Performance Improvement of Students at Risk of Dropping Out (Sardo) Through Intergrative Assessment Intervention Program

R epublic of the P hilippines
Department of Education
National Capital Region
Division of City Schools
MANILA
PERFO RMANCE IMPRO VEMENT O F STUDENTS AT RISK O F DRO PPING O UT (SARDO )

THRO UGH INTERG RATIVE ASSESSMENT INTERVENTIO N PRO G RAM
DIVINA BATIN
Researcher
G ENE T. PANG ILINAN

Principal
RAMO N MAG SAYSAY HIG H SCHOO L
May 2023
MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

G at Antonio J. Villegas St., Erm ita, Manila, 1000
☎ 8527-2315 • 8527-5184 • 8527 -5180
www.depedm anila.net
sdo.m anila@deped.gov.ph
MANILA
ABSTRACT
On the process of en suring that no learner will be left behind, ‘Integrative

Assessm ent Intervention Program ’ was developed as one of the ‘Alternative D elivery
Mode’ (ADM) innovations to address cases of students dropping out from schools. ADMs
are innovations geared to m ake the school system an all -encom passing and flexible space
for all learners, especially for those who are at risk of dropping out. This paper carried out
the facilitation of the Integrative Assessm ent Intervention Pro gram acros s 8 subjects with
focus on students identified at risk of dropping out and to a scertain the im provem ent of
their academ ic perform ance before and after the 'Integrative Assessm ent Intervention
Program '. The study revealed that the academ ic perform ance of th e students at risk has
significantly im proved with the application ‘Integrative Assessm ent Intervention Pro gra m ’ at
a fair level. It was believed that using such intervention program s will serve as fe asible
assessm ent tool that is bound to be optim ized in the teaching and learning process and
the gains that can be obtained from the facilitation of these instructional opportunities are
expected to positively im pact the academ ic perform ance of learners.
Keywords: School Dropout, Intervention Pro gram s, Teaching Style

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ACKNOWLEDGEMENT
The researcher would like to give due acknowledgement to a number of individuals who
have shown their support on the conduct and completion of this paper.
To my adviser, Mr. ________________, thank you for the untiring mentorship and guidance
on the formation and implementation of this research,
To my fellow school teachers, much appreciation goes out for sharing your knowledge and
resources, and full cooperation.
To our School Principal, Mr. _____________, my sincerest gratitude for your utmost support
and words of encouragement towards the overall conduct of this study.

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I. CONTEXT AND RATIONALE
The current emergency health crisis across the globe brought about by the Covid -19
pandemic has greatly affected the world’s economies and the educational sector was no exemption.
The national government and the educational sector have worked collectively in initiating measures
to ensure uninterrupted delivery of educational programs and instruction amidst the pandemic to
guarantee that no learner will be left behind and in adherence to the Education for All (EFA)
initiative of the Department of Education.
To ensure that no learner will be left behind, ‘Integrative Assessment Intervention Program’
was developed as one of the ‘Alternative D elivery Mode’ (ADM) innovations to address cases of
students dropping out from schools. ADMs are innovations geared to make the school system an
all-encompassing and flexible space for all learners, especially for those who are at risk of dropping
out, residing in far-flung areas, students in overfilled learning spaces, or having difficulty coping with
school activities and curricular requirements (Sharma et al., 2019).
The Department of Education (DepEd) devised the term ‘Student -At-Risk of Dropping Out’ or
commonly known as SARDO, which pertains to a student who is likely to become drop out from
school. The Integrative Assessment Intervention Program is carried out through a collaborative
effort and active engagement between and among teachers, students, and parents. Thorough
assessment related to cognitive, affective, and psychomotor aspects of students can be provided
comprehensively through different perspectives, namely cognitive assessment by teachers, affective
assessment by students (self-assessment), and psychomotor assessment by parents. The results of
this integrated assessment are accrued into the final grade of students’ report.

