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Reducing dropout rate for improved key performance indicators in Dagatan

National High School through the implementation of Project SAGIP

Article in International Journal of Research Studies in Education · February 2021

DOI: 10.5861/ijrse.2021.5083

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 International Journal of Research Studies in Education
2021 Volume 10 Number 5, 99-110

Reducing dropout rate for improved key performance

indicators in Dagatan National High School through the
implementation of Project SAGIP

Manalo, Hazel
DepEd- San Juan Senior High School, Philippines (hazelymanalo22@gmail.com) ISSN: 2243-7703
Online ISSN: 2243-7711

Received: 9 December 2020 Revised: 25 January 2021 Accepted: 30 January 2021 OPEN ACCESS
Available Online: 22 February 2021 DOI: 10.5861/ijrse.2021.5083

Abstract

One of the major concerns of an educational institution is how to achieve low dropout rate if
zeroing it out is not possible. Keeping learners in the school has always been a struggle for
educators. This is so because we have a big heart for our students and we presume the role of
parents who would give a hundred percent support for the attainment of their children’s
dreams. This study is a descriptive action research that focuses on the effectiveness of
intervention activities and strategies used in combating risk-factors causing high dropout rate
through the implementation of Project SAGIP (Save At-Risk Students through Guidance and
Intervention Programs). This project was advocated from the author’s Project WE CARE for
SARDOs which was her first dropout reduction study in the previous school that she served.
Project SAGIP however was more intensive as it deemed fit for the school setting and current
situation in Dagatan National High School, an integrated JHS-SHS located in Taysan,
Batangas which caters to 23 Barangays from the municipalities of Taysan, Lobo, and
Batangas City. Specifically, the study intended to identify high- risk factors causing students
to dropout from school as per records of class advisers and guidance teachers, and the
appropriate intervention activities that had been provided in order to motivate them to
continue their studies. Result of the study shows the effectiveness of the interventions and
strategies used to solve the problem of the school with regard to high percentage of Students
-At-Risk and the increasing number of dropouts, and how the implementation of Project
SAGIP also paved way to achieving better results as reflected in our school’s Key
Performance Indicators (KPI) relative to the decrease in Dropout Rate.

Keywords: students-at-risk; factors; interventions; strategies; dropout reduction; KPIs

© The Author(s) / Attribution-NonCommercial-NoDerivs CC BY-NC-ND

Manalo, H.

Reducing dropout rate for improved key performance indicators in Dagatan National
High School through the implementation of Project SAGIP

1. Context and rationale

Students dropping out of high school are more likely to be unemployed and receive public welfare, and they
are at increased risk for mental health problems, gang membership, and criminal behavior (Konnold, 2016). As
Valcov (2018) stressed in his research, dropping out of school is a serious academic issue and has important
implications for a wide variety of socio-economic and health outcomes. Compared to high school graduates,
school dropouts may have greater job instability and economic difficulties. Hence, it is crucial to engage and
keep at-risk students to school if we want them to succeed in the future.

In Dagatan National High School, identified students- at- risk in academic, social, and co- curricular
activities had been a major problem. As per school records, a lot of students drop out from their classes during
the last three (3) consecutive years. There were 27 or 2.16% dropouts in SY 2016- 2017, 22 or 3.23% in SY
2017- 2018, and 49 or 3.71% in SY 2018- 2019. School data on the number of dropouts by cause gathered from
interview with students and parents revealed that dropping out is caused by the following risk factors: lack of
interest or distractions, poor academic performance including learning disabilities, absenteeism, child labor, early
marriage, family problem, and illness.

