Demographic Profile and Academic Performance of a Philippine Rural Public Elementary School: Basis for Assistance Program

Nezel C. Duque¹, Liberty A. Rosario² and Darwin Don M. Dacles^3,

¹Municipal Local Government Unit, Solano, Nueva Vizcaya, Philippines

²School of Graduate Studies, Saint Mary’s University, Bayombong, Nueva Vizcaya, Philippines

³University Research Center, Saint Mary’s University, Bayombong, Nueva Vizcaya, Philippines

Cite this paper:
Nezel C. Duque, Liberty A. Rosario and Darwin Don M. Dacles. Demographic Profile and Academic Performance of a Philippine Rural Public Elementary School: Basis for Assistance Program. American Journal of Educational Research. 2022; 10(1):1-15. doi: 10.12691/education-10-1-1

Abstract

Following the normative-descriptive type of research using a semi-census survey, this study gathered information on the profile of school-going children of Baguingey Elementary School. It also utilized document scanning and analyses of grade reports to describe the academic performance of school children. Based on findings of the study, the study formulated an Assistance Program for the school children and their families. Findings of the study revealed that majority of the school children spoke Ayangan, who were enrolled from grades 1 to 6, and affiliated with Union Espiritista and Born Again. The parents of the learners were in their middle adulthood. The mothers were younger than their fathers and they had big number of children to look after their needs. Most had nuclear families and followed the patrilocal type of residence, a big majority of the heads of families either finished elementary or no schooling completed. The study concluded that the Ayangan children were in need of assistance to be able to finish their education as gleaned from the profile. Government, NGOs and private sponsored – projects were seen as vital in enhancing their opportunities in life. Since about 97% are Ayangan, the integration of indigenous peoples’ education also helped in preserving, protecting and promoting relevant indigenous knowledge, systems and practices to sustain cultural life. Today’s generation of Ayangan learners at Baguingey Elementary School exhibited opportunities to grow or enhance themselves through education. They were good academically and could exhibit greater chances to succeed but much needed educational support was called for, including economic support for their families. The proposed infrastructure projects like paving and widening of roads, school building construction, livelihood trainings for mothers and feeding program were seen as important activities since they were need-based and rights-based in as far as the approach of community-based programs and projects were concerned.

Keywords:
community extension services initiatives in extra and co-curricular activities peace pedagogies peace plan and program peace linkages and school policies and rules

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Capino, D., Gonzales, M., & Pineda, F. Rizal’s life, works, and writings. Their impact on our national identity, 2005. Available: https://books.google.com.ph/books?id=NefNZZ9ughYC&printsec=frontcover#v=snippet&q=MOTIVATION&f=false.
[2]	The 1987 Philippine Constitution Article X1V, Section 5.
[3]	The 1987 Philippine Constitution Article II, Section 9.
[4]	The World Bank Official Website. http://www.worldbank.org/.
[5]	Guiang, S. The case of rural Philippines, 2008. Available: https:// books.google.com.ph/books?id=WkojBAAAQBAJ&dq=guiang+2008&source=gbs_navlinkss.
[6]	Angeles, L. The political dimension in the agrarian question: strategies of resilience and political entrepreneurship of agrarian elite families in a Philippine province, 2005. Available: https://www. researchgate.net/publication/26994171.
[7]	Van de Walle, S. & Gunewardena, M. Sources of ethnic inequality in Vietnam, 2001. Available: https://EconPapers.repec.org/RePEc:eee: deveco:v:65:y:2001:i:1:p:177-207.
[8]	Germanakos, P., Mourlas, C., & Samaras, P. New fundamental profiling characteristics for designing adaptive web-based educational systems. Proceeding of the international conference on cognition and exploratory learning in digital age (CELDA, 2005). Porto.
[9]	National Economic and Development Authority, 2017. Ambisyon Natin 2040. Official Website http://www.neda.gov.ph/.
[10]	Vega, V., Prieto, N., & Carreon, M. Social dimensions of education. Quezon City, Metro Manila: Lorimar Pub., 2009.
[11]	Cooper, J, & Ryan, K. Those who can, teach. United States of America, 2013.
[12]	National Oceanic Atmospheric Administration (NOAA). National weather service, 2009. Available: www.noaa.gov/weather-forecast-tools-and-resources.
[13]	International Fund for Agricultural Development, (IFAD) High-level preview of IFAD's 2010 results-based programme of work and administrative and capital budgets, and the Office of Evaluation's three-year (2010-2012) rolling work programme and 2010 resource issue. Available: https://www.ifad.org/documents/10180/80a2f501-1ced-4f43-8990-192b593e6a88.
[14]	Tebtebba. Implementing sustainable self-determined development, 2012. Available: http://www.tebtebba.org/index.php/resource-center.
[15]	CANDL Project (December 2004). Guide notes in community profiling. Available: http://www.barnardos.org.uk/community profiling.pdf).
[16]	Parker, N. Reconstructing progressive education, 1984. Available: https://www.journals.uchicago.edu/doi/abs/10.1086/670004?mobileUi=0&journalCode=schools.
[17]	Brown, H., &. Douglas, L. Teaching by principles. An integrative approach to language pedagogy. New York, 2001.
[18]	Ocampo, G. Addressing emerging issues in the global environment, 2014. Available: http://www.un.org/en/development/desa/policy/cdp/ 2015_global_governance_researchpapers.pf.
[19]	Maslow, A. The instinctoid nature of basic needs, 1954.
[20]	Whitehead, N. Adolescent leadership development: Building a case for an authenticity framework, 2009.
[21]	Foti, R. Pattern and variable approaches in leadership emergence and effectiveness. Journal of Applied Psychology, 2007.
[22]	Indigenous Peoples’ Rights Act of 1997. Available: Indigenous Peoples' Rights Act of 1997 – Wikipedia.
[23]	Glanville, D., Sikkink, L., & Hernández, E. Religious involvement and educational outcomes: The role of social capital and extracurricular participation, 2008. Available; https://scholar.google.com/citations?user=sALBMVgUUAAJ&hl=en.
[24]	Bali, V. & Alvarez, R. The race gap in student achievement scores: Longitudinal evidence from a racially diverse school district, 2004.
[25]	Crosnoe, R. Johnson, M., & Elder, G. School size and the interpersonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly, 85 (5), 1259-1274, 2004.
[26]	Eamon, M. Social-demographic, school, neighborhood, and parenting influences on academic achievement of Latino young adolescents. Journal of Youth and Adolescence, 34 (2), 151-175, 2005.
[27]	Gratz, K. Preliminary data on an acceptance-based emotion regulation group intervention for deliberate self-harm among women with borderline personality disorder. Behavior Therapy, 37 (1), 25-35, 2006.
[28]	Mudassir, H., & Abubakar, A. Influence of school environment on academic performance of secondary school students in Kuala Terengganu, Malaysia, 2015. Available: https://www.researchgate. net/publication/300012421
[29]	Marzano, C. The key to classroom management, 2003. Available: http://www.ascd.org/publications/educational-leadership/current-issue.aspx.
[30]	Krashen, S. The hardwork hypothesis: Is doing your homework enough to overcome the effects of poverty? Multicultural Education, 12 (4), 16-19, 2005.
[31]	Trusty, N. High educational expectations and low educational achievement: The stability of educational goals across adolescence. Journal of Educational Research, 93,356-365, 2001.
[32]	Kaklamanou, D., Armitage, C., & Jones, C. A further look into compensatory health beliefs: A think aloud study, 2012. Available: https://www.pdi.nlm.nih.gov/pubmed/22514821.