Exercise no.

Review of Related Literature Matrix

Review the chosen RESEARCH/Thesis, particularly the RRL. You need to re-read your selected citations by identifying the authors and year, title, identify
the related concept/description/Hypothesis, identify the findings of the study and synthesize or paraphrase the statement. Use the matrix in landscape format
so as to extensively describe the citation. It is very important that you must read the citation from its original source not copy pasted from the RRL of journal
or thesis.

Author/s and Title of the study Concept/Description/Hypothesis Findings Note/Paraphrase statement

year

Noriati, et al. Exploring the lack of interest in learning among the
(2011) School Dropout Indigenous community is the related to
Factors among their general characteristics. The
Indigenous indigenous people known as a very
Students in Melaka humble, shy, passive and not like being
forced to do something, enjoys the
freedom of movement, sensitive, love the
physical activity and like to work in the
group rather than an individual (Noriati, et
al. 2011). Besides that, indigenous people
were less resilient and have the short
memory. Thus, they can easily get bored
and lose the attention in learning.
However, lack of exposure and lack of
awareness about education is still low
The findings of these
study have very much
relevant studythat in the
context of parents
education background
emphasized on formal
education someone has
completed. It means that
social position or culture
that someone comes from
that will influences
Indigenous students drop
out from school.
The Indigenous community's general features
are related to their lack of interest in learning.
Native Americans are renowned for being
extremely modest, shy, and passive. They also
dislike being made to do anything, like their
freedom of movement, are sensitive, adore
physical activity, and prefer to work in teams as
opposed to alone. (Noriati, et al. 2011). Native
Americans also lacked resilience and had short
memories. As a result, they are susceptible to
becoming disinterested in their studies.
However, there is still a low level of exposure to
and knowledge of education.
Tamanna Educational Planning and Research
(2014) Division (EPRD) and Ministry of
Education (MOE) tracked the cohorts in
order to gauge how many students
complete their primary or secondary
schools and how many leave the
conventional schooling system. In the year
of 2011, there is about the 30 % of the
Indigenous student who failed to complete
their study. These problems have lead in
the increasing of the Indigenous student
who dropout from school, which lead them
to live in poverty
Mohd Kamal Dropout on how teachers cope with teaching in
Mohd Ali Prevention indigenous schools involved in the KIA
(cited in Initiatives for 2M program revealed that to make the
Chee Kim Malaysian program successful, teachers need to have
Mang, 2009) Indigenous Orang or do the following: 1) having good
Asli Children rapport with their students and even
visiting their homes, 2) having knowledge
and understanding of the indigenous
language and social cultural background of
the indigenous community, 3) use a lot of
drills and practice as pupils tend to forget
easily, 4) be highly committed and
motivated to teach and 5) be able to handle
The cohorts were tracked by the Educational
Planning and Research Division (EPRD) and
Ministry of Education (MOE) to determine how
many kids finish primary or secondary school
and how many drop out of the traditional
educational system. The percentage of
Indigenous students who dropped out of school
in 2011 was over 30%. Due to these issues, there
are now more indigenous students dropping out
of school, which causes them to live in poverty.
According to a study on how teachers deal with
teaching in indigenous schools participating in
the KIA 2M program, in order for the program
to be successful, teachers must: 1) have a good
rapport with their students and even visit their
homes; 2) have knowledge and understanding of
the indigenous language and social cultural
background of the indigenous community; 3)
use a lot of drills and practice as students tend to
forget easily; and 4) be highly committed and
motivated. Teachers must also consider
incentives or rewards to motivate students to
attend class. Above all, educators working at
 the students’ behaviors. Teachers need to
also think of incentives or rewards to
encourage children to come to school.
Above all teachers teaching in these
schools need to be highly creative and
resilient with ample multicultural
competence.
Sharifah et pertaining to ‘turned around at risk
al (2009) schools’, found that one of the most
successful ways to entice difficult students
to feel attached to their school and to
engage them in learning is through co-
curricular activities, mainly through
sports. Orang Asli students love sports and
they excel in them. Participation in sports
and other extra curricular activities, which
these students excel in, can boost their
confidence and self-esteem, which can
indirectly increase their engagement to
learning
Doug Indigenous This study examined the perceptions of 38
Morgan education: Factors current and former Indigenous students at
affecting students' Flinders University, Adelaide, South
The decisions to Australia, about the factors which
University of continue or influenced their ability to study at
Calgary withdraw from university. The study took place at the
Tertiary Studies at beginning of second semester 2000. While
Flinders it was originally intended that students
would be surveyed twice circumstances
these institutions must be highly imaginative,
resilient, and multiculturally competent.
According to research on "turned around at risk
schools," co-curricular activities, particularly
sports, are one of the best methods to encourage
challenging kids to have a connection to their
school and to become involved in learning.
Sport is something that Orang Asli students
excel at and enjoy. These kids' participation in
extracurricular activities and sports, in which
they excel, can raise their self-confidence and
self-esteem, which in turn can increase their
interest in learning.
38 present and former Indigenous students at
Flinders University in Adelaide, South Australia,
were interviewed for this study regarding how
they perceived the variables that affected their
capacity to pursue higher education. The study
started at the start of the 2000 second semester.
Although it was initially planned for students to
be polled twice, this was not possible due to the
circumstances. According to preliminary
 University did not allowed this to occur. Preliminary
findings suggest that: Indigenous support
services are perceived by students as
enabling factors in their tertiary studies;
younger students are more likely to
discuss their tertiary progress with their
peers rather than teaching or support staff,
unlike older students; female and part-time
students believe they would perform better
if they had greater domestic support; the
lower the Grade Point Average (GPA) the
greater the perception of their likely-hood
of dropping out and those students who
consider dropping out of tertiary studies
are more likely to do so.
Ma. Nova Bukidnon- The tribe has their Binuki languge as their
Joy R. Magahat Learners’ vernacular and still practicing their
Alcueres, Plight : Factors cultural beliefs and traditions in the
MAEd Affecting Learning community. On the other hand, Napo
Academic Elementary School is located in Sitio
Performance Napo of Barangay Tayawan
approximately 30 kilometers from
Bayawan City. Their primary source of
income are sugarcane, and root crop
farming. It is also situated in the
mountainous area in the vicinity of
ancestral domain claim in the locality of
Bayawan City. The school is surrounded
by huge tress, low water supply and has no
electricity. Furthermore, the school has a
This finding negates to
the study of Reid (2008)
wherein he found that
most of the indigenous
students in Australia have
a very low interest in
going to school due to the
following reasons; (a)
Parents and carers:
parental-condoned
absenteeism, parents
failing to accept their
legal responsibilities, and
poor parental/carer
attitudes towards schools.
findings, female and part-time students believe
they would perform better if they had more
domestic support; indigenous support services
are perceived by students as enabling factors in
their tertiary studies; younger students are more
likely to discuss their tertiary progress with their
peers rather than teaching or support staff, in
contrast to older students; the lower the Grade
Point Average (GPA), the greater the perception
of academic failure
The tribe continues to practice its traditional
beliefs and traditions in the community while
using Binuki as its vernacular. Napo Elementary
School, on the other hand, is situated at Sitio
Napo in Barangay Tayawan, which is about 30
kilometers from Bayawan City. Sugarcane
farming and the production of root crops are
their main sources of income. It is also located
in a mountainous terrain close to an ancient
domain claim in the Bayawan City
neighborhood. Huge trees surround the school,
there is little access to water, and there is no
electricity. The school's overall enrollment for
the 2018–2019 academic year is 120. There are
five usable classrooms and two temporary ones.
 total enrollment rate of 120 in school year (b). Society: insufficiently Along with the Head Teacher, there are 7
2018-2019. It has two make shift valuing education and ordinary instructors. like the Cabatuanan
classrooms and 5 functional classrooms. inadequate welfare Bukidnons,
There are 7 regular teachers including the support practices,
Head Teacher. Like the Bukidnons in especially in the early
Cabatuanan, Napo is also honoring their years of schooling. (c).
cultural practices in the community. Schools: poor teaching,
inconsistent approach to
absenteeism between, and
within schools. (d).
Students: bullying, peer
pressure, ‘cool’ to skip
school, lack of career
aspirations, and low self-
esteem

