Professional Documents
Culture Documents
Action Research Proposal PROJECT GUGMA
Action Research Proposal PROJECT GUGMA
Academic Performance
and poorer health outcomes for dropouts compared to their counterparts who
demic factors, social background, and dropout risk. The study found that aca-
demic factors, such as low grades, repeating a grade, and attending school from
dropout risk. Moreover, a study by Jiminez-Castillo et al. (2020) found that aca-
demic factors, such as low grades and difficulty understanding course material,
were the most significant factors affecting student dropout. The study also found
that personal factors, such as financial difficulties, family problems, and lack of
ney, J. A., & Kritskaya, O. (2020) found that the most common risk factors for
teeism.
play a crucial role in improving attendance rates, reducing dropout rates, and
ensuring that all students have the opportunity to succeed academically. This
study by Gottfried, A. E., et al. (2020) followed a cohort of students from middle
school to high school. The study found that students with chronic absenteeism
were more likely to drop out of high school. The study also found that the
relationship between absenteeism and dropout was strongest for students from
disadvantaged backgrounds.
learners at risk of dropping out of school was 40 out of 160 pupils of grade one
level belonging to fairly satisfactory (75-79), and 15 pupils belonging to did not
meet expectation (75 below). The academic difficulties faced by students often
lead to disengagement from the educational system. Recognizing the need for a
This action research aims to address these issues by providing genuine and
insights, create effective strategies, and foster lasting motivation among learners
With this, the present study targets zero LARDO (Learners' At-Risk of Drop-
1.1 Attendance
through Mentoring of
At-Risk Learners).
School who achieved an average grade of 75-80 in the first and second
attendance records
Data Collection:
Stakeholder Involvement:
Engage with teachers, parents, and volunteers to gain insights into the
Goal: Develop a tailored mentoring program based on the identified needs of at-
risk learners.
Goal Refinement:
Refine the project goals based on the data collected from the teachers.
1. Matching:
between mentors and mentees based on shared interests and academic goals.
DIVISION OF CAGAYAN DE ORO 5
2. One-on-One Mentoring:
Regular Meetings: Weekly meetings will provide a dedicated space for open
Individualized Support: Mentors will actively listen, and tailor their approach to
meet the specific needs of each mentee. This could involve academic
personal growth.
Resource Identification:
Identify and secure the necessary resources, including mentors, materials, and
Program Launch:
Regular Monitoring:
Feedback Mechanisms:
DIVISION OF CAGAYAN DE ORO 6
Adaptive Adjustments:
Goal: Assess the overall impact of the mentoring program and identify areas for
improvement.
Impact Assessment:
Stakeholder Surveys:
Program Adjustments:
Document and share success stories and positive outcomes to showcase the
program's impact
a. Participants:
Elementary School with an average grade of 75-80 in the first and second
smaller pilot group for Phases 1 and 2, and potentially expanding in future
phases.
Second Quarter) before and after the project to track academic progress. Thus,
conduct in-depth interviews with a sample of at-risk pupils, mentors, and teachers
c. Data Analysis:
statistical test will be conducted at a significance level of 0.05, and it will test
Project GUGMA.
The table below shows the Action Research Work Plan Timeliness. It
illustrates the activities that will be taken during the period of the study.
DIVISION OF CAGAYAN DE ORO 8
collected from
the teachers.
improvement
by the MOOE as part of the school budget for research. These instructional
materials need bond paper and ink for printing. For the conduct of this action
research, the cost estimates to one thousand pesos for the two reams of bond
papers and one set of EPSON ink. Any counting expenses will be
The table below presents the plan for dissemination of the pupils/teacher’s
have perfect
attendance.
The 2-hour To scaffold the The whole Individual
pull-out struggling month of Monitoring
system every pupils in their February- Progress tracking
Wednesday academic May 2024 sheet and mentor
and Friday performance. logs
with the
mentor and
mentees. The
one-on-one
tutorial.
Interview the To improve June 2024 Results of the data
mentor and Project gathered with
mentee on the GUGMA based findings,
impact of on the data conclusions, and
Project gathered. recommendations.
GUGMA
DIVISION OF CAGAYAN DE ORO 11
Reference
Akgun, S., Erdem, E., & Yilmaz, B. (2021). The relationship between
Academic factors, social background, and dropout risk: A meta-
analysis of studies from different countries. Educational
Psychology Review, 33(1), 109-142.
Ridge, N., Farah, S., & Shami, S. (2013). Patterns and perceptions
of male secondary school dropouts in the United Arab Emirates.
Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research
Working Paper Series, 13, 1-23.