An Assessment of College of Agriculture Drop-Outs at Benguet State University
BIBLIOGRAPHY
LUZANO, JOSEPHINE B. APRIL 2007. An Assessment of College of
Agriculture Drop-outs at Benguet State University. Benguet State University, La
Trinidad, Benguet.
Adviser: Darlyn D. Tagarino, PhD
ABSTRACT
This study was conducted to determine the trends in the drop out rates from 1998-
2005 for the College of Agriculture at Benguet State University. The study also
determined the general profile of the drop outs according to gender, degree programs,
year level, semester, and province.
Data were gathered from the student records of 1998-2005 at the College of
Agriculture and Registrar’s Office.
The findings shows that from 1998-2005, the Bachelor of Science in Agriculture
course has the highest rate of drop outs while the Bachelor of Science in Developmental
Communication had the lowest rate. Majority of the drop outs are males, are first years
and occur more frequently during the first semesters. Majority of the drop outs came
from the province of Kalinga.
It is therefore recommended that Benguet State University has to trace the
students who drop out and identify their reasons from dropping out and, to look closely
into specific factors that were found to typical, the highest occurrence of drop outs
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ii
INTRODUCTION
Rationale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objective of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
RESULTS AND DISCUSSION
Drop Out Rate per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Drop Out Rates as to Courses
per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Drop Outs as to Sex and
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Drop Outs as to Semester per
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
ii
Drop Outs as to Year level per
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Drop Outs as to Province of Origin
per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
29
iii
INTRODUCTION
Rationale of the Study
Citing recent studies, the Anak ng Bayan Youth Party revealed that due to
continuing tuition hikes, more students enrolled in private colleges and universities find
themselves either dropping out and are forced to transfer to state institutions. But the
State Universities and Colleges (SUC’s) are plagued by similar problems. SUCs have
enrolment quotas and are haunted by increase in tuition and other fees, forcing many state
scholars also to leave (Ramota, 2005).
Recently, the United Nations Educational, Scientific and Cultural Organization
(UNESCO) stated that the National Commission of the Philippines reported a measly
22% overall student survival from 1st to 4th year college. In June 2004, Wallace report
revealed that the drop out rate in college is at an staggering all time high of 73%. A
similar study-primer on the country education system was made by the National Union of
the Philippines (NUSP) also in June last year (Bulatlat, 2005).
There are several reasons why students leave college because, they either find the
academic program too hard, lack the proper study habits or motivation, fall victim to the
temptations of the college environment, or simply for pre-existing personal reasons. The
Youth Demanding Arroyo’s removal or YOUTHDARE warned that there would be an
increase of college drop-outs and out-of-school youths because parents can no longer
afford to send their children to school because of the Expanded Value Added Tax
(EVAT). Also, the increase of prices of our common needs and services (Marx, 2005).
Parents will be upset to pay increasing tuition fee of their children. Another
reason fro dropping out is the enrolment size, grade span and lack of preparation from the
An Assessment of Col ege of Agriculture Drop-outs
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transition of high school to college. Although, socio-economic status plays a strong
factor on dropouts, research has shown a link between dropouts and school characteristic
(Marx, 2005).
Statement of the Problem
The study is centered on tracing the students who dropped out at the College of
Agriculture, Benguet State University from 1998 – 2005. Specifically, the researcher
sought to answer the following questions;
1. What are the trends in the drop out rates over the years?
2. What is the general profile of the drop outs according to:
a) Gender
b) Year level
c) Degree programs
d) Academic year and semester
e) Province
Objectives of the Study
1. To determine the rate of student drop out per course and per academic year.
2. To find out the drop out rates according to:
a) Gender
b) Year level
c) Degree programs
d) Academic year and semester
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
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e) Province
Importance of the Study
The study will serve as a reference to students who are doing a research on the
same topic. The results of the study will also provide an information to the people
concerned, that the number of student drop out at BSU is not extremely high and can
encourage the students to enroll and continue their studies though college education is a
financial struggle to parents. Through this, it emphasizes that education is important in
our lives not only for employment purposes. Finally, the study will provide baseline
information for course development and re-alignment of policies for BSU administrators
that can be used for accreditation.
Conceptual Framework
The college drop outs at Benguet State University is one of the exciting research
studies. However, some important variable must be considered to achieve a remarkable
study. The important variable to attain these, are the trends in the dropout rates and the
general profile of the drop outs.
Drop out occurrence may be better understood by looking more closely at some
variables as gender, the year level, the degree programs, the academic year and semester,
and the province of origin of the students.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
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Conceptual Paradigm
General profile
a) Gender
b) Year level
College dropouts
c) Degree programs
d) Academic year
e) Province
Fig. 1. The conceptual paradigm of the study
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
REVIEW OF LITERATURE
School is one place that brings today’s Filipino teenage students most happiness
(Bulatlat, 2002). School is the greatest source of satisfaction because school is where
friends are.
Education in all its forms and at all levels is not only an end in itself but is one of
the most powerful instruments for bringing about the changes required to achieve
development (Matsura, 2003).
Dacalos (2002) stated that college life besets students with an overwhelming
assortment of changes. The process of the adjustment is a serious concern for students.
It is necessary for them to cope and meet the demand of the changes.
Padtoc (2004) stated that entering college is an exciting experience, but for more
it maybe terrifying because of the changes and transitions from high school to college.
Another is that, poorly achieving and poverty-stricken young people show an especially
sharp performance after the junior high transition. For some, it initiates a downward
spiral in academic performance and school environment that eventually leads to failure
and dropping out.
Palatino (2002) as cited by Ramota (2005) said that the access to public higher
education institutions, which are the last resort for students who want to obtain college
degree, has become impossible to many college hopefuls. While it is true that SUC’s
offer a tuition lower than private school, educational expenditures in state schools and
universities have seen the biggest increase in recent years, thus making it also
inaccessible to ordinary students (cited by Ramota, 2005).
An Assessment of Col ege of Agriculture Drop-outs
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In recent years, the shift from public to private funding of SUCs has resulted in
the jacking up of tuition and miscellaneous fees. The biggest increase in tuition took
place in the Philippine Normal University (PNU) last 2003, from P10 to P50 per unit or
400 percent (CHED, 2005).
Ladderized tuition hikes are also in SUCs in Central Luzon and Bicol until 2006.
The Central Luzon State University (CLSU) plans to increase tuition scheme similar to
the Socialized Tuition Fee Adjustment Program (STFAP) implemented in the University
of the Philippines (UP) systems in 1989. Under the program, the UP tuition shot by
nearly 300 percent, from P 11 to P300 per unit today. This scheme is also now being
implemented in public technical and vocational schools in the country. While some of
SUCs increased their tuition by more than a hundred fold over the last years, some
feigned by pretending to maintain the same rates. What they did however was to increase
miscellaneous fees as well as tuition in graduate schools (CHED, 2005).
According to Ramota (2005), five years from now, the Philippine tertiary
education will likely to face crisis if the current trends in college enrollment and dropout
continue due to tuition fee hikes. More and more students enrolled in private colleges
and universities find themselves either dropping out or forced to transfer to state
institutions.
A study by Canguni and Kowslaki (1990) as cited by Fernandez (2002) showed
that 75% of high school graduates in the United States, enroll in an institution of higher
education, however, 40% of freshmen dropped out most within the first year
Moreover a longitudinal study of Verlendin and Corpuz (1984) as cited by Padtoc
(2004) on the “Academic Survival Rate of Saint Louis Students” showed that more than
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
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half of the freshmen discontinued their studies at different stages. Findings from those
studies showed that attrition rates are greater during the first few weeks of the school year
and among college freshmen. This is because of the cases of dropping out and
withdrawing.
Raymond Palatino, Vice President of Anak ng Bayan (Nations Youth) said
students can no longer afford to study in expensive private tertiary school and are
planning to transfer to public high education institutions. For some, they have to give up
their dream of earning a college diploma (cited by Ramota, 2005).
Students are not bothered by the inability to pay their tuition fees and incapability
of parents to support them financially. However, the students are significantly least
bothered by the incapability of parents to support them financially as the reason for not
studying anymore (Padtoc, 2004).
Overall, Palatino (2002) as cited by Ramota (2005) said, expenditures for public
education including tuition, lodging, food, transportation, and books have soared in
recent years. He cited the findings of the 1998 international Comparative Higher
Education Finance and Accessibility Project of the University of Buffalo on the
Philippine higher education which reveals that a student in a local university or college
(LUC) who lives with his or her parents need at least Php 46,950 every semester. On the
other hand, an Iskolar ng Bayan (state scholar) who lives as an “independent adult” will
need as much as P11,650 a semester. So now, most Filipino families cannot anymore
afford to send their children even to public schools, especially given the stagnant wage
level and declining income (Ramota, 2005).
An Assessment of Col ege of Agriculture Drop-outs
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A new report by the Commission on Higher Education shows that the number of
tertiary population in school year 2002-2003 was 2.4 million compared to 1.87M in
1994-1995. It cites however that while state institutions had their populations soar by
415,972 from 399.623 to 815.585 during the same period, private colleges and
universities could only absorb an additional 139, 357 enrollees (or from 1.47M-1.611M).
