REASONS OF DROPOUTS OF THE TECHNICAL VOCATIONAL LIVELIHOOD STUDENTS IN

ARGAO NATIONAL HIGH SCHOOL

A Research Paper
Presented to the Faculty of
Senior High School Department
Argao National High School
Argao Cebu

In Partial Fulfillment
of the Requirements of the Applied Subject
Practical Research 1

by

Alcayde, Godwin
Cantara, Mark Dave A.
Epogon, Brent Lister
Goc-Ong, Sean Trevor Anthony T.
Mamac, Leemar L.
Mier, Alfred L.
Milay, Allen G.
Oyangoren, Renzkel B.
Vivas, Kerby Brian O.
Lar, Lovely Patrice F.
Saragena, Crystal T.

May 2023
 Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

The Rationale of the Study

Dropout students refer to individuals who leave school to complete their education,

usually without earning a high school diploma or equivalent qualification. Dropout rates have

been a long-standing issue in the education system, with millions of students dropping out of

school each year worldwide. For instance, dropout students often face limited job

opportunities and lower earning potential. Understanding the factors that contribute to

dropouts and developing effective strategies for addressing this issue is crucial for ensuring

that all students have access to high-quality education and the opportunity to reach their full

potential. Early research focused on the characteristics of individual students who dropped out

of school, including several demographic and social factors such as socioeconomic status, race

and ethnicity, gender, and disability status. Living in poverty at the elementary, middle, and/or

high school levels is one of several factors significantly correlated to dropping out of school

(Hammond, Linton, Smink, & Drew, 2007)

The school year was planned to coincide with planting season so that students could

support their families. Students would drop out of school at varying ages to help their families

with those duties of the seasons. In those formative years of America, Education was a

privilege and intended for socializing as well as fundamental knowledge in schools. Horace

Mann attempted to transform American education in the middle of the 1800s by establishing a
framework based on the idea that each kid has a right to an education with the "common

school," which exposed students to the same material the first rules requiring attendance were

passed in Massachusetts in 1852 ((Friedman & Friedman, 1979). Dropouts frequently land jobs,

although their pay is much lower and decreases from those of graduates. Less hurt the state

and local economies and literate populations. It is challenging for the state and municipal

governments and other stakeholders to organizations that help the areas entice new

enterprises. Moreover, "these entities because of the lower educational levels of their

populace, spend more on social programs.”

The educational system in the United States has made progress in offering Schools in

this country that provide educational opportunities for a wider part of the population are

failing some pupils because they are not meeting their needs in schools (Murphy & Meyers,

2008). The phrase "failing schools" carries a lot of meanings. Failure to address students' needs

is a sign of failing schools in this situation. Notably, those youngsters who have "mismatched"

with a learning environment. High school dropouts are a problem brought on by the wrong

student and school pairings. (Faubert, 2012; Dorn, 1996).

Higher rates of unemployment, lower income, poorer health, higher death rates, higher

rates of criminal activity and imprisonment, increased reliance on government aid, and lower

voter turnout are all characteristics of dropouts compared to high school graduates. Dropouts

have negative effects that have high social costs. In the United States, dropping out of school

can occur for a number of reasons, such as family, work, and school-related

reasons (Bridgeland et al., 2006, Rotermund, 2007).

students who left the school during the school year because of any reasons, as well as those

who finished the previous grade level but did not enroll in the next grade level the following

school year” (Dropout rate, 2006). The Philippines has been dealing with a high percentage of

this situation since 2005 when 26% of primary school students did not complete the sixth

grade and 23% did not complete high school (UNESCO, 2015). Additionally, it has been noted

that, though slowly, since 2007, dropout rates at the primary and high school levels have been

increasing. The dropout rate increased steadily from 5.99% in 2007-2008 to 6.81% in 2012-

2013 (Amoroso & Bajo, 2014). Some have linked this high dropout rate to the "ill-planned" and

"haphazard" implementation of K–12 education. According to data, 3.8 million Filipinos, or 1 in

10 of those between the ages of 6 and 24, did not go to school in 2016. 53% of the 3.3 million

people in this age group, who should already be in senior high school or college, come from

the poorest families. They are between the ages of 16 and 24 (Golez, 2018).

