Thesis elaine

FACTORS RELATED TO DROP OUTS AND PERFORMANCE OF
CWTS STUDENTS AT LAGUNA STATE POLYTECHNIC UNIVERSITY
SAN PABLO CITY CAMPUS ACADEMIC YEAR 2010 - 2011

A Research Paper
Presented to the
Faculty of the College of Teacher Education
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City

In Partial Of Fulfillment
Of the Requirements in
Methods of Research for the Degree
Bachelor of Secondary Education
Major in Social Studies

ELAINE ROSE P. CARANDANG
October 2010

Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City

COLLEGE OF TEACHER EDUCATION

Approval Sheet
The Thesis entitled, ―FACTORS RELATED TO DROP OUTS AND PERFORMANCE
OF CWTS STUDENTS AT LSPU – SPCC ACADEMIC YEAR 2010 - 2011‖ is prepared and
submitted by Elaine Rose P. Carandang in partial of fulfillment of the requirements for the
degree of Bachelor of Secondary Education, Major in Mathematics, has been examined and is
recommended for acceptance and approval for oral examination.

MRS. FE D. BELEN
Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a rating of ______.

MRS. FE D. BELEN
Chairman

NELIA T. SALVADOR, Ed.D. PROF. MARILYN P. SANTOS
Subject Specialist Statistician

MRS. CECILIA B.DIVA
Technical Editor & English Critic

PROF. MAURO D. LUCIDO JR.
Dean, College of Teacher Education

Date:___________
Research Contribution no.__________

ACKNOWLEDGEMENT

The researcher wants to give thanks to all the persons that have become a big part of this

study.

First I would like to thank our God for giving me the strength to finish this study;

To my family, especially to my mother, father, sister and cousin for their moral and

financial support in order to finish this study;

To all my friends and classmates, especially to I.S.P.O.Y., Marilyn C. Atienza, Ida,

Maries, Maricris, Ate‘s and to all Social Science major who had helped the researcher to do this

study presentable;

To Dr. Nelia T. Salvador & Mrs. Fe D. Belen, for guiding and helping me in order to

make the study a well done achievement.

To Laguna State Polytechnic University for helping every student to be able to become a

responsible in the future.

And lastly to all the respondents for all their full cooperation that made them a big part of

this study.

E.R.P.C.

DEDICATION

The researcher wants to dedicate this study, first to Beloved God for giving us the light
as guide to this research:
To the teachers for discovering the hidden potential and also the guidance that was intensely
needed in this problem;
To fellow classmates and friends, hope that we can enrich our knowledge and skills that
have become an instrument for everyone’s success;
And to my family, my mother, father and my sister who were always there to help in this
problem in order to make this study possible;
To my beloved grandmother who just passed away and whom the researcher admired;
To Laguna State Polytechnic University for creating and enriching the knowledge of every
student in order to attain the maximum fulfilment of the students to become an effective unit as an
individual;
And lastly to all CWTS college students of Laguna State Polytechnic University.

E.R.P.C.

ABSTRACT

This study aims to know the ―Factors related to drop outs and performance of CWTS

students in LSPU – SPCC academic year 2010 - 2011‖.

It sought answers to the following questions.

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 course;

1.4 year level; and

1.5 general weighted average?

2. What is the level of performance of students enrolled in CWTS during 2010 – 2011?

3. How do the respondents perceive the factors related to the number of drop outs:

3.1 teacher‘s methodologies;

3.2 attitude of students; and

3.3 schedule?

4. Is there a significant relationship between the profile of the respondents and their

performance?

5. Is there a significant relationship between the performance of the respondents and factors

related to CWTS?



5.3 schedule?

Majority of the respondents are in age of 17 with 28 or 47%; 43 or 72 are female; 10 or

15% are taking BS Biology; and 52 or 87% are in 1st year level.

19 or 32% of the grade of the respondents ranges 2.6 – 3.0.

Students‘ attitude (mean = 3.57) and Programs‘ schedule (mean = 3.56) are interpreted as

‗Agree‘. While teachers‘ methodologies (mean = 3.33) is interpreted as ‗uncertain‘.

The person – related factors resulted as ‗significant‘ to the level of performance of

respondents.

The performance of the respondents is ‗not significant‘ to the CWTS – related variables.

Conclusion

1. The hypothesis that ‗There is no significant relationship between the profile of the

respondents and their performance‘ is ‗Rejected‘.

2. The hypothesis that ‗There is no significant relationship between the performance of

students and factors related to CWTS program‘ is ‗Accepted‘

Recommendations

1. Teachers‘ methodologies must utilized student‘s centred since CWTS‘s program has a

vast number of learners.

2. Students‘ must be accountable on following the program‘s schedule and equip their own

time management.

3. Institutions should promote collaborative training as early as possible so that it will

culminate the attitude of learners towards community service.

4. Researchers must extend their scope on the performance of students in such area of

learning, especially in community subject.

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The Laguna State Polytechnic University, San Pablo City Campus, school year 2011-

2012 offers two (2) of the National Service Training Program (NSTP) courses for the freshmen

college students. The two programs are Reserve Officers Training Corp (ROTC) program and

Civic Welfare Training Service (CWTS)

The CWTS refers to the program component or activities contributory to the general

welfare and the betterment of life for the members of the community or the enhancement of its

facilities, especially those devoted to improving health education, environment,

entrepreneurship, safety recreation and moral citizenry and other social welfare services (Khim,

2009).

Thus, it is timely and relevant that we know the perception of the freshmen college

students toward taking up the required NSTP course, either ROTC or CWTS as a prerequisite

course for graduation.

The graduation rate for students who enrolled in community service and other student

populations continues to be far below the national average. According to the 23rd Report to

Congress, only 57% of youth with disabilities graduated with regular diplomas during the 2003 -

2008 school year (U.S. Department of Education, 2007). Other student populations who have

disproportionately high rates of dropout include those from low socio-economic circumstances

or single-parent families and those who are identified as Native American or Hispanic/Latino

(National Center for Education Statistics, 2002; Rosenthal, 2005). The problem of dropout can

no longer be ignored, given the associated negative impact on individuals and society

(www.person03service.com).

The No Child Left Behind Act of 2001 has focused recent attention on the problem of

dropout and is driving efforts to increase graduation rates for all students. This law holds schools

accountable for student progress using indicators of adequate yearly progress (AYP), including

measures of academic performance and rates of school completion. Educators, administrators,

and policymakers at district and state levels are in need of interventions that will increase high

school graduation for all students, especially those at risk of school failure. With the recent

emphasis on accountability, personnel from local and state education agencies are charged with

developing programs that engage students in school and learning, ensure acquisition of academic

and social skills necessary for adulthood, and result in high rates of school completion

(Kilpatrick, 2006).

Programs and practices designed to prevent dropout have been implemented in schools

across the country for decades. These practices vary and include counseling services, mentoring

programs, tutoring, attendance monitoring, and after-school programs. Unfortunately, the extent

to which these interventions are systematically targeted for disengaged learners is unclear, and

closer examination suggests many of these programs and practices lack research or evaluation

data documenting effectiveness (Lehr, Hansen, Sinclair, & Christenson, 2003). The resources

required for program implementation in terms of time, staff, and dollars point to the need for

clear evidence of effectiveness. Additionally, the current federal administration has drawn

increased attention to the need for educational decisions grounded in scientifically based

evidence and the conceptual cause are the attitude, teachers’ collaboration and etc. (Feuer,

Towne, & Shavelson, 2002).

