Arby's Research

Republic of the Philippines
Davao Oriental State College of Science and Technology
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, City of Mati, Davao Oriental, 8200
SUBMITTED BY:
Bayona , Remart
Ilajas , April Hazel
Amante , Ivy
Fajardo , Shara Jane
Montoya , Christy
SUBMITTED TO:
Yncierto , Philip
February 18, 2010

SCHOOL CLIMATE INFLUENCING THE RATE OF DROP OUTS
AMONG IETT STUDENT
Chapter I – INTRODUCTION
BACKGROUND
Students’ academic achievement is primarily the top priority
in education system. This refer to the success of the learners in their
education journey in whatever the cause maybe. School climate is
significant antecedent of academic fulfillment among the students. This
refer to safety and well-being of student, to students learning when is
needed (MacNeil et al. 2009).
The feelings and attitude that dredged by the school’s
environment are often referred to as school climate (Loukas, 2007). This
is interchangeably related to the term safe or safe learning environment.
A safe and supportive environment in which students grow emotionally,
socially, and academically largely based on the quality of relationships
between many individuals including students or peer, parents, school
personnel and the community (Demaray et al., 2012).
Some schools environment feel friendly, inviting and
supporting while others are exclusionary, unwelcoming and often
unsafe. This have been found that school climate can be an influence
to a positive learning environment which favorable educational and
psychological outcomes for students. Thus, this may be also become a

barrier to learning and development of students and soon the reason
from skipping school or dropping out (Maslowski, 2001).
Moreover, According to Alliance for Excellent Education (2007) a
positive school climate is an environment that reflects a commitment to
meeting and developing the academic, social, and emotional needs of
every students. In addition, a positive climate has been shown to impact
the frequency of students’ substance abuse, psychiatric problems,
aggressive behavior, including harassment. These benefits the entire
learning environment of the learners while in the school setting.
In the retrospective study of United States of America
particularly in Virginia that 97 students those who dropped out rated
the overall school climate as significantly worse (Worrell & Hale, 2001).
The study shown that school environment has greater impact to the
students to dropping out from school.
In addition, study revealed in Canada that negative school
climate particularly bullying has unfortunate implications among
students affecting their emotional well-being, academic performance
and social outcomes in which caused of dropping out (Craig & Pepler,
2007)
In lieu with this, in research conducted by the Philippines
Association of States Universities and colleges (PASUC) that most
number of dropped out students are due to unpleasant school climate.
This school environment refers to as teacher pressure and lack of
positive reinforcement.
The teacher required multiple of paper works and other requirements
that bring the students failure to comply and more likely to suffer from
constraints. The school is not hospitable to learning and thus
detrimental to students’ achievements (2006).
Objective of the study
At the end of this research, Researchers will be able to establish which
school climate contribute to higher dropout rate among IETT student.
Statement of the Problem
This research study generally seeks to determine the effect of
school climate to the drop-out rate of the students of the Institute of
Education and Teachers Training (IETT).
It specifically seeks to answer the following queries:
1. What is the demographic profile of the respondents in terms of:
1.1 Gender
1.2 Major Field
1.3 Parent’s Monthly Income
1.4 Parent’s Educational Attainment
1.5 Distance of Hometown from School
2. What is the effect of the school climate to the drop-out rate of the
IETT students in terms of:
2.1 Classroom
2.2 Teacher Community