Reasons, why some students decide to drop out, early marriage, and family concerns,

are seen as the top reason that students drop out or leave school. But more female students

drop high school because some, who get pregnant or decide to marry early, have a hard time

in their studies and their material duties. Aside from early marriage, other common reasons,

that obstruct students from studying are financial constraints and personal interest.

Some of the Technical Vocational Livelihood students of Argao National High School

students are dropping out of their studies. However, developing coping strategies can help the

school minimize the number of dropouts.

This study will be anchored on The Self-System Model of Motivational Development by

Archambault et al.,2020,p.428-445. This theory states that providing high-quality teaching

practices is central to promoting student engagement in school. High-quality teaching is even

more important in schools located in low socioeconomic neighborhoods, where a larger

proportion of children present more important academic difficulties and lower classroom

behavioral, affective, and cognitive engagement. The Self-System Model of Motivational

Development posits that learner engagement is favored when teachers structure classroom

activity, are involved with students, and support their autonomy. How these dimensions

interact to create effective classroom contexts that foster student engagement remains less

documented. The goal of the present study was to test additive and combined (interactive)

multilevel longitudinal associations between teacher structure, autonomy support, and

involvement in students’ behavioral, affective, and cognitive engagement across one school

year. Based on a sample of 696 low-SES elementary school students, the results of our path

analysis revealed that teacher involvement and autonomy support contributed to various

dimensions of classroom engagement. Besides, the structure was not directly to this outcome.

Yet, combined use of autonomy-support and structure or autonomy-support and involvement

was associated with higher behavioral engagement among low-SES children. These results

suggest that teacher practices cannot be interpreted in isolation as they add up and interact to

contribute to elementary school students’ academic experience.

can have very serious consequences including increased risk for school dropout, substance use,

teenage pregnancy, and criminal activity. The identification of psychological variables (self‐

variables) of individuals that facilitate or hinder adolescents' levels of school engagement

would contribute greatly to the understanding of how to increase adolescents' psychological

well‐being and their achievement motivation and associated school engagement. The present

study examined the degree of association of three specific self‐variables (self‐efficacy, goal

orientation, and fear of failure) with school engagement for high school students. The results

and implications for intervention and future research are addressed. (Caraway et

al.,2003,p.417-427)

Based on this theory, the effects of dropping out depend on how an individual values

education, the reason for his or her dropping out of school, and how one values their post-

school situation. Due to the complexity of the theory that demands measurement of individual

vocational, educational, and relational goals and stimuli. It’s difficult to test and does not

provide fulfilling predictions of the association between dropout and the son’s education

affects his first job, which finally affects his eventual occupational attainment (Blau & Duncan,

1967). Subsequent studies in the status attainment tradition confirm the importance of

educational attainment for occupational status attainment (Sewell et al., 1970; Sewell et al.,

1980; Warren et al., 2002; Kerckhoff, 1993). Although most of the studies in this tradition

didn’t factor in dropouts from their reports, the rationale would indicate that those who fail to
complete high school experience lower occupational attainment, unemployment, and develop

poor parenting skills, thereby increasing the probability of criminal involvement themselves.
 SELF-SYSTEM MODEL OF
MOTIVATIONAL
DEVELOPMENNT
REASONS OF DROPOUTS OF THE TECHNICAL
VOCATIONAL LIVELIHOOD STUDENTS IN ARGAO
NATIONAL HIGH SCHOOL

F THE TECHNICAL VOCATIONAL LIVELIHOOD

ADVANTAGES AND
DISADVANTAGES OF
DROPPING OUT FROM
SCHOOL

COPING STRATEGIES

Figure 1. Theoretical framework

This study aims to identify reasons for dropping out of school. The study consists of

Grade 11 students in Technical Vocational Livelihood who stopped schooling at Argao

National High School.

