PROBLEMS ENCOUNTERED BY DROPOUTS final

PROBLEMS ENCOUNTERED BY DROPOUTS, REPEATERS, BALIK-ARALS AND
STUDENTS WITH FAILED GRADES IN PUBLIC HIGH SCHOOLS IN
QUEZON CITY: A BASIS FOR A PROPOSED GUIDANCE
INTERVENTION PROGRAM

A Research
Presented to the Faculty of the Department of Psychology
College of Arts and Sciences
Our Lady of Fatima University, Quezon City

In Partial Fulfillment of the Requirements for the Degree
Bachelor of Science in Psychology

by
Kristel Shane D. Benedicto
Mary Elizabeth P. Ochea
Roma Joyce B. Reyes

October 2012

ACKNOWLEDGEMENT

The researchers acknowledged with sincere appreciation and profound gratitude the following persons that gave them the inspiration, encouragement, support, guidance and assistance to make this research work a reality.
Dr. Leonila Cauan Mustapha, whom the researchers' consider not only as the researchers' adviser but our mother as well, for her unselfish support, favorable suggestions, guidance and critical review of the manuscript;
Ms. Trisha Joy O. Gotinga, our statistician, for encouragement, the time and effort she so generously spent to supervise this work contributed greatly to the realization of this humble study;
Ms. Ria Emerose A, Jacela, for her support and intelligent suggestions toward the improvement of the study;
The Peer Facilitator Organization Officers of Culiat High School, particularly Mr. Hasanjid Baharan, for his assistance during the data gathering of the researchers;
Due thanks is also expressed to BS Psychology 4A1-2 for the support and encouragement.
The student-respondents of Culiat High School, for their cooperation and willingness to participate in this study.

To the members of the oral defense committe, headed by Mr. Richard Laus, Ms. Joyce C. Lardizabal-Padilla, and Dr. Ronan S. Estoque for their valuable suggestions and recommendations.
The researchers deeply appreciates the patience and concern showed by their families, Benedicto family, Ochea family and Reyes family, who had given their understanding, moral and financial support for making this study a reality;
Above all, to GOD ALMIGHTY, who bestowed His blessings, strength and wisdom to the researchers for making this study possible.

The Researchers

DEDICATION

The researchers dedicate this study to their parents who never failed to support, understand and encourage them throughout the completion of this study.
To their dear friends, Ms. Donna Gale Campugan, Ms. Crystal Mae Religioso and Ms. Ignarose Lagahit, Ms. Jacqueline Luya, Ms. Kimberly Pascual and the rest of BS Psychology 4A1-2 who have been always there through thick and thin
To the Faculty members of the Psychology Department who willingly shared their knowledge in order to improve this study.
Most especially to Ms. Trisha Joy O. Gotinga, for showing patience and magnanimous support to the group.
Dr. Leonila Cauan Mustapha, the mother of Psychological Research.
And most of all, to our Lord Jesus Christ, who made all things possible.

TABLE OF CONTENTS
Title Page ..............………………………………………………………….…
i
Recommendation for Oral Examination ................................................…....…
ii
Approval Sheet ......………………………………………………………….....
iii
Acknowledgement ….………………………………………………................
iv
Dedication ............………………………………………………….................
vi
Table of Contents ...……………………………………………………...........
viii
List of Figures......……………………………………………………….....….
ix
List of Tables .......……………………………………………………….....….
x
Abstract ................……………………………………………………...……...
xii

Chapter
THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 4
Hypothesis of the Study 5
Significance of the Study 5
Scope and Limitation of the Study 6
Definition of Terms 7

REVIEW OF RELATED LITERATURES AND STUDIES

Foreign Literatures 10

Foreign Studies 13

Local Literature 15
Local Studies 17
Theoretical Framework 20
Research Paradigm 22

RESEARCH METHODOLOGY

Research Design 23
Research Setting 24
Research Subjects 25
Research Instrument 26
Validation of Instrument 26
Data Gathering Procedure 27
Statistical Treatment 28

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

Frequency and Percentage Distribution of the Demographic
Profile of the Respondents 30
Frequency and Percentage Distribution of the Problems
Encountered by the Respondents 31
Frequency and Percentage Distribution of the Problems Encountered
by the respondents according to Personal Factor 32
by the respondents according to Family Factor 33
by the respondents according to School Factor 34
Relationship between the Demographic Profile and the
Problems Encountered by the Respondents 35

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings 37
Conclusions 38
Recommendations 40

References

Books ...............…………………………………………………………
47
Journals ..................………………………………………………........
47
Websites …………………………………………………………………
48

Appendices

Letter to the Principal ....…………………………………………..........
49
Letter for Validation ...…………………………………………….......
50
Sample Questionnaire ………………………………………………….
51

Curriculum Vitae ..............…..…………………………………………........

