CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

A country to be able to survive as a nation must produce enlightened, useful, and

upright citizenry. The education of the youth, therefore, is basic to the nation’s freedom,

security, and prosperity. This is clearly mandated in 1987 Philippine Constitution which

state that “The state should protect the rights of all citizens to quality education of all levels

of education and shall take appropriate steps to make such education accessible to all”

The Philippine Constitution further. “It shall be compulsory for every parent or

guardian or other persons having custody of any child to enroll such child in the public

school.

In spite of the numerous supports given by the government to public education,

there is still much to be desired in the educational set-up of the nation. The problem of

youth at-risk students remains in spite of free and compulsory elementary and secondary

education.

At-risks students are one of the most prominent problems in the educational era that

curriculum developers continue to find an effective solution. In spite of the interventions

made by the Philippine government for the past twenty years, having some school leavers

is still a prevailing situation. This is the reason why schools have a challenging role in

providing services for these young individuals who turned out to be at-risks. Students who

are labeled at-risk, according to DepEd Memo No. 36, series of 2014, refers to a learner

1
who finished a senior high level, stopped schooling and then re-enrolled in the next grade

level after a year or more.

Going to school regularly is crucially important for student’s education. The school

is considered as the second home and have a critical and active role in socialization, as

their various academic and social activities mold student’s beliefs, values and attitudes.

Being at-risk students are one of the main problem in the educational era that the

researchers continue to find an effective solution for students’ better future.

In this regards the present study was conducted to understand youth at-risk of

dropping out and intervention program that help them to succeed and come up with an

interview questions that may categorize their perceptions to formulate needed theme to

provide proper intervention, in order to answer the main research question. To find out

about “Understanding Youth At-Risk of Dropping Out and Intervention Programs among

Senior High Students in Pagalanggang National High School” for the School Year: 2018-

2019.

2
BACKGROUND OF THE STUDY

They not only need caring and concerned adults in their lives, but also long for

adults who willingly make the effort to understand them and who believe in them. And,

they do want to learn, contrary to what many people believe. According to Conrath (1994),

this is the central, however covert, message our troubled youth are sending adults. The

primary objective is to help kids build their self-esteem, self-confidences, and an internal

sense of responsibility. He tells those individuals when working with troubled youths to

always remember “the most important work in the world is going on: learning; gaining

self-reliance; participating in the culture” (Conrath, 1994, p. 44). The fruits of our labors

may not always be immediate. In fact, according to research, it oftentimes takes years

before we see the desired changes in the behaviors and attitudes of our more challenging

youth (Blankstein, 1997).

The problem isn’t going to disappear any time soon. There are no doubt challenges

are a mainstay in our schools. Its customers, our youth, inherently generate insignificant

uprisings regularly and will continue to do so while schools are inexistence. But there is a

deeper, more profound issue lurking within our schools. Shadowing the so-called “well-

adjusted student,” are the youth falling victim to an extensive range of risk factors that

make them a member of a growing population of diverse youths labeled “at-risk.” Those

risk factors, described Morris (2000, p. 4) “are low achievement, retention in grade,

behavior problems, poor attendance, low socioeconomic status, and attendance at schools

with large numbers of poor students.” Youth who have been afflicted with many risk

factors will drop out earlier than others (Kronick, 1997). McMillian and Reed (1994)

however, have a different perspective on students at-risk. For some students at-risk, it has

3
been their exposure to these same risk factors that helped in their developing the necessary

coping skills enabling them to triumph over their adversities. These “youth at-risk”

undercover youth are truly survivors in the system.

The trouble associating academic success with the symptoms of “at-risk” is that it

seldom, if ever, co-exists. Even though not all students at-risk perform inadequately

academically, most do, and it “begins early in their school experiences” (Lundenberg,

1999.). In such cases, one will triumph over the other, academic success usually suffering

defeat.

School intervention programs should be in place for the rebound if they are to keep

their students in school. But what will it take? Roderick said:

“Reducing dropout rates also requires that we have a base of knowledge of the

manner in which a youth’s school experiences and the institutional

characteristics of the school he or she attends influences the course of his or her

school career” (Roderick, 1993).

Alspaugh (1998) supported the same view that the organizational structure and

overall climate of the school can test youth at-risk. School organizational characteristics

have been found to be associated with higher drop out rates.

According to Bonilla et.,al (cited in Lunenburg, 1999, n.p.), the at-risk problem

with our youth has become a nationwide problem that “has social and economic

implications for individuals and for society.” General Colin Powell made the following

4
statement at a Philadelphia convention when George W. Bush was nominated as a

candidate for President of the United States. Powell said: “

“We either get back to the task of building our children the way we know how, or

we’re going to keep building jails in America. And it is time to stop building

jails in America, and get back to the business of building our children”. (Cassel,

2001)

President George W. Bush’s goal for education is to leave no child behind. But

there are those who are concerned this can only be a dream, because it is not reality.

Gussner (2001) wrote that obstacles will continue to prevail for those youth and their

families afflicted by the poverty that has governed them over generations. There has been

substantial research done on adjudicated youth focusing on why we need to understand

what is happening to our youth. It indicates a need for a comprehensive approach in

providing educational and transitional services for these students. The youth’s words are

rich with lessons for all to learn. A few examples youth shared in describing their reasons

for their struggles included having problems at home, problems with peers, the teachers

don’t care about them, they got mixed up with drugs and alcohol, unsatisfactory school

performances, and low self-esteem (Pollard, 2001).

This literary review took a closer look at the youth identified as at-risk to see what

strides high schools have taken to (1) identify their students at-risk (2) understand the

problems enveloping youth at-risk (3) enhance their student’s learning experiences at

school, and (4) challenge their students to stay in school. Sanders and Sanders (1998) said

one way to keep students in school is to help them feel like they belong and to make school

5
more interesting. But in order for any plan to work will require the combined efforts and

talents of students, educators, parents, community members (public and private), and

business leaders coming together to address and meet the needs of their youth at-risk.

STATEMENT OF THE PROBLEM

The study aims to answer about “Understanding Youth At-Risk of Dropping Out

and Intervention Programs among Senior High Students in Pagalanggang National High

School”, for the School Year 2018-2019.

Specifically, the study enables to answer the following specific questions:

1. How may the profile of respondents be described in terms of:

1.1 Age;

1.2 Sex;

1.3 Grade Level/Strand;

1.4 Academic Performance (1st Semester);

1.5 Family monthly income; and

1.6 Marital Status of Parents?

2. How may the senior high students be categorized as students at-risk?

3. How may the factors of the respondents be described in terms of:

2.1 Family;

2.2 Financial;

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 2.3 Academic;

2.4 Peer; and

2.5 Self-esteem?

4. What intervention may be proposed?

5. Implication of this study to the Pagalanggang National High School especially to the

guidance and counseling?

SCOPE AND DELIMITATION OF THE STUDY

The mixed method research study focused on “UNDERSTANDING YOUTH AT-

RISK OF DROPPING OUT AND INTERVENTION PROGRAMS AMONG SENIOR

HIGH STUDENTS IN PAGALANGGANG NATONAL HIGH SCHOOL”, for the School

Year 2018-2019. This study involved senior high students who were qualified as students

at-risk where selected as respondents in order to have concise and detailed presentation of

the data needed to make comprehensive and cohesive study. It includes respondents profile

as to age, sex, academic performance, family income and marital status of parents which

specifies the general information of the respondents, and also it may include; family,

financial, academic, peer and self-esteem problems were also identified for students who

are having difficulties in going to school that lead them to become at-risk students. Through

a close coordination with the teacher-advisers, a careful identification of forty-one (41)

students at-risk was done using the At-Risk Student Qualification Checklist. Twenty-three

(23) at-risk students in grade eleven (11) including four different strands such as; General

Academic Strand (GAS) with nine (9) respondents, Humanities and Social Sciences

(HumSS) and Technical-Vocational Livelihood (TVL) Agriculture with five (5)

7
respondents and Technical-Vocational Livelihood (TVL) Computer System Servicing

(CSS) with four (4) respondents. Meanwhile, eighteen (18) at-risk students in grade twelve

(12), such as; Technical-Vocational Livelihood (TVL) Computer System Servicing (CSS),

Agriculture and Humanities and Social Sciences (HumSS) with four (4) respondents and

General Academic Strand (GAS) with six (6) respondents were selected using convenience

sampling to participate as respondents in the study.

SIGNIFICANCE OF THE STUDY

The findings and result of the following were deemed to give beneficial to the

following entities and personality.

Students. They are the considered the primary beneficiaries of this study. Results

of the study may help to motivate students in going to school and reduce the increasing

numbers of senior high students who have low academic performance for the next school

year. Building their resilience skills will lead them to be successful in life despite of their

struggles; and this study will provide and give them a factual information about the benefits

that they can acquire in attending classes.

Parents. This study will help the parents and guardians of student who want to

collaborate with the school system in order to create positive influences coming from

family members so that their academic performance will not be affected. Moreover, it is

also hoped that this study will be an avenue for the parents and the guardians to realize

their great importance in the school life of their children especially in providing support

for the students’ academic career, personal, moral, emotional and social-development.

8
 Teachers. This study will guide them in promoting positive developments of

students who have low academic performance, helping these students to cope in their

schooling in order for them to stay and learn more in school. Outcome of the study may

serve as guide on the approach of teaching and guidance needed by the students who have

the tendency to become at-risk students.

School Administrations. For them to promote intervention programs for senior

high at-risk students. The results of the study will guide school administrators to provide

them proper management activities and to continuously seek for improved learning

outcomes by addressing the individual needs of senior high students.

Department of Education. The result of this study will help the Department of

Education in putting up an effective way, information and guidance system that will plays

a very helpful role in guiding students for applying the best way to easily adopt the new

curriculum. To formulate policies that will improve the all on promoting wider access to

basic education by promoting zero drop-out rate.

Future Researchers. The results of the study may provide valuable source and

reference of data. This may also lead them to discover new avenues for scientific

exploration.

9
 NOTES IN CHAPTER I

Conrath, J. (1994). Our other youth. Lopez Island, WA: Jerry Conrath

Morris, R. (2000). Curriculum for at-risk students. Carrollton, GA: State University of

West Georgia. (ERIC Document Reproduction Service No. ED 443 809).

Kronick, R. (1997). At-risk youth: Theory, practice, reform. New York: Garland

Publishing, Inc.

McMillan, J., & Reed, D. (1994). At-risk students and resiliency: Factors contributing

to academic success. Clearing House, 67 (3), 137-140

Lundenburg, F. (1999). Helping dreams survive. Contemporary Education,71 (1), 9-13

Roderick, M. (1993). The path to dropping out: Evidence for intervention. Westport, CN:

Auburn House.

Alspaugh, J. (1998). The relationship of school and community characteristics to high

school drop-out rates. The Clearing House, 71 (3), 184-188.

Cassel, R. (2001, Spring). Interpreting General Colin Powell’s notion of a high school

that prevents delinquency and crime. Education,121 (3), 422-430.

Gussner, W. (2001, April 19). Schools alone can’t make sure no child is left behind. St.

Louis Post-Dispatch, 7.

Pollard, R. (2001, Spring). Troubled voices: A qualitative inquiry. Education,121 (3),

476-484.

10
Sanders, J., & Sanders, R. (1998). Anti-dropout interventions. The Education Digest, 64

(4), 33-34

11
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies, conceptual

framework, hypotheses of the study, and definition of various terms use in the studies.

RELEVANT THEORIES

This study is anchored on the theories advocated by Urie Bronfrenbenner’s (1989)

Ecological Systems Theory, the Theory of Reasoned Action by Martin Fishbein (1986) and

Icek Ajzen’s (1975) the Moffitt’s Developmental Theory of Crime.

One theory that has bearing on the present study is Ecological Systems Theory of

Urie Bronfrenbenners (1989) is relevant to the present study since it attempts to explain

how everything in a person and his environment affects how a he grows and develops.

Variation in individual development is related to bi-directional or transitional influences

within and between four nested environmental systems. The ecological systems includes a

microsystem which represents immediate environments such as family, school, or

neighborhood environments like mother-child interaction at home or peer interaction in

classrooms; amesosystem which consists of connections among immediate contexts such

as home and school; an exsosystem which includes external settings indirectly influencing

child development such as parent’s and a macrosystem which indicates larger cultural

settings like the culture or socioe-conomic status of the community. The theory asserts that

in order to examine a person’s development, not only that affects of individual and

immediate social contexts but also the interaction with larger-environment need to be

specified. Investigating the individual-environment can help explain the social functioning

12
of student at-risk and understand the influence of adversity on developmental trajectories

within educational contexts and other ecological systems.

The theory is relevant to the present study since that the behavior of the students

can be fully understood by exploring the various eco logical systems to which they are part

of or privy at. These ecosystems will provide very essential data in understanding whether

the students will develop convenient or abnormal behavior that will put them in among the

student at-risks of dropping outs groups. The present study explores and understands these

ecological systems, although not directly stated in the problem. These are the embedded

when understanding the homesickness, academic, family, friend circle and self-esteem

problems of the students which are actually results of their interactions with their ecological

systems.

Also, one of the pillar theories of this study is that of Attribution Theory by Heider

and Weiner. Heider (1958) in the study of L. Lumanog (2015) was the first to propose a

psychological theory of attribution, but Weiner and colleagues (e.g. Jones et al, 1972:

Weiner, 1974, 1986) developed a theoretical framework that has become a major research

paradigm of social psychology. Heider discussed what he called “naïve” or

“commonsense” psychology. In his view, people were like amateur scientists, trying to

understand other people’s behavior by piecing together information until they arrived at a

reasonable explanation or cause.

Though they have slightly different connotations about attribution theory, their

theories are of relevance in this present study. Attribution theory could been best explain

how students through attribution of their behavior to that of other people, have engaged in

truancy and dropping out in school. Generally, the causes of student’s absenteeism and

13
dropouts could be deemed internally in them and externally by the environment

surrounding them. Which of which, students still manifest such behaviors due to certain

influences where their present attitude could somehow be attributed. Most of students

perceived negatively about the people and the school they are with. Due to their subjective

judgment, they commit things that lead them to leave the class and drop out. It is worthy

to note that this particular theory promotes choices in behavior and everyone is accountable

and responsible for such (Attribution Theory (Heider). Copyright 2011 by 12 manage. The

Executive Fast Track. V11.0-Last updated: 7-10-2011. Retrieved at

http://www.12manage.com/methods:attributiontheory.html. Retrieved on 10-7-2011).

This theory is relevance with the present study in a way that it identifies different

problems of students inside and outside the school and how it influenced them to skip from

the rolls.

Another theory that has bearing on the present study is Martin Fishbein and Icek

Ajzen’s (1975) Theory of Reasoned Action. This theory states that the main determinant

of the behavior of the people is their intention which is influenced by their attitude like

their or negative evaluations developed from behavioral beliefs and subjective norm like

them perceive social pressure to comply with important others’ wishes formed from

normative beliefs. Hence, the theory assumed that a person will engage in behavior (that

is, behavioral beliefs, weighted by evaluations) when there is an intention which is

increased by a behavior being evaluated as positive by other people and believe that

significant others want them to engage it. Attitude is determined by a person’s beliefs about

the outcomes or attributes of performing a specific behavior that is, behavioral beliefs,

weighted by evaluations of those outcomes or attributes. On the other hand, the subjective

14
norm of a person is determined by whether important referents, that is, people who are

important to the person, approve or disapprove of the performance of a behavior or the

normative beliefs, weighted by the person’s motivation to comply with those referents.

The theory is relevant to the present study since it explored some of the important

variables that are perceived to have influenced in developing of youth at-risk for truancy

in senior high students at Pagalanggang National High School for the school year 2018-

2019. Also, the theory is an example of an expectancy- value models which provide a

framework for understanding the relationship between a person’s attitudes and their

underlying beliefs. Outcome expectancy is the belief that a given behavior like the

problems and needs of the students will lead or will not lead to a given outcome like

development of at-risk student’s condition, whereas outcome value is the person’s

evaluation or subjective value placed on that outcome.

All the theories mentioned are relevant to the present study since it looks inside the

world of the adolescent and provide a stable and concrete, empirical system of

understanding their development as person and challenges they face during this stage. The

theories help to understand the needs of the students as they enter puberty stage and

whether these needs are contributory to their problems. Also, the theories help in

understanding the problems of the students and how these problems exist, develop and

persist to influence the development of a kind of behavior that is unacceptable to the society

or to their own ecological systems.

15
RELATED LITERATURES

Foreign Sources

Age. As mentioned by Animasahun and Aremu (2015) in the study of L. Gerella

(2017), youngsters between the ages of 8 and 14 begin to confide less in parents and more

in peers and to be more influenced by those peers for assistance in making decisions about

what behavior to adopt. The intensity of criminal behavior slackens after the teens and it

continues to decline with age. The individual offending rates tend to speak in late

adolescence then drop off in early adulthood. The increase in age attracted increase in the

rate of delinquency. As the adolescence grows older he/she has more courage to try out

new things, more criminal things and rebellious nature increases. Adolescence who are

convicted of delinquency at an early age are more likely to develop anti-social attitudes

later in life. They develop low educational achievement, declining occupational status and

usable employment record. Teenagers exposed to authoritative as opposed to authoritarian

parentings are less likely to turn to peers for advice for they have already established a

history of open communication and self-disclosure with their parents.

Sex. Males are more involved in delinquent behavior than females (Violato, et al.

2011) in the study of L. Gerella (2017). One of the explanations of the higher level of

delinquency in males than in females is that etiology of delinquency may differ for males

and females. Males may be more vulnerable to risk factors for delinquency such as

inadequate parenting than females. The risk factors for delinquency are the same for males

and females but that males are exposed to risk factors more than females. For an instance,

there is a stronger effects of parenting in girls while others conclude that the family is more

important to boys. A possible explanation for this finding is that children have the tendency

16
to model the behavior of the parent with the same sex and yet it is also likely that these

fathers or mothers exhibit problematic parenting behaviors.

As mentioned by Parks (2013) in the study of L. Gerella (2017), significant sex

differences in anti-social behavior, with boys having higher prevalence rates or symptom

levels than girls. The sex of the child may also impact the relationship between parenting

practices and delinquency. Characteristics of the parents’ marriage, such as if the presents

get along with each other or not, play an important role for boys, while misbehavior of girls

is more strongly predicted by variables measuring parent-child interaction and parental

control. Females were more likely to engage in crime and delinquency if they did not have

a lot of interaction with their parents and if they parent’s did not control and monitor that

they are doing.

Girls are higher in autonomy and more resistant to peer pressure, especially during

mid-adolescence as compared to boys (Richmond, 2012) in the study of L. Gerella (2017).

On the other hand, boys tended to exhibit a higher level of exposure to deviant peers than

girls. Exposure to deviant peers has as effect on the behavior of both sexes but that the

effect is stronger for males. Sex many affect the age-related changes in friendship

similarity, with girls being less similar to their friends throughout adolescence because of

lower levels of similarity within the friendship and less susceptibility to peer pressure. In

general, females are more strongly mo nitored by their parents than are males but what

when this morning is poor, adolescent females run a higher risk of becoming involved with

deviant peers and, as a result of this involvement, of engaging in the use of drugs.

Academic Performance. Adolescents with low self-control are unable to get good

grades because they lack the self-restraint necessary to study and pay attention in class

17
(McCarthy and Hoge, 2010) in the study of L. Gerella (2017). They are more likely to

commit delinquency because they are less likely to consider the costs when opportunities

to commit crime arise. It is not the adolescents’ attitudes toward school and parents that

cause them to engage in delinquency, but rather their ability to regulate their behavior.

Meanwhile, it may be that students who work hand have less time available to engage in

delinquency. Adolescents with strong attachments to parents and teachers are less likely to

engage in delinquency, and when these attitudes are considered the effect of grades

decreases slightly. The conclusion that social bonds help explain this relationship,

tentative, however, as school commitment is not significantly related to later delinquency.

Academic performance, including academic failure, is often viewed in narrow

terms, as an individual behavior limited to the early life course. However, academic

performance has implications that play out across life stages and on multiple levels.

Family Monthly Income. Children from high parent with adequate income, good

occupation and high status are likely provided with huge quality private education from

nursery up to university level (Ekpo and Ajake, 2013) in the study of L. Gerella (2017).

Given this opportunity, it is likely that such children will be less delinquent than their

counterpart from lower socio-economic background. In some instances, delinquent

behavior in school is associated with children from rich homes since they are the majority

in schools, on the other hand delinquent behavior in school is associated with student from

poor homes as a result of the spillover from the society where they constitute a larger

percentage. The educational level of parents determines their status and level of influence

in the society. There are several non-visible consequences observed in psychological and

economic perspective including family disruption, inter-personal conflict, poor social

18
status, poor educational environment, financial involvement in alcohol consumption and

treatment of alcohol related problems. The effects of these are seen on their children’s poor

academic performance and dropping out of schools.

Not surprisingly, low-income adolescents have reduced achievement motivation

and much higher risk of educational failure. In particular, compared with their more

affluent counterparts, low-income adolescents receive lower grades, earn lower scores on

standardized tests, and are much more likely to drop out of high school. The cumulative

effect of socioeconomic status on families, neighborhoods, schools, and health care

guarantees that poor and low-income adolescents arrive at young adulthood in worse

health, engaging in riskier and more dangerous behaviors, and with lower educational

attainment and more limited career prospects than their more affluent counterparts.

Among family-related factors, “social class” or “socio-economic status” (SES) is

the most contested one. Often it is measured by parents’ (or guardians’) occupational status,

education and income, all of which are sometimes considered influential (e.g., Dalton et

al., 2009). More frequently, only some of these factors are deemed predictive of early

school leaving. Thus, for instance, parents’ educational aspirations for their children, is

mentioned by many scholars, among whom Duchesne et al. (2005), Ishitani and Snider

(2006), and Koball (2007).

Marital Status of Parents. There is a great degree of variability within broken

home families (Apel and Kaukinen, 2008) in the study of L. Gerella (2017). Family

structures are extremely varied today not only due to the high rate of divorce and the

proliferation of complex stepfamilies but also to increasing rates of non-marital

childbearing and cohabitation. Youth in intact families differ in important ways depending

19
on whether the two biological parents are married or cohabitating and on whether they have

children from a previous relationship. For example, if the two biological parents are

married, the child is less likely to engage in criminal activity. If the biological parents are

only cohabitating, youth are more likely to engage in antisocial behavior. In addition, they

found that youth who reside with a single biological parent who cohabits with a non-

biological partner exhibit an unusually high rate of antisocial behavior, especially if the

custodial parent is the biological father.

Adolescents from single-parent households are more prone to delinquent behaviors,

including drug and alcohol use (Hemovich and Crano, 2009) in the study of L. Gerella

(2017). Children who live with only one parent are more prone to emotional distress,

negative behavior, delinquency, and drug use. Relative to intact families, children of

single-parent families generally are more likely to be resource deprived especially in

female-headed and households receive less intense and less consistent monitoring, all of

which have been associated with adolescent drug use. In some instances, adolescents who

live in mother-only households are less likely to engage in deviant behavior and drug use

than children from father-only households. Compared to single mothers, single fathers have

been shown to communicate less often with their children. Mothers provide better overall

supervision than fathers and stronger affective and interpersonal bonds with their children,

hence, youth living with only their mothers are less likely to become involved in delinquent

behavior than those living with only their fathers.

Family Problems. According to Enrich (2008) in the study of L. Gerella (2017)

pointed out that students develop schemas or internal working models based on their family

experiences. Those who come from high-conflict families might develop negative

20
representations of others as hostile and argumentative, expect frequent conflict to resolve

disagreements, and perceive rejection from the peer group, all of which would influence

their behavior in social situations. Negative family environments, characterized by hostile

interactions and low parental involvement, have been linked to poor peer-related outcomes,

such as peer rejection, social withdrawal, and participation in antisocial activities. On the

other hand, those who have warm and supportive parents are more likely to have positive

peer-related outcomes, including greater peer acceptance and reciprocal friendships.

Family is the first place where socialization takes place for children to learn about

their social roles in the future through interacting with their parents (Zhou, 2007) in the

study of L. Gerella (2017). Parents’ beliefs, values and behaviors have a great impact on

the adolescents’ academic achievement. Most at-risk students who experienced academic

failure were growing up in persistent or concentrated poverty and in a family of low social

class, growing up with a parent who is unemployed, a teenager, a school dropout, an

illiterate, a parent who is impaired (as result of alcoholism, drug addiction, or mental

illness), and/or who is without social supports, growing up with in a family or

neighborhood with a such high levels of social disorganization as to leave a young child

unprotected from abuse and violence, and with little exposure to healthy role models and

growing up with the sense that one has bleak prospects for good employment or a stable

family life and little power to affect one’s own destiny and that one is not valued by the

outside world.

Financial Problems. Mien and Thao (2015) in the study of L. Gerella (2017) noted

that the young do not have abilities to plan for their spending in meeting their day-to-day

financial obligations which may have consequential, detrimental, and negative effect on

21
their lives. Also, many high school students are not equipped to make sound financial

decisions. It goes to show that these situations prove that these at-risks students do not have

abilities to plan for their spending in meeting their day-to-day financial obligations. These

poor financial behaviors will have consequential, detrimental, and negative effect on their

lives at home and school. Stress results from personal financial difficulties (Heckman, Lim

and Montalto, 2014) but can also include psychological or emotional effects. Some of the

negative outcomes of financial stress are depression, anxiety, poor academic performance,

poor health and difficulty persisting towards high school completion.

