FACTORS AFFECTING THE LOW RETENTION OF FIRST YEAR STUDENTS IN TAPILON NATIONAL HIGH SCHOOL, DAANBANTAYAN CEBU: BASIS

FOR ENHANCEMENT PROGRAM

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An Action Research Presented To The Faculty Of The Undergraduate School CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY DAANBANTAYAN CAMPUS Daanbantayan, Cebu

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In Partial Fulfillment Of The Requirements For The Degree Bachelor of Secondary Education

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CHRYSLER CABUSA

March 2008

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ABSTRACT

The objective of the study was to identify the major problems facing high school teachers in retaining students of Tapilon National High School, Tapilon, Daanbantayan, Cebu. To accomplish this objective, descriptive research-utilizing questionnaire as tool in gathering data was employed. The respondents were asked to rate the items identified on a five-point Likert-type scale. They were asked to indicate whether they agreed or disagreed with the statements. The major problems identified as factors affecting low retention of students in their school were: contributions imposed by the teacher, lack of needed materials for study, lack of interest in schooling and irregular attendance, school policies, lack of administrative support, distance of home from the school, transfer of residence, looking for work, housekeeping

responsibilities and insufficient financial assistance. Therefore, having identified these problems, it strongly recommended to adopt the proposed enhancement program provided herein.

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TABLE OF CONTENTS
Title Page Abstract Table of Contents List of Tables Rationale Objectives General Specific Methodology Analysis, Presentation and Interpretation of Findings Personal Profile of the Respondents Sex Age Factors Affecting Low Retention Teacher Factor Student Factor School Factor ......... ......... ......... ......... ......... ......... ......... ......... ......... ........ ........ ........ ........ ........ ........ ........ ........ Page i ii iii v 1 2 2 2 3 6 6 6 6 7 7 8 10 iv

Socio-Economic Factor Proposed Enhancement Program Summary of Findings Conclusion Recommendations Bibliography

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10 12 14 15 16 17

RATIONALE It is one thing to understand why students leave; it is another to know what institutions can do to help students stay and succeed. Leaving is not the mirror image of staying. Knowing why students leave does not tell us, at least not directly, why students persist. More importantly it does not tell institutions, at least not directly, what they can do to help students stay and succeed. Faculty actions, especially in the classroom, are critical to institutional efforts to increase student retention. First year is the critical year in which decisions to stay or leave are most often made, where the foundations for effective learning

are or are not established and where, by extension, the potential returns to institutional investment in student retention and learning are likely to be greatest. Analysis of the causes of school dropouts shows that for poor children, economic reason including high cost of education and working/looking for work make important reasons for dropping out of school. High cost of education ranks second among reasons for leaving school after the reason of lack of personal interest for poor children. This lack of interest is the results of several related reasons that affect the students motivation to study. These factors include inadequate curriculum unqualified teachers, and lack of learning materials and 2

widespread poverty. There are other limiting factors that affect the performance of poor children in school such as their irregular attendance due to the work and other income generation activities (http://www3.pids.gov.ph/ ris/dps/pidsps0517.pdf). Successful identification of these problems could provide

educators with improved insight into practical strategies for retaining their students, hence, this research.

OBJECTIVES The purpose of this study was to know the factors affecting the low retention of First Year students of Tapilon National High School, Tapilon, Daanbantayan, Cebu. Specifically, this study attempted to answer the main problem through the following specific inquiries: 1. What is the profile of the student respondents as to their: 1.1 sex; 1.2 age? 2. What are the factors affecting the low retention of First Year students as perceived by the teachers?

3. What are the factors affecting the low retention of First Year students as perceived by the students as to: 2.1 teacher factor; 2.2 student factor; 2.3 school factor; 2.4 socio-economic factor?

4. What program may be proposed to improve the low retention of students of Tapilon National High School, Tapilon, Daanbantayan, Cebu? METHODOLOGY

This study is conducted through a normative survey method by using questionnaire for 30 students of Tapilon National High School. Ten teachers were interviewed and were given an open question as to reasons for low retention of their students. Research Procedures The researcher did a questionnaire but before finalizing, it was first critiqued and approved by the assigned adviser. The researcher himself

personally

administered the instrument. Upon

the

distribution of

questionnaire the researcher explained fully the enclosed instruction and appeals them for sincerity and honesty of their responses. The questionnaire was retrieved right after it was fielded.