The Essential Tool provides a synthesis of research-based dropout prevention and

intervention and offers examples of interventions that show evidence of effectiveness especially

boredom on the subjects. This has proven to be a difficult task because the intervention research

on dropout and school completion that can be used to inform practice is incomplete (Dynarski &

Gleason, 2002; Lehr et al., 2003; Sutherland & MacMillan, 2001). Although there is not yet a

solid foundation of research on dropout intervention and prevention from which to make strong

conclusions, there is information that educators, administrators, and policymakers can use to help make

informed decisions. The tool is intended as a base of current knowledge that can be built upon as

additional interventions are implemented and empirically validated to know the factors of drop outs.

Background of the Study

The National Defense Act was amended on 1990 by Presidential Decree No, 1706 or the

National Law which offered the three components of National Service Training Program namely:

Military Service, and Law Enforcement Service with DND, CHED and DILG respectively as

implementing agencies: However, concerned agencies were not prepared to implement CWS and

LES components, thus MS program was the only program pursued in college and universities. In

1991, RA 7077, otherwise known as the AFP Reservist Act was enforced prescribing for a two

year ROTC Program as a requirement for graduation to all tertiary level students.

In 1994, a tripartite committee was formed among DND, CHED and DILG

representatives modifying the traditional two year ROTC program into expanded ROTC program

which provide for a mandatory Military Service, Civic Welfare Service on the second year.

Republic Act 9163 NSTP Act of 2001 was assigned by President Gloria Macapagal

Arroyo on 23 January 2002 and promulgated on 23 March 2002. The NSTP now being

implemented offers three component namely: Reserve Officer Training Corp (ROTC), Literacy

Training Service (LTS) and Civic Welfare Training Service (CWTS) for a period of 1 year or

two semesters. Effective on the first semester of Academic Year 2002-2003, all freshmen

students on the tertiary level mandated to finish within one year of any one year of any of one of

the three components as a prerequisite for graduation from any baccalaureate degree course or

from any two year technical/vocational course (www.govph.com).

The stream of the program factors are hypothetically determined: Homesickness and

feeling that you don‘t fit in (fond of problem Feroe, 2005). Educational burnout. While college

gives you control and flexibility over your schedule, the hard demanding schedule, challenging

courses, and boatload of homework certainly has turned a lot of students away from the desire to

continue. Academic unpreparedness. Personal or family issues. Financial constraints.

Additionally, financial situations can change from year to year. Too much fun — but not enough

education. Some students take advantage of their friendships, which could put them on academic

probation due to suffering grades or absence in classes. The school isn‘t a good academic fit for

the student. You‘ve selected a great school that is very arts-centric. However, you realize that

you like the sciences better. Similarly, you may hate the average class size of 100 and prefer

much smaller classes for more individualized attention. Setting sights on the wrong major. You

may have wanted to be a doctor but after taking several science classes, you decided that you‘re

rather go into marketing. Does your school have a marketing major? If not, you‘re likely to go

elsewhere. No guidance or mentors. External demands, particularly within part time or full time

employment. The major outline of the suggested causes are the teacher factor and students

which has a great stream (Gores, 2007)

In relation to over 30% of college students leave after the first year and almost 50% never

graduate, according to the Department of Education. The leading reason for this problem seems

to be a lack of money and principally by the students themselves. According to the National

Center for Public Policy and Higher Education: 1/2 of all entering freshman borrow funds for

certain unit, 1/5 of those who borrow drop out and those who drop out are twice as likely to be

unemployed as borrowers who received a degree and more than ten times as likely to default on

their loans.

Notion of a knowledge base for teaching‖ and, specifically, this argument that teachers

possess ―pedagogical content knowledge,‖ invites further analysis. (Buchmann,2006) for

example, describes two likely political or social forces behind the knowledge base argument and

the base of subject interaction. One stems from motivations to professionalize teaching.

Researchers attempt to dignify the practice of teaching by showing its rich, complex nature

especially the complex subject program. The tone of the discussions is often positive, perhaps

inspiring, liberating or enlightening. The other stems from motivations to evaluate teaching.

Researchers attempt to scrutinize the nature of teaching in order to better clarify ways in which

teachers should be accountable. The tone of these discussions is often negative or critical,

sometimes belittling the enterprise of teaching as a whole (applying teaching as a whole, 2005)

Irrespective of whether one studies teachers in order to praise them or to bury them, at

least two interesting philosophical questions arise when the notion of teacher knowledge is

examined in greater detail affecting the number of drop outs. The first, which will be called the

―tacit problem,‖ is that teacher knowledge appears to be primarily a form of knowledge how. In

other words, the most credible justification for a teacher‘s knowing is the fact that he or she can

do something in the classroom (eg., create situations that enable students to learn). The second,

which will be called the ―situated problem,‖ is that teacher knowledge is deeply dependent on

particular times, places, and contexts, and lacks the general character of knowledge in

mathematics, physics, or even psychology. Thus, it is difficult to formulate criteria which can be

used to explain how a piece or instance of teacher knowledge might be justified.

According to many researchers most have described the tacit and situated nature of

teacher knowledge. The motive for rehashing these problems is not to disprove what Shulman

(2008) writes, but to speak more carefully about the connection between knowledge and teaching

and its relevance on dropping causes.

Statement of the Problem





6.1 age;

6.2 gender;

6.3 course;

6.4 year level; and






8.3 schedule?


performance?


related to CWTS?



10.3 schedule?

Significance of the Study

It is hope that the findings of this study will help the students to develop their physical,

moral, intellectual, and social well being. Enlighten their mind to know their vital role in nation

building. Also help to promote their civic consciousness and at the same time inculcate in the

youth or students the patriotism, nationalism and endurance and their involvement in public and

civic affairs.

Finally with many strong youth-focused organizations in the government and public

sector, Filipinos are placing great importance on youth participation and service: programs like

the NSTP target youth in schools to participate in building civic community. These programs are

providing services that improve Filipino community, but more importantly they are building a

sense of civic responsibility in the students who are the future of the Philippines.

Scope and Limitation

The study is all about the factors related to drop outs and performance of CWTS students

in Laguna State Polytechnic University, San Pablo City Campus. It is limited to sixty (60)

students coming from all enrolled students in CWTS academic year 2010 - 2011.

The main source of data is on the survey questionnaire prepared by the researcher. It

provides more information as the main instrument that determines how the respondents are able

to relate in this study.

Theoretical Framework

This study was based on how individuals cope with academic standings; individuals are

classified into introverts and extroverts. Their decisions and actions are determined primarily by

objective relationship and their attention and interests are centred on the immediate environment

rather than attaining good grades.

The research task is interactive: to clarify the nature of the interfaces and optimal

readiness by Edward Thorndike through investigations of how students partially made to finish

curriculum. Needless to say, this law conditionally understood; they have to learn about the facts

that can set their interest and drive the responsibility of taking fulfilling a subject course.