Academic Problems. Guzman and Pohlmeier (2014) stated that some students

exhibit high-risk behaviors that can adversely affect their overall development and well-

being inside the classroom, or that might prevent them from future successes and

development since their academic development is hampered. These are the students who

are academically underprepared as a result of poor educational experience like poor

preparation, low expectations, or academic failure. In short, they fail to master three

essential skills which symbolizes readiness and success as they reflect- subject-matter

mastery, general work attitude, and effective career decision-making. Education should

result in a quality learner or a student who exhibits definable behaviors that optimize

learning and predict successful performance in school, career, and life.

Students fail academically because of several reasons. Farrington, Roderick,

Allensworth et., al. (2012) noted that there five categories of non-cognitive factors related

to successful academic performance: academic behaviors, academic perseverance,

academic mindsets, learning strategies, and social skills or the six areas with related

behaviors that determine the quality of successful student performance: information

22
processing; values; learning skills; intrapersonal skills; and thinking skills. These skills are

integral to the students’ learning which responds to a societal need for quality learners and

performers with activities that address each aspect of the learner’s profile. Some of the risk

factors that may lead to academic failure included lack of motivation for performing well,

low level of self-respect and self-esteem, limited key social skills, lack of goal clarity,

limited communication skills, lack of strong role models, being underprepared for current

academic challenges, having significant psychological problems, and lack of strong

support groups.

Peer Problems. Peer qualities and peer behaviors have long been recognized as

among the most important determinants of student outcomes (Liu, 2010) in the study of L.

Gerella (2017). Peer effects in education usually include the impact of social interactions

between individual student and other students in the same school or classroom, rather than

the interactions between the student and families or teachers. For example, parents tend to

seek for better companies for their children through residential choices and other school

choice options. Many controversial education policies, such as vouchers, school

desegregation, and ability tracking, intend to improve student performance through

changing the composition of peers. The most problematic issue is that families and students

usually choose schools and peer groups where they share similar attributes with other

members.

Self-Esteem. Self-esteem is confidence in one’s capacity to achieve values which

in subjective and enduring sense of realistic self-approval in the study of L. Gerella (2017).

It reflects how the individual views and values the self at the most fundamental levels of

psychological experiencing. It is also a relatively permanent positive or negative feeling

23
about self that may become more or less positives and negatives as individuals encounter

and interpret success and failures in their daily lives. Likewise, it is an intrinsic and

universal part of human experience ad it is a key concept for explaining the “inherent

secrets” of human behavior as a cure for social and individual problems. Self-esteem I

convenient to think of advantage person’s attitudes toward himself as having three aspects-

the cognitive, the affective and the behavioral.

Local Sources.

Age. As the children enter their teen years, delinquency escalates rapidly and then

declines almost as rapidly as they enter their late teens and early twenties (Amone-P’Olak,

Burger, Huisman et, al. 2011) in the study of L. Gerella (2017). It is also common wisdom

that one of the strongest predictors of delinquency is whether an individual’s peers engage

in delinquent acts. As adolescents age, delinquency precedes delinquent peer association.

Other researchers present evidence for an interactional relationship, with delinquent peer

associations preceding delinquency, but then with delinquent behavior reinforcing

delinquent peer associations. As such, both delinquency and delinquent peer association

increase with age. This is due to the fact that youth in transition from childhood to

adolescence are likely to still remain under the control of conventional authorities (e.g.,

teachers) and to lack a network of pro-delinquent friends, whose influence and social

support are strong enough to override conventional authorities..

Sex. In the study of L. Gerella (2017), adolescents appear to be at increased risk for

a number of problems, including depression. For example, early maturating girls have a

higher risk for depression, substance abuse, disruptive behaviors, and eating disorders.

Likewise, boys who physical development is out of synch with their peers are at increased

24
risk for problems. Early maturing boys have more likely to be involved in high-risk

behaviors such as sexual activity, smoking, or delinquency. Although early physical

maturation does not appear to pose as many problems for boys as it does for girls, late

maturation seems to place boys at greater risk for depression, conflict with parents, and

school problems. Because of their smaller stature, late maturing boys may also be at higher

risk for being bullied.

Academic Performance. Felson and Staff (2006) in the study of L. Gerella (2017)

noted the academic performance is one of the strongest and most consistent correlates of

delinquency. In one interpretation, delinquency is an adaptation to school failure. Weak

students turn to crime for enjoyment, money, status, and self-esteem because they cannot

or do not obtain these rewards in school. Also, low grades are negative experiences that

lead to criminal behavior. It is the social evaluations that adolescents receive in the form

of grades that have a causal effect on whether they engage in delinquency. Whether for

rational or irrational reasons, poor academic performance motivates them to commit crime.

Adolescents with weak bonds to school and parents are more likely to engage in

delinquency because the costs of transgression are lower. For example, they have less

attachment to teachers and parents, and thus are not particularly concerned about alienating

either if they get into trouble. Also, because they have less commitment to academic

pursuits, the costs of delinquency and punishment are lower.

The findings are consistent with a growing body of research that has identified early

signals of academic failure and high school dropout. These signals include course failures

in 11 A cost-benefit analysis of educational investments that might improve California’s

high school graduation rate suggest that investments, such as raising teacher quality,

25
reducing class size, publicly funded pre-school, head start, and after school programs are

likely to yield positive returns, albeit at a greater cost to state and local governments.

The increasingly high number of at-risk middle and high school students – those in

danger of dropping out of school because of academic failure or other problems – is a major

co9ncern in education today. At-risk students show persistent patterns of under-

achievement and of social maladjustment in school, leading to their failure to finish high

school. Indeed, the local at-risk students rate averages about 25 percent (Lopez, 1989), and

for minorities, that are higher, with an average of 30 percent leaving in school before they

graduate.

Family Monthly Income. Adolescents from low socio-economic backgrounds

show higher prevalence rates or mean symptom counts of behavioral problems (Nisar,

Ullah, Ali et, al., 2015) in the study of L. Gerella (2017). Economic status is effective in

delinquency causation. The crime and delinquency rate from low economic status is higher.

Perhaps economic status would not account for offence and crime, but the feeling of

personal inferiority or the restrictions caused by finance in person may lead to enhanced

aggression. Low quality and insufficient food, low level of living, insecurity, low health

status and parents’ employment status are effective in delinquent behavior. Youths who

work have more disposable income and are less likely to be home and more likely to be

out and about and making the scene.

Marital Status of Parents. For Crano, et., al (2007) in the study of L. Gerella

(2017), family disruption and delinquency, the composition of families is one aspect of

family life that is consistently associated with delinquency. Children who live in homes

with one only parent or in which marital relationships have been disrupted by divorce or

26
separation are more likely to display a range of behavioral problems including delinquency,

than children who are form two parent families. Likewise, those who witness marital

discord are at greater risk of becoming delinquents. There is an association between

exposure to parental divorce and marital discord while growing up and children’s

psychological distress in adulthood. Children who live in the home with only one parent or

in which marital relationship have been disrupted by divorce or separation are more likely

to display a range of behavioral problems including delinquency, than children who have

two more parent families.

Factors and Problems of the Respondents

Family Problem.According to the Center on Education Policy (2012) in the study

of L. Gerella (2017), parents who are controlling, use rewards and punishments for

academic performance, or display negativity or anger about academics can discourage

children from developing intrinsic motivation. These are due to many factors that hinder

parents from providing these kinds of supports to their children. In some families, parents

may be grappling with outside stressors, time and resources constraints, or unfamiliarity

with what role they might play. On the other hand, those parents who are actively involve

their children’s education and provide a stimulating learning environment at home can help

their children develop feelings of competence, control, curiosity, and positive attitudes

about academics. Also, those who hold high expectations for their children’s learning,

believe in their children’s competence, expose them to new experiences, and encourage

curiosity, persistence, and problem-solving can help their children develop an intrinsic

motivation to learn.

27
 Meanwhile, Barnardos (2007) noted that time seems to be a major barrier impeding

parents from participating in school activities or assisting their children with schoolwork

at home. They often report lack of time or schedule conflicts as the two most important

barriers of parent involvement and feel that, frequently, parent activities at school are at

inconvenient times. If it is hard for parents to attend the parent-teacher conference for one

of their children, it is self-evident that the degree of difficulty increases tremendously for

two or more. As such, high levels of positive family relations, parental monitoring, rule

setting, and positive reinforcement for appropriate behavior are associated with less contact

with disruptive peers, less engagement in antisocial behavior and less substance use.

Parents who provide firm discipline and monitoring of their adolescents tend to have

children who become involved with peers of similar parenting discipline styles. Being

involved in networks of this type protect against delinquency because parental monitoring

protects against association with disruptive peers.

Academic Problems. According to Horton (2015) in the study of L. Gerella (2017),

students can be considered at-risk for achieving academic success in the school for a variety

of reasons. At-risk students may be those who have made poor choices or decisions that

negatively impacted their academics, adult students who return to higher education after

an extended absence, or students with academic or physical limitations not identified before

enrolling in the school. Further, at-risk students are likely to display a variety of other

characteristics such as believing that learning is memorizing, having unrealistic grade

expectations, articulating unrealistic career expectations, having low self-efficacy, being

motivated by external influences, possessing low academic self-concepts, and having

inadequate study skills for school success.

28
 Peer Problems. Ehrlich (2008) also in the study of L. Gerella (2017) stated that

peer effects become strongest by early adolescence. Without positive peer group

interactions, serious social problems may develop. Peer rejection in early adulthood and

early adolescence, for example, is a good predictor of social and academic problems later.

Adolescents peer pressure may focus on extracurricular behavior rather than on classroom

behavior. As such, students must foster positive peer groups early in order to become well-

adjusted adolescents and adults. Having friends in school allows the students to learn a host

of skills: group interaction, conflict resolution, and trust building, among others. Peer

approval leads to a pro-social behavior in many areas of a person’s life, including

academics which will lend to affect the self-esteem of the child, which has other social

consequences.

Self-Esteem Problems. According to Lyons (2012) in the study of L. Gerella

(2017), self-esteem can affect students’ abilities to make and keep friends which also can

have an impact on educational achievement due to behavioral problems. Due to the natural

tendencies that students have to compare themselves with others, those with

exceptionalities may have low self-esteem from lack of success in school, sports, and

friendships. Self-esteem, or the lack of it, can hinder motivation to learn, or develop

friendships in students, especially those students with disabilities. Also, some students felt

lower self-esteem when others disapproved of them. It seems to be a circular effect: lower

self-esteem affects learning and failure in academics or the perception of how others feel

about one can lower self-esteem.

29
RELATED STUDIES

Foreign Sources

At-Risk Students.The study of Worley (2007) in the study of L. Gerella (2017)

examined the relationship between academic achievement and at-risk students. Many

issues today affect the achievement gap and the ability for at-risk students to succeed. Most

data, as revealed in the studies included in this review, conclude the factors identifying at-

risk students do have significant impact on the academic achievement of individual

students and schools. Most often, these students are not successful and eventually drop out

of school or pursue a GED. Data indicate that teacher-student relationships, parent or

caregiver students’ relationships, motivation, SES, and peer influence can affect success

for at-risk students. Twelfth grade students from two high schools in an urban school

district were given the opportunity to participate in a survey. This study investigates

correlations between the dependent variable grade point average (GPA), and the

independent variables are teacher-student relationships, parent or caregiver-student

relationships, motivation, SES, and peer influence. Five regressions were run to determine

if any of the independent variables predict GPA. Data from this study indicate that the

variance between the dependent variable of GPA and each of the five independent variables

is significant; however, the practicality of these results’ having a significant influence on

the GPA of the participants is minimal. The strongest variance found was between GPA

and peer influence. Other findings include a relationship between GPA and participation

in sports or activities. As GPA increases, the percentage of students participating in sports

and activities increased. The students in this study do have positive relationships with their

30
teachers; have a parent or caregiver encouraging them to do well in school; and plan to

attend college.

The study of Richey (2008) examined whether adolescent pubertal status is related

to their levels of temperamental surgency, a construct encompassing individual differences

in high intensity pleasure, fear, and shyness. Ninety middle-school students in the Western

United States (38 males and 52 females) ranging from age 11.5 – 14.5 (mean = 13.1)

completed self-report measures of pubertal status and surgency. Results indicate that

adolescent levels of surgency increase as pubertal status increases. Age, however, was not

significantly associated with surgency levels. These results suggest that biology

(specifically puberty) may be a significant factor on adolescent behavior.

In the study of Wolf (2012) in the study of L. Gerella (2017), the neurological

theory of adolescent decision making and risk taking and the dual-process decision making

theory were tested in a sample of college students. Participants responded to a questions in

a survey about decision making style, socio-emotional processes, cognitive control

processes, and deviant peers. The goals of the research were to test the relation between

decision making processes (intuitive and deliberative) and risk behaviors, to test the

potential overlap between intuitive and deliberative decision making as described in the

more traditional dual-process models and the socio-emotional and cognitive control

systems of the neurobiological model, and to extend the neurobiological model by

examining the role of individual and social contextual factors in risk behavior. This

research is intended to strengthen, expand, and improve our existing knowledge of youth

decision making and risk behavior. Results showed that cognitive control processes and

deliberative decision making were related to each other whereas socio-emotional processes

31
and intuitive decision making were not. Deliberative decision making was related to risk

behaviors whereas intuitive decision making was not. Finally, self-regulation and deviant

peers moderated the relations between some of the socio-emotional or cognitive control

constructs and risk behavior.

Interestingly, the study of Pourabbasi, Sirvani, and Khashayar (2011) entitled

“Sickness Absenteeism Rate in Iranian Schools During the 2009 Epidemic of Type A

Influenza”, they integrated that influenza pandemic was a global event in 2009 and intra

school transmission was its main spread method. This study was designed to evaluate the

absenteeism rate during the type A influenza epidemic. Four hundred and eight students

from both a guidance school and high school in the Iranian equal were recruited in this

retrospective study. The number of days of absenteeism, since the beginning of the school

year until the end of epidemic was recorded. Two hundred and thirteen students missed

school during the disease epidemic because of related causes. In other words, 581 persons

whose day absences were reported during this period. The influenza pandemic has led to

an increase in the absenteeism rate and may negatively affect the academic performance of

the students. Teaching precautionary measures is an effective tool in reducing the number

of days of sickness.

Dropping Out

Stid, O’neil and Colby (2009), on their study entitled “Portland public schools:

From data and decision to implementations and results on dropout prevention” cited that

one third of high school students across the U.S. fail to get a high school diploma on

schedule; for minority students, that rate false to 50 percent; every day 7,000 students drop

out of school. They have found the figures staggering; what’s more, they have profound

32
consequences for equity and economic opportunity in the United State. When compared

with college graduates, dropouts earn $1 million less over their lifetimes and are three times

more likely to be unemployed. A dropout is eight times more likely to be imprisoned during

his or her lifetime than someone with a high school diploma.

Likewise, the study of Vernez (2008) entitled “Improving California’s Student Data

Systems to Address the Dropout Crisis”, presented that the extent of California’s dropout

problem is unknown, placed at between 33 and 16 percent. California needs to build a

robust student data system-called a Student Unit Card (SUR) system, because it contains

information on every student from entry in kindergarten to exit from college and eventually

into the labor force-in-order to accurately measure the dropout rate across schools and

colleges, hold educational institutions accountable, evaluate the effectiveness of programs.,

help identify students at-risk, and assess return on educational investments. The state can

do so by building on its existing student data systems enhanced by adding and

standardizing data elements (e.g. program participation and attendance), integrating the

existing SUR from the four California education segments, linking the integrated SUR data

file with other state and federal data files, and broadening access to the resulting data set.

A study carried out in 2010 entitled “Facing the School Dropout Dilemma”

conducted by Hanes T. Stuart aimed to determine the factors that contribute to learners

dropping out of the Secondary Education programmed provided the following answers as

mitigating factors: Alcohol use, lack of parental/self-motivation, difficulty to cope with

part-time studies, lack of financial support to pay for examination/transport, long distances

to the tutorial centers, implying higher transport costs and pregnancies, lack of family

planning.

33
 The Youth We Label At-Risk. Who are these students labeled at-risk and what

does the term really mean There are a number of definitions that labor to interpret the

meaning of at-risk. Herr (1989) suggested, “The challenge for counselor’s now and in the

future is the changing definitions of who among the diverse population of the United States

is “at-risk” (p.189). Frymier suggested interpreting at-risk as a process, and to look at youth

at- risk as a product of society. He claimed that individuals are not born at-risk, but instead

are made at-risk from the influences of society (Frymier; cited in Husby, 1998).

Morris (2000) reported that the most popular of all definitions of at-risk students

are those students who are probably not going to graduate from high school (p. 4). Slavin,

Karweit, and Madden, 1989 (as cited in Morris, 2000) said “The meaning of the term ‘at-

risk’ is never very precise, and varies considerably in practice. One possible definition is

that students who are at-risk are those who, on the basis of several risk factors, are unlikely

to graduate from high school” (p. 1).

The Wisconsin State Legislative, through the 1985 Wisconsin Act 29, created the

s. 118.153 Wisconsin Statute that speaks directly to the needs of students. Under the

Children At-risk Statute, “’Children at-risk’ is defined as pupils in grades 5 to 12 who are

at-risk of not graduating from high school because they failed the high school graduation

examination administered under s. 118.30 (1m) (d), are dropouts, or are 2 or more of the

following: One or more years behind their age group in the number of high school credits

attained, two or more years behind their age group in basic skill levels, habitual truants,

parents, adjudicated delinquents, or eighth grade pupils whose score in each subject area

on the examination administered was below the basic level, 8th grade pupils who failed the

examination administered under s. 118.30 (1m) (am) 1. was below the basic level, 8th grade

34
pupils who failed the examination administered under s. 118.30 (1m) (am) 2., and 8th grade

pupils who failed to be promoted to the 9th grade (legis.state.wi.us).”

Understanding Youth At-Risk: do we need an attitude adjustment? There is a

stigma that encapsulates children labeled “at-risk.” The term itself reredirects attention

into believing that “at-risk” children are “problem” children or bad kids. Kronick (1997

talked about the power in language in that “the language we use affects our experiences

and thereby recreates our social reality” (p. 119). Responding to the needs of children

requires a change in attitude and assumptions that all children can learn, that we know how

to teach children at-risk, the teachings must be challenging, and that what we produce

means something (CCSSO, 1988 cited in Children At-Risk, 1990). When attention is

drawn to the problems the child is creating instead of appreciating what is right with the

child, it becomes difficult to see the strengths and talents of these children, many whose

natural gifts go unnoticed in schools. Research has found that students at-risk oftentimes

have unique learning styles that waver differently from that of other students. School

failures for these children are usually not due to their lack of abilities, but rather neglect on

the school for their structured classroom learning policy. “Schools must deal with the

reality that different children do learn at different speeds and can handle subjects in varying

degrees of depth” (Bennett, W., Finn, C. & Cribb, J., 1999). Schools must accommodate

all children and their various learning styles by integrating flexible teaching strategies in

their curriculum. Discouraged learners, especially, need to try out a variety of ways to

learn and to complete tasks (Conrath, 1994). The natural tendency seems to focus on what

the child did wrong and what needs to be done rather than try to figure out the cause for

the problematic behavior (Appelstein, 1998). Some of the terms oftentimes used to

35
describe children at-risk include unruly, manipulative, troublemaker, lazy, looking for

attention, selfish, and liar.

Behind the negative behavioral labels is usually a hidden agenda or an underlying

reality – the child’s way of sending a message that not all is going well for them.

Applestein emphasized that “reacting forcefully to disruptive behavior will often interfere

with our ability to get to the heart of the child’s message. Worse yet, such misapplications

of power and control will usually prompt more misbehavior”

Individuals who are “at-risk” are often viewed through narrow lenses without

looking at the broader context that contribute and preserve the at-risk behaviors. Before

any social justice is bestowed on children at-risk, the meaning of at-risk needs to be

clarified and reconceptualized (Kronick, 1998). Conrath (1994) concurred that negative

labels are destructive in that they lead the child through a laboring school experience where

they eventually become discouraged, defeated, and finally, drop out of school. Woolfolk

(1995) cautioned that applying a label, such as at-risk, can be harmful because a person is

too complex to be described in only one or two words. The label itself misrepresents the

person by becoming the focal point implying that this is the most important aspect of the

person. Adults oftentimes respond to children at-risk in harmful and destructive ways.

Rejecting or treating an at-risk learner impersonally further instills in the child that they

are unworthy or somehow incapable of carrying out the task. Conrath (1994) said this

invites the child to avoid any and all responsibility reinforcing the child with a sense that

rejection is something externally controlled, so why even try. To a larger extent, rejection

contributes to feelings of discouragement and lack of self-confidence. Conrath (1988) said,

“Anonymity breeds avoidance and hostility, two behavior patterns common the students

36
most likely to become drop-outs.” Conrath also said it takes a tough adult to see the root

of the problem and proceed simply by refusing to reject and ignore the child, no matter

how challenging a task.

At-Risk Youth: A National Dilemma. Pay now or pay later. Investing time and

energy in our children today is a wise maneuver if the intent is to secure a strong,

competitive, and industrious economic and cultural future. Sadly, our present school

system is failing an exorbitant number of youths with as many as 30% of youths not

receiving an adequate education (Barr and Parrett, 1997). The at-risk situation in today’s

society is not just a problem, it is a national crisis with 25% of our high school students

dropping out of school (Conrath, 1994). In reference to dropout preventions, Conrath said,

“We can’t afford not to. Seventy percent of our prison inmates are high school dropouts.

It costs taxpayers about 6 times as much yearly to house a prison inmate as it does to

educate a child in public school” (p. 3). Lunenburg (1999) agreed that the dropout problem

has gotten out of hand and is at crisis proportions costing the U.S. an estimated $250 billion

annually in lost earnings, taxes, and social services; 52% on welfare or unemployed; 82%

make up the prison population; and 85% are juveniles in the court system. Over one-quarter

of students leave school before graduating. After finding out the personal costs associated

with dropping out of school, as many as 46% of those individuals return to school to earn

a high school diploma or high school equivalency degree, such as a GED. The economic

returns of a high school diploma; however, are higher than that of a GED, which is why

staying in high school and graduating is favored over a GED (Roderick, 1993).

Intervention Programs. Promising strategies to enhance academic achievement,

even among minority students from disadvantaged backgrounds, may be found in peer and

37
adult counselling programmes. Teachers, coaches, peers, family members, and sometimes

mentors from community programmes have proved capable of motivating students to

achieve and even strive for academic honours by acting as supportive role models (Herbert

and Reis, 1999). Measures aimed at facilitating social attachments among all those

involved is essential, especially at key momments in pupils’ school live, like the transition

into high school (Blue and Cook, 2004). In addition, it appears worthwhile to devise 16

programmes addressing students’ (culturally diverse) attitudes toward and perceptions of

school responsible for underachievement (Ekstrom et al., 1986; Vizcain, 2005).

Local Sources

At-Risks Students

The study of Banzon-Librojo and Alampay (2010) examined the influence of parent

and peer variables on delinquent behavior, and explored whether the relationships were

mediated by adolescent self-regulation. Two hundred thirty-eight third- and fourth year

Filipino high school students responded to measures of parental induction and power-

assertive discipline, parental nurturance, self-regulation, peer delinquency, and self-

reported delinquency. Correlation analysis indicated that power-assertive discipline and

peer delinquency were associated with higher levels of delinquency and lower self-

regulation.

Conversely, inductive discipline and nurturance were associated with less

delinquency and higher self-regulation. Regression analysis showed that peer delinquency

and self-regulation contributed significantly to the prediction of delinquent behavior. Tests

of mediation revealed that self-regulation fully mediated the influence of parents’ power-

38
assertive and nurturing behavior and partially mediated the influence of peers’ delinquency

on delinquent behavior.

The study of Thomas (2011) used secondary data analysis, with a sample of 290

adolescents, aged 13-19 to examine the relationship between adolescent moral values and

adolescent delinquency. Adolescent moral values were examined as a mediator of the

relationships between parent moral values and adolescent delinquent behavior, and also

between peer delinquent behavior and adolescent delinquent behavior. Attachment to

parents and peers was also examined as a moderator of these relationships. Regression

analysis was used to analyze the data for this study. Overall results revealed that adolescent

moral values were negatively and significantly predictive of adolescent delinquent

behavior. Findings also showed that adolescent moral values partially mediate the

relationships between parent moral values and adolescent delinquent behavior, as well as

between peer delinquent behavior and adolescent delinquent behavior. Peer-youth

attachment was identified as a significant moderator of the relationship between peer

delinquent behavior and adolescent behavior. The other moderating pathways of the model

were not statistically significant.

Two features of the Filipino adolescent self were explored in the study of Alampay

(2007) self-complexity, referring to the number and degree of differentiation among self-

aspects, and self-construal, or how the self is conceived in relation to others. The

relationship between these facets and the experience of negative emotions in adolescence

was also determined. Participants were 2017 of 12- to 21- years old who were administered

a trait-sorting task to measure self-complexity, and self-report scales assessing degree of

independence and interdependence in self-construal, and the extent of experienced identity

39
confusion, emotional extremity, anxiety, and self-devaluation. Self-structures were found

to be multifaceted and differentiated, as well as relational and situation-bound in content.

Complexity increased across age, bearing out social-cognitive perspectives on self-

development. While predominantly interdependent, self-construal also endorsed

independent attitudes and values, suggesting a more bicultural self in Filipino youth.