Table 1 shows the assigning of scores that were categorized into five. Table 1. Non-Parametric Scale Description Strongly Agree (SA) Agree (A) Uncertain (U) Disagree (D) Strongly Disagree (SD) Legend: SA A U D SD = strongly accepts the statement = accepts the statement = neither accepts or rejects the statement = rejects the statement = strongly rejects the statement Weight 5 4 3 2 1 Range of Weight 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80

Statistical Treatment After the data were gathered and collected, they were subjected to the following statistical treatment.

1. Percent. This was used to determine the profiles of the student respondents of this study in terms of their age and sex. P = f N x 100

Where: P = percentage F = frequency N = number of respondents 2. Weighted Mean. The weighted mean was used to determine the extent of how the respondents rate the factors affecting the low retention. The formula for the weighted mean is the following: WM= f w N Where: WM = weighted mean; N w f = number of cases; = weight for each degree in the scale; and = frequency 6

3. Average Weighted Mean. The average weighted mean was used to determine its general description. AWM = f w N

Where: AWM f w N = average weighted mean; = summation. = frequency; = weight; and = number of cases

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents, analyzes and interprets the data gathered based on the results conducted by the researcher, the respondents of which were 30 First Year students and 10 teachers. Tables are mentioned in accordance with the order of the specific problems being formulated. The analyses given are based on the important information from the processed data. analyzed data follows accordingly. PERSONAL PROFILE OF THE STUDENT RESPONDENTS The respondents sex and age is presented in Table 2. Table 2. Personal Profile of the Respondents as to its Sex and Age Sex 12-13 Male Female Total 14 16 30 2 10 12 Age 14-15 8 6 14 16 and above 4 0 4 Interpretation of the

Results showed that there were 16 female and 14 male out of 30 respondents. As to the age of the students, 12 of the respondents had ages that ranged between 12 and 13, 14 from 14-15 and four respondents aged 16 and above. These shows that majority of the students enrolled are of their proper and/or required age of schooling. FACTORS AFFECTING THE LOW RETENTION OF STUDENTS AS PERCEIVED BY TEACHERS Table 3 shows the data obtained from the teachers on the reasons why there is a low retention of their students. Table 3. Teachers Perception Reasons
1. 2. 3. 4. 5. 6. F 2 7 5 4 6 3 P 20 70 50 40 60 30 Rank 6 1 3 4 2 5

Sickness Lack of interest Irregular attendance Poverty Transfer of residence Looking for work

The table reflects that lack of interest ranked first followed by transfer of residence, irregular attendance, poverty, looking for work and lastly, sickness. This needs proper attention of the teachers and school administrators why students are not interested anymore in their classes. FACTORS AFFECTING THE LOW RETENTION OF STUDENTS AS PERCEIVED BY STUDENTS On Teacher Factor Teacher factor that affects the low retention of students is presented in Table 4. Contributions imposed by the teacher registered the highest average weighted mean of 4.57 followed by lack of needed materials for study with average weighted mean of 4.30, both with strongly agree description while lack of teacher commitment to encourage students got the lowest mean of 2.47 with disagree description. The rest of the

factors were verbally described as agree and uncertain. The over-all average weighted mean was 3.44 or verbally described as agree. This shows that the teacher is one of the reasons affecting the low retention of the first year students.

10 Table 4. Teacher Factor

Problem Category Lack of teacher commitment to encourage students Low quality of instruction Early dismissal of teachers in classes Integrating low and high performance students Lack of needed materials for study Dislike for teachers Contributions imposed by the teacher Lack of learning materials Too much school work and assignment Over-all Average Weighted Mean On Student Factor

W M 74 85 101 104 129 99 137 114 96

AWM 2.47 2.83 3.37 3.47 4.30 3.30 4.57 3.80 3.25 3.48

Descriptiv e Rating D U U A SA U SA A U A

The indicators on student factor are presented in Table 5. It can be gleaned in that table that the students factor recorded a total average weighted mean of 3.55 or a verbal rating of agree. The result shows that lack of interest highest average weighted mean of 4.0 or agree rating, while inability to cope with 11 in schooling and irregular attendance got the

Table 5. Student Factor Problem Category Lack of parental support Sickness Inability to cope with school work Lack of interest Overall academic weakness Lack of basic skills Irregular attendance Over-all Average Weighted Mean WM 92 111 90 120 108 104 120 AWM 3.07 3.70 3.00 4.00 3.60 3.47 4.00 3.55
Descriptive Rating

U A U A A A A A

schoolwork followed by lack of parental support got the lowest average weighted mean of 3.00 and 3.07 or a verbal rating of uncertain. As per result, it can be clearly seen that they, the students themselves, are also a factor influencing low retention.

