INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Predictors of Students-at-Risk of Dropping Out (SARDO): Basis for  
Intervention Program  
Louie D. Mesias1, Marian G. Escultura2, Charmiel S. Rosauro3, Aquilah N. Cadiente4, Warren C.  
Congreso5, Niño Durero6, Oscar S. Recto, Jr.7  
1-6Senior High School Student, Dapa National High School, Dapa, Surigao del Norte, Philippines  
7Teacher, Dapa National High School, Dapa, Surigao del Norte, Philippines  
DOI: https://doi.org/10.47772/IJRISS.2025.91100497  
Received: 09 December 2025; Accepted: 14 December 2025; Published: 20 December 2025  
ABSTRACT  
Student dropout remains a critical issue in Senior High School, particularly among learners facing social, family,  
school-related, and cultural challenges. This study employed a quantitative-descriptive design using a validated  
survey questionnaire administered to 41 purposively selected Students-at-Risk of Dropping Out (SARDO) at  
Dapa National High School for SY 2025–2026. Results revealed that all four dimensions showed a high level of  
influence on dropout risk—social (M = 2.93), family (M = 3.02), school-related (M = 3.00), and cultural (M =  
2.96)—with family factors receiving the highest rating. ANOVA findings showed significant differences across  
all factors when grouped by age (p ≤ 0.012) and a significant difference in family factors when grouped by sex  
(p = 0.0106). Pearson’s r demonstrated significant positive correlations among all variables, the strongest being  
between social and cultural factors (r = 0.740, p < .001). These results indicate that dropout risk is  
multidimensional and interconnected, emphasizing the need for a holistic intervention. The study concludes by  
proposing Project STAY, a targeted support program aimed at strengthening academic engagement, family  
involvement, and cultural inclusion to reduce dropout among SARDOs.  
Keywords: Students-at-Risk of Dropping Out (SARDO), Dropout Predictors, Senior High School, Quantitative-  
Descriptive Research, Intervention Program (Project STAY)  
INTRODUCTION  
The increasing number of Senior High School students in the Philippines who are at risk of dropping out has  
become a pressing educational concern, as many learners face interconnected challenges such as academic  
difficulties, financial constraints, family pressures, and emotional or psychological stress. This study employs a  
quantitative-descriptive research design to examine the factors contributing to Students-at-Risk of Dropping Out  
(SARDO) using structured survey questionnaires administered to purposively selected students identified  
through academic records, attendance, and teacher referrals. Prior research underscores that dropout risk is  
influenced by multiple, overlapping factors; mental health challenges significantly increase the likelihood of  
school disengagement (Andersen et al., 2021), while academic difficulties and absenteeism remain strong  
predictors of dropout behavior (Gubbels et al., 2019). In the Philippine context, socioeconomic disadvantage  
and family-related pressures have been identified as persistent contributors to student dropout (Parreño, 2023).  
By identifying common trends and key risk factors affecting student engagement and performance, this study  
aims to provide data-driven insights that will inform the development of targeted, context-specific intervention  
programs designed to support at-risk learners and promote retention and successful completion of senior high  
school.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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REVIEW OF LITERATURE  
Understanding Student Dropout and SARDO  
Student dropout remains a major concern in many educational systems and is shaped by a combination of  
personal, academic, and socioeconomic factors that vary across learners (Zengin, 2021). In the Philippine  
context, Students-at-Risk of Dropping Out (SARDO) are identified through early warning signs such as frequent  
absences, declining academic performance, and behavioral difficulties, allowing schools to implement timely  
and targeted interventions (Bibon, 2021). National data show that dropout cases are particularly prevalent among  
senior high school students, with poverty, academic challenges, lack of interest in schooling, and the need to  
work as major contributing factors (Parreño, 2023). To address this issue, the Philippine government has  
implemented programs such as SARDO profiling and the Dropout Reduction Program (DORP), which provide  
flexible learning options and academic support, while international evidence demonstrates that financial  
assistance, such as educational cash transfers, can significantly reduce dropout rates (Anggara & Jasmina, 2024).  