Self-report data were gathered from 633 students from public schools in Metro

Manila, Philippines in the study of Gutierrez and Shoemaker (2008) in the study of L.

Gerella (2017). The study finds overall delinquency prevalence to be higher among males

than females but not significantly different from one socioeconomic class to another.

Gender and class differentials, however, are found for different types of delinquency

(covert property, theft, swindling, vandalism, drug abuse, alcohol and cigarettes, and status

offenses). Violent offenses and more public forms of delinquency are found to be high

among lower-class boys, whereas covert types of delinquency are high among the middle-

and upper class students. Of interest, among females, upper-class girls consistently have

the highest self-reported delinquency rates.

School counselors can work to create useful resources for these students where they

may not already be present along with implementing school wide initiatives aimed toward

enhancing a positive school climate that will help students thrive. High school students

with a history of juvenile delinquency are a unique subset of the student population that

warrants additional attention from school counselors. As these students work toward

meeting their postsecondary goals they encounter challenges that are different from those

of their peers. Because of this school-counselors must employ different strategies while

working with this population throughout the implementation of their curriculum.

40
Dropping Out

Gascon (2006) on her thesis entitled “Factors Affecting the Drop Out of Pablo

Borbon Memorial Institute of Technological Engineering student, De La Salle Lipa

Graduate School” in the study of L. Lumanog (2017) cited that there were more male

dropouts compared to female in terms of secondary education, students that came from

private schools have the highest percentage of dropout as students from public schools.

About fifty percent of these students who dropped from the college belong to the lower

income group and according to course, there were more mechanical engineer who dropped

from the college. Student, teachers and school factors were moderately serious causes of

dropouts and the implementation of some identified services employed at the college to

counter.

Based on the findings of Mangaran (2004) on her study entitled “The

Characteristics of the typical Bulacan High School Dropout”, in the study of L. Lumanog

(2017) the school leaver is usually a male, at least with a mean age of 18.045, single, a

public high school student whose Religion is Roman Catholic, a Tagalog origin, where the

educational attainment of finishing the elementary education and with a father who

engaged in a very low occupational level while the dropouts mother is engaged in non-

gainful occupation or simply housekeeper, and with an average yearly gross income of

Php. 30,000- Php. 49,999. The dropout perceived that parents’occupational preference for

him is so high to become an engineer. But due to financial factor, he decided to leave the

school when he was third year high school in order to work and to help at home. While in

school, his favorite academic subject is Araling Panlipunan and performed satisfactorily

while he disliked the subject Science. There were more than 50 students in the class of the

41
dropout and he did not join or involve in any extracurricular activities in the school. While

the acceptable reasons for the student dropout to leave school are financial problem to

work, lack of interest, to help at home and parent’s decision.

Aguilera (2013) on his study entitled “A Study on the Number of Dropouts and the

reasons why they dropout from the University of Santo Tomas Faculty of Pharmacy in the

Academic Years 2008-2013”, stated that majority or fifty-six percent of the responding

dropouts transferred to other schools when they dropped out, while the remaining stayed

in the University of Santo Tomas. There was a continuous decline in the number of drop-

outs since the Academic Year 2008 to 2009, from 31.07 percent to 14.49 percent in the

Academic Year 2012 to 2013. This decrease may have been due to interventions provided

by the Faculty, and improvement in its standards, practices, and services. The drop-outs

stayed in the Faculty at an average of 1.83 years, before having dropped out. Business is

the most prominent field where the respondents transferred to after their choice of

dropping. Agriculture, Law and Music-related courses were chosen least. The study was

able to discover that most of the drop-outs came from the Department of Pharmacy,

followed by Medical Technology and Biochemistry, with percentage of 47,36 and 17,

respectively. The research found out that a majority of the drop-outs belonged to the first

year level when they dropped, consisting 45 percent of the respondents. An inverse

relationship was constructed between the year level and number of drop-outs, as the

percentage went down to 7 percent in the fourth year level. Difficulties in the areas of

academic, family, personal, social, and other factors are encountered by college student.

Genon (2002) based from the findings in her study entitled “Causes of Dropouts of

the College Student of the Philippines Normal University Agusan Campus”, it was found

42
out that among the causes of dropouts among the causes of dropouts among students in

Agusan Campus was financial problem. The highest case was children whose parents were

farmers. This fact indicated that the farmers’ children were forced to withdraw from their

studies because of financial difficulties. The income from farming was not enough to

provide for the needs of their students especially that more number of parents of the college

dropouts are tenants. The distance from the university and the daily needs could not be

supported by their parents that are why students were forced to drop from their studies.

With these 33 cases of registered drop-outs data showed that in every semester the dropouts

were less than 10 students, which means they are all still manageable. The number of

students who filed authorized withdrawal may not yet be alarming.

On the study Masalta and Mauring (2009) entitled “The cause of Drop out among

junior students of Pacita National High School” many young people make decisions in

their early years that can affect not only their personal welfare, but also their societies as a

whole. Some students fail to complete school and may become marginalized, unemployed,

or otherwise under privileged instead of becoming productive members of society. High

school dropouts are both an individual (and family) problem as well as a nation alone. It is

individual problem because of most (not all) do make considerably less money than

graduates. It is a national problem not so much because of lost task revenue but because

we have a tremendous waste of human resources. Why those students drop out of high

school? Their reasons are many. Some are personal, such as pregnancy or the need to help

support their families. Most, however, are school-related. Most student who dropped out

were doing poorly in school, and many felt that their teachers did not care. Only 18 percent

reported to the NCES that they had passing grade in their last year of school.

43
 Conceptual Framework

To clearly present the plan for data and thematic analysis process according to the

summarized findings of this study. Figure 1 is created. This figured is patterned after the

method of research presented in the earlier section of this research on how to understand

youth at-risk of dropping-out.

Screening of
Young At-Risk At Risk Qualification Checklist
Students

SURVEY QUESTIONNAIRE AND SEMI-

STRUCTURED INTERVIEW
 Adapted from Gerella and Calimlim, (2017),
translated in Tagalog and validated by the
PROPOSED
INTERVENTION experts.
PROGRAMS BY  Numerical intepretation
SHS GUIDANCE
COUNSELOR

Thematic Analysis - Qualitative Coding and Analysis

THEMES  Open coding with a single transcript
and  comparison of codes between transcripts to develop
SUB-THEMES categories
 analysis on how and if each category is connected in
order
 develop new categories, combine existing categories,
and delete others

44
 The first frame from the left is consisted of the conduct of the identification and

screening of the young at-risk students using At-Risk Qualification Checklist (frame no.2).

Frame 3 consisted of the conduct of survey questionnaire and semi-structured interview of

the participants of their live experiences. The At-Risk Qualification Checklist and survey

questionnaire was adapted by Gerella and Calimlim (2017) translated into tagalog and

validated by an expert. It also includes the numerical interpretation to determine the factors

affecting students at-risk of dropping-out. Frame no. 4 is consisted of the thematic analysis

using qualitative coding through 1). Open coding with a single transcript 2). Comparison

of codes between transcripts to develop categories 3). Analysis on how and if each category

is connected in order and 4). Develop new categories, combine existing categories and

delete others. The results of which is reflected in Frame no. 5, the themes and the sub-

themes that were created. Lastly, frame no.6 shows the proposed intervention programs of

the senior high school guidance counselor.

Figure 1. Paradigm of the Research Process

45
 AT-RISK STUDENTS

CHALLENGES REALIZATION

EXPERIENCE
DEVELOPMENT

-FINISH
SCHOOL
-HAVE A
-FAMILY GOOD JOB
-PERSONAL
SCHOOL -HELP THE
-SELF-ESTEEM -BEHAVIOR PARENTS
-ADDICTION
-EARLY -INTEREST -BETTER
PARENTHOOD FUTUTRE
-COMPLIANCE
-WORKING
STUDENTS -LEARNING

Figure 2.

46
Hypothesis of the Study

The study assumed that the lived experiences of the at-risk students do not

significantly differ from one another.

Definition of Terms

For the purpose of clarity and better understanding of this study the following terms

were defined conceptually and/or operationally.

Academic Problem. Operationally, this terms refers to the problem of students

who exhibit high-risk behaviors that can adversely affect their overall development and

well-being inside the classroom, or that might prevent them future successes and

development since their academic development is hampered. These are students who are

academically underprepared as a result of poor educational experience like poor

preparation, low expectations, or academic failure.

At-Risks Students. As used in the study, these are students who exhibit erratic

behavior or no attendance, low literacy or numeracy/poor attainment, lack of interest in

school and/or stated intention to leave, negative interactions with peers, behavioral issues

including aggression, violence, or social withdrawal or significant change in behavior,

attitude or performance. They were identified using records and reports from their Class

Adviser and even their different Subject Teachers including 4 strands in 2 tracks.

Dropping Out. It means living high school, college, university or another group

for practical reasons, necessities, or disillusionment, with the system from which the

individual in question leaves.

47
 Family Problem. As used in the study, this term refers to the problems being

encountered by the students at home or brought about by dysfunctional family structure to

which they are member of.

Financial Management. Financial management is considered one of the key

concepts on the financial discipline. This is the determination, acquisition, allocation, and

utilization of financial resources, usually with an overall goal in mind and an area of

financial decision-making, harmonizing individual motives and enterprise goals.

Intervention Programs. Is the act of interfering with the outcome or course

especially of a condition or process; programs that help the students succeed in school.

Peer. Operationally, this term refers to the problems being experienced by grade

SHS students with respect to their association with their peer groups.

Relationships. As used in the study, this term pertains to the attachment security

in adolescence which exerts precisely the same effect on development as it does in early

childhood: a source base fosters exploration and the development of cognitive, social and

emotional competence.

Self-Development. Conceptually, this term concentrates on the development of

student’s: knowledge, attitudes, skills, relationships, behavior that can be utilized in and

outside the classroom, thinking skills and personal capabilities, emotional awareness,

values and life skills (Mullikin, 2006).

Self-Esteem Problem. Self-esteem is confidence in one’s capacity to achieve

values which is subjective and enduring sense of realistic self-approval (Emil, 2006). It

48
reflects how the individual views and values the self at the most fundamental levels of

psychological experiencing.

49
 NOTES IN CHAPTER II

Appelstein, C. (1998). No such thing as a bad kid: Understanding and responding to the
challenging behavior of troubled children and youth.

Weston, MA: The Gifford School.

Herr, E. (1989). Counseling in a dynamic society: Opportunities and challenges.

Alexandria, VA: American Association for Counseling and Development.

Conrath, J. (1998, August). Dropout prevention: Find out if your program passes or fails.
The Executive Educator.

Conrath, J. (1994). Our other youth. Lopez Island, WA: Jerry Conrath.

Kronick, R. (1997). At-risk youth: Theory, practice, reform. New York: Garland
Publishing, Inc.

Lundenburg, F. (1999). Helping dreams survive. Contemporary Education,71 (1), 9-13.

Morris, R. (2000). Curriculum for at-risk students. Carrollton, GA: State University of
West Georgia. (ERIC Document Reproduction Service No. ED 443 809).

Barr, R., & Parrett, W. (1997). How to create alternative, magnet, and charter schools that
work. Bloomington, IN: National Educational Service.

Roderick, M. (1993). The path to dropping out: Evidence for intervention. Westport, CN:
Auburn House.

Husby, S. J. (1998). Students’ perceptions about students’ at-risk. Unpublished master’s

thesis, University of Wisconsin, Menomonie. Keep dropouts in school with “anti-
diplomas.” (1997, January). Curriculum Review, 36 (5).

Duncan, G., & Magnuson, K. (2005). Can family socioeconomic resources account for
racial and ethnic test score gaps? Future of Children, 15, 35–54.
doi:10.1353/foc.2005.0004

Duncan, G., Ziol-Guest, K., & Kalil, A. (2010). Early childhood poverty and adult
attainment, behavior and health. Child Development, 81, 306 –325.
doi:10.1111/j.1467-8624.2009.01396.x

Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W.

Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1 Theoretical models
of human development (5th ed., pp. 993–1028). New York, NY: Wiley.

50
Brooks-Gunn, J., & Markman, L. (2005). The contribution of parenting to ethnic and racial
gaps in school readiness. Future of Children, 15,139 –168.
doi:10.1353/foc.2005.0001

Chang, H. N., & Romero, M. (2008). Present, engaged, and accounted for: The critical
importance of addressing chronic absence in the early grades. New York, NY:
National Center for Children in Poverty.

McLoyd, V. C. (1990). The impact of economic hardship on black families and children:
Psychological distress, parenting, and socioemotional development. Child
Development, 61, 311–346. doi:10.2307/1131096

Ziliak, J. P., Hardy, B., & Bollinger, C. (2011). Earnings volatility in America: Evidence
from matched CPS. Labour Economics, 18, 742–754.
doi:10.1016/j.labeco.2011.06.015

Galambos, N. L., & Silbereisen, R. K. (1987). Income change, parental life outlook, and
adolescent expectations for job success. Journal of Marriage and the Family, 49,
141–149. doi:10.2307/352678

Hanushek, L. (1997). Assessing the effects of school resources on student performance:

An update. Educational Evaluation and Policy Analysis,19, 141–164.

Rozycki, E. G. (2004, Spring). At-risk students: What exactly is the threat? How imminent
is it?. Retrieved July 6, 2006, from www.vt.edu

Schlechty, P. C. (2001). Shaking up the school house (1sted.). San Francisco, CA:
Jossey-Bass

51
 CHAPTER III

METHODS OF RESEARCH

This chapter present the method and techniques of the study, population and

sample, research instruments, construction and validation of instruments, data gathering

procedures and statistical treatment of data.

Methods and Techniques of the Study

This study aims to “Understand Youth At-Risk of Dropping Out and Intervention

Programs among Senior High Students in Pagalanggang National High School”, for the

school year 2018-2019 that utilized mixed method type of research. In this design the study

involves collecting, analyzing and integrating quantitative (survey-questionnaire) and

qualitative (interviews) research. This approach of research is used integration to provides

a better understanding of the research problem than either of each alone.

According to Creswell and Plano Clark, (2011). The term “mixed methods” refers

to an emergent methodology of research that advances the systematic integration, or

“mixing,” of quantitative and qualitative data within a single investigation or sustained

program of inquiry. The basic premise of this methodology is that such integration permits

a more complete and synergistic utilization of data than do separate quantitative and

qualitative data collection and analysis.

The mixed method type of research design is appropriate for the currents study as

the mixed method provided quantitative and qualitative responses based on information

that were gathered from the survey-questionnaire that where be administered in senior high

students who are classified as student at-risk.

52
 In the present study, Understanding Youth At-Risk of Dropping Out and its

Intervention Programs was formulated on following perception of students at-risk as the

profile of the respondents in terms of age, sex, academic status of students, family monthly

income and marital status of parents and problems are studied and described to provide

meaningful description of the problem. As such, the mixed method designs provided

information that addressed the researcher question and objectives of the study. True to its

form, this design involves collecting data and interview in order to test hypothesis or

answer questions regarding the participants of the study through surveys which the present

study undertook.

Population and Sample of the Study

The study conducted by the researcher in Pagalanggang National High School

wherein the researcher study and since it is one of the schools offer senior high school in

Municipality of Dinalupihan and the cases of at-risks is diverse. They were selected using

qualification checklist since only at-risks students were chosen as the respondents of the

present study. These students were considered as at-risks students because of repeated one

grade level, has absenteeism that is greater than ten (10) percent during the first grading of

the current school year, has failed one (1) or more academic subjects this school year, has

substance abuse behavior and an emancipated youth.

53
 Table 1
Population and Sample of the Study
Frequency Distribution of the Respondents of Grade 12 students

STRAND Population (%) Sample (%)

Humanities and Social Science 49 30.63% 4 22.22%
(HUMSS) 12
General Academic Strand (GAS) 12 35 21.88% 6 33.33%
Technical Vocational Livelihood 39 24.38% 4 22.22%
(TVL) – Agriculture 12
Technical Vocational Livelihood 37 24.13% 4 22.22%
(TVL)
Computer System Servicing (CSS) 12
TOTAL 160 100% 18 100%
Through a close coordination with the teacher-advisers, a careful identification of

forty-one (41) students at-risk was done using the At-Risk Student Qualification Checklist.

Eighteen (18) or 43.90% at-risk students in grade twelve (12), such as; Technical-

Vocational Livelihood (TVL) Computer System Servicing (CSS) with 4 respondents out

of 37 with an equivalent 22.22%. while, in Agriculture 4 out of 39 students or 22.22%

respondents. Also, Humanities and Social Sciences (HumSS) with four (4) or 22.22% out

of 49 students. Lastly, General Academic Strand (GAS) with six (6) or 33.33% which got

the highest number of respondents were selected using convenience sampling to participate

as respondents in the study.

Table 2
Frequency Distribution of the Respondents of Grade 11 students

STRAND Population (%) Sample (%)

Humanities and Social Science 55 41.98% 5 21.73%
(HUMSS) 11
General Academic Strand (GAS) 11 16 12.21% 9 39.13%
Technical Vocational Livelihood 24 18.32% 4 17.39%
(TVL) – Computer System Servicing
(CSS) 11
Technical Vocational Livelihood 36 27.48% 5 21.73%
(TVL) Agriculture 11
TOTAL 131 100% 23 100%

54
 Twenty-three (23) or 56.10% at-risk students in grade eleven (11) including four

different strands such as; General Academic Strand (GAS) with nine (9) or 39.39%

respondents out of 16 students. Five (5) or 21.73% out of 55 students in Humanities and

Social Sciences (HumSS). While, Technical-Vocational Livelihood (TVL) Agriculture

with four (5) or 21.73% out of 36 students. And Technical-Vocational Livelihood (TVL)

Computer System Servicing (CSS) with four (4) or 17.39% respondents out of 24 students.

Research Instruments

The researchers used survey-questionnaire checklist and unstructured interview and

interview to gather the data needed for the study.

At-risk Qualification Checklist we’re used to determine the total number of at-risk

students. According in the article The Owner’s Role in Project Risk Management (2005).

The objective of risk identification is to identify all possible risks, not to eliminate risks

from consideration or to develop solutions for mitigating risk – those functions are carried

out during the risk assessment and risk mitigation steps.

Questionnaire as a means to gather relevant information was the main source of

data in this study. It consists various questions, which were all related to the problem

presented by the researchers. Students were asked based on the truth upon their knowledge.

This also helped in obtaining possible implication on students who are identified as

students at-risk.

Otherwise, one set of survey-questionnaire were prepared for the students which

were divide into three parts. Part I focused on their profile in terms age, sex, academic

status, family monthly income and marital status of parents of the respondents. Part II

include and detailed the following factors such as: family, financial, academic, peers and

55
self-esteem problems. And lastly part III were divided into two. First part include how the

at-risk students managed their difficulties encountered in school life. Meanwhile, second

part is about the guidance counselor suggested intervention that help at-risk students to

succeed.

In the factors affecting student at-risk among senior high students for the school

year 2018-2019 in terms of the potential problems and factors of the students, the following

Likert Scale was used.

Description Rating Indicators

4 Strongly Agree (SA) The item/event happens at all times or 100%

of the time.
3 Agree (A) The item/event happens many times or 51%-
99% of the time.
2 Disagree (D) The item/event happens every now and then
or 1%-50% of the time.
1 Strongly Disagree (SD) The item/event does not happen at all times
or 0% of the time.

Descriptors, Grading Scale and Remarks for the Academic Grades of At-Risk

Students

Table 3 shows the descriptors, grading scale and remarks used by the teachers in

interpreting the grades of the students. This was taken from DepEd Order No. 8, s. 2015,

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Below 75 Failed
Expectations

56
 Table 3. Descriptors, Grading Scale and Remarks

Construction and Validation of the Instruments

The researcher read from related studies, observed students who are at-risks

students and conducted informal interview in preparation for a more comprehensive tool.

Questions from the questionnaire are based on the stated specific problems of the

study. The questions will focus on the following:

1. Profile of the respondents.

2. Categorizing students at risk of dropping out.

3. Determining the potential problems and factors affecting student at-risk of

dropping out.

4. Perceptions of the respondents and Intervention Programs used by the senior high

school guidance counselor.

Data Gathering Procedures

Before the researcher formally starts the data gathering, a letter of validation was

secured from the members of the specialization committee of the school. Along with this

permit was a letter that sent to the school administration. To seek permission for the

conduct of the study to the chosen research locale. After getting the necessary permit and

endorsement, another letter forwarded to the principal and assistant school principal of

Pagalanggang National High School in Dinalupihan, Bataan which respectfully ask for a

permission to distribute survey-questionnaire and interview in senior high students in

school year: 2018-2019 for data gathering.

57
 After getting the necessary approval from the concerned authorities, the distribution

of the survey-questionnaire proceeded. One week allotted for the distribution and retrieval

of survey-questionnaire. Specifically, for the time frame two (2) days allotted for each

strand – the first day for the conduct of the survey. Finally, when all data had been retrieved,

the researcher tabulated, analyzed and interpreted using appropriate and orderly statistic

tools.

On the other hand, a letter of request forwarded to the respective of each strands.

This letter requesting to allow the researcher to get the average grade of the respondent.

And lastly, upon granting the letter, the researcher personally talked to the adviser of the

respondents to get the names of students who are classified as at-risk students. The data

gathered by the researcher was carefully recorded and tallied using a tabular from which

researchers personally prepared with the advice of their researcher instructor.

Statistical Treatment of Data

The data was analyzed statistically using various appropriate statistical treatments

including descriptive such as narrative analysis and interpretation of the data, frequency

count, percentage and weighted mean.

In accordance with specific, some description covered in the research the following

terms.

Frequency, was used to determine the total number of respondents having the same

response to the given questions.

Percentage, was obtained by dividing frequency of every condition being presented

to the total number of respondents and then multiplied by 100.

58
 The formula thus stands as:

P = F/N × 100

Where; P – percentage

F – frequency

N – total number of respondents

Weighted mean. It will be used to determine the average of the perception about

discrete variable, variable with continuous scales and without any apparent zero point.

VM = tw/n

Where:

VM = weighted mean

TW = total weight

N = number of cases

59
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyze, and interpret the important data gathered in the

study. The chronological arrangement of the specific questions raised in Chapter 1

considered in the presentation, analysis and interpretation to reach and ascertain

consistency and better comprehension. The results of the study are divided into three parts.

Part I. Concentrates on the profile of student respondents who are classified as

youth at-risk.

Part II. Presents on how the students at-risk be categorized.

Part III. Determine the potential problems and factors affecting student at-risk

Part IV. Focused on perceptions of the respondents and Intervention Programs used

by the senior high school guidance counselor.

Part V: Suggested Intervention Programs by the Senior High Guidance Counselor

Part I: Profile of the At-Risks Students of the Pagalanggang National High School

Table 4

Frequency and Percentage of the Student at-Risks in terms of Age.

Age Frequency Percentage Rank

16 2 4.88% 3rd
17 14 34.15% 2nd
18 and above 25 60.98% 1st
Total 41 100%

60
 Graph 1

Age
4.88%

34.15%

60.98%

16 17 18 and above

Table 2 indicates the personal profile of the respondents according to age. Most of

the respondents are 18 years old and above with an equivalent percentage of 25 at-risk

students or 60.98%. While 17 years old are equivalent of 14 student’s percentage is

34.15%. And 2 out of 41 respondents or 4.88% are age of 16. The table revealed that most

of the respondents are 18 years old and above. As mentioned by Animasahun and Aremu

(2015) in the study of L. Gerella (2017), youngsters between the ages of 8 and 14 begin to

confide less in parents and more in peers and to be more influenced by those peers for

assistance in making decisions about what behavior to adopt. The intensity of criminal

behavior slackens after the teens and it continues to decline with age. The individual

offending rates tend to speak in late adolescence then drop off in early adulthood.

61
 Table 5

Frequency and Percentage of the At-Risk Student in terms of Sex

Sex Frequency Percentage Rank

Male 28 68.29% 1
Female 13 31.71% 2
Total 41 100%
Graph 2

Sex
31.71%

68.29%

Male Female

Frequency distribution of the respondents according to sex is presented in Table 3.

As shown in the table above, 28 out of 41 respondents or 68.29% were male, and 13 out of

41 respondents or 31.71% were female. Most of the respondents of the study were male

which can be deduced that there were more males are at-risks students. Males are more

involved in delinquent behavior than females (Violato, et al. 2011) in the study of L.

Gerella (2017). One of the explanations of the higher level of delinquency in males than in

females is that etiology of delinquency may differ for males and females. Males may be

more vulnerable to risk factors for delinquency such as inadequate parenting than females.

