1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Filipinos highly value education. Education possesses a focal spot in Philippine

political, financial, and social life. It has dependably been emphatically seen as a

mainstay of national improvement and an essential parkway for social and financial

versatility. A manifestation of the worth placed on education is the substantial proportion

of the national government budget allocated to the sector, Department of Education

(DepEd). As the nation's greatest agency, it is given the most astounding budget

allocation among government offices every year as required by the 1987 Philippine

Constitution.
The 1987 Constitution likewise guarantees the right to education of every

Filipino, which provided that the State shall protect and promote the right of all citizens

to quality education at all levels and shall take appropriate steps to make education

accessible to all. Despite these legal mechanisms, budget prioritization and increased

access, Philippine education has been dogged with issues such as high dropout rates.
Each year, the Department of Education introduces different methods to

answer the dropout rate in different schools. There is really a need for an advocacy to

further supplement the idea of Education for All . Many young people make decisions

in their early years that can affect not only their personal welfare, but also their society

as a whole. Some students fail to complete school and may become unemployed

instead of becoming productive member of the society. One of the major problem the

Philippine education is facing right now, especially in the public schools is the high

percentage in the dropout rate.

 2

In Nabunturan National Comprehensive High School, in school year 2014-2015,

out of 2, 771 enrollees, 1.52% or 42 were dropouts. The researcher is interested to find

out the risk factors influencing these dropouts. Thus, this study was conducted. This is

then the basis of crafting an intervention program to improve areas where problems are

detected.
Teenagers will continue to dropout of school unless ways can be found to help

them realize that Education is the key to achieve a successful life and so educators and

parents must look for ways to help them receive the education they need.

Purpose of the Study

This study focused mainly to the risk factors causing Nabunturan National

Comprehensive High School students to drop from their classes. Furthermore, I would

consider this endeavor important for me as a classroom teacher and as a future school

administrator for proper planning and actions on how to motivate students to continue

schooling even during adverse conditions of their lives. Programs and other relevant

activities can help them be in school. Scenario like this is a concern of every

stakeholder in the school.

Review of Related Literature and Studies

Presented in this section are the related literature and studies that have bearing

and relevance to the study.

Education is essential to a persons well-being. As a persons educational levels

increase, personal income rises, the quality of life improves, and society benefits as

criminality declines, tax income increases, and the cost of social programs decreases.

Unfortunately, every year many students dropout in high school. Various factors place
 3

students at-risk of dropping out, but the question remains why some at-risk students

drop out while others graduate (Dana Mitra, Ph.D. 2011).

Schumacher (2012) found out in his study the five themes related to dropping

out. These were: In participants' life worlds, dropping out was not unusual; participants'

worldviews often disconnected from life's realities; participants remained resilient

despite their disadvantaged lives and educational setbacks; participants lacked social

capital that could have helped them escape their life worlds, and participants had often

been invisible to people who could have provided help. These themes do not stand

alone, but meld into a picture of lives lacking the basic elements of success and the

supporting relationships needed to succeed. His study concluded that schools cannot

alter many elements dropouts' life worlds but can reduce dropping out by identifying

potential dropouts and providing supportive personal relationships.

A persistent problem in public schools across the United States is the drop out

phenomenon. Both the individual who chooses to drop out and the society that

ultimately is responsible for supporting that individual bear negative impacts as a

consequence of a student dropping out of school. Students decision making process is

influenced by a number of factors. Students who receive special education services or

live in poverty are notably less expected to graduate than their peers at Franklin Park

High School. The vast majority of at-risk students at Franklin Park High School are able

to persevere and graduate, but a percentage of students choose to drop out each year

contrary to their own self-interest (Braun, Anil, Bettinger 2006).

McIntyre (2013) revealed that at-risk students who are able to graduate are

focused on the goal of high school graduation, willing to complete all tasks related to

reaching that goal, and access appropriate resources and supports to achieve their

goal. At-risk students who chose to drop out are not focused on the goal of high school
 4

graduation, course failures, negative peer relationships, attendance issues, and a lack

of connection to the school community.

There are concerning reports that poor rural areas in China suffer from high and

maybe even rising dropout rates despite requirements of and support for universal

education up to grade 9. Although aggregated statistics from the Ministry of Education

show almost universal compliance with the 9-year compulsory education law, there

have been few independent, survey-based studies regarding dropout rates in China.

Survey between 2009 and 2010 showed that over 7800 grade 7, 8, and 9 students from

46 randomly selected junior high schools in four counties in two provinces in North and

Northwest China to measure the dropout rate (Yi, Zhang, Luo, Shi, Mo, Chen, Brinton,

Rozelle, 2012). They also used the survey data to examine factors correlated with

dropping out, such as the opportunity cost of going to school, household poverty, and

poor academic performance. Yi et al. (2012) found out that dropout rates between grade

7 and grade 8 reached 5.7% and dropout rates between grade 8 and grade 9 reached

9.0%. In sum, among the total number of students attending junior high school during

the first month of the first term of grade 7, 14.2% had left school by the first month of

grade 9. Dropout rates were even higher for students that were older, from poorer

families (and families in which the parents were not healthy), or were performing more

poorly academically. They conclude that although the government's policy of reducing

tuition and fees for junior high students may be necessary, it is not sufficient to solve the

dropout problem.
Students who enter ninth grade each fall fail to graduate with their peers four

years later. In fact, about seven thousand students drop out every school day. Perhaps

this statistic was acceptable fifty years ago, but the era in which a high school dropout
 5

could earn a living wage has ended in the United States. Dropouts significantly lessen

their chances to secure a good job and a promising future. Moreover, not only do the

individuals themselves suffer, but each class of dropouts is responsible for substantial

financial and social costs to the communities, states, and country in which they live.
Although graduation rates are a fundamental indicator of how schools are

ultimately performing, only recently have those rates been rigorously scrutinized and the

extent of the crisis in America's high school been revealed. For decades, schools and

districts published misleading or inaccurate graduation rates, and as a result, the

American public knew little of the scope and gravity of the problems faced by far too

many of the nation's high schools. Alliance for Excellent Education (2009) has exposed

alarmingly low graduation rates that were previously hidden behind inaccurate

calculations and inadequate data.

Students choose to leave high school for a variety of reasons, but the decision to

do so has serious long-term consequences. While each student who has made the

decision to leave school has an individual story and reasons, there are several common

risk factors such as academic failure, attendance/preparation, disengagement,

pregnancy, and financial difficulties (James, n.d).

The biggest reason most students choose to drop out of high school is struggling

in school on a daily basis. According to Anne E. Casey Foundation (2011), children who

are not reading proficiently by fourth grade are four times more likely to quit high school

than their peers.

Schools in which students have limited opportunities for academic success

appear to have higher dropout rates. One of the strongest correlates of early school

leaving in studies of students is the lack of academic success. Students who more often

get low grades, fail subjects, and are retained in grade are more likely to leave school
 6

prior to graduation. Students experiencing difficulty meeting the academic demands of

the school tend to leave rather than continue in the face of the frustration of failing to

achieve good grades. The lack of opportunities for success can be viewed as an

imbalance between the academic demands of the school and the resources students

have to meet those demands. The availability of such resources appears to be related

to the structure and organization of schools.

Early intervention is crucial in keeping kids engaged, successful, and in school.

Parents, teachers and administrators should pay attention for students who are

struggling with core courses, especially in the elementary years. In 2007, Louisiana

launched a program to monitor low-performing students, and provide early intervention

services, which significantly reduced dropout rates.

Students must attend school consistently. According to Mac Iver (2010), students

who had dropped out of school had a chronic history of absenteeism. Nearly 88% of

students who had dropped out had missed at least 20 days of school in a given year,

and an alarming three out of every four drop outs had missed more than 40 days in a

year.
In addition, schools must carefully monitor attendance, and notify parents

immediately if students are missing school on a regular basis. Aggressive persistence,

teacher support, and engaging parents could be the key to making sure students show

up for school and stay there.

Mac Iver (2010) said that often, students disengage from learning, feeling that

their teachers do not care for the course material or understand how to connect it to real

life. Students who are not involved with their school have a high chance of dropping out.
According to Hunter (2001), 90% of students who engage in extra-curricular

activities, stay in school. High schools need to seek a variety of activities to help engage

all students. In addition, schools, teachers and administrators need to seek to create a
 7

community atmosphere to help students feel as if they belong. Parents can help by

encouraging students to get involved in activities and develop talents and outside

interests besides academics.

It is extremely difficult for a student to manage a healthy pregnancy while staying

in school. Students who are pregnant need extensive support to remain in school;

according to the Center for Disease Control and Prevention (2015), 50% of pregnant

students drop out of high school due to lack of financial and emotional support. Some

ideas to help pregnant students include alternative high school options, such as part-

day or online courses. High school counselors can be of great assistance in preventing

pregnant students from dropping out of high school. In addition, there are state and

local programs such as Cal-Safe in California, a program that provides essential

resources to pregnant and parent-students.

According to the Bridgeland, DiIulio, and Morison (2006), 32% of students leave

school to provide for their families financially, and drop out of high school to find

employment. Creative options exist for students who must earn money while in school,

including work-study programs (students can earn credit for working part-time jobs) and

online programs for students to take classes when they aren't at work. In addition,

families may be eligible for financial resources. Communication with school

administrators on the impact of financial difficulties can provide a range of options that

will assist the family and keep the student in school.

While dropping out of high school may seem like the only choice for struggling

students, many excellent options are available. Many factors that cause students to

drop out of high school are preventable or manageable if administrators, teachers and

parents work together to provide early intervention and support. The effects of dropping
 8

out are felt for a lifetime, both financially and emotionally. The decision to stay in school

can be difficult, but is well worth it.

Achieve (2006) disclosed that students who become disengaged from school and

develop disciplinary problems are more likely to drop out. High rates of absenteeism or

truancy, poor classroom behavior, less participation in extracurricular activities, and bad

relationships with teachers and peers all have been linked to lower chances for

graduation.
Albert, Quimba, Ramos and Almeda (2012) concluded that for secondary aged

children, child labor is an issue that is confounded with poverty: while 46.5% of out of

school children (OOSC) in the age group 12 to 15 belong to the poorest twenty percent

of per capita income distribution, the rate is higher for those who are engaged in

economic activities (52.5%). Thus, poverty and the need to contribute to family income

are clearly issues confronting secondary school aged OOSC.

Other predictors of dropping out of high school may be characterized as psycho

social factors, or factors related to personality and motivation (Burrus and Roberts,

2012). For example, it is possible to use the extent to which students- and their parents

and teachers-actively engage in the educational process to predict how likely the

students are to graduate. Engagement is multifaceted and includes the level of

identification with the school and the development of positive relationships with peers

and teachers. Forty-seven percent of participants in the Bridgeland et al. (as cited in

Burrus and Roberts, 2012) focus-group study said that they did not find school

interesting, and that this was a factor in their decision to drop out. Such lack of

engagement may not be limited to the students. Many of them doubted that their

teachers were interested in school or student learning, and felt that they were more

concerned with completing their workday than teaching class.

 9

Terry ( as cited in Family, peers play influential roles in students decision to drop

out, 2012) found out that parental endorsements of school foster their childrens

academic self-esteem, self-discipline, and long-term goal planning, but poor attitudes

toward school completion seriously compromise their childrens chances for graduation.

Parents who delayed in getting their children enrolled in school, moved often or were

single parents had a higher rate of dropouts. Those parents who had obtained a high

school diploma or higher education also more often had children who graduated.
In-school friends, who tend to value education and school attendance, push

students to stay in school, whereas out-of-school peers, who tend to discount the worth

of education and to encourage skipping school, pull them to quit Terry ( as cited in

Family, peers play influential roles in students decision to drop out, 2012).
The above-mentioned articles discuss the provisions of the government in its

program to reduce the risk of drop-out if not to eradicate the problem. It also presents

readings on the relevance of the topics concerning dropouts since they have become

the bases of the researcher in the formulation of the support to the problem presented,

conclusions and recommendations.

Theoretical and Conceptual Framework

The 1987 constitution mandates that the state shall give priority to Education,

Science and technology, Arts, Culture, and Sports, to foster patriotism and nationalism,

accelerate social progress and promote total human liberation and development; the

citizens have the right to quality education which should be accessible to all; it requires

the establishment and maintenance of free public education in both elementary and

high school levels.

To facilitate access of every Filipino to quality basic education, the Philippine

government implemented the Drop Out Reduction Program (DORP) which is a project
 10

by the Bureau of Secondary Education (BSE) under the Department of Education

(DepEd) Central Office. It aims to curb the high dropout rates in public schools by

offering alternative modes of education for students at the risk of dropping out

(SARDO).
Students are dealing with circumstances that often place them at risk of dropping

out of school. According to the National Dropout Prevention Center (2011), there are

numerous factors impeding learning, including pregnancy, drug abuse, illness or

disability, low self-esteem, and a dysfunctional home life.

Available figures from the Department of Education (DepEd) show that there has been no

significant movement in dropout rates among elementary and high school students in the last five

years. The elementary dropout rate never got past the 6 percent level since 2008 while that of the

secondary level remained within the 7 percent territory since 2007. The figure fluctuated five

years earlier, with the secondary dropout rate reaching as high as 12.51 percent while that of

elementary level climbing to a peak of 7.33 percent.

Ronald Paguta, chairman of the University of Santo Tomas business economics

department, said a minimal change in figures could translate to hundreds or thousands of

students.The six percent could account for a big number of dropouts. If the Philippines has ten

million students, that six percent would mean 600, 000 students who dropped out of school,

Paguta said. DepEd figures for 2013 showed that a total of 126,368 public school students have

dropped out of school in the elementary level while 236, 222 others have discontinued their

studies in the secondary level. However, dropout rates in both levels have been rising, albeit

slowly, since 2007.

Dino said failure to complete basic education might result in illiteracy, poor learning

skills, less opportunity to acquire better jobs or acquire higher education and less opportunity to

become entrepreneurs.
 11

Interventions to reduce dropping out Good practice around drop outs could occur

in different stages and zones of access. They could catch children both before they drop

out and when drop out has occurred, helping secure some form of continued education.

Points of intervention could be located: critical moments where children might stay or

leave school, and where action could be taken. There are a number of ways this could

take place.

Figure 1 is the schematic diagram of the study showing the risk factors affecting

the drop-out rates and the intervention program that would be designed based from the

results of the study.

 12

Risk Factors Intervention

Dropout Rate
Program
Influencing Drop-out

Figure I Schematic Diagram of the Study

Research Questions
The main purpose of this study is to find out the risk factors that cause the

students of Nabunturan National Comprehensive High School to drop from school and

on the basis of the findings, an intervention program could be developed.

Specifically, this study attempted to answer the following questions:
1. What are the experiences of the research participants while in school?;
 13

2. What are the risk factors behind the dropping out from school?;
3. On the basis of the findings, what intervention program could be developed?

Scope and Limitation of the Study

The study focused mainly on the risk factors that influence the drop-out rate of

students in Nabunturan National Comprehensive High School from school year 2010-

2015. This further investigated their experiences in the school while they were still

studying and their family background like the economic status and educational

qualifications of their parents. This study did not include all the dropped-out students

due to the unavailability of the records from the Guidance Office.

Significance of the Study

The findings of this study is beneficial to the following:

Guidance Counselors. The result of this study will help them identify the major

reasons of dropping out of students. Furthermore, this will encourage them formulate

programs to reduce if not to eliminate the number of drop-outs in a school.

Advisers. This study can serve as a wakeup call to them who are not very

devoted to be parent of their students and their role is not to develop intellectually giant

beings but well-rounded individuals who have good values in life.

Teachers. The results of this study will challenge the teachers to be more caring,

understanding, considerate, loving but firm in dealing with students who have personal

problems about their schooling.

Students. This study will hopefully enlighten their minds and will inspire them to

continue their studies despite the difficulties they are facing in life.
Parents. They will be motivated to be more responsible and lovable parents to

their children. Their moral and financial support to their children is more important than

any other material things in life.

 14

Future Researchers. The finding of this study will serve as a good source of

accurate and useful information for another similar endeavor like this study.

Definition of Terms

The following terms are defined operationally for better understanding of the

study:
Dropout. This refers to a student who has stopped attending school before

completing the prescribed level of education within the specified school year.
Dropout rate. This refers to the percentage of students who drop out from a

level of education in a given school year, including those who complete the school year

but fail to enroll in the next.

Intervention program. This refers to the program of activities designed to

produce behavior changes among individuals or an entire population.

Risk factors. This refers to any attributes or characteristics that influence a

student to dropout from school.

Chapter II
RESEARCH METHODOLOGY

Presented in this chapter is the manner of conducting the study. This includes the

research design, research locale, role of the researcher, research informants, data

collection procedure, trustworthiness and credibility, and the ethical considerations of

the study.

Research Design
The researcher employed the phenomenological type of qualitative research in

gathering the needed data and information for analysis and interpretation. It is a study

that attempts to understand people's perceptions, perspectives and understandings of a

particular situation (or phenomenon).

Research Locale
 15

This study was conducted at Nabunturan National Comprehensive High School

(NNCHS). The school we know today as Nabunturan National Comprehensive High

School traces its roots to Compostela High School, the first secondary public school in

the entire Compostela Valley.Compostela High School started its first classes in June,

1951 with 300 students who were enrolled in first year and second year. Classes were

held in the residence of Mr. and Mrs. Anecito Vargas located at the junction of the

national highway and the provincial road to barangay Magading. At the start of its

operation, Compostela High School was not yet approved by the national government

so that the members of the faculty who were hired as first teachers did not received

their regular salaries. With the cooperation of the local government and with the

schools division superintendent, Leon Gatmaitan, the Compostela High School was

formally approved by the director of public school, Venancio Trinidad on July 7, 1951.

That is why July 7 is celebrated as foundation day of NNCHS. When Compostela High

School started to operate, there were 11 teachers and a year after, third year classes

were opened. The first graduation was in 1954.

In the same year, the school site was transferred to its new location, the place

where it is now located. This was the effort made by Mayor Lauro C. Arabejo who was

recognized as the Father of NNCHS. He was also supported by the Parents Teachers

Association (PTA) that provided the school with chairs and other important things

needed for the operation of the school.

Shown in Figure 2 is the location map of Nabunturan National Comprehensive

High School.
 16

Figure 2 Location Map of Nabunturan National Comprehensive High School

Role of the Researcher

As the researcher progressed through the research process, the researcher

acknowledged that he is a human instrument and the primary research tool. As such, it
 17

is imperative for researcher to consider their own biases, limitations, and views

throughout data collection, analysis, interpretation, and the reporting phases of the

process. Qualitative research assumes that the researchers biases and values impact

the outcome of any study. To enable any audience of qualitative studies to evaluate the

validity of conclusions extrapolated from data, researcher should, as part of the study,

neutralize or bracket their biases by stating them explicitly to the full extent possible. For

this study, in the interest of full disclosure and of guarding against unethical or

unintentional influences on my interpretation of risk factors influencing drop-out rate, the

following discussion outlines my personal experiences germane to this study.

Research Informants

The research informants were the twenty (20) dropouts from Nabunturan

National Comprehensive High School. Purposive sampling was adopted to focus on

particular characteristics of a population that are of interest, which will best enable you

to answer your research questions.

Purposive sampling is when a researcher chooses specific people within the

population to use for a particular study or research project. Unlike random studies,

which deliberately include a diverse cross section of ages, backgrounds and cultures,

the idea behind purposive sampling is to concentrate on people with particular

characteristics who will better be able to assist with the relevant research.

Data Collection Procedure

The study utilized the in-depth interview (IDI) in order to achieve a holistic

understanding of the research participants point of view or situation. The interview is

conducted using an interview guide composed of two primary research questions and
 18

17 specific questions which facilitates the flushing out of the respondents views through

open ended questioning.

Boyce and Neale (2006) defined In-depth interviewing as a qualitative research

technique that involves conducting intensive individual interviews with a small number of

respondents to explore their perspectives on a particular idea, program, or situation.

Data Analysis
Qualitative research involves a continuous interplay between data collection and

data analysis. For this reason, I began analyzing data with the following the first

interview to begin identifying patterns, and to facilitate subsequent data collection.

Qualitative analysis is a form of intellectual craftsmanship. There is no single way to

accomplish qualitative research, since data analysis is a process of making meaning. It

is a creative process, not a mechanical one. Similarly, a qualitative study capitalizes on

ordinary ways of making sense.

This research study followed the Creswells (2009) six steps during the data

analysis process and, although these steps are described in linear order, Creswell

described an interactive practice to analysis. That is, there is a recursive element to

following these stepsthe process is not simply a static, linear order of analysis. First

step is to organize and prepare the data for analysis. During this step, I reviewed the

audio recording from the interview and transferred into word document transcripts.

