Adopting learning education as an intervention for drop out reduction

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Service Education in Distance Learning Modality:
An intervention for Drop-Out Reduction
BERNARDO Z. ESPIRITU
2021

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TABLE OF CONTENTS
Title Page i
Table of Contents ii-iii
Chapter Page
1. INTRODUCTION
Introduction 1
Statement of the problem 3
Theoretical Framework 3
Research Paradigm 4
Significance of the Study 4
Scope and delimitation 5
Definition of Terms 6
2. LITERATUREREVIEW AND CONCEPTUAL FRAMEWORK
Review of Relevant Theories/Concepts/Principles and Studies 9
3. METHODOLOGY
Research Design 19
Population and Sampling 20
Respondents and Participants in the Study 20
Research Instrument 21

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Reliability and Validity of the Instruments 21
Data Gathering Procedures 23
Data Analysis Procedure 24
Ethical Consideration 25
References 26

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Chapter 1
INTRODUCTION
In the New Normal and its facet of transition, no one process suits all. Evidently, students'
learning interests degenerate rapidly from a low level of participation to almost zero or
non-output performance task responses. It has a significant impact on academic
performance and academic domains for development. The result of these occurrences
leads to failing grades reflecting the poor performances of the learners and being
considered potential drop-out students (PD0S0O). General issues that need appropriate
action to be resolved.
Regional Memorandum No. 161, s. 2021 – Needs Assessment for Intervention
Programs for Learners at Risk of Dropping Out and Learners at Risk of Failing Grades
regarding the implementation of the distance learning modalities vis-a-vis the Basic
Education Learning Continuity Plan (BE-LCP) surfaced issues like the increasing number
of learners as potential drop-outs and learners with failing grades. Aiming to determine
the extent of the factors that affect the gaps between the promotional rate and the dropout
rate,
“They may not be have formally dropped out of class, but they are essentially not
participating and not learning” as stated by Raymond Basilio, ACT Secretary General.
Posted at Philstar.com dated January 28, 2021. Concerning the 21st century learners
amidst pandemic. Main problem of the educational system that needs not to condemn the
system but instead let it be a passage to determine other means of giving assistance to

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the potential drop- out learners and those students at risks. Education must not be
imposed to the learners, let education be a playground for learning.
In service learning education, learners come to self-reflection and self-re-direction
that their involvement in community issues while performing required tasks serves as a
part of resolving particulars while developing their academic domains. Whatever methods
and strategies were used to improve their learning will be ineffective.This is something
that curriculum planners should keep in mind.Believing that learners' self-interest and
self-motivation will keep the fire of learning burning, and that their fossilized dreams will
be the fuel for them to move and reach their goal within them and not with the system
itself.
Service learning education denotes its potential and efficacy as a pedagogy linking
learning through application with academic domains. A strategy that emphasizes critical
thinking, cooperation, leadership, moral obligations, and democratic citizenship while
linking ideal intellectual content learned in school. It demonstrates the relationship
between school as a source of ideas and knowledge, and the community as the practical
application set up in the classroom. the learners to synthesize ideas and knowledge.
Teachers, regardless of grade level, were expected to improve and develop
programs that would increase the promotional rate, thereby sustaining the drop out
reduction for all students, particularly those at risk of dropping out. Understanding its
gauges and current indicators for dropout reduction may guide concerned individuals in
a complex society that may promote the tracking technique to avoid and remediate
learners with educational learning conflict.

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Statement of the Problem
This study aimed to explore the live experiences of potential drop-outs students on
the conduct of Service education in the Distance Learning Modality, it sought to answer
the following questions leading to the purpose and assumptions of this study:
1. How do potential Drop-Out students describe their experiences on Service
Education in the Distance Learning Modality?
2. What are the progression on the academic domains of potential Drop-Out
students in the Distance Learning Modality?
3. How Service Education as an intervention improves the academic domains
of potential Drop-Out students?
Theoretical Framework
This study will utilize the Input – Process – Output (IPO) context that will serve as the
guiding structural framework of the research
INPUT OUTPUT PROCESS
Research Paradigm
Potential Drop-Out
Students
-
Students at Risks
-
Massage TherapyCourse
S.Y. 2021 – 2022
Remediated
Potential Drop-Out
Students with
improved Academic
Domains
Service Education
as an Intervention
in the Distance
Learning Modality
Identified potential Drop-
Out Students
Parental Consent
Live interview and
discussions
Documentation
Interpretations and
assumptions.

