RUNNING HEAD: A LIVED EXPERIENCE A Lived Experience on the Quality of Life among Out of School Youth...

University of Mindanao8000 Matina Campus, Davao City Philippines

A Lived Experience among Out of School Youth 1

RUNNING HEAD: A LIVED EXPERIENCE

A Lived Experience on the Quality of Life among Out of

School Youth in Barangay Arroyo Compound, Matina

Crossing, Davao City

Precy Babe C. Celedonio, Shekinah L. Elorza, Ruthie B.

Guerra

The University of Mindanao, Davao City, Philippines



APPROVAL SHEET

A LIVED EXPERIENCE ON THE QUALITY OF LIFE AMONG OUT OF

SCHOOL YOUTH IN BARANGAY ARROYO COMPOUND,

MATINA CROSSING, DAVAO CITY

By:

Celedonio, Precy Babe B., Elorza, Shekinah L., Guerra, Ruthie B.

Thesis accepted and approved

as conforming to the required standard



DOREZA A. MAMBURAM, RN, MAN

Research Adviser

REVIEW COMMITTEE

RONALD ALLAN RAMO, RN, MAN REXIE G. BAGNOL, RM, RN,

MAN

First Examiner

Second Examiner

OFELIA C. LARIEGO, RN, MAN

Dean, College of Nursing Education

May 2013

ABSTRACT

We all know that discontinuing education

is one of the most widespread social issue or

concern which is common especially in our

country because of increasing population, but

less school accessibility within the poor



families. This research aimed to discover and

describe the lived experience on the quality

of life among out of school youth in Barangay

Arroyo Compound, Matina Crossing, Davao City.

The research study utilized is qualitative

design which uses the phenomenological type

approach which is the Colaizzi’s method that

aims to analyze and interpret the gathered

data. The researchers interviewed ten (10)

participants with the research questionnaire

or interview guide.

The study revealed that having no enough

money caused them to stop their studies with

varied reasons of family’s standing and

experiences encountered. Then, out of school

youth found out alternative ways of earning

money. In terms of plans in life, pursuing to

continue education is the main desire to be

fulfilled by most out of school youth in

preparation of their future. Indeed, out of

school youth are also looking out a better job

for their own good and their family.

It is recommended that there should be

another study that will be conducted for the

assessment and evaluation among former out of

school youth who already went back to their



study in order to determine more the

comparisons on their lived experiences.

ACKNOWLEDGEMENT

The researchers would like to express their thanks

to the following persons who contributed to the study:

the selected out of school youth in Barangay Arroyo

Compound, Matina Crossing, Davao City, who took time to

be interviewed with honesty and sincerity as the

researchers have taken their efforts to make the study

possible.

To the respected Barangay Captain of the said

research location, Barangay Captain Joel A. Santes, and

the Barangay Purok Leader Angie who permitted us to

conduct the study and helped, accommodated, and allowed



the researchers in reaching out the research

participants.

The researchers would also like to extend their

sincerest gratitude to their research adviser Prof.

Doreza A. Mamburam, RN, MAN; to their panel members Prof.

Rexie G. Bagnol, RM, RN, MAN; and Prof. Allan Ramo, RN,

MAN; to their validators: Prof. Evangeline Guinto, DSD;

Prof. Arlene D. Layupan, RN, MAN; Prof. Dennis C.

Padernilla, RN, MAN; and to their new research

coordinator Prof. Rexie G. Bagnol, RM, RN, MAN for giving

some ideas and inputs in reviewing and facilitating in

the finalization of this research; and to the Dean of

College of Nursing Education, Dean Ofelia C. Lariego, RN,

MAN for the permission to conduct this research study as

she has made her support available in a number of ways.

To the researcher’s friends and classmates,

especially Mr. Jefferson S. Francisco, Ms. Mae Amor O.

Laguesma, Ms. Mariel Risonar who encouraged and helped

them in the process of making this research study.



To the researchers’ parents: Mr. and Mrs. Celedonio;

Mr. and Mrs. Elorza; Mr. and Mrs. Guerra; and their loved

ones who finance and give love and support as they

deserve.

And above all, the researchers are offering this

research to God- the Savior as the ultimate source of

wisdom and everything with bottom line of dedication of

this research study. Without Him, this research is of no

use and in vain for He indeed showered the researchers

with priceless blessings of knowledge or wisdom and both

material and immaterial provision.

P. B. B. C.

S. L. E.

R. B. G.



TABLE OF CONTENTS

Title Page 1

Approval Sheet 2

Abstract 3

Achnoledgement 4

Table of Contents 6

CHAPTER

I. The Problem and Review of Related Literature

Background of the Study 8

Review of Related Literature 10



Theoretical Framework 17

Conceptual Framework 21

Research Question 26

Significance of the Study 26

Definition of Terms 29

Statement of the Problem 30

Scope and Limitations 30

II. Methodology

Research Design 31

Research Participants 31

Instrumentation 32

Research Environment 32

Data Gathering Procedures 34

Data Analysis Tool 35

III. Results and Discussion

Results and Discussion of 40

Emergent Themes

Exhaustive Description 71

IV. Summary, Conclusion, and Recommendation

Summary 82



Conclusion 83

Recommendation 84

BIBLIOGRAPHY 88

APPENDICES 92

CHAPTER I

THE PROBLEM AND LITERATURE REVIEW



Background of the Study

Everyone knows that education is the key to success.

No one can deny the fact that education is the most

crucial thing for bringing change or transformation in

the lives of an individual. It is said to be the basic

foundation of learning and major contributing factor of

developing and growing which leads the individual to full

maturity or self-actualization. As defined by others, it

has been universally recognized as the most powerful tool

for gearing up the socio-economic state and development

of the nation. Yes, it’s true! For instance, it has the

big impact to society that greatly affects one’s own

living by molding someone who he/she wants to be. As life

still goes on, the process of learning is still unlimited

that’s why pursuing education would be a big help to

become fully educated or literate with all the knowledge,

skills, and learning for one’s own development for the

preparation of the desirable future. But why is it, there

were young ones who decided to discontinue education when



it is said to be the basic thing that one needs for

his/her own good and for the nation’s progress? This

would harbour them to difficulty in finding job without

any proper qualifications from education basis.

This research study is targets the young ones who

were no longer at school or had just stopped studying as

they said to be the ‘out of school youth’ who could be

considered as those vulnerable ones who have vital needs.

Since, out of school youth has been already rampant in

our country today which affects the degradation of the

progress of the society, the researchers decided to

conduct the study to know and discover what are the

predisposing reasons or circumstances and the lived

experiences on the quality of life among out of school

youth. This is for us to see how education is distinctly

important as an investment which serves as vital for

human’s empowerment, own resource development, and the

enhancement of the quality of manpower.

There are approximately 71 million out-of-school

adolescents of lower secondary school age excluded from



any level of education. The majority are found in South

and West Asia (40%) and sub-Saharan Africa (30%). These

two regions account for a combined total of 70% of all

out-of-school adolescents in this age group. Significant

numbers also exist in East Asia and the Pacific (15%)

and, to a lesser extent, the Arab States (6%). This is in

sharp contrast to Latin America and the Caribbean,

Central and Eastern Europe, Central Asia, as well as

North America and Western Europe, where the number of

out-of-school adolescents for each region contributes 3%

or less to the global total (UNESCO, 2009).

There were 5.3 million out-of-school youths in the

Philippines. For this survey, out-of school youth

includes children aged 6 to 14 who are not attending

school and persons aged 15 to 24 who are not attending

school, have not finished any college course and are not

currently employed. In the National Capital Region, out-

of-school youth comprised 12.7 percent of the population

aged 6 to 24. In general, the proportion of individuals

who are out-of-school was higher among those aged 15 to



24 years than among those aged 6 to 14 years. Except CAR,

the proportion of out-of-school youth aged 15 to 24

ranged from 14.7 percent to 22.8 percent. For individuals

aged 6 to 14, it ranged from 3.6 percent to 11.8 percent,

excluding ARMM with a high percentage of 24.3 percent. In

terms of sex, the proportion of out-of-school youth is

higher among females than among males in all regions

(Functional Literacy, Education and Mass Media Survey,

2008).

There were 16% or 6.24 million of the total 39

million Filipino with 6 to 24 years old are out-of-school

youths (OSY). The government defines an OSY as someone

who is not attending formal school and/or not gainfully

employed in the case of youths aged 18 to 24 who have not

finished college or even a technical-vocational course.

One out of eight Filipinos aged between six and 24 is an

out-of-school youth (OSY). This translates to about 16

percent of the estimated 39 million Filipinos in that age

bracket, or 6.24 million people. According to the office,

the term OSY refers to family members six to 17 years old



who are not attending a formal school as well as family

members 18 to 24 years old who are currently out of

school, not gainfully employed, and had not finished

college or a post-secondary course (Riza Olchondra,

2011).

It is by education why everyone aims to pursue it as

it serves as the basis or the proof of one’s own

capability especially in engaging or applying something

just like in employment matters. Thus, education serves

as the most wonderful and immaterial possession or wealth

that can’t be taken away from others, the best tool to

prepare a brighter future.

Literature Review

The purpose of this section is to provide a summary

of readings and a review of related literature and

studies that will help to support and justify the said

problem. It will also assist the researcherss in the

development of data to qualify the phenomenological study

and to establish the significance of the topic. A series



of research studies were presented here to understand

more about the various factors and lived experiences on

the quality of life among out of school youth.

The state-owned think-tank Philippine Institute for

Development Studies (PIDS) said that Filipino families

and the Philippine government put a high premium on

education, but school participation still remained

wanting precisely because of the reasons. Addressing the

“lack of interest” was particularly important because it

could be a catch-all phrase for anything, from

adjustments due to late school entry to lack of financial

or parental support (Riza Olchondra, 2011).

Parents don't give any moral support like the

verbalization of “why do you go to school instead of

helping us here in the house or in the field,” and lastly

even though how eager the child would want to go to

school, his/her parents will not give any financial

support and the child cannot do anything about it (Sage,

2011).



According to the Director General of the National

Economic and Development Authority, Augusto Santos, the

rise in the number of out-of-elementary school children

was a result of the rising prices of goods and services.

Although public schools offer free tuition, Santos said,

some families still could not afford to send their

children to school because of other necessary expenses

related to schooling, including transportation, food,

uniform and books (Natividad and Remo, 2008).

According to Charisse Banez, the secretary general

of militant youth group Anakbayan, eight million youths

are out of school, mostly because they could not afford

the increasing tuition and other fees. The budget

allocation of the national government for education

decreased from 13 percent of the national budget in 2010

to 11 percent under the new term of President Aquino. The

ones affected the most by the budget cut are the youths

who depend solely on the state-run universities for their

college education (Niña Calleja, 2011).

http://newsinfo.inquirer.net/byline/nina-calleja



Violence against teachers, even with all of the

measures in place to try to prevent violence in schools

and keep our children safer, has been noted to produce

fear among many teachers in terms of their own safety

when they go to work. Anyone who behaves violently

towards another person will continue to do so as long as

they feel they can get away with it and as long as you

continue to let them have control over the situation.

Teachers can diffuse stressful situations: redirect

student to an alternative task; use a calm, positive tone

of voice; avoid a confrontation; give students two or

three choices of academic tasks to manage behavior and

increase success; use verbal praise intermittently in

class; speak softly; respect the student; and solve the

problem privately. Violence against teachers can be

greatly reduced if the teacher stays alert to warning

signs. But, if the situation cannot be avoided, keeping

everyone safe is top priority (Anna Bobkova, 2011).

When these conflicts end, schools will lie in ruins,

many teachers will have disappeared, and hundreds of



thousands of children will have missed critical years of

schooling. In many cases, this educational deficit will

haunt them for the rest of their lives (Cornelia Janke,

2013).

The combination of a youth bulge and failures in

education represent a serious threat to the future

development of many African countries. Education systems

are simply not providing the youth with the skills they

need to escape poverty – worse still, many are left out

of the system altogether and the situation in countries

affected by conflict is even worse (Wongani Grace Nkhoma,

2012).

NSO administrator Carmelita N. Ericta said in the

report that among OSYs who are six to 12 years old, lack

of personal interest and too young to go to school are

two leading reasons, for both males and females. Lack of

personal interest was also the commonly cited reason for

OSYs 13 to 17 years of age, followed by the high cost of

education. For OSYs aged 18 to 24 years, looking for work

http://www.osisa.org/users/wongani-grace-nkhoma



was cited as the main reason among males, and marriage

among females (Riza Olchondra, 2011).

Among occupation groups, laborers and unskilled

workers comprised the largest group (32.6 percent). This

group was followed by farmers, forestry workers and

fishermen (15.4 percent); officials of the government and

special interest organizations, corporate executives,

managers, managing proprietors and supervisors (14

percent); and service workers and shop and market-sales

workers (11.1 percent). The majority of the employed were

wage and salary workers (55.2 percent). Most of them

worked in private establishments (41.5 percent of the

total employed) (Riza Olchondra, 2012).

