1. DISTINCTIVE ATTRIBUTES AND
INTERVENTIONS FOR SARDOS
IN SELECTED HIGH SCHOOLS IN
DEPED CAMARINES SUR
FOR S/Y 2012-2013
Key Word: Attributes, Interventions, Student at Risk of Dropping Out
Ruby P. Pan, Ph.D.,R.S.W.,R.G.C.

2. INTRODUCTION
Policies to improve school progression and reduced the numbers of
students dropping out of school are critical if universal secondary education
is to be achieved. Students are starting high school in greater numbers than
before but dropout rates are significant and lead to low levels of secondary
school completion in many countries.
Benes ( 2005) 62%
Democratic Republic of Congo (2007) 51%
Bangladesh ( 2000) 60%
Philippines ( since 1975) 43%
( World Bank 2008)

3. BACKGROUND OF THE PROBLEM
• In S/Y 2011-2012, the public secondary
schools in Camarines Sur have recorded a
dropout rate of 6.94%. This school year
2012-2013, the division have still recorded a
high dropout rate of 6.20%, despite the start
of Deped DORP implementation.

4. School Year Dropout Rate
2011-2012 6.20%
2010-2011 6.94%
2009-2010 6.22%
2008-2009 6.70%
2007-2008 6.79%
2006-2007 6.14%
2005-2006 5.87%

5. Municipality No. of
Schools
2011 2010 2009
Cabusao 2 5.26 5.84
Del Gallego 3 5.20 7.30
Lupi 5 7.61 7.78
Ragay 8 6.38 7.90
Sipocot North 8 5.58 11.05
Sipocot South 6.04 6.55
TOTAL 26
DISTRICT 1 Drop Out Rate (%)

6. Municipality No. of
Schools
2011 2010 2009
Libmanan North 16 6.86 5.88
Libmanan South 4.36 6.53
Milaor 4
Gainza 1 5.07 8.23
Minalabac 6 5.98 6.66
Pamplona 6 8.28 7.55
Pasacao 5 6.36 6.45
San Fernando 4 4.17 6.11
TOTAL 42
DISTRICT 2 Drop Out Rate (%)

7. Municipality No. of
Schools
2011 2010 2009
Calabanga 7 4.97 8.26
Camaligan 1 3.94 7.33
Canaman 3 10.57 6.14
Magarao 3
Bombon 2 6.17 6.33
Ocampo 2 2.82 3.08
Pili 11 18.43 8.63
TOTAL 29
DISTRICT 3 Drop Out Rate (%)

8. Municipality No. of
Schools
2011 2010 2009
Caramoan 8 6.39 7.12
Garchitorena 5 8.77 5.70
Goa 6 6.46 6.60
Lagonoy North 6.82 10.44
Lagonoy South 5 6.53 6.95
Presentacion 5 7.70 6.27
Sagnay 5 5.54 6.39
San Jose 4 7.40 8.40
Siruma 4 9.91 6.63
DISTRICT 4 Drop Out Rate (%)

9. Municipality No. of
Schools
2011 2010 2009
Tigaon 7 6.21 5.10
Tinambac North 10.49 10.82
Tinambac South 13 8.63 12.37
TOTAL 62
DISTRICT 4 Drop Out Rate (%)

10. Municipality No. of
Schools
2011 2010 2009
Baao 5 4.72 4.79
Balatan 5 4.48 5.67
Bato 5 4.99 5.42
Buhi 4 6.96 9.00
Bula 10 6.10 6.68
Nabua East 3 3.72 3.49
Nabua West 3 4.41 4.96
TOTAL 35
DISTRICT 5 Drop Out Rate (%)

11. STATEMENT OF THE PROBLEM
This study will seek to determine the
factors affecting the dropout rate of High
School students in the Division of Camarines
Sur, for school year 2012-2013.

12. RESEARCH QUESTIONS
The study will aim to answer the following questions:
1. What are the Personalities of SARDOs in DepEd Camarines Sur along the
following Personality scales?
a. Anxiety
b. Conduct Problems
c. Somatization
d. Depression
2. What is the locus of control encountered by SARDOs along the following
areas?
a. Teacher-student relationship
b. Parent/care-giver relationship
c. Self-motivation
d. Socio-economic status
e. Peer influence

13. RESEARCH QUESTIONS
(cont.)
3. In what personal adjustment profile index do these SARDOs belong in terms
of:
a. Distress
b. Restraint
c. Low Self-Esteem
4. What government initiated drop-out reduction program are the respondents or
their families involved in?
5. To what extent do the respondents’ involvements in government initiated drop-
out reduction program help them in their conditions?
6. What proposed program may be recommended given the result of this
research study?

