1

Chapter 1

The Problem

Introduction

Learners drop out is one of the problems that elementary and secondary schools

face every school year. It begins with a tolerable lateness of the students, which lead to

truancy, cutting classes, absenteeism, and later on results to dropping out from school.

As reported by the Department of Education, 10 out of 100 students drop out before

finishing high school.

Students dropout is not only on a student‘s individuals failure but a failure of the

school itself because when a student dropout without finishing their studies, the school

fails that no one should not left behind” and fails to mold the holistic aspect of the

person.

According to Christenson, S.L., & Thurlow, M. L. (2004) in their study about

School Dropouts: Prevention Considerations, Interventions and Challenges, it was

stated that the national concern that poses a significant challenge for schools and

educational communities working with youth at risk for school failure is to prevent

school dropout and to promote successful graduation. The most effective intervention

programs is to identify and track youth at risk for school failure, maintain a focus on

students’ progress toward educational standards across the school years, and are

designed to address indicators of student engagement. Moreover, educators must

address issues related to student mobility to leave no child behind and the Article XIV
 2

section 11 of the Philippine Constitution states that the state shall protect and promote

the right of citizens to quality education in all levels and the kind of education must be

accessible to all.

Another findings from Brewster, A. B., & Bowen, G. L. (2004). (2004) in their

study on Teacher Support and the School Engagement of Latino Middle and High

School Students at Risk of School Failure, it was examined by this study that there was

an effect of social support from teachers on the school engagement of students identified

as being at risk of school failure.

How can we solve this problem of dropping out in the school that from the

beginning the teachers are one of the reasons why learners don’t like to go to school

because they don’t like their teachers, have fear to their subject teachers, and have the

feeling of discontentment and incompatible?

It is in this context that the researcher would like to find out the intervention

practices of the teachers to help not only the school but those learners at risk of

dropping out.

Framework of the Study

This study is anchored in Behaviorism Theory of B.F. Skinner. It is use as

theoretical framework in this study because this is more on reinforcement, practices

and external motivation. The behaviorism theory is a behavioral responses to

physical stimuli.
 3

Further, learners are viewed as passive, in need of external motivation, and

affected by reinforcement (Skinner, 1953) thus, educators spend their time in

determining how they will assess, motivate, reinforce, and evaluate the learner.

Provide Academic Support and Enrichment

According to (Dynarski et al., 2008),using effective strategies to enhance academic

success and engage students is another recommendation to reduce dropout rates.

Suggested interventions focused on enhancing student achievement may be offered

through tutoring; homework assistance programs;or more intense academic support

either as a part of the regular school day, after school, during the summer, or on

weekends. These strategies may improve student engagement, increase academic

skill development, and enhance learning. More successful programs offered

additional core classes for struggling students, remediated reading, provided

opportunities for credit recovery, or provided tutoring several days a week. Some

schools may have to consider innovative scheduling in order to provide academic

support and enrichment in conjunction with regular instruction. Other programs

may need to develop additional funding or agency involvement to support tutorial

programs and remediation services.

Train and Use Advocates

According to Dynarski et al., 2008, moderate empirical support exists for

programs that use trained advocates to work with targeted students in middle and

high school settings.

Adult advocates do much more than mentor at- risk students and are expected to

provide substantial support such as aligning services to address academic and social
 4

concerns, advocating for the student, communicating with parents and school

personnel, and meeting frequently with the student. Having sustained and

meaningful relationships with caring adults is one way to promote student

engagement in school and effective mentoring has reduced risky behaviors and

absenteeism while promoting communication, social, and academic skill.

