Name: AGNES ROYO ANDO, MT2

School: BIAYON ELEMENTARY SCHOOL

FACTORS AFFECTING PUPILS’ LESS RETENTION IN THE

CLASSROOM VIS-A-VIS ACADEMIC PERFORMANCE

INTRODUCTION
Pupils’ less retention in the classroom was a major problem among teachers. In today’s
generation, one of the most important factors is retention of the concepts that are taught to pupils.
Without retention there will be a no successful transfer of knowledge from one subject area to
another. If retention is not a top priority in the classroom, teachers will spend most of their time
reviewing and re-teaching concepts. This research is subject of reinforcing strategies that might be
used to improve retention. Hence, it is also much important that the factors on learners less
retention will be determined and identified so that the teachers and even the school administrators
will be provided the ideas on what categories that they need to focus and give much more attention
in the teaching-learning process.
Laredo (2007) asserted that exploring difficulties on the pupils’ understanding and the
factors on pupils’ retention in the class provides teacher to gain better understanding about pupils’
needs. Furthermore, if teachers are unable to create new method to retain pupils knowledge, some
institutions will fall short of their intended purpose of providing the pupils with quality education.
According to Banning (2014), the nature of the pupils’ difficulty with respect to their subjects is
conceptual in which pupils may be listening without necessarily understanding or justifying what
they heard and visualize. Furthermore, Wu as cited by Brown and Quinn (2006) stressed that an
individual cannot generalize if the concept is not understood, which is perennial in education.
However, Hagedorn (2005) posited that teachers predictions of the most common problems
that pupils’ would have on their level of understanding did not match the reality of the pupils’
deficiency. Observation revealed that during instruction, and discussion, pupils less retention in
the class was deemed unruly and delinquent because teachers had assumed, incorrectly, that the
pupils’ understand and comprehend the topic. The opinion that if identifying and recognizing the
factors affecting pupils’ less retention is addressed early, will become a fundamental to a
successful and progressive pupils’ in their learning process. (Mhakure et. al, 2014).
Along this underlying fact, the researcher deemed it considerably to determine the factors
affecting pupils’ less retention in the classroom and their academic performance. The researcher
believed that the pupils’ problems on their retention need to be addressed, identified and be
measured. In so doing, the teachers as well as the school administrators will have the knowledge
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

as to what is to improve or focus more. The results of this study are expected to be instrumental in
addressing the problems on pupils’ retention, which may affect their performance in the class.
LITERATURE
“With growing concerns over elementary to higher education accountability and
diminishing resources, student retention rates and the reasons why students remain at a post
secondary institution continue to persist” (Brown, 2012). Retention can be defined in terms of
program completion (Walleri, 2008). It is difficult to speak about retention without also defining
another term, attrition. Attrition has been variously defined as the percentage of students lost to a
particular division within their education as a whole (Summerskill, 1962).
Research on student retention is one of the most widely studied topics in elementary to
higher education over the past thirty years (Braxton et. al, 2002). Several theories have been
developed to explain student retention. The most widely discussed and the most researched is
Tinto’s (1975, 1993) student integration theory. Berger and Braxton (1998,) have stated that
Tinto’s integration model ‘has been the focus of much empirical research and has near-
paradigmatic status in the study of the student departure.’
Scholarship on retention and persistence has increasingly incorporated the work of theorists
such as Tierney and has acknowledged the importance of cultural and social capital for student
retention in higher education. As such, much of the current research attempts to identify and tease
apart the many factors of one’s cultural and social capital as they relate to retention in higher
education programs. The key factors that are critical to student success and retention, tiered into
individual, institutional, and social levels.
Academic Performance
Academic Performance local and national research identifies factors such as academic
performance as predictors for college persistence that can play a huge part in college matriculation
and retention. In their longitudinal study, Hagedorn (2000) found that GPA was the most
significant predictor of persistence for both liberal arts and vocational community college students
of Hawaiian ancestry, with financial aid being the second most significant predictor. Hagedorn,
Lester, Moon, and Tibbetts (2006) made similar findings in that high school GPA was a significant
factor in attaining a bachelor’s degree. Also, a higher number of credit hours was also a significant
predictor of college persistence in related studies (Kiser and Price 2008; Hagedorn 2000). These
finding may be particularly relevant for Native Hawaiians, as Benham (2006) found that many
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

