Selma et al.
Golden Ratio of Social Science and Education.
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SOCIAL SCIENCE AND EDUCATION | RESEARCH ARTICLE
Exploring the Factors that Impact Access to Senior High Education among Youth in Upper Malubog.
Manticao.
Philippines Ediepearl E Selma 1*.
Chezyl Jade R Jumamil 2.
Roel S Sayson 3 Department of Community Development.
College of Public Affairs.
Mindanao State University.
Marawi City.
Philippines.
Email: selma.
ee10@s.
Department of Community Development.
College of Public Affairs.
Mindanao State University.
Marawi City.
Philippines.
Email: jumamil.
cr49@s.
Department of Community Development.
College of Public Affairs.
Mindanao State University.
Marawi City.
Philippines.
Email: roel.
sayson@msumain.
Received: August 01, 2023 Revised: January 21, 2024 Accepted: April 23, 2024 *Corresponding author: Ediepearl E Selma.
Department of Community Development.
College of Public Affairs.
Mindanao State University.
Marawi City.
Philippines.
E-mail: selma.
ee10@s.
Abstract: This research study was undertaken primarily to explore the factors that impact access to senior high education among youth in Upper Malubog.
Manticao.
Misamis Oriental.
Philippines.
It intends to give importance to education in the said community.
This study used a mixed-method research design.
A quantitative method is used to describe the demographics and socio-economic profile of the respondents and the factors affecting their access to senior high education.
A qualitative method is also employed to dig deeper into the challenges that hinder the school in offering senior high school from the teachersAo perspectives, and the respondentsAo suggestions and recommendations to improve access to senior high education.
The quantitative data was collected through an interview schedule of thirty out-of-school youth, aged 16-30, while the qualitative data was collected through a key informant interview with five high school teachers of Malibato Integrated School.
Based on the findings, the following implications are formulated: This study does not only focus on one factor, but five different factors which are the school and environmental, economic, family-related, peer, and personal factor.
YouthAos access to senior high education was impacted by these mentioned factors, however, they were most affected by economic and school, and environmental factors.
Keywords: Youth.
Senior High Education.
Factors.
Introduction "Ang Kabataan ang Pag-asa ng bayan," as Dr.
Jose Rizal famously put it, which means that the youth are the hope of our nation and that AuEducation is the most powerful weapon you can use to change the worldAy according to Nelson Mandela of Allison Academy.
Nobody can dispute the significance of education and schooling in the lives of contemporary youth.
It serves several purposes in modern civilization, including learning new information, completing tasks, and adhering to social There are currently 1.
2 billion young people in the world, making up the largest generation in A significant portion of the population, the youth, who make up about 90% of the global population, live in developing countries.
The Philippines Statistical Authority's Annual Poverty Indicators Study (APIS) revealed that, in 2020, there were 31.
40 million youth, or people between the ages of 15 and 30, or 28.
9% of the country's total population of 109,035,343 people.
Among 8 million Out-of-School Youth (OSCY), 87.
3% were between the ages of 16 and 24.
Marriage or family issues, the high expense of education or financial worries, peer influence, and a lack of personal interest, were the most frequently cited excuses among OSCYs for not attending school.
Education is a process of learning that tries to help pupils learn new things, put their abilities to use, and develop their personalities.
According to Biesta .
, education helps students develop their knowledge, values, and abilities.
They obtain them from teachers who play a significant part in the educational process.
They impart knowledge to students and put it into practice.
Every child's 2024 The Author.
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27975827 education is critical since it is seen as a potent tool for a nation's socioeconomic progress, and it is the only method to make a significant difference in each person's life.
The Education Decree of 1863 established the Superior Commission of Primary Instruction as the Department of Education.
The education department underwent multiple reform initiatives in the twentieth century to better define its mandate considering shifting governments and charters.
Republic Act 9155, commonly known as the Governance of Basic Education Act of 2001, established the current Department of Education and set the agency's mandate.
A comprehensive reform of basic education which is the K to 12 Program was launched in the Philippines in the year 2012.
The K to 12 Program covers Kindergarten and 12 years of basic education.
To give students enough time to master concepts and skills, foster lifelong learners, and get them ready for tertiary education, middle-level skills development, employment, and entrepreneurship, the K-12 program consists of six years of primary education, four years of Junior High School, and two years of Senior High School.
Senior High School is made up of two years of specialized upper-secondary education.
Based on the studentAos abilities, interests, and educational options, they can select any specialization.
From kindergarten through grade 12, there are a total of 13 years in the Philippines, all of which are free and compulsory, especially in public However, despite having free education, it has been observed that numerous young Filipinos have been seen to not attend school, which has led to their unemployment.
Due to its role in fostering a feeling of collective identity and purpose, education is a crucial instrument for community development.
It can also aid in developing the abilities and knowledge required for people to cooperate to solve challenges of shared interest.
Assuring environmental protection and conservation, advancing social equity, and fostering economic sustainability are all goals of education for sustainable development (ESD), which encourages the development of the knowledge, skills, understanding, values, and behaviors necessary to create a sustainable world.
As the world's youth population keeps growing, youth empowerment has become a major cross-cutting issue for achieving all the Sustainable Development Goals.
In this regard, the study explored the factors that impact access to senior high education among youth in Upper Malubog.
Manticao, and Misamis Oriental by going through the out-of-school youthAos perspectives on dropping out of school or not proceeding to senior high school and the schoolAos challenges that hinder it from offering senior high school.
In line with this, the researchers were particularly interested in this study since it has the potential to entice the Department of Education in giving answers to the growing number of out-of-school youth.
Literature Review World Health Organization identifies Youth as individuals aged 15-24 years (World Health Organization, 2.
The world's largest generation of young people in history, numbering 1.
billion, is present now.
About 90% of the world's youth, who comprise a sizable section of the population, reside in developing nations.
By 2050, the youth population in Africa, the world's youngest continent, is expected to total 830 million.
Youth empowerment has emerged as a crucial cross-cutting issue for the fulfillment of all the Sustainable Development Goals as the world's youth population continues to increase (UNESCO, 2.
According to data from the UNESCO Institute for Statistics, 258 million children and teenagers are not attending school for the school year that ends According to the UNESCO Institute for Statistics, 138 million people who aren't in school are upper secondary school age and 62 million are lower secondary school age.
In contrast to the about 8% of sixth graders who do not graduate and enter seventh grade, 18% of junior high school students in the Philippines in 2018 did not move on to senior high school (Cervantes, 2.
During the 20th century under US rule, the Philippines absorbed the American system of formal education (Tandora, 2.
The AuK to 12Ay Program which is a comprehensive reform of basic education was launched in the Philippines in the year 2012.
From then on, the Philippines is catching up with global standards in secondary education and is attaching a high value to kindergarten.
According to the Department of Education, as part of the K12 program legislation in the country, the improved curriculum would provide Senior High School (SHS) graduates with the required competencies, skills, and values for both lifelong learning and employment.
There are work immersion programs for grade 12, the senior high school seniors, that would help them familiarize 2024 The Author.
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27975827 themselves with the workplace and the nature of their future jobs and apply what theyAove learned in class to their future careers.
The two extra years would have given students more experience in college life, they would also be prepared to start their own business or find a job without having a college degree (Arturo & Arturo, 2.
Ducanes & Ocampo .
state that in all global efforts such as the United Nations Millennium Development Goals (MDG.
and the succeeding Sustainable Development Goals (SDG.
, increasing attendance of youth in school has been the priority.
Two of the SDGs' goals have a direct impact on youth education.
(From the United Nation.
Goal 4.
4 of the SDGs states that countries should "significantly increase the number of youth and adults with relevant skills, including technical and leadership abilities This directly relates to vocational skills for employment, decent jobs, and This refers to SDG Goal 8.
6, which states that countries should "significantly" reduce poverty by 2020 and reduce the proportion of youth who are not in work, education, or " The K-12 Education Program is a new education curriculum in the Philippines that advances students' abilities and concepts from several threads to get them ready for tertiary education and demonstrate their capacity as lifelong learners.
However, there are several issues with its According to research results, students think the new curriculum is a heavy burden, with the main difficulties having longer high school years, receiving no help, and learning resources.
According to the Philippine Statistics Authority .
, the reasons for nonparticipation in schools are employment, high cost of education, lack of personal interest, family matters, and early marriage.
Based on PSA APIS 2014, approximately 533,000 high school-age youth, comprised of 68% males and 32% females, were not enrolled in 2014.
Among the seventeen regions.
Central Luzon had the highest number of non-enrollees.
Nonparticipation in secondary education has an impact on the preparation of young people to imagine and plan for their future.
The Organization for Economic Co-operation and Development (OECD) .
encourages the government to develop laws that could significantly affect how well young people are prepared for the workforce and meaningful economic engagement.
There is no denying education's significance for both individual and national development.