Promote Social Skill Development

According to Dynarski et al., 2008, assisting students in developing social skills,

such as effective communication and problem- solving skills; identifying,

understanding, and regulating emotions; goal setting; and conflict resolution is also

recommended. Research supports a connection between disruptive classroom

behaviors and dropping out (Rumberger & Palardy, 2005). Developing appropriate

behaviors through social skills education can enhance students’ sense of affiliation

and identification with school; and maintaining student engagement has also been

linked to persistence in school (Rumberger, 2004). Students who are involved in

social skills training learn to effectively manage personal, family, and social issues;

form more positive relationships with teachers and peers; and are more involved in

school activities (Marsh & Kleitman, 2002). Teachers however, may be uncomfortable

with teaching social skills and may be reluctant to give up instructional time for

school counselors to promote psychosocial development.

Leadership and Collaboration

According to ASCA, 2005, School counselors are expected to serve as leaders in

schools and to collaborate with educational colleagues as well as with community

members, other agencies, and with parents and families of school-aged children.
 5

Efforts in dropout prevention should include counselors and schools forming

partnerships with local agencies to more effectively support students (Dynarski et

al., 2008). Such efforts might include family counseling or parent education

workshops; community programs offered after school, on weekends, or during the

summer; and coordinated efforts to provide mentors, role models, or advocates

(Hammond et al., 2007). School counselors, with their training in effective

communication and collaboration can play important roles in developing and

coordinating responsive programs to address student needs. Leadership initiatives

for school counselors might include serving on dropout prevention task forces to

address individual, school, or community factors that have been linked with

dropping out. School counselors can plan and lead parent training sessions or

educate local school board members and other stakeholders regarding effective

dropout prevention practices or about student concerns gathered from implementing

a school-wide needs assessment. In addition, counselors might offer professional

development activities for teachers and other staff regarding risk factors for dropping

out; promising strategies; and effective ways of developing positive classroom and

school environments where students feel welcomed, connected, and nurtured.

School counselors can take the initiative to ensure administrators and teachers

recognize the school’s roles of providing appropriate academic challenges and

fostering a sense of belonging for each student. School counselors may also play a

leadership role in school-wide efforts to address disruptive classroom behaviors

through modeling appropriate pro-social behaviors, assisting teachers with difficult

students, and using counseling interventions as an alternative to disciplinary or

punitive sanctions for students exhibiting such behaviors. Because students who are
 6

frequently disruptive in school have also been found to have lower self-concepts,

school counselors should consider ways in which they can enhance both appropriate

behaviors and student self-concepts (Bidell & Deacon, 2010). Collaborative efforts by

school counselors, teachers, administrators, and parents may reduce incidents of

disruptive classroom behaviors and help keep students positively engaged in school

(Bidell & Deacon, 2010). In addition to providing counseling and preventative

measures to reduce disruptive classroom behaviors, school counselors should

collaborate with administrators regarding conduct policies and procedures. Day-

Vines and Terriquez (2008) found that addressing inequities and clarifying

disciplinary procedures, when coupled with a strength-based approach to students,

resulted in a 75% decrease in suspensions from school. These and similar

opportunities for leadership, collaboration, and consultation align well with roles

recommended in the ASCA National Model.

Advocacy and Systemic Change

The counseling role of advocacy is also important to dropout prevention efforts in

a number of arenas. In addition to working with students to establish individual

academic and career plans, counselors should advocate at the school administrative

level for supportive programs for at-risk youth (Svec, 1987). At the district level,

counselors should work for systemic change to reduce push-out factors such as zero

tolerance attendance and disciplinary policies. Efforts in advocacy and systemic

change might include school counseling efforts to implement a school-wide bullying

prevention program to improve school climate, establishing a policy of providing

counseling and support rather than immediate expulsion for students found with

drugs, or meeting with teachers to discuss options other than failure for students
 7

with academic difficulties. Advocating for afterschool, weekend, or summer programs

provide additional opportunities to help students enhance academic skills, increase

their engagement, or make up required courses and are important options for

struggling students (Dynarski et al., 2008).