14. SIGNIFICANCE OF THE STUDY
The findings of this study hoped to provide the basis for
assessment of the proposed school initiated interventions in
Division of Camarines Sur. Its result will contribute towards
school improvement and creation of other intervention
programs that will effectively respond to the identified needs of
the school Students at Risk of Dropping Out (SARDOs) and a
scientific handling of the most emotionally charged SARDO
problems.

15. SCOPE & LIMITATIONS OF THE STUDY
• This study focused on the personalities, locus of control, adjustments of
SARDOS and government initiated drop-out reduction program.
• The respondents of the study will include selected public High Schools in
the Division of Camarines Sur such as : (1st
District) San Jose National High
School, Alanao , Lupi ; (2nd
District) Pamplona National High School ; (3rd
District)
Binanuaanan National High School, Pili ; (4th
District) Agay-ayan National High
School, Tinaambac North; and (5th
District) Buhi SPED Integrated School.

16. District Municipality School Dropout Rate
(2011)(%)
Dropout Rate
(2010)(%)
1 Lupi San Jose NHS 9.60 12.12
2 Pamplona
Pamplona NHS
10.53 5.18
3 Pili Binanuanan
NHS 27.35 20.12
4 Tinambac
North
Agay-ayan
NHS 17.09 23.86
5 Buhi Buhi SPED
Integrated
School
14.29 12.24

17. THEORETICAL FRAMEWORK
The 1987 constitution mandates that the state shall give priority to education,
Science and technology, Arts, Culture, and Sports, to foster patriotism and
nationalism, accelerate social progress and promote total human liberation and
development; the citizens have the right to quality education which should be
accessible to all; it requires the establishment and maintenance of free public
education in both elementary and high school levels.

18. THEORETICAL FRAMEWORK
The theory central to this study is Norma Haan’s Theory of Ego Processes.
Haan (1977) postulated that there are certain generic ego processes
(adjustment , defense and fragmentation) .
This study on the Personalities , Locus of Control and Adjustments influencing
the drop-out behavior of students focuses on the interaction between the
individual, which in this study are the students, and his relationships with
teachers, parents/caregiver, self-motivation, socio-economic status and peer
influence. The drop-out behavior is the fragmentation perceived as his
constructed response/adjustment to his environment.

19. SARDOs Personalities:
a. Anxiety
b. Conduct problems
c. Somatization
d. Depression
Involvement of
SARDOs and their
families in Division
Government
Initiated Dropout
Reduction
Programs:
-Easy and
Affordable
Secondary
Education (EASE)
-Open High School
or Distance
education Program
(OHSP)
-School Initiated
Interventions (SII)
-Alternative
Learning System
(ALS)
RECOMMENDED
SUPPLIMENTAL
INTERVENTION
FOR A RESPONSIVE
DIVISION
DROPOUT
REDUCTION
PROGRAM
Locus of Control
a.Teacher
b.Parents/ Caregiver
c.Self
d.Socio- Economic
Status
Adjustment Profile
Index:
a.Distress
b.Restraint
c.Low-Self Esteem
Figure 1. Conceptual Paradigm

20. ASSUMPTIONS
This study has the following assumptions:
•Personalities , Locus of Control and Adjustments are significant predictors of the Dropout
problem of Public Secondary School Students in Division of Camarines Sur.
•The extent of involvement of SARDOs and their families in Government Initiated programs
affects their tendency to stop or finish schooling.
•If the continued increase in the rate of school dropout is not arrested, then the EFA goal of
making every Filipino functionally literate by 2015 would not be achieved.
•The increase in dropout rate could be arrested if the causes of the dropout problem are
properly identified and described and appropriate intervention programs are initiated to remove
the causes.
• If the school, the home, the community and the SARDO are actively involved in planning,
developing, and implementing the DORP, then the DORP would succeed.