The current crisis in tertiary education, Palatino (2002) as cited by Ramota (2005)
said, should also be blamed on government’s policy of rationalization. The policy allows
SUCs to be treated no longer as national agencies performing socially oriented activities
and hence entitled to government subsidy, but as income earnings entities. “This further
translate into incentives for moneymaking tertiary, thereby fully encouraging the
commercialization of education”. The policy has ensured corporate dominance even in
public education, making tertiary education the province of elite.
Palatino (2002) as cited by Ramota (2005) said, government own education
policies further inflate the ballooning uneducated education. “If it will continue its
present thrust on education, the government will be driving more and more students out
of school every year”.
In current school year, 381 out of 1,321 private higher education institutions or 29
percent of the total have applied for tuition increase. The national average tuition
increase is 11.37 percent or P33.15; the current rate per unit is P334.89 (CHED, 2005).
Palatino (2002) as cited by Ramota (2005) urged lawmakers to repeal the
Education Act 1982. “ Our lawmakers must immediately act to stop this tuition and
miscellaneous fee increases and put a moratorium on the proposed new round of hikes for
the next school year. Unless, the government starts to flex its muscles on their increase,
An Assessment of Col ege of Agriculture Drop-outs
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we will be seeing a higher drop out rate and bigger number of out-of –school youth in the
next five years”. Even CHED admits that “unless BP 232 (Education Act of 1982) is
amended, the most viable course for all concerned is to take a closer look at where the
increase are going.
According to Youth Dare spokesman Raymond Palatino, because of E-VAT, it
will be difficult for an ordinary Filipino students to finish college (CHED, 2005).
Finally, students that drop out may have different reasons in dropping out, the
rates of students drop outs per college and per academic year and the status (Marx, 2005).
Since college students find the academic program too hard, they lack the proper study
habits or motivation, fall victim to the temptations of the college environment or simply
for pre-existing personal reasons (Marx, 2005).
Definition of Terms
Drop out – refers to the student who officially stopped school for at least 2 consecutive
school years.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
METHODOLOGY
Locale of the Study
The study was conducted in Benguet State University on the month of June to
August 2006. Benguet State University is one of the colleges in the country that have
been adjudged as one of the six centers of excellence in Agriculture Education.
Data Collection
Desk research method was employed in the conduct of this study. Desk research
is a data gathering method using secondary data. Data/record on drop-outs from the
university were gathered from the University Registrar’s Office, Office of the Students
Affairs and as reconciled from the records of the different departments of the College of
Agriculture.
Data Analysis
The data and information that were gathered from desk research were tabulated to
facilitate tabular interpretations. Simple descriptive statistics were used to analyze and
interpret data.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
RESULTS AND DISCUSSION
Drop Out Rate per Academic Year
Table 1 shows that there are 643 students who dropped out from school years
1998-2005. As shown on the table, the highest percentage rate at 5.52% was observed in
2000-2001. It is followed by the year 1998-1999 with 5.21% drop out, and also followed
by years 1999-2000 and 2002-2003 with the same drop out percentage of 3.70%. It can
ne observed that drop outs had reached substantially since 2002-2005. The average drop
out percentage is computed to be 3,27%. Given the academic period, the total drop out
percentage and total College of Agriculture enrollees, 3.33% was computed to be the
over all drop out percentage.
The table also shows that generally the drop out rates had been declining over the
years. The highest rate of change in drop-outs was between academic year 1999-2000 to
2000-2001 at 0.49.
Table 1. College of Agriculture drop out rate per academic year 1998-2005
ACADEMIC
FREQUENCY
TOTAL CA
PERCENTAGE RATE
YEAR
ENROLLED
1998 – 1999
130
2,495
5.22
1999 – 2000
104
2,808
3.70
-0.29
2000 – 2001
154
2,791
5.52
0.49
2001 – 2002
102
3,082
3.31
0.40
2002 – 2003
114
3,084
3.70
-0.12
2003 – 2004
26
2,986
0.87
-0.76
2004 – 2005
13
2,031
0.64
-0.26
TOTAL
643
19,277
3.33
MEAN
3.97
-0.095
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
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Drop Out Rates as to Courses per Academic Year
From the courses offered at the Benguet State University, the Bachelor of Science
in Agriculture (BSA) had the highest total number of enrollees during the 1998-2005
(Table 2a –2d). However, in terms of drop out percentage for the period 1998-2005, the
Diploma in Agroforestry registered the highest percentage at 8.81%. In all the courses
for the period under study, there can be observed a decreasing trend in the drop out
percentage till 2005. By courses, for the Bachelor of Science in Agriculture, the over all
drop out percentage from 1998-2005 was estimated to be 3.22%. Per academic year, the
highest drop out occurrence was observed in the academic year 2000-2001 at 5.38%.
Under the Bachelor of Science in Agribusiness (Table 2b), it is observed that
academic year 1998-1999 had the highest drop out percentage with a 249 enrollees.
Ranging from 1998-2005, a total of 60 students dropped out of 2,334 enrollees. It also
shows that the drop out percentage is reduced from year 1998 – 2005 and has a mean of
2.75. In terms of drop out percentage for the period 1998-2005, 2.5% dropped out.
The Bachelor of Science in Development Communication (BSDC) was
implemented in 1999. During the start of the implementation, 66 enrolled in the degree
and 3 dropped out, (Table 2c). There are 1,318 students who enrolled in the degree and a
total of 95dropped during the period 1998-2005. The average drop out percentage was
computed to be 1.71% and 1.44% of 1,318 were considered the over all drop out
percentage. The table also shows that the academic year 2001-2002 has the highest
percentage of drop out compared to other academic years.
The College of Agriculture has a 2 years Diploma on Agroforestry (DAF). Table
2d shows that academic year 1998-1999 had the highest percentage of drop outs (25)
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
13
from the 143 enrollees. It is also observed that the number of enrollees decreased from
the year 1999-20005. The mean was computed to be 8.83 and overall drop out
percentage was computed to be 8.91%.
Table 2a. Distribution of drop outs in Bachelor of Science in Agriculture from 1998-2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
90
2,103
4.28
1999 – 2000
74
2,314
3.20
2000 – 2001
114
2,139
5.38
2001 – 2002
70
2,334
2.99
2002 – 2003
91
2,259
4.03
2003 – 2004
17
2,210
0.77
2004 – 2005
12
1,188
1.01
TOTAL
468
14,547
3.22
MEAN
3.09
Table 2b. Distribution of drop outs in Bachelor of Science in Agribusiness from 1998-
2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
14
249
5.62
1999 – 2000
10
256
3.91
2000 – 2001
13
354
3.67
2001 – 2002
10
373
2.68
2002 – 2003
10
411
2.43
2003 – 2004
3
319
0.94
2004 – 2005
0
372
0
TOTAL
60
2,334
2.5
MEAN
2.75
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
14
Table 2c. Distribution of drop outs in Bachelor of Science in Developmental
Communication from 1998 to 1999
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
-
-
-
1999 – 2000
3
66
4.55
2000 – 2001
3
136
2.21
2001 – 2002
7
221
3.17
2002 – 2003
3
260
1.15
2003 – 2004
2
309
0.65
2004 – 2005
1
326
0.31
TOTAL
19
1,318
1.44
MEAN
1.72
Table 2d. Distribution of drop outs in Diploma in Agro Forestry from 1998 to 2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
26
143
18.18
1999 – 2000
17
172
9.88
2000 – 2001
24
162
14.81
2001 – 2002
15
154
9.74
2002 – 2003
10
154
6.49
2003 – 2004
4
148
2.70
2004 – 2005
0
145
0
TOTAL
96
1,078
8.91
MEAN
8.83
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
15
Table 3 shows the drop out rate by degree programs from 1998-2005. The rates
of change in drop outs had been declining over the years for all the courses. Comparing
the four degree programs, Bachelor of Science in Agriculture had the highest increase in
drop out rate at 0.67 and it is observed between academic years 1999-2000 and 2000-
2001. It is followed by Bachelor of Science in Developmental Communication with the
highest increase in drop out rate of 0.53 in between 2003-2004 to 2004 –2005. The
Bachelor of Science in Agribusiness (BSAB) had a negative drop out rates from 1999-
2005.
Table 3. Drop out rate by degree program from 1998-2005
ACADEMIC YEAR
BSA
BSAB
BSDC
DAF
1998 – 1999
-
-
-
-
1999 – 2000
-0.25
-0.31
-
0.46
2000 – 2001
0.67
-0.06
0.51
0.50
2001 – 2002
-0.44
-0.27
-0.44
-0.34
2002 – 2003
0.34
-0.09
0.51
-0.34
2003 – 2004
-0.81
-0.61
-0.44
-0.33
2004 – 2005
0.31
-1
0.53
-0.58
MEAN
-0.03
-0.39
-0.34
-0.37
Drop Outs as to Sex and Academic Year
Table 4 shows that during the period 1998-2005 and related to the total, there
were more males (3.78% who dropped out than females (3.0%) from all the degree
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
16
courses of the College of Agriculture. The drop out percentage per year is also greater
among the male students. Among the female drop outs, the highest occurrence was
observed in academic year 1998 – 1999 at 4.81% while for males this was observed in
academic year 2000 –2001 at 7.01%. The average drop out percentage in females was
computed to be 2.9% and males 3.69% and the over all drop out percentage from 1998 –
2005 in females was computed to be 3% and for males at 3.78%.