Delivery System

School counselors should incorporate dropout prevention activities in their

ongoing guidance curriculum. Classroom guidance sessions should be presented to

all students to aid in adjustment to school, clarify graduation requirements and

academic expectations, or provide career information that promotes understanding

of the connection between school and work (Suh, Suh, & Houston, 2007). Small

group sessions may be offered to targeted students to address concerns with

attendance or behavioral issues, promote positive self-esteem, or to develop effective

skills in communication or conflict mediation (Suh, Suh, & Houston, 2007). Offering

small group or individual interventions focused on study skills, specific academic

development, and test-taking strategies for students who are struggling academically

is also important. In addition, counselors may form partnerships with community

organizations, parent groups, local universities or businesses, or use faculty to meet

needs for tutors. Offering programs to support successful academic and social

transition from elementary to middle school and from middle to high school can

benefit all students, while on-going support groups might be established for new

students to the school division or those who move mid-year (Suh, Suh, & Houston,

2007). Developing mentoring, tutoring support, or teacher advisory programs are

other opportunities for school counselors to develop effective counseling programs

while addressing student needs (White & Kelly, 2010). Such programs can provide
 8

positive social and academic support for all students with more specialized services

for targeted students at-risk for dropping out (White & Kelly, 2010). Adult advocates

may be trained to assist students in setting realistic and attainable academic and

social/behavioral goals. Appropriate problem-solving and life skills instruction can

be incorporated into existing curricula, offered to small groups of students, or

implemented through teacher advisory programs or mentoring programs (Dynarski

et al., 2008). Individual student planning may also be used to establish appropriately

challenging academic programs for students and to match student interests with

appropriate curricula or electives. In addition, responsive services may help

individual or small groups of students remain in school when faced with crises such

as alcohol or substance abuse, mental health issues, pregnancy, or homelessness.

Because poor attendance is strongly linked to academic failure and to later dropping

out, carefully monitoring and quickly intervening with students who are frequently

absent is another recommendation (Kennelly & Monrad, 2007).

 9

Intervention Practices of Teachers

1. Provide Academic Support and

Enrichment

2. Train and Use Advocates

3. Promote Social Skill

Development
4. Leadership and Collaboration
Learners at Risk 5. Advocacy and Systemic
of Dropping Out
Change

6. Delivery System

Figure 1. Schematic Model of the Study Showing Intervention practices of teachers to

the Learners at risk of dropping out

Statement of the Problem

This study will identify intervention practices of the teachers in Old Damulog

National High School for school year 2017-2018.

This study will answer the specific problems as follows:

1. What are the intervention practices of the teachers for learners at risk of dropping

out and how they implemented it?

 10

Significance of the Study

To minimize, if not to control dropout, is one of the joint efforts of students,

parents, teachers, and school administrators. In view of the objectives of this research,

certain benefits could be afforded to the following:

For the learners, the result of this study would help them realize that dropping

out of school is not advantageous but disadvantageous to them. Students will be

enlightened and encouraged to continue schooling despite the varied constraints like

financial, poverty, etc.

For the parents and guardians, this would guide them to realize their dual

responsibility by exposing their children to a wholesome environment at home and to

point out the importance of education. The result of this study will also help the parents

to know why their children are into drugs, etc.

For administrators and other school heads, this study will serve as the basic

information on the factors that lead to dropout. When these factor are identified they

may able to find solutions to these problems.

For the teachers, the information and data gathered in this study will encourage

them to have effective classroom management as a deterrent to student dropout.

Teachers serve as the bridge for students’ needs and weaknesses, and in so doing the

teaching-learning process becomes more fruitful. Aside from this, maintaining good

rapport with students and minimizing contributions will encourage students to attend

class regularly thereby minimizing or controlling student dropout.

 11

For the community, if students finish their studies they will become professionals

someday and they may be able to work for and augment the development of their place

and the country as a whole.

For the superintendent in the Division of Bukidnon and Division Supervisors,

they will be awakened to the scenario in the school setting and that the data collected

here will serve them as guide to address problems of dropping out and will find ways to

train teachers to be a 21st teachers to the learners who will encourage and enhance

learners to learn and to finish their studies.