Research also emphasizes the importance of early identification through monitoring attendance, behavior, and  
academic records, as well as the provision of counseling and mentoring to improve student engagement  
(Rumberger et al., 2017). Moreover, dropout risk differs by school context, with students in public and rural  
schools facing greater challenges due to limited resources and economic constraints compared to their private  
and urban counterparts (Pesado et al., 2024), underscoring the need for context-specific and comprehensive  
intervention strategies.  
Academic and School-Related Factors  
Academic performance and school-related factors play a crucial role in determining whether students remain in  
school or eventually drop out, as poor grades, repeated failures, and chronic absenteeism are strongly associated  
with student disengagement. Low classroom engagement and declining motivation further increase dropout  
vulnerability, particularly during early adolescence and transitional periods when attitudes toward learning are  
still forming (Lilla et al., 2024). Research highlights the importance of a supportive school environment, noting  
that positive school climate, strong teacher–student relationships, and accessible psychological support  
significantly reduce dropout risk by fostering students’ sense of belonging and well-being (Limone & Toto,  
2022). Conversely, learning difficulties and curricular mismatch—such as struggles in English proficiency  
reported among Grade 11 students—can undermine confidence and academic performance, increasing the  
likelihood of withdrawal (Blas et al., 2018). School resources and instructional quality also influence student  
persistence, as inadequate facilities, overcrowded classrooms, and inconsistent teacher presence weaken  
motivation and engagement, while well-maintained learning environments and committed teachers promote  
retention and sustained academic interest (Grayson & Alvarez, 2008).  
Family and Socioeconomic Influences  
Family circumstances and socioeconomic conditions significantly influence students’ ability to remain in school,  
with poverty consistently identified as a major predictor of dropout due to limited access to basic educational  
resources and the prioritization of immediate survival needs over long-term schooling (Parreño, 2023). Parental  
education and involvement further shape student persistence, as learners whose parents provide academic  
support, monitor progress, and value education tend to show higher motivation and better academic outcomes,  
while limited parental involvement increases vulnerability to disengagement (Pesado et al., 2024). Economic  
pressures often require students to assume household responsibilities, caregiving roles, or paid work, particularly  
in rural and low-income communities, leading to irregular attendance and increased risk of withdrawal (Parreño,  
2023). Cultural and social norms, including early marriage, labor expectations, seasonal migration, and  
community attitudes that undervalue formal education, can further disrupt schooling. These intertwined  
economic, familial, and cultural pressures highlight the need for targeted interventions that address both material  
constraints and family support systems to effectively reduce student dropout.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Psychological and Behavioral Factors  
Psychological and behavioral factors play a vital role in students’ ability to remain in school, as mental health  
challenges such as anxiety, depression, and stress can negatively affect concentration, motivation, and academic  
performance. Studies show that students experiencing mental health difficulties are at a significantly higher risk  
of dropping out due to increased absenteeism, reduced engagement, and difficulty coping with academic  
demands (Andersen et al., 2021). Peer influence also shapes dropout risk, as association with peers involved in  
truancy, disruptive behavior, or substance use, as well as experiences of bullying, can weaken students’ sense of  
safety and belonging in school (Gubbels et al., 2019). Learners’ self-efficacy and future orientation further  
influence persistence, with students who possess clear goals and confidence in their abilities demonstrating  
greater resilience compared to those with low motivation and limited aspirations (Kassarnig, 2018). School-  
based mental health support systems, including counseling services and peer mentoring, are therefore essential  
in identifying at-risk learners early and providing emotional and academic support that fosters resilience,  
engagement, and reduced dropout rates (Rumberger et al., 2017).  
Intervention Programs and Best Practices  
Effective school dropout prevention requires a combination of research-based strategies, targeted support  
services, and strong community involvement. In the Philippine context, alternative delivery modes such as the  
Open High School Program (OHSP) provide flexible learning opportunities for students unable to attend  
traditional classes and have been shown to reduce dropout rates despite challenges related to teacher workload,  
training, and learning resources. Complementary interventions—including mentoring, tutoring, financial  
assistance, and flexible learning arrangements—address both academic and non-academic barriers by  
accommodating students’ diverse needs and circumstances (Banaag et al., 2024). Government initiatives such as  
Alternative Delivery Modes, child protection policies, and career guidance programs further support student  
retention by promoting inclusive and supportive school environments, while international evidence demonstrates  
that educational cash transfer programs effectively reduce dropout by easing financial burdens on low-income  
families (Anggara & Jasmina, 2024). Research emphasizes that sustainable dropout prevention programs adopt  
holistic, data-driven, and community-based approaches that integrate academic monitoring, counseling, parental  
engagement, and partnerships with local stakeholders (Rumberger et al., 2017). Schools that institutionalize these  
interventions through strong leadership, continuous evaluation, and context-sensitive implementation are more  
likely to achieve lasting reductions in dropout rates (Crocker, 2019).  