Conceptual Framework

The independent variable of the study comprises the person – related factors; age, gender,

course, year level, general average. While factors related to CWTS comprises attitude of

students, teachers‘ methodologies and schedule while the dependent variable of the study is the

performance of students who were enrolled in CWTS during 2010 - 2011.

The result of performance of students in CWTS act as dependent variable in the study. It

is assumed to be affected by the independent variables.

Paradigm

Independent variable(s) Dependent variable(s)

I. Profile of the respondents
Age;
Gender;
Course;
Year level; and Performance of students
General Average

II. Factors – related to drop out
Attitude of students;
Teachers‘ methodologies; and
Schedule

Figure 1. Research Paradigm of the study

Figure 1. shows the relationship between the independent variables and the dependent
variables or performance of students in Laguna State Polytechnic University.

Hypotheses

3. There is no significant relationship between the profile of the respondents and their

performance.

4. There is no significant relationship between the performance of students and factors

related to CWTS program.

Definition of Terms

The terms used had defined from the operational point of view of the researcher to help

the readers comprehend the study efficiently.

CWTS. (Civic Welfare Training Service) a particular program and a subject in where students are

taking three (3) units every Saturday at Laguna State Polytechnic University – San Pablo City

Campus.

Performance. Refers to the quantity of achievement of the respondents enrolled in CWTS during

2010 - 2011.

Drop out. Refers to the students who stopped un/intentionally the program of CWTS because of

such factors.

Profile. Is a set of characteristics for an individual who are enrolled in a CWTS subject.

Age. Refers to the respondents period of birth.

Gender. Is a socially constructed definition of women and men.

Year level. Refers to the level of attainment of the respondents.

Course. Refers to the specific field that individual choose in college.

Attitude of students. Refers to the mental predisposition of the respondents based on the CWTS

program Academic year 2010.

Teachers’ methodologies. Refers to the methods of instruction delivered by the coordinators of

CWTS.

Schedule. The time agreement of CWTS students enrolled in a subject and the instructors.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that may have significant learning

in the present study.

Related Literature

The CWTS refers to the program component or activities contribution to the general

welfare and the betterment of life for the members of the community or the enhancement of its

facilities, especially those devoted to improving health, education, environment,

entrepreneurship, safety recreation and moral citizenry and other social welfare services

The Components of CWTS

The Civic Welfare Training Services (CWTS) is one of the program in National Service

Training Program (NSTP) is geared towards activities that have social impact through activities

that could contribute to ―health education, environment, entrepreneurship, safety, recreation, and

morals of the citizenry (www.laws.com).

―Thus, the CWTS component of the NSTP stressed the importance of youth, involvement

in broad programs or activities that will benefit from people. While the CWTS focused on

programs to enhance the living conditions of the people‖

Guthrie (2004) There are many reasons for teens to underperform at school, including a

lack of motivation to do well, problems at home or with peers, poor work habits or study skills,

emotional and behavior problems, learning disabilities (such as dyslexia), attention deficit

hyperactivity disorder, mental retardation or below average intelligence and other medical

problems, including anxiety and depression. Also keep in mind that children with sleep

problems, such as obstructive sleep pane, or inadequate sleep, can have problems in school,

usually secondary to intentional problems and daytime sleepiness as in such case college level

are vulnerable in acting as a student as adolescent period foresee as in Asia more and more

college level degrade the privilege as behavioural concerned.

For Aderson (2003) it is important to find the reason for your child's poor performance,

especially if she is in college level, and come up with a treatment plan so that she can perform up

to her full potential. Another reason to get your child help is that doing poorly in school can

easily lead to problems with low self-esteem, behavior problems and depression that lead to

dropping.

It is sometimes difficult to figure out if a child's problems at school are caused by their

other medical problems, such as depression, or if these other problems began because of their

poor school performance. Children who do poorly at school may be under a lot of stress, and will

develop different ways to cope with this stress. Some may externalize their feelings, which can

lead to acting out and behavior problems or becoming the class clown. Other children will

internalize their feelings, and will develop almost daily complaints of headaches or

stomachaches. A thorough evaluation by an experienced professional is usually needed to

correctly diagnose children with complex problems. In congruence to imitativeness of those

forced to work for the sake of finishing the course requirement as in relation to the community

service a social practicum (www.realm – cc.com).

Gorucd, F. O., & Puringht, (2004) When the fact realize your child has a problem at

school, you should schedule a meeting with her teacher to discuss the problem. Other resources

that may be helpful including talking with the school psychologist or counselor or your

Pediatrician especially coordinating to the school.

This study examined the effects of practice schedule manipulations implemented in an

instructional setting on the performance and learning of low- and high-skilled students. College

undergraduates (N = 83) enrolled in 5 social classes completed practiced these skills under a

blocked or alternating schedule, and then completed a posttest. Results indicated that practice

schedule effects on learning were influenced by student ability. Low-skilled students assigned to

the blocked schedule had higher posttest scores than those assigned to the alternating schedule,

whereas no significant differences were found for high-skilled students. These findings are

discussed in relation to previous applied and laboratory-based findings and as a means for

manipulating practice difficulty in teaching physical education and humanism (Perspective of

Jaques Derrida, 2002)

Ask about different things at school: classmates, recess, lunch, and art projects can be just

as important as a math test. It's helpful to start out with friendlier topics before asking about

contentious issues. If a child is having trouble with chemistry, also congratulate him about a

subject where his performance is good. In relation to the community relation (Frohsd, 2003)

recent issues of affecting many variables related for dropping out with a high performance risky

is a doubt morphologically in relation.

Meanwhile according to Whirt (2005) under-utilization of existing facilities by the

disadvantaged groups reflects one aspect of deprivation, the higher failure and dropout rate of the

disadvantaged, reflects the other aspect of their educational backwardness. The previous chapter

had clearly shown that under-utilization of the facilities was highest in respect of the scheduled

tribes in all the states followed by the scheduled castes. The analysis of the comparative dropout

rates for the scheduled castes, scheduled tribes and others. Causes of dropouts among the

scheduled castes and the scheduled tribes as perceived either by the students themselves or by

their teachers and heads of the Institutions would also be analyzed here.

As defined by the Indian Professionals on Board - Dropout is a universal phenomenon in

Indian educational system at all the levels which results in considerable wastage of resources.

Dropout is most serious at primary school level. A number of studies have shown that dropout is

higher in case of disadvantaged poor students. The major reason given usually being that the

children are an economic asset to the parents. In the case of ITIs, it was hypothesized that

dropout rate would be higher among the scheduled castes and the scheduled tribes students than

die non-scheduled students because of their comparatively poor economic status.

To understand the phenomenon of dropout among the ITI students this chapter examines

first the extent and nature of dropout of the scheduled castes and the scheduled tribes as

compared to others. The reasons for dropouts are discussed next, and, finally, the chapter makes

some suggestions for reducing dropouts from the Industrial Training Courses

(www.indED.com).