This study will seek to determine the Reasons and Coping of the dropouts of the

Technical Vocational Livelihood at Argao National High School.

Specifically, this study attempted to answer the following questions:

1. What are the reasons behind the dropouts of the Technical Vocational

Livelihood students in Argao National High School?

2. What are the advantages and disadvantages of dropping out of school?

3. What coping strategies can we develop to minimize the number of dropouts?

Significance of the Study

The findings of this study will greatly contribute benefit not just to the dropouts

students but also to everyone concerned and value every student’s quality of education and

learning this study will benefit the following people; Students, Parents, Schools, Current and

Future Researchers.

 This study will benefit the dropout students because there are many students

specifically dropouts students in -the Senior High School Department as they are the

first beneficiary of this study.

family of the dropout students will be happy knowing that their children are going

back to school, to continue their studies.

 This study will benefit the school because they will know the students’ educational and

financial situation. And to lessen the school dropouts and other miscellaneous fees to

the students and to have a more productive and motivated student.

 The result of this study will benefit the current and future researchers because this

research will be a factual source of information that future researchers can use in

their study and will give better and improved results and recommendations.

Scope and Delimitations

specifically the Grade 11 dropout students of Argao National High School in the S.Y 2022-

2023. This will also affect the dropout student who is experiencing academic pressure because

of their conflict in managing their time between working and studying. Therefore, the result of

this study is not based on the whole population of Argao National High School dropout

students. In order for us to know the reason behind every dropout we will conduct research

about it.
Definition of Terms

The following terms were defined to expand the readers’ understanding of this study.

Dropout - A student who quit school definitely in a given school year, or one who abandons an

attempt, activity, or chosen path.

Coincide - to occupy the same place in space or time.

Autonomy - the self-governing state or condition of leading one's life according to reasons,

and values that are authentically one's own.

Self-variables - used to represent the instance of the class which is often used in object-

oriented programming.

Efficacy - the ability to produce a desired or intended result.

Hinder - to make it harder for it to happen or be done, such as by delaying it or interrupting it.

Complexity- the state or quality of being complicated.

Subsequent - coming after something in time.

Technical Vocational Livelihood (TVL) Track - is designed to develop students’ skills useful for

livelihood projects at home. It provides a curriculum that is a combination of core sources

required for all SHS strands and specialized hands-on courses completely- based assessment of

TESDA.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

The aim of this study was to examine why many learners do not complete their

schooling, at least not at public schools, which formed part of this study. Reviewing the

literature relevant to this study required, firstly, that I familiarize myself with the purposes of a

literature review. As I went about my literature review, I started to reflect on what I was doing.

I then thought that it would be useful to first read what the purposes of a literature review are,

to find out how conducting such a review would impact my research.

Eisenhart and Jurow (in Denzil & Lincoln, 2011:712) helped me to clarify this research, by

arguing that a literature review is informative and that it leads into, or gives rise to, all aspects

of the research: the field; the particular topic; the methodology; the data analysis; and the

implications for future research on the phenomenon of school dropouts. In addition, a

literature review provided essential and up-to-date information on the topic that I was

researching.

According to Cohen et al. (2011:112), in contrast, a literature review serves many

purposes, so it could be seen as an essential part of my research. It ensured that the

researchers, would not simply recycle existing material. In other words, undertaking the 23
reviews gave credibility and legitimacy to the research, showing that the researcher, had done

homework and knew the up-to-date key issues, and the theoretical, conceptual,

methodological, and substantive problems in the field in which the research was being done.

The literature review served to clarify the key concepts, issues, terms, and meanings related to

the research topic. It further acted as a springboard into the study, raising issues concerning

school dropouts, showing where there were gaps in the research field, and providing a partial

justification for the research, as well as stressing the need for the research to be undertaken.

