DORP: Managing its Implementation in Camp Vicente Lim Integrated

Abstract

INTRODUCTION

The study aimed to determine the management of the implementation of the Dropout Reduction Program (DORP) of Grade 10 students in Camp Vicente Lim Integrated School. The researchers sought the help of the advisers on the profile of the students who were at risk from dropping out. A descriptive method of research was used in this study to obtain the data needed. A purposive sampling technique was employed and the results were interpreted and organized according to how the questions appeared.

Strategic components of Drop Out Reduction Program (DORP) adapted and managed by the teachers such as modular instruction, close monitoring of the students and home visitation were effective to lessen the drop-out rate.

METHODS

A descriptive method of research was used in this study to obtain the data needed. The descriptive questionnaire was the main instrument employed by the researchers. The respondents in this study were the selected Grade 10 students who were at risk of dropping out and dropped out students who returned to enroll in Camp Vicente Lim Integrated School.

RESULTS

The study revealed that students aging from 15-16 years old with the highest occurrence counts of 27 or 58.69% were the most students -at-risk in dropping out. Most of the respondents were males with 60.86% or 28 frequency counts. Out of 46 respondents, 50% of them lived in Mayapa. On their parents' educational attainment, 24 or 52.17% were high school graduates, it was followed by 15.2 % or 7 of them were high school undergraduate, while the rest was elementary graduates. Only 1 or 2.17% graduated from college. In terms of parents' occupation, the carpenter occupied the biggest percentage of 19.57%, while housewives have the greatest frequency counts with 33 or 71.74 %, most of them belonged to the 45.65% with social economic status of 3000-4000 pesos a month.

DISCUSSIONS

The main profile of the schools before and after the implementation of the DORP for the last two consecutive years revealed that in the school year 2014 -2015 there was a 0-dropout rate and for the school year 2015-2016 there were 4.07% of drop-out rate. After the implementation of the Drop-out Reduction Program, there was 1.93% drop-out rate. There was a 2.14% difference in the drop-out rate before and after the implementation of the program. An increase in academic performance can result when the parents, the school, and the community creates a partnership for the benefit of the children (Delgado-Gaitan, 2001)