Chapter 1 To 5

FACTORS INFLUENCING THE YOUTHS OF BEING
OUT-OF-SCHOOL IN PUROK SANTIAGO, BARANGAY BULA,

GENERAL SANTOS CITY
A Thesis Presented to
The Faculty of Social Work Department
MMG College of General Santos City, Inc.
In Partial Fulfillment
of the Requirements for the Degree
of Bachelor of Science in Social Work
1
FACTORS INFLUENCING THE YOUTHS

by OF BEING
GENERAL SANTOS CITY
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
2
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
3
of Bachelor of Science in SocialbyWork
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
4
by
by
ADELAIDA D. ISMAEL
SEPTEMBER 2022
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
5
Chapter 1
THE PROBLEM AND ITS BACKGROUND

by
ADELAIDA D. ISMAEL
Education of every child is a very vital because it is considered
as a powerful tool for socio-economic development of nation. It is the

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6
only way of bringing tremendous change to lives of each individual.
Molding characteristics and enhancing knowledge

by are better ways to
expedite the process of national development. It also served as means

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of establishing planners, policy-makers and other public leaders in the
future. And the segment of the society that plays an active part in
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socio-economic development is made up of youth or adolescent. (B.P
Shrestha, 2016). by
According to United NationsADELAIDA

Educational,
D. Scientific
ISMAEL and Cultural
Organization (UNESCO) (2016), the number of ‘out-of-school’ children
and youth in Thailand is the fifth in Asia and second in Association of

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Southeast Asian Nations (ASEAN). Currently, the accumulated number
is about 1.7 million people. The purposes of by

this research are to study
‘out-of-school’ children and youth situations and method of education

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provided for them from the related organizations and networks.
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The results of this study reveal that the problems of the ‘out-of-
school’ children and youth include low quality

by of life, lack of life skills
and social skills, and behavior problems. The causes are poverty, low
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achievement in school, and behavior issue which cause dismissal from
school.
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In the Philippines, there are still a lot of people especially the
youth who are not attending a formal school

by they are called out-of-
school youth, this is caused by some factors such as poverty, early

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marriage, laziness and many more. Having a proper education is very
important to have a change in our lives. But not all of us are given a
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chance to attend a formal schooling. Therefore, investment in
education is considered to be extremely important

by for our problem in
unemployment and for improvement to manpower. (Rumberger 2017).

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According to Philippine Law, the R.A No. 10931 this act shall be
known as the “Universal Access to Quality Tertiary Education Act.

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Section 6 Stated the Exceptions for free Tertiary Education. Thus, the
government should ensure and support theby

education of every child.
That is why the Department of Education offers free education to all.

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But this is not really applied by other institutions for they are concern
on the salary of the teachers especially in private schools. Many

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children recorded from Youth Affairs and Development Office (YADO).
While. In Barangay Bula there are 531 outbyof school or young are
dropped, kicked out or just cannot afford education. In Purok Santiago

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Barangay Bula, there are also 129 which needs to focus on his study.
This research aims to know the possible factors that affect the students
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or youth becoming out-of-school for a possible intervention of
prevention and rehabilitation. The researcher

by will use survey
questionnaire.
ADELAIDA D. ISMAEL
Theoretical Framework
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This study was anchored on five theories, the first theory is
Ecological Systems Theory developed by by

Brofenbrenner, it offers a
framework through which community psychologist examine individual’s

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relationships within communities and the wider society. This implies
that every individual has interrelated parts. One part of the system will
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not resolve or not functioning well then it will affect the other system, it
will affect the child as part of that system. Inby

Mezzo system, when the
family of the child were not supportive enough to the child, there is a
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tendency that it will affect him/her, thus, it will lead the child to not
attend their class because of the of support of the family. In Macro

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System, if the child environment is not welcoming then there is also a
tendency that it will affect to his/her study.

by Same goes in Micro
System, if the community where a child belong is not safe or conducive

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for his/her studies then it will lead him to be dysfunctional towards
her/his environment and will be an out of school youth.

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The second is the Social Learning Theory proposed by Albert
Bandura, emphasizes the importance of observing,

by modelling, and
imitating the behavior, attitudes, and emotional reactions of others.

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Social Learning Theory considers how both environmental and
cognitive factors interact to influence human learning and behavior.

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This emphasize the importance of the social context and posit that
individuals are positively or negatively reinforced

by when exhibiting
aggressive behaviors. Children observe the people around them

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behaving in various ways. In society, children are surrounded by many
influential models, such as parents within the family, characters on

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children’s TV, friends within their peer group and teachers at school.
So, if a child observed that his/her parents are

by not very supportive or
they do not encourage him/her to pursue his/her dreams, the child can
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adopt it that it does not matter whether he/she finished his/her study
because that is what he/she imitate from her/his model which is his/her
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parents. Children will have a number of models with whom they
identify. There may be people in their immediate

by world, such as
parents or siblings.
ADELAIDA D. ISMAEL
The third one is the Sociocultural Theory; Sociocultural theory
of learning and teaching is widely recognized in fields of educational,

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psychology and instructional technology. The focus of this theory on
the role of social interaction and culture play

by in the development of
higher-order thinking skills. A Russian psychologist and the founder of

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sociocultural theory believed that human development and learning
originate in social and cultural interaction. In other words, people

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interact with others and culture in which they live shape their mental
abilities. Sociocultural theory is considered by

primarily a developmental
theory. Vygotsky sociocultural theory asserts that learning is an

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essentially social process in which the support of parents, caregivers,
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peers and the wider society and culture plays a crucial role in the
development of higher psychological functions.

by
The fourth is Piaget’s Cognitive

ADELAIDADevelopmental
D. ISMAEL Theory, this
theory is concerned with the development of a person’s thought
process. It also looks on how these thought processes influence how

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we understand and interact with the world. One of the theories that
Piaget proposed of cognitive development toby

account for the steps and
sequence of children’s intellectual development is the Formal

ADELAIDA D. ISMAEL
Operational Stage: A period between age 12 to adulthood when people
develop the ability to think about the abstract concepts. Skill such as
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logical thinking, deductive reasoning, and systematic planning also
emerge during this stage. It is marked by anbyincrease in the ability to
think in abstract terms and develop egocentrism, and also to reason,

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argue, and plan. In this stage, the child’s ability to think has increased,
if a child is having a hard time in school or in his/her personal life, he

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can create a plan to solve his/her problems. And one of the possible
outcomes is it will stop them from discontinuing

by their studies just to
solve or escape from the stress that he/she faces, and this can cause
ADELAIDA D. ISMAEL
out of school.
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The last one is the Maslow’s Hierarchy of Needs; it is a theory
of motivation which states that five categories

byof human needs dictate
an individual’s behavior. Those needs are physiological needs, safety

ADELAIDA D. ISMAEL
needs, love and belonging needs, esteem needs, and self-actualization
needs. There are five different levels of Malow’s hierarchy of needs,

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starting at the lowest level known as Physiological Needs and the most
complex needs are at the top which is the by

Self-Actualization Needs.
Self-actualizing people are self-aware, concerned with personal

ADELAIDA D. ISMAEL
growth, less concerned with the opinion of others, and interested in
fulfilling their potential. In this theory of Maslow’s, it is stated in his

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Hierarchy of Needs which is at the peak of his theory called Self-
Actualization, children tend to give more by

attention at his personal
growth. If he/she is not interested to continue attending to school

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because he/she only focus on the things that could fulfill his/her
satisfaction this could result to being out of school. “What a man can
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be, he must be,” Maslow explained, referring to the need people have
to achieve their full potential as a human being.

by
ADELAIDA D. ISMAEL
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by
Conceptual Framework
The concept of this study ADELAIDA

is focused D.
onISMAEL
how the youths are
being influenced by some factors that leads them to become an out-of-

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school youth. The youth as indicated by the law refers to the male and
female individuals aging 15-30 years of age. by
ADELAIDA D. ISMAEL
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by
ADELAIDA D. ISMAEL
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by
ADELAIDA D. ISMAEL
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by
Input Process Output

ADELAIDA D. ISMAEL
1.Demographic
profile of the
respondents Factors influencing the
youths of being out-of-
2.Factors that school in Purok
influence the youth Santiago, Barangay
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by
ADELAIDA D. ISMAEL
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by
ADELAIDA D. ISMAEL
FEEDBACK
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Figure 1. The Research Paradigm
by
ADELAIDA D. ISMAEL
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Statement of the Problem
by
This study aims to determine the factors influencing the youths
of becoming out-of-school youthsADELAIDA

in Purok Santiago,
D. ISMAELBarangay Bula,
General Santos City.