Table 4. Distribution of drop outs according to sex from 1998-2005
ACADEMIC
GENDER
YEAR
FEMALE
MALE
F
Total
%
F
Total
%
Enrolled
enrolled
1998 – 1999
63
1,310
4.81
67
1.185
5.65
1999 – 2000
56
1,573
3.56
48
1,235
3.89
2000 – 2001
72
1,622
4.44
82
1,169
7.01
2001 - 2002
69
1,832
3.77
33
1,250
2.64
2002 - 2003
51
1,827
2.79
63
1,257
5.01
2003 –2004
14
1,667
0.84
12
1,319
0.91
2004 - 2005
7
1,226
0.57
0
805
0.74
TOTAL
332
11.057
3.0
311
8,220
3.78
MEAN
2.97
3.69
Table 5 shows the drop out rates according to gender. The rates of decrease per
year are noticeably bigger among males than the females. From table5, the biggest
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
17
increase in drop out was observed among males for the period 2001 – 2002 to 2002-2003
at 0.89.
Table 5. Drop out rate by gender from 1998 – 2005
ACADEMIC YEAR
FEMALE
MALE
1998 – 1999
-
-
1999 – 2000
-0.26
-0.31
2000 – 2001
0.25
0.80
2001 – 2002
-0.15
-0.62
2002 – 2003
-0.26
0.89
2003 – 2004
-0.69
-0.82
2004 –2005
-0.32
-0.18
MEAN
-0.24
-0.04
Drop Outs as to Semester per Academic Year
Benguet State University has 2 semesters per academic year. Table 6 shows that
for the entire period under study, there were more drop outs in the first semester than the
second semester. The greatest occurrence of drop outs for the first semester took place
during the academic year 2000-2001. For the second semester, the drop out percentage
was highest for academic year 1998-1999. Total drop out percentage for the first
semester was 3.63% and has a mean of 3.57% while the second semester has a total drop
out percentage of 3% with a mean of 2.96%.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
18
Table 6. Distribution of drop outs according to semester from 1998 – 2005
ACADEMIC
SEMESTER
YEAR
1st SEMESTER
2nd SEMESTER
F
Total
%
F
Total
%
Enrolled
Enrolled
1998 -1999
75
1,301
5.76
55
1,194
4.61
1999 - 2000
57
1,453
3.92
47
1,355
3.47
2000 – 2001
96
1,459
6.58
58
1,332
4.35
2001 – 2002
45
1,706
2.64
57
1,376
4.14
2002 – 2003
70
1,630
4.29
44
1,454
3.03
2003 – 2004
18
1,482
1.21
8
1,504
0.53
2004 – 2005
7
1,111
0.63
6
920
0.65
TOTAL
368
10,142
3.62
275
9,135
3.0
MEAN
3.57
2.97
The drop rate by semester is shown in Table 7. The rates of drop out are highest
during the first semester for all academic years. It is very notable that an increase in drop
out was observed between 1999 – 2000 to 2000 – 2001 during the first semester.
Increases in the drop out rates were also observed in between two academic years
namely; 1999-2000 and 2000-2001, 2003-2004 and 2004-2005 for the second semesters.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
19
Table 7. Drop out rate by semester from 1998-2005
ACADEMIC YEAR
1st SEMESTER
2nd SEMESTER
1998 – 1999
-
-
1999 – 2000
-0.32
-0.25
2000 – 2001
0.68
0.26
2001 – 2002
-0.59
-0.047
2002 – 2003
-0.63
-0.27
2003 – 2004
-0.72
-0.82
2004 - 2005
-0.48
0.23
MEAN
-0.14
-0.15
Drop Outs as to Year Level per Academic Year
Majority of the courses offered at the College of Agriculture is a 4- years degree.
First years had the highest drop out percentage of 4.84% due to the transition from high
school to college. It is followed by the second years with a total drop out percentage of
3.08%.
By academic year and for first years, 1998-1999 had the highest percentage of
drop outs at 8.88% closely followed by academic year 2000-2001 at 8.36% (Table 8).
For the second years, academic year 2000-2001 had the highest drop out percentage at
4.72% and the years 1998-1999 and 2001-2002 had a close drop out percentage at 4.56%
and 4.55%. The highest occurrence of drop outs for the third years was during academic
years 1998-1999 at 5.14% and it is followed by the academic year 2000-2001. For fourth
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
20
years, the academic year 2001-2002 had the highest drop out percentage at 3.71% closely
followed by academic year 2000-2001 at 3.41%.
For most of the year levels, there was noted a big drop out percentage of students
in the academic year 1998-1999 and 2000-2001 maybe for the following reasons;
financial instability, high cost of education, increase of commodities and services and
also existing personal problems.
Table 9 shows the drop out rate according to year level from academic year 1998-
2005. Increase in the drop out rates was most common among the fourth years over the
different academic years. The second years had more decreases in the drop out rates
compared to the other year levels. The highest increase in drop out occurred among
fourth years between the academic year 2003-2004 and 2004-2005 at 3.98.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
21
Table 8. Distribution of drop outs according to year level from 1998-2005
ACADEMIC
YEAR LEVEL
YEAR
1st Year
2nd Year
3rd Year
4th Year
F
Total
%
F
Total
%
F
Total
%
F
Total
%
Enrollee
Enrollee
Enrollee
Enrollee
1998 – 1999
64
721
8.88
25
548
4.56
22
428
5.14
19
798
2.38
1999 – 2000
57
1,0029
5.53
24
663
3.62
8
521
1.54
15
595
2.52
2000 – 2001
73
873
8.36
39
827
4.72
20
445
4.49
22
646
3.41
2001 – 2002
26
972
2.67
33
726
4.55
18
711
2.53
25
673
3.71
2002 – 2003
52
835
6.23
17
794
2.14
18
576
3.13
29
879
3.07
2003 –2004
13
817
1.59
4
706
0.57
7
614
1.14
2
849
0.24
2004 – 2005
4
728
0.55
2
405
0.49
0
301
0
7
597
1.17
TOTAL
289
5,975
4.84
144
4,669
3.06
93
3,596
2.59
117
5,037
2.32
MEAN
4.83
2.93
2.57
2.36
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
22
Table 9. Drop out rate according to year level from 1998-2005
ACADEMIC YEAR
1st YEAR
2nd YEAR
3rd YEAR
4th YEAR
1998 – 1999
-
-
-
-
1999 – 2000
-0.38
-0.21
0.70
0.06
2000 – 2001
0.51
0.30
1.93
0.35
2001 – 2002
-0.68
-0.04
-0.04
0.09
2002 – 2003
1.33
-0.55
0.23
-0.17
2003 – 2004
-0.74
-0.72
-0.64
-0.92
2004 – 2005
-0.65
-0.13
-1
3.98
MEAN
-0.10
-0.22
-0.13
0.56
Drop Outs as to Province of Origin per
Academic Year
Students of Benguet State University come from the provinces from the highlands
of Cordillera to the lowland areas of Northern Luzon. Some are even coming from the
Visayas and the Tagalog regions. However, majority of the students of BSU are coming
from the Cordillera Administrative Region (CAR). For the period 1998-2005, majority
of the drop out students come from the province of Kalinga. The mean percentage drop
out is 7.54%. Students coming from Benguet follow this with a mean percentage drop
out of 5.29%.
By academic year, 22% of the students from Kalinga dropped out in 1998-1999,
11% in 1999-2000 and 14% in 2000 –2001. Subsequently, it is quite notable that no
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
23
more drop outs from Kalinga were noted. For Benguet, academic year 200-2001
registered the highest percentage drop at 9.3%.
In terms of the number student drop out it is clearly observed that Kalinga and
Mountain Province had the highest enrolment size. In terms of drop percentage, it is
observed that Kalinga had the highest drop out percentage from year 1998-2000.
Given the academic year, and the provinces of the student enrolled at Benguet
State University, it is observed that in between the academic years 1999-2000 and 2000-
2001, the positive drop out rate of 13.23 was observed for students coming from Benguet.
Another high positive drop out rate was observed for students coming from Kalinga with
a rate of 9.41 and observed between academic years 2002-2003 and 2003-2004. A
positive drop out rate indicates an increase in the occurrence of drop out between the
academic years concerned.