Theoretical Framework  
This study is grounded in Bronfenbrenner’s Ecological Systems Theory (1979), which explains that students’  
risk of dropping out is influenced by multiple, interconnected environmental systems. Immediate factors within  
the microsystem, such as family relationships, peer interactions, and teacher support, directly affect students’  
engagement and motivation, while weak connections between home and school in the mesosystem may hinder  
early identification and intervention. Indirect influences from the exosystem, including parents’ work conditions,  
school policies, and access to support services, can further shape learning experiences. Broader cultural values,  
social norms, and educational policies within the macrosystem, as well as life transitions and significant events  
captured in the chronosystem, also play a critical role in shaping students’ educational pathways. Using this  
ecological perspective, the study examines how these interacting systems contribute to dropout risk among senior  
high school students and informs the development of holistic, multi-level intervention strategies to support at-  
risk learners.  
Research Gaps  
Existing studies identify various causes of student dropout, but they generally focus on broad national or regional  
trends and rarely examine how social, family, school-related, and cultural factors interact within a single local  
context. Research by Parreño (2023), Zengin (2021), and Bibon (2021) highlights general predictors or  
individual traits but lacks a school-level, multidimensional analysis, especially in small island communities like  
Siargao. Although DepEd requires SARDO profiling, little empirical evidence shows how these indicators  
manifest in GIDAs, and most recommended interventions remain generic rather than tailored to local realities.  
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Thus, a gap exists in understanding how these combined factors predict SARDO in a specific Senior High School  
environment—one that your study fills by offering localized, data-driven insights and a context-responsive  
intervention program (Project STAY) for Dapa National High School.  
Research Objectives  
The present study was conducted with the following objectives:  
1. To determine the factors influencing Student-at-Risk of Dropping Out (SARDO) of Senior High School  
(SHS) students in Dapa National High School, School Year 2025-2026.  
2. To describe the demographic profile of Senior High School (SHS) students at risk of dropping out (SARDO)  
in Dapa National High School in terms of age, sex, and grade level.  
3. To examine the extent to which social, family, school-related, and cultural factors contribute to the dropout  
risk among SHS students.  
4. To analyze the relationship between the demographic profile of SARDOs and the identified contributing  
factors that influence their academic engagement and risk of leaving school.  
5. To propose a targeted intervention program aimed at supporting SARDOs, which may include academic  
assistance, counseling services, parental involvement strategies, and culturally responsive school initiatives  
to help reduce dropout rates and promote student retention.  
Hypotheses  
The study was guided by the following hypotheses, tested at a 0.05 level of significance:  
H₁: There is no significant difference in in the identified contributing factors when grouped according to the  
respondents’ demographic profile  
H₂: There is no significant relationship among the identified social, family, school-related, and cultural factors  
influencing students’ risk of dropping out and their level of academic engagement.  
RESEARCH METHODOLOGY  
Research Design  
This study uses a quantitative-descriptive research design to describe how social, family, school-related, and  
cultural factors influence Senior High School Students-at-Risk of Dropping Out (SARDO) in their real school  
environment. This approach allows the researchers to measure responses in numerical form while presenting an  
accurate picture of the current situation.  
Sampling  
The target population consisted of 688 Senior High School (SHS) students at Dapa National High School,  
including 377 Grade 11 and 311 Grade 12 students. A purposive sampling technique was employed to select  
participants who met specific criteria relevant to the study. Guided by the school’s guidance counselor and class  
advisers, students were identified based on attendance records, academic performance, and other pertinent school  
documents. Using these criteria, a total of 41 respondents were selected, comprising 18 Grade 11 students and  
23 Grade 12 students. This sample reflects the characteristics required for the study’s objectives..  
Data Collection  
Data were collected using a structured questionnaire divided into two main parts: (a) respondents’ demographic  
information and (b) items measuring the extent to which social, family, school, and cultural factors influence  
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students’ risk of becoming Students-at-Risk of Dropping Out (SARDO). All items were measured on a four-  
point Likert scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree), with corresponding verbal  
interpretations from “Very Low Influencel” to “Very High Influence.”  