Having considered the above-mentioned risk factors, the researcher implemented Project SAGIP which
aimed to address the problem of high dropout rate through the following intervention activities: (1) Guidance
Profiling Survey; (2) Crafting of Student Handbook with emphasis on strict implementation of School Policies
and Anti-Bullying Program (3) Adopt- A- Student Program integrated in School- Based Feeding Program; (4)
Strengthened Memorandum of Understanding/ Agreement or Kasunduan with parents, and Barangay Captains;
(5) Reinforcement and remediation activities during ICL time conducted by SSG Officers and Linguisteen Club;
(6) Home Visitation; (7) Recognition, Reward and Incentive System; (8) Modular Delivery of Learning (ADM);
(9) Putting up a Suggestion Box; (10) Peer Tutoring/ One-on-one Tutoring with subject teachers and Reading
Remediation reinforced by Project 3Bs (Bawat Bata Bumabasa); (11) Providing appropriate intervention
programs for challenged students; (12) Boosted implementation of Barkada Kontra Droga (BKD); (13) Bible
Study Program; and (14) Enhanced Partnership with Parents thru Numerous Activities.

2. Review of related literature

David and Albert (2015), in their research focused on the recent trends in out-of-school children in the
Philippines exemplified that the quality of secondary education is challenging because content is much more
specialized, and keeping students in secondary schools motivated is probably harder. While in primary school,
the problem was largely one of late entry, in secondary school the problem is dropout rates. The solution in
primary age OOSC was bringing them into school, the solution for secondary aged OOSC must focus on how to
keep them in. As cited in the study of Cornell et al. (2013), Jimerson, Reschly, and Hess concluded that school
dropout is better understood as a process of disengagement from school rather than a sudden event. Life events
and family problems can be important factors in some cases, but school experiences appear to be the most
consistent influence on high school completion. The act of dropping out is a process that appears to begin with
the transition to high school.

Three general areas of intervention are recommended as sites to help bring older children the education they
need: engaging with the local governments and communities, alternative delivery modes of education (ADM),
and proper adherence to conditions laid out in the 4Ps. Older out of school children have dropped out or
temporarily ceased schooling either for economic or motivation issues. Most of these are boys who are already

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 Reducing dropout rate for improved key performance indicators in Dagatan National High School
working or have lost interest. Compared to getting young children into the early grades, this is a more difficult
multifaceted challenge (David & Albert, 2015). Similarly, Valkov (2018) pointed out that positive relationships
with parents, involvement with religion and good climate at school and in the student’ s class are other strategic
protective factors that prevent many problems and risk behaviors, including substance use and school dropout.
The closer young people’s identification with the value system of the religion in which they are being brought up,
the fewer risk behaviors they engage in and the lesser their exposition to school and mental health problems as
well as to conflicts with the law.

This conviction was supported by Dupere et al. (2015) who emphasized that high school dropout is
commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has
obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students
leave school not as a result of protracted difficulties but in response to situations that emerge late in their
schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of
early difficulties persevere when their circumstances improve during high school. Thus, an adequate
understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and
proximal disruptive events and contingencies. All the contributing factors to disengagement as cited in the
above-mentioned studies have a significant relationship with students’ performance and dropping out from
school. It is undoubtedly difficult for teachers to engage the students in the different activities in the class and
only through relevant intervention programs can the problems in their behavioral, emotional, and cognitive
development be addressed.

3. Innovation, intervention, and strategy

Work plan for Project SAGIP

July August September October November

Meeting with Guidance General PTA Integrating Continuous Continuous
Teachers for KPIs Conference/ Adopt-a-student implementation of implementation of all
specifically Dropout Consultative Meeting Program in relevant programs and relevant programs and
Rate updates with Parents and School-Based Feeding activities, maintaining activities
Barangay Officials for Program close ties with parents
Crafting Student Approval of Student and barangay officials Peer Tutoring/
Handbook Handbook Strengthening rapport One-on-One Tutoring
Including Anti-Bullying with parents and Heightened student- with subject teachers
Policy Implementation of Barangay Captains involvement to school
School Policies as stated through Memorandum activities Strengthening reading
Guidance Profiling in the approved Student of remediation through
Survey based on DO 18, Handbook Understanding/Agreeme Class Observations held implementation of the
s.2015 nt or Kasunduan to ensure a more 3Bs (Bawat Bata
Strict implementation of “constructivist” Bumabasa) Program
Assigning additional Closed- Gate Policy Hold meetings with classroom
Guidance Teachers (1 during class hours SSG, Linguisteen Club Boosting the
per 2 Grade levels) and for planning of relevant Putting up Reading implementation of
Prefect of Discipline Identifying At-Risk programs/ activities Corners in every Barkada Kontra Droga
Students classroom (BKD) Program
Conducting
Implementing Reward, Reinforcement and Conducting Home
Recognition, and Remediation Activities visitations to truant and
Incentive Program: during ICL time for frequent absentees and
Student of the Month target learners implementing ADM or
per Grade level, Perfect modular learning to
Attendance Award, Providing appropriate at-risk students
Petma Leader Award, interventions for
contest winners in the challenged learners
district to higher level Bible Study Program
with certificate and (20 minutes before the
monetary reward start of classes or after
the last period)
Putting up Suggestion
Box