Gang activity, according to the study, is not too

uncommon or unfamiliar occurrence in the lives of the

youth interviewed: 28 percent of high-school age youth

and 17 percent of middle school age youth reported

knowing other kids and classmates who belonged to gangs.

The causal factors for these statistics and the behaviors



they represent are multifaceted and complex, according to

the study which includes bad family situations and

conflicts and chaotic household dynamics, early

manifestation of negative or violent behaviors, and drug

use or exposure to people using drugs. (Clark Carr,

2013).

Re-establishing education after an emergency, not

only safeguards children’s fundamental right to

education, but also plays a critical role in normalizing

their environment. This helps them overcome the

psychosocial impact of disasters and conflict (UNICEF,

2011).

Such is life for those who have less in life. In

truth, today’s “out-of-school youth” are not the

stereotypical lazy bums who would rather get drunk or do

drugs than work for an education. For the most part, they

would want to go to school, but circumstances do not

allow them this luxury (The Manila Times, 2013).



Child Labor has many ill effects in children who are

supposed to be in the environment of a classroom rather

than roaming the streets and risking every chance, time

and time again, to earn enough money. Although most do

get the privilege of education, most end up being drop-

outs and repeaters because they are not able to focus on

their studies. Because of child labor, children suffer

from malnutrition, hampered growth, and improper

biological development (Sage, 2011).

Education ends generational cycles of poverty and

disease and provides a foundation for sustainable

development. A quality basic education equips girls and

boys with the knowledge and skills they need to adopt

healthy lifestyles, protect themselves from HIV and take

an active role in social, economic and political

decision-making as they transition to adolescence and

adulthood. Educated adults are more likely to have

smaller and healthier families, to be informed about

appropriate child-rearing practices and to ensure that



their children start school on time and are ready to

learn (UNICEF, 2011).

In addressing the economic blocks to school

participation, Philippine Institute for Development

Studies (PIDS) said that the government’s conditional

cash transfer program might help families decide to put

their children to work rather than complete their

education (Riza Olchondra, 2011).

About 2.8 million Filipinos were unemployed in 2011,

some 100,000 fewer than the number the year before,

according to the NSO. Among the unemployed, 63 percent

were males. Forty-five percent of the jobless had reached

high school; 42 percent had college education; and 12.6

percent had elementary education. The number of

underemployed last year was estimated at 7.2 million. The

underemployed are those who want to have additional hours

of work in their present job or to have an additional

job, or even to get a new job with longer working hours.

Of the underemployed, 59 percent were reported as visibly



underemployed or those working less than 40 hours during

the reference week. Those working 40 hours or more

accounted for 39.4 percent of the underemployed. In terms

of labor force participation, some 40 million of the 61.9

million 15 years old and over were “economically active,”

a participation rate of 64.6 percent, the NSO said. In

2010, the labor force participation was at 64.1 percent.

The labor force participation rate shows how many

“working-age” Filipinos are willing and able to work, and

are either employed or actively seeking jobs (Philippine

Daily Inquirer, 2012).

In terms of labor force participation, some 40

million of the 61.9 million 15 years old and over were

“economically active,” a participation rate of 64.6

percent as the NSO said. In 2010, the labor force

participation was at 64.1 percent. The labor force

participation rate shows how many “working-age” Filipinos

are willing and able to work, and are either employed or

actively seeking jobs (Riza Olchondra, 2012).



Remedios Estrabela and Angela Christian Oliva of

Guiuan, Eastern Samar shared their stories to encourage

housewives, unemployed women and out-of-school youth from

this city to learn to cut hair, apply makeup, provide

manicure and pedicure services and give hair treatments

through the Cristina's Learn and Earn program of Tacloban

Councilor Cristina Gonzalez-Romualdez, providing with a

steady stream of extra income. Romualdez is a firm

believer in the power of entrepreneurship, being one

herself. Even before she became councilor of this city,

where her husband Alfred is mayor, she put up the salon

here and still operates the Patio Victoria restaurant in

Intramuros, Manila (Tina Arceo-Dumlao, 2008).

The Washington, D.C.-based agency, which is

celebrating on Nov. 3 its 50th anniversary of involvement

in the Philippines, also said it would help expand and

improve opportunities for about 100,000 out-of-school

youth in areas most affected by conflicts and poverty.

USAid noted that “public education in the Philippines

faces large-scale shortages of teachers, desks and



chairs, textbooks, and audio-video materials (Jerry

Esplanada, 2011).

Besides improving the quality of education and the

accessibility of schools, Philippine Institute for

Development Studies (PIDS) suggested that the government

improve information campaigns on what age children should

start going to school and promote continuing education

for mothers so that they would support school attendance

among their children (Riza Olchondra, 2011).

The ongoing economic crisis has negatively affected

the livelihoods of millions of Americans. According to

the U.S. Bureau of Labor Statistics (2012), the

unemployment rate is 8.3 percent as of January 2012.

Despite the data showing a decline of 0.2 percent from

December 2011, the unemployment rate is still high by all

accounts, having doubled since the beginning of the

recession in December 2007. U.S. Census Bureau data shows

that the U.S. poverty rate rose to 15.1 percent (46.2

million) in 2010, an increase from 14.3 percent



(approximately 43.6 million) in 2009 and the highest

level since 1993. In 2008, 13.2 percent (39.8 million)

Americans lived in relative poverty. In 2000, the poverty

rate for individuals was 12.2 percent and for families

was 9.3 percent. In 2010, the poverty threshold, or

poverty line, was $22,314 for a family of four. Over 15

percent of the population fell below this threshold in

2010. The percentage of people in deep poverty was 13.5

percent of all Blacks and 10.9 percent of all Hispanics,

compared to 5.8 percent of Asians and 4.3 percent of

Whites. While non-Hispanic Whites still constitute the

largest single group of Americans living in poverty,

ethnic minority groups are overrepresented (27.4 percent

African American; 28.4 percent American Indian and

Alaskan Native; 26.6 percent Hispanic; and 12.1 percent

Asian and Pacific Islander compared with 9.9 percent non-

Hispanic White). These disparities are associated with

the historical marginalization of ethnic minority groups

and entrenched barriers to good education and jobs

(American Psychological Association, 2013).

http://www.apa.org/about/contact/copyright/index.aspx



The Philippines country has still this unresolved

societal problem which is out of school youth that is

increasing and quietly developing due to various

community problems, family and socioeconomic concerns,

and personal reasons.

Theoretical Framework

This section provides the following theories that

will help to guide us in relation to the research which

would be applicable to the participant’s experience and

overall conducted research study.

Hildegard Peplau’s contributions to nursing in

general and to the specialty of psychiatric nursing in

particular have been enormous. She promoted professional

standards and regulations through credentialing. Peplau

identified the following four phases of the nurse-patient

relationship which are orientation, identification,

exploitation, and resolution. She also proposed the six

nursing roles which are being the stranger, resource

person, teacher, leader, surrogate, and counselor. In

relation to study, two out of these nursing roles can



were applied during the conduction of study. In the very

first place, having an interview of the out of school

youth is main goal to gather data for research study.

One of the goals had is to discover and know are their

concerns since they stopped their studies. At first, in

doing the interview, as the researches are considered

strangers by them because they don’t have any idea what

will be doing and why we will interview them. So, in

dealing with them, it’s very important that rapport must

be built in the first phase. Later on, as we go on the

interview with the built rapport and gained trust, we let

them express their feelings and concerns about their

situation and life’s status. By that, we serve to be

their counsellors, listening well to them and assessing

them. Generally, the most important core to be applied

and remained by the nursing students or nurses in the

future is to remain judgmental and respect their

feelings, opinions, and testimonies.

The study was anchored to the Environmental theory

by Florence Nightingale. She states that nursing is an



act of using the environment of the client to aid in his

recovery that involves critical thinking to configure

environmental settings that are appropriate for the

gradual healing of the patient, and that extrinsic

factors associated with the client’s surroundings which

may affect life or biologic and physiologic processes and

his development. In relation to this study, out of school

youth’s environment is not appropriate and conducive

because students are discouraged to go to school because

of many factors that influence the environmental aspects

which include the neighbourhoods or peer influence.

Dorothy Johnson’s Behavioral System model springs

from Nightingale’s belief that nursing’s goal is to help

individuals prevent and recover from disease or injury.

Johnson reported that the Behavioral System model was

based on a pre-existent body from a philosophical

perspective. She also contributes about facilitating

effective behavioural functioning in the patient before,

during, and after illness. She used concepts from other

disciplines such as social learning, motivation, sensory



stimulation, adaptation, behavioural modifications,

change process, tension, and stress to expand her theory

for the practice of nursing.

In relation to our study, those important things

being above were applicable to the out of school youth as

our participants. As we are in the process of interview,

they are expressing their feelings and concerns towards

changes and accustomed living or adaptation. Somehow,

they regretted why they stopped their studying. By that,

motivation to them from the teachers especially from the

family or the other people around must be implemented.

Some of the participants also conveyed about behavioural

modification or have a change in their self to change

their life and living as it affects their social

learning. These were really the things that they

supposedly desired to have and want to be.

Dorothea Orem’s theory on the other hand is more

concerned about Self-Care Deficit theory of Nursing.

According to Orem, individuals, families, groups, and

communities need to be taught self-care. It is defined as



goal oriented activities that are set towards generating

interest in the part of the client to maintain life and

health development. The theory is aimed towards making

the clients perform self-care activities in order to live

independently. Self-care, according to Orem is defined as

an activity that promotes a person’s well-being. It is

performed by persons who are aware of the time frames on

behalf of maintaining life, continuing development and a

health functional living. In relation to study, Orem’s

theory is very significant since it focuses on activities

that adult individuals perform on their own behalf to

maintain life, health, and wellbeing. Poverty is one of

the reasons why out of school youth are very rampant,

even though the education is free. Many youth still

cannot afford to go to school due to lack of essential

needs like bags, notebooks, paper, etc. Unfortunately,

they cannot even provide for their own belongingness for

their self especially when they become sick, how much

more to buy some stuff for their education. Their focus

is just to search food in order to live. So by that,



there’s self-care deficit in acquiring things basic needs

that the out of school youth experienced. Self-care is

very important to individuals not just the youth itself

but for others, but because of poverty, self-care deficit

results from inadequate self-care needs.

Another theory is the Adaptation model by Sister

Callista Roy. According to Roy’s theory, the model

provides a way of thinking about people and their

environment that is useful in any setting. It helps one

prioritize care and challenges the nurse to move the

patient from survival to transformation. Callista Roy’s

theory is related to study, because as we all know, of us

should encounter going to school, gain some friends, and

adapt to new environment. Being an individual, it is

important that we could easily have the ability to cope

to the changes in our lives. However, we can say that

laziness is one factor that the out of school youth is

experiencing today because of lack of desire and

especially lack of motivation from their parents and

colleagues. In the first place, the nurse must promote

Finn’s Frustration Self-esteem Model and Participation-connection Model

ENTERING INTO THE PHENOMENON

PHENOMELOGICAL PERCEPTION

HUSSERLAIN PHENOMENOLOGICAL

REDUCTION

COLAIZZI PHENOMENOLOGICAL

DESCRIPTION

OUT OF SCHOOL YOUTH

SENSE OF PERCEPTION BRACKETING Pure

Consciousness

SENSE PERCEIVED

CO-PERCEIVED



physiologic, psychological and social functioning or

adaptation to the participant.

Research Paradigm: Conceptual Framework

Figure 1. Conceptual Model: A Lived Experience on the

Quality of Life among Out of School Youth with Colazzi’s

Method of Data Analysis.



The model showed above (Figure 1) displays the

course to picture out how took an adequate step deriving

the phenomenon especially with research study which

deals about the lived experiences on the quality of life

among out of school youth. In the very first place, had

to enter the actual phenomenon for us to understand it

clearly and completely. During the process of entering

into the phenomenon, encountered the appearance directly

through engaging with the sense in the process of

perception. With that process, used the phenomenological

perception which refers to our senses such as the sense

of sight, hearing, and touching. Perception implies using

those senses that were applied to gain attention and full

concentration for the output of gathering data from the

interview. As these perceptions were used during the

course of the process of obtaining data, these serve as

the insight or the sense perception in this study. Both

the perceived and the co-perceived are the sense

perceptions consisted in the phenomenon. Using direct

observation, what was heard, seen, and felt are termed as



the perceived data since to perceive is to become aware

of it. Perception obtained from the insights gained by

means of using our senses. Opinions and formulated ideas

of meeting those selected out of school youth and

judgment appeared during the encounter prior to the

interview as they played basketball, sitting on the side,

and do nothing. That thing observed is called our co-

perceived. To be able to perceive or conceptualize an

example of what is sense perceived would be during the

encounter of our participant who just sat somewhere with

blond hair (bystander) or the so called ‘tambay’. It has

been observed through using direct observation with the

sense of sight and less-literate upon interaction with

the sense of hearing. The co-perceived part would be when

we create an assumption that the person is no longer

studying or has been out of school and is hypothetically

considered as one of the members of ‘budots’ as reflected

of being a bystander and do nothing but sitting

especially in this particular period of time.



