Retention Intervention Program Based on the Perceptions Pupils, Parents and

Teachers of Aguado Elementary School

I. Introduction and Rationale

Grade retention, or requiring students to repeat a grade, is one of the most

controversial practices in the Philippine Education.

What factors influence the teachers’ decision to retain a pupil in his grade?

Does retention improve the achievement of pupils retained? While it is imperative

that pupils must meet grade level standards in order to be qualified for promotion,

appropriate remediation for those who don't is a complicated question.

The researchers aim to conduct this research study upon evaluation of the

LIS report where quite a number of repeaters was noted for the last three

consecutive years. For the school year 2016-2017, out of 2283 pupils enrolled, 77

pupils or 3.37 % are repeaters; in 2017-2018, out of 2315 pupils enrolled, 88 pupils

or 3.8 % are repeaters; and for the school year 2018-2019 out of 2313 pupils

enrolled, 87 pupils or 3.76 % are repeaters; with an average rate of 3.65 % for the

three consecutive years.

This research will investigate factors that influence pupils’ retention and the

factors that influenced their retention. The study will focus on pupils in the 4 th, 5th

and 6th grades who were retained in their previous grades and the factors that

influence their retention.

 In addition, this study will investigate teachers' beliefs regarding the retained

pupils' performance in the academic years following their retention in order to look at

the effectiveness of retention during those grade levels.

Results of the study will provide program design to identify mode of

interventions which the school should undertake to address the problem.

II. Research Questions:

This study will determine the factors affecting repetition rate of Aguado

Elementary School. Specifically, it seeks to answer the following questions:.

1. What are the factors that lead to the retention of grades 4 to 6 pupils in their

previous grade based on the perspectives of the following?

1.1 Students

1.2 Parents

1.3 Teachers

2. Is there a significant difference in the academic performance of struggling

students who were retained and those struggling students who were

promoted?

3. What intervention program may be proposed to increase the academic

performance of struggling students?

4. What is the future plan of the school administration to the findings of the

study?

III. Proposed Innovation, Intervention and Strategy:

 Below are the proposed innovation, intervention and strategy which

would help improve the retention rate:

1. Designing and implementing early warning systems which require school to

have the capacity to interpret risk indicators and design measures that

respond to them.

2. Provision of academic support through tutoring and remediation.

3. Implement truancy and disciplinary policies starting with notifying the parents

combined with more supportive actions provided by multi-disciplinary teams.

IV. Action Research Method

a. Participants and Other Sources of Data and Information

This study focuses on the factors that affect the retention rate of

Aguado Elementary School. It intends to build an intervention to lessen if not

totally diminish the number of repeaters of Aguado Elementary School . The

data collection will be conducted among:

1. Grades 4 to 6 pupils who have records of retention from their previous

grade level

2. Their parents

3. Their class advisers

b. Data Gathering Methods

Purposive sampling will be used since only pupils with retention record from previous

grades will be considered as participants. Saturation of the population will be done to

yield valid conclusions. In relation to this, the pupils, their parents and their advisers

will be interviewed.
Data Analysis Plan

A descriptive method will be employed on this research. Pupils with record of

retention will be identified thru the LIS. Afterwards, a quantitative data gathering

through self-made instrument will be done in order to gather the perspective of the

pupils with retention record, their parents and their teachers.

Afterwards, the fourth and fifth statement of the problem will be addressed by the

researchers and the school management with consideration to the answers of the

participants. As such, the intervention program and the course of action of the school

administration will be dealing with the factors that lead to the retention of grades 4 to

6 pupils in their previous grade.

V. Time table

June July Aug. Sept. Oct.

Activities
2019 2019 2019 2019 2019
Action Research Proposal
Data Gathering Procedure
Intervention
Attendance Monitoring
Writing the result of the study

VI. Cost Estimates

Estimated
Particular Quantity/
Expenses
Number of trips Unit price/ fare
Communication 6.00 / minute 60 minutes 360.00
Bond Paper 3 reams 200 600.00
1 black/ 3 w/ color 250 1,000.00
Ink
TOTAL 1,960

VII. Plans for Dissemination/Advocacy

 As an action research, this study is intended as a material for consideration of

AGUADO ELEMENTARY SCHOOL. If the contents of the study merit the

appreciation of the School Administration, it is hope that the result of the study, the

insights on the perceptions of the truant student, their parents, and teachers, will be

considered in addressing the problem of truancy.

Also, depending on the appreciation of the Cavite Schools Division Office, it is

hope that the result and knowledge to be gained in this study be cascaded to

teaching staff and educational administrators within its area of authority.

VIII. References:

Baker M. L.; Sigmund J. N.; and Nugent, E. M. (2014). Truancy Reduction: Keeping

Students in School. Juvenile Justice Bulletin.

http://files.eric.ed.gov/fulltext/ED468296. pdf. page 2.

DepEd Order no.8 (2015). Policy Guidelines on Classroom Assessment for the K to

12 Basic Education Program, Department of Education. http://www.deped.gov.ph

/sites/ default/files/order/2015/DO_s2015_08.pdf. pages 23-24.

What is DORP?(2012). Department of Education, Koronadal City.

https://depedkoronadalcity. files. wordpress.com/2012/10/what-is-dorp.pdf. Slide no.

Dillon, S. (2009, October 8). Study finds high rate of imprisonment among

dropouts.The New York Times, A12. http://www.nytimes.com/2009/10/09

/education/09dropout. html?

Demir, K. and Akman Karabeyoglu, Y. (2015). Factors Associated with Absenteeism

in High Schools. Eurasian Journal of Educational Research, 62, 37-56

http://dx.doi.org/10.14689/ejer.2016.62.4. page 40

Duckworth, K; deJung, J. (1986). Variation in Student Skipping: A Study of Six High

Schools. Final Report. Center for Educational Policy and Management , College of

Education, University of Oregon. Eugene Oregon 97403

http://files.eric.ed.gov/fulltext/ED267503.pdf. pages 44-45

Hammond, C.; Linton, D; Smink, J; and Drew, S. (2017). Dropout Risk Factors and

Exemplary Programs. A Technical Report.

http://files.eric.ed.gov/fulltext/ED497057.pdf pages 20-21

Rivers, B (2010). Truancy: Causes, Effects and Solutions. St. John Fisher College,

Fisher Digital Publications. http://fisherpub.sjfc.edu/cgi/viewcontent.cgi? article=1106

&context=education_ETD_masters page

Pant, M. (2008). Participatory Research. Participatory Lifelong Learning and

Information and Communication Technologies

http://www.unesco.org/education/aladin/paldin/pdf/course_01.pdf. page 96.