Data Analysis Tools  
Data were analyzed using Jamovi and Microsoft Excel. Descriptive statistics, such as means and standard  
deviations, were used to summarize responses regarding the extent to which social, family, school, and cultural  
factors influence Senior High School (SHS) students at risk of dropping out (SARDO).  
Reliability Testing (Cronbach’s Alpha) to assess the internal consistency of the adapted questionnaire.  
Analysis of Variance (ANOVA) to determine significant differences in perceived influence of external factors  
across demographic groups.  
Pearson’s r correlation was used to examine the strength and significance of the relationships between Students-  
at-Risk of Dropping Out (SARDO) status and the identified external influences, namely social, family, school,  
and cultural factors.  
Regression analysis to measure the extent to which these external factors predict students’ risk of dropping out.  
All analyses were conducted using Jamovi.  
Data analysis and interpretation Descriptive Statistics  
Descriptive statistics summarize the central tendency and variability of responses, providing insight into the  
extent of influence of social, family, school, and culture to being Student-at-Risk of Dropping out (SARDO).  
Variable  
N
Mean  
2.97  
Std. Deviation Skewness Kurtosis Interpretation  
Social Factors  
35  
0.568  
0.568  
0.542  
0.642  
-0.0100  
-1.03  
0.403  
4.22  
5.64  
2.10  
Highly influenced; near normal,  
slightly flat (platykurtic)  
Family Factors  
35  
35  
35  
2.97  
3.00  
3.00  
Highly influenced; moderately left-  
skewed, peaked (leptokurtic)  
School-Related  
Factors  
-1.17  
Highly influenced; highly left-  
skewed, very peaked (leptokurtic)  
Cultural Factors  
-0.708  
Highly influenced; moderately left-  
skewed, slightly flat (platykurtic)  
Interpretation:  
Mean scores ranging from 2.97 to 3.00 indicate that respondents perceive social, family, school-related, and  
cultural factors as highly influential in their risk of dropping out. Standard deviations ranging from 0.54 to 0.64  
suggest that responses are relatively consistent, with some variability across factors. The negative skewness  
values, ranging from -0.01 to -1.17, indicate that a higher number of respondents tended to give higher ratings,  
particularly for family and school-related factors, reflecting a stronger perception of influence in these areas.  
Kurtosis values, ranging from 0.40 to 5.64, show distributions that are slightly flat to highly peaked, suggesting  
that responses are generally clustered around the mean, with some extreme values for family and school-related  
factors. Overall, the sample demonstrates that all four factors are highly influential, with responses showing a  
tendency toward higher ratings and varying distribution shapes across factors.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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Reliability Test (Cronbach’s Alpha)  
Construct  
Items  
Cronbach’s Alpha  
0.727  
Reliability  
Acceptable  
Acceptable  
Acceptable  
Social Factors  
Family Factors  
5
5
5
0.720  
School Related  
Factors  
0.712  
Cultural Factors  
Overall Scale  
5
0.713  
0.718  
Acceptable  
Acceptable  
20  
The questionnaire demonstrates acceptable internal consistency, ensuring reliability of results.  
Correlation Analysis  
Variables  
Pearson’s r  
Sig. (2-tailed) Relationship  
Social Factors ↔ Family Factors  
0.318  
0.043  
<.001  
<.001  
<.001  
0.006  
<.001  
Significant  
Significant  
Significant  
Significant  
Significant  
Significant  
Social Factors ↔ School Related Factors  
Social Factors ↔ Cultural Factors  
-0.501  
0.740  
0.521  
0.419  
0.658  
Family Factors ↔ School Related Factors  
Family Factors ↔ Cultural Factors  
School Related Factors ↔ Cultural Factors  
Interpretation:  
The correlation analysis revealed significant positive relationships among social, family, school-related, and  
cultural factors influencing the risk of dropping out among Senior High School students at Dapa National High  
School. All p-values were below 0.05, indicating that the associations are statistically significant. Correlation  
coefficients ranged from 0.318 to 0.740, with the strongest relationship observed between social and cultural  
factors (r = 0.740), followed by school-related and cultural factors (r = 0.658), and family and school-related  
factors (r = 0.521). These results suggest that students’ experiences in one area are closely linked to their  
perceptions of support and engagement in other areas of their educational environment.  