International Journal of Research Studies in Education 101

Manalo, H.
December January February March
Continuous implementation of Continuous implementation of Continuous implementation of Continuous implementation of
all relevant programs and all relevant programs and all relevant programs and all relevant programs and
activities activities activities activities

Observation and random Observation and random Observation and random Accomplishing the Project
interview with teachers, interview interview with teachers, Monitoring Tool to evaluate the
guidance teachers, parents, and with teachers, guidance guidance teachers, parents, and effectiveness of the Project
learners teachers, parents, and learners learners implementation

Parents and Stakeholders’ Day Assessing result of the school’s

KPIs

In continuance of her advocacy of reducing dropout rate through relevant programs for better students’
performance, the researcher initiated the implementation of Project SAGIP when she started her service to the
school in July. Upon knowing and witnessing the current distressing problems- 49 dropouts from the previous
school year, uncontrollable students’ behavior, esp. male students who casually jump over the fence or skip
through the gate itself by reasoning out to the school guard that teachers sent them to an errand and other lies,
cutting classes, smoking and using vape just outside the school premises (in front of the gate, outside a nearby
store, inside a barber shop just in front of the school), and bullying cases committed to classmates and teachers
reported to the guidance office, she at once studied the school SIP and made some revisions of the AIP to include
Priority Improvement Areas. Having found out that there was only one Guidance Teacher assigned for 1,902
students of the current year, she used the ratio 1:500 and added two more coordinators, 1 was assigned in Grade
7-8, 1 in Grade 9-10, and a Social Science teacher for SHS, Grade 11-12. She also assigned a Prefect of
Discipline for each as partner in implementing changes in the school.

First step was crafting a Student Handbook for there was no handbook that time, just class policies that
depend on the class advisers. The handbook was presented and discussed to parents and barangay officials for
consultation. Upon approval, each class was provided with a copy for adviser’s discussion with the students and
for posting on their classroom wall. Printed copies were also given to parents. The school started the strict
implementation of the school policies stated in the handbook including closed-gate policy on class hours, and
disciplinary actions for offending students from minor to grave offenses, with barangay officials as our partner.
Strategies in keeping at-risk students in school were also done like giving recognition, rewards, and incentives
including one-hundred pesos monetary reward, and more opportunities to participate in clubs, and demonstrate
talents in school programs that were held after class hours.

Having identified at-risk students through Guidance Profiling Survey and report of advisers and guidance
teachers on cases committed, we started home visits, reinforcement and remediation activities, one-on-one
tutoring, inclusion in School-Based Feeding Programs, religious (Bible Study Program) and other relevant
activities also implemented by the SSG and Linguisteen Club. More so, strengthening our Reading Program
through Reading Corners and 3Bs (Bawat Bata Bumabasa), and boosting the Barkada Kontra Droga (BKD)
greatly helped in keeping at-risk students in school.

