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IDENTIFYING STUDENTS AT RISK: THEIR BENEFITS
AND NEEDS AS A BASIS FOR ACADEMIC
INTERVENTION
A RESEARCH PAPER PRESENTED TO THE CLASS
OF MRS. NOEMI A. ALCANTARA
LODLOD NATIONAL HIGH SCHOOL
LODLOD LIPA CITY
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE SUBJECT
ENGLISH 10
BY: JOVELYN GRACE V. GODOY
March 6, 2017
GODOY
TABLE OF CONTENTS
Title Page i
Approval sheet ii
Acknowledgment iii
Dedication iv
Abstract v
CHAPTER 1 THE PROBLEM
Background Information 1
Introduction 3
Statement of the Problem 5
Significance of the Study 6
Objectives of the Study 7
CHAPTER 2 REVIEW OF THE RELATED LITERATURE
Related Literature 8
Synthesis 16
CHAPTER 3 RESEARCH METHOLOGY
Subjects of the Study 18
Research Instruments 19
Data Gathering Procedure 20
APPENDICES
Questionnaire 21
Setting of the Study 27
Graphs 28
Bibliography 71
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APPROVAL SHEET
In partial fulfillment of the requirements for ENGLISH 10 S.Y. 2016-2017, this research
paper entitled identifying students at risk: their benefits and needs as a basis for academic
intervention, has been examined and cheeked and is here by recommended for acceptance and
approval for final completion.
NOEMI A. ALCANTARA
Subject Teacher
Accepted and approved by in partial fulfillment of the requirements for ENGLISH 10
NOEMI A. ALCANTARA
Subject Teacher
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ACKNOWLEDGMENT
The researcher wishes to extend her profound gratitude and sincerest appreciation
to the following who extended their kind assistance for the successful completion of this
work:
To Ms. Noemi A. Alcantara, her research adviser, for her kind hearted support,
broad knowledge and wisdom that she wholeheartedly taught;
To her friends, for their endless moral support and love that was felt during the
process and inspiring her whenever she is down;
To her parents, Mr. Joseph Winthrop B. Godoy and Mrs. Helen V. Godoy for
their sincerest assistance, financial support and motivation; and
To Almighty God, the source of all knowledge and wisdom throughout the
research process who is always sustaining her in all her needs and providing strength that
makes this dissertation possible.
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DEDICATION
The researcher is lovingly dedicating
this research paper to her beloved parents, her inspiration
and support in each step of her life. And to her wonderful God for his wisdom,
strength, knowledge and blessings he provided during this years of study.
He is worthy to be praised and be glorified!
SOLI DEO GLORIA!
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ABSTRACT
I. TITLE:
Identifying students at risk: Their benefits and needs as a basis for academic
intervention
II. RESEARCHER
Jovelyn Grace V. Godoy
III. DEGREE
Grade 10
IV. STATEMENT OF THE PROBLEM
The main focus of this study is appropriately embodied of the topic of the research
entitled Identifying students at risk: Their benefits and needs as a basis for academic
intervention.
Specifically, this study seeks to answer the following questions:
1. What are the characteristics of the identified students at risk of Lodlod National High
school?
2. What are the causes why there are student at risk and how can it affect them in terms of
their academic achievement?
3. What are the academic interventions that students at risk are involved in?
4. In what way can the needs of students at risk be provided towards their academic
improvement?
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5. What are the possible ways that Lodlod National High school can do to help students at
risk?
V. FINDINGS
The result of the study entitled Identifying Student at Risk: Their Benefits and
Needs as a basis of Academic Intervention showed that there are a high number of
students who has the characteristics that is common with the characteristics of an
identified student at risk students in Lodlod National High school. Having history of
academic failure is the characteristic that the respondents from grade 10 year level are the
characteristic where in the respondents and at risk students have in common the most.
It was observed in the survey conducted by the researcher that the main risk
factors of having students at risk is family and community factors such as poverty, family
breakdown, parental unemployment and living in out-of-home care.
The study also revealed some of the reasons why there are students at risk in
Lodlod National High school. Here are the following reasons that were arranged
according to the respondent’s impact.
1. Some students have offending behavior
2. Family conflict and family breakdown
3. School limited resources
4. The student has a low self-esteem
5. Parental employment status
6. Students experience that cause them depressions
7. Some students has traumatic experience
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8. Some students are using gateway drugs
9. There are too many expenses
10. Their community influence
11. Some students has physical/mental health issue
12. Lows socio-economic status
By the means of academic intervention it accommodates the learning of students to
become accessible. It is important because it helps the students to be engaged in school
and community. It provides the needs and benefits students at risk which means that this
will be helpful.
This program of set of steps to help a child in an area of need could cause the
students at risk to improve the student self-esteem then encourage the students to work
hard in terms of studying.
Teachers can contribute to the problem if they allow the student to play the central
role in defining the classroom climate by observing the student interest in learning and
accommodate the student at risk by encouraging them in realistic and hopeful pathway. The
identified student at risk could be also framed by approaching the student characteristics,
environmental condition, educational standard and the student engagement in school. The best
learning that should be propose is a kind of learning that the student will be the one to adjust
base on the study.
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And lastly it was confirmed that special education/service s and additional support is the best
intervention to help the at risk students. This will be effective if it is one-on-one targeted
intervention. The research also revealed that creating a supportive school culture will help
because it will encourage the students at risk to study.
VI. CONCLUSION
Based on the result of the research entitled Identifying Student at Risk: Their Benefits
and Needs as a basis of Academic Intervention the researcher therefore concludes that a
respondent that has a history of academic failure has the possibility that they are a student at risk.