This is so because a highly educated people resource is necessary for a country to prosper.
Education is seen as a tool for social development since it has been used by people as a socio-economic development tool.
The improvement of educational processes and student performance is a major focus of national resource One cannot overstate the importance of education in today's culture.
A society's degree of discipline and civilization rises in direct proportion to its population's level of education (UNESCO.
Yeboah Appiagyei et al.
affirm that environmental influences unquestionably have an impact on student's academic progress.
Three categories of environmental factors are described, with quality of life acting as a mediator: infrastructure and services.
a healthy environment.
environmental hazards.
Academic achievement is said to be impacted by access to infrastructure and environmental services.
One of the likely explanations is living in isolated places, as the great majority of the country's population lives in rural areas and on islands.
The remoteness of a location may cause inhabitants to be ignorant of initiatives that provide free tuition.
Like other developing nations throughout the world, it has been demonstrated that they have increased their investment in rural regions, notably in literacy, primary education, vocational training, and livelihood programs (Shrestha, 2.
Environmental aspects of the school, such as the facilities provided learning materials in school are said to have an impact on dropout as they impact how students access education (MOE, 2.
has been proven that, among these contextual elements, low socioeconomic class and a rural upbringing contribute to student dropout.
that, in addition to strained relationships with instructors, large class sizes, poor academic standards, and a hostile learning environment motivate students to leave school.
Dropouts themselves list a range of reasons for leaving school, such as family obligations, employment obligations, and academic obligations (Bridgeland.
DiIulio Jr.
, & Rotermund .
and Morison .
The most common reasons given for dropping out by 2002 tenth graders were "missed too many school days" which is 44%.
"thought it would be easier to get a GED", 41%.
"getting poor grades/failing school", 38 %.
"did not like school" 37%.
and "could not keep up with schoolwork" 32%.
2024 The Author.
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27975827 StudentsAo behavior and academic achievement are both influenced by their beliefs, values, and These psychological elements include students' motivation, values, aspirations, and a variety of self-perceptions regarding their skills and identities.
These elements alter throughout time because of the biological and developmental phases that students go through, with early adolescence and the emergence of sexuality being one of the most significant and frequently the most challenging times for many students.
For some youth, the early-adolescent years mark the beginning of a downward spiral leading to academic failure and school dropout.
Some early adolescents see their school grades decline markedly when they enter junior high school, along with their interest in school, intrinsic motivation, and confidence in their intellectual abilities.
Negative responses to school increase as well, as youngsters become more prone to test anxiety, learned helplessness, and self-consciousness that impedes concentration on learning tasks (Eccles, 1.
Ho1: There is no significant relationship between the demographics and socio-economic profile of the respondents and the status of youth qualified to enroll for senior high school.
Ho2: There is no significant relationship between the demographics and socio-economic profile of the respondents and the factors associated with their access to senior high education.
Research Method and Materials The nature of this study is a mixed-method research study.
Instead of attempting to infer cause and effect correlations, the aim of descriptive correlational research is to characterize the relationship between variables.
A quantitative study was employed to describe the demographic and socioeconomic profile of the respondents and the factors that affect youth access to senior high education.
Quantitative approaches place a strong emphasis on precise measurements and the statistical, mathematical, or numerical analysis of information gathered through surveys, polls, and other forms of data collection.
The researchers employed descriptive-correlational research to infer cause and effect The aim of descriptive-correlational research is to characterize relationships between However, a qualitative study was also employed to explore the challenges of the school that hinders it in offering senior high school and to identify the suggestions and recommendations of respondents to improve access to senior high education.
The locale of the study is Upper Malubog, one of the rural communities in Manticao.
Misamis Oriental.
Upper Malubog is one of the hinterland barangays of Manticao.
It is flanked to the north by the municipalities of Alubijid and Naawan, to the east by the municipality of Opol, to the west by the municipality of Balintad, and to the south by the municipality of Mahayahay.
The community's major source of income is farming, and the crops they often raise include maize, banana, coconut, and abaca.
The barangay covers 1,281.
43 hectares and is located 25 kilometers from Poblacion, taking one and a half hours to travel by motorbike.
The cost of transportation back and forth from Poblacion to Upper Malubog is seven hundred pesos (P.
The road to the barangay is concrete, however, after you get to Purok 1-A Sagyawan, the route to the other puroks is quite rocky and treacherous during the rainy season.
The area is likewise surrounded by forests and mountains, and the signal can only be seen from Purok 4- Malibato.
With the secondary data gathered during the practicum, which is from the barangay profile, there were a total of 156 households with 752 total population in the There was a health center available in the community, a primary school which is Dunque Primary School which offers kindergarten to grade 4, and an integrated school.
Malibato Integrated School which offers kindergarten to grade 10.
The nearest school to Upper Malubog with a senior high school is in barangay Cabalantian, which is over an hour away by motorbike.
Barangay Upper Malubog has an estimated 752 total population.
There were 189 youth in the barangay, ranging in age from 15 to 30.
There are 156 students registered in Malibato Integrated School as a whole.
The out-of-school youth is one of the sectors in the community that is not mostly seen due to their inactivity.
The respondents are the out-of-school youth who are qualified to enroll for senior high school who did not proceed or dropped out of senior high school and who were living with their parents.
There are forty-three .
youth qualified to enroll for senior high school and thirty .
of them are out-of-school youth.
2024 The Author.
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27975827 During the researchersAo four months practicum in the barangay, initial data was gathered to identify and profile the status of the out-of-school youth.
Before conducting the survey, the researchers delivered a formal letter to the barangay chairperson to formally ask permission to survey to get the desired data.
A formal letter is also addressed to the school head of Malibato Integrated School to ask permission in including the high school teachers to gather information to support the The researchers provided a consent letter to the respondents stating that they are willing to participate in the study.
They also provided a parentAos consent form for respondents under the age of 18 to sign, stating that they are allowing their kid to participate in the study and that any reluctance to answer would be respected.
During the scheduled interviews, the researchers stated the confidentiality of whatever is going to unfold, the purpose of the study, and why they were chosen as The method that the researchers used is the interview schedule.
They used complete enumeration where they picked all the out-of-school youth, or the dropouts qualified to enroll for senior high school.
They utilized an interview schedule in gathering the data, an audio recorder, and a camera for photo documentation.
To support the study, the researchers conducted a Key Informant Interview with the teachers in Upper Malubog about the challenges of the school that hinders it in offering senior high school.
They selected the high school teachers of Malibato Integrated School.
The essential tool of this study is an interview schedule which is adopted and modified from AuFactors Affecting YouthAos Decision to Drop Out of School in Barangay Pacalundo.
Balo-I.
Lanao del Norte, by Tomie et.
alAy.
It was composed of three parts.
Part one .
is the demographic and socioeconomic profile of the respondents such as age, sex affiliation, religious affiliation, highest educational attainment, fatherAos highest educational attainment, motherAos highest educational attainment, parentAos sources of income, parentAos monthly income, household size, number of siblings, farm ownership, and size of farm.
Part two .
is to identify the factors affecting youth access to senior high education.
And part three .
is to determine the respondentsAo main reason for dropping out or for not enrolling in Senior High School and their suggestions and recommendations to improve access to senior high education.
The researchers also did a profiling to identify the status of youth qualified to enroll for senior high school.
For the Key Informant Interview, the researchers prepared guided questions for the informants to answer.
In order to maintain confidentiality, the researchers stored the completed questionnaires in a secure location that only they could access.
The quantitative information that was collected was collated in an excel spreadsheet, and descriptive statistics like frequency counts, percentages, and measures of central tendency .
eighted mea.
were used to examine it.
One-Way ANOVA was also used to analyze the hypotheses.
The formula of the descriptive statistics is:
Where:
P= Percentage F= Frequency N= Number of Respondents 100= Constant Weighted Mean (AA) = Oc [ x .
P (X=.
] Table 1.
Range Interval Judment Scale Range of Interval 26- 4.
51- 3.
00- 1.
Qualitative Description Strongly Agree Agree Disagree Strongly Disagree While the data that were gathered through the key informant interview were transcribed and analyzed using Braun and ClarkeAos thematic analysis.
Through this, the researchers used themes to address the research questions.
The researchers used the following steps by Braun and Clarke .
Familiarization Coding 2024 The Author.
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27975827 Generating Themes Reviewing the Themes Defining and Naming Themes Writing Up Descriptive statistics were used to quantify the frequency counts and percentages of the responses of the respondents of Upper Malubog such as age, sex affliation, religious affiliation, highest educational attainment, fatherAos highest educational attainment, motherAos highest educational attainment, parentsAo source of income, parentsAo monthly income, household size, number of siblings, land ownership, and size of farm.
The same method was be used to determine the factors that affect the youthAos access to senior high education.
And One-Way ANOVA was used to test the hypothesis of the study.