Like Cohen et al., the literature review indicated my own critical judgment on prior research

and on theoretical matters in the field. It provided new theoretical, conceptual,

methodological, and substantive insights and issues for research. It set the context of school

dropouts for the research and established the key issues associated with the individual

characteristics of the learners, and factors associated with the institutional characteristics of

their families, schools, and communities that had to be addressed (Rumberger & Ah Lim,

2008:1). The purposes of the literature review made it clear where the new ground had to be

broken in the field of school dropouts, and it showed where, how and why the proposed

research would break new ground and/or serve to plug any gaps in the current field. (Cohen,

Manion & Morrison, 2011, p. 112)

The questions that I wanted to address related to my wanting to know what the main

causes of school dropouts were. Secondly, I also wanted to explore the lived experiences of

school dropouts in disadvantaged communities through their authentic voices. The literature

review was aimed at answering these concerns. My study population was all the learners who
attended a disadvantaged school in Cape Town. The first two digits of the postal codes in Cape

Town define a geographical area that is generally homogenous in terms of such factors as a

social class; socially defined racial group (SDRG); housing density; unemployment rates; and

the proportion of dependent members, relative to working members, of families. Part of the

reason for the homogeneity that characterized the demographics of the situation was that the

codes were defined in the apartheid era when each neighborhood was designated for

occupation by the members of a single racial group only. I argue that, although there have

been social 24 changes since the advent of a democratic system of government in 1994,

neighborhoods still tend to consist of those of a single SDRG, especially in terms of

disadvantaged communities. Consequently, the schools in each geographical area thus defined

still tend to be homogenous in terms of size, in terms of the SDRG of the educators and

learners concerned, and in terms of the quality of the facilities available (Flisher et al.,

2010:240).

According to Frances (2008), the term dropouts refers to the “students who

have not completed a cycle of basic education, which depending on the compulsory age of

enrolment, should generally encompass children from the ages of five or six to fifteen years”.

However, this age differential varies according to the country’s level of development and

period of growth. Meanwhile, Glatter & Wedell (1971) viewed dropout as “the proportion of

students who enroll for the course but withdraw before examination”. Meanwhile, Good

(1973) defined dropout as “an elementary or secondary school pupil who has been in

membership for any reason except death or transfer to another school before completing the
prescribed program of studies; such an individual is considered a dropout whether his

dropping out occurs before or after he has passed the compulsory school attendance age and

where applicable, whether or not he had completed a minimum required amount of school

work”.

Need satisfaction, work–school interference and school dropout: An application of self‐

determination theory. In many parts of the world, it is common for secondary school students

to be involved in part‐time employment. Research shows that working can have a negative

impact on school engagement. However, the majority of studies have focused on the amount

of time that students spend working rather than on the quality of work experience and its

influence on school engagement. Aims. This study explored the relationship between part‐time

work and school experiences to dropout intentions among secondary school and junior college

students. The study was conceptualized from a self‐determination theory perspective (Deci &

Ryan, 2000). Sample. Participants were 3,248 students from rural and suburban schools in the

greater region of Montreal, Canada. Method. Questionnaires were used to assess the number

of hours worked, the extent to which work interfered with or facilitated school functioning,

autonomy, competence, and relatedness experienced in the work and school domains. School

performance and school dropout intentions were also assessed. Results. A curvilinear relation

between work hours and dropout intentions was found, reflecting that part‐time work began

to be associated with higher dropout intentions only when students worked more than 7 hr

per week. Analyses also showed that work–school interference was related to dropout

intentions and that this variable served to mediate the relation of employer autonomy support
to dropout intentions. Conclusions. These results suggest that both the quantity and the

quality of students’ part‐time work experiences need to be considered when examining the

relation of work to school engagement. (Taylor, Lekes, Gagnon, Kwan, Koestner, 2012, p.622-

646)

