An Investigation on the Gaps in Education and the Alternative Learning System Among

Out of School Youth in Barangay Tipaan and Olango, Magsaysay, Lanao del Norte

An Undergraduate Thesis

Presented to the Faculty of the

Department of Community Development
College of Public Affairs
Mindanao State University – Main campus
Marawi city

In Partial fulfilment of the

Requirements for the Degree
Bachelor of Science in Sustainable Community Development

ALI II G. AZIS
FARHANA DISANGCOPAN
MIHAISAH L. ALAMADA
MOHAMMAD NOR MORAD
NORHANIA M. DIBAROSAN

February 2024
Chapter 1
 INTRODUCTION

A. BACKGROUND OF THE STUDY

Education plays a vital role in promoting scientific research, technological

developments, social development, innovation, creativity, and growth. Education develops

empathy, tolerance, and understanding among people from different origins, which in turn

lowers inequality and strengthens relationships between communities and cultures.

Economic expansion, social cohesion, technical advancement, and cultural

preservation all depend on education. Skilled labor promotes economic growth and

innovation, which boosts output and competitiveness internationally. Education lessens

societal inequalities by fostering empathy, tolerance, and understanding. It serves as the

foundation for scientific research, innovations, and discoveries that help countries address

difficult problems like health disparities, climate change, and sustainable development.

Education also contributes to the preservation of cultural variety and legacy by encouraging

tolerance and respect for various traditions and practices. All things considered, education is

critical to promoting social cohesion, economic development, and cultural preservation.

Education at the local level is crucial for community empowerment, workforce preparation,

social cohesion, and civic engagement. It provides individuals with the knowledge and skills

to address local issues and opportunities, fostering social and economic progress. Local

educational institutions equip the workforce with the necessary skills for local industries and

job markets, catering to local employers' needs and facilitating employment opportunities.

Education also promotes unity and solidarity within communities, encouraging mutual

understanding and respect.

 Education is a powerful instrument for social change, personal empowerment, and

sustainable development. A more wealthy, just, and inclusive society is built through

education investments in addition to the benefits they provide to individuals (Source: United

Nations Educational, Scientific, and Cultural Organization, "Global Education Monitoring

Report 2020").

Education's significance cannot be overstated since it is necessary for the growth of

society, the economy, and the individual. People who have received an education are able to

successfully navigate the complexity of the outside world because they have gained the

knowledge, abilities, and aptitude for critical thought. Education is essential in providing

economic opportunities beyond personal enrichment because it opens doors to improved

work chances, higher income, and economic stability (Source: UNESCO, "Education for

Sustainable Development Goals").

Sustainable Development Goals #4 (SDG4) is important because it acknowledges

education as a basic human right and a key factor in sustainable development. To eradicate

poverty, lessen inequality, advance gender equality, promote economic growth, and create an

inclusive and peaceful society, high-quality education is crucial. SDG 4 prioritizes education

to equip people with the information, abilities, and chances necessary to realize their full

potential and make a positive impact on their communities and the global community.

(United Nations. (n.d.). Sustainable Development Goal 4.)

Furthermore, education breaks the cycle of poverty and allows people from

underprivileged backgrounds to realize their full potential by acting as a catalyst for social

mobility (Source: World Bank, "The World Development Report 2018: Learning to Realize

Education’s Promise"). Education promotes personal growth and gives people important life

skills, morals, and a sense of achievement. These things all add to people's general pleasure

and well-being. Additionally, by enabling people to actively engage in political processes,

fight for social justice, and support a more inclusive society, education fosters civic

engagement (Source: United Nations, "Transforming our World: The 2030 Agenda for

Sustainable Development").

On one noteworthy occasion, Vice Ganda talked about dropping out of school during the

"EXpecially for you" part of the noontime show "It's Showtime." He underlined how cruel

the world is, particularly to those who are less fortunate financially. In response to the

searcher who related his experience dropping out of school, he gave advice emphasizing the

value of perseverance and fortitude in the face of hardship. Vice Ganda said that people need

to be motivated and that people only take action when they are afraid. One of Vice's

examples is, "Mag-aaral ako kasi baka bumagsak ako” (I will study because I might fail). He

also mentioned the differences in privileges people have. Midway through the segment, one

of the contestants shared that she had sacrificed her studies in order to find a job to support

her family because they are economically disadvantaged and have no source of income; Vice

Ganda vowed to support the contestant's education and encouraged her to do well in her

studies.

The topic of educational gaps and inequality is one of the major issues facing

education worldwide. The unequal distribution of educational resources, opportunities, and

outcomes among various populations is referred to as this problem. This distribution is

frequently caused by factors including socioeconomic position, gender, ethnicity, disability,

geographic location, and language obstacles. Inequality in education makes it more difficult

for people to receive a good education, feeds the cycle of poverty and social exclusion, and

undercuts attempts to create inclusive and sustainable development. Additionally, inadequate

funding for education is a major issue facing the country's educational system. Budgets for

education are often insufficient to support schools, students, and teachers in many nations.