Had classified our own sense of perception to be

able to gather data purely and completely regarding the

out of school youths. We also classified own theory,

opinions or own ideas and concepts that are applicable to

the phenomenon. These would help us to bracket all our

assumptions and perceptions regarding the out of school

youth.

Then, the phenomenological description comes after

phenomenological reduction took place, and to be able to

achieve this, every data acquired need to be analyzed

properly. Are going to employ or use the seven steps of

analytic process by Colazzi’s. This would bring big

benefit to as it helps meet our goal in achieving

meaningful description related to the phenomenon

involved- the lived experiences of the out of school

youth in the quality of life.

When themes had been identified from the process of

data collection and data analysis using Colaizzi’s, those

themes were organized into a meaningful exhaustive

description. This exhaustive description was translated



into English and was shown to the participants to confirm

and be validated for integration into the result of the

study.

The result of the study pointed out into the theory

of J. Finn’s Frustration Self-esteem Model and Participation-

connection Model

In addition to that, we used the theory of Finn, J.

(1989) which is Frustration Self-esteem Model and Participation-

connection Model from a Review of Educational Research about

Withdrawing from School as applicable during obtaining

data or actual interview.

Although knowing which students’ dropout is

important, understanding the reasons why students leave

school can help us to prevent dropping out from occurring

in the first place. There are two major theories on why

students dropout (Finn, 1989).

Frustration self-esteem model. According to Finn (1989),

this model suggests that as youth progress through their

student careers, they might have failures. These failures

increase a student’s likelihood of having a lower school-



related self-esteem. This lower self-esteem leads to a

frustration with school and eventually to dropping out

(see below).

Frustration self-esteem model

Unsuccessful → Reduced Self-esteem →

Dropout

school

performance

This model has grounded with the reaction of out of

school youth or how those unfortunate young people react

with the environment, family, and to the community as

they were experiencing frustration in life due to

suppression from learning. Having unsuccessful school

performance is probably one of the major factors in

previous researches about discontinuing education as the

child’s self-esteem is being reduced leading to dropping-

out. It implies how a person adopts values, attitudes,

and techniques in order to adjust in a certain

environment due to the discontinuing education, Thus,

leading to life’s pressure.



Participation-connection model. According to Finn (1989),

this model suggests that as youth actively participate in

school, the more likely they are to feel a sense of

connection to school. The greater a student’s sense of

connection to school the less likely he or she is to

dropout (see below).

Participation-connection model

• Extracurricular→ Greater sense of connection→

Decreased likelihood of dropout

Activity involvement.

• Active

participation in

classroom.

• Decision making

in the classroom.

• Etc.

This model has also stressed out how the youth is

influenced easily to get back to the feeling of

frustration, social discrimination, sense of connection

to school by attending extracurricular, active



participation in school-related activities, decision

making which would lead them to have the full sense of

connection, and belongingness with colleagues and to

school. As a result, the decrease likelihood of dropt out

is possible to happen.

The researchers had preconceptions on the meaning of

the problematic situation especially about the feeling of

being one of the unfortunate young people who stopped

their studies, and the reasons of discontinuing

education. This helped the researchers to able to

understand the nature of the problem. The participant

participated well as they responded consistently and

shared concerns and their common goals.

The arrow pointing to the theory of Finn, J. (1989)

which is Frustration Self-esteem Model and Participation-connection

Model illustrates that the result of this study will be

used to inform and guide nursing research, education,

practice, and healthy policy using this theory. The arrow

going back to the out of school youth illustrates that

nursing as a discipline and profession will use the



result of the study for the benefits of the selected out

of school youth participants.

Research Question

The purpose of this study is to examine out of

school youth current daily living and to explore their

lived experiences on their quality of life. The research

question that guided this research study is:

What are the lived experiences among out of school

youth on the quality of life today?

Significance of the Study

This study aimed to discover and describe the lived

experience on the quality of life among out of school

youth in Barangay Arroyo Compound, Matina Crossing, Davao

City. This is to describe the experiences of those who

stop going to school or those who did not continue their

studies in the said place.

The Department of Education is the government institution

which is responsible for ensuring access to, promoting

equity in, and improving the quality of, basic education.



This is to provide quality basic education that is

equitably accessible to all and lays the foundation for

life-long learning and service for the common good. This

study is more focused to those ones who preferably

stopped their studies, also called as the ‘out of school

youth’. Since the problem to them is about education, not

continuing their studies, it must be a concern of this

department that out of school youth should be given a way

or privilege to go back to their studies.

The Department of Social Welfare and Development is a

government institution responsible for the protection of

social welfare rights and promotion of social

development. It is a government institution that handles

matters of social welfare especially those who need the

proper care and attention. Their main focus is to protect

the children from any societal problems that could harm

them and free from violence especially those out of

school youth. Those out of school youth who had a single

parent or no longer parents at all will be referred to

this institution. They must be actively observed as peer



influence like engaging to unpleasant activities

particularly having a riot, and others would be the

social problems among the youth encountered today which

could lead them to negative track. In this government

institution, special care and attention must be carefully

provided that they will be taken cared of and be

properly guided.

The Department of Health is the institution which deals

about the care of health of each individual. Their task

is to help the young people/adolescents in avoiding

unhealthy habits and activities to maintain a normal life

and promote a healthy living. This institution plays a

big role on how to assess and evaluate those young people

who are no longer at school in determining their daily

activities as proper counselling would help them to

resolve their personal problems.

So, this department will help to know and be aware

about the concerns of the out of school youth today with

their lived experiences on the quality of life in terms

of many aspects: physical, developmental, psychological,



social, emotional, mental, spiritual, and in

socioeconomic status. Usually, they engaged in many

unhealthy activities like smoking cigarettes and drinking

alcohol which is still under the scope of nursing and

health care. Relevant information will be testified or

expressed by the research respondents/participants who

greatly affect them in many ways.

The UNICEF(NGO)is the private institution which seeks

to help those powerless and problematic community to

support and provide what the community needs as their

domain. Since they can help the residents in the

community, the out of school youth can also be referred

to them about the problem that occurred and seek out

better solutions for support to resolve the existing

problems in the certain community.

The Local Government Unit (LGU) is the government

institution which concerns about the health, safety,

and the advancement of the public good or welfare as

affecting the public generally. So this agency could

possibly coordinate to the Barangay Health Workers to



solve out the phenomenon in the community. When

exercising governmental powers and performing

governmental duties, it also seeks to obtain special

corporate benefits or earn pecuniary profit and intended

for private advantage and benefit.

Our research study has to involve the positive and

negative experiences of those young people/adolescents

who stopped studies with the referral of this national

government. It acts as an agent of the community in the

administration of local affairs when engaged in any

corporate activities. Discontinuing of education is still

a big problem and issue in today’s generation by which

attention and better solution must be provided, sorting

our necessary things that are much needed in order to

resolve it.

The Barangay Health Workers (BHWs), the health care

providers particularly the community organizers would

help to assess the problem of the residents specifically

to young people who engage any of the health concerns

just like smoking cigarettes and drinking alcohol. They



would be similarly coordinated with the Department of

Health as they are in contact with the other health care

team. Through them, better solutions with immediate

action that are appropriate to them must be carried out

as they linked with other health care organizations. They

may help to motivate and convince those out of school

youth to go back to school for studies with proper

nursing interventions/management indicated, health

teachings that are needed, and proper counselling which

help in solving the existing problem.

The researchers will have an opportunity to critically

understand the situations or deepen their understanding

with the lived experience regarding the quality of life

among out of school youth. For instance, this study will

help them to augment, analyze, and interpret the data

obtained on what they had experience that greatly affects

to their quality of life.

Definition of Terms



The terms used in the study are defined

operationally as follows:

Lived Experience. This is an individual’s actual experience in

a daily life basis.

Quality. The characteristic of something that is special in

person or thing with the degree or level of excellence

that apt to maintain a certain standard of quality in a

process particularly in life.

Life. It is the state of being alive with the ability to

grow and function well in multidimensional aspects or

complex life settings.

Out of School Youth. This is a term being referred to a person

that is not capable of entering school for many reasons

such as lack of interest or financial problems.

Statement of the Problem

The main reason of this study is to discover and

describe what are the lived experiences on the quality of

life among out of school youth living in Barangay Arroyo

Compound, Matina Crossing, Davao City. Some may tend to



engage any kind of negative outdoor activities that could

bring out one of the latest society’s concern and issue

today. That’s why, this study would help discover and

know their lived experiences from the moment they were

out of school. This is also for us to see how the youth

living today and what are their daily experiences. Aside

from that, it also helps us to interpret how being not in

school brings impact that affects the young people today

on their quality of life.

What are the lived experiences among out of school

youth on their quality of life today?

Scope and Limitation

This research study from the UM nursing students is

confined in the selected community or area at the lower

part of Barangay Arroyo Compound, Matina Crossing, Davao

City. The study was primarily focused and limited to the

out of school youth particularly 10 targeted participants

in Barangay Arroyo, Matina Crossing, Davao City. This

study will commence from March to May 2013 at 1:00 p.m.



to 5:00 p.m. that includes assessing the experiences and

discovering feelings of the participants with their daily

activities in life. The study will be based on the data

obtained from the interview with the responses of the

participants. The data would be gathered from having an

actual interview which will be analyzed and interpreted

and kept in confidentiality.

CHAPTER II

METHODS

This chapter presents the research design of the

study, research respondents, instrumentation, research

environment, data gathering procedures, and data analysis

tool.

Research Design

The study used is a qualitative phenomenological

approach using Colaizzi’s Phenomenological method that

helps to describe, analyze, and interpret data gathered



from the interview about the lived experience on the

quality of life of out of school youth in today’s

generation in the said barangay. With the use of the

research questionnaire, this intends to answer questions

about the experiences of the youth on the quality of life

who were no longer at school or had stopped studying.

The said technique, the Phenomenology description

technique with Colaizzi’s method was used to conduct the

study wherein the status and responses of the

participants were carefully considered, described,

analyzed, interpreted, and justified.

Research Participants

In this study, the researchers used purposive

sampling to identify the participants among living in

Barangay Arroyo Compound, Matina Crossing, Davao City.

First, they were interviewed as the process was going on

with building a rapport first. Then, they were asked

directly with the provided questions. The Purok leader

and her son serve as our key informants who permitted us



in conducting this research study and find those targeted

participants. Her son has guided us looking out for out

of school youths in their area. Then, the researchers

kept the obtained participant’s information that obtained

to confidentiality.

Instrumentation

The research instruments that the researchers used

for this study are the researchers’ proposed question

(questionnaire or interview guide) and the voice recorder

(cellular phones) for the interview and the informed

consent.

The questionnaire or interview guide is a

researcher-made instrument that was constructed with the

help of the adviser, professor and validators who were

expert in research and environmental studies.

The purpose of using the questionnaire or interview

guide with such degree of structure is to ensure

comparability and collection of the responses that would

be given to facilitate analysis. The items were



enumerated and the participants answered the provided

questionnaire or interview guide through verbalization

from the interview procedure with the corresponding

questions that are true to them.

The voice recorders (cellular phones) that are being

used helped to facilitate the necessity of writing the

verbalizations of the participants during the conduction

of the interview.

The informed consent was also given and provided to

the Barangay Captain, Purok Leader, and to the selected

participants for the conduct of this research study.

Research Environment

The study was conducted among the out of school

youths or young people who live at Barangay Arroyo

Compound, Matina Crossing, Davao City. The interview was

conducted at the lower part of the said research location

particularly in the basketball court. Along with the

area, there are two sari-sari stores beside the Purok

Leader’s Residence. The researchers seek the targeted

Purok Leader’s Residence

Sari-Sari Store

RRR

P

Sari-Sari Store



participants near the Purok leader’s house which is

located near the basketball court. Upon conducting the

research study, the interview was conducted or

implemented in the basketball court as our targeted

participants (out of school youth) used it to be their

hang-out place.

Figure 2. Research Location: Barangay Arroyo

Compound, Matina Crossing, Davao City

Chair Table

R- ResearcherP- Participant



LEGEND:

Figure 3. Seating Arrangement: Interview Implementation

This diagram presents how the nursing researchers

conducted the interview with their targeted participants.