Ordinarily, a dropout is defined as a person who withdraws from a programme of study

before completing the same. It differs from wastage where a student takes longer time to

complete a course than the prescribed one. For example, at the primary level all those children

who are admitted to class I and who do not complete class IV or V, are taker as dropouts. In the

case of ITIs all those students who join a particular trade but do not complete the same because

they leave the programme before a varieties of reasons can come up example a rudimentary case

of community service as defined by (Gordon, 2001) a student maybe included (a class session)

but S/he is not on the core of course which necessarily dropping the core.

The costs of dropping out of high school can have a profound effect on a young person's

life. The relative earnings of high school dropouts are lower than those for students who

complete high school and/or college. Similarly, high school dropouts experience more

unemployment during their work careers. Young women who drop out of high school are more

likely to become pregnant at young ages and more likely to become single parents (Snyder &

Sickmund, 2000).

In 2007, the unemployment rate among those dropping out of school was 11%, compared

with 7% for those who graduated from high school but did not attend college. The median

income among dropouts who were employed full time was only half that of high school

graduates. While the real income (income adjusted for inflation) of college graduates has

increased during the past 20 years, the real income of dropouts has declined dramatically

especially in mattering community service (Snyder & Sickmund, 2000).

Census 2000 summary file 1-4-United States. (2002). These are sobering statistics when

contrasted with the reality of a workplace that continues to require increased literacy, more

education, enhanced technical skills, and the ability to embark on careers that require lifelong

learning. Without the skills and training that schooling should provide, those who do not

complete their education face a lifetime of limited opportunities or even possibly a life of

delinquency and crime The following data evaluation shows how certain risk factors affect a

child's ability to achieve high school graduation. Although 4-H programs are not directly

responsible for a child's academic career, Extension programs have a similar goal. The mission

of 4-H Youth Development education is to create supportive environments for culturally diverse

youth and adults to reach their fullest potential (Colorado 4-H Youth Development Handbook,

2003). Learning to identify proven risk factors in their high school members is the first step in

designing successful 4-H programs to meet the needs older youth.

The ability to attain high scores on standardized entrance exams does not guarantee high

student performance in all areas of academics. Aside from curriculum Economics courses are

examples of this phenomenon. Student performance in Principles of Macroeconomics classes is

dependent on many factors. Natural ability needs to be supplemented with motivation and effort.

Recent studies have tried to determine the factors that are attributed to high performance.

For some students, getting accepted to a university is only the first in an uphill battle

toward a degree. Persevering long enough to graduate can be just as challenging.

Data from the CHED revealed in 2000 that one in three Filipino drops out of college.

This is an increase from the 1960s when one in five discontinued his or her studies.

Even if your child has normal or above average intelligence, without a desire or

motivation to succeed at school, it is unlikely that she will do well. There are many reasons for

children to have a lack of motivation, including parental expectations that are set too high or too

low, social problems, including difficulties at home or at school, and behavior problem

(Delfrings, p.234)

As suggested by Rhefortore, 2007 to help a child develop a positive attitude and

motivation toward working hard at school you should:

Give your child praise and rewards for doing something well or working hard toward a

difficult or challenging problem. Help build self confidence by avoiding frequent

criticism and praising hard work.

Communicate with your child about school and ask her about her day to show that you

are interested.

Help her to find something that she has a skill or special interest in, such as music, sports,

reading, etc.,

Help your child to understand that success has a lot to do with how much time and effort

you put into a task, and is not just about how smart or strong she is. Children who believe

this are more likely to take on new challenges and work harder on difficult tasks.

Set realistic goals and expectations for your children and set up consequences for not

meeting these expectations and rewards or privileges for when she does. If your child is

making C's, but is working hard at school and at doing her homework, then it may be

unreasonable to expect her to make the honour roll. You should instead reward and praise

her hard work and not punish her for not living up to your expectations.

There are many classroom modifications that can be put in place to help improve school

performance, memory and attention, impulse control, organization, and self esteem. You should

discuss implementing these techniques with your children's teachers (www.uppertone.com).

Improving memory and attention span:

o Seat the child in an area with the least amount of distractions, near the teacher if

possible. Consider using a study carrel, especially for independent work and keep

her work area uncluttered.

o Make instructions clear and unambiguous.

o Keep oral instructions brief and repeat them at least once.

o Consider providing written instructions and directions to supplement oral

instructions.

o Use visual aids.

o Break up instructions, assignments and homework into small steps.

o Improve reading comprehension by teaching her to underline key words or topics

with a highlighter.

o Improve listening comprehension by teaching her to take notes of key concepts.

o Provide special signals or cues to remind her to get back on task.

Improving organizational skills:

o Establish a daily checklist of assignments.

o Keep a special notebook in which she can record homework assignments, project

or report due dates, and test schedules.

Improving productivity:

o Divide work sheets and assignments into sections.

o Reduce the amount of homework and written classwork, especially repetitive

assignments such as math problems and spelling words that she can do accurately.

o Vary the type of activities that she is doing.

o Vary the way that material is presented.

o Provide one on one instruction or small groups to introduce major concepts.

Improving performance:

o Provide extra time to complete assignments and tests.

o Consider providing oral testing instead of or in addition to written tests.

o Remind the student to slow down.

o Give extra weight to the content of an assignment when grading, and do not take

off points for poor handwriting or minor spelling errors.

Protecting self esteem:

o Avoid humiliating children who perform poorly in front of the other children.

o Give positive feedback when she stays on task, pays attention or works hard at an

assignment.

o Find things that she has special interest or strength in and encourage her to do

these activities.

Improving behavior and impulse control:

o Provide special signals or cues when she is beginning to misbehave.

o Give clear expectations of what behaviors are expected in the classroom.

o Be consistent in your expectations and in the consequences for misbehavior.

Parents all want their children to succeed, and they play an essential role. Make and

maintain positive connections between parents, children, and teachers.

Parental involvement is a major factor in student success social interference of dropping

is flexible to occur. Every family needs to create their own system for parental involvement in

schoolwork. Strive for balance between support and hovering; between advocacy and over-

managing.

Related Studies

Some studies indicate that a considerable proportion of college dropouts come from low-

income families. The U.S. Department of Education found that 41% of low-income students

enrolled in a four-year institution managed to graduate within five years. For higher income

students, this jumps to 66%. Of the low income students that did not return, 47% left in good

academic standing (Victro, unpublished Master’s Thesis, Houston Texas 2004).

Though research links financial difficulties to dropout rates, there are a number of factors

that account for why students decide to leave school. Students tend to drop out because their

expectations of college—academically, socially, or both—don‘t match up with the reality once

they get there. They also suffer from lack of motivation, inadequate preparation, and poor study

skills.

The National Center for Education Statistics indicates that dropout rates are particularly

high for African American and Hispanic students. Other student populations at greater risk of

dropping out include those who are the first in their family to attend college, those who have

limited English proficiency, and nontraditional students such as returning adult students (Victro,

2004).

As observed by Fitright (Dissertation, references services view, Library Science, 2004)

Few students who drop out eventually finish their education. Those that do return to college

usually don‘t do it immediately. About 12% of the undergraduate population consists of re-entry

students. These students are defined as those over the age of 25.