62
 Table 6

Distribution of At-Risk Grade 11 Students by Academic Grade

C0RE SUBJECTS
EARTH AND KOMPAN P.E 1
EMPOWERMENT LIFE
RESPONDENTS TECHNOLOGY ORAL COM. GEN.MATH SCIENCE AVERAGE
- 81
R1 75 76 75 82 N/A
80 84
R2 82 81 81 81 81
88 83
R3 82 79 80 81 82
80 85
R4 76 79 80 81 80
81 82
R5 80 80 77 79 79
75 82
R6 81 79 80 78 79
84 83
R7 82 81 81 84 82
78 80
R8 76 80 80 81 79
74 76
R9 77 75 75 75 75
75 80
R10 76 76 74 76 76
77 78
R11 79 76 79 74 77
78 85
R12 80 78 80 79 80
- 81
R13 79 79 81 79 N/A
76 80
R14 77 83 83 81 80
74 74
R15 75 77 79 74 75
75 80
R16 78 80 81 76 78
- 79
R17 78 75 83 76 N/A
76 95
R18 83 79 86 79 83
76 96
R19 79 79 78 83 81
- -
R20 - - - - N/A
75 81
R21 78 84 77 77 78
75 80
R22 76 75 75 83 77
75 80
R23 75 81 78 78 78
1,472 1,805
TOTAL 1,724 1,732 1,743 1,737 1,500
77.47 82.04
MEAN 78.36 78.73 79.22 78.95 78.94
Fairly Fairly Fairly Fairly Fairly Satisfactory Fairly
Descriptor Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory
Passed Passed
Remarks Passed Passed Passed Passed Passed

63
 Table 6 shows the profile of the respondents according to academic grades in core

subjects including; Empowerment Technology, Oral Communication, General

Mathematics, Earth and Life Science, Komunikasyon sa Pananaliksik and Physical

education and Health I. Respondent 1, 13, 17 and 20 have no grades in Komunikasyon and

in othe subjects. This means that they cannot complete the requirements set by these

subjects due to certain factors. Komunikasyon sa Pananaliksik has the lowest average

which is 77.47 with a descriptor “fairly satisfactory”, followed by Empowerment

Technology with an average of 78.36, and Oral Commuinication got 78.73 it is closely

followed by Earth and Life Science was ranked with mean 78.95. Meanwhile, General

Mathematics got 79.22 which is considered second to the highest mean. And lastly,

Physical Education and Health I was rated highest with an average of 82.04. Some of which

are considered passed, or “fairly satisfactory” Physical Education and Health I has only

described as “satisfactory”.

In terms of the individual average of the respondents, four (4) students have a failed

general average ranging 74 below. The rest of the other respondents have a passing general

average in terms of the six core subjects.

Table 6 also shows that the respondents have a chances of passing their subjects in

school. According to research, children who experience academic problems early in life

are at particular risk for later problems. For example, children who cannot read proficiently

by the third grade are four times less likely to graduate from high school on time than other

youth (Hernandez, 2011).

64
 Table 7

Distribution of At-Risk Grade 12 Students by Academic Grade

APPLIED AND C0RE SUBJECTS

PERDEV UCSP P.E III
RESPONDENTS EAPP PR II ENTREP FILIPINO AVERAGE
77 - 80
R24 77 - 75 79 N/A
- - -
R25 - - 76 - N/A
76 - 80
R26 - - 76 - N/A
- - -
R27 - - 75 - N/A
77 76 85
R28 75 74 78 78 78
75 72 80
R29 75 76 76 79 76
75 74 78
R30 75 75 77 77 76
75 75 88
R31 79 79 83 81 80
81 78 82
R32 79 80 82 83 81
80 76 85
R33 81 80 81 81 81
82 76 84
R34 78 79 85 80 81
77 78 90
R35 78 81 85 82 82
85 77 96
R36 77 79 81 83 83
81 75 81
R37 75 75 82 78 78
80 75 86
R38 75 75 82 78 79
80 76 85
R39 75 78 83 78 79
79 75 83
R40 76 78 79 81 78
82 76 82
R41 78 79 80 80 79
1,262 1,059 1,345
TOTAL 1,153 1,088 1,439 1,198 1,111
78.87 75.64 84.06
MEAN 76.86 77.71 79.94 79.86 79.35
Fairly Fairly Fairly Fairly Fairly Fairly Satisfactory Fairly
Descriptor Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory
Passed Passed Passed
Remarks Passed Passed Passed Passed Passed

Table 7 revelead the profile of the grade 12 respondents according to academic

grades in applied and core subjects including; Entrepreneurship, Filipino sa Piling Larang

Akademik/Tech-Voc, English for Academic and Professional Purposes and Practical

Reseaarch II and core subjects such as Personal Development, Understanding Culture,

Societry and Politics as well as Physical Education and Health III. Respondent 24, 25, 26
65
and 27 have no grades in Practical Research II and Understanding Culture, Societry and

Politics and other subjects. This means that they cannot complete the requirements set by

these subjects due to certain factors. Understanding Culture, Societry and Politics has the

lowest average which is 75.64, followed by English for Academic and Professional

Purposes with an average of 76.86, Practical Research II ranging an average of 77.71,

Personal Development manifested with an average 78.87 and Filipino sa Piling Larang

Akademik/Tech-Voc got 79.86. On the other hand, Entrepreneurship was ranked 6 and

rated an average 79.94 and Physical Education and Health III got the highest average 84.06.

All subjects of which are considered passed, or “fairly satisfactory. While, Physical

Education and Health III, has only described as “satisfactory.”

In terms of the individual average of the respondents, four (4) students have a failed

general average ranging 74 below with descriptor “did not meet expectations”. The rest of

the other respondents have a passing general average in terms of the three core and four

applied subjects.

Table 7 also shows that the respondents have a chances of passing their subjects in

school. According to research, children who experience academic problems early in life

are at particular risk for later problems. For example, children who cannot read proficiently

by the third grade are four times less likely to graduate from high school on time than other

youth (Hernandez, 2011).

66
 Table 8

Frequency and Percentage of the At-Risk Student in terms of Academic

Performance

Academic Frequency Percentage Rank

Performance

74 below 8 19.51% 3rd

75-79 21 51.22% 1st
80-84 12 29.26% 2nd
Total 41 100

Graph 3

Academic Performance
12.20%
36.58%

74-below
75-79
80-84

51.22%

In terms of academic status, 21 students or 51.22% have 1st semester grade 74

below, while 21 students or 51.22% of respondents have academic performance ranging

75-79 average. And twelve (12) or 29.26% have an average ranging 80-84 because of so

many problems and factors that they are facing. Majority of the respondents have a failed

performance in class. The study of Worley (2007) in the study of L. Gerella (2017)

67
examined the relationship between academic achievement and at-risk students. Many

issues today affect the achievement gap and the ability for at-risk students to succeed. Most

data, as revealed in the studies included in this review, conclude the factors identifying at-

risk students do have significant impact on the academic achievement of individual

students and schools. Most often, these students are not successful and eventually drop out

of school or pursue a GED. Data indicate that teacher-student relationships, parent or

caregiver students’ relationships, motivation, SES, and peer influence can affect success

for at-risk students.

Table 9

Frequency and Percentage of the Student at-Risks in terms of Family

Monthly Income

Family Monthly Income Frequency Percentage Rank

20,0001 and above 2 4.88% 5th
15,001-20,000 3 7.32% 4th
10,001-15,000 9 21.95% 3rd

5,001-10,000 14 34.15% 2nd

5,000 below 15 36.59% 1st
Total 41 100

68
 Graph 4

Family Monthly Income

4.88% 7.32%

36.59% 21.95%

34.15%

20,0001 and above 15,001-20,000 10,001-15,000 5,001-10,000 5,000 below

In terms of family monthly income 15 students or 36,59% have a family income of

Php. 5,000 and below while 14 or 34.15% have a family income of Php 5,001-Php 10,000.

Moreover, 9 students or 21.95% have a family income Php 10,001-15,000, 3 students or

7.32% have a family income Php 15,001 –Php 20,000 and 2 students or 4.88% have a

family income of Php 20,001 above. Generally, most of the respondents who are student

at-risk have Php 5,000 and below which means that most of the respondents belong to a

low average family household. Children from high parent with adequate income, good

occupation and high status are likely provided with huge quality private education from

nursery up to university level (Ekpo and Ajake, 2013) in the study of L. Gerella (2017).

Given this opportunity, it is likely that such children will be less delinquent than their

counterpart from lower socio-economic background. Not surprisingly, low-income

69
adolescents have reduced achievement motivation and much higher risk of educational

failure. In particular, compared with their more affluent counterparts, low-income

adolescents receive lower grades, earn lower scores on standardized tests, and are much

more likely to drop out of high school.

Table 10

Frequency and Percentage of the At-Risk Student in terms of Marital Status of

Parents

Marital Status of Frequency Percentage Rank

Parents
Married 23 56.10% 1st
Not Married 8 19.51% 2nd
Separated 6 14.63% 3rd
Single Father 1 2.44% 5.5th
Single Mother 2 4.88% 4th
Others (pls. specify) 1 2.44% 5.5th
Total 41 100
Graph 5

4.88% Marital Status of Parent

2.44%
2.44%

14.63%
56.10%

19.51%

Married Not Married Separated Single Father Single Mother Others (pls. specify)

70
 It can be shown in the table, 23 students or 56.10% have married parents while 8

or 19.51% have unmarried parents. Six students (14.63%) have separated parents while

both 2 (equal to 4 students) or 2.44 have a single father and other status. Interestingly, 2

students or 4.88% their father are deceased that’s he/she cannot live with love and care.

Generally, majority of at-risk students have married parents. This negated the statement of

Crano, Siegel Alvaro and Patel (2007) who stated that family life that is consistently

associated with delinquency.

Part II. Categorized of the Respondents as At-Risk Students

Using the at-risk student’s qualification checklist, the researcher identified the

cases of forty-one (41) respondents as to how severe on minimizing the risk.

Respondent 1, Male, 18 years old, Grade 11

Respondent 1 has repeated one (1) grade level, has repeated one (1) grade level,

incurred absenteeism which was more than 20% of the required number of class day in a

school year, back subjects from the previous school year, failed one (1) or more academic

subjects this school year, substance abuse behavior, previpus drop-out and he is a working

student.

In his statement, “Nagkakaproblema sa pinansiyal dahil sa mahal na yung bilihin,

kulang yung kinikita ng mga magulang ko.”

Respondent 2, Male, 19 years old, Grade 11

Respondent 2 is a working student and has a previous drop-out last school year. He

had repeated one (1) grade level from the previous school years also he has failed one (1)

or more academic subjects this school year.

71
 “Trabaho dahil ang hirap ipagsabay sa pag-aaral.”

Respondent 3, Female, 16 years old, Grade 11

Respondent 3 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year. She was also incurred absenteeism which was more than

20% of the required number of class day in a school year and failed one (1) or more

academic subjects this school year. Lastly, she was an emancipated youth.

‘Kasi po mahirap. Nahihirapan lang po minsan hindi po makasunod.”

Resoondent 4, Female, 18 years old, Grade 11

Respondent 4 has repeated one (1) grade level from the previous school years. She

has substance abuse behavior and absenteeism that is greater than ten (10) percent during

the first grading of the current school year. And failed one (1) or more academic subjects

this school year.

“Yung di pagkakaunawaan, yung di nila nabibigay ang ibang pangangailangan ko

di talaga kuakasya para sa amin nadistract din ako kapag usapan na ang pag-ibig ganu

kasi parang isa na rin yun sa mga dahilan kung bakit naapektuhan yung pag-aaral ko

kapag asyado akong nagdadamdam tungkol dun.”

Respondent 5, Female, 16 years old, Grade 11

She has absenteeism that is greater than ten (10) percent during the first grading of

the current school year, back subjects from the previous school years, has failed one (1) or

more academic subjects this school year. Lastly, an emancipated youth.

“Para sa akin yung pinansiyal talaga kase di naman ganun kalaki yung kinikita ng

mga magulang ko sa trabaho nila…Dahil wala pong maganda trabaho at hindi

nakapagtapos ang mga magulang ko”.

72
Respondent 6, Female, 17 years old, Grade 11

Respondent 6 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year, failed one (1) or more

academic subjects this school year and a parent at an early age.

“Amm..ano po medyo nahihirapan sa mga activities po ganun at

projects…Pinansiyal ganyan, kulang sa pera.”

Respondent 7, Male, 16 years old, Grade 11

Respondent 7 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects

this school year and has substance abuse behavior.

“Mahirap lalong lalo na yung mga thesis tsaka projects…dahil napupuyat ka tsaka

namamayat ka.”

Respondent 8, Male, 21 years old, Grade 11

Respondent 8 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year failed one (1) or more

academic subjects this school year and a previous drop-out.

Respondent 9, Male, 17 years old, Grade 11

Respondent 9 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and a previous drop-out.

73
Respondent 10, Male, 17 years old, Grade 11

Respondent 10 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects

this school year and has substance abuse behavior.

Respondent 11, Female, 21 years old, Grade 11

Respondent 11 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, classified as non-

reader and a previous drop-out.

“Ahh sa pagtuturo ng English pagdating sa grammar hindi ako gaanong

makasagot dahil nga nahihirapan ako pagdating sa mga akademik…ano kase kahit ano

talagang gawin ko parang hirap na hirap akong intindihin siguro dahil hindi ako agad

nakapag-aral tulad ng iba kong kaklase”.

Respondent 12, Male, 19 years old, Grade 11

Respondent 12 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year, failed one (1) or more

academic subjects this school year and a pregnant or parent.

“Yung mga naging problema ko yung naka-buntis ako yung nagkaroon ako ng anak

mahirap pero masarap sa feeling tuwing nakikita mo yung anak mo…dahil hindi ko

ginagawa yung mga pinapagawa at kawalan ng focus sa pag-aaral.”

Respondent 13, Male, 18 years old, Grade 11

74
 Respondent 13 has repeated one (1) grade level, back subjects from the previous

school years, failed one (1) or more academic subjects this school year and an emancipated

youth.

“Pagkakaroon ng maraming bagsak sa iba’t ibang subjects dahil sa palaging

absent at pagcucutting sa klase…dahil hindi ko ginagawa yung mga pinapagawa at

kawalan ng focus sa pag-aaral.”

Respondent 14, Female, 18 years old, Grade 11

Respondent 14 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year, failed one (1) or more

academic subjects this school year and substance abuse behavior.

“Yung ano problema pamilya kasabay nito yung mga pampinansiyal na

pangangailangan…mga magulang ko walang trabaho kaya nakatira lang ako kay tita.”

Respondent 15, Male, 18 years old, Grade 11

Respondent 15 has repeated one (1) grade level. back subjects from the previous

school years, failed one (1) or more academic subjects this school year and a previous drop-

out.

“Sa family problem, ayun family problem, dahil mahirap pumasok nang may

problema dahil wala yung isip mo wala sa school kundi nasa ibang bagay, may iniisip ka

kasi eh…“dahil sa paghihiwalay ng magulang ko.”

Respondent 16, Male, 20 years old, Grade 11

Respondent 16 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and a working student.

75
 “Mahirap yung subject tas mahirap yung itinuturo hindi katulad noong grade 10…

Family problem ganun. Yung minsan gusto mong pumasok pero dika makapasok dahil

gusto mong ayusin yung problema ng pamilya nyo.”

Respondent 17, Male, 16 years old, Grade 11

Respondent 17 Has incurred absenteeism which was more than 20% of the required

number of class day in a school year, back subjects from the previous school years, Has

failed one (1) or more academic subjects this school year and serious personal, mental and

medical problems.

Respondent 18, Female, 17 years old, Grade 11

Respondent 18 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and a working student.

“Ano…mga research ganun. Saka sa mga grades at project…kase hindi ako

katulad ng iba na ganun katalino at malawak yung pag-iisip.”

Respondent 19, Female, 17 years old, Grade 11

Respondent 19 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and a pregnant or parent.

Respondent 20, Female, 17 years old, Grade 11

Respondent 20 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and serious personal, mental and medical

problems.

76
 “Pagiging late tas Family problem financial problem…Ano minsan kase kinakapos

yung sahod tapos yung pagiging late naman dahil sa pagtulog ng wala sa oras tas minsan

umaabot ng hatig gabi kakaonline games”.

Respondent 21, Female, 17 years old, Grade 11

Respondent 21 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and has substance abuse behavior.

“Thesis mga project…kase nahihirapan talaga ako hindi maintindihan.”

Respondent 22, Male, 17 years old, Grade 11

Respondent 22 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and a working student.

Respondent 23, Male, 17 years old, Grade 11

Respondent 23 has incurred absenteeism which was more than 20% of the required

number of class day in a school year, back subjects from the previous school years failed

one (1) or more academic subjects this school year and he is a substance abuse behavior.

“Paggising sa umaga, ano pera, projects, assignment at quiz…Pagpupuyat tsaka

hindi paggawa ng projects, assignment.”

Respondent 24, Male, 19 years old, Grade 11

Respondent 24 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year, failed one (1) or more

academic subjects this school year and a pregnant or parent.

77
 “Amm... marami tulad nga yung maaga akong nagkababy tapos mga pinansiyal

problem…siguro may mga problema na dumadating sa buhay na yung na sa akin lang diko

mailabas kase personal na problema yun.”

Respondent 25, Male, 18 years old, Grade 12

Respondent 25 has repeated one (1) grade level, absenteeism that is greater than ten

(10) percent during the first grading of the current school year, failed one (1) or more

academic subjects this school year and emancipated youth.

“Sa thesis ayun lang problema ko haha…di ako ano sumasamang naggagawa kaya

yun mababa nakukuha kong grades.”

Respondent 26, Male, 18 years old, Grade 12

Respondent 26 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects this

school year and emancipated youth.

“Paging late at at-risk ko. Problema din sa bahay…ayun nga dahil din sa family

problem at mas lalo na dahil sa pagpupuyat kakalaro ng online games.”

Respondent 27, Female, 17 years old, Grade 12

Respondent 27 has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects

this school year and an emancipated youth.

“Stress, tapos yung layo ng biyahe ganun…kasi ano… minsan nahihirapan tas

yung sa biyahe naman malayo kasi Palihan hanggang dito.”

78
Respondent 28, Male, 18 years old, Grade 12

Respondent 28 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, have failed one (1) or

more academic subjects this school year and serious personal, mental and medical

problems.

“Problema ko ano yung sa thesis tapos lahat ng subjects… kase nahihirapan ako

lalo na kapag English di ko po maintindihan lalo lang po sumasakit ulo ko.”

Respondent 29, Male, 18 years old, Grade 12

Respondent 29 has repeated one (1) grade level, back subjects from the previous

school years, failed one (1) or more academic subjects this school year and has a substance

abuse behavior.

Kase nahihirapan ako lalo na kapag English di ko po maintindihan lalo lang po

sumasakit ulo ko…dahil sap ag-aabsent tsaka di gumagawa ng mga projects tas

assignment.”

Respondent 30, Male, 21 years old, Grade 12

Respondent 30 has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and has subsatance abuse behavior.

Respondent 31, Female, 19 years old, Grade 12

Respondent 31 Has repeated one (1) grade level, back subjects from the previous

school years, failed one (1) or more academic subjects this school year and an emancipated

youth.

79
 “Marami nang bayaran sa school tapos lalong tumaas mas mahirap na yung mga

subjects ngayon… ano siguro kasi diba syempre yung strand naming ganun tsaka sa

pinansiyal.”

Respondent 32, Female, 18 years old, Grade 12

Respondent 32 Has repeated one (1) grade level, back subjects from the previous

school years, failed one (1) or more academic subjects this school year and she is a parent

at an early age.

“Amm… yung problema ko yung pakikipag-away ditto sa school… dahilan ko dahil

sa sama ng loob tsaka init ng ulo”.

Respondent 33, Female, 19 years old, Grade 12

Respondent 33 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and an emancipated youth.

“pinansiyal…Madali po yun ehhh. Ano po kasi nagtitinda lang kami ng sari-sari

dun lang kumukuha ng pambaon hindi sya ganun kasapat.”

Respondent 34, Male, 18 years old, Grade 12

Respondent 34 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and he is has substance abuse behavior.

“Hmm…sa mga subjects, sa thesis po kase mahirap…kasi ano ahh yung

nahihirapan ako pag ano yung defense English kase.”

Respondent 35, Male, 18 years old, Grade 12

80
 Respondent 35 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and an emancipated youth.

“Thesis, projects, amm… teachers madalas ang dami nilang pinapagawa tsaka di

pako handa sa mga gawain nay un saka stress madami na akong iniisip, depressed na ako

sa bahay lalo na sa school… siguro di sa pakikinig sa mga guro ganyan.walang pakikiisa

sa kaklase at hindi pagpasok.”

Respondent 36, Male, 18 years old, Grade 12

Respondent 36 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and a working student.

Respondent 37, Male, 18 years old, Grade 12

Respondent 37 Has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and an emancipated youth.

“Unang-una yung mga kaklase ko parang diko sila ramdam kunbaga may sari-

sarili silang mundo yung feeling na outcast ka kaya lagi akong nasa ibang room…

Hmmm…. Di ko alam kung paano ko siya maipapaliwanag kasi ngayon ko lang naranasan

ito kasi from grade 1 to grade 6 parang sa mga kaklase ko lahat sila nakakausap ko tapos

grade 7 to 10 kada section nman napupuntahan ko ramdam ko sila pero nung ano ayun

nga nung grade 11 tsak grade12 alam mo yun may kanya kanya silang mundo tsaa hindi

ako makasabay kasi nag aabsent ako madalas basta hindi ko talaga nararamdaman na

81
belong ako tulad nun picture taking natin sa ating magkakaklase ako lang yung hindi

napicturan.”

Respondent 38, Male, 17 years old, Grade 12

Respondent 38 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, back subjects from the previous school years, failed one

(1) or more academic subjects this school year and has a serious personal, mental and

medical problems.

“Yung problema po naming sa bahay at sa school dahil hindi kop o inasahan na ganito po

pala kahirap… yung tungkol sa problema ko sa pamilya. Saka yung kakulangan ng budget

sa pag-aaral.”

Respondent 39, Male, 18 years old, Grade 12

Respondent 39 Has repeated one (1) grade level, incurred absenteeism which was

more than 20% of the required number of class day in a school year, failed one (1) or more

academic subjects this school year and he is a working student.

“Defense, pera yun lang…wala pa akong trabaho tapos kulang yung pera tas yung

natitira na pera nagagastos ko pa. Tricycle driver at nagpepedicure lang ang guardian

ko.”

Respondent 40, Male, 17 years old, Grade 12

Respondent 40 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects

this school year and has a substance abuse behavior.

82
 “Pagkakaroon po ng kulang sa pinansiyal kaya di ako nakakapasok… Single

parent lang mama ko e kaya hirap din kaming maghanap-buhay.”

Respondent 41, Male, 17 years old, Grade 12

Respondent 41 Has absenteeism that is greater than ten (10) percent during the first

grading of the current school year, incurred absenteeism which was more than 20% of the

required number of class day in a school year, failed one (1) or more academic subjects

this school year and an emancipated youth.

“Yung ano yung ga kaklaseng kong nag-aaya sa akin na magcutting tapos di kami

papasok… siguro dahil sa tukso ganun. Matamad pumasok.”

Table 11

At-Risk Qualification Checklist

Criteria A f % Rank
1. Has repeated one (1) grade level. 21 51.21% 4th
2. Has absenteeism that is greater than ten (10)
percent during the first grading of the current school 39 95.12% 2nd
year.
3. Has incurred absenteeism which was more than 48.78%
20% of the required number of class day in a school 20 5th
year.
4. Has back subjects from the previous school years. 32 78.05% 3rd
5. Has failed one (1) or more academic subjects this 41 100% 1st
school year.
6. Is classified as non-reader. 1 2.44% 6th

Criteria B f % Rank
1. Has substance abuse behavior. 34 82.92% 2nd
2. Is a pregnant or parent. 5 12.20% 5th
3. Is a working students 11 26.83% 4th
4. Is a previous drop-out 14 34.15% 3rd
5. Has serious personal, mental and medical 4 9.75% 6th
problems
6. Is an emancipated youth. 41 100% 1st

83
 Using qualification checklist, researchers categorized forty-one (41) at-risk

students. The respondent was determined as at-risk students who meets any three (3) of the

following criteria in A or any one (1) criterion in column B. It can be gleaned in the table,

that in criteria A, respondents who failed one (1) or more academic subjects this school

year ranked 1st with 100% response. Followed by, respondents whose absenteeism is

greater than (10) percent during the first grading of the current school year got a percentage

of 95.12. Thirdly, respondents who has back subjects from the previous school year with a

percentage of 78.05. Fourthly, respondents whom repeated one grade level got a percentage

of 51.21. Fifthly, respondents who incured absenteeism which was more than 20 percent

of the required number of class day in a school year have a percentage of 48.78. Lastly,

respondents who is classified as non-reader ranked 6th with a percentage of 2.44.

While in criteria B, respondents who is emancipated youth ranked 1st and with

100% response. Followed by, respondents who has substance abuse behaviour got a

percentage of 82.92. Thirdly, respondents who is a previous drop-out got a percentage of

34.15. Fourthly, respondents who is a working student have a percentage of 26.83. Fifthly,

respondents who is a pregnant or parent have a percentage of 12.20. Lastly, respondents

who has serious personal, mental and medical problems ranked 6th with a percentage of

9.75. The highest number of frequency is “Has failed one (1) or more academic subjects

this school year.”