Inadequate funding can result in a number of issues, such as crammed classrooms, poor
infrastructure, restricted access to technology and educational resources, low pay for teachers,

and unequal resource distribution between affluent and impoverished communities or rural

and urban areas. The standard of instruction is compromised, educational disparities are made

worse, and attempts to raise educational standards for all pupils are hampered by a lack of

money for education. (UNESCO. (2021). Global Education Monitoring Report). Inadequate

access to early childhood education (ECE) programs may be a local educational issue. Many

communities struggle to provide adequate early childhood education facilities and resources,

which might limit young children's access to high-quality early learning opportunities. Long-

term effects of inadequate early childhood education access include achievement inequalities,

lower educational attainment, and less social and economic possibilities. (National Institute

for Early Education Research (NIEER). (2021). State of Preschool Yearbook.)

The persistent problem of out-of-school adolescents in the Philippines is a reflection

of the difficulties in attaining universal access to education. The complexity of this issue is

attributed to a number of reasons, including poverty, geographic location, cultural obstacles,

and institutional issues within the school sector. The number of youths who are not in school

has fluctuated in recent years, according to data from the Philippines Statistics

Authority (PSA). Where’s the data This highlights the ongoing challenges in providing

inclusive education.

The dropout rates revealed an alarming 83.7 percent, this means that the country is

producing 2.13 million college dropouts annually. In this case, the Philippine government

must, in the next education generation or the next 14 years be able to reverse the current

situation from 80 percent of college students enrolled in private school and 20 percent in state

universities and colleges (SUCs) to 20 percent, private colleges, and 80 percent SUCs

(Manila Bulletin, 2012). Data of Magsaysay (PSA) NYC

 Youth dropout rates stem from a variety of factors, including social difficulties like

teenage pregnancy and early marriage, institutional hurdles like the lack of schools or skilled

teachers in rural places, and economic limitations that force young people to work.

Governmental and non-governmental groups, as well as community-based initiatives, have

been working to solve this issue by establishing programs and interventions aimed at

reintegrating young people into the educational system. But obstacles like a lack of resources,

problems with coordination, and inadequate monitoring impede the effort to provide inclusive

and equitable education for everybody.

An in-depth analysis of the root causes and the effects on people and society is

necessary to comprehend the situation of out-of-school adolescents in the Philippines so

appropriate interventions be formulated hence the researchers seek to examine the gaps in

education and alternative learning systems in Barangay Tipaan and Olango, Magsaysay,

Lanao del Sur.

B. STATEMENT OF THE PROBLEM

1. What is the respondent’s demographic and socio-economic profile in terms of the

following:

a. Background Information

1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Religion;
1.5 Ethnicity
1.6 Estimated family income;
1.6 Highest educational attainment;
1.7 Number of siblings;
1.8 Respondents Occupation;
1.9 Parent’s source of Income;
b. ALS
1.10 ALS participation (Yes or NO)
1.11 When did you start in ALS?
1.12 ALS graduate? When? Certificate Received?
1.13 Location of ALS

2. What are the factors affecting the Youth drop out in selected barangays of Municipality of

Magsaysay in terms of:

2.1 Access to education;

2.2 Financial support;
2.3 Family support;
2.4 Academic performance;
2.5 Personal Circumstances;
2.6 Social Pressures;

3. What are the barriers to youth participation in Alternative Learning System?

4. What recommendations you have to improve ALS in your community?

C. THEORETICAL FRAMEWORK

Social Theory

Social Reproduction Theory "This theory, which has its roots in Marxist sociology,

contends that the way society is set up causes social inequities, such as differences in

educational attainment, to be sustained throughout generations.

The Social Reproduction Theory holds that access to educational opportunities and

resources is shaped by the intersections of socioeconomic status, race, ethnicity, and gender,

and that education serves not only to create equal opportunities for all people but also to

reproduce and reinforce social inequalities already in place.

 This theory can be used to comprehend how different social and economic elements,

in the context of Out-of-School Youth, contribute to their disengagement from formal

education institutions. A few factors that may contribute to young people dropping out of

school include prejudice, lack of access to high-quality education, financial difficulties, and

small social support networks.

Furthermore, the Social Reproduction Theory highlights how institutions—like

government regulations and educational institutions—play a part in sustaining or reducing

educational inequalities. It implies that structural adjustments—rather than just individual

interventions—are necessary to alleviate educational disparities. This could entail

implementing laws intended to reallocate funds, offer focused assistance to underprivileged

groups, and stop discriminatory practices in educational settings.

Through the use of Social Reproduction Theory, scholars and decision-makers can

acquire a deeper understanding of the fundamental structural problems that underlie

educational inequalities among youth who are not in school and create more efficient

approaches to resolving these difficulties.

Human capital Theory

According to the Human Capital Theory, education is an investment in a person's

knowledge, skills, and abilities that increases their productivity and potential for financial

gain in the workforce. This theory holds that people rationally decide which educational

investments to make depending on the anticipated rewards in terms of future income and

career prospects.

The Human Capital Theory can be applied to the setting of Out-of-School Youth to

assist explain why some people may choose not to pursue formal education. Youth may

choose to put their immediate financial requirements ahead of continuing their education due
to a variety of reasons, including a lack of access to high-quality education, a sense that their

investments are not making a good return, or the necessity to provide for their family.

