STUDENTS IN THE NEW NORMAL: THE UNTOLD STORIES OF SARDOs IN

THE DISTANCE LEARNING MODALITY

A Project Paper
Presented to the
The Faculty of Graduate Studies
University of St. La Salle-Project Free Program
Bacolod City, Negros Occidental

In Partial Fulfillment
of the Requirements for the Degree
Master in Social Science

By:

Bolivar, Bithey L.

July, 2022
 Chapter I

Introduction

Background of the Study

The onset of COVID 19 pandemic changes into a sudden twist. It has been one of

the biggest disruptors in the education sector the world has ever known. According to

UNESCO (2020), the virus has affected a staggering 90% of the world’s student

population which impacted severely on education norms globally. Most schools in the

world, including Philippines have been temporarily closed and students have not been

inside the classroom since there was a declaration of international and national public

health emergency last March 2020. In line with this unprecedented occurrence, other

countries have explored different alternatives towards the student’s learning modality and

they opted to use online distance education as the main proponent to ensure that learning

never stops.

As a response to the suspension of face-to-face classes brought about by the

COVID-19 pandemic, DepEd launched the use of Blended Learning Delivery modalities.

This was evident in DepEd Order (DO) no. 12, s. 2020, or the “Adoption of the essential

Education Learning Continuity Plan for S.Y 2020-2021” (Department of Education,

2020).

Most public schools all over the country including Minoyan National High School

adopt the Modular Distance Learning Delivery as a mode of learning for its students.

With this modality, students were given self-learning kits and self-learning modules for

them to answer weekly with the help of their guardians and parents at home. Teachers

also assure that there is open communication with the parents and students to
continuously monitor and address their needs. However, it cannot be denied that teaching

in the new normal has weaknesses and threats.

The advent and drastic change brought by the COVID-19 pandemic led to

inevitable challenges to the global academic community particularly not only to the

ASIAN but also ASEAN countries as well (Huang et al., 2020). This research inquiry

grew out of context being faced by the SARDOs in the onslaught of the pandemic.

SARDO, otherwise known as “Student-At-Risk of Dropping Out” is a coined

term used by the Philippines’ Department of Education that defines a student who is

likely quit schooling. The National Center for Education Statistics defined dropping out

as quitting or discontinuing the program and leaving school before graduation without

achieving a diploma. This dropping out from school issue at Minoyan National High

School is not just a teacher adviser’s factor because of the reason that the teachers’

performance can be reflected on how many students were promoted to the next grade

level nor an issue of a dropout student, but it also affects the entirety of the nation. For

School year 2021-2022, there were 113 SARDOs and for the third quarter of school year

2021-2022, there were 89 SARDOs. Hoff, et al. (2005), claimed that this issue impacts

more than just the student who makes this decision, but it also affects his or her family,

the community, and society as a whole.

Considering the novelty of this study, the researcher opted to determine and

document the experiences, events, feelings, and uncertainties of the SARDO’s during this

pandemic and how they coped and surpassed this pressing situation, especially in their

struggle to achieve education in the distance learning modality.

Statement of the Problem

 This study aimed to explore the experiences of the students who are at risk of

dropping out (SARDO) of Minoyan National High School, Division of Negros

Occidental, for Academic Year 2021 - 2022.

Specifically, it sought to answer the following questions:

1. What are the challenges encountered by the students when using printed modular

learning?

2. How do students cope with the challenges encountered when using printed

modular learning?

3. What are the insights gained by the students from the challenges encountered in

the use of printed modular learning?

Theoretical Framework.

The global crisis generated by the COVID-19 pandemic tested the existing culture

of human beings (Tran, Hardie, & Cunningham, 2020). This study was anchored on the

Transactional Theory of Stress and Coping of Richard Lazarus and Susan Folkman

(1984) and in the Socio-cultural Theory of Lev Vygotsky (1978).

The Transactional Theory of Stress and Coping elucidates that coping is an

occurrence that takes account of “both cognitive and behavioural responses” (p. 1) that

people employ to control “internal and/or external stressors” (p.1) that are regarded as

going beyond their capacity of self-efficacy (Echemendia, Webbe, Merritt, & González,

2019). Lazarus and Folkman’s cited that transactional theory of stress and coping,

individuals are constantly appraising stimuli within their environment. Transactional

explanations of stress emphasize the cognitive phenomenological processes that enable

individuals to attribute meaning to their environment, emphasizing the relational,

dynamic nature of the transaction in which stress may arise (Lazarus, 1966; Lazarus and

Folkman, 1984). The bidirectional nature of the transactions between an individual and

their environment is inherent within the transactional approach; therefore, the complex

transaction between the two it is neither the individual nor the environment alone that

produces stress (Folkman, 1984; Lazarus and Folkman, 1984).

Meanwhile, The socio-cultural theory focuses on what learners learn and the

solution to their learning problems which has made a great effect on learning process.

The Socio-cultural Theory reckons gaining knowledge as the result of involvement in

“social and cultural activities with other people, objects, and events” (Mustafa, Masnan,

Alias, Mashitah, & Radzi, 2017, p. 1169). Vygotsky (1987) singled out and studied the

dynamic social surroundings which indicate the connection between teacher and the

child. Moreover, he focused on the social, cultural and historical artifacts which play a

pivotal role in the children’s cognitive development as well as their potential

performance. The study concludes with the idea of Williams & Burden (1997) that socio-

cultural theory suggests that education should be associated with learning to learn and

making learning experiences meaningful and relevant to the learner.

These two theories are most helpful for this study since the primary research

questions involved asking SARDOs to uncover their own experiences with printed

modular learning. While factors of dropping out emerged from this study, the focus of

this was on investigating students’ experiences through the affective and cognitive

dimensions was the most useful since the approach of this study was to have students

reflect deeply on their own experiences with engagement.

