Chrysler - Retention Action Research3

7/31/2019 Chrysler - Retention Action Research3

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

ENHANCEMENT PROGRAM

___________________________

An Action Research

Presented To

The Faculty Of The Undergraduate School

CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY

DAANBANTAYAN CAMPUS

Daanbantayan, Cebu

____________________________

In Partial Fulfillment

Of The Requirements For The Degree

Bachelor of Secondary Education

_____________________________

CHRYSLER CABUSA

March 2008


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ABSTRACT

The objective of the study was to identify the major problems

facing high school teachers in retaining students of Tapilon National

High School, Tapilon, Daanbantayan, Cebu. To accomplish this objective,

descriptive research-utilizing questionnaire as tool in gathering data was

employed. The respondents were asked to rate the items identified on a

five-point Likert-type scale. They were asked to indicate whether they

agreed or disagreed with the statements. The major problems identified

as factors affecting low retention of students in their school were:

contributions imposed by the teacher, lack of needed materials for

study, lack of interest in schooling and irregular attendance, school

policies, lack of administrative support, distance of home from the

school, transfer of residence, looking for work, housekeeping

responsibilities and insufficient financial assistance. Therefore, having

identified these problems, it strongly recommended to adopt the

proposed enhancement program provided herein.


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TABLE OF CONTENTS

PageTitle Page . . . . . . . . . iAbstract . . . . . . . . . iiTable of Contents . . . . . . . . . iiiList of Tables . . . . . . . . . v

Rationale . . . . . . . . . 1Objectives . . . . . . . . . 2

General . . . . . . . . . 2

Specific . . . . . . . . . 2

Methodology . . . . . . . . . 3

Analysis, Presentation and Interpretation ofFindings . . . . . . . . 6

Personal Profile of the Respondents . . . . . . . . 6

Sex . . . . . . . . 6

Age . . . . . . . . 6

Factors Affecting Low Retention . . . . . . . . 7

Teacher Factor . . . . . . . . 7

Student Factor . . . . . . . . 8

School Factor . . . . . . . . 10

iv

Socio-Economic Factor . . . . . . . . 10

Proposed Enhancement Program 12

Summary of Findings . . . . . . . . . 14Conclusion . . . . . . . . . 15

Recommendations . . . . . . . . . 16

Bibliography . . . . . . . . . 17


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RATIONALE

It is one thing to understand why students leave; it is another to

know what institutions can do to help students stay and succeed.

Leaving is not the mirror image of staying. Knowing why students leave

does not tell us, at least not directly, why students persist. More

importantly it does not tell institutions, at least not directly, what they

can do to help students stay and succeed. Faculty actions, especially in

the classroom, are critical to institutional efforts to increase student

retention. First year is the critical year in which decisions to stay or

leave are most often made, where the foundations for effective learning


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are or are not established and where, by extension, the potential returns

to institutional investment in student retention and learning are likely to

be greatest.

Analysis of the causes of school dropouts shows that for poor

children, economic reason including high cost of education and

working/looking for work make important reasons for dropping out of

school. High cost of education ranks second among reasons for leaving

school after the reason of lack of personal interest for poor children. This

lack of interest is the results of several related reasons that affect the

students motivation to study. These factors include inadequate

curriculum unqualified teachers, and lack of learning materials and

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widespread poverty. There are other limiting factors that affect the

performance of poor children in school such as their irregular

attendance due to the work and other income generation activities

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

Successful identification of these problems could provide

educators with improved insight into practical strategies for retaining

their students,hence, this research.


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OBJECTIVES

The purpose of this study was to know the factors affecting the

low retention of First Year students of Tapilon National High School,

Tapilon, Daanbantayan, Cebu.

Specifically, this study attempted to answer the main problem

through the following specific inquiries:

1. What is the profile of the student respondents as to their:

1.1 sex;

1.2 age?

2. What are the factors affecting the low retention of First Year

students as perceived by the teachers?

3

3. What are the factors affecting the low retention of First Year

students as perceived by the students as to:

2.1 teacher factor;

2.2 student factor;

2.3 school factor;

2.4 socio-economic factor?


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4. What program may be proposed to improve the low

retention of students of Tapilon National High School, Tapilon,

Daanbantayan, Cebu?

METHODOLOGY

This study is conducted through a normative survey method by

using questionnaire for 30 students of Tapilon National High School. Ten

teachers were interviewed and were given an open question as to

reasons for low retention of their students.

Research Procedures

The researcher did a questionnaire but before finalizing, it was

first critiqued and approved by the assigned adviser.The researcherhimself

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personally administered the instrument. Upon the distribution of

questionnaire the researcher explained fully the enclosed instruction

and appeals them for sincerity and honesty of their responses. The

questionnaire was retrieved right after it was fielded.


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Table 1 shows the assigning of scores that were categorized into

five.