Human Capital Theory also emphasizes how a person's educational background

affects their ability to obtain employment and advance in society. Youth who are not in

school and do not have official qualifications may find it difficult to pursue particular careers

or may only be able to work in low-wage, unstable occupations.

By using the Human Capital Theory to analyze educational disparities among out-of-

school youth, policy initiatives that try to raise educational attainment and enhance workforce

outcomes can be better informed. Techniques like offering adult education options,

vocational training programs, and alternative education pathways can assist in giving young

people the credentials and abilities they need to engage more fully in society and the labor

market.

Cultural Capital Theory

According to Pierre Bourdieu's Cultural Capital Theory, people have access to a

variety of cultural resources that might affect their social mobility and level of education.

Bourdieu is a French sociologist. Bourdieu maintained that social class and other variables

shape these cultural resources, which he referred to as "cultural capital," and that they are not

dispersed equally throughout society.

Knowledge, skills, education, and cultural preferences are just a few of the

components that make up cultural capital. Bourdieu classified cultural capital into three

categories:

Embodied cultural capital: refers to the cultural resources acquired through

socialization, such as routines, abilities, and preferences. People from diverse backgrounds

tend to have higher levels of embodied cultural capital. Objectified cultural capital: includes

material wealth representing cultural values, such as musical instruments or certificates.

Institutionalized cultural capital: includes qualifications and certificates from formal

education, which are often the foundation for employment, advancement, and social

inclusion.

Cultural capital theory states that people from affluent backgrounds typically have

larger levels of cultural capital, which gives them an edge in the job market and in

educational environments. For instance, they might have a better understanding of academic

expectations and norms, have more access to educational opportunities and resources, and

have cultural preferences and likes that are consistent with the norms of the dominant culture.

On the other hand, those from underprivileged origins might not have access to

cultural capital, which puts them at a disadvantage in learning environments. They could

encounter obstacles such restricted access to learning materials, ignorance of scholarly

customs, and prejudice stemming from cultural disparities.

Overall, cultural capital theory sheds light on how social inequalities and educational

performance are shaped by cultural resources. Through an appreciation of the part cultural

capital plays in educational inequality, policymakers and educators can create interventions to

rectify injustices and advance more inclusive educational frameworks.

Critical Pedagogy

Paulo Freire, a Brazilian educator, is the inspiration for critical pedagogy, which

highlights the significance of empowering students to question oppressive social structures

and develop critical consciousness. It supports giving marginalized people the tools they need

to critically examine and question the status quo and sees education as a vehicle for social

change. Critical Pedagogy can be used to address educational inequities in the setting of out-

of-school youth by including young people in practical and participatory learning activities

that foster social justice, agency, and critical thinking. This method acknowledges the value
of giving voice and experience to underrepresented adolescents when developing curricula

and making decisions about education.

Social Capital Theory

Social Capital Theory, a concept developed by Pierre Bourdieu and James Coleman,

highlights the importance of social relationships, networks, and community structure in

shaping the decisions of out-of-school youth in the Philippines. The study suggests that the

strength of social networks can influence youth's decision to leave school, and economic

constraints may hinder their access to education. The theory also suggests that strong social

ties can provide essential resources like information, emotional support, and practical

assistance, which can positively influence educational decisions. This theory provides

valuable insights into the challenges faced by young individuals not enrolled in formal

education systems.

The theory distinguishes between bonding, bridging, and linking social capital, which

can help identify the types of social connections facilitating or hindering the educational

engagement of youth in the Philippines. Interventions can focus on strengthening these

connections to create a supportive environment. The theory also highlights the collective

benefits of social capital, as communities with higher levels are more resilient, cooperative,

and capable of addressing common issues. Enhancing social capital within communities can

foster a collective effort for the reintegration of out-of-school youth.

The Social Capital Theory offers a framework for understanding the social factors

influencing the educational choices of out-of-school youth in the Philippines. It suggests that

interventions can be tailored to enhance community ties, foster supportive networks, and

promote a culture where education is valued and encouraged, thereby enhancing individual

and community well-being.

 Education theory

D. CONCEPTUAL FRAMEWORK

The figure showed the conceptual paradigm of the study indicating the independent

variables and the dependent variables.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Respondent’s Demographic and

Socioeconomic profile in terms of
the following:
a. Background INfo Factors affecting the youth drop
out;
 Age
 Sex  Access to Education
 Civil Status  Financial Support
 Religion  Family Support
 Ethnicity  Academic Performance
 Estimated family income  Personal Circumstances
 Highest educational attainment  Social Pressures
 Number of siblings
 Respondents Occupation
 Parent’s source of income

B.

SOP 3
 SOP 4
Figure 1. A Schematic diagram of the Conceptual Framework of the study.

E. SIGNIFICANCE OF THE STUDY

The result of this study will beneficial the following:

DepEd and CHED: This study will help the aforementioned institutions to understand the

reasons and barriers of young individuals why they drop out of school and in the end can id

them to develop and implement effective education programs. Moreover, this information can

help drive resource allocation and program development to address unique difficulties and

experienced by out-of-school adolescents.