Thematic analysis is the process of identifying patterns and themes and it was also used in identifying the respondentsAo main reasons for dropping out or for not enrolling in Senior High School and the suggestions and recommendations to improve access to senior high education.
Results and Discussion Result The RespondentsAo Demographic and Socio-Economic Profile is geared toward answers to question 1 of the Statement of the Problem.
AuWhat is the demographic and socio-economic profile of the respondents in terms of: 1.
1 Age.
2 Sex Affiliation.
3 Religious Affiliation.
4 RespondentAos Highest Educational Attainment.
5 FatherAos Highest Educational Attainment.
6 MotherAos Highest Educational Attainment.
7 ParentsAo Source of Income.
8 ParentsAo Monthly Income.
Household Size.
10 Number of Siblings.
11 Farm Ownership.
12 Size of Farm?Ay Age Age is grouped into four .
intervals with corresponding frequency and percent distribution as reflected in the table shown below.
Table 2.
Distribution of the RespondentsAo Age Age .
Frequency .
Total Percent (%) Source: Interview Schedule Table 2 revealed the frequency and percentage distribution of the respondentsAo age.
Sixteen .
, 3% of the respondents belong to the age bracket 15-18 years old.
, or 30% of the respondents belong to the age bracket 19-22, three .
, or 10% of the respondents belong to the age bracket 23-26, and two .
, or 6.
7% of the respondents belong to the age bracket 27-30.
This implies that most of the respondents are between 15-18 years old.
Sex Affiliation As tabulated in Table 3, sex Affiliation is categorized into male and female and quantified through frequency and percent equivalents.
Table 3.
Distribution of the RespondentsAo Sex Affiliation Sex Affiliation Female Male Total Source: Interview Schedule.
Frequency .
Percent (%) 2024 The Author.
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27975827 From among the 30 respondents .
efer to Table .
: the same number of females .
, 50.
0%) and males .
, 50.
0%) are exposed to both frequency and percentage distributions.
Therefore, females and males are considered equal when sex affiliation is considered.
Religious Affiliation As tabulated in table 4.
Religious Affiliation is categorized into three .
provided with frequency and percent equivalents for description and analysis.
Table 4.
Distribution of the RespondentsAo Religious Affiliation Religious Affiliation Roman Catholic Kristohanon Seventh Day Adventist Total Source: Interview Schedule.
Frequency .
Percent (%) Table 4 revealed the frequency and percentage distribution in terms of respondentsAo religious Twenty .
, or 66.
7% of the respondents are Roman Catholic, seven .
3% are Kristohanon, and three .
, or 10% are Seventh Day Adventists (SDA).
This implies that most of the respondents are Roman Catholic.
RespondentAos Highest Educational Attainment As tabulated in the table shown on the next page, the RespondentsAo highest educational attainment is categorized into three .
through frequency and percent equivalents for description and analysis.
Table 5.
Distribution of the RespondentsAo Highest Educational Attainment Highest Educational Attainment Grade10 Grade 11 High School Graduate Total Source: Interview Schedule.
Frequency .
Percent (%) Table 5 revealed frequency and percentage distribution regarding the respondentsAo highest educational attainment.
Twenty .
, or 66.
7% of the respondents attained grade 10, eight .
, or 7% dropped out when they were in grade 11, and two .
, or 6.
7% were high school graduates.
This implies that most of the respondents dropped out of school after finishing grade 10 or graduating from junior high school.
FatherAos Highest Educational Attainment FatherAos highest educational attainment is categorized into four .
through frequency and percent equivalents for description and analysis as shown in Table 6.
Table 6.
Distribution of the FatherAos Highest Educational Attainment FatherAos Highest Educational Attainment Kinder Elementary Level Elementary Graduate High School Graduate Total Source: Interview Schedule.
Frequency .
Percent (%) Table 6 revealed the frequency and percentage distribution regarding respondentsAo fatherAos highest educational attainment.
Twenty-three .
, or 76.
7% of the respondentsAo fathers reached elementary 2024 The Author.
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27975827 level, four .
3% of the respondentsAo fathers were elementary graduates, two .
, or 6.
7% were high school graduates, and one .
3% had finished kinder.
This implies that most of the respondentsAo fathers reached elementary level.
MotherAos Highest Educational Attainment As tabulated and reflected in the table reflected below.
MotherAos highest educational attainment is categorized into four .
through frequency and percent equivalents for description and analysis.
Table 7.
Distribution of the MotherAos Highest Educational Attainment MotherAos Highest Educational Attainment Elementary Level Elementary Grad High School Level College Graduate Total Source: Interview Schedule.
Frequency .
Percent (%) Table 7 shows the frequency and percentage distribution of the respondentsAo mothersAo highest educational attainment.
Fourteen .
, or 46.
7% of the respondentsAo mothers reached an elementary level, thirteen .
, or 43.
3% were elementary graduates, two .
, or 6.
7% reached high school level, and one .
, or 3.
3% were college graduates.
This implies that most of the respondentAo mothers reached elementary level.
ParentsAo Source of Income As tabulated in Table 8, parentsAo source of income is categorized into six .
through frequency and percent equivalents for description and analysis.
Table 8.
Distribution of the ParentsAo Source of Income ParentsAo Source of Income Farming Farming and Sari- sari Store Farming and Construction Laborer and Sari-sari Store Farming and Teaching None Total Source: Interview Schedule.
Frequency .
Percent (%) Table 8 shows the frequency and percentage distribution of the the respondentsAo parentsAo source of income.
Twenty-four .
or 80% of the respondentsAo parentsAo source of income is farming, and two .
7% are farming and sari-sari store.
While labor and farming.
Farming and construction, and farming and teaching exposed the same frequency one .
and percentage .
, and one .
or 3% also answered None.
None here means that the parents of the respondents donAot have any source of income.
This implies that most of the parentsAo source of income is farming.
ParentsAo Monthly Income As tabulated and reflected in Table 9, parentsAo monthly income is categorized into three .
through frequency and percent equivalents for description and analysis.
Table 9.
Distribution of the ParentsAo Monthly Income ParentsAo Source of Income None Total Frequency .
Percent (%) 2024 The Author.
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27975827 Table 9 shows the frequency and percentage distribution of the parentsAo monthly income.
Twenty .
, or 66.
7% of the respondents belonged to the parentsAo monthly income bracket of 1-5,000 pesos, nine .
, or 30% of the respondents belonged to the parentsAo monthly income bracket of 5, 001- 10, 000 and one .
, or 3.
3% answered None.
None here means that the parents of the respondents donAot have monthly income.
This simply implies that most of the respondents responded that their parentsAo monthly income ranges from 1- 5,000 pesos.
Household Size ParentsAo source of income is categorized into six .
through frequency and percent equivalents for description and analysis as shown in Table 10.
Table 10.
Frequency and Percentage Distribution of the Household Size Household Size Total Source: Interview Schedule.
Frequency .
Percent (%) Table 10 provides the frequency and percentage distribution of respondentsAo household size.
From among the 30 respondents .
efer to Table .
: the same number of respondents with a household size bracket of 6-7 .
, or 33.
3%) and household size bracket of 8-9 .
, or 33.
3%) exposed both frequency and percentage distributions.
Eight .
7% of the respondents with household size brackets of 4-5.
Another the same number of respondents with household size brackets of 2-3 .
, 3%), and household size bracket of 10-11 .
, 3.
3%).
This implies that most of the respondents have a household size bracket of 6-7 and 8-9.
Number of Siblings As shown in Table 11, several siblings is categorized into four .
through frequency and percent equivalents for description and analysis.
Table 11.
Frequency and Percentage Distribution of the Number of Siblings Number of Siblings Total Source: Interview Schedule.
Frequency .
Percent (%) Table 11 provides the respondentsAo frequency and percentage distribution regarding the respondentsAo number of siblings.
Among the 30 respondents .
efer to Table .
or 60% have 4-6 siblings.
Six .
or 20% of the respondents have 1-3 siblings, five .
7 % have 7-9 siblings, and one .
, or 3.
3% have only one sibling.
This implies that most of the respondents have 4-6 siblings.
Farm Ownership The farm is categorized into three .
through frequency and percentage equivalents for description and analysis as shown in table 12.
Table 12.
Frequency and Percentage Distribution of the Farm Ownership 2024 The Author.
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27975827 Farm Ownership Owner Tenant None Total Source: Interview Schedule.
Frequency .
Percent (%) Table 12 provides the respondentsAo frequency and percentage distribution regarding their farm Twenty-seven .
or 90% of the respondents answered that they owned a farm, two .
7% answered None and one .
3% is a tenant.
None means that the respondentsAo family doesnAot own a farm.
This simply implies that most of the respondentsAo families owned a farm.
Size of Farm As tabulated in Table 13, the size of farm is categorized into three .
through frequency and percentage equivalents for description and analysis.
Table 13.
Distribution of the RespondentsAo Size of Farm Size of Farm Frequency .
