk along the area of:
family, individual, community and school.
Objectives
The proposed work plan for at risk learners is designed to increase the
academic performance of at risk learners and answer the struggles of learners by
providing a classroom that is conducive for learning and materials/equipment
necessary for the betterment of their studies.
Scheme of Implementation
The researcher will submit the proposed work plan to the school principal
for deliberation. With the approval of the school principal, the researcher would be
able to distribute the copies to the concern individual. Then, the researcher will
request the various activities to be implemented and keep the records for future
reference.

51. 51
Introduction
This Appropriate Work Plan for at Risk Learners provides an actual
presentation of concern areas including the objectives, strategies, persons
involved, budget, source of budget, time frame, expected outcome and actual
accomplishment. Through this work plan, Parents, Teachers, Principal, Barangay
Captain and Barangay Officials will be guided of what to do and what strategies to
be implemented to improve the academic performance of the learners. It also help
the concern individuals utilized the budget presented and where to get the source
of the budget. When this work plan be realized it will lead to an increase attendance
of the learners and later on it will help to improve their academic performance. It
will also help the parents to learn a livelihood skills that might give them extra
income in order to suffice their daily needs.

52. 52
APPROPRIATEWORKPLANFORATRISKLEARNERS
S.Y.2018-2019
Areasof
Concern
ObjectivesStrategies
Persons
Involved
Budget
Source
of
Budget
Time
Frame
Expected
Outcome
Actual
Accomplishment
Remarks
Family
Toinitiate
programs
thatwillhelp
theparents
sustaintheir
basicneeds.
Conduct
atraining
on
livelihood
program
through
thehelp
of
barangay
captain
and
barangay
officials.
Parents
Teachers
Principal
Barangay
Captain
Barangay
Officials
Php
8000.00
Breakdown
ofBudget:
Food-Php
2000.00
Snacks-
Php
1000.00
Speakers-
Php
3000.00
Certificates-
Php300.00
Sound
System-
Php
1500.00
Others-
Php200.00
PTA
Fund
Every
month
75%ofthe
parentswill
learna
livelihood
skills
Individual
Toimprove
and
increase
academic
performance
oflearners-
at-riskof
dropping
out.
Plan
activities
thatignite
learner’s
interestof
goingto
school
regularly.
Parents
Teachers
Principal
Learners
Php
500.00
PTA
Fund
Every
month
90%
increase
attendance
andimprove
academic
performance

53. 53
APPROPRIATEWORKPLANFORATRISKLEARNERS
S.Y.2018-2019
Areasof
Concern
ObjectivesStrategies
Persons
Involved
Budget
Sourceof
Budget
Time
Frame
Expected
Outcome
Actual
Accomplishment
Remarks
Community
Tocreate
clubsand
organization
thatwill
helpthe
learners
develop
their
potentials.
Electsetof
officersofthe
differentclubs
thatwilllead
thelearners
dotheir
respective
responsibilities
Learners
Barangay
Officials
Php
1000.00
LGU
May
to
June
75%willbe
responsible
oftheir
respective
assigned
task
School
Toprovide
aclassroom
thatis
conducive
tolearning.
Communicate
andinformthe
higherofficials
ofthe
Departmentof
Educationthru
theschool
Principal.
Teacher
Principal
Parents
Government
Preparedby:Approvedby:
JUANITAH.NAVARROFEM.BALADJAY
ResearcherPrincipal

54. 54
BIBLIOGRAPHY
A. Books
Charie P. Aranco, Graduate Thesis entitled “Teaching-Learning
Enrichment for Grade Six Reading”, February 2018
Jelyn P. Capuyan, Graduate thesis entitled “Performance of the Students at
risk of Dropping Out in DepEd Danao City: Action Plan”, March 2013
B. Internet
www.deped.gov.ph, Guidelines on Mainstreaming the Dropout Reduction
Program (DORP)
www.verywellmind.com . Child Development Theories and Examples by
Kendra Cherry, Medically Reviewed by a board-certified physician, updated March
13, 2019.
C. Published Materials
American Psychological Association. (2013). Facing the school dropout
dilemma. Retrieved August 2, 2013, from http://www.apa.org/pi/families/
resources/school-dropout-prevention.aspx
North Carolina State Board of Education. (2006). North Carolina
Standards for School Executives: Future ready students for the 21st century.
Retrieved July 10, 2012, from http://www.dpi.state.nc.us/docs/humanresources/
district-personnel/evaluation/standardsadmin.pdf
North Carolina State Board of Education, and Mid-continent Research for
Education Learning. (2008). North Carolina school executive: Principal
evaluation process. Retrieved February 4, 2012, from
http://www.ncpapa.org/forms/Evaluation%20Instrument.pdf
North Carolina Teacher Working Conditions Standards. (2010).
Retrieved August 10, 2012, from NC Department of Public Instruction at
www.ncteachingconditions.org
Public Schools of North Carolina Consolidated Report. (2010-2011).
Retrieved July 5, 2012, from http://www.ncpublicschools.org/docs/research/
discipline/reports/consolidated/2010-11/consolidated-report.pdf