Too cool for school? Violence, peer status, and high school dropout. Research shows

that peer status in adolescence is positively associated with school achievement and

adjustment. However, subculture theories of juvenile delinquency and school-based

ethnographies suggest that (1. disadvantaged boys are often able to gain some form of peer

status through violence and (2. membership in violent groups undermines educational

attainment. Building on these ideas, we use peer network data from the National Longitudinal

Study of Adolescent Health to examine whether peer status within highly violent groups

increases male risks of high school dropout. Consistent with the subcultural argument, we find

that disadvantaged boys with high status in violent groups are at much greater risk of high

school dropout than other students. (Staff & Kreager, 2008)

Student mobility and the increased risk of high school dropout. A variety of evidence

suggests that students in the United States change schools frequently. But there has been

relatively little research that examines the educational consequences of student mobility. This

study examined the incidence of student mobility between the eighth and twelfth grades and

its effect on high school completion using the National Educational Longitudinal Survey’s third

follow-up data. Three models were tested on two groups of students. For eighth-grade

students in 1988, we predicted (1) whether students changed schools or dropped out between
the eighth and twelfth grades and (2) high school completion status two years after twelfth

grade. For twelfth-grade students in 1992, we predicted high school completion status two

years after twelfth grade. The models were developed from a conceptual framework based on

theories of dropping out, postsecondary institutional departure, and student transfer

adjustment that suggest school mobility may represent a less severe form of educational

disengagement similar to dropping out. The results generally support this idea. That is,

measures of social and academic engagement, such as low grades, misbehavior, and high

absenteeism, predicted whether students changed schools or dropped out. The results further

indicate that controlling for other predictors, students who made even one nonpromotional

school change between the eighth and twelfth grades were twice as likely to not complete high

school as students who did not change schools. Together, the findings suggest that student

mobility is both a symptom of disengagement and an important risk factor for high school

dropouts. (Rumberger & Larson, 1998)

Dropping out: Why students drop out of high school and what can be done about it

Russell W Rumberger Harvard University Press, 2012 The vast majority of kids in the developed

world finish high school—but not in the United States. More than a million kids drop out every

year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive

overview by one of the country’s leading experts, and provides answers to fundamental

questions: Who drops out, and why? What happens to them when they do? How can we

prevent at-risk kids from short-circuiting their futures? Students start disengaging long before

they get to high school, and the consequences are severe—not just for individuals but for the
larger society and economy. Dropouts never catch up with high school graduates on any

measure. They are less likely to find work at all and more likely to live in poverty, commit

crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years

than for those who earn a diploma. Rumberger advocates targeting the most vulnerable

students as far back as the early elementary grades. And he levels sharp criticism at the

conventional definition of success as readiness for college. He argues that high schools must

offer all students what they need to succeed in the workplace and independent adult life. A

more flexible and practical definition of achievement—one in which a high school education

does not simply qualify you for more school—can make school make sense to young people.

And maybe keep them there.

Reexamining gifted underachievement and dropout through the lens of student

engagement. The issue of high school dropout has long concerned policymakers, educational

professionals, and the general public. In the gifted literature, this concern is no less pressing.

Student engagement is becoming an increasingly discussed construct for conceptualizing the

dropout phenomenon and designing appropriate interventions to prevent this phenomenon.

The purpose of this literature review was to review prior findings in the gifted

underachievement and dropout literature within the framework of student engagement.

Specifically, academic, behavioral, affective, and cognitive indicators of student engagement

are examined. Findings of the review and implications for research and practice are presented.

Student engagement may prove to be an essential construct in understanding, predicting, and

preventing dropout behavior among gifted students. (Landis & Reschly, 2013)
 Why do students drop out? Turning points and long-term experiences. Understanding

the reasons that individuals drop out of high school is fundamental to improving intervention

efforts to promote graduation. The authors present a mixed methods analysis of the reasons

individuals drop out of high school before graduating. Using a survey methodology with young

adults who left school before graduating (N = 1,047, M age = 21.5 years, SD = 2.2 years, age

range =18–25 years), the authors assessed ongoing life stressors, as well as the turning points

individuals identified as the top reason for why they left school. The qualitative analysis

provided seven categories of turning points: mobility, family, peers, school engagement and

environment, health, crime, and multiple categories. More than half of respondents indicated

that the reason they dropped out was related to school engagement and the environment.