 Delving into the experiences of teachers entailed unearthing the challenges they

were forced to contend with, the coping strategies they employed, and the insights they

gained.

Conceptual Framework

Using the approach taken by Clandinin and Connelly (2000) as a general

procedural guide, narrative approach represents an informal collection of topics.

Narrative research is best for capturing the detailed stories or life experiences of a single

life or the lives of a small number of individuals. It involves Selection of one or more

individuals who have stories or life experiences to tell, and spend considerable time with

them gathering their stories through multiples types of information. Clandinin and

Connelly (2000) refer to the stories as "field texts” while (Clandinin & Connelly, 2000)

cited it is the collaboration with participants by actively involving them in the research.

As collect stories, researchers negotiate relationships and provide ways to be

useful to the participants. In narrative research, a key theme has been the turn toward the

relationship between the researcher and the researched in which both parties will learn

and change in the encounter (Pinnegar & Daynes, 2006). In this process, the parties

negotiate the meaning of the stories, adding a validation check to the analysis (Creswell

& Miller, 2000). Within the participant's story may also be an interwoven story of the

researcher gaining insight into her or his own life (see Huber & Whelan, 1999). In the

end, the narrative study tells the story of individuals unfolding in a chronology of their

experiences, set within their personal, social, and historical context, and including the

important themes in 'those lived experiences. "Narrative inquiry is stories lived and told,"

said Clandinin and Connolly (2000).

 The participants had to contend with the challenges brought about by the COVID-

19 pandemic, which they bravely confronted using their personalized coping strategies.

Insights then ensued from their challenges and coping strategies.

The schematic diagram of the conceptual framework of this study is presented on

the next page.

CHALLENGES AND COPING

DIFFICULTIES STRATEGIES INSIGHTS GAINED
ENCOUNTERED IN DEALING WITH FROM THE
THE DISTANCE THE DISTANCE CHALLENGES
LEARNING LEARNING ENCOUNTERED
MODALITY MODALITY

SARDO’s EXPERIENCES IN THE

DISTANCE LEARNING
MODALITY

Figure 1. Conceptual Framework of Students In The New Normal: The Untold Stories of

SARDOs In The Distance Learning Modality.

Scope and Limitations of the Study

This study looked into the experiences of the Students who Are at Risk of

Dropping Out (SARDO) of Minoyan National High School, Division of Negros

Occidental, for School Year 2021 - 2022.

The participants of the study were five students in printed modular learning in a

public high school from grade 8 to grade 12, both male and female, and who are

considered SARDOs. Each Grade level has one volunteer who participated in the study,

based on their availability, willingness and voluntarism. They were determined using a

purposive sampling method with the inclusion criteria to identify the appropriate

participants of the study. The inclusion criteria included are those identified SARDOs

recognized by the school. The participants consented to be interviewed and their

responses were interviewed were recorded and transcribed, and translated for those that

were in Hiligaynon. The participants freely completed and signed a consent form while

their personal information and other school details were treated with utmost

confidentiality and anonymity.

The researcher considered the different messages and meanings that emerged

during the in-person interviews and secondly, identify common themes and issues. This
research did not attempt to take a broad view beyond the particular experiences being

studied.

To establish the validity of the interview protocol, the expertise of three teachers

of English was sought using the BRUSO Model for Writing Questionnaire Items.

BRUSO stands for brief, relevant, unambiguous, specific, and objective. All of the three

validators agreed that each of the questions in the interview protocol was brief, relevant,

unambiguous, specific, and objective. In addition, a qualitative narrative approach is

essential with the limited number of participants who are available and willing to share

their stories.

Significance of the Study

This study may benefit the following individuals.

DepEd Curriculum Planners. Result of this study may realize DepEd

Curriculum that understanding the situation of the SARDOs will give them perspective

for planning the curriculum that will give consideration to the limitations of some

learners.

Local Government Unit. In their fiscal planning, this study may serve the local

guide to properly give allocation for educational needs of these students, or any other

livelihood programs that would be beneficial to them.

Community. The result of this study may give the community understanding on

the feelings and struggles of these individual, thus would give them the feeling of

empathy for them.

 Parents. The findings of this study may help them to better understand the

educational needs of their child/children especially during these trying times brought

about by the pandemic. The parent’s role in their child’s education is essential now that

face-to-face classes have been suspended in most parts of the country. Having open

communication and familiarizing themselves with these new learning styles can be a big

help towards the learning outcome of their child/children.

SARDOs. Result of the study may give SARDOs a glimpse for better

understanding on their self and their situation, how they can rise above the challenges

they faced and find meaning in their struggles.

Researcher. The challenges, coping strategies, and insights of SARDOs that are

presented in this study may embolden her to surpass her own obstacles in teaching these

students, to develop a coherent teaching strategy, and to look on the bright side of

challenges for her students to achieve their expected learning competencies.

Future Researchers. This study may inspire them to conduct more studies that

delve into the difficulties of teachers and students alike in the New Normal Printed

Modular Learning and how it is being effectively used in the time of COVID-19.

Definition of Terms

The following terms are defined conceptually and operationally to enhance the

understanding of the readers of this study.

Distance Learning Modality. Conceptually, the term refers to distance education

as a modality which uses one or more technologies to deliver instruction to students who
are separated from the instructor. (http://www.accjc.org/wpcontent/uploads/2012/08/Guide-to-

Evaluating-DE-and CE_2012.pdf)

As used in this study, the term refers to the mode of instruction that was

implemented by the Department of Education through the distribution of self-learning

modules.

Printed Modular Learning. Conceptually, the term refers to the modality that

features individualized instruction that allows learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, whichever is applicable to the

learner(https://www.pressreader.com/philippines/panaynews/20210323/28172838728986

0).

