In this chapter, we delve into a compilation of ideas, completed theses, methodologies, conclusions,

generalizations, and other relevant information that aids in providing a comprehensive understanding of
the current study.

https://www.pedocs.de/frontdoor.php?source_opus=20977

https://link.springer.com/article/10.1007/s11205-019-02249-y

https://www.hindawi.com/journals/edri/2023/7704142/?
fbclid=IwAR3yoFTJXLIgGZ03lt2ptzSeStPIdaVi69MtP2bWz-_TGNeNTRj8l5a55sU

The initial step in preventing student dropouts is comprehending the contributing factors . The reason
for student dropouts at HE is very complex and influenced by several variables. Based on Mouton et al.’s
report, many factors influence student dropouts in Germany. Often the reason is a combination of
several factors. Mouton et al. used latent class analysis to identify dropout students. The results show
why students dropout due to relationships with study programs or universities, socioeconomic factors,
student performance, academic self-concept, and intention to dropout. Ortiz-Lozano et al. observed the
factors influencing student dropouts in Spain based on sociodemographic and academic variables. The
reason for choosing this variable is not clearly explained, but the research results show that this variable
has a significant effect.

https://link.springer.com/chapter/10.1007/978-3-030-03023-0_10

https://dl.acm.org/doi/10.1145/3170358.3170410

https://onlinelibrary.wiley.com/doi/10.1111/ejed.12094

https://www.hindawi.com/journals/edri/2023/7704142/?
fbclid=IwAR3yoFTJXLIgGZ03lt2ptzSeStPIdaVi69MtP2bWz-_TGNeNTRj8l5a55sU

Pérez et al. discussed the prediction analysis of dropout students in Colombia. The variables that affect
student dropouts in Colombia are student demographics and transcript records. These variables are used
to predict dropout students, and the resulting variables significantly affect dropout students. Chen et al. [
also researched the predictions of dropouts in the United States. In Chen’s study, the variables used to
predict dropout were high school information, demographics, college enrollment, and information per
semester. It is not clearly explained reasons for taking these variables for predictions. However, based on
the analysis results, the selected variables significantly predict student dropout rates. Troelsen and
Laursen observed the factors influencing dropout students in Denmark. According to them, two
hypotheses influence dropout students. The first hypothesis is that dropout students are affected by
parental education and socioeconomics. The second hypothesis states that students dropout due to
Danish government policies related to education, causing them to move to study programs, change
universities, or not continue their studies.
https://ijisrt.com/assets/upload/files/IJISRT20DEC337.pdf

Every Filipino has a right to free basic education, however, many Filipinos do not have a chance to attend
and finish formal basic education. There are those who dropout from schools due to various external and
internal reasons, while some do not even have schools in their communities. By the declaration in the
1987 constitution - The State shall protect and promote the right of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible to all, the government has
vowed to eradicate illiteracy and make education reach every citizen. For decades, Philippines has been
head to head with its battle with illiteracy and has been putting so much importance in the improvement
of basic education as it entails the growth and development of the nation (Rodriguez, 2007 as cited by
Atilano et.al., 2016).

https://www.costacrocierefoundation.com/en/projects/social/hello-philippines-hello-future/

In recent years, the Philippines has recorded one of the highest growth rates per capita in South East
Asia. The economy is growing, urbanisation and infrastructure are growing, but not everyone is
benefitting from this economic boom; over a quarter of the population still living in absolute poverty.
The worst affected by this tragic situation are children, whose families force them to work or even to live
on the streets. The latest figures published by the PSA (Philippine Statistics Authority) report that 2.1
million children aged between 5 and 17 are exploited through forced labour, with even more engaged in
child labour. At present, one in six Filipino children does not attend school. And this number is on the
rise, with a 28% drop-out rate in primary school and soaring up to 59% in secondary school. For those
who do manage to complete their schooling, accessing the job market is so challenging that the youth
unemployment rate has reached an alarming 28%, four times that of adults. What is needed, to harness
the opportunities made available by the country’s current phase of economic growth, is a focus on
younger people, and meeting their expectations by improving access to quality education, appropriate
learning facilities and real job opportunities.