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Frame I Input, which consists of the student’s at risks or the potential Drop-Out
students of Massage Therapy Course S.Y. 2021 – 2022 as the core subject of the study.
Frame II Output, expected outcome of the research which is the remediated
potential Drop-Out students with improved ACADEMIC Domains who conducted the
Service education as an intervention to cope up with the low performance to no module
task response as required by the curriculum guide content and performance standard.
Frame III Process, consist of the procedure taken as a guide to come up with the
interpretation and assumption of the student to determine the academic domain
improvements of potential drop out students.
Significance of the Study
This study is of significant to the following:
Curriculum Maker – The result of this study may be used as a basis to enhance the
curriculum with respect to the programs initiated especially the intervention and
remediation to attain 100% passing rate from the enrollment rate resulting to the
achievement of zero drop-out rate. Attaining the global competitiveness of each learners
with the skills and knowledge required by the curriculum. To consider the academic
domains of the students as the prime concern in the learning process.
Principals – This may help the school heads in encouraging the teachers to develop
other teacher’s initiated programs that may suit to the learning need and demands of the
21st century learners. The idea of allowing teachers to sustain the teaching – learning
process based on the concepts that no one process suits to all.

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Teachers – This study may empower them in utilizing this as a guide in improving their
knowledge in their best practice to give assistance on students at risk - potential drop out
students and to cope up on unperformed activity tasks. Enabling the students to complete
the grade skills and knowledge requirements.
Students – This study may enlighten them that the objective of the K-12 curriculum is to
empower them, be globally competitive, critical thinker and be more aware that achieving
their objective in life is through education. Awareness on the actual problem of the
community and their involment to resolve issues by applying their self-concerns showing
the individual perspective and let them realize how life works.
Future Researchers – This study can be utilized as a reference materials related in terms
of the concept topic. In consideration to the minimal studies conducted with the same idea
and interest. Emphasizing the efficacy and affectivity of service education as an
intervention in assisting potential dropouts and students at risk.
Scope and delimitation of the Study
The general intent of this study is to explore the live experiences of potential drop-
out students and their academic domain progression on the conduct of Service Education
in the Distance Learning Modality. Determining the specific improvement as experienced
by the respondent may be used as an initiated intervention to remediate students at risks
as possible.

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This study does not limit knowledge and information into controls behavior and
attitudes towards responses on the Distance Learning Modality. It specifically explore the
perspective of participants in the Massage Therapy course S.Y. 2021 – 2022.
This study having transcendental phenomenological qualitative method design
focuses on questions that will determine the live experiences of potential drop out
students in the conduct of service education as an intervention. Through group discussion
and panel group discussion using social media platforms as a mean of communication to
gather data.
This study will also unfold the development on academic domains of potential drop
outs suppressed due to Covid-19 pandemic and the transitions of the educational system
in the approach of the teaching and learning process. Only students with parental consent
will be subjected as control of the study. As to assure data privacy initial responses of the
controlled will be treated confidentially.
This study will never generalized the behavior and educational needs of other
learners classified students at risks. In every actions conducted learners responds based
on the actual scenarios affecting their reactions to particular questions.
Definition of Terms
The following terms are operationally and conceptually defined for the better
understanding of this study:
Service Education (Service Learning) – It is a teaching methodology that enables
students to apply knowledge and skills learned in the classroom to meaningful service to