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In the light of the foregoing discussion, the researcher was prompted to undertake a study
pertinent to the performance improvement of Students at risk of Dropping Out (SARDO) through the
use of Integrative Assessment (F2F) Intervention Program among Grade 10 students at Ramon
Magsaysay High School.
This study is relevant as it seeks to ascertain the level of improvement of students' academic
performance with the application of Integrative Assessment (F2F) Intervention Program . More data
is necessary to allow school administrators, parents, and stakeholders to understand if the use of
intervention program provides parity of learning in classroom instruction and to carry on in
formulating practical educational plans that will ensure the attainment of acceptable level of
students' academic performance.
The findings and reflections of this study will be significant to the fol lowing:
School Teachers . This study will furnish school teachers relevant information on Integrative
Assessment (F2F) Intervention Program . It will provide salient points of information on their teaching
methods and challenges encountered in classroom instruction and assessment of learners.
Students. Findings of this study will help students reflect on their preparedness to adapt
with the intervention programs being used in the teaching and learning process. to help them
achieve improved academic performanc e.
School Adm inistrators . This study will provide school administrators key insights as to the
implementation of Integrative Assessment (F2F) Intervention Program . Findings of the study will
serve as a focal point in strengthening educational plans and de vising additional schemes to ensure

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that such intervention programs remain relevant in the process of assessing and improving
students' academic performance.
II. RESEARCH QUESTIONS
The main thrust of this study is to explore the performance improvement of Students at Risk
of Dropping Out (SARDO) through the use of Integrative Assessment (F2F) Intervention Program
among Grade 10 students at Ramon Magsaysay High School.
1. Is there an increase in the performance of the students in reference to their obtained test results
after the Integrative Assessment Intervention Program?
2. What improvements can be instituted to improve the Integrative Assessment Intervention
Program?
III. SCOPE AND LIMITATION
This study encompassed the academic performance of students ide ntified at risk of dropping
out (SARDO). Central to the scope is the application of Integrative Assessment Intervention
Program.
The study is lim ited to grade 10 students and 7 school teachers of Ramon Magsaysay High
School.

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IV. RESEARCH METHODOLOGY
A. Sam pling/Sources of Data
The present study will be conducted at Ramon Magsaysay High School. It is a Department
of Education (DepEd)- recognized educational institution offering Basic Education programs.
The respondents of the study will be comprised of school teachers and students. The
teacher-respondents will include seven (7) school teachers. The student -respondents will be
purposively selected across the 7 sections of Grade 10 with a total of 54 Students at Risk of
Dropping Out (SARDO). The latter refer to students who will obtain failing grades during the first and
second quarters of the academic year.
B. Data Collection
Gathering Procedure
The study will make use of Integrative Assessment material provided by the ADM, which will
be utilized for the eight (8) subjects which include Filipino, English, Mathematics, Science, Araling
Panlipunan, ESP, THE/ TLE, and MAPEH (i.e., Music, Arts, Physical Education, Health).
The researcher will undertake the following steps in the gathering of data needed f or the
study:
1. Preparation and approval of a permission letter to conduct the action research
subject to approval of the School Principal of the locale of the study.
2. Scrutiny and validation of the ‘Integrative Assessment’ material that will be used to
assess students.
3. Checking and consolidation of outputs and/or activities submitted by students.
4. Administration of the assessment instrument to the students in a face -to-face set up.

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5. Retrieval of the assessment instruments from the students following a designate d
timeline. After retrieval of research instruments, interpretation and analysis of data
obtained followed.
Statistical Treatment of Data
The data were treated and reported through tabular presentation and the quantitative
method that was utilized in analyzing the data was the frequency and percentage distribution.
C. Ethical Issues
The researcher ensured the respondents' right to self -determination, anonymity and
confidentiality. This study was conducted in accordance to the Data Privacy Act. For this re ason, the
respondents was given complete information on the nature of the study through a written informed
consent which was distributed along with the questionnaire. The data collected from the
respondents were kept confidential. The names of the particip ants was not recorded, whatsoever
and whatever data that were rendered.