2.3 The School
2.4 External Environment
3. Is there a significant effect of student’s school climate to the drop-
out rate of the IETT students?
4. Is there a significant difference of student’s school climate
towards reading comprehension performance when group by:
4.1 Gender
4.2 Major Field
4.3 Parent’s Monthly Income
4.4 Parent’s Educational Attainment
4.5 Distance of Hometown from School
Hypothesis
This study has the following hypotheses:
1. There is no significant effect of student’s school climate towards
drop-out rate.
2. There is no significant difference of student’s school climate
towards to the drop-out rate when grouped by demographic
profile.
Significance of the Study
It is hoped that the results of the study will disclose relevant
information with regard to the student’s school climate towards to the
drop-out rate. At any rate, the research outcomes will be contributory
to the:
School administrators. This will provide relevant data regarding
student’s school climate towards to the drop-out rate in order to make
necessary actions for improvement.
Teachers. This will serve as their reference to ascertain the
significance of the student’s school climate towards to the drop-out rate
in order for them to look for relevant ways and means to deal with the
said matter.
Students. This will be an avenue of the students to gain
knowledge of the factors to which they learn more specifically with
regards to their school climate that will eventually motivate them to
adjust to these factors towards eradicating or lessening drop-out rate.
Researchers. This will be a venue for reference. The findings of
this study can be used in literature review particularly in dealing with
the school climate which includes school, home, and community as to
how these become relevant to the eradication or decrease of the drop-
out rate.
Scope and Limitation
This research study focused on the level of student’s school
climate towards to the drop-out rate of the Institute of Education and
Teachers Training (IETT) of the Davao Oriental State College of Science
and Technology (DOSCST). It catered on the context of the classroom,
teacher communities, the school and the external environment as
contributors to the drop-out rate of the said institution. It also deals on
how they are affected by these learning environments along with the
students’ demographic profile which includes gender, major field,
parent’s monthly income, distance of hometown from school, and their
parents’ educational attainment.
Davao Oriental State College of Science and Technology is the
locale of the study where the IETT drop-out students are determined
and are chosen using stratified random sampling. They will be made to
answer a researcher-made questionnaire with the student’s school
climate which includes the classroom, the teacher community, the
school, and the external environment as determinant. Results will be
further examined using descriptive research survey design and
correlational approach as the methods to determine the significant
effect and differences between student’s school climate as influenced by
the demographic profile of the respondents.
Definition of Terms
Below are terms operationally defined in the context of this study.
School Climate. This term refers to the classroom, teacher
communities, the school, and the external environment which affects
the drop-out rate of the students.
Effect. The term refers to the state or condition as to how the
student’s school climate significantly cause, influence, or affect to the
drop-out rate of the students.
The Classroom. This refers to the building structure where
formal teaching and learning take place. The classroom itself is the
locus of regular and sustained interactions among students and
teachers around curriculum.
Teacher Communities. This term refers to group of teachers who
identify themselves in relation to the work they do in common and who
share a set of norms, values and perspectives.
The School. This refers to the school vicinity outside the
classroom. The whole school experience is also a setting for student
learning. Teacher communities are nested within schools, and a
number of school features affect the classroom—and, ultimately,
student outcomes.
The External Environment. Schools are nested within their
external environment, which includes parents, the community in which
they are situated, the economic conditions present in those
communities and the values espoused by that community; curriculum
standards, achievement expectations, programmatic requirements, and
other policy directives; and other social agencies that serve the
students.
Drop-Out Rate. This is the percentage of students who left school
and/or stop schooling.

Arby's Research

Uploaded by

Copyright:

Available Formats

Arby's Research

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Arby's Research

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Davao Oriental State College of Science and Technology

INSTITUTE OF EDUCATION AND TEACHER TRAINING

Guang-guang, Dahican, City of Mati, Davao Oriental, 8200

Ilajas , April Hazel

Fajardo , Shara Jane

February 18, 2010

AMONG IETT STUDENT

Students’ academic achievement is primarily the top priority

in education system. This refer to the success of the learners in their

education journey in whatever the cause maybe. School climate is

significant antecedent of academic fulfillment among the students. This

refer to safety and well-being of student, to students learning when is

needed (MacNeil et al. 2009).

The feelings and attitude that dredged by the school’s

environment are often referred to as school climate (Loukas, 2007). This

is interchangeably related to the term safe or safe learning environment.

A safe and supportive environment in which students grow emotionally,

socially, and academically largely based on the quality of relationships

between many individuals including students or peer, parents, school

personnel and the community (Demaray et al., 2012).

Some schools environment feel friendly, inviting and

supporting while others are exclusionary, unwelcoming and often

to a positive learning environment which favorable educational and

psychological outcomes for students. Thus, this may be also become a

from skipping school or dropping out (Maslowski, 2001).

Moreover, According to Alliance for Excellent Education (2007) a

positive school climate is an environment that reflects a commitment to

meeting and developing the academic, social, and emotional needs of

every students. In addition, a positive climate has been shown to impact

the frequency of students’ substance abuse, psychiatric problems,

aggressive behavior, including harassment. These benefits the entire

learning environment of the learners while in the school setting.

In the retrospective study of United States of America

particularly in Virginia that 97 students those who dropped out rated

students to dropping out from school.

In addition, study revealed in Canada that negative school

climate particularly bullying has unfortunate implications among

students affecting their emotional well-being, academic performance

In lieu with this, in research conducted by the Philippines

Association of States Universities and colleges (PASUC) that most

number of dropped out students are due to unpleasant school climate.

This school environment refers to as teacher pressure and lack of

constraints. The school is not hospitable to learning and thus

detrimental to students’ achievements (2006).

Objective of the study

At the end of this research, Researchers will be able to establish which

school climate contribute to higher dropout rate among IETT student.

Statement of the Problem

This research study generally seeks to determine the effect of

school climate to the drop-out rate of the students of the Institute of

Education and Teachers Training (IETT).

It specifically seeks to answer the following queries:

1. What is the demographic profile of the respondents in terms of:

1.2 Major Field

1.3 Parent’s Monthly Income

1.4 Parent’s Educational Attainment

1.5 Distance of Hometown from School

IETT students in terms of:

2.2 Teacher Community