Psychology and Education A Multidisciplinary Journal

This study examined the relationship between pupils’ involvement in school-initiated absenteeism interventions and their academic achievement in Araling Panlipunan in Kadingilan II District, Bukidnon (SY 2019–2020). A descriptive-correlational design was employed involving 101 Grade 4 pupils identified as at risk of dropping out. Data were collected using a validated questionnaire (CVI = 0.89; Cronbach’s α = 0.91) and analyzed using descriptive statistics, independent t-test, one-way ANOVA, and Pearson product–moment correlation. Respondents were predominantly male (65.3%), aged 10–11 years (61.4%), from low-income households (85.1% earning ₱1,000–₱10,999), with parents largely self-employed (92.1%) and with elementary education (80.2%). Pupils reported high involvement in interventions: close-door counseling (M = 4.06), home visits (M = 3.80), CFSS (M = 3.74), and school feeding (M = 4.03), while dormitory involvement was low (M = 1.47). Academic achievement was generally low, with 63% fairly satisfactory (75–79) and 36% satisfactory (80–84). No significant differences were observed across most demographic variables (p > .05), except for dormitory involvement by gender and income (p < .05). Correlation analysis showed no significant relationship between intervention involvement and academic achievement (r = -0.186 to 0.149, p > .05). Findings indicate that while interventions enhance participation, they do not directly predict academic outcomes.

The study aimed to find whether differences exist in the perspective of teachers towards online learning when grouped according to profile. Specifically, the study endeavored to describe the profile of the respondents in terms of age, gender, civil status, and educational attainment; determine the extent of teachers’ perspective towards online learning in the areas of access, interaction, response, and results; ascertain the level of teachers’ preparedness towards online learning in teaching social studies; and find out whether a significant difference exists in the preparedness of teachers towards online learning when grouped according to age, gender, civil status, and educational attainment. The study was conducted among the national high schools in the Division of Malaybalay City, Bukidnon for the School Year 2020-2021. A total of 96 Social Studies teachers were drawn from (6) national schools through purposive sampling. To gather relevant information needed for the study, the researcher adopted the questionnaire developed by Larsen (2012) and Lichoro (2015). Descriptive statistics such as frequency, percentage, mean, standard deviation, t-test, and analysis of variance were used to treat the data. The majority of the teachers were in middle adulthood and were predominantly female. It is further revealed that most of them were single and bachelor’s degree holders. Access and interaction were observed in great extent, while responses and results were demonstrated in moderate extent, suggesting that the teachers’ perspective towards online learning showed certainty in the way they take online learning as a learning platform in this pandemic period. Similarly, teachers’ preparedness towards online learning yielded positive results in all indicators, implying that teachers consider online learning as a powerful tool for them to teach and support the learning of the students in response to the COVID-19 pandemic. There was a significant difference in the preparedness of teachers when they were grouped according to age, where younger teachers are construed to be ready for this kind of learning delivery, while sex, civil status, and educational attainment did not show significant differences. This means that regardless of their characteristics in these three variables, their preparedness for online learning is the same. Thus, school administrators have to consider teachers to acquire new skills, sharpen existing ones, perform better, increase productivity and be better teachers in this new way of approaching learning.