As used in this study, the term refers to the handed out printed learning materials

to students and are given a week to study and answer all activities, these are like take

home activities.

SARDOs. Operationally, the term refers to the Students who are at Risk of

dropping out. It is a term coined by the Philippines’ Department of Education, defined as, a

student who is likely to become a candidate to drop out. (Department of Education)

As used in this study, the term refers to the most vulnerable groups who were

greatly affected in the advent of distance learning modality brought by COVID-19

Pandemic.

Untold Stories. Conceptually, the term refers to stories that have never been read

or heard by the public (Randall, 2005).

As used in this study, the term refers to the lived experiences of students who are

at risk of dropping out with regards to printed modular learning.

 REVIEW OF RELATED LITERATURE

This chapter contains literature and studies that are solely related to experiences

of teachers in teaching English in the New Normal. The relevant concepts and findings

that are presented here were taken from scholarly works and published articles.

Coping Strategies for the Challenges in Teaching in the New Normal

Amidst the distress that the COVID-19 pandemic brought about, the participants

in this study had unique ways of dealing with the challenges they encountered.

The typical days for language teachers around the world were stressful enough,

given their typically heavy workloads, time pressures, and difficulties juggling roles

(MacIntyre et al., 2019) in the New Normal. The sources of teacher stress multiplied with

the advent of Covid-19.

In this study, the coping strategies that Junior High School and Senior High

School teachers in a DepEd school employed in dealing with the challenges of lesson

preparation, lesson delivery, modular teaching modality, and assessment of students’

outputs were ascertained. The themes that were gleaned from the participants’ responses

vis-à-vis their coping strategies are presented below.

 Education is a fundamental human right and the basic enabling capacity that helps

human beings be free from all kinds of discrimination and domination. It is widely

acknowledged that education contributes to the fullest development of human

beings (Basher, 2010). As Olaniyan & Okemakinde (2008) support, the more educated

individuals, groups and nations become, the more options for development they gain.

According to Shuja, Anita; Ali, Prof. Dr. Akhtar; Khan, Sana Shuja Ahmad;

Burki, Shafiqa Bilal; Buki, Shaham Bilal (2021), Education has always been considered

as the linchpin for a country’s economic and social development. The dropout rate in

schools especially in third-world countries has always been a problematic issue and the

situation has further been worsened by the COVID-19 pandemic. Lockdown is the first

step that any country starts to adopt for the safety of its general public. This severely

affects the masses' financial conditions, especially for the parents of students at risk, as

the dropout rate increases with financial pressures. 

The most enduring challenges in the public-school system is decreasing the

dropout rate. Dropping out in high school is a serious problem, and society is finally

acknowledging the profound social and economic consequences for students, families,

(on the individual socially and economically causing severe disadvantages entering into

to adult life. (Plank, DeLuca, Estacion, 2018).

The data was gathered, analyzed and computed with the use of statistical

treatment such as frequency, percentage distribution and weighted mean were used in

describing and analyzing the objectives of the study.   Results revealed that that the

most appearing age of students at risk of dropping out (SARDO) were 51 or 34 % range

from 14-15 years old with the mean age of 15. There was 87 or 58 % of male students-at-

risk of dropping out and 63 or 42% of female students at risk of dropping out with the
total mean of 42.  The common causes of students-at-risk of dropping out revealed

that those students from home environments in which academic success is neither

supported nor encouraged by parents, socioeconomic levels, dysfunctional families and

students with emotional and behavioral problems.  Moreover, teachers' culture of

caring to SARDO revealed the total mean of 3.45 which was interpreted as moderately

evident; culture of belongingness with the mean score of 3.49 which was also interpreted

as moderately evident and the culture of understanding with the mean score of 3.45

which was interpreted as moderately evident.  This means that the culture of

belonginess, understanding, caring was practiced by some teachers and found it effective

through the implementation of Opportunity Class as school-initiated intervention. 

A recent study conducted by the Philippine Statistics Authority, data showed that

in 2016, 3.8 million or 1 in 10 Filipinos aged 6 to 24 years old are no longer in school.

3.3 million of this were aged 16 to 24 years old who are supposed to be in the senior high

school or college level already and 53 percent of them belong to the poorest families.

Meanwhile, the Department of Education claims that the number of school dropouts who

came back to school has been steadily increasing due to the implementation of the K to

12 program. A positive trend in the K to 12 enrolment data shows that since senior high

school started in 2016, there has been a doubling of those who have returned to school,

from 158,000 learners in 2015 to 370,000 learners in 2016. However, one argues that

while the state “brags” about the increase in the net enrolment in elementary and high

schools, there are still millions deprived of their right to education. Some possible

reasons for dropping out are: schools are very far, no school within the barangay, no

regular transport, high cost of education, illness/disability, housekeeping, marriage,

employment/looking for work, lack of personal interest, cannot cope with school work,

problem with school record, and family income is not sufficient to send child to school.

As cited in the study of Southeast Asian Research Center and Hub, De La Salle

University, Manila, Philippines, as of October 6, 2020, almost 36 million people have

been infected and over one million have died. In the Philippines, this translates into

almost 325,000 infected and 6,000 deaths (Worldometer, 2020). To curb the spread of

COVID-19, most governments have opted to employ quarantine protocols and

temporarily shut down educational institutions. As a consequence, more than a billion

learners have been affected worldwide. Among this number are over 28 million Filipino

learners across academic levels who have to stay at home and comply with the Philippine

government’s quarantine measures (UNESCO, 2020). Most studies indicate that student

perseverance is lower in distance education than in face-to-face learning that resulting to

higher rate of students quit from schooling.(Sauvé et al., 2020). The implementation of

modular and online, distant learning has been adopted by the majority of the affected

countries, resulting in bringing out one of the most serious problems tormenting societies

for ages, that is, the problem of socially and educationally disadvantaged children. It has

been proved that students coming from families with a low socio-economic status are

likely to be severely affected by such conditions (Farrington, Roderick, Allensworth,

Ngaoka, Keyes, Johnson, & Beechum, 2012; Miller, 2020; Rumberger, 2011; Simba,

Agak, & Kabuka, 2016). The deprivation of appropriate technological infrastructure, the

absence of Internet access, the lack of basic digital skills, or even the shortage of a quiet

studying space are all constraining factors of those students’ equal participation in distant

learning. The financial pressure put on their families-more powerful and painful for the
financially deprived families-is likely to inflict a major blow on them, resulting in their

dropping out of school.