52

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Entering high school can be exciting for some, terrifying for others or maybe just another level that should be overcome. Here in the Philippines, almost all high school students were in their teenage years, which can be considered as probably one of the most difficult but undeniably exciting stage of a person's life. There are numerous issues bombarding teens today, one of which is the lack of direction, as to what path one must undertake to be who he wants to be, or simply, the stage of exploration and identity identification. There are also different factors that could bring about these issues, like peer influence and the mass media. These are only some factors that could have an effect on their whole being. Facing each day with these issues and influences may contribute to one's performance especially in school.
This study confers on several problems faced by most high schools at present time. These are the students who are at high risk to school completion failure, these are dropping out from school, year retention or commonly known as the repeaters, the balik-arals and the students with failed grades.
Dropout, the term immediately brings to mind an image, or a myriad of images. It conjures up long list of adjectives—many of them negative (Center for Child and Family Policy, 2008). Students dropping out of school is one dilemma of the education sectors; dropping out means leaving the school for practical reasons. It is an impediment that is bugging the Department of Education not only in the Philippines but also many countries around the globe because of its increasing rate more and more each year. Increased rates of dropouts means that there is a big
possibility that these students may not complete the needed years in high school which may result to future unemployment for example that can give a big impact on the country's progress especially in developing countries like the Philippines.
According to Roberta Furger (2011) for some students, dropping out is the culmination of years of academic hurdles, missteps, and wrong turns. For others, the decision to drop out is a response to conflicting life pressures -- the need to help support their family financially or the demands of caring for siblings or their own child. Dropping out is sometimes about students being bored and seeing no connection between academic life and "real" life. It's about young people feeling disconnected from their peers and from teachers and other adults at school. And it's about schools and communities having too few resources to meet the complex emotional and academic needs of their most vulnerable youth. Although the reasons for dropping out vary, the results and consequences are surprisingly similar.
Another glitch on high schools is what we call "the repeaters," or the year retainers; they are the students who enrolled in the same year level as in the previous year level. It is disturbing that the percentage of the repeaters in the country is rapidly rising and thus, having a need for attention and involvement of concerned people to prevent its further increase. In this study, the high school student repeaters determine the problems they have encountered that brought them to repeat their previous year levels.
Students who came back to school after a long vacationing, and decided to continue their studies are identified as the "balik-aral" students. Another concern of this study is the students with failed grades; they are the ones who were unable to meet the recommended grades to pass a particular subject. Most students probably experienced having failed grades, some have not lost their hopes and continued despite of the circumstance and there were some who gave up that resulted to dropping out from school or even lost their appetite and stopped going to school.
Identification of the problems encountered by the dropouts, repeaters, balik-arals and students with failed grades will help the researchers formulate an intervention program that could alleviate the augmenting rates of this school concerns.
Moreover, this study was conducted in public high schools, and as we all know students in public schools were offered free education by the government because of socio-economic status perhaps or the incapacity to avail the education from private schools, and there were a number of studies that supports the relationship of the socio-economic status of a child to his capability to stay in school and his performance.
High school completion is, of course, the most significant requirement for entering college. Failure to complete a basic cycle of high school not only limits future opportunities but also represents a significant loss for the country.
Although there were a number of individuals who succeeded in life despite of failing in school, and ironically becoming an inspirational story for some, but still it is not a fine reason for every student to discontinue studying and cease on striving hard to complete their schooling. Let us face the fact that in every nation, school completion is a vital thing in order to land a job. And let us be realistic that not all can achieve the accomplishments those few propitious individuals had done.
With these premises, the researchers, chose this study to identify and to have an in-depth understanding on the common problems encountered by the high school students, particularly, those students who dropped out of school, those who retained their previous year level, the balik-arals and the students with failed grades. Knowing the problems these students encounter will not only help them but also, it may prevent the possible increase of future students who may come across these issues.
Statement of the Problem
The primary purpose of this study is to identify the problems encountered by dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon City enrolled for the School Year 2012-2013. Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age;
1.2 gender;
1.3 year level; and
1.4 student status:
1.4.1 Dropped out;
1.4.2 Repeater;
1.4.3 Balik-aral; and
1.4.4 Student with failed grade?
2. What are the problems encountered by the respondents?
2.1 personal factors;
2.2 family factors; and
2.3 school factors?
3. Is there a significant relationship between the demographic profile and the problems encountered by the respondents?
Hypothesis
Ho: There is no significant relationship between the demographic profile and the problems encountered by the dropouts, repeaters, balik-aral and students with failed grades in public high schools in Quezon City.
Significance of the Study
This study was conducted to determine the problems the encountered by the dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon City enrolled for the SY 2012-2013,a basis for a proposed guidance intervention program.
In this connection, the researchers believed that this study is of great value to the following:
Respondents, this will help them find ways to continue their study and develop a positive perspective and interpersonal relationship.
Parents, for this will help them encourage their sons and daughters to pursue their studies and to be supportive of their children's education.
High Schools, for this will be added information in order to provide programs and seminars for the students.
Guidance Counselors. The findings of this study will serve as a benchmark to all guidance counsellors, especially in public schools, to plan and develop a guidance program focusing on the services and activities to cater the needs of students who are at risk of dropping out of school and to lessen the number of students apathetic to sch ool environment;
Barangay and Sangguniang Kabataan Officials. The result of this study will be of assistance for youth empowerment and community involvement that will strengthen the area of youth welfare and development;
The Government, particularly the Department of Education. The result of this study will help the government to support the high school dropouts, repeaters, balik-arals and the students with failed grades by offering scholarship programs and other intervention programs that caters the need of the high school students especially from the public schools; and
The Future Researchers . The research findings of this study could somehow expound by other researchers or tackling other concerns of students from the public schools. This encourages further to determine the effectiveness of the services of the government and non-government institutions extended to school dropouts, repeaters, balik-arals and the students with failed grades.
Scope and Limitation of the study
A total of One hundred twenty (120) high school students from three different high schools in Quezon City was randomly selected to be the respondents of the study. The respondents are the high school dropouts, repeaters, balik- aral and students with failed grades.
Forty (40) respondents from each school, 10 dropouts, 10 balik-arals, 10 repeaters and 10 students with failed grades was drawn from three schools purposively chosen to represent the public high schools in Quezon City: Culiat High School, Batasan Hills National High School, and Old Balara High School, all from Quezon City.
Aside from the age, gender, year level and the emphasis that it should be composed of its dropouts, repeaters, balik- aral and students with failed grades coming from selected schools, no other criteria were set for the selection of the respondents.
Gathering of data is through interview, observations, and survey questionnaires; the data will be taken from the elicited answers of the respondents in the administered survey questionnaire, which will be used to distinguish the respondents' demographic profile and identify the problems encountered by the dropouts, repeaters, balik-aral and students with failed grades from public high schools in Quezon City
Definition of Terms
For the purpose of clarity and better understanding of this study, the following terms were defined in the context of this investigation:
Balik-aral. In the study, this refers to the students who goes back to school after a year or more of vacationing and decided to continue his/her studies. It can also be referred to as "back to schooling."
Cohort Survival rates. This refers to the proportion of enrollees at the beginning grade or year who reach the final grade or year at the end of the required number of years of study
Dropout. This refers to the one who leaves school or an educational program prematurely (Merriam-Webster, 2012).
In this study, this refers to any student who leaves school for any reason before graduation or completion of a program of studies without transferring to another secondary school.
Dropout Rate. is the proportion of pupils/students who leave school during the year as well as those who complete the grade/year level but fail to enrol in the next grade/year level the following school year to the total number of pupils/students enrolled during the previous school year (DepEd, 2006).
Family Factor. These are the problems faced by the students with regards their family's situation and financial issues.
Intervention Program. This refers to a conceptualized program made to reduce the rate or prevent the students from staying out of school.
Personal Factor. As used in this study, this refers to the impediments of students affecting them such as, self-esteem, health problems, early pregnancy and other personal issues.
Problems. this refers to a question raised for an inquiry, consideration or solution. (Merriam-Webster, 2012)
In the study, this refers to the troubles that a high school student encountered during their schooling life
Public High School. This is also known as government schools, generally referring to primary or secondary schools mandated for or offered to all children by the government, whether national, regional, or local, provided by an institution of civil government, and paid for, in whole or in part, by public funding from taxation (Wikipedia, 2007).
In the country, public high schools are schools under the supervision of the Department of Education, which are subsidized by the government which offers children of free education from primary to secondary level.
Repeaters. This refers to students who repeated an educational course, usually one previously failed. It can also be referred to as having "held back."(Wikipedia, 2007)
In this study, this is also known as year retainer, a student enrolled in a class or year level for the second or subsequent time.
School Factor. This refers to the school-related problems of the students that hinders them from performing well in school.
Students with failed grades. This refers to students who were unable to meet the grade to pass the particular subject.

Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the review of related literatures and studies that could further enrich the background of the study.
A review of various literatures and documents related to the problem and the studies conducted by the several researchers, which have significant bearing on the subject under study brought out some enlightening facts and interesting observations which enabled the researchers to gain deeper insight into the objective of the study.
Foreign Literatures
School failure is a process where a student slips farther and farther behind his peers and gradually disconnects from the educational system. The end result of school failure is dropping out before graduation. Students can begin the slide into failing patterns at any time during their school career, but school failure is more likely to occur at transitional stages. Failing grades typically are symptoms of emotional, behavioral, or learning problems
There are four major causes of students dropping out of school: The child him/herself, the family situation, the community they live in and the school environment, and in order to prevent the students in dropping out of school, the causes listed above must be attacked (Schargel, 2012).
An article in humanillness.com (2007), averred that, people who fail in school may feel "stupid," but emotional or mental health problems and "hidden" learning disorders, not low intelligence, often are the root causes of their inability to meet the standards of a school
There are several factors that can lead to school failure; among them are depression, anxiety, problems in the family, and learning disabilities.
Retained students are 2 to 11 times more likely to drop out of school when compared to underachieving, but promoted, peers. Students often improve during the year following grade retention, particularly if additional instruction is provided. However, these gains are normally lost in two to three years. Moreover, non-academically, an outcome of retention or repeating is associated with poor "social adjustment, attitudes toward school, behavioral outcomes, and attendance." Retention is a "stronger predictor of delinquency than socioeconomic status, race, or ethnicity," and is also a strong predictor of drug and alcohol use and teenage pregnancy.
Furthermore, opponents of "no social promotion" policies do not defend social promotion so much as say that retention is even worse. They argue that retention is not a cost-effective response to poor performance when compared to cheaper or more effective interventions, such as additional tutoring and summer school. They point to a wide range of research findings that show no advantage to, or even harm from, retention, and the tendency for gains from retention to wash out. The critics cited harms from retention and that includes:
Low self-esteem of the student and making them feel as if they were mentally inferior and in turn cause them to give up on their academics. It may also cause them to be subject the subject of ridicule and bullying by other students. Increased drop-out rates of retained students over time.
No evidence of long-term academic benefit for retained students.
Increased rates of dangerous behaviors such as drinking, drug abuse, crime, teenage pregnancy, and depression among retained students as compared with similarly performing promoted students.
The possibility of grade retention has been shown to be a significant source of stress for students. In one study of childhood fears performed in the 1980s, the top three fears for US sixth graders were a parent's death, going blind, and being retained. After two decades of increasing retention practices, a repeat of the study in 2001 found that grade retention was the single greatest fear, higher than loss of a parent or going blind. This change likely reflects the students' correct perception that they were statistically far more likely to repeat the sixth grade than to suffer the death of a parent or the loss of their vision (Gibson, 2007).
The students who repeated did not only suffer academically, but they also struggled in other ways. Moreover, the students who repeated a grade tended to be less likely to do their homework, they had more days absent from school, they tended to be a bit lower on the academic engagement and motivation scale, they were lower in academic confidence and they were lower in their general self-esteem (Collerton, 2011).
Promoting school completion encompasses more than preventing dropout. For example, it is characterized by school personnel emphasizing development of students' competencies rather than dwelling on their deficits. Successful programs are comprehensive, interfacing family, school, and community efforts rather than offering a single, narrow intervention in one environment; are implemented over time rather than at a single period in time; and make an effort to tailor interventions to fit individual students rather than adopting a programmatic ''one size fits all'' orientation. School-completion programs have a longitudinal focus, aiming to promote a ''good'' outcome, not simply prevent a ''bad'' outcome for students and society (Christensen and Thurlow, 2007).
As said on an article above that school failure is likely to occur at a transitional stage agrees with Erikson's Psychosocial Theory on adolescence stage wherein there is a difficult transition between the childhood and adulthood. Moreover, it can be noticed that there are resemblances on the factors that lead to dropping out of school, repeating and failing on their grades and these were; the child him/herself, the problems in the family or the family situation and the environment or the community they lived in.
Foreign Studies
A research carried out by Anderson, Whipple, & Jimerson (2008), stated that retained students are more likely to display aggressiveness, to have a history of suspension or expulsion, to act out in the classroom, or display behaviors associated with Attention Deficit Hyperactivity Disorder and Conduct Disorder. Children who are learning disabled are also more likely to be retained – and in fact are likely to be so diagnosed immediately following the retention. In addition to poor academic achievement and low standardized test scores, retained students are likely to have a history of numerous school changes and absenteeism. Large family size, low parental education and low family involvement are also related to retention.
Furthermore, their research had several explanations for the negative effects associated with grade retention, including:
Absence of specific remedial strategies to enhance social or cognitive competence
Failure to address the risk factors associated with retention (short-term gains following retention mask long-term problems associated with ineffective instruction)
Retained children are subsequently overage of grade, which is associated with deleterious outcomes, particularly as retained children approach middle school and puberty *stigmatization by peers and other negative experiences of grade retention may exacerbate behavioral and socio-emotional adjustment problems)
A study made by Lavy, Paserman and Schlosser (2007) explained that the proportion of repeaters in class has a negative and significant effect on the academic achievements of regular middle and high school students.
Stid, O'neil and Colby (2009), 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 falls to 50 percent; every day 7,000 students drop out of school. They have found the figures staggering; what's more, they have profound consequences for equity and economic opportunity in the United States. 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.
A study carried out in 2010 to determine the factors that contribute to learners dropping out of the Secondary Education programme provided the following answers as mitigating factors:
1. Alcohol abuse, lack of parental/self motivation;
2. Difficulty to cope with part-time studies; and
3. Lack of financial support to pay for examination/transport;
4. Long distances to the tutorial centers, implying higher transport costs;
5. Pregnancies, lack of family planning
However, Hupfeld (2011) stated that there is no single risk factor that can be used to accurately predict who is at risk of dropping out.
A research by Andrews Martin (2011), have estimated that between five and 15 per cent of Australian students repeat a school year. The students who repeat a school year are more likely to skip school, lose motivation and suffer from low self-esteem. Furthermore, repeating a grade resulted in a decrease in academic engagement and self-confidence among students. It lowered self-esteem and brought no advantages in peer relationships, compared with students who did not repeat.
There are many issues concerning the problems of high school students today, not only in our country, but a concern of all nations. The rapid increase of dropouts, year repeaters, the balik-arals and the students with failed grades and is a matter every nation should be worried about, because it does not only affect the supply of the country's need for highly educated workers but also the quality of citizens the country may produce.
Local Literatures
Ensuring that students stay in school until they complete their education is a major concern in basic education (National Education and Testing Research Center, 1990). Cohort Survival Rates (CSR) for the past 10 years has fluctuated between 60 % and 80 % in both elementary and secondary levels (Department of Education, 2008). These statistics mean that about between 20 to 40 % of Grade 1 pupils do not reach Grade 6; of the 60 to 75 % who enter secondary school, about one-third of them do not finish high school. If the numbers are added up, they indicate that about half of Grade 1 pupils complete secondary level; the other half are, for one reason or another, lost along the way.
Increasing government funding has not also completely addressed the dropout problem. Despite the general increase in allocation for education through the past years, the dropout problem remains one of the challenges for educators. Contrary to expectation, allotting more funds to public education did not necessarily bring about substantial reduction in dropout rates. This is because increase in budget did not match increase in population and, consequently, in enrollment. The per capita budget has actually decreased through the years. The budget for basic education has increased by 25 per cent from 2000 (PhP80 M) to 2009 (PhP150M). However, the real value of per capita cost has decreased from PhP6, 000 in 2000 to PhP4, 000 in 2009 (Department of Education, 2009). Thus, increase in dropout rates is not surprising despite increase in the budget because there have been more students accommodated by the public schools than could be adequately financed.
The dropout rates among high school students in the country have been significantly reduced, according to the Department of Education (DepEd), (2011). DepEd cited that 56 secondary schools across the country have reported zero incidences of students quitting school. Sec. Armin Luistro attributed the decrease of dropout rates to the department's Dropout Reduction Program (DORP), which provides alternative delivery programs to keep students in school and finish basic education. Luistro added that, "the end-goal of the department is to retain the poorly schooled and those who are in danger of dropping out because of difficult social and economic situations and provide them quality education.
Escudero urged the government to work sharply to reduce, if not eliminate, dropout rates in public elementary and high schools in six years. He cited a UN report in 2000, which showed that in nearly five decades since the 1960s, dropout rates at the public elementary level, had remained high, with 28 to 34 percent failing to complete Grade 6. Furthermore, stating the latest data from a separate study he did not identify, Escudero estimated that of the 100 children who entered Grade 1, only 86 moved on to Grade 2, 76 to Grade 4, 67 to Grade 6, and only 65 finally completed the six years of elementary education. Of the 65, only 58 enroll in high school and 45 are able to graduate (Ubac, 2009).
Moreover, drop-out rates for both elementary and secondary levels, according to the government education agency, went up by above seven percent and nearly 13% in school year 2005-2006, from 6.98% and 7.99%, respectively, in school year 2004-2005.
High cost of education coupled by lingering poverty has been cited by pundits' reasons for these increases (DepEd, 2011).
A Philippines-based foundation named He Cares Foundation, has been provided and supported balik-aral students by rendering programs and financial support to help the balik-arals to pursue their studies.
Based from the reviewed articles, the researchers noticed that the dropout rate in the Philippines in previous years has increased and the budget allocated for education had also increased but it doesn't have an obvious effect on the rate of dropouts end even repeaters. But the good thing is, as of last year, it was reported that the dropout rate had decreased because of the dropout reduction program rendered by the Department of Education headed by Secretary Armin Luistro.
Local Studies
Studies on dropping out have attributed the phenomenon mainly to poverty. One extensive critical review of about 50 studies on public school education described dropouts as coming from low-income families whose parents had little or no education, and who were unemployed or had jobs that gave them little or irregular income. The study also identified reasons for dropping out such as poor health due to malnutrition, distance between home and school, lack of interest, and teacher factor. It concluded that the education system then was ―socially selective since most dropouts were from socio-economically disadvantaged backgrounds.
These facts reflect a worrisome reality about the holding power of public schools, which is further elucidated by data on dropouts. The statistics on the national average dropout rate for each school level has remained higher than expected (1 to 2 %), sometimes as much as 2 digits. Moreover, even if dropouts re-enter school at some point many repeaters eventually drop out at a later time. Re-admission seems to have little positive effect on achievement (Nava, 2009).
Moreover, Nava noted that students in various gender groups, school levels, and locations are at-risk of dropping out for various reasons. Some of these factors are common to all dropouts, while others are more keenly associated with specific groups.
Secondary or high school female repeaters in the Philippines (%of female enrolled) was 1.53 as of 2009. Its highest value over the past 11 years was 1.62 in 2006, while its lowest value was 0.85 in 2005. On the other hand, the male repeaters were 4.36 as of 2009. Its highest value over the past 11 years was 4.87 in 2006, while its lowest value was 2.73 in 25 (UNESCO, 2009).
The Repeaters in the secondary schools, in the Philippines (% of total enrollment) was 2.92 in 2009, according to a World Bank report, published in 2010.
An analysis of the Dropout Reduction Plan of the Department of Education (2007) has found out that:
Low family income, unemployed parents, and parents engaging in seasonal jobs are factors which adversely affect the students.
Parents tend to neglect their parental responsibilities towards their children's education because they are preoccupied with other activities to augment their family income. Some are OFWs, some have poor educational background while others are irresponsible parents who are indulging in vices like alcoholism and gambling.
Broken family and family conflicts affected the students' school performance.
Health problems such as malnutrition and illness caused students to drop from school.
Peer pressure/barkadahan, playing amusement games during classes and even indulging in different vices are identified causes of absenteeism and tardiness among students.
Poor academic performance of students is brought about by being slow learners, having low self-esteem, having poor study habit, being not ready academically for secondary school, and non- compliance of subject requirements.
A good number of schools have insufficient instructional equipment and learning facilities.
Many teachers still resort to the traditional methods of teaching, inappropriate teaching styles and utilization of traditional assessment of learning outcomes.
Some schools provide inadequate guidance program. Furthermore, some schools do not have full-time guidance counselors.
The students have no access to regular transportation because of the distance and difficult geographic allocation of the school. Students get tired hiking daily causing them to be late or absent in school.
The presence of amusement and recreation centers such as internet café, video games, billiard halls, video houses, etc. operating in the locality of the school during class hours entice students not to attend classes.
From the reviewed materials, the researchers noticed a worrisome increase in the dropout and repeaters rate in the country. Also, not enough funding from the government contributes to these problems. But the government agencies, particularly the Department of Education is doing the best they can to prevent further increase of the students who repeat and dropped out from school. On the other hand, the balik-arals or the students that are back from schooling after long vacationing were able to continue their studies with the help of programs created for them.
Theoretical Framework
According to Erik Erikson's Psycho-Social Development of Personality, particularly the conflict stage of "industry versus inferiority," that lasts from 6 to 11 years. In our culture, school life begins here. This stage is the beginning of life outside the family; a stage of systematic instruction, a movement from play to a sense of work. This stage describes that a child needs to do well and develop a sense of work completion and satisfaction in a job well done. Otherwise, the child develops a sense of inferiority and inequality. Another is the adolescence stage termed, "identity versus identity confusion" that occurs between 12 to 20 years, it emphasizes the difficult transition between childhood and adulthood that can be strongly affected by social limitations and possibilities. The adolescent is likely to suffer from confused roles. Doubts about one's sexual attractiveness and sexual identity are common to this stage. The inability to develop a sense of identification with an individual or cultural role model who gives direction to one's life can lead to a period of floundering and insecurity. Another reaction is over identification with youth-culture heroes or clique leaders leading to a loss of identity.
Because of these crucial stages where most high school students in the country are where at, many problems arises that can affect their functioning in their daily lives.
An additional theory is from Abraham Maslow's Hierarchy of needs, which points out the basic human needs. He believed that exposure to environmental conditions that permit or prohibit gratification of the basic needs prompts movement up or down the hierarchy of needs. Maslow suggests that, without the fulfilment of these needs, an individual may feel discouraged, weak and inferior. In line with this study, if a student feels discouraged and inferior, his motivation may be affected and thus, there will certainly have inhibitions especially with his performance in school.
Moreover, Carl Rogers' Self-theory that points out that the ultimate goal of each one is to be a fully functioning person. It is a process in which the individual constantly pursues his or her actualizing tendency, and at the same time behaves in a manner that is true to the self. Rogers also described the characteristics of a fully functioning person these are: openness to experiences, existential living, self-trust, sense of freedom and creativity.
With these theories, the researchers will conduct a study on the problems encountered by dropouts, repeaters, balik-aral and students with failed grades in public high school in Quezon City as a basis for a proposed guidance intervention program.
Research Paradigm
HIGH SCHOOL DROPOUTS, REPEATERS, BALIK-ARAL AND STUDENTS WITH FAILED GRADES
HIGH SCHOOL DROPOUTS, REPEATERS,
BALIK-ARAL AND STUDENTS WITH FAILED GRADES