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Part. III Problems and Factors of At-Risk Students of the Pagalanggang National

High School

Table 12

Family Problems and Factors of Student at-Risks

SA A D SD WM Description Rank
Family Problems and
Factors
f
1. I don’t want to go to home 11 12 14 4 2.73 Agree 5.5
anymore.
2. I usually see my parents 9 18 11 3 2.80 Agree 3.5
arguing and fighting.
3. I think my parents will 13 13 11 4 2.85 Agree 2
break up.
4. I don’t feel loved and 11 17 7 6 2.80 Agree 3.5
cared by my family.
5. I feel that I am not their 10 17 7 7 2.73 Agree 5.5
child.
6. I sense that everyone in 9 16 11 5 2.71 Agree 7
the house is doing their own
thing and so we don’t have
time for playing and talking.
7. I don’t have experience 15 14 8 4 2.98 Agree 1
family planning and
bonding.
Total 78 104 69 33 2.8 Agree

It can be gleaned from the table that family problems and factors was “agree” by

the students who are at-risks as manifested by the mean of 2.8. Item no.7 “I don’t have

experience family planning and bonding” having a weighted mean 2.98 with a description

of “agree” obtained the highest weighted mean. Followed by item no.3 “I think my parents

will break up” a weighted mean of 2.85 with description of agree and ranked 2. It is closely

followed by item 2 and 4 “I usually see my parents arguing and fighting” and “I don’t feel

loved and cared by my family” manifested by the mean of 2.80 which has a description of

85
agree and ranked 3.5. On the other hand, item no.1 and 5 “I don’t want to go to home

anymore” and “I feel that I am not their child” having a weighted mean 2.73 with the

description of agree and ranked 5.5. And lastly, item no.6 “I sense that everyone in the

house is doing their own thing and so we don’t have time for playing and talking” and was

rated by the mean of 2.71 also with the description of agree and ranked 7. To sum up, the

table also shows that item no. 7 “. I don’t have experience family planning and bonding.”

is one of the most important in assessing family problems and factors of the at-risk students

as manifested by the highest mean of 2.98 in the table while item no. 6 “. I sense that

everyone in the house is doing their own thing and so we don’t have time for playing and

talking” was rated with the lowest mean of 2.71. Family is the first place where

socialization takes place for children to learn about their social roles in the future through

interacting with their parents (Zhou, 2007) in the study of L. Gerella (2017). Parents’

beliefs, values and behaviors have a great impact on the adolescents’ academic

achievement. Most at-risk students who experienced academic failure were growing up in

persistent or concentrated poverty and in a family of low social class, growing up with a

parent who is unemployed, a teenager, a school dropout, an illiterate, a parent who is

impaired (as result of alcoholism, drug addiction, or mental illness), and/or who is without

social supports.

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 Table 13
Financial Problems and Factors of At-Risk Students

Financial Problems and SA A D SD WM Description Rank

Factors
f
1. I don’t have enough money 11 13 11 5 2.68 Agree 6.5th
to go to school most of the
time.
2. I don’t receive financial 8 15 18 8 2.95 Agree 2nd
support from my family.
3. I think money makes the 7 18 12 4 2.68 Agree 6.5th
world go around.
4. I feel my parents are 11 16 11 3 2.85 Agree 5th
struggling financially.
5. I need money to support my 13 16 8 3 2.90 Agree 3rd
financial assistance.
6. I need to experience being 15 18 4 4 3.07 Agree 1st
working student to have more
money.
7. I don’t have enough money 12 16 9 4 2.88 Agree 4th
to buy school supplies needed
for academic-related
activities.
Total 71 112 65 32 2.86 Agree
It could be seen from the table that financial problems and factors was “agree” by the

students who are at-risk as manifested by the total mean of 2.86. Item no. 6 “. I need to

experience being working student to have more money” having a weighted mean 3.07 with

a description of “agree” obtained the highest weighted mean. Followed by item no. 2 “I

don’t receive financial support from my family” having a weighted mean of 2.95 with

description of agree and ranked 2. It is closely followed by item 5, “. I need money to

support my financial assistance” manifested by the mean of 2.90 which has a description

of agree and ranked 3. Whereas item no. 7 “I don’t have enough money to buy school

supplies needed for academic-related activities” having a weighted mean 2.88 with the

description of agree and ranked 4. As such, item no.4 “I feel my parents are struggling

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financially” and was rated by the mean of 2.85 and ranked 5. And lastly item no. 1 and 3

“I don’t have enough money to go to school most of the time” and “I think money makes

the world go around” got the lowest mean 2.68 with a description of “agree”. To conclude,

the table also shows that item no. 6 “I need to experience being working student to have

more money” is one of the most important financial problems and factors that are facing

by the at-risk students as manifested by the highest mean 3.07 in the table while item no. 1

and 3 “I don’t have enough money to go to school most of the time” and “I think money

makes the world go around” was rated with the lowest mean 2.68. Stress results from

personal financial difficulties (Heckman, Lim and Montalto, 2014) can also include

psychological or emotional effects. Some of the negative outcomes of financial stress are

depression, anxiety, poor academic performance, poor health and difficulty persisting

towards high school completion.

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 Table 14

Academic Problems and Factors of At-Risk Student

SA A D SD WM Description Rank
Academic Problems and
Factors
f
1. I don’t want to go to 14 13 8 6 2.85 Agree 6th
school anymore.
2. I don’t want to involved 10 18 8 5 2.80 Agree 7th
in many school activities.
3. I don’t understand my 16 11 12 2 2.90 Agree 5th
subjects.
4. I’m beginning to 19 15 6 1 3.27 Agree 2nd
accumulate school absences.
5. I feel like I don’t easily 17 16 7 1 3.20 Agree 3rd
understand the things that
the teacher is teaching
6. I’m beginning to 18 13 8 2 3.15 Agree 4th
accumulate poor academic
performance
7. I don’t want to do my 20 15 6 1 3.37 Agree 1st
homework or projects.
Total 113 101 56 18 3.08 Agree
It can be deduced from the table that academic problems and factors was “agree”

by the students who are at-risk as manifested by the mean 3.08. Item no.7 “I don’t want to

do my homework or projects” having a weighted mean 3.37 with a description of “agree”

obtained the highest weighted mean. Followed by item no.4 “I’m beginning to accumulate

school absences” having a weighted mean of 3.27 with description of agree and ranked 2.

Moreover, item no.5 “I feel like I don’t easily understand the things that the teacher is

teaching” a weighted mean 3.20 with the description of agree and ranked 3. It is closely

followed by item 6, “I’m beginning to accumulate poor academic performance” manifested

by the mean of 3.15 which has a description of agree. Also, item no.3 “I don’t understand

my subjects” and rated by the mean of 2.90 and ranked 5. As such, item no. 1, “I don’t

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want to go to school anymore” was rated by the mean of 2.85 and ranked 6. And lastly,

item no. 2 “I don’t want to involved in many school activities” and was rated with the

weighted mean of 2.80. Generally, the table also shows that item no. 7 “I don’t want to do

my homework or projects” is one of the most important academic problems and factors

affecting at-risk students as manifested by the highest mean of 3.37 in the table while item

no. 2 “I don’t want to involved in many school activities” was rated with the lowest mean

of 2.80.

Table 15

Peer Problems and Factors of At-Risk Students

SA A D SD WM Description Rank
Peer Problems and Factors
f
1. I sense that our friendship 11 16 12 2 2.88 Agree 3rd
is signing apart.
2. I feel that I am not 14 13 13 1 2.98 Agree 1st
important in other group .
3. I don’t feel like I still want 10 18 10 3 2.85 Agree 4th
to make friends with others.
4. I don’t feel close with my 12 16 11 2 2.34 Disagree 6th
group anymore.
5. I don’t want to see my 12 16 10 3 2.32 Disagree 7th
friends.
6. I sense that I am no longer 13 17 10 1 2.78 Agree 5th
a part of my circle of friends.
7. I don’t want to hang-out 10 19 11 1 2.93 Agree 2nd
with my friends.
Total 82 115 77 13 2.73 Agree

The table implied that peer problems and factors was “agreed” by the student at-

risk of dropping out students as manifested by the mean of 2.73. Item no.2 “I feel that I am

not important in other group” having a weighted mean 2.98 with a description of “agree”

obtained the highest weighted mean. On the other hand, in the item no. 7 “I don’t want to

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hang-out with my friends” was rated by the total mean of 2.93 which has the same

description of agree and ranked 2. And then, item no 1 “I sense that our friendship is signing

apart” manifested by the mean of 2.88 which has also description of agree and ranked 3.

Followed by item no.3 “I don’t feel like I still want to make friends with others” having a

weighted mean of 2.85 with description of agree and ranked 4. Moreover, the item no. 6 “I

sense that I am no longer a part of my circle of friends” was rated by the mean of 2.78 with

the description of disagree and ranked 5. As such, item no. 4 “I don’t feel close with my

group anymore” was showed by the mean of 2.34 and ranked 6. And lastly, item no. 5 “I

don’t want to see my friends” and was revealed with the lowest weighted mean of 2.32 and

ranked 7. In general, the table also implied that item no.2 “I feel that I am not important in

other group” is one of the most crucial important in peer problems and factors affecting at-

risk students which may manifested by the highest general weighted mean 2.98 in the table

while item no. 5 “I don’t want to see my friends” was signifies with the lowest general

weighted mean of 2.32.

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 Table 16

Self-Esteem Problems and Factors of At-Risk Students

SA A D SD WM Description Rank
Self-Esteem Problems and
Factors
f
1. I feel that I am not good a 15 13 12 1 3.02 Agree 3.5th
lot of things.
2. I feel that I am not a 10 21 9 1 2.98 Agree 6th
worthy person.
3. I need attention from 13 18 8 2 3.02 Agree 3.5th
someone.
4. I am not competent from 14 18 7 2 3 Agree 5th
someone.
5. I feel that I didn’t belong 15 17 5 4 3.05 Agree 2nd
to any group.
6. I think that nobody likes 18 14 7 2 3.15 Agree 1st
me or cares for me.
7. I don’t trust myself. 16 13 6 3 2.88 Agree 7th
Total 85 144 54 15 3.01 Agree

It can be gleaned from the table that self-esteem problems and factors was “agree”

by the at-risk students as manifested by the mean of 3. 01. Item no.6 “I think that nobody

likes me or cares for me” having a weighted mean 3.15 with a description of “agree”

obtained the highest weighted mean. Followed by item no. 5 “. I feel that I didn’t belong

to any group” having a weighted mean of 3.05 with description of agree and ranked 2. On

the other hand, item no.1 and 3 “I feel that I am not good a lot of things” and “I need

attention from someone” having a weighted mean of 3.02 with the description of agree and

ranked 3.5. It is closely followed by item no.4, “I am not competent from someone” was

rated by the mean of 3 which has a description of agree and ranked 5. As such, item no.2

“I feel that I am not a worthy person” and was rated by the mean of 2.98 and ranked 6.

And lastly, item no. 7 “I don’t trust myself” was revealed with the weighted mean of 2.88

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with the description of agree and ranked 7. To sum up it all, the table also shows that item

no. 6 “I think that nobody likes me or cares for me” is one of the most important self-

esteem problems and factors of at-risk students as manifested by the highest mean 3.15 in

the table while item no. 7 “I don’t trust myself” was rated with the lowest mean 2.88.

Table 17

Summary of Problems and Factors of At-Risk Student

Problems and Factors Weighted Mean Description Rank

Family 2.8 Agree 4th
Financial 2.86 Agree 3rd
Academic 3.08 Agree 1st
Peer Problems 2.78 Agree 5th
Self-Esteem 3.01 Agree 2nd
Total 2.91 Agree
To sum up it all, the table could be shown that academic problems are one of the

main problems of the at-risk students that needs to assess and determined by the researcher

and it was the highest weighted mean of 3.08 with the general description of “agree”. It is

closely followed by 3.01 as self-esteem problems and factors. And then, we have the 3rd

rank is financial problems as manifested with the mean of 2.86. While, the 4th ranked rated

mean is 2.8 and it is the family problems of the students. Finally, peer problems with the

general weighted mean of 2.78 was the 5th ranked or last. Generally, the total weighted

mean that revealed in the problems and factors of the at-risk students is 2.91 means that

students are “agreed” in all the following factors and problems stated above.

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Part IV: Results of Qualitative Analysis using Interview Instrument

Study results are presented into four themes with the corresponding sub-themes.

Challenges

This theme describes participants’ difficult or negative experiences. This theme

includes quotes that express respondents’ views of the difficult and negative experiences

in their lives. For instance, one respondent related why he was involved in bad influences

of friends. It contains three sub-themes; namely personal; family; and school. Fifteen (15)

respondents experienced personal challenges “. While, eleven (11) respondents expressed

challenges of having difficult family relationships. Fifteen (15) respondents reported on-

going challenges in going to school every day. And five (5) respondents stated of being

truant because of peer influence. Some respondents noted personal challenges associated

with early parenthood. Basically, students who are encountering more challenges in their

families, schools and peers are more prone to risks and have difficulties in academic

progress.

For instance, one respondent related why he was experienced lack of financial as a

result of a family challenge: “Para sa akin yung pinansiyal talaga kase di naman ganun

kalaki yung kinikita ng mga magulang ko sa trabaho nila.…”, “Dahil wala pong maganda

trabaho at hindi nakapagtapos ang mga magulang ko…”. Other challenges they faced

include constant or daily struggles in the family and in the school that they endured over

time. One respondent mentioned, “Sa family problem, ayun family problem, dahil mahirap

pumasok nang may problema dahil wala yung isip mo wala sa school kundi nasa ibang

bagay, may iniisip ka kasi eh… Dahil sa paghihiwalay ng magulang ko”. In connection

with these statements, Respondent 40 said that, “Pagkakaroon po ng kulang sa pinansiyal

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kaya di ako nakakapasok…Single parent lang mama ko e kaya hirap din kaming

maghanap-buhay”. Also, respondent 38 mentioned that “Yung problema po naming sa

bahay at sa school dahil hindi ko po inasahan na ganito po pala kahirap…ung tungkol sa

problema ko sa pamilya. saka yung kakulangan ng budget sa pag-aaral.” Meanwhile

respondent 39 stated “Wala pa akong trabaho tapos kulang yung pera tas yung natitira na

pera nagagastos ko pa. Tricycle driver at nagpepedicure lang ang guardian ko.” Some of

the statement respondents experienced lack of financial support in their study. In fact,

respondent 5 said that “Para sa akin yung pinansiyal talaga kase di naman ganun kalaki

yung kinikita ng mga magulang ko sa trabaho nila…Dahil wala pong maganda trabaho at

hindi nakapagtapos ang mga magulang ko.” Respondent 14 added “Yung ano problema

pamilya kasabay nito yung mga pampinansiyal na pangangailangan kase yung mga

magulang ko walang trabaho kaya nakatira lang ako kay tita.”. Lastly, respondent 22

“Parang wala naman e wait…iisipin ko. Ahh…sa ano pamilya kapag nag-aaway yung

nanay at tatay ko dahil sa pera… Sapagkat ang nanay ko ay nagmamanicure at si tatay ko

naman ay isa lang pedicab driver”. According to Frey et al. (2011), family conditions such

as the presence of child maltreatment and inter-parental conflict pose substantial risks to

young people.

Some respondents noted personal challenges associated with family conflict. While

the theme challenges essentially connote the essence of what is often measured or implied

by common risk factors, there is added meaning when we see it through the eyes of the at-

risk students describing the difficulties they face in their lives. Similarly, parental

seperation is a risk factor, but one could question whether it would influence a child who

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assumes parenting responsibilities for her siblings in the same way it would impact her

siblings.

The findings are consistent with Biederman et al. (2000) who said that family risk

factors are among the strongest and most consistent risk factors for child and adolescent

problem behavior. Basically, students who are encountering more challenges in their

families, schools and peers are more prone to risks and have difficulties in developing

academic progress.

Experience

When participants described challenges, they were probed to explain how they

managed these situations. Quotes that included content in which participants explained

how they responded to challenges make up the theme, experience. The subthemes; self-

esteem; addiction; early parenthood; and working students describe the different

situation that the respondents have experienced while studying senior high school. These

categories of experience refer to the descriptions of action taken in response to a challenge.

The next quotes describe “experience in self-esteem” of the respondents as a

response to their challenges. “Ano kase kahit ano talagang gawin ko parang hirap na hirap

akong intindihin siguro dahil hindi ako agad nakapag-aral tulad ng iba kong kaklase…”,

“Kase nahihirapan ako lalo na kapag English di ko po maintindihan lalo lang po sumasakit

ulo ko…”, ““Kase nahihirapan talaga ako hindi ko maintindihan…”, “Ano siguro kasi diba

syempre yung strand namin parang mas alam mo yun yung ang baba ng tingin sa amin.”

and “Kasi ano ahh… yung nahihirapan ako pag ano yung defense English kase.”

“Experience of addiction” refers to quotes that described youth which a person

finds themselves unable to stop using a substance or engaging in a behavior. It is considered

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as a negative influence for figuring out responses to challenges. Four (4) participant

explained how they responded to the challenge of difficult academic work. “Ayun nga dahil

din sa family problem at mas lalo na dahil sa pagpupuyat kakalaro ng online games halos

di na ko makapagpasa ng mga requirements” respondent 26 said. Likewise, respondent 20

“Ano minsan kase kinakapos yung sahod tapos yung pagiging late naman dahil sa pagtulog

ng wala sa oras tas minsan umaabot ng hating gabi kakaonline games.” Also, respondent

23 “Pagpupuyat madalas kase ano e nag-eeml kami kaya hindi nakakagawa ng projects,

assignment”. And lastly respondent 7 stated “Dahil napupuyat ka tsaka namamayat ka tas

minsan inaantok sa klase.”

“Experience in early parenthood” refers to early parenting of a teenger. Five (5)

or 12.19% of the respondents already a parent at an early age. “Yung mga naging problema

ko yung naka-buntis ako yung nagkaroon ako ng anak mahirap pero masarap sa feeling

tuwing nakikita mo yung anak mo… Siguro pagkaminsan wala akong kasama kaya ano-

anong mga bagay pumapasok sa isip ko” respondent 12 said. Futhermore, respondent 24

“Amm... marami tulad nga yung maaga akong nagkababy tapos mga pinansiyal problem.

Siguro may mga problema na dumadating sa buhay na yung na sa akin lang diko mailabas

kase personal na problema yun.”

“Experience in working student” means studyng while working that can give

ssupport in order to face the challenges. Two (2) respondents said that they run to their

families to be able to cope with challenges. Respondent 2 “Trabaho dahil ang hirap

ipagsabay sa pag-aaral…” Respondent 31 mentioned “Umeextra ako doon sa tita ko para

makapagbayad at makagawa ako ng mga projects ko. Saka po lagi silang nakagabay sakin.”

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While, another respondent 33 said “Nagsikap po. Minsan po nagwoworking student ako.

Yung teacher ko po kinausap ako ganun at tsaka pinayuhan.” Moreover, respondent 39

“Naghanap ako ng extrang trabaho para mabayaran yung bayarin sa school. Tapos

tinulungan niya ako na makiusap sa mga teacher ko para maipasa ako.”

Experience of the respondents represents on how they faced and resolve a certain

challenge. This implies that youth at-risk need more attention and advice with their

instructors. The respondents have been mentioned how their subject teachers support them

while studying and dilemma situation arise. Further, the moral support of subject teachers

became evident of effectiveness in implemented guidance.

Development

When participants described challenges, they were probed to explain how they

managed these situations. Question no.5 Are there changes in your studies after the action

had been made? (Mayroon bang pagbabagong naganap sa iyong pag-aaral matapos ang

isinagawang aksyon?) was asked to the at-risk students. Quotes that included content in

which participants explained how they responded to challenges make up the theme,

development. The subthemes behavior, interest, compliance and learning describe the

development and progress that the respondents have experienced while studying senior

high school. These categories of development refer to the descriptions of action taken in

response to a challenge

Nine (9) or 21.95% of the respondents’ development in terms of behavior. It is

clearly stated that respondents have positive response toward academic progress.

Accordingly, there are changes happened after they experienced problem. As mentioned

by the following respondent “Oo yung dating ako na pala absent ngayon nagtino na.”,

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“Meron po. Yung pagpasok ng naaayon sa tama. Tapos ahhh gumagawa din ng mga

activities sa school.”. “Meron naman, yung dati kase nagka-cutting ako ngayon hindi na.”,

“Opo. Ano naging matiyaga sa pag-aaral at nagsusumikap.”, “Oo, tulad ng pagtino at

pagpupursigi ko sa pag-aaral”, “meron din po yung hihi…medyo madalas na akong

pagpasok ko ngayon tapos parang mas nagging interesado din ako sa pag-aaral”, “Oo, kase

nagbago yung buhay ko e. Na dating nagaabsent ngayon bihira na lamang meron naman,

pagpasok ng maaga tapos pakikinig sa teacher ng maayos tapos pakiki-cooperate”, “Meron

naman hindi na ako gaanong nale-late medyo tumataas na mga grades ko.” And “Konti

ayun yung mga kaklase ko kinakausap ko sila, nababawasan naman yung feeling na outcast

kasi kahit papaano may mga pumapansin na sa akin. Sa grade wala pero napapadalas na

yung pagpasok ko tsaka di na rin ako masyado lumilipat sa ibang room.”

On the other hand, the are some development in students’ interest. There are

statements which clearly answered the interest they gained through the lesson and advice

with the help of their instructors. Respondent 5 “Meron naman nagbago umayos yung

kalagayan ng pag-aaral ko dahil dati parang nawawalan ako ng gana pero simula ng

tinulungan ako ng mga teachers ko parang nagbago yung pananaw ko sa pagiging

estudyante” said. Similarly, with the response of respondent 24 “Oo, malaking pagbabago

yung naganap dahil ayun nga sa huli pinagbuti ko rin ang aking pag-aaral para sa

kinabukasan ng aking anak” and “Oo, naging mas interesado ako lalo sa klase ganon.”

Respondent 27 added. In connection with respondent 28 “Oo, meron naman yung ano…

dati di ako nakikinig ngayon nakikinig na”. Moreover, respondent 38 “Oo meron para sa

akin naiwasan ko na yung pagtatambay sa gabi at saka mas lalo na akong nag focus sa pag

aaral.”

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 With the response of the youth at-risk another sub-theme has made “compliance”

which means conforming to a rule, such as a specification, policy, standard or law.

Respondents stated the following changes in their study; “Yung laging pumapasok sa

eskwela at nagpapasa ng mga dapat ipasa…”, “Halos lahat na ng mga pinapagawa uni-unti

ko ng nagagawa, pumapasok na din ako minsan na lang nale-late…”, “Ano di na ako pala

absent ngayon at gumagawa na rin ako ng mga activity sa school…” and “Ano yung dati

di ako gumagawa ng assignment ngayon kada may gagawin gumagawa na ko…”

Development in learning is considered as fourth sub-theme. This refers to the

process of acquiring new, or modifying existing and knowledge of youth at-risk. In fact,

six (6) respondents mentioned learning development in an interview test. “Oo, kasi marami

akong nalaman na di ko pa pala alam e…”, “Ahhh… hmmm… kase ano yung mga grades

ko dati bagsak ngayon medyo tumaas na HAHA. Yung dating 64 naging 75 tas mas

nalaman ko na kaya naman pala…”, “Yung ano… nakakasagot na sa mga recitations tsaka

dati maraming 7 ngayon medyo ayos na… “, “Meron yung natuto kang rumespeto at

makipag-usap ng maayos, yung di tulad ng dati nong junior high pa lang ako…”.

Interestingly, one (1) respondent said learning development in oneself. “Meron yung sa

ugali ko natutunan ko na yung dapat igalang yung iba lalo na yung sarili ko…”. Eventually,

another respondent probe improvement about learning progress “Hmmm… meron naman,

hindi na ako ganoon nahihirapan tulad ng dati…” he stated.

Realization

The fourth theme, realization, represents quotes from participants that contain

content about how they realize after knowing the importance of education in life. This

include who they wanted to be like when they grow up, and what they are doing already

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that will help them reach their goals. Based on the responses, the four (4) sub-themes were

developed: finish school; have a good job; help the parents and have better future.

These quotes were responses to prompts from the researcher.

Eight (8) respondents said that finishing the school is the way to reach their goals.

Although they did not mention specific role models like becoming a psychology,

accountant or a teacher, they expressed their belief that education can greatly help them to

cope: They perceive education to play a vital role in order for them to survive and succeed

as students. “Ano yung wag kang susuko hangga’t kaya at makatapos ka na…”, “Kailangan

yung edukasyon dahil kailangan may alam tayo upang maimprove yung kaalaman natin na

akala natin alam na natin pero hindi pa pala tsaka kasi kapag nakapagtapos ka marami ka

nang malalaman sa buhay…”, “Makakatulong ito sa amin para makayari kami…”, “Ano…

pahalagahan lahat ng subjects tapos gumawa ng mga activity para tumaas ang grade at para

maka-graduate…”. “Ayun number 1 talagang susi diyan sa buhay ay edukasyon na

kailangan nating pagbutihan kahit na may problema, pinansiyal at family, ganyan talaga

dumadating sa buhay yung problema kaya kailangan magdasal lang lagi tsaka pag-butihan

ang pag-aaral para makatapos ka…”, “Ano… yung kailangan mong mag-aral at

magsumikap. ‘Wag kang matamad para pumasa ka sa mga subjects…”, “Kailangan mong

magpatuloy kahit na anong pagsubok kahit na mahirap man kailangan mong magsumikap

para makapagtapos ka…” and “Yung kahit wala naming problema sa pinansiyal basta

magpapasok ka lang para pagdating ng araw dun mo yun malalaman yung kahalagahan ng

pag-aaral pag nakapagtapos ka na.”