21. ASSUMPTIONS cont.
• The likelihood of students leaving school could be reduced if students’ felt needs are being
satisfied and learning experiences are pleasurable.
• Learning is scaffolding. New knowledge, skills and attitudes are developed, shaped,
modified or reconstructed on the basis of previous ones. If student attendance is irregular
and previous lessons are not fully mastered, then the scaffolding process is weakened.
• The full mastery of basic competencies could be achieved if the instructional process has a
strong remedial component.
• If the school has a strong and effective DORP, which is collaboratively planned and
managed by the school head, teachers, students, parents, and other key stakeholders, then
the school dropout rate would be diminished.
• The school DORP would have higher probability of success if it is provided adequate
technical and administrative support by the Division, Regional and Central offices.

22. DEFINITION OF TERMS
• Adjustment. As used in this
study refers to the behavioral
process by which humans and
other animals maintain an
equilibrium among their various
needs and between their needs
and their environment.
• Anxiety . A feeling of nervousness ,
apprehension , fear or worry. Some fears
and worries are justified , such as worry
about a loved one or in anticipating a quiz
or examination. But it may occur with or
without a cause or it may occur based on
a real situation but may be out of
proportion to what would normally be
expected. Severe anxiety can have
serious impact on daily life.

23. DEFINITION OF TERMS cont.
• Depression . A serious medical illness
that involves the brain. It is more than just
a feeling of being down or blue for a few
days. It is a feeling of sadness , loss of
interest , change in weight , difficulty in
sleeping , energy loss, feeling of
worthlessness and thoughts of death or
suicide.
• Distress. Occurs when an individual
adapt to stress.
• DORP. (Dropout Reduction Program) A
Program of the Department of Education
intended to strengthen the thrust towards
the attainment of Education for
All (EFA).
• Government Initiated Interventions.
The programs, projects, and activities
which the government implements in
response to DepEd Public Secondary
Schools dropout problem.
• Locus of Control. As used in this
research, measures generalized
expectancies for internal and external
control of reinforcement. People with an
internal locus of control encounter
problems originating from self and with
self-will could be changed. While those
who encounters external locus of control
believe that their own behavior does not
matter much and that rewards in life are
generally outside of their control.

24. DEFINITION OF TERMS cont.
• Personalities. Are particular
combination of emotional ,
attitudinal and behavioral
response patterns of an
individual. This study used
Seattle Personality Questionnaire
that measures self-reported
psychological symptomatology
and reflects respondents current
feelings such as : anxiety ,
conduct problems , somatization
and depression.
SARDO. (Student at Risk of
Dropping Out); student in
disadvantage situation due to
factors attributed to the family,
school and community.

25. CHAPTER II
Review of Related Literature and Studies

26. RELATED LITERATURE :
•The total Philippine population as of 2007 stood at 88.7 million; for
2008 it was projected to be 90.5 million (2000 Census-Based
Population
Projections).
•The 2003 Functional Literacy, Education and Mass Media Survey
(FLEMMS), disclosed that out of 57.4 million Filipinos who are 10 to 64
years old, 3.8 million ten years old and above, do not know how to read and
write and a total of 9.2 million are not functionally literate.

27. RELATED LITERATURE (cont):
•According to the National EFA Committee (Manila, Philippines, 2006), a survey of young
people, 7-21 years old showed that 65% do not participate in any community activities; only
37% can sing the national anthem, and only 38% can recite the Panatang Makabayan. The
Committee further noted that the low participation in community activities, lack of awareness of
Philippine history, and weak engagement with matters of public interest, provided a picture of
educational disadvantage from the viewpoint of nation building.
•The EFA report also pointed out that the school system is disadvantaged because of its
poor completion rate and low academic performance.

28. RELATED LITERATURE (cont):
• 2002-2003, only 90.32% of the total population of children 6-11 years old,
enrolled at the start of the school year. The 9.68% that did not enrol constituted
nearly 1.2 million children who most likely will eventually join the ranks of the
adult illiterate. The 90.32% of the children who enrolled showed these trends:
• For every 1,000 Grade 1 entrants, 312 or 31.2% will leave school before finishing
Grade 6; 249 or 24.9% will finish the six-year program at an average of 9.6 years,
each one repeating some grade levels two to three times; and only 439 or 43.9%
will graduate in six years. Of these graduates only six will have sufficient mastery
of English, Science and Mathematics.

29. RELATED LITERATURE (cont):
• At the secondary level, for every 1000 entrants to
first year high school, 389 or 38.9% will leave
school without completing four years; 353 or 35.3%
will graduate after repeating two to three times; and
only 248 or 24.8% will graduate within the required
four years.