PROBLEMS ENCOUNTERED BY THE STUDENTS
PROBLEMS ENCOUNTERED BY THE STUDENTS

School FactorFamilyFactor Personal Factor
School Factor
Family
Factor

Personal
Factor

Proposed Guidance Intervention Program

Figure 1
Figure 1 shows the process of the study exploring the problems encountered by the drop-outs, repeaters, balik-aral, students with failed grades in public High Schools in Quezon City.

Chapter 3
RESEARCH METHODOLOGY
This chapter contains a comprehensive description of the research design, research setting, the research subjects, research instruments, instrument validation, data gathering procedure and statistical treatment.
Research Design
In this study, the descriptive-survey method was employed to identify the role and significance of the problems encountered by the dropouts, repeaters, balik-aral and students with failed grades in public high schools in Quezon City. To define the descriptive type of research, Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The aim of descriptive research is to verify formulated hypotheses that refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in terms of the financial aspect. Moreover, this method allows a flexible approach, thus, when important new issues and questions arise during the duration of the study, further investigation may be conducted.
A survey is a structured way of learning about a larger group of people by obtaining information from a representative sample of that particular group of people. Some of the advantages of a survey are that it describes the characteristics of a large population and there is no other method of observation, which can provide this general capability. It allows many questions to be asked about a given topic by giving considerable flexibility to the analysis. A survey is also a single most widely used research design in educational research; therefore, it was used in this educational research as well (Kavetuna, 2009).
Purposive sampling method was done for the sample selection. A purposive sample refers to the selection of units based on personal judgment rather than randomization. This judgmental sampling is in some way "representative" of the population of interest without sampling at random. Purposive sampling can be very useful for situations where it is needed to reach a targeted sample quickly and where sampling for proportionality is not the primary concern.
In relation with the study, the researchers identified the problems encountered by the dropouts, repeaters, balik-arals, and students with failed grades in public high schools in Quezon City. It seeks to provide information and examine the relationship among variables.