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the community. Through structured reflective activities that enhances critical thinking
moral and social responsibilities as it reciprocally applies to their academic and career
development.
Distance Learning Modality (DLM) - Refers to learning delivery modality where
materials are given or made accessible to learners. (DO 21, s. 2019). Independent or self-
learning activities and materials that can be accessed either online, stored in any device),
printed form, or viewing via TV or listening to radios) are provided to the learners do to at
the comfort of their home or any learning space available.
Intervention – Also known as Instructional Intervention given to students who are not
performing at their best. It contains specific programs for each group of students identified
by the subject they are struggling with. It is important to note that each student has their
own particular sets of weaknesses that should be addressed differently.
Potential Drop-Out – Referring to students with poor scholastic performance as
indicated by low grades to failing courses, or low test scores, non – response on activity
tasks.
Academic Domain – pertaining to the common developmental capabilities of an
individual that progress based on the exposure to developmental age appropriate
activities .such as:
1. Learner’s Approach to Learning- essence of curiosity and creativity to learning
2. Language Literacy- Enhancement of vocabulary and social communication
3. General Cognition – Critical thinking in resolving issues

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4. Motor Development – Performing age appropriate physical tasks.
5. Emotional and Social Development – Character development in specific situations
Students at Risks - is often used pertaining to students or groups of students who are
considered to have a higher chances of failing scholastically or dropping out of school.
Remediation - refers to reinforcing teaching strategy for students’ improvement. Intended
to fill gaps in a student’s core learning context.
Massage Therapy Course – Initiated course for Junior High School with Teacher- Made
Curriculum Guide. Focusing on Massage Therapy.
Curriculum Guide – it is a structured learning material indicating the required content
and performance standard of courses offered by the curriculum.
Performance Standard – considered as the aligned actual skills competency required
by the curriculum and expected to be performed in the completion of the course offered.
Content Standard – enumerated knowledge that a students should acquire, it answers
“what” the students should learn and able to do. Developing the learners communication,
reasoning, investigating ability, concepts and critical thinking.

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Chapter II
CONCEPTUAL FRAMEWORK
This chapter presents other literature review of reading materials related to the
present study. Some literature and studies were reviewed for the purpose of of
gathering data and acquiring information that would help in attaining insights into the
main concept of the present study.
REVIEW OF RELATED LITERATURE
Service-Learning Education
McCarthy F.O. (2017). Educating the heart has long been a theme in Service
Learning. Indicating the importance of developing awareness, understanding and respect
of people unlike oneself. Creating empathy, and openness that may develop collective
consciousness to work with others in achieving collective good.
The study explore the ability of service learning program to fully develop aspects
of educating the heart through programs featuring intercultural understanding and moral-
social viable relationship.
Gregorova, Heinzova, & Chovancova, (2016). Service- Learning SL as a teaching
and learning strategy, which combine meaningful service in the community with
education. A pedagogy being applied to all level of formal and informal education.

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The result shows that the students who were evaluated their competencies before
taking the service learning course in academic 2014-2015 evaluated their competencies
as more developed to those students in the previous year. It is a sign that service learning
has a long term benefits on the developmental learning of the students. It also
demonstrated the effectiveness as a method of preparing students for inter-professional
course that can be used to develop their knowledge, skills, attitude and behavior required
in a collaborative team based environment.
Anorico, H. C. (2019) Service-learning in the educational sector has shown
increased impact on student lifelong learning and institutional commitment to the
community over the past decade. Universities in the Philippines provide various service-
learning programs for their partner communities, through the service-learning program six
(6) themes emerged that truly improved the students’ perspective in academic life
learnings. (1) Respect for others; (2) Compassion; (3) Self-Fulfilment; (4) Volunteerism;
(5) Consistency in life’s plan; (6) behavioural Development.
The study presented the students feedback on service-learning program. It helped
in their holistic formation as a responsive individual. It reduced generation gaps
regardless of life’s point of views and it increase their focus on the preparation and
orientation of students’ attitude.
Dandy J., 2016). Community involvement pedagogies called service learning are
ones that combines learning goals and community service in ways that can enhance both
student’s growth and the common good. Strategy that integrates meaningful community