In terms of the mean drop out rates for the majority of the provinces from which
the students are coming, there is a mean negative drop out rate which indicates that the
trend has been decreasing largely over the academic periods studied. However, this is not
true for students who dropped out notably coming from Benguet, Kalinga and Apayao.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
24
Table 10. Distribution of drop outs according to province of origin from 1998-2005
PROVINCE/CITY
YEAR
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
MEAN
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
Abra
2
56
3.6
4
56
7
6
60
10
0
68
0
0
65
0
0
62
0
0
32
0
2.94
Apayao
3
63
4.8
2
59
3.4
0
67
0
0
87
0
0
72
0
1
69
1.4
0
35
0
1.37
Baguio
3
92
3.3
1
174
0.60
3
126
2.4
5
120
4.2
2
118
1.7
0
61
0
0
96
0
1.74
Benguet
71
1,005
7.1
52
993
5.24
93
996
9.3
54
1,091
0.5
75
1,042
7.38
19
1,015
1.9
9
760
1.2
5.29
Cagayan
0
45
0
1
70
1.4
0
46
0
0
71
0
0
62
0
0
48
0
0
46
0
0.2
Ifugao
2
37
5.4
4
71
5.6
3
46
6.5
7
86
8.1
0
89
0
0
60
0
1
47
2.1
3.96
Ilocos Norte/Sur
1
54
1.9
2
66
3
3
61
4.9
3
82
3.7
0
85
0
0
63
0
0
42
0
1.93
Isabela
1
59
1.7
1
79
1.3
0
67
0
0
68
0
2
67
2.9
0
65
0
0
50
0
0.84
Kalinga
11
50
22
7
65
10.8
8
58
13.8
0
77
0
7
79
8.9
0
61
0
0
41
0
7.92
La Union
3
52
5.8
5
80
6.3
5
77
6.5
6
76
7.9
6
82
7.3
0
79
0
3
56
5.4
5.6
Mt. Province
28
755
3.7
16
759
2.1
20
760
2.6
21
833
2.5
20
934
2.1
5
776
0.6
0
562
0
1.94
Negros and Visayas
0
36
0
0
79
0
0
82
0
2
86
2.3
0
84
0
0
71
0
0
55
0
0.33
provices
Nueva Ecija
0
51
0
0
64
0
0
60
0
3
97
3.1
0
88
0
0
63
0
0
40
0
0.44
Nueva Viscaya
0
45
0
4
70
5.7
3
52
5.8
1
81
1.2
0
79
0
1
54
1.9
0
53
0
2.09
Pangasinan
5
52
9.6
3
60
5
10
53
18.9
0
67
0
2
62
3.2
0
49
0
0
36
0
5.24
Tarlac
0
39
0
2
58
3.4
0
45
0
0
31
0
0
34
0
0
38
0
0
34
0
0.49
TOTAL
130
2,491
4.3
104
2,803
3.8
154
2,656
5.0
102
3,021
2.4
114
3,042
1.7
26
2,634
0.4
13
1,985
0.5
MEAN
4.31
3.73
5.73
2.37
2.08
0.36
0.6
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
25
Table 11. Drop out rate by province of origin from 1998-2005
PROVINCE/CITY
1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
2004-2005
MEAN
Abra
-
-0.486
-15.41
0
0
0
0
-2.65
Apayao
-
-0.412
7.26
0
0
-1
0
1.11
Baguio
-
4.5
-0.87
-0.43
1.47
0
0
0.778
Benguet
-
0.37
13.23
0.897
8.8
-0.74
0.58
3.86
Cagayan
-
-1
-2.4
0
0
0
0
-0.57
Ifugao
-
-0.036
-157.8
-0.197
0
0
-1
-26.51
Ilocos Norte/Sur
-
-0.37
-9.18
0.32
0
0
0
-1.54
Isabela
-
-0.308
3.23
0
-1
0
0
0.423
Kalinga
-
1.037
9.41
0
-1
0
0
1.57
La Union
-
-0.079
-80.38
-0.18
0.082
0
-1
-13.59
Mt. Province
-
0.76
1.76
0.04
0.19
2.5
0
0.875
Negros & Visayas
-
0
0
-1
0
0
0
-0.17
Nueva Ecija
-
0
0
-1
0
0
0
-0.17
Nueva Viscaya
-
-1
-6.7
3.83
0
-1
0
-0.812
Pangasinan
-
0.92
4.43
0
-1
0
0
0.725
Tarlac
-
-1
-4.4
0
0
0
0
-0.9
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was centered on tracing the students who dropped out of the College of
Agriculture, Benguet State University from 1998 – 2005. The study sought to determine
the trends in the dropped out rate over the years and the general profile of the drop outs
according to : a) gender, b) year level, c) degree programs, d) academic year and
semester, and e) by province of origin.
There were 643 students who dropped out from the records of the Registrar’s
Office from academic year, 1998-2005. methods and tools used in the conduct of the
research is through desk research using a dummy tables as data sheet. Data were
tabulated and analyzed using frequency counts and percentages.
Overall, the drop out percentage from 1998-2005 is decreasing. Bt degree
programs, Bachelor of Science in Agriculture (BSA). This course has the highest drop
out percentage because it also has the highest drop out percentage because it also has the
highest population of enrollees with 14,547 and has the highest drop percentage rate at
0.67 compared to the other degree programs. The Bachelor of Science in Agribusiness
(BSAB) also has 2,334 enrollees and out of these 2.5% dropped having the lowest drop
out rate at 0.06. Agro forestry is a 2-year diploma course and contributed 1,078 enrollees
under the College of Agriculture with a drop out percentage at 8.83%. Bachelor of
Science in Development Communication had an increasing percentage of drop outs.
There were more males overall who dropped compared to females with a drop out
mean percentage of 3.69. More drop outs were generally observed during the first
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
27
semester with a mean drop out percentage of 3.57 as well as the mean percentage is
highest among the freshmen at 4.83.
Majority of the drop outs based on the total population of students originating
from the place came from Kalinga, followed y Benguet.
In terms of percentage changes in drop out between academic years also termed
as the drop out rate, all the degree courses exhibited mean negative drop out rates. The
smallest mean decrease was observed in the Bachelor of Science in Agriculture. Drop
out rate by gender also had mean negative drop out rates, but the rate of the decrease for
males was smaller. Mean negative drop out rate was found also true for the first and
second semester with the rate for the first semester slightly lower. As to year level, mean
negative drop out rates were observed for the first year to third year level except for the
fourth years. The lowest mean negative rate was observed for the first years. As to
student drop out by provincial origin, mean negative drop out rates were computed
negative with provinces except notably for Benguet, Kalinga and Apayao. The lowest
mean negative drop out indicates that the occurrence of drop outs is highest over the
academic periods studied.
Conclusions
1. Relative to total enrolment and over the academic periods studied.
1.1. There are greater percentage of drop out in Diploma of Agroforestry in
contrast with the total number of enrollees in the college.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
28
1.2. Bachelor of Science in Agriculture has the highest percentage drop out of
students and the least is from Bachelor of Science in Development
Communication.
1.3. Majority of the drop out students are males and the drop outs are mostly
from first year level and during the first semester.
1.4. Majority of the drop outs are from the Cordillera Administrative Region.
2. Relative to the drop out rates over the academic years studied; the results corroborate
the findings on percentage drop outs that:
2.1. drop-out rate for BSA is greatest;
2.2. drop-out rate of males exceed that of females;
2.3. drop-out rate for first semesters are higher;
2.4. more first years drop out than the other year levels; and
2.5. drop out rate for students coming from Benguet is greatest.
Recommendations
Based on the foregoing findings and conclusions, the following recommendation
are made:
1. A study to trace the student drop-outs and to identify their reasons for dropping is
proposed to greatly enhance understanding of the drop-out phenomenon.
2. Appropriate school orientation activities to all student issues possibly related to
why students drop out should be considered.
3. A study to look closer into why specific courses, gender types, year level,
semester and provincial origin have more drop out occurrences should be made.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
LITERATURE CITED
BULATLAT, K. 2002. The Philippine’s Alternative Weekly Magazine December 16,
2005.
CHED. 2005. Institute for Nationalist Studies/CHED report on College Dropouts.
DACALOS, D.P. 2002. Student Personal Services; Policies and Practices of the
Philippines in the Visayas, Cebu College, PAASA Journal. Vol. 1, No. 2 P. 52
FERNANDEZ, W.B.. 2002. Partnership in Student Services PAASA Journal, Vol.1,
No. 2. p.22.
LIDAYAN, B.G. 1997. Employment Status of Graduates of the College of Teacher
Education of the BSU, Education 33 (Introduction to Research) BS Thesis.
Benguet State University, La Trinidad, Benguet. P.5
MARX, K. 2005. College Drop Out News. December 16, 2005.
(http://karlmarkoo./dogspot.com2005.03-01karlmarkoo-achieve .htm)
MATSURA, K. 2003. Youth Ecology Heritage Campus. UNESCO Philippines. Vol. 13,
No. 34. p. 6.
OLNOSEN, G. R. 2002. Level of Self Concept of the Education Students at Benguet
State University, Education 33 (Introduction to Research Methodology). BS
Thesis. Benguet State University, La Trinidad, Benguet. P. 12.
PADTOC, A.I. 2004. Adjustment Problems and Coping Patterns of First Year College
Students in Saint Louis University, Research Journal. Vol. 135, No. 2. p. 303.
RAMOTA, C. M., 2005. Institute for National Studies. Retrieved March 12, 2005
(http://www.ins3./dogspot.com/)
SABAS, V.H. 2002. Preventing and Confronting Campus Violence Journal on Student
Affairs Administration, Vol. 1, No. 2. p. 42.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
LUZANO, JOSEPHINE B. APRIL 2007. An Assessment of College of
Agriculture Drop-outs at Benguet State University. Benguet State University, La
Trinidad, Benguet.
Adviser: Darlyn D. Tagarino, PhD
ABSTRACT
This study was conducted to determine the trends in the drop out rates from 1998-
2005 for the College of Agriculture at Benguet State University. The study also
determined the general profile of the drop outs according to gender, degree programs,
year level, semester, and province.