So, in the left side of the basketball court, the

researchers prepared a table and chairs and arranged it

with this set-up for the interview. The participant is

seated opposite to the two researchers and be side one

researcher. Upon the interview, the participant is facing

toward the researchers with the table in the middle of

them. Some participants used to move in one area of the

seating arrangement for their convenience.

Data Gathering Procedures

The following are the steps that the researchers had

taken in conducting the study.

1. Seeking permission to conduct the study



1.1 The researchers secured a letter of permission

with the approval of the panel to gain consent to

conduct a study.

1.2 The researchers asked for a letter of

permission and formulated a letter addressed to

Dean of College of Nursing, Ofelia C. Lariego, RN,

MAN requesting for approval to conduct this study.

1.3 Obtained endorsement for the letter of

permission from the Barangay Captain Joel A.

Santes to conduct this study in the selected area.

1.4 Asked permission or consent of participants.

The researchers asked consent to the participants

to conduct the research by letting them to sign

the inform consent.

2. Formulating the questions for the research questionnaire or interview

guide

2.1 The researchers formulated questions indicated

to the target research participants in order to

provide a supportive questionnaire or interview

guide.



3. Validation of the formulated questions

3.1The researchers sought the assigned validators

for the validation of the formulated questions

which serves as an instrument or tool in order to

conduct the research study.

4. Conduct the Interview

4.1 The researchers went to the chosen area to

conduct the study which is at the lower part of

Barangay Arroyo Compound, Matina Crossing, Davao

City, bringing with them the research

questionnaire or interview guide and the voice

recorders (cellular phones).

4.2 The researchers actually or personally

approached personally the targeted research

participants, the 10 out of school youth who are

living at the said area, and provided with the

inform consent for them to sign.

Data Analysis Tool

Acquiring Verbatim (Transcripts)

Formulating Meaningsings

Organizing the Formulated Meanings into Clusters of Themes

Extracting Significant Statements

PURE CONSCIOUSNESS



To be able to analyze the data and information

gathered from the research participants during the

interview, we used the Phenomenology description

technique which helps us to widen or expand our

understanding about the study. This method would help and

assist us in analyzing and organizing the data gathered,

extracting it verbatimly, then getting the significant

statements until the formulation of meanings comes out

with the relevant and appropriate themes, and discuss

with asset of narrative data or exhaustive description.

The study was carefully conducted from having such

phenomenon with multiple verbatim responses or verbatim

and perceptions of the participants that can be related

to their actual experiences in their life.

Colaizzi’s Research Diagram

Organizing the Formulated Meanings into Clusters of Themes

Returning to Exhaustive Description for Validation

SENSE PERCEIVED

SENSE PERCEIVED

Exhaustive Description of the PhenomenonCO-PERCEIVED

Organizing the Clustered Themes and Integrating the Results

(Emergence of Themes)



Figure 4.Illustration of descriptive Phenomenological

method process of data analysis created by Colazzi

(1978).

Colaizzi’s Seven-Step Method of Data Analysis



1. Acquiring Verbatim (Transcript)

This is the first step which the researchers made

sense of the research study or acquiring feeling for the

protocols by acquiring verbatim or gathering the

transcripts. This is about getting the information or

responses from the interview which adheres gaining a

sense of the whole content of the collected data

gathered. The researchers read and reviewed those

transcripts several times to extract significant

statements.

2. Extracting significant statements

With this second step of data analysis the

significant statements and phrases taken from the

original transcripts with common information during the

interview were being extracted and clustered together to

formulate meanings with analysis and interpretation. Upon

acquiring the verbalizations and transcriptions of the



participants, we identified 160 significant statements

from their verbatim.

3. Formulating meanings

This is the third step in which the extracted

significant statements from the original transcriptions

were formulated with meanings. Upon formulating it with

meanings, the data or information gathered from the

interview as well as the significant statements are being

read again and were given inputs by analyzing until

formulate its own meanings. It is how we try to spell out

the meaning of each significant statement provided.

4. Organizing the clusters of themes

When we’re done formulating of meanings from the

basis of significant statements, we again formulated it

or summed up it into themes that are indicated and

correspond to the participant’s original verbatim. In

such, this step aims to organize or categorize those

summed up themes that were collected or formulated to be



integrated with another final theme to be called as the

subject of concerns from the gathered data that is being

emerged as a whole.

5. Integration of results/Emergence of Themes

After formulating the overall theme, this step aims

to integrate and combine or compile the results of the

gathered data from formulated meanings until clustering

of themes that are still extracted to come up a subject

of concern into one. The goal of this step is to

determine the viewpoints of the clustered themes that are

going to be integrated in order to sum up a desired final

theme that is generalize and coincide to the phenomenon

basing from the original participant’s verbatim.

6. Exhaustive description

The results of the interview together with the

finalized results of the gathered data of this

investigated topic are needed to be converted and written



into exhaustive description. In this step, the

researchers are trying all possibilities with thorough

manner and understanding in order to identify its

fundamental structure. This is the last step of

extraction or emerging of the results to come out the

overall result or viewpoint of the study as a whole. The

researchers still re-read all of it to remain the

participant’s transcriptions untouched as original.

7. Validation

This is the final step and the very last step in

Colaizzi’s method of data analysis in which it seeks for

validation or verification of the research findings. In

this step, the researchers returned to the participants

at Barangay Arroyo Compound to validate the gathered data

with exhaustive description, asking them to verify the

accuracy of the descriptive results (exhaustive

description) that would be suit to their verbalizations

and testimonies and in line to their actual experiences.

If there would be new data obtained and revealed

from the participants during the validation,



incorporation of it into an exhaustive behaviour is very

necessary as it is said to be ‘exhausting’. In other

words, we will incorporate them into an exhaustive

description.

CHAPTER III

RESULT AND DISCUSSION



This chapter highlights the presentation and data

analysis using the process of Colaizzi’s (1978) seven

step method that provides assistance in extracting,

organizing, and analyzing a set of narrative data to come

up with a result. It also covers the discussion on the

result of the study which would be presented and

interpreted with the following themes and headings.

Even though there were lot of existing research

studies about out of school youth, this research study

that was extended to conduct help to examine out of

school youth and explore their essence or their lived

experiences on their quality of life.

In order to gain meaning of the respondent’s

experiences regarding their lived experiences, the

researchers listened actively and thoroughly to each of

the verbalizations then were reviewed by the audio

recordings of the respondents taken on several occasions

and read every transcript for several times.



There are four emergent themes from the analyses and

they were: (1) Family Uncertainty, (2) Living

Diversionary, (3) ‘Nagla-um” (Hoping).

Theme I: Family Uncertainty

This is the first theme we summed up into from the

participants’ original transcriptions that were given

with a particular meaning.

Most out of school youth participants implied having

uncertainty of the family as they had their own reasons

and responses when they asked about the reasons why they

stop studying.

Cebuano:

“Wala nay moatiman sa akoa.” [A1] (disappointed; no eye contact)

“Atimado kaayo mi sauna, gagmay pa mi katong wala pa nagbulag

akong mama ug papa. Bulag naman akong mama ug papa.”[A2]

(responsive and participative; maintain eye contact)

English:

No one would take good care of me.[A1]

(disappointed; no eye contact)



We’re well taken care of before when we’re young,

when my mother and father didn’t split yet. My

parents are already separated. [A2] (responsive and

participative; maintain eye contact)

Both participants revealed that their parents before

had took good care of them before when they were still

present and when they didn’t split yet as they asked to

describe the status of his family.

Cebuano:

“But-an man pud sila ug ginasuportahan mi.” [C2] (smiling and open

to share)

“Gina-atiman man pud mi ug tarong sa among mama.”[C4] (smiling;

happy)

English:

They are kind and they supported us. [C2] (smiling and

open to share)

Our mother still took good care of us. [C4] (smiling;

happy)

In contrast with the first statements of the

participants above, two of the participants expressed the



goodness of their parents as they were still took good

care no matter the poverty they encountered.

Cebuano:

“Na-short sa budget mao ng wala ko nakatiwas ug eskwela. Walay

ikagasto tungod pud sa kalisod.” [A3] (participative; with low tone of

voice)

“Tungod pud sa kalisod. Nakatesting gani ko ug pamakal o pangolekta

ug bakal sauna gikan ug NCCC aron makakita ug kwarta.” [A6]

(coherent and able to recall past experience; participative)

“Problema sa pinansyal tungod sa kalisod.” [A8] (low voice; no eye

contact)

“Usahay nagkulang pud mi, kulang ang inkam dala sa kalisod.” [A9]

(responsive)

“Tungod pud sa pinansyal mao ng ming-undang ko ug eskwela, sa

kalisod sa panahon karon.” [A10] (sad; no eye contact)

“Kuan lang gud, ming-undang lang gud ko kay wala nay ikagasto sa

amoa.” [B3] (participative; confident to say it)

“Huna-huna ko nga moundang ug eskwela tungod pud sa kalisod.”

[B6] (responsive; quiet)

English:



It is because of the shortage of budget that is why

I wasn’t able to continue my studies. There is no

enough money for the expenses due to difficulty or

poverty. [A3] (participative; with low tone of voice)

It is also because of the hardships. I even

experienced collecting metals before from NCCC Mall

to find money. [A6] (coherent and able to recall past

experience; participative)

Financial problems due to poverty. [A8] (low voice; no

eye contact)

Sometimes we also lack of income due to poverty.

[A9] (responsive)

It is also due to financial that’s why I stopped

studying, the difficulties of today’s age. [A10] (sad;

no eye contact)

I just stopped because there’s no more enough money

for our expenses. [B3] (participative; confident to say it)

I thought of study cessation due to poverty. [B6]

(responsive; quiet)



However, the following participants shared also

about the impact and being affected by poverty as they

preferred to discontinue their studies.

Cebuano:

“Ako lang nagkumbinsi sa akong kaugalingon para moundang ug

eskwela.” [B1] (coherent; participative)

“Walay nag-ingon. Akong kaugalingon lang desisyon na mag-

undang.”[B2] (participative; no eye contact)

“Ako ra.” [B8] (responsive but limited)

“Ako lang.”[B9] (responsive but limited; no eye contact)

“Kaugalingong desisyon lang.” [B10] (with sad face)

English:

It was myself convinces to stop study. [B1] (coherent;

participative)

No one told me. It’s only my own decision to stop.

[B2] (participative; no eye contact)

Only me. [B8] (responsive but limited)

Just me. [B9] (responsive but limited; no eye contact)



It’s only my own decision. [B10] (with sad face)

On the one hand, other participants conveyed

sacrifice with their voluntary decision when they asked

about who convinces them to stop their studies. Most of

them replied that it was their own choice or own

decision.

Cebuano:

“Gipauna nako akong kuya ug eskwela.” [A2] (participative but lonely)

“Pulihanay lang daw sa ate ug eskwela.” [A7] (with low voice; ooking at

the ground)

“Kuan lang gud, ming-undang lang gud ko kay wala nay ikagasto sa

amoa.Walay motabang kay mama. Nagdesisyon pud ko ug undang

para makatabang sa akong mama, sa akong pamilya.”[B3]

(responsive; with sad facial expression yet cheerful)

English:

I let my older brother to study first. [A2]

(participative but lonely)

Letting my older sister to finish studies first.

[A7] (with low voice; ooking at the ground)



I just stopped because there’s no more enough money

for our expenses. There’s no one will help my

mother. I also decided to stop so that I could help

my mother, my family. [B3] (responsive; with sad facial

expression yet cheerful)

Well in fact, other participants conveyed sacrifice

as they given up their studies because of their family’s

status and for the sake of their other siblings.

Additional transcriptions were expressed by the

participants above.

Cebuano:

“Driver sa jeep lang akong papa nga nagsuporta sa amo, 300 pesos

kada adlaw ang kita.” [C1] (responsive)

“Walay trabaho akong mama, sa balay lng. Taxi driver akong

papa.Iyang makita kada adlaw kay 300 pesos.”[C2] (disappointed)

“Farmer lang akong mama nga modagan ug 17,000 pesos kada tulo

ka bulan ang kita.” [C4] (sad facial expression)

Beautician akong mama ug Security Guard akong papa. [C5]

(responsive and open)



“Naa lang sa balay si mama tapos driver lang pud si papa nga 300

pesos ang kita kada adlaw.” [C9] (participative; no eye contact)

“Pundo lang sa balay akong mama ug karpentero akong papa nga

3000 pesos kada bulan ang kita pag pakyaw.” [C10] (coherent and

participative)

English:

My father who supported us is only a jeepney driver

which the income will run of 300-400 pesos everyday.

[C1] (responsive)

My mother doesn’t have a work, just at home. My

father is a taxi driver; his income is 300 pesos

every day. [C2] (disappointed)

My mother is just a farmer that the income will run

to 17,000 pesos in three months. [C4] (sad facial

expression)

My mother is a Beautician and my father is a

Security Guard. [C5] (responsive and open)

My mother is only at home then my father is a driver

which his income will run to 300 pesos every day.