Educational institutions: This study will help the said schools and educational institutions

can utilize the findings to adapt their outreach efforts and support systems in order to keep

students from dropping out. This could include developing programs that address a variety of

learning needs or providing more resources to struggling students.

NGO: Non-profit organizations and community groups can apply the study's findings to

create targeted interventions and support systems for out-of-school youth. This could include

mentor ship programs, vocational training, or other activities targeted at re-engaging young

people in education.
BLGU or MLGU: Dropout rates have a direct impact on barangays. Understanding the

causes of dropout rates can assist the BLGU in developing targeted initiatives to address the

concerns, resulting in improved education results locally. Dropout rates must be studied also

at the MLGU level in order to promote educational justice, socioeconomic growth, and

community well-being.

Parents: The study's findings can help parents and families understand the elements that

contribute to youth disengagement from education. This understanding may motivate parents

to take an active role in their children's education and provide a supportive environment at

home.

Future Researchers: Researchers can use the study's findings to advance academic

understanding of educational inequities, social dynamics, and the effects of numerous factors

on dropout rates. This knowledge can help to shape future research and the development of

educational theories and models.

F. SCOPE AND LIMITATION

The purpose of this study is to determine and understand the reason why the youth

had decided to disengage from school. The respondents of this study is limited only to the out

of school youth aged 13-24 from selected barangays of Magsaysay, Lanao del Norte namely

Tipaan, Tambacon and Lemoncret. Furthermore, the data to be collected is good for only 5

months and do not represent the OSY in the entire municipality.

G. DEFINITION OF TERMS

The following terms/concepts are defined conceptually and operationally as they are

used in this research: arrange alphabetically

ALS
 Out-Of-School Youth. An eligible youth who is a school dropout: or an eligible

youth who has received a secondary school diploma or its equivalent but is basic skills

deficiency, unemployed, or underemployed. A youth’s dropout status is determined at the

time of registration (Law Insider). In this study, it refers to an individual who has not

completed their education and who are between the ages of 13 and 25. Is used to describe

those who do not attend school.

Demographic and Socio-economic Characteristics. In this study are the variables

needed for the study, such as the respondent’s age, sex, civil status, religion, Ethnicity,

estimated family income, highest educational attainment, number of sibling, occupation and

parent’s source of income.

Education. The act or process of imparting knowledge or skills to another

(Thesaurus). In this study, it refers to an individual's formal and informal learning

experiences, which have a significant impact on their achievement and future chances.

Disparities. A noticeable and usually significant difference or dissimilarity (Merriam-

Webster). In this study, it refers to the unequal distribution of opportunities, resources, and

outcomes among various groups of people, which can make it difficult for underprivileged

communities to receive high-quality education.

Education Disparities. Refers to systematic differences in educational outcomes,

opportunities, and resources among different groups of individuals.

Financial Support. It involves offering financial aid or backing to fulfill specific

needs, achieve goals, or overcome financial challenges (Quora). In this study, it refers to the

assets and money that people can use to finance their education, such as grants, scholarships,

and other types of financial assistance.

 Family Support. It refers to the financial, emotional, and social assistance that

families give to their children. This support can have a big impact on the children's scholastic

attainment and success in school.

Academic Performance. Refers to a student’s achievement in school, including

grades, test scores, and overall academic success, which can be influenced by a variety of

factors including family support, personal circumstances, and social pressures.

Personal Circumstances. Are things that affect someone that relate directly to them

rather than others. It is the situation you find yourself in (Quora). In this study, it refers to the

individual factors that can impact a student’s educational opportunities, such as health issues,

family dynamics, and personal challenges that can hinder their ability to succeed in school.

Social Pressures. Is the influence exerted by a group or society on an individual or

another group to comply with particular norms or behaviours (Psychology Dictionary). In this

study, it refers to the influence of individuals' peers on their academic status. including social

pressure, cultural standards, and societal expectations surrounding education.

 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies relevant to this paper this were obtained from
books and other available resources, both published and unpublished.
Related Literature

Education is the backbone of a nation1. This statement confined itself not only in

written form; it has been proved from time to time that no nations were developed without the

light of education. Education is the process through which the people get enlightened, know

about them and enrich them with the spirit of education. It is the fundamental right of every

citizen. (Rubel, Rana & Osmani, 2020).

Understanding why students drop out of school is a difficult if not impossible task

because, as with other forms of educational achievement, it is influenced by an array of

individual and institutional factors. Nonetheless, a review of the theoretical and empirical

literature does yield some useful insights into the nature of this problem and what can be

done about it. First, dropping out is not simply a result of academic failure, but rather often

results from both social and academic problems in school. Second, these problems often
appear early in students school careers, suggesting the need for early intervention. Third,

these problems are influenced by a lack of support and resources in families, schools, and

communities (Rumberger 2021).