Data were gathered from the student records of 1998-2005 at the College of
Agriculture and Registrar’s Office.
The findings shows that from 1998-2005, the Bachelor of Science in Agriculture
course has the highest rate of drop outs while the Bachelor of Science in Developmental
Communication had the lowest rate. Majority of the drop outs are males, are first years
and occur more frequently during the first semesters. Majority of the drop outs came
from the province of Kalinga.
It is therefore recommended that Benguet State University has to trace the
students who drop out and identify their reasons from dropping out and, to look closely
into specific factors that were found to typical, the highest occurrence of drop outs
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ii
INTRODUCTION
Rationale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objective of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
RESULTS AND DISCUSSION
Drop Out Rate per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Drop Out Rates as to Courses
per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Drop Outs as to Sex and
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Drop Outs as to Semester per
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
ii
Drop Outs as to Year level per
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Drop Outs as to Province of Origin
per Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
29
iii
INTRODUCTION
Rationale of the Study
Citing recent studies, the Anak ng Bayan Youth Party revealed that due to
continuing tuition hikes, more students enrolled in private colleges and universities find
themselves either dropping out and are forced to transfer to state institutions. But the
State Universities and Colleges (SUC’s) are plagued by similar problems. SUCs have
enrolment quotas and are haunted by increase in tuition and other fees, forcing many state
scholars also to leave (Ramota, 2005).
Recently, the United Nations Educational, Scientific and Cultural Organization
(UNESCO) stated that the National Commission of the Philippines reported a measly
22% overall student survival from 1st to 4th year college. In June 2004, Wallace report
revealed that the drop out rate in college is at an staggering all time high of 73%. A
similar study-primer on the country education system was made by the National Union of
the Philippines (NUSP) also in June last year (Bulatlat, 2005).
There are several reasons why students leave college because, they either find the
academic program too hard, lack the proper study habits or motivation, fall victim to the
temptations of the college environment, or simply for pre-existing personal reasons. The
Youth Demanding Arroyo’s removal or YOUTHDARE warned that there would be an
increase of college drop-outs and out-of-school youths because parents can no longer
afford to send their children to school because of the Expanded Value Added Tax
(EVAT). Also, the increase of prices of our common needs and services (Marx, 2005).
Parents will be upset to pay increasing tuition fee of their children. Another
reason fro dropping out is the enrolment size, grade span and lack of preparation from the
An Assessment of Col ege of Agriculture Drop-outs
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2
transition of high school to college. Although, socio-economic status plays a strong
factor on dropouts, research has shown a link between dropouts and school characteristic
(Marx, 2005).
Statement of the Problem
The study is centered on tracing the students who dropped out at the College of
Agriculture, Benguet State University from 1998 – 2005. Specifically, the researcher
sought to answer the following questions;
1. What are the trends in the drop out rates over the years?
2. What is the general profile of the drop outs according to:
a) Gender
b) Year level
c) Degree programs
d) Academic year and semester
e) Province
Objectives of the Study
1. To determine the rate of student drop out per course and per academic year.
2. To find out the drop out rates according to:
a) Gender
b) Year level
c) Degree programs
d) Academic year and semester
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
3
e) Province
Importance of the Study
The study will serve as a reference to students who are doing a research on the
same topic. The results of the study will also provide an information to the people
concerned, that the number of student drop out at BSU is not extremely high and can
encourage the students to enroll and continue their studies though college education is a
financial struggle to parents. Through this, it emphasizes that education is important in
our lives not only for employment purposes. Finally, the study will provide baseline
information for course development and re-alignment of policies for BSU administrators
that can be used for accreditation.
Conceptual Framework
The college drop outs at Benguet State University is one of the exciting research
studies. However, some important variable must be considered to achieve a remarkable
study. The important variable to attain these, are the trends in the dropout rates and the
general profile of the drop outs.
Drop out occurrence may be better understood by looking more closely at some
variables as gender, the year level, the degree programs, the academic year and semester,
and the province of origin of the students.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
4
Conceptual Paradigm
General profile
a) Gender
b) Year level
College dropouts
c) Degree programs
d) Academic year
e) Province
Fig. 1. The conceptual paradigm of the study
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
REVIEW OF LITERATURE
School is one place that brings today’s Filipino teenage students most happiness
(Bulatlat, 2002). School is the greatest source of satisfaction because school is where
friends are.
Education in all its forms and at all levels is not only an end in itself but is one of
the most powerful instruments for bringing about the changes required to achieve
development (Matsura, 2003).
Dacalos (2002) stated that college life besets students with an overwhelming
assortment of changes. The process of the adjustment is a serious concern for students.
It is necessary for them to cope and meet the demand of the changes.
Padtoc (2004) stated that entering college is an exciting experience, but for more
it maybe terrifying because of the changes and transitions from high school to college.
Another is that, poorly achieving and poverty-stricken young people show an especially
sharp performance after the junior high transition. For some, it initiates a downward
spiral in academic performance and school environment that eventually leads to failure
and dropping out.
Palatino (2002) as cited by Ramota (2005) said that the access to public higher
education institutions, which are the last resort for students who want to obtain college
degree, has become impossible to many college hopefuls. While it is true that SUC’s
offer a tuition lower than private school, educational expenditures in state schools and
universities have seen the biggest increase in recent years, thus making it also
inaccessible to ordinary students (cited by Ramota, 2005).
An Assessment of Col ege of Agriculture Drop-outs
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In recent years, the shift from public to private funding of SUCs has resulted in
the jacking up of tuition and miscellaneous fees. The biggest increase in tuition took
place in the Philippine Normal University (PNU) last 2003, from P10 to P50 per unit or
400 percent (CHED, 2005).
Ladderized tuition hikes are also in SUCs in Central Luzon and Bicol until 2006.
The Central Luzon State University (CLSU) plans to increase tuition scheme similar to
the Socialized Tuition Fee Adjustment Program (STFAP) implemented in the University
of the Philippines (UP) systems in 1989. Under the program, the UP tuition shot by
nearly 300 percent, from P 11 to P300 per unit today. This scheme is also now being
implemented in public technical and vocational schools in the country. While some of
SUCs increased their tuition by more than a hundred fold over the last years, some
feigned by pretending to maintain the same rates. What they did however was to increase
miscellaneous fees as well as tuition in graduate schools (CHED, 2005).
According to Ramota (2005), five years from now, the Philippine tertiary
education will likely to face crisis if the current trends in college enrollment and dropout
continue due to tuition fee hikes. More and more students enrolled in private colleges
and universities find themselves either dropping out or forced to transfer to state
institutions.
A study by Canguni and Kowslaki (1990) as cited by Fernandez (2002) showed
that 75% of high school graduates in the United States, enroll in an institution of higher
education, however, 40% of freshmen dropped out most within the first year
Moreover a longitudinal study of Verlendin and Corpuz (1984) as cited by Padtoc
(2004) on the “Academic Survival Rate of Saint Louis Students” showed that more than
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
7
half of the freshmen discontinued their studies at different stages. Findings from those
studies showed that attrition rates are greater during the first few weeks of the school year
and among college freshmen. This is because of the cases of dropping out and
withdrawing.
Raymond Palatino, Vice President of Anak ng Bayan (Nations Youth) said
students can no longer afford to study in expensive private tertiary school and are
planning to transfer to public high education institutions. For some, they have to give up
their dream of earning a college diploma (cited by Ramota, 2005).
Students are not bothered by the inability to pay their tuition fees and incapability
of parents to support them financially. However, the students are significantly least
bothered by the incapability of parents to support them financially as the reason for not
studying anymore (Padtoc, 2004).
Overall, Palatino (2002) as cited by Ramota (2005) said, expenditures for public
education including tuition, lodging, food, transportation, and books have soared in
recent years. He cited the findings of the 1998 international Comparative Higher
Education Finance and Accessibility Project of the University of Buffalo on the
Philippine higher education which reveals that a student in a local university or college
(LUC) who lives with his or her parents need at least Php 46,950 every semester. On the
other hand, an Iskolar ng Bayan (state scholar) who lives as an “independent adult” will
need as much as P11,650 a semester. So now, most Filipino families cannot anymore
afford to send their children even to public schools, especially given the stagnant wage
level and declining income (Ramota, 2005).
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
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A new report by the Commission on Higher Education shows that the number of
tertiary population in school year 2002-2003 was 2.4 million compared to 1.87M in
1994-1995. It cites however that while state institutions had their populations soar by
415,972 from 399.623 to 815.585 during the same period, private colleges and
universities could only absorb an additional 139, 357 enrollees (or from 1.47M-1.611M).
The current crisis in tertiary education, Palatino (2002) as cited by Ramota (2005)
said, should also be blamed on government’s policy of rationalization. The policy allows
SUCs to be treated no longer as national agencies performing socially oriented activities
and hence entitled to government subsidy, but as income earnings entities. “This further
translate into incentives for moneymaking tertiary, thereby fully encouraging the
commercialization of education”. The policy has ensured corporate dominance even in
public education, making tertiary education the province of elite.
Palatino (2002) as cited by Ramota (2005) said, government own education
policies further inflate the ballooning uneducated education. “If it will continue its
present thrust on education, the government will be driving more and more students out
of school every year”.