Table 1. Non-Parametric Scale

Description Weight Range of Weight

Strongly Agree (SA) 5 4.21 5.00

Agree (A) 4 3.41 4.20

Uncertain (U) 3 2.61 3.40Disagree (D) 2 1.81 2.60

Strongly Disagree (SD) 1 1.00 1.80

Legend:SA = strongly accepts the statementA = accepts the statementU = neither accepts or rejects the statementD = rejects the statement

SD = strongly rejects the statement

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Statistical Treatment

After the data were gathered and collected, they were subjected

to the following statistical treatment.


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1. Percent. This was used to determine the profiles of the student

respondents of this study in terms of their age and sex.

P = f x 100N

Where:

P = percentage

F = frequency

N = number of respondents

2. Weighted Mean. The weighted mean was used to determine

the extent of how the respondents rate the factors affecting the low

retention. The formula for the weighted mean is the following:

WM= f wN

Where:

WM = weighted mean;

N = number of cases;

w = weight for each degree in the scale; and

f = frequency

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3. Average Weighted Mean. The average weighted mean was

used to determine its general description.

AWM = f wN


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Where:

AWM = average weighted mean;

= summation.

f = frequency;

w = weight; and

N = number of cases

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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA


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This section presents, analyzes and interprets the data gathered

based on the results conducted by the researcher, the respondents of

which were 30 First Year students and 10 teachers.

Tables are mentioned in accordance with the order of the specific

problems being formulated. The analyses given are based on the

important information from the processed data. Interpretation of the

analyzed data follows accordingly.

PERSONAL PROFILE OF THE STUDENT RESPONDENTS

The respondents sex and age is presented in Table 2.

Table 2. Personal Profile of the Respondents as to its Sex and Age

Sex Age

12-13 14-15 16 and above

Male 14 2 8 4

Female 16 10 6 0

Total 30 12 14 4

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Results showed that there were 16 female and 14 male out of 30

respondents. As to the age of the students, 12 of the respondents had

ages that ranged between 12 and 13, 14 from 14-15 and four

respondents aged 16 and above.

These shows that majority of the students enrolled are of their

proper and/or required age of schooling.

FACTORS AFFECTING THE LOW RETENTION OF STUDENTSAS PERCEIVED BY TEACHERS

Table 3shows the data obtained from the teachers on the reasons

why there is a low retention of their students.

Table 3. Teachers Perception

Reasons F P Rank

1. Sickness 2 20 6

2. Lack of interest 7 70 1

3. Irregular attendance 5 50 3

4. Poverty 4 40 4

5. Transfer of residence 6 60 2

6. Looking for work 3 30 5

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The table reflects that lack of interest ranked first followed by

transfer of residence, irregular attendance, poverty, looking for work and

lastly, sickness. This needs proper attention of the teachers and school

administrators why students are not interested anymore in their classes.

FACTORS AFFECTING THE LOW RETENTION OF STUDENTSAS PERCEIVED BY STUDENTS

On Teacher Factor

Teacher factor that affects the low retention of students is

presented in Table 4.

Contributions imposed by the teacher registered the highest

average weighted mean of 4.57 followed by lack of needed materials for

study with average weighted mean of 4.30, both with strongly agree

description while lack of teacher commitment to encourage students got

the lowest mean of 2.47 with disagree description. The rest of the

factors were verbally described as agree and uncertain.

The over-all average weighted mean was 3.44 or verbally

described as agree. This shows that the teacher is one of the reasons

affecting the low retention of the first year students.

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Table 4. Teacher Factor


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Problem Category WM

AWM Descriptive Rating

Lack of teacher commitment toencourage students 74 2.47 D

Low quality of instruction 85 2.83 U

Early dismissal of teachers in classes 101 3.37 UIntegrating low and high performance

students 104 3.47 A

Lack of needed materials for study 129 4.30 SA

Dislike for teachers 99 3.30 U

Contributions imposed by the teacher 137 4.57 SA

Lack of learning materials 114 3.80 A

Too much school work and assignment 96 3.25 U

Over-all Average Weighted Mean 3.48 A

On Student Factor

The indicators on student factor are presented in Table 5. It can be

gleaned in that table that the students factor recorded a total average

weighted mean of 3.55 or a verbal rating ofagree. The result shows

that lack of interest in schooling and irregular attendance got the

highest

average weighted mean of 4.0 or agree rating, while inability to copewith

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Table 5. Student Factor

Problem Category WM AWM DescriptiveRating

Lack of parental support 92 3.07 U

Sickness 111 3.70 A

Inability to cope with school work 90 3.00 U

Lack of interest 120 4.00 A

Overall academic weakness 108 3.60 A

Lack of basic skills 104 3.47 A

Irregular attendance 120 4.00 A


schoolwork followed by lack of parental support got the lowest average

weighted mean of 3.00 and 3.07 or a verbal rating ofuncertain.