(Samuel & Burger, 2020)

Negative life events, self-efficacy, and social support: Risk and protective factors for

school dropout intentions and dropout. Robin Samuel, Kaspar Burger Journal of educational

psychology 112 (5), 973, 2020 Prior studies have noted several risks and protective factors for

school dropout; however, only a few have examined longer-term vulnerabilities alongside

temporary risks and protective factors. Consequently, we focused on the role that both stable

and time-varying psychosocial risk and protective factors play in dropout intentions and actual

dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions

and dropout can be predicted by an interplay between negative life events, general self-

efficacy, and perceived social support. We distinguished between time-averaged levels of self-

efficacy and social support, and within-person change in self-efficacy and social support over
time. This enabled us to establish whether dropout intentions and dropout were sensitive to

fluctuations in perceived self-efficacy and social support over time when controlling for person-

specific levels of these psychosocial resources. Calculating multilevel models with data from a

prospective cohort study (N= 4,956, 43% male), we found that negative life events were

significantly associated with an increase in dropout intentions and the likelihood of school

dropout. Furthermore, time-averaged levels of self-efficacy and social support, and a within-

person (situational) increase in these characteristics relative to their time-averaged levels,

were related to lower levels of dropout intentions but did not prevent dropout. The positive

relationship between negative life events and dropout intentions was attenuated for

individuals who perceived higher levels of self-efficacy than usual. Our findings suggest future

research should further investigate time-averaged and situational psychosocial drivers of

school dropout in combination.

Dropout typologies: Relating profiles of risk and support to later educational re-

engagement. A large body of work has examined factors that push and pull youth to drop out.

However, a relatively minimal amount of work has examined whether and how these factors

cluster in individuals’ lives preceding or concurrent with leaving school. This study used Latent

Class Analysis with a national sample (N = 1,942) to examine how push, pull, and protective

experiences clustered in the lives of individuals who left high school without graduating. Then,

we asked how the resultant classes differentially predicted youth re-engagement in

educational endeavors. We identified three classes: youth with the presence of protective

factors and absence of push/pull factors (Quiet Dropouts), youth with the presence of
protective factors and an abundance of push/pull factors (High Adversity), and youth with the

presence of instability in factors related to social relationships and school or housing

(Instability). Results indicated each profile differentially predicted youths’ re-engagement in

education and achievement of educational outcomes. (McDermott et al.,2018)

Obtaining a higher education qualification has become more common in the transition

from school to work leading to better economic success and well-being (Dalgard et al.,

2007; OECD, 2019). However, according to the estimates by the EU research team on academic

attrition rates across Europe, 19 to 40% of students withdraw from higher education

(Vossensteyn et al., 2015). Although significant improvements have been achieved in

Norwegian higher education during the past years, the state of affairs on academic attrition is

similar to other Western societies (Ministry of Education and Research, 2018). According to

recent estimates, 19% of bachelor students do not complete their academic degrees (Statistics

Norway, 2019a). Students leaving before graduation represent an inefficient use of

government funding (Statistics Norway, 2019b), and a considerable loss for students

themselves in terms of health and career prospects (Muennig, 2007; Steingrímsdóttir et al.,

2012).

Why do students leave at all? Departure before degree completion (i.e., attrition) has

been extensively examined from different theoretical perspectives (for an overview,

see Hossler and Bontrager, 2014; Burger, 2017). Common to these perspectives is that they

focus on actual behavior. Despite extensive evidence on the role of intentions in predicting

behavior, few studies have focused on attrition intentions as the primary outcome of interest
(Sheeran, 2002). As behavioral intentions to leave are an excellent indicator of actual attrition

(e.g., Bean, 1982; Mashburn, 2000), focus on attrition intentions may add valuable insights to

the attrition problem, allowing for preventive measures before actual attrition. For example,

the knowledge of antecedents for attrition intentions may aid in the development and utility

assessment of prospective intervention programs such as academic skills training courses and

more rigorous study plans.