https://www.scirp.org/journal/paperinformation.aspx?paperid=102470

The type of a family structure a child grows up in affects this child’s decision to drop out of school. Home
environment and family processes provide a network of physical, social and intellectual forces and
factors that affect students’ learning. When referring to family structure, the number and the types of a
family’s members are pinpointed (Rumberger, 2011). Thus, different family structures include two-parent
or nuclear families, single-parent families and foster families (Levin, 2012; Babalis, Xanthacou, & Kaila,
2018). Various changes in a family’s structure, such as divorce, separation, a spouse’s death, family
mobility are all variables that define change in a family structure and turn it from a nuclear family to a
single-parent or foster one, while they are considered to be extremely stressful for all the members of a
family, a fact that increases dropping-out rates (Astone & McLanahan, 1991; Haveman, Wolfe, &
Spaulding, 1991; Day, 1993; Alexander, Entwisle & Horsey, 1997; Garnier, Stein, & Jacobs, 1997; Schargel
& Smink, 2001; Bohon, Garber, & Horowitz, 2007; Babalis, Tsoli, Nikolopoulos, & Maniatis, 2014).
http://portal.amelica.org/ameli/journal/725/7253717004/html/?
fbclid=IwAR0dqBT04Ib9QZ7GSVgVt9xRvP3IXmnRBOG9Wbc2EIn1rZVNVUH6RPnmDAo

The term "school dropout" has not yet been defined by researchers in a way that is universally agreed
upon (Selda, 2014). According to some researchers, “school dropout” defined as learner's inability to
finish the level of education in which they are currently enrolled because of a variety of reasons (Dekkers
& Claassen, 2014). Some researchers defined this issue as failing to attend class for two weeks in a row in
one admission; while some defined this as failing to enroll in school despite having reached the
mandatory school age (Selda, 2014).

Transferring to another school, leaving for an extended period of time, and being rejected for admission
can also be regarded as dropping out of schools (Goksen, 2006). Another definition of a school dropout
is when a learner who is currently admitted in school leaves the current stage of their education without
graduating or finishing their current course of study (Dekkers & Claassen, 2014, Suh, 2001). Additionally,
leaving school without earning a minimal certification, such as a higher secondary education diploma,
has been referred to as dropping out of school. School dropouts are a severe issue for the individual, the
school, and society in general (Christle et al. 2007)

Some potential causes for dropping out include: the distance between schools, lack of a school in the
barangay, lack of regular transportation, high cost of education, illness or disability, housework,
marriage, employment or seeking employment, lack of personal interest, inability to handle schoolwork,
issues with academic records, and insufficient family income to pay for a child's education.

The common reasons for dropouts that were shared by the different regions in the Philippines were
employment or looking for work, family income not sufficient to send a child to school, high cost of
education, and lack of personal interest. This suggests that some regions have the same characteristics
and factors affecting the root cause of their dropouts.

https://www.pedocs.de/frontdoor.php?source_opus=20977

A family’s cultural status is described as a compound notion of knowledge, ideas, values and attitudes
that are cultivated in a family environment and constitute agents of promoting its members’ intellectual
growth and development (Rumberger & Lim, 2008; Rumberger, 2011).

Several researchers have manifested the significance of cultural differences in the creation of different
learning conditions for children who derive from different socioeconomic backgrounds and cultural
groups (D’Agostino, 2000; Rumberger & Lim, 2008; Ratcliffe & McKernan, 2010; Teklemariam, 2011). The
cultural differentiation among families, resulting from their corresponding socioeconomic differentiation,
has been used as a vehicle for the interpretation of issues related to the poor school performance of
children coming from lower social class families that are reported to have a low cultural status as well.

Lower social class families create an environment deprived of the appropriate stimuli, so that their
children’s mental abilities and skills are not triggered and developed, since there is lack of their
familiarization with culture, that is, music, literature, drama, museums, resulting in the
underdevelopment of their cognitive and intellectual skills, which would help them perform better at
school (Trang & Van der Velden, 2011; Samal, 2012).

On the other hand, the children that come from powerful—in all aspects—families carry along the
cultural capital, which is essential to their school success, since it is the same as that adopted by the
school they attend. Special behavioral patterns, ways of speaking, dressing, inter personal interaction
and communication, adopting an appropriate language code and a positive self-image are all parameters
comprising the cultural capital that the children from families with low socioeconomic status are
deprived of. Moreover, these deprived children seem to have limited access to important notions, issues
and ideas that their school curriculum deals with, fail to successfully respond to the needs and
requirements posed and finally abandon school (Delpit, 1988; Silva & Kucer, 1997).