The researcher constantly monitored the implementation of programs and activities relative to Project
SAGIP thru regular and follow-up meetings with key teachers, SSG officers and advisers, guidance coordinators,
advisers, parents, and barangay officials. As the school head, she also made sure that issues and concerns of the
students that they voiced out thru the suggestion box were addressed. To foster spirit of camaraderie with the
parents and stakeholders, the school also ensured their involvement to various activities such as the Parents and
Stakeholders’ Day, Nagkakaisang ZUMBAyanan, and the Grand Alumni Homecoming in celebration of the 50th
Founding Anniversary of the school. All the above-mentioned activities as indicated in the Work Plan for Project
SAGIP were done as deemed relevant with the aim of reducing dropout rate and improving other Key
Performance Indicators.

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 Reducing dropout rate for improved key performance indicators in Dagatan National High School

3.1 Action research questions

This study purposively aimed to highlight the effectiveness of intervention activities and programs under
Project SAGIP in Dagatan National High School. Specifically, it sought to answer the following questions:

What are the distinct features of intervention activities that suit the needs and learning of identified
students- at- risk?
How may these intervention activities contribute to the success of Project SAGIP in reducing
Dropout Rate which is among the identified Priority Improvement Areas of the school?
How effective are the intervention activities to at-risk students' performance as reflected in other Key
Performance Indicators (KPIs) of the school?
4. The action research

This research was primarily conducted to promote positive student behavior and reduce challenging
behaviors through intervention activities under the Project SAGIP (Save At-Risk students through Guidance and
Intervention Program). The study covered the distinct features and effectiveness of intervention activities apt for
the identified Students at Risk based from anecdotal records and reports of class advisers, subject teachers, and
guidance coordinators of Dagatan National High School.

4.1 Participants and/or other sources of data and information

Table 1A
Identified students-at- risk of dropping out in junior high school as filed in the guidance office
Identified Students-At-Risk and Cases G7 G8 G9 G10 Kabuuan Porsyento
Mababang marka 12 31 18 5 66 14.28
Kawalan ng interes sa pag-aaral 10 0 0 10 20 4.32
Negatibo pakikisalamuha 2 0 0 0 2 0.43
Bayolenteng pag-uugali 6 0 0 0 6 1.30
Inabanduna 0 0 0 1 1 0.22
Pagbubuntis 0 0 0 2 2 0.43
Kakulangan sa salapi 15 0 0 3 18 3.90
Late comers 12 23 13 10 58 12.55
Madalas liban 21 30 17 19 87 18.83
Nagka-problema sa pamilya 3 1 3 3 10 2.16
Nagtatrabaho habang napasok 0 5 3 8 16 3.46
Nagkasakit 2 1 0 0 3 0.65
May boyfriend 0 15 3 17 35 7.58
Cutting Class 1 21 11 12 45 9.74
Natalon sa bakod 9 17 12 1 39 8.44
Kabuuan 114 155 85 108 408 100

Table 1B
Identified students-at- risk of dropping out in senior high school as filed in the guidance office
Case No. of Students SHS Grade 11-12 Percentage
Panununtok/Suntukan 12 8.23
Drugs 1 .68
Bullying 30 20.54
Pasalitang Pambabastos 8 5.48
Pagsusugal ng Pitik 10 6.85
Pagtalon sa Bakod 14 9.60
Kalaswaan 1 .68
Pagbabanta 2 1.37
Pananapok 3 2.05
Cutting Classes 20 13.70
Paninigarilyo 25 17.12
Pagmumura at Pagbabanta 20 13.70
Total 146 100%

International Journal of Research Studies in Education 103

Manalo, H.
Table 1-A and Table 1-B show the number and percentage of students who were considered at-risk due to a
number of reasons like violating school policies, absenteeism, lack of interest and distractions, truancy or cutting
classes, poor academic performance including learning disabilities, poverty, family problem, child labor, and
illness. It can be gleaned from the above tables that there were 408 students in Junior High School (Grade 7-10),
and 146 students from Senior High School (Grade 10-12) with a total of 554 students who were identified as
at-risk. These were the students who became the target of our re-engagement programs and activities in order to
save them from dropping out. In JHS, “Madalas Liban” or frequent absenteeism ranked No.1 with 87 students or
18.83% followed by “Mababang Marka” or Poor Academic Performance with 66 students or 14.48% while in
SHS, Bullying is a leading cause for disciplinary action with 30 students or 20.54% followed by “Paninigarilyo”
or Smoking with 25 students or 17.12%.