To have a good job is the realization of six (6) respondent declared: “Kailangan

mong magtapos ng pag-aaral para makakuha ka ng magandang trabaho para sa

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kinabukasan…”, “Pag di ka nakapagtapos di ka makakahanap ng trabaho, mahirap

maghanap ng trabaho kapag wala kang pinag-aralan…”, “Yung kahalagahan ng edukasyon

tulad nga ng mga sinasabi ng mga magulang at mga pinsan ko na ipagpatuloy ko daw yung

pag-aaral ko para kapag ako naman yung tumayong magulang tsaka yung makapagtrabaho

ako ng marangal, yung magiging sakto yung mga financial income naming sakto lang yung

hindi nagkukulang...”, “Mahalaga ang edukasyon kasi kailangan mo ng diploma kapag

nagtrabaho ka, kailangan yung diploma sa senior high school kaya mahalaga ang

edukasyon…”, “Natutunan ko na mag-aral ng 102am ab para may mahanap na magandang

trabaho…”, “Pakiki-cooperate sa mga kaklase ko. Madali akong makakahanap ng

magandang trabaho kahit di na ako mag college pag nakapagtapos ako ng Senior High at

pag pinagbutihan ko ang pag-aaral ko…”.

Four (4) respondent mentioned that his ultimate realization is to help their parents:

“Hmmm… yung magkaroon kami ng problema pero dahil sa tulong ng mga taong nandyan

kahit humihina yung loob ko parang lumalakas pa rin yung loob ko kasi di ka nila iiwan

tsaka parang maging inspirasyon mo sila sa mga ginagawa mo sa buhay para sa huli ako

naman yung tutulong sa kanila...”, “Magsipag 102am ab-aaral, wag mag-absent, para

matulungan yung mga magulang…”, “Ang mga natutunan kong bagay ay magtiyaga tapos

naisip ko na para din naman sa akin iyo kaya pinagbutihan ko nang mag-aral kase dati hindi

ako masyadong pumapasok wala sa isip ko ang mag-aral yung parang tamad ako pero

narealize ko na dapat pa lang magsumikap ako dahil para din naman pala sa akin yun kasi

tinutuungan din ako ng mga teacher ko na magpursigi para din masuklian ko yung

paghihirap ng mga magulang ko…” and “Ano… para mapaunlad ko ang sarili ko bilang

102
tao hindi lang bilang estudyante, bilang isang anak tsaka para makatulong din ako sa family

ko ginagawa ko yung best ko para maging proud sila sakin.”

To have a better future is the realization of twelve (12) respondents claimed; “Para

saken mahalaga yung edukasyon para sa mga may pangarap. Para sa kinabukasan ko din

naman…”, “Amm yung natutunan ko mahalaga po kase dahil para din po sa ‘kin yun para

po sa future…”, “Mag-aral ng 103am ab kahit na gaano kahirap yung hangga’t kaya 103am

a mapagsikapan para maabot mo yung mga pangarap…”, “Kapag hindi ka nagtiyaga wala

kang mararating…”, “Dapat magtiyaga lang ng magtiyaga ahh… wag agad isuko yung

mga pangarap mo…”, “Mahalaga yung edukasyon sa buhay dahil ito yung susi para

makamit ko yung mga pangarap ko…”, “Mag-aral ng 103am ab para malayo ang

marating…”, “Kailangan kong gawin to para matupad yung pangarap ko sa pamamagitan

ng pag-aaral ko ng 103am ab…”, “Madami. Pagsisikap para makamit yung gusto mo sa

buhay…”, “Sobrang halaga pala ng edukasyon 103am a talaga nakasalalay yung buhay mo

103am aba103 ng iba ito ang pinaka magandang maipapamana sa atin ay yung edukasyon

kaya sobrang halaga neto kasi kung hindi ka makakapag aral saan tayo mapupunta…”,

“Ayun marpursigi para maabot mo yung mga pangarap mo.” And “Ahh… Natutunan kong

wala kang mararating kapag nagbulakbol ka.”

Part V: Proposed Intervention Programs Based on the Findings

1. What are the different programs undertaken by the school in helping the SHS at-risk

students.

(Ano-anong mga programa ang inyong nailunsad na nakatulong sa mga mag-aaral ng

senior high na kabilang sa at-risk?)

“Home visit, remediation, modular session and counselling.

103
2. Give some steps that you think made the program effective?

(Magbigay ng mga pamamaraan na nagging epektibo upang maisakatuparan ang

programang inyong isinagawa?)

“As a guidance counselor, you must be patient dapat pakahaba mo ang pasensiya

mo. Dapat marunong ka ring i-level ang sarili mo sa mga bata. Para di sila mahirapang

abutin. As much as possible ikaw ang mag-rereach sa kanila. Need mo ring maging

knowledgeable sa mga bagay bagay na kinahihiligan nila para alam mo paanong atake ang

gagawin. Kung kinakailangan mong maging ‘nanay’ sa kanila para maging at ease sila sayo

dapat gawin mo. Knowledgeable ka rin dapat sa mga techniques kung paano makapag-

establish ng report sa kanila. If you cannot be their parent be their friend….pakita mo sa

kanila yung genuine concern”.

3. In what way did your program encourage students to continue his studies? Explain.

(Sa paanong paraan nakatulong ang inyong programa upang magpursigi sa mga mag-

aaral? Ipaliwanag.)

“Proven naman kasi yung mga ginagawa ko… Sabi nga tinatamad ng mag-aral pero

napaparealize ko pa na importante ito sa kanila. Nagtatrabaho na, naghinto dahil nabuntis

pero di ko sinukuan. Umayaw sa pag-aaral dahil sa teacher pero napabalik pa. Yun ay dahil

naipakita ko sa kanila na kailangan nila maniwala sa akin…kaya naman sana lahat ng

teachers kung ma-oorient at mate-train nang ganun katulad sa ginagawa ko. Magagawa

natin ang ‘education for all’.

4. Can you share some advice to help the students’ conquer the problems that they have

faced?

104
(Maari ka bang magbahagi ng ilang payo sa mga mag-aaral upang mapagtagumpayan

ang kanilang suliraning kinaharap?)

“Kailangan maniwala sa sarili dahil higit sa lahat walang ibang makakatulong sa

kanila kung di sarili din nila. Maging matiyaga sa lahat ng bagay hindi sapat ang pagiging

matalino ng isang estudyante… mas mainam pa rin na marunong kang dumiskarte sa lahat

ng pagkakataon. Maging positibo sa pananaw sa buhay at upang magawa ito…alalalahanin

ang mga bagay at taong naniniwala sa kanilang kakayahan at umaasang pagdating ng

panahon ay magiging maganda ang kanilang buhay”.

5. In your own opinion, what are the possible suggestion that could solve the increasing

number of at-risk students in your school?

(Sa iyong sariling pananaw, anu-anong suhestiyon ang maaring makatulong upang

masolusyunan

“Hindi sapat ang tulong gobyerno. Dapat sa bahay palang well trained na ang mga

bata. Well values oriented na sila at dapat bigyan ng bonggang bonggang orientation ng

mga magulang sa responsible parenthood. Kasi kung okay ang palaki sa mga yan walang

mga at-risk. Kung meron man…kami as teachers and counsellor ang kanilang

katulong…Isa…yung pagpapatupad ng batas regarding ‘child protection policy’. Nawala

na ng displinadong mga kabataan dahil dito. Kaya sana naka-analyse nila ang mga batas

na pinapatupad…maging ng mga curriculum na inimplement. Daming research na gingawa

manong yun ang pag-aralan nila. Dapat bago isagawa i-check mabuti kung tama ba at swak

sa kulturang meron tayo”.

105
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations.

Summary of Findings

Part 1. Profile of the Respondents

1.1 Twenty-five (25) or 60.98% of the respondents were 18 years old and above,

fourteen (14) or 34.15% were 17 years old and two (2) or 4.88% were 16 years old.

1.2 Twenty-eight (28) or 68.29% of the respondents are male and Thirteen (13) or

31.71% were female.

1.3 In terms of the individual average of the respondents, respondents 1, 13, 17 and

20 have failed general average ranging 74 below in first semester (grade 11). Meanwhile,

respondents 24, 25, 26 and 27 also failed in the first semester with the descriptor “did not

meet expectation”. This means that they cannot complete the requirements set by these

subjects due to certain factors. The rest of other respondents have a passing general average

in terms of the core and applied subjects.

1.4 Fifteen (15) or 36.59% of respondents have a family monthly income ranging

Php. 5,000 below. It is closely followed by Php. 5,001-10,000 with a total of fourteen (14)

or 34.15% respondents. While, nine (9) or 21.95% respondents have family income ranging

Php. 10,001-15,000. Three (3) or 7.32% respondents have Php.15,001-20,000 family

income. And lastly, two (2) or 4.88% respondents have the lowest family income ranging

Php.20,001 and above.

1.5 In terms of marital status of parent of the respondents. Married got the highest

percentage of 56.10% or twenty-three (23). Eight (8) or 19.51% respondents mentioned

106
that their parent are ‘not married’. It is closely followed by six (6) or 14.63% respondents

stated that their parents are ‘separated’. Two (2) or 4.88% respondents said that their parent

are ‘single mother’. Lastly, single father and both decease parent got the same percentage

2.44% or two (2) respondents.

Part 2. Categories of the Respondents as At-risk Students

Using the At-risk Student Qualification Checklist, the researcher identified the

cases of the fourty-one (41) respondents as to how severe is the case on developing and

minimizing the risks. The highest of all the cases is absenteeism: 1.) fourty-one (41) or

100% has failed one (1) or more academic subjects in this school year; 2.) Thirty-nine (39)

or 95.12% has absenteeism that is greater than (10) percent during th first grading of the

current school year; 3.) Thirty-two (32) or 78.05% has back subjects from the previous

school years; 4. Twenty-one (21) or 51.21% has repeated one (1) grade level; 5.) Twenty

(20) or 48.78% has incurred absenteeism which was more than 20% of the require number

of class day in a school year; and 6.) one (1) or 2.44 is classified as non-reader.

Fourty-one or 100% is an emancipated youth. Thirty-four (34) out of 41 or 82.92%

of the respondents were found to have substance abusive behavior. Fourteen (14) or

34.15% of the respondents was a previous dropout. Three (3) cases or 30% of the

respondents had back subjects from previous school years. While, eleven (11) or 26.83%

is a working students and five (5) out of 41 respondents is a pregnant or parent. And lastly,

four (4) or 9.75% has serious personal, mental and medical problems.

Part 3. Summary of Problems and Factors of At-Risk Student

To sum up it all, the table could be shown that academic needs are one of the main

problems of the at-risk students that needs to assess and determined by the researcher and

107
it was the highest weighted mean of 3.08 with the general description of “agree”. It is

closely followed by 3.01 as self-esteem problems and factors. And then, we have the 3rd

rank is financial management as manifested with the mean of 2.86. While, the 4th ranked

rated mean is 2.8 and it is the family problems of the students. Finally, peer problems with

the general weighted mean of 2.78 was the 5th ranked or last. Generally, the total weighted

mean that revealed in the problems and factors of the at-risk students is 2.91 means that

students are “agreed” in all the following factors and problems stated above.

Part 4. A. Results of the Qualitative Coding Analysis of the Interview Data

Study results are presented into four themes with the corresponding sub-themes.

Challenges

This theme describes participants’ difficult or negative experiences. This theme

includes quotes that express respondents’ views of the difficult and negative experiences

in their lives. For instance, one respondent related why he was involved in bad influences

of friends. It contains three sub-themes; namely personal; family; and school. Fifteen (15)

respondents experienced personal challenges “. While, eleven (11) respondents expressed

challenges of having difficult family relationships. Fifteen (15) respondents reported on-

going challenges in going to school every day. And five (5) respondents stated of being

truant because of peer influence. Some respondents noted personal challenges associated

with early parenthood. Basically, students who are encountering more challenges in their

families, schools and peers are more prone to risks and have difficulties in academic

progress.

108
Experience

When participants described challenges, they were probed to explain how they

managed these situations. Quotes that included content in which participants explained

how they responded to challenges make up the theme, experience. The subthemes; self-

esteem; addiction; early parenthood; and working students describe the different

situation that the respondents have experienced while studying senior high school. These

categories of experience refer to the descriptions of action taken in response to a challenge.

Five (5) or 12.20% respondents answered self-esteem and early parenthood. While, four

(4) or 9. 76% mentioned experience of addiction. Lastly, two (2) or 4.88% experience being

working students while studying.

Development

When participants described challenges, they were probed to explain how they

managed these situations. Question no.5 Are there changes in your studies after the action

had been made? (Mayroon bang pagbabagong naganap sa iyong pag-aaral matapos ang

isinagawang aksyon?) was asked to the at-risk students. Quotes that included content in

which participants explained how they responded to challenges make up the theme,

development. The subthemes behavior, interest, compliance and learning describe the

development and progress that the respondents have experienced while studying senior

high school. These categories of development refer to the descriptions of action taken in

response to a challenge. The first sub-theme ‘behavior’ development got nine (9) or 21.95%

response of respondents. Six (6) or 14.63% said learning development in their study. While,

Five (5) or 12.20 stated ‘interest’ development. And four (4) or 9.76 stated development in

terms of ‘compliance’ .

109
Realization

The fourth theme, realization, represents quotes from participants that contain

content about how they realize after knowing the importance of education in life. This

include who they wanted to be like when they grow up, and what they are doing already

that will help them reach their goals. Based on the responses, the five (4) sub-themes were

developed: finish school; have a good job; help the parents and have better future.

Twelve (12) or 9.76% respondents realize the importance of education is to “have better

future. While, eight (8) or 19. 51% of the respondents said “finish school”is one of the most

important realization they know. It is closely followed by “have a good job” with an

average of 14.63% of response. And “help the parent” got the lowest percentage of 9.76%

or 4 respondents.

Part V: Propose Intervention Programs Based on the Findings

1. What are the different programs undertaken by the school in helping the SHS at-risk

students.

(Ano-anong mga programa ang inyong nailunsad na nakatulong sa mga mag-aaral ng

senior high na kabilang sa at-risk?)

“Home visit, remediation, modular session and counselling.

2. Give some steps that you think made the program effective?

(Magbigay ng mga pamamaraan na nagging epektibo upang maisakatuparan ang

programang inyong isinagawa?)

“As a guidance counselor, you must be patient dapat pakahaba moa ng pasensiya

mo. Dapat marunong ka ring i-level ang sarili mo sa mga bata. Para di sila mahirapang

abutin. As much as possible ikaw ang mag-rereach sa kanila. Need mo ring maging

110
knowledgeable sa mga bagay bagay na kinahihiligan nila para alam mo paanong atake ang

gagawin. Kung kinakailangan mong maging ‘nanay’ sa kanila para maging at ease sila sayo

dapat gawin mo. Knowledgeable ka rin dapat sa mga techniques kung paano makapag-

establish ng report sa kanila. If you cannot be their parent be their friend…pakita mo sa

kanila yung genuine concern”.

3. In what way did your program encourage students to continue his studies? Explain.

(Sa paanong paraan nakatulong ang inyong programa upang magpursigi 111am ab-

aaral? Ipaliwanag.)

“Proven naman kasi yung mga ginagawa ko… kahit na tinatamad na mag-aral pero

napaparealize ko pa na importante ito sa kanila. Nagtatrabaho na, naghinto dahil nabuntis

pero di ko sinukuan. Umayaw 111am ab-aaral dahil sa teacher pero napabalik pa. Yun ay

dahil naipakita ko sa kanila na kailangan nila maniwala sa akin…kaya naman sana lahat

ng teachers kung ma-oorient at mate-train nang ganun katulad sa ginagawa ko. Magagawa

natin ang ‘education for all’.

4. Can you share some advice to help the students’conquer the problems that they have

faced?

(Maari ka bang magbahagi ng ilang payo sa mga mag-aaral upang mapagtagumpayan

ang kanilang suliraning kinaharap?)

“Kailangan maniwala sa sarili dahil higit sa lahat walang ibang makakatulong sa

kanila kung di sarili din nila. Maging matiyaga sa lahat ng bagay hindi sapat ang pagiging

matalino ng isang estudyante… mas mainam pa rin na marunong kang dumiskarte sa lahat

ng pagkakataon. Maging positibo sa pananaw sa buhay at upang magawa ito…alalalahanin

111
ang mga bagay at taong naniniwala sa kanilang kakayahan at umaasang pagdating ng

panahon ay magiging maganda ang kanilang buhay”.

5. In your own opinion, what are the possible suggestion that could solve the increasing

number of at-risk students in your school?

(Sa iyong sariling pananaw, anu-anong suhestiyon ang maaring makatulong upang

masolusyunan

“Hindi sapat ang tulong gobyerno. Dapat sa bahay palang well trained na ang mga

bata. Well values oriented na sila at dapat bigyan ng bonggang bonggang orientation ng

mga magulang sa responsible parenthood. Kasi kung okay ang palaki sa mga yan walang

mga at-risk. Kung meron man…kami as teachers and counsellor ang kanilang

katulong…Isa…yung pagpapatupad ng batas regarding ‘child protection policy’. Nawala

na ng displinadong mga kabataan dahil tamad. Kaya sana naka-analyse nila ang mga batas

na pinapatupad…maging ng mga curriculum na inimplement. Daming research na gingawa

manong yun ang pag-aralan nila. Dapat bago isagawa i-check muna kung tama ba at swak

sa kulturang meron tayo”.

112
Conclusions

Based on the summary of findings, the researcher concluded that:

1. Respondents in at-risk students age were 18 years old and above, male, have an

academic performance ranging 75-79, have family monthly income ranging Php 5,001 and

below. And lastly, most of their parents are married.

2.Using the At-risk Student Qualification Checklist, the researcher identified that

most of the cases has failed one (1) or more academic subjects this school year, had

absenteeism that is greater than ten (10%) percent during the first semester of the current

school year and an emancipated youth.

3. Respondents have much needed support in order to focus on their study to have

a better bachelor degree and they are agreed that family problems, financial problems,

academic, peer problems and self-esteem problems that can affects at-risks students to have

a low grade, poor academic performance and may cause a learner to be a student at-risk of

dropping out.

4. Family problems, financial problems, academic problems, peer problems and

self-esteem problems maybe experienced by the at-risks students.

5. In terms of the four themes, the study gathered the voices of the at-risk student

and results are consistent with evidences gained about risk from quantitative investigations.

In this regard, one can see how interactions among risk factors like low school commitment

and protective factors like academic support offer a promising path to challenges,

experiences, development, and realization.

113
 6. Results suggest that there are important problems that should be taken into

consideration in order to understand at-risk students. Since, Pagalanggang National High

School have full time guidance counselors and school psychologists who can help out in

developing intervention programs for these students at-risk, there is an urgent need to

capacitate the school staff, particularly the class advisers and parents’ orientation in order

to address these problems of students at-risk.

7. The study proved that the lived experiences of at-risk students do not

significantly differ from one another.

Recommendations

Based on the summary of findings and conclusions, the researcher has offered the

following recommendations, to wit:

1. The school administrators, teachers, parents of at-risks students and guidance

counselor must have a plan of action and periodic conference to discuss the problems,

needs and academic performance of the students. This is to establish a close monitoring

scheme which is multilateral so that proper conclusions and interventions for at-risks

students are made.

2. The Guidance and Counseling Office must strengthen its intervention programs

and implementing policies like EduChild so that at-risks students are given proper guidance

in addressing potential family, financial, academic, peer and self-esteem problems and

factors that may come along their way.

3. The potential family, financial, academic, peers and self-esteem problems and

factors must be addressed through group or individual counseling.

114
 4. Provide intervention program to assist the students at-risk to cope with their

academic problems;

5. Craft school level and class level programs and projects that will address

students’ absenteeism. Provide motivating and interesting activities that will make these

students stay in the school. Make the school a ‘happy school’;

6. Crafting of the School Intervention Plan to address individual needs of at-risk

students based on their own life narratives for them to develop and minimize risks;

7. Schools need to focus on the development by integrating activities in the different

classes which will address the problems on family, financial, academic, peers and self-

esteem.

8. Conduct further study in order to validate findings of this study.

115
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119
 APPENDICES A
PAGALANGGANG NATIONAL HIGH SCHOOL
DINALUPIHAN, BATAAN
“UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT AND
INTERVENTION PROGRAM AMONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCHOOL”
S.Y: 2018-2019
At-Risk Qualification Checklist
Name of Students: _________________________
Age: ____
Sex: ____
Grade Level/ Strand: _____________
An At-Risk SHS students who meets any three (3) of the following criteria in A or any one

CRITERIA A CRITERIA B

Has repeated one (1) grade level. 1. Has substance abuse

1. behavior.
Has absenteeism that is greater than ten 2. Is a pregnant or parent.
2. (10) percent during the first grading of
the current school year.
3. Has incurred absenteeism which was 3. Is a working students
more than 20% of the required number
of class day in a school year.
Has back subjects from the previous 4. Is a previous drop-out
4. school years.
5. Has failed one (1) or more academic 5. Has serious personal, mental
subjects this school year. and medical problems
6. Is classified as non-reader. 6. Is an emancipated youth.

TOTAL TOTAL

Grades in the following academic applied and core subjects in the last semester.
GRADE 12 GRADE 11
English for Academic and Professional Purposes Empowerment Technology
Practical Research II Oral Communication__
Entrepreneurship General Mathematics
Filipino sa Piling Larang Akademik/ Tech-Voc Earth and Life Science
Personal Development Komunikasyon sa Pananaliksik
Understanding Culture, Society and Politics P.E and Health I
P.E and Health III

Signature of Guidance Counselor: RODYLIE C. CALIMLIM RPm, MaEd GC

120
 APPENDICES B
Survey-Questionnaire for the Research Study Entitled
“Understanding Youth At-Risk of Dropping Out and Intervention Programs among
Senior High Students in
Pagalanggang National High School”

Dear Respondents,

We are presently conducting a research with a working title “UNDERSTANDING

YOUTH AT-RISK OF DROPPING OUT AND INTERVENTION PROGRAMS
AMONG SENIOR HIGH STUDENTS IN PAGALANGGANG NATIONAL HIGH
SCHOOL” for the school year 2018-2019, researchers have constructed and validated
questionnaire in order to gather information to our study which required in partial
fulfillment of our Research Project/Culminating Activity.

Your participation in conducting a study is highly appreciated. Please feel free to

answer the entire question. Rest assured that the result will be used research purposes only
and data will be treated with confidentiality and objectivity.

Thank you very much for your participation. God Bless!

Sincerely yours,

AGUILAR, JONAS SIBAL

ALMARIO, GENERIC YURAG
CUNANAN, LIZETTE MACABULOS
CUSTODIO, JOSHUA BALUYOT
DAWANGON, JENNA JADE FAJARDO
FERNANDEZ, ANGEL REINNE, FERIA
GAZA, MICHELLE KATE SATERA
MANGAHAS, ALEXA DANAN
MELITANTE, GABRIELLE REYES
MORALES, ELLA JOYCE CASTRO

Noted:

RODYLIE C. CALIMLIM, RPm, MaEd GC

Research Adviser/SHS Guidance Counselor

121
PART I. Profile of the Respondents
Name (Optional): _________________________________
Age: 15 16 17 18 above
Sex: Male Female
Grade Level: 11 12
Strand: Humanities and Social Sciences (HumSS)
General Academic Strand (GAS)
Technical-Vocational Livelihood (TVL)-Computer System Servicing
(CSS)
Technical-Vocational Livelihood (TVL)-Agriculture
Academic Status (General Weighted Average):
74 below 85-89
75-79
90 above
80-84
Family Monthly Income:
Php 20,001 and above Php 5,001 – Php 10,000
Php 15,001 –Php20,000 Below Php 5,000
Php 10,001 – Php 15,000

Marital Status of Parents:

Married Separated Single Father
Not Married Single Mother Others (pls. specify): ___________

PART II: Factors of the Students.

Directions: The purpose of this questionnaire is to assess your factors and problems
which may cause a learner of student at-risk of dropping out. Please rank in the basis of
your current knowledge and most objective assessment. Use the following scale below
and kindly put a check mark (√) in the box provided.

4 Strongly Agree (SA) The item/event happens at all times or 100%

of the time.
3 Agree (A) The item/event happens many times or 51%-
99% of the time.
2 Disagree (D) The item/event happens every now and then
or 1%-50% of the time.
1 Strongly Disagree (SD) The item/event does not happen at all times
or 0% of the time.
A. Family

1. I don’t want to go to home most of the time.

2. I usually see my parents arguing and fighting.
3. I think my parents will break up.
4. I don’t feel loved and cared by my family.
5. I feel that I am not their child.

122
6. I sense that everyone in the house is doing their own thing
and so we don’t have time for playing and talking.
7. I don’t have experience family planning and bonding.

B. Financial

1. I don’t have enough money to go to school most of the time.

2. I don’t receive financial support from my family.
3. I think money makes the world go around.
4. I feel my parents are struggling financially.
5. I need money to support my financial assistance.
6. I need to experience being working student to earn money.
7. I don’t have enough money to buy school supplies
needed for academic-related activities.

C. Academic

1. I don’t want to go to school.

2. I don’t want to involved in many school activities.
3. I don’t understand my subjects.
4. I’m beginning to accumulate school absences.
5. I feel like I don’t easily understand the things that
the teacher is teaching.
6. I’m beginning to accumulate poor academic
performance.
7. I don’t want to do my homework or projects. v

D. Peer Problems

1. I sense that our friendship is signing apart.

2. I feel that I am not important in my group anymore.
3. I don’t feel like I still want to make friends with others.
4. I don’t feel close with my group anymore.
5. I don’t want to see my friends.
6. I sense that I am no longer a part of my circle of friends.
7. I don’t want to hang-out with my friends.