The main factor why there are at risk students is because of family and community factors. On
the other hand having a students with an offending behavior, low self-esteem, experience that
cause them depression and trauma, health issues and using of gateway drugs are the reasons why
there are at risk students. Low socio-economic status with many expenses is also one of the
reasons but this is not the main reasons why there are at risk-students in Lodlod National High
school. Student’s environment influence is also a reason, school limited resources and parental
employment status is also included.
Special education/services and additional support is the best academic intervention as
well as one-on-one targeted intervention in a way that the students will adjust and play the
central role in defining the classroom climate and be encouraged in realistic and hopeful
pathway. Also the student’s interest with regards to learning should be observed. The students
characteristic, environmental condition, educational standards and engagement in school are also
to be observe.
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CHAPTER 1: THE PROBLEM
BACKGROUND INFORMATION
According to At-risk (2013, August 29) at risk id often describe students or group of
students that has high probability of failing academically or dropping out of school. It was also
mentioned educators often use the term at-risk to refer to general populations or categories of
students, they may also apply the term to individual students who have raised concerns—based
on specific behaviors observed over time—that indicate they are more likely to fail or drop out.
Student at risk are in danger of not graduating because of their high probability of failing
academically and they deserves more attention and concerns.
An example of a student at risk is Suzy, a fifth grade student. During the first semester of
school, Suzy had turned in all of her class assignments, and her lowest test score was an 85. Now
it's the middle of the second semester, and Suzy's grades are suffering. She occasionally turns in
an assignment and her test scores are averaging 72 (At-Risk Students: Definition, Characteristics
& Programs, 2003)
Base on At-risk students (2017) characteristics of at-risk students include emotional or
behavioural problems, truancy, low academic performance, showing a lack of interest for
academics, and expressing a disconnection from the school environment. Bulger, S. & Watson,
D. (2006) said that they considered students at-risk if they had one or more of the following
characteristics: low socio-economic status, from a single parent family, an older sibling dropped
out of school, the students themselves changed schools two or more times, had average grades of
“C” or lower from sixth to eighth grade repeated a grade.
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It was also said in At Risk-Students (2017) the term "at-risk" started to get use after 1983
article "A Nation at Risk," that was published by the National Commission on Excellence in
Education. Student at risk that is identified is either officially or unofficially in disengaging
academically. The students that are at risk face challenges that normal students do not. They
suffer under the circumstances that affect their academic achievement. It is also mentioned that
according to the research of Becky Smerdon’s for the American Institute for Research that
students, especially the boys, show the feeling of isolation, and estrangement in their school and
with low socioeconomic status are more likely can be considered as an at risk student.
Students at risk should be provided accommodations and their need. They should possess
the benefits that an at-risk student should have. And by the means of academic intervention it
will help the student to improve their selves. An academic intervention is a strategy used to teach
a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new
situations or settings. An academic intervention is not an accommodation because
accommodation can also be made for any student; it does not alter what the student is expected
to learn. An accommodation makes learning accessible to the student and allows the student to
show what they know (Academic Intervention: Definition, Plan & Strategies, 2003). This
academic intervention could help the student at risk to be hopeful in studying and help the
student to be free from being at risk. This could motivate the student to get a better grade and
earn interest in school then be engaged in both school and community. This academic
intervention will serve as a chance to the identified student at risk and make their future better
and meaningful.
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INTRODUCTION
Education is transferring of knowledge, attitude, and skills. It is therefore an education of
perpetual education of change. According to Kapunan (2009) education is life. It is also change,
since life is change. It is the process of training and developing knowledge, skill, mind, and
character which are of positive value to society through its two types of agencies- the formal and
informal.
A school is a formal agency of education where in the students develops themselves.
Elias M. J. (2009) said that a student engage themselves in school and is demonstrated across
there three dimensions such as behavioral, emotional and cognitive. She also mentioned that if
ever the student does not demonstrate any of these characteristics and have a very poor
attendance in school the student may be at risk of disengagement.
Not all students who attend a school are able to cope with their school works and perform
a certain level of excellence. Every student or child has the potential and the role of school is to
motivate a child to learn and be an instrument to develop the child’s potential. School main
objective is to promote and improve the life of the community and the whole nation according to
Gregorio H.C. and Gregorio C.M. (2014) it can be conclude that base on what that base on what
Gregorio H.C. said a school is important thus it has a big role in the community that we are
living in. According to the Merriam Webster (2013) a school is an institution for teaching
children. Meaning it is an institute for learning. It is important for the school to give attention for
this kind of problem for this can affect the school objective to educate the students who are
attending the school. If the students are not in a good state then it is the responsibility of the
school to do something to help the child. The education that the school provides is not just
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knowledge and skill. It also provides transferring of attitude and values, hope, family, love and
future. If the students’ academic achievement is influenced then the same thing goes to the
school because this will mean that the school is not an effective school for learning.
There are many factors why there are at-risk students in Lodlod National High school that
will be tackled in the research an example of this is some students have offending behavior,
family conflict and breakdown, school limited resources and many more that will be discuss on
the later part of the research.
According to the survey that the research conducted there are sixteen (16) or thirty two
percent (32% ) who has a history of academic failure out of fifty (50) respondents from grade 10
year level in Lodlod National High school. The research seeks for what kind of academic
intervention can the school do to help the identified students at risk and how can this affect the
students at risk whether it will improve the students achievement or not.
The research could help the School of Lodlod National High School to provide a efficient
and healthy environment for the learners, to the teachers to improve their way of teaching and
make education accessible for the learners more importantly the students who attend the said
school.
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STATEMENT OF THE PROBLEM
The main focus of this study is appropriately embodied of the topic of the research
entitled Identifying students at risk: Their benefits and needs as a basis for academic
intervention.