Re-engaging identified students-at- risk is in academic, social, and co-curricular activities are a major
problem in our school. From SY 2016 to 2019, a lot of students drop out from their classes. School data on the
number and rate of dropouts by cause showed that there were 27 dropouts or 2.16% in SY 2016-2017; 22 or
3.23% during SY 2017-2018; and 49 or 3.71% in SY 2018- 2019. Interview with students and parents revealed
that dropping out is caused by the following reasons: lack of interest/ distractions, poor academic performance,
poverty, child labor, early marriage, family problem, and illness. In addition, the prevalence of slow readers,
students with poor comprehension, and students with learning disabilities can also be attributed to this number.

Having identified these at-Risk Students, the researcher prepared a Work Plan that includes proposed
interventions and strategies for students’ engagement.

4.2 Data gathering methods

This study was designed to re-engage identified students at-risk in different school academic, social and co-
curricular activities through intervention and relevant programs. At- risk students were identified based on the
anecdotal records of class advisers and those filed in the Guidance Office for those who have committed a
number of cases of misbehavior, truancy, and/or absenteeism. Previous records, descriptive field notes of
interview with the parents during Home Visitation were also checked. Interventions were done to address the
problem in focus, how these may help the respondents in performing well in their class and the effectiveness of
each intervention in honing the character of each student involved were the main concern of the study.

Qualitative research technique by Savin-Baden and Major (2013) was utilized in this study and data were
collected through interviews and observations. This action research technique is a broad inquiry method that uses
unstructured data-collection methods, such as focus groups, observations, or documents (Ary et al., 2010). Also,
records from the Guidance Office served as bases for identifying At-Risk Students and the proper intervention
activities to be done. In order to observe the implementation of Project SAGIP, a Project Monitoring Report
Form was accomplished by the researcher. Results were analyzed and the findings served as bases for developing
methodologies that will aid in decreasing high dropout rate.

Table 2
Project monitoring report form based on School Improvement Plan (SIP) Priority Improvement Areas (PIA)
Project Objectives Accomplishments/ Issues/ Problems/
Name of Project Date of Monitoring
and Targets Status to date Challenges
Project SAGIP To reduce the annual 7/30/2020 PIAs were identified, Dropout rate is
(Save At-Risk Students dropout rate with an PTA and other noticeably increasing
through Guidance and average of 3.23% to at stakeholders were annually
Intervention Programs) least 2% in 3 years informed of the program
8/19/2016 Students who are at- A total of 554 students
risk of dropping out due were identified to be at-
to poor attendance, risk of dropping out due
academic, financial, and to lack of interest/
behavioral difficulties distractions, family
were identified. problem, financial
constraint, and others

104 Consortia Academia Publishing (A partner of Network of Professional Researchers and Educators)
 Reducing dropout rate for improved key performance indicators in Dagatan National High School

Table 2 …continued
Project Objectives Accomplishments/ Issues/ Problems/
Name of Project Date of Monitoring
and Targets Status to date Challenges
August- February Alternative Delivery Insufficient learning
Mode (ADM) had been materials, lack of
strengthened, modules parents’ support
in different learning
areas were designed,
students with academic
difficulties were tutored
by their teachers and
peers.
July- March Students at- risk but Lack of encouragement
with special abilities and opportunities to
were engaged to expose their talents
different clubs or groups
where they can share
their talents and skills
and would feel
motivated.
August- March Students with excellent Source of fund for
performance and monetary rewards
behavior were given
recognition and
monetary rewards
monthly.

September- March Barkada Kontra Droga Parental support

(BKD), Teach
One-Each One Program
of the SSG, Bible Study
Program, and other
relevant activities were
implemented
August- December Barangay Captains Availability of the
and/or other officials barangay captain
frequently visit the
school to assist in
solving conflicts/
implement sanctions for
offenses
July- November Financially challenged Some students were
students were included reluctant to join the
in the School- based feeding program
feeding Program

Table 3 shows the updated status of implementation of an Identified Priority Improvement Area stated in the
School Improvement Plan (SIP). It could be gleaned from the Project Monitoring Report Form that with the
continuous implementation of the programs and activities, the objectives of Project SAGIP will be realized.

