Available Online: 9 April 2022
Sorsogon State College, Philippines (email@example.com)
This study aimed to determine the effectiveness of School Dropout Reduction Program (S-DORP) of Secondary Schools in Ticao Cluster, Masbate Province. The descriptive-survey method was used to determine the status and effectiveness of S-DORP in terms of dropout rate, repetition rate and promotion rate and problems encountered. The instruments used were documentary analysis, survey questionnaire, and unstructured interview. The statistical tools utilized were frequency count, percentage, ranking and weighted mean. It involved a total enumeration of 168 respondents. It revealed that for three school years (2012-2013, 2013-2014, 2014-2015) implementation of S-DORP, eight secondary schools have established a varying trend of dropout rate, a decreasing trend of repetition rate and an increasing trend of promotion rate. The level of effectiveness of S-DORP in terms of dropout rate, repetition rate and promotion rate were evaluated as effective by the parents, teachers, students and school heads. The major difficulties encountered in achieving a zero dropout and repetition rates and 100% promotion rate were the lack of attention given to S-DORP and SARDO (student-at-risk of dropping out) and large number of students. It is highly recommended that the Department of Education should extensively re-orient S-DORP so that the standard zero-dropout, zero-repetition and 100% promotion rates may fully realized. The difficulties encountered should be given utmost intervention through provision of additional classrooms, involvement and participation of stakeholders in planning, developing, and implementation of S-DORP through meetings, forum and assembly. The proposed Repetition, Promotion and Dropout Rates (RepProd) Program has to be considered for implementation.
Keywords: dropout, repetition, promotion, DORP, SARDO
Cite this article:
Glomar, R. (2022). School Dropout Reduction Program (S-DORP) in secondary schools of Ticao Cluster, Masbate Province. International Journal of Research Studies in Education, 11(3), 455-477. https://doi.org/10.5861/ijrse.2022.200