Synthesis

A dearth of articles and studies of the experiences of SARDOs during pandemic

and substantial information about the challenges posed at risk on dropping, the coping

strategies employed to deal with those challenges, and the insights they gained into such

challenges and coping strategies prompted the researcher to scour the internet for

literature and findings.

The review of related studies showcased findings on challenges, coping strategies,

and insights vis-à-vis printed modular learning. As for challenges encountered,

participants/respondents from different places all over the world claimed that the

COVID-19 pandemic instigated formidable problems. Furthermore, they experienced

late acquisition and submission of modules concerning modular teaching modality, thus

opted them to risk of dropping out. The participants/respondents coped with challenges in

answering printed module learning through exuding optimism.

 Methodology

This chapter presents the research design, participants of the study, data-gathering

instrument, data gathering procedure, data explication, and ethical considerations of the

study.

Research Design

This study used the qualitative research utilizing a narrative approach. Through a

qualitative approach, researchers understand how individuals learn and make sense of

themselves and give meaning to their lives (Denzin and Lincoln, 2005). Meanwhile, a

Narrative approach was a form of qualitative research in which the stories themselves

become the raw data. The researcher becomes the interpreter of the individual's narrative.

A qualitative conversational interview strategy was used to give the best results for a

study seeking SARDOs’experiences in answering printed module learning.

In this study, the recursive textual analysis guided by the three C's of Lichtman

was employed to analyze the data thematically. The goal in the three Cs analysis is to
move from coding initial data through identification of categories to the recognition of

important concepts or themes. The analysis of a qualitative study consists of a narrative

report with contextual description. This is underpinned by means of direct quotations

from participants taken from interview transcripts (Lichtman, 2006).

With the aforementioned explanations, narrative approach was well suited to

describe the lived experiences of students who are at risk of dropping out in terms of their

challenges, coping mechanisms, and insights gained from printed modular learning. It

emphasizes investigation of the manner in which individuals construct their lives and

make meaning of their experiences (Cridland et al., 2014; Meadan, Stoner & Angel,

2010).

Participants of the Study

The participants of this study were the five ARDOs who are currently enrolled at

Minoyan National High School, Murcia, Negros Occidental this Academic Year 2021-

2022.

The participants were determined using purposeful sampling. They were chosen

through these enforced criteria: 1.) currently enrolled at Minoyan National High School;

(2) residing in Murcia; Negros Occidental; (3) with status of risk in dropping out; and (4)

willing to participate and cooperate during the interviews.

For confidentiality purposes and security reasons, the real names of the participants

were not used in this study. The researchers used Code names for their identity.

PSEUDONYMS GRADE LEVEL SEX

Participant 1 Grade - 8 MALE

Participant 2 Grade - 9 FEMALE

 Participant 3 Grade – 10 MALE

Participant 4 Grade – 11 FEMALE

Participant 5 Grade - 12 FEMALE

Research Instrument

In gathering the data, an interview protocol or guided questions through a

conversational interview method was used to gather data on the experiences of SARDOs

on printed modular learning. Conversational interviewing was an approach used by

research interviewers to generate verbal data through talking about specified topics with

research participants in an informal and conversational way (Given, 2018). Moreover, it

was designed to assure that all respondents understand questions as intended.

Interviewers say what was needed to help respondents correctly interpret the questions. It

is not wording, therefore, but meaning that was standardized in a conversational

interview (Suchman and Jordan, 1990).

The approach was based on a view of communication that requires partners to

collaborate, to converse about what was being said until they are confident, they

adequately understand each other (see, e.g. Cicourel, 1973; Clark, 1992; Schegloff, 1984;

Tannen, 1989). In conversational interviews, it was essential that the interviewer and

participants talk about the meaning of the questions because the questions might

otherwise mean one thing to the interviewer and something else to the participants.

Data Gathering Procedure

The collection of data was done through conversational interviews. The

conversational interviews were conducted face-to-face among selected participants.

Before the interview, the researchers prepared the guide for the interview protocol and

explained the purpose of the research, the time duration of the interview, the style of the

interview, emphasizing the content, confidentiality, consent, and recording methods, and

the use of the data. The researchers read the interview protocol before the proper

interview began. The interviews were conducted individually and privately.

During the interview, participants were advised to state their responses in a

language they are comfortable with to express their thoughts clearly. Moreover, the

researcher asked follow-up questions for probing so that the participants could elaborate

or explain their ideas or answers fully. The responses were electronically recorded, and

some important points were written down. The interview ended with explaining or

informing the participants of the purpose of the study and of the plan to present the data

to the professional community. The researchers also assured the participants about the

strict observance of confidentiality regarding the interviewee's identity and responses.

Thus, their anonymity was emphasized.

Lastly, the researchers expressed their gratitude and appreciation to the

interviewees for their generous participation in this academic endeavor. The researchers

immediately checked, reviewed, and transcribed the data in preparation for analysis.

The expertise of three inter coders who are experts in the field of Applied

Linguistics was sought to establish the findings about the untold stories of the

participants through thematic analysis.