Jonathan Understanding The results indicate that dropouts are The findings originating
Paul Casey High Dropout characterised by situations of extreme from the fieldwork data
Rates in Primary income poverty interacting with can be seen to belong to
June 2014 School Education exogenous factors which create vulnerable seven general themes:
in Mozambique livelihoods and where the quality of quality, capacity,
education is considered low. The causes of governance, motivations,
dropouts generally relate to families’ lack culture, early pregnancy,
of resilience to cope with socio-economic and socio-economic
shocks and the paucity of post-school conditions. These themes
opportunities. The consequences are have emerged organically
severe for the individuals, their families from the interviews
and Mozambique, resulting in limited conducted. Rather than
capacity to create sustainable livelihoods. trying to ‘fit’ the findings
There is also a likely l transgenerational into pre-determined
effect, with future generations afflicted by classifications, this
 persistent vulnerability due to a lack of process of ethnographic
capabilities and opportunities from not coding enables the
completing school. presentation of the
findings to be constructed
in the closest way
possible to the general
diversity of issues and
topics which materialised
throughout the fieldwork
(Charmaz 2006, 48).
While not every particular
finding will be presented
here, the categories are
intended to broadly
represent the multiplicity
of issues central to the
understanding of the
dropout phenomenon. A
final section will detail
relevant findings
concerning Ribáué in
general.

Jaiden Holding Our Despite high aspirations of attainment, 1-2

Herkimer Ground: Indigenous students are more likely to
Indigenous leave postsecondary education
Student Post- prematurely than their non-Indigenous
Secondary peers in Canada and around the world. 1-
Persistence & 14 Higher education is becoming
Early Leaving increasingly critical for obtaining
employment and economic security, as
 employees often require some form of
certification, credential, or license to be
hired. 7,11,14 Part of Indspire’s
commitment to students is to help guide
them through school and into their career

Prepared by:
Ramirez, Ar-John S.
Social Work Student