4.3 Discussion of results and reflection

After the implementation of relevant programs and activities specifically for Students-At-Risk, the following
data reveal the results and implications of Project SAGIP particularly in reducing Dropout Rate and improving
other KPIs.

Table 4
Guidance report
No. of Appearance
No. of Students
Grade Level No. of Dropouts No. of Home (Brgy.
with Disciplinary
2019-2020 (Sections with Dropouts only) Visitation Captain/Brgy.
Action
Officials
Grade 7 Magalang- 1 6 10 7
(10 sections) Masunurin- 1
Matulungin- 1
TOTAL- 3

International Journal of Research Studies in Education 105

Manalo, H.

Table 4 …continued
No. of Appearance
No. of Students
Grade Level No. of Dropouts No. of Home (Brgy.
with Disciplinary
2019-2020 (Sections with Dropouts only) Visitation Captain/Brgy.
Action
Officials
Grade 8 Apitong- 1 5 32 54
(9 sections) Ipil- 1
Mahogany- 1
Narra- 1
Yakal- 1
TOTAL- 5
Grade 9 Atis- 1 3 27 20
(8 sections) Dalandan- 2
Mangga-1
Pomelo-1
TOTAL- 5
Grade 10 Carnation- 1 6 4 9
(7 sections) Ilang Ilang- 2
Sunflower- 1
Sampaguita-1
TOTAL- 5
Grade 11 0 10 19 14
(7 sections) TOTAL -0

Grade 12 SMAW 12-3 Carnelian- 2 13 22 14

(9 sections) TOTAL -1

Table 4 presents the number of dropouts in SY 2019-2020 which obviously decreased to a high extent. It
also reports the initiatives done in order to successfully gain the desired outcome such as home visitation,
disciplinary actions given, and strong partnership with stakeholders, our barangay officials.

Table 5
Dropout by cause in S.Y. 2019-2020

Table 5 reveals that the interventions and strategies used to address the problem proved to be very effective
as shown in the above table. After the completion of the project in March 2020, only 19 students dropped out
from school due to lack of interest, illness, child labor, and early marriage. The reasons were broken down into
four (4) as compared with the eight (8) reasons stated in reports on the number and reasons of dropout during the
three previous school years: 2016-2017,2017-2018, 2018-2019 which were lack of interest/ distractions, poor
academic performance, poverty, child labor, early marriage, family problem, and illness.

5. Findings

5.1 Intervention activities that suit the needs of students- at- risk

Intervention activities and materials that were done relative to the implementation of Project SAGIP are
discussed here with respect to the problem manifested by the students involved.

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 Reducing dropout rate for improved key performance indicators in Dagatan National High School
Intervention Materials

Profiling survey with the guidance teacher - The guidance teachers were in charge of collecting previous
records of the students involved using the Profiling and Initial Risk Assessment Tool for Children-at- Risk (DO
18, S. 2015).

Home visitation form - This is used as tool for teacher’s home visit observation and agreement form
between teacher and parents of the concerned students.

Office referral - The teacher writes up a referral documenting the student’s misbehavior and sends both the
referral and students to the guidance office for intervention. The student stays in the guidance office where he
continues his studies through activities given by the teachers until such time that he could again be admitted to
mainstream class.

Agreement (kasunduan) - The student and his parent sign an agreement form that outlines the specific
activities that the student is to engage in depending on his offense and as stated in the Student Handbook. This
form is also signed by the Barangay Captain/ Officials as guarantors, and by the teacher, guidance teacher, and
school principal.

Intervention Activities/Programs

Adopt-a- student program - Identified challenged students due to financial difficulties were recommended
for inclusion in the School-Based Feeding Program. These students were also taught entrepreneurship in HE
class so that they could earn some money to support their other needs.