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service with instruction and reflection to enrich the learning experiences, teach civic
responsibility and strengthens community.
Deped Order No. 74. S. 2010 (2010) Guidelines in Mainstreaming the Drop-Out
Reduction Program (DORP) in the Public Secondary Schools. The memorandum
promotes the effectiveness of DORP in reducing the drop-out rate in the attainment of
zero drop-out rate, in increasing the participation rate and improving learning outcomes
using formal, non-formal and informal approaches has been proven in many schools
across the region.
It also encourage the school principals to mainstream the formulation and
conceptualization of best practice programs that may identify interventions to be
integrated in identifying potential drop-out students and at risk considering factors such
as psychological, emotional, economic, cultural, and social dimensions of affected
learners.
Furor (2010). According to him, volunteerism is the engagement of students in
activities where the primary emphasis is on the service being provided and the primary
intended beneficiary is clearly the service recipient. Although the participant-volunteer
may receive and learn from it such as self-fulfillment as pleased by doing something good.
And learning from within the process that is clearly serendipitous and unintentional.
Service Learning programs are distinguished from the other approaches to
experiential education by their intention to equally benefit the provider and the recipient
of the service as well as to ensure equal focus on both the service being provided and
the learning that is occurring.

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Novak, Murray, & Scheuerman, (2009). While varying definition of service learning
that is currently found within the literature, three common themes are repeatedly used to
define it – First, the experience involves a reciprocal relationship that meets an identified
needs of the community; Second, academic content is integrated into service experience;
Third, Participants are encourage to reflect and connect the experiences and content to
their personal perspectives
It shows that through the conducted service learning programs 98% of the 350
High School participants showed increase in the community involvement and 96% of the
participant showed increase in academic interest and valuing the essence of education
and its life experience teaching and 95% presented positive self-reflection. The data
presented that service learning posted high correlation to the academic learning of the
students who participated.
(Lundy, 2007). A variety of innovative experiential learning approaches are known
to enhance educational experiences of the young adults. One approach in particular is
Service Learning, It has been increasing popular among youth from elementary schools
to college.
It describes the research conducted evaluating the impact of service learning on
exam scores and emotional empathy in a life-span development course. Scores were
significantly higher for the service-learning students compared to those who completed
other projects. In addition, only the service-learning group demonstrated a significant
increase in emotional empathy as measured by the Emotional Empathetic Tendency
Scale. It also discussed the results in terms of the relations among practical experience,

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reflection, and emotional empathy. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
American School Counsellor Association (ASCA), n.d.)(2007). Research on the
beneficial effects of service learning has been accumulated over the years. This includes
studies of impact of service learning experiences among middle school students.
Struggling with significant issues unique to early adolescence involving physical,
psychological. And social changes.
They have been clearly characterized by their need (a) explore a variety of
interests: (b) connect learning to practical life and work; (c) release energy through activity
coupled with frequent fatigue due to rapid growth; (d) develop personal identity found
through peers’ affirmation; (e) separate self from parents; (f) rely on friends to provide
comfort, understanding, and approval.
Simons and Cleary (2006) Conducted quantitative survey to measure changes in
students’ personal and interpersonal development, academic learning and civic. They
also used qualitative research method to explore the processes linked with students’
reduced stereotyping and increased in community development. This was one of the first
studies to use an exploratory methods design to demonstrate that participation in service
learning affects academic learning and personal and social development.
Their study showed that’s service learners increase their political awareness,
diversity attitudes, civic engagement, community efficacy, and affiliation preferences for
community development. Almost all respondents (96%) reported academic learning as a
benefit of service learning, career development was a second benefit, consistent with

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previous research that’s suggest service learning is a vehicle for confirming and modifying
students’ career decisions. Almost all (97%) of the coded data identified self-efficacy or
self-knowledge as a third service learning benefit and personal development as a fourth
benefit.
Tannenbaum & Brown-Welty (2006). State the problem facing the American K-12
education have been well documented that the programs proposing to solve these
problems are numerous and varied. They make an argument that even though there is
no shortage of studies that suggest that a variety of strategies independently improves
the academic performance and social behavior of students, there is lack of scholarly
research that examines the combined effects of strategies. For this reason, their study
focused on two of the most widely used strategies in American k-12 education – service
learning and after school programs.
Preliminary results of this study based on information of six hundred students who
participated in the after school-program suggest that’s students participating in the service
learning had greater improvement in their grade point average and conducted grades and
were less likely to be suspended than students who did not participated in the service
learning component.
Stott and Jackson (2005). States that one pedagogical method that middle school
counselor can use is service learning since it gives students an opportunity to apply what
they are learning in the classroom by performing acts of services that benefits the
community.

