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From At-Risk to Thriving-The Impact of Project GUGMA on Attendance and

Academic Performance

I. Context and Rationale

Dropout rates, representing the percentage of students who discontinue

their formal education before completing their intended level of schooling,

pose a significant challenge to educational systems worldwide. Elevated

dropout rates have detrimental consequences for individuals and society as a

whole, leading to lower earnings, higher unemployment, increased poverty,

and poorer health outcomes for dropouts compared to their counterparts who

complete their education (Akgun et al, 2020). To effectively address this

pressing issue, it is crucial to understand the underlying factors contributing to

dropout and implement comprehensive strategies that target these factors.

According to Akgun et al. (2021) investigated the relationship between aca-

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

a disadvantaged socio-economic background, were all significantly related to

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

motivation, were also important contributors to dropout risk. Subsequently, Kear-

ney, J. A., & Kritskaya, O. (2020) found that the most common risk factors for

dropout included: low academic achievement, history of grade retention, low IQ

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or learning difficulties, and lack of engagement in school activities and absen-

teeism.

Thus, attendance is a critical factor in student success, and chronic

absenteeism is a significant predictor of dropout. By addressing the underlying

causes of absenteeism and implementing effective interventions, schools can

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.

In the educational context of Balubal Elementary School, the prevalence of

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

comprehensive intervention, "PROJECT GUGMA" was initiated by the school.

This action research aims to address these issues by providing genuine and

enduring motivation through mentoring learners at risk of dropping out.

This action research, "PROJECT GUGMA," aims to generate valuable

insights, create effective strategies, and foster lasting motivation among learners

at risk of dropping out. By addressing these challenges and implementing

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innovative interventions, we aspire to contribute to the fulfillment of the DepEd's

mission of providing inclusive, equitable, and quality education for all.

With this, the present study targets zero LARDO (Learners' At-Risk of Drop-

Out) at Balubal Elementary School through Project GUGMA: Genuine and

Unwavering Guidance through Mentoring of At-risk Learners.

I. Action Research Questions:

The action research will focus on the following key questions:

1. How does Project GUGMA (Genuine and Unwavering Guidance

through Mentoring At-Risk Learners) impact the pupils of Balubal

Elementary School in terms of;

1.1 Attendance

1.2 Grades (First and Quarter)?

2. How significant is the implementation of Project GUGMA on the

attendance and academic performance of at-risk pupils?

Proposed Innovation Strategy:

To address certain issues of dropout rate Balubal Elementary

School created Project GUGMA (Genuine and Unwavering Guidance

through Mentoring of

At-Risk Learners).

Phase 1: Identification and Needs Assessment (GUGMA-IN)

Goal: Identify at-risk learners, understand their challenges, and assess

their specific needs.

Target Population Definition:

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This study will focus on Grade One students at Balubal Elementary

School who achieved an average grade of 75-80 in the first and second

quarters of 2023-2024. Their absenteeism will be analyzed using

attendance records

Data Collection:

Collect data through collaboration with teachers and parents to

identify at-risk learners.

Stakeholder Involvement:

Engage with teachers, parents, and volunteers to gain insights into the

unique needs and circumstances of at-risk learners.

Phase 2: Program Design and Planning (GUGMA-DP)

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.

Mentoring Program Design:

1. Matching:

Mentor Recruitment: We will recruit dedicated and passionate individuals with

relevant experience, skills, and qualifications to serve as mentors. This could

include experienced educators, community volunteers, or older students.

Mentee Selection: Students will be selected based on their academic

needs, motivation, and willingness to participate actively. Consideration will also

be given to individual learning styles.

Matching Process: Careful matching will be conducted to ensure compatibility

between mentors and mentees based on shared interests and academic goals.
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2. One-on-One Mentoring:

Regular Meetings: Weekly meetings will provide a dedicated space for open

communication, goal setting, progress tracking, and addressing challenges.

Individualized Support: Mentors will actively listen, and tailor their approach to

meet the specific needs of each mentee. This could involve academic

guidance, study skills coaching, motivation building, emotional support, or simply

providing a safe space to listen and share.

Positive Relationships: We encourage mentors to build trusting and supportive

relationships with their mentees, cultivating a sense of belonging and fostering

personal growth.

Resource Identification:

Identify and secure the necessary resources, including mentors, materials, and

any technology or tools needed for the program.

Collaboration with Schools:

Collaborate closely with schools, teachers, and education authorities to integrate

the mentoring program into the existing educational framework.

Phase 3: Implementation and Monitoring (GUGMA-IM)

Goal: Execute the mentoring program and monitor its progress.

Program Launch:

Launch the mentoring program in collaboration with schools, ensuring clear

communication with teachers, parents, and students.