Further, treating students who leave their university studies as a homogenous group is

common among researchers. This tendency is problematic from both theoretical and practical

perspectives (Grosset, 1993; Porter, 2000; Hoyt and Winn, 2004). First, from a theoretical

perspective, one potential consequence is inaccuracy in the prediction and explanation of

students' attrition behavior. Second, from the practical perspective, treating these students as

a uniform population might lead to the opposite outcomes than those being expected. For

example, while a prospective assistance program might be effective in reducing system

attrition, it might have no effect on students who change their academic institution. Although

intentions are approximate indicators of actual attrition behavior (Bean, 1982), differences

among students' intentions have not been previously addressed. As will be discussed, students

leaving university permanently and students changing their place of education might have

different reasons for leaving.

In the present study, we aim to investigate and facilitate the understanding of the

factors that explain attrition intentions among students. These issues will be examined from

the perspective of academic skills, academic self-efficacy, and student integration. Although
these factors are related to attrition behavior, they have not been examined in relation to the

different categories of attrition intentions (e.g., intentions to change an academic institution,

and intention to leave permanently).

Chapter 3

RESEARCH METHODOLOGY

This chapter focuses on the discussion of research methods and procedures that

researchers use to systematically answer specific research questions. Specifically, this chapter

described the research design, research environment, location map of the researcher’s

environment (Figure 2), research instrument and data collection or the research procedure.

Research Design

Generally, this study will utilize the critical content analysis method for it identifies,

defines, analysis, and gathers every single detail to present the qualities of the identified study,

and selected dropout students through the use of research. Furthermore, the study will use

the qualitative approach, which also utilized the qualitative model for identifying, defining,

analyzing, and also review systematically the common research used.

Research Environment
With the purpose of analyzing and gathering the recorded data about dropout

students, the study will be conducted at Argao National Highschool – Canbanua, Argao, Cebu.
Figure 2. Locale of the Research Environment
Research Respondents

The respondents of this study are the selected dropout students from Technical

Vocational Livelihood of Argao National High School. In addition, only the dropout students

shall partake in the researchers’ study.

Research Instrument

This study will utilize questionnaires for analysis which are arranged and modified from

the standard definition and characteristics of each category presented by the researcher to

properly identify and ever dropout students that are present or dominant in the gathered

information. The instrument consists of the researchers’ interview with the dropout student of

Technical Vocational Livelihood in Argao National High School.

Data Analysis

This study will utilize Interviews to gather the data. An interview is one person (the

interviewer) asks questions of another person or group of individuals (the interviewee) in order

to learn more about them or determine their appropriateness for a certain position or role.

Depending on the situation, an interview's goal may change, but it normally consists of a series

of questions and responses that are intended to elicit particular details or insights. Interviews

can be professional or informal in nature and can be performed in person, over the phone, or

by video conferencing. After gathering the data, the researchers will analyze the data using the

Thematic Coding Analysis. Thematic Coding Analysis is a research technique used to find and

examine patterns or themes in qualitative data. It entails the methodical process of locating,
classifying, and coding themes or patterns within a dataset, such as an interview, focus group,

or other types of qualitative data.

Data Gathering Procedure

The gathering of data will begin by seeking approval letters for some dropout students

and having them approved. After the approval is the gathering of the material or

video/recording transaction. The researcher proceeded with transcribing and analyzing the

descriptive data.
 BIBLIOGRAPHY

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Taylor, G., Lekes, N., Gagnon, H., Kwan, L., & Koestner, R. (2012). Need satisfaction, work-
school interference and school dropout: An application of self-determination theory. The British
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2007

school, and before the 1960s also “student elimination”. We will use these terms
interchangeably throughout
the paper