Second step is to read through the data. I reflected on the overall meaning to gain a

general sense of the information and ideas that the informants conveyed. Third step is

to begin detailed analysis with the coding process. I followed Creswells procedure of

organizing the material into segments by taking the text data and segmenting sentences

into categories. I then labeled those categories with terms based on the actual language

from the informants. I used the coding process to generate a description of the setting
 19

or people as well as categories for these for analysis. I utilized this process to generate

codes for the descriptions, which then led to generalizing a small number of categories

or themes. Then, I analyzed the themes that emerged and gathered the various cases

into a general description for this bounded case. Fifth step is to advance how the

description of the themes were represented in the qualitative narrative. For this step, I

weaved the emergent themes into narrative passages, so that the findings emerged

logically from the informants responses. The sixth and last step is to interpret the

meaning of the data. Creswell recognizes that are searchers own background plays just

as important a part of the meaning making process as a researchers fidelity to a

theoretical lens. During my own interpretation process, my experience as a secondary

public school teacher informed my understanding of the informants stories. As well, to

convey the informants perceptions of their experiences accurately, I focused specifically

on what they were saying, the conclusions they drew, and their intentions for future

practice. The themes that emerged from this study came directly from my awareness of

the healthy tension between my own biases and the informants own meaning-making

processes.

Trustworthiness and Credibility

Because qualitative research entails the researcher taking an active role in the

collection and interpretation of others meaning making, to be credible, qualitative

researcher must be good and trustworthy. To increase the trustworthiness of the studys

findings, I employed strategies recommended by renowned qualitative researchers. To

decrease threats to credibility, I used multiple sources of data to confirm emerging

findings; performed member checks by sending participants a copy of their interview

transcript and asking them to verify the accuracy of the content; and requested peer or
 20

colleague review of my findings as they emerged. To increase dependability of study

findings, I provided an audit trail that is, a detailed explanation of the data collection and

analysis methods and how decisions were made throughout the study. Finally, to enable

other researchers to make decisions about transferability of results, I used rich, thick

description.
Ethical Considerations
Studies involving interaction/interview with a human being usually have some

ethical implications. It is important to establish trust with the research informants by

ensuring anonymity and confidentiality to all respondents; carefully explaining the

research process and how the data were presented; providing as much information on

the study and its aims and objectives without influencing responses.
Before conducting the interview, an informed consent form was presented to the

informants. It contained specific information about the study such as its title and

purpose.

Chapter III

RESULTS

This chapter presents the results of the research questions that investigated the

risk factors influencing drop-out rates, which would become the basis in the crafting of

intervention program. The primary questions dealt with the experiences of the students

while in school and the risk factors behind the dropping out from school. In order to

gather information and data that would answer the primary research questions and

subsequently, the problem being investigated, specific questions were formulated for

each. Moreover, these specific questions were used during the in-depth interview. The
 21

results of the study were presented following the order of questions as reflected in the

research questions section of chapter I and in the interview guide.

What are the experiences of the research participants while in school?

This section presents the results for major research question number 1What are

the experiences of the research participants while in school? There were 11 specific

research questions under major research question number 1 all of which were intended

to elicit varied experiences of the research participants in school.

Due to the sensitivity of the topic being investigated, the identities of the research

participants were concealed and careful attention was taken for statements that would

be identified with the research participants. Likewise, sensitivity to their feelings and

sentiments was observed during the conduct of the in-depth interview as some

questions might provoke for some emotional outburst.

Activities Participants Involved In

The responses, in this section, were drawn from the specific question 1.1 What

activities that you are involved in? which is under statement of the problem number

1What are the experiences of the research participants while in school?The responses

of the research participants resulted to the following themes: nothing at all, club initiated

activities, sports related activities, and personality enhancing activities.

Nothing At All. The responses of the participants revealed that several of the

research participants were not involved at all with any school activity. Pointing out

various reasons for their non-involvement, they contended that they were either not
 22

interested to join, lacking self-confidence, hesitant, or simply choosing not to participate.

Participant 9 confided;

Wala pud ko naga apil-apil sa mga activities sa eskwelahan.

Inig human sa klase diretso dayon ko uli sa balay. Ulawon
man gud kaayo ko sa una.

(I did not participate in any school activities. After class, I

directly went home. I was quite shy back then.)

Similarly, Participant 6 revealed;

Wala man ko nag apil-apil sa mga kalihukan sa eskwelahan.
Dili man ko intresado moapil pud. Kasagaran ang mga bright
raman ang nay chance nga makaapil. Ako kay dili man ko
bright, mao nga wala jud koy naapilan.

(I did not really join in any school activity. I am not interested

to join either. Often, only the honor students have the chance
to join. As I am not smart, I was not able to join any type of
activity.)

The same was echoed by participant 7, who said;

Dili ko hilig mag apil-apil ug mga activities sa school kay
maulaw ko. Though gusto nako pero mas ma comfortable ko
kung nga ako lang. Maybe because, wala koy confidence
and trust in myself.

(I am not fond of joining any school activity. Even if I want to,

I am more comfortable to be alone. Maybe, I lacked
confidence and trust in myself.)

Meanwhile, participant 19 cited as reason for not involving was her being timid to

participate in any school activity. She stated;

Ulawon man ko sir, sa classroom lang ko always sir. Dili ko
naga halobilo sa uban kay maulaw ko sir. Samot na sa
akong sitwasyon nga ginapanabi ko sa akong mga barkada
ug kalsmyts.

(I am quite shy and I always stay in the classroom. I did not

interact much with other people since my classmates always
gossip about me.)
 23

Participant 16 had a different reason though for not involving saying that he

would instead look for menial jobs to support family needs. He stated;
Wala ko nag apil-apil ug mga activities sa eskwelahan sir,
bisi man ko sa pag panglabor gud sir. Pait man among
kahimtang gud, daghan mi magsoon. Ako man ang
magulang, mao nga kinahanglan jud nako mangita ug
kwarta para naay mapalit ug bugas sir. Wala pud ko
ikagasto sir kung mag apil-apil ko kay siyempre naa man jud
nay amotan. Ang pagpang-helper kuyog sa akong angkul
nga panday ang akong kasagaran nga trabaho sir.

(I did not join any school activity because Im busy doing

labor work. Our situation was not that good as I have many
siblings. As the eldest, I am responsible for feeding my
siblings. I did not have sufficient money to join the activities
either. I work as an assistant of my uncle which is a
carpenter.)

On the other hand, participant 13 attributed her non-involvement to the financial

difficulty her family had experienced arguing that she could not be able to attend

because most school activities required the use of money. Here she contended;
Wala ko naga apil sa mga school activities sir. Maulaw pud
ko sir kay pobre mi, wala gani ko tarong sinina sir.
Kasagaran mga school activities pud sir kay kailangan ug
kwarta. Maulaw jud ko sir ky imat kaau ko.

(I dont join in any school activities. Im embarrassed for we

are poor. I dont even have proper clothing. Most of the
school activities need some amount of money.)

Contrarily, Participant 15 chose to be with the gang instead of joining in the

school activities. Arguing further that school activities are only good for intelligent

people. This he had to say;

Dili ko naga-apil sa mga school activities sir. Barkada rako
naga sabay, mosibat sa klase, ambak ug pader. Dili man ko
bright pud sir, para sa mga bright raman nang mga activities
sa eskwelahan.

(I did not join in any school activities. I join my friends cutting

classes by jumping over the fence. Im not a bright person.
The activities are only for smart people.)
 24

Participant 11 added;
Wala ko na involve sa mga school activities sa eskwelahan.
Para nako ang school activities para lang sa mga bright. Dili
man ko bright gud.

(I did not involved myself in any school activity. For me,

school activities are only for intelligent people. Im not one of
them.)

On the same vein, participant 12 vented similar situation as she revealed;

Wala ko naga apil sa mga activities sa school sir. Hilig ko ug
dula ug billiards sa purok 8 kauban mga barkada.

(I did not join in any school activities. I am fond of playing

billiards at Purok 8 with my friends.)

However, health reason prevented participant 14 from joining. She confided;

Wala sir, dili ko pwede kay masakiton ko. Balay-eskwelahan
lang ko sir. Gikan pa gamay pako sir masakiton nako.
(I cannot join since I easily get sick. Home and School are
the only two places I go. Since I was young, I was feeble.)

In contrast, participant 3 could not tell of any reason why he was not involved in

any school activities. He expressed;

Ambot, wala ko kabalo. Wala man ko na involve sa mga
activities sa eskwelahan.

(I do not know. I did not involved myself in any school

activity.)

Club Initiated Activities. Another result of the study revealed that, for those

involved in school activities, the research participants were most likely involved in

activities initiated by the club in which they were members. Their membership to the

club paved for their involvement to different activities. This was relayed by Participant

20;
Nag join ko ug dance troupe sa school sir. Kabalo man pud
ko mosayaw, naga perform gani mi ug naay mga program
sa school. Exposed man pud ko school sir tungod sa dance
troupe.
 25

(I joined the School Dance Troupe. I know how to dance. We

even perform in school programs. I am active in school
activities since Im part of the Dance Troupe.)

Participant 1 cited Supreme Student Government or SSG as an effective venue

for involvement in school activities. He revealed;

Ang epektibo kaayo kay pareha anang club, SSG ug uban
pa. Ginatudloan man gud ang mga kabataan diri kung asa
sila na field hawod. Na develop gyod pod ang mga kahibalo
ug skills. Maka ingon ko na bulawanon gyod ning mga
kalihukana.

(The very effective clubs are the SSG and such. They teach
the students in which field they do best. They also hone their
skills in such field. I consider the said activities ingenious.)

Meanwhile, Participant 4 mentioned Red Cross and English

Society Club. She said;

Para sako ang pag-apil nako sa duha ka club, ang
RedCross Youth ug English Society Club.

(For me, when I joined the Red Cross Youth and the English
Society Club.)

Although Participant 17 shared she had difficulty adjusting to the schedules of

the club with house rules. She relayed;

Dati katong nag-eskwela pako sir, naga apil ko ug mga clubs
sa school. Pero niundang ko sir dili man makaya sa
schedule gud. Naa man mga time nga dugay mouli, masuko
man ang akong amo ug dugay ko mouli sir. Mao to
gisamokan nako niundang nalang ko. Kapoy napud sir kay
inig uli nako daghan pako kailangan buhaton kay siyempre
working gud ko sir.

(In the past years, I joined some of the school clubs; but, I
stopped since I have a busy schedule. There are times that
we go home late and my guardian got angry. I got annoyed
so I stopped. Its very tiring since I have lots of things to do
since Im a working student.)
 26

Sports Related Activities. Another group of participants mentioned that they

were into sports-related activities which they believed had enhanced their skills and self-

confidence. This was admitted by Participant 5, who said;

Pag-apil sa mga sports para ma improve ang akong skills ug
akong self-cofidence.

(Joining sport events to improve my skills and self

confidence.)

Meanwhile, Participant 10 was involved in the sport of basketball. He said;

Katong nahimo kong basketball player sa eskwelahan. Mao
lang pud na akong naapilan.

(The time I got to be a basketball player in school. That was

the only activity I joined with.)

Personality Enhancing Activities. The result revealed there were activities

participated in by the research participants that contributed to developing their

personalities and consciousness about something significant. Participant 8 disclosed;

Para sa ako unsa ang epektibong bulawanong kalihukan sa
sulod sa eskwelahan kay ang anti-bullying kay tungod ani
daghang estudyante na matabangan sa pag daog-daog sa
ilang mga classmates o ba kaha mga higala nila.

(The most effective movement that this school implemented

was the Anti-Bullying Program because it helped a lot of
students stand up against their bullying classmates.)

Likewise, participant 2 mentioned about garden in the school or the so-called

Gulayan sa Paaralan that provided her the opportunity to involve in activities related to

it. She conveyed;

Nagpahigayon ang eskwelahan ug gulayan sa paaralan ang
mga estudyante nagluto ug noodles ug gipanghatag.
Nagluto pud mi mga agriculture students ug gulay with
noodles ug amoa pud gipanghatag sa mga estudyante.

(The school participated in the Gulayan Sa Paaralan

Program where the students prepared noodles and they
gave it away. We, the Agriculture Students, prepared
noodles with vegetables and also gave them away.)
 27

Undesirable Activities. One participant cited the activities he participated while

in school were all non-sense. He admitted to have been involved in doping marijuana

and smoking. Participant 18 said;

Bugoy-bugoy sir, bisyoso man gud ko kaayo sauna sir.
Nadala lang pud ko sa akong barkada. Kanang recess time
lagi sir, moadto ug CR, didto mag-marijuana ug manigarilyo.
Grabe jud kasipat nako sa una sir.

(Im not an upright person. I was a smoker before. I was

influenced by my friends. During recess time, we would go to
the bathroom, and then use marijuana and smoke.)

Motivation to Get Involve

This section highlights the responses to the specific question 1.2 What

motivated you to get involved in these activities? which is under statement of the

problem number 1What are the experiences of the research participants while in

school?The responses of the research participants resulted to the following themes: no

motivation to join influenced by friends, personality development and socialization, out

of curiosity and help other people.

No Motivation to Join. The responses of the participants revealed that did not

have any motivation to join in any school activity. On other words, there was nothing

that could push them to join and be part of the activity. While some cited valid reasons

like timidity and low self-confidence; others simply pointed out their disinterest to join.
Participant 13 stated;
Wala jud sir, kay maulaw jud ko kay pobre kaayo mi. Wala
nag motivate sa akoa kay wala man pud daghang barkada
sa school sir.

(None. Because, I am embarrassed since we are poor. I do

not have anyone to motivate me since I do not have many
friends in school.)
 28

Another participant avoided participating in some activities because of the kind of

treatment she got from her classmates. She narrated;

Wala sir, dili ko ganahan sa akong mga classmates ug
barkada. Dili nako ganahan mo eskwela sir, kay ginalibak ko
nila, naulaw jud ko sir.

(None. I do not like my classmates. I do not want to go to

school anymore because they always gossip about me.)
Participant 9 argued;
Wala. Wala gyod koy naapilan sa eskwelahan. Halos gani
dili ko motingog, grabe lagi kaulawon.

(None. I did not join any school activity. I do not even talk
much because I am too shy.)

Meanwhile, participant 11 contended it was because his teachers did not

encourage him to join in any activity as a reason why he was not motivated at all to join.

He confided;
Wala koy naapilan. Wala man pud ko gina encourage sa
akong maestro ug maestra nga mag apil-apil sa school
activities.

(I did not join any. My teachers did not encourage me in

joining any school activity anyway.)

While others cited that there was, in the first place, no motivation to join but

participant 14 conveyed it was her health condition that prevented her. This she had to

say;
Gustohan man nako sir, dili jud pwede tungod sa akong
health. Masakiton man gud ko sir. Akong teacher sa una,
gusto ko ipa join sa mga school activities pero dili jud pwede
sir.

(Even if I want to, it was not possible since I have a health

problem. I easily get sick. My former teacher wanted me to
join but I can not.)

Similarly, participant 17 contended but she was into others that kept her busy.

She relayed;
 29

Gusto jud unta ko mo join sir, maibog man ko sa akong mga

classmates nga naga apil sa mga clubs sa school. Pero
unsaon man sir dili man pwede. Kabalo gud ko nga
makatabang na sa akoa para maka gain ug confidence.
Sayang gud unta sir, ganahan baya unta ko.

(I wanted to join but I get envious of my classmates that

joined school clubs. It was not possible. I know it would
contribute to my self-confidence.)

Influenced by Friends. It was their friends or other members of the gang or

peers that pushed other participants to join in school activities. It showed the kind of

influence friends or peers had on their lives. Had it not been because of their friends;

they could have participated in school activities. Participant 20 mentioned about his

membership in the dance troupe where some of her friends were also members. She

noted;
Akoang mga friends sir, kay member man pud sila sa dance
troupe, mao nadala lang pud ko sa ila. Gusto man pud nako
kay hilig man nako ang dance sir.

(My friends are members of the dance troupe so I was

influenced by them. I like it because Im fond of dancing.)

Likewise, participant 12 expressed;

Akong barkada sir. Kay bisan lesbian ko sir, dawat gihapon
ko nila. Pareho pud mi ug hilig, magdula ug billiards sir.

(My friends. Even though Im a lesbian, they still accept me.

We have the same likes.)

On the contrary, participant 18 mentioned about his friends who were bad

influence but yet they were responsible for his participation in school activities. He

conveyed;
Ang akong mga barkada sir, nadamay lang pud ko sa ila.
Bad influence man gud sila sir, wala man pud koy ginikanan
nga mobadlong.Sa akong lolo ug lola naman ko nagpuyo
gud sir.
 30

(My friends. They influenced me. They were a bad influence.

I dont have any parents to discipline me.)

Participant 16, who was close to his uncle and considered him as his friend,

confided it was his uncle who motivated him to join. He relayed;

Ang akong angkul sir, ginasabay ko niya para mahimong
helper kay panday man siya. Kabalo man pud siya sa
among kahimtang nga pobre mi kaayo.Ten years old palang
ko sir ginapasabay nako niya bisan asa. Naningkamot pud
ko nga makakwarta sir, para makatabang sa balay sir.

(My uncle, I assisted me for he is a carpenter. He knows that

we are poor. Since I was 10 years old, I follow him
everywhere. I work hard to earn money to help my family.)

Not quite certain who motivated him but retorted by saying it was friends.

Participant 15 revealed;
Walay naga motivate sa akoa sir. Siguro pud sir kay akong
mga barkada wala man pud sila naga apil sa mga school
activities. Mga kabuang lang jud ang among nahibal-an.

(I dont have anyone to motivate me. Maybe because my

friends did not join any school activity. We only know foolish
stuff.)

Participant 1 added;
Isa pud nag enter man gud akong mga amigo.

(I joined because my friend joined.)

Finally, participant 3 disclosed;

Ang akong mga classmates na wala pud tarong. Nadala ko
kay gusto napud nako nga dili mosulod.

(My classmates are delinquents as well. I was influenced so

I did not want to go back to school.)

Personality Development and Socialization. It was personal gains that

motivated few participants to join like being able to relate with other people, to build self-

confidence and to be able to socialize. As shown, research participants looked at their

 31

involvement with school activities as venue for their personal growth. Participant 1 had

this to say;
Unya gusto pud nako e-develop ang akong kaugalingon sa
pakig-ambit sa ubang mga tao.

(I want to develop my skills in socializing.)

Meanwhile, Participant 5 cited the building of self-confidence and gaining more

acquaintances and friends.

Gi challenge nako akong self, para mas ma improve akong
self-confidence ug makaila ug makakita pag daghang higala.

(I challenged myself so that I could improve my self

confidence to find more friends.)

On the other hand, Participant 4 pointed out the opportunity of being able to

socialize with other people. She said;

Para makahalobilo sa ubang estudyante sir, ug makabaton
ug friends sa ubang estudyante sa eskwelahan.

(To socialize with other students and to find more friends in

other schools.)

Similarly, Participant 6 stated;

Wala. Nalingaw lang ko sa ako mga klasmyts ug mga
barkada.

(None. I am entertained by my classmates and friends.)

Participant 8 added;
Ang nakapa-aghat sa ako mo apil sa maong kalihukan kay
daghang matabangan ug aron kabalo pud sila mo respeto.
Labi na usa pud ko nga naga daog-daog sa akong mga
classmates sauna.

(I got encouraged to join school activities because it could

help many and I could earn respect.)

Out of Curiosity and Help Other People. The study revealed that research

participants curiosity about the activities had triggered their involvement while at the

same time helping other people was also in their minds. Participant 1 relayed;
 32

Na aghat ko kay gusto man nako nga ma aware ug unsa ng

mga kalihukana.

(I was triggered to join for I want to be aware of the

activities.)

Meanwhile, Participant 7 was curious and felt good about the activity but yet

decided not to be overwhelmed by it. She conveyed;

Maka-feel ko ug ibog sa uban na naga apil-apil which
encourage me to join pero wala lang gihapon.

(I envy the students who joined. I want to join but my efforts

were wasted.)

Contrarily, Participant 2 had something different crossing her mind when she

stated;
Para makatabang pud sa amoang maestro ug makatabang
pud sa mga estudyante.

(To help my teacher and students.)

.
Memorable Experiences

This section highlights the responses to the specific question 1.3 What

experiences do you find memorable? which is under statement of the problem number

1What are the experiences of the research participants while in school? The

responses of the research participants had drawn the following themes: no memorable

experiences, bonding with friends, doing naughty stuffs, classmates and teachers, sport

and academic achievements, and joining extracurricular activities.

No Memorable Experience. The result of the study revealed that majority of the

research participants did not have any memorable experiences to reckon with. Some

contended that what they were into were more senseless and crazy things. All they

could remember were superficial, fleeting and nonsensical things.

Participant 18 echoed;
 33

Wala koy nindot nga na-experience katong nag-eskwela

pako sir.Tanan mga kabuang man to gud sir. Bugoy jud ko
kaayo sauna katong nga-eskwela pako sir.