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On School Factor Table 6 reveals the indicators on school factors that affect the low retention of students. Table 6. School Factor Problem Category Lack of administrative support School policies Over-all Average Weighted Mean WM 103 111 AWM 3.43 3.70 3.57
Descriptiv e Rating

A A A

As perceived from the figures, school policies got a higher average weighted mean of 3.70 compared to the lack of administrative support with average weighted mean of 3.43, and both having an agree descriptive rating. With this result, the school must review their school policies. No matter what efforts teachers and students do, all these things will amount to nothing without administrative support. On Socio-Economic Factor Table 7 was geared on the socio-economic aspect as a factor affecting low retention among students. 13

Table 7. Socio-Economic Factor Problem Category Poverty Insufficient financial assistance Failure to pay school contribution and project Lack of community support Distance of home from the school Transfer of residence Looking for work Housekeeping responsibilities Over-all Average Weighted Mean W M 91 111 102 99 104 122 116 119 AWM 3.03 3.70 3.40 3.30 3.47 4.07 3.87 3.97 3.6
Descriptiv e Rating

U A U U A A A A A

Results revealed that they agree on the transfer of residence as a factor that registered the highest average weighted mean of 4.07, followed by the rest of the indicators except whether poverty, failure to pay school contribution and project, and lack of community support which they are uncertain. The over-all average weighted mean was 3.60 or agree. The data imply that respondents agree that socio-

economic factor is a cause of low retention of students in the said school.

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PROPOSED ENHANCEMENT PROGRAM I. Rationale Based on the findings, the respondents agree that the four factors such as teacher, students, school and socio-economic affect the low retention of students. Since it is so, a proposed enhancement program is presented herein. II. Objectives 2.1 A full assistance of school guidance counselor in discovering students reasons for low retention should be done and reports of his/her work should be submitted and evaluated by the head of the school. 2.2 Improve teachers methods and strategies in teaching so that students will be interested in going to school. 2.3 Review school policies like on contribution imposed by the school, etc. 2.4 The school administrator should coordinate and ask help to the local officials, PTCA and other agencies with regards to students financial assistance and the insufficiency of needed materials for study.

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2.5 Follow up the adviser and subject teachers on students irregular attendance and their progress. III. Strategies 3.1 Coordinate with school head, concerned teachers and advisers during the planning. 3.2 Met with parents to discuss on how best they could help to improve the irregular attendance of their children. 3.3 Prepare additional instructional materials to arouse the students interest. 3.4 Develop new strategies to make students understand learn better. 3.5 Work hand in hand with instruction in the implementation of the proposed enhancement activities.

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SUMMARY OF FINDINGS Based upon the data revealed and presented in the previous sections, the following findings are hereby revealed. Personal Profile of the Respondents Sex. There were 16 female and 14 male respondents. In short, this corresponds to the world population survey that there are more women than men. Age. The following were the age level of the student

respondents. Twelve of the respondents were 12-13 years old, 14 were 14-15 and four aged 16 years old and above. Factors Affecting Low Retention As Perceived By Teachers Students were not anymore interested in going to school thats why they were having irregular attendance. Teachers must review their methods and strategies in teaching. Factors Affecting Low Retention As Perceived By Students Teacher. Teacher factor stood a significant factor contributory to the low retention of students that led to the dropout of some students.

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This centered on teachers imposing contributions, lack of needed/instructional materials for study and integrating low and high performance students. Student. Students admitted that it is not that they are not able

to cope with schoolwork but it is that at first, they go to school but they lack interest to study and they were academically weak and lack the basic skills and were also sick and therefore had irregular attendance and by successively doing so, they quit schooling. School. Students felt that the school policies and administrator failed to give them support which plays a big role in the low retention of students. Socio-Economic. Basically, as they say, poverty is not a

hindrance to success/schooling but rather the transfer of residence that matters. CONCLUSIONS Based on the findings gathered on this study, the following conclusions were formulated: 1. Teachers impose too much contribution that led to the dropout of

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the students. 2. The students themselves are not interested to go schooling. 3. School policies and lack of administrative support also led to the low retention among students. 4. Students are bothered with their transfer of residence and so they quit schooling. RECOMMENDATIONS Based on the findings of this study, the following courses of actions are strongly recommended: 1. Teachers should not impose too much contribution. 2. Students should be well motivated to go on schooling. 3. School policies and administrative support should be such that it would catalyze schooling and would cater the maximum

participation of the students. 4. It would be better perhaps for the parents that if they are going to transfer residence, they should fix the transfer credentials of their children so that they would not be led astray.

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BIBLIOGRAPHY

INTERNET

(http://www3.pids.gov.ph/ ris/dps/pidsps0517.pdf).