1- 2
3- 4
None Total Source: Interview Schedule.
Percent (%) Table 13 provides the respondentsAo frequency and percentage distribution regarding their farm ownership of the 30 respondents .
efer to Table 1.
, twenty .
7% have a farm hectare of 1-2, eight .
7% have 3-4 hectares, and two or .
7%) answered None since their family doesnAot own a farm, none means they donAot have a farm.
Furthermore, this result simply implies that most farm owners owned 1- 2 hectares of farm.
Factors Affecting Youth Access to Senior High Education The Factors Affecting Youth Access to Senior High Education sought to answer question no.
2 of the problem AuWhat are factors affecting youth access to senior high education, in terms of: 2.
1 School and Environmental Factor.
2 Economic Factor.
3 Family-related Factor.
4 Peer Factor.
Personal Factor?Ay School and Environmental Factors School and Environmental Factor is one of the factors that impact access to senior high education.
School and environmental factor refers to the internal and external conditions of the school, the schoolAos climate, facilities, and resources and the community factors such as the distance of school to houses, the climate, resources, and other school-related, community-related, or environmental-related factors that affect the studentAos academic performance.
Table 14 shows the frequency and percentage distribution, weighted mean, and verbal interpretation of school and environmental factors.
Table 14.
Distribution of the RespondentsAo School and Environmental Factor Statement My school is too far from our School materials are expensive.
My school has no enrichment (SA) F (%) (A) F (%) (D) F (%) (SD) F (%) .
Strongly Agree .
Agree Disagree 2024 The Author.
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php/grsse/index Statement program for slow learners.
My school has no financial program for school/classroom has a poor climate among bullies and My school lacks for disabled My teacher is inconsiderate of my situation.
My schoolAos environment is unclean, and not in order.
My school lacks safety measures for students in times of (NPA) attacks.
My school has no flexible modality in the delivery of No public utility vehicle goes to the school because of the rough road going there.
When thereAos a heavy rain, road slippery, and it We donAot have any mode of transportation to use in going to ISSN [Onlin.
(SA)
F (%)
(A)
F (%)
(D)
F (%)
(SD)
F (%)
Agree .
Disagree .
Disagree .
Disagree .
Disagree .
Agree Disagree .
%) .
%) Strongly Agree Strongly Agree Strongly Agree 2024 The Author.
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(SA)
F (%)
Statement
(A)
F (%)
(D)
F (%)
(SD)
F (%)
Overall Weighted Mean Agree Scaling: 1.
75- AuStrongly DisagreeAy, 1.
50- AuDisagreeAy, 2.
25- AuAgreeAy, 3.
26- 4.
00- AuStrongly AgreeAy Legend: WM- Weighted Mean.
VI- Verbal Interpretation Table 14 revealed the respondentsAo perception regarding the School and Environmental Factors.
The respondents DISAGREE with the statements.
AuMy school has no enrichment program for slow Ay.
AuMy school/classroom has a poor disciplinary climate among bullies and discrimination.
Ay.
AuMy school lacks appropriate accommodations for disabled students.
Ay.
AuMy teacher is inconsiderate of my situation.
Ay.
AuMy schoolAos environment is unorganized, unclean, and not in order.
Ay, and AuMy school has no flexible learning modality in the delivery of classes.
Ay.
They AGREE to the statements.
AuSchool materials are expensive.
Ay.
AuMy school has no financial assistance program for students.
Ay, and AuMy school lacks safety measures for students in times of insurgency (NPA) attacks.
Ay Finally, they STRONGLY AGREE with the statements.
AuMy school is too far from our house.
Ay.
AuNo public utility vehicle goes to the school because of the rough road going there.
Ay.
AuWhen thereAos a heavy rain, road becomes slippery, and it sometimes causes landslides.
Ay, and AuWe donAot have any mode of transportation to use in going to school.
Ay The overall weighted mean for School and Environmental Factors is 2.
80, with an overall verbal interpretation of AuAGREEAy.
According to the researchersAo observation made during their fieldwork in the community, there are lot of students who dropped out of school because of its distances to their houses and only few of the community people owns a motorcycle or any mode of transportation.
Rural communities, one of the things that hinders students from studying is the distance of the school from their homes.
Two respondents said:
AuIAom tired of going to school.
It is far from our home, and we also didnAot have a motorcycleALife is very hard and senior high school is far.
Ay Economic Factor Table 15 below shows the frequency and percentage distribution, weighted mean, and verbal interpretation of the economic factors.
Economic factor refers to the financial capability or financial status of the respondentsAo parents that affects the youth in accessing secondary education.
Table 15.
Distribution of the RespondentsAo Economic Factor Statement My parents are not able to work because they are persons with My parents do not have stable My family has an enormous debt to pay, so they cannot pay my school My familyAos priority is to buy necessities (SA) F (%) (A) F (%) (D) F (%) (SD) F (%) .
Strongly Disagree .
Agree .
Disagree .
%) .
Agree 2024 The Author.
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(SA)
F (%)
(A)
F (%)
(D)
F (%)
(SD)
F (%)
at home, such as rice, and milk for the babies, rather than paying tuition fees.
My family Disagree .
expenses rather than school My familyAos Disagree .
has passed Overall Weighted Mean Agree Scaling: 1.
75- AuStrongly DisagreeAy, 1.
50- AuDisagreeAy, 2.
25- AuAgreeAy, 3.
26- 4.
00- AuStrongly AgreeAy Legend: WM- Weighted Mean.
VI- Verbal Interpretation Table 15 revealed the respondentsAo perception regarding the Economic Factors.
The respondents STRONGLY DISAGREE with the statements.
AuMy parents are not able to work because they are persons with disability.
Ay They DISAGREE to the statements.
AuMy family has an enormous debt to pay, so they cannot pay my school expenses.
Ay.
AuMy family prioritizes medical expenses rather than school expenses.
Ay, and AuMy familyAos breadwinner has passed away.
Ay Finally, the respondents AGREE to the statements.
AuMy parents do not have stable jobs.
Ay and AuMy familyAos priority is to buy necessities at home, such as rice, and milk for the babies, rather than paying tuition fees.
Ay The respondents were asked during the interview what are their main reasons for dropping out of Surprisingly, ten .
of them stated that they lack financial support.
Four of the respondents AuMy parents have nothing to supportAWe donAot have money to continue AWe donAot have money for studies since our father is already not here to support us.
CanAot afford because our family is having a hard time.
Ay The overall weighted mean for the Economic Factors is 2.
555, with an overall interpretation of AuAGREEAy.
According to the researchersAo observations made during their fieldwork in the said community, farming is the primary source of income for the majority of the community's members, and their income cannot meet all their family's demands, particularly their children's educational needs.
Financially unstable makes it difficult for young people to complete their education and drives them to drop out.
Results of the Key Informant Interview show that financial problems are one of the main reasons why students dropped out of school.
It also becomes one of the factors that impact youthAos access to higher education.
informants answered that one of the reasons why high school graduates from Malibato Integrated School donAot proceed to senior high school is the lack of Financial Support.
Two informants said:
AuFinancial problem and then distance of school.
First reason is the financial problem, for example, when we say senior high, itAos like its approaching to college level you need projects, youAoll need money to continue studying.
ItAos very far here, although there are nearby, the problem is the parentsAo support.
So, if youAore a student who really wants to study, you will strive on your Before youAoll got it, you need to work first because no one will support Ay -A 36-year-old male informant.
2024 The Author.
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27975827 AuPossible reasons are the financial.
The financial ability problemsinformant.
family, lack of parentsAo support to continue studying.
Ay -A 43-year-old male Family-Related Factor Table 16 shows the frequency and percentage distribution, weighted mean, and verbal interpretation of family-related factors.
Family-related factors refer to the family issues or problems that can affect studentsAo decision to stop schooling.
Table 16.
Distribution of the RespondentsAo Family-related Factor Statement My parents are not in a good relationship or My family is not supportive of my My parentsAo expectations of me are too much to handle.
My family cannot prioritize my studies because they prefer to prioritize my other siblingsAo My family does not have good among family members about problems/issues.
My family chose to let me help in the farm rather than let me My parents neglect my needs and family/parents always say remarks that hurt my feelings.
My parentsAo priority is to provide our daily food.
(SA)
F (%)
(A)
F (%)
(D)
F (%)
(SD)
F (%)
Strongly Disagree .
Disagree .
Disagree .
Disagree .
%) .
Disagree .
%) .
Agree Disagree .
Disagree .
Strongly Agree 2024 The Author.
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(SA)
F (%)
Statement
(A)
F (%)
(D)
F (%)
(SD)
F (%)
My parentsAo monthly income Strongly is not enough to .
Agree support my Overall Weighted Mean Disagree Scaling: 1.
75- AuStrongly DisagreeAy, 1.
50- AuDisagreeAy, 2.