(I did not experience any beautiful moments. They were all

foolish. I was a delinquent back then.)

Citing specific instances, he continued;

Laliman mo nang manghagit gani ko ug sumbagay sa guard
sa eskwelahan.

(I even challenged the Security Guard to a fist fight.)

And then confided;

Siguro sir, naing-ato ko kay wala man gud ko ginikanan nga
nag-atiman. Gamay pako nagbulag na akong mama ug
papa, sa akong lolo ug lola nako nagdako, mao naing-ato ko
kasipat siguro.

(Maybe. I was like that since I dont have any parents.)

The study also showed there were other participants who could not even think of

any memorable experience and even any good experience to say the least. Participant

15 confided;
Wala man koy good experience katong nag-eskwela pako
sir. Bugoy-bugoy ug uyab-uyab man akong dili makalimtan
katong nag-eskwela pako.

(I did not have any good experiences in school. I was a

delinquent and I liked flirting back then.)

Participant 11 also shared;

Ambot. Wala koy nahinumdoman sir. Murag wala man koy
good memories sa school kay puro man kabuang akong ma
remember.

(I do not know. I do not remember anything. I do not have

any good memories in school and the foolishness I did was
the only thing I could remember.)

The case of Participant 7 was a bit different since right after school she would go

straight to their house. This she had to say;

 34

Wala man kaayo ko mga memorable experience sir. Kay

after sa akong eskwela mouli man ko dayon. Dili pud ko
close kaayo sa akong mga klasmyts ug sa akong mga
teachers.

(I do not have much memorable experiences because after

school I directly go home. Im not close to my classmates or
my teachers.)

Participant 14 relayed;
Wala man ko ma remember sir. Sige raman ko absent sauna
tungod kay sige ko ug kasakit.

(I dont remember anything. Im often absent since I easily

get sick.)

Feeling remorseful of what had happened to her in school, participant 19

narrated;
Wala lagi sir, puro kaulaw akong na experience katong nag-
eskwela pako. Dili nako ganahan mobalik pa ug eskwela
tungod sa akong na experience.

(None because I only experience embarrassment. I dont like

going back to school because of the said experience.)

She blurted;
Murag walay koy kakampi sir, malas jud kaayo akong
kinabuhi sir. Ang akong adviser lang jud ang naga tambag
ug nagtabang sa akoa sir.

(I dont have any allies. My life is very unfortunate. My

adviser was the only one that helped me.)

Bonding with Friends, Classmates and Teachers. Some research participants

shared that bonding time with friends, classmates and teachers proved to be

memorable. The bonding could be during school programs and parties or celebrations.

Participant 4 had this to share;

Katong mga time nga kauban nako akong mga friends unya
manan-aw mi sa program sa eskwelahan, happy jud mi
kaayo sir.
 35

(When I am with my friends and we watch a program that the

school had. That was the time that I was very happy.)

Meanwhile, Participant 8 stated;

Ang dili nako malimtan kay ang happy-happy namo sa
akong mga barkada ug ang among bonding-bonding.

(The only thing I remembered was the happy moments with

my friends.)

The one activity that was memorable for Participant 5 was;

Kadtong Christmas party kauban ang among sir. Grabe ka
enjoy, nakalimot ko kadali sa akong problima sa balay.

(The Christmas Party with our adviser. It was so fun that I

forgot all the problems at home.)

Being with classmates and teachers inside the classroom brought so much

memorable experiences for Participant 6. He cited;

Akoang mga classmates ug maestro. Labi na ang mga
bugoy nako nga mga amigo, daghang mga kabuang sulod
sa classroom.

(My classmates and my teachers. My delinquent friends, we

do all sorts of rude things.)

Doing Naughty Stuffs. The responses of the participants revealed that others

found memorable was when they did some crazy stuffs. This was something they could

hardly forget when they were still in school. Participant 3 admitted doing some crazy

stuffs to which the attention of their parents was also called;

AhhmpI think, katong nangambak mi sa pader para
makasibat sa klase unya nadakpan mi sa guard. Unya
gipatawag dayon ang among parents.Suko kaayo ang
akong papa, naka decide siya nga paundangon ko ug
eskwela.

(Maybe the time when we jumped over the fence in order to

skip classes but the guard caught us. Our parents were
called to the school. My father was furious. He decided that I
stop going to school.)

On the other hand, Participant 7 expressed;

 36

Ang dili nako malimtan, katong mag cutting classes mi sa

akong barkada. Moadto dayon mi sa balay sakong barkada,
didto lang mi magtambay. Mag-inom pa usahay. Mga sipat
jud kaayo.

(The one thing I remember was the time that we cut classes.
We then went to my friends house to loiter. We sometimes
drink.)

Participant 1 shared his funny experience inside the classroom. He revealed;

Ang memorable kaayo sa akoa kay kadtong mga panahon
na wala bitaw koy papel unya motapad dayon sa mga girls
kay mangayo ug kanang pag-enter sa mga kalihukan sa
eskwelahan. Kataw-anan pero mao na kamatooran.

(The most memorable were the times where I ran out of

paper so I sat next to the females so I could ask them for
paper and the time that I entered a school activity. It was
funny but it was the truth.)

Sport and Academic Achievements. Having had the chance to attain some

sport and academic achievements was considered memorable for some research

participants. They included, among other things, winning the championship, being an

honor student and finishing the elementary grades.

Participant 10 admitted;
Katong nakuha ko sa try-out sa varsity sa eskwelahan. Sa
kadaghan ni try-out isa ko sa nakuha. Ug katong ni
champion mi sa provincial meet, memorable pud to sa akoa.

(The time where I passed the try-out for the varsity team in
the school. The time when we won gold in the Provincial
meet was memorable as well.)

Meanwhile, Participant 13 shared;

Katong naka honor ko sir. Dili jud ko makalimot kay bisan sa
among kapait naka honors gihapon ko sir.

(The time when I was part of the honor roll. I cant forget that
for even if we are poor, I still qualified for the honor roll.)

For his part, Participant 16 bragged about finishing the elementary grades.
Ang dili makalimtan katong naka graduate ko ug grade six
sir.
 37

(I cant forget the time when I graduated primary school.)

Joining Extra-curricular Activities. Involvement in extra-curricular activities

also proved to be rewarding as participants found them memorable and significant as

research participants admitted. Participant 17 said;

Siguro kung naa man, JS Prom lang siguro ang matawag
nako nga memorable experience.

(The JS Prom was the sole memorable experience I had.)

Similarly, Participant 20 shared;

Kanang naga perform mi ug dance everytime nga naay
program sa school sir. Memorable siya kay, na-exposed
man pud ko, feeling nako sikat pud ko ato sir. Daghan pud
naga idol-idol sa akoa, happy ko ato sir.

(When we had dance performance in a school program back

then. A lot of people idolized me and made me happy.)

Meanwhile, Participant 2 stated;

Nag pahitabo ug camping sa tanang mga 4 th year students,
enjoy kaayo mi, then nakig-hiusa ming tanan sa pag team
building.

(When the 4th year students went camping and then we had
fun during the team building event.)

Reasons for Being Memorable and Significant

This section highlights the responses to the specific question 1.4 Why did you

find those experiences memorable and significant? which is under statement of the

problem number 1What are the experiences of the research participants while in

school?The responses of the research participants had drawn the following themes: for

the happiness felt, leaving an indelible mark, nothing really memorable and able to win

new friends and acquaintances.

For the Happiness Felt. The result of the study showed that the research

participants found their experiences memorable and significant because of the

 38

happiness they felt, whether in a form of joy, companionship, satisfaction and first-time

experiences. Participant 4 expressed;

Tungod sir, kay naghatag man to ug kalipay sa akoa, mao
nga dili jud nako makalimtan.

(It is because it gives joy to me. That is why I cannot forget

it.)

Participant 6 who was happy being with his classmates and friends relayed;
Kay tungod sa akong classmates ug mga amigo, nalipay
man ko. Usahay naa tay problima sama sa ka pobrehon.
Pait jud kaayo, walay kwarta gutom kaayo usahay. May
nalang malingaw ko nila.

(It was my classmates and friends that made me happy.

Sometimes I encounter problems such as poverty. I have no
money, I starve sometimes. I might as well have fun with
them.)

Similarly, Participant 7 admitted;

Tungod sa akong mga barkada malingaw man ko,
makalimot ko sa problima. Sa balay, murag walay pakialam
akong parents.Sa akong barkada ug uyab lang ko naka feel
nga importante ko.

(Because of my friends, I tend to forget my problems since

we are having so much fun. My parents pay no heed if I am
not at home. I can only feel important when I am with my
friends and my loved one.)

The same was echoed by Participant 8, who expressed;

Malingaw man ko uban sa akong mga barkada. Sa akong
mga barkada nako naka feel ug kalipay. Sa balay kay, puro
raman kasaba akong mabatian sa akong ginikanan.

(I have fun if I am with my friends. I can only feel happiness

if I am with them. My parents always yell at me when I am at
home.)

Participant 12, who hated to wear skirt, felt happiness when the school

administrator allowed her not to wear skirt when going to school as she revealed;
 39

Kay siyempre hate man nako nga magsayal ko. Memorable

nako to nga misugot ang principal nga dili ko magsayal kay
maka eskwela nako ug balik.

(I hate wearing skirts. It was a memorable moment when our

principal agreed that it was not compulsory for me to wear
skirts so I can go back to school.)

Participant 13 proudly shared;

Memorable jud to sir kay kabalo ko nga nalipay ang akong
parents nga na honors ko.

(It was a memorable moment when my parents knew that I

was part of the honor roll.)

For Participant 17, her first time experience wearing gown and heels in a social

gathering made her happy as she stated;

Alangan sir, first time man nako nakaapil ug ing-ato ka
sosyal nga gatherings. First time pud nako nakasuot ug
gown ug naka heels. Maayo gani sir nisugot akong amo ato
nga moapil ko. Happy kaayo ko ato sir.

(It was my first time to join a social gathering. It was also my

first time I wore heels and a gown. It was a good thing that
my guardian agreed to have me joined. I was so happy.)

Such like, Participant 5 shared;

First time nako to nga Christmas party bisan dugay nanguli
pero enjoy kaayo kay ngtapok-tapok ming tanan nga
nagtinug-anay sa among mga kasakit.

(It was my first time to attend a Christmas Party even if we

went home late. We all gathered and confronted each other.)

Leaving an Indelible Mark. Six research participants responded that their

experiences were memorable and significant because it left an unforgettable part in

their lives. Participant 1 shared;

Importante kaayo na sa akoa kay na experience man nako
ug naka baglis na sa akong kasing-kasing maong dina gyod
mamahimong makalimtan pa. Ug naay mangutana nako
pag-abot sa panahon naa koy ikatubag.
 40

(It was important to me because it was left a mark in my

heart, so I can not forget it. If someone will ask me about it, I
have something to say.)

Participant 3 confided that because of such experience, he dropped from school.

He regretted he did not do good in his studies, as he mentioned;

Kay tungod ato gipaundang ko ug eskwela maong dili nako
makalimtan. Perti jud nakong pagmahay sir nga wala ko
nagtinarong.

(For that reason, I stopped going to school. I could never

forget that. I regretted greatly for I did not do my best.)

She felt happy when for the first time someone gave her a gift as Participant 9

relayed;
First time man to sa akong kinabuhi nga nay someone nga
mohatag sa akoa ug gift.

(It was the first time in my life that someone gave a gift to
me.)

It was his passion towards basketball that Participant 10 wanted to join and play

in his schools varsity team. He revealed;

Alangan, hilig man gyod nako ang basketball, gusto jud
nako modula ug maapil sa varsity team sa compre.

(It is because I like basketball and I badly want to qualify for

the varsity team in Compre.)

Participant 16 confided that he was able to finish his studies despite all the

difficulties, as he narrated;
Dili ko makalimot sir kay bisan sa ka pit-os naka human
gihapon ko.

(I cant forget it for even if I am poor, I still graduated.)

On the other hand, Participant 18 confided that maybe he was destined to be

what he is now. He added that he did not give much importance on his studies, but he

did not regret it. This he had to say;

 41

Wala jud nako natagaan ug bili ang pag-eskwela sauna sir,

kutob lang jud ko third year sir. Wala man pud ko nagmahay
sir, siguro kapalaran jud nako nga maing-ani ko sir.

(I did not show much interest in school back then. I only

realized the important when I was in third year. I did not
regret maybe because it was my fate.)

Nothing Really Memorable. The responses of the study showed that the

participants never had memorable and significant experiences while in school.

Participant 11 stated;
Wala lage sir. Nakalimot napod ko, labi na karon nga wala
nako nag-eskwela. Dugay napud to sir.

(None. Maybe I forgot. It was a long time ago.)

Participant 14 shared the same experience as she said;

Wala sir. Wala koy memorable experience.

(None, I do not have any memorable experience.)

Similarly, Participant 15 answered;

Wala sir. Wala ko nakahinumdom ug memorable

experience.
(None, I did not remember any memorable experience.)

On the other hand, Participant 19 revealed that she did not receive any support

and encouragement from her mother. Instead, her class adviser was the one who urged

her to go back to school as she said;

Akong adviser raman gud ang naga encourage sa akoa sir
para mobalik ug eskwela. Pati akong mama, walay klaro sir
nagmahay jud ko nganong siya akong na inahan.

(The sole person that encouraged me to go back to school

was my teacher. Even my parents did not encourage me.)

Able to Win New Friends and Acquaintances. The responses of the two

participants revealed that they were able to win new friends and acquaintances. It made

their experiences in school memorable and significant. Participant 2 confided;

 42

Memorable kini tungod kay nakakita ko ug mga new friends

sa ubang section ug nagka close nako sila hangtod karon.

(It was memorable because I met new friends in other

sections.)

Participant 20 found her experiences in school memorable and significant

because it was where he met her boyfriend as she said;

Memorable to sa akoa sir kay tungod sa opportunity nga ma
exposed ko, sa dance pod mi nagkaila sa akong uyab.

(It was memorable because of the opportunities that I could

be exposed, I meet my boyfriend in dance back then.)

Embarrassing Experience

This section highlights the responses to the specific question 1.5 What

experiences do you find embarrassing? which is under statement of the problem

number 1What are the experiences of the research participants while in school?The

responses of the research participants had drawn the following themes: when caught up

in an uncomfortable situation, when being bullied, when called for misdeeds and when

blamed for bad acts.

When caught up in an uncomfortable situation. Some of the participants

shared that they found it embarrassing when caught up in an uncomfortable situation.

Participant 1 shared that he felt disconcerted every time he can not answer during class

recitation and when he attended classes despite being wet from rain. He cited;
Kanang pa answeron unya igo ra motindog ug nga-nga ra.
Kanang maulanan unya mosulod gihapon sa klase.

(When you get to answer a question but all you do is stand

up and stare at the teacher. I got wet because of the rain and
still I attended to class.)

For Participant 2, she found it embarrassing when she experienced love knot

with her friend and when she got pregnant at the age of 15. She blurted;
 43

During my first year, first time jud ko nakasinati ug ulaw kay

gi LOVE KNOT ko sa akong friend. Katong nabuntis ko sir,
ulaw kaayo to para sa akoa, imagine 15 years old pako ato
sir.

(During my first year, it was my first time to experience

embarrassment because of the LOVE KNOT. When I was
pregnant, it was very embarrassing for me. I was just 15
years old.)

Participant 3 cited that it was embarrassing every time his teacher announced

grades in front of the class and when he was punished for getting a low score. He

relayed;
Katong gi-announce sa akong teacher ang akong grades sa
atubangan sa akong classmates. Ug katong gi-punished ko
kay gamay akong score.

(When the teacher announced the grades in front of my

classmates, and when I was punished because I had a very
low grade.)

Participant 4 contended she was abashed when she hurt her knees, tore her

pants as she fell down from the bleachers of the gym and every time she can not

answer during their class recitation. She mentioned;

Katong nahulog ko sa hagdan sa gym, nasamad akong
tuhod ug nagisi akong pantalon, ulaw jud kaayo sir. Katong
kataw-an pod ko sa akong mga classmates everytime dili ko
ka answer.

(When I fell from the stairs in the gym and then my pants got
ripped and my knee got injured, it was very embarrassing. It
was also funny when I cannot answer and my classmates
laugh at me.)

Meanwhile, Participant 5 confided that it was an embarrassing experience when

his name was called in front of many students for being late. He added that it was

because he was the one who prepares for himself since his parents were not around.

He said;
 44

Kanang e-mention ang imong pangalan atubangan sa

daghang estudyante like anang ma late ka tas e-mention
imong pangalan ug daghan na dayong estorya. Ma late man
ko ky wala man lain mo prepare sa imo kung dili ako lang,
kay always wala man akong parents.

(When my name was mentioned in front of many students,

when I got late. I was the one to prepare for myself since my
parents were not around.)

For Participant 6, he was ashamed of his age and still at grade 10. He added that

though he felt embarrassed, he will still pursue his studies as the school year is yet to

end. He relayed;
Ulaw kay tungod dako nako ug edad. 22 years old nagod ko
karon, grade 10 lang gihapon. Mao nga maulaw jud unta ko,
antoson nalang nako ni, hapit na bitaw mahuman ang tuig.

(It is embarrassing for I am 22 years old and still in tenth

grade. That is why I still pursue my studies since the school
year is almost end.)

Participant 7 mentioned that it was embarrassing when her classmates, friends

and teachers knew she was pregnant. She intentionally hid her pregnancy from

everyone. Her parents got mad, as she contended;

Katong nakabalo akong mga classmates, barkada ug akong
teachers nga buntis ko.Naulaw gyod ko pag-ayo. Gitago-
tago man unta nako, pero nakabalo gihapon sila.Samot na
nga perti sukoa sakong parents.

(When my teachers and friends knew that I was pregnant. I

was very embarrassed. I tried to hide it but they still knew
and my parents were very angry.)

Participant 10 attributed his embarrassing experience when he was bullied for

not being good in playing basketball. He defended that he was still at first year that time.

He cited;
Katong gikantsawan ko sa akong mga kauban sa varsity,
bala daw ko kaayo.Dili daw ko kabalo modula. First year
paman ko ato, siyempre dili pako hawod ato nga tym.
 45

(When my fellow basketball players used to teased me, for

not being good in playing basketball. They told me that I did
not know how to play. I was first year back then I do not
know how to play very much.)

Meanwhile, participant 11 found it embarrassing when teachers embarrassed

and scolded him for not wearing uniform and coming to class late and when he was

infected with gonorrhea which he got from his gay lover. He blurted;
Kanang pakaulawan ka sa imong maestra ug maestro. Labi
na sauna dili ko maka uniform ug ma late, kasab-an ko.
Ulaw kaayo! Unsaon man gud sir, inig mata nako ako pa
ang magluto, dugay pajud makamata. Ug ang dili nako
makalimtan sa tanan katong nasakit ko ug tulo, natakdan ko
sa akong uyab nga bayot.

(When my teacher embarrassed me in front of everybody,

especially when I arrive late or I was not wearing a proper
uniform. I could not forget the moment when I was infected
with gonorrhea from my gay lover.)

For Participant 13, being mentioned by the teacher for not paying school fees

made her felt ashamed. She shared;

Kanang ma mention imong pangalan sa teacher kay wala ka
kabayad sa bayronon sa school.

(When my teacher mention my name for I was not paying

the school fees.)

On the other hand, Participant 14 got embarrassed when she lost her

consciousness at school and her classmates came for help. She contended;
Katong nakuyapan ko sa school sir. Gitabang ko sa akong
mga classmates, naulaw jud ko ato sir.

(When I fainted and my classmates helped me, I was very

embarrassed.)

Participant 16 felt flustered when his name was called for not paying PTA fees

and when the teacher scolded him for sleeping during the class. He said;
Siguro sir kanang tawagon imong pangalan nga wala
kabayad sa PTA. Labi na ug exam, ulaw jud kaayo sir.
 46

Kanang kasab-an pud ka sa maestro kay nakatulog ka sa

klase.

(When your name is called for not paying the PTA fees
especially during the exam and when the teacher scolded
me for sleeping during the class.)

On the same vein, Participant 17 cited that she was abashed every time her

name was called for not paying school contributions and when teacher scolded her. She

mentioned;
Usahay kanang, dili ka tagaan ug pangbayad sa amotan sa
eskwelahan, unya tawagon imong pangalan kay wala paka
kabayad, ulaw sab na sir. Kanang kasab-an ka sa imong
teacher sir, ulaw sab na sir.

(Those times when my parents do not give me spare money

to pay for school fees, then my teacher will call out my name
because I was not able to pay. It is very embarrassing. Every
time my teacher scolds me for that, I feel embarrassed.)

