Chapter 1 To 3

1
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION
The Factors that cause Students Dropout of Bachelor of Technical Vocational

Teacher Education ,WEP and Regular in Trimex Colleges, Biñan City, Laguna;
S/Y 2017 to 2019
An Undergraduate Thesis
presented to
the Faculty of Trimex Colleges, Inc.
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Technical Vocational Teacher Education
by
Boto, Mergie
Brusas, Nonielyn
September 2020
RECOMMENDATION FOR ORAL EXAMINATION

2
This thesis, entitled;”The Factors that cause Students Dropout of

Bachelor of Technical Vocational Teacher Education ,WEP and Regular in
Trimex Colleges, Biñan Laguna; S/Y 2017 to 2019”prepared and submitted by
Ms.Mergie Boto & Ms.Nonielyn Brusas, in partial fulfillment of the requirements
for the degree of Bachelor of Technical Teacher Education, has been examined
and is recommended for Oral Examination.
Mr. Arveeh A. Aviles MBA
Adviser
___________________________________________________________________
APPROVAL BY THE PANEL OF EXAMINERS
Approved by the Panel on Oral Examination with a rating of

__________%
THESIS COMMITTEE
___________________________________
Chairman
_____________________ ___________________________
Member Member
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Technical Teacher Education.
___________________________________
Dean
3
ACKNOWLEDGEMENT
This reaserch paper is made possible through the help and support from
everyone, including: Parents, Teachers, Family, Friends, and in essence, all sentient
beings. Especially please allow us to dedicate my acknowledgement of gratitude
towards the fallowing significant advisors & contributors.
First and foremost, we would like to thank God for his unconditional
guidance and wisdom as we make research.
Second, we would like to thank our instructor for his most support and
encouragement for giving us this research. This give us the experience on how to
cooperate and engage ourselves in a serious project.
Finaly, I sincerely thank to our parents, family and friends who provide the
advice and financial support. Our research paper would not be possible without all of
them.
4
DEDICATION
It is our genuine gratefulness and warmnest regard that we dedicate this work to our
beloved parents,siblings,relatives,friends………….
5
ABSTRACT
Title: The Factors that cause Dropout of Bachelor of Technical Vocational

Teacher Education, WEP & Regular students in Trimex Colleges, Biñan
Laguna; S/Y 2017 to 2019
Authors : Mergie Boto

Nonielyn Brusas
Degree : Bachelor of Technical Vocational Teacher Education
School : Trimex Colleges, Inc.
Academic Year : 2020-2021
Adviser : Mr. Arveeh A. Aviles MBA
TABLE OF CONTENTS
Title Page i
Recommendation for Oral Examination ii
Approval Sheet iii
Acknowledgement iv
Dedication v
6
Thesis Abstract vi
Table of Contents ix
List of Tables xi
List of Figures xii
Chapter
1 THE PROBLEM AND ITS SETTING
Introduction
Theoretical/Conceptual Framework
Operational Framework
Operational Model
Statement of the Problem
Statement of the Hypothesis
Assumptions of the Study
Scope and Delimitation
Significance of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE AND STUDIES
State of the Art

Related Literature
Related Studies
Synthesis of the State of the Art
Gap/s Bridged by the Present Study
3 RESEARCH METHODOGY
Research Design
Sources of Data
Population of the Study
Instrumentation and Validation
Evaluation and Scoring
Data Gathering Procedures
Statistical Treatment of Data
4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA
7
5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
References
Appendices
Appendix A - Letter/s
Appendix B - Questionnaire
Appendix C - Editor’s/Statistician’s Certification
Appendix D - Curriculum Vitae
LIST OF TABLES
Tables Page
1
8
LIST OF FIGURES
Figure Page
1 Conceptual Model
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
9
One of the measurements to see the effectiveness of the educational

system of one country is their school dropout rate. Absenteeism and school
dropout rates of students in a country are discussed as an important criterion
that shows the quality of education in that country and this is regarded as an
important predictor of the existing and future problems of the education
system. (Rahib Lorenzo Kadil 2017 Graeff-Martins 2006). Dropout decrease
leads to the increase in a country’s literacy rate, this would directly benefit
the specific country economic situation and growth. Not only economic
growth occurs when literacy rate increase and education level higher, but
also social development is observed in specific country, in the form of
reduction of birth rates, lower infant mortality, more income distribution and
increase life expectancy .(Joshi 2010,p.548; Ketajia Danovska 2018)
In global perspective, it is an incontestable fact that the progress of a