55. 55
Public Schools of North Carolina Consolidated Report (2011–2012).
Retrieved July 30, 2013, from http://www.ncpublicschools.org/docs/research/
discipline/reports/consolidated/2011-12/consolidated-report.pdf
Public Schools of North Carolina Newsroom. (2011, March 3). Dropout
rate lowest ever recorded; school crime and violence up. News Releases 2010-
11. Retrieved November 5, 2011, from http://www.dpi.state.nc.us/
newsroom/news/2010-11/20110303-02
U.S. Department of Labor, Bureau of Labor Statistics. (2010).
Household data annual averages. Retrieved July 5, 2012, from
http://www.bls.gov/cps/ cpsa2009.pdf
U.S. General Accounting Office. (2002). School dropouts: Education
could play a stronger role in identifying and disseminating promising prevention
strategies. Retrieved June 29, 2012, from http://www.gao.gov/products/ GAO-02-
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Hanushek, E., V. Lavy, and K. Hitomi. 2006. Do student care about school
quality? Determinants of dropout behavior in developing countries. NBER Working
Paper 12737. Cambridge, Massachusetts: National Bureau of Economic
Research.
Orbeta, A.1995.Population change, women’s role and status and
development in the Philippines. Population and Development Asian Population
Studies Series No. 143. Bangkok: Economic and Social Commission for Asia and
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Progress Report by LEAD COUNTRY as of November 2010 entitled
Collaborative Projects to Reach the Unreached in Southeast Asia and Attain

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SURVEY QUESTIONNAIRES
Dear Pupils,
The researcher conducting this study is a Master of Arts in Education
student major in Administration and Supervision at Cebu Technological University,
Danao City Campus would like to ask your favorable support by answering the
questionnaire below.
Kindly supply honest answers and I will assure you that the results will be handled
with utmost confidentiality.
Thank You!
Mrs. Navarro
A. Demographic Profile
General Information
1. Name of School:__________________________________________
2. Year/Section:_____________Gender:Male: ______ Female: ______
3. Check your corresponding age.
Age
below 10 years old
10-12 years old
13-14 years old
15-16 years old
4. Mother’s Name: __________________________Occupation:_____________
5. Father’s Name: __________________________Occupation:______________
6. Combined Family Income

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Check the box pertaining to your Family Monthly Income.
7. With whom do you stay? Please check.
______Parents ______Guardian: If guardian, relationship:______________
8. Status of the Family
______Intact ______Separated ______Single Parent
9. Number of Siblings
_____2-3 _____4-6 _____7 and more
Family Risk Factors Affecting Learners:
1. Is your parents/guardian supportive of your studies? Please check.
a. Financial support:
b. Psychological/emotional support (interested, encourage, inspire)
2. Does your parents/guardian express some expectations regarding your
academic performance? _____Yes _____No
3. Are you required to help in the household chores? _____Yes _____No
If yes, are the household chores:
_____Too many, it disrupt your studies
Monthly Family Income
Below Php5,000
More than Php5,000 but less than Php10,000
More than Php10,000 and above
Very supportive and financially capable
Very supportive but not capable
Moderately supportive but capable
Moderately supportive but hardly capable
Not supportive but financially capable
Not supportive and not capable
Very supportive
Moderately supportive
Not supportive

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_____Moderate, it does not affect your study schedule
4. Do you work after school? _____Yes _____No
5. Does your parents hurt you physically? _____Yes _____No
Individual Risk Factors Affecting Learners
1. How important is education?
Very important
Important
Not important
2. How important is satisfactory academic performance or getting good grades
for you?
Very important
Important
Not important
3. How many hours do you spend for self-study every day?
1 Hour
2 Hours
No Time
4. Do you have vices? _____Yes _____No
If yes, check the following below:
Gambling
Smoking
Drinking
Others, please specify:
6. Do you like your teachers?
Yes, all of them
Yes, Most of them
Yes, some of them
Yes, a few of them
No, none of them
7. Do you have friends in school?