Participant 19s friends and classmates spread gossips about her having sex with

her boyfriend. She also added that many knew she had relationship with his uncle and

her mother was okay with it. She said;

Grabe jud kaulaw sir, katong ginapanabi ko sa akong
barkada ug classmates nga naay nahitabo sa akong uyab.
Nanabi man pud ang akong uyab gud sir, nakalat nasa
school. Daghan pud nakabalo nga nagkarelasyon mi sa
akong uncle sir. Si mama man gud sir, okay raman pud sa
iya. Naulaw jud ko sir, daghan man gud nakabalo.

(I felt embarrassed when my friends and classmates gossip

me having lovemaking with my boyfriend. It originated from
my boyfriend himself which later spread around the school. A
lot of people knew that I have a relationship with my uncle.
My mother said that it was okay. I was still embarrassed, a
lot of people knew about it.)

Finally, Participant 20 shared that her mother went to school, embarrassed her in

front of her friends because of having a boyfriend. She added that she was still young

and her strict parents did not want her to enter into a relationship. This she had to say;
 47

Dili ko kalimot katong giapas ko sa akong mama sa school

sir, gipakaulawan ko sa atubangan sa akong barkada
tungod sa akong pag uyab-uyab. Dili man gud sila gusto
mag uyab-
uyab sir kay bata pa daw ko. Pati akong mga classmates
nakabalo pud sir, ulaw kaayo sir. Isog man kaayo ang akong
parents sir, daghan kaayo sila ug bawal.

(I can not forget the time when my mother put me to shame

in front of my friends because I was in a relationship. They
do not want me to be in a relationship for I am still too young.
Even my classmates knew about it, i really feel ashamed. My
parents were strict, they have many restrictions.)

When Being Bullied. The responses of the four research participants

demonstrated that their experiences turned out to be embarrassing when being bullied.
Participant 12 was bullied for being a lesbian. She added that she knew she was

a lesbian when she was in grade four. Furthermore, she said that she even stopped

schooling before since she did not wear a skirt as a school uniform. She relayed;
Kanang gina-bully ko sa mga tao sa akong pagka lesbian
sir. Dili man gani nako gusto sir, mao man akong na feel sa
akong sarili. Grade four palang ko sir, nakabalo nako nga
lesbian ko. Nakaundang gani ko dati kay dili man jud ko
mosayal.

(When people bullied me for being a lesbian, I never wanted

this but this is what I felt. Since I was in Grade 4, I knew that
I was a lesbian. I stopped studying before because I do not
want to wear skirt.)

On the other hand, participant 13 shared that she felt embarrassed when bullied

that she was untidy with no presentable clothes to wear. This she had to say;
Kanang gina bully ko sir. Usahay lagi sir kay imat kaau, wala
koy tarong sinina sir, ulaw kaayo. Kanang kasab-an sa
teacher sir, ulaw kaayo.

(When others bullied me for being untidy, it was very

embarrassing when the teachers scolded me.)

For participant 15, she was ashamed when she was bullied by her classmates,

friends and teachers for being pregnant. She relayed;

 48

Katong gikantsawan ko sa akong mga classmates, barkada

pati teachers sir nga nakabalo sila nga nakabuntis ko sir.
Mao jud to ang pinaka ulaw katong nag-eskwela pako sir.

(When I was teased by my classmates and my teachers for

being impregnated someone. It was my most embarrassing
experience ever.)

Lastly, Participant 17 cited that she was flustered when scolded by her cruel boss

in front of people. She revealed;

Ang dili nako makalimtan sir, kanang kasab-an ka sa imong
amo sir bisan naay tao. Ulaw kaayo sir, maot man gud ug
batasan akong amo sir.

(I can not forget when I was scolded by my guardian even in

front of other people. It is very embarrassing. My guardian
was ill-mannered.)

When Called for Misdeeds. It was embarrassing for the three research

participants when they were called for their misdeeds in school. Participant 1 attributed

his misdeeds to his consecutive late. As he shared;

Katong mga panahona na ipatawag sa guidance kay sige
rag ka late.

(Those times when I called up to the guidance counselor for

I was often late.)

Meanwhile, participant 8 was called for his misdeeds when the guard caught their

gang and his association with it. He added that his parents attention was called at the

guidance office. His parents got mad and let him stopped from schooling. He said;
Katong nadakpan mi sa guard, nasakpan ang among gang.
Gipatawag dayon akong parents sa guidance. Suko kaayo
akong parents, gipaundang ko ug eskwela. Ulaw gyod huna-
hunaon akong kaagi.

(When we were caught by the guard and our gang was

unveiled. My parents were immediately called to the
guidance. That made my parents angry so I was forced to
stop schooling. It was very embarrassing.)
 49

The same was echoed by Participant 18, but with a different reason. He and his

friends were caught using marijuana inside the comfort room. He felt disconcerted as

his grandmothers attention was called. He blurted;

Katong nadakpan ko kauban sa akong mga barkada nga
nag marijuana mi sa CR. Gipatawag intawon akong lola sa
eskwelahan, naulaw jud ko ato sir. Nagpabadlong lang gyod
mi sa eskwelahan sir. Naulaw ko kay dako nako ug edad
nagpabadlong pa jud.

(When I was caught using marijuana in the comfort room

and my grandmother was notified to the school. It was very
embarrassing.)

When Blamed for Bad Acts. The result of the study revealed that one research

participant found it embarrassing when blamed for the bad acts. Participant 9 mentioned

about being accused of stealing her classmates money. She conveyed;

Katong gipasanginlan ko nga ako ang nagkuha sa kwarta sa
akong classmates, ulaw gyod kaayo.

(When I was accused for stealing money from my classmate,

it was very embarrassing.)

Ways of Gaining Friends in School

This section highlights the responses to the specific question 1.6 How do you

gain friends in school? which is under statement of the problem number 1What are the

experiences of the research participants while in school?The responses of the research

participants had drawn the following themes: communicating and bonding, doing good

and being good, share same condition and status, qualms about making friends and

knowing ones behavior and through other people.

Communicating and Bonding. It was through communication and bonding that

the research participants gain friends in school. Participant 2 stated that she got to know

her friends, talked about their lives and bonded with them. She mentioned;
Gi-ilaila nako sila, gi-istorya about sa mga life ug bonding-
bonding pud panagsa.
 50

(I tried to know about them and talk about theirs lives and
likes.)
.
For Participant 4, she earn friends by communicating, laughing with them and by

giving them advice when they have problems. She disclosed;

Kanang makighalobilo ko nila, makipagtawanan, ug
paghatag ug advice pag naa silay problima.

(When I socialize with others, laugh with others and give

advice to others.)

Participant 11 admitted that for him it is important to establish good interpersonal

relationship with his seat mates in the classroom. He shared;

Para nako, kanang kabalo makig-estorya sa mga katapad
sa classroom. Mosabay sa mga barkada maskin asa
moadto.

(For me, those who know how to socialize with their

seatmates in the classroom and who will go with friends
wherever they go.)

Meanwhile, Participant 8 contended that he gain friends through bonding with

others, humbling myself and treating them well. He expressed;

Nakisama ko sa ubang tao, nagpaubos ko. Gitrato nako sila
ug maayo.

(When I socialize with other people, I humble myself. I treat

them well.)

Participant 10 contended that it was not hard for him to gain friends especially

that he already befriended his fellow varsity players. He relayed;

Dili lisod para sa akoa kay ako palang mga kauban sa
varsity, amigo na nako. Naa pa jud ko mga barkada daan
nga mga sipat. Sabay-sabay ko nila, mosibat sa klase,
manigarilyo mag-i nom pa jud.

(It was not hard for me, since I had my teammate in the
varsity and they were my friends. I always went with them
when they skip classes, smoke and drink.)
 51

As a lesbian, it was hard for participant 12 to find friends. She stated that she

bonds with them through playing billiards and cutting classes. This she had to say;
Nakisama ko sa ila. Labi na sa akong pagka lesbian, lisod
jud kaayo mangita ug barkada. Mosabay lang ko sa ila sir,
magdula mi ug billiards, usahay mosibat sa klase.

(I socialized with them. Especially being a lesbian, it was

very hard for me to find friends. I join them in everything they
do like playing billiards and skipping classes.)

Participant 14 relayed that she is shy and has few friends at school. She only

waits for others to make friends with her. She confided;

Makig-estorya sir, pero wala man ko kaayo friends sa school
sir. Ulawon man kokaayo. Maghulat lang ko kung makipag
friend sila sa akoa.

(Chatting with other people but I do not have much friends in

school for I am very shy. I just wait for them to befriend me.)

Doing Good and Being Good. Five research participants responded that they

gained friends at school by doing good and being good. Participant 5 believed in the

Golden rule,Do not do unto others what you dont want others do unto you. This he

had to say;
Pagbuhat ug maayo sa ilaha kay ug dili ka maayo sa ila dili
pud sila maayo sa imoha.

(Doing good to others so they will do good unto you.)

Participant 13 contended that she helps other students to gain friends. She

mentioned;
Ang pagbuhat ug maayong bulohaton ug pagtabang sa
ubang estudyante sir.

(By doing good deeds and helping other students.)

Participant 15 contended that he shows his good behavior and knows how to be

with other people;

Ginapakita nako ang akong maayong batasan sir. Kabalo ko
makisama sa ubang tao.
 52

(I show my good attitude. I know how to get along with

people.)

The same was echoed by Participant 7;

Gipakitaan nako ug maayong pamatasan ug na feel pud
nako ang ilang pagkamaayo. Mosabay kung asa sila
moadto, kanang makisama jud ko saila.

(I show them good deeds and in return I felt their good

attitude. I go with them wherever they go and get along with
them.)

On the same vein, Participant 6 relayed;

Magpakita ko ug maayong pamatasan kay para daghan ko
ug suod nga higala.

(I showed my good attitude to gain more friends.)

Share Same Condition and Status. The result of the study revealed that

research participants gain friends by sharing the same condition and status. Participant

18 admitted being an ill-mannered person and most of his friends share the same vices.

He also added that he sell marijuana to his friends to make a living. He mentioned;
Bugoy kaayo ko sauna sir, kasagaran nako gina-barkada
katong mga bugoy pud. Baligyaan man nako sila ug
marijuana para maka-kwarta pud ko sir. Diskarte man akong
tirada sauna sir.

(I was delinquent back then. Most of my friends were just like

me. I sold marijuana to earn money. I was just being
practical.)

Participant 16 earned friends by sharing common interest and situation in life. He

expressed;
Kanang dili pilian sir, kanang pareho lang pud sa akoa nga
pobre. Kanang pareho mi ug hilig.

(People that shared common interest and situation with me.)

 53

On the other hand, Participant 20 recalled that her friends came from the dance

troupe she belonged. They were always together and shared the same interest in

dancing. She conveyed;

Kasagaran sa akong mga barkada kanang kauban lang pud
nako sa dance troupe. Pareho lang pud nako ug hilig, sila
man ang always nako kauban sauna.

(Most of my friends are the people I am with in the Dance

Troupe. We have the same likes.)

Qualms about Making Friends. Three research participants responded that

they had uncertainty about making friends in school. Participant 9 mentioned that she

was not interested in gaining friends in school. She only has few friends mostly were

here seat mates. She expressed;

Wala kaayo ko barkada sa school, dili pod ko hilig. Ug dili ko
unahan ug tagad, dili rapod ko managad. Kana lang duol sa
akong ge-lingkoran ang medyo ma close nako.

(I do not have many friends in school. I am not interested to

make friends either. Those people I am sitting close with are
my only friends.)

On the same note, participant 17 confided that she has a few friends in school

and preferred to be alone. She said;

Wala naman ko panahon makipag barkada sa school sir.
Kung naa man ko friends gamay lang pud. Kana lang
katapad nako sa classroom, dili pud ko kaayo hilig ug
barkada sir. Dili ako ang type nga hilig makisama sa uban
sir, kung magustohan ko, di friends nami. Ang tan-aw nila sa
akoa kay maldita. Dili man gud ko tig-tagad saila sir. Mas
gusto pa gani nako nga ako lang. Kapoyan ko makisama sa
ubang tao sir.

(I do not have time to gain friends. I only have few friends.

My seatmate is not also fond of gaining friends. I do not like
people who socialized often. I like being alone.)

Finally, Participant 19 contended that her friends can not be trusted and they

were the reason she dropped from school. She relayed;

 54

Dili ko ganahan makipag-friends sa eskwelahan sir. Dili man

pud sila kasaligan sir, sila ang hinungdan nga niundang ko
ug eskwela.

(I do not like socializing in school for they are not trustworthy.

They are the reason why I stopped going to school.)

Knowing Ones Behavior. It was through knowing ones behavior research

participants gained friends in school. Participant 1 shared that he gets to know his

friends behavior and lives. He said;

Gi catch-up naku ilang mga tagsa-tagsa ka batasan.
Gisabayan nako ilang mga dagan sa kinabuhi para lang nga
maka-amigo ko.

(I got to know their behavior and attitude.)

Through other People. One research participant gains friends through other

people. It was through his cousin that he earned his friends. Participant 3 had to say;
Wala kaayo koy friends. Nahimo lang nakong friends sila
tungod lang sakong cousin. Daghan man siya ug barkada
mao nisabay lang pod ko.

(I do not have many friends. I knew them through my

cousin.)

Qualification of Friends
This section highlights the responses to the specific question 1.7 How do they

qualify to be your friends? which is under statement of the problem number 1What are

the experiences of the research participants while in school?The responses of the

research participants had drawn the following themes: being good, real and true friends,

share something in common, and no particular qualification.

 55

Being Good, Real and True Friends. The result of the study showed that ten

research participants choose their friends for being good, real and true. Participant 2

relayed that her friends can be trusted with her secrets. This she had to say;
Mga friends nga angay masaligan ug secrets din mga true
friends jud magkina unsa man. Gipili nako sila kay maayo
sila ikauban ug dugay gimahal ko nila as a friend.

(I like choosing trustworthy friends. I chose them for I love

them as a friend.)

Similarly, Participant 13 mentioned;

Ang pagpili nako sa akong higala ang pagtan-aw sa iyang
batasan, ug masaligan ba nako siya.

(I befriended others by judging their attitudes if they could

be trusted or not.)

On the same note, Participant 5 said;

Daghan kaayo. Pag maayo ka saila ug pagkamaayo nila
nimo kay dili mo magkahigalaay kung dili ka maayo sa ila.

(A lot. If I was good to them theyre good to me.)

The same was echoed by Participant 6;

Ang akong mga higala nga maayo pod sa akoa.

(The friends those were good to me.)

Meanwhile, Participant 7 added;

Ang pagpili nako sa akong mga amigo nga maayo sila, dili
maldita ug dili lain ang batasan ug labaw sa tanan, kabalo
mo respeto.

(Choosing the right friends who are good and who know how
to respect others.)

While Participant 8 chooses his friends who know how to get along with people;
Kanang dili salto ug kanang kabalo makisama.

(Who knows to get along with people and socialized.)

 56

For participant 11, in choosing his friends, he considers those who will never left

him behind every where he goes. As he shared;

Ang pagpili nako sa akong amigo kanang kabalo
makisabay sa gara-gara sa eskwelahan ug kanang dili ka
pasagdan maskin asa pa mo moadto ug tabangan ka. Pero
sa akong uyab ra jud ko naka feel ug pag-unong, bisan pa
bayot siya.

(Choosing friends who know how to play along and who will
never leave you alone. I could only feel a sense of security
when I am with my lover, even though he is a gay.)

Participant 12 expressed that she treated anyone as her friend as long as they

were her companions. She cited;

Dili man ko pilian sir. Kung kinsa ang pwede nako masabay
sir, ginaturing na nako silang barkada. Siguro, kanang
masaligan jud sir, mao na ang tinuod nga barkada.

(I am not choosy. Those who I could get along with, I

consider them my friends. They are the ones who are always
at your back.)

On the the contrary, Participant 17 admitted that being choosy in selecting her

friends. She befriended those who can adjust with her attitude.She confided;
Pilian kaayo ko sir, dili ko daghan ug barkada. Kanang
kinsay makabalo mo adjust sa akong batasan sir. Kanang
kasaligan pud sir.
(I am very choosy and I do not have many friends especially
those who could adjust with my behavior and whom I can
trust.)

Lastly, Participant 1 shared that his friends is a great help especially in times of

need. He mentioned;
Isa pa pod makatabang jud sila sa mga panahon nga pigado
ka.

(When I am in dire need, they helped me)

 57

Share Something in Common. Five research participants responded that they

must share something in common for them to qualify as their friends. As Participant 1

stated;
Ako, daghan kog mga amigo pero naa gyod koy mga amigo
nga mura me ug bulad pinikas kumbaga dikit gali kaayo.
Mga Noly, Randy, Pyaw-Pyaw, Ronil, Lucas ug uban
pa.Gipili nako sila kay naay mga butang na kami-kami ra
ang magkasinabot unya dili kasakay ang uban.

(I have a lot of friends but I have some friends that Im very

close to. I chose them because we got along well.)

As for Participant 4, they became friends since they work as a house helper in

order to finish their studies. She relayed;

Si Chiare Sofia kay pareho man mi ug hobby pareho pod mi
nga naningkamot para mkahuman ug eskwela bisan pa
pareho pod mi nga working student.

(I and Chiare Sofia have the same hobbies and goals in life.
We strive hard to finish our studies even as a working
student.)

Participant 10 and his friends shared the same interest in basketball. This he

had to say;
Daghan ko ug barkada. Kauban nga mga basketball player
ug akong barkada nga klsmyts ug school mates. Pareho
man nako sila ug hilig mao nga magkasinabot jud mi.

(I have lots of friends. My fellow basketball players , friends

and my fellow school mates. We have the same likes so we
can get along well.)

Participant 18 cited that he is not particular in choosing his friends, as he

relayed;
Wala koy pili sir, basta kinsay mosabay sa akong tropa sa
una. Kanang siyempre, kanang makasakay sa akong mga
tirada. Kanang maldito pud sama sa akoa sir, mao pud
kasagaran akong barkada.
 58

(I am not choosy. To those who can get along with me and

those who have the same attitude with me, they are my
friends.)

Finally, Participant 20 stated that her friends supported her relationship with her

boyfriend. She added that they even helped her find ways to see his lover. She

disclosed;
Gipili nako sila kay same mi ug hilig ug gusto sir.
Suportahan pud ko nila sa among relasyon sa akong uyab.
Ginaprotektahan gani ko nila katong time nga magkita mi sa
akong uyab.

(I picked them because we have the same interest and

hobbies. They fully support me in having a relationship.)

No Particular Qualification. The result of the study showed that five research

participants have no particular qualification for their friends. Participant 3 conveyed;

Wla nako sila gipili, mosabay raman ko sa ila. Ang uban nila
tarong ang uban pod kay bad.

(I did not choose my friends. I just go along with them. Some

of them are good but some of them are bad.)

The same was expressed by Participant 15;

Wala man ko nagapili sir, kung kinsa ang masakyan ug
makasakay sa akong batasan. Dili pud ko hilig makipag
barkada ug datu ug bright kay maulaw ko.

(I am not choosy. The ones who could get along with my

attitude are my friends. I do not like getting along with smart
and rich fellows.)

Similarly, Participant 16 disclosed;

Bisan kinsa raman akong barkada sir, naay estudyante naa
pud tambay.

(Anybody could be my friend.)

 59

Participant 9 expressed that she has two close friends. They became close

since they were seat mates and class mates since elementary. She stated;
Duha lang jud ang matawag nako nga close. Siguro nagka
close lang mi kay tapad mi ug lingkoranan, din since
elementary klasmyts nami.

(There are only two people who I am close with. Maybe we

were close because we were seatmates. We were also
classmates since elementary.)

As for participant 19, She was shy and has few friends. This he had to say;
Wala koy daghan barkada sir, maulaw pud ko sir.

(I do not have many friends, because I am shy.)

Lastly, participant 14 has limited friends due to sickness. She shared;

Dili man kaayo ko pilian sir. Wala pud ko kaayo friends. Dili
kaayo ko hilig mkipag barkada. Siguro tungod sa akong
pagkamasakiton.

(I am not choosy. I do not have many friends. Maybe

because I am sickly.)

Time To Say One is Already a Friend

This section highlights the responses to the specific question 1.8When can you

say that someone is already your friend? which is under statement of the problem

number 1What are the experiences of the research participants while in school?The

responses of the research participants had drawn the following themes: show

willingness to help, develop mutual understanding and trust, and through ones

behavior.

Show Willingness to Help. Ten research participants said that someone is

already their friend when they show willingness to help. Participant 1 relayed that his

friends help me in times of trouble. He cited;

 60

Kanang mga panahon nga naa kay pinagdadaanan, naa sila

andam mo alalay sa imoha.

(When I am in trouble and they showed willingness to help.)

On the same vein, Participant 4 relayed;

Kanang always mi magkauban ug always pod mi
nagtinabangay, labi na sa kapait.

(When always with me and help espicially in times of

difficulties.)