In recent years, education has been placed at the center of the global development

agenda, reflecting its recognition as an essential condition for human development, poverty

reduction, and economic growth. Understanding the nature of student disengagement helps

frame an investigation of which dropout prevention programs are effectively re-engaging

students. According to Johnson (2013), what is needed are effective, systemic reforms to

improve a school’s holding power. Characteristics of schools with the greatest holding power

include small enrollment, fair discipline policies, caring teachers, high expectations, and

opportunities for meaningful participation (Christenson & Thurlow, 2004; Demir & Akman,

2015). Furthermore, according to information assimilated from a comprehensive review of

federal dropout-prevention evaluations, characteristics that lowered dropout rates included:

smaller class sizes, more personalized settings, and individualized learning plans (Gleason &

Dynarski, 2009). As a result of their longitudinal study, Shernoff et al (2003) suggested,

“Activities that are academically intense and foster positive emotions stand the best chance of

engaging students” (p. 173). Undeniably, the problem of school dropout remains a serious

issue in the academe. Every year, many students attend high school and college, but many of

them often fail or drop out within less than three years (Tudy et al, 2017). These dropouts

seemed to be forgotten by the schools or consciously ignored. It was assumed that if a student

is not doing well and is a problem, it’s easier to let them slip away. Currently, according to

the UNESCO Institute of Statistics (2018) for the school year ending in 2017 about 262

million children and youth are out of school. The total includes 64 million children of

primary school age, 61 millions of lower secondary school age, and 138 millions of upper

secondary age. Moreover, according to the results of the 2016 Annual Poverty Indicators
Survey (APIS), almost ten percent of the estimated 39 million Filipinos 6 to 24 years old

were out-of-school children and youth (OSCY). On the other hand, according to the

Provincial Advisory Council (2017) and the Municipal Advisory Councils of the six towns of

Quirino province (Diffun, Cabarroguis, Aglipay, Saguday, Maddela, and Nagtipunan), they

are currently getting and analyzing the profiles of the eight hundred twenty-six out-of-school

youth to bring them back to school. 224 According to the initial report of the Provincial

Pantawid Pamilya office, the reasons why the youth quitted school are as follows: they are

already working to help their family, disinterest in studying, teenage pregnancy, financial

problem, disability, and sickness. Thus, the problems that result from this assumed not only

the problems of the dropped-out children, but they could lead to other bigger issues, such as

crime and labor skills problems as well. (Naew Na, 2012). Likewise, based on the data

provided by the Office of the Guidance Counselor of Quirino State University, Cabarroguis

Campus, there is a gradual decrease in the number of dropouts in the campus from the school

year 2015-2016 to 2017-2018. The data show that from 04.88 percent of dropout in 2016-

2017 it decreases to 01.92 percent in 2017-2018. Further, according to the report, the main

reasons for dropping out of the university are financial constraints and family-related cases.

Indeed, while considerable research exists substantiating the statistics for this societal

predicament, studies that seek to uncover the individual human story behind this dilemma are

still needed. Research studies like this one are emerging to unravel the stories that lead to an

individual’s decision to engage or not engage with their high school or college education.

Dropping out from school continues to be a phenomenon in Philippine education even though

every year the government through school authorities dovetails efforts to drumbeat the

importance of education in human life (Machica & Machica., 2017). Research has

highlighted the relationship between school dropout and criminal behavior including

violence, assault, and drug-related crime. Of particular relevance to this study, numerous
studies suggest that individuals who drop out of high school may face a higher risk for

problems related to the use of tobacco, alcohol, marijuana, and other illicit drugs (Maynard et

al, 2015). The factors identified under personal-related cluster include but not limited to:

cognitive and non-cognitive characteristics of students (persistence, motivation, self-esteem),

entering adolescence, which involves a complex redefinition of their personalities, student’s

anxiety depression, and will, that includes personal choice and decision to leave school

(Valkoy, 2018). On the other hand, most students go to college with the hope of giving

themselves the foundation that they need to be successful in life or the skill that they need to

find a good job. Every year, many students attend college, but some of them often fail or drop

out within less than three years. Dropping out is a serious problem because it denies

individual students their fundamental human right to education (Tudy, 2014). As could be

observed anywhere in the countryside, these OSY are always the successors of the throne of

poverty bequeathed to them by their parents or guardians. They may be interested in finishing

formal schooling yet poverty forces them to leave out school (Tafere, 2015). Quitting from

school before earning a high school diploma makes disadvantaged young people unprepared

for the world of work and makes them the subject of high risk of poverty. Some students quit

because of problems with a certain subject, some because of pregnancy, and others because

they must work to support their family (Fernandez & Abocejo, 2014). School-related factors

such as high level of racial or ethnic discrimination of students, school phobia, school

violence, conflicts (with teachers, peers), negative attitude of the teachers, failure in

individual subjects, low motivation of certain teachers to interact with students, poor quality

of teaching, the deficit of learning and emotional support, and lack of positive teacher-student

relationships ( Teneva, 2018; Simic & Krstic, 2017) are among the main causes for dropping

out of school. Community-related factors for school dropout consist of living in rural areas,

especially in small and remote localities, unemployment among the adults in the family,
leading to unsatisfactory social, and housing conditions, the limited cultural and educational

opportunities, as well as the lack of convenient transportation. Marginalized urban

neighborhoods also generate conditions that can lead to school dropout (Lavrentsova &

Valkov, 2017).