Research Setting
The study was conducted in Batasan Hills National High School, Culiat High School, and Old Balara High School, all of which are public high schools located in Quezon City.
Batasan Hills National High School is a public secondary high school in the second district of Quezon City, Philippines . It was founded in 1998 and located along the historical IBP Road where parts of the school faced the western tip of the Congress of the Philippines . It is currently one of the largest public secondary schools in the National Capital Region when it comes to enrollments.
Culiat High school, is located along Tandang Sora Avenue,Barangay Culiat, Quezon City. The school has a total land area of 3802 square meters. In the school year 1971-1972, Culiat High School began operations as an annex of San Francisco High School. Back then, it had a total population of 7 teachers and 127 students who filled two first year sections and one second year section. In that same year, it became an independent school with the help of the Barangay Culiat council and had its first commencement exercises in the school year 1973 – 1974. A few years later, arrangements were made with the late Don Teodoro V. Kalaw for an exchange of the school's previous site and the site where the school currently stands, along Tandang Sora Avenue.Over the years, the school population grew to over three thousand and new school buildings were built to accommodate the growing population. The current principal is Dr. Launcelot T. Lauigan, the school has its mission to improve students' quality instruction, infusing moral values and fostering good citizens through collaboration with stakeholders. The vision of the school itself is to be a premiere institution of learning committed to make a difference in the life of every student. The school has its population of 3149 from all high school level. First year has a total population of 812 students; 803 for the second year students; 782 for third year students and 752 for the fourth year students in the school year 2012-2013.
Old Balara High School is located at Barangay Pansol, Tandang Sora Avenue, Quezon City. Old Balara High School came into existence in the school year 1975-1976. It was then an Annex of Flora Ylagan High School.
Research Subjects
In order to determine the problems encountered by the dropouts, repeaters, balik-arals and students with failed grades, a total of 120 respondents were asked to participate. To achieve pertinent information, certain inclusion criteria were imposed. The participants qualified for sample selection must be high school dropouts, repeaters, balik-arals and students with failed grades of the three chosen public high schools. This qualification ensured that the participants understand the nature of survey questionnaire and its use for the study, making the survey items easy for them to accomplish. The respondents were selected from the three chosen public high schools, thus, a total of 40 respondents for each school, which comprises of 10 dropouts, 10 repeaters, 10 balik-arals and 10 students with failed grades each, having a total of 120 respondents that took part in the study.

Instruments Used
A survey questionnaire was used as the main data-gathering instrument for this study. The questionnaire is divided into two main sections: the demographic profile and the survey-questionnaire. The profile contains demographic characteristics of the respondents such as age, gender, year level and the student's status. The survey proper explores the problems encountered by the respondents. In this survey questionnaire, two choices were provided for every statement: Yes or No. The choices represent the agreement each respondent has on the given question.
Three factors was used to determine the problems encountered by the dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon City, these are: Family factor which includes the family situation and the financial issues of the respondents; School factor, which pertains to the respondent's concerns about the teachers, classmates, subjects and the school facilities ; and the Personal factor, that pertains to the respondent's health-related issues and other personal concerns.

Validation of the Instrument
Experts in line with this study namely, Ms. Trisha Joy O. Gotinga, MA in Clinical Psychology and Dr. Leonila C. Mustapha, RGC, were requested by the researchers to validate the constructed survey questionnaires. Each item on the instrument has columns on Unnecessary (U), Necessary but not essential (N), and Essential (E). The expert was requested to encircle the appropriate column for each item.
Furthermore, to test the validity of the questionnaire that was used for the study, the researchers had a try-out of the questionnaire to thirty respondents. These respondents as well as their answers were not part of the actual study process and were only used for testing purposes. After the questions were answered, the researchers asked the respondents for any suggestions or any necessary corrections to ensure further improvement and validity of the instrument. For the reliability of the survey questionnaire, the internal consistency was used. If the reliability value is high, 0.71 to 0.90 to very high, 0.91 to 0.99, this means that the research instrument is reliable. The survey questionnaire got a reliability value of 0.79 meaning, the research instrument was reliable. After the research instrument has proven both valid and reliable, it was then administered to the respondents of the study.
Data Gathering Procedure
After the validation of the instrument, the researchers secured a written permit to the administrators of Culiat High School, Batasan Hills National High School and Old Balara High School. Records from the registrar office and guidance office are useful enough for the needed data on the list of student who are dropouts, repeaters, balik-arals and students with failed grades.
After given permission, the researchers explained the purpose of the study to the selected respondents and then they made sure each participant corresponds to their predefined criteria.
The researchers collected the data by means of survey questionnaire that comprises their age, gender, and year level and student status. The problems encountered by the respondents will be identified through the second part of the survey questionnaire that was given to them.
After, the respondents have taken the tests; the papers were checked, tallied, interpreted and analyzed.
Statistical Treatment
The following were the statistical treatment used in the study.
Percentage (P) - This method was used to calculate the percentage of the demographic profile of the respondents.
Formula: P = f x 100%
n
Where: P- Is the percentage (%)
f- The number of respondents
n- Total number of respondents
Mean - was used to describe a set of data as to what point the item values or scores tend to cluster or concentrate.
Formula:
X = x
n
where: x – sum of the item values
n - number of items
Standard Deviation – used to determine, with a great deal of accuracy, the
position of data in frequency distribution relative to the mean.
Formula: s = fd2n
Where s- standard deviation
fd2- sum of the product of frequency and squared deviation
n - number of items
4. Correlation Pearson r - It was used in order to find out if there is a relationship
between the variables.
Formula:
N XY - X Y
r = [N x2- ( X)²][N Y² - ( Y

where r = Pearson's r

5. Spearman's rank - it was used to know the degree of relationship between the variables.

Formula: ρ=1-6D2nn2-1

6. Point-biserial correlation coefficient (rpb) - A correlation coefficient used when one variable is dichotomous.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter expounds on the analyses and interpretation of the data gathered out of the instruments used in this study presented according to the specific problems.

Table 1

Frequency and Percentage Distribution of Demographic
Profile of the Respondents

AGE
f
%
12-13
15
13%
14-15
51
43%
16-17
41
34%
18-19
13
11%
TOTAL
120
100%
GENDER
f
%
Male
57
48%
Female
63
53%
TOTAL
120
100%
YEAR LEVEL
f
%
First year
3
3%
Second year
42
35%
Third year
14
12%
Fourth year
61
51%
TOTAL
120
100%
STUDENT STATUS
f
%
Dropout
30
25%
Repeater
30
25%
Balik-Aral
30
25%
Student with failed grade
30
25%
TOTAL
120
100%

The table above shows the frequency and percentage distribution of the respondents based on their demographic profile. This includes their age, gender, year level and

student status. Based on the results tabulated above,120 students participated in the study that has ages ranged from 12 to 19 years old wherein, 15 or 13% of them aged 12-13 years old, 51 or 43% were students aged 14-15 years old, and those who aged 16-17 were 41 or 34%, while 13 or 11% students aged 18-19 years old. Among of them were 57 or 48% males and 63 or 52% females.
Moreover, the respondents consists of 3 or 3% first year students, 42 or 35% second year, 14 or 12% third year and 61 or 51%fourth year students.
In addition, out of the 120 respondents that consists of 30 or 25% dropouts, 30 or 25% repeaters, 30 or 25% balik-arals and 30 or 25% students with failed grades.

Table 2

Frequency and Percentage Distribution of Problems
Encountered by the Respondents

Problems Encountered by dropouts, repeaters, balik-arals and students with failed grades

Yes

f %

No

f %
Personal Factor
18.4
17
100.1
83
Family Factor
21.6
20
95.4
80
School Factor
20.7
17
99.3
83

This table reveals the frequency and percentage distribution of problems encountered by the respondents according to personal, family and school factors.
Based on the results shown above, it appears that with a mean of 21.6 or 20% of the respondents had the family factor as their most encountered problem, followed by the school factor with a mean of 20.7 or 17% and the personal factor with a mean of 18.4 or 17%.

Table 3

Frequency and Percentage Distribution of Problems Encountered
by the Respondents according to Personal Factor

PERSONAL FACTOR
Yes
No
Rank

f
%
f
%

Poor peer relationship
47
39
73
61
1
Health problems
18
15
102
85
6
Wanted to be alone
16
13
104
87
7
Not ready for high school
2
2
118
98
10
Engaging in different vices (e.g. alcoholism, gambling, illegal drug use)
23

19

97

81
4
Member of fraternities/gangs
5
4
115
96
9
Lack of motivation to study
29
24
91
76
3
Lack of self-confidence
32
27
88
73
2
Have no one to talk about school problems
21
17
99
83
5
Early pregnancy
6
5
114
95
8

16.5

83.5

Results show that poor peer relationship is the most prevalent risk factor under personal with 47 or 39%. Lack of self-confidence came next with 32 or 27%. Next is the lack of motivation of the students with 29 or 24%. Another alarming encountered problem is engaging in different vices which includes alcoholism, gambling and illegal substance use with 23 or 19%, followed by having no one to talk about their school problems with 21 or 17%. Next is health problems with 18 or 15%, followed by wanted to be alone with 16 or 13%. Another is the early pregnancy with 6 or 5%, followed by member of fraternities/ gangs with 5 or 4%, and lastly with the least prevalent problem is that the respondent is not ready for high school with 2 or 2%.