In current school year, 381 out of 1,321 private higher education institutions or 29
percent of the total have applied for tuition increase. The national average tuition
increase is 11.37 percent or P33.15; the current rate per unit is P334.89 (CHED, 2005).
Palatino (2002) as cited by Ramota (2005) urged lawmakers to repeal the
Education Act 1982. “ Our lawmakers must immediately act to stop this tuition and
miscellaneous fee increases and put a moratorium on the proposed new round of hikes for
the next school year. Unless, the government starts to flex its muscles on their increase,
An Assessment of Col ege of Agriculture Drop-outs
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9
we will be seeing a higher drop out rate and bigger number of out-of –school youth in the
next five years”. Even CHED admits that “unless BP 232 (Education Act of 1982) is
amended, the most viable course for all concerned is to take a closer look at where the
increase are going.
According to Youth Dare spokesman Raymond Palatino, because of E-VAT, it
will be difficult for an ordinary Filipino students to finish college (CHED, 2005).
Finally, students that drop out may have different reasons in dropping out, the
rates of students drop outs per college and per academic year and the status (Marx, 2005).
Since college students find the academic program too hard, they lack the proper study
habits or motivation, fall victim to the temptations of the college environment or simply
for pre-existing personal reasons (Marx, 2005).
Definition of Terms
Drop out – refers to the student who officially stopped school for at least 2 consecutive
school years.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
METHODOLOGY
Locale of the Study
The study was conducted in Benguet State University on the month of June to
August 2006. Benguet State University is one of the colleges in the country that have
been adjudged as one of the six centers of excellence in Agriculture Education.
Data Collection
Desk research method was employed in the conduct of this study. Desk research
is a data gathering method using secondary data. Data/record on drop-outs from the
university were gathered from the University Registrar’s Office, Office of the Students
Affairs and as reconciled from the records of the different departments of the College of
Agriculture.
Data Analysis
The data and information that were gathered from desk research were tabulated to
facilitate tabular interpretations. Simple descriptive statistics were used to analyze and
interpret data.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
RESULTS AND DISCUSSION
Drop Out Rate per Academic Year
Table 1 shows that there are 643 students who dropped out from school years
1998-2005. As shown on the table, the highest percentage rate at 5.52% was observed in
2000-2001. It is followed by the year 1998-1999 with 5.21% drop out, and also followed
by years 1999-2000 and 2002-2003 with the same drop out percentage of 3.70%. It can
ne observed that drop outs had reached substantially since 2002-2005. The average drop
out percentage is computed to be 3,27%. Given the academic period, the total drop out
percentage and total College of Agriculture enrollees, 3.33% was computed to be the
over all drop out percentage.
The table also shows that generally the drop out rates had been declining over the
years. The highest rate of change in drop-outs was between academic year 1999-2000 to
2000-2001 at 0.49.
Table 1. College of Agriculture drop out rate per academic year 1998-2005
ACADEMIC
FREQUENCY
TOTAL CA
PERCENTAGE RATE
YEAR
ENROLLED
1998 – 1999
130
2,495
5.22
1999 – 2000
104
2,808
3.70
-0.29
2000 – 2001
154
2,791
5.52
0.49
2001 – 2002
102
3,082
3.31
0.40
2002 – 2003
114
3,084
3.70
-0.12
2003 – 2004
26
2,986
0.87
-0.76
2004 – 2005
13
2,031
0.64
-0.26
TOTAL
643
19,277
3.33
MEAN
3.97
-0.095
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
12
Drop Out Rates as to Courses per Academic Year
From the courses offered at the Benguet State University, the Bachelor of Science
in Agriculture (BSA) had the highest total number of enrollees during the 1998-2005
(Table 2a –2d). However, in terms of drop out percentage for the period 1998-2005, the
Diploma in Agroforestry registered the highest percentage at 8.81%. In all the courses
for the period under study, there can be observed a decreasing trend in the drop out
percentage till 2005. By courses, for the Bachelor of Science in Agriculture, the over all
drop out percentage from 1998-2005 was estimated to be 3.22%. Per academic year, the
highest drop out occurrence was observed in the academic year 2000-2001 at 5.38%.
Under the Bachelor of Science in Agribusiness (Table 2b), it is observed that
academic year 1998-1999 had the highest drop out percentage with a 249 enrollees.
Ranging from 1998-2005, a total of 60 students dropped out of 2,334 enrollees. It also
shows that the drop out percentage is reduced from year 1998 – 2005 and has a mean of
2.75. In terms of drop out percentage for the period 1998-2005, 2.5% dropped out.
The Bachelor of Science in Development Communication (BSDC) was
implemented in 1999. During the start of the implementation, 66 enrolled in the degree
and 3 dropped out, (Table 2c). There are 1,318 students who enrolled in the degree and a
total of 95dropped during the period 1998-2005. The average drop out percentage was
computed to be 1.71% and 1.44% of 1,318 were considered the over all drop out
percentage. The table also shows that the academic year 2001-2002 has the highest
percentage of drop out compared to other academic years.
The College of Agriculture has a 2 years Diploma on Agroforestry (DAF). Table
2d shows that academic year 1998-1999 had the highest percentage of drop outs (25)
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
13
from the 143 enrollees. It is also observed that the number of enrollees decreased from
the year 1999-20005. The mean was computed to be 8.83 and overall drop out
percentage was computed to be 8.91%.
Table 2a. Distribution of drop outs in Bachelor of Science in Agriculture from 1998-2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
90
2,103
4.28
1999 – 2000
74
2,314
3.20
2000 – 2001
114
2,139
5.38
2001 – 2002
70
2,334
2.99
2002 – 2003
91
2,259
4.03
2003 – 2004
17
2,210
0.77
2004 – 2005
12
1,188
1.01
TOTAL
468
14,547
3.22
MEAN
3.09
Table 2b. Distribution of drop outs in Bachelor of Science in Agribusiness from 1998-
2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
14
249
5.62
1999 – 2000
10
256
3.91
2000 – 2001
13
354
3.67
2001 – 2002
10
373
2.68
2002 – 2003
10
411
2.43
2003 – 2004
3
319
0.94
2004 – 2005
0
372
0
TOTAL
60
2,334
2.5
MEAN
2.75
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
14
Table 2c. Distribution of drop outs in Bachelor of Science in Developmental
Communication from 1998 to 1999
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
-
-
-
1999 – 2000
3
66
4.55
2000 – 2001
3
136
2.21
2001 – 2002
7
221
3.17
2002 – 2003
3
260
1.15
2003 – 2004
2
309
0.65
2004 – 2005
1
326
0.31
TOTAL
19
1,318
1.44
MEAN
1.72
Table 2d. Distribution of drop outs in Diploma in Agro Forestry from 1998 to 2005
YEAR
FREQUENCY
TOTAL ENROLLED
PERCENTAGE
(F)
(%)
1998 – 1999
26
143
18.18
1999 – 2000
17
172
9.88
2000 – 2001
24
162
14.81
2001 – 2002
15
154
9.74
2002 – 2003
10
154
6.49
2003 – 2004
4
148
2.70
2004 – 2005
0
145
0
TOTAL
96
1,078
8.91
MEAN
8.83
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
15
Table 3 shows the drop out rate by degree programs from 1998-2005. The rates
of change in drop outs had been declining over the years for all the courses. Comparing
the four degree programs, Bachelor of Science in Agriculture had the highest increase in
drop out rate at 0.67 and it is observed between academic years 1999-2000 and 2000-
2001. It is followed by Bachelor of Science in Developmental Communication with the
highest increase in drop out rate of 0.53 in between 2003-2004 to 2004 –2005. The
Bachelor of Science in Agribusiness (BSAB) had a negative drop out rates from 1999-
2005.
Table 3. Drop out rate by degree program from 1998-2005
ACADEMIC YEAR
BSA
BSAB
BSDC
DAF
1998 – 1999
-
-
-
-
1999 – 2000
-0.25
-0.31
-
0.46
2000 – 2001
0.67
-0.06
0.51
0.50
2001 – 2002
-0.44
-0.27
-0.44
-0.34
2002 – 2003
0.34
-0.09
0.51
-0.34
2003 – 2004
-0.81
-0.61
-0.44
-0.33
2004 – 2005
0.31
-1
0.53
-0.58
MEAN
-0.03
-0.39
-0.34
-0.37
Drop Outs as to Sex and Academic Year
Table 4 shows that during the period 1998-2005 and related to the total, there
were more males (3.78% who dropped out than females (3.0%) from all the degree
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
16
courses of the College of Agriculture. The drop out percentage per year is also greater
among the male students. Among the female drop outs, the highest occurrence was
observed in academic year 1998 – 1999 at 4.81% while for males this was observed in
academic year 2000 –2001 at 7.01%. The average drop out percentage in females was
computed to be 2.9% and males 3.69% and the over all drop out percentage from 1998 –
2005 in females was computed to be 3% and for males at 3.78%.