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This study tries to answer the following specific research
questions: by
1.) What are the demographic profileD.ofISMAEL

ADELAIDA the respondents in
terms of:
1.1. Age
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1.2. Gender
1.3. Family Income by
1.4. Number of Family members

ADELAIDA D. ISMAEL
2.) What are the factors that influence the respondent of being
out- of-school in terms of:

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2.1. Peer
by
2.2. Poverty
2.3. Family ADELAIDA D. ISMAEL
2.4. Health Issue

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2.5. Environment
by
3. Based on the results of the study, what kind of interventional
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plan the researcher would propose to out-of-school youths in
the locality?
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Scope and Limitation
This study focuses on the out of by

school youths in Purok
Santiago, Barangay Bula ages from 15-22 years old. This involves a
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survey for those who are out of school youths. The selection of
respondents is using a random sampling method.

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This research is designed to have a thorough knowledge of
problems of youth on why they cannot attendby

a formal school, and how
to solve their problems by being aware of the programs of the

ADELAIDA D. ISMAEL
Department of Education.
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The study will be conducted at Purok Santiago, Barangay Bula,
General Santos City who are out-of-school youth.

by
Significance of the Study ADELAIDA D. ISMAEL

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This study is to be conducted to determine the factors influencing
the youths to become out of school youths in

byPurok Santiago, Barangay
Bula, General Santos City.

ADELAIDA D. ISMAEL
The result of the study hopes and provide insights and valuable
information to the following:

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Barangay Council for the Protection of Children of
Barangay Bula- The result of the study will help

by lighten the burdens of
the Barangay Officials in finding the reason why the number of the out
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of school youths in their barangay increases.
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Sangguniang Kabataan of Barangay Bula- The outcomes of
the research may inspire the Sangguniang Kabataan

by (SK) to seek and
formulate programs that can lessen the number of out of school youths
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in the barangay they are affiliated with.
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Future Researcher- This academic work will be of great benefit
to future researchers who are planning to tackle

by and explore more on
what are the factors that influences the youth to not be at school.
ADELAIDA D. ISMAEL
Definition of Terms
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Some of the terms and variables used in the study are defined
and interpreted for purpose of clarity in discussion

by and promote clear
understanding among beneficiaries and other interested sector of the

ADELAIDA D. ISMAEL
study, the terms are the following:
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Out of School Youth. Refers to a person aged 15-24 years
who are not attending school or have not by

finished college or post-
secondary course. In this study, this refers to people who are not
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attending formal schooling.
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Peers. Refers to a person who belongs to the same age group
or social group as someone else. In this study,

by this refers to friends of
the out of school youth who possibly influenced them.

ADELAIDA D. ISMAEL
Youth. Is the time of life when one is young, and often means
the time between childhood and adulthood. Person between ages of

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15 and 24 years. In this study, it refers to the person who is not
attending formal school. by
Factors. A circumstance, fact, or influence

ADELAIDA that contributes to a
D. ISMAEL
result or outcome. In this study, this refers to a factor that influences a
youth to being an out of school.

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Influence. The capacity to have an effect on the character,
development, or behavior of someone or something,

by or the effect itself.
In this study, it refers to a reason or effect to a youth to being out of

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school.
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by
ADELAIDA D. ISMAEL
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by
ADELAIDA D. ISMAEL
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Chapter 2 by
REVIEW OF RELATED LITERATURE AND STUDIES

ADELAIDA D. ISMAEL
The purpose of this chapter is to provide a summary of readings
and a review of related literature and studies that will help to support
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and justify the said problem. It will also assist us in the development of
data to qualify the phenomenological study

by and to establish the
significance of the topic. A series of research studies were presented

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here to understand more about the various factors and lived
experiences on the quality of life among out of school youth.

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Foreign Literature by
A mix of advanced convergent and divergent causes, including

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personal, familial, educational, and societal influences, explain why a
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student chooses to drop out of school. (Kotok, Ikoma, & Bodovski,
2016). by
According to Bowers' (2017) research, the thoughts and

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patterns that the survey respondents observed exhibited undesirable
tendencies. The primary causes of student dropouts and the effects of

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childhood poverty are strikingly similar. She noted that although
poverty by itself by
does not determine whether a student would drop out of high

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school, it is a risk factor that affects the decision (p. 16). In a related
study, Wallace (2016) proposed the hypothesis that more student’s

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dropout of school to obtain employment when important employers
depart or close, school attendance by

drops, many families'
socioeconomic position
changes, jobs become scarcer, and
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employment becomes harder to come by. In (Wallace's 2016) study,
survey respondents alluded to concepts and patterns that suggested

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that graduation rates rise or hold steady when new enterprises are
established nearby or when already-existing

byones grow, (Wallance’s
2016).
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The proportion of pupils who are not enrolled in school has not
reduced over time globally. The global trend for lower-secondary has
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been at 16 percent, whereas for the upper-secondary age group, it has
been flattening at 36 percent (UIS dataset 2018).

by These high rates for
older cohorts may be explained by the fact that many adolescents

ADELAIDA D. ISMAEL
never attended school, upper secondary education is typically not
mandatory, and upper secondary school-age kids may choose to

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pursue employment over finishing their education, to name just a few
factors (UNESCO 2016). by
A suggested strategy for reducing dropout rates is to guarantee

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educational quality. Such a metric may in fact be beneficial, since
evidence suggests that children's reading and writing abilities at the

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age of 12 are among the most crucial factors in the decision to
complete upper primary school (Nakajima, by

Kijima, & Otsuka, 2018).
However, value is not enough to not cause a student's abandonment.

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Numerous socio-economic issues are also very important (Nakajima,
Kijima & Otsuka, 2018).

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In the United States, studied the reasons behind high school
dropout problem using a series of focus groups

by and survey. They
interviewed 467 ethnically and racially diverse students aged 16 to 25

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among 25 different places throughout the United States. Thirty-eight
percent of the respondents identified “too much freedom” and having

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not enough rules in high school made them drop out. The study
proposed the increase of the compulsorybyschool age attendance,
specifically the legal dropout age, to lessen the dropout rate

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(Bridgeland et al. 2017).
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A policy analysis was also done by the North Central Regional
Educational Laboratory (NCREL) on high school

by dropout age providing
a general view of the challenges in increasing the compulsory

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attendance age from 16 to 18 years old. It found the role of schools,
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together with parents and the community, to play an important part in
preventing students from dropping out (Bhanpuri

by & Reynolds, 2016).
Adolescent pupils routinely have higher dropout rates.

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According to the findings, it would be beneficial to concentrate
remedial efforts on poorer children and encourage teenagers to return

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to school. The earlier synthesis work on education by Donnelly and
Patrinos (2021), performed when there were

by only eight research
available on learning loss and one study accessible on dropout rates,

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both from high-income nations, was complemented by the newer work.
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We also add to broader synthesized studies on young people's
wellbeing (such as Baird et al., 2021). by
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Local Literature
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According to the findings of the 2016 Annual Poverty Indicators
Survey, out-of-school children and youth (OSCY)

by made up over 10% of
the estimated 39 million Filipinos aged 6 to 24. (APIS). Family

ADELAIDA D. ISMAEL
members 6 to 14 years old who are not enrolled in formal education
are referred to as out-of-school youth, as are those 15 to 24 years old

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who are not enrolled in school, are not employed, and have not
completed their post-secondary education. The

by most frequent excuses
given by out-of-school youngsters for not attending school were lack of

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interest, marriage, family obligations, the high cost of education, or
financial worries. On a per capita basis, around 53 percent of out-of-

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school kids nationwide come from homes with incomes that are in the
bottom 30 percent (PSA, 2017). by
ADELAIDA
The Annual Poverty Indicators D. ISMAEL
Survey (APIS) found that lack of
personal interest, high education costs, and financial worries were the
top three reasons given by out-of-school youngsters for not attending

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school (19.7 percent). 53 percent of young people who are not in
school nationwide come from families with per

by capita incomes that are
in the poorest 30 percent (Sunstar Manila 2017).