nation is highly dependent on the education of their citizens. It is widely
acknowledged that education is most important factors contributing to
poverty alleviation. Education plays a central role and has a cross cutting
impact in all aspects of human life. It is a vital investment for human and
economic development. Dropping out is defined by National Center for
Education Statistics as leaving school without completing a high school
education or equivalent credential such as a General Educational
Development (GED) certificate. (Aasma Latif; Ali Iftikhar Choudhary; Asad
Afzal Hammayun 2015)
The 2015 Higher Education Census in the Brazil, 11% of the students
entering the undergraduate program in 2010 dropout in the first year. By
2014 almost half (49%) of students had left the courses they had opted for in
2010.Thus, dropouts certainly one of the major problems that afflict the
educational institution is general. Predicting school dropouts is a multicultural
10
problem that includes several variables such as family, social, economic and
personal factors. (Nathanael Oliveira Vasconcelos, Methanias Colaco Junior,
Thiago Almeida, Victor Matheus da Selva 2019).
Poverty was identified as one of the causes for dropouts. (Joshis

Yeboah-Obeng 2016, p.90-91: Ketija Danovska2018) Based on the 2017
Annual Poverty Indicators Survey (APIS), about nine percent of the
estimated 39.2 million Filipinos aged 6 to 24 years old were out-of-school
youth (OSCY).OSCY refers to family members 6 to 14 years old who are not
attending formal school, and family members 15 to 24 years old who are
currently out of school, not gainfully employed, and have not finished college
or post-secondary course. The most common reasons among OSCY’s for
not attending school were marriage or family matters, lack of personal
interest, and high cost education or financial concern. Among females
OSCY’s, marriage or family matters is the main reason for not attending
school while lack of personal interest among males.
The researches desired is to determine the factors that cause

student to dropout from school of student in Trimex Colleges that before is
pursuing the degree of Bachelor of Technical and Vocational Teacher
Education.
11
Theoretical/Conceptual Framework
In theoretical framework four theories identified by Battin-Pearson

(2000) are used. The General Deviance theory, the Deviant Affiliation theory,
Structural Strains Theory and the Poor Socialization theory. These four
theories concern dropout of school with the main focus on different sets of
predictors, and include contextual, individual as well as structural reasons
(Ketija Danovska 2018). The four theories are used in explaining these
study.
General Deviance theory

The first theory which Battin-Pearson identified focuses on the
relationship between deviant behavior and dropout rates (Battin-Pearson
2000, p.570). This theory is based on other studies; for example studies
done by Garnier (1997) and Rumberger (1983). According to Garnier, level
of family's’ commitment to different lifestyles and values is a predictor for
children’s probability of dropping out of the school. She writes that children’s
early life’s exposure to drug use will affect their development (Garnier, et al
1997, p.395). In other words, she identifies the drug as predictor for students
to drop out of school. In this theory was also incorporated Rumbergers study
(1983). As the main factor for girls to drop out of school identifying,
pregnancy (Rumberger 1983, p.199). The General Deviance theory argues,
that this type of attitude and behavior has a close link with earlier mentioned
12
low academic achievement. Meaning that those who do not do good in

school and have a low motivation are most likely going to engage in sexual
relationships or criminal activities, than those who have a motivation to study
and are doing well in school (Battin-Pearson 2000, p.570) (Ketija Danovska
2018)
Deviant Affiliation theory

The second theory mainly focuses on the negative influences and
relationships, like rejection or abuse in the family as the factors for drop out
(Battin-Pearson 2000, p.570-571). This theory is based on Hallinan and
Williams (1990) study on student and peer influence. According to the study
parents have a huge influence on the childrens behavior, development and
even on their academic achievements (Hallinan & Williams 1990, p.131). At
the same time not only family relationships have an important effect, but also
the relationships with friends play a major role. The theory highlights that
even friends that a person have, has a great influence, due shared traits,
characteristics and school experiences (IBID, p.130). (Ketija Danovska 2018)
Poor Family Socialization theory