[C9] (participative; no eye contact)



My mother is just at home and my father is a

carpenter with the income of 3000 per month if it

will be taken all. [C10] (coherent and participative)

Moreover, most of the participants also opened up

their parents’ occupation when they were asked to as the

other factor of sacrificing their studies which

integrates to inadequate of money or gaining less income.

Cebuano:

“Nagahilot ug nagabaligya lang ug bingka si mama para makakita ug

kwarta.”[C7] (conscious)

“Naa lang mi tindahan, negosyo gamay, mga 500-1000 pesos ang

estimate sa kita sa isa ka bulan. Side walk vendor pud akong papa.”

[C8] (less participative)

English:

She just used to massage and sell ‘bingka’ to earn

money. [C7] (conscious)

We just had a store, a small business which the

income will run estimate to 500-1000 pesos in one

month. My father is also a side walk vendor. [C8] (less

participative)



In addition, participants C7 and C8 also shared

their parents’ business as their source of their income

that is not enough as expressed by them.

Cebuano:

“Trabaho lang sa fruit stand-durian, 150 pesos akong makita kada

adlaw. Nagbantay lang.”[F4] (answered hurriedly; seems busy)

“Akoa lang trabaho, helper ug panday nga 1,200 pesos ang

semana.”[G3] (responsive and participative)

“Bantay lang sa durian fruit stand, tindahan.” [G4] (flat affect; limited)

“Mangita ko ug trabaho, usahay construction, tag 1,200 pesos ang

semana.” [G9] (participative; with eye contact)

English:

I just work in the durian fruit stand, 150 pesos is

my only income every day, keep the store. [F4]

(answered hurriedly; seems busy)

Just my work, being a helper and carpenter that I

make 1,200 pesos a week. [G3] (responsive and participative)

I just keep watching the durian fruit stand, the

store. [G4] (flat affect; limited)



I used to look for a job with the construction

sometimes with 1,200 pesos per week. [G9] (participative;

with eye contact)

Aside from that, those particular participants above

shared that they have a temporary work as one of their

activities they daily did which serves as their

alternative way of earning money.

Cebuano:

“Dili nako malimtan kay akong trabaho.” [H3] (responsive; restricted)

English:

I cannot forget was my work. [H3] (responsive; restricted)

The experiences of the participants in their entire

life that were unforgettable also revealed that would

contribute to their family’s instability leading to

discontinuing their education.

Cebuano:

“Akong papa, wala naman. Naa ra sa balay akong mama, walay

trabaho.” [C3] (coherent; participative)

“Patay na pud akong papa.” [C4] (with low tone of voice; sad)

English:



My father is no longer with us. My mother was just

at home, no work at all. [C3] (coherent; participative)

My father is already dead. [C4] (with low tone of voice; sad)

The participants above also shared and opened-up

about their family background or family structure that

would affect their studies as they were asked to.

Perhaps, all participants were also asked about the

composition of their family or the number of their family

members which could reflect that they were many members

to be sustained and supplied in the whole family. These

participants are the following:

Cebuano:

“Upat mi ka igsoon, isa ka lalaki, ako, si papa, akong stepmother ug

igsoon nako sa akong papa.Pito mi tanan.” [D1] (sad)

“Pito mi ka magsoon, upat ka laki ug tulo ka baye.Siyam mi tanan sa

pamilya.” [D2] (no eye contact)

“Lima mi ka igsoon, duha lalaki ug tulo babae. Duha naang naminyo,

tulo ang wala pa. Apil akong mama, unom mi tanan sa pamilya.”[D3]

(participative)



“Upat mi ka igsoon, lalaki tanan. Kami na lang mga igsoon ug akong

mama ang nabilin.” [D4] (sad)

“Lima mi ka igsoon, tulo ka laki ug duha ka baye. Pito mi tanan apil

akong mama ug papa.” [D5] (responsive)

“Unom mi ka igsoon, duha ka laki ug upat ka baye, dayon si mama ug

papa ug duha ka pagumang-kon.” [D6] (participative but disturbed)

“Pito ka mag igsoon, duha ka lalaki, lima ka babaye.Ang ikaduha ug

ikatulo kay namatay.Unom mi tanan sa pamilya uban akong mama.”

[D7] (participative)

“Walo mi ka mag igsoon, upat ka laki ug upat ka baye.Napulo mi

tanan uban akong mama ug papa.” [D8] (with limited response; no eye

contact)

“Lima mi ka igsoon, lalaki tanan.Pito mi tanan apil si mama ug

papa.” [D9] (participative)

“Upat mi nga anak, isa ka baye ug tulo ka laki.Unom mi tanan sa

pamilya.” [D10] (responsive and participative)

English:



We are four siblings; I am the only boy, my father,

my stepmother and my sibling in my father. We’re all

seven in the family. [D1] (sad)

We are seven siblings, four boys and three girls.

We’re all nine. [D2] (no eye contact)

We’re five siblings, two boys and three girls. Two

of us got married, and then three didn’t yet.

Including my mother, we’re all six in the family.

[D3] (participative)

We’re four children, all boys. We, the siblings and

my mother only remained. [D4] (sad)

We’re all five siblings, three boys and two girls.

We’re all seven members in the family including my

mother and father. [D5] (responsive)

We are all six siblings, two boys and four girls,

then my mother and father and two nephews. All in

all, we’re ten members in the family. [D6]

(participative but disturbed)



We’re seven siblings, two boys and five girls. The

second and third siblings were deceased.We’re all

six in the family together with my mother. [D7]

(participative)

We’re all eight siblings, four boys and four girls.

All in all, we’re ten with my mother and father.

[D8] (with limited response; no eye contact)

We’re all five siblings, all boys. We’re all seven,

including my mother and father. [D9] (participative)

We are four children, one girl and three boys. We’re

all six in the family. [D10] (responsive and participative)

Another thing is their rank or position in their

family as a child that affect their obligations to carry

on when most of the participants had sacrificed. As

expressed by these following participants:

Cebuano:

“Ikaduha ko sa managsoon.” [E1, E5, and E10] (responsive and

participative)



“Ikaupat ko nga anak.”[E2, E3, and E8] (responsive and participative)

“Kinamagulangan ko nga anak.” [E4] (responsive and participative)

“Ikalima ko nga anak.” [E6 and E7] (responsive and participative)

“Ikatulo ko nga anak.”[E9] (responsive and participative)

English:

I ranked as second in my siblings. [E1, E5, and E10]

(responsive and participative)

I am the fourth child. [E2, E3, and E8] (responsive and

participative)

I am the eldest child. [E4] (responsive and participative)

I’m the fifth child. [E6 and E7] (responsive and

participative)

I’m the third child. [E9] (responsive and participative)

Then, most of the participants were concerned about

conflict or quarrel they encountered within the family

and peers/friends and teacher as social environment could



also contributed to them as the other factor of

discontinuing education. This was expressed by the

following participants considering that conflict or

quarrel usually arises as the family’s unavoidable

disagreement or misunderstanding even toward the teacher.

This would reflect to be the background or the status of

their family. As expressed by these participants:

Cebuano:

“Away-away, kuya pagmaglagot, sige’g pangulata, way respeto sa

akong mama. Napul-an ko, dili kabalo magsabot akong mga igsoon.”

[A7] (frowned; slightly mad)

“Tungod sa maestra nga gidaut ko, maulaw nako mosulod, moapil sa

mga klase. Gikumot nako ang dunggan sa maestra tapos gilaparo ko

niya.” [A10] (embarassed)

“Bulag naman akong mama ug papa.” [C1] (disappointed)

“Okay lang man mi, hapsay man. Usahay naay away-away.” [C2]

(participative; contented)

“Nagbulag man gud akong mama ug papa, mga five years na kay

tungod ‘chickboy’ akong papa, nangita ug lain.” [C3] (disappointed; no

eye contact)



Usahay, mag-away pud mi mga igsoon tungod dugay makalung-ag

kay gikan dula ug basketball, laag ug dugay makauli.” [C5] (willing to

share; participative)

“Sauna, nag-away akong mama ug papa tungod sa baraha kay

paundangon akong papa pero masuko.Tapos pagmapilde siya, si

mama ang dumtan.” [C6] (feeling hesitated)

“Dili mi close, dili mi magkasinabtanay.” [C7] (feeling distant)

“Suod man mi nga pamilya, walay samok pero usahay ang mga

manghod sige ug away.” [C9] (participative)

“Usahay tungod sa ako nganong naay away kay tambay gawas sa

balay nga duguan tapos magkagubot pangita ug tambal gumikan

natigbasan sauna tungod sa riot.” [C10] (guilty)

“Mao ra gihapon kay bokbokon rako ini-uli sa balay sa akong kuya.

Pasalamat gani ko sa akong bana kay dili mangulata.” [H7]

(participative; glad)

“Katong naa ko sa Boulevard, gitabangan ko ug bunal ug dos por dos

nga kahoy.” [H10] (feeling discriminated or underestimated)

English:

Quarrels; my older brother always spanks us when he

got mad with no respect to my mother. I was



exhausted; my siblings don’t know how to understand.

[A7] (frowned; slightly mad)

Because of our teacher who humiliated me. I twisted

my teacher’s ears then she slapped me. [A10]

(embarassed)

My parents are already separated. [C1] (disappointed)

“Okay lang man mi, hapsay man. Usahay naay away-

away.” [Sometimes, there would be a quarrel. [C2]

(participative; contented)

My mother and father were separated, five years ago

because of my father’s being a ‘chickboy’, looking

for someone else. [C3] (disappointed; no eye contact)

Sometimes, we used to fight with my siblings due to

the delay of cooking because of going home late from

playing basketball. [C5]

Before, my mother and my father have fight/quarrel

because of the flashcards that my mother will ask my

father to stop it but he got angry. Then when he

losses, my mother will be blame. [C6] (feeling hesitated)



We’re not close, we don’t understand each other

well. [C7] (feeling distant)

We have close family ties, there are no troubles but

sometimes my younger siblings used to have fight.

[C9] (participative)

Sometimes, it is because of me why we have

conflict/quarrel, because of being a bystander,

bloody outside then chaos happened when looking for

a treatment regimen because of stabbing before due

to the riot. [C10] (guilty)

Still, I used to be punched when I went to my eldest

brother’s home. I’m so thankful that my husband

doesn’t hurt and batter me. [H7] (participative; glad)

When I was at the Boulevard, I was spanked with two

by two of wood by many. [H10] (feeling discriminated or

underestimated)

With the complain of the participant A10, conflict

with towards the teacher also affect him to be out of

school as he tend to be shy in going back to school from



destroying his reputation and results to child’s

regression of learning.

Furthermore, another factor that the participant is

concerned about is having no own house or no proper

housing of their family which serves as the basic

physical support or physiologic need that they must be

provided at first. As expressed by the following

participants below:

Cebuano:

“Sige lang mi balhin-balhin ug puyo sauna, moabot sa Maa ug Bolton.

Nangawala gud ang mga gamit kay sige ug balhin.” [A6] (participative;

open to share life’s story)

English:

We used to transfer in any places for shelter

before, reaching Maa and Bolton. There were things

of us gone because of always transferring to any

places. [A6] (participative; open to share life’s story)

In fact, other participants conveyed their heart

longings about obtaining a proper house for their family



as they don’t have proper housing for the shelter of the

whole family. As expressed by the participants below:

Cebuano:

“Makasarili ug balay.”[I4] (hoping; feeling determined)

“Makapalit mi ug lote.” [I7] (glad)

“Makabalay akong mama, makabalhin ko didto.” [J7] (smiling)

English:

I can able to own a house. [I4] (hoping; feeling

determined)

We can able to buy a lot. [I7] (glad)

My mother could own a house, I can able to transfer

there. [J7] (smiling)

And lastly, loss of interest was also complained by

other participants as it affects them to preferably stop

their studies:

Cebuano:

“Ako lang nag-undang ug eskwela.”[B4] (with low tone of voice;

restricted)

“Undang lang ko tungod sa kaugalingong kagustuhan.” [B5] (no eye

contact)



“Walay nagkumbinsi sa akoa.”[B7] (participative; limited response)

“Nawad-an gani ko ug gana kay daghan gihuna-huna, daghan

mandaot na mga tao.” [F7] (discouraged and shy)

“Dili na ko gusto moeskwela.” [I4] (firm)

English:

It is only myself who decided to stop studying. [B4]

(with low tone of voice; restricted)

I just stopped because of my own wants. [B5] (no eye

contact)

No one convinces me. [B7] (participative; limited response)

I even have loss of interest because I think a lot.

