Retention of Elementary Learners of Balanga Elementary School: Basis for Action Plan

Abstract

INTRODUCTION

The current situation of Philippine public schools reflects the reality that there are concrete measures or indicators of performing schools and effective school management. These indicators are most of the time viewed in terms of pupils' retention rate, academic performance, and zero dropout rate. Retention rate reflects the total population of learners who passed the academic standards and requirements, thus are retained or promoted to proceed in the succeeding grade level. On the other hand, academic performance is highly linked and associated with retention rate considering that only those pupils who are able to attain the expected and targeted satisfactory level of academic performance could be retained or promoted.

METHODS

This part of the study reviews and discusses the research design employed in this study. It also discusses the population and sampling, research instruments, data gathering procedures and statistical treatment of data.

RESULTS

This part of the study presents the results and outcomes of this research regarding pupils' retention. It also reviews and analyzes the findings of the study about the teachers' profile, the cause of pupils' failures in academic examinations and the significant relationship between these causes and the teachers' profile.

DISCUSSIONS

It was found that majority of the respondents were Teacher 3 in position, 1-5 and 16-20 years in service and attained master's degree (non-thesis).

These imply that teachers' age level or profile is a significant determinant of their teaching priorities and efforts. Young and novice teachers would have different priorities in teaching compared to old and expert teachers like for instance priorities in line with strategies to attain good learners' retention. Teachers, regardless of their differences in educational attainment, are unanimously aware of the great need to maintain and sustain pupils’ good and high retention rate in school.It was found that majority of the respondents agreed that the most prevalent causes of pupils' failures in written tests are poor writing skills and limited knowledge and inputs integrated in writing.It only implies that pupils need a great level of demonstration and application skills when working with performance test. Knowledge of the rules, instructions, mechanics, and procedures are also necessary to be possessed by the learners to succeed in performance-based examinations.