Specifically, this study seeks to answer the following questions:
1. What are the characteristics of the identified students at risk of Lodlod National High
school?
2. What are the causes why there are student at risk and how can it affect them in terms of
their academic achievement?
3. What are the academic interventions that students at risk are involved in?
4. In what way can the needs of students at risk be provided towards their academic
improvement?
5. What are the possible ways that Lodlod National High school can do to help students at
risk?
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SIGNIFICANCE OF THE STUDY
It was a great hope of the researcher that the result of this study will be contributing to the
improvement of the sectors mentioned. The author further believes that her study may be
beneficial to the following:
The School of Lodlod National High School. Thus this will make the learning in the said
school efficient to the students.
The teachers. The result can be their primary reference in how to accommodate students
at risk.
The students. Hence the research could help them learn more and develop themselves for
their future careers whether they are at risk or not. It will help them to have a healthy
environment of learning and make their learning accessible.
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OBJECTIVES OF THE STUDY
The objective of the study will serve as the guide of the future researchers to establish a
comparison and firm study regarding the matter.
The objectives are as follow:
To find ways to help the identified students at risk in Lodlod National High school
To determine what kind of academic intervention should the school do to help students at
risk.
To find out the kind of students at risk there is in school and reason why there are
students at risk in Lodlod National High school.
To learn the effects of academic intervention with regards to the students benefits and
needs.
To know how should the teachers accommodate and approach the identified students at
risk.
To identify what should be observe to help students at risk.
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CHAPTER 2:
REVIEW OF RELATED LITERATURE AND STUDIES
RELATED LITERATURE
Students undergo circumstances which may cause them to be an at-risk student. Being an
at risk student also mean that the student may be at risk from disengaging in school. At-risk
(2013) stated that at risk students are students that are in danger of not graduating because they
have a high probability of failing academically. Ormrod J.E. (2010) stated that typically the
students at risk have all or some of the these characteristics such as having a history of academic
failure, older age in comparison with classmates, emotional and behavioral problems, Frequent
interaction with low-achieving peer, lack of psychological attachment to school, increasing
disinvolvement with school. On the other hand at-risk (2013) revealed that students at risk
characteristics are physical disabilities and learning disabilities, prolonged or persistent health
issues, habitual truancy, incarceration history, or adjudicated delinquency, family welfare or
marital status, parental educational attainment, income levels, employment status, or immigration
status, households in which the primary language spoken is not English.
Students have a big part in a school. They are able to influence the school so if the
students are not in a good condition and were not able to learn as a result it can be conclude that
the school is not an efficient place for learning. Palanca T. J. (2015) says that education is one of
the cornerstones of development, particularly in a country where majority of the population is of
school age, it is actually a foundation of success.
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A school develops child potentialities and provides education through the guidance of
learning which is teaching and according to MOORE, T.W. (2010) to teach is to intend that
someone should learn something. According to Merraim Webster (2013) a school is a institute
for learning. It was stated by Kapunan (2009) that learning is both a process and a product but it
is not effective if maturation or readiness of ripening exists. While according to Gregorio H. C.
(2014) learning is a process rather that a goal to be accomplished.
According to Kaur S. (2013) there a range of academic pressure that students like her
feel. There are many reasons why a student gets involve in academic pressure these are the
following: derived from a need for perfection, worry over grades, parental pressure, competition,
sports, or a tough class load. Kaur S. (2013) also did mention that academic pressure does not
begin in college because the nervous breakdowns, panic attacks, burnouts, and depression are
also apparent in many younger students. The same situation is not always stressful for all people,
and all people do not undergo the same feelings or off-putting thoughts when stressed.
There are also many factors to be considered why there are at risk students based on
Identifying Students at Risk (2017) family and community factors, personal factors, school
related factors are the factors that contribute to a child or a young person becoming disengage
from school. According to Massachusetts Department of Elementary and Secondary Education
(2009) these are the examples of family and community factors, personal factors, school related
factors.
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Examples of School Factors:
Excessive use of discipline methods such as suspensions
Disregard of individual student learning styles
Institutional racism
Lack of relevant curriculum
Large enrollment/class size
Lack of language instruction
Lack of participation in school governance by key constituents
Lack of effective student assessment
Lack of diversity in instructional styles
Lack of professional development opportunities
Lack of cross-cultural sensitivity
Lack of appropriate role models
Low expectations from staff
Low parent/community involvement in school
Negative and/or unsafe school environment
Passive instructional strategies
Raised academic standards without adequate school support
Rigid daily and weekly schedules
Segregation by ability grouping or tracking
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Examples of Community Factors:
Lack of community support services
Lack of community support for schools and linkages with schools
High incidence of criminal activity
Unsafe neighbourhoods
High unemployment
Exploitation of youth, including sex trafficking
Lack of adequate health care
Lack of affordable housing
Proliferation of controlled substances
Examples of Family/Home Factors:
Low socioeconomic status
Numerous family responsibilities
No parental involvement in school
Low parental expectations
Non-English speaking home
Child abuse or neglect
Domestic violence
High mobility
Homelessness
Little opportunity for learning outside of school
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Low educational attainment of parent(s)
Students at risk deserve more concern where in they be provided in their need and be
benefited. From being at risk it was stated that they have a high probability of dropping out of
school. Palanca T. J. (2015) found out that there may be large disparities in dropout rates in
different parts of the country which is really alarming. According to him that If this is the state of
the Philippine education system, what can we suggest to prioritize these 'hotspots' for
intervention, determine the causes behind the dropouts and resolve the issue and programs such
as the Conditional Cash Transfer (CCT) program may have larger impact in these are in terms of
reducing dropouts.