Many college students—especially dropouts—are burdened with debt accumulated from

loans that could have been avoided or minimized by choosing other education and training

options. Debt from student loans hurt those who never finish college. Most dropouts are left with

big debts and mediocre job prospects.

It is estimated that 40% of college students will leave higher education without getting a

degree, with 75% percent of these students leaving within their first two years of college.

Freshman class attrition rates are typically greater than any other academic year and are

commonly as high as 20-30%. These statistics show a need for colleges to do something about

retention rates.

An alarming number of schools have no specific plan or goals in place to improve student

retention and degree completion. Colleges tend to put the blame on students, rather than on

themselves. College officials, when given lists of both student and institution characteristics that

might affect a student‘s decision to drop out, identified 13 student characteristics that they felt

significantly contribute to student attrition. In contrast, respondents identified only two

institution characteristics as having a significant impact on attrition. It is quite troubling that

colleges are still inclined to hold students largely responsible for their retention, while

dramatically minimizing the institutional role in this problem.

When a student drops out of college, everyone loses—the student, the college, and the

greater society. College retention rates are important issues that impact not only colleges, but our

country and its future competitiveness in the global economy.

Students‘ academic readiness is a key factor in college retention. Students who are well

prepared for college coursework are more likely to stay in school. Academic help alone is not

enough to keep many students in school. Students also need individual support to feel connected

to the campus community. Helping students succeed in the classroom is a very positive step, but

if students feel isolated or feel as if they don‘t fit in, they won‘t stay. It‘s important for colleges

to offer programs and services that integrate first-year students into the social fabric of the

college community, so that they feel a part of campus life from the very start of their college

experience (Victro, 2004 pg. 44 – 46).

Some schools are establishing practices that appear to be highly effective in increasing

student retention. These include social integration practices, multicultural centres, new academic

advising practices, and learning support practices. Student retention is everyone‘s business on a

college campus and a thoroughly integrated and coordinated approach needs to be taken to assure

success.

Many colleges have not yet made retention efforts a high priority. Fewer than half (47%)

of all college officials responding to an ACT survey say they have established a goal for

improved retention of first-year students, and only a third (33%) say they have established a goal

for improved degree completion. In addition, only around half (52%) say they have an individual

on staff that is responsible for coordinating retention strategies.

As conclude by Bert (2001) performance is product of socio-economic, psychological

and environmental factors. For the last 20 years, education in Pakistan is growing as a profitable

industry with prime objective of maximizing profit by delivering high quality education that

produces well-educated, skilled, mannered students according to needs and requirements of the

dynamically growing market. That‘s why the scope of research is always there to find out what

are the factors that affect the performance of the students in socially administered service. There

are two groups of students as generally perceived i.e. those who improve and those who don‘t

improve. This study can contribute to find out the factors, which are responsible for student‘s

inelastic behavior towards study along with identifying those factors, which help a student to

make progress in his studies. This study focuses on investigating the factors affecting

performance of 3rd and 4th year college students equal to Europeans standard K-12 and K-14. A

survey was conducted to collect information and responses of students, regarding factors

affecting their performance in community service. All of the research reviews in Latin America

support the hypothesis that student performance depends on different socio-economic,

psychological, environmental factors. The findings of research studies focused that student

performance is affected by different factors such as learning abilities because new paradigm

about learning assumes that all students can and should learn at higher levels but it should not be

considered as constraint because there are other factors like race, gender, sex that can affect

student‘s performance. (Hansen, Joe B.2000). Some of the researchers even tried to explain the

link between students achievements, economic circumstances and the risk of becoming a drop-

out that proved to be positive (Goldman, N., Haney, W., and Koffler, S., 2002).

The study found out the relationship among teachers‘ attitude and students‘ academic

achievement in secondary school mathematics. The study is an ex-post facto type, which adopted

descriptive survey design. Three research questions were answered in the study. The subjects for

the study were one thousand five hundred and forty two (1542) senior secondary two

mathematics students and one hundred and twenty three (123) mathematics teachers selected

from two secondary schools from each of the six senatorial districts in the South western part of

Nigeria. Two research instruments were used for data collection. The data were analyzed using

simple frequency and percentages. The findings revealed that there was good and positive

attitude of teachers towards the teaching of mathematics in secondary schools in spite of the

shortcomings that has bedevilled the teaching profession and particularly in the teaching of

mathematics. It is very important that teachers of mathematics should be adequately remunerated

and well equipped and be psychologically prepared to teach the subject in the secondary schools.

Attitude as a concept is concerned with an individual way of thinking, acting and

behaving. It has very serious implications for the learner, the teacher, the immediate social group

with which the individual learner relates and the entire school system. Attitudes are formed as a

result of some kind of learning experiences. They may also be learned simply by following the

example or opinion of parent, teacher or friend. This is mimicry or imitation, which also has a

part to play in the teaching and learning situation. In this respect, the learner draws from his

teachers‘ disposition to form his own attitude, which may likely affect his learning outcomes

(Olicer, 2005 pg. 24 – 45).

In his observational theory, Bandura (1971) demonstrated that behaviours are acquired by

watching another (the model, teacher, parent, mentor, friend) that performs the behaviour. The

model displays it and the learner observes and tries to imitate it. Teachers are, invariably, role

models whose behaviours are easily copied by students. What teachers like or dislike, appreciate

and how they feel about their learning or studies could have a significant effect on their students.

Unfortunately, however, many teachers seldom realize that how they teach, how they behave and

how they interact with students can be more paramount than what they teach. In a nutshell,

teachers‘ attitudes directly affect students‘ attitudes. Teachers‘ attitudes are in turn, influenced by

their culture and belief system. Teachers‘ attitudes towards their students in school must be

favourable enough to carry students along. European Journal of Social Sciences – Volume 11,

Number 3 (2009) 365

When the learner exhibits the expected behaviour or response, the value attached

determines very significantly the effectiveness of the learning processes in any aspect of

education. Gangoli cited in Igwe (2002) stipulates that for teaching and learning of science to be

interesting and stimulating, there has to be motivation on the part of both the teacher and the

learner so as to ensure the development of positive attitude and subsequently maximum

academic achievement. It has been observed that teachers teach science in a way that merely

requires the pupils to listen, read and regurgitate. This depicts negative attitude to teaching.

Several research findings have confirmed the hypothesis that teachers‘ attitude either towards

science or towards science teaching affect their students‘ achievement in and attitudes towards

science. Okpala, (1985) found that the effect of teachers‘ attitude towards assessment practices

on students‘ achievement and their attitude towards Physics was positive. In the same vein

Onocha, (1985) reported in one of his findings that teachers‘ attitude towards science is a

significant predictor of pupils‘ science achievement as well as their attitude. Also Igwe (1985)

showed that the effect of teachers‘ attitudes to mathematics was stronger on the students‘

mathematical achievement than on their attitudes. Chako (1981) reported in a study of teacher

and student characteristics as correlates of learning outcomes in mathematics that teachers‘

attitude towards teaching significantly predict students‘ attitude as well as achievement in

Mathematics. Also, Chidolue (1986) found that teachers‘ attitude towards Biology teaching is

one of the major contributors towards explaining the variance in students‘ cognitive

achievement. In the same vein Odubunmi (1986) and Odunsi (1988) confirmed that teachers‘

attitude towards Integrated Science teaching affect their students‘ attitude to and achievement in

the subject while Ogunwuyi (2000) found significant causal relationship between the teachers‘

attitude and students‘ achievement in Integrated Science. Teachers‘ attitude towards the teaching

of Mathematics plays a significant role in shaping the attitude of students towards the learning of

Mathematics. Ogunniyi (2000) found that students‘ positive attitude towards science could be

enhanced by the following teacher-related factors:

• Teachers‘ enthusiasm,

• Teachers‘ resourcefulness and helpful behaviour,

• Teachers‘ thorough knowledge of the subject-matter quite interesting.