ADELAIDA D. ISMAEL
The prevalence of out-of-school children – due to a confluence
of factors, such as poverty, natural disasters and climate change, child

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labor and armed conflict – is a major challenge that Department of
Education (DepEd) and the government have

by to address (UNESCO,
2017).
ADELAIDA D. ISMAEL
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Foreign studies
by
There was also a study conducted in Bangkok Thailand entitled
ADELAIDA
the study of ‘out-of-school’ children and youth D. ISMAELfor developing
situations
a lifelong education model for ‘out-of-school’ children and youth, this
study was conducted by Pattra Vayachuta1a, Archanya Ratana-Ubol1,

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and Weerachat Soopanyo1. This study examined the current situations
of the ‘out-of-school’ children and youth asby

well as to find a way to
assist them through the activities provided by related organizations.

ADELAIDA D. ISMAEL
The insights gained from this study will then help to develop a lifelong
education model for the ‘out-of-school’ children and youth (Pattra

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Vayachuta1a, Archanya Ratana-Ubol1, and Weerachat Soopanyo1
2018). by
In Belgium, primary school ADELAIDA D. ISMAEL

students taking standardized tests in
2020 performed worse in both math and language than those in
previous years, after a nine-week COVID-induced school closure

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(Maldonado and De Witte, 2020). In 2021, the deficits grew larger in
language but stayed constant in math (Gambibyand De Witte, 2021).
ADELAIDA D. ISMAEL
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A computer-based assessment of both primary and secondary
school students in Switzerland found a slowdown

by in learning among
primary-age students but not secondary students over the course of an

ADELAIDA D. ISMAEL
eight-week shutdown (Tomasik et al., 2020).
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A comparison of household surveys in 2019 and 2021 in Mexico
showed that children aged 10 to 15 years by

old experienced learning
loss of between 0.34 and 0.45 SDs in reading and between 0.62 and
ADELAIDA D. ISMAEL
0.82 SDs in math (Hevia et al., 2022).
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In Malawi, the 4.3 percent rate represented an increase, from
around 1.2 percent before the pandemic.byBeyond these already
relatively low numbers, three-quarters of the students who had

ADELAIDA D. ISMAEL
dropped out in the survey in Ghana (3.7 percent estimate), Liberia, and
Sierra Leone reported plans to re-enroll 9 (Caballero et al., 2021).

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Studies in three countries report rates between 5 and 10
percent, including two reporting large changes.

by In rural Kenya,
researchers observed a tripled risk of dropout among secondary

ADELAIDA D. ISMAEL
school aged girls, rising from 3.2 percent in pre-pandemic years to 9.4
percent. The risk of getting pregnant prior to completing secondary

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school also doubled. Girls experienced more than a tripling of school
transfers, which may further affect learning (Zulaika

by et al., 2022).
A study in Pakistan found 6 ADELAIDA D. ISMAEL

percent of students aged 6 to 16 had
dropped out in 2021, but the total number of out-of-school students was very
similar to that in 2019 (16 percent in 2021 versus 14 percent in 2019),

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suggesting that the impact of COVID-19 may not have been substantial
(ASER Pakistan, 2021). by
The two studies that report the highest

ADELAIDA dropout rates in our
D. ISMAEL
study are from Nigeria and Brazil. In Nigeria, school enrollment
dropped from 90 percent in 2019 to 82 percent in 2020 (after schools

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reopened). But these results are highest among adolescents, with a
roughly 5 percent drop for children aged by

5 to 11 versus an effect
double that size for youth aged 15 to 18 (Dessy et al., 2021).

ADELAIDA D. ISMAEL
In Malawi, while girls and boys did not have statistically
significantly different dropout rates, the reasons were different:

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marriage and pregnancy were cited as the main reasons for girls to
drop out, whereas boys did not re-enrol

by because of financial
constraints (Kadzamira et al., 2021).

ADELAIDA D. ISMAEL
The estimates have synthesized above suggest that there has
been extensive learning loss, particularly among the most vulnerable

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students. Most countries in the world implemented some sort of
distance learning intervention to curb learning

by loss or otherwise keep
students connected with the education system (Muñoz-Najar et al.,

ADELAIDA D. ISMAEL
2021).
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A study among lower secondary girls (grades 7 and 8) in rural
Bangladesh found learning loss of 5 to 6 percent,

by although students
were assessed on third grade content, so that could lead to

ADELAIDA D. ISMAEL
underestimates relative to measures of more recently acquired content
(Amin et al., 2021).

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Defining dropout rates can be complicated. Some education
systems automatically re-enroll students from

byone year to the next, so
students may not be listed as dropouts despite not having returned to

ADELAIDA D. ISMAEL
school. For example, official statistics listed dropouts in São Paulo
state, (Lichand et al. 2021).

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by
The COVID-19 pandemic has had dramatic impacts across
ADELAIDA
every aspect of people’s lives. For childrenD.and
ISMAEL
youth, the largest
disruption beyond direct health impacts may have been the extended
school closures associated with the pandemic. Schools closed

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completely in 19 out of every 20 countries around the world, for a
median of 17 weeks (UNESCO 2021). by
ADELAIDA
In some countries, such lengthy D. ISMAEL
closures added up to a major
proportion of youth’s expected total years of schooling: as much as 10
percent in Chad and 16 percent in South Sudan (Evans et al., 2021).

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Given everything, it shouldn't come as a surprise that young
people have lost some of their previously gained

by academic talents and
missed the opportunity to pick up new ones. This is supported by

ADELAIDA D. ISMAEL
evidence from prior crises. For instance, household and adult
GENERAL SANTOS CITY
98
outcomes had improved four years after the earthquake in Pakistan,
but learning deficits persisted (Andrabi, et al.,by

2021).
ADELAIDA
Research has been conducted on theD.previous
ISMAEL health crises
(such as the Spanish flu, H1N1, and the Ebola epidemics) and their
impact on children’s education in other countries. It has been shown

GENERAL SANTOS CITY
99
that such a crisis had only cost lives and employment but had also
substantially deteriorated learning achievement

by and dropout of school-
age children (Amorim et., 2020; Elston et al., 2017; Fischer et al.,
ADELAIDA D. ISMAEL
2018; Percoco, 2016; Smith, 2020).
GENERAL SANTOS CITY
100
Recently in response to the COVID-19 crisis, some studies
have also analysed the pandemic’s impact on

by learning outcomes and
school dropouts from other countries (Azevedo, Hasan, Goldemberg,

ADELAIDA D. ISMAEL
Iqbal, and Geven, 2020; Dorn, Hancock, Sarakatsannis and Viruleg,
2020). However, the effect will be more profound in low-income

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101
families with greater learning deficits and higher dropout rates (Kuhfeld
et al., 2020; Chetty, Friedman, Hendren, and

by Stepner, 2020; Rogers
and Sabarwal, 2020).

ADELAIDA D. ISMAEL
Digital inequality and teacher inexperience in providing high-
quality remote learning adversely affect the students’ learning

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102
opportunities (Kay et.al, 2020). In India’s case, Alvi and Gupta (2020)
argue that school closure impacts are likely by

to be more substantial for
girls and children from already disadvantaged ethnic and caste groups.
ADELAIDA D. ISMAEL
Therefore, family response to school closure is likely to produce
significant differences in children’s learning opportunities from different

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103
social backgrounds (Burgess & Sievertsen, 2020). In addition to
learning loss, COVID-19 school closures willby

probably increase school
dropout rates. Globally, the income shock due to COVID-19 alone

ADELAIDA D. ISMAEL
would contribute to around 7 million more dropouts from primary up to
secondary education (Azevedo et al., 2020).

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104
In another study, Dorn et al. (2020) estimate that 2 to 9 percent
of students could dropout during COVID-19

by school closure. The
learning loss and increased dropout rates are not likely to be

ADELAIDA D. ISMAEL
temporary shocks but could continue to accumulate learning losses
even after children return to school. Kaffenberger (2020) suggests the

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105
school closure for three months, reducing long-term learning by a
year’s worth of education. However, theby government’s effective
remediation measure would reduce long-term learning losses

ADELAIDA D. ISMAEL
(Kaffenberger 2020).
GENERAL SANTOS CITY
106
Further, the level of education of the father and gender of the
child were playing a part in student dropouts

by (Naz et al.,2019). In
Pakistan’s context, the present study departs from the previous

ADELAIDA D. ISMAEL
literature to study the broader grasp of the school closure during
Covid-19 and its impact on learning loss and dropout (Naz et al 2019).
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107
The Ministry of Human Resource Development (2018)
published a study titled "Educational Statistics

by at a Glance" that said
that the average dropout rate in India for the academic year 2014–15
ADELAIDA D. ISMAEL
was 17.06% at the secondary level and 4.13% at the primary level.
The percentages for girls, Scheduled Castes, and Scheduled Tribes

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108
were even higher. This illustrates how the dropout rate is still a major
issue for the Indian educational system. Any

by newly issued national
education policy must therefore be centered on this problem. Thus, this

ADELAIDA D. ISMAEL
essay focuses on presenting a study of the National Education Policy
(2020) with regard to its provisions on and around school dropouts, by

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109
comparing those provisions with previous educational policies, and
ultimately, by comparing it with other effective

by educational policies
government programs (National Education Policy 2020).