With the help of academic intervention it could help the students at risk who are facing various
circumstances because of the risk factors. It was stated in Academic Intervention: Definition, Plan &
Strategies (2003) that according to Wright academic intervention is a strategy used to teach a new skill,
build fluency in skill, or encourage a child to apply an existing skill to new situations or settings. It was
also mentioned that academic intervention is not an accommodation because accommodation can be
also made for any students even if it is not a student at risk. An accommodation makes learning
accessible to the student and allows the student to demonstrate what they know while academic
intervention focuses on academic need of an individual. According to Mannella, M. (2009) academic
achievement improves the student academic performance. Academic intervention helps a student to
succeed in school by making them get engage in school and community, give them interest in school and
help them earn good grades. This serves as their chance to improve their selves for the better.
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Mixed-ability grouping intervention, according to Snow, D. and Barley, Z. A. (2005) it is an
intervention that can be successful. There is also counselling which is Gregorio H. C. (2014)
define this that it is the process of assisting the individual in the act of choosing his educational
opportunities from his environment. It is a face-to-face relationship between more experienced
one and less mature one. According to Waterman, J. and Walker, E. (2009) if counselling will be
run by a teacher rather than a counsellor it would be helpful to them if they have mental health
background and to be aware of the sensitive nature of some topics.
According to Special Education Guide (2013) Response to Intervention (RTI) is a process
used by educators to help students who are struggling with a skill or lesson. The teacher will use
test scores and other measures of progress to choose a researched and proven intervention suited
to help the child learn. If the student did not make any progress more focus intervention will be
use to help the child master the skill. After the student receives an intervention he or she will be
again tested with regard to her or his progress. If it still did not make any progress the educators
will meet the parent’s of the student and together they will select more intense intervention that
would help the child and make a development. If a child has no difficulty n learning, RTI may
still be utilized in his or her classroom.
Based on Response to Intervention (2017) RTI prevents academic and behavioural failure
trough universal screening, early intervention, progress monitoring and researched-based
instruction or intervention. It was also stated that it is a multileveled approach for aiding
students. It is adjusted and modified as needed.
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For RTI implementation to work well High-quality, scientifically based classroom instruction,
ongoing student assessment, tiered instruction, parent involvement. Schools implementing RTI
are essential components that must be implemented with fidelity and in a rigorous manner
National Center for Learning Disabilities (2017).
It was revealed in RTI & Academic Interventions (2017) that RTI follows a number of
core assumptions and these are as follow:
1. The educational system can effectively teach all children
2. Early intervention is critical to preventing problems from getting out of control
3. The implementation of a multi-tiered service delivery model is necessary
4. A problem solving model should be used to make decisions between tiers
5. Research based interventions should be implemented to the extent possible
6. Progress monitoring must be implemented to inform instruction
7. Data should drive decision making
There are three tier present in RTI according to the National Center for Learning Disabilities
(2017) Tier 1- All students in Tier 1 receive high-quality, scientifically based instruction,
differentiated to meet their needs, and are screened on a periodic basis to identify struggling
learners who need additional support. Tier 2- In Tier 2, students not making adequate progress in
the core curriculum are provided with increasingly intensive instruction matched to their needs
on the basis of levels of performance and rates of progress. Tier 3- At this level, students receive
individualized, intensive interventions that
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target the students' skill deficits for the remediation of existing problems and the prevention of
more severe problems.
According t1o Kapunan (2009) education considers the child’s behaviour. He also
mentioned that the teacher should understand him as a human being that undergo to ranges of
emotions. A teacher should know what the child should learn and how he should learn. To be
able to overt learning it should be taken consideration the question how children learn. It is by
motivating the potential of the learner, the situation and of course the motivation. Based on
Kapunan (2009) the characteristics of learning are purposeful, creative, growth, adjustment, both
individual and social, product of environment and true.
providing the needs of a student could motivate them in school so it is important for the
teacher to know the basic needs of his/her students and cater for these according to level of their
important. Based on Henry Murray’s Theory of Motivation he divided his theory into two,
viscerogenic and psychogenic needs. Viscerogenic Needs referred to biological or physiological
needs. These are the primary needs and is higher ordered needs. Psychogenic Needs correspond
with other needs in Maslow’s theory. They are secondary needs PSYCHOLOGY OF
LEARNING (n.d.).
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SYNTHESIS
Education is what a school offer to a student to learn through teaching. According to
kapunan (2009) learning must have the characteristic of purposeful, creative, growth, adjustment,
both individual and social, product of environment and true. This is the learning that a school
take considerations. But the school could not have these characteristics because of the influence
of the at risk students also because of their influence the school cannot be an efficient place for
learning.
It was stated by Kaur S. (2013) there are range of academic pressure that a student feel.
It is one of the circumstances that a student undergoes that may cause a student to be at risk.
Base on Ormrod, J. E. (2010) and at-risk (2013) at risk students are in danger of not graduating
and have the characteristics of physical disabilities and learning disabilities, prolonged or
persistent health issues, habitual truancy, incarceration history, or adjudicated delinquency,
family welfare or marital status, parental educational attainment, income levels, employment
status, or immigration status, households in which the primary language spoken is not English.
There are various of factors why there are at risk students and according to Identifying
Students at Risk (2017) these factors are family and community factors, personal factors, school
related factors are the factors that contribute to a child or a young person becoming disengage
from school.
It was reported by Palanca, T. J. (2015) that there are lots of drop out student in the
country. Since students at risk means that having a high probability of disengaging from
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school it simply means that student at risk deserves attention and action where in the student will
be provided base on their needs. According to PSYCOLOGY OF LEARNING (n.d.) providing
the needs of a student is important because it motivates the students in school and so it could also
help the teachers to cater for the student needs.