25- AuAgreeAy, 3.
26- 4.
00- AuStrongly AgreeAy Legend: WM- Weighted Mean.
VI- Verbal Interpretation Table 16 revealed the respondentsAo perception regarding Family-related Factors.
The respondents STRONGLY DISAGREE with the statements.
AuMy parents are not in a good relationship or Ay They DISAGREE with the statement.
AuMy family is not supportive of my schooling.
Ay.
AuMy parentsAo expectations of me are too much to handle.
Ay.
AuMy family cannot prioritize my studies because they prefer to prioritize my other siblingsAo studies.
Ay.
AuMy family does not have good communication among family members about managing problems/issues.
Ay.
AuMy parents neglect my needs and concerns.
Ay, and AuMy family/parents always say offensive remarks that hurt my feelings.
Ay.
They AGREE to the statement.
AuMy family chose to let me help on the farm rather than let me Ay finally, the respondents STRONGLY AGREE to the statements.
AuMy parentsAo priority is to provide our daily food.
Ay, and AuMy parentsAo monthly income is not enough to support my studies.
Ay The overall weighted mean for Family-related Factors is 2.
365, with an overall interpretation of AuDISAGREEAy.
According to the researchersAo observation made during their fieldwork in the relevant area, most of the families of the respondents are not supportive of their studies because they need to prioritize their daily needs, especially their food.
This drives other students to drop out of school to help their parents earn for their families.
Results of the Key Informant Interview show that the lack of parentsAo support is one of the main reasons why students are not motivated to continue studying.
One informant said:
AuWhen you are not motivated because your parents wonAot support you.
So, in yourself, okay, this will be my life.
IAoll just work.
I wonAot study anymoreA.
Support from the parents, maybe itAos one because some of them would say AuMaAoam I wonAot study anymore because my parents donAot want me to continue studyingA So, itAos the support from the parents and financial.
Ay -A 25-year-old female informant Peer Factor Table 17 shows the frequency and percentage distribution, weighted mean, and verbal interpretation of the peer factors.
Peer factor refers to the peer pressure or influence the youth gets from his/her friends that affects his decision to stop schooling.
Table 17.
Distribution of the RespondentsAo Peer Factor Statement I was influenced by my friends to stop schooling.
I often get
bullied at I was influenced by the bad
(SA)
F (%)
(A)
F (%)
(D)
F (%)
(SD)
F (%)
Disagree .
%) .
%) Disagree .
%) .
%) .
%) Disagree 2024 The Author.
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(SA)
F (%)
Statement
(A)
F (%)
(D)
F (%)
(SD)
F (%)
cutting classe.
of my friends.
Overall Weighted Mean Disagree Scaling: 1.
75- AuStrongly DisagreeAy, 1.
50- AuDisagreeAy, 2.
25- AuAgreeAy, 3.
26- 4.
00- AuStrongly AgreeAy Legend: WM- Weighted Mean.
VI- Verbal Interpretation Table 17 revealed the respondentsAo perception regarding the Peer Factors.
They DISAGREED to the statements.
AuI was influenced by my friends to stop schoolingAy, "I often get bullied at schoolAy, and AuI was influenced by the bad attitudes .
, cutting classe.
of my friendsAy.
There are several reasons why dropouts choose not to complete their education.
Some students leave school because they get bored, miss too many days, can't make up the work, spend time with people who aren't interested in school, have too much freedom and not enough rules in their lives, perform poorly on academic tests, become pregnant or parents, (Azzam, 2.
The overall weighted mean for Peer Factors is 2.
023, with an overall interpretation of AuDISAGREEAy.
According to the researchersAo observations made during their fieldwork in the area, the out-of-school youth there were not practicing bad attitudes and habits such as drinking alcohol or cutting classes.
Also, there are no fraternities or sororities present in the area.
The only group that is present in the area is the CAFGU, which helps protect the community.
Personal Factor Table 18 shows the frequency and percentage distribution, weighted mean, and verbal interpretation of the personal factors.
Personal factor refers to the individual or personal situation and reason that affect and influence the respondents not to continue to their studies.
Table 18.
Distribution of the RespondentsAo Personal Factor Statement I am a person with disability.
I got got married at an early age.
I have child to rather than my I dropped out because I am too old for my level in school.
I have social anxiety that causes me to get anxious around many I have no interest in pursuing my I cannot handle the (SA) F (%) (A) F (%) .
(D)
F (%)
(SD)
F (%)
Strongly Disagree .
%) Agree .
Disagree .
Disagree .
Disagree .
%) .
Agree Disagree 2024 The Author.
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(SA)
F (%)
(A)
F (%)
(D)
F (%)
(SD)
F (%)
stress and pressure of I chose to work to save Disagree .
money for my future studies.
I chose to Agree work to help my family.
I chose to take Strongly care of one of .
%) .
%) Disagree my sick family I am Disagree .
Overall Weighted Mean Disagree Scaling: 1.
75- AuStrongly DisagreeAy, 1.
50- AuDisagreeAy, 2.
25- AuAgreeAy, 3.
26- 4.
00- AuStrongly AgreeAy Legend: WM- Weighted Mean.
VI- Verbal Interpretation Table 18 revealed the respondentsAo perception in terms of Personal Factors.
They AuSTRONGLY DISAGREEAy to the statements.
AuI am a person with a disabilityAy and AuI chose to take care of one of my sick family members.
Ay.
They AuDISAGREEAy to the statements.
AuI have a child to prioritize rather than my studies.
Ay.
AuI dropped out because I am too old for my level in school.
Ay.
AuI have social anxiety that causes me to get anxious around many people.
Ay.
AuI cannot handle the stress and pressure of school Ay.
AuI chose to work to save money for my future studies.
Ay.
AuI am emotionally disturbed.
Ay.
Finally, the respondents AuAGREEAy to the statements.
AuI got married at an early age.
Ay.
AuI have no interest in pursuing my studies.
Ay, and AuI chose to work to help my family.
Ay Some respondents answered that theyAove dropped out of school because of early marriage.
Eleven out of thirty answered that they dropped out because of early marriage and most cases of early marriage led to early Two respondents said that:
AuI got married early because I donAot want to study anymore, and I already have a child AI stopped studying because I got pregnant, and I got married Ay Getting married early is one of the reasons why youth dropped out of school and most of them thought that it is the only solution to their financial problem since getting married, their partners will help provide for the familyAos daily needs.
However, getting married early leads to early pregnancy which also drives out poverty.
One respondent said that she got married early because her father always wants her to work instead of studying.
Some of the respondents' second reason for dropping out is the loss of interest in studying.
However, few of them said that losing interest in studying is their main reason for dropping out.
Some of the respondents said:
AuI looked for a job because IAom tired of studying.
Also, to help my parentsAI stopped going to school before because itAos tiring to study.
I used to be a idle but right now I worked hereAI donAot want to go to school because its Ay One of the primary causes for the high number of dropouts in the Philippines is a person's loss of interest in education.
Most of them said that getting to school is exhausting, especially if you haven't 2024 The Author.
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27975827 eaten or if you don't have any transportation to ride to school.
One of the participants stated that she was weary of studying and decided to marry instead.
The second most often cited reason given by respondents that contributes to youth quitting school or failing to finish senior high school is a lack of financial assistance.
Two out of thirty respondents stated that they dropped out of school to work to help their family and to provide for their needs.
They said:
AuI dropped out of school to workAI got tired studying.
IAom just working right now.
Ay The overall weighted mean of Personal Factors is 2.
225, with an overall interpretation of AuDISAGREEAy.
According to the researchersAo observation made during their fieldwork in the said community, most youth leave school to seek employment mostly due to poverty.
Stories have been shared by some of the participants that they stopped studying to help their family in the farm or to look for a job such as construction worker so they could provide for their familyAos daily needs.
Results of the Key Informant Interview show that reading ability and lack of interest to study are the reasons why students donAot proceed to senior high school.
Reading Ability Reading ability is one of the skills students should learn and master to complete a grade level.
One informant said:
AuOur challenges here, number one is the reading level of the child, because after the pandemic.
I struggled a bit in the reading ability of the children because some of them were in the frustration level during our Fail Area Assessment.
Ay -A 43-year-old male informant For the teachers, if the student fails in reading ability assessments, they cannot let the student pass the grade and it is very hard for them to do that.
Lack of Interest The informants also answered that lack of interest is one of the possible reasons why high school graduates from Malibato donAot proceed to senior high school.
AuThey are not interested in pursuing senior high school because they want to work, and theyAoll have compensation.
Others want to help their parents, but some of them will still proceed.
Maybe theyAore not interested.
The others, because if others are interested, they will proceed, are online like AVCA.
Maybe others are not interested and already worked.
Maybe they are also lacking in, thatAos what they want, some of them.
ThereAos a time that I interview AuTe why he/she didnAot continue studying? Because they want to be able to buy what they want like cell phones.