Native Hawaiian students have comparatively low test scores, high school graduation rates, and
post-secondary enrollment than their peers.
Academic performance does not simply refer to GPA but also to academic discipline.4 In
a national study of factors related to thirdyear college retention, Allen et al. (2008) found that
“academic self-discipline, pre-college academic performance, and pre-college educational
development have indirect effects on retention and transfer”. Also, they found that the academic
achievement of freshmen was influenced by academic self-discipline, suggesting an indirect effect
of academic discipline on academic performance, a very strong predictor of college retention, for
both under- and upperclassmen in college.
Attitudes and Satisfaction
In addition to academic performance, student attitudes and satisfaction also have an effect
on retention and were prevalent themes within the retention literature. Nes, Evans, and Segerstrom
(2009) found that dispositional and academic optimism were associated with better motivation and
adjustment, reduced dropout rates, and higher GPA. They concluded that with increased self-
efficacy and a “belief in a positive outcome, students can succeed in the academic world, regardless
of whether or not they are optimists” (p.1908). Allen et al (2008) also found that students’ college
commitment and social connectedness directly affected retention for third-year students in their
study. In a study of Asian/Pacific Islander student satisfaction, Orsuwan and Cole (2007) found
that greater social connectedness or sense of belonging had a significant association with greater
educational satisfaction. They argued that academic integration alone is not sufficient to explain
the retention of ethnic minority students, who experience different and often lower degrees of
social integration when compared to racial majority students. Opportunity structures, or
institutionally provided opportunities for minority students to integrate, matter as “those students
who have a significant amount of opportunity tend to be satisfied with their institution, have high
aspirations, have high self esteem, and exhibit optimism with the economic or social payoff”
(p.67). Furthermore, while ethnicity did not directly affect student experiences, its interaction with
background characteristics affecting the cultural capital of students (i.e., parental education,
household income) led to differences in satisfaction. Hawaiian students in their study, “especially
from low-income and lowparental-education backgrounds, may be less satisfied with their
educational experience as they try to navigate a system of which they know little”.
Academic Engagement
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

Academic engagement activities such as undergraduate research were found to have a

positive influence on retention. Applying Tinto’s model, Townsend and Wilson (2009) found that
the social and academic integration of predominately Caucasian students in their study were
affected by “university size, the opportunity to join clubs in their major, and the opportunity to
conduct research with a professor”. In another study with a more ethnically diverse pool of
participants, Jones, Bartlow, and Villarejo (2010) conclude that participation in research may help
to integrate underrepresented minority students into the institution and to prepare them for graduate
education and careers in the sciences.
Social Support and Family
Similar to the positive relationship between social integration student retention, Nicpon et
al. (2006) found that higher levels of social support relate to greater persistence and fewer feelings
of loneliness, but did not relate to academic achievement. Dixon, Rayle, and Chung (2007) also
found that “mattering” to the college environment, defined as the “experience of others depending
on us, being interested in us, and being concerned with our fate” was linked to persistence (p. 22).
Specific forms of social support provided by colleges, such as cohorts (Harris 2006) and learning
communities (Tinto 2004) help students share academic experiences together, thus linking
academic and social integration.
For minority students, especially Native Americans, social support and family matter
greatly in their retention and successful college experience. According to Larimore and McClellan
(2005), “support from family, supportive staff and faculty, institutional commitment, personal
commitment, and connections to homeland and culture” are factors that influence the persistence
of Native American students. These supports and other characteristics are prevalent in tribal
colleges, which are often located on or near a reservation, are imbued with the local native culture,
and are seen as “a family support system” (Rousey and Longie 2001). Guillory and Wolverton
(2008) found that the three most important factors in helping students persist were family, giving
back to the tribal community, and social support. Native American students also said that tribal
community and family fostered their desire and determination to finish school.
These findings are also particularly relevant for Native Hawaiian students. For example,
Benham (2006) argues that successful models for increasing academic achievement and
persistence of Native Hawaiians and Pacific Islanders include “individualized instruction within a
collective community of learners setting” (p. 40). Hawaiian perspectives of learning often
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

emphasize context and are built around relationships; themes from surveys of Hawaiian educators
indicated “successful learning experiences for Hawaiian students must take place in a culturally
authentic physical and social learning environment” (Kawakami 1999, p. 26).
However, no study has studied the pupils’ less retention and their academic performance
among Grade 6 pupils of Biayon Elementary School. This research was made on a sort of citations
that is interconnected to the main investigation of the study. Hence, this research study
compromise on the qualitative approach with the aid of observation technique to established the
main concern of the study.
Research Questions
This study aim to determine the factors affecting pupils’ less retention in the classroom vis-
a-vis academic performance of Grade 6 Pupils of Biayon Elementary School, Osmeňa, Zamboanga
del Norte during the School Year 2018-2019.
Specifically, this research seek to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 parents monthly income;
1.3 parents highest educational attainment; and
1.4 parents occupation?
2. To what extent do the respondents agree on the perceived factors of pupils’ less retention in the
classroom in terms of:
2.1 Social and Family Support;
2.2 Environmental Factor;
2.3 Academic Engagement;
2.4 Attitudes and satisfaction; and
2.5 Peer Factor?
3. Is there a significant difference between the perceived factors of pupils’ less retention when
analyzed as to the profile of the respondents?
4. What is the level of pupils’ academic performance?
5. Is there a significant relationship between the perceived factors of pupils’ less retention and their
academic performance?
Hypotheses
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

This study was perceived to the following hypotheses:

Ho1. There is no significant difference between the perceived factors of pupils’ less
retention when analyzed as to the profile of the respondents.
Ho2. There is no significant relationship between the perceived factors of pupils’ less
retention and their academic performance.
SCOPE AND DELIMITATION OF THE STUDY
The focus of this study is to determine the factors affecting pupils’ less retention and their
academic performance among Grade 6 pupils of Biayon Elementary School, Osmeňa, Zamboanga
del Norte during the Academic Year 2018-2019. Likewise, the study attempted to find out the
significant relationship between the perceived factors affecting pupils’ less retention and the pupils
academic performance. The independent variable of the study which is the perceived factors
affecting pupils’ less retention is restricted to the sub-topics namely: environmental factors, social
factor, family and support, attitudes and satisfaction, and academic engagement.
The respondent of this study was restricted to the Grade 6 pupils of Biayon Elementary
School, Osmeňa, Zamboanga del Norte during the Academic Year 2018-2019. The descriptive
survey method of research was utilized in the study. The researchers use a modified standardized
questionnaire to attain the main objective of the study. The instrument was pilot tested to ensure
the validity of the questionnaire. The questionnaire consisted of two parts wherein the first part
included the personal profile of the respondents as age, parents’ highest educational attainment,
and parents’ occupation and pupils’ academic performance. The second part tackled on the
perceived factors affecting pupils’ less retention in the class.
METHODS
Research Method

This study utilized descriptive-correlational method of research with the aid of

questionnaire checklist form. Descriptive- correlational method was prepared to establish the
significant relationship between the perceived factors affecting pupils’ less retention and the pupils
academic performance.
This research method involves description, recording and analysis and interpretation of the
existing data (Balase, 2001). As such, the method in determined the larger perspective and range
in gathering the needed information to answer the problems of this particular research.
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

Creswell (2009) defines quantitative research through a number of criteria, all of which
encompass the need to conduct research within a specific setting and allow the participants to offer
data which is contextual and subjective. In order to understand the dimensions of pupils’ retention
in the class and how this problem addressed and perceived by faculty, staff, and students at one
institution it is essential for this research to collect data within the setting and context of the campus
community. Given the interaction of institutional practices and pupil choices, it is important to
use qualitative methods to allow for the variation among participants (Creswell).
Sampling
The Grade 6 pupils of Biayon Elementary School were the respondents of the study. Pupil-
respondents comprises of 41 pupils during the Academic Year 2018-2019. It is demarcated that
Grade 6 pupils based on their performance in all subject areas are different compared traditionally
in terms of retaining the lessons and discussions. Selection of the respondents were randomly basis.
The respondents were made to understand the nature of their participation by reading and
explaining to them the terms and condition specified in the inform consent form.
Data Gathering Method
The researcher asked permission from the School Principal prior to the data gathering.
There were 41 participants and the researcher let them signed the informed consent. All data
gathered from the participants were collected with explicit permission from the participants.
Interview data were used to construct each participant’s story. Student voice guided the data
collection and analysis to answer the primary research question. When permission from the School
Principal was sought and the experts corrected the instrument, the researcher proceeded to the
distribution of the instrument. The researcher personally administered the instrument to the
respondents and eventually retrieved it. The results were eventually analyzed and interpreted.
Ethical Issues
The participants were ask to participate in a research study conducted by the researcher.
They understood that the research is designed to gather information about factors affecting less
retention in the class. They understand that they will not be paid for their participation. They may
withdraw and discontinue their participation at any time without penalty. If they decline to
participate or withdraw from the study, no one on the institution will be told.
If they feel uncomfortable in any way during the interview session, they have the right to
decline to answer any question or to end the interview. The interview will last approximately 2-4
Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

minutes. Notes were written during the interview. An audio tape of the interview and subsequent
dialogue was made. If they do not want to be taped, they were not forced to participate in the study.
They understand that the researcher will not identify their name in any reports using information
obtained from this interview, and that their confidentiality as a participant in this study will remain
secure. They understand that this research study has been reviewed and approved by the School
Principal of Biayon Elementary School. They have read and understood the explanation provided
and they have been given a copy of the consent form.
Data Analysis
In analyzing the data of the study, descriptive quantitative was employed. The following
statistical tool was used in order to quantify the data gathered:
Frequency count and Percentage. This was used to determine the profile of the respondents
in terms of sex, parents monthly income, parents highest educational attainment, and parents
occupation;
Weighted Mean. This will be used to determine the perceived factors affecting pupils’ less
retention and their academic performance;
T- test of Independent Samples. There is no significant difference between the perceived
factors of pupils’ less retention when analyzed as to sex;
Analysis of Variance. There is no significant difference between the perceived factors of
pupils’ less retention and their academic performance analyzed to parents monthly income, parents
highest educational attainment, and parents occupation.
Pearson R. There is no significant relationship between the perceived factors of pupils’ less
retention and their academic performance.
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Name: AGNES ROYO ANDO, MT2
School: BIAYON ELEMENTARY SCHOOL

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