Academic intervention is a strategy used to teach a new skill, build fluency in skill, or
encourage a child to apply an existing skill to new situations or settings (Academic Intervention:
Definition, Plan & Strategies, 2003). Academic interventions focus on the academic needs of and
individual it influence the student academic achievement because it helps the student succeed
academically and according Mannella, M. (2009) academic achievement improves the student
academic performance.
The researcher found these interventions such as mixed-ability grouping intervention,
counselling and the response to intervention (RTI) that teachers could possibly use to prevent
student academic failure. Academic intervention benefits the students at risk the most since they
are the center of this program.
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CHAPTER 3: RESEARCH METHOLOGY
SUBJECT OF THE STUDY
To gather information that could help for the research paper entitled “Identifying students
at risk: Their benefits and needs as a basis for academic intervention” the researcher distribute
fifty(50) questionnaire to five(5) sections of grade ten. Namely Narra, Yakal, Molave, Mahogany
and Acacia. The researcher personally choose twenty(20) students from Narra, eleven (11)
students form Yakal, five (5) students from Molave, six(6) students from Mahogany and eight
(8) students from Acacia to be the respondents.
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RESEARCH INSTRUMENT
The questionnaire is one of the main tools that is used in the study to gather data
needed with regards to the research topic, “identifying students at risk: their benefits and
needs as a basis for academic intervention”. The researchers prepared two sets of
questionnaire and have it distributed to the chosen respondents.
The questionnaire attempt to determine the possible ways that Lodlod National
High School do to help students at risk.
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DATA GATHERING PROCEDURE
With the help of the research instrument, the researcher distributed fifty (50)
questionnaires that were answered from the Grade 10 students of Lodlod National High
School. This involves five (5) such as, G10-Narra, G10-Yakal, G10-Molave, G10-
Mahogany and G10-Acacia.
The questionnaires given were later on retrieved on the date agreed upon.
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APPENDICES
This questionnaire was made and given to you by the researcher to seek information that
could help for the research paper entitled Identifying Students at Risk: Their Benefits and Needs
as a Basis of Academic Intervention.
The researcher would like to ask for your sincere and honest responses/answers
for the following questions.
Name(optional): Gender: female male
Grade: G7 𫬒 G8 G9 G10 Age:
Section:
Part A.
1. Students at risk are the students that are at risk of disengaging from school. The following
are the characteristics of students at risk EXEPT one.
a. Students that has an offending behavior
b. Students that lacks interest in school
c. Students that has a good relationship with teachers and earn good grades
d. Students that has physical and mental health issues
2. The following characteristics are the characteristics of students at risk. What trait agrees
with your characteristics?
a. Being aggressive, violent, or social withdrawal
b. Having history of academic failure and was not able to comply with school works
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c. Lacks interest in school
d. None
3. The followings are the risk factors of having students at risk and if you were a student at
risk what do you think is the main reason why a student fails school?
a. Family and community factors such as poverty, family breakdown, parental
unemployment and living in out-of-home-care
b. Personal factors such as learning difficulties, offending behavior and health issues
c. School related factors such as unsupportive school culture and negative relationship
with teachers
d. Students engagement in school such as behavioral, emotional and cognitive
engagement
4. Academic intervention is a specific program or set of steps to help a child improve in an
area of need. What is the best academic intervention benefit a student at risk can have?
a. It accommodate their learning to be accessible
b. It gives them a special education and service
c. It gives a chance to students at risk
d. It helps them to indicate their academic progress
5. Why does at risk students need academic intervention?
a. Because it helps students to be engage in school and community
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b. Because it help them get better grades in school
c. Because it have benefits that students at risk should posses
d. Because it helps increase the student interest in learning
6. What is the best intervention program for students at risk?
a. Counseling
b. Attendance and monitoring
c. Special education/ services and additional support
d. Instructional intervention
7. What academic intervention is most effective on helping student at risk?
a. High Quality instruction
b. One-on-one targeted intervention
c. High quality classroom
d. Individual therapy sessions
e.
8. Does the academic intervention will be helpful for students at risk?
a. Yes, because it will provide the needs and will benefit students at risk
b. Yes, because it will make students to have higher grades
c. No, because it might be a cause/factor of at risk student because it will push the
student to their limit
d. No, because it will add burden to the struggling student
GODOY___
9. What effect will academic intervention can cause student at risk the most?
a. Improve the student self-esteem
b. Encourage the student to work hard in terms of studying
c. The student will have a better academic achievement
d. The student will be engage in school
10. What is the best possible way that teachers can do to help student to learn
a. Create a classroom climate and promote academic atmosphere
b. Create a fun and entertaining atmosphere
c. Make an adequate place to study
d. Allow the student to play the central role in defining the classroom climate
11. What is the best characteristic of learning that could help students at risk?
a. Creative and purposeful learning
b. Processed learning that constantly enlarges the student understanding of his
environment
c. A learning that the student will be the one to adjust to the changes
d. A learning that involves repeated experience
12. What should be observed most to help student at risk
a. Student’s ability
b. Student’s learning interest
GODOY___
c. Aptitudes of the student
d. Behavior of the student
13. What are the following approaches to frame a student at risk?
i. Student characteristic
ii. Environmental condition
iii. Educational standard
iv. Student engagement in school
a. I only
b. I and II
c. I, II and III
d. All
14. How would you like to be accommodated to improve your studies?
a. By being cared with sustained relationship
b. By being encourage in realistic and hopeful pathway
c. By being helped to form a reachable goals
d. By getting engage in school to make positive contribution
15. Do you think creating a supportive school culture will help students at risk?
a. Yes, because it will encourage students at risk to study
b. Yes, because it will be enlarge the child’s understanding
c. Yes, because it will be a productive environment to learning
d. No, because the individual must be the one to adjust because learning is adjustment
GODOY___
Part B.