Then their interest.
Sometimes, there are others, especially here are contented, like AuIAoll just stay here, weAoll just do farming.
Ay -A 31-year-old male informant and a 26-yearold female informant.
Losing interest in studies is another reason why most students dropped out of school.
However, are informant sons needed to explore as to why students lose interest in their studies.
Early Marriage Lastly, early marriage is one of the identified reasons for students not proceeding to senior high One informant said:
AuPossible reasons are the financial.
The financial ability problems of the family, lack of parentsAo support to continue studying, and early marriage or teenage pregnancy.
Ay -A 43-year-old male informant 2024 The Author.
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27975827 Early marriage leads to early pregnancy, this reason was mentioned by the informant, but it was not explained in a detailed manner.
What is mostly seen by people is that economic factors are the main reasons why youth dropped out of school or have a higher impact on youthAos access to senior high school, but the results of the data gathered show that economic and school and environmental factors influenced the most.
RespondentsAo Status to Pursue Senior High School Education The RespondentsAo Status to Pursue Senior High School Education sought to answer question no.
3 of the problem AuWhat is the status of the respondents to pursue senior high school education?Ay The entry on this regard is presented in the table presented on the next page.
Table 19.
Distribution of the RespondentsAo Status to Qualify Senior High School Education RespondentsAo Status to Qualify Senior Status Label Frequency Percent (%) High School Education Grade 10 Grade 11 High School Graduate Total Source: Interview Schedule Regular Irregular Regular Table 19 shows that twenty .
7% (Grade .
of the respondents and eight .
(High school Graduat.
were regular students while nine .
7% (Grade .
were irregular This simply implies that most of the respondents were regular students.
Challenges of the School that Hinders Offering of Senior High School Results of the Key Informant Interview shows that lacking number of enrollees, lack of building and school facilities, distance of the school and armed conflict are the challenges of the school that hinders it in offering senior high school as well as the factors that impact youthAos access to senior high Lacking Number of Enrollees The number one challenge of the school that hinders it in offering a senior high school is the lacking number of enrollees.
The informants said that establishing a senior high school or offering a senior high school depends on the number of enrollees.
Two of the informants said:
AuSenior high school cannot be established if we lack number of enrollees.
Ay -A 36-year-old male informant AuIf senior high, itAos the enrollment.
ItAos the first.
Even adding teachers, it depends on the studentsAo enrollment.
For example, grade 10, if there are only few, there is a possibility that it will not be establish.
So thatAos it, enrollment of the school.
If there are a lot who will enroll for senior high, it is possible that they will offer it here.
Ay -A 25-year-old female informant Lack of Buildings and School Facilities The informants answered that the school lacks buildings and school facilities.
One informant said:
AuLack of building.
There are no buildings here.
Then support from the main because we always ask establishment of building but still nothing.
Even the other grades donAot have classrooms.
Ay -A 25-year-old female informant AuThe common challenges here, are school buildings which is the most There are also other factors, the number of enrollees is also very 2024 The Author.
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27975827 Then, what are still other factors? School buildings are one factor, but it will go through a process because it needs a lot of process thatAos why they canAot built, senior high school here.
Ay -A 43-year-old male informant The reason why Malibato Integrated School lacks access to school facilities is because they lack support from the main school.
Rural areas have limited access to any government support such as buildings and facilities.
Upper Malubog is one of the affected areas since they lack access to school facilities because of their distance from Poblacion.
These findings support the Scarcity of Resources Theory, the basis of what we currently refer to as "economics," according to Mullainathan and Shafir, is that people demand a variety of goods but have access to a certain number of resources.
We are unable to purchase whatever we want.
Distance of School Another factor is the distance of the school from the houses of the students.
Two of the informants AuChallenges, one is the distance.
The distance of the school, thereAos no signal for internet, cannot open sites.
And then, the child, one of the challenges because their houses are far, like they are often absent.
These are the hindrances that education cannot be delivered properly because of the Ay -A 31-year-old male informant AuOther factor is their absenteeism due to distance from home to school, thatAos the most commonAHmm Home visitation, itAos hard to complete that task because their places are far.
ItAos hard to reach out to their parents.
Ay -A 36-year-old male informant Upper Malubog is one of the hinterland barangays of Manticao.
Misamis Oriental.
The distance of each puroks is quite far and it takes an hour to get to the next purok.
The distance of the school affects the studentsAo attendance and performance in school.
It has been proven that, among these contextual elements, low socioeconomic class and a rural upbringing contribute to student dropout.
that, in addition to strained relationships with instructors, large class sizes, poor academic standards, and a hostile learning environment motivate students to leave school.
Armed Conflict One of the challenges of the teachers in teaching in Malibato Integrated School is the armed Two of the informants stated:
AuThe first one here is armed conflict.
There are sometimes, there are people, whoAos not residing here.
It cannot be avoided because it is a forest area.
Ay -A 36-year-old male informant AuIn the environment, there are armed conflict.
Sometimes, we cancel classes, and they will not be sent to school.
Then of course, our safety, weAore also Ay -A 25-year-old female informant Armed conflict arises anytime states use force against one another or when there is ongoing hostility between armed organizations outside of a state or between political authority and such groups (CARFMS-OTT, 2.
Armed conflict cannot be avoided especially in remote areas in which it becomes a challenge to the teachers in teaching in Upper Malubog.
It also becomes a factor that hinders the youth in accessing proper education.
Correlation between RespondentsAo Demographic and Socio-Economic Profiles and Status to Qualify for Senior High School This section sought answers on question no.
5 of the problem AuIs there a significant relationship between the demographics and socio-economic profile of the respondents and the status of youth .
to enroll for senior high school?Ay and further led to decision making of the postulated null 2024 The Author.
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27975827 hypothesis no.
1 [Ho.
AuThere is no significant relationship between the demographics and socioeconomic profile of the respondents and the status of youth .
to enroll for senior high schoolAy.
The results for the statistical analyses of the compared variables were presented in the table reflected below.
Table 20.
Correlation Between RespondentsAo Demographic and Socio-Economic Profiles and Status to Qualify For Senior High School Status to Qualify for Senior High School Demographic and Socio-Economic Strength of .
/F) Decision Profiles Relationship Age Positive fair Accept Sex Affiliation Positive Weak Accept Religious Affiliation Positive fair Accept RespondentAos Highest Educational <001 Positive Strong Reject Attainment FatherAos Highest Educational Attainment Negative Weak Accept MotherAos Highest Educational Attainment Negative Weak Accept ParentsAo Source of Income Positive Moderate Accept ParentsAo Monthly Income Negative Weak Accept Household Size Negative Weak Accept Number of Siblings Negative Weak Accept Farm Ownership Positive Weak Accept Size of Farm Negative Weak Accept Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Based on the table 20 entries, the independent variables: Age established no significant .
positive weak linear correlation .
= .
to respondentsAo status to qualify for senior high school.
affiliation established no significant .
= 0.
positive weak linear correlation .
=0.
to respondentsAo status to qualify for senior high school.
religious affiliation established no significant .
= .
positive fair linear correlation .
to respondentsAo status to qualify for senior high school.
fatherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to respondentsAo status to qualify for senior high school.
motherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to respondentsAo status to qualify for senior high school.
parentsAo source of income established no significant .
= .
positive moderate linear correlation .
= .
to respondentsAo status to qualify for senior high school.
parentsAo monthly income established no significant .
negative weak linear correlation to respondentsAo status to qualify for senior high school.
household size established no significant .
= .
negative weak linear correlation .
= -.
to respondentsAo status to qualify for senior high school.
number of siblings established no significant .
negative weak linear correlation .
= -.
to respondentsAo status to qualify for senior high school.
farm ownership established no significant .
= .
positive weak linear correlation .
= .
to respondentsAo status to qualify for senior high school.
and farm size established no significant .
= .
negative weak linear correlation .
= -.
to respondentsAo status to qualify for senior high school.
For these exclusive findings accept Ho1 AuThere is no significant relationship between the respondentsAo demographic and socio-economic profile and the status of youth qualified to enroll for senior high school.
On the other hand, respondentAos highest educational attainment .
= <.
disposed significant correlations to status of youth to qualify for senior high school, hence reject Ho1 for this specific output.
RespondentAos Highest Educational Attainment disposed significant .
= <.
very strong positive linear correlation .
877*) to RespondentsAo Status to Qualify for Senior High School.
Meaning.
increase in respondentAos highest educational attainment corresponds to an increase in the youthAos 2024 The Author.
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27975827 status to qualify for senior high school education.
The implication of the result then reveals that: the respondents with elevated highest educational attainment are likely to be closer to qualify for senior high school education.
Therefore.
RespondentAos Highest Educational Attainment is a very strong positive predictor of RespondentsAo Status to Qualify for Senior High School Education.