E. Self-Esteem

1. I feel that I am not good a lot of things.

2. I feel that I am not a worthy person.
3. I need attention from someone.
4. I am not competent from someone.
5. I feel that I didn’t belong to any group.
6. I think that nobody likes me or cares for me.

123
7. I don’t trust myself.

Note:
“Most of questions stated above were truly adapted in the study of Mrs. Lerma Garcia-
Gerella (May 2017) “Assessing Needs and Potential Problems of Balik-Aral Students of
Bataan National High School: Basis for Counseling Intervention”.

Part III: Interview Guide (At-risk Students)

A. The researcher translated the (6) six questions to Filipino in order for the
interview and interviewee to establish better understanding of the processes, concepts and
contexts which are deemed essential for the conduct of the present research.
The (6) six catalyst questions are the following:
1. What are the problems that you have encountered as senior high students?
(Ano-anong mga suliranin ang iyong kinaharap bilang isang mag-aaral ng senior high?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Can you mention some reasons regarding the problems you have encountered while
studying senior high school?
(Maari ka bang maglahad ng mga sanhi ukol sa suliraning iyong kinaharap?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are the steps that you have made/or the school to solve the problems you have
experienced?
(Anu-anong mga hakbang ang iyong isinagawa at ng paaralan upang malagpasan ang
suliraning iyong naranasan?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. In your own opinion, are the solutions made by your school had helped you? How?
(Sa iyong palagay nakatulong ba ang mga ginawang hakbang ng paaralan? Paano?)
________________________________________________________________________
________________________________________________________________________

124
________________________________________________________________________
________________________________________________________________________
5. Are there changes in your studies after the action had been made? Explain.
(Mayroon bang pagbabagong naganap sa iyong pag-aaral matapos ang isinagawang
aksyon? Ipaliwanag.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What have you learned being students’ of senior high after, knowing the importance of
education in your life?
(Ano ang iyong natutunan bilang isang mag-aaral ng senior high matapos mong
malaman ang kahalagahan ng edukasyon sa buhay?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. Suggested Intervention Programs by the Senior High School Guidance Counselor

1. What are the different programs undertaken by senior high guidance counselor in helping
students at-risk?
(Ano-anong mga programa ang inyong nailunsad na nakatulong sa mga mag-aaral ng
senior high na kabilang sa at-risk?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Give some techniques that you think made the program effective?
(Magbigay ng mga pamamaraan na naging epektibo upang maisakatuparan ang
programang inyong isinagawa?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

125
3. In what way did your program encourage students to continue his studies? Explain.
(Sa paanong paraan nakatulong ang inyong programa upang makapanghikayat sa mga
mag-aaral? Ipaliwanag.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Will you share some advice to help the students conquer the problems that they have
faced?
(Maari ka bang magbahagi ng ilang payo sa mga mag-aaral upang mapatagumpayan ang
kanilang suliraning kinaharap).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. In your own opinion, what are the possible suggestions that could solve the increasing
number of students at-risk in your school?
(Sa iyong sariling pananaw, ano-anong mga suhestiyon ang maaring makatulong upang
masolusyonan ang bilang ng pagdami ng mga at-risk sa inyong paaralan?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Validated by:

LORINDA R. POBLETE NINA S. MANUEL

School Principal II MT- I English Teacher

RODYLIE C. CALIMLIM, RPm, MaEd GC MELANIE P. CORTEZ, LPT

SHS Guidance Counselor/Research Adviser Subject Teacher

126
 APPENDICES C
Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

Greeting of Peace!

We, the researchers from 12-HUMSS would like to ask permission to your good
office to conduct a survey for the partial fulfillment of the requirements for the Research
Project/Culminating Activity. The study entitled, “UNDERSTANDING YOUTH AT-
RISK OF DROPPING OUT AND INTERVENTION PROGRAMS AMONG
SENIOR HIGH STUDENTS IN PAGALANGGANG NATIONAL HIGH SCHOOL”
for the School Year 2018-2019.

Your deepest kind will be highly appreciated.

Thank you and God bless!

Noted: Sincerely Yours,

MELANIE P. CORTEZ Aguilar, Jonas S.

Subject Teacher Almario, Generic Y.
Cunanan, Lizette M.
Custodio, Joshua B.
RODYLIE C. CALIMLIM Dawangon, Jenna Jade F.
Research Adviser Fernandez, Angel Reinne F.
Gaza, Michelle Kate S.
Mangahas, Alexa D.
Approved: Melitante, Gabrielle R.
Morales, Ella Joyce C.

MIRAFLOR A. RONQUILLO
Asst. SHS Principal II

LORINDA R. POBLETE
School Principal II

127
 APPENDICES D
Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

Our beloved teachers,

We, the researchers from 12-HUMSS students were having a survey for the
fulfillment for the requirements in Research Project/Culminating Activity. The study
entitled, “UNDERSTANDING YOUTH AT-RISK AND INTERVENTION
PROGRAMS AMONG SENIOR HIGH STUDENTS IN PAGALANGGANG
NATIONAL HIGH SCHOOL”, for the School Year 2018-2019.

Your deepest kind will be highly appreciated.

Thank you and God bless us all!

Noted: Sincerely Yours,

MELANIE P. CORTEZ Aguilar, Jonas S.

Subject Teacher/12 TVL-CSS Adviser Almario, Generic Y.
Cunanan, Lizette M.
RODYLIE C. CALIMLIM Custodio, Joshua B.
Research Adviser/12 HUMSS Adviser Dawangon, Jenna Jade F.
Fernandez, Angel Reinne F.
YSABEL ANGELA V. EMBILE Gaza, Michelle Kate S.
12 GAS Adviser Mangahas, Alexa D.
Melitante, Gabrielle R.
JULIE ANNE M. LEANO Morales, Ella Joyce C.
12 TVL-ARICULTURE Adviser

Approved:

MIRAFLOR A. RONQUILLO
Asst. SHS Principal II

LORINDA R. POBLETE
School Principal II

128
 APPENDICES D
Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

Our beloved teachers,

We, the researchers from 12-HUMSS students were having a survey for the
fulfillment for the requirements in Research Project/Culminating Activity. The study
entitled, “UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT AND
INTERVENTION PROGRAMS AMONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCOOL”, for the School Year 2018-2019.

Your deepest kind will be highly appreciated.

Thank you and God bless us all!

Noted: Sincerely Yours,

_______________________
MELANIE P. CORTEZ Aguilar, Jonas S.
Subject Teacher Almario, Generic Y.
_______________________ Cunanan, Lizette M.
RODYLIE C. CALIMLIM Custodio, Joshua B.
Research Adviser Dawangon, Jenna Jade F.
_________________________ Fernandez, Angel Reinne F.
ALEJANDRO M. MALLARI Gaza, Michelle Kate S.
11 GAS/STEM Adviser Mangahas, Alexa D.
_______________________ Melitante, Gabrielle R.
ROBERT D. OLIVEROS Morales, Ella Joyce C.
11 HUMSS Adviser
_____________________
CYNTHIA M. NANOZ
11 TVL-CSS Adviser
_________________________
KAREN ROSE P. SANTOS
11 TVL-AGRICULTURE Adviser

Approved:
____________________________
MIRAFLOR A. RONQUILLO
Asst. SHS Principal II

___________________________
LORINDA R. POBLETE
School Principal II

129
 LETTER OF VALIDATION FOR SURVEY QUESTIONNAIRE

APPENDICES E
Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

01 March 2019
To Whom It May Concern:

In conformity with the questionnaire prepared by the researchers from Humanities

and Social Sciences with thesis entitled “UNDERSTANDING YOUTH AT-RISK OF
DROPPING OUTAND INTERVENTION PROGRAMS AMONG SENIOR HIGH
STUDENTS IN PAGALANGGANG NATIONAL HIGH SCHOOL”, for the School
Year 2018-2019 the undersigned hereby confirm that it has been checked and verified.

The items stipulated there were found sufficient, accurate, and in order the study
being conducted.

RODYLIE C. CALIMLIM, RPm, MaEd GC

SHS Guidance Counselor/Teacher
School Paper Adviser, Ang Salamin Publication
Pagalanggang National High School

MIRAFLOR A. RONQUILLO
Asst. SHS Principal II
Pagalanggang National High School

LORINDA R. POBLETE
School Principal II
Pagalanggang National High School

130
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan
01 March 2019

To; Mrs. Miraflor A. Ronquillo

The undersigned are currently conducting a study entitled

“UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT AND
INTERVENTION PROGRAMS AMONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCHOOL”, for the School Year 2018-2019.
This is in partial fulfillment of the requirements needed in Research Project/ Culminating
Activity at Pagalanggang Dinalupihan, Bataan.

Researchers wish to request your valuable assistance in validating the

instruments to be used in their study. Rest assured that all your suggestions will be taken
and required research protocol in conducting survey questionnaire will be observed.

Anticipating your kind assistance to this research endeavor.

Thank you very much and God bless!

Respectfully yours,

Aguilar, Jonas Sibal Fernandez, Angel Reinne Feria

Almario, Generic Yurag Gaza, Michelle Kate Satera
Cunanan, Lizette Macabulos Mangahas, Alexa Danan
Custodio, Joshua Baluyot Melitante, Gabrielle Reyes
Dawangon, Jenna Jade Fajardo Morales, Ella Joyce Castro

MIRAFLOR A. RONQUILLO
Asst. SHS Principal II

131
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan
01 March 2019

To; Mrs. Rodylie Caraon Calimlim, Rpm, GC MaEd

The undersigned are currently conducting a study entitled

“UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT AND
INTERVENTION PROGRAMS AONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCHOOL”, for the School Year 2018-2019.
This is in partial fulfillment of the requirements needed in Research Project/ Culminating
Activity at Pagalanggang Dinalupihan, Bataan.

Researchers wish to request your valuable assistance in validating the

instruments to be used in their study. Rest assured that all your suggestions will be taken
and required research protocol in conducting survey questionnaire will be observed.

Anticipating your kind assistance to this research endeavor.

Thank you very much and God bless!

Respectfully yours,

Aguilar, Jonas Sibal Fernandez, Angel Reinne Feria

Almario, Generic Yurag Gaza, Michelle Kate Satera
Cunanan, Lizette Macabulos Mangahas, Alexa Danan
Custodio, Joshua Baluyot Melitante, Gabrielle Reyes
Dawangon, Jenna Jade Fajardo Morales, Ella Joyce Castro

RODYLIE C. CALIMLIM, RPm, MaEd GC

Research Adviser/SHS Guidance Counselor

132
 APPENDICES F
Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

01 March 2019
To Whom It May Concern:

Greeting of Peace!

The researchers from Humanities and Social Sciences are presently working for
their thesis entitled “UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT
AND INTERVENTION PROGRAMS AMONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCHOOL”, for the School Year 2018-2019,
as partial fulfillment for their requirements in Research Project/Culminating Activity. In
view of the above-mentioned matter, the researchers are granted permission to administer
their questionnaires to the identified respondents inside the school for the dry run they will
need in able to determine the content validity of their research instruments, provided that
no government time, facilities, and property will be exploited for the purpose.

LORINDA R. POBLETE
School Principal II

133
 Department of Education
Region III
Pagalanggang National High School
Pagalanggang Dinalupihan, Bataan

01 March 2019
LORINDA R. POBLETE
School Principal II
Pagalanggang National High School

Dear Ma’am,

May the researchers have the honor to request permission to conduct our research study
entitled “UNDERSTANDING YOUTH AT-RISK OF DROPPING OUT AND
INTERVENTION PROGRAMS AMONG SENIOR HIGH STUDENTS IN
PAGALANGGANG NATIONAL HIGH SCHOOL”, for the School Year 2018-2019. This is
in partial fulfillment of the requirements in Research Project/Culminating Activity.

We will undertake mixed method design where survey questionnaire and interview will be
required research protocol in conducting data gathering procedures.

Please allow researchers to conduct the study in the following grade level and strands.
No. Senior High School Strands Number of Students
Grade11 Grade12 Total
1 Humanities and Social Sciences (HumSS) 5 4 9
2 General Academic Strand (GAS) 9 6 15
3 Technical-Vocational-Livelihood (TVL)-Computer 4 4 8
System Servicing (CSS)
4 Technical-Vocational-Livelihood (TVL)-Agriculture 5 4 9
Total 23 18 41
The survey questionnaire is hereto attached.

Hoping for your favorable approval in this regards.

Thank you very much and God bless!

Respectfully yours,
Aguilar, Jonas Sibal Fernandez, Angel Reinne Feria
Almario, Generic Yurag Gaza, Michelle Kate Satera
Cunanan, Lizette Macabulos Mangahas, Alexa Danan
Custodio, Joshua Baluyot Melitante, Gabrielle Reyes
Dawangon, Jenna Jade Fajardo Morales, Ella Joyce Castro

Recommending Approval: Approved:

MIRAFLOR A. RONQUILLO LORINDA R. POBLETE

Asst. SHS Principal II School Principal II

134
 APPENDICES G
LETTER OF PERMISSION TO USE THE SURVEY QUESTIONNAIRE

01 March 2019
LERMA GARCIA-GERELLA
Master of Arts in Guidance and Counseling

Madam,

The undersigned is seeking permission for the usage of your developed survey
questionnaire in your sample thesis entitled, “ASSESSING THE NEEDS AND
POTENTIAL PROBLEMS OF BALIK-ARAL STUDENTS OF BATAAN
NATIONAL HIGH SCHOOL: BASIS FOR COUNSELING AND
INTERVENTION. This is in connection with the study entitled “UNDERSTANDING
YOUTH AT-RISK STUDENTS AND INTERVENTION PROGRAM AMONG
SENIOR HIGH STUDENTS IN PAGALANGGANG NATIONAL HIGH
SCHOOL”, as partial fulfillment of the requirements of the Research Project/ Culminating
Activity, Humanities and Social Sciences Strand.

The items stipulated in the survey questionnaire containing word ‘factors’ for
the current study. Your study will be properly cited to recognize you as the primary source
of the instruments.

Anticipating your positive response on this request. Thank you and God bless!

Sincerely yours,

AGUILAR, JONAS SIBAL

ALMARIO, GENERIC YURAG
CUNANAN, LIZETTE MACABULOS
CUSTODIO, JOSHUA BALUYOT
DAWANGON, JENNA JADE FAJARDO
FERNANDEZ, ANGEL REINNE, FERIA
GAZA, MICHELLE KATE SATERA
MANGAHAS, ALEXA DANAN
MELITANTE, GABRIELLE REYES
MORALES, ELLA JOYCE CASTRO

Noted:

RODYLIE C. CALIMLIM, RPm, MaEd GC

Research Adviser/SHS Guidance Counselor

135
 APPENDICES H
1. What are the problems that you have encountered as senior high students?
(Anu-anong mga suliranin ang iyong kinaharap bilang isang mag-aaral ng senior
high?)

RESPONDENTS RESPONSE
R1 “Family problem hmmmm… financial.“
R2 “Ahh palaging late ahh di sa uniform hindi naka complete
uniform.”
R3 “Thesis. sa mga activities nahihirapan ako.”
R4 “Sa pamilya kase hindi sapat yung kinikita nila mama.”
R5 “Para sa akin yung pinansiyal talaga kase di naman ganun kalaki
yung kinikita ng mga magulang ko sa trabaho nila.”
R6 “Amm..ano po medyo nahihirapan sa mga activities po ganun at
projects.”
R7 “Mahirap lalong lalo na yung mga thesis tsaka projects.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 “Ahh sa pagtuturo ng English pagdating sa grammar hindi ako
gaanong makasagot dahil nga nahihirapan ako pagdating sa mga
akademik.”
R12 “Yung mga naging problema ko yung naka-buntis ako yung
nagkaroon ako ng anak mahirap pero masarap sa feeling tuwing
nakikita mo yung anak mo.”
R13 “Pagkakaroon ng maraming bagsak sa iba’t ibang subjects dahil
sa palaging absent at pagcucutting sa klase.”
R14 “Yung ano problema pamilya kasabay nito yung mga
pampinansiyal na pangangailangan.”
R15 “Sa family problem, ayun family problem, dahil mahirap pumasok
nang may problema dahil wala yung isip mo wala sa school kundi
nasa ibang bagay, may iniisip ka kasi eh.”
R16 “Mahirap yung subject tas mahirap yung itinuturo hindi katulad
noong grade 10.”
R17 “Not available”
R18 “Ano…mga research ganun. Saka sa mga grades at project.”
R19 “Not Available”
R20 “Pagiging late tas Family problem financial problem.”
R21 “Thesis mga project.”
R22 “Parang wala naman e wait…iisipin ko. Ahh…sa ano pamilya
kapag nag-aaway yung nanay at tatay ko dahil sa pera.”
R23 “Paggising sa umaga, ano pera, projects, assignment at quiz.”
R24 “Amm... marami tulad nga yung maaga akong nagkababy tapos
mga pinansiyal problem.”
R25 “Sa thesis ayun lang problema ko haha…”

136
 R26 “Paging late at at-risk ko. Problema din sa bahay.”
R27 “Stress, tapos yung layo ng biyahe ganun.”
R28 “Problema ko ano yung sa thesis tapos lahat ng subjects.”
R29 “Yung nagkaroon ng bagsak tsaka yung napapatawag yung mga
magulang ko.”
R30 “Not available”
R31 “Marami nang bayaran sa school tapos lalong tumaas mas
mahirap na yung mga subjects ngayon.”
R32 “Amm… yung problema ko yung pakikipag-away ditto sa school”
R33 “pinansiyal.”
R34 “Hmm…sa mga subjects, sa thesis po kase mahirap.”
R35 “Thesis, projects, amm… teachers madalas ang dami nilang
pinapagawa tsaka di pako handa sa mga gawain nay un saka stress
madami na akong iniisip, depressed na ako sa bahay lalo na sa
school.”
R36 “Not available”
R37 “Unang-una yung mga kaklase ko parang diko sila ramdam
kunbaga may sari-sarili silang mundo yung feeling na outcast ka
kaya lagi akong nasa ibang room.”
R38 “Yung problema po naming sa bahay at sa school dahil hindi kop
o inasahan na ganito po pala kahirap.”
R39 “Defense, pera yun lang.”
R40 “Pagkakaroon po ng kulang sa pinansiyal kaya di ako
nakakapasok.”
R41 “Yung ano yung ga kaklaseng kong nag-aaya sa akin na magcutting
tapos di kami papasok.”

2. Can you mention some reasons regarding the problems you have encountered while
studying senior high school?
(Maari ka bang maglahad ng mga sanhi ukol sa suliraning iyong kinaharap?)
RESPONDENTS RESPONSE
R1 “Nagkakaproblema sa pinansiyal dahil sa mahal na yung bilihin,
kulang yung kinikita ng mga magulang ko.”
R2 “Trabaho dahil ang hirap ipagsabay sa pag-aaral.”
R3 ‘Kasi po mahirap. Nahihirapan lang po minsan hindi po
makasunod.”
R4 “Yung di pagkakaunawaan, yung di nila nabibigay ang ibang
pangangailangan ko di talaga kakasya para sa amin nadistract din
ako kapag usapan na ang pag-ibig ganu kasi parang isa na rin yun
sa mga dahilan kung bakit naapektuhan yung pag-aaral ko kapag
asyado akong nagdadamdam tungkol dun.”
R5 “Dahil wala pong maganda trabaho at hindi nakapagtapos ang
mga magulang ko.”
R6 “Pinansiyal ganyan, kulang sa pera.”

137
R7 “Dahil napupuyat ka tsaka namamayat ka tas minsan inaantok sa
klase.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 ‘Ano kase kahit ano talagang gawin ko parang hirap na hirap
akong intindihin siguro dahil hindi ako agad nakapag-aral tulad ng
iba kong kaklase.”
R12 “Siguro pagkaminsan wala akong kasama kaya ano-anong mga
bagay pumapasok sa isip ko.”
R13 “Dahil hindi ko ginagawa yung mga pinapagawa at kawalan ng
focus sa pag-aaral.”
R14 “Mga magulang ko walang trabaho kaya nakatira lang ako kay
tita.”
R15 “Dahil sa paghihiwalay ng magulang ko.”
R16 “Family problem ganun. Yung minsan gusto mong pumasok pero
dika makapasok dahil gusto mong ayusin yung problema ng
pamilya nyo.”
R17 “Not available”
R18 “Kase hindi ako katulad ng iba na ganun katalino at malawak yung
pag-iisip.”
R19 “Not available”
R20 “Ano minsan kase kinakapos yung sahod tapos yung pagiging late
naman dahil sa pagtulog ng wala sa oras tas minsan umaabot ng
hatig gabi kakaonline games.”
R21 “Kase nahihirapan talaga ako hindi ko maintindihan.”
R22 “Sapagkat ang nanay ko ay nagmamanicure at si tatay ko naman
ay isa lang pedicab driver.”
R23 “Pagpupuyat madalas kase ano e nag-eeml kami kaya hindi
nakakagawa ng projects, assignment.”
R24 “Siguro may mga problema na dumadating sa buhay na yung na sa
akin lang diko mailabas kase personal na problema yun.”
R25 “Di ako ano… sumasamang naggagawa kaya yun mababa
nakukuha kong grades.”
R26 “Ayun nga dahil din sa family problem at mas lalo na dahil sa
pagpupuyat kakalaro ng online games halos di na ko makapagpasa
ng mga requirements.”
R27 “Kasi ano… minsan nahihirapan tas yung sa biyahe naman malayo
kasi Palihan hanggang dito.”
R28 “Kase nahihirapan ako lalo na kapag English di ko po
maintindihan lalo lang po sumasakit ulo ko.”
R29 “Dahil sa pag-aabsent tsaka di gumagawa ng mga projects tas
assignment.”
R30 “Not Available”

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 R31 “Ano siguro kasi diba syempre yung strand namin parang mas
alam mo yun yung ang baba ng tingin sa amin.”
R32 “Dahilan ko dahil sa sama ng loob tsaka init ng ulo.”
R33 “Madai po yun ehhh. Ano po kasi nagtitinda lang kami ng sari-sari
dun lang kumukuha ng pambaon hindi sya ganun kasapat.”
R34 “Kasi ano ahh yung nahihirapan ako pag ano yung defense English
kase.”
R35 “Siguro di sa pakikinig sa mga guro ganyan.walang pakikiisa sa
kaklase at hindi pagpasok.”
R36 “Not Available”
R37 “Hmmm…. Di ko alam kung paano ko siya maipapaliwanag kasi
ngayon ko lang naranasan ito kasi from grade 1 to grade 6 parang
sa mga kaklase ko lahat sila nakakausap ko tapos grade 7 to 10
kada section nman napupuntahan ko ramdam ko sila pero nung ano
ayun nga nung grade 11 tsak grade12 alam mo yun may kanya
kanya silang mundo tsaa hindi ako makasabay kasi nag aabsent
ako madalas basta hindi ko talaga nararamdaman na belong ako
tulad nun picture taking natin sa ating magkakaklase ako lang yung
hindi napicturan.”
R38 “Yung tungkol sa problema ko sa pamilya. Saka yung kakulangan
ng budget sa pag-aaral.”
R39 “Wala pa akong trabaho tapos kulang yung pera tas yung natitira
na pera nagagastos ko pa. Tricycle driver at nagpepedicure lang
ang guardian ko.”
R40 “Single parent lang mama ko e kaya hirap din kaming maghanap-
buhay.”
R41 “Siguro dahil sa tukso ganun. Matamad pumasok.”

3. What are the solutions that you have made/ or the school to solve the problems that you
have experienced.
(Ano-anong mga hakbang ang iyong isinagawa at ng paaralan upang malagpasan ang
suliraning iyong naranasan?)
RESPONDENTS RESPONSE
R1 “Napilitan akong mag-working student ganun. Lagi silang
nagpapaalala saken na magsikap daw ako yung ganon.”
R2 “Hindi ko pa nareresolve eh hehe. Ah siguro ano pagbutihan pa
lalo yung pag aaral ko at pumasok ng maaga.”
R3 “Ano yung ginawa mo kahit mahirap, ginawa mo yung best mo
ganun lang. Tas kinausap ka para baguhin mo yung dapat mong
baguhin tapos gumawa talag sila ng paraan para matuto ka.”
R4 “Nag-ipon pansarili ko para sa pag-aaral ko.”
R5 “Ako nagsisikap kasi yun lang naman yung masusukli ko sa mga
magulang ko eh. Mas pinag-igihan ko pag-aaral ko para mas
maging matagumpay lahat ng ginagawa ko.”