Table 4

by the Respondents according to Family Factor

FAMILY FACTOR
Yes
No
Rank

f
%
f
%

Lack of parental support
14
12
106
88
10
Broken family
34
28
86
72
2
Lack of financial support
40
33
80
67
1
Misunderstanding with siblings
28
23
92
77
4
Earn for a living
27
23
93
78
5
Didn't grew up with their parents
31
26
89
74
3
Lack of communication with parents
22
18
98
82
6
Domestic violence
13
11
107
89
9
Poor home condition
19
16
101
84
7
Excessive family responsibilities
18
15
102
85
8

20.5

79.5

The table shows the different problems encountered under family factor. As gleaned from the data, the most prevalent problem faced by the respondents was the lack of financial support with 40 or 33%. It was succeeded by having a broken family with 34 or 28%, followed by the dilemma of not growing up with their parents with 31 or 26%, then, misunderstandings with siblings with 28 or 23%. Another prevalent problem is the need to earn for a living with 27 or 23%, followed by lack of communication with parents with 22 or 18%. Next is the poor home condition with 19 or 16%, followed by excessive family responsibilities with 18 or 15%, and so lack of parental support with 14 or 12%. Lastly is the domestic violence with 13 or 11%.

Table 5

by the Respondents according to School Factor

SCHOOL FACTOR
Yes
No

f
%
f
%

Difficulty in understanding lessons
44
37
76
63
1
Too hard school works
26
22
94
78
2.5
Absenteeism of teachers
11
9
109
91
10
Poor school facilities
17
14
103
86
6
Teacher-student ratio
23
19
97
88
4
Conflict with schoolmates (bullying)
13
11
107
89
9
Traditional teachers (Ineffective teaching strategies)
14
12
106
88
8
Lack of interest in attending classes
18
15
102
85
5
Lack of books and needed school materials
26
22
94
78
2.5
Unpleasant attitude of teachers/ inconsideration
15
13
105
88
7

17.4

82.6

The data revealed that the encountered problems linked with the school factor are: difficulty understanding the lessons with 44 or 37 %; Too hard school works and lack of books and needed school materials both with 26 or 22%; Teacher-student ratio with 23 or 19%; Lack of interest in attending classes with 18 or 15%; and Poor school facilities with 17 or 14%Unpleasant attitude of teachers/ inconsideration with 15 or 13%; Traditional teachers (ineffective teaching strategies) with 14 or 12%; Conflict with schoolmates (bullying) with 13 or 11%; the least problem encountered is the absenteeism of teachers with 11 or 9%.

Table 6

Relationship between the Demographic Profile and the Problems
Encountered by the Respondents

Variable
Correlation Coefficient
P value
Interpretation
Decision on Ho
Conclusion
Age
.266

.003
Low correlation
Reject
Hypothesis
There is a significant relationship
Gender
-.369
.000
Negatively small correlation
Reject
Hypothesis
Year Level
-.005
.959
No Correlation
Accept Hypothesis
There is no significant relationship
Student Status
a.Dropout
b.Repeater
c.Balik-Aral
d. Student with
failed grades
.174
.057
Very Small Positive Correlation
Reject Hypothesis

Table 6 explained the correlation analysis between the Demographic Profile and the Problems Encountered by the respondents of this study.
The table above illustrates that the Age and the Problems Encountered by the respondents has a coefficient correlation of .266 and a p-value of .003 at significance level of 0.01 resulting to low correlation. Therefore, the hypothesis is rejected and has proven to have a significant relationship between Age and the Problems encountered by dropouts, repeaters, balik-aral and students with failed grades.
Gender and problems encountered by the respondents has shown a coefficient correlation of -.369 at significance level of 0.01 resulting to negatively small correlation and thus, rejecting the hypothesis and demonstrating a significant relationship between gender and problems encountered by the respondents.
Furthermore, the table has shown that year level and problems encountered had a correlation coefficient of -.005 and a p value of .959 showing no correlation between the variables and thus, the hypothesis is accepted. It was therefore concluded that there is no significant relationship between year level and problems encountered by the respondents.
Lastly, the student status which includes the dropouts, repeaters, balik-arals and students with failed grades and the problems encountered has shown a coefficient correlation of .174 and a p value of .057, which results to very small positive correlation and thus, rejecting the hypothesis and arriving to a conclusion that there is a significant relationship between the student status and problems encountered by dropouts, repeaters, balik-arals and students with failed grades.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of the summary of results of the data gathered, the conclusions which were formed to provide the output needed to come up with the correct approach on the research problem stated. Also, the recommendations were given based from the output of the whole study.
Summary of Findings
The researchers undertook this study primarily to determine the problems encountered by dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon City as a basis for a proposed guidance intervention program.
Briefly, the findings of the study are summarized as follows:
The data in the demographic profile of the dropouts, repeaters, balik-aral and students with failed grades involved in this study revealed that according to age, it was noted that ages 14 to 15 have the highest number of respondents with 43%, succeeded by ages 16 to 17 with 41 or 34 %, then followed by ages 12 to 13 with 15 or 13%, lastly was ages 18 to 19 with 13 or 11%.
In line with the gender, most of the total number of respondents was females with 63 or 53% to 57 or 47% males.
Furthermore, fourth year students have the greatest population with 61 or 51% of the total population, followed by the second year with 42 or 35 %; third year with 14 or 24% and first year with 3 or 3%.

With regards on the student status, the dropouts, repeaters, balik-aral and students with failed grades were equally distributed with 40 respondents each, acquiring the 25% each of the total population.
It appears that the predominant encountered problem of the dropouts, repeaters, balik-aral and students with failed grades fell on the family factor with a mean of 21.96 or 20.5%, followed by the school factor with a mean of 20.7 or 17.3% and the personal factor with a mean of 18.4 or 17%.
Age and problems encountered has shown a significant relationship, also, gender and problems encounters although exhibited a negatively small correlation, it still shows a significant relationship between the variables. Year level and problems encountered has shown no correlation and thus, no significant relationship was concluded. Lastly, it was proven in this study that student status and problems encountered has a significant relationship.

Conclusions
In the light of the major findings of the study, the following conclusions were drawn.
1. Family factor appeared to be the most prevalent encountered problem of dropouts, repeaters, balik-arals and students with failed grades, which confers the respondents' family situation and financial issues; this implies the importance of family. Being the primary support group of a person, family plays a big role in the totality of an individual. Deprivation of parental guidance for example, because of a broken family has a big impact especially on a child's school performance. It was also concluded that the problems rooted in the family or home may radiate and have an effect on other aspects of life of an individual.
2. With regards to the demographic profile of the respondents, age has a significant relationship with the problems encountered by the respondents. The respondents were all in adolescence years which is in the transitional stage between childhood to adulthood. This is the time where young people evolve and develop and acquire many new things and ideas that may influence their daily functioning. These developmental changes are important from a psychological perspective, because they affect the young person's sense of self and relations with others.
3.Gender has also shown a significant relationship with the problems encountered and thus, the researchers have concluded that this perhaps is interrelated with the significance of age to the problems encountered because during adolescence, gender becomes of much more central importance for most individuals which may influence their actions and way of thinking.
4. Student status and problems encountered manifested a considerable relationship and therefore the problems impinge on the respondents' reasons on being a dropout, repeater, balik-aral and having a failed grade. Family, school and personal factors affect their performance in their schooling that leads them to be a student dropout, repeater, balik-aral and student with failed grade.