Many people accuse or destroy me. [F7] (discouraged and

shy)

I don’t want to study anymore. [I4] (firm)

Theme II: Living Diversionary

The selected participants below conveyed or trying

to imply that it was because of influence from their

contemporaries (barkada), their friends or neighbourhoods



why they tend to stop their studies as they were asked

to. They expressed that they usually influenced with them

by engaging in many activities and taking any vices.As

expressed by the participants below:

Cebuano:

“Tungod sa barkada, naimpluwensyahan sa ila, nagapanigarilyo pud.”

[A5] (sad)

“Nadala sa barkada, natintal sa mga ‘chicks’.” [A9] (smiling)

“Dili nako malimtan kay kadtong ming-undang ko ug eskwela sa

Grade 2 tungod sa bisyo, inom, ug sigarilyo uban sa barkada.” [H8]

(lonely)

English:

Because of my peers/contemporaries, being influenced

with them, smoking also. [A5] (sad)

Being swayed with my peers/contemporaries. Being

tempted with the ‘chicks’. [A9] (smiling)

I cannot forget was when I stopped studying in Grade

2 because of vices, drinking alcohol, and smoking

with my friends. [H8] (lonely)



On the other hand, the statements below were the

responses provided by the participants who also

verbalized about engaging another activity in their

everyday’s living with almost similar lifestyle involved

as the way or the manner of their living. As stated by

the participants below:

Cebuano:

“Nagapangwarta man ko hakot ug graba.” [F2] (proud)

“Sa balay lang, usahay walay trabaho. Magdula ko ug basketball,

internet, inom pud panagsa. Trabaho sad, tapos tulog ug pahuway.”

[F3] (participative; calm)

“Magdula ko ug basketball, matulog ug naga-apil ug sayaw.” [F5]

(responsive;looking at the ground)

“Tabang- tabang sa pamilya, ngita ug kwarta. Usahay nagadula pud

ko ug basketball ug internet, nagasigarilyo ug unom ka sticks sa isa ka

adlaw, naga-inom pud usahay.” [F6] (honest)

“Bantay sa among tindahan, suroy2x usahay. Uli ug balay, matulog.”

[F8] (responsive)

“Usahay, diria ko sa Matina Crossing, mangtras sa hapon, tag 100

pesos ang kita usahay.” [F9] (responsive)



“Usahay nagadula ug basketball ug internet.” [F10] (with limited

response)

“Hakot ug balas, construction 200 pesos kada adlaw.” [G1]

(responsive)

“Nagahakot ug balas, tag 600 pesos ang adlaw.” [G5] (with low tone of

voice)

“Pangwarta lang, mag-hakot ug balas ug mangatras, mamarking sa

mga dyip, tagdyes ang hatag.” [G6] (no eye contact)

“Maghakot ug balas ug graba. Kung makahuman na ug 40 ka taro,

naay 400 pesos. Nagapangita pud ko kinsay paputol ug kahoy.” [G10]


“Nagauban ko sa biyahe sa akong papa, nagkonduktor.” [H1]


“Dili malimtan na experience kay adtong minghakot ug graba, bun-og

sa lawas adtong Grade 1 pako hangtod first year tungod sa paghakot

ug graba.” [H2] (participative; slight lonely)

English:

I can able to earn money by collecting and lifting

up gravels. [F2] (proud)



Just at home, sometimes, there would be no work.

Just playing basketball, internet, drink alcohol

occasionally. Go to work also, then get sleep and

rest. [F3] (participative; calm)

I play basketball, go to sleep and involving

dancing. [F5] (responsive;looking at the ground)

Just helping my family finding money. Sometimes I

played basketball and internet games, smoking with 6

sticks in one day, drinking alcohol sometimes. [F6]

(honest)

Guide/keep watching over our store, roaming around

sometimes. Go home then sleep. [F8] (responsive)

Sometimes, I went here in Matina Crossing to valet

parking service (mangatras) in the afternoon with

sometimes 100 pesos income earned. [F9] (responsive)

Sometimes playing basketball and internet. [F10] (with

limited response)

Lifting up sacks of sands, construction, earning P

200/day. [G1] (responsive)



Just carrying or lifting up sacks of sands, earning

600 pesos per day. [G5] (with low tone of voice)

I used to carry or lift up sacks of sands and used

to park the jeepneys (valet parking service) to find

money which they will give me P10 for it. [G6] (no eye

contact)

Carrying or lifting up of sands and gravels. If we

could finish 40 containers, we would have 400 pesos.

I am also looking for someone who needs woods to be

cut. [G10] (responsive and participative)

I accompanied my father in traveling, being a

dispatcher collector. [H1] (responsive and participative)

My unforgettable experience was when I used to lift

up or carry gravels, with bruises in my body when I

was in Grade 1 until first year because of lifting

up gravels. [H2] (participative; slight lonely)

In contrary, most of the participants undisputedly

confessed that they usually do nothing or preferred to be



‘tambay’ or engaging with other peer activities as

expressed by the participants below:

Cebuano:

“Wala, mouli ra ug mokaon.” [F1] (flat affect)

“Manglaba, magligo sa akong bata. Balay lang. Atiman sa akong

bata.” [F7] (participative and open to share; maintain eye contact)

“Tambay, suroy2x pud.” [F9] (responsive and participative)

“Magkaon, mag-istambay.” [F10] (responsive; no eye contact)

“Tambay ra. Walay ginabuhat sa sarili. Usahay, naga-inom ko.” [G2]

(slightly sad; no eye contact)

“Wala lang. Wala koy trabaho.Wala koy pangita ug kwarta.” [G8] (flat

affect)

“Nagariot ug ‘budots’. Napreso ug duha ka adlaw tungod sa riot kay

nadakpan pud. Nadala sa barkada nga sige ug panigarilyo hangtod

karon ug nagainom panagsa.” [H5] (willing to share; smiling; maintain

eye contact)

“Nagainom, nagasigarilyo, tambay usahay.” [H6] (responsive; no eye

contact)



“Nadala o naimpluwensyahan sa barkada. Sige mi ug shot ug inom,

sigarilyo. Atong riot pud, napriso ko sulod tulo ka adlaw. Nagalaag mi

magabii.” [H9] (participative; no eye contact)

English:

Nothing, I will just go home and eat. [F1] (flat affect)

Just washing clothes, take my baby a bath. Just at

home. Take good care of my child. [F7] (participative and

open to share; maintain eye contact)

Doing nothing, wandering/roaming around. [F9]


Eating, staying somewhere, bystander. [F10]

(responsive; no eye contact)

Doing nothing. I did nothing for myself. Sometimes,

I used to drink alcohol. [G2] (slightly sad; no eye contact)

Nothing. I don’t have work. I don’t have any ways to

earn money. [G8] (flat affect)

I used to be involved in riots and ‘budots’. I even

placed in jail for two days because I was captured.

Being swayed with my friends/peers who always smoke



cigarettes until now and drink alcohol often times.

[H5] (willing to share; smiling; maintain eye contact)

Drinking alcohol, smoking cigarettes, do nothing,

staying somewhere sometimes. [H6] (responsive; no eye

contact)

Being swayed or influenced by my peers. We always

have shot in drinking alcohol, smoking cigarettes. I

even put to jail within three days because of riot.

We used to roam around every night. [H9] (participative;

no eye contact)

Theme III: ‘Nag-laum’ (Hoping)

With their responses, the following participants

expressed happiness as they described the status of their

family and considered to be one of their unforgettable

experiences. As expressed by these participants below:

Cebuano:

“Okay ra man,happy ra pud mi maskin unsa man kalisod, bisag

pobre.” [C3] (smiling; feeling contented; no eye contact)



“Malipayon man pud mi maskin wala na among papa.” [C4] (slightly

sad; no eye contact)

“Katong nageskwela pa ko ug Grade 6, lipay kaayo.” [H7]

(participative; disappointed)

English:

We’re also happy despite of the hardships, though

we’re poor. [C3] (smiling; feeling contented; no eye contact)

We’re still happy though our father is no longer

with us. [C4] (slightly sad; no eye contact)

When I was still studying in Grade 6, I’m so happy.

[H7] (participative; disappointed)

In opposition, selected participants revealed their

wants or desires about attaining happiness as what they

want to have and be in life when they were asked if what

would be the miracle they want to come and happen in

their life. As stated by the selected participants:

Cebuano:

“Maayo ang lawas ug maasenso.”[I7] (responsive; no eye contact)

“Gusto nako nga malipayon ang pamilya, walay sakit.”[I9]

(determined; hoping; maintain eye contact)



“Gusto nako malipayon ug hapsay akong pamilya nga wala nay

samok sa panimalay.”[I10] (participative;smiling; with eye contact)

English:

Have a good health and prosper in life. [I7]

responsive; no eye contact)

I want that my family would be happy, no diseases.

[I9] (determined; hoping; maintain eye contact)

I want that my family will be happy and at peace

that there’s no more troubles/quarrels at home.

[I10] (participative;smiling; with eye contact)

Moreover, participants also testified about their

life’s changes or the changes of their family when they

were asked to describe their family status. As expressed

by these participants:

Cebuano:

“Malipayon mi sauna pero karon, nagkalisod-lisod tungod sa

problema sama anang away-away.Kamug-ot na ang nabilin, wala na

ang kalipay.” [C10] (responsive; sad facial expression)



“Sauna nga nageskwela pa, okay, relax lang kay naa pay baon adlaw-

adlaw. Maglingkod ug magsulat ra, karon hago sa trabaho.” [H3]

(responsive; slightly depressed; no smile)

“Sauna adtong nageskwela kay dili hago. Nagatuon lang mi, daghan

ug barkada. Karon, wala na kaayoy barkada, trabaho na lang pero

nalingaw ra pud.” [H4] (participative; disappointed; not smiling)

English:

We were joyful before but now, we encountered many

hardships due to the problems like having quarrels

or fight. It’s the loneliness that left, no longer

the happiness. [C10] (responsive; sad facial expression)

When I still studying before, it’s okay, it’s

relaxing then you still have money/allowance

everyday. You will just sit and write, now, it was

been tired from work. [H3] (responsive; slightly depressed; no

smile)

When I was studying before since I wasn’t feeling

exhausted. We just study and have a lot of

friends/peers. Now, I don’t have lot of friends,



just only the work but I also enjoying it. [H4]

(participative; disappointed; not smiling)

According to participant H4, he was enjoying with

his work though there are already changes as expressed by

him.

Other participants added the comparisons of their

life’s changes as testified by selected participants

below:

Cebuano:

“Lahi ra jud ang sauna. Sauna kay dili madala. Malipayon pa sauna

ug mabantayan pa ko sa akong mama nga gipaeskwela.” [H9] (slightly

sad; discouraged)

“Sauna kay mata ko ug sayo kay nageskwela pa man, limpyo nga tao.

Malipayon pud kay naa koy mga barkada.Malingaw kay naa koy ka

chika. Nagatuon ko sa pageskwela, mga leksyon. Karon wala na,

mahadlok na sila sa ako karon. Hilabtanon daw, dili na limpyo.” [H10]

(looking at the ground; no eye contact)

English:

It’s really different before. Before, I was not

easily swayed. It’s joyful before and I was been



watched over by my mother when I still studying.

[H9] (slightly sad; discouraged)

I woke up early before because I was still studying,

being a neat person. I was also happy because I have

a lot of friends. It’s enjoyable because I have chat

mates. I studied with my lessons when I’m still

studying. But now, I don’t do that anymore. They

will be afraid of me now because I looked to be

someone who steals things. [H10] (looking at the ground; no

eye contact)

Aside from that, the following participants conveyed

about changes or hoping to have a change in their life by

fulfilling what their wants, desires, and plans to be

achieved or accomplished in life. As expressed by their

verbalizations, it shows about hoping something for their

own good and benefits:

Cebuano:

“Magbag-o aron dili na magkalisod sa balay, dayon magtiwas pud ug

pageskwela.”[I6] (smiling)



“Hinay-hinay lang ug bag-o kay dili man pud madali-dali o kaliton

ang pagbag-o.”[I10] (confident to say it; hoping)

“Gusto pud ko magbag-o.” [J5] (participative; maintain eye contact)

“Magbag-o.” [J6] (responsive but limited; no eye contact)

“Mosimba.” [J8] (responsive but restricted; no eye contact)

English:

Have a change so that we won’t experience more

difficulties at home, and then continue my studies

also. [I6] (smiling)

Take a change slowly because it’s not easy or quick

to have a change. [I10] (confident to say it; hoping)

I also want to change. [J5] (participative; maintain eye

contact)

Have change. [J6] (responsive but limited; no eye contact)

Go to church/pray. [J8] (responsive but restricted; no eye

contact)



Renewing or changing about something like asking

forgiveness would be a big deal to this participant to

change. According to the participant below as he stated:

Cebuano:

“Kung pwede pa lang ang kontra sa grupo-grupo, saboton nga

mangayo ug pasaylo, himoon jud nako pero dili na kaayo ko

makalaag-laag karon.” [J10] (participative; slightly frowning; willing to

do it)

English:

If only the opponent in the group can be talked and

agreed well to ask forgiveness, I would really do

it. But it couldn’t be happened because of the high

rank then I won’t able to roam around as of now.