Delimitation of the Study

This study will be delimited to the Junior high school teachers and learners at

risk of dropping out in Old Damulog National High School. These are the teachers from

grade 7, grade 8, grade 9 and grade 10 who have intervention practices for learners at

risk of dropping out. These learners at risk of dropping out are coming from grade 7,

grade 8 grade 9 and grade 10 who are conditionally promoted learners in the school

year 2017-2018.

Definition of Terms

To have an easy comprehension of the study, some terms used are defined

theoretically and operationally while others are defined as used in the study.
 12

Intervention practices- an action or activity undertaken to address a specific

problem and to improve, maintain and prevent problem of the learners. In this study, it

refers to the activities or actions of the teachers to enhance academic performance and

prevent the learners at risk of dropping out.

Learners at Risk of Dropping out-are those learners who perform low in academic

performance in school because of irregular attendance and incomplete activities. In this

study, they refer to the learners who were enrolled during the regular school year 2017-

2018 and withdrew their attendance from school for any reason and perform very low

in their academic.

Dropouts. Dropouts are those students who leave school during the school year

irrespective of reason without transferring to another school. In this study, they refer to

the students who were enrolled during the regular school year 2017-2018 and withdrew

their attendance from school for any reason except death before completing the same

school year.
 13

Chapter 2

Review of Related Literature

Historically, large numbers of students dropped out of school before graduation.

In the 1940s fewer than half of individuals aged 25-29 earned high school diplomas

(Shannon & Bylsma, 2003). National interest in reducing dropout rates increased after

the 1950’s when earning a diploma was expected and greater numbers of students

graduated. Reports such as The Nation at Risk (National Commission, 1983) and the

National Goals 2000 (1998) initiative raised concerns regarding dropout rates.

Legislation such as No Child Left Behind (2001), a reauthorization of the original

Elementary and Secondary Education Act signed by President Lyndon B. Johnson in 1964,

focused some attention on increasing graduation rates. Research regarding dropout

prevention, however, is severely underfunded compared to the federal dollars allocated to

increasing academic achievement. "One of the unintended consequences of the No Child

Left Behind Act and its narrow emphasis on test score results was to encourage high

schools to quietly ignore those dropping out – or even actively push out students who

would lower the test scores for which schools were being held accountable" (MacIver &

MacIver, 2009, p. 4). According to the Alliance for Excellent Education (2009a), students

who leave school without a diploma will earn a quarter of a million fewer dollars during

their careers compared to high school graduates. Earnings lost due to reduced wages over

their lifetime for dropouts from the class of 2008 are predicted to be more than $319 billion

nationally. In addition, dropouts contribute fewer dollars to the local, state, and federal

tax base and rely on public assistance and social services to a larger degree than those

who graduate. If schools are not able to significantly reduce dropout rates in the near
 14

future, as many as 13 million students are predicted to drop out in the next decade,

reducing national revenue by as much as $3 trillion (Alliance for Excellent Education,

2009b).

Low academic achievement, being retained or over age, and poor attendance are

significantly linked to dropping out across elementary, middle, and high school levels

(Hammond et al., 2007). These factors are readily identifiable and may be targeted by

dropout prevention efforts.Students’ experiences in school impact whether they will

graduate from high school, and academic performance and engagement in school are

major indicators of potential dropouts (Hammond et al., 2007). Poor academic performance

as measured by low grades, failing courses, or low test scores, is one predictor of dropping

out. A number of studies have also found the combination of failing core academic classes,

poor attendance, and earning poor behavioral marks from teachers linked to later dropping

out of school (Balfanz, Herzog, & MacIver, 2007; Neild & Balfanz, 2006).