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DISCUSSIO N OF FINDING S/RESULTS AND RECO MMENDATIO NS
V. Results and Discussions
Table 1
Frequency and Percentage Distribution of Students' Performance
in Filipino subject
Before IA After IA
Range
F % F %
70-71 3 8% 0 0%
72-73 13 35% 0 0%
74-75 13 35% 16 43%
76-77 6 16% 19 51%
78-79 1 3% 1 3%
80 and above 1 3% 1 3%
TOTAL 37 100% 37 100%
Table 1 presents the frequency and percentage distribution o f students' performance in
Filipino before and after the administration of integrative assessment intervention program (IAIP).
It can de deduced from Table 1 that before the integrative assessment, majority or 70% of
the 37 students identified at risk of dropping out has an obtained average of between 72 -73 and 74-
75 during the 1st and 2nd grading period. Three or 8% of the students falling in the lowest average
range of 70-71. After the conduct of the integrative assessment, 19 representing 51% of the
students obtained an average range of 76 -77. None of the students obtained average range
between 70-71 and 72-73, respectively. These figures implied that the application of integrative
assessment has improved the academic performance of students identified a t risk of dropping out in
Filipino subject.

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Table 2
in English Subject
Before IA After IA
Range
F % F %
70-71 12 29% 0 0%
72-73 13 32% 0 0%
74-75 12 29% 23 56%
76-77 2 5% 14 34%
78-79 2 5% 4 10%
80 and above 0 0% 0 0%
TOTAL 41 100% 41 100%
Table 2 presents the frequency and percentage distribution of students' performance in
English before and after the conduct of integrative assessment intervention program (IAIP).
As shown in Table 2, before the integrative assessment, 13 representing 32% of the 41
students identified at risk of dropping out has an obtained average of between 72 -73 during the 1st
and 2nd grading period. Twelve or 29% of the students falling in the lowest average range between
70-71. After the conduct of the integrative assessment, majority or 56% of the students obtained an
average range between 74 -75. None of the students obtained average range between 70 -71 and
72-73, respectively. It can be inferred from these figures that the application of integrative
assessment has enhanced the academic performance of students identified at risk of dropping out
in English subject.

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Table 3
Frequency and Percentage Distribution of Students' Performance in
Mathematics Subject
Before IA After IA
Range
F % F %
70-71 12 27% 0 0%
72-73 18 39% 0 0%
74-75 14 30% 39 85%
76-77 2 4% 4 9%
78-79 0 0% 2 4%
80 and above 0 0% 1 2%
TOTAL 46 100% 46 100%
Table 3 presents the frequency and percentage distribu tion of students' performance in
Mathematics before and after the application of integrative assessment intervention program (IAIP).
Table 3 revealed that before the integrative assessment, majority or 39% of the 46 students
identified at risk of dropping out has an obtained the second lowest average range of 72 -73 during
the 1st and 2nd grading period. Twelve representing 27% of the students falling in the lowest
average range of obtained an average range between 74 -75. After the integrative assessment, 39
representing 85% of the students obtained an average range of 74 -75. None of the students
obtained average range between 70 -71 and 72-73, respectively. These figures implied that the use
of integrative assessment has improved the academic performance of students identified at risk of
dropping out in Mathematics subject.

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Table 4
in Science Subject
Before IA After IA
Range
F % F %
70-71 3 14% 0 0%
72-73 6 27% 0 0%
74-75 11 50% 16 73%
76-77 2 9% 5 23%
78-79 0 0% 1 4%
80 and above 0 0% 0 0%
TOTAL 22 100% 22 100%
Science before and after the execution of integrative assessment intervention program (IAIP).
Table 4 showed that before the integrative assessment, majority or 50% of the 22 students
identified at risk of dropping out has an obtained average of between 74 -75 during the 1st and 2nd
grading period. Three representing 14% of the students falling in the lowest average range between
70-71. After the conduct of the integrative assessment, 16 representing 73% of the students
obtained an average range between 74 -75. None of the students obtained average range between
70-71 and 72-73, respectively. These figures implied that the application of integrative assessment
has improved the academic performance of students identified at risk of dropping out in Science
subject evident with the huge increase on the number of students who ob tained average range
between 74-75.