[J10] (participative; slightly frowning; willing to do it)

He wants to confess his mistake and ask forgiveness

to his opponent but it’s not easy to be done since he

wasn’t able to go somewhere and go with it.

Henceforth, following participants also expressed

the feeling of regret or they regretted as expressed with



their verbalizations particularly their life’s

unforgettable experiences when they were asked what were

the changes and their resolutions to have or their plans

in life. As expressed by the participants below:

Cebuano:

“Nagmahay pud ko nga ning-undang ug eskwela, nadala sa barkada

nga sige ug panigarilyo hangtod karon ug nagainom panagsa.” [H5]

(low tone of voice; slightly sad; no eye contact)

“Karon nagmahay, naa nay pagkaguol.”[H6] (responsive; no eye

contact)

“Nalipay ko sauna sa pageskwela pero giundangan man, nagbasol

pud ko.” [H8] (slightly sad; disappointed)

“Nagariot, naga away gubot, kay mosukol pud mi. Pero nagmahay ko

nga ming-undang ug eskwela. Lahi ra jud ang sauna.” [H9]

(participative; with eye contact)

“Gisayangan nako ang akong pageskwela, murag wala nako pulos,.

Nagmahay ko kay panagsa ra ang paningkamot sa estudyante sa

pageskwela. Hastang guola.” [H10] (participative; sad facial

expression; discouraged)



English:

I regretted that I stopped studying, being swayed

with my friends/peers who always smoke cigarettes

until now and drink alcohol often times. [H5] (low

tone of voice; slightly sad; no eye contact)

But now, I regret it and there’s more loneliness.

[H6] (responsive; no eye contact)

I was happy with my studies before but I stopped, so

I regretted it. [H8] (slightly sad; disappointed)

We used to have a riot and fight back because we

compensate or take revenge. But I regretted that I

stopped studying. It’s really different before. [H9]

(participative; with eye contact)

I wasted my studies. It seems that I am already

worthless. I regretted it for the hard word of being

a student in studying is just rare. [H10] (participative;

sad facial expression; discouraged)

It likely denotes their regret from being influenced

with their contemporaries (barkada) since before.



Besides, most of the participants also shared what

else or other things they wanted to have and be fulfilled

in life to attain their full happiness aside from those

statements supported above. As expressed through these

statements:

Cebuano:

“Wala lang, pero gusto lang ko magtrabaho. Dili man kaayo mi

nagkalisod.” [A4] (responsive and participative)

“Makahuman ug eskwela, makatabang sa mama ug papa.”[I1]

(participative; smiling; with eye contact)

“Makahuman ug eskwela.”[I2] (responsive; determined)

“Mabuo ug balik ang pamilya.”[I3] (participative; hoping; with eye

contact)

“Mag-usa ang tibuok pamilya.” [I4] (responsive; slightly sad)

“Makakita ug trabaho ug makatiwas ug eskwela.” [I5] (participative;

hoping; with eye contact)

“Magbag-o aron dili na magkalisod sa balay, dayon magtiwas pud ug

pageskwela.” [I6] (participative; smiling)



“Kung naay magpaeskwela, moeskwela.Kung naay mohatag ug

trabaho, motrabaho pud.” [I8] (responsive; no eye contact)

“Magbag-o ug magkatrabaho. Gusto ko mobalik ug eskwela.” [J6]

(participative; with eye contact; determined; hoping)

English:

Nothing, but I just wanted to work. We don’t really

experienced difficulty in our expenses. [A4]


To finish studies, able to help my mother and

father. [I1] (participative; smiling; with eye contact)

To finish my studies. [I2] (responsive; determined)

My family will be united again. [I3] (participative;

hoping; with eye contact)

My family will be united. [I4] (responsive; slightly sad)

Able to find a job and finish my studies. [I5]

(participative; hoping; with eye contact)



Have a change so that we won’t experience more

difficulties at home, and then continue my studies

also. [I6] (participative; smiling)

If there’s someone who will offer me to study, I’ll

study. If there’s someone who will give me a work,

I’ll work. [I8] (responsive; no eye contact)

Have change and get work. I want to continue my

studies. [J6] (participative; with eye contact; determined; hoping)

However, participant J4onlycomplained on his work

when he asked about his plans in life as expressed:

Cebuano:

“Wala pero trabaho lang para makakaon ug tarong.” [J4] (responsive;

lat affect; no eye contact)

English:

Nothing, but I will just work in order to eat well.

[J4] (responsive; lat affect; no eye contact)

In addition, the following participants below

implied their plan to be fulfilled as soon as possible



about continuing their education and looking for another

ways of earning money like seeking for better job as

expressed by:

Cebuano:

“Motiwas pud ko ug eskwela.” [I9] (responsive; no eye contact)

“Mopadayon sa akong pageskwela.” [I10] (participative; with eye

contact)

“Mangita ug trabaho, magpamarpil, ug makapalit ko sa akong gusto

paliton.” [J1] (participative; laughing)

“Magkatrabaho.” [J2] (responsive but restricted; no eye contact)

“Tiwas ug eskwela kay lisod ng dili makahuman. Pait kayo mangita ug

trabaho nga tarong.” [J3] (participative; determined; realistic)

“Motiwas ko ug eskwela.Moeskwela karong abre sa klase sa June sa

DRANS, first year highschool.” [J5] (responsive and participative;

smiling; determined)

“Motrabaho,moeskwela.” [J8] (responsive; no eye contact; hoping)

“Mangita ko ug tarong nga trabaho.” [J9] (participative; slightly sad)



“Naa pud koy plano nga mobalik ug eskwela kung naa pud maghatag

sa akoa nga magpaeskwela. Giblock naman gud ko sa akong maestra

bahin sa akong pageskwela sa laing eskwelahan.” [J10] (participative;

with eye contact; shy)

English:

I will also continue my studies. [I9] (responsive; no eye

contact)

To be able to continue my studies. [I10] (participative;

with eye contact)

Find a work, able to have dentures, and buy the

things that I want. [J1] (participative; laughing)

To get a job. [J2] (responsive but restricted; no eye contact)

Able to continue my studies because it is hard if

you don’t finish studies. It is bitter to find a

good job. [J3] (participative; determined; realistic)

I’ll continue my studies. I’ll study this opening of

the classes on June at DRANS, first year high school

level. [J5] (responsive and participative; smiling; determined)



Get work, take study. [J8] (responsive; no eye contact;

hoping)

I will find a better job. [J9] (participative; slightly sad)

I also have a plan to go back in my studies if there

would someone who will offer me to study. I was

already blocked by my teacher, about my studies in

any other schools. [J10] (participative; with eye contact; shy)

Exhaustive Description

The researchers had found out in the study that

majority of the participants had similarities about the

reasons in discontinuing education. These are due to the

family’s uncertainty especially from having parent’s

rejection or lack of parental support and socioeconomic

crisis or poverty whose participants had sacrificed

because of the insufficient money to sustain for their

living.

Family Uncertainty



Lack of parental support for education was found to

be a major factor in children’s “lack of interest” in

going to school (Riza Olchondra, 2011).

High cost of education is a result of poor

government funding and the profit-oriented education

system; deplorable facilities and an education curriculum

geared towards the demands of the foreign-dominated

market push many youths to become disinterested and

doubtful of the possible benefits formal education may

have for their future (Raymond Palatino, 2011).

One who desires to study obviously gave up by that

reasons which also due to sacrifice as they think of

others and for the sake of their older siblings and the

whole family. By that, one who desires to be supposedly

in school ceased to study as expressed with the

experiences of most participants because of the family’s

constraints or socioeconomic stability breakdown.



Eight million youths are out of school, mostly

because they could not afford the increasing tuition and

other fees (Philippine Daily Inquirer, 2011).

Even the education is free, many Filipinos cannot

afford still to go to school because of the lack of

essential needs like bag, notebooks, paper, writing

materials etch.. We cannot really deny the fact that the

Philippines is a third world country where poverty is

rampant and the hardships of life is in one package deal

already. To very poor people they cannot even afford to

eat three times a day that's why it is more important for

them is food rather than investing for the education for

their children (Sage, 2011).

Specific communities may also see a decrease in

property values, which can ultimately lead to homes which

are poorly maintained, urban blight, and a transient

neighbourhood (Nelson Acquilano, 2008).

It shows that financial restrictions or inadequate

money is a big deal to the family which controls

everything that leads the participants to sacrifice

http://suite101.com/nelson-acquilano



themselves or anything according to their own decision as

no proper housing/shelter as well. It affects them

greatly in supposedly having a brighter future because of

encountering of any circumstances to their family.

Besides, conflicts or quarrels encountered by the

family members within the family and even encountering

conflicts in school towards the teacher and classmates of

friends in the community pushed them to voluntarily stop

their studies due to personal reasons. It would lead them

to suppression of learning basic things and academic

lessons as it mostly affect one’s own learning.

Conflict is another obstacle to education. Globally,

armed conflict keeps 28 million children out of school

due to attacks on or near schools and fears about sexual

violence. Children in countries enduring conflict are

less likely to attend primary school and more likely to

drop out. In poor countries affected by conflict only 65

per cent of children complete primary school, compared to

86 per cent in other poor countries. Only 79 per cent of

young people are literate in conflict-affected poor



countries, compared with 93 per cent in other poor

countries (UNICEF, 2011).

According to the 2011 Education for All Global

Monitoring Report (GMR), conflict has the most

devastating effect on children. Those directly affected

suffer displacement, physical injury, psychological

trauma and stigmatisation, which are sources of profound

and lasting disadvantage in education. Only a radical

shift at the systemic level can address this (Wongani

Grace Nkhoma, 2012).

Some teachers in rural areas have an unruly

attitude, who does not care if their students are coming

to school or not whether they are teaching the right

thing or not who always mocks punish children without any

reason. These teachers are already considered incapable

or ineffective teachers that only cares of their salary

and not to his/her students (Sage, 2011).





Most of the participants stated that they’re the one

who preferably discontinue their education as their own

choice.

As they grow older, they also tend to drop out of

school. With the younger age group, aged 5 to 9 years

old, 90 percent are in school. By the time they reach 15,

only half of them are in school (Carmelita Ericta, 2012).

As a result, loss of interest in going back to

school may result as what also others had experienced

with the feeling of regret on discontinuing education.

The big regret resides within them.

One of the biggest reasons teens will drop out of

high school is because they simply lack interest in

gaining an education. Those are a few of the reason why

teens drop out of school (Aaron Young, 2009).

The government report further states that the

primary reason given by OSYs for not attending school is

the high cost of education, followed by lack of personal

interest (Raymond Palatino, 2011).



It said that among the main reasons cited by both

males and females for not attending school were “lack of

personal interest,” “high cost of education,” and

“looking for work” (Riza Olchondra, 2011).

The Philippine Institute for Development Studies

(PIDS) said that addressing the “lack of interest” was

particularly important because it could be a catch-all

phrase for anything, from adjustments due to late school

entry to lack of financial or parental support

(Philippine Daily Inquirer, 2011).

Some of the participants had shared about the

goodness of their parents as their parent’s

responsibilities were taken and carried under life’s

pressure. But there were also selected participants had

shared about the lack of carrying out parental

responsibilities or obligations that would affect various

aspects in the child’s growing and learning.

What are the qualifications of unsupportable

parents; one is they are the anti-motivator they don’t



motivate their children to go to school instead they are

manipulating their children not to go to school (Sage,

2011).

The participants had also opened up about their

family’s structure and background. With the compositions

of their family, participants expressed how they were

many to be sustained in the family. These would affect

them in suppression of learning in school.

The number of Filipino children who did not have

access to primary education worsened to 16.8 percent of

the school-age population in the school year ending 2007

from 15.6 percent the previous year because of the rising

cost of living. The latest number of children who did not

have access to elementary education was even worse

compared with the 9.7 percent recorded in school year

ending 2003. The figures were based on a report released

over the weekend by the National Statistical Coordination

Board (NSCB). The report said that the net enrollment

ratio for elementary education settled at 83.2 percent in



school year 2006-2007, falling from 84.4 percent the

previous school year (Natividad and Remo, 2008).

Most likely, the population of Filipino children in

our country has quietly increasing to be supplied by the

family with the basic needs.

It is also because of the parents’ occupation that

the salary is not enough for the whole family and the

number of the family members or composition of the family

why most of the participants had suffered and sacrificed

in pursuing education. It shows that insufficiency of

source of income or lack of money is more weighed with

jobless parents or single employed parent.