From Korlings (2001) the above we can say that the role of the teacher as facilitator of

learning and the contributions to students‘ achievement is enormous. Bajah (2005) was of the

opinion that the success of our science programme depends greatly on the classroom teacher as

he is the one that translates all our thoughts into action. It can be argued to some extent that the

characteristics of the teachers and their experiences and behaviours in the classrooms, contribute

to the learning environment of their students, which in turn will have an effect on student

outcomes. It is also important that we do not undermine the role of the parents in affecting

student learning.

A common hypothesis with respect to the relationship between teachers‘ experience and

student achievement is that students taught by more experienced teachers achieve at a higher

level, because their teachers have mastered the content and acquired classroom management

skills to deal with different types of classroom problems (Slavin, 2004; Evans, 2004; Gibbons et

al, 2004). Furthermore, more experienced teachers are considered to be more able to concentrate

on the most appropriate way to teach particular topics to students who differ in their abilities,

prior knowledge and backgrounds (Raudenbush and Williams, 2001; Stringfield and Teddlie,

2002). Ejiogu, (2003) was of the view that in order to improve on any aspect of education, it is

therefore imperative to involve a well articulated teacher education programme that will prepare

the teacher for the leadership role they are expected to play. The nation‘s overall development is

inextricably tied to its educational system. If we accept these views, then there is the need to

introduce quality into the system. Most educationists believed that there could be no meaningful

socio economic development without the right type and appropriate quality of education. To

become an educated (Research Library European Journal of Social Sciences – Volume 11,

Number 3 2009) 366 person requires the combination of several factors and processes. At the

center of the processes is the presence of an educator. The teacher is the most indispensable

factor in the effective administration of any education system. In his opinion Ofofuena (2003)

said that no matter what amount of resources we might put into the nation‘s education system,

without properly prepared and motivated teachers, we can never expect from the system. The

importance of teacher in the meaningful education at all levels is reflected in the National

institution.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of research design the population and sample of the

study, sampling procedure, research instrument, and the data gathering techniques data

processing and statistical treatment of the data.

Research Design

This study used the descriptive type of research in determining the Factors related to drop

outs and performance of CWTS students in LSPU – SPCC academic year 2010 - 2011. The

possible solutions were obtained through a questionnaire as well as interviews and observation

made by the researcher. This study made the used of College students enrolled in National

Service Training Program – Civic Welfare Training Service as its respondents, the main source

of data during the academic year 2010 – 2011. They were selected by random order among the

total number of college students from different level the instrument used was a collaboration of

information based on Seidl, William (2003). Community welfare scenarii: the participants of

community service. Cambridge, MA: Harvard University Press. ISBN 1 – 87888 – 755. Some of

its modifications were undertaken to adapt on the research problem and scope of the study.

Population and Sampling

The respondents of the study include sixty (60) college students enrolled in National

Service Training Program – Civic Welfare Training Service academic year 2010 – 2011.

The random sampling as a sampling technique was utilized.

Research Instrument

A set of Questionnaire containing three (3) pages including a letter of request was

prepared; it includes the personal profile: such as age, gender, year level, course, average of the

respondents. Three (3) major categories employed namely attitude of students, teacher‘s

methodologies, and schedule of CWTS to assess the overall perception regarding the factors

related to CWTS program and the number of drop – outs in Civic Welfare Training Service.

The respondents were oriented by the researcher to make sure of the information and

clarity of the given questionnaires.

Data Collection

The questionnaire undertook revisions and was addressed to the levels and group virtues

of the respondents. The instruments distributed to the respondents on the last week of January.

After sometime, the questionnaire was gathered personally by the researcher. It took one (1)

week to retrieve the questionnaire for the needed data in the study.

In order to determine the related factors of drop – outs; the study used the following scale

composed of five categories:

5 – Strongly Agree
4 – Agree
3 – Uncertain
2 – Disagree
1 – Strongly Disagree

After the questionnaire was retrieved, coded, and tallied, it is followed by statistical

procedures and then the analysis and interpretation of data.

Statistical Treatment of Data

The data collected from the questionnaire are reviewed, tabulated, and coded for analysis.

The dependent and independent variables were coded and interpreted as follows:

Survey Questionnaire

I. Profile of the Respondents

1. Age

Legend:
16 – 1
17 – 2
18 – 3
19 – 4
20 and above – 5

2. Gender

Legend:
Male – 1
Female – 2

3. Course

Legend:
BSEd – 1
BEEd – 2
BSIE – 3
BSHRM – 4
AHRM – 5
BSPsych – 6
BSBio – 7
BSTourism – 8
BSBA – 9
BSIT – 10
BSinfo – 11
BSECE – 12
BSEE – 13
AT – 14

4. Year level

Legend:
First year – 1
Second year – 2
Third year – 3
Fourth year – 4

5. General Average

Legend:
1 – 1.00 – 1.50
2 – 1.51 – 2.00
3 – 2.99 – 2.50
4 – 2.69 – 3.00
5 – 3.99 – 5.00

Percentage distribution was utilized to describe the related factors to CWTS program and

regarding the number of drop – outs in CWTS variables in terms of age, gender, course, year

level, general average.

For the drop – out related factors such as attitude of students, teacher‘s methodologies,

and schedule. The researcher was utilized the mean and standard deviation using a Likert scale, 5

being the highest, denotes ‗outstanding‘ and 1 being the lowest, denotes ‗poor‘.

To find that if there is a relationship existing between the independent and dependent

variables, Pearson Product Moment of Correlation Coefficient was used to tell how well two sets

of continuous data correlate to each other at 0.05 level of significance.

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF FINDINGS

This chapter presents the findings of the study in illustrative tables and analysis as well as

the interpretation based from the statistical treatment of the data.

Table 1
Distribution of Respondents According to Age
Age Frequency Percent
16 17 28
17 28 47
18 8 13
19 2 3
20 & above 5 8
TOTAL 60 100

As shown in Table 1 the distribution of respondents according to age. In a clear view age

17 outnumbered the rest with 28 or 47%; followed by 16 with 17 or 28%. On the other hand 8 or

13 % of the total respondents are in the age of 18; while the rest such as 20 & above has 5 or 8%

and the least score goes to age 19 with 2 or 3%. This implies that the majority of the respondents

subjected in the study are in age 17 which is under adolescence period.

Table 2
Distribution of Respondents According to Gender
Gender Frequency Percent
Male 17 28
female 43 72
TOTAL 60 100

As table 2 reveals the distribution according to gender it is obvious that female

respondents override the male with 43 out of 100 or 72% it justify that most enrolees in CWTS

program are female regardless of course and year level. Unlike the male who has only 17 or

28%.