As per result, it can be clearly seen that they, the students

themselves, are also a factor influencing low retention.

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On School Factor

Table 6 reveals the indicators on school factors that affect the low

retention of students.

Table 6. School Factor

Problem Category WM AWM Descriptive Rating

Lack of administrative support 103 3.43 A

School policies 111 3.70 A


As perceived from the figures, school policies got a higher average

weighted mean of 3.70 compared to the lack of administrative support

with average weighted mean of 3.43, and both having an agree

descriptive rating.

With this result, the school must review their school policies. No

matter what efforts teachers and students do, all these things will

amount to nothing without administrative support.

On Socio-Economic Factor

Table 7 was geared on the socio-economic aspect as a factor

affecting low retention among students.

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Table 7. Socio-Economic Factor

Problem Category WM

AWM Descriptive Rating

Poverty 91 3.03 U

Insufficient financial assistance 111 3.70 AFailure to pay school contribution and

project 102 3.40 U

Lack of community support 99 3.30 U

Distance of home from the school 104 3.47 A

Transfer of residence 122 4.07 A

Looking for work 116 3.87 A

Housekeeping responsibilities 119 3.97 A


Results revealed that they agree on the transfer of residence as a

factor that registered the highest average weighted mean of 4.07,

followed by the rest of the indicators except whether poverty, failure to

pay school contribution and project, and lack of community support

which they are uncertain. The over-all average weighted mean was

3.60 or agree. The data imply that respondents agree that socio-

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

school.


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PROPOSED ENHANCEMENT PROGRAM

I. Rationale

Based on the findings, the respondents agree that the four factors

such as teacher, students, school and socio-economic affect the low

retention of students. Since it is so, a proposed enhancement program

is presented herein.

II. Objectives

2.1 A full assistance of school guidance counselor in discovering

students reasons for low retention should be done and

reports of his/her work should be submitted and evaluated by

the head of the school.

2.2 Improve teachers methods and strategies in teaching so that

students will be interested in going to school.

2.3 Review school policies like on contribution imposed by the

school, etc.

2.4 The school administrator should coordinate and ask help to the

local officials, PTCA and other agencies with regards to

students financial assistance and the insufficiency of needed

materials for study.


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2.5 Follow up the adviser and subject teachers on students

irregular attendance and their progress.

III. Strategies

3.1 Coordinate with school head, concerned teachers and advisers

during the planning.

3.2 Met with parents to discuss on how best they could help to

improve the irregular attendance of their children.

3.3 Prepare additional instructional materials to arouse the

students interest.

3.4 Develop new strategies to make students understand learn

better.

3.5 Work hand in hand with instruction in the implementation of

the proposed enhancement activities.


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SUMMARY OF FINDINGS

Based upon the data revealed and presented in the previous

sections, the following findings are hereby revealed.

Personal Profile of the Respondents

Sex. There were 16 female and 14 male respondents. In short,

this corresponds to the world population survey that there are more

women than men.

Age. The following were the age level of the student

respondents. Twelve of the respondents were 12-13 years old, 14 were

14-15 and four aged 16 years old and above.

Factors Affecting Low Retention As Perceived By Teachers

Students were not anymore interested in going to school thats

why they were having irregular attendance. Teachers must review their

methods and strategies in teaching.

Factors Affecting Low Retention As Perceived By Students

Teacher.Teacher factor stood a significant factor contributory to

the low retention of students that led to the dropout of some students.


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This centered on teachers imposing contributions, lack of

needed/instructional materials for study and integrating low and high

performance students.

Student. Students admitted thatit is not that they are not able

to cope with schoolwork but it is that at first, they go to school but they

lack interest to study and they were academically weak and lack the

basic skills and were also sick and therefore had irregular attendance

and by successively doing so, they quit schooling.

School. Students felt that the school policies and administrator

failed to give them support which plays a big role in the low retention of

students.

Socio-Economic. Basically, as they say, poverty is not a

hindrance to success/schooling but rather the transfer of residence that

matters.

CONCLUSIONS

Based on the findings gathered on this study, the following

conclusions were formulated:

1. Teachers impose too much contribution that led to the dropout of


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the students.

2. The students themselves are not interested to go schooling.

3. School policies and lack of administrative support also led to the

low retention among students.

4. Students are bothered with their transfer of residence and so they

quit schooling.

RECOMMENDATIONS

Based on the findings of this study, the following courses of

actions are strongly recommended:

1. Teachers should not impose too much contribution.

2. Students should be well motivated to go on schooling.

3. School policies and administrative support should be such that it

would catalyze schooling and would cater the maximum

participation of the students.

4. It would be better perhaps for the parents that if they are going to

transfer residence, they should fix the transfer credentials of their

children so that they would not be led astray.


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BIBLIOGRAPHY

INTERNET

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

Chrysler - Retention Action Research3

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