Multigrade
Teachers’ Travails on the Implementation of “Drop-Out Reduction Program” of the
Department of Education

Jardio,
GC

 

1.0             
Introduction

 

Drop-Out Reduction Program (DORP) is an intervention
to reduce the high drop-out rate, to enhance learning outcomes in the public
and private schools in the country. It can be done through formal, non-formal
and informal approaches. This is effective in reducing the dropout rate, in the
attainment of zero dropout rates (DO 74, s. 2010) and is designed to reduce
student disruptiveness in the elementary grades that could lead to
non-age-appropriate regular classroom placement which is referring to being
held back in a grade or retained (Vitaro, F., Brendgen, M.,
& Tremblay, R. E. 1999). Moreover, DORP was designed to address the
problems faced by students which prevent them from completing their elementary
and high school education (Philstar Global, 2009).

 

Students were not able to attend on their classes regularly due to
some reasons like work, financial problems, physical disabilities family and
health issues (Mona Valisto, DepEd Secretary 2010). Valisno added that DORP is
a valuable tool for the Philippines to enable it to meet the United Nations
goal of Education for All (EFA) by 2015.

 

(Linda Charmaraman and Georgia Hall, 2012) affirmed
that schools alone are not enough. The community-based and out of school time
programs should be exercised to retain dropouts from schools. This will give
direct academic support to learners and motivation to graduate.

           

2.0 Objective of the Study

 

This
study aims to investigate and narrate elementary teachers’ difficulty on
implementing the “Drop – Out Reduction Program” in selected multigrade schools
of Tomas Oppus District for the school year 2017-2018.

 

3.0  Framework of the study

 

This
study anchored on the study of DepEd Koronadal City’s Conceptual Framework of
Dropout Reduction Program but was modified since this study focuses on Tomas
Oppus selected multi – grade teachers. It also ensures teachers to effectively
deliver the regular class program and seek to retrieve those who are out of
school and who want to join the regular classes.

The
Dropout Reduction Program (DORP) and the Alternative Learning System (ALS) are
parallel learning that provide possible options that are in line with formal
instruction wherein the dropouts have the chance to participate in the ALS
programs. In this study, teachers are assessed on the degree of difficulty in the
implementation of DORP in their classes. Additionally, this study provides the
teachers different interventions that may help them adapt and implement
DORP. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1. Conceptual framework of the study

4.0 Review of Related Literature

 

                         Achievement for an improved performance indicators
for basic education was the aim of Dropout Reduction Program (DORP). In order
for us to achieve this goal, DepEd conducted a training workshop for the
implementation for this program (Deped Memo. No. 553 s. 2008) as ordered by
Jesli A. Lapus, Secretary of Education. Another guidelines were mainstreamed by
the public secondary schools for the DORP as posed by the project REACH (Mona
D. Valisno , 2010).

           

Monitoring and evaluation on the strategies for the
dropout reduction program is significant. However, there is still no clear
delivery whether these programs were achieved. There
have been no fully completed systematic large-scale impact evaluations. Moreover,
this programs still reported that it will not left the primary and secondary
learners behind. DepEd still tried their best for the “last-mile” students. It
also shows that dropout rates keep on decreasing year to year (Clarissa C.
David and Jose Ramon G. Alber, 2015)

                        Likewise,
learners should be expose with the school-related activities and
extra-curricular activities to raise the academic performance and shall be
given priority. Teachers should also provide the best possible instruction and
support for struggling pupils to capture the attention of the learners (Manolito T. Medrano, 2015).

              Such
difficulties in the implementation of this program like the leadership of the
school, trained DORP council and implementers, availability of the materials and
the participation and support of stakeholders. This are critical factors that
will contribute successful implementation of the DORP and will become
difficulties if not being enhanced (DepEd DORP handbook, 2008).

5.0 
Hypothesis
of the study

Ho: There is no significant difficulty of
multi-grade teachers in the implementation of Drop-Out Reduction Program in
selected Multi-grade Schools of Tomas Oppus.

Definition of Terms

DORP-Drop-Out Reduction
Program

6.0 
Methodology

6.1. Research Design

            This study will