Similarly, Participant 7 cited;

Masulti nako na ako silang higala sa panahon na nga
nanginahanglan ko sa ilaha naa sila para motabang sa
akoa.

(I could tell that they are my friends because they stayed by

me in times of trouble.)

The same was echoed by Participant 16;

Kanang makatabang panahon sa kalisod sir. Kanang kabalo
mo unong sa kapait, kanang makasabay nako pirme.

(Could help in facing hardship and who would always be with

me.)

For Participant 5, someone becomes his friend if they seek for his help and share

their problems, as he stated;

Pag sila mismo moduol sa imoha ug mangayog tabang sila
ug e-share nila ilang mga problima. Kay ang personal nga
problima dili na basta-basta itago lang sa bisan kinsa kung
dili sa imong gisaligan.

(When they approach me, shared their problem and seek for
my help. Because personal problems can not easily be
divulged to anyone whom you can not trust.)

Participant 11 can say that his lover is his true friend because he can provide his

needs. He mentioned;
Akong uyab lang jud ang masulti nako nga tinuod nga
higala. Naga provide siya sa akong mga panginahanglan.
Sa balay man gud halos walay bugas. Akong lolo nalang
man ang naga provide sir. Pait jud kaayo.
 61

(My lover is my only true friend and provides my needs. At

home, there was no rice. My grandfather was the
breadwinner of the family. We are very poor.)

Participant 10 said that his companions are his friends, as he expressed;

Kanang kauban nako permi. Sila jud ang akong mga amigo.

(The ones Im always with, they are my friends.)

Suchlike, Participant 15 added;

Kanang kabalo makisama sir. Kanang kabalo mo-unong,
bisan asa mosabay.

(The one who knows how to get along.)

While Participant 18 consider someone already a friend when he or she can help

his situation and defend him. As he cited;

Ang akong gituring nga barkada sir, kanang makatabang sa
akoang kahimtang, kanang kabalo molaban sa akoa. Naa
koy barkada nga mounong pud sa akoa, kanang mataguan
ug sekreto. Mao to sila akong mga ka-tropa sir, wala mi
biyaay ato nila sir. Bisan unsang mga kabuang kauban nako
sila. Mao bitaw nga kursonada kaayo ko sauna tungod pud
sa akong mga ka-tropa.

(The ones whom I consider as friends are those who could

help me in my situation and defend me. I have friends who
will never leave my side, whom I can keep my secrets. We
will never leave each other. Even in doing naughty deeds, I
was with them. I was very eager to do it before because of
them.)

Finally, Participant 20 stated that she treat them as her friends since they can

understand her. She mentioned;

Ako silang gituring nga barkada kay kabalo sila mosabot sa
akoa. Kanang bisan mag bikil mi, magkaayos gihapon mi.
Until now bisan wala nako nag-eskwela, bisitahon gihapon
ko nila.

(I consider them as my friends because they understand me.

Even though we have misunderstandings, we can patch
things up. Until now, they still visit me even I stopped
schooling.)
 62

Develop Mutual Understanding and Trust. The response of the eight research

participants revealed that they must develop mutual understanding and trust to say that

someone is already their friend. Participant 2 relayed;

Kanang time nga magkasinabot mi, din mag istorya or
magkasabot-sabot ug topic kung unsay angay buhaton or
asa dapit manglaag.

(The times when we get along and when we talk to each

other.)

On the same vein, Participant 13 disclosed;

Kanang kabalo mosabot sa akong sitwasyon, bisan pa sa
akong kapobrehon, dili ko niya ikaulaw. Pero sa tinuod sir,
wala jud ko kaayo barkada kay aside sa maulaw ko, wala
pud kaayo makig barkada sa akoa. Ulawon jud ko kaayo sir.
(Those could handle my problem without insulting me. I have
few friends since I am very shy.)
The same was echoed by Participant 14;
Kanang kabalo mosabot sa akong sitwasyon. Labi na nga
saputon kaayo ko, tungod sa akong sitwasyon nga
masakiton ko. Okay raman pud ug wala koy daghang
friends sir, nasanay naman pud ko.

(Those could handle my situation even when I am furious. It

is okay if I dont have much friends, I got used to it.)

Participant 6 shared that his friends understand him and in return he treated

them well. As he expressed;

Kay tungod makasabot man sila nako ug giayo nako sila ug
dala.

(Since they understood me, I do them good.)

While Participant 8 consider his former gang mates his friends. This he had to

say;
Kanang ka tropa sa mga kabuang. Dati kanang kauban
nako sa gang, mao na akong mga brother sa una.

(The ones who joined me do foolish stuff.)

 63

Someone is already her friend when willing to listen and understand, as

Participant 9 mentioned;
Kanang willing sila maminaw sa imo, ug andam silang
mosabot.

(Those are willing to listen and are open-minded.)

Participant 17 relayed that someone is already her friend when she can share

her problems. She cited;

Kanang ma-estoryahan nako sa akong problima sir. Kanang
dili ko libakon, andam motabang sa panahon sa kalisod.
(The ones who converse with me in tough times and they
dont talk behind my back.)

As for Participant 19, true friends are those she can tell and keep her secrets

with. But that is not true with her friends, who were the reason why she got

embarrassed. She disclosed;

Ang tinuod nga barkada unta sir, kanang matagoan ug
sekreto. Pero, wala man silay klaro sir. Sila ang hinungdan
nga naulawan ko.

(True friends are the ones who knew how to keep a secret.
Since they are not trustworthy, they are the reasons why I
was ashamed.)

Through Ones Behavior. The responses of two research participants revealed

that they can say that someone is already their friend through ones behavior.

Participant 3 mentioned that even though he was not that close to them, he can see

they are already his friends through their behavior. He expressed;

Tungod sa ilang batasan. Dili man ko close saila pero,
makita nako sa ilang pagkatao.

(Because of their attitude, Im not close with them.)

Meanwhile, Participant 12 shared that she considers someone already her friend

if they can understand and accept her sexuality. She also added that she was always

with her friends especially that her parents were separated. She cited;
 64

Kanang makasabay nako ug dula ug billiards sir. Kanang

makasakay sa akong batasan ug makasabot sa akong
pagka lesbian sir. Labi na nga walay klaro akong parents,
nagbulag sila. Si mama, tua na sa butuan si papa pud
nikoyog na saiyang uyab. Pait kaayo sir, akong nalang
barkada ang permi nako kauban.

(Those join me in my likes and who understood my sexuality

especially because my parents are not in good terms.)

Things they Liked about their Teachers

This section highlights the responses to the specific question 1.9What did you

like about your teachers? which is under statement of the problem number 1 What are

the experiences of the research participants while in school?The responses of the

research participants had drawn the following themes: understand students behavior,

care for the students, and willingness to teach.

Understand Students Situation. Research participants responses revealed

that they like their teachers who understands students situation. Participant 2 cited that

she liked them because they let the students understand the lesson faster by

translating it to vernacular language. She said;

Nagustohan nako sa ila kay maskin English ang lesson ilaha
jud ming sabton ug maayo, din bisaya-on pa nila pag explain
para makasabot jud mi tanan.

(I like them because even though our lesson is in English

they would do everything in order for us to comprehend.)

For participant 13, it was her teachers goodness despite the students

misconduct made her like them. As she revealed;

Ang nagustuhan nako sa akong mga teachers sir kay
kanang kabalo sila mosabot bisan sipat kaayo mi mga
students niya. Though naay uban nga strict kaayo, unta
kabalo sila mosabot labi na sama sa akoa nga dili sayon
ang giagian.
 65

(What I like about teachers is that they know how to

understand the problem of the students despite of bad
behavior.)

Suchlike, Participant 9 mentioned;

Ang ilang pagkabuotan, pagsabot bisan usahay badlongon
na kaayo mi.
(They could understand us even though weve done nothing
but bad things.)

On the same vein, Participant 5 blurted that she was thankful to his teachers who

served as his second parent. He said;

Pagka maayo nila ug pagtudlo nilag maayo sa ako. Bisan
unsa ka kabadlungon nga estudyante anaa sila magtabang
sa imo. Labi na sa akoa wala akong parents permi, ang
akong teachers na ang nahimo nakong ginikanan.
Pasalamat jud ko sa ila.

(For teaching me well. Despite being a delinquent, they still

help me. My teachers are like my second parents.)

On the other hand, it was his teachers consideration towards the students

especially in terms of grades made participant 10 like his teachers;

Ang ilang pagka considerate. Bisan angayan na gud
ibagsak, papasaron lang gihapon ko nila. Pero, naa gud
uban nga mobagsak jud.

(Their consideration, even though I deserve a failing grade,

they would still find a way to make me pass.)

Similarly,Participant 15 responded;
Dili man tanan ganahan ko sa mga maestro ug maestro sir.
Ang ganahan nako kanang kabalo mosabot bisan sipat
kaayo ko gipapasar gihapon. Pero naa man pud uban
mobagsak jud sir.

(I dont like all teachers but I like the ones who make me
pass even though I have a failing grade.)

For Participant 11, he likes his teachers for being able to understand students

situation. This he had to say;

Kanang kabalo mosabot sa kahimtang sa ilang mga
students sir.
 66

(Who were able to understand the situation of their

students.)

Meanwhile, Participant 16 added;

Kanang dili mo bagsak sir. Kanang mo consider sa akong
sitwasyon sir.

(Who do not fail and consider my situation.)

Also, Participant 17 added that one reason she dropped from school was that not

all teachers considerate to their students. She mentioned;

Kanang teacher nga kabalo mosabot sa kahimtang sa
estudyante sir. Kanang dili one- sided. Pero dili tanan kabalo
mosabot sir, naay teacher nga dili kabalo mo consider.
Usahay maka discourage sir, mao na isa sa hinungdan nga
niundang ko. Dili man nako gusto nga maing-ani ko sir.
Kakapoy magworking sir, kung datu palang lagi mi sir dili
unta ko maingon ani.

(A teacher who knows to understand the situation of a

student because there are some teachers who dont know
how to consider. I dont even want to go to school for I am a
working student.)

Participant 12, who was a lesbian, cited that she like teachers who were able to

understand her sexuality. She mentioned;

Kanang mosabot sa akong pagka lesbian sir. Pero naa
ubang teachers nga dili kasabot. Kanang wala pay klaro sa
balay pag abot sa eskwelahan kasab-an pa jud ka. Lisod
kaayo ang kahimtang sir.

(The ones who understand my sexuality. They are some

teachers who cannot understand. Our situation is very
difficult.)

Lastly, participant 14 blurted that she liked her teachers who showed their

concern and patience towards the students. She responded;

Kanang concern sa imong sitwasyon sir. Kanang taas ug
pasensya bisan sa kabadlungon sa iyang mga students.
(The ones who are concerned about their students. The
ones who are patient.)
 67

Care for the Students. Five research participants like their teachers who cares

for the students. Participant 3 admitted he only like one teacher for being caring and

God-fearing and that was his class adviser. He relayed;

Isa ra ka teacher na kong nagustuhan kundi akong adviser
lang. Kay gina care mi niya. Panagsa ra siya masuko ug
diosnon.

(The only teacher I like is my adviser because he cares for

us.)

Similarly, Participant 7 confided;

Daghan ko ug nagustohan nila pero ang pinaka-gusto nako
ang pag-care nila sa amoa nga mga estudyante.

(I like a lot of things about teachers but what I like most is

their caring attitude towards us.)

For Participant 4, she like her teachers for being understanding and loving even

though students were stubborn. This she had to say;

Para sakoa, ang ilang pagka maunawain at mapagmahal na
mga guro bisan pa ug pasaway kaayo mi nga mga
estudayante.

(Their considerations and patience even though we are

naughty.)

Participant 18 cited that his adviser got tired in reprimanding him. He even

mentioned that his adviser even helped him passed but still he did not finished his

studies. He relayed;
Naay mga maestro nga buotan naa pud dili sir. Ambot pud
sir ug naay ba kaha maestro nga ganahan sa akoa dati nga
sipat man gyud ko kaayo. Akong adviser lagi sir, naugtas na
ug badlong sa akoa. Naluoy jud ko kay maam sir, karon rako
naka-amgo sa akong mga sayop sauna. Gitabangan pa gani
ko sa una ni maam nga makapasar sir, pero wala lang
gihapon ko nakahuman ug eskwela.

(There are teachers who are nice but there are some who
are not. I dont know if there is any teacher who likes me. My
adviser doesnt even like me.)
 68

Finally, participant 19 added that she liked her adviser who shows support and

concern. She confided that her teacher gave her encouragement to continue her

studies. She blurted;

Akong adviser sir, supportive kaayo siya sa akoa. Concern
pud siya sir, gina-encourage jud ko niya nga mopadaun ko
ug eskwela.

(My adviser is very supportive. He encourages me to

continue my studies.)

Willingness To Teach. The responses of the four research participants revealed

that they like teachers who demonstrate willingness to teach. Participant 1 contended

that teachers have different personalities, but despite their moods, they were always

ready to impart knowledge to their students. He stated;

Klase-klase ang kinaiya sa mga maestro, maestro. Naay
uban na di kasakay, naa puy uban na sobra rasad kabut-an
naa poy mga tama-tama ra. Gi- biliban lang nako sa akong
mga magtutudlo sa una kay bisan paman ug unsa ilang mga
mood naa ra gihapon andam motudlo sa amoa. Bayani
gyod.

(The teachers personalities vary. I like the teachers who like

to teach despite their moods.)

Also, Participant 6 shared;

Kay tungod puro man sila maayo manudlo.

(They all are good educators.)

Meanwhile, his teachers sacrifices for their student made Participant 8 like them.

This he had to say;

Ang ilang pagsakripisyo para sa amoa mga estudyante para
matodluan lang mi ug makatuon mi bisan dugay mi
makasabot.

(Their sacrifices in order for us to learn even though it takes

time for us to understand.)
 69

Finally, Participant 20 confided that sometimes she can not understand her class

advisers mood swings, as she relayed;

Okay man akong mga teachers, usahay lang sir dili ko
kasabot, mokalit lang ug pangasaba. Ako adviser saputon
kaayo sir, mangasaba ug walay hinungdan.

(Our teachers are okay but sometimes I do not understand

them. Our adviser has a very short patience.)

Feeling of Being Valued by Others

This section highlights the responses to the specific question 1.10How do others

make you feel valued? which is under statement of the problem number 1What are the

experiences of the research participants while in school?The responses of the research

participants had drawn the following themes: feeling not being valued,being accorded

importance and respect, treated like their own child, help in developing potentials,

through compliments and being there to help.

Feeling Not Being Valued. The result of the study showed that research

participants did not feel being valued by others. Participant 12 expressed that she felt

useless in this world. She added that she felt like no one understand her and it is indeed

difficult to be a lesbian. She stated;

Usahay sir, makaingon ko nga wala koy bili ining kalibutan.
Kanang feeling nimo nga walay tao nga mosabot sa imo.
Lisod jud nga mahimong tomboy sir, kanang wala ka kabalo
asa ka molugar. Lisod jud sa akong sitwasyon sir.
(Sometimes I could say that I dont have any purpose in this
world. I feel that nobody could understand me for I am a
lesbian. I have a difficult situation.)

At school ,participant 13 feel unimportant. She attributed that to her silent

personality. She confided;

Usahay sa school sir, dili nako ma feel nga importante ko.
Siguro kay tungod sa akong pagka-hilumon. Kanang ma feel
nako nga na value ko, kanang masabtan ko sa uban.
 70

(Sometimes in school I do not feel my importance, maybe

because I was unspoken person. I like when I am valued by
others.)

The same was echoed by Participant 17;

Ambot sir, kung naa bay tao nga naghatag nako ug

importansya. Makaingon lagi ko sir, nga malas kaayo ko.
Wala nako kasabot sa akong kinabuhi sir, wala nako na feel
nga naay nagmahal sa akoa.

(I can not understand my life. I do not think anyone loves me

anymore.)

As for participant 16, only his uncle and friends listen to him. This he had to say;

Siguro ako lang barkada ang maminaw sa akoa sir ug ang

akong angkul. Dili man mi close sa akong parents gud. Dili
pud nako ma feel nga importante ko sa eskwelahan kay
siguro wala man sila kabalo sa akong sitwasyon.

(I think the only ones who can understand me are my friends

and my uncle. I could not feel important in school maybe
because they dont understand my situation.)

Participant 18 feel unloved. It is hard not to have his parents to take care of him.

He shared;
Ang tan-aw nako sa akong sarili dati sir, kanang murag
walay nagmahal sa akoa. Lahi rajud kaayo kung wala kay
ginikanan nga nag-atiman sir. Siguro mao to ang hinungdan
nga nagbinuang ko sa una. Mura ko ug nagwala sir, nangita
ko ug tao nga mopansin sa akoa. Lisod jud kaayo nga walay
pamilya, lahi ra jud kaayo sir.

(In the past days, I view myself as somebody whom no one

loves as I do not have a family. This was the reason I
became a delinquent.)

While Participant 19 mentioned added that her own mother pushed her to be in a

relationship with his uncle, maybe because her uncle has money. She relayed;
Wala jud nako na feel nga naay naghatag ug importance sa
akoa sir, bisan akong mama sir, walay klaro. Ginatulak
hinuon ko niya nga makipagrelasyon sa akong uncle sir.
 71

Siguro kay kwartahan ang akong uncle sir. Grabe jud ang
nahitabo saakong kinabuhi sir.

(I dont feel anybody gave any importance to me. Even my

mother pushed me to be in a relationship with my uncle.)

The same was echoed by Participant 20;

Akong uyab sir, feeling nako dati siya lang ang nagmahal ug
naghatag ug importansiya sa akoa. Sa balay man gud sir,
sige lang ug pangasaba akong parents labi na akong mama.
Kanang feeling bitaw sir nga mali tanan akong gibuhat.
Kanang walay koy tama nga nahimo.

(I feel that my lover is the only one who gives importance to

me as my parents always scolded me at home.)

Being Accorded Importance and Respect. Six research participants feel

valued by other through being accorded with importance and respect. Participant 6

expressed that he was eager to finish his studies though it will take him time. He added

that his classmate pays him respect as he was the eldest in the class. He said;
Okay lang sa akoa bahalag dugay nako aning eskwelahan
kay tungod gusto ko makahuman. Kanang naa silay respeto
sa akoa, labi na nga ako ang kuya sa classroom.
(I was eager to finish my studies even it will take time. My
classmates respect me for I was the eldest in the class.)

Participant 9 feel valued when others listen and respect her. This she had to say;
Kanag paminawon ug respetohon pod ka nila.

(When they listen and respect me.)

For participant 10, he feels valued by others when they listen to his suggestion.

He confided;
Kanang maminaw sila saimong mga suggestion.

(When they were listen to my suggestions.)

Suchlike, participant 15 relayed;

Kanang kabalo mosabot ug maminaw sa akoa. Didto lang
nako nakita sa akong uyab sir.
 72

(The ones who know how to talk and listen to me, that was
my lover.)

Participant 14 said that she was valued by others when they have time for her

and she can feel that she is important, as she relayed;

Kanang naay time sa akoa unya ma feel nako nga
importante ko.

(Because he has time for me so I felt important.)

Lastly, on the same vein, Participant 7 shared;

Ila kong gitagaan ug importansya isip nila nga isa ka
maayong estudyante saila. Labi na nga kulang gyod ug
support akong parents.

(They gave me importance because they think that I am a

good student, particulary without of my parents support.)

Treated Like their own Child. The responses of the two research participants

showed that they feel valued when treated like their own child. Participant 1 expressed;
Gipabati nila sa akoa na mura ko nila ug anak. Nga dili ko
lahi sa uban.

(They make me feel that I am their.)

Suchlike, Participant 5 stated that he feel valued when shown goodness and

being true to their selves. He contended;

Pagkamaayo nila, pakig uban nga tarong ug walay
plastikan.

(There were being fair and good to me.)

Through Compliments. It was through compliments two research participants

feel valued. Participant 2 shared that she feel treasured when people said good things

about her and never criticized who she was. She disclosed;
Pinaagi sa mga istorya nga maayo bahin sa ako ug dili sila
manaway kung unsa ko.

(Through telling good things about me, they do not teased

me for who I am.)
 73

Sharing the same reply, Participant 4 added;

Sa paghatag ug mabuting comment sa akong pagka
estudyante.

(Gave me compliment for being a good student.)

Finally, Participant 3 revealed that people trusted him

since he has this silent type of personality. He said;

Silent or quiet lang akong personality. Dili kaayo ko naga
estorya sa uban, tan-aw nako, dali rapod sila mosalig sakoa
tungod sa akong pagkahilomon.

(I have a silent personality. I do not like socializing with

others. They do not trust me either because of my attitude.)

Help in Developing Potentials. The result of the study revealed that the

research participant feel valued when people help him discover and develop his

potentials. Participant 8 relayed;

Gitabangan ko nila nga mogawas akong tinuod nga potential
sa akong pagkatao.

(They helped me reach my full potential.)