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Their research found that students who participated in service learning activities
demonstrated measurable increase in personal /social development, civic responsibility,
academic learning, and career development.
Haavind G. T., (2010) concluded from his research that it was more difficult to
monitor discussion in an online environment than in a classroom setting. Wong and
Tatnall (2009) found that the ability to track the progress of students with an online
learning management system increased the instructor’s ability to assess students’
progress in a way that is not possible in a traditional course.
Online Distance Learning (ODL)
Al-Samarraie, T., Alzahrani, A.A., and Alalwan A.T. (2017) utilized the technique
of Fuzzy Decision Making Trial and Evaluation Laboratory to analyse the data collected
from 38 students and nine instructors based on an interview survey.
The authors identified information quality, task-technology fit, system quality, utility
value, and usefulness as key factors that are very likely to have impacts on users’ e-
learning continuance satisfaction.
Pieri and Diamantine (2014) conducted their research based on the experience of
e-learning web 2.0 at the University of Milano-Bicocca in the academic year of 2011-2012.
The objective of the research was to make the implicit and tacit knowledge that the users
have, explicit, and therefore more accessible. Since the ICTs have become an essential
part of the learning experience for people all ages, so it’s become a concept that needs
to be explored, the researchers started elaborating the transition from Web 2.0 to e-

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learning and the aggregation of the power of Web 2.0 with social networks in the learning
process.
They used Thinktag Smart, a new Web 2.0 platform; that mixes the learning
opportunities offered by the web 2.0 with the learning opportunities of social networks for
sharing knowledge, to train 137 students in two subjects (Tourism, and Sociology of
innovation), after this experience they gave them a questionnaire to evaluate the learning
experience, and the platform. Thinktag Smart had some features that were most used in
the platform: (resources, shelves, and groups); where the least used were: (Wiki,
collections and chat), the strengths of the platform which made it generally appreciated,
were; the resources or the ability to exchange and share information with users of
Thinktag Smart; support teaching as the portal was open to share notes and materials
connected to courses they need; and the interactivity feature of the platform provided for
the users. As for the weaknesses, which didn’t allow for the complete satisfaction, they
were; the slowness in loading the pages, the unclearness/complexity, the lack of
immediacy, and intuitiveness. In sum the platform was a tool of great potential, but to be
competitive; realities need further improvements.
Ceobanu and Boncu (2014) investigated in a theoretical manner the challenges
associated with the use of mobile technology in adult education. They argued that mobile
learning (mLearning) can be placed at the connection of eLearning and mobile computing,
which is differentiated by the capability to access learning resources anywhere, anytime,
through high capabilities of search, high interaction, high support for effective learning
and ongoing assessment based on performance. Also, mLearning considered to be as
an extension of eLearning, but characterized by its independence from a location in space
and time.
Furthermore, mLearning comprises the use of mobile technology in the service of
the processes related to teaching and learning. The mLearning can be considered as the
point where mobile computing and eLearning meet to create a learning experience that
can be commenced anytime and anywhere.