Student of the month - A student from each grade level will be chosen as Student of the Month. The criteria
set for determining the student does not include academic performance but focused on proper decorum- honesty,
politeness, helpfulness, willfulness, kindness. The Student of the Month is recognized during flag ceremony with
certificate and one hundred pesos (Php 100.00).

Reward and incentive program - A student who wins 1st place in contests and competitions in the district
level, area level, division level as well as his/ her coach will be recognized during flag ceremony and will receive
one hundred pesos (Php 100.00). The same amount is given to students who unexpectedly exhibited outstanding
behavior such as returning a wallet and other valuable things or commended by other people or group in the
community for his/her good deed.

Strengthened reading program thru reading corner and 3Bs implementation - Our love for our dear
learners whom we consider our “angels” in school made us innovate specifically in implementing our Reading
Program. As a result, most students moved from frustration to independent levels in both Word Recognition (55
to 195), and Comprehension (26 to 175).

Each one, teach one - This is a special program initiated by the Supreme Student Government (SSG) that
aims to help students who are lagging behind in class, especially in Mathematics. Student who excels in class is
assigned one student to teach. Also, they hold special classes during ICL time for remediation activities.

Boosted Barkada Kontra Droga - With the belief that students are motivated when they feel they “belong”,
our SSG led the implementation of BKD. It was very successful that our SSG President was awarded as one of
the Regional Outstanding Learner on Drug Prevention Advocacy Program.

5.2 Success of Project SAGIP

The interventions and strategies used to address the problem proved to be very effective. After the
completion of the project in March 2020, only 19 students dropped out from school compared with the 49
dropouts in the previous school year.

International Journal of Research Studies in Education 107

Manalo, H.

Dropout Rate of Dagatan National High School for the last three years (SY 2017-2014, SY 2017-2018, and
SY 2018-2019) or before the implementation of the project had been relatively high and increasing due to
several factors. After all the action steps were done relative to the implementation of Project SAGIP, it can be
gleaned that from 3.71% dropout rate or 49 students who dropped out in S.Y. 2018- 2019, it was reduced to a
great extent with 1.01% or only 19 students in S.Y. 2019-2020.

5.3 Effectiveness of Project SAGIP as reflected in other KPIs

The success of Project SAGIP in reducing dropout rate can also be attributed to the better results of our
other Key Performance Indicators such as increased Retention Rate, Completion Rate, and Graduation Rate, and
decreased Failure Rate as reflected in the following charts.

5.4 Reflection

With the implementation of the Project SAGIP, the spirit of “Shared Governance- Responsibility,
Accountability, and Commitment” among teachers, school head, parents, and other stakeholders prevailed. As
recorded, more homes were visited not just once but whenever necessary; ADM Program had also been
strengthened that resulted to more cooperative rapport between the home and the school.

108 Consortia Academia Publishing (A partner of Network of Professional Researchers and Educators)
 Reducing dropout rate for improved key performance indicators in Dagatan National High School
Interventions and creative activities used in the implementation of Project SAGIP also paved way to
promote positive behavior as we had increased in the number of student- awardees including Student of the
Month (Grade 7-12), Perfect Attendance Awardees, and other special awards, and a total of 395 students were
Academic Awardees (with honors, with high honors) by the end of the SY 2019-2020. The success of
implementation of relevant programs and activities could also be attributed to the numerous achievements of our
students as articulated in our School Report Card (SRC).

It is therefore recommended that the Guidance Office should continue using the Profiling and Initial Risk
Assessment Tool for Children-at- Risk (DO 18, S. 2015). Also, relevant programs and projects to address the
identified problems of student-at-risk under Project SAGIP should be continuously implemented for better KPI
results in the present school year as deemed suited in the New Normal education.

