Early Intervention Strategies to Reduce Dropout

Abstract

INTRODUCTION

Everyone has the right to education and education shall be free as stated in Article 26, declared in the universal human rights. Drop out is a multi-dimensional/sectoral issue and that requires every stakeholder. NEDA, Department of Education and other agencies targeting the drop out problem have exerted all efforts in the reduction of dropouts but despite all the exerted efforts to minimize or even totally eliminate the number of school dropout, dropout rates remain high.In the Schools Division of Imus City, the overall dropout rate is 4. 61% for elementary and 7.90% for secondary level for SY 2014-2015.

The descriptive research sought to determine the relationship between the socio-demographic characteristics of the teachers and the early intervention strategies of teachers to reduce drop out.

The results served as baseline data for Department of Education and plan support for teachers to reduce drop out in their respective schools and eventually increase their school's performance.

METHODS

The study utilized the mixed method to describe the population in terms of the level of differences. Responses were validated through a focus group discussion participated in by 36 teacher-guidance counselors. The study was limited to dropouts from SY 2014-2015 and SY 2015-2016.

RESULTS

Findings of the study revealed that family-related problems such as the death of parents was identified as the top reason why pupils/ students drop out.

The top three early intervention strategies are: checking student's profile and anecdotal records, home visitation, an interview with the previous adviser. Test of significant relationships revealed that home visitation strategy is significantly related to age, civil status, grade level assignment, and subjects handled. Checking of student's profiles and anecdotal records, on the other hand, is significantly related to age while the interview with the previous adviser is significantly related to age and years of experience.

DISCUSSIONS

The results demonstrate the need for the spirit of parental care especially among teacher-advisers who are single and the exercise of parental authority to reduce drop out.

Processes on attendance monitoring and home visitation, and monitoring and evaluation in the conduct of home visitations should also be revisited to continuously improve drop out programs and policies.

Progress monitoring on the improved home visitation process is conducted to check its efficiency.