139
R6 “Sipag at saka tiyaga. Pakikinig sa mga sinasabi nila.”
R7 “Nakakatulong naman ito upang may matutunan ka.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 “Una yung sa teacher ko na rin yung nagbisita sa bahay nung hindi
na ako pumapasoktas ayun hinikayat nila akong pumasok para nun
para makapagtapos ako pag dating ng araw.”
R12 “pamamaraan ko kahit nag-aaral ako nagsisikap ako para sa anak
ko rin gumagawa ako ng diskarte para sa kanya tapos naman
minsan pagka wala ako sinasabi nila sa akin kung ano yung mga
dapat gawin para magkaroon ako ng grades.
R13 “nagtino ako dahil para din naman sa akin to. Pinagsabihan din
ako ng adviser ko at pinamulat sa akin na wala akong mapapala sa
pagaabsent. Yung mga programa tulad ng ‘teacher’s day’ sa
pamamagitan muli naming naalala lahat ng sakripisyon na inilaan
ng mga teachers naming upang may matutunan kami”
R14 “Wala…naglilibang lang ako para ano…makalimutan ko yung
problema ko at yung pag-aaral ko mapagbuti”
R15 “ang ginawa ko lang kasi kapag nasa bahay ako doon kung lang iniisip
yung problema ko, pagnandito sa school minsan magfofocus lang ako sa
tinuturo yung tipong kakalimutan ko muna yung problema ko sa labas”
R16 “Pakikipag-usap sa teacher at yung mga sinasabi nila sa akin na
gawin ko yung dapat gawin para pumasa”
R17 Not available
R18 “Nag ano… tumulong sa mga kaklase ko tapos nagtiyaga at
nagsumikap. Lagi akong pinapayuhan ni sir Ally pati ng iba pang
teachers”
R19 Not available
R20 “Naglaan ako ng sapat na oras para sa paglalaro ng online games
tapos sa financial naman di ako gumagastos sa mga walang
kabagay-bagay na di dapat bilin at gastusin”
R21 “nagsisikap lang. tinulugan kami ng teacher naming na ayusin
yung mga project”
R22 “Wag mo na lang isipin yung problema na yun”
R23 “Matulog ng maaga. Gumawa ng mga projcts, assignment tsaka
quiz sa abot ng makakaya”
R24 “Syempre una-unang dasal ayun di mamawala then, gawin mo
yung gusto mo yung magpapasaya sayo. Ayun di nila ako
pinabayaan tinulugan pa rin nila ako kahit na nagkaproblema ako
nandyan pa rin sila di sila nagsasawang tumulong dahil mayroong
Diyos na gumagabay sa akin”
R25 “ Tumulong na ako sa mga kagrupo ko para may magawa din ako
tas pumapasok na’ko.”

140
R26 “Advice ng teacher kaya nalagpasan at unti unti kong nabago yung
problema at mga maling ginagawa ko. Sa sarili ko naman inisip ko
yung makakabuti para sakin at sap ag-aaral ko.”
R27 “Yung sa stress ko naman binibigyan akong advice ni maam k tas
si ma’am Melanie tas dun naman sa biyahe tuwing umaga sabay
kami ni ma’am Melanie pumapasok para di nalelate ganon saka
para makatipid na din.”
R28 “Nagsikap kahit mahirap ganun.”
R29 “Ano nagsipag ako tsaka yung pinapagawa ng teacher ko
ginagawa ko na din. Inayos din nila yung mga grades ko, saka
sinundo nya ako sa bahay.”
R30 “Not Available”
R31 “Umeextra ako doon sa tita ko para makapagbayad at makagawa
ako ng mga projects ko. Saka po lagi silang nakagabay sakin.”
R32 “Yung nagiging mahinahon tas hindi ko na inuulit yung bagay na
ganon. Yung ano… kinausap nya ako tungkol sa ganun na ginawa
ko tapos tas sinabihan ako ng teacher ko na wag ng ulitin yung
bagay na yun.”
R33 “Nagsikap po. Minsan po nagwoworking student ako. Yung teacher
ko po kinausap ako ganun at tsaka pinayuhan.”
R34 “Pinag aralan ko lang ng mabuti tsaka naglaan ako ng oras,
tinulungan nila ako upang mas lalo kong maintindihan.”
R35 “Natuto akong maki isa dahil mahirap mag aral ng wala kang
alam. Nagbigay sila ng gabay at leksyon ganyan at lecture. Tulad
ng pag explain pag ka nahihirapan sa isang topic ganyan.”
R36 “Not Available”
R37 “Ayun nagtry ako magreach out may mga nagresponse naman kaya
ayun tsaka nandyan naman yung mga kaklase ko before kaya
naging okay naman. Tas ayun si maam olie lagi niya akong
kinakausap, chinachat niya ko tas dumating pa nga sa point na
icounseling niya dapat ako kasi lumapit ako sa kanya sabi ko
icounseling niya ako kasi yung problema ko sa sarili ko bat naging
ganto mas lalong lumalala. Nung mga panahon na iyon ahm
kasalukuyan naglalakad kami eh sa questionnaire namin tsaka busy
din siya kaya di kami nakapag usap.”
R38 “Pag ano para malibang na lang ako tumatambay ako sa gabi tas
naglalaro ako ng basket ball para makalimutan at malagpasan ko
din yung problema ko. Syempre pinagsasabihan din ako nila maam
olie na laging may dahilan ang Diyos kung bakit ko ito
nararanasan.”
R39 “Naghanap ako ng extrang trabaho para mabayaran yung bayarin
sa school. Tapos tinulungan niya ako na makiusap sa mga teacher
ko para maipasa ako.”
R40 “Kapag walang pasok nag eextra akong magtrabaho tapos
kinukumbinsi ako ng mga teacher ko na kapag walang pasok doon
ako mag trabaho.”

141
 R41 “Inisip ko yung magulang ko na nagpapaaral sa akin para
masuklian ko yun. Mas tinuruan nila ako ginabayan at support.”

4. In your own opinion, are the solution made by your school had helped you? How?
(Sa iyong palagay, nakatulong baa ng mga ginawang hakbang ng paaralan? Paano?

RESPONDENTS RESPONSE
R1 “Oo nakatulong naman dahil medyo nagbago din ako ng kaunti.”
R2 “Oo. Nung first sem medyo mababa yung grades ko tas nung
ngayon medyo tumaas na din.”
R3 “Oo nakatulong naman. Ano kase dahiil don natutunan mo siya
nagbago ka. Lagi na akong pumapasok tapos yung grades ko din
medyo naging okay na.”
R4 “Pinapayuhan nila ako kung ano daw yung dapat kong gawin.”
R5 “Oo naman kasi para sakin naman unti-unti naman nag-iimprove
o maayos naman kalagayan ng pag-aaral ko dahil sa kanila.”
R6 “Oo. Magpursigi lang po para unti unti pong malagpasan yung
problema ko.”
R7 “Oo, kasi pagkagraduate mo marami kang nalaman na bago.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 “Oo kase hmm… binibisita nga nila ako napapayag din nila akong
pumasok ulit kahit na ahhh… hirap na hirap na ko umiintindi sa
ibang mga subjects tinutulungan pa rin nila ako yung mga name-
missed kong activity pinapagawa pa rin nila sakin kahit mahirap.”
R12 “Oo, kase kahit wala ako nalalaman ko yung mga gagawin na
dapat kong ipasa”
R13 “hmm… oo, sa mga salita na kailangan isipin muna lahat ng
gagawin bago isagawa saka natututo akong rumespeto sa kahit na
sino maging sa mga guro ko”
R14 “Siguro. Pagpatuloy ko daw yung pag-aaral ko para matapos ko
yung senior high”
R15 “Oo, pinayuhan ako ng mga guro ko”
R16 “Oo, kase sila yung nakakapagturo sa amin para matuto sa kung
ano-anong mga bagay”
R17 Not available
R18 “Oo, medyo nagimprove ako mag-aral dahil alam ko na tangin
sarili ko lamang ang makakatulong sa akin”
R19 Not available
R20 “ ano… ginuide nila ako na dun sa pagpasok ng maaga dapat kasi
Malaki daw yung epekto nito sa aking pag-aaral”
R21 “oo, nakatulong sila yung mga project naming sila yung
pangunahing dahilan kung bakit kami nakakapasa”
R22 “Oo, ngayon pumapasok na ako madalas”

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R23 “Oo, nakatulong naman sa pagpayo sakin ng tama”
R24 “Oo, napakalaki. Sa paraang ayun nga tinutukan pa rin nila ako
para makapag-aral ng maayos kahit a hati yung oras sa paginging
magulang at mag-aaral”
R25 “Meron naman. Lagi nila akong pinagsasabihan na magseryoso
sap ag-aaral.”
R26 “Oo. Nabawasan yung pagka-late ko ganon kase dahil sa
natutunan ko sa tulong din ng mga teachers ko.”
R27 “Oo, kase bukod sa hindi na ako nahihirapan mas marami pa
akong natutunan.”
R28 “Oo, nakatulong na mag-aral ng mabuti saka making sa teacher.”
R29 “Nakatulong upang maipasa yung mga subjects ko.”
R30 “Not Available”
R31 “Kasi diba dati lagging pinupuntahan ng mga teachers ngayon di
na pinupuntahan.”
R32 “Oo kase ginawa nila yung tama sinabi nila na wag ko ng ulitin
yun na wag ko ng gawin ulit.”
R33 “Oo, kase dati di po ako pala pasok tas nahikayat po ako ng mga
teachers ko na mas magpursigi pa dahil para din naman po saken
yun.
R34 “Kasi noong una parang hirap na hirap ako pero ngayon mas
nahasa at alam ko na ang dapat kong gawin.”
R35 “Malaki ang naitulong nun sakin dail madami akong natutunan.”
R36 “Not Available”
R37 “Yung ano advice na binibigay ni mam olie tsaka yung mga
sinasabi niya nakatulong naman yun sakin na sabi niya pumasok
daw ako subukan kong magreach out ng magreach out sa mga
kaklase ko baka mamaya kulang din ako sa pakikipag communicate
sa kanila. Yun ginagawa ko naman siya.”
R38 “Oo yung…diba dapat hihinto na ako tapos yun kinausap nila ako
para hindi huminto at upang magpatuloy sa pag-aaral.”
R39 “Oo kahit papaano unti unti ng omookay yung grades ko.”
R40 “Oo yung pagpasok ko araw-araw tas naiimprove yung grades ko.”
R41 “Sa tingin ko oo kasi nagbago na ako.”

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5. Are there changes in your studies after the action had been made?
(Mayroon bang pagbabagong naganap sa iyong pag-aaral matapos ang isinagawang
aksyon?)

RESPONDENTS RESPONSE
R1 “Yung laging pumapasok sa eskwela at nagpapasa ng mga dapat
ipasa.”
R2 “Meron po. Yung pagpasok ng naaayon sa tama. Tapos ahhh
gumagawa din ng mga activities sa school.”
R3 “Oo yung dating ako na pala absent ngayon nagtino na.”
R4 “Meron naman, yung dati kase nagka-cutting ako ngayon hindi
na.”
R5 “Meron naman nagbago umayos yung kalagayan ng pag-aaral ko
dahil dati parang nawawalan ako ng gana pero simula ng
tinulungan ko ng mga teachers ko parang nagbago yung pananaw
ko sa pagiging estudyante.”
R6 “Opo. Ano naging matiyaga sa pag-aaral at nagsusumikap.
R7 “Oo, kasi marami akong nalaman na di ko pa pala alam e.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 “Ahhh… hmmm… kase ano yung mga grades ko dati bagsak
ngayon medyo tumaas na HAHA. Yung dating 64 naging 75 tas mas
nalaman ko na kaya naman pala.”
R12 “meron, dahil minsan kapag nagpapacheck-up yung asawa ko
minsan di na ako nakakapasok dahil sinasamahan ko siya kahit na
ganun pa dahil sa tulong ni sir patuloy pa rin akong pumapasok at
nagsusumikap pa”
R13 “Oo, tulad ng pagtino at pagpupursigi ko sa pag-aaral”
R14 “Yung ano… nakakasagot na sa mga recitations tsaka dati
maraming 7 ngayon medyo ayos na “
R15 “Meron kapag pumapasok na ako nasa sarili na ako, diko na iniisip yung
mga problema tas masaya na ako ganun”
R16 “Meron yung natuto kang rumespeto at makipag-usap ng maayos,
yung di tulad ng dati nong junior high pa lang ako”
R17 Not available
R18 “meron din po yung hihi…medyo madalas na akong pagpasok ko
ngayon tapos parang mas nagging interesado din ako sa pag-
aaral”
R19 Not available
R20 “Oo, kase nagbago yung buhay ko e. Na dating nagaabsent nagyon
bihira na lamang meron naman, pagpasok ng maaga tapos
pakikinig sa teacher ng maayos tapos pakikikooperate”
R21 “Dahil sa tulong nila tumaas yung grade ko kahit papano.”

144
R22 “Meron yung sa ugali ko natutunan ko na yung dapat igalang yung
iba lalo na yung sarili ko”
R23 “Meron naman hindi na ako gaanong nalalate medyo tumataas na
mga grades ko.”
R24 “Oo, malaking pagbabago yung naganap dahil ayun nga sa huli
pinagbuti ko rin ang aking pag-aaral para sa kinabukasan ng aking
anak.”
R25 “Oo. Dahil kahit papano nagkaroon na ako ng grades sa ibang
subjects.”
R26 “Hmmm… yung pagpasok ko araw-araw yung grades ko po medyo
umayos na.”
R27 “Oo, naging mas interesado ako lalo sa klase ganon.”
R28 “Oo, meron naman yung ano… dati di ako nakikinig ngayon
nakikinig na.”
R29 “Halos lahat na ng mga pinapagawa uni-unti ko ng nagagawa,
pumapasok na din ako minsan na lang nale-late.”
R30 “Not Available”
R31 “Ano di na ako pala absent ngayon at gumagawa na rin ako ng
mga activity sa school.”
R32 “Oo meron. Yung… naging ano na ko naging… basta yun na yun…
matured na kahit papaano hindi na immatured.”
R33 “Ano yung dati di ako gumagawa ng assignment ngayon kada may
gagawin gumagawa na ko.”
R34 “Hmmm… meron naman, hindi na ako ganoon nahihirapan tulad
ng dati.”
R35 “Madami kasi nagmatured na ko malawak na ang pag iisip ko.”
R36 “Not Available”
R37 “Konti ayun yung mga kaklase ko kinakausap ko sila,
nababawasan naman yung feeling na outcast kasi kahit papaano
may mga pumapansin na sa akin. Sa grade wala pero napapadalas
na yung pagpasok ko tsaka di na rin ako masyado lumilipat sa
ibang room.”
R38 “Oo meron para sa akin naiwasan ko na yung pagtatambay sa gabi
at saka mas lalo na akong nag focus sa pag aaral.”
R39 “Wala naman ganun pa rin nalelate pa rin. Dati di ako gumagawa
ng lecture ngayon napipilitan HAHAHA. Tas sa bayarin naman
dati hindi ako nagbibigay sa thesis ngayon nagtatanong na ko kung
magkano na yung babayaran.”
R40 “Yung nagkaroon ako ng maayos na grades sa mga subjects ko
tsaka pumapasok na ako.”
R41 “Oo yung ano… dati nagka-cutting ako ngayon hindi na aral na
ulit.”

145
6. What have you learned being a student of SHS after knowing the importance of
education in your life?
(Ano ang iyong natutunan bilang isang mag-aaral ng senior high matapos mong malaman
ang kahalagahan ng edukasyon sa buhay?)

RESPONDENTS RESPONSE
R1 “Para saken mahalaga yung edukasyon para sa mga may
pangarap. Para sa kinabukasan ko din naman.”
R2 “Amm yung natutunan ko mahalaga po kase dahil para din po sa
'kin yun para po sa future.”
R3 “Ano yung wag kang susuko hangga’t kaya at makatapos ka na.”
R4 “Mag-aral ng mabuti kahit na gaano kahirap yung hangga’t kaya
mo na mapagsikapan para maabot mo yung mga pangarap.”
R5 “Hmmm… yung magkaroon kami ng problema pero dahil sa tulong
ng mga taong nandyan kahit humihina yung loob ko parang
lumalakas pa rin yung loob ko kasi di ka nila iiwan tsaka parang
maging inspirasyon mo sila sa mga ginagawa mo sa buhay para sa
huli ako naman yung tutulong sa kanila.”
R6 “Kailangan mong magtapos ng pag-aaral para makakuha ka ng
magandang trabaho para sa kinabukasan.”
R7 “Pag di ka nakapagtapos di ka makakahanap ng trabaho, mahirap
maghanap ng trabaho kapag wala kang pinag-aralan.”
R8 “Not available”
R9 “Not available”
R10 “Not available”
R11 “Yung kahalagahan ng edukasyon tulad nga ng mga sinasabi ng
mga magulang at mga pinsan ko na ipagpatuloy ko daw yung pag-
aaral ko para kapag ako naman yung tumayong magulang tsaka
yung makapagtrabaho ako ng marangal, yung magiging sakto yung
mga financial income naming sakto lang yung hindi nagkukulang.”
R12 “mahalaga ang edukasyon kasi kailangan mo ng diploma kapag
nagtrabaho ka, kailangan yung diploma sa senior high school kaya
mahalaga ang edukasyon”
R13 “Kapag hindi ka nagtiyaga wala kang mararating”
R14 “magsipag sa pag-aaral, wag mag-absent, para matulungan yung
mga magulang”
R15 “Kailangan yung edukasyon dahil kailangan may alam tayo upang
maimprove yung kaalaman natin na akala natin alam na natin pero
hindi pa pala tsaka kasi kapag nakapagtapos ka marami ka nang
malalaman sa buhay.”
R16 “Ito ay mahalaga dahil hinuhubog kung pano ka maging
responsable at magalang yun lang”

146
R17 Not available
R18 “Ang mga natutunan kong bagay ay magtiyaga tapos naisip ko na
para din naman sa akin iyo kaya pinagbutihan ko nang mag-aral
kase dati hindi ako masyadong pumapasok wala sa isip ko ang
mag-aral yung parang tamad ako pero narealize ko na dapat pa
lang magsumikap ako dahil para din naman pala sa akin yun kasi
tinutuungan din ako ng mga teacher ko na magpursigi para din
masulian ko yung paghihirap ng mga magulang ko.
R19 Not available
R20 “Dapat magtiyaga lang ng magtiyaga ahh… wag agad isuko yung
mga pangarap mo”.
R21 “Makakatulong ito sa amin para makayari kami.”
R22 “Ano… pahalagahan lahat ng subjects tapos gumawa ng mga
activity para tumaas ang grade at para maka-graduate”.
R23 “Natutunan ko na mag-aral ng mabuti para may mahanap na
magandang trabaho”
R24 “Ayun number 1 talagang susi diyan sa buhay ay edukasyon na
kailangan nating pagbutihan kahit na may problema, pinansiyal at
family, ganyan talaga dumadating sa buhay yung problema kaya
kailangan magdasal lang lagi tsaka pag-butihan ang pag-aaral
para makatapos ka”
R25 “Ano… yung kailangan mong mag-aral at magsumikap. ‘Wag kang
matamad para pumasa ka sa mga subjects.”
R26 “Mahalaga yung edukasyon sa buhay dahil ito yung susi para
makamit ko yung mga pangarap ko.”
R27 “Ano… naging responsable akong tao hindi lang bilang
estudyante, bilang isang anak tsaka para makatulong din ako sa
family ko ginagawa ko yung best ko para maging proud sila sakin.’
R28 “Mag-aral ng mabuti para malayo ang marating.”
R29 “Kailangan kong gawin to para matupad yung pangarap ko sa
pamamagitan ng pag-aaral ko ng mabuti.”
R30 “Not Available”
R31 “Kailangan mong magpatuloy kahit na anong pagsubok kahit na
mahirap man kailangan mong magsumikap para makapagtapos ka.
R32 “Yung pakikipagkapwa-tao.”
R33 “Madami. Pagsisikap para makamit yung gusto mo sa buhay.
R34 “Mahalaga to kasi marami kang matutunan tas marami kang
maisheshare sa mga kapwa mo estudyante.”
R35 “Pagiging responsible sa lahat ng bagay.”
R36 “Not Available”
R37 “Sobrang halaga pala ng edukasyon dito talaga nakasalalay yung
buhay mo sabi nga ng iba ito ang pinaka magandang maipapamana
sa atin ay yung edukasyon kaya sobrang halaga neto kasi kung
hindi ka makakapag aral saan tayo mapupunta.”
R38 “Ayun marpursigi para maabot mo yung mga pangarap mo.”

147
R39 “Pakiki-cooperate sa mga kaklase ko. Madali akong makakahanap
ng magandang trabaho kahit di na ako mag college pag
nakapagtapos ako ng Senior High at pag pinagbutihan ko ang pag-
aaral ko.”
R40 “Yung kahit wala naming problema sa pinansiyal basta
magpapasok ka lang para pagdating ng araw dun mo yun
malalaman yung kahalagahan ng pag-aaral pag nakapagtapos ka
na.”
R41 “Ahh… Natutunan kong wala kang mararating kapag nagbulakbol
ka.”

148
 CURRICULUM VITAE

JONAS S. AGUILAR
Pagalanggang, Dinalupihan, Bataan
Cellphone no: 09122264686
aguilarjoannamarie11@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Male Father: Joey Aguilar
Height: 5’8 Occupation: Pedicab Driver
Weight: 52kg Mother: Daisyrie Aguilar
Birthday: April 11, 2001 Occupation: Housewife
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Pagalanggang Elementary School 2012-2013
Secondary Level:
Junior High
Pagalanggang National High School 2016-2017
Senior High
Pagalanggang National High School 2017-Present

149
GENERIC Y. ALMARIO
Brgy. San Ramon, Dinalupihan, Bataan
Cellphone no: 09122072932
almario.eric123@gmail.com

PERSONAL DATA
Age: 19 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Male Father: Edilberto Morales
Height: 5’6 Occupation: Mechanic
Weight: 55kg Mother: Melanie Almario
Birthday: August 28, 1999 Occupation: House wife
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2011-2012
Secondary Level:
Junior High
Luakan National High School Annex 2015-2017
Senior High
Pagalanggang National High School 2017-Present

150
LIZETTE M. CUNANAN
Pentor, Dinalupihan, Bataan
Cellphone no: 09503684536
cunananlizette@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Rolando Cunanan
Height: 5’3 Occupation: N/A
Weight: 45kg Mother: Thelma Cunanan
Birthday: October 25, 2000 Occupation: Housewife
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2011-2012
Secondary Level:
Junior High
Pagalanggang National High School 2015-2017
Senior High
Pagalanggang National High School 2017-Present

151
JOSHUA B. CUSTODIO
Pagalanggang, Dinalupihan, Bataan
Cellphone no: 09085354437
joshuacustodio@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Male Father: Jose Custodio
Height: 5’4 Occupation: N/A
Weight: 55kg Mother: Lucy Custodio
Birthday: September 28, 2000 Occupation: Store owner
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Pagalanggang Elementary School 2011-2012
Secondary Level:
Junior High
Pagalanggang National High School 2015-2017
Senior High
Pagalanggang National High School 2017-Present

152
JENNA JADE F. DAWANGON 2
Pagalanggang, Dinalupihan, Bataan
Cellphone no: N/A
jangdawangon19@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Jerry Dawangon
Height: 5’6 Occupation: N/A
Weight: 55kg Mother: Ednalyn Dawangon
Birthday: June 19, 2001 Occupation: BHW
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Pagalanggang Elementary School 2012-2013
Secondary Level:
Junior High
Pagalanggang National High School 2016-2017
Senior High
Pagalanggang National High School 2017-Present

153
ANGEL REINNE F. FERNANDEZ
#141Ligaya St. Pagalanggang, Dinalupihan, Bataan
Cellphone no: 09085354437
fernandezangelreinne@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Jaime Fernandez
Height: 5’2 Occupation: Tricycle Driver
Weight: 45kg Mother: Bernalyn Fernandez
Birthday: APRIL 03, 2001 Occupation: OFW
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2011-2012
Secondary Level:
Junior High
Pagalanggang National High School 2015-2017
Senior High
Pagalanggang National High School 2017-Present

154
MICHELLE KATE S. GAZA
Pentor, Dinalupihan, Bataan 3”?
Cellphone no: 09085225166
Michellekategaza937@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Ferdinand Gaza
Height: 5’2 Occupation: Family Driver
Weight: 45kg Mother: Marilou Mendoza
Birthday: October 27, 2000 Occupation: Housekeeper
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2011-2012
Secondary Level:
Junior High
Pagalanggang National High School 2015-2017
Senior High
Pagalanggang National High School 2017-Present

155
ALEXA D. MANGAHAS
Tucop, Dinalupihan, Bataan
Cellphone no: 09207118823
alexamangahas@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Manny Mangahas
Height: 5’5 Occupation: N/A
Weight: 53kg Mother: Lina Mangahas
Birthday: November 23, 2000 Occupation: Vendor
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Sto. Rosario Elementary School 2011-2012
Secondary Level:
Junior High
Pagalanggang National High School 2015-2017
Senior High
Pagalanggang National High School 2017-Present

156
GABRIELLE R. MELITANTE
#23b. Zamora st. Dinalupihan, Bataan
Cellphone no: 09165927382 3
gabrielle_melitante9@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: Balanga, Bataan
Sex: Male Father: Wendell Melitante
Height: 5’5 Occupation: Tricycle driver
Weight: 43kg Mother: Janice Melitante
Birthday: May 07, 2001 Occupation: Store owner
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2012-2013
Secondary Level:
Junior High
Pagalanggang National High School 2016-2017
Senior High
Pagalanggang National High School 2017-Present

157
ELLA JOYCE C. MORALES
Brgy. Sta. Isabel, Dinalupihan, Bataan
Cellphone no: 0909489410114
moralesellajoyce@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: JCPHospital Dinalupihan, Bataan
Sex: Female Father: Alberto Morales
Height: 5’6 Occupation: Construction Worker
Weight: 44kg Mother: Maribel Morales
Birthday: February 23, 2001 Occupation: OFW
Nationality: FILIPINO

EDUCATIONAL BACKGROUND
Primary Level:
Dinalupihan Elementary School 2012-2013
Secondary Level:
Junior High
Pagalanggang National High School 2016-2017
Senior High
Pagalanggang National High School 2017-Present

158
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