The term ‘out-of-school’ children and youth is defined as the population between the

ages of 3-25 years who do not attend schools or who have studied in schools but dropped out

before completing their compulsory or basic education. This also includes handicapped

children or children from families living in poverty who do not have the opportunity to attend

schools. Currently, there are over 1.7 million ‘out-of-school’ children and youth in Thailand

[2] the fifth in Asia and the second in ASEAN, after the Philippines, according to UNESCO.

Of this, there are more than 580,000 primary-age children who are out-of-school a

Corresponding author: [email protected] , 01015 (2016) DOI: 10.1051/ 201 SHS

Web of Conferences 26 shsconf/20162601015 E PA R 5 © The Authors, published by EDP

Sciences.

To address the dropout epidemic, we need to better understand why students drop out.

however, determining the causes of dropping out is extremely challenging. Like other forms

of education. Dropping out of school is influenced by a variety of factors, including the

student's achievement and the home, school, and community circumstances in which they

reside. (National Research Council, Committee on Increasing High School Students'

Engagement and Motivation to Learn, 2004).

In the Philippines, the dropout rates revealed an alarming 83.7 percent, meaning the

country is producing 2.13 million college dropouts annually. In this case, the Philippine

government must, in the next education generation or the next 14 years be able to reverse the

current situation from 80 percent of college students enrolled in private schools and 20
percent in state universities and colleges (SUCs) to 20 percent, private colleges, and 80

percent SUCs (Manila Bulletin, 2012).

According to Dekkers & Claassen (2014) “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. 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) and additionally

According to Christle et al. (2007) 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.

According to The Philippine Statistics Authority (PSA) defines dropout rate as “the

percentage of 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”

The cause of student dropout is usually referred as the “antecedent of dropout” as it is

the critical circumstance that led to the decision to drop out. However, the dropout is just the
end of a considerably extended process of quitting school that started far earlier than the day
that a student officially stops attending. The term "school leaving" was first used in a
monograph in 1927. The same paper also suggested that students who are at danger of
dropping out might be mentally inferior. (Fuller, 1927)

According to Golez (2018), 3.8 million Filipinos, or 1 in 10 of those within 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.

According to the Philippine Statistic Authority, 90.3% or 3.53 million, of the

approximated 39.2 million Filipinos aged six (6) to twenty-four (24) were classified as out-
of-school youth in 2017 (OSYs). 83.1% of those surveyed were between the ages of 16 and
24, 11.2% ranged between the ages of 12 and 15 and 5.7% varied between the age group of 6
and 11. In the same report from the Philippine Statistics Authority 2018, the usual reasons for
OSYs leaving the school were early marriage or household issues, an absence of personal
enjoyment expensive education or money problems. About half of OSYs come from families
with the lowest income (30% of residents' per capital income).

According to Monga, et al. family problems contribute to the student's decision to

stop attending school because parents are unable to encourage their children to stay in school
and avoid dropouts. Moreover, they are busy earning a living and cannot attend their child.
From an institutional viewpoint, it is believed that children who experience academic failure
often come from families that do not actively engage in school activities or provide support
for school goals at home.

Local Studies

According to the study Factors Influencing Out-Of-School Youth in Municipality of

Clarin, Bohol the main reason which influenced Out of school youth is the lack of financial

capacity of the parents, so the Youth decided to drop out from formal school to look for work

to help its parents in terms of financial.

According to Orion Jr (2014) Dropping out is a serious problem because it denies

individual students their fundamental human right to education.

The study "Challenges and Coping Strategies of Senior High School Working

Students in the Implementation of Distance Learning during the COVID-19 Pandemic" by

Tiongco, K. E., & Isla, A. D. Looks into the challenges that senior high school students who

are employed during the pandemic face in adjusting to distance learning techniques.
This study looks at the particular difficulties faced by senior high school students taking

Through an analysis of senior high school students' experiences pursuing education and

working during the pandemic, the study emphasizes the relationship between socioeconomic

factors and educational accessibility. It shows the differences in students' access to

educational resources and support networks, especially for those who are struggling

financially and have to work to support their families or themselves.

Foreign Studies

Some factors causing out-of-school youth are poverty, low achievement in school and

due to risky behaviour such as teen pregnancy (Vayachuta,Ratana-Ubol & Soopanyo, 2016).

A significant study by Johnson et al. (2018) demonstrated that family support has a

dramatic effect on a student's academic success that goes well beyond the confines of the

regular classroom. This study, which included a varied sample of five hundred children,

carefully looks at the different aspects of family support and finds a clear relationship

between it and academic achievement outside of school. This thorough analysis explores the

complex dynamics of family support, highlighting the vital part that parental commitment,

emotional support, and skillful communication play in influencing a child's academic

performance. Furthermore, parental involvement is a crucial component of the complex web

of family support. When children face obstacles outside of the classroom, parents who are

actively involved can help them achieve better academically.

