Intervention of Inclusive Education and Students’ Drop-Out Rate in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar

Rose Ann M. Roncal; Alexis O. Caraga; Estelita A. Madriaga

doi:10.11594/assrj.01.04.07

Authors

Rose Ann M. Roncal Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines
Alexis O. Caraga Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines
Estelita A. Madriaga Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines

DOI:

https://doi.org/10.11594/assrj.01.04.07

Keywords:

Inclusive Education, Students’ Drop-out Rate, Collaborative Learning, Differentiated Instruction, Assistive Technology

Abstract

The study determines the intervention of inclusive education and students’ drop-out rate in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar. The valuable insights into the effectiveness of inclusivity interventions and drop-out rate that is currently implemented can inform future policy decisions, such as the development of more tailored training programs for teachers, allocation of resources, and improvements to inclusive education strategies. The study employed a descriptive-correlational research design with total of 105 respondents from the different grade levels in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar. Findings revealed that the level of implementation of inclusive intervention in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar in terms of Assistive Technology with a mean score of 2.87 interpreted as moderately commendable this points need for more extensive training, seminar, and professional development in inclusive education. The limited training on assistive technology led to lack of technology assistive tools and effective instruction. In terms of differentiated instruction, a mean score of 4.48 interpreted as Highly Commendable and highly committed to differentiate instruction in inclusive education, they utilized different resources to support diverse learners. However, collaborative learning got mean score 4.55 interpreted as Highly Commendable this employs that in inclusive education must be a collaborative in nature from instruction, strategies, and shared responsibility. The level of inclusive education intervention was a commendable with a mean score of 4.12 on the part of teachers in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar. While, the drop-out rate was low but it remains a challenge to everyone it must be zero drop-out rate in inclusive education. The correlational analysis revealed that there is a strong significant relationship between the level of implementation of inclusive education intervention and drop-out rate in Southern Samar National Comprehensive High School, Balangiga, Eastern Samar wherein inclusive teaching strategies are more extensively and consistently applied tend to have lower dropout rates.

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