MultigradeTeachers’ Travails on the Implementation of “Drop-Out Reduction Program” of theDepartment of EducationJardio,GC 1.0 Introduction Drop-Out Reduction Program (DORP) is an interventionto reduce the high drop-out rate, to enhance learning outcomes in the publicand private schools in the country. It can be done through formal, non-formaland informal approaches.
This is effective in reducing the dropout rate, in theattainment of zero dropout rates (DO 74, s. 2010) and is designed to reducestudent disruptiveness in the elementary grades that could lead tonon-age-appropriate regular classroom placement which is referring to beingheld back in a grade or retained (Vitaro, F., Brendgen, M.,& Tremblay, R. E. 1999).
Moreover, DORP was designed to address theproblems faced by students which prevent them from completing their elementaryand high school education (Philstar Global, 2009). Students were not able to attend on their classes regularly due tosome reasons like work, financial problems, physical disabilities family andhealth issues (Mona Valisto, DepEd Secretary 2010). Valisno added that DORP isa valuable tool for the Philippines to enable it to meet the United Nationsgoal of Education for All (EFA) by 2015. (Linda Charmaraman and Georgia Hall, 2012) affirmedthat schools alone are not enough. The community-based and out of school timeprograms should be exercised to retain dropouts from schools. This will givedirect academic support to learners and motivation to graduate.
2.0 Objective of the Study Thisstudy aims to investigate and narrate elementary teachers’ difficulty onimplementing the “Drop – Out Reduction Program” in selected multigrade schoolsof Tomas Oppus District for the school year 2017-2018. 3.
0 Framework of the study Thisstudy anchored on the study of DepEd Koronadal City’s Conceptual Framework ofDropout Reduction Program but was modified since this study focuses on TomasOppus selected multi – grade teachers. It also ensures teachers to effectivelydeliver the regular class program and seek to retrieve those who are out ofschool and who want to join the regular classes.TheDropout Reduction Program (DORP) and the Alternative Learning System (ALS) areparallel learning that provide possible options that are in line with formalinstruction wherein the dropouts have the chance to participate in the ALSprograms.
In this study, teachers are assessed on the degree of difficulty in theimplementation of DORP in their classes. Additionally, this study provides theteachers different interventions that may help them adapt and implementDORP. Figure 1. Conceptual framework of the study4.0 Review of Related Literature Achievement for an improved performance indicatorsfor basic education was the aim of Dropout Reduction Program (DORP). In orderfor us to achieve this goal, DepEd conducted a training workshop for theimplementation for this program (Deped Memo. No. 553 s.
2008) as ordered byJesli A. Lapus, Secretary of Education. Another guidelines were mainstreamed bythe public secondary schools for the DORP as posed by the project REACH (MonaD. Valisno , 2010). Monitoring and evaluation on the strategies for thedropout reduction program is significant. However, there is still no cleardelivery whether these programs were achieved. Therehave been no fully completed systematic large-scale impact evaluations. Moreover,this programs still reported that it will not left the primary and secondarylearners behind.
DepEd still tried their best for the “last-mile” students. Italso 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 andextra-curricular activities to raise the academic performance and shall begiven priority.
Teachers should also provide the best possible instruction andsupport for struggling pupils to capture the attention of the learners (Manolito T. Medrano, 2015). Suchdifficulties in the implementation of this program like the leadership of theschool, trained DORP council and implementers, availability of the materials andthe participation and support of stakeholders. This are critical factors thatwill contribute successful implementation of the DORP and will becomedifficulties if not being enhanced (DepEd DORP handbook, 2008).5.
0 Hypothesisof the studyHo: There is no significant difficulty ofmulti-grade teachers in the implementation of Drop-Out Reduction Program inselected Multi-grade Schools of Tomas Oppus.Definition of TermsDORP-Drop-Out ReductionProgram6.0 Methodology6.
1. Research Design This study will