Turner and Davis (2019) claim that financial assistance is a potent way to lessen the

financial strain that students must bear. According to the research, students who have

sufficient financial support report far lower stress levels associated with money-related

issues. The study claims that this reduction in stress enables students to shift their attention

back to their academic work and personal growth. According to the research, financial help
serves as a trigger to create a supportive after-school atmosphere where adolescents can

succeed academically, going beyond simple financial assistance.

The problem of children and youth dropping out from school likely stems from

economic and social reasons. According to the study conducted by Quality Learning

Foundation in 2012, more than 100,000 girls were pregnant while in school and left to raise

their children, more than 60,000 students committed some kind of felonies or crimes and had

to enter juvenile observation and protection centers, and more than 600,000 children were

under the influence of the drug amphetamine. All of these children and youth were faced with

social problems. However, there is another group of children and youth who were faced with

financial problems and entered the child labor market to support their families, while others

decided to go down the dark paths in order to afford the luxury items that they desire to have.

As a result, only about half of the students, about 580,000 children, succeeded in completing

their compulsory education, [7]. And the number of those who managed to enter university

was 360,000 or 32.4% only (Child Watch, 2010). Apart from the issue of students dropping

out in the middle of their studies from the above reasons, there is another large group of

children and youth, over 5,000,000, who are still in schools, but who are at risk of dropping

out anytime due to various factors.

Dropouts themselves report a variety of reasons for leaving school, including

schoolrelated reasons, family-related reasons, and work-related reasons (Bridgeland, DiIulio

Jr., & Morison, 2006; Rotermund, 2007)

In his master's thesis, Brock (2011) examined the extent to which students' personal,

parent, teacher, and school-related factors predict high school dropout among primary school

students, using data collected from the National Longitudinal Survey of Children and Youth
in Canada (NLSCY). Findings from this study show that gender, socioeconomic status,

hyperactive and careless behaviors, as well as parental support predict high school dropout.

Chapter 3
RESEARCH DESIGN AND METHODOLOGY

This chapter delves into a comprehensive overview of the research environment and its

contextual background. It meticulously examines various aspects, such as the intricacies of

the research design employed in the study, the specific locale where the research was

conducted, the characteristics of the respondents who participated in the study, the detailed

methodology of data gathering utilized to collect pertinent information, as well as the

rigorous process of data analysis employed to derive meaningful insights and conclusions.

Research Design
 This study will use mixed methods of quantitative and qualitative research in

analyzing data. It will utilize descriptive and thematic and coding analysis which will be

shown through Likert Scale. The researchers will construct a questionnaire which will be

conducted through interview schedule by the aid of survey instrument to determine their

demographic profile, the reasons that affecting the youth to drop out or be an out of school

youth such as: Access to education, Financial support, Academic performance, Personal

Circumstances, and Social Pressures; how do the community and environments contribute to

the educational disparities among out of school youth. The researchers will be using an

interview schedule for data collection

Locale of the study

The study will be conducted in selected barangays of Magsaysay, province of Lanao

Del Norte. Magsaysay is a landlocked municipality in the coastal province of Lanao del

Norte. The municipality has a land area of 151.83 square kilometers or 58.62 square miles

which constitutes 4.53% of Lanao del Norte’s total area. As of the Its population as

determined by the 2020 Census was 20,463. This represented 2.83% of the total population of

Lanao del Norte province, or 0.41% of the overall population of the Northern Mindanao

region. The study will be conducted at the three barangays of the municipality, which is

Tipaan, Tambacon and Lemoncret.

 Figure 2. Shows the Map of the locale of the study.

Population and Respondents

The respondents of this study will be from selected barangays from the Municipality

of magsaysay which are Lemoncret, Tipaan and Tambacon., According to the 2023 validated

community profile of the barangays, barangay Tipaan has 401 population, while Tambacon

has 879 and Lemoncret has 944 population. The respondents will be gathered from the

population of youth aged 13-24 who will be interviewed through an interview schedule with

an aid of survey instrument.

In school? OSY?

Method of Data Gathering

The researchers will ask permission from the thesis adviser, then an approval from

Barangay Chairman and Sk Chairman of the barangay for the conduct of the interview

schedule to the respondents in a short period of time. Gwrite a letter and then set

appointment to the Bragy Chair (survey participants and FGD ) per barangay? 8 pax?
 Questionnaire or IS The questionnaire is divided into two types: first is to seek

respondent’s demographic profile such as name, age, gender etc. Second is designed to

seek perception of the respondents by putting a check mark on the column of strongly

agree, agree, undecided, disagree, and strongly disagree. Compilation of the item is then

accomplished, and means are put together based on the different categories for drawing

out summary, conclusion, and recommendation.

Research Instrument, Validity

Research Respondents transfer to Population and Respondents

(mention complete enumeration for OSY )

The respondents of the study are the Out of school Youth aged 13-25 from the

selected barangay of the municipality of Magsaysay, Lanao del norte namely barangay

Tippaan, Barangay Tambacon and Barangay lemoncret.