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Table 5
Frequency and Percentage Distribution of Students' Performance in
Araling Panlipunan Subject
Before IA After IA
Range
F % F %
70-71 2 6% 0 0%
72-73 9 28% 0 0%
74-75 14 44% 16 50%
76-77 5 16% 10 31%
78-79 2 6% 5 16%
80 and above 0 0% 1 3%
TOTAL 32 100% 32 100%
Araling Panlipunan before and after the facilitation of integrative assessment intervention program
(IAIP).
As shown in Table 5, before the integrative assessment, majority or 44% of the 32 students
identified at risk of dropping out has an obtained average of between 74 -75 during the 1st and 2nd
grading period. Two or 6% of the students fa lling in the lowest average range between 70 -71. After
the conduct of the integrative assessment, majority or 50% of the students obtained an average
range between 74 -75. None of the students obtained average range between 70 -71 and 72-73,
respectively. It can be inferred from these figures that the application of integrative assessment has
enhanced the academic performance of students identified at risk of dropping out in Araling
Panlipunan subject.

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Table 6
Frequency and Percentage Distribution of Studen ts' Performance in
ESP Subject
Before IA After IA
Range
F % F %
70-71 0 0% 0 0%
72-73 7 28% 0 0%
74-75 15 60% 13 52%
76-77 2 8% 10 40%
78-79 1 4% 2 8%
80 and above 0 0% 0 0%
TOTAL 25 100% 25 100%
Edukasyon sa Pagpapakatao (ESP) before and after the administration of integrative assessment
intervention program (IAIP).
It can de deduced from Table 6 that before the integrative assessment, 15 representing 60%
of the 25 students identified at risk of dropping out has an obtained average of between 74 -75
during the 1st and 2nd grading period. Seven or 28% of the students falling in the second lowest
average range of 72 -73. After the conduct of the integrative as sessment, majority or 52% of the
students obtained an average range of 74 -75. None of the students obtained average range
between 70-71 and 72-73, respectively. It can be inferred from these figures that the application of
integrative assessment has improved the academic performance of students identified at risk of
dropping out in Edukasyon sa Pagpapakatao (ESP) subject.

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Table 7
in TLE Subject
Before IA After IA
Range
F % F %
70-71 0 0% 0 0%
72-73 7 50% 0 0%
74-75 4 29% 6 43%
76-77 2 14% 5 36%
78-79 0 0% 1 7%
80 and above 1 7% 2 14%
TOTAL 14 100% 14 100%
Technology & Livelihoo d Economics (TLE) before and after the conduct of integrative assessment
intervention program (IAIP).
Table 7 revealed that before the integrative assessment, majority or 50% of the 14 students
identified at risk of dropping out has obtained the second lo west average range of 72 -73 during the
1st and 2nd grading period. After the conduct of the integrative assessment, 6 representing 43% of
the students obtained an average range between 74 -75. None of the students obtained average
range between 70 -71 and 72-73, respectively. These figures implied that the use of integrative
assessment has improved the academic performance of students identified at risk of dropping out in
Technology & Livelihood Economics (TLE).

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Table 8
in MAPEH Subject
Before IA After IA
Range
F % F %
70-71 2 8% 0 0%
72-73 4 15% 0 0%
74-75 11 42 % 4 15 %
76-77 7 27% 9 35 %
78-79 1 4% 5 19%
80 and above 1 4% 8 31%
TOTAL 26 100% 26 100%
Music, Arts, Physical Education, and Health (MAPEH) before and after the application of integrative
assessment intervention program (IAIP).
As shown in Table 8, before the integrative as sessment, 11 representing 42% of the 26
students identified at risk of dropping out has an obtained average of between 74 -75 during the 1st
and 2nd grading period. Two or 8% of the students falling in the lowest average range between 70 -
71. After the condu ct of the integrative assessment, majority or 35% of the students obtained an
average range between 76 -77. None of the students obtained average range between 70 -71 and
72-73, respectively. It can be inferred from these figures that the application of inte grative
assessment has enhanced the academic performance of students identified at risk of dropping out
in MAPEH subject.