The reason why there are students at risk in Lodlod National High School is because
of….
agree disagree
1. there are too many expenses
2. low socio-economic status
3. some students have offending behavior
4. the student has a low self-esteem
5. family conflict and family break down
6.parental employment status
7. their community influence
8. some students are using gateway drugs
9. students experience that cause them depression
10. some students has traumatic experience
11. some students has physical/mental health issues
12. school limited resources
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SETTING OF THE STUDY
The research paper entitled “identifying students at risk: their benefits and needs
as a basis for academic intervention” is conduct at Lodlod National High School, a school
from Lipa City located at J. Mayor St. Lodlod, Lipa City, Batangas. This involves five (5)
sections from Grade 10 year level of Lodlod National High School. This contains twenty
(20) respondents from G-10 Narra, eleven (11) respondents from G10-Yakal, five (5)
respondents from G-10 Molave, six (6) respondents from G10-Mahogany and eight (8)
respondents from G-10 Acacia.
Overall, there are a total of fifty (50) respondents from Grade 10 students for the
research in finding the probable solution stated in partial fulfillment of SY 2016-2017.
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RESPONDENTS
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
G10-NARRA IIII-IIII-IIII-IIII- 20 40%
G10-YAKAL IIII-IIII-I 11 22%
G10-MOLAVE IIII- 5 10%
G10-MAHOGANY IIII-I 6 12%
G10-ACACIA IIII-III 8 16%
N=50 100%
20; 40%
11; 22%
5; 10%
6; 12%
8; 16%
NARRA YAKAL MOLAVEMAHOGANY ACACIA
It was showen that the respondents are from the grade year level where in G10-Narra has
the highest number of respondents followed by G10-Yakal then G10-Acacia and G10-
Mahogany. While on the other hand the least number of respondents is found in G10-Molave.
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PART A.
1. Students at risk are the students that are at risk of disengaging from school. The
following are the characteristics of students at risk EXEPT one.
a. Students that has an offending behavior
b. Students that lacks interest in school
c. Students that has a good relationship with teachers and earn good grades
d. Students that has physical and mental health issues
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-II 7 14%
B IIII-IIII- 10 20%
C IIII-IIII-IIII-IIII-
IIII-I
26 52%
D IIII-II 7 14%
N=50 100%
GODOY___
7; 14%
10; 20%
26; 52%
7; 14%
abcd
The question is made to introduce the student at risk to the respondents. Students that has
a good relationship with teachers and earn good grades is the not a characteristic of a student at
risk because a student at risk does not earn good grades and has a bad relationship with teachers.
The respondents answer the questionnaire base on their perspective. And it was indicated that
based on the survey the student that is having an offending behaviour, student that lacks interest
in school and students that has physical and mental health issues is not a characteristic of a
student at risk. The respondents’ reason why they answer this is that not all students that has an
offending behaviour, lacks interest in school and health issues means that they are at risk.
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. 2. Following characteristics are the characteristics of students at risk. What trait agrees with
your characteristics?
e. Being aggressive, violent, or social withdrawal
f. Having history of academic failure and was not able to comply with school works
g. Lacks interest in school
h. None
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-I 11 22%
B IIII-IIII-IIII-I 16 32%
C IIII-III 8 16%
D IIII-IIII-IIII- 15 30%
N=50 100%
11; 22%
16; 32%8; 16%
15; 30%
abcd
GODOY___
This question is made to identify what kind of student at risk there is in Lodlod National High
school. It was confirmed that among the respondents there is a high number of student that has
the characteristic that is common with the characteristics of an at risk student. Being aggressive,
violent, or social withdrawal, lacks interest in school and having history of academic failure and
was not able to comply with school works which is the characteristic that the respondents has in
common with the at risk students the most. The respondents also answered none because they
don’t have in common with an at risk student and are not an at risk student.
GODOY___
3. The followings are the risk factors of having students at risk and if you were a student at
risk what do you think is the main reason why a student fails school?
a. Family and community factors such as poverty, family breakdown, parental
unemployment and living in out-of-home-care
b. Personal factors such as learning difficulties, offending behavior and health issues
c. School related factors such as unsupportive school culture and negative relationship with
teachers
d. Students engagement in school such as behavioral, emotional and cognitive engagement
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-IIII-
IIII-IIII-IIII-IIII
39 78%
B IIII-IIII 9 18%
C I 1 2%
D I 1 2%
N=50 100%
GODOY___
39; 78%
9; 18%
1; 2% 1; 2%
abcd
The reason for the question to be made is that to know what possible factors why
are there is a student at risk and why they fail a school. It can conclude that Family and
community factors such as poverty, family breakdown, parental unemployment and
living in out-of-home-care are the main factor of having student at risk. Personal factor is
next to family and community factors. School related factors such as unsupportive school
culture and negative relationship with teachers and students engagement in school such as
behavioral, emotional and cognitive engagement receive the least respondents.
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4. Academic intervention is a specific program or set of steps to help a child improve in an
area of need. What is the best academic intervention benefit a student at risk can have?
a. It accommodate their learning to be accessible
b. It gives them a special education and service
c. It gives a chance to students at risk
d. It helps them to indicate their academic progress
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-IIII- 20 40%
B IIII-IIII-II 12 24%
C IIII-II 8 16%
D IIII-IIII- 10 20%
N=50 100%
20; 40%
12; 24%
8; 16%
10; 20%
abcd
GODOY___
The question objective is to learn the benefit to the student at risk of academic intervention
and it was revealed that it accommodate their learning to be accessible. It also gives the students
special education and service. It gives them chance and helps to indicate the student academic
progress.