Recommendations
Based on the major findings and conclusions drawn the researcher offer the following recommendations:
Title of the Program : Intensified Counseling Program
Background
Majority of the respondents encountered problems with regards to family factors, followed by their school concerns and personal issues.
With the results of the study conducted by the researchers on Dropouts, Repeaters, Balik-Arals and students with failed grades in public high schools in Quezon City, an intervention program was conceptualized to reduce and prevent dropout, repeater, balik-aral and students with failed grades rates. In addition, this program supports the goal of the Department of Education in giving better and quality education to the Filipino youth. This program not only focuses on a single factor but it targets the three factors namely, personal, family and school factor.
Target Client/Population
The target clients of this program are the dropouts, repeaters, balik-arals, and students with failed grades.
Program Rationale
This Intervention Program designed for high school dropouts, repeaters, balik-arals and students with failed grades and it aims to help students continue their school until they complete the course. This will enhance healthy school adjustment by providing supportive environment and will develop the students' perceptions of school as safe, cohesive and well-organized environment in which they will learn and grow.
General Objectives
This program aims to alleviate the problem of education with regards to dropouts, repeaters, balik-arals and students with failed grades in high schools by providing a program that will lessen and prevent the students from resorting to stay out of school.
With this, the researchers developed a program entitled, "Intensified Counseling Program" with the following objectives:
To facilitate better understanding of oneself by clarifying the goals, alternatives, and decisions toward self-direction.
To provide deeper insights on the various aspects in life and develop students potentialities.
To work closely with school administrators, teachers, parents and other professionals in order to get a wide picture of student problems, difficulties and concerns for proper interventions.

The Process of the Program

List of referred students(referred by the class advisers)The Guidance Counselor will call-in the student/s for individual/group counselling, depending Individual counselingThe student visits the GCOYESNOIndividual CounselingFollow-up with the class adviserYESNOIndividual CounselingRecommendationRecommendationCoordinate with class adviser for new schedule of counselingIndividual CounselingRecommendationGroup counselling(maximum of 5)The students visit the GCOYESNOGroup CounselingFollow-up with the class adviserYESNOGroup CounselingRecommendationRecommendationCoordinate with class adviser for new schedule of counselingGroup CounselingRecommendation
List of referred students
(referred by the class advisers)
The Guidance Counselor will call-in the student/s for individual/group counselling, depending
Individual counseling

The student visits the GCO
YES
NO
Individual Counseling
Follow-up with the class adviser
YES
NO
Recommendation
Recommendation
Coordinate with class adviser for new schedule of counseling
Recommendation
Group counselling
(maximum of 5)

The students visit the GCO
YES
NO
Group Counseling
Follow-up with the class adviser
YES
NO
Group Counseling
Recommendation
Recommendation
Coordinate with class adviser for new schedule of counseling
Group Counseling
Recommendation

The Guidance Counselor will give feedback to the class adviser
The Guidance Counselor will give feedback to the class adviser

Procedure/ Methodology
The guidance counselor assigns the class advisers to do the referrals from their advisory class;
The guidance counselor prepares the call slips to be distributed to the class advisers;
The class advisers ensure that the call slips are received by the students being referred for counseling;
Individual / Group Counseling depending on the concerns of the client:
4.a If yes, the called-in student/group of students visits the GCO for individual or group counseling.
4.b. If no, the Guidance Counselor will make a follow-up with the class adviser. The class adviser ensures that the student/group of students visit the guidance counselor for counseling. If the students/s insists on not coming, new scheduling will be done.
5. After counseling, the Guidance Counselor will make recommendations if there is a need
for follow up counseling;
6. The Guidance Counselor prepares the case report for record purposes;
7. The Guidance counselor visit the class advisers for feedback.

TIME TABLE

Monday
Tuesday
Wednesday
Thursday
Friday
First week
individual/group counselling
individual/group counseling
-Follow-up with the class adviser
-Report writing
-Visit and report to class advisers
-Prepare call slips
Second week
-Report writing
-Prepare call slips
Third week
-Report writing
-Prepare call slips
Fourth week
Follow-up
Follow-up
Follow-up
Report writing
-Prepare call slips

Program Evaluation

Evaluation of the intervention program will need a monitoring sheet for every student handled by the class adviser, and the following will be monitored: the student's attendance (average daily and no. Of days missed), the completed assignments and projects and the grades or pass rates. Also, the behaviour marks and the student's participation in different school activities. The outcome of the monitoring sheet will be compared with the previous record of the students.
With the use of this data, a study will be conducted with the help of the Guidance Office to determine that the students were significantly better off as a result of the intervention program than they would have been without it.

2. The school should provide seminars and activities designed to help the students be more active in participating in school activities.
3. It is recommended that a monthly meeting of the students' parents should be done by the school in order to inform the parents with their child's school performance.
4. According to the findings, family factor was the prevalent encountered problem of the respondents and thus, the researchers recommend that a seminar that intends to help the parents be more involving in their children not only their school issues but also in other concerns of their children should be offered by the school.
5. To the Department of Education, to have a financial assistance or scholarship program to help out the students who is in financial need as the findings suggest that one of the problem encountered by the respondents was their financial incapability.
6. To the Barangay and Sangguniang Kabataan officials, to have programs that will encourage the youth to continue and finish their schooling by endowing them with activities that will empower and will involve them in their communities to be a productive part of the community.
7. To the future researchers, to identify other concerns of the students in public high schools or what government and non-government institutions are doing to alleviate the increasing rate of student dropouts, repeaters, balik-arals and students with failed grades.

References

A. Books
Corey, G., & Corey, M.S. (2010).I Never Knew I had a Choice.(9thed.).CENGAGE Learning
Duka, V.M., Estoque, R.S., Francisco, R.D.G., Lee, G.M., Tablizo, A.Q., & Tibig, L.C. (2011). General Psychology. Our Lady of Fatima University.
Limpingco, D., & Tria, G. (2006). Personality. KEN Incorporated.
Papalia, D., Olds, S., & Feldman, R. (2007).Human development. (10th ed.). McGrawHill:
B. Periodicals/Journals
Christenson, S. L., & Thurlow, M. L. (2007). School dropouts: Prevention, considerations, interventions and challenges. Current Directions in Psychological Science, 13(1),
Carcamo, D. (2011, January 21). Dropout rates in high school significantly down. Philippine Star. Retrieved from http://www.philstar.com/Article
Lavy, V., Paserman, M. D., & Schlosser, A. (2007). Inside the black of box of ability peer effects: Evidence from variation in high and low achievers in the classroom. 6
Nava, J. G. (2009). Factors in school leaving: Variations across gender groups, school levels and locations.67(1), 62-78. Retrieved from journals.upd.edu.ph
Ubac, M. L. (2009, July 03). High dropout rates in schools alarming. Philippine Daily Inquirer. Retrieved from http://newsinfo.inquirer.net.

C. Reports
Alzaga, J.G., Antiquina, A.S., Baltazar, W., Bante, G.E., Cagampang, A., Cervantes, L. H., Emperio, A.V., Espayos, M.A., Kinkito, D.K., Macamay, J.L., Puguon, E.B., Sanoria, B.E., & Tadong, C.M.(2009). Drop-out Reduction Plan of the 15 SEDIP Divisions: An Analysis. Department of Education.
Anderson, G. E., Whipple, A. D., & Jimerson, S. R. (2008). Grade retention: achievement and mental health outcomes . Retrieved from http://www.cdl.org
Stid, D., O'neil, K., & Colby, S. (2009). Portland Public Schools: From data and decisions to implementations and results on dropout prevention.
D. Websites
allaboutpsychology.com
howtolearn.com
humanillness.com
merriam-webster.com
ncset.net
news.smh.com.au
schargel.com
tradingeconomics.com
unesdoc.unesco.org

Appendix A
Request Letter to Conduct the Study

The Principal
XXXXXXXXXXXXX
XXXXXXXXXXXXXX

Sir:

The undersigned is the leader of a group of BS Psychology students currently enrolled in Psychological Research Subject. The group is working on a research entitled: "Problems Encountered by dropouts, repeaters balik-aral and students with failed grades: Basis for a Proposed Guidance Intervention Program." It aims to determine the problems encountered by dropouts, repeaters balik-aral and students with failed grades as a basis for a proposed Guidance Intervention Program.