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Conclusions and Recom m endations
Utmost importance in exploring ways and means to support learning and development of
students in a continuously evolving educational landscape has been intensifying in the current
sweeping of school curriculum. The process of assessing students academic performance,
particularly those at risk of dropping out, through integrating intervention programs with real-world
practice are central in ensuring that no learner will be left behind .
The findings of this study have had ascertained that the facilitation of 'Integrative
Assessment Intervention Program' among Students At Risk of Dropping Out (SARDO) has
significantly yielded positive results evident with the number of students obtaining a passing grade
and a significant reduction of students falling under the lowest average range. Ergo, the optimization
of 'Integrative Assessment Intervention Program' was believed to be a viable tool towards the
attainment of a desirable level of students' academic performance and is bound to have significant
impact in the overall teaching and learning process.
With the interviews conducted by the researcher, it was found out t hat the school teachers
were provided by the school with a laptop, complete with installed office tools and educational
software which are primarily utilized for instructional purposes and assessment of student learning.
It is desirable to note that virtual and onsite trainings with focus on recent trends in teaching style,
modality and digital literacy be continuously provided by the school to ensure that school teachers
learn first-hand the different innovations in today's educational landscape.
The researcher is certain that this study will encourage more school teach ers to explore the
viability of optimizing assessment programs as intervention in strengthening the process of

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assessment. This will allow school teachers meticulously monitor students particularly those who
are at risk of failing in academic subjects or dropping out of school. In another note, students will
also be provided with enriched teaching -learning environment with the use of alternative modes of
classroom instruction infused with relevant teaching pedagogies which can significantly impact their
learning experiences.
Recomm endations
Based from the findings and reflections of the study, the following are hereby recommended.
1. The researcher recommends the application of this study to other grade levels to further
validate the findings.
2. It is recommended to continuously provide trainings to schools teachers on breakthroughs
about teaching style, optimization of multimedia resources, and student assessment.

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REFERENCES
Handoyo, Eko. (2021). Performance of Educational Assessments: Integrated As sessment as an

Assessment Innovation during the Covid -19 Pandemic. Turkish Journal of Computer and
Mathematics Education. 12. 2708 -2718. Retrieved from
https://doi.org/10.17762/turcomat.v12i6.5777
Lucero, Nelson, E. (2020). Alternative Delivery Mode (ADM) Program Delivery and Performance
of Students. Retrieved from https://doi.org/10.46827/ejoe.v5i2.3388
Sharma, R. C., Kawachi, P., & Bozkurt, A. (2019). Exploring Changing Perspectives in Distance
Education. Asian Journal of Distance Education, 14(1), 1 -6. Retrieved from
http://asianjde.org/ojs/index.php/AsianJDE/article/view/285

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DECLARATIO N O F ANTI-PLAG IARISM AND ABSENCE O F CO NFLICT O F INTEREST
1. I, Divina Batin, understand that plagiarism is the act of taking and using another’s ideas and
works and passing them off as one’s own. This includes explicitly copying the whole work of
another person or that of the undersigned proponents and/or using some parts of their work
without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I/W e further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I/W e shall use appropriate citations
in referencing oth er works from various sources. I/W e also hereby attest that this research
has not yet been finished and is not part of the proponent/s’ thesis/dissertation.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education.
DIVINA BATIN
Name and Signature of Lead Proponent
May 2023
Date
Nam e and Signature of Proponent

Click or tap to enter a date.
Date

Date

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DECLARATIO N O F ABSENCE OF CO NFLICT O F INTEREST
1. I, Divina Batin, understand that conflict of interest refers to situations in which

financial or other personal considerations m ay com prom ise m y judgm ent in
evaluating, conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that m ay arise
from m y application and subm ission of m y research proposal. I understand that m y
research proposal m ay be returned to m e if found ou t that there is conflict of interest
during the initial screening as per DO 16, s. 2017.
3. Further, in case of any form of conflict of intere st (possible or actual) which m ay

inadvertently em erge during the conduct of m y research, I will duly report it to the
research com m ittee for im m ediate action.
4. I understand that I m ay be held accountable by the Departm ent of Education for

any conflict of interest which I have intentionally concealed.
DIVINA BATIN
Nam e and Signature of Lead Proponent