Correlation between RespondentsAo Demographic and Socio-Economic Profiles and Factors Associated with their Access to Senior High Education This section sought answers on question no.
6 of the problem AuIs there a significant relationship between the demographics and socio-economic profile of the respondents and the factors associated with their access to senior high education?Ay and further led to decision making of the postulated null hypothesis no.
2 [Ho.
AuThere is no significant relationship between the demographics and socioeconomic profile of the respondents and the factors associated with their access to senior high educationAy.
The results for the statistical analysis of the compared variables were presented in Table Table 21.
Correlation between RespondentsAo Demographic and Socio-Economic Profile and the School and Environmental Factor Demographic and Socio-Economic Profiles Age Sex Affiliation Religious Affiliation RespondentAos Highest Educational Attainment FatherAos Highest Educational Attainment MotherAos Highest Educational Attainment ParentsAo Source of Income ParentsAo Monthly Income Household Size Number of Siblings Farm Ownership Size of Farm .
School and Environmental Factor Strength of .
/F) Decision Relationship Positive Fair Accept Positive Weak Accept Positive Weak Accept Negative Fair Accept Accept Accept Accept Accept Accept Accept Accept Positive Weak Negative Weak Positive Fair Negative Fair Negative Weak Negative Weak Positive Weak Negative Moderate Reject Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Based on table 21, the independent variables: Age established no significant .
positive fair linear correlation .
= .
to the school and environmental factors.
sex affiliation established no significant .
positive weak linear correlation .
= .
to the school and environmental factors.
religious affiliation established no significant .
positive weak linear correlation .
= .
to the school and environmental factors.
respondentsAo highest educational attainment established no significant .
negative fair linear correlation .
= -.
to the school and environmental factors.
fatherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the school and environmental factors.
motherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the school and environmental factors.
parentsAo source of income established no significant .
positive fair linear correlation .
= .
to the school and environmental factors.
parentsAo monthly income established no significant .
negative fair linear correlation .
= -.
to the school and environmental factors.
household size established no significant .
negative weak linear correlation .
= -.
to the school and environmental factors.
number of siblings established no 2024 The Author.
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27975827 significant .
negative weak linear correlation .
= -.
to the school and environmental and farm ownership established no significant .
positive weak linear correlation .
= .
to the school and environmental factors.
For these exclusive findings, the above-mentioned independent variables accept Ho2 AuThere is no significant relationship between the respondentsAo demographic and socio-economic profile and the factors associated with their access to senior high educationAy.
On the other hand, size of farm disposed significant correlations to the school and environmental factors .
associated with their access to senior high education.
Size of Farm disposed significant .
negative moderate linear correlation .
= -.
Meaning, respondents with larger farm size tend to have lower negative comments on school and environmental factors.
Hence.
Farm Size is a negative moderate predictor of School and Environmental Factors.
Table 22.
Correlation between RespondentsAo Demographic and Socio-Economic Profile and the Economic Factor Economic Factor Strength of Demographic and Socio-Economic Profiles .
/F) Relationship Age Positive Fair Sex Affiliation Positive Weak Religious Affiliation Positive Weak RespondentAos Highest Educational Attainment Negative Weak FatherAos Highest Educational Attainment Positive Weak MotherAos Highest Educational Attainment Negative Weak ParentsAo Source of Income Positive Fair ParentsAo Monthly Income Negative Weak Household Size Negative Fair Number of Siblings Negative Weak Farm Ownership Positive Fair Size of Farm Negative Weak Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Decision Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Based on table 22, the independent variables: Age established no significant .
positive fair linear correlation .
= .
to the economic factors.
sex affiliation established no significant .
positive weak linear correlation .
= .
to the economic factors.
religious affiliation established no significant .
positive weak linear correlation .
= .
to the economic factors.
respondentsAo highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the economic factors.
fatherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the economic factors.
motherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the economic factors.
parentsAo source of income established no significant .
positive fair linear correlation .
to the economic factors.
parentsAo monthly income established no significant .
negative weak linear correlation .
= -.
to the economic factors.
household size established no significant .
negative fair linear correlation .
= -.
to the economic factors.
number of siblings established no significant .
negative weak linear correlation .
= -.
to the economic factors.
farm ownership established no significant .
positive fair linear correlation .
= .
to the economic factors.
and size of farm established no significant .
negative weak linear correlation .
= -.
to the economic factors.
For these exclusive findings, the above-mentioned independent variables accept Ho2 AuThere is no significant relationship between the respondentsAo demographic and socio-economic profile and the factors associated with their access to senior high educationAy.
2024 The Author.
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27975827 Table 23.
Correlation between RespondentsAo Demographic and Socio-Economic Profile and the Family-related Factor Family-related Factor Strength of Demographic and Socio-Economic Profiles .
/F) Relationship Age Negative Weak Sex Affiliation Positive Weak Religious Affiliation Positive Fair Negative RespondentAos Highest Educational Attainment Moderate FatherAos Highest Educational Attainment Positive Weak MotherAos Highest Educational Attainment Negative Weak Positive ParentsAo Source of Income Moderate ParentsAo Monthly Income Negative Weak Household Size Negative Weak Number of Siblings Negative Weak Farm Ownership Positive Weak Size of Farm Negative Weak Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Decision Accept Accept Accept Reject Accept Accept Accept Accept Accept Accept Accept Accept Based on the entries in table 23, the independent variables: Age established no significant .
negative weak linear correlation .
= -.
to the family-related factors.
sex affiliation established no significant .
positive weak linear correlation .
= .
to the family-related factors.
affiliation established no significant .
positive fair linear correlation .
= .
to the familyrelated factors.
fatherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the family-related factors.
motherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the family-related parentsAo source of income established no significant .
positive moderate linear correlation .
to the family-related factors.
parentsAo monthly income established no significant .
negative weak linear correlation .
=-.
to the family-related factors.
household size established no significant .
negative weak linear correlation .
= -.
to the family-related number of siblings established no significant .
negative weak linear correlation .
= .
to the family-related factors.
farm ownership established no significant .
positive weak linear correlation .
= .
to the family-related factors.
and size established no significant .
negative weak linear correlation .
= -.
to the economic factors.
For these exclusive findings, the above-mentioned independent variables accept Ho2 AuThere is no significant relationship between the respondentsAo demographic and socio-economic profile and the factors associated with their access to senior high educationAy.
On the other hand, respondentsAo highest educational attainment .
disposed significant correlations to the family-related factors, hence reject Ho2.
RespondentsAo Highest Educational Attainment established a moderate negative linear relationship .
- -.
to Familyrelated Factors.
Meaning as respondentsAo highest educational attainment are elevated, the familyrelated factors negative feedback is lessened.
It then follows that respondentsAo highest educational attainment is a moderate negative predictor of family-related factors.
2024 The Author.
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27975827 Table 23.
Correlation between RespondentsAo Demographic and Socio-Economic Profile and the Peer Factor Demographic and Socio-Economic Profiles .
Peer Factor Strength of .
/F) Relationship Negative Weak Positive Fair Positive Weak Age Sex Affiliation Religious Affiliation RespondentAos Highest Educational Negative Weak Attainment FatherAos Highest Educational Attainment Positive Weak MotherAos Highest Educational Attainment Negative Weak ParentsAo Source of Income Positive Fair ParentsAo Monthly Income Negative Weak Household Size Negative Weak Number of Siblings Positive Weak Farm Ownership Positive Weak Size of Farm Negative Weak Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Decision Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Based on table 24, the independent variables: Age established no significant .
negative weak linear correlation .
= -.
to the peer factors.
sex affiliation established no significant .
positive fair linear correlation .
= .
to the peer factors.
religious affiliation established no significant .
positive weak linear correlation .
= .
to the peer factors.
respondentsAo highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the peer factors.
fatherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the peer factors.
motherAos highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the peer factors.
parentsAo source of income established no significant .
positive fair linear correlation .
to the peer factors.
parentsAo monthly income established no significant .
negative weak linear correlation .
= -.
to the peer factors.
household size established no significant .
negative weak linear correlation .
= -.
to the peer factors.
number of siblings established no significant .
positive weak linear correlation .
= .
to the peer factors.
farm ownership established no significant .
positive weak linear correlation .
= .
to the peer factors.
and size of farm established no significant .
negative weak linear correlation .
= -.
to the peer factors.
For these exclusive findings, the above-mentioned independent variables accept Ho2 AuThere is no significant relationship between the respondentsAo demographic and socio-economic profile and the factors associated with their access to senior high educationAy.
Table 24.
Correlation between RespondentsAo Demographic and Socio-Economic Profile and the Personal Factor Demographic and Socio-Economic Profiles .
Age Sex Affiliation Religious Affiliation RespondentAos Highest Educational Attainment FatherAos Highest Educational Attainment MotherAos Highest Educational Attainment Personal Factor Strength of .
/F) Relationship Positive Fair Positive Fair Positive Fair Negative Weak Positive Weak Positive Weak 2024 The Author.