Students may also psychologically disengage from school, not expect to graduate,

and lack academic plans beyond high school. In addition, disruptive classroom behaviors

can indicate student disengagement. These behaviors which interrupt instruction and

student learning may include impulsive actions, defying authority, arguing with peers,

and/or failing to comply with school rules (Bidell & Deacon, 2010; Powell & Newgent,

2008). Students who exhibit disruptive classroom behaviors experience both academic and

psychosocial difficulties and may strain limited school resources and services (Bidell &

Deacon, 2010). Such inappropriate behaviors are occurring in school classrooms with

increasing frequency, resulting in increased disciplinary referrals and lowered academic

achievement (Lambert, Cartledge, & Heward, 2006). In addition, disruptive classroom

 15

behaviors have been linked with dropping out and delinquency, particularly when such

activities begin in primary grades (Vitaro, Brendgen, Larosse, & Trembaly, 2005).

Disciplinary infractions in elementary, middle, and high school have also been

linked to dropping out, as have antisocial behaviors including getting in trouble with the

police, acts of violence, and substance abuse (Ekstrom, Goertz, Pollack, & Rock, 1986).

Even after controlling for student demographic characteristics and academic achievement,

Rumberger (2004) found that a lack of student engagement in school is significantly linked

to dropping out.

There are a number of recommendations to reduce dropout rates and promote

graduation suggested in the research. Interventions include school-wide reform strategies

to enhance student engagement, targeted assistance to identified individuals or groups of

students at risk for dropping out, providing support for students during transitions, and

using diagnostic tracking systems to identify student and school factors that impact

dropout rates (Dynarski et al., 2008). Several of the most common strategies from

promising dropout prevention programs are reviewed.

Provide Academic Support and Enrichment

According to (Dynarski et al., 2008),using effective strategies to enhance academic

success and engage students is another recommendation to reduce dropout rates.

Suggested interventions focused on enhancing student achievement may be offered

through tutoring; homework assistance programs;or more intense academic support

either as a part of the regular school day, after school, during the summer, or on

weekends. These strategies may improve student engagement, increase academic

skill development, and enhance learning. More successful programs offered

 16

additional core classes for struggling students, remediated reading, provided

opportunities for credit recovery, or provided tutoring several days a week. Some

schools may have to consider innovative scheduling in order to provide academic

support and enrichment in conjunction with regular instruction. Other programs

may need to develop additional funding or agency involvement to support tutorial

programs and remediation services.

Train and Use Advocates

According to Dynarski et al., 2008, moderate empirical support exists for

programs that use trained advocates to work with targeted students in middle and

high school settings.

Adult advocates do much more than mentor at- risk students and are expected to

provide substantial support such as aligning services to address academic and social

concerns, advocating for the student, communicating with parents and school

personnel, and meeting frequently with the student. Having sustained and

meaningful relationships with caring adults is one way to promote student

engagement in school and effective mentoring has reduced risky behaviors and

absenteeism while promoting communication, social, and academic skill.

Promote Social Skill Development

According to Dynarski et al., 2008, assisting students in developing social skills,

such as effective communication and problem- solving skills; identifying,

understanding, and regulating emotions; goal setting; and conflict resolution is also

recommended. Research supports a connection between disruptive classroom

behaviors and dropping out (Rumberger & Palardy, 2005). Developing appropriate
 17

behaviors through social skills education can enhance students’ sense of affiliation

and identification with school; and maintaining student engagement has also been

linked to persistence in school (Rumberger, 2004). Students who are involved in

social skills training learn to effectively manage personal, family, and social issues;

form more positive relationships with teachers and peers; and are more involved in

school activities (Marsh & Kleitman, 2002). Teachers however, may be uncomfortable

with teaching social skills and may be reluctant to give up instructional time for

school counselors to promote psychosocial development.

Leadership and Collaboration

According to ASCA, 2005, School counselors are expected to serve as leaders in

schools and to collaborate with educational colleagues as well as with community

members, other agencies, and with parents and families of school-aged children.