In this regard, may we request to conduct our study in your school? Your approval will be contributory to the success of this study. Rest assured that the data gathered will be held with strict confidentiality and be used only for the purpose of the study.

Gathering of data will be done with the use of survey questionnaire designed to identify the problems encountered by dropouts, repeaters, balik-aral and students with failed grades.

Attached are the statement of the problem, research hypothesis and the survey questionnaire to be used..

Hoping for your favorable response. Thank you.

Respectfully yours,

(Sgd.) Mary Elizabeth P. Ochea
Lead Researcher

Noted by:

(Sgd.) DR. LEONILA C. MUSTAPHA
Adviser, Psychological Research

Appendix B
Letter for Research Instrument Validation

Ms. Trisha O. Gotinga
xxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx

Greetings!

The purpose of this questionnaire is to collect data for the fulfillment of the Psychological Research. The objective of this questionnaire is:
To determine the problems encountered by dropouts, repeaters, balik-arals and students with failed grades in public high schools in Quezon City.
Kindly validate the following questions based on the content domain and criteria presented below. Consider each of a number of listed components of the proposed questions and select only one of the three different responses in which best represent your judgment. You are allowed to add additional themes or components which you believe should have been included in the questionnaire. The categories are:

Retain-Essential (thorough knowledge, insight and/or skills related to the component is an important requirement).
Revise- Necessary but not essential (background information on the component will be adequate).
Reject -Unnecessary (knowledge, insight and/or skills related to the component will normally not required at this level).

We appreciate the time and effort you had contributed to the completion of this research.

Thank you.

Respectfully yours,

(SGD)MARY ELIZABETH P. OCHEA
Lead Researcher

Conforme:

(SGD) MS. TRISHA O. GOTINGA
Professor
Appendix C
Sample Survey Questionnaire

Name: (optional)____________________________________ Gender: Male Female
Age: ________ Year Level: 1st year 2nd year 3rd year 4th year
Student status:
Dropout Repeater Balik-aral Student with failed grade
Instruction: Which of the following problems do you experience? Indicate the problems you encountered by putting a check ( ) in appropriate boxes.
PERSONAL FACTORS
YES
NO
I have difficulty gaining friends.

I am sickly.

I wanted to be alone by myself.

I am not ready for high school.

I am engaged in different vices (eg. Alcoholism, gambling and illegal drug use)

I'm into fraternities / gangs.

I lack motivation to study.

I lack self-confidence.

I have no one to talk about my school problems.

I got pregnant / I have a child

FAMILY FACTORS
YES
NO
My parents do not support me.

I came from a broken family.

I don't have enough allowance.

I always have fights with my siblings.

I have to work and earn money for the family.

I didn't grow up with my parents.

I lack communication with parents.

I experienced physical abuse from my family.

I can't study at home because of poor home condition.

I have excessive family responsibilities.

SCHOOL FACTORS
YES
NO
I have difficulty understanding the lessons discussed by the teacher

School works are too hard for me.

Absenteeism of teachers.

Poor school facilities.

Overcrowded classrooms

My schoolmates bullied me.

My teachers are too traditional and boring.

I am not interested in attending classes

I lack books and other needed school materials.

My teachers have unpleasant attitude and inconsiderate in students.

CURRICULUM VITAE

KRISTEL SHANE D. BENEDICTO
Blk 25 Lot 15 ,City of San Jose del Monte,Bulacan
Contact #'s: 09071201570/09056885300
Email: [email protected]
________________________________________________________________

EDUCATIONAL ATTAINMENT

2009-2013 Our Lady of Fatima University
Greater Lagro, Novaliches, Quezon City
Course: BS Psychology

2005-2009 St. Mary Goretti School
Secondary Education
San Jose del Monte, Bulacan

1999-2005 Academia de San Lorenzo
Primary Education
Tialo Sto. Cristo,City of San Jose del Monte, Bulacan

SEMINARS/TRAININGS ATTENDED

Seminar on Psychology on Suicide and Date Rape
Our Lady of Fatima University,
September 11, 2009

Stress Management
Our Lady of Fatima University
September 18, 2010

The Healing Power of Play
Ateneo de Manila University
February 21, 2011

Peer Counseling Training Program
April 4-5, 2011

Faces of Depression
September 29, 2011

Strengthening Psychology, Serving the Nation
Colegio de San Juan de Letran
January 13-14, 2012

AFFILIATIONS/AWARDS/ACHIEVEMENT

Member – Psychological Association of the Philippines Junior Affiliates
2011- Present

Member – Psychological Society
2009-2012

Student Council' Secretary (4th year High School)
St. Mary Goretti School
2009

Student Council' 2nd year representative
2007

Feature Editor School Paper (2nd year High School)
2007

Consistent Honor Student Student (High School)
2005-2009

Consistent Honor Student Student (Elementary)
Academia de San Lorenzo
Tialo Sto. Cristo,City of San Jose del Monte, Bulacan
1999-2005

PERSONAL DATA

Date of Birth: February 20,1993 Age: 19
Place of Birth: Manila Height: 5'4"
Sex: Female Weight: 70 kgs.
Marital Status: Single

"A well adjusted person is the one who makes the same mistake twice without getting nervous"
- Jane Heard

MARY ELIZABETH P. OCHEA
849 Dona Aurora St., Concepcion, Tala, Caloocan City
09071419084
________________________________________________________________



2005-2009 Tala High School
Secondary Education
Tala, Caloocan City

1999-2005 A. Mabini Elementary School
Primary Education
Tala High School


September 11, 2009

Stress Management
September 18, 2010

February 21, 2011

April 4-5, 2011

Faces of Depression
September 29, 2011

January 13-14, 2012


2011- Present

2009-2012

1st runner up – Mr. and Ms. Psychology 2011
October 1, 2011

President – Youth Entrepreneurs and Cooperative in School
Tala High School
2008-2009

Varsity team member
Tennis (2008 – 2009)
Table Tennis (2006 – 2008)
Tala High School

President - Speech Club
Tala High School
2008-2009

Senior Red Cross Youth- Philippine National Red Cross Caloocan Chapter
Tala High School
2006 – 2009

2nd year representative – Filipino Mother Club
Tala High School
2006 – 2007

9th place- Copyreading and Headlining – The Sublime
Division of Caloocan City, Press Conference
2005

Varsity team member
Badminton (2004 – 2005)
Table Tennis (2003 – 2004)
A. Mabini Elementary School

Consistent Honor Student (Elementary)
Mabini Elementary School
2000-2005

PERSONAL DATA

Date of Birth: September 23,1993 Age: 19
Place of Birth: Quezon City 5'3" 43 kgs.
Sex: Female

"You will have to leave the city of your comfort, and go into the wilderness of your intuition. What you'll discover will be wonderful. What you'll discover will be yourself."
- Alan Alda

ROMA JOYCE B.REYES
368 Malaria Road, Tala, Caloocan City
Contact #'s: +639277046137/+639127966359
________________________________________________________________



2005-2009 Community of Learners Academy of San Jose
Secondary Education

2003-2005 Community of Learners Academy of San Jose
Primary Education


September 11, 2009

Stress Management
September 18, 2010

February 21, 2011

April 4-5, 2011

Faces of Depression
September 29, 2011

January 13-14, 2012


2011- Present

2009-2012

Varsity Team member - Athletics
Community of Learners Academy of San Jose
(2003 – 2009)

PERSONAL DATA

Date of Birth: October 25, 1993 Age: 18
Place of Birth: Caloocan City Height: 5'4"
Sex: Female Weight: 65 kgs.

"To truly laugh you must be able to take your pain and play with it."
-Charlie Chaplin

PROBLEMS ENCOUNTERED BY DROPOUTS final

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