30. RELATED LITERATURE (cont):
•In sum, there is still a large number of Filipinos who are not basically literate
(3.8 million) and up to 9.2 million who are not functionally literate. These Filipinos are
educationally disadvantaged or handicapped to engage intelligently in various social,
economic, civic and political activities and use to advantage their rights and
privileges as members of society.

31. RELATED LITERATURE (cont):
•In his 2012 State of Basic Education report, DepEd Secretary Armin Luistro noted that
the dropout situation remains a serious problem—involving six percent of total elementary
enrollment in the public system and nearly eight percent in public high schools.
•Back in October 2011, Luistro said at least 46,000 students were saved from leaving
school because of its Dropout Reduction Program (DORP).
• The DepEd said the DORP save students from dropping out of the rolls “because of
financial problems, peace and order issues, and physical handicap, family and health concerns,
among others.”

32. SUPPORTING LITERATURE:
The DORP and the Regular Class Program
•The regular class program provides the major contribution to produce the desired learner
which is the goal of the SIP and the Division Education Development Plan (DEDP). The DORP
enhances the delivery of the regular program as it prevents potential school leavers from
leaving. Furthermore, DORP seeks to retrieve those who are out of school and who want to join
the regular classes.

33. RELATED LITERATURE (cont):
•DORP supports the regular class program through its strategic components, namely: the
Open High School Program (OHSP), the Effective Alternative Secondary Education (EASE),
School Initiated Interventions (SII) and Other Interventions (OI).

34. RELATED LITERATURE (cont):
Alternative Delivery Mode (ADM)
• The OHSP and EASE as strategic components of DORP are considered ADM because
students do not attend the regular class program while enrolled in the OHSP or EASE. The
OHSP as an intervention has an indirect link with the regular class program since it is distance
learning; however, the learner has the option to join the regular class anytime during the period
of his study.

35. RELATED LITERATURE (cont):
•The EASE students on the other hand, are temporary leavers of the regular class
program and they re-enter the class after satisfactory completion of the EASE modules.The SII
and the OI are for the SARDO who do not qualify in the EASE and OHSP. These students are
members of the regular class program but who participate in either of the two interventions (SII
& OI) or a combination of both to prevent them from dropping out.

36. RELATED LITERATURE (cont):
The DORP and the ALS
•As mentioned earlier, the primary objective of the DORP is to prevent students from dropping
out, at the same time, it motivates those who are out of school to return and finish basic
education. In cases where a SARDO cannot be saved, he has the option to participate in the
ALS so that he can attain functional literacy. ALS is a parallel learning that provides a viable
alternative to the existing formal instruction. This is done through its three programs, namely:
Basic Literacy Program, Accreditation and Equivalency Program and Indigenous Peoples
Education Program.

37. RELATED STUDIES:
McIntosh, & Bull (2008)
-high school dropouts were discussed in literature as early as 1927. At that time the
dropout phenomenon was called “school leaving” and was considered to be a
psychological problem based on interest and attitudes.
( Hunt, 2008)
there is not one single cause of drop out. Drop out is often a process rather than the
result of one single event , and therefore has more than one proximate cause.
( Tinto,2008). Elkins, Braxton, and James (2000) wrote that a student’s sense of
congruence with the social system of a college or university may be dependent upon
the successful passage through the stages of separation, transition, and
incorporation.

38. RELATED STUDIES:
(Osipow, & Fitzgerald, 2006)
congruence is supposed to reflect the degree to which an individual’s personal
qualities match environmental demands.
Peng, Lee, Wang, and Walberg (2002) found that locus of control was a significant
predictor of academic success.
( Whatley,2006;Foreman,2008) Research in the area of locus of control and
adjustment has expanded greatly. This partially maybe due to empirical support for
the mediation and moderation of High School dropouts in public schools .

39. RELATED STUDIES:
Cannon ( 2000) , in his work in the early to mid twentieth century , coined the term
“homeostasis” and emphasized efforts of the organism to maintain internal
equilibrium.
Rumberger (2005) found that students’ low expectations for their educational futures
are associated with early high school dropout .
(Driscoll, 2009). The typical high school dropout is expected to finish high school and
attend a junior college, while the typical high school graduate expects to complete
two to four years of college

40. RELATED STUDIES:
Worrell (2006)
found that variables related to expectations of success in the future act as protective
factors against dropping out.
Arum (2008)
conducted a study of how educational policy affects the relationship between
vocational education participation and dropping out of high school. He found that
states that have more resources invested in vocational programs have an increased
likelihood of students graduating from high school. Conversely, states with low
investments in vocational programs have students with higher odds of dropping out.