Each of the intercoders was given a copy of the findings of the study. As the

whole, the three inter coders agreed on the thematic insights and eidetic insights that the

researchers examined.
Data Analysis Procedure

The recursive textual analysis guided by the three C's of Lichtman was employed

to analyze the data thematically. All interviews were audio-recorded with permission

from the participants and were subsequently transcribed and analyzed. Thematic analysis

was performed to unearth themes emanating from their narratives. Findings were

conveyed to selected participants for validation. They have consequently concurred with

the study results.

The data analysis used in this study was based on the 3 C’s of analysis: from

coding to categorizing to concepts (Lichtman, 2006). Lichtman (2006) defected the

process of data analysis in the following figure:

Figure 2. Three C’s of Data Analysis: Codes, Categories, and Concepts (Lichtman, 2006)
 In this study, the six (6) steps in conducting data analysis as proposed by

Lichtman (2006) were utilized for thematic analysis.

1. Initial coding

The researchers read and reread each individual interview transcript until the

researchers achieved the generalizations of the interview. The researchers assigned words

and phrases as a unique descriptive code. Each code symbolically assigned salient,

essence-capturing and evocative characteristic for a portion of language based data.

Every significant description, ideas were coded regardless whether it was directly related

to the research questions or not. This was done by highlighting relevant phrases or

passages on the interview transcripts.

2. Revising initial coding

The researchers reviewed the various generated codes by consolidating the codes

according to the experiences of the parents in COVID-19 vaccination program.

3. Developing an initial list of categories

The researchers gathered these codes into emerging categories. The researchers

did this by categorizing the “significant statements” assigned under the same code into

core categories.

4. Modifying initial list based on additional rereading

At this point, the researchers continued the iterative process. The researchers

decided that some of the categories were less important than others, or two categories can

be combined.

5. Revisiting your categories and subcategories

 The researchers revisited the list of categories and removed redundancies and

identify critical elements.

6. Moving from categories into concepts

The researchers identified key concepts that reflect the meaning they attached to

the data they collected. The researchers read and reread the data and have seen that some

ideas appear richer and more powerful than others. At this point, the researchers weaved

information from the available literature together with their new data.

Rigor of the Findings

Transferability

To address transferability, researchers described in detail the research context and

the assumptions that are central to the research and showed all data as transparently as

possible. Researchers made sure that the data are rich with descriptions, so that the person

who wishes to "transfer" the results to a different context is then responsible for making

the judgment of how sensible the transfer was.

Credibility

To establish the credibility of our study, the researchers ensure that rigor was

properly observed during the data collection especially during the interviews, wherein

researchers avoid drawing conclusions from the interviews but based everything on

factual data, directly from the participants.

Dependability

To establish the dependability of the study, the researchers ensure consistency

during the data collection and analysis by doing the code-recode system during data

reduction and applying the researchers' examination and investigator triangulation of the

data collected and analyzed.

Confirmability

To address the confirmability of the study, researchers set aside their personal

opinions, assumptions and judgments in order to guard against distortion of data. The use

of conversational interviews, note-taking and voice record that the researchers keep

throughout the study is one way of ensuring confirmability.

Ethical Consideration

To address ethical issues, the researchers requested the consent of the

participants for their voluntary participation in the study; they were informed that they

have the right to withdraw. Also, the researchers ensured the participants that access to

the data is solely by the researcher and would be utilized for the study only. No

information that discloses their identity would be released or published without their

specific consent to the disclosure. The materials that contained the primary information

derived from them would be appropriately stored and protected so that no one could

access them except the researcher. All interview sessions from the participants were done

discreetly, and were recorded. Thus, the researchers utilized privacy or security measures

to secure each interview session. The participants were given opportunities to review

each question to ensure accuracy before it will be reported. Eventually, the raw and

electronic were disposed of accordingly after data processing within a given period.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analyses and interpretations of the data obtained from

the five SARDOs’ at one of the High Schools in the School Division in one of the town

in the Province of Negros Occidental with regard to their experiences.

This study aimed to determine the experiences of the students who are at risk of

dropping out (SARDO) of Minoyan National High School, Division of Negros

Occidental, for Academic Year 2021 - 2022.

The participants were asked to extensively discuss their responses to the questions

about the challenges they encountered, the coping strategies they employed, and the

insights they gained. Each of the interviews of the five participants that consented to

virtual interviews was recorded, transcribed, and translated into English (for Hiligaynon

responses). The responses of each participant (including those of the participants who

submitted through the Facebook Messenger) were then collated and analyzed.

The participants came up against situations that entailed mustering their wits to be

able to answer printed modular learning. Presented below are the challenges

encountered by the participants with regard to answer lessons in printed modular

learning. The participants’ responses were taken from the interviews in which they

participated.

THEMATIC INSIGHTS

Most activities in the modules are difficult.

 Three participants found most activities in the modules are difficult to be a

challenge when answering printed module activities.

Participant 1

“… my mga pamankot nga kinahanglan namun sabton pero indi namun ma dali-

dali…”(there are questions that need to be answered, however I cannot answer

immediately.)

Participant 3

“…kabudlay gid ya ka mga modyul kay ka mga dalum-dalum ang mga ginapahimo sa

amun tapos daw indi gid namun makayanan ang iban…” (the modules are really difficult

to answer because there are tasks that we can’t really fathom)

Participant 4

“…- Nabudlayan ko sa printed modular learning kay indi ko masabat ang dalum nga

mga pamankot…” (I’m struggling with printed modular learning because there are

questions that I can’t really answer)

Sintema (2020), held that the degree of educational performance of the students is

probable to drop for the classes held for each year-end examination and internal

examination due to reduced contact hours for inexperienced persons and lack of

consultation with teachers when going through difficulties in learning/understanding.

Printed modular learning is helpful to a small extent since some questions in

the modules are answered.

