Abstract:
The major concern of Basic Education is to ensure that students stay in school and are able to complete their education. Dropping out rate is a serious problem that needs immediate attention by the DepEd. Basically, the important thing to consider by school stakeholders is to immediately address the problem and provide early interventions to save every student-at-risk of dropping out of school because Each Child, Every Student in School Succeeds. To address this concern, the Individualized Program Against Dropout (IPAD), an ECESiS Team of SLHS provided different programs to find an effective solution to save students- at- risk of dropping out (SARDO) from school. The Team-researchers attempted to find the answer to the following questions: 1) What are the demographic profile of the SARDOs ; 2) What are the academic performance of the SARDOs before and after the intervention program based on their General Weighted Average (GWA) in the 2nd and 3rd grading period; 3) What are the prevalent factors of SARDOs; and 4) Is there a significant change on the academic performance of SARDOs after the intervention programs initiated by the ECESiS Team?. Mixed methods were utilized with quantitative and qualitative approaches. The survey, observation, interview, and purposive sampling were employed for the identification of the Thirteen (13) Student-AtRisk of Dropping Out (SARDOs). Class Advisers, Teachers, and Guidance Teachers identified the Grade 8 participants from different sections. Data gathered shows that the majority of the SARDOs are ages 13-14, male, which implies that male students tend to drop-out of school more than their female counterparts. Most of them come from a broken family, with monthly family income ranging from Php10,000 and below, and their type of dwelling is temporary or living with relatives and 4 Ps beneficiaries. There are 4 out of 6 4Ps members who have increased and improved their grades, 1 of them has failed grades in the 3rd grading period due to hospital confinement but still working on his grades through remedial class and Peer tutoring of IPAD Team. Another SARDO, the most challenging, is wandering somewhere and nowhere to be found. His father, a single parent, sent him away from home due to computer game addiction. The ECESiS Team is not giving up on him trying to locate and bring him back to school. The academic performance of the SARDOS, based on their general weighted average (GWA) from 2nd to 3rd grading period improved to 85%. These findings show that the IPAD Project has positive impact on the academic performance of SARDOs. The prevalent factors of SARDOs based on personal, family, school, and community factors appear that rank 1 is the family factor followed by personal, rank 2 and rank 3 community and the last in rank is the school factor. 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 due to broken families has a big impact, especially on a child's school performance. The IPAD of the ECESiS Team is an 85 % effective intervention program and has a positive impact on academic performance among SARDOs of SLHS.
|