ADELAIDA D. ISMAEL
Only a brief piece of NEP 2020 is devoted to the subject of
dropouts (pp. 10-11). Although the policy doesn't define "dropout"

GENERAL SANTOS CITY
110
specifically, it appears to be working under the assumption that it refers
to "an ever-enrolled person" who "discontinued

by study before finishing a
certain level" (Educational Statistics at a Glance, 2018, p. 13). Goals

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under this segment for addressing this issue include bringing children
who stopped their education back into the educational fold, preventing
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111
more students from quitting, and reaching the target of 100% Gross
Enrolment Ratio (GRE) from preschool to by

secondary level by 2030.
(NEP, 2020, p.10). To accomplish these goals, the following actions

ADELAIDA D. ISMAEL
have been listed (NEP, 2020, p.10).
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112
Another major reason for dropout amongst both these groups is
the perception of loss of family income whenbychildren are taken out of
work and put in school. This issue has not been addressed in
ADELAIDA D. ISMAEL
NEP2020 (Soren, 2016; Borooah 2016).
GENERAL SANTOS CITY
113
This is supported by evidence from prior crises. For instance,
household and adult outcomes had improved

by four years after the
earthquake in Pakistan, but learning deficits persisted (Andrabi, et al.,

ADELAIDA D. ISMAEL
2021). Evidence from a previous health crisis reveals that dropout
GENERAL SANTOS CITY
114
rates significantly increased in addition to learning loss (Bandiera et al.,
2019). by
Models based on data from Sub-Saharan Africa indicated

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learning loss that might last up to almost three years (Angrist et al.,
2021a; Sabates et al., 2021), with effects that would last for several
GENERAL SANTOS CITY
115
years (Gustafsson and Nuga Deliwe, 2020). Additionally, organizations
anticipated that some students wouldn't show

by up at their old schools
when they reopened. According to estimates, 23.8 million students

ADELAIDA D. ISMAEL
worldwide face the risk of quitting school (UNESCO, 2020).
GENERAL SANTOS CITY
116
Local Studies
Out-of-school youth are a susceptible by

population with numerous
needs. Many faces vague employment and uncertain futures. Out-of-

ADELAIDA D. ISMAEL
school youth are defined as those youth 16-24 who are not in school
GENERAL SANTOS CITY
117
and unemployed, underemployed or lacking basic skills (Shrestha,
2016). by
One possible cause is living in remote areas as the vast majority

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of the population in the country are living in rural areas and some are
in islands. Remoteness of an area could lead to unawareness of

GENERAL SANTOS CITY
118
residents particularly on programs of free tuition. Same with other
developing countries in the world, it was shown

by that they have invested
more in rural.; areas particularly in literacy, primary education,

ADELAIDA D. ISMAEL
vocational training and livelihood programs (Shrestha, 2016).
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119
According to Lim (as cited in Aldaba, Lanzona, and Tamangan,
2016), child labor would lead to a lower quality

by of the labor force by
reducing socialization and interpersonal skills, a lower value of human

ADELAIDA D. ISMAEL
capital, a lower number of skilled and educated labor, a lower number
of healthy and productive labor, and a lower number of laborers

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120
overall. Accumulating psychological and emotional harm, paying for
education that was not pursued, and failing to

byacquire necessary skills
would have a negative impact on productivity and efficiency in the

ADELAIDA D. ISMAEL
present and the future (Aldaba, Lanzona and Tamangan, 2016).
GENERAL SANTOS CITY
121
Synthesis and Relevance to the Study
This academic work would be of great

by benefit to future social
workers who were planning to work in the field for they would know
ADELAIDA D. ISMAEL
what to expect if they were to have a case study about the out-of-
school youths. The result of the study would enlighten the government.
GENERAL SANTOS CITY
122
The government may put enough funds for youths who were not in
school for various reasons, so they could also

byreceive assistance aside
from financial ones. The outcome of the study would be of great help
ADELAIDA D. ISMAEL
for the youths to understand the circumstances that they were going
through.
GENERAL SANTOS CITY
123
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
124
by
Chapter 3
ADELAIDA D. ISMAEL
RESEARCH METHODOLOGY
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125
This part of the study described the procedures to be followed to
accomplish the research. This part includes

by the research design,
research locale, gathering procedure, population and sample size

ADELAIDA D. ISMAEL
description of respondents, statistical treatment of data. It also includes
the statistical treatment of data.

GENERAL SANTOS CITY
126
Research Design
by
The study shall use quantitative research design in gathering
data. A quantitative study was use in this study.

ADELAIDA It was an objective
D. ISMAEL
report which made use of ways to deal with accumulating relevant
information. This approach shall concern with interpreting the answers

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127
gathered from the provided survey questionnaires to the respondents
regarding the factors influencing the youth by

of being out-of-school in
Purok Santiago, Barangay Bula, General Santos City.

ADELAIDA D. ISMAEL
Research Locale
GENERAL SANTOS CITY
128
General Santos, officially known as the City of General Santos
and abbreviated as Gensan, is a 1st class highly

by urbanized city in
the region of Soccsksargen, Philippines. According to the 2020

ADELAIDA D. ISMAEL
census, it has a population of 697,315 people. It is located on the
island of Mindanao, it is the southernmost and 15th-most populous city

GENERAL SANTOS CITY
129
in the Philippines. It is the regional center for commerce and industry of
the Soccsksargen region, and is geographically

by located within the
province of South Cotabato but administered independently of it.

ADELAIDA D. ISMAEL
The study was conducted at Purok Santiago, Barangay Bula,
General Santos City. Purok Santiago is located at Barangay Bula in

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130
the back of Jollibee Gensan Santiago Boulevard. Barangay Bula is
composed of 25 purok zones with a total population

by of 34,808.
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
131
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
132
Philippine Map by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
133
by
ADELAIDA D. ISMAEL
Mindanao Map
GENERAL SANTOS CITY
134
by
ADELAIDA D. ISMAEL
General Santos City Map

GENERAL SANTOS CITY
135
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
136
Data Gathering Procedure
by
Data will gather the following manner.
ADELAIDA
First, all correspondence like D. ISMAEL
letters such as letters of approval
by the respective authorities like the researcher’s thesis adviser and
School Administrators to be accomplished.

GENERAL SANTOS CITY
137
Secondly, the researcher will provide a survey questionnaire to
the 50 youths in Purok Santiago, Barangay Bula,

by General Santos City.
The survey questionnaires provide will constructed with the dialect of

ADELAIDA D. ISMAEL
the respondents of the study were comfortable with. The researcher
will introduce herself and explain the purpose of the survey

GENERAL SANTOS CITY
138
questionnaires and gave assurance that the respondents’ identities will
be confidential. by
Lastly, the data gathered from the survey

ADELAIDA questionnaires will be
D. ISMAEL
analyze and interpret by the researcher.
Population and Sample Size

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139
The study will identify 50 out-of-school youth (36 males and 14
females) were selected from Purok Santiago,

byBarangay Bula, General
Santos City, who serve as the respondents of the study. The

ADELAIDA D. ISMAEL
researcher used a survey questionnaire since the study is quantitative
research.
GENERAL SANTOS CITY
140
Statistical Tool
by
In determining the factors influencing the youths of bring out-of-
school in Purok Santiago, Barangay Bula, General

ADELAIDA Santos City, a five-
D. ISMAEL
point scale was used below.
Scale Verbal Description Definition

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141
5 Strongly agree Means that respondents are strongly

agree about 85%-100%
by
4 Agree Means that respondents are agree
about 70%-80%
3 Neither agree nor ADELAIDA

Means thatD.respondents
ISMAEL are neither
disagree agree nor disagree about 45%-65%
2 Disagree Means that respondents are disagree

GENERAL SANTOS CITY
142
about 30%-40%
1 Strongly disagree Means that

by respondents strongly
disagree about 5%-15%
ADELAIDA D. ISMAEL
The following statistic tools were used the collected data.