Table 4. Distribution of drop outs according to sex from 1998-2005
ACADEMIC
GENDER
YEAR
FEMALE
MALE
F
Total
%
F
Total
%
Enrolled
enrolled
1998 – 1999
63
1,310
4.81
67
1.185
5.65
1999 – 2000
56
1,573
3.56
48
1,235
3.89
2000 – 2001
72
1,622
4.44
82
1,169
7.01
2001 - 2002
69
1,832
3.77
33
1,250
2.64
2002 - 2003
51
1,827
2.79
63
1,257
5.01
2003 –2004
14
1,667
0.84
12
1,319
0.91
2004 - 2005
7
1,226
0.57
0
805
0.74
TOTAL
332
11.057
3.0
311
8,220
3.78
MEAN
2.97
3.69
Table 5 shows the drop out rates according to gender. The rates of decrease per
year are noticeably bigger among males than the females. From table5, the biggest
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
17
increase in drop out was observed among males for the period 2001 – 2002 to 2002-2003
at 0.89.
Table 5. Drop out rate by gender from 1998 – 2005
ACADEMIC YEAR
FEMALE
MALE
1998 – 1999
-
-
1999 – 2000
-0.26
-0.31
2000 – 2001
0.25
0.80
2001 – 2002
-0.15
-0.62
2002 – 2003
-0.26
0.89
2003 – 2004
-0.69
-0.82
2004 –2005
-0.32
-0.18
MEAN
-0.24
-0.04
Drop Outs as to Semester per Academic Year
Benguet State University has 2 semesters per academic year. Table 6 shows that
for the entire period under study, there were more drop outs in the first semester than the
second semester. The greatest occurrence of drop outs for the first semester took place
during the academic year 2000-2001. For the second semester, the drop out percentage
was highest for academic year 1998-1999. Total drop out percentage for the first
semester was 3.63% and has a mean of 3.57% while the second semester has a total drop
out percentage of 3% with a mean of 2.96%.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
18
Table 6. Distribution of drop outs according to semester from 1998 – 2005
ACADEMIC
SEMESTER
YEAR
1st SEMESTER
2nd SEMESTER
F
Total
%
F
Total
%
Enrolled
Enrolled
1998 -1999
75
1,301
5.76
55
1,194
4.61
1999 - 2000
57
1,453
3.92
47
1,355
3.47
2000 – 2001
96
1,459
6.58
58
1,332
4.35
2001 – 2002
45
1,706
2.64
57
1,376
4.14
2002 – 2003
70
1,630
4.29
44
1,454
3.03
2003 – 2004
18
1,482
1.21
8
1,504
0.53
2004 – 2005
7
1,111
0.63
6
920
0.65
TOTAL
368
10,142
3.62
275
9,135
3.0
MEAN
3.57
2.97
The drop rate by semester is shown in Table 7. The rates of drop out are highest
during the first semester for all academic years. It is very notable that an increase in drop
out was observed between 1999 – 2000 to 2000 – 2001 during the first semester.
Increases in the drop out rates were also observed in between two academic years
namely; 1999-2000 and 2000-2001, 2003-2004 and 2004-2005 for the second semesters.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
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Table 7. Drop out rate by semester from 1998-2005
ACADEMIC YEAR
1st SEMESTER
2nd SEMESTER
1998 – 1999
-
-
1999 – 2000
-0.32
-0.25
2000 – 2001
0.68
0.26
2001 – 2002
-0.59
-0.047
2002 – 2003
-0.63
-0.27
2003 – 2004
-0.72
-0.82
2004 - 2005
-0.48
0.23
MEAN
-0.14
-0.15
Drop Outs as to Year Level per Academic Year
Majority of the courses offered at the College of Agriculture is a 4- years degree.
First years had the highest drop out percentage of 4.84% due to the transition from high
school to college. It is followed by the second years with a total drop out percentage of
3.08%.
By academic year and for first years, 1998-1999 had the highest percentage of
drop outs at 8.88% closely followed by academic year 2000-2001 at 8.36% (Table 8).
For the second years, academic year 2000-2001 had the highest drop out percentage at
4.72% and the years 1998-1999 and 2001-2002 had a close drop out percentage at 4.56%
and 4.55%. The highest occurrence of drop outs for the third years was during academic
years 1998-1999 at 5.14% and it is followed by the academic year 2000-2001. For fourth
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
20
years, the academic year 2001-2002 had the highest drop out percentage at 3.71% closely
followed by academic year 2000-2001 at 3.41%.
For most of the year levels, there was noted a big drop out percentage of students
in the academic year 1998-1999 and 2000-2001 maybe for the following reasons;
financial instability, high cost of education, increase of commodities and services and
also existing personal problems.
Table 9 shows the drop out rate according to year level from academic year 1998-
2005. Increase in the drop out rates was most common among the fourth years over the
different academic years. The second years had more decreases in the drop out rates
compared to the other year levels. The highest increase in drop out occurred among
fourth years between the academic year 2003-2004 and 2004-2005 at 3.98.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
21
Table 8. Distribution of drop outs according to year level from 1998-2005
ACADEMIC
YEAR LEVEL
YEAR
1st Year
2nd Year
3rd Year
4th Year
F
Total
%
F
Total
%
F
Total
%
F
Total
%
Enrollee
Enrollee
Enrollee
Enrollee
1998 – 1999
64
721
8.88
25
548
4.56
22
428
5.14
19
798
2.38
1999 – 2000
57
1,0029
5.53
24
663
3.62
8
521
1.54
15
595
2.52
2000 – 2001
73
873
8.36
39
827
4.72
20
445
4.49
22
646
3.41
2001 – 2002
26
972
2.67
33
726
4.55
18
711
2.53
25
673
3.71
2002 – 2003
52
835
6.23
17
794
2.14
18
576
3.13
29
879
3.07
2003 –2004
13
817
1.59
4
706
0.57
7
614
1.14
2
849
0.24
2004 – 2005
4
728
0.55
2
405
0.49
0
301
0
7
597
1.17
TOTAL
289
5,975
4.84
144
4,669
3.06
93
3,596
2.59
117
5,037
2.32
MEAN
4.83
2.93
2.57
2.36
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
22
Table 9. Drop out rate according to year level from 1998-2005
ACADEMIC YEAR
1st YEAR
2nd YEAR
3rd YEAR
4th YEAR
1998 – 1999
-
-
-
-
1999 – 2000
-0.38
-0.21
0.70
0.06
2000 – 2001
0.51
0.30
1.93
0.35
2001 – 2002
-0.68
-0.04
-0.04
0.09
2002 – 2003
1.33
-0.55
0.23
-0.17
2003 – 2004
-0.74
-0.72
-0.64
-0.92
2004 – 2005
-0.65
-0.13
-1
3.98
MEAN
-0.10
-0.22
-0.13
0.56
Drop Outs as to Province of Origin per
Academic Year
Students of Benguet State University come from the provinces from the highlands
of Cordillera to the lowland areas of Northern Luzon. Some are even coming from the
Visayas and the Tagalog regions. However, majority of the students of BSU are coming
from the Cordillera Administrative Region (CAR). For the period 1998-2005, majority
of the drop out students come from the province of Kalinga. The mean percentage drop
out is 7.54%. Students coming from Benguet follow this with a mean percentage drop
out of 5.29%.
By academic year, 22% of the students from Kalinga dropped out in 1998-1999,
11% in 1999-2000 and 14% in 2000 –2001. Subsequently, it is quite notable that no
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
23
more drop outs from Kalinga were noted. For Benguet, academic year 200-2001
registered the highest percentage drop at 9.3%.
In terms of the number student drop out it is clearly observed that Kalinga and
Mountain Province had the highest enrolment size. In terms of drop percentage, it is
observed that Kalinga had the highest drop out percentage from year 1998-2000.
Given the academic year, and the provinces of the student enrolled at Benguet
State University, it is observed that in between the academic years 1999-2000 and 2000-
2001, the positive drop out rate of 13.23 was observed for students coming from Benguet.
Another high positive drop out rate was observed for students coming from Kalinga with
a rate of 9.41 and observed between academic years 2002-2003 and 2003-2004. A
positive drop out rate indicates an increase in the occurrence of drop out between the
academic years concerned.
In terms of the mean drop out rates for the majority of the provinces from which
the students are coming, there is a mean negative drop out rate which indicates that the
trend has been decreasing largely over the academic periods studied. However, this is not
true for students who dropped out notably coming from Benguet, Kalinga and Apayao.