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Peltier, Schibrowsky, and Drago (2007) suggested six factors that can be used to
measure teaching quality in the e-learning setting in the US; they are: interactions
between students and students, interactions between instructors and students, lecture
delivery quality, course content, course structure, and instructor support and mentoring.
Among these six factors, course content is the most powerful factor in determining
the online learning experience’s perceived quality, and the quality of interactions between
instructors and students and interactions between students and were not directly related
to perceived overall quality of the course.
Jacobson M.Z., and Cakula (2015) aimed to get a new perspective on knowledge
sharing process, and better understand the future of automated learning support system
involving the use of new technological opportunities.
The major study question was how the automated learning support system could
develop the efficiency and quality of further knowledge flow and offer sustainable
cooperation between educational institutions and entrepreneurs. The researchers found
that the analysis of the information system as an online learning support platform,
improved quality of knowledge flow, and recommendations for advancing work-based
Learning besides the encouragement of efficient knowledge management technologies.
Furthermore, innovations in the learning process needs to be real and simple to help
adults find how to solve their problems; preparation of training is needed following a
specific employer demand and knowledge sharing has to be equally vigorous on both
interested sides; and needs have to be obtained; and accurate content and quality
must be presented according to merchant’s prospects.
Moravec et al. (2015) showed how e-learning tools impact students’ achievement.
The study was attended by nearly 2000 students. According to Moravec et al. (2015), the
study compares the results of questions from the area of law where the tool was provided
in a pilot version with the results of questions, where the e-learning tool was not provided.
The researchers found that the e-learning tools have affected the students’ results.
Nevertheless, the belief of the e-learning tool may possibly have a negative effect on
students who will depend on given materials was disproved. By using the Cohen’s model

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and based on data collected from 15 documents from relevant research studies
conducted on the effect of ICT based e-learning on academic achievement during2010-
2012,
Mothibi (2015) examined the relationship between e-learning and students’
academic achievement in higher education. The researcher found that ICT had a
statistically significant positive influence on e-learning based students’ academic
achievements.
The results also indicated that ICT had a significant positive influence on students’
educational overall academic achievements.

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Chapter III
RESEARCH METHODOLOGY
This chapter presents the operational framework of the study. Specifically, it includes the
research design, population and sampling, participants in the study, research
instruments, reliability and validity of the instruments and data gathering procedure.
Research Design
This study will utilize a phenomenological- purposive – homogenous qualitative
method design. This design aims to describe, understand, and interpret the meaning of
the respondents’ experiences on the conduct of service learning as an intervention for
drop-out reduction in distance learning modality. It is the most suited design for the
proposed study amidst pandemic. An interesting experiences coming from students who
are potential drop-out learners and students at risks.
Using social media as a platform for communication between controlled subjects
of the study through group discussion /panel group discussion. In accordance to the
health protocol implemented to control the wide spread of the situation. Minimal times of

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home visitation for the actual transcription signing of the gathered document will be
conducted to ensure the appropriateness of the transcribed information and confirmation
by the signature indicated on the documents as data source of the study
Population and Sampling
The population frame of this study focuses on Massage Therapy students School
year 2021 – 2022. The purposive – homogenous sampling method – that focuses on one
particular-sub group of respondents will be utilized for more cost and time effective
sampling approach.
The controlled group of potential drop-out students is subjected to quarter average
screening. Identifying them trough their low academic performance on the module activity
response to almost zero participation that may lead to a failing scores. Using the first
quarter average and tasks response score sheets of the course as the basis of identifying
the subjects of the study.
Participants of the Study

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The respondents of this study were mainly from Grade 10 – Massage Therapy
Class, S.Y. 2021 – 2022 of Governor Felicisimo T. San Luis Integrated Senior High
School. They were identified as potential drop-out students at risks utilizing their first
quarter final average and course activity task monitoring sheets. They will share through
their experiences through the question and answer /discussion of the research stamen of
the problem. The progression on their academic development will be answered by the
participants based on their personal observation and improved area of interest after the
conduct of the service learning education as an intervention program.
School’ principal approval on the conduct of the study will be requested formally
before proceeding to the parental consent of the students’ parents for child protection
policy and data privacy of each respondents of the research. The personal responds of
the controlled subjects will be treated confidentially ensuring the protocols on data privacy
Research Instruments
The researcher will use a self-made interview guide questionnaires for transcribing
first handed info-data. Consists of three (3) main guided question in forms of sub-
questions to avoid direct delivery of the research statements of the problem. The guideline
questions include the following topics.: potential drop-out student’ experiences on the
conduct of service education; progression on the academic domains in the distance
learning modality and how service education as an intervention improves the potential
drop-out students, academic domains.