Being There to Help. One research participant revealed that he feels important

when people were there to help. Participant 11 added that just like his lover despite

being gay, was always there to rescue him in times of need. He relayed;
Kanang naa sila sa panahon nga nanginahanglan ko. Sama
sa akong uyab, bisan bayot siya.

(They helped me in times of need, just like my lover despite

being gay.)

Description of Academic Performance

This section highlights the responses to the specific question 1.11How do you

describe your performance academically? which is under statement of the problem

number 1What are the experiences of the research participants while in school?The
 74

responses of the research participants had drawn the following themes: worst, average

and good.
Worst. Research participants described their academic performance worst.

Participant 1 relayed that he rarely obtain a line of eight before. He said;

Maot jud kog mga academic performance sauna. Ang
kamatuoran nga talagsa ra gyod intawon akong line of eight
sauna.

(My academic performance was very low back then. I

seldom reach a line of eight.)
As to Participant 3, he failed in six subjects and so his father decided to stop him

from schooling. He conveyed;

Worst. Six ka subject akong bagsak. Mao naka decide
nalang akong papa nga paundangon ko sa pag eskwela.
(I failed six subjects. My father decided that I should stop
going to school.)

Meanwhile, Participant 8 expressed;

Halos tanan bagsak. Sige man ug sibat sa klase kuyog ang
barkada.

(I failed most of my subjects as I seldom cutting classes.)

While Participant 10 said that he was only good in basketball, as he expressed;

Nah!Makaingon jud ko nga sa basketball lang gyod ko
hawod. Bulok jud kaayo ko sa klase.

(I always tell myself that I was only good in playing

basketball and I was bad in academics.)

Participant 11 attributed his worst academic performance to absenteeism as he

stated;
Walay klaro akong grado, bagsak tanan. Sige man ko ug
absent sir, wala na jud klaro sir.

(All of my subjects failed. It was because I always absent.)

On the same vein, Participant 15 mentioned;

Gagmay jud ko ug grado sir, daghan ko ug bagsak sir.
Tungod man kay sige ko ug ka late ug absent.
 75

(I had low grades and failed subjects because I am absent

often.)

Participant 12 relayed that only her elder sister among three siblings obtained a

good grade. She missed classes since she earn a living in a car wash. She contended;
Sa among tulo ka igsoon sir, akong ate lang jud ang okay
ang grado. Akong grado sir, gagmay jud kaayo, daghang
bagsak. Sige man pud ko ug absent sir kay mo side line
man ko mag car wash sir para maka kwarta kay pait kaayo.

(Among the three siblings, only my older sister obtained

good grades. My grades are very measly. I am always
absent since I worked in the car wash.)

On the other hand, Participant 14 had a different reason for her worst academic

performance.Her grades were affected when she missed classes as she got sick. She

expressed;
Apiktado jud ang akong grades sir. Sige man ko ug absent
katong nasakit ko.

(My grades were affected because I missed classes for

being sickly back then.)

Contrarily, Participant 16 had no time to study from work. He admitted;

Apektado jud akong grado sir. Wala man koy study-study
kay wala naman ko panahon gud sir. Kapoy naman kaayo
gikan sa trabaho. Sige pa jud ko ug absent sir ug naay
trabaho.

(I rarely have time to study since I was tired from work.

Therefore, I have low grades.)

The same was echoed by Participant 17 as she stated;

Unsaon pagkatarong sa akong grades sir, nga dili man ko
katarong ug eskwela kay working man ko sir.

(How can I fix my grades if I do not have time since I was

working student.)

Participant 18 owed his passing grades to his adviser who went to their house to

encourage him to go back to school. He revealed;

 76

Walay klaro akong mga grado sir. Ug dili tungod sa akong

adviser sir dili ko makapasar. Laliman ka sir, moadto jud sa
among balay kay pa-eskwelahon jud ko.
(If it was not my adviser, I would have failed. My adviser went in my house
just to encourage me to go back in school.)

Lastly, Participant 2 found mathematics as a difficult subject while Filipino as

easy and her favorite subject. She mentioned;

Dili tanang subject sayon naay ubang subject nga lisod.
Bahin sa akong pag-eskwela ang subject nga Mathematics
jud ang lisod-lisod. Subject pud nga sayon mao ang
Filipino mao na akong favorite subject.

(Not all subjects were easy. Mathematics was the hardest

subject and Filipino is manageable since it was my favorite
subject.)

Average. The responses of the four research participants described their

academic performance as average. Participant 4 expressed;

Tamang-tama lang di gaano ka baba, di gaano ka taas.

(Average or mediocre.)

On the same vein, Participant 7 mentioned;

Ang akong academic kay usahay baba ang grado usahay
taas, pero okay lang kay wala man nabagsak.

(My grades were sometimes high but sometimes low but it

was okay since I did not fail.)

As for Participant 9, she can say that she was a mediocre student, as she

confided;
Makaingon ko nga average lang ko. Dili ko bright dili pod
bulok.

(I could say that I was a mediocre.)

Lastly, Participant 19 attributed her average grades to her absences. This she

had to say;
Average lang akong grades katong nag school pako sir. Naa
man pud time nga maka-absent ko, kanang pa absentnon
 77

ko sa akong mama. Pero, pasar man ko sa akong mga

subject katong nag-eskwela pako sir.

(I had average grades. Even though I was seldomly absent, I

still managed to pass.)

Good. Only four research participants depicted their academic performance as

good. Participant 6 relayed that;

Okay akong performance sa eskwelahan kay nagtarong ko
ug eskwela karon.

(I did well in school since I did my best.)

Participant 20 proudly shared that her grades were good even though she has a

boyfriend. She added that she was one of the trusted students in their class, as she was

the class secretary. The confided;

Dagko man ko ug mga grado sir, bisan nag uyab-uyab ko
dati, mosulod man ko ug klase.

(I had very good grades even though I was in a relationship.)

Participant 5 mentioned that his grades were ruined by his absences and

tardiness. This he had to say;

Maayo man akong grado. Nadaot lang sa sige ug late ug
absent.

(I had good grades but it was affected by my lates and

absences.)

The same was echoed by Participant 13;

Okay man akong grades sir. Nibaba lang katong sige nako
ug absent. Wala man unta problima sir kaya raman unta
kaayo. Maapektohan lang jud sa akong attendance.

(My grades were manageable but they were affected by my

absences.)
What are the risk factors behind your dropping out from school?

This section presents the results for major research question number 2What are

the risk factors behind your dropping out from school? There were 5 specific research
 78

questions under major research question number 2 all of which were intended to elicit

varied experiences of the research participants in school.

Due to the sensitivity of the topic being investigated, the identities of the research

participants were concealed and careful attention was taken for statements that would

be identified with the research participants. Likewise, sensitivity to their feelings and

sentiments was observed during the conduct of the in-depth interview as some

questions might provoke for some emotional outburst.

Reasons for Dropping from School

This section highlights the responses to the specific question 2.1Why did you

drop from school? which is under statement of the problem number 2What are the risk

factors behind the dropping out from school?The responses of the research

participants had drawn the following themes: due to financial problem,due to failing

grades, due to early pregnancy, due to health condition, due to pressure from relatives,

due to rule refraction, due to association with gang and due to attrition in attendance

and tardiness.

Due to Financial Problem. The responses of the five research participants

disclosed that they dropped from school due to their financial problem. Participant 6

shared that because of financial insufficiency,he stopped schooling and works as a

miner, as he relayed;
Kay tungod nga walay kwarta. Nagtrabaho pud ko sa tunnel.
Nadala pud sa bisyo.

(Since we do not had enough money, I work in a tunnel.)

As for Participant 12, her mother works from far away and rarely sends money.

With this, she worked in a car wash and always missed her class. As she contended;
 79

Pagbulag pud sa akong parents, wala nay moatiman sa

amoa. Si papa, nikuyog sa iyang uyab, si mama pud tua na
sa butuan nagtrabaho. Usahay nalang magpadala ug
kwarta. Sige napod ko ug absent kay naga carwash ko sir.

(I feel unmotivated to go to school when my parents

separated. My mother worked far away and rarely sends us
money. I worked in a car wash and I always missed my
class.)

Participant 13 relayed that her parents can not give her money for fare and food.

This she had to say;

Tungod sa kapobrehon sir, walay kwarta pamasahe, walay
baon sa school.Wala man ikahatag akong parents. Daghan
naman ko ug absent sir, mao naka disisyon ko nga
moundang nalang ug eskwela sir.

(Due to poverty, I do not have enough money for my fare

and food so I decided to stop going to school.)

Meanwhile, Participant 16 mentioned that he needed to find a job and earn a

living. He added that he can not afford to pay school fees and instead help her parents.

He confided;
Kailangan pud nako nga mangita ug kwarta sir. Dili na
makaya mo-eskwela unya nagtrabaho pa. Wala pud koy
ikabayad sa eskwelahan sir. Mao naka decide ko nga
moundang para motabang sa akong ginikanan sir.

(I desperately need to find money. There was a time I could

not balance my work and school. I can not afford to pay my
school fees. I decided to stop so I could help my parents.)

Finally, Participant 17 disclosed that she stopped schooling when she stopped as

a house helper. She admitted that it was tiresome to be a house helper that she has to

wake up and go home early. She has no time to relax and later on lost her interest in

schooling. She said;

Pag-undang nako ug working sir, naka decide nako nga
moundang. Wala naman koy ikagasto sa akong pag-
eskwela sir. Irregular man pud akong attendance, maulaw
nako mobalik ug eskwela.Katong pag-undang nako ug
 80

working sir, naka-decide najud ko nga moundang sa akong

eskwela. Kapoy na pud kaayo sir, kailangan pa nako mo
mata ug sayo, mouli ug sayo. Halos wala nakoy relax sir.
Wala pud gana e-eskwela sir, gilaay napud ko. Lisod ang
mag-working sir.

(Since, I stopped as a working student. I decided to stop

going to school for I do not have the finances to support my
studies. My attendance was irregular. I am ashamed to go
back to school. It was tiresome. I have to wake up and go
home early. I am not motivated to study. It was very hard to
be a working student.)

Due to Failing Grades. The result of the study showed that four participants

dropped from school due to failing grades. Participant 1 got discourage of his grades, as

he relayed;
Ning-undang ko sa akong pagtungha kay wala namay klaro
akong mga grado. Puro na holiday tanan, pula na gani
tanan, mao nga nadiscourage ko.

(I was not motivated to go to school for my grades were very

low.)

While Participant 16 attributed his failing graded to his absences. His he had to

say;
Sige naman ko ug absent sir, maulaw naman ko mo-
eskwela. Daghan napud ko ug bagsak sir mao naka decide
nalang ko nga moundang.
(I had a lot of absences so I feel embarrassed to go back to
school. Most of my grades were failed.)

Meanwhile, Participant 8 dropped from school as per parents advice;

Bagsak naman pud ko sa akong subjects.Gipaundang
nalang pud ko sakong parents.

(Since I failed in most of my subjects, my parents decided to

stop me from going to school.)

Finally, Participant 3 dropped school against his will. It was his fathers

decision, as he disclosed;
 81

Because of my grades nga dili makapasa, useless gihapon

nga mo continue mao nga naka decide akong papa nga
moundang nalang ko nga dili unta nako gusto.

(Because of my failing grades, it was useless for me to

continue. So my father decided to stop me from going to
school even if it was against my will.)

Due to Early Pregnancy. Four research participants responded that they

dropped from school due to early pregnancy. Participant 2 stopped schooling because

she was pregnant and might get stressed according to her boyfriend. She confided;
Naka-undang ko ug eskwela kay tungod nga nabuntis ko, ug
gipaundang jud ko sa akong uyab kay aron dili ko ma stress
samtang nagbuntis ko.

(I stopped school since I got pregnant. My boyfriend wanted

me stop so that I would not be stressed out.)

It was when participant 7 discovered that she is pregnant that made her dropped

from school. She relayed;

Nabuntis man ko, ulaw man pud ug mopadayon ko ug
eskwela.

(I got pregnant and it was embarrassing to continue my

studies.)

Participant 10 dropped from school because he impregnated his girlfriend. He

decided to earn a living by driving a tricycle in preparation for his childs birth. He

mentioned;
Pagkabuntis sa akong uyab, naka decide ko nga moundang
ug eskwela. Sa karon, nag drive ko ug side car para
makatigom kay hapit na manganak akong uyab. Pait kaayo
among kahimtang lagi. Pero, wala naman tay mahimo, naa
naman na.

(When my girlfriend got pregnant, I decided to stop going to

school. I work as a tricycle driver to earn money for my
childs birth.)
 82

Lastly, Parents participant 15 got mad at her when they discover that shes

pregnant and forced her to dropped in school. This she had to say;
Katong nabuntis na akong uyab sir mao to naka disisyon ko
nga moundang nalang ug eskwela. Ulaw man gud kaayo sir,
suko pud kaayo akong mama sir.

(When my girlfriend got pregnant, I decided to stop going to

school because it was embarrassing. My mother got angry.)

Due to Health Condition. The responses of the participants revealed that they

dropped from school due to their health condition. Participant 9 was forced to stop

schooling when she got a transmittable illness. She mentioned;

Nasakit man gud ko, dili pwede nga mo eskwela kay
makatakod ang akong sakit. Luya pa pod akong lawas.

(I got sick. I can not go to school, since my illness can be

transmitted. My body was still weak.)

Participant 11 dropped from school since was infected with sexually transmitted

disease. He added that his gay lover stopped him from going to school, and afraid that

he might find a girlfriend. He relayed;

Kato lang nga nasakit ko ug tulo sir. Pagkaayo nako, wala
nako nibalik ug eskwela kay maulaw nako sa akong
classmates. Masuko man pud akong uyab nga mo eskwela
ko kay seloso kaayo. Basin daw makauyab ko ug babae sa
eskwelahan. Nag-ipon na gani mi karun, tabangan nako siya
ug bantay sa iyang boutique.

(When I was infected with gonorrhea I decided to stop going

to school. Even when I got better my lover force me to
stopped because he afraid that I might find a girlfriend in
school.)

Lastly, participant 14 stopped schooling since she was sickly and always absent.

She cited;
Masakiton man gud ko sir. Mao nga gipaundang ko sa
akong mama.Sige naman ko ug absent, maulaw nako
mobalik ug eskwela.
 83

(I was a sickly so my mother decided to stop me from

schooling.)

Due to Pressure from Relatives. Two research participants stopped from

schooling due to pressure from relatives. Participant 3 shared that his father wanted him

to drop from school, hoping that he might change next school year. He said;
Because of my father. Gusto siya mo stop, para next year
mausab na daw ko.

(Because of my father. He wanted me to stop hoping that I

might change in the next school year.)

In contrast, Participant 4 stopped schooling when she had conflict with her uncle.

It urged her to left him and went back to her family. She relayed;
Tungod sa akong uncle sir, sige rami ug away. Dili jud nako
kaya ang iyang batasan. Mao naka decide nga mouli ko sa
amoa. Mao nga naka undang ko sakong pag eskwela, high
blood kaayo si uncle, dili jud makaya.

(I and my uncle always fight. So, I decided to go back to my

parents which were the reason why I stopped going to
school.)

Due to Rule Refraction. The result of the study showed that three research

participants dropped from school due to rule refraction. Participant 18 was caught

bringing and using marijuana inside the campus. He further added that he was

ashamed of his age, so he decided to drop from school. He relayed;

Mao to ang hinungdan sir, katong nadakpan ko sa
eskwelahan tungod sa marijuana. Naka-disisyon nako nga
moundang nalang.Usa pud, maulaw nako tungod sa akong
edad.

(When I got caught using marijuana, I decided to stop going

to school because it was ashamed because of my age.)

As for Participant 19, her reason for dropping from school was embarrassment

from the gossips that circulated around the campus. She confided;
Ang hinungdan jud sir nga niundang ko, kay katong daghan
na nakabalo nga naay nahitabo sa ako ug sa akong uyab.
 84

Pati ang sa akong uncle sir, nakabalo napud sila. Mao to

nga naulaw ko pag-ayo sir, mao naka decide nalang ko nga
moundang ko sir.

(When they knew something happened between me and my

boyfriend and my with my uncle, I stopped going to school
because it was embarrassing.)

Finally, Participant 20 revealed that she stopped from schooling when her

parents fetch her after she left her house and went to his boyfriends place. She

disclosed;
Tong time nga naulawan ko sir, nilayas ko sa amoa, didto ko
nag stay sa boardinghouse sa akong uyab. Nikuyog ko sa
balay sa akong uyab sa camanlangan sir. After ato sir,
giapas ko sa akong parents sa camanlangan, suko kaayo
sila sir. Mao to ang hinungdan, gipaundang ko sa akong
parents ug eskwela. Gubot na kaayo akong kinabuhi ato sir,
niundang nalang ko ug eskwela sir.

(When I got embarrassed and left home, I moved in with my

boyfriend but my parents caught up. That was the reason
why my parents made me stop going to school.)

Due to Association with Gang. The study showed that two research

participants dropped from school due to their involment with gang. Participant 1 had this

to share;
Isa pud napa barkada pud ko ug sakto sauna.

(I was involved with many friends back then.)

Meanwhile, Participant 8 added;

Gipaundang ko sa akong parents tungod sa gang.

(My parents made me stop going to school because of my

involment with gang.)

Due to Attrition in Attendance and Tardiness. One participant dropped from

school due to attrition in attendance and tardiness. Most of the time, Participant 5 was
 85

always late and absent. His parents got mad at him but they can do nothing about it. He

blurted;
Tungod sa sige nako ug late ug absent. Wala nakoy
eskwela-eskwela. Suko kaayo akong parents, pero wala na
sila mahimo.

(Since I was mostly late or absent. My parents were angry

but they could not do anything about it.)

Parental Support to Studies

This section highlights the responses to the specific question 2.2How do your

parents show support to your studies? which is under statement of the problem number

2What are the risk factors behind the dropping out from school?The responses of the

research participants had drawn the following themes: insufficiency of parental support,

provided with material support and attendance in school activities.

Insufficiency of Parental Support. The research participants parents showed

insufficient parental support towards their studies. Participant 4 conveyed that her

parents have unstable jobs, income insufficient for their needs such as food. She said;
Kulang gyod ug support akong parents sir. Pareho man sila
nga walay tarong trabaho. Kulang pa gani sa pagkaon ang
ilang income.

(My parents lack of support as they both had unstable jobs.

The income was not sufficient for our needs such as food. )

Similarly, Participant 16 confided that he experienced going to school with no

money. As he stated;
Walay ika supporta ako parents sir kay wala man sila tarong
trabaho. Daghan pa gyud mi mag-igsoon. Pobre mi kaayo
sir, nakaagi lagi ko sir nga walay kaon mo-eskwela kay
walay kwarta.

(They lack of support since they do not have a proper job. I

have many siblings as well which makes matters worse.)
 86

Participant 10 revealed that he was always hungry so he worked part-time to

earn money. He mentioned;

Pait akong parents, driver lang pud akong papa ug side car.
Akong mama, sa balay lang walay trabaho. Pait kaayo,
daghan pa jud mi igsoon. Mao halos wala koy baon sa
akong pag-eskwela. Gutom kaayo permi, mao nga dati mo
absent ko para mang side line para makakwarta.

(My father was a side car driver and I have many siblings. I
rarely eat food and I work to get sufficient money.)

On the contrary, Participant 7 contended that her parents were always busy and

lacks time for them. She said;

Kulang gyod ug suporta akong parents. Busy man gud sila
sa ilang trabaho. Siguro, kulang pud sila ug time sa amoa.

(My parents were lack of support as they were very busy in

their work.)

Likely, Participant 8 added;

Wala man time akong parents sa akoa. Wala man sila sa
balay permi. Busy man sila ug trabaho.

(My parents had no time for me since they were busy at

work.)

Similarly, Participant 15 responded;

Naa man support sir, pero kulang kaayo. Permi man sila
wala sa balay gud, bisi sa trabaho akong parents. Mao didto
nalang ko sa permi sa akong uyab.

(They were lack of support and they rarely go home as they

are very busy. I spend time with my lover in the meantime.)

On the other hand, Participant 5 whose mother was working abroad, conveyed

how difficult it was to have no one to support him towards his studies. He said that;
Kulang jud sila ug suporta kay wala man sila. Dugay na nga
wala akong parents, labi na akong mama kay nag abroad
man. Lahi jud ang walay mama.

(They were lack of support as my mother is working

overseas.)
 87

Participant 11 disclosed that he opted to live with his gay lover because of

hunger. He added that his mother has a hoodlum lover. As he responded;

Walay klaro ang suporta sir. Dili gani mohatag ug baon. Ako
nalang tawong lolo ug lola ang nag suporta. Luoy kaayo
intawon. Mao bitaw nikuyog nalang ko sa akong uyab nga
bayot kay gutom kaayo sa balay. Naa na pa jud uyab akong
mama nga preso, lagot lagi kaayo sir.