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143
Percentage This was used to determine the frequency distribution of
the profile of the respondents. by
Weighted Mean. This used to determine extent of implementation of

ADELAIDA D. ISMAEL
Bachelor of Science in Social Work Program in MMG College of
GENERAL SANTOS CITY
144
General Santos City, Inc. and the level of satisfaction of the
respondents. by
Mean. x ― = ∑ x N.
ADELAIDA D. ISMAEL
where:
∑ represents the summation
X represents observation
GENERAL SANTOS CITY
145
N represents the number of observations
Median = [(n + 1)/2]th observation

by
where:
ADELAIDA
X ordered list of values in data set D. ISMAEL
N number of values in data set
(fm−f1)
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146
Mode = L+h (fm−f1)+(fm−f2)
where: by
L is the lower limit of the modal class
ADELAIDA D. ISMAEL
h is the size of the class interval
fmfm is the frequency of the modal class
f1f1 is the frequency of the class preceding the modal class
f2f2 is the frequency of the class succeeding the modal class
GENERAL SANTOS CITY
147
Ethical Considerations. To guarantee anonymity and strict
confidentiality of the results, respondents by

were provided informed
consent and were not required to put in their names. Letters of the
ADELAIDA D. ISMAEL
request were also sent to the appropriate authority for approval. The
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148
safety protocol was implemented as a result of the unfortunate
occurrences caused by the COVID 19 pandemic.

by
Voluntary Participation. The respondents' involvement in the

ADELAIDA D. ISMAEL
study is entirely optional, anonymous to safeguard their privacy, and
they are informed whenever they have questions before deciding

GENERAL SANTOS CITY
149
whether or not to join. Nowhere did the identities of the respondents
appear, and only the researcher was aware of

bytheir exact responses.
Privacy and Confidentiality. All data acquired for this study is

ADELAIDA D. ISMAEL
kept private and confidential in accordance with the goal of
safeguarding study participants' rights.

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150
Informed Consent Process. The researcher ensures that the
respondents are fully aware of the benefitsbythe school may receive
from the study by using a clear and understandable survey form. The
ADELAIDA D. ISMAEL
survey is carried out with the consent of both the respondents and the
involved school administrations.

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151
Risks. In terms of physical, psychological, or social problems,
the population may encounter high risk by

situations that were not
examined in this study. The study participants' rights were safeguarded

ADELAIDA D. ISMAEL
and maintained.
GENERAL SANTOS CITY
152
Benefits. The findings of this study will provide the barangay
with fresh information to assist them plan by

and put new techniques
based on the recommendations into practice.

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
153
Plagiarism. The researchers took care to follow all of the proper
and precise citation guidelines when using the

by ideas of other authors
and experts.
ADELAIDA D. ISMAEL
Fabrication. The researcher took care to avoid creating any
fiction from her research because this study is based on a number of

GENERAL SANTOS CITY
154
previous investigations. As a result, each piece of information was
meticulously written and referenced. Every by

source used in this study
was taken from reputable scholarly publications.

ADELAIDA D. ISMAEL
Falsification. There are no misrepresentations of the work or
changes to any of the data acquired for the study because this
GENERAL SANTOS CITY
155
research follows the guidelines for APA 6th edition citation format. The
collected data and information are provided

by in the most accurate
manner possible.
ADELAIDA D. ISMAEL
Conflict of Interest. The conflict of interest (COI) wherein no
trace of COI, wherein there was no set of conditions in which a

GENERAL SANTOS CITY
156
professional judgment concerning primary interest such as the
participants’ welfare or the validity of the

by research tends to be
influenced by a secondary interest such as financial or academic gains

ADELAIDA D. ISMAEL
or recognition.
GENERAL SANTOS CITY
157
Deceit. No dishonesty of any kind was used in the writings in
this study to undermine the respondents' welfare.

by
Permission from Organization/Location. A formal letter is

ADELAIDA D. ISMAEL
issued to the Barangay Bula, General Santos City, officials as part of
the research's formal conduct and obvious adherence to ethical

GENERAL SANTOS CITY
158
standards. Only with the authorities' sanction is the research carried
out. by
Authorship. Finally, when conducting the study, authorship

ADELAIDA D. ISMAEL
credentials are taken into account. The researcher, with the assistance
and direction of the research adviser, had made a significant

GENERAL SANTOS CITY
159
contribution to the idea and design, or to the collection, analysis, and
interpretation of data. The essay is jointly drafted

by by the researcher
and adviser, who then critically review it for significant intellectual

ADELAIDA D. ISMAEL
substance. Both have made contributions to the research that was
used to publish the findings.

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Chapter 4 by
PRESENTATION, ANALYSIS, AND INTERPRETATION

ADELAIDA D. ISMAEL
This chapter deals with the presentation, analysis and
interpretation of data. The presentation is arranged according to the

GENERAL SANTOS CITY
161
subtopics raised in chapter 1 to determine the factors influencing the
youths of becoming out-of-school youths in Purok

by Santiago, Barangay
Bula, General Santos City.

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
162
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
163
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
164
Table 1.1
Table 1.1 provides data on the profile

by of the respondents in
terms of age. This shows that respondents who are 16–20 years old
ADELAIDA D. ISMAEL
are covering 12 or 24%, 21–25 years old are covering 30 or 60%, and
the remaining 8 or 16% are more than 26 years old.

GENERAL SANTOS CITY
165
Understanding the sequential development of the abilities that
underlie a complete Theory of Mind is a supplementary

by goal of the
majority of developmental studies on Theory of Mind. There is currently

ADELAIDA D. ISMAEL
general agreement that a child will correctly assess another person's
desires before she can assess her beliefs. She will also be able to
GENERAL SANTOS CITY
166
understand that another person may hold beliefs that are different from
her own first if she is unaware of the true state

by of affairs and only later
if she is aware of how reality actually is (false belief). Dunn and Cutting
ADELAIDA D. ISMAEL
(2016).
Table 1.1 the profile of the respondent in terms of Age

GENERAL SANTOS CITY
167
Age Frequency Percentage

More than 26 years 8 16%
old by
16-20 years old 12 24%
21-25 years old 30 60%
Total ADELAIDA
50 D. ISMAEL
100%
Table 1.2
GENERAL SANTOS CITY
168
Table 1.2 above shows that most of the respondents are Male
covering 36 or 72% while the remaining by

14 or 28% are Female
respondents. This implies that majority of the respondents are Male.

ADELAIDA D. ISMAEL
Gender schema theories address the ways in which children
represent and process gender-related knowledge (Liben and Bigler,

GENERAL SANTOS CITY
169
2017). A schema is a type of organizational framework that aids in
categorizing and simplifying incoming information.

by Gender schema
theorists claimed that children form and use gender schemas at a

ADELAIDA D. ISMAEL
young age (Bem 2017; Martin and Halverson 2017). Gender schemas
GENERAL SANTOS CITY
170
influence what sorts of information are noticed, encoded, and recalled
(Signorella et al. 2017). by
Table 1.2 the demographic profile of the respondent

ADELAIDA in terms of Gender
D. ISMAEL
Sex Frequency Percentage
Female 14 28%
Male 36 72%
GENERAL SANTOS CITY
171
Total 50 100%
by
ADELAIDA D. ISMAEL
Table 1.3
GENERAL SANTOS CITY
172
Table 1.3 shows the frequency distribution of respondents in
terms of their family income. The findings shows

by that there were 32
respondents or 64% had family income ranges from 10,000 and below,
ADELAIDA D. ISMAEL
10 respondents or 20% ranges from 10,000 to 20,000 pesos, and 8
respondents or 16% family income ranges from 20,000 and above.

GENERAL SANTOS CITY
173
A rising number of social science disciplines are focusing on the
changing nature of family economic conditions.

by Particularly for lower
socioeconomic status (SES) and non-White households, recent

ADELAIDA D. ISMAEL
research has shown large levels of variation in family income both
between and within years (Dynan et al. 2016; Hardy and Ziliak 2016;
GENERAL SANTOS CITY
174
Western et al. 2016). Growing volatility in work, family structure, and
public aid are all contributing factors that areby

consistent with this trend
(Cavanagh and Fomby 2019; Ha et al. 2020; Hardy 2017; Kalleberg

ADELAIDA D. ISMAEL
2019). These tendencies are likely to get worse due to the COVID-19
pandemic's effects on family life and the economy.