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Decision Accept Accept Accept Accept Accept Accept Page 62 of 66 Selma et al.
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27975827 Personal Factor Strength of Demographic and Socio-Economic Profiles .
/F) Relationship ParentsAo Source of Income Positive Fair ParentsAo Monthly Income Positive Fair Negative Household Size Weak Number of Siblings Positive Weak Farm Ownership Positive Weak Negative Size of Farm Weak Correlation is significant at the 0.
05 level .
-taile.
One-Way ANOVA Legend:
Correlation Coefficient r Interpretation 25 Ae 0.
No or Weak (Negative/Positiv.
Relationship 5 to -0.
25 or 0.
25 to 0.
Fair (Negative/Positiv.
Relationship 75 to -0.
5 or 0.
5 to 0.
Moderate (Negative/ Positiv.
Relationship 0 to -0.
75 or 0.
75 to 1.
Strong (Negative/Positiv.
Relationship Decision Accept Accept Accept Accept Accept Reject Based on the entries in table 25, the independent variables: Age established no significant .
positive fair linear correlation .
= .
to the personal factors.
sex affiliation established no significant .
positive fair linear correlation .
= .
to the personal factors.
religious affiliation established no significant .
positive fair linear correlation .
= .
to the personal factors.
respondentsAo highest educational attainment established no significant .
negative weak linear correlation .
= -.
to the personal factors.
fatherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the personal factors.
motherAos highest educational attainment established no significant .
positive weak linear correlation .
= .
to the personal factors.
parentsAo source of income established no significant .
positive fair linear correlation .
to the personal factors.
parentsAo monthly income established no significant .
positive fair linear correlation .
= .
to the personal factors.
household size established no significant .
negative weak linear correlation .
= -.
to the personal factors.
number of siblings established no significant .
positive weak linear correlation .
= .
to the personal and farm ownership established no significant .
positive weak linear correlation .
= .
to the personal factors.
For these exclusive findings, the above-mentioned independent variables accept Ho2 AuThere is no significant relationship between the respondentsAo demographic and socioeconomic profile and the factors associated with their access to senior high educationAy.
On the other hand, size of farm disposed significant correlations to the personal factors .
associated with their access to senior high education.
Size of Farm established a weak negative linear correlation .
= .
to personal factors.
Meaning, respondents with larger farm size tend to have lower negative comments on personal factors.
It follows that Size of Farm is a weak negative predictor of personal Aside from the gathered data regarding the respondentsAo demographic and socio-economic profile of the respondents, respondentsAo suggestions, and recommendations to improve youthAos access to senior high education were also gathered.
Established Senior High School The common answers of the respondents regarding the questions of what they can suggest or recommend in improving access to senior high school, the respondents answered that there should be an establishment of senior high school, buildings or classrooms should be build, and there should be additional teachers.
Four of the respondents said:
AuIf they will put grade 11 and grade 12, others can study because there are lot of them who really wants to studyAHope that the government will build a school or offer senior high school here in Malibato because it is a very big help to those students who wasnAot able to pursue senior high school, just like meAIt is much better if senior high school will be built here, so it will be near and accessible because there are lot of people who wants to 2024 The Author.
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27975827 studyAShould build school building even though there are only few students whoAoll enroll, since they will eventually come back.
Ay Due to the distance of the school, which prevents students from Upper Malubog from having access to senior high school, they believe that establishing senior high school in Upper Malubog would help improve their access to senior high education since it will be close, and they don't need to travel for almost two hours back and forth going to school that offers senior high school.
This is consistent in the study of Rural School Dropouts Issues by Smink, et.
al, that recommends maximizing resources through doing partnership with both private and other schools, community centers, etc.
(Collins, et , 2.
to fulfill facility needs at the community level.
And to cooperate with community service groups, faith-based organizations, service agencies, and other agencies that can increase the use of school space and technology.
Financial Assistance and Public Transportation Some of the respondents didnAot answer that establishing senior high school will improve their access to senior high education, instead they answered that financial assistance and public transportation from the government can help them.
AuHope that the government can provide transportation to all of those willing to pursue senior high school in the barrio.
Or if not, financial support every month for the students to have school budget can doAThere will be vehicle to send us back and forth going to school in the barrioAGovernment should give financial support or there should be free transportation because there are no senior high school here.
Ay Some of the respondents believed that being given financial aid and having access to free public transportation would enable them to continue their education.
Some of the participants' requests for financial aid may also be due to their ignorance about government programs that offer free tuition and other forms of financial aid for students, as well as their perception that senior high expenses are high.
Conclusion This study entitled AuExploring the Factors that Impact Access to Senior High Education among Youth in Upper MalubogAy, sought to dig into the factors that impact access to senior high education among youth in the said community.
This is intended to benchmark for knowing the primary factors among the studyAos identified factors such as school and environment, economic, family-related, peer, and personal factors.
Moreover to know the status of youth qualified to enroll for senior high school, to explore the challenges of the school that hinders it in offering senior high education, to know the significant relationship between demographic and socio-economic profile of the respondents and the status of youth qualify to enroll for senior high school and the significant relationship between demographic and socio-economic profile of the respondents and the factors that impact access to senior high education, and lastly to identify the youthAos suggestions and recommendations to improve their access to senior high education.
The study has six .
variables, namely .
Demographic and socio-economic profile of the respondents, .
factors that affecting youthAos access to senior high education which were identified based on previous studies and present factors in the locale of the study.
These are .
School and Environmental factor, .
Economic factor, .
Family-related factor, .
Peer factor, and .
Personal factor.
Then .
Status of youth qualified to enroll for senior high school, .
challenges of the school that hinders it in offering senior high school, and finally .
RespondentsAo suggestions and recommendations to improve their access to senior high education.
Furthermore, this study aimed to answer the following questions: .
What is the demographic and socio-economic profile of the respondents in terms of age, sex affiliation, religious affiliation, respondentAos highest educational attainment, fatherAos highest educational attainment, motherAos highest educational attainment, parentsAo source of income, parentsAo monthly income, household size, number of siblings, farm ownership, and size of farm.
What are the factors affecting youth access to senior high education, in terms of school and environmental factor, economic factor, family-related factor, peer factor, and personal Factor.
What is the status of youth qualified to enroll for senior high school? .
What are the challenges of the school that hinders it in offering Senior High School? 2024 The Author.
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Is there a significant relationship between the demographics and socio-economic profile of the respondents and the status of youth qualified to enroll for senior high school? .
Is there a significant relationship between the demographics and socio-economic profile of the respondents and the factors associated with their access to senior high education? .
What are the suggestions and recommendations to improve access to senior high education? Based on the interpretation and analysis, these are the significant findings:
Out of thirty respondents, the majority of the respondents were at the age between 15-18 years old .
5%), there were equal number of male and female respondents .
%-50%), majority of them were Roman Catholic .
7%), majority of them grade 10 is their highest educational attainment .
7%), majority of their fathersAo highest educational attainment is on elementary level .
7%), and majority of their mothersAo highest educational attainment is also on elementary level .
7%).
Majority of the respondentsAo parentsAo source of income is farming .
%), mostly had an estimated parentsAo monthly income of P1- P5,000 .
75%).
Most of them had a household size of 6-7 .
and 8-9 .
3%), have 4-6 siblings, family owns a farm .
%), and had a total of 1 hectare of farm .
%).
The responses revealed that the economic and school and environmental factors influenced the most in the youthAos access to senior high education.
Economic factor refers to the factors that can affect and influence youthAos financial status such as their parentsAo source of income, monthly income.
While the School and environmental factor refers to the internal and external conditions of the school, schoolAos climate, facilities, and resources and the community factors such as the distance of school to houses, the climate, resources, and other school-related, community-related or environmental-related factors that affect the studentAos academic performance.
The study also revealed that the challenges of the school that hinders it in offering senior high education is the lacking number of enrollees, the lack of buildings and school facilities, distance of school, and armed conflict.
Based on the findingAos independent variables age, sex affiliation, religious affiliation, fatherAos highest educational attainment, motherAos highest educational attainment, parentsAo source of income, household size, number of siblings, farm ownership, and farm size established no significant relationship to status of youth qualified to enroll for senior high school.
On the other hand, respondentAos highest educational attainment disposed significant correlations to status of youth to qualify for senior high school, hence reject Ho1 for this specific output.
Based on the findings all the demographic and socio-economic profiles of the respondents exposed no significant correlations .
to factors associated with access to senior high education except for correlations RespondentAos Highest Educational Attainment to Family-Related Factors.
Farm Size to School and Environmental Factors, and Farm Size to Personal Factors.
For not significantly correlated variables, accept Ho2 but for the significantly related ones, reject Ho2.
Lastly, regarding the respondentsAo
suggestions and recommendations to improve their access to senior high education is the establishment of senior high school and the governmentAos financial assistance and public
References