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La
Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
24
Table 10. Distribution of drop outs according to province of origin from 1998-2005
PROVINCE/CITY
YEAR
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
MEAN
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
F
TE
%
Abra
2
56
3.6
4
56
7
6
60
10
0
68
0
0
65
0
0
62
0
0
32
0
2.94
Apayao
3
63
4.8
2
59
3.4
0
67
0
0
87
0
0
72
0
1
69
1.4
0
35
0
1.37
Baguio
3
92
3.3
1
174
0.60
3
126
2.4
5
120
4.2
2
118
1.7
0
61
0
0
96
0
1.74
Benguet
71
1,005
7.1
52
993
5.24
93
996
9.3
54
1,091
0.5
75
1,042
7.38
19
1,015
1.9
9
760
1.2
5.29
Cagayan
0
45
0
1
70
1.4
0
46
0
0
71
0
0
62
0
0
48
0
0
46
0
0.2
Ifugao
2
37
5.4
4
71
5.6
3
46
6.5
7
86
8.1
0
89
0
0
60
0
1
47
2.1
3.96
Ilocos Norte/Sur
1
54
1.9
2
66
3
3
61
4.9
3
82
3.7
0
85
0
0
63
0
0
42
0
1.93
Isabela
1
59
1.7
1
79
1.3
0
67
0
0
68
0
2
67
2.9
0
65
0
0
50
0
0.84
Kalinga
11
50
22
7
65
10.8
8
58
13.8
0
77
0
7
79
8.9
0
61
0
0
41
0
7.92
La Union
3
52
5.8
5
80
6.3
5
77
6.5
6
76
7.9
6
82
7.3
0
79
0
3
56
5.4
5.6
Mt. Province
28
755
3.7
16
759
2.1
20
760
2.6
21
833
2.5
20
934
2.1
5
776
0.6
0
562
0
1.94
Negros and Visayas
0
36
0
0
79
0
0
82
0
2
86
2.3
0
84
0
0
71
0
0
55
0
0.33
provices
Nueva Ecija
0
51
0
0
64
0
0
60
0
3
97
3.1
0
88
0
0
63
0
0
40
0
0.44
Nueva Viscaya
0
45
0
4
70
5.7
3
52
5.8
1
81
1.2
0
79
0
1
54
1.9
0
53
0
2.09
Pangasinan
5
52
9.6
3
60
5
10
53
18.9
0
67
0
2
62
3.2
0
49
0
0
36
0
5.24
Tarlac
0
39
0
2
58
3.4
0
45
0
0
31
0
0
34
0
0
38
0
0
34
0
0.49
TOTAL
130
2,491
4.3
104
2,803
3.8
154
2,656
5.0
102
3,021
2.4
114
3,042
1.7
26
2,634
0.4
13
1,985
0.5
MEAN
4.31
3.73
5.73
2.37
2.08
0.36
0.6
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
25
Table 11. Drop out rate by province of origin from 1998-2005
PROVINCE/CITY
1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
2004-2005
MEAN
Abra
-
-0.486
-15.41
0
0
0
0
-2.65
Apayao
-
-0.412
7.26
0
0
-1
0
1.11
Baguio
-
4.5
-0.87
-0.43
1.47
0
0
0.778
Benguet
-
0.37
13.23
0.897
8.8
-0.74
0.58
3.86
Cagayan
-
-1
-2.4
0
0
0
0
-0.57
Ifugao
-
-0.036
-157.8
-0.197
0
0
-1
-26.51
Ilocos Norte/Sur
-
-0.37
-9.18
0.32
0
0
0
-1.54
Isabela
-
-0.308
3.23
0
-1
0
0
0.423
Kalinga
-
1.037
9.41
0
-1
0
0
1.57
La Union
-
-0.079
-80.38
-0.18
0.082
0
-1
-13.59
Mt. Province
-
0.76
1.76
0.04
0.19
2.5
0
0.875
Negros & Visayas
-
0
0
-1
0
0
0
-0.17
Nueva Ecija
-
0
0
-1
0
0
0
-0.17
Nueva Viscaya
-
-1
-6.7
3.83
0
-1
0
-0.812
Pangasinan
-
0.92
4.43
0
-1
0
0
0.725
Tarlac
-
-1
-4.4
0
0
0
0
-0.9
Aboveground Biomass Production of Different Agroforestry Hedgerow Species Under La Trinidad, Benguet Condition / Agusta A. Allatiw. 2009
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was centered on tracing the students who dropped out of the College of
Agriculture, Benguet State University from 1998 – 2005. The study sought to determine
the trends in the dropped out rate over the years and the general profile of the drop outs
according to : a) gender, b) year level, c) degree programs, d) academic year and
semester, and e) by province of origin.
There were 643 students who dropped out from the records of the Registrar’s
Office from academic year, 1998-2005. methods and tools used in the conduct of the
research is through desk research using a dummy tables as data sheet. Data were
tabulated and analyzed using frequency counts and percentages.
Overall, the drop out percentage from 1998-2005 is decreasing. Bt degree
programs, Bachelor of Science in Agriculture (BSA). This course has the highest drop
out percentage because it also has the highest drop out percentage because it also has the
highest population of enrollees with 14,547 and has the highest drop percentage rate at
0.67 compared to the other degree programs. The Bachelor of Science in Agribusiness
(BSAB) also has 2,334 enrollees and out of these 2.5% dropped having the lowest drop
out rate at 0.06. Agro forestry is a 2-year diploma course and contributed 1,078 enrollees
under the College of Agriculture with a drop out percentage at 8.83%. Bachelor of
Science in Development Communication had an increasing percentage of drop outs.
There were more males overall who dropped compared to females with a drop out
mean percentage of 3.69. More drop outs were generally observed during the first
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
27
semester with a mean drop out percentage of 3.57 as well as the mean percentage is
highest among the freshmen at 4.83.
Majority of the drop outs based on the total population of students originating
from the place came from Kalinga, followed y Benguet.
In terms of percentage changes in drop out between academic years also termed
as the drop out rate, all the degree courses exhibited mean negative drop out rates. The
smallest mean decrease was observed in the Bachelor of Science in Agriculture. Drop
out rate by gender also had mean negative drop out rates, but the rate of the decrease for
males was smaller. Mean negative drop out rate was found also true for the first and
second semester with the rate for the first semester slightly lower. As to year level, mean
negative drop out rates were observed for the first year to third year level except for the
fourth years. The lowest mean negative rate was observed for the first years. As to
student drop out by provincial origin, mean negative drop out rates were computed
negative with provinces except notably for Benguet, Kalinga and Apayao. The lowest
mean negative drop out indicates that the occurrence of drop outs is highest over the
academic periods studied.
Conclusions
1. Relative to total enrolment and over the academic periods studied.
1.1. There are greater percentage of drop out in Diploma of Agroforestry in
contrast with the total number of enrollees in the college.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
28
1.2. Bachelor of Science in Agriculture has the highest percentage drop out of
students and the least is from Bachelor of Science in Development
Communication.
1.3. Majority of the drop out students are males and the drop outs are mostly
from first year level and during the first semester.
1.4. Majority of the drop outs are from the Cordillera Administrative Region.
2. Relative to the drop out rates over the academic years studied; the results corroborate
the findings on percentage drop outs that:
2.1. drop-out rate for BSA is greatest;
2.2. drop-out rate of males exceed that of females;
2.3. drop-out rate for first semesters are higher;
2.4. more first years drop out than the other year levels; and
2.5. drop out rate for students coming from Benguet is greatest.
Recommendations
Based on the foregoing findings and conclusions, the following recommendation
are made:
1. A study to trace the student drop-outs and to identify their reasons for dropping is
proposed to greatly enhance understanding of the drop-out phenomenon.
2. Appropriate school orientation activities to all student issues possibly related to
why students drop out should be considered.
3. A study to look closer into why specific courses, gender types, year level,
semester and provincial origin have more drop out occurrences should be made.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
LITERATURE CITED
BULATLAT, K. 2002. The Philippine’s Alternative Weekly Magazine December 16,
2005.
CHED. 2005. Institute for Nationalist Studies/CHED report on College Dropouts.
DACALOS, D.P. 2002. Student Personal Services; Policies and Practices of the
Philippines in the Visayas, Cebu College, PAASA Journal. Vol. 1, No. 2 P. 52
FERNANDEZ, W.B.. 2002. Partnership in Student Services PAASA Journal, Vol.1,
No. 2. p.22.
LIDAYAN, B.G. 1997. Employment Status of Graduates of the College of Teacher
Education of the BSU, Education 33 (Introduction to Research) BS Thesis.
Benguet State University, La Trinidad, Benguet. P.5
MARX, K. 2005. College Drop Out News. December 16, 2005.
(http://karlmarkoo./dogspot.com2005.03-01karlmarkoo-achieve .htm)
MATSURA, K. 2003. Youth Ecology Heritage Campus. UNESCO Philippines. Vol. 13,
No. 34. p. 6.
OLNOSEN, G. R. 2002. Level of Self Concept of the Education Students at Benguet
State University, Education 33 (Introduction to Research Methodology). BS
Thesis. Benguet State University, La Trinidad, Benguet. P. 12.
PADTOC, A.I. 2004. Adjustment Problems and Coping Patterns of First Year College
Students in Saint Louis University, Research Journal. Vol. 135, No. 2. p. 303.
RAMOTA, C. M., 2005. Institute for National Studies. Retrieved March 12, 2005
(http://www.ins3./dogspot.com/)
SABAS, V.H. 2002. Preventing and Confronting Campus Violence Journal on Student
Affairs Administration, Vol. 1, No. 2. p. 42.
An Assessment of Col ege of Agriculture Drop-outs
at Benguet State University / Josephine B. Luzano. 2007
Document Outline
- An Assessment of College of Agriculture Drop-Outs at Benguet State University
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Rationale of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Conceptual Framework
- Conceptual Paradigm
- REVIEW OF LITERATURE
- METHODOLOGY
- Locale of the Study
- Data Collection
- Data Analysis
- RESULTS AND DISCUSSION
- Drop Out Rate per Academic Year
- Drop Out Rates as to Courses per Academic Year
- Drop Outs as to Sex and Academic Year
- Drop Outs as to Semester per Academic Year
- Drop Outs as to Year Level per Academic Year
- Drop Outs as to Province of Origin per Academic Year
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED