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School of Graduate and Professional Studies

· Volume V Issue III


School dropout is a major problem as it has negative impacts that result in high social costs. Hence, this study is conducted to determine the factors affecting learners at risk of dropping out of school in Manolo Fortich, Bukidnon, during the School Year 2023-2024. Specifically, this study sought to: 1) describe the respondents' characteristics in terms of sex, grade level, number of siblings, parents occupation, highest educational attainment and family income; 2) find the level of the factors affecting learners at risk of dropping out school, and 3) determine the significant relationship between the factors affecting learners at risk of dropping out school. The respondents were the preidentified one hundred seventy-eight (178) learners from Manolo Fortich District III, Bukidnon. This study made use of the correlation method of research. The instrument was patterned and modified from Parreño (2023). Descriptive statistics such as frequency, percentage and standard deviation were used to describe the variables in the study and Pearson Product Moment Correlation Coefficient (r) was employed in determining the significant relationship between the factors affecting learners at risk of dropping out of school and their characteristics.

The findings reveal that the level of factors affecting learners at risk of dropping out of school is high. There is no significant relationship between the factors affecting learners at risk of dropping out of school and their characteristics. It is recommended that future studies should be conducted by researchers in other places and essential factors affecting learners at risk of dropping out of school.

Keywords: Learners at risk of dropping out of school



The factors that put leaners at risk of dropping out school are critical to understand why learners exit educational programs early. Dropout rates were influenced by a variety of factors, and understanding them can help educators, policymakers, and stakeholders devise effective interventions to address the problem. As an educator, the researcher observes the importance of learners' lives after they complete the educational program. On the other hand, the underlying variables that affect learners at risk of dropping out school have a significant impact on the learners' future life.

For five years in DepEd, the researcher observed in his previous work assignment that it is very difficult for learners to prioritize education in communities with high poverty rates or insufficient economic resources. Economic challenges may drive learners to drop out of school in order to support their family’s daily subsistence. Moreover, learners lack role models who have pursued and excelled in their studies since higher education completion is uncommon in the locality. In the absence of strong role models in the community, learners may lose sight of the importance of education, leading to greater dropout rates. Peer pressure in the community also plays an important role in rising dropout rates. Learners may be more prone to drop out if they are surrounded by peers who have dropped out to engage in dangerous behaviors. Learners' academic progress is also hampered by some communities with insufficient access to quality educational resources, such as libraries, tutoring facilities, or educational programs. In some instances, frustration and apathy in learning are exacerbated by a lack of resources and assistance in the community.

Another reason for the rising dropout rates was that learners may suffer major academic difficulties, such as absenteeism, failing grades, being unable to cope up with studies, or feeling overwhelmed by the material such as self-learning modules. Absenteeism leads to missing opportunities in academic progress. Most of the time, absenteeism can lead to loss of interest in education and learners can be at risk of dropping out of school. Failing grades can damage a learner's confidence in their academic talents and reduce their willingness to attempt again. When learners constantly struggle academically and believe that their efforts are not in good standing, they become discouraged and lose interest in continuing their education. Some learners may have special learning issues or disabilities that make it difficult for them to comprehend and retain information in the same manner as their classmates, and these difficulties have contributed to an increase in the number of learners at risk of dropping out of school. Learners suffer academically on a frequent basis; they may grow weary and decide to leave school.

Furthermore, parents' support contributes to a meaningful impact on a learner’s education. Parents who are emotionally aloof or concerned with their own concerns may be unable to offer their children the required emotional support. Learners may feel unsupported, lonely, and uninspired as a result of this.

In addition, bullying is a form of aggressive behavior that involves repeated harassment, intimidation, or mistreatment of a person by individuals or groups. When learners experience persistent bullying, it can have severe psychological, emotional, and academic consequences, ultimately leading them to disengage from their education. Also, tribal practices like early marriages or pre-arranged marriages by the parents and may be contracted at a young age. Cultural and traditional beliefs and practices play a role in early marriage. Some communities had deep-rooted traditions that prioritized early marriage, considering it a way to preserve cultural values or maintain social status. It was also noted that limited access to quality education can increase the likelihood of learners' early marriage. Inadequate educational facilities, lack of resources, and distant schools may discourage learners from pursuing their education, making them more vulnerable to early marriage and resulting in teenage pregnancy.

With these observations, this study was conducted to determine the factors affecting learners at risk of dropping out of school, particularly in Manolo Fortich, Bukidnon, where the researcher is assigned.

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