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Sub-questions as a form of follow up inquiry in relation to the research content
were required to be answered to crack answers for verification purposes.
Validity/Reliability of the Instruments
The researchers’ guided interview sheets will be validated for approval by the
school-based Learning Resource Materials Quality and Assurance Team (LRM -Q&A)
who are certified and qualified Validators of the SDO Laguna. Consists of (1) Content
validator with standard Regional Learning Resource Materials content evaluation form,
(2) Grammar validator with standard Regional Learning Resource Material grammar
evaluation form and (3) Lay-out validator with Regional Learning Resource Material lay-
out evaluation form. Processing or revision and corrections will be conducted immediately
for level up validations.
The approved researcher’s guide questionnaires will be submitted to the SDO
Laguna- Learning Resource Management Department for Division Level Validation and
Acknowledgement and Data Banking System. The approved researcher-made guide
questions will be subjected to actual sheet sampling for immersions of sub –questions
and process sampling purposes.
Data Gathering

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The researcher will request for the school principal’s approval on the conduct of
the research under his governed school. Utilizing purposive-homogenous sampling
technique. Minimal Home-Visitation (HV) for parents of the identified controlled subjects
will be formally informed and parental consents will be requested in accordance to
Philippines Law such as, Republic Act 7610 also known as Special Protection of Children
against Abuse, Exploitation and Discrimination Act., and Republic Act 10173 known as
Data Privacy Act.
Upon consent approval, interview schedules will be dated and social media
platforms will be utilized to conduct an actual interviews of the controlled subjects guided
with their parents. Recorded video interview will be treated confidentially securing the
controlled safety and privacy as stated under the law. The following content questions are
as follows; (1) live experiences on service education of potential drop-out students, (2)
academic domain progression of potential drop-out students in the Distance Learning
Modality, and (3) how do service education improves the academic domains of potential
drop-out students. The transcribed info data from the respondents ‘answers will be be
signed for final appropriateness of the answers, confirmation and validation of the
gathered data. The 3 part interview program sessions will be held 1 hour per session
content questions.
The respondents of this study will be asked on their consent to record the virtual
conversation-interview for transcription of data accurately. Confidentiality of the recorded
materials will be strictly observe for respondents safety and privacy reasons.

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A focus –group discussion can also de done assuming the respondents of the
study will agree to be interviewed with the rest of the controlled group. The focus group
discussion is an effective method of gathering data with deep understanding that
promotes social relation with different class of respondents. This method aims to obtain
data from a purposely selected group of individuals rather than from a statistically
representative sample of a broader population. (Nyumba 2018)
Analysis of Data Procedure
The data gathered in this research study will be analysed using the principles of
thematic analysis. It aims to improve the generalizability of the study. Based on
Research Article .com, thematic analysis as a qualitative approach in gathering data
consists of six (6) steps. (1). Know your data and understand the elements are obvious
and relevant in the study, (2) Identify the interesting aspects of the data that will serve
as the basis of the themes. Document these main ideas, codes, or themes from your
data. (3) Reflect upon the data and the themes that you have generated in the previous
step. The themes should be mutually exclusive and exhaustive. The themes should
cover all the data set. (4) Review your themes and review your first set of data that you
received. Decide about the final themes for analysis. The theme should adequately
define the data that is allocated to it.(5) Generalization of the themes. In this step
identify the data that can be categorized and analyzed under each theme.(6). The data
should be analyzed across the themes and none of the important data should be left

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behind. A written report should be developed for this data analysis. The analysis report
should present not only the analysis but interpretation of the analysis of data
Ethical Consideration
The researcher will request for the school principal’s approval on the conduct of
the research under his governed school. Minimal Home-Visitation (HV) for parents of the
identified controlled subjects will be formally informed and parental consents will be
requested in accordance to Philippines Law such as, Republic Act 7610 also known as
Special Protection of Children against Abuse, Exploitation and Discrimination Act., and
Republic Act 10173 known as Data Privacy Act.
The respondents of this study will be asked on their consent to record the virtual
conversation-interview for transcription of data accurately. Confidentiality of the recorded
materials will be strictly observe for respondents safety and privacy reasons.

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