41. RELATED STUDIES:
Smink and Schargel (2004)
parental role vital to student success, schools must implement strategies to connect
parents to their children’s education and their children’s school.
(Samuels, 2007; Stanley & Plucker, 2008).
Despite research on the topic of high school dropouts, surprisingly little research on
dropout intervention programs has been conducted .

42. SYNTHESIS OF THE STATE OF THE ART
AND STUDIES:
• The following studies on SARDOs personalities , Locus of control, adjustments
and government initiated programs which were considered in this investigation
have some similarities & differences with the present study.
• McIntosh & Bull (2008) conducted a research on the historical development
of high school drop outs in literatures and studies. They identified their problem
source and students reactions to these sources . The present study not only dealt
with problem problem source which will be discussed in this study in detail as
locus of control and students reactions as adjustments . this study also aims to
identify the type of personalities SARDOs belongs.

43. SYNTHESIS OF THE STATE OF THE ART
AND STUDIES:
• Laurence ( 2000), made a study on students personality in relation to academic
success while this study concentrates on SARDOs personality types in relation to
their locus of control and adjustments.
• Knonick and Hargis ( 2008) , Peng, Lee , Wang and Walberg (2002) ,
Hersch and Sheibe (2007), researches showed that locus of control was a
significant predictor of academic success . On the other hand , this research , will
be dealing with locus of control as influential factor on Drop-out occurrence.
• Studies of Parsley & Corcoran (2003), Pearl & Campbell ( 2009), sanders &
Jordan (2000), Muller ( 2001), Calabrese, Goodvice & Niles ( 2005) , Dicintio &
Gee ( 2009) focus on the effects of teachers on drop-out prevention while these
study will be discussing three areas as influential factors on drop out occurrence.

44. SYNTHESIS OF THE STATE OF THE ART
AND STUDIES:
• More studies on locus of control such as class size, parent or care giver
involvement, socio economic status, self motivation , peer influence discussed
separately each areas as factor that results to drop out occurrence. While this
study considers them as areas under locus of control.
• Like most of the studies aforementioned, this study dealt with school
setting. Thou the focus of this study will be public secondary students in the
Division of Camarines Sur who are at Risk of Dropping Out: their Personalities,
Locus of Control , adjustment and their involvement in Government Initiated
Intervention on Drop Out Reduction Program.

45. CHAPTER III
Research Design and Methodology

46. Methodology
• This will be a highly qualitative research. The school guidance counselor will
distribute the questionnaires to the class advisers who will facilitate its distribution
to the students whom they have identified as SARDOs in their respective classes.
The identified factors were examined and analyzed in terms of general concepts,
learning and behavioural theories.
• The data gathered will be tallied, tabulated and statistically analyzed to answer
the problems of the study. The personalities, locus of control and adjustments
that have influenced the students’ drop-out behavior will be tallied separately to
gain significant correlation.

47. Population
• The respondents of the study will include selected public High Schools
in the Division of Camarines Sur such as : (1st
District) San Jose National
High School, Alanao , Lupi ; (2nd
District) Pamplona National High
School ; (3rd
District) Binanuaanan National High School, Pili ; (4th
District)
Agay-ayan National High School, Tinaambac North; and (5th
District) Buhi
SPED Integrated School.

48. INSTRUMENT
This study will use the 3 standard questionnaires:
Seattle Personality Questionnaire, Locus of Control
Student Survey Form and Weinberger Adjustment
Inventory. The respondents will answer the
questionnaire in 10-15 minutes.

49. STATISTICAL TREATMENT
• The researchers will use simple statistics, the
frequency count and percentage to determine
the factors that can be altered through
Division Dropout Reduction Programs.

50. BIBLIOGRAPHY
BOOKS
Allen, J. P., Porter, M. R., & McFarland, F. C. (2006). Leaders and followers in adolescent close
friendships: Susceptibility to peer influence as a predictor of risky Behaviour , friendship instability, and
depression. Development and Psychopathology , 18, 155-172.
Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney,
K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social
adaptation, and deviant behavior. Child Development, 76(3), 747-760.
Battin-Pearson,S. et.al. Predictors of Educational Psyhology. 2000 .
http://nces.ed.gov/pubs92/92042.pdf

51. THANK YOU!!!