The experience of countries that are now highly

developed show that entrepreneurs and business

enterprises are the ones that create wealth, not

government. But government can provide the enabling

environment to make this happen. Thus, we need to develop

thousands of these entrepreneurs and businesses. The way

to eradicate poverty is by creating wealth. Not by giving



people dole-outs that simply breed mendicancy but by

capacitating them to make a decent living (Jose Rene

Gayo, 2013).

Bangko Sentral ng Pilipinas (BSP) Governor Amando

Tetangco Jr. stressed the importance of financial

education as a tool in empowering Filipinos. He said

that if they are able to communicate to Filipinos what

different financial matters like investment and savings

mean, they can properly manage their resources and safely

grow their money. Financial education at a large scale

can improve people’s lives (Doris Dumlao, 2012).

Living Diversionary

Most of the young people participants who were out

of school or out of school youth used to engage in any

environmental activities that being influenced or swayed

by their friends or peers into negative consequences.

These factors resulted them to be unfocused, less



motivated, and shy or may be bossy, and inattentive with

behavioral changes that were deprived in learning.

Friends and peer pressure from other high school

drop outs, family or other outside relationships can

influence teens to drop out of school. This also goes for

the teens that choose to drop out to join a gang or to be

accepted in other teen groups and street communities all

over the country and world (Aaron Young, 2009).

Bad vices would be an issue that most high school

drop-outs even in elementary are addicted on this vices

like drinking liquors,smoking, drug addiction, bad peer

pressure even addiction in computer games can cause a

drop outs in certain schools where it will lead to out of

school youths who are a becoming an additional burden to

our society (Sage, 2011).

Such a community sees higher crime rates, especially

delinquency and drug related crime. They may experience

other high risk behaviors such as alcohol abuse, drug

use, and sexual activity (Nelson Acquilano,2008).




But most of the times, since the participants don’t

have yet a stable job or found better work for their own

benefits as well as to the family, most of the

participants just stayed at their home or preferred to be

bystanders ‘tambay’ that do nothing something significant

for their own good. They tend to wait and look after for

any better work privileges or any offered/available work

with the opportunity to earn some big amount of money.

The noun for lazy which mean the lack of desire to

do something. Laziness can be arouse because of the

entire factors where students are becoming lazy because

of the lack of motivation that keeps them going (Sage,

2011).

Participants also tend to engage in any activities

in their community like being with the friends/peers

which could benefit them but somehow could harm them in

some way. But such activities in the community

experienced by the participants like doing some offered

work helped them in some ways.



Inequality keeps some children out of school because

they cannot manage the costs, do not identify with the

content or suffer from discrimination. Children who

cannot go to school for whatever reason may be forced to

start working too early. This will prevent them from

developing to their full potential, reduce their lifetime

productivity and deprive society of their potential

skills and innovations (UNICEF, 2011).

Under the law, child labor is defined as any work or

economic activity performed by a child that subjects him

or her to any form of exploitation, or is harmful to his

or her health and safety, or physical, mental, or psycho-

social development. (Philippine Daily Inquirer, 2012).

Probably, this is what they had experienced at

first, feeling of social discrimination as they engage in

working phase in an early or inappropriate time or having

the so called ‘child labor’.

In the data obtained, majority of them expressed

that they don’t have proper work as they just stay at



home that caused them to be influenced in one of the

societal problems. By these, unhealthy lifestyle would

contribute them to any further problems or occurrences of

diseases leading to life’s complications.

UNICEF supports development of national capacities

to reduce gender and other disparities and discrimination

against children who are out of school. This includes

girls; children from poor households or living in rural

areas; children belonging to ethnic and linguistic

minorities, indigenous groups and castes facing

discrimination; and children affected by HIV/AIDS or

disabilities (UNICEF, 2011).

For instance, it would be unavoidable to be happened

in the community especially if they were not used to be

at home all the time as they preferred to be with their

friends. So, they are vulnerable to have any disease

occurrences and prone to any involvement of problems in

the community or societal problems.

Hoping



The other participants had shared their ultimate joy

of full happiness if their dreams would be totally

accomplished like pursuing to continue their education

and obtain the work or job they wanted in the future

times to be successful in life.

Graduation from high school is a projection of the

measure of future success for a youth. It is an

accomplishment and prepares one for a “coming of age”

into adulthood with adult responsibilities. Dropping out

of school has negative repercussions for both the

student, his or her family, the business sector, and the

entire community (Nelson Acquilano, 2008).

Most of the participants had verbalized and

testified their experiences in life with life’s changes

especially those unforgettable ones. The feeling of

regret and desire to take up something new to continue

their education are obvious as reflected in their eyes

with their disappointed verbalizations.




For disadvantaged youth lacking basic education,

failure to find a first job or keep it for long can have

negative long-term consequences on their career prospects

that some experts refer to as 'scarring'. Beyond the

negative effects on future wages and employability, long

spells of unemployment while young often create permanent

scars through the harmful effects on a number of other

outcomes, including happiness, job satisfaction and

health, many years later (Leo Hindery, Jr., 2010).

Majority of the participants expressed that they

experience more hardships in life that’s why most of them

desired to go back in their studies for their own

benefits and self-support. The statements below were the

common desires and plans they want to have and achieved

or accomplish in life. To them, finishing education is

the very first thing they need as it serves as the

secondary issue under the basic necessities in life.

According to Nelson Acquilano (2008), a student who

fails to graduate from high school experiences a

tremendous loss of income over a lifetime. Drop outs have



a more difficult time finding a job, and a greater

tendency for unemployment and chronic and cyclical

unemployment. Because of significantly lower earning

potential, they have a higher incidence of living in

poverty than graduates. They may live in poor

neighborhoods, neighborhoods with poor schools, with high

crime rates, and a lower quality of housing. They may

have less medical and dental care. Those who drop out may

also tend to have children who have less aspiration for

education, or drop out themselves.

As they will be graduated soon in any opportunities

or privileges in God’s will, the next thing they want to

do is looking out and obtaining a good and better job to

fulfill their dreams and to become successful in life.

In all, there are now 30 million real unemployed

Americans -- not just the 15 million "officially" being

counted by the Bureau of Labor Statistics -- and they are

all entitled to every reasonable public, private, 'public

& private', and organized labor-based effort to find them

employment. But we know that a jobless recovery can seem



even more "jobless" to some out-of-work Americans than

others, and right now it is our nation's African

Americans, Latinos, blue collar males with high school

diplomas and older workers who are facing much higher

unemployment rates than other Americans (Leo Hindery,

Jr., 2010).

More Filipinos held jobs in 2011 than in 2010, but

many of them wanted a different job or more working hours

so they could earn more, the National Statistics Office

(NSO) said in a report.While the unemployment rate fell

slightly to 7 percent in 2011 from 7.3 percent in 2010,

the underemployment rate rose to 19.3 percent from 18.8

percent, the NSO said (Philippine Daily Inquirer, 2012).



CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

The summary of findings, conclusion and

recommendations drawn by the researchers from the results

obtained are presented in this chapter.

Summary of Findings



1. Most of the participants have a problem with

money, having an insufficient income or financial

crisis obtained by the family that’s why they

decided to stop their studies voluntarily.

2. Majority of the participants had loss of interest

in studying due to any circumstances that’s why

voluntary decision of discontinuing of education has

done.

4. The participant’s parents’ work or occupations

still with income gained are

not enough for the supply of the whole family.

5. Participants had their work available in their

community yet it’s unstable that could help them to

earn money but majority of them still seek for a

better work to help sustain their family.

6. Most of the participants were swayed or

influenced with their peers/friend’s or other’s

actions and involved activities.



7. Majority of the participants encountered quarrels

or conflicts within the members of the family or

with the group of friends.

8. Most of the participants have big numbers of

family members to be supplied.

10. Majority of the respondents felt about changes

of their lives and regret as most of them wanted to

take change within their selves to obtain a new

life.

Upon going the research area and with the help of

the purok leader in Barangay Arroyo Compound, Matina

Crossing, Davao City and being accompanied by the herson,

two participants we met for the first time were shy to be

interviewed as we asked for their consent for the

conduction of the interview. Meanwhile, we proceeded to

conduct the interview as they agreed to the permission

asked with the. Later on, most of the participants showed

interest on the conducted interview and participated well

as we, the researchers explained the purpose of it by

building rapport to them at first. As we said, this would



only to be for the research study purposes and for the

assessment of them with problems and basic life’s

concerns.

Conclusion

1. As a whole, we can say that money in life that

controls everything. It is very important issue in

the family especially in providing the family’s

basic necessities. In the case of the out of school

youth participants, it shows that they still cannot

sustain their needs just like sending to school due

to money insufficiency as their biggest concern.

2. The participants had alternative ways of earning

money as their work available in their community

that could help them to their familythough it’s

unstable.This brought good benefits to them

especially to the whole family while they don’t

continue their studies yet. Majority of them have

similar activities involved even the way of earning



money that could help them to make use of the vacant

time.

3. The participants were getting to bad influence with

the circle of their friends as they used to engage

in negative activities that could harm their health

just like smoking cigarettes and drinking alcohol.

Participants used to engage with any activities in

their spare time, being influenced by their

contemporaries to divert their attention for leisure

or recreation in some time.

4. The participants felt about unsatisfied in life

because of not continuing or finishing their

studies. They regretted it as most of the

participants conveyed desire in fulfilling their

studies first in order for them to get a better job

and for the preparation of their future. But still,

they are more financially restricted to pursue it.

5. It is said to be that continuing education in order

to find a better job is a big deal to be pursued by

most out of school youth to meet their needs, grant



their wants, and satisfy their selves facing a

successful life.

Recommendations

1. There should be programs that are indicated to the

participants to fulfill their needs in the context

of education like school-linked and school-based

programs of social services. Seminars about

educational programs and trainings for the

enhancement of their skills and capabilities must be

provided.

The state mandates that all Filipinos with or

without learning disabilities must have access to

education and the early registration aims to count

them in. Early registration is part of efforts to

realize DepEd’s “Education For All” program, part of

achieving the education component of the Millennium

Development Goals. DepEd will tap the assistance of

barangay and local government units, the business

sector, civil society and even parents to encourage



those of age to sign up for school. With the help of

our partners in education in this undertaking, we

can make the necessary preparations and address

potential resource needs in time for the opening of

classes in June (Armin Luistro, 2012).

2. There should be information be carried out

concerning education and health teachings regarding

on their physical activities, daily lifestyle,

dietary habit, injury and violence, and other

psychosocial factors must be addressed in those

responsible institutions to prevent social violence

like gambling in the community. So, the barangay

health workers should help to provide the

community’s needs especially to the out of school

youth.

According to Philippine Daily Inquirer (2011),

the US Agency for International Development (USAid)

said it would expand its programs for out-of-school

youth in Mindanao and other areas most affected by

conflicts and poverty. It would also continue to

http://globalnation.inquirer.net/source/philippine-daily-inquirer



work with the Philippine government to “increase

access to quality basic education focusing on

English, science and mathematics for about 300,000

students (in public schools).”

3. Scholarship grants and free education in public

should be given to those out of school youth as they

are willing to pursue it in order for them to finish

their studies for the preparation of their future

and be successful in life. A simple help laid by the

government like providing materials or school

supplies appropriate to those needy ones who cannot

really afford to buy or provide their basic school

needs could be a big help and big contribution to

those out of school youth.

Alternative Learning System (ALS) has been

designed to allow dropouts, no matter how old they

are, to complete high school. The program was

designed with “so much flexibility that it allows

students to hold classes under the house or trees or

other places that suit them.” Department of



Education (DepEd) should have done was first improve

the quality of teaching before increasing the number

of years that students have to spend in school.

DepEd expects 21 million students to troop back to

school in June (Armin Luistro, 2012).

4. There should be a livelihood projects like fruit

planting and other job vacancies accessible to them

that would be provided and dimensional significant

activities be implemented in the community in order

to divert themselves from having negative accustomed

activities and for the benefits to those out of

school youth as they are willing to earn money.

These would largely contribute them to gain income

as their resources and the alternative way of

earning money.

Non-formal basic education typically targets

older learners age 12 and higher, who have limited

or no primary school experience. It emphasizes basic

literacy and numeracy skills while conveying content

that is relevant for older learners, including both



'core' content and life skills. It is offered at

flexible times and increments, and conveys condensed

material through methodology that builds on older

learners' life experiences and knowledge. Such

programs usually offer a certificate that allows

grade equivalency and reentry into the formal

system, or some other stand-alone credential. Often,

these programs are combined with skills training in

technical fields, health, entrepreneurship etc.

(Cornelia Janke, 2013).

Philippine economy will benefit from out of school

youths if special technical, vocational and skills

centers would be established for the sector. There

are three million out of school youths that should

be trained to become useful citizens (Sonny Angara,

2013).



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RUNNING HEAD: A LIVED EXPERIENCE A Lived Experience on the Quality of Life among Out of School Youth...

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