Three participants claimed that printed modular learning is helpful to a small

extent since some questions in the modules have already been answered.
 Participant 1

“Miski papaano nakabulig man Ma’am sa amun ang ina nga pamaagi pero indi ko gid

mahambal nga 100 percent gid nga mas na gaan gid kasabtanan ang amun mga

pamankot…” ( Somehow, it helped us Ma’am kind of learning delivery but I can’t say

that our questions were given 100% answer)

Participant 2

“Indi man gid masyado kay tungod nang.. kay indi sa tanan nga mga modyul nga

ginahatag sa amun mainchindihan namun..may ara man ma inchindihan namun…” (Not

really because…not all the modules that were given to us are easy to understand…there

are some that we understand though)

Participant 4

“Nakabulig man gid sa pero gamay lang natun-an ko d ko masabta ang madalum nga

pamangkot ang modular…” (It helped but not a lot, I just learned a little and I can’t

answer those difficult questions from the modules)

Karthikeyan and Kumar (2014) found that students generally favored modular

learning as a more interesting and useful learning experience than conventional learning

in their dermatology class. Likewise, Sadiq and Zamir (2014) concluded that

modular learning is favorable and should be widely used at various education levels

since some questions are already been answered..

Printed modular learning promotes independent learning.

Participant 1
“…pero subung kinahanlan mo na mag mato-mato nga ikaw lang ahh…” ( but now you

have to do things on your own)

Participant 2

“…subung ya malakat ka nalng sa skwelahan makwa modyul… e tutok mo nalang sa

modyul para ma answeran tanan” (right now, you will just go to school to get the

modules…focus on it to get everything answered)

Participant 5

“Ang panimag-o ko…ga ano gid ko ga adjust…, amo na nga ga pursige gid kmi nga

makatapos…” (My adjustments is...I am still adjusting…that is why we really persevere

to graduate)

Dangle and Sumaoang (2020) revealed that their respondents who were high

school students wrestled with studying their modules by themselves. Moreover, the

respondents’ parents were not equipped with knowledge that could guide their children as

they worked on their modules.

Coping Strategies Employed in Dealing with the Challenges Encountered in

Answering Printed Module Learning

Amidst the challenges in answering printed module learning, the participants

availed themselves of ways they knew would embolden them to get through. Presented

below are the coping strategies that the participants utilized to confront challenges in

answering printed module learning. The participants’ responses were taken from the

interviews in which they participated.

THEMATIC INSIGHTS
 Strive to answer the modules to finish studies.

Four participants gave credence to functional at an optimal level by involving in

favorable plans of action by striving in answering the modules to finish their studies.

Participant 1

“…mas nalampuwasan ko kag sa akun man pagpanghimakas nga maka answer kag

makapadayun man sa pag eskwela” (I was able to surpass and because of my

perseverance, I was able to answer and continue my studies)

Participant 3

“…- Base sa akun naghimakas lang gid ko ya kay tungod gusto ko gid makatapos sang

eskwela kag gusto ko gid makatuon maski sa dutay lang nga mainchindihan ko kag ano

na gani man…” (Based on me, I just really persevered because I wanted to finish my

studies and I want to learn even I understood a little.)

Participant 4

“…- Nalampuwasan ko ang tanan nga kabudlay paagi sa pagpaninguha kay gusto ko

man makatapos sa pag eskwela…” (I surpassed all the challenges through my efforts

because I want to finish my studies)

Participant 5

“…- Nalampuwasan ko kay tungod gina…nang kwan..gina tingwaan gid bala namun

nga makatapos…” (I was able to surpass because we really persevere to finish)

Al-Naimi, Romanowski, and Du (2020) divulged in their study that students used

coping mechanisms to obtain a state of psychological and spiritual calm in teaching in the

New Normal. Relatedly, MacIntyre, Gregersen, and Mercerc (2020) found out that

students maintained positivity during the COVID-19 pandemic.

 Exuding Optimism in answering printed modular learning

Five participants exhibited optimism in answering modular distance learning.

Participant 1

Sa akun kaupod nga mga estydyante, kinahanglan magtinguha indi dapat mg salig sa

kada oras sa maistra, kinahanlan may ara man nga ahhhh pagpang himakas sa amun

magtag isa kay kinahanlan gid sa amun pag eskwela ahhh…( to all my fellow students,

we need to persevere and don’t entrust everything to the teacher, each needs to really

make an effort because we need that in our studies)

Participant 2

“sa akun man parehas nga estudyante, ang pag tuon lang gid kag dapat maging handa

lang bala kag preparahan lang kung ano gid man kag… (to my fellow students, studies

only and we should be ready and prepared whatever it is and…)

Participant 3

“kag sa mga parehas ko namun nga estudyante nang… indi nalang mag katamad

mas..mas..himuon nalang motibasyon..ang mga kabudlayan nga gina agyan namun para

maging… malampuwasan namun ,ang mga kabudlay sa amun pag eskwela…” (and to

my fellow students, instead of being lazy, we should make our hardships as motivation to

surpass all the challenges in our studies)

 Participant 4

“Para naman sa kaupod ko nga estudyante batunon nalang natun ang bukas..bukas ,ang

modular learning para mapadayun ang atun pag tu-on…” (For my fellow students, we

should gladly accept the modular learning to continue our studies)

Participant 5

“…- pareho ko nga estudyante e priority ang module para sa buas damlag…” …”

(My fellow students, let’s prioritize our modules for the future)

The results of a study conducted by Icekson at all (2020) state that although

optimistic expectations often improve student academic performance, they can also lead

to academic failure if they are related to unrealistic beliefs of success. High awareness

can control the negative effects of high optimism, such as unrealistic expectations and

overconfidence. The expected benefit from this research is to obtain a more adequate

picture of student optimism by seeing the phenomena directly in the field regarding

online learning. By knowing the level of student optimism, especially in its aspects, it

will make a useful contribution in providing the right solutions with regard to the

problems faced by students, especially those related to academic achievement during the

covid pandemic

Insights gained into the challenges engendered by the printed modular learning

modality.