GENERAL SANTOS CITY
175
Despite the fact that thousands of studies from various
disciplines have examined the impact ofby

family income level on
children's well-being (for a review, see Gennetian et al. 2019), there

ADELAIDA D. ISMAEL
are fewer data sources that provide longitudinal measures of both
family income and developmental outcomes at regular intervals. As a

GENERAL SANTOS CITY
176
result, we know less about the effects of income dynamics on
children's development. Several researchbyclaimed that increased
wealth inequality has negligible detrimental consequences on

ADELAIDA D. ISMAEL
educational outcomes throughout adolescence and adulthood
(Gennetian et al. 2018b; Gennetian et al. 2016; Hardy 2016).

GENERAL SANTOS CITY
177
Table 1.3. the profile of the respondent in terms of Family income
by
Family income Frequency Percentage
10000 below 32 64%
ADELAIDA D. ISMAEL
10000-20000 10 20%
20000 above 8 16%
Total 50 100%
GENERAL SANTOS CITY
178
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
179
Table 1 shows the frequency by
distribution of respondents
ADELAIDA D. ISMAEL
in terms of their family

GENERAL SANTOS CITY
180
income. The findings show by
that there were77 ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
181
respondents or 74.76% had by
family income ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
182
ranges from 3,000 and by
below; fifteen respondents

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
183
or 14.56% ranges from by
3,001 to 6,000 ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
184
pesos; moreover;and eight by
respondents or 7.77% range

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
185
from 6,001 to 9,000 pesos. by
Two ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
186
respondents or 1.94% by
had family income ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
187
ranges from 9,001 to by
12,000 pesos and 1 ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
188
respondent or 0.97% family by
income ranges from 12,001

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
189
ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
190

GENERAL SANTOS CITY
191

GENERAL SANTOS CITY
192

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
193

GENERAL SANTOS CITY
194

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
195

GENERAL SANTOS CITY
196

GENERAL SANTOS CITY
197

GENERAL SANTOS CITY
198

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
199
ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
200

GENERAL SANTOS CITY
201

GENERAL SANTOS CITY
202

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
203

GENERAL SANTOS CITY
204

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
205

GENERAL SANTOS CITY
206

GENERAL SANTOS CITY
207

GENERAL SANTOS CITY
208

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
209
ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
210

GENERAL SANTOS CITY
211

GENERAL SANTOS CITY
212

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
213

GENERAL SANTOS CITY
214

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
215

GENERAL SANTOS CITY
216

GENERAL SANTOS CITY
217

GENERAL SANTOS CITY
218

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
219
ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
220

GENERAL SANTOS CITY
221

GENERAL SANTOS CITY
222

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
223

GENERAL SANTOS CITY
224

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
225

GENERAL SANTOS CITY
226

GENERAL SANTOS CITY
227

GENERAL SANTOS CITY
228

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
229
ADELAIDA D. ISMAEL

GENERAL SANTOS CITY
230

GENERAL SANTOS CITY
231

GENERAL SANTOS CITY
232

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
233

GENERAL SANTOS CITY
234

ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
235

GENERAL SANTOS CITY
236

GENERAL SANTOS CITY
237

GENERAL SANTOS CITY
238

ADELAIDA D. ISMAEL
and above
GENERAL SANTOS CITY
239
Table 1.4
The demographic characteristics of the

byrespondents are shown
in Table 1.4. Of those who participate in this study, 24% were 4 to 6

ADELAIDA D. ISMAEL
family members and about 40% were 6 to 8 family members and the
remaining 36% were 8 and above family members.

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240
The family unit is viewed by family systems theory (Kerr and
Bowen, 2018), a theory of human behavior,

by as a complex social
system whose members interact to affect one another's behavior.

ADELAIDA D. ISMAEL
Family members are interconnected, which enables the system to be
seen as a whole rather than as a collection of discrete parts.

GENERAL SANTOS CITY
241
Table 1.4 the demographic profile of the respondent

by in terms of Family
member
Family member ADELAIDA D. ISMAEL

Frequency Percentage
4-6 member 12 24%
8 and above 18 36%
6-8 20 40%
GENERAL SANTOS CITY
242
Total 50 100%
by
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
243
Table 2
factors that influence the respondent of being out- of-school in terms
by
of;
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Table 2.1. Peer
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The respondents neither agree nor disagree that the most
common reason for being out of school youth

by is the influence of their
peers, which leads them to drop out of school with 2.72% out of 50
ADELAIDA D. ISMAEL
respondents. The respondents neither agree nor disagree that the
most common reason for being out of school youth is the influence of
GENERAL SANTOS CITY
245
mobile games, which leads them to drop out of school with 2.58% out
of 50 respondents. by
The respondents neither agree nor disagree that the most

ADELAIDA D. ISMAEL
common reason for being out of school youth is the influence of their
friends, which leads them to drop out of school with 2.96% out of 50
GENERAL SANTOS CITY
246
respondents. The respondents neither agree nor disagree that the
most common reason for being out of school

byyouth is the influence of
their friends who skip class, which leads them to drop out of school
ADELAIDA D. ISMAEL
with 2.76% out of 50 respondents. The overall average mean result is
GENERAL SANTOS CITY
247
2.77%, which falls on the "neither agree nor disagree" scale as the
overall response of the respondents to this study.

by
Peer influence describes the process by which people are

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shaped by the attitudes and behaviors of those around them. The
majority of literature on peer influence is focused on adolescents, and

GENERAL SANTOS CITY
248
for goof reason. The teenage year mark the stage in life between
childhood, where parents and careers are by

primarily relied upon, and
adulthood, where we become largely autonomous. Steinberg and

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Monahan (2018) suggest that adolescent is the time when we are most
susceptible to peer influence, but also it provides a great opportunity to

GENERAL SANTOS CITY
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practice the skills requires to avoid influences that may be detrimental
to us, and stay true to ourselves. To do this,bywe must understand the
motivations behind such conformity.

ADELAIDA D. ISMAEL
Indicators Mean Description
I want to spend more time with my friends rather than 2.72 Neither Agree
pursue my studies nor Disagree
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250
Online mobile games had influenced my decision to not 2.58 Neither Agree
study nor Disagree
My friends are Out-of-School youth and they are by 2.84 Neither Agree
influencing me not to attend my class nor Disagree
My friends are not attending their classes so I decided 2.96 Neither Agree
not to attend my class ADELAIDA D. ISMAEL nor Disagree
Skipping class just to spend the day with my friends 2.76 Neither Agree
nor Disagree
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251
Total mean 2.77 Neither Agree

nor Disagree
by
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Table 2.2. Poverty
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The respondents agree that the most common reason for being
out of school youth is having no allowance, by

which leads them to drop
out of school with 3.50% out of 50 respondents.

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The respondents disagree that the most common reason for
being out of school youth is having no money for fare, which leads
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them to drop out of school with 1.96% out of 50 respondents. The
respondents agree that the most commonby

reason for being out of
school youth is having parents who cannot afford their tuition, which
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leads them to drop out of school with 3.68% out of 50 respondents.
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The respondents Neither Agree nor Disagree that the most

byis their parents decided
to stop sending them to school and help them working instead, which
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leads them to drop out of school with 3.10% out of 50 respondents.
GENERAL SANTOS CITY
255

by is choosing to work,
which leads them to drop out of school with 3.38% out of 50

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respondents. The overall average mean result is 3.12%, which falls on
GENERAL SANTOS CITY
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the "neither agree nor disagree" scale as the overall response of the
respondents to this study. by
Poverty and education are inextricably linked. Not every person

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without an education lives in extreme poverty, but most adults living in
poverty missed out on basic education. According to Keynesian theory,

GENERAL SANTOS CITY
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poverty occurs unintentionally and is caused mainly by unemployment.
Meanwhile, scarcity theory proposes that it causes

by a scarcity mindset,
forcing the poor to take less than optimal decisions and behaviors
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(Bruijin and Antonides 2021). Poor people stop going to school
because they have to work, which leaves them without the literacy and
GENERAL SANTOS CITY
258
numeracy skills needed to improve their situation. With little income
and few options, their children are also more

by likely to leave school,
perpetuating a cycle of poverty that spans generations (Davis and

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Martines 2019).
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259

I have no allowance 3.50 Agree
I have no fare to go to School by 1.96 Disagree
My parents cannot afford to pay my tuition 3.68 Agree
My parents decided to stop sending me to school and 3.10 Neither Agree
help them in working instead ADELAIDA D. ISMAEL nor Disagree
I choose to work instead of going to school to help my 3.38 Neither Agree
parents nor Disagree
nor Disagree
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260
Table 2.3. Familyby
The respondents Agree that the most common reason for being
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out of school youth is their family does not support their education,
which leads them to drop out of school with 3.80% out of 50

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261
respondents. The respondents Neither Agree nor Disagree that the
most common reason for being out of schoolby

youth is their family does
not give priorities to their study, which leads them to drop out of school
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with 2.98% out of 50 respondents.
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The respondents Disagree that the most common reason for
being out of school youth is their family does

by not care if they go to
school or not, which leads them to drop out of school with 2.42% out of
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50 respondents. The respondents Disagree that the most common
reason for being out of school youth is that their family told them to
GENERAL SANTOS CITY
263
stop going to school, which leads them to drop out of school with
2.40% out of 50 respondents. by

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common reason for being out of school youth is they have their own
family now, which leads them to drop out of school with 2.00% out of
GENERAL SANTOS CITY
264
50 respondents. The overall average mean result is 2.72%, which falls
on the "neither agree nor disagree" scale as

bythe overall response of
the respondents to this study.