Efforts in dropout prevention should include counselors and schools forming

partnerships with local agencies to more effectively support students (Dynarski et

al., 2008). Such efforts might include family counseling or parent education

workshops; community programs offered after school, on weekends, or during the

summer; and coordinated efforts to provide mentors, role models, or advocates

(Hammond et al., 2007). School counselors, with their training in effective

communication and collaboration can play important roles in developing and

coordinating responsive programs to address student needs. Leadership initiatives

for school counselors might include serving on dropout prevention task forces to

address individual, school, or community factors that have been linked with

dropping out. School counselors can plan and lead parent training sessions or

educate local school board members and other stakeholders regarding effective
 18

dropout prevention practices or about student concerns gathered from implementing

a school-wide needs assessment. In addition, counselors might offer professional

development activities for teachers and other staff regarding risk factors for dropping

out; promising strategies; and effective ways of developing positive classroom and

school environments where students feel welcomed, connected, and nurtured.

School counselors can take the initiative to ensure administrators and teachers

recognize the school’s roles of providing appropriate academic challenges and

fostering a sense of belonging for each student. School counselors may also play a

leadership role in school-wide efforts to address disruptive classroom behaviors

through modeling appropriate pro-social behaviors, assisting teachers with difficult

students, and using counseling interventions as an alternative to disciplinary or

punitive sanctions for students exhibiting such behaviors. Because students who are

frequently disruptive in school have also been found to have lower self-concepts,

school counselors should consider ways in which they can enhance both appropriate

behaviors and student self-concepts (Bidell & Deacon, 2010). Collaborative efforts by

school counselors, teachers, administrators, and parents may reduce incidents of

disruptive classroom behaviors and help keep students positively engaged in school

(Bidell & Deacon, 2010). In addition to providing counseling and preventative

measures to reduce disruptive classroom behaviors, school counselors should

collaborate with administrators regarding conduct policies and procedures. Day-

Vines and Terriquez (2008) found that addressing inequities and clarifying

disciplinary procedures, when coupled with a strength-based approach to students,

resulted in a 75% decrease in suspensions from school. These and similar

 19

opportunities for leadership, collaboration, and consultation align well with roles

recommended in the ASCA National Model.

Advocacy and Systemic Change

The counseling role of advocacy is also important to dropout prevention efforts in

a number of arenas. In addition to working with students to establish individual

academic and career plans, counselors should advocate at the school administrative

level for supportive programs for at-risk youth (Svec, 1987). At the district level,

counselors should work for systemic change to reduce push-out factors such as zero

tolerance attendance and disciplinary policies. Efforts in advocacy and systemic

change might include school counseling efforts to implement a school-wide bullying

prevention program to improve school climate, establishing a policy of providing

counseling and support rather than immediate expulsion for students found with

drugs, or meeting with teachers to discuss options other than failure for students

with academic difficulties. Advocating for afterschool, weekend, or summer programs

provide additional opportunities to help students enhance academic skills, increase

their engagement, or make up required courses and are important options for

struggling students (Dynarski et al., 2008).

Delivery System

School counselors should incorporate dropout prevention activities in their

ongoing guidance curriculum. Classroom guidance sessions should be presented to

all students to aid in adjustment to school, clarify graduation requirements and

academic expectations, or provide career information that promotes understanding

of the connection between school and work (Suh, Suh, & Houston, 2007). Small
 20

group sessions may be offered to targeted students to address concerns with

attendance or behavioral issues, promote positive self-esteem, or to develop effective

skills in communication or conflict mediation (Suh, Suh, & Houston, 2007). Offering

small group or individual interventions focused on study skills, specific academic

development, and test-taking strategies for students who are struggling academically

is also important. In addition, counselors may form partnerships with community

organizations, parent groups, local universities or businesses, or use faculty to meet

needs for tutors. Offering programs to support successful academic and social

transition from elementary to middle school and from middle to high school can

benefit all students, while on-going support groups might be established for new

students to the school division or those who move mid-year (Suh, Suh, & Houston,

2007). Developing mentoring, tutoring support, or teacher advisory programs are

other opportunities for school counselors to develop effective counseling programs

while addressing student needs (White & Kelly, 2010). Such programs can provide

positive social and academic support for all students with more specialized services

for targeted students at-risk for dropping out (White & Kelly, 2010). Adult advocates

may be trained to assist students in setting realistic and attainable academic and

social/behavioral goals. Appropriate problem-solving and life skills instruction can

be incorporated into existing curricula, offered to small groups of students, or

implemented through teacher advisory programs or mentoring programs (Dynarski

et al., 2008). Individual student planning may also be used to establish appropriately

challenging academic programs for students and to match student interests with

appropriate curricula or electives. In addition, responsive services may help

individual or small groups of students remain in school when faced with crises such
 21

as alcohol or substance abuse, mental health issues, pregnancy, or homelessness.