The participants had considerable latitude in obtaining insights into the challenges

that they encountered and the coping styles that they put into practice in answering

printed module learning.

 Presented below are the pieces of evidence of the participants’ cognizance of the

inevitability of setbacks in the midst of the teaching-learning process and of the plethora

of methods and resources to face up to such difficulties. The participants’ responses were

taken from the interviews in which they participated.

Thematic Insights

A positive outlook enables students to cope with the challenges of printed

modular learning.

Five participants believed that being flexible having a positive outlook can help

them cope with the challenges of printed module learning.

Participant 1

“…diri ko na mas nanamian sa akun mga natun-an nga kinahanlan maging isa ka sa..isa

ka sa Tawo nga naga tindog mismo sa imo duwa ka tiil…” (In this, I love that I learned

to be the person that can stand on my own feet)

Participant 2

“…Ahh..ang akun natun-an subung bala nga modular learning, kadamo gid una sa

tanan sa time management mo damo ka gid..sang… kung ano ang gusto mo himuon,

himuon mo gid dapat, parehas pag answer mo sang module…” ( I have learned so many

things in this modular learning…first is time management..if what you want to do, you

should really do it just like answering your modules)

Participant 3
“…napanumdum mas mag ano..mag tutom pagid sa pag eskwela tungod sa mga naagyan

namun…” ( I have thought of studying more seriously because of what we’ve been

through)

Participant 4

“…Natun-an ko nga miski ano nga pagtilaw sa kabuhi kung gapaninguha ini tanan

malampuwasan gid…” (I have learned that no matter how life put you to test, if you

persevere you can surpass everything)

Participant 5

“…pandemic isa na da ang pag antus kag paninguha maski may kabudlay kami

nga…gusto gid makatapos tani sang pag eskwela… (….one of those are the sacrifices

and efforts though we encountered difficulties…we just wanted to finish studies)

Goleman (1996) states that optimism is a strong hope that everything in life will

be able to be resolved properly, despite problems and frustrations. Optimism is an

attitude that supports the individual so as not to fall into ignorance, despair, or experience

depression when the individual faces difficulties. Optimism is a positive explanatory style

that links positive events to personal, permanent, pervasive, and interprets negative

events in specific external, temporary, and various situations. In contrast, pessimistic

explanatory styles attribute positive events to external, temporary, and situation-specific

causes, and negative events to personal, permanent, and pervasive ones (Seligman, 1992).

Similarly, it takes an attitude of self-acceptance and optimism for students. The

problem that arises in online learning is how to understand the psychological condition of

students so that it is appropriate for online learning. There are many obstacles at home

when doing online learning. Based on the research results (“Permasalahan Kompleks
Pembelajaran Daring, Mulai Siswa hingga Pengajar Temui Hambatan,” n.d.) states that

the world disaster resulted in the closure of schools and closed access to education so that

as many as 1.5 billion students cannot go to school and 500 million students cannot do

distance learning. These students are in areas that are not reached by the internet and the

lack of tools in online learning. The learning process is carried out by taking assignments

at school and a week later the assignments are delivered to school to be collected.

Eidetic Insight:

Despite the drawbacks of printed modular learning, students exhibit optimism.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings of this study, the conclusions

drawn from the findings, and the recommendations advanced.

Summary
 The aim of this study was to ascertain the experiences of the students who are at

risk of dropping out (SARDO) of Minoyan National High School, Division of Negros

Occidental, for Academic Year 2021 - 2022. Specifically, this study purposed to look into

the challenges they encountered, into their coping strategies, and into the insights they

gained from such challenges and strategies.

Thematic analysis was utilized to closely examine the data provided by the

participants through interviews.

The thematic insights developed out of the coded data for the challenges,

coping strategies, and insights gained are presented.

The thematic insights for the challenges encountered by the students who are

at risk of dropping out (SARDO) were most activities in the modules are difficult, printed

modular learning is helpful however to small extent only since some questions in the

modules are answered, and printed modular learning promotes independent learning even

though some parents cannot understand the questions in the modules.

The thematic insights for the coping strategies of the students who are at risk

of dropping out (SARDO) were strive to answer the modules to finish studies and

exuding optimism in answering printed modular learning.

The thematic insights they gained from such challenges and strategies was having

a positive outlook that enables students to cope with the challenges of printed module

learnings.

Conclusion

Based on the findings of this study, the following conclusions were drawn.

The usual delivery of education has brought inevitable change in the beginning of

Distance Learning Modality (Lee, 2020). Students had experienced difficulty in

answering module questions and activities. The advantages are more apparent in the

manner in which lessons from the modules were transmitted, students may have

unfavourable experiences, but they may also discover positive aspects, since some

questions in the modules were already answered or given. The journey of SARDOs in the

Distance Learning Modality led them to adjust to the newness of the new normal learning

modality.

The students acknowledged that their distinct experiences had helped them in

promoting independent learning. It is thought that the challenges arise in printed modular

learning is how to understand their condition. These adjustments and adaptations of the

SARDOs may requires an attitude of self-acceptance and optimism for them as it is a

strong hope that everything in life will be able to be resolved properly, despite problems

and frustrations they encountered. SARDOs. From the vulnerable and problematic

students they have become resilient, positive and solution-driven learners who will

exhaust all the positive and best ways to benefit from the transformative learning journey

to reach the wagon of the stars of their dreams. Result of the study will give SARDOs a

glimpse for better understanding on their self and their situation, how they can rise above

the challenges they faced and find meaning in their struggles.