(There was no clear support for me. My grandparents were

the ones who supported me in my very pitiable state. And I
decided to live in the house of my gay lover because of
hunger. )

Participant 12 confided that even before, her parents never attended school

meetings. She mentioned;

Wala nay tarong suporta sir,unsaon nga nagbulag naman
sila sir. Si papa naa na laing uyab, si mama pud wala na diri
sir. Usahay lang jud nagapadala si mama sir. Mang diskarte
nalang gani ko ug akoa sir. Daan paman sauna sir, dili gani
moadto sa eskwelahan ug nay meeting. Makaingon lagi ko
nga malas kaayo ko sir.

(They do not have any support since my parents separated. I

make decisions in myself.)

While, Participant 13 shared that insufficient income became a hindrance to

show their support to her studies. She added that their house was far from school. She

mentioned;
Willing man mo support akong parents sir. Pero, kulang lang
jud ang income sa akong parents. Maluoy man pud ko nila
sir, pait lang jud ang kahimtang sir. Pobre jud mi kaayo sir.
Layo man kaayo amoa sir, kung duol lang unta maka
eskwela jud unta ko sir.

(My parents were willing to help me but they have insufficient

income. We were very poor and school was very far away
from our house.)

Suchlike, Participant 6 confided;

Nagsuporta sila sa akoa, apan kulang kaayo kay pobre man
pud mi kaayo.
 88

(They support me but their support was not enugh for we

were very poor.)

Contrarily, Participant 14 stated that she received constant support and her father

works hard to provide their needs especially her medications. This he had to say;
Okay man unta bisan pobre mi sir. Akong papa kay
mekaniko raman pero naningkamot man para maka provide
sa among panginahanglan. Labi na akong tambal ug check-
up.

(It was manageable even though we were poor. My father

worked hard just to provide our needs and for my
medication.)

Participant 17 shared that no one supported her studies since her father died.

She added that her mother got married again, so she can not easily give her money.

She mentioned;
Sukad namatay akong papa sir, wala nay naga-suporta sa
akoang pag-eskwela. Si mama sir naa naman pud laing
bana, mao nga dili napud siya basta-basta makahatag ug
kwarta sa akoa.

(Since my father died, nobody supported me with my

studies. My mother got married again now, so she can not
easily give her money.)

On the same vein, Participant 19 said;

Wala man ika-support akong mama sir, pobre raman pud mi.
Wala naman koy papa sir, pait jud ang among kahimtang
sir.

(We were very poor since my father died. My mother does

not have money to support my studies.)

Provided with Material Support. Six research participants responded that their

parents show support to their studies through providing material support. Participant 1

admitted that he was given daily allowance, as he said;

Ginatagaan kug allowance taga adlaw.

(I was given allowance everyday.)

 89

While participant 2 relayed that her parents let her feel important by taking care

of her and by giving money for her school projects. This she had to say;
Giatiman ko, kung mangayo ko ug pang project, muhatag
sila ug kwarta. Ginatagaan mi nila ug importansiya.

(My parents care for me and give me sufficient money for my

school projects.)

Participant 3 mentioned that his father was the only one who supports him and

works hard for him.He said;

My father work hard for me. Needs nako ug sakong family.
Ang akong papa lang ang nagasuporta sa akoa.

(My father works hard and support for me.)

As for participant 18, ever since his parents got separated, his grandparents

supported him. He disclosed;

Sukad sa gamay pako sir, akong lolo ug lola na jud ang
naga suporta sa akoa sir. Gamay palang ko sir, nagbulag
naman akong ginikanan gud. Wala jud akong ginakanan
naga suporta sa akoa sir.

(Since I was young, my grandparents supported me. My

parents separated so I had no support from them.)

Participant 9 received support from parents especially when she got sick. She

admitted;
Okay man ang suporta sa akong ginikanan. Labi na karon
sa akong kahimtang nga nasakit ko.

(My parents gave me sufficient support especially now that I

have sickness.)

Participant 20 cited that her parents had constant support towards her but got

mad when she entered into a relationship. As she expressed;

Suportado man ko sa ila sir, katong nag uyab-uyab ko didto
raman sila nasuko sa akoa. Dili man gud sila gusto mag
uyab-uyab ko sir. Ambot lagi sir nganong nag supak-supak
man pud ko sa akong parents. First time man gud nako
nakauyab ato sir.
 90

(They fully support me except when I was in a relationship

as they do not want me getting in a relationship.)

Attendance in School Activities. One participant said that it was his parents

attendance in school activities that they showed support to his studies. Parents of

Participant 1 always attend school assemblies, as he shared;

Naga attend pajud sila ug naa koy mga assembliya sa
eskwelahan.

(They attended when there were school assemblies.)

Stability of Financial Support

This section highlights the responses to the specific question 2.3How stable is

your financial support? which is under statement of the problem number 2What are the

risk factors behind the dropping out from school?The responses of the research

participants had drawn the following themes: unstable and insufficient and sufficient.
Unstable and Insufficient. The result of the study disclosed that the research

participants financial support was unstable and insufficient. Participant 1 mentioned that

his parents were farmers and have unstable source of income. He relayed;
Dili lagi perminte. Unsaon nga pit-os man pud ang
paginabuhian sa akong ginikanan. Mag-uuma raman tawon
sila.

(Their support was not stable as we are very poor and my

parents were only a farmer.)

Participant 6 attributed the financial support insufficiency to the many siblings he

has and only his father earn for a living. As he said;

Dili kaayo kay tungod daghan mi mga igsoon tapos si papa
ra ang nanarbaho ug gamay rapod ug sweldo.

(Not much since I have many siblings and my father had a

very measly income.)

On the same note, Participant 7 added;

 91

Medyo pait lage ang kahimtang. Tama-tama lang nga

mabuhi. Daghan man gud mi mag-igsoon.

(We were in a very pitiable state. It was solely sufficient for

living with many siblings and none else.)

The same was echoed by Participant 13;

Kulang jud sir kay pila raman ang income sa akong parents.
Kulang pa usahay sa konsumo sa balay.

(It was not enough because my parents income was

insufficient for food sometimes.)

Similarly, Participant 4 responded;

Wala jud tawon suporta sir, kay kulang paman ang income
para sa pagkaon. Mao nga nagworking nalang ko.

(There was no support from them since their income was not
enough even for food.)

Participant 10 mentioned that his father has unstable job. He missed classes

before since he worked part-time. He disclosed;

Dili. Kay dili man always nay income akong papa. Moabsent
gani ko dati pra maka pang-helper, usahay mag on board sa
bus.

(No. My father does not have stable income back then.

Sometimes, I skip classes to work.)

As for participant 11, he got financial support from his lover. His grandfather

works in the market for them to buy rice. He added that he has many siblings so he

decided to drop from school. This he had to say;

Akong uyab lang jud ang naga suporta sa akoa sir. Akong
lolo kay naga labor raman tawon sa palengke para naa
tawon pangpalit ug bugas sa balay. Naa pa jud ko mga
manghod. Dili makaya sir, gutom jud kaayo sir. Mao nga
naka decide nalang ko nga moundang ug eskwela.

(Only my gay lover supports me. My grandfather works at

the public market but his income was only for food. So I
decided to stop going to school.)
 92

Meanwhile, participant 12 revealed that his father never sent financial support

since he has his own family already. He added that her mother rarely sent money. She

stated;
Wala na nagahatag ug kwarta si papa sir, naa naman siya
laing pamilya. Si mama panagsa lang pud magpadala ug
kwarta. Pait jud among kahimtang sir, walay klaro nga kaon
usahay. Mangdiskarte nalang ko sir para maka kwarta.

(My father does not always give me money since he has

another family. My mother rarely gives me money so I
decided to be a working student.)

The same was echoed by Participant 16;

Walay ikahatag akong ginikanan sir. Pobre man mi kaayo.
Usahay lang kaayo makahatag sir, kailangan jud nako nga
mangita ug kwarta.

(My parents do not gave me anything because we were

poor. I desperately need to find money.)

Participant 17 confided that her mother has no job, as she expressed;

Wala na nagahatag ug kwarta akong mama sir, wala man
pud siya trabaho. Nagsalig lang pud siya sa akong
stepfather sir. Maningkamot nalang ko ug akoa sir.

(My mother do not gave me money anymore because she

does not have a job. So I decided to work.)

While Participant 18 was ashamed to ask money from his grandparents, ever

since he was still schooling. He added that he works as a security guard to earn a living.

This he had to say;

Wala ko nagapangayo sa akong lolo ug lola sir kay maulaw
ko. Mga tigulang napud intawon sila sir, masking katong
nag-eskwela pako, naningkamot ko nga makadiskarte ko ug
pang-kwarta. Mao bitaw, nanarbaho ko karun bisan security
guard lang, naa ko income gamay.

(I do not ask my grandparents for money because I was shy.

So I decided to work as a security guard to earn a living.)
 93

His uncle turned out lover, provides financial support for Participant 19. As she

revealed;
Dili stable ang financial support sir. Tinuod sir, naa jud mi
relasyon sa akong uncle sir, ginatagaan ko niya ug
allowance sir. Kabalo man si mama sir, okay raman pud
saiya sir.

(The support of my parents was not stable. I admit that we

had an affair with my uncle. Only my uncle provides me
financial support for my daily allowance.)

Sufficient. The result of the study showed that eight research participants said

that they received sufficient financial support. Participant 2 stated that she received

stable and sufficient support. She mentioned;

Oo, perminte. Dili man kaayo dako nga kwarta or daghan
nga kwarta ilang mahatag sa amoa, atleast dili mi maglisod
ug dili mi mahutdan.

(Always. They gave me just enough money to get by.)

Along the same note, Participant 3 responded;

Bisan unsa akong need, mohatag jud siya kung unsa ang
akong kinahanglan sa pag-eskwela.

(They gave me anything I need for my studies.)

Suchlike, Participant 5 mentioned;
Kung sa kwarta hinuon, always man ko naay allowance.
Nagapadala man akong mama ug kwarta, usahay pod si
papa mohatag sa akoa ug kwarta.

(In terms of money, I always got my allowance.)

Participant 14 relayed that his parents worked hard to provide his needs. He

expressed. He stated;
Makaingon ko nga nga stable gihapon sir. Kay nangita man
ug pamaagi akong parents nga naa mahatag sa akoa ug sa
akong mga igsoon.

(My parents were innovative so we had a stable income for

me and my siblings.)

Meanwhile, Participant 8 added;

 94

Oo, kay nagapaningkamot man sila.

(Yes, because they work hard.)

On the same vein, Participant 9 shared;

Oo, bisan pobre mi, naningkamot man pud akong parents.

(Yes, even though we were poor, they still worked hard.)

Similarly, Participant 15 cited;

Mohatag man akong mama sir. Wala man nuon ko pasagdi
sa akong allowance.

(My mother always gave me what I need.)

Participant 20 mentioned that her parents always support her financially more

than enough. She proudly said;

Always man naga support akong parents financially katong
nag eskwela pako sir. Dagko gani ko ug baon, sobra-sobra
pa sa akong panginahanglan. Dagko pa gani ko ug baon sa
akong ubang klasmyts.

(My parents always support me financially when I was still in

school.)

Tasks At Home

This section highlights the responses to the specific question 2.4What are your

tasks at home? which is under statement of the problem number 2What are the risk

factors behind the dropping out from school?The responses of the research

participants had drawn the following themes: do house chores and nothing at all.
Do House Chores. Research participants responses disclosed that they do

house chores at home after dropping out from school. Most of them shared the same

tasks such as cleaning the house, dish washing, washing clothes and cooking.

Participant 1 shared;
Mga gawaing bahay ra, bughag kahoy, farming-farming, ug
uban pa.
 95

(Household chores, cutting wood, farm work, and more.)

Suchlike,Participant 2 confided;
Akong trabaho sa balay kay manghinlo sa balay,
manghugas ug plato, ug manglaba ug mga sanina.

(I do regular household chores at home.)

Also, Participant 6 shared;

Manghinlo sa balay ug mamogha ug kahoy.

(Clean the house and cut wood.)

On the same vein, Participant 7 contended;

Manghinlo sa balay. Manghugas ug plato. Manglaba pud
usahay.

(Clean the house, wash the plates, and often wash the
clothes.)

Likely, Participant 10 disclosed;

Sauna, manilhig, hugas plato ug magluto.

(I used to sweep the floor, wash the plates, and cook.)

Participant 11 had to say;

Magluto, bughag kahoy ug manghinlo sa balay sir.

(Cook, cut wood and clean the house.)

The same was expressed by Participant 18;

Motabang man pud ko sa mga trabahuon sa balay sir. Mga
trabahuon sa balay sir, mamugha ug kahoy, maglung-ag,
manghinlo sir.

(I help with household chores like cutting wood.)

On the same subject, Participant 19 revealed;

Akong trabaho sir, manghinlo, magluto ug maglaba sir.

(I clean, cook, and do laundry.)

Along the same line, Participant 12 stated;

Magluto, manglaba, manghinlo sir.
 96

(I clean, do laundry, and cook.)

Participant 4 confided;
Manglaba, magluto ,bantay sa mga manghod sir ug uban
pa.

(Do the laundries, cook, and take care of the house and
such.)

While Participant 13 mentioned that she must help do house chores since her

mother was helping her father in their farm. She expressed;

Manglaba sir, motabang man ko sa mga trabahuon sa balay.
Kailangan jud nako motabang kay si mama motabang pud
kay papa sa among bukid.

(Do the laundry and others. I also help my parents at the

woodlands.)
.
Nothing at All. The responses of the participants showed that several of the

research participants were not involved in any tasks at home.Some simply sleep, eat,

watch television and rarely cook. Participant 5 disclosed;

Tulog, tan-aw ug tv, magluto pod usahay. Wala man kaayo
ko trabaho sa balay.

(Sleep, watch tv, seldomly cook. I rarely do anything.)

On the same vein, Participant 8 admitted;

Wala koy trabaho sa balay. Mouli lang ko para mokaon ug
matulog.

(I have no work at all.)

Similarly, Participant 9 claimed;

Sa karon, pahulay lang jud. Wala koy trabaho sa balay.

(I just relax because I have nothing to do at home.)

Suchlike, Participant 15 said;

Wala man ko trabaho sa balay sir. Tulog kaon lang jud ko
sir.

(I do not have any thing to do at home so I always sleep.)

 97

As for Participant 20, she revealed that she was princess-like in their house,

having nothing to do. She answered;

Wala koy work sa house sir, feeling princess ko sa balay sir.

(I do not have any work at home.)

With Participant 16, he entrusted his tasks to his younger siblings, as he shared;
Wala man ko trabaho sa balay sir, daghan man mi igsoon,
naa man ko mga manghod motrabaho.

(I do not do work at home since we had younger siblings to

do the task.)

Meanwhile, Participant 14 was not involved in any tasks at home since she was

sickly. She contended;

Wala koy trabaho sir. Dili man ko patrabahoon kay
masakiton man ko.

(I do not have work. I was not allowed because I am sickly.)

Contrarily,Participant 17 had a different situation as she confided that she had a

lot of work as an all-around working student. She said;

Daghang sir, labi na katong nag-working pako. All around ko
sir, tanang trabahoon sir akoa tanan.

(I had a lot of work especially when I was a working student.)

As for Participant 3, he did not do any house chores but he is in charge of

attending to their internet cafe business. He confessed;

Nothing. Akong task is our business nga internet caf,
nagabantay rako.

(Nothing. I only take care of our internet caf business.)

Value from Education

This section highlights the responses to the specific question 2.5What value do

you get from education? which is under statement of the problem number 2What are
 98

the risk factors behind the dropping out from school?The responses of the research

participants had drawn the following themes: the importance of education,earn good

manners and proper conduct, gaining some life-long learning and means for

socialization.
The Importance of Education. The result of the study showed that six research

participants responded that education is important. Participant 1 learned from school the

importance of life. This he had to say;

Nakatuon kug mga butang nga sa gawas sa eskwelahan dili
mahibal-an. To be specific na diha ang kahibawo nako sa
adlaw-adlaw na pagtudlo sa akong mga maestro ug
maestro. Nahibal-an nako na ang pas eskwela importante
kaayo sa kinabuhi sa tao. Maka ingon ko na kansi kaayo
ang dili magtarong ug eskwela.

(I learned a lot of things that you could only learn in school.

To be specific, I learned that education is important so I have
to do my best in school.)

Education plays a vital role in a persons success. This was revealed by

Participant 11;
Dapat pahalagahan ang pag-eskwela sir,para nay maabot
someday. Wala lang koy choice sir, tungod sa kapait sa
sitwasyon. Labi na nga walay klaro akong parents sir.
Sayang gud unta pero naa naman ni sir, wala nako mahimo.
Maayo gani kay nagtarong akong isa ka manghod ug
eskwela.

(I should value education for my future as I do not have any

parents to assist me. It was a good thing that one of my
siblings is doing well in school.)

The same was echoed by Participant 3;

Few. Naay naremenber nako ang uban wala na. Like, kung
unsa ka importante ang pag-eskwela para naa ta good
future. Nagbasol gani ko nga wala ko nagtarong ug eskwela.
Sayang ang panahon, mao nga nibawi jud ko sa akong pag-
eskwela karon.

(Few. How important school is for our future. I regretted not

doing my best in school.)
 99

Meanwhile, Participant 15 confided that if he did not impregnated his girlfriend,

he could have finish his studies. As he relayed;

Lisud jud ug dili kahuman ug eskwela sir. Sayang jud unta
kaayo ang panahon kung wala pa lang unta ko nasipyat sir
makapadayon jud unta ko ug eskwela.

(It was very hard not finishing school. If only I did not make a
mistake I still would have been in school.)

As for participant 17, Lucky are those students who were supported by their

parents. If given a chance, she wants to go back to school. She contended;

Lisod jud diay ang pobre nga estudyante sir, lisod mo
eskwela ug walay enough nga support. Swerte kaayo ang
mga students nga suportado sa ilang mga parents. Kung
matagaan ko ug chance sir, mobalik jud ko ug eskwela.

(It was very hard being a poor student. My classmates were

lucky that their parents support them. If I were given the
chance to go back to school, I would.)

Finally, participant 19 confided that one should not easily divulge secrets to

anyone which was the reason she stopped from school. This she had to say;
Ang akong nakat-unan sir, dapat magtarong jud ka ug
eskwela. Dapat dili ka mag sige ug absent, dapat kabalo mo
respeto sa teachers. Dapat pud sir, dili ka pataka ug open sa
imong mga sekreto kay same sa nahitabo sa akoa, mao na
hinuon hinungdan nga naka-undang ko.

(I learned that you should do your best in school. Have good

attendance, grades, and a good attitude towards everybody.)

Earn Good Manners and Proper Conduct. The study revealed that the

research participants earn good manners and proper conduct from education.

Participant 6 expressed;
Maayong pamatasan ug pagtahod sa maestro ug maistra.
(Good manners and respect to our teachers.)
On the same note, Participant 7 relayed;
Ang akong natun-an sa eskwelahan ang pagbuhat ug
maayo, pagtuon ug kahibalo sa mga activity. Pagpa-improve
sa akong knowledge ug pagbuhat ug maayo nga batasan.
 100

(I learned to do well and know about recent school

activities.)

Meanwhile, Participant 8 responded;

Maayog pamatasan, disiplina, unsaon pag hatag ug
importansiya sa mga butang nga nakapalibot sa imoha ug
daghan pa.

(Good manners, discipline, and how to give importance to to

everyone and everything around you.)

For Participant 14, she learned many things from school, but it was difficult to

cope up since she was sickly. She cited;

Daghan sir, Sama sa maayong pamatasan. Mga dapat
buhaton sama sa mga assignments, projects ug uban pa.
Lisod jud mahimong student samot na sa akong sitwasyon
nga masakiton.

(Including good manners and it was very hard to be a good

student since I was sickly.)

While for participant 16, one must learn to respect his teachers. He added that

Education is not free. This he had to say;

Daghan sir, kanang dapat kabalo ka mo respeto sa uban, sa
imong maestra ug maestro. Pero nakaingon jud ko sir nga
dili jud diay libre ang edukasyon.

(A lot. Respect others and I consider that education is not

free.)

Participant 20 learned that she should focus on her studies and follow her

parents advice. As she revealed;

Dapat sir kung mo eskwela dili dapat mag uyab-uyab. Dapat
focus sa study, unya dapat motuman sa parents sir.

(In school, we should only focus on our studies and always

listen to our parents.)

Meanwhile, Participant 9;
To gain confidence and of course good manners.
(To gain confidence and of course good manners.)
 101

Gaining Some Life-long Learning. The result of the study showed that six

research participants gain some life-long learning from education. Participant 2

expressed;
Nakabalo napod ko ug mga leksyon nga angay matun-an
sa mga estudyante nga pareha nako.