03/01/2023
Date

Date

Date

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APPENDICES
a. Application Form
b. Declaration of Anti-Plagiarism
c. Declaration of Absence of Conflict of I nterest
d. Research Instrum ent, if any
e. Curriculum Vitae of Proponent/s

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APPENDIX A
1 February 2023
Subject: Letter to the Respondents
Dear Respondent,
A pleasant day to you.
The undersigned is currently workin g on a action research entitled “ PERFO RMANCE

IMPRO VEMENT O F STUDENTS AT RISK O F DRO PPING O UT (SARDO ) THRO UG H INTERG RATIVE
ASSESSMENT INTERVENTIO N PROG RAM ”.
In this connection, I am requesting your participation in this s tudy. Rest assu red that all data
and inform ation will be kept confidential and will be used for the sole purpose of the action
research only.
Thank you.
Respectfully yours,
Divina Batin
School Teacher

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R epublic of the P hilippines

PERFO RMANCE IMPRO VEMENT O F STUDENTS AT RISK O F DRO PPING O UT (SARDO )

G ENE T. PANG ILINAN

RAMO N MAG SAYSAY HIG H SCHOO L

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

On the process of en suring that no learner will be left behind, ‘Integrative

Keywords: School Dropout, Intervention Pro gram s, Teaching Style

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

I. CONTEXT AND RATIONALE

initiative of the Department of Education.

school activities and curricular requirements (Sharma et al., 2019).

comprehensively through different perspectives, namely cognitive assessment by teachers, affective

assessment by students (self-assessment), and psychomotor assessment by parents. The results of

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Magsaysay High School.

intervention program provides parity of learning in classroom instruction and to carry on in

students' academic performance.

methods and challenges encountered in classroom instruction and assessment of learners.

achieve improved academic performanc e.

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

students' academic performance.

II. RESEARCH QUESTIONS

among Grade 10 students at Ramon Magsaysay High School.

after the Integrative Assessment Intervention Program?

2. What improvements can be instituted to improve the Integrative Assessment Intervention

III. SCOPE AND LIMITATION

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

IV. RESEARCH METHODOLOGY

A. Sam pling/Sources of Data

of Education (DepEd)- recognized educational institution offering Basic Education programs.

second quarters of the academic year.

1. Preparation and approval of a permission letter to conduct the action research

subject to approval of the School Principal of the locale of the study.

3. Checking and consolidation of outputs and/or activities submitted by students.

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

5. Retrieval of the assessment instruments from the students following a designate d

timeline. After retrieval of research instruments, interpretation and analysis of data

Statistical Treatment of Data

and whatever data that were rendered.

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

DISCUSSIO N OF FINDING S/RESULTS AND RECO MMENDATIO NS

V. Results and Discussions

Frequency and Percentage Distribution of Students' Performance

Table 1 presents the frequency and percentage distribution o f students' performance in

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Frequency and Percentage Distribution of Students' Performance

Table 2 presents the frequency and percentage distribution of students' performance in

As shown in Table 2, before the integrative assessment, 13 representing 32% of the 41

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Frequency and Percentage Distribution of Students' Performance in

dropping out in Mathematics subject.

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Frequency and Percentage Distribution of Students' Performance

Table 4 presents the frequency and percentage distribution of students' performance in

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Frequency and Percentage Distribution of Students' Performance in

Araling Panlipunan Subject

Table 5 presents the frequency and percentage distribution of students' performance in

MA NILA EDUCA TIO N CENTER, Arroceros Forest Park

Frequency and Percentage Distribution of Studen ts' Performance in

Table 6 presents the frequency and percentage distribution of students' performance in

intervention program (IAIP).