GODOY___
5. Why does at risk students need academic intervention?
a. Because it helps students to be engage in school and community
b. Because it help them get better grades in school
c. Because it have benefits that students at risk should posses
d. Because it helps increase the student interest in learning
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-IIII-II 22 44%
B IIII-III 8 16%
C IIII-II 7 14%
D IIII-IIII-III 13 26%
N=50 100%
22; 44%
8; 16%
7; 14%
13; 26%
abcd
GODOY___
The question is made to know why there is a need of academic intervention to the students at
risk. The result indicate that it is because it helps the students to be engage in school and
community and helps increase the student interest in learning. It is also a need because it helps
the student to earn a better grade and provide them the benefits that students at risk should
possess.
GODOY___
6. What is the best intervention program for students at risk?
a. Counseling
b. Attendance and monitoring
c. Special education/ services and additional support
d. Instructional intervention
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-III 8 16%
B IIII-I 6 12%
C IIII-IIII-IIII-IIII-
IIII-II
27 54%
D IIII-IIII 9 18%
N=50 100%
8; 16%
6; 12%
27; 54%
9; 18%
abcd
GODOY___
The question objective is to identify what academic intervention should be propose to the
student at risk and the result revealed that special education/ services and additional support is
efficient for the student at risk. Instructional intervention, counselling and attendance monitoring
is also good to propose to the at risk students.
GODOY___
7. What academic intervention is most effective on helping student at risk?
a. High Quality instruction
b. One-on-one targeted intervention
c. High quality classroom
d. Individual therapy sessions
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-III 13 26%
B IIII-IIII-IIII-IIII-II 22 44%
C IIII-II 7 14%
D IIII-III 8 1%
N=50 100%
13; 26%
22; 44%
7; 14%
8; 16%
abcd
GODOY___
The question is made to identify how can academic intervention will be more effective on
helping student at risk. It was found out that one-on-one targeted intervention will make
academic intervention more effective. High quality instruction is next one-on-one targeted
intervention followed by Individual therapy sessions then High quality classroom.
GODOY___
8. Does the academic intervention will be helpful for students at risk?
a. Yes, because it will provide the needs and will benefit students at risk
b. Yes, because it will make students to have higher grades
c. No, because it might be a cause/factor of at risk student because it will push the
student to their limit
d. No, because it will add burden to the struggling student
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-IIII-
IIII-IIII-I
31 62%
B IIII-II 7 14%
C IIII-II 7 14%
D IIII- 5 10%
N=50 100%
31; 62%7; 14%
7; 14%
5; 10%
abcd
GODOY___
The question is made to know whether academic intervention will be helpful for the
student at risk. The survey resulted that it will be helpful because it will provide the needs and
will benefit students at risk and yes, because it will make students to have higher grades but it
was revealed that it will not be helpful because it might be a cause/factor of at risk student
because it will push the student to their limit and it will add burden to the struggling student.
GODOY___
9. What effect will academic intervention can cause student at risk the most?
a. Improve the student self-esteem
b. Encourage the student to work hard in terms of studying
c. The student will have a better academic achievement
d. The student will be engage in school
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-IIII- 20 40%
B IIII-IIII-IIII-I 16 32%
C IIII- 5 10%
D IIII-IIII 9 18%
N=50 100%
20; 40%
16; 32%
5; 10%
9; 18%
abcd
GODOY___
The question is made to identify what effect can academic intervention can cause the at
risk student the most. It was showed in the survey that it could improve the student self-esteem
the most. Next to it is that it will encourage the student to work hard in terms of studying. This
could also make the student engage in school then will help them have a better academic
achievement.
GODOY___
10. What is the best possible way that teachers can do to help student to learn?
a. Create a classroom climate and promote academic atmosphere
b. Create a fun and entertaining atmosphere
c. Make an adequate place to study
d. Allow the student to play the central role in defining the classroom climate
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII 9 18%
B IIII-IIII-IIII-I 16 32%
C IIII-III 8 16%
D IIII-IIII-IIII-II 17 34%
N=50 100%
9; 18%
16; 32%
8; 16%
17; 34%
abcd
GODOY___
The question is made to give the teachers an idea for them to help an at-risk student and base
on the survey allowing the student to play the central role in defining the classroom climate way
to teach and creating a fun and entertaining atmosphere to help the student at risk to learn. Also
being the one to create a classroom climate and promote an academic atmosphere and making
adequate place to study will help to teach a student at risk.
GODOY___
11. What is the best characteristic of learning that could help students at risk?
a. Creative and purposeful learning
b. Processed learning that constantly enlarges the student understanding of his
environment
c. A learning that the student will be the one to adjust to the changes
d. A learning that involves repeated experience
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-III 8 16%
B IIII-I 6 12%
C IIII-IIII-IIII-IIII-
IIII-II
27 54%
D IIII-IIII 9 18%
N=50 100%
8; 16%
6; 12%
27; 54%
9; 18%
abcd
GODOY___
The question is made to identify what kind of learning should be given to the student at
risk. The characteristic of learning is best if the learning will let the student to be the one to
adjust. Repeated experience, Creative and purposeful learning and processed learning that
constantly enlarges the student understanding of his environment also will do.
GODOY___
12. What should be observed most to help student at risk?
a. Student’s ability
b. Student’s learning interest
c. Aptitudes of the student
d. Behavior of the student
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII- 10 20%
B IIII-IIII-IIII-IIII-
IIII-
25 50%
C IIII 4 8%
D IIII-IIII-I 11 22%
N=50 100%
10; 20%
25; 50%
4; 8%
11; 22%
abcd
GODOY___
The purpose of the question is to know what should be observe most and it was stated
that the student learning interest is what to be observe the most. It was also revealed that the
behaviour, ability and aptitude are also to be observed.