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The model by Hoover Dempsey and Sandler (2020) allows for
three primary mechanisms through which parents, by increasing their

GENERAL SANTOS CITY
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involvement in education, can bear an influence on children’s
educational outcomes: modeling, reinforcement,

by and direct instruction.
Modeling theory predicts that children will emulate their parent’s

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behavior; by devoting interest and time to activities related to
schooling, parents thus enhance the possibilities that children do well

GENERAL SANTOS CITY
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in school. Reinforcement indicates the mechanism by which parent
give their children interest, attention, praise

byand rewards related to
behaviors that lead to school success.

ADELAIDA D. ISMAEL

My Family does not give their support for my education 3.80 Agree
My Family does not give priorities to my study 2.98 Neither Agree
GENERAL SANTOS CITY
267
nor Disagree
My Family does not care if I go to school or not 2.42 Disagree
My Parents told me to stop from schooling by 2.40 Disagree
I have my own Family right now 2.00 Disagree
ADELAIDA D. ISMAEL nor Disagree
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Table 2.4. Health Issue
The respondents Disagree that the by

most common reason for
being out of school youth is that crowded places triggers their fears of
ADELAIDA D. ISMAEL
COVID-19, which leads them to drop out of school with 2.34% out of
50 respondents. The respondents Neither Agree nor Disagree that the

GENERAL SANTOS CITY
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most common reason for being out of school youth is that face to face
classes makes them too nervous due to two-year

by implementation of
online classes, which leads them to drop out of school with 2.86% out
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of 50 respondents.
GENERAL SANTOS CITY
270

by is that communicating
with other people triggers their anxiety, which leads them to drop out of
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school with 2.98% out of 50 respondents. The overall average mean
GENERAL SANTOS CITY
271
result is 2.73%, which falls on the "neither agree nor disagree" scale as
the overall response of the respondents to this

bystudy.
Children who are unhealthy are at higher risk for school

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problems that students who are free from medical problems. Students
with poor health have a higher probability of school failure, grade

GENERAL SANTOS CITY
272
retention, and dropout (Paul Gomez and Anna Poltskaia 2018). The
relationship between student health and academic

by success is complex.
Common manageable factors of student’s heath are nutrition,

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maintaining healthy weight, and physical fitness. A health promoting
GENERAL SANTOS CITY
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school is one that constantly strengthens its capacity as a healthy
setting for living, learning and working. by
Walberg’s theory of academic achievement posits that

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psychological characteristics of individual students and their immediate
GENERAL SANTOS CITY
274
psychological environments influence educational outcomes (cognitive,
behavioral, and attitudinal) (Reynolds and Walberg,

by 2021).
Indicators ADELAIDA D. ISMAEL

Mean Description
Crowded places trigger my fear of COVID-19 2.34 Disagree
Face to face classes makes me too nervous due to two- 2.86 Neither Agree
year implementation of online class nor Disagree
Communicating with other people trigger my anxiety 2.98 Neither Agree
GENERAL SANTOS CITY
275
nor Disagree
by nor Disagree
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
276
by
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Table 2.5. Environment
GENERAL SANTOS CITY
277

by is that they experience
being bullied at school by their classmates, which leads them to drop

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out of school with 3.16% out of 50 respondents.
GENERAL SANTOS CITY
278
common reason for being out of school youthby

is that they need a break
from rigors of education, which leads them to drop out of school with
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3.38% out of 50 respondents. The respondents Disagree that the most
common reason for being out of school youth is that they were
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279
prepared for academic after pandemic, which leads them to drop out of
school with 2.32% out of 50 respondents. by

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common reason for being out of school youth is that they were able to
cope up with the academic standard of others, which leads them to

GENERAL SANTOS CITY
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drop out of school with 2.42% out of 50 respondents. The overall
average mean result is 2.82%, which falls by

on the "neither agree nor
disagree" scale as the overall response of the respondents to this

ADELAIDA D. ISMAEL
study.
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281
Environmentalist learning theory is the understanding that the
child’s environment shapes learning are reactions

by to the environment.
This perspective encourages families, schools, and educators to

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understand the child develops and learns new skills in reaction to items
she finds around her. Psychologist such as Albert Bandura found

GENERAL SANTOS CITY
282
through observational learning, that the young child will observe and
copy behaviors of others, leading to decision-making

by skills and
development.
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Another that finds the environment as an importan7t factor in
learning and development of the young mind includes Julian B. Rotter.

GENERAL SANTOS CITY
283
His social learning concept focused on the idea that personality
represents an interaction of the individual with

byhis or her environment.
Indicators ADELAIDA D. ISMAEL

Mean Description
I experienced being bullied at school by my classmates 3.16 Neither Agree
nor Disagree
I need a break from the rigors of education 3.38 Neither Agree
nor Disagree
GENERAL SANTOS CITY
284
I was prepared for academic after the pandemic 2.32 Disagree

I was able to cope up with the academic standard of 2.42 Disagree
others by
nor Disagree
ADELAIDA D. ISMAEL
GENERAL SANTOS CITY
285
3. Based on the results of the study, what kind of interventional
plan the researcher would propose to out-of-school

by youths in the
locality.
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The viewpoints of young people must be taken into
consideration while creating interventions for youth, including those for

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286
young people who are unable to participate in formal educational,
employment, or training systems. With the by

help of the current study,
interventionists can create programs that help young people attain the
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goals that matter most to them. It may be able to maximize outcomes,
assisting young people in continuing to pursue job or academic goals

GENERAL SANTOS CITY
287
and, thus, continuing their transition to adulthood, by implementing
tailored, integrated treatments that are designed

by to meet the diversity
of requirements that Upcoming Youth may have.

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Finding work
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288
Young people expressed a desire for upcoming youth
interventions to assist them in finding employment

by quickly. Others said
that the position should fit with their career interests. Others stressed
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the value of securing a job with a pleasant workplace and respectable
coworkers.
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289
Support for mental health and well-being by
Through programs for Upcoming Youth, young people revealed

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a desire for assistance with their mental health, substance usage, and
overall wellbeing. Given the connection between mental health and

GENERAL SANTOS CITY
290
employment, it was thought that services for mental health and drug
use were especially important, both generally

by and in regard to
employment.
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Vocational readiness
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291
Young people stressed that Upcoming Youth interventions
should improve their readiness for the workforce,

by notably in identifying
their academic and job interests, gathering information about their

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academic/career interests, and developing appropriate skills. In order
to feel secure in their academic and job-related decisions, participants

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wanted these treatments to assist them in understanding their
academic and career interests and ambitions.by
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Chapter 5
Findings, Conclusions, and Recommendation

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This chapter presents the summary of findings, conclusions,

by
and recommendations.
ADELAIDA D. ISMAEL
Findings
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This study found out that in terms of peers, most of the
respondents are more likely to spend most ofby

their time to their friends.
Individuals are attracted to others who have similar interests by nature.

ADELAIDA D. ISMAEL
Teenagers are also affected by this. Adolescents are drawn to their
GENERAL SANTOS CITY
295
friends because they share the same worries, uncertainties, and
feelings that they do. by
Poverty played a big role in why there D.