Poor Family Socialization theory concentrates on family practices and
expectations (Rumberger & Lim 2008, p.9). According to Newcomb (1997)
family is the earliest and the most important socialization institution for
children and their development. Family support and bonding have a
significant impact on persons’ general deviance and on psychological
distress (Newcomb 1997, p. 395). Family forms a foundation not just for the
academic achievement of the children and how well they do in school, but
also make a basis for their future. Rumberger (1983) also argues, that the
family background have an important effect on children’s school attendance
13
and their tendency to drop out of school. Poverty is one of the main reasons
why children feel the pressure to drop out of the school and contribute to the
families’ income (Rumberger 1983, p.202). Factors like parent divorce, family
stress, parental behavioral control, also acceptance and even the parents’
educational level have a significant effects. Parent’s educational level sets
their expectations for their children’s school performance (Battin-Pearson
2000, p.571). Rumberger (1983, p.202 & 211) also mentions as the factors
for drop out the household conditions, family size, geographic location,
marriage and childbirth. (Ketija Danovska 2018)
Structural Strains Theory

The last theory which is suggested by Battin Pearson (2000) is
Structural Strains theory. This theory focuses on demographic factors such
as gender, race and ethnicity, and family socio-economic status (Rumberger
& Lim 2008, p.9).According to Rumberger (1987) most likely to drop out from
school are going the boys than girls whom possibly come from a families with
low socio-economic status. Boys often drop out more often from school,
because boys tend to have a lower commitment to school and a lower
motivation to study. They also tend to have worse relationship with their
parents and have a higher risk of drug abuse (Battin-Pearson2000). When it
comes to the ethnicity, the theory argues that minorities tend to drop out of
school more often (Battin-Pearson 2000). However these dropout reasons
can be eliminated when socio-economic factors are controlled through
practices and policies (Rumberger 1987). (Ketija Danovska 2018)
Operational Framework
14
The study was rime on the General Deviance Theory, Deviant Affiliation
Theory, Poor Family Socialization Theory and Structural Strains theory by
Battin-Pearson (2000) as cited by Ketija Danovska (2018), which is
summarizes that there two types of factors identified that cause students
dropout which is individual and contextual factors, individual factors
associated with students charactiristics, attitudes, behaviors and experiences
and contextual factors associated students with students families,
schools,communities and school.
The study had one variable which is the factors that cause students
dropout.
Operational Model
Input Process Output
1. What is the
Students
Respondents Survey Orientation Program
Profile? Administration
2. What is the
Factors that cause
student dropout in
terms of Financial
Capability, Family
Support and
3. Is there a
significant
difference between
the factors that
15
Fig.1 The Operational Model of the study shows the Input-Process-Output

model.
Statement of the Problem
This study aimed determining the factors that cause student to dropout:
1. What is the respondents profile in terms of:

1.1 Age
16
1.2 Sex
2. What are the factors that cause students to dropout in terms of:
2.1 Financial Capability

2.2 Family Support
2.3
2.4
3. Is there a significant difference between the factors that cause

students to dropout and the respondent’s profile?
4. Based on the Findings of the study, what action plan can be

proposed?
Statement of Hypothesis
To answer the specified problem, the researchers formulated the

hypothesis:
HO: There is no significant difference between the factors that cause

students to dropout and the respondent’s profile.
Assumptions of the Study
The researchers assumed that;
1. Student dropout is a person who has abandoned a course of study
2. Dropout is a person who stops going to school.
3. Financial Capability is being capable financially
4. Family support involves positive effect on students academic

achievement.
17
Scope and Delimitation of the study

This study is focus only to the factors that cause students dropout of
Bachelor of Technical Vocational Teacher Education, WEP and Regular
Students in Trimex Colleges, City of Biñan, Laguna.
The respondents were the selected --- dropouts from S/Y 2017 to 2019.
Significance of the Study
The study would benefit the following;
School- this study would help the school in terms of knowing the problem
that cause dropout instead of pursuing their degree.
Bachelor of Technical Vocational Teacher Education Students- this

study would benefit the students or future educators in terms of serving as a
guide and preparedness as well in the field of teaching.
Professors- this study would help the professors in terms of knowing the
reason of their students that causes to dropout from school.
Researchers- this study would benefit the researchers or future educators in

terms of knowing the problem and solution that in the future may be one of
their bases in the field teaching.
Future Researchers -this study will help and serve as a guide for the future
researchers.
Definition of Terms
For preferably understanding of the discussions of this paper, the

following terms were defined both conceptually and operationally:
Factors that cause student dropout –are the situations that usually are the
reason that pushes or influence student to stop going in school or also its
drives students to choose dropping out from school.
18
Financial Capability- is the combination of attitude, knowledge, skills and

self-efficiency needed to exercise money management decisions that best fit
the circumstances of one’s life, within an enabling environment that includes,
but it is not limited to, access to appropriate services.Being capable
financially.
Family- is important to individuals because it provides benefits to your

physical, emotional and mental health that can’t be found anywhere else.
Family Support- provides economical provision and emotional support.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents gathered information from websites and studies

both local and foreign origin. And at the end of this chapter also presents the
synthesis of the art and the gaps of bridged of the study.
This literature review observed research on factors that cause
students to drop out of (BTVTE) Bachelor of Technical Vocational Teacher
Education.
State of the art
The studies and literature were found have similarity on the present
study and serve as a bases for conceptualization on the present study’s
problem, research design and methology.
Related Literature
19
Weis, Farrar, & Petrie (1989) cited by (Moore) Student Related

Indicators. Academic performance is one of the most influencing factors that
cause students to quit school. The authors express that 37.0% of students
with grades C and below are more likely to leave school then those who
make A’s and B’s. Students that have failing grades and have been retained
are more likely to quit school. Students that left school said that they had to
be retained in a class or failed, so they were too embarrassed to come to the
same class the next year. According to Alexander and Entwisle, the highest
predicting factor for dropouts was if a student had repeated a grade (2001).
In a longitudinal study conducted by Ekstrom, Goertz, Pollack, and
Rock (1986) 248 girls and 247 boys were followed from grades 7-12. The
researchers examined behavioral, cognitive, and demographic factors. They
concluded that students who were previously known to have demonstrated
high levels of aggressive behavior issues and scored lower academically
were those that became dropouts (1986). In a longitudinal study conducted
by Cairns, Cairns, and Neckerman (1989), relationships between behavioral,
cognitive, and demographic factors were analyzed. They assessed 248 girls
and 247 boys and observed them from grade 7 through either dropout or
completion of high school. The study included individual interviews to assess
the 14% who left school before grade 11. The researchers concluded that
82% of the males and 4% of the females with increased aggressiveness and
low performing academics in the seventh grade had decided to drop out.
Family Related Indecators. Family factors include qualities like family
environment, composition, socio-economic status, and drug use in the home.
family related factors are more likely the cause of students leaving school.
Parental support, parenthood, and other home life related factors are the
very ones that contribute to a student’s decision to leave or stay in school.
20
Lack of parent support along with an abusive home is connected with a

higher incidence of dropping out. Lastly, factors such as living in a violent
dysfunctional home, a home were drugs and alcohol are abused, a home
where family deficiencies are present, a home where a language other than
the primary language of the educational institute is spoken, and a lack of
parental education have all been linked with student dropouts (Wells et all
1989). For most students, family support has a lot to do with whether or not
the individual is going to quit school before graduation, or whether he or she
will complete all 12 years and receive a diploma (Hale, 1998). In an article
posted on the United Way website, parent engagement was one of the
leading reasons why students were not completing their education.It stated, if
parents are engaged early in the child’s education, then the child is more
likely to be successful in school. A parent’s support in their child’s education
shows the child that their educational career is important. The parental
support consequently increases the child’s likelihood of having successful
academic achievement (“3 Reasons Students,” 2013).
Many times family deficiencies have to do with the decision of

dropping out. If a student has a structural deficient home then this means he
or she lives in a single-parent family. Sometimes the parent is working to
survive and does not have much time to support the child in school. This is
often the case in which students decide to quit and begin working because
they feel obligated to assist in paying the bills. (Weis, Farrar, & Petrie, 1989).
Another family type is the functional deficient household. This is when the
student’s parents have no interest in the child or his or her schooling, and
there is no true communication between the parents and the child. In these
households children have the freedom to make what decisions they want,
21
and many times are not responsible enough to know whether or not they
should stay in school (Weis, Farrar, Petrie, 1989).
Community Related Indecators. Community factors include things

such as their ethnicities, cultures, environment, social class and community
support. A student’s background and identity play a huge role in their
decision to leave. Poverty is a community related factor that is often
correlated with the dropout rate.
(Brindis and Philleben 1998) the students associated or “hung out”

with other dropouts had higher frequencies of dropping out themselves.
Other factors included low socio-economic status and early parenthood.
These indicators point to negative community or cultural influences of peer
groups from poverty. Even though teen parenthood is present in all socio-
economic classes, it is also linked to leaving school before graduation.
Related Studies
This study conducted by Rumberger (2019) many factors
contribute to this phenomenon over a long period of time, it is virtually
impossible to demonstrate a causal connection between any single factor
and the decision to quit school. Despite this difficulty, two types of factors
22
have been identified that contribute to or increase the likelihood that students
drop out of school: (1) individual factors associated with students’
characteristics, attitudes, behaviors, and experiences; and (2) contextual
factors associated with students’ families, schools, communities, and peers.
Individual Factors
A variety of individual factors are associated with dropping out
(Rumberger, 2011), including several demographic factors. Generally,
dropout rates are higher among males, Blacks and Hispanics, immigrants,
and language minority students. Attitudes also affect dropout rates. Dropout
rates are also higher among students who have low educational and
occupational aspirations. Several activities and behaviors also predict
dropout rates, including absenteeism, misbehavior in school, and pregnancy.
Finally, poor academic achievement is a strong predictor of dropping out.
Together, these factors support the idea that dropping out is influenced by
both the social and academic experiences of students.
In addition to these proximal factors, a number of distal factors are
associated with dropping out, such as student mobility. Both residential
mobility (changing residences) and school mobility (changing schools)
increase the risk of dropping out of high school (Rumberger, 2015). Student
mobility may represent a less severe form of student disengagement or
withdrawal from school. Another distal factor is grade retention. Although

23
retention may have some positive impact on academic achievement in the
short run, numerous studies have found that it greatly increases the
likelihood that students will drop out of school. Finally, a number of long-
term studies have found that lack of early academic achievement and
engagement (e.g., attendance, misbehavior) in elementary and middle
school predicts withdrawal from high school.
Institutional Factors
While individual factors clearly contribute to students’ decisions to drop out of
school, individual attitudes and behaviors are shaped by the various settings
or contexts in which students live—families, schools, communities, and peer
groups. The importance of context in shaping behavior, including dropping
out, was acknowledged in a report by the National Research Council Panel
on High-Risk Youth (1993) that argued that too much emphasis has been
placed on "high-risk" youth and their families, and not enough on the high-
risk settings in which they live and go to school. A number of factors within
students’ families, schools, and communities (and peer relationships) predict
dropping out.
Families
Family background is widely recognized as the single most important
contributor to success in school. Socioeconomic status, most commonly

24
measured by parental education and family income, is a powerful predictor of
school achievement and dropout behavior. Parental education influences
students’ aspirations and educational support; while family income allows
parents to provide more resources to support their children’s education,
including access to better quality schools, after-school and summer school
programs, and more support for learning within the home. In addition,
students whose parents monitor and regulate their activities, provide
emotional support, encourage independent decision-making (known as
authoritative parenting style), and are generally more involved in their
schooling are less likely to drop out of school. Additionally, students in single-
parent and step-families are more likely to drop out of school than students in
two-parent families.
Schools
It is widely acknowledged that schools exert powerful influences on
student achievement, including dropout rates. Four types of school
characteristics influence student performance: social composition of the
schools, structural characteristics, school resources, and school policies and
practices.
25
1. The social composition of schools—the characteristics of students
attending the schools, particularly the socioeconomic composition of the
student body—predicts
2. The second characteristic has to do with the structural
characteristics of schools, such as size, location, and school control (public
versus private). Dropout rates from Catholic and other private schools are
lower than dropout rates from public schools, even after controlling for
differences in the background characteristics of students. Yet students from
private schools typically transfer to public schools instead of or before
dropping out, so that student turnover rates in private schools are not
statistically different than turnover rates in public schools. Smaller schools
also have lower dropout rates. What is less clear is whether structural
characteristics themselves account for these differences or whether they are
related to differences in student characteristics and school resources often
associated with the structural features of schools.
3. The third type of characteristic concerns school resources. Resources,
in particular student/teacher ratios and teacher quality, appear to influence
dropout rates even after controlling for a host of individual and contextual
factors that might also influence dropout rates.

26
4. The final type has to do with school policies and practices. In particular,
academic and social climate—as measured by school attendance rates,
students taking advanced courses, and student perceptions of a fair
discipline policy—predict school dropout rates, even after controlling for the
background characteristics of students as well as the resource and structural
characteristics of schools.
School factors contribute to student withdrawal in two ways. One way is
indirectly, by creating conditions that influence student engagement and their
voluntary withdrawal from school. Another way is directly, through explicit
policies and conscious decisions by school personnel that cause students to
involuntarily withdraw from school. These rules and actions may concern
low grades, poor attendance, misbehavior (such as zero-tolerance policies),
or being over-age and may lead to suspensions, expulsions, or forced
transfers. This form of withdrawal is school-initiated and contrasts with the
student-initiated form mentioned above. Some schools, for example,
contribute to students’ involuntary departure from school by systematically
excluding and discharging “troublemakers” and other problematic students.

27
Community and Peers

In addition to families and schools, communities and peer groups can
influence students’ withdrawal from school. Differences in neighborhood
characteristics can help explain differences in dropout rates among
communities, apart from the influence of families. Some evidence suggests
that there is a threshold or tipping point on the quality of neighborhoods that
results in particularly high dropout rates in the most disadvantaged
neighborhoods. Poor communities may influence child and adolescent
development through the lack of resources (playgrounds and parks, after-
school programs) or negative peer influences. Community residents may
also influence parenting practices over and above parental education and
income. Students living in poor communities may also be more likely to have
dropouts as friends, which increases the likelihood of dropping out of school.
Another way that communities can influence dropout rates is by providing
employment opportunities both during or after school. Relatively favorable
employment opportunities for high school dropouts, as evidenced by low
neighborhood unemployment rates, appears to increase the likelihood that
students will drop out, while more favorable economic returns to graduating,
as evidenced by higher salaries of high school graduates compared to
dropouts, tend to lower dropout rates. Working long hours in high school can
increase the likelihood of dropping out, although the impact of working in
high school depends on the type of job held and on the student’s gender.
Synthesis of the State of the Art
The review of related literature and studies has an implication on the

present study. All reviews focused only to the factors that cause students to
28
dropout or quit from school. Like literature of the authors Moore(2017) Weis,
Farrar, & Petrie (1989)stated that students that have failing grades and have
been retained are more likely to quit school, it means academic performance
is one of the most influencing factors that cause students to quit school.
Wells et al (1989) defined factors that occur during the school day and are
related to the structures and activities within the day. These factors include
things such as school climate and learning environment, teacher –student
engagement, school structure, and school vision. Every school related factor
has the ability to either keep students in school or deter them from finishing.
Schools must find ways to keep students in school. Wells t al (1989) family
related factors are more likely the cause of students leaving school. Parental
support, parenthood, and other home life related factors are the very ones
that contribute to a student’s decision to leave or stay in school . (Weis,
Farrar, & Petrie, 1989).Stated if the student has a structural deficient home
then this means he or she lives in a single-parent family. Sometimes the
parent is working to survive and does not have much time to support the
child in school. This is often the case in which students decide to quit and
begin working because they feel obligated to assist in paying the bills. (Weis,
Farrar, & Petrie).also identified that another family type is the functional
deficient household. This is when the student’s parents have no interest in
the child or his or her schooling, and there is no true communication between
the parents and the child. In these type households children have the
freedom to make what decisions they want, and many times are not
responsible enough to know whether or not they should stay in school (Weis,
Farrar, Petrie, 1989)
29
Rumberger (2019 )(Rotermund, 2007) Identified variety of reasons for

leaving school, including school-related reasons, family-related reasons, and
work-related reasons. (Rumberger, 2015)stated the proximal factors, a
number of distal factors are associated with dropping out, such as student
mobility. Both residential mobility (changing residences) and school mobility
(changing schools) increase the risk of dropping out.
Gaps Bridged by the Present Study