GODOY___
13. What are the following approaches to frame a student at risk?
I. Student characteristic
II. Environmental condition
III. Educational standard
IV. Student engagement in school
e. I only
f. I and II
g. I, II and III
h. All
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-III 8 16%
B IIII-IIII- 10 20%
C IIII-II 7 14%
D IIII-IIII-IIII-IIII-
IIII-
25 50%
N=50 100%
GODOY___
8; 16%
10; 20%
7; 14%
25; 50%
abcd
The question was made to know what should be approach when framing a student at risk
and it was revealed in the result that all of the given such as student characteristic, environmental
condition, educational standard and the student engagement in school should be the approaches
in framing an at risk student.
GODOY___
14. How would you like to be accommodated to improve your studies?
e. By being cared with sustained relationship
f. By being encourage in realistic and hopeful pathway
g. By being helped to form a reachable goals
h. By getting engage in school to make positive contribution
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-III 8 16%
B IIII-IIII-IIII-IIII-
IIII
24 48%
C IIII-IIII-I 11 22%
D IIII-II 7 14%
N=50 100%
8; 16%
24; 48%
11; 22%
7; 14%
abcd
GODOY___
This question is made to learn how to accommodate a student. It was found out that
accommodating them by being encourage in a realistic and hopeful pathway is how student must
be accommodated. On the other hand being helped to form a reachable goal, cared with sustained
relationship and getting the engage in school to make positive contribution will also help.
GODOY___
15. Do you think creating a supportive school culture will help students at risk?
e. Yes, because it will encourage students at risk to study
f. Yes, because it will be enlarge the child’s understanding
g. Yes, because it will be a productive environment to learning
h. No, because the individual must be the one to adjust because learning is adjustment
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
A IIII-IIII-IIII-II 17 34%
B IIII-IIII-IIII-IIII 19 38%
C IIII-III 8 16%
D IIII-I 6 12%
N=50 100%
17; 34%
19; 38%
8; 16%
6; 12%
abcd
GODOY___
The question is made to identify whether if creating a supportive school culture will be helpful to
student at risk. It was stated in the survey that this help a student at risk because it encourage the
student to study and enlarge their understanding. It could also provide a productive environment
for learning. But it was also showed that it will not be helpful because the individual must be the
one to adjust because learning is adjustment.
GODOY___
PART B.
1. There are too many expenses
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII- 35 70%
DISAGREE IIII-IIII-IIII- 15 30%
N=50 100%
35; 70%
15; 30%
agreedisagree
It was shown that having too many expenses is a reason why there an at risk sudent.
GODOY___
2. Low socio-economic status
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-II 32 64%
DISAGREE IIII-IIII-IIII-III 18 36%
N=50 100%
32; 64%
18; 36%
agreedisagree
It can be conclude low socio-econimic status a the reason why there is a student at risk.
GODOY___
3. Some students have offending behavior
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII-IIII-I
46 92%
DISAGREE IIII 4 8%
N=50 100%
46; 92%
4; 8%
agreedisagree
As a result students having offending behaviour is a reason why there is a student at risk.
GODOY___
4. The student has a low self-esteem
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII-II
42 84%
DISAGREE IIII-III 8 16%
N=50 100%
42; 84%
8; 16%
agreedisagree
It was revealed that student having a low self-esteem is a reason why there is a student at
risk.
GODOY___
5. Family conflict and family break down
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII-IIII
44 88%
DISAGREE IIII-I 6 12%
N=50 100%
44; 88%
6; 12%
agreedisagree
It was shown that family conflict and family breakdown is a reason why there are
studenta at risk.
GODOY___
6. Parental employment status
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII-II
42 84%
DISAGREE IIII-III 8 16%
N=50 100%
42; 84%
8; 16%
agreedisagree
According to this parental employment status is a reason why there is a student at risk.
GODOY___
7. Their community influence
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII 34 68%
DISAGREE IIII-IIII-IIII-I 16 32%
N=50 100%
34; 68%
16; 32%
agreedisagree
The researcher therefore coclude that community influence is a reason why there is at risk
students.
GODOY___
8. Some students are using gateway drugs
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-II 37 74%
DISAGREE IIII-IIII-III 13 26%
N=50 100%
37; 74%
13; 26%
agreedisagree
It was revealed that using gateway drugs is a reason why there is at risk students.
GODOY___
9. Students experience that cause them depression
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII
39 78%
DISAGREE IIII-IIII-I 11 22%
N=50 100%
39; 78%
11; 22%
agreedisagree
It shows that student experience that cause them depressions is a reason why there is at
risk students.
GODOY___
10. Some students has traumatic experience
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-III 38 76%
DISAGREE IIII-IIII-II 12 24%
N=50 100%
38; 76%
12; 24%
agreedisagree
It indicates that student having traumatic experience is a reason why there is at risk
students.
GODOY___
11. Some students has physical/mental health issues
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII 34 68%
DISAGREE IIII-IIII-IIII-I 16 32%
N=50 100%
34; 68%
16; 32%
agreedisagree
It can be conclude that student having phycal/mental health issues is a reason why there
is at risk students.
GODOY___
12. School limited resources
CHOICES TALLY NO. OF RESPONDENTS PERCENTAGE
AGREE IIII-IIII-IIII-IIII-IIII-IIII-IIII-
IIII-III
43 86%
DISAGREE IIII-II 7 14%
N=50 100%
43; 86%
7; 14%
agreedisagree
It can be declare that school limited resources is a reason why there is at risk students.
GODOY___
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