Table 3
Distribution of Respondents According to Course
Course Frequency Percent
BSEd 8 13
BEEd 7 12
BSIE 3 5
BSHRM 7 12
BS Psycho 5 8
BS Bio 10 15
BS Tourism 5 8
BSBA 8 13
BSIT 2 3
BS Info 2 3
BSECE 1 2
BSEE 2 3
AT 1 2
TOTAL 60 100

In respect to table 3 we can grasp that most enrolees are come from BS Bio with 10 or

15%. Hence it can be noted that majority of drop – outs comes from CAS department it follows

BSEd and BSBA (which is a new program of LSPU – SPCC) with 8 or 13%; BEEd and BSHRM

are nest to the lead with 7 or 12%; BS Tourism and BS Pscyho has 5 or 8%; 3 or 5% come from

BSIE; BSIT, BS info and BSEE has 2 or 3% and BSECE and AT has subdued to least with 1 or

2%.

Table 4
Distribution of Respondents According to Year Level
Year Level Frequency Percent
st
1 year 52 87
2nd year 3 5
rd
3 year 3 5
4th year 2 3
TOTAL 60 100

Table 4 shows the distribution according to the respondent‘s level, majority of it goes to

1st year level with assurance that most freshmen thoroughly enrol the NSTP program since they

are requiring to have a 3 units in this field; followed by 2nd year and 3rd year level with 3 or 5%

hence, the reasons behind are lack of priority choices on NSTP (whether they choose CWTS or

ROTC) some says their status is cross enrolled and still do not taking the prescribe units.

(Kintaro, 200).

Table 5
Distribution of Respondents According to General Weighted Average
General Weighted Average Frequency Percent
1.0 – 1.5 18 30
1.51 - 2 6 10
2.99 - 2.5 12 20
2.6 - 3 19 32
3.9 - 5 3 5
TOTAL 60 100

Table 5 shows the distribution with regards to their courses or career they had chosen. It

is lucid that most respondents have an average of 2.6 – 3.0 with 19 or 32%; next grade ranges 1.0

– 1.5 with 18 or 30% it is obvious that one – fourth of enrolees in CWTS perform in a very

satisfactory level; 2.99 – 2.5 ranges the grade of 12 or 20 respondents; 6 or 10% stretch to 1.51 –

2.0 general weighted average; and lastly 3 or 5% of grade ranges 3.9 – 5.0.

The results imply that majority of the respondents befall the weighted average from 3.0 –

2.6. this is supported by Ward (2010) that gaining 3 units in a such field do not necessarily fall

out to a vey outstanding result. Hence, capability of students dearly affects the learning

conditions and the G.W.A. which is not true score.

Table 6
Respondents‘ Perception on Students‘ Attitude as Factors – Related to Drop Out
Indicators Standard
Mean Remarks
Deviation
1. Students are attentive in CWTS. 3.74 0.99 Agree
2. Students in CWTS follow the policies that made
3.75 0.98 Agree
by the coordinators.
3. students are accountable towards given tasks 3.45 0.87 Agree
4. Students of CWTS come to class early. 3.40 0.89 Uncertain
5. The students act or follow their instructors if they
3.46 0.93 Agree
meet their interest.
TOTAL 3.57 0.93 Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree

It appears that in table 6 the respondents‘ perception on how a students‘ attitude has a

relationship related to drop out, moreover the second indicator has highest weighted mean ( =

3.75) ‗that students in CWTS follow the policies made by the coordinators‘ and interpreted as

‗Agree‘ which seems the researcher positively observed during data gathering procedure; and the

trough indicator is number 4 ‗students of CWTS come to class early‘ ( = 3.40) in which shows

the sluggishness or tardiness of respondents during the class hours.

Table 7
Respondents‘ Perception on Teachers‘ Methodologies as Factors – Related to Drop Out
Indicators Standard
Mean Remarks
Deviation
1. The instructors provide conducive learning
3.35 0.87 Uncertain
environment.
2. They assess the materials accordingly (like test,
3.48 0.99 Agree
community resources etc.)
3. Their teaching methodologies are always
3.21 1.10 Uncertain
sustainable to the needs of their students.
4. The instructors discuss the lessons clearly. 3.38 0.97 Agree
5. The instructors respect the ideas being held by
3.24 0.90 Uncertain
their students.
TOTAL 3.33 0.97 Uncertain
Legend:
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree

Table 7 presents the respondents‘ perception on teachers‘ methodologies. The instructors

provide conducive learning environment having a mean of 3.35 and interpreted as uncertain; they

assess the materials accordingly (like test, community resources etc.) having a mean of 3.48;

Their teaching methodologies are always sustainable to the needs of their students with a mean

of 3.21; The instructors discuss the lessons clearly with a mean 3.38; The instructors respect the

ideas being held by their students having a mean of 3.24.

Table 8
Respondents‘ Perception on Program‘s Schedule as Factors – Related to Drop Out
Indicators Standard
Mean Remarks
Deviation
1. The schedules are followed by the students. 3.52 0.99 Agree
2. There is a need to change the schedule of class in
3.75 0.99 Agree
CWTS.
3. Schedules strongly affect the behaviour of the
3.76 1.02 Agree
students of CWTS.
4. All students of CWTS are accountable to their
3.29 1.00 Uncertain
time management.

5. Determining schedule of CWTS is rigid. 3.46 0.93 Agree
TOTAL 3.56 0.99 Agree
Legend:
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree

Table 8 show the indicator the schedules are followed by the students ( = 3.52); There is

a need to change the schedule of class in CWTS ( = 3.75); Schedules strongly affects the

behaviour of the students of CWTS ( = 3.76); All students of CWTS are accountable to their

time management ( = 3.29); Determining schedule of CWTS is rigid ( = 3.46). This implies

that schedule of the subject strongly affects the respondents‘ performance.

As (Unel, 2003) reinforce that time strictly has relationship on a person to put into act,

maybe personal or disorganize management.

Table 9
Correlation Between the Profile of the Respondents and Their Performance
Variables r - value p - value Interpretation
Age .209 .020 Significant
Gender .227 .011 Significant
Course .124 .009 Significant
Year level -.196 .029 Significant
Legend:
p >.05 - not significant
p <.05 – significant

Table 9 shows the correlation between the profile of the respondents and their

performance during A.Y. 2010 – 2011. As we notice all the variables for profile of the

respondents are significant to their academic performance, Age (p = 0.020), Gender (p = 0.011),

Course (p = 0.009), Year level (p = 0.029) since their p – value is less than 0.05 level of

significance.

The result implies that age, gender, the chosen course and year level are determinants on

how a learner will perform academically. As reflected by the study of Dacma (2003) student

performance is affected by different factors such as learning abilities because new paradigm

about learning assumes that all students can and should learn at higher levels but it should not be

considered as constraint because there are other factors like race, gender, sex that can affect

student’s performance. (Hansen, Joe B.2000). Some of the researchers even tried to explain the

link between students achievements, economic circumstances and the risk of becoming a drop-

out that proved to be positive (Goldman, N., Haney, W., and Koffler, S., 2002).

