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

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

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

2.4 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.