DISTRIBUTION OF RESPONDENT
TOTAL NUMBERS OF EACH RESPECTIVE RESPONDENT,

DISTRIBUTING THROUGH THEIR RESPECTIVE BARANGAY; As follow,

Out of School Youth

Barangay Tipaan 25

Barangay Tambacon 19

Barangay Lemoncret 16

Total Respondent 60

Research Instrument,

In this study the researchers will use an Interview schedule with the aid of the

questionnaire constructed by the researchers itself. It consisted of four sections. Part 1 deal
with the respondent’s socio-demographic profile such as age, sex, civil status, religion,

ethnicity, estimated family income, highest educational attainment, number of siblings,

respondent’s occupation and parent’s source of income. Part 2 deal with the factors affecting

the Youth to drop out in selected barangay’s of the municipality of Magsaysay such as access

to education, financial support, family support, academic performance and personal

circumstances and social pressures. Part 3 How do the community contribute to addressing

educational disparities of the out of school youth. Part 4 How do out of school youth

perceive their educational and socio-economic opportunities.

VAlidity

Methods of Data Analysis

In order to interpret and analyze data, the following statistical tools were used:

1. Frequency and Percentage. This was used to describe the profile of the learners.

The formula is:

Where:

P = Percentage

F = Frequency

n = total number of respondents

100 = constant variable

2. Weighted mean. is to determine the reason why youth decided to disengage from school.

The formula is:

Where:
 x= weighted mean value

N= total numbers of respondent

f= frequency

Scaling

Score points Weighted mean Verbal interpretation

5 4.50–5.00 Strongly Agree

4 3.50–4.49 Agree

3 2.50–3.49 Neutral

2 1.50–2.49 Disagree

1 1.00–1.49 Strongly Disagree

3. Qualitative Themes and Coding

The researcher used the thematic and coding analysis to interpret the data from the

respondents to gather all the information from the provided questionnaire and from its

respective scheduled interview. With concise identifying and analyzing pattern or themes

within qualitative data to gain insights and understand the underlying result. The researcher

will be going to focus on these steps, first. The process of thematic analysis typically involves

steps such as collecting qualitative data through interviews or a small group of people (Focus

group discussion) depending on the availability of the respondent to transcribe the

information, second. In identifying and coding key words or phrases, comparing and

grouping codes to identify themes, and lastly, to some up that information and collecting the

data through narrative report. The researcher use table to simplify the process.
 Qualitative data Code Themes

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APPENDIX B

Mindanao State University

Marawi City
College of Public Affairs
Department of Community Development
 INTERVIEW SCHEDULE

PART I. RESPONDENTS SOCIO-ECONOMIC PROFILE

1.Name (Optional) 9. Occupation

2.Age 10. Parent’s source of income

3.Sex

3.Civil status

4.Religion

5.Ethnicity

6.Estimated family income

7.Highest educational attainment

8.Number of sibling

PART II. WHAT ARE THE FACTORS AFFECTING THE YOUTH TO DROP-OUT
DIRECTION: Please mark your best answer by marking the circle provided
SA- Strong Agree DA- Disagree N- Neutral
A- Agree SD- Strong Disagree

 ACCESS TO EDUCATION SA A N DA SD
5 4 3 2 1
1. I have access to enough educational materials
to meet my needs.
2. Educational facilities are easily accessible to me.

3. My school has a friendly learning atmosphere.

4. Academic advising and other forms of
educational support are available to me.
5. I feel supported in pursuing my educational
goals

 FINANCIAL SUPPORT

1. I am confident that I have enough money to cover

my school costs.

2. I am able to apply for scholarships and financial

help.

3. I am able to manage additional financial

obligations in addition to my academic obligations.

4. My family provides me with sufficient financial

support to continue my study.

5. I am confident in my ability to manage my

finances while pursuing my education

 FAMILY SUPPORT

1. My family is encouraging me of my academic

endeavors.

2. My family supports me in achieving academic

success.

3. My family provides me with emotional

support during challenging academic periods

4. My family respects and is aware of the time I

spend on my schooling.

5. i feel connected to my family while pursuing

my education.

 ACADEMIC PERFORMANCE
1. I am satisfied with my academic performance

2. I am inspired to achieve academic success.

3. My teachers provide me with helpful criticism so
that I can do better in school.

4. I have the tools I need to be successful in school.

5. I have clear understanding of my academic

strengths and weaknesses.

E. PERSONAL CIRCUMSTANCES

1. I am able to manage both my academic obligations

and my personal ones.

2. I feel supported in managing personal

challenges while pursuing my education

3. I have all I need to keep a good work-life balance.

4. I am able to put my health first while continuing

my studies.

5. I have the confidence to deal with personal issues

that could affect my academic performance.

F. SOCIAL PRESSURES

1. I feel pressure by the expectation set by the

society

2. I experience social pressure that affect my

focus on my education

3. I feel supported in managing pressured in my

education
 4. I am able to navigate social expectation

5. I am confident in addressing my emotion in

social pressures that affect my education

PART III. HOW DO THE COMMUNITY CONTRIBUTE TO ADDRESSING

EDUCATIONAL DISPARITIES OF THE OUT OF SCHOOL YOUTH

PART IV. HOW DO OUT OF SCHOOL YOUTH PERCEIVE ABOUT THEIR

SOCIOECONOMIC OPPORTUNITIES?
THANK YOU VERY MUCH!