Table 10
Correlation Between the Performance of the Respondents and Factors - Related to CWTS
Program
Variables r - value p – value Interpretation
Teachers‘
.207 .115 Not Significant
methodology
Attitude .296 .023 Significant
Schedule .083 .527 Not significant
Legend:
p >.05 - not significant
p <.05 – significant

Table 10 shows the correlation between the performance of the respondents and factors –

related to CWTS program and two variables are exhibited to be not significant; teachers‘

methodologies (p = 0.115) & schedule of the program with (p = 0.527). While ‗attitude‘ as

perceived by the respondents is significant to the performance since (p = 0.023) is less than the

0.05 level of significance. As Coco (2004) supported that the mental pre - disposition is the

summit on a person how perform and is strictly affecting the performance of learners. Attitude as

a concept is concerned with an individual way of thinking, acting and behaving. It has very

serious implications for the learner, the teacher, the immediate social group with which the

individual learner relates and the entire school system. Attitudes are formed as a result of some

kind of learning experiences. They may also be learned simply by following the example or

opinion of parent, teacher or friend. This is mimicry or imitation, which also has a part to play in

the teaching and learning situation. In this respect, the learner draws from his teachers‘

disposition to form his own attitude, which may likely affect his learning outcomes (Olicer, 2005

pg. 24 – 45). In his observational theory, Bandura (1971) demonstrated that behaviours are

acquired by watching another (the model, teacher, parent, mentor, friend) that performs the

behaviour. The model displays it and the learner observes and tries to imitate it. Teachers are,

invariably, role models whose behaviours are easily copied by students. What teachers like or

dislike, appreciate and how they feel about their learning or studies could have a significant

effect on their students. Unfortunately, however, many teachers seldom realize that how they

teach, how they behave and how they interact with students can be more paramount than what

they teach. In a nutshell, teachers‘ attitudes directly affect students‘ attitudes. Teachers‘ attitudes

are in turn, influenced by their culture and belief system. Teachers‘ attitudes towards their

students in school must be favourable enough to carry students along.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations

related to the factors related to drop out.

Summary





11.1 age;

11.2 gender;

11.3 course;

11.4 year level; and






13.3 schedule?


performance?


related to CWTS?



15.3 Schedule?

Findings

Majority of the respondents are in age of 17 with 28 or 47%; 43 or 72 are female; 10 or

15% are taking BS Biology; and 52 or 87% are in 1st year level.

19 or 32% of the grade of the respondents ranges 2.6 – 3.0.

Students‘ attitude (mean = 3.57) and Programs‘ schedule (mean = 3.56) are interpreted as

‗Agree‘. While teachers‘ methodologies (mean = 3.33) is interpreted as ‗uncertain‘.

The person – related factors resulted as ‗significant‘ to the level of performance of

respondents.

The performance of the respondents is ‗not significant‘ to the CWTS – related variables.

Conclusion

5. The hypothesis that ‗There is no significant relationship between the profile of the

respondents and their performance‘ is ‗Rejected‘.

6. The hypothesis that ‗There is no significant relationship between the performance of

students and factors related to CWTS program‘ is ‗Accepted‘

Recommendations

5. Teachers‘ methodologies must utilized student‘s centred since CWTS‘s program has a

vast number of learners.

6. Students‘ must be accountable on following the program‘s schedule and equip their own

time management.

7. Institutions should promote collaborative training as early as possible so that it will

culminate the attitude of learners towards community service.

8. Researchers must extend their scope on the performance of students in such area of

learning, especially in community subject.

BIBLIOGRAPHY

Census 2000 summary file 1-4-United States. (2002). U.S. Census Bureau, Washington D.C.

Census 2000 summary file 1-4 technical documentation. (2002). U.S. Census Bureau,
Washington D.C.

Colorado 4-H youth development handbook. (2003). State 4-H Program Office, Colorado State
University, Fort Collins, C.O.

The condition of education 2003, NCES 2003?067. (2003). U.S. Department of Education,
National Center for Education Statistics, Washington, D.C.

Curtin, T.R., Ingels, S.J., Wu, S., & Heuer, R. (2002). National education longitudinal study of
1988: Base-year to fourth follow-up data file user's manual (NCES 2002-323).
Department of Education, National Center for Education Statistics, Washington, D.C.

Dropout data. (1999-2003). Colorado Department of Education, Denver, C.O. Available at:
http://www.cde.state.co.us

Ingels, S.J., Curtin, T.R., Kaufman, P., Alt, M.N., and Chen, X. (2002). Coming of Age in the
1990s: The Eighth-Grade Class of 1988 12 Years Later. (NCES 2002?321). U.S.
Department of Education, National Center for Education Statistics, Washington D.C.

Snyder, H. N., & Sickmund. M. (1995). Juvenile offenders and victims: A national report. Office
of Juvenile Justice and Delinquency Prevention, Washington, D.C.

www.researchlib.com

www.yahoo.com

www.google.ph.com

www.censusUS.com

www.indED.com

www.skills-measure.com

APPENDIX A

Laguna State Polytechnic University

San Pablo City

Dear Respondents,

GREETINGS! I am undertaking a research study entitled ―Factors Related to CWTS

program and the number of drop outs in CWTS Academic Year 2010.‖ as a course requirement

to my subject research. In view here of, I respectfully choose you as one of my respondents to

answer the following questions for the completion of study.

Please provide me your honest response. Rest assures that will be treated with utmost

confidentiality.

Thank you for your cooperation.

Respectfully yours,

Carandang, Elaine Rose P.

The Researcher

APPENDIX B

PART I : Profile of the respondents

Direction : Please fill-up the needed information on the blank provided.

Name:_____________________ (optional)

Age:_______

Gender: ___

Course: ____________

Year Level: _________

General weighted average or performance: _______

PART II. The Perception of the respondents

Direction: Based on your observation, indicate your response to the following regarding
the factors related to CWTS program and the number of drop-outs of CWTS students by putting
a (/) mark according to the rating scale provided.

5 ------------- Strongly Agree

4 ------------- Agree

3 ------------- Uncertain

2 ------------- Disagree

1 ------------- Strongly Disagree

A. Attitude of students 5 4 3 2 1
6. Students are attentive in CWTS.
7. Students in CWTS follow the policies that made by the

coordinators.
8. students are accountable towards given tasks
9. Students of CWTS come to class early.
10. The students act or follow their instructors if they meet their
interest.

B. Teacher methodologies 5 4 3 2 1
1. The instructors provide conducive learning environment.
2. They assess the materials accordingly (like test, community
resources etc.)
3. Their teaching methodologies are always sustainable to the
needs of their students.
4. The instructors discuss the lessons clearly.
5. The instructors respect the ideas being held by their students

C. Schedule 5 4 3 2 1
1. The schedules are followed by the students.
2. The is a need to change the schedule of class in CWTS.
3. Schedules strongly affects the behaviour of the students of
CWTS.
4. All students of CWTS are accountable to their time
management.
5. Determining schedule of CWTS is rigid

Thank you for your cooperation!

Thesis elaine

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