DISCUSSION  
The findings of the study reveal that the risk of dropping out among Senior High School students at Dapa  
National High School is strongly influenced by a combination of social, family, school-related, and cultural  
factors, all of which were rated as having a high level of influence. Negative peer interactions, lack of family  
encouragement and recognition, an unmotivating and unsupportive school environment, and limited cultural  
inclusion in lessons and activities emerged as key contributors to students’ disengagement. Demographic  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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analysis showed that most SARDOs were male, aged 17, and in Grade 12, with age significantly affecting how  
students perceived all four risk factors, while sex showed a significant difference only in family-related factors.  
No significant differences were found when factors were grouped according to grade level. Moreover, the  
significant positive correlations among all four factors indicate that dropout risk is multidimensional and  
interconnected, meaning difficulties in one area often coincide with challenges in others. These results support  
the view that student dropout is not caused by a single issue but by the interaction of personal, social, familial,  
institutional, and cultural influences, highlighting the need for holistic and integrated school-based intervention  
programs.  
CONCLUSION  
The study concludes that reducing dropout risk requires not only identifying at-risk students but addressing the  
broader network of factors influencing their school engagement. By implementing a multi-layered, data-driven  
intervention program, Dapa National High School can foster a more supportive, culturally responsive, and  
engaging learning environment that promotes student retention and success.  
Intervention Program  
“Project Strengthening Togetherness and Academic Yields or STAY” designed to reduce the number of  
Students-at-Risk of Dropping Out (SARDO) at Dapa National High School by fostering academic engagement,  
emotional support, family involvement, and cultural inclusion. The project aims to enhance peer and teacher  
support, strengthen family participation, promote a positive and culturally sensitive school environment, and  
improve students’ sense of belonging, motivation, and resilience. It targets Senior High School students  
identified as SARDO, their parents or guardians, classroom advisers, guidance counselors, and selected peer  
mentors. Through a combination of peer mentoring, family engagement, teacher development, cultural  
integration, and academic and wellness support, Project STAY seeks to create a holistic support system that  
addresses both academic and emotional needs, ultimately reducing dropout risks.  
Peer Mentoring Circles  
Peer Mentoring Circles involve upperclassmen mentoring SARDO students to encourage consistent attendance  
and share coping strategies. Peer mentors, SARDO students, and classroom advisers participate in these sessions  
monthly. The activity is expected to increase students’ sense of belonging, strengthen peer connections, and  
enhance engagement in school activities.  
Family Link Program  
The Family Link Program is a school-based parent orientation and communication platform aimed at  
strengthening home–school collaboration. Parents, teachers, and the guidance counselor are involved, with  
activities conducted quarterly. The expected outcome is improved parental involvement, better support for  
students at home, and enhanced monitoring of academic and emotional development.  
Teacher Support Workshops  
Teacher Support Workshops provide training for faculty on culturally responsive teaching and fostering a  
positive classroom climate. Faculty, administration, and guidance staff participate in these workshops semi-  
annually. The activity aims to enhance teacher–student relationships, create more supportive classrooms, and  
increase student engagement.  
“Buwan ng Kultura” Integration  
“Buwan ng Kultura” Integration incorporates local traditions and community values into school activities and  
lessons. Students, faculty, and the cultural committee are involved, and the program runs from August to  
September. The expected outcome is a strengthened cultural identity, increased student participation, and greater  
appreciation of community values.  
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Academic and Wellness Coaching  
Academic and Wellness Coaching combines tutoring and counseling for SARDO students, focusing on stress  
management, motivation, and overall well-being. Guidance counselors and selected teachers facilitate this  
program continuously. It is expected to improve academic performance, build emotional resilience, and equip  
students with stronger coping strategies.  
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