Action plan for continuous implementation of project SAGIP in the new normal education
Persons Expected
Key Result Area Objective Strategies/ Activities Time Frame Means of Verification
Involved Outcome
Establishing Identify Knowing the learners School First- At-Risk Profile of Students,
Baseline Data of SARDOs through inclusion in head, all Second students were Class Adviser’s Report,
Students-At-Risk their Class Group Chat/ teachers Week of identified Initial Risk Assessment
(SARDOs) Conduct of Online Messaging October Result
Guidance School Parents or
Profiling Conduct online PTA Head, Third Week guardians were
Survey using Conference (by Grade Guidance of October thoroughly
revised level) Teachers informed
Assessment
Tool (based on Teachers,
DO 18,s.2015) parents and
guardians
Preparation of Prepare Online meeting with Teachers Fourth Activity Availability of Remedial
the Remediation remedial Curriculum Head, Class Week of Sheets materials like levelled
Activities and materials Advisers, and Subject Teachers of October to especially activities, colorful LASs
other Relevant Teachers different First Week prepared for
Programs Conduct grade level of SARDOs were Action Plans for Programs
relevant Preparing Learning November distributed and Activities, printed
activities to Activity Sheets (LASs) Key flyers and leaflets, Online
help SARDOs suited to the level of the Teachers, First Week Well-prepared Information-dissemination
adjust to the students-at-risk but SSG of Action Plans scheme
New normal based on the prescribed Officers November for programs/
education MELCs activities

Implementation of
other programs and
creative activities:
Teach One, Each One,
Online Bible Study,
Talent Showcase, GPP
sa Tahanan, and Peace
Education Integration
program

Implementation Implement the School-wide School First Week Remediation Accomplished

of the remediation implementation using head, of activities and remediation activities, and
Remediation activities and online platforms, advisers, November relevant Feedback Form
Activities and relevant distributing flyers, and subject onwards programs were
other Relevant programs for leaflets along with teachers, conducted as
Programs SARDOs LASs distribution SSG and planned
Linguisteen
Club
Monitoring and Monitor and Assessment of students’ School Year round Students’ Performance/
Evaluation evaluate the performance head, performance Observation reports and
implementation advisers, was assessed results of assessments
and subject and
teachers effectiveness
of activities
being
conducted was
monitored

International Journal of Research Studies in Education 109

 Manalo, H.

Acknowledgement - The researcher would like to extend her recognition and appreciation to the following
persons who significantly contributed to the success of Project SAGIP: Guidance Teachers of Dagatan NHS:
Ma’am Juliana D. Magadia, Ma’am Marilou A. Javier, and Ma’am Rhona C. Binay; Prefects of Discipline:
Ma’am Belen M. Buela, Sir Joel Briones, Sir Alvin Cordero; Class Advisers from Grade 7-12 during the SY
2019-2020; Record Officer Ma’am Rosemarie Carcole and ICT/LIS Coordinator Ma’am Reina Diane Bautista;
SSG and Linguisteen Club family; Our very supportive Public Schools District Supervisor, Dr. Emiteria B.
Villamor for always inspiring us to do more; Authors of the references used in this study; and Our dear parents,
barangay officials, and other stakeholders who are our partners in implementing school policies, programs,
projects, and activities.

6. References

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education. Cengage.
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts
high school dropout rates. Journal of Educational Psychology, 105(1), 138-149.
https://doi.org/10.1037/a0030416
David, C. C., & Albert, J. R. G. (2015). Recent trends in out of-school children in the Philippines. PIDS
Discussion Paper Series, No. 2015-51. Quezon City: Philippine Institute for Development Studies.
Dupere, V., Leventhal, T., Dion, E., & Crosnoe, R. (2014). Stressors and turning points in high school and
dropout: A stress process, life course framework. Review of Educational Research, 85(4).
https://doi.org/10.3102/0034654314559845
Savin-Baden, M., & Major, C. (2013). Qualitative research: The essential guide to theory and practice.
Routledge
Valkov, P. (2018). School dropout and substance use: Consequence or predictor? Trakia Journal of Sciences, 2,
95-101. https://doi.org/10.15547/tjs.2018.02.004

110 Consortia Academia Publishing (A partner of Network of Professional Researchers and Educators)

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