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Yes, I have many friends
Yes, some friends
Yes, but only few friends
None, I have no friends
Community Risk Factors Affecting Dropout
1. How far is your home from school? ___Kilometer ___meter
2. Do you have means of transportation? ___Yes ___No
3. Do you have friends outside of school?
Yes, I have many friends
Yes, some friends
Yes, but only few friends
None, I have no friends
4. If yes, how do spend your time with together? Please Check.
Chatting
Sports/games
Mailing
Others: Please specify
5. What is your favorite past time activity (gimik)?_________________________
6. Are you a member of any organization? (gimik) ____Yes ____No
What is its classification as organization? Please check.
Not part of any Organization
Community organization
Church organization
Gang
Peer Group/ barkadahan
8. Check the following community risk factors that apply to you.
Gambling
Unstable peace and order
Lack of health/ social services
Unsupportive LGU officials
Gangs/ fraternities
Celebrations ( fiesta, birthday, etc.)
Poor road condition

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School Risk Factors Affecting Learners
Check the following community risk factors that apply to you.
Insufficient school equipment/facilities
Traditional Teaching ( Ineffective Teaching Strategies)
Inadequate school counseling program
Unpleasant attitude of teachers/inconsiderate
Too many school requirements (Projects/uniforms)
Conflict with teachers
Lack of school discipline
New grading system
Teacher- student ratio
High expectation of teachers
Class interruptions due to excessive extracurricular activities

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Name (Optional):________________________________________Age:_____
Year Handle:_______ Length of Service:_______Gender:____Male ____Female
Please check the space beside each intervention which is practiced and applied
to your class.
School Initiated Intervention: Instructional
Conduct of Remedial Classes
Peer Tutoring
Self-Instructional Materials (SIM’s)
Literacy Program to Parents
School Initiated Intervention: Non-Instructional
Home Visitations
Guidance and Counseling Services
Periodic Homeroom and General PTCA Meeting
Dialogue with SARDO’s and their Parents
Close Monitoring and Supervision
Signature:__________________
School:_________________________________________

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CURRICULUM VITAE
I. PERSONAL INFORMATION
Name: Juanita Hermoso Navarro
Age: 28 years old
Address: West Binabag, Tayud, Consolacion, Cebu
Date of Birth: June 23, 1991
Place of Birth: Danao City
Civil Status: Married
Religion: Catholic
Citizenship: Filipino
Husband: Jenifer L. Navarro
Children: Jaye John H. Navarro
Kate Hazel H. Navarro
Jeff Khianne H. Navarro
Email Address: juanita.navarro001@deped.gov.ph
Cellular Phone Number: 0942-0528-356
II. EDUCATIONAL BACKGROUND
Graduate Studies:
Master of Arts in Education
Major in Administration and Supervision
Cebu Technological University

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Danao City Campus
May 2019
Tertiary:
Bachelor of Elementary Education
Cebu Technological University
Danao City Campus
2008-2012
Secondary:
Lawaan National High School
Lawaan, Danao City
2004-2008
Elementary:
Sacsac Elementary School
Sacsac, Danao City
1998-2004
III. EMPLOYMENT HISTORY
Teacher 1
Department of Education
Division of Cebu Province
November 2015- Present
Kindergarten Teacher
Kindergarten Volunteer Program (KVP)
Department of Education

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Division of Danao City
June 2013- March 2014
IV.TRAININGS/SEMINAR
DISTRICT MIDYEAR INSERVICE TRAINING
0ctober 22-26, 2018
Consolacion Central School, Consolacion, Cebu
The Cascading Seminar Workshop on the Use of
Secondary Books: Philippine History in Teaching
Araling Panlipunan 6
October 4, 2018
Consolacion Central School, Consolacion, Cebu
Half- Day Conference on GSIS Matters
September 6, 2018
Consolacion Central School, Consolacion, Cebu
District Summer In-Service Training
May16-18, 2018
Consolacion Central School, Consolacion, Cebu
K- 12 Mass Training of Grade VI Teachers
April 30- May 6, 2017
DepEd Ecotech Center, Sudlon, Lahug, Cebu City
District Midyear Inservice Training Focusing on
Curriculum Mapping for 3rd
and 4th
Quarter/DLP
Harvesting

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October 23-25, 2017
Consolacion Central School, Consolacion, Cebu
District Inservice Training Focusing on Lesson Plan
Harvesting in All Grade Levels in All Subject Areas
May 29- June 2, 2017
Consolacion Central School, Consolacion, Cebu
Mid –Year In- Service Training for Teachers
October 24-28, 2016
Consolacion Central School, Consolacion, Cebu
Teacher Induction Program (TIP)
DepEd Division of Cebu Province
October 11-13, 2016
DepEd Ecotech Center, Sudlon, Lahug, Cebu City
Values Seminar
October 1, 2016
Tayud Elementary School, Tayud, Consolacion, Cebu
Five-Day In-service Training for Teachers
June 6-10, 2016
Consolacion Central School, Consolacion, Cebu
VI. AUXILLIARY
Grade 6 Grade Leader Afternoon Session
Tayud Elementary School, Tayud, Consolacion, Cebu