Because poor attendance is strongly linked to academic failure and to later dropping

out, carefully monitoring and quickly intervening with students who are frequently

absent is another recommendation (Kennelly & Monrad, 2007).

 22

Chapter Three

Methodology

This chapter deals with the method and procedure used in gathering the necessary data for the

study. The discussion includes the method used, the research locale, the subjects-respondents, the

sampling procedure, the research instrument, and the treatment of data. The descriptive method of

research was used in this study. Descriptive method according to Gay (1996) attempts to collect data

to find out the state of certain variables. This research method deals primarily with determining the

intervention practices of the teachers to the learners at risk of dropping out.

The Research Locale

This study is to be conducted at Old Damulog National High School for school year 2018-

2019. Old Damulog National High School is one of the biggest secondary school in the town of

Damulog District. In terms of students and teachers population. It is headed by a principal.

The Subjects Respondents

The study will have 32 ODNHS teachers from Grade 7 to grade 10 who have an intervention

practices to the students at risk of dropping out. The researcher with the help of the adviser,

subject teacher, Guidance designate and registrar in ODNHS will gather the intervention

practices of the teachers and the learners at risk of dropping out.

 23

Frequency Distribution showing the teachers by curriculum year level

Curriculum Number of subject teachers

Grade 7 8

Grade 8 8

Grade 9 8

Grade 10 8

Total 32

The Sampling Procedure

To ensure a representation of teachers’ intervention practices in each curriculum year, simple

random sampling is going to use. All names of teachers from grade 7 to grade 10 were written on

small sheets of paper, rolled, and placed in a box and mixed thoroughly. Each paper is drawn

from the box to choose the desired sample.

The Research Instrument

The instrument use in this study is a checklist develop by the researcher. Teacher major in english

will validate the instrument. The instrument is stated in English, and the words used are simple.

N interview is conducted with the teachers and learners at risk of dropping out. The results of

the interview would validate the response reflected in the chechklist.

Administration of the Instrument

 24

After the necessary requirements and permission to conduct the study is granted, the researcher

will go to the principal’s office to ask permission. The checklist were given to the teachers from

grade 7 to grade 10. And interview will follow.

Treatment of Data

The data gathered were tabulated in terms of frequency distribution.

 25

REFERENCES:

https://www.ernweb.com/educational-research-articles/in-dropout-prevention-effective-

teaching-practices-are-first-line-of-defense/

(Christenson, S. L., & Thurlow, M. L. (2004). School dropouts. Current Directions in

Psychological Science, 13(1), 36-39. doi:http://dx.doi.org/10.1111/j.0963-

7214.2004.01301010.)

Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of

latino middle and high school students at risk of school failure. Child & Adolescent Social

Work Journal, 21(1), 47-67. Retrieved from

https://search.proquest.com/docview/218431991?accountid=173015

Neree, N. (2010). Alternative programs: Assuring graduation for high school students with emotional

and behavioral disabilities (Order No. 3411960). Available from ProQuest Central; ProQuest

Dissertations & Theses Global. (621557893). Retrieved from

https://search.proquest.com/docview/621557893?accountid=173015

Bottome, P. (2016). Teaching troubled teens: A qualitative case study of educating students with

emotional and behavioral disorders in a private special education school (Order No. 10094550). Available

from ProQuest Dissertations & Theses Global. (1780636267). Retrieved from

https://search.proquest.com/docview/1780636267?accountid=173015
26