(I learned lessons that could be comprehended by students

like me.)

Meanwhile, Participant 5 relayed that through education one can learn how to be

successful with life. He mentioned;

Ang pagka maayo nga estudyante ug unsaon nimo pag
malamposon sa imong mga goal sa kinabuhi.

(Being a good student and how to reach your goals in life.)

Participant 10 confided that one can learn to be responsible and know how to

sacrifice. He shared;
Dapat responsible ta. Dili ta dapat magdali-dali. Dapat jud
kabalo na mo sakrapisyo

(We should be responsible. We should not in a hurry. We

should know how to sacrifice.)

On the other hand, participant 12 expressed that from education one can learn to

be true and trust oneself. She said;

Ang pagiging totoo, dili dayon mo suko sa bagay-bagay.
Kinahanglan naa kay salig sa imong kaugalingon. Natutonan
ko din yong how to enjoy life.

(Being truthful and having a calm mind. We should have faith

in your self and know how to enjoy life.)

As for participant 13, the values she can get from education were being

independent, good leader and follower. She hopes to go back to school someday. She

relayed;
Being a good leader and a good follower sir. Dapat you will
stand in your own dili kay magdepende ka sa ubang tao.
 102

(Being a good leader and a good follower. We should be

independent.)

Participant 18, lastly cited that from education, one should know to obey the rules

and regulation of the school. He expressed;

Akong nakat-unan sir, dapat mo obey jud ta dapat sa mga
rules ang regulations sa eskwelahan. Sauna man gud sir, dili
ko ganahan anang mga rules sa eskwelahan. Wala pa man
ko kasabot sa una gud sir, latagaw kaayo akong huna-huna
sauna. Karun, nakakat-on najud ko sir, nag-usab najud ko
karun sir. Dapat, magtinarong na jud sir, kay sayang kaayo
ang atong kinabuhi kung ato lang sayangan.

(We should abide the rules and regulations in school. I used

to not like rules as I did not realize their importance. But now
I understand so I changed.)

Means for Socialization. The result of the study revealed that research

participants found education as a means for socialization. At school, Participant 2

learned to befriend various students with different attitudes, as she shared;

Akong natun-an sa eskwelahan kay ang pakighigala sa mga
nagkalaing-laing mga kabataan ug, magkalahi-lahing
batasan sa mga tao.

(I learned in school to respect everyone.)

Similarily, Participant 4 disclosed;
Sama sa self-confidence at maging sociable na tao, na
makikipaghalobilo sa ibang tao.

(Develop self confidence and socialize.)

Lastly, Participant 9 added;

Daghan kaayo, like socializing with others.

(A lot like socializing with others.)

On the basis of the findings, what intervention program could be

developed?

This section presents the results for major research question number 3On the

basis of the findings, what intervention program could be developed?

 103

Development Program

After the study has been done and all the problems were being answered

substantially, a suggested development program has been formulated that aimed to

minimize if not reduce the drop out rate of students in Nabunturan National

Comprehensive High School (NNCHS).

The success of any program can only be achieved if stakeholders cooperate and

collaborate. School leaders and teachers are likely to be more effective in providing

services to the students especially those who had lost their interest to go to school and

to those who are in great trouble with their families and other members of their

community. Aiming to decrease the number of drop-outs, the school together with the

teachers and guidance counselor have to plan activities for the students. Evaluation and

monitoring are essential for any development programs that are to be developed.

Several reasons were identified for dropping out from school like: financial

problems, working for the family, failing grades, early pregnancy, health conditions,

pressure from the parents, rule refraction in school, association with peers who are not

good influence and absenteeism and tardiness. For optimum results in the pursuit of

minimizing drop outs, a development program was formulated to provide seminar,

training, and various activities to the parents and students as well.

After the study has been done, a suggested development program was

formulated for the reduction of drop out rate in Nabunturan National Comprehensive

High School.
 104

I Title

Drop Out Rate Reduction in Nabunturan National Comprehensive High School.

II Rationale

Drop out is inevitable every school year. It is attributed to factors relating to

family, school, community and the individual himself. This program is designed to

lessen, if not to eradicate drop out rate, to increase retention rate and to increase the

achievement level of student at risk of dropping out (SARDO). This program is

formulated based on the results of the study.

III Program Description

These are related activities designed for Nabunturan National Comprehensive

High School to reduce their drop out rate. Responsibilities and accountabilities must be

reminded to parents and guardians for them to guide their children in their academic

performance. In order to tighten the bond between parents/guardians and children,

family day should be conducted. Family engagement along with financial and moral

support has a direct and positive effect on childrens achievement and is the most

accurate predictor of students success in school. Conduct of home visitation and

quarterly home room PTA meeting should be strengthened to know and understand the

actual situation and status of students. The reorientation of teachers on handling

students must be conducted to create in-depth understanding towards students and

their differences. Dissemination of adequate information to students on matters such as

values enrichment, sex education, and gender awareness should also be provided.

Livelihood training must be provided to parents/guardians to uplift their financial

condition which is a contributing factor in the increasing drop out rate.

 105

IV Objectives

The proposed development program is designed to achieve the following:

1. To reorient parents on their responsibilities and accountabilities towards their

children.

2. To tighten the bond between parents/guardians and children.

3. To know and understand the actual situation and status of students.

4. To reorient teachers on how to handle misbehave students.

5. To disseminate adequate infomation to students on matters such as values

enrichment, sex education, gender awareness.

6. To assist the financial condition of parents/guardians.

V. Participants/Target Beneficiaries

1. Parents

2. Teachers

3. Students

VI. Action Plan (Appendix)

V. Implementation

This development program will be presented to the Schools Division

Superintendent for the approval of such activities. The school principal of Nabunturan

National Comprehensive High School is expected to participate and collaborate in the

implementation of the program. It is Imperative that the principals in the municipality of

Nabunturan adopt the program to help the students to stay in school more specifically

those who are probable drop outs. To materialize this aspiration, the venue of the
 106

different seminars has to be considered to ease from travelling long distances. There

will be information dissemination for this.

VI. Evaluation and Monitoring

In the implementation of the development program, proper monitoring,

assessment and evaluation must be made professionally and that is the source of any

information as to the effectiveness of the development program.

Chapter IV

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

This chapter presents the discussion, conclusion and recommendations of the

study.

The themes were made as bases in broadening the discussion section of this

chapter. As each theme was linked to literature and studies, substantial discussion was

made in order to find alignment with the theme.

Activities Participants Involved In. The responses of the participants revealed

that several of the research participants were not involved at all with any school activity.
 107

Pointing out various reasons for their non-involvement, they were contended that they

were either not interested to join, they lack self-confidence, hesitant, or simply choosing

not to participate.

Another result of the study revealed that, for those involved in school activities,

the research participants were most likely involved in activities initiated by the club in

which they were members. Their membership to the club paved for their involvement to

different activities. Another group of participants mentioned that they were into sports-

related activities which they believed had enhanced their skills and self-confidence. The

result revealed there were activities participated in by the research participants that

contributed to developing their personalities and consciousness about something

significant.

One participant cited the activities he participated while in school were all non-

sense. He admitted to have been involved in doping marijuana and smoking.

Moreover, another research suggests that participation in extracurricular activities

may increase students' sense of engagement or attachment to their school, and thereby

decrease the likelihood of school failure and drop out (Finn 1993; Lamborn et al., 1992).

If participation in extracurricular activities can lead to success in school, then the

availability of these activities to students of all backgrounds becomes an important

equity issue. This study briefly examines the relationship between extracurricular

participation and student engagement in school.

Motivation to get involved. The responses of the participants revealed that did

not have any motivation to join in any school activity. In other words, there was nothing

that could push them to join and be part of the activity. While some cited valid reasons
 108

like timidity and low self-confidence; others simply pointed out their disinterest to join. It

was their friends or other members of the gang or peers that pushed other participants

to join in school activities. It showed the kind of influence friends or peers had on their

lives. Had it not been because of their friends; they could have participated in school

activities.

Participant 20 mentioned about his membership in the dance troupe where some

of her friends were also members. It was personal gains that motivated few participants

to join like being able to relate with other people, to build self-confidence and to be able

to socialize. As shown, research participants looked at their involvement with school

activities as venue for their personal growth. The study revealed that research

participants curiosity about the activities had triggered their involvement while at the

same time helping other people was also in their minds. The biggest reason most

students choose to drop out of high school is struggling in school on a daily basis.

As pointed out by Anne E. Casey Foundation (2011), the schools in which

students have limited opportunities for academic success appear to have higher dropout

rates. One of the strongest correlates of early school leaving in studies of students is

the lack of academic success. Students who more often get low grades, fail subjects,

and are retained in grade are more likely to leave school prior to graduation. Students

experiencing difficulty meeting the academic demands of the school tend to leave rather

than continue in the face of the frustration of failing to achieve good grades. The lack of

opportunities for success can be viewed as an imbalance between the academic

demands of the school and the resources students have to meet those demands.
 109

Memorable experiences. The result of the study revealed that majority of the

research participants did not have any memorable experiences to reckon with. Some

contended that what they were into were more senseless and crazy things. All they

could remember were superficial, fleeting and nonsensical things. Some research

participants shared that bonding time with friends, classmates and teachers proved to

be memorable. The bonding could be during school programs and parties or

celebrations. According to Hunter (2001), 90% of students who engage in extra-

curricular activities, stay in school. High schools need to seek a variety of activities to

help engage all students. In addition, schools, teachers and administrators need to seek

to create a community atmosphere to help students feel as if they belong. Parents can

help by encouraging students to get involved in activities and develop talents and

outside interests besides academics.

The responses of the participants revealed that others found memorable was

when they did some crazy stuffs. This was something they could hardly forget when

they were still in school. Having had the chance to attain some sport and academic

achievements was considered memorable for some research participants. They

included, among other things, winning the championship, being an honor student and

finishing the elementary grades. Involvement in extra-curricular activities also proved to

be rewarding as participants found them memorable and significant as three research

participants admitted.
Reasons for being memorable and significant. The result of the study showed

that the research participants found their experiences memorable and significant

because of the happiness they felt, whether in a form of joy, companionship, satisfaction

and first-time experiences. Six research participants responded that their experiences
 110

were memorable and significant because it left an unforgettable part in their lives. The

responses of the study showed that the participants never had memorable and

significant experiences while in school. The responses of the two participants revealed

that they were able to win new friends and acquaintances. It made their experiences in

school memorable and significant.

Embarrassing experience. Some of the participants shared that they found it

embarrassing when caught up in an uncomfortable situation. Participant 1 shared that

he felt disconcerted every time he cannot answer during class recitation and when he

attended classes despite being wet from rain. The responses of the four research

participants demonstrated that their experiences turned out to be embarrassing when

being bullied.
Participant 12 was bullied for being a lesbian. She added that she knew she was

a lesbian when she was in grade four. Furthermore, she said that she even stopped

schooling before since she did not wear a skirt as a school uniform. It was embarrassing

for the three research participants when they were called for their misdeeds in school.

Participant 1 attributed his misdeeds to his consecutive late. The result of the study

revealed that the one research participant found it embarrassing when blamed for the

bad acts. Participant 9 mentioned about being accused of stealing her classmates

money.
Ways of gaining friends in school. It was through communication and bonding

that the research participants gain friends in school. Participant 2 stated that she got to

know her friends, talked about their lives and bonded with them. Five research

participants responded that they gained friends at school by doing good and being

good. Participant 5 believed in the Golden rule, Do not do unto others what you dont

want others do unto you.

 111

The result of the study revealed that research participants gain friends by sharing

the same condition and status. Participant 18 admitted being an ill-mannered person

and most of his friends share the same vices. He also added that he sell marijuana to

his friends to make a living. Three research participants responded that they had

uncertainty about making friends in school. Participant 9 mentioned that she was not

interested in gaining friends in school. She only has few friends mostly were here seat

mates. Through knowing ones behavior, research participants gained friends in school.

Participant 1 shared that he gets to know his friends behavior. One research participant

gained friends through other people. It was through his cousin that he earned his

friends.
In-school friends, who tend to value education and school attendance, push students to

stay in school, whereas out-of-school peers, who tend to discount the worth of education and to

encourage skipping school, pull them to quit Terry ( as cited in Family, peers play influential

roles in students decision to drop out, 2012).

Qualification of friends. The result of the study showed that ten research

participants choose their friends for being good, real and true. Participant 2 relayed that

her friends can be trusted with her secrets. Five research participants responded that

they must share something in common for them to qualify as their friends. The result of

the study showed that five research participants have no particular qualification for their

friends.
Time to say one is already a friend. Ten research participants said that

someone is already their friend when they show willingness to help. The response of the

eight research participants revealed that they must develop mutual understanding and

trust to say that someone is already their friend. The responses of two research

participants revealed that they can say that someone is already their friend through
 112

ones behavior. Participant 3 mentioned that even though he was not that close to th

em, he can see they are already his friends through their behavior.
Things they like about their teachers. Research participants responses

revealed that they like their teachers who understands students situation. Participant 2

cited that she liked them because they let the students understand the lesson faster by

translating it to vernacular language. . Five research participants like their teachers who

care for the students. Participant 3 admitted he only like one teacher for being caring

and God-fearing and that was his class adviser. The responses of the four research

participants revealed that they like teachers who demonstrate willingness to teach.
Feeling of being valued by others. The result of the study showed that

research participants did not feel being valued by others. Participant 12 expressed that

she felt useless in this world. She added that she felt like no one understands her and it

is indeed difficult to be a lesbian. Six research participants feel valued by other through

being accorded with importance and respect. Participant 6 expressed that he was eager

to finish his studies though it will take him time. He added that his classmate pays him

respect as he was the eldest in the class. The responses of the two research

participants showed that they feel valued when treated like their own child. . It was

through compliments two research participants feel valued. Participant 2 shared that

she feel treasured when people said good things about her and never criticized who she

was.
The result of the study revealed that the research participant feel valued when

people help him discover and develop his potentials. One research participant revealed

that he feels important when people were there to help. Participant 11 added that just

like his lover despite being gay, was always there to rescue him in times of need.
 113

Description of academic performance. Research participants described their

academic performance worst. Participant 1 relayed that he rarely obtained a line of eight

before. The responses of the four research participants described their academic

performance as average. Only four research participants depicted their academic

performance as good.
When school counselors carefully design and deliver strategic interventions

aimed at increasing academic achievement, the likelihood that they will produce the

outcome is substantial (Brown & Trusty, 2005). School counselors can assist with

students level of academic achievement by collaborating and partnering with local

colleges, universities, and extracurricular enrichment partnership programs to engage

16 students in academic support via peer tutoring (Bryan, 2005). Partnership programs

that enhance academic achievement incorporate high expectations regarding student

performance and these programs also enhance students sense of self-efficacy and self-

esteem (Bernard, 1995).

Reasons for dropping from school. The responses of the five research

participants disclosed that they dropped from school due to their financial problem.

Participant 6 shared that because of financial insufficiency, he stopped schooling and

worked as a miner. The result of the study showed that four participants dropped from

school due to failing grades. Four research participants responded that they dropped

from school due to early pregnancy. The responses of the participants revealed that

they dropped from school due to their health condition. Two research participants

stopped from schooling due to pressure from relatives. Participant 3 shared that his

father wanted him to drop from school, hoping that he might change next school year.
The result of the study showed that three research participants dropped from

school due to rule refraction. Participant 18 was caught bringing and using marijuana
 114

inside the campus. He further added that he was ashamed of his age, so he decided to

drop from school. The study showed that two research participants dropped from school

due to their association with gang. One participant dropped from school due to attrition

in attendance and tardiness.

Students are dealing with circumstances that often place them at risk of dropping

out of school. According to the National Dropout Prevention Center (2011), there are

numerous factors impeding learning, including pregnancy, drug abuse, illness or

disability, low self-esteem, and a dysfunctional home life. According to Hupfeld (2007),

researchers have correlated types of student characteristics with students who drop out.

For example, students who take on adult roles, such as parenting or working a

substantial number of hours, are more likely to drop out. Moreover, demographic factors

correlated with academic risk are also correlated with students who drop out. Hupfeld

identified several demographic factors associated with dropping out, including being

from a low-income family, being a minority, being a male, being from a single-parent

family, having learning or emotional disabilities, and having limited English ability. It

appears that students seem to drift toward dropping out as multiple challenges

compound with each other, rather than making a single decision based on a single

event (Hupfeld, 2007).

Parental support to studies. The research participants parents showed

insufficient parental support towards their studies. Participant 4 conveyed that her

parents have unstable jobs, income insufficient for their needs such as food. Six

research participants responded that their parents show support to their studies through

providing material support. One participant said that it was his parents attendance in

school activities that they showed support to his studies.

 115

On the other side, according to the Bridgeland, DiIulio, and Morison (2006), 32%

of students leave school to provide for their families financially, and drop out of high

school to find employment. Creative options exist for students who must earn money

while in school, including work-study programs (students can earn credit for working

part-time jobs) and online programs for students to take classes when they aren't at

work. In addition, families may be eligible for financial resources. Communication with

school administrators on the impact of financial difficulties can provide a range of

options that will assist the family and keep the student in school.
Students who stay in school and perform successfully tend to have parents who

are informed, concerned, and involved with their childs education (White & Kelly, 2010).

Moreover, White and Kelly noted that parents have an amazing impact upon their childs

academic success or failure. Negative parental attitudes about school, low expectations,

and poor parenting style contribute to poor student performance and ultimately to school

dropout. School counselors play a pivotal role in bridging home and school. School

counselors are challenged to recognize that as a bridge and enhance parent

involvement across the constituencies they serve (Walker, Shenker, & HooverDempsey,

2010).
Stability of financial support. The result of the study disclosed that the

research participants financial support was unstable and insufficient. Participant 1

mentioned that his parents were farmers and have unstable source of income. The

result of the study showed that eight research participants said that they received

sufficient financial support. Participant 2 stated that she received stable and sufficient

support.
In general, students in low socioeconomic neighborhoods are more likely to drop

out of school than students in more affluent neighborhoods (Blue & Cook, 2004). High
 116

school students from families within the lowest 20% income range were six times as

likely as those with families in the top 20% income distribution to drop out of high school

(Kaufman, Alt, & Chapman, 2004). Students with parents who have limited resources

must be encouraged to be resilient and fight through the challenges and potential

likelihood of dropping out. Moreover, family background greatly affects educational

outcomes and is commonly viewed as the most important predictor of school

achievement. Researchers examining family background have found family income,

socioeconomic status, and parents educational attainments are related to dropping out

(Blue & Cook, 2004). Additionally, students from lower socioeconomic families

encounter numerous challenges. Social factors experienced by students often lead to

personal and psychological issues related to dropping out. Therefore, school counselors

should be mindful of the many social and psychological factors including family 11

characteristics students endure while trying to regularly attend school and achieve

required skills and information.

Tasks at home. Research participants responses disclosed that they do house

chores at home after dropping out from school. Most of them shared the same tasks

such as cleaning the house, dish washing, washing clothes and cooking. The responses

of the participants showed that several of the research participants were not involved in

any tasks at home.Some simply sleep, eat, watch television and rarely cook.
Value from education. The result of the study showed that six research

participants responded that education is important. Participant 1 learned from school the

importance of life. The study revealed that the research participants earn good manners

and proper conduct from education. The result of the study showed that six research
 117

participants gain some life-long learning from education. The result of the study

revealed that research participants found education as a means for socialization.

Conclusion

Based from the findings of the study, it can be concluded that participants who

dropped from school are those who are not involved in school activities. Several

reasons were identified why participants dropped. Financial problem is seen as the

most common reason. The participants have to stay away from school due to poverty.

They have to work for their existence. Having failing grades is also identified. Teenage

pregnancy and health conditions are one of these problems faced by them that caused

them to drop. Others shared that pressure from their parents; rule refraction in the

school; their association with their peers who are not good influence on their studies,

and their irregular attendance and tardiness in their classes.

Pope John Paul II once said, Do more, have more in order to be more. The

students indeed can be more when they can do more and have more. In other words,

students who do not exert more effort for their studies would not get more for their

success.

Recommendations
Based on the findings, the following recommendations are drawn:
1. The teachers must have the communication skills (verbal or non-verbal). They

have to communicate to their students by their words and actions. In doing so they can

build genuine interpersonal relationship with them that may inspire them to continue

schooling.
 118

2. The parents must always collaborate with the school authorities especially the

teachers. Working together closely with the teachers may inspire the students and they

will feel that they are important.

3. The school authority together with their faculty and staff must be the role

model in terms of the knowledge, skills, ethical and moral principles so that the students

will emulate them and that they will be motivated to study. The loving and caring attitude

of the teachers can make a difference on the lives of those who are almost to surrender

in their studies. Challenging lessons and activities can make them move and do better.
4. The school must have a development plan for any activities like fora,

symposia, seminars and workshops and the likes that could enrich the students and

parents to be more positive about life.