ADELAIDA areISMAEL
out-of-school youth.
This study found out that lack of money can be the biggest reason why
youth drop out from school, and instead of pursuing their studies. They
GENERAL SANTOS CITY
296
preferred to work to help their parents support their daily needs. When
there aren't enough resources available for

by students to succeed,
poverty has a direct impact on academic achievement. Lack of

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resources is intimately associated to low achievement, and various
GENERAL SANTOS CITY
297
research have shown that low socioeconomic position and low
achievement are related. by
This study also found out that family can

ADELAIDA D. be a factor why youth
ISMAEL
are being out-of-school. The early skills and later educational
outcomes of children are significantly influenced by family-related

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298
factors, such as the educational level, values, and expectations of the
parents. It has been demonstrated that academic

by pressure causes
students to feel more stressed and anxious, which negatively affects

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their physical, social, and emotional well-being. Children may
experience pressure to succeed academically from their parents, the

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299
school, teachers, society, or even from within, which may cause them
to quit their education. by
This study found out that Health issues

ADELAIDA D.and Environment also
ISMAEL
can affect youth decision to being out-of-school. Children who are
unhealthy have a larger probability of experiencing issues at school

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300
than pupils who are healthy. Poor health increases the likelihood of
academic failure, grade retention, and dropout

by for students. Academic
success and student health have a complicated relationship.

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Adolescents' settings have both direct and indirect effects on their
health and happiness.

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Conclusions
The results of this study reveal that the
by common reason of out-
of-school youth included their quality of life, their social and living skills,
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and their behavior. Poverty, poor academic performance, and conduct
problems that result in removal from school are the causes.

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According to the study's findings, children and teens who are
"out of school" face issues with their quality

by of life, their social and
living skills, and their behavior. Poverty, poor academic performance,

ADELAIDA D. ISMAEL
and conduct problems that result in removal from school are the
causes. It may be a good idea to develop strategies to improve

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303
education during childhood (Early Childhood Education). Adults should
support students at risk of dropout, helpingbythem to understand the
importance of learning new things.

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Referring to school programs and alternative schooling: there
should be more activities to make students happier when they go to

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school. Active learning versus passive learning. Educational Systems
should try to focus on the connection andby

the possible relationship
between school programs and the world of work. School has to focus
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attention also on families’ situation. School should give families the
opportunity to share enjoying projects and ideas to avoid dropout.

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Education is essential to a person's mental development and
that training cannot be considered complete

bywithout it. An educated
man thinks rightly. We cannot really deny that the Philippines is a third-
ADELAIDA D. ISMAEL
world country where poverty is pervasive and the miseries of life are
already bundled together in one package deal. It instructs man on how

GENERAL SANTOS CITY
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to think and how to make decisions. We should help others even in a
small way because this small way can be a big

by part of their future.
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Recommendations
The following are the recommendations of the study:
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For the Barangay Social Services of Barangay Bula- To
minimize the case of out of school youth,by

they must strengthen the
rules and regulations, provide services, financial assistance and

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educational assistance that will empowered them to engaged in
their education.
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308
For the Barangay Council for the Protection

by of Children of
Barangay Bula- Strengthening the rules and regulations on the

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children and the youth especially the one who were removed from
the school.
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309
For the Sangguniang Kabataan of Barangay

by Bula- They must
take initiatives to propose positive interventions such as programs

ADELAIDA D. ISMAEL
that promote or encourage and motivate the out of school youth to
productively engage themselves in attending their studies again.

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by
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by
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312
BIBLIOGRAPHY
by
A. Online Sources
Kotok, S., Ikoma, S., & Bodovski, K. (2016). School Climate and
Dropping Out of School in the EraADELAIDA D. ISMAEL
of Accountability. American Journal
of Education, 122, 33-67. https://doi.org/10.1086/687275
Houssemand, C. L., & Meyers, R. (2013). The Role of Parenting
in Dropping Out of School: Contributions and Limits of Qualitative
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Research Methods. Procedia-Social and Behavioural Sciences, 89,

523-528. https://doi.org/10.1016/j.sbspro.2013.08.887
by
Arum, R., & Velez, M. (2012). Improving Learning Environments
in Schools: School Discipline and Student Achievement in
Comparative Perspective. Palo Alto, CA: Stanford
ADELAIDA University Press.
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https://doi.org/10.11126/stanford/9780804778039.001.0001
Miller, V. (2020). 21st Century Education through the Lens of
COVID-19. Independently published.
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Bradley, S., & Green, C. (2020). The Economics of Education: A

Comprehensive Overview (2nd ed.). London: Academic Press
by
Saavedra, J. (2020). Educational Challenges and Opportunities
of the Coronavirus (COVID- 19) Pandemic. World Bank Blogs.
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Chenge, R. P., Chenge, E., & Maunganidze, L. (2017). Family
Factors That Contribute to School Dropout in Rushinga District in
Zimbabwe. International Journal of Law, Humanities & Social Science,
1, 87-105.
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Stevens, G. (2020). Teaching in the Post-COVID Classroom.

New York: Red Lotus Books.
by
https://www.frontiersin.org/articles/10.3389/fnhum.2013.00281/
full
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Parental Family Income and the Socioeconomic Attainment of
Children MARTHA S. HILL AND GREG J. DUNCAN Survey Research
Center, Institute for Social Research, University of Michigan
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https://deepblue.lib.umich.edu/bitstream/handle/2027.42/26779/00003
35.pdf?sequence=1
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Family Income Level, Variability, and Trend as Predictors of
Child Achievement and Behavior Heather D. Hill Demography (2021)
58 (4): 1499–1524. ADELAIDA D. ISMAEL
https://doi.org/10.1215/00703370-9357529
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ADELAIDA D. ISMAEL

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FACTORS INFLUENCING THE YOUTHS OF BEING

OUT-OF-SCHOOL IN PUROK SANTIAGO, BARANGAY BULA,

FACTORS INFLUENCING THE YOUTHS

THE PROBLEM AND ITS BACKGROUND

as a powerful tool for socio-economic development of nation. It is the

only way of bringing tremendous change to lives of each individual.

Molding characteristics and enhancing knowledge

expedite the process of national development. It also served as means

socio-economic development is made up of youth or adolescent. (B.P

According to United NationsADELAIDA

and youth in Thailand is the fifth in Asia and second in Association of

Southeast Asian Nations (ASEAN). Currently, the accumulated number

is about 1.7 million people. The purposes of by

‘out-of-school’ children and youth situations and method of education

school’ children and youth include low quality

In the Philippines, there are still a lot of people especially the

youth who are not attending a formal school

school youth, this is caused by some factors such as poverty, early

chance to attend a formal schooling. Therefore, investment in

education is considered to be extremely important

unemployment and for improvement to manpower. (Rumberger 2017).

known as the “Universal Access to Quality Tertiary Education Act.

government should ensure and support theby

That is why the Department of Education offers free education to all.

on the salary of the teachers especially in private schools. Many

children recorded from Youth Affairs and Development Office (YADO).

dropped, kicked out or just cannot afford education. In Purok Santiago

or youth becoming out-of-school for a possible intervention of

prevention and rehabilitation. The researcher

This study was anchored on five theories, the first theory is

Ecological Systems Theory developed by by

framework through which community psychologist examine individual’s

will affect the child as part of that system. Inby

attend their class because of the of support of the family. In Macro

System, if the child environment is not welcoming then there is also a

tendency that it will affect to his/her study.

System, if the community where a child belong is not safe or conducive

her/his environment and will be an out of school youth.

The second is the Social Learning Theory proposed by Albert

Bandura, emphasizes the importance of observing,

imitating the behavior, attitudes, and emotional reactions of others.

cognitive factors interact to influence human learning and behavior.

individuals are positively or negatively reinforced

aggressive behaviors. Children observe the people around them

influential models, such as parents within the family, characters on

So, if a child observed that his/her parents are

parents. Children will have a number of models with whom they

identify. There may be people in their immediate

of learning and teaching is widely recognized in fields of educational,

psychology and instructional technology. The focus of this theory on

the role of social interaction and culture play

higher-order thinking skills. A Russian psychologist and the founder of

originate in social and cultural interaction. In other words, people

abilities. Sociocultural theory is considered by

theory. Vygotsky sociocultural theory asserts that learning is an

development of higher psychological functions.

The fourth is Piaget’s Cognitive

process. It also looks on how these thought processes influence how

Piaget proposed of cognitive development toby

sequence of children’s intellectual development is the Formal

logical thinking, deductive reasoning, and systematic planning also

emerge during this stage. It is marked by anbyincrease in the ability to

think in abstract terms and develop egocentrism, and also to reason,