Recommendations:

The DepEd Curriculum Planners may plan, work harder and formulate specific,

differentiated the curriculum that will deliver quality service to students and consider

their limitations.
 The Parents may understand the educational needs of their children especially

during these trying times brought about by the pandemic and familiarize themselves with

the new learning styles.

The Community understand the feelings and struggles of the students, hence

extending support to them.

The students may equip themselves with the knowledge and play a critical role in

surpassing challenges that may come along the way.

The Local Government Unit may allocate funds for educational needs of the

students and help the school in reaching out students living in a far flung places.

The Researcher share important insights and learnings gained from the study to

act as relevant research data to those who are interested in pursuing the topic as well and

may also isolate the different struggles in undertaking research on these new teaching

modalities; thus, come up with countermeasures.

The Future Researchers may conduct more studies about the experiences of

SARDOs affecting their decision making process from various related literature.
 REFERENCES

A. Al-Hroub, "Perspectives of school dropouts' dilemma in Palestinian refugee camps in

Lebanon: An ethnographic study," International Journal of Educational Development, pp. 1-14,
2014.
A. Pradeep, S. Das, and J. J. Kizhekkthottam, "Students dropout factor prediction using EDM
techniques," in Proc. 2015 International Conference on Soft-Computing and Networks Security,
2015, pp. 1-7.
A.-M. Fall and G. Roberts, "High School dropouts: Interactions between social context, self-
perceptions, school engagement, and student dropout," National Institutes of Health Public
Access, pp. 1-22, 2012.
C. Campbell, "The socioeconomic consequences of dropping out of high school: Evidence from
an analysis of siblings," Social Science Research, p. 9, 2015.
C. J. M. Lisay and A. B. Francia. (June 28, 2016). K12 prompts 27 percent dropout rate.
[Online]. Available: http://www.philippinecollegian.org/2016/06/28/k12-prompts-27-percent-
dropout-rate/
D. Sharma, J. Kishore, and N. Sharma, "Aggression in schools: cyberbullying and gender
issues," Asian Journal of Psychiatry, pp. 1-13, 2017.
J. Burrus and R. Roberts, "Dropping out of high school: prevalence, risk factors, and remediation
strategies," ETS Research & Development Educational Testing Service, 2012.
J. J. Doll, Z. Eslami, and L. Walters, "Understanding why students drop out of high school,
according to their own reports: Are they pushed or pulled, or do they fall out? A comparative
analysis of seven nationally representative studies," SAGE Open, pp. 1-15, 2013.
J. Mateo. (June 14, 2016). Up to .4 M dropouts due to senior high. [Online]. Available:
http://www.philstar.com/headlines/2016/06/14/1592807/400000-m-dropouts-due-senior-high
J. N. Hughes, Q. Cao, S. G. West, P. A. Smith, and C. Cerda, "Effect of retention in elementary
grades on dropping out of school early," Journal of School Psychology, pp. 1-17, 2017.
K. A. Martin, "UNESCO warns of economic consequences of rising number of out-of-school
youths," The Philippine Star, August 2015.
K. Chinyoka, "Causes of school drop-out among ordinary level learners in a resettlement area in
Masvingo, Zimbabwe," Journal of Emerging Trends in Educational Research and Policy Studies,
pp. 1-7, 2014.
K. V. Eck, S. R. Johnson, A. Bettencourt, and S. L. Johnson, "How school climate relates to
chronic absence: A multi-level latent profile analysis," Journal of School Psychology, pp. 1-14,
2016.
L. Paura and I. Arhipova, "Cause analysis of students' dropout rate in higher education," in Proc.
2nd World Conference on Business, Economics and Management, 2013, pp. 1-5.
N. Alkan, "Humor, loneliness and acceptance: Predictors of university drop-out intentions,"
Procedia Social and Behavioral Sciences, pp. 1-8, 2014.
N. C. Ricard and L. G. Pelletier, "Dropping out of high school: The role of parent and teacher
self-determination support, reciprocal friendships and academic motivation," Contemporary
Educational Psychology, pp. 1-9, 2016.
N. D. S. Fernades, T. M. Soares, M. C. Nobrega, and A. C. Nicolella, "Factors associated with
dropout rates in public secondary education in Minas Gerais," Educacao e Pesquisa, vol. 41, no.
3, pp. 1-16, 2015.
N. Hoff, A. Olson, and R. L. Peterson, "Dropout screening & early warning," Student
Engagement Project, University of Nebraska-Lincoln and the Nebraska Department of
Education, Lincoln, 2015
Out-of-School Children and Youth in the Philippines. (April 20, 2015). [Online]. Available:
https://psa.gov.ph/content/out-school-children-and-youth-philippinesresults-2013-functional-
literacy-education
S. Rai, "Student's dropout risk assessment in undergraduate course at Residential University,"
IJCA International Journal of Computer Applications, vol. 84, no. 14, pp. 1-69, 2013.
V. Hegde, "Dimensionality reduction technique for developing undergraduate student dropout
model using principal component analysis through R package," in Proc. 2016 IEEE International
Conference on Computational Intelligence and Computing Research, 2016, pp. 1-6.
W. Chua. (December 16, 2016). Big data analytics: School dropout rates for grade 7 to grade 10.
[Online]. Available: http://technology.mb.com.ph/2016/12/16/big-data-analytics-school-dr
opout-rates-for-grades7-to-10/.
W. Chua. (July 16, 2017). DepED-SS DSWD and Census. [Online]. Available:
https://public.tableau.com/profile/wilson.chua#!/vizhome/DepED-SS/ Story1
Dropout rate (2006). In Philippine statistics authority. Retrieved December 5, 2019, from
https://psa.gov.ph/content/dropoutrate.
Parreño, Samuel John E. "Reasons for School Dropout in the Philippines."
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and Teacher Education in the Time of
COVID-19. Asia-Pacific Journal of Teacher Education