Regular Monitoring:

Implement a system for ongoing monitoring of mentor-mentee interactions,

academic progress, and any challenges faced by at-risk learners.

Feedback Mechanisms:
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Establish feedback mechanisms for mentors, mentees, and other stakeholders to

provide input on program effectiveness.

Adaptive Adjustments:

Make adaptive adjustments to the program based on feedback and evaluation to

enhance its impact.

Phase 4: Evaluation and Improvement (GUGMA-EI)

Goal: Assess the overall impact of the mentoring program and identify areas for

improvement.

Impact Assessment:

Evaluate the academic progress and attendance of at-risk learners.

Stakeholder Surveys:

Conduct surveys among mentors, mentees, and parents to gather qualitative

feedback on the program.

Program Adjustments:

Based on evaluation results, make necessary adjustments to the program design,

or overall strategy for continuous improvement.

Documentation of Success Stories:

Document and share success stories and positive outcomes to showcase the

program's impact

IV. Action Research Methods:

a. Participants:

The primary participants are the Grade One students of Balubal

Elementary School with an average grade of 75-80 in the first and second

quarters of 2023-2024 and experiencing absenteeism. The specific sample size

will depend on available resources and feasibility. Consider starting with a

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smaller pilot group for Phases 1 and 2, and potentially expanding in future

phases.

b. Data Gathering Methods:

Analyze monthly attendance rates pre- and post-intervention to assess

changes in absenteeism. Compare average grades in specific subjects (First and

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

to gather their experiences, perspectives, and insights on the project's impact.

And analyze mentor logs and student reflections to track individual

progress, program participation, and student self-efficacy.

c. Data Analysis:

Quantitative and qualitative data collected will be analyzed using

appropriate statistical methods and thematic analysis. Results will be

presented using tables, and narrative summaries to communicate findings

effectively. To determine whether there is a significant difference in the pupils'

academic performance and absenteeism, a T-test will be employed. This

statistical test will be conducted at a significance level of 0.05, and it will test

the following hypothesis:

H 0 : There is no significant difference before and after the implementation of

Project GUGMA.

V. ACTION RESEARCH WORKPLAN AND TIMELINESS

The table below shows the Action Research Work Plan Timeliness. It

illustrates the activities that will be taken during the period of the study.
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ACTIVITIES OBJECTIVE TIMELINE EXPECTED

OUTPUT

Phase 1: Identify at-risk February List of pupils who

Identification and learners, 2024 will qualify for the
Needs understand program.
Assessment their
(GUGMA-IN) challenges, and
assess their
specific needs.

Phase 2: Program Refine February -Parents,

2024 Mentors, and
Design and the project Mentees
orientation and
Planning goals based on rationale of the
program
(GUGMA-DP) the data

collected from

the teachers.

Phase 3: Execute the March -monitoring

mentoring -June 2024 sheet, SF 2 for
Implementation program and tracking the
monitor its attendance,
and Monitoring progress. Interviews, and
Individual
(GUGMA-IM) Progress Chart

Phase 4: Assess the June 2024 The data will be

overall impact analyzed.
Evaluation and of the
mentoring
Improvement program and
identify areas
(GUGMA-EI) for
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improvement

VI. COST ESTIMATES

The production of instructional materials for the pupils will be funded

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

shouldered by the researcher.

VII. PLAN FOR DISSEMINATION AND UTILIZATION

The table below presents the plan for dissemination of the pupils/teacher’s

materials to be used for the conduct of this study.

Activities Objectives Timeline Expected Output

MELC-based To improve the The whole Result of Weekly
learning Academic month of Assessment
activity Sheet difficulties of February-
for identified the pupils. May 2024
difficult
subjects
prepared by
the teachers.
Checking the To monitor the The whole Monitored
Attendance attendance of month of Attendance Sheet
Sheet and the pupils. February-
giving a May 2024
reward every
end of the
month to
those who
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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
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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.

Gottfried, A. E., & Gottfried, A. D. (2020). A longitudinal investigation of the

Relationship between attendance and dropout from middle school
to high school. Journal of Educational Psychology, 112(2), 357-372.

Jiménez-Castillo, C., López-Martín, C., & Sánchez, M. (2020). Dropout risk

in upper secondary education: The role of academic factors and
social background. Education and Social Science Research,
52(1), 1-10.

Jiminez-Castillo, M. T., Gonzalez-Molina, A., & Hernandez-Beamonte, I.

(2020). School dropout risk factors in secondary education: A
systematic review. Education and Urban Society, 52(2-3), 347-
381.
Kearney, J. A., & Kritskaya, O. (2020). Risk factors for school absenteeism
and dropout: A meta-analytic review. Psychological Bulletin,
146(1), 1-43.

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.