From the above review of the related literature and studies, the following
gaps were determined;
1. There were no studies yet conducted on the factors that cause students dropout in
degree of Bachelor of Technical Vocational Teacher Education.
2. There were no studies yet conducted on the factors that cause students dropout in
selected Bachelor of Technical Vocational Teacher Education students.
In view of the gaps identified, the study aimed at determining the factors that
cause students dropout of Bachelor of Technical Vocational Teacher Education,
WEP and Regular in Trimex Colleges Inc., Biñan City, Laguna; S/Y 2017 to 2019.
Chapter III
RESEARCH METHODOLOGY
30
This chapter presented the procedure adapted by the researchers about

details on research design, sources of data, population of the study,
instrumentation and validation and data gathering procedure
Research Design
In this study the researchers will utilize the descriptive method.This study
aimed at determining the factors that cause students to dropout from the
degree of Bachelor of Technical Vocational Teacher Education, WEP and
Regular students in Trimex Colleges Inc. in Biñan, Laguna. S/Y 2017 to
2019.
Sources of Data
This study had two sources of data, the primary and secondary sources,
the primary sources of data were the --- selected dropouts of Working
Education Program (WEP) and Regular Bachelor of Technical Vocational
Teacher Education from S/Y 2017 to 2019 in Trimex Coleges Inc. City of
Biñan, Laguna. Secondary sources of the data were the internet.
Population of the Study
This study aimed determining the factors that cause student to dropout of
selected WEP and Regular Bachelor of Technical Vocational Teacher
Education dropouts in Trimex Colleges Inc. City of Biñan, Laguna. The
respondents of the study were the selected ---- dropouts of Bachelor of
31
Technical Vocational Teacher Education ,WEP and Regular from S/Y 2017
to 2019 in Trimex Colleges Inc. Biñan City, Laguna.
Instrumentation and Validation
Data Gathering Procedure

32

33

Chapter 1 To 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 To 3

Uploaded by

Copyright:

Available Formats

1

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

The Factors that cause Students Dropout of Bachelor of Technical Vocational

RECOMMENDATION FOR ORAL EXAMINATION

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

This thesis, entitled;”The Factors that cause Students Dropout of

Mr. Arveeh A. Aviles MBA

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the Panel on Oral Examination with a rating of

Accepted and approved in partial fulfillment of the requirements for the

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Title: The Factors that cause Dropout of Bachelor of Technical Vocational

Authors : Mergie Boto

Degree : Bachelor of Technical Vocational Teacher Education

School : Trimex Colleges, Inc.

Academic Year : 2020-2021

Adviser : Mr. Arveeh A. Aviles MBA

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

1 THE PROBLEM AND ITS SETTING

2 REVIEW OF RELATED LITERATURE AND STUDIES

State of the Art

4 PRESENTATION, ANALYSIS AND INTERPRETATION

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

One of the measurements to see the effectiveness of the educational

In global perspective, it is an incontestable fact that the progress of a

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Poverty was identified as one of the causes for dropouts. (Joshis

The researches desired is to determine the factors that cause

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

In theoretical framework four theories identified by Battin-Pearson

General Deviance theory

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

low academic achievement. Meaning that those who do not do good in

Deviant Affiliation theory

Poor Family Socialization theory

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Structural Strains Theory

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Input Process Output

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Fig.1 The Operational Model of the study shows the Input-Process-Output

Statement of the Problem

1. What is the respondents profile in terms of:

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

2.1 Financial Capability

3. Is there a significant difference between the factors that cause

4. Based on the Findings of the study, what action plan can be

To answer the specified problem, the researchers formulated the

HO: There is no significant difference between the factors that cause

Assumptions of the Study

The researchers assumed that;

1. Student dropout is a person who has abandoned a course of study

2. Dropout is a person who stops going to school.

3. Financial Capability is being capable financially

4. Family support involves positive effect on students academic

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Scope and Delimitation of the study

Significance of the Study