Chapter 2 RRL

CHAPTER II
REVIEW OF RELATED LITERATURE
The chapter presents literature and studies on related concepts and studies that are relevant to the present investigation.

Foreign Literature Poor attitude of the students create a dead, trisomy, unpleasant classroom environment that makes students come to class uncomfortable and the lecture irritable. The students who get tired in going to school disturbs the dynamic teaching-learning environment and adversely effects the overall well-being of classes. (Mamburger, 2001 @ Scyal 2000). Teacher surveyed reported that students who are not tardy have a higher rates of fail grades that leads to suspension because they don’t meet the standards set by the curriculum. Negative attitude of students in studying causes students to feel disconnected with school, leading to behavior problems and dropouts, based on the National Center for Education Statistics 2007 Indicators of crime and safety. Parents have been the major persons involved in raising children in every society. That is why the family is recognized as an important agents of socialization. The influences of family background on the academic achievement of pupils becomes and indispensable factor in the wheel of progress. It is the fact that parental background influences pupils’ academic achievements either positively/negatively. (Adekeyi, A., (2002). Parent’s involvement can make a difference in a child’s education. Two-thirds of teachers surveyed (Public Agenda, 2003) believed that their students would perform better in school if their parents were more involved in their child’s education, while 72% of parents say children of uninvolved parents sometimes “fall through the cracks” in school. (Johnson & Duffett, 2003). Academic achievement is the outcome of education. The extent to which a student, teacher or institution has achieved their educational goals (Stamptrader, 2014). Students high in achievement orientations are more intrinsically motivated, primarily concerned with developing their competencies, they lend to use internal standards for judging their improvement (King, 2007). As would be expected, students from “active homes”, for example, home that are ready to provide the students with almost all their needs in school, provide time for the students to read and rest and have relevant learning materials for the students to use both at home and in school, have high achievement motivation and consequently achieve higher academically (Ethothi, 2002). Students who have negative attitude in learning have lower General Point Average, students got lower scores on standardize assessment and a lower graduation rate as an outcome.

BY DERRICK MEADOR (TEACHING EXPERT) 2013-2014 Student retention is a process in which a teacher believes that it would benefit a student for one reason or another to keep them in the same course. Retaining a student is not an easy decision and should not be taken lightly. Parents often find the decision agonizing, and it can be difficult for some parents to fully climb on board. It is necessary to note that any retention decision should be made after much evidence is collected and after several meeting with parents. It is essential that you do not spring it on them at the final parent/teacher conference of the year. There are many reasons that a teacher may feel that retention is necessary for a particular student. The biggest reason is typically the development level of a child. STUDENTS enter school at around the same chronological age but with varying developmental levels. If a teacher believes that a students in their class, then they may wish to retain the student to give them “the grace of time” to mature and catch up developmentally. TEACHERS may also choose to retain academically when compared to students at the same course level. While this is a popular reason for retention, it is necessary to note that unless you figure out why the student is struggling, it is likely that the retention will do more harm than good. Another reason teachers often retained a student is due to the students lack of motivation to learn. Retention is often ineffective in this case as well.
STUDENT BEHAVIOR can be another reason that a teacher chooses to retain a student. This is especially prevalent in lower grades. Poor behavior is often tied to the developmental level of the child. The biggest positive effect on school retention is that it gives students who are truly behind developmentally a chance to catch up. Those type of students will begin to thrive once they are developmentally on level. Being in the same grade two years in a row can also provide a student with some stability and familiarity especially when it comes to the teacher and receives intensive intervention specific to the area in which they struggle throughout the retention year. There are many negative effects on retention. One of the biggest negative effects is that students who are retained are more likely to eventually drop out of school. It is also not an exact science. Research says that students are more negatively impacted by school retention than they are positively impacted by it. School retention can also have a profound impact on a student’s socialization. This becomes especially true for older students who has been separated from their friends could become depressed and develop poor self-esteem. Students who are retained often are physically bigger than their classmates because they are a year older. This often causes that child to be self-conscious. Students who are retained often become serious behavior issues especially as they get older. The rule of thumb for retention is the younger the better. Once students reach 4th grade it becomes virtually impossible for retention to be a positive thing. There are always exceptions, but overall retention should be primarily limited to early elementary school. There are so many factors that teacher need to look at in retention decision. It is not an easy decision. Seek advice from other teacher and look at each student on a case-by-case basis. You could have two students who are remarkably similar developmentally, but due to external factors. School retention would only be appropriate for one and not the Each school distinct typically has its own retention policy. Some districts may oppose retention all together. For districts that do not oppose retention, teachers need to make themselves familiar with their distinct policy. Regardless of the policy, there are several things a teacher needs to do to make the retention process much easier throughout the year.
1. Identify struggling students within the first few weeks of school.
2. Create an individualized intervention plan to meet that students individual learning needs.
3. Meet with the parents within a month of initiating that plan. Be straightforward with them, provide them with strategies to implement at home and be sure you let them know that retention is a possibility if significant improvements aren’t made over the course of the year.
4. Adapt and change the plan if you are not seeing growth after a few months.
5. Continuously update the parents on their child’s progress.
6. Document everything including meetings, strategies, used results etc.
7. If you do decide to retain, then follow all school policies and procedures dealing with retention. Be sure to monitor and comply with dates concerning retention as well. School retention is not the best remedy for every struggling students. Sometimes it may be as simple as providing a student with some counseling to get them going in the right direction. Other times it is won’t be that easy. Older students in particular need to be given some options opportunities for students to attend and make improvements in the areas in which they struggle. Another alternative would be to place a student’s on a plan of study. A plan of study puts the hall in the students court sort of speak. A plan of study provides students with specific objectives that they must meet over the course of the year. It also provides assistance and increased accountability to student. Finally, a plan of study details specific consequence for not meeting their specific objectives including school retention.
Scholar students of NONESCOST who fails in any major or professional subject for the first time or earns a grade below 80 (2.5) shall take up the same subject the following school year and is considered retained or a PROBATION status. For these, scholars who got failed in general education subjects, he/she may opt to take the same from other schools or in this college if the subject is being offered. However, if taken from other schools, the minimum rating to be accepted is 80 (2.5). PROBATION status will be lifted after a semester of the study on the condition that he/she passes all his/her subjects and maintain the minimum GPA. (Student handbook, NONESCOST 2014-2015).
Students who have poor study habits usually read without recognizing meaning or scheme so quickly they miss important facts. They also maybe careless, missy in their paper work, or tend to overlook or skip problems and tasks. Students with poor study habits are easily distracted, do not stick to a task, day dream or try to study while watching television or listening to the music. They rarely ask meaningful questions or they constantly ask questions just to avoid getting to assignments. (William Gladden, 2005).
Classes requires time and effort. You have enough time to get everything done if you learn how to manage your time properly. Without structure, you might be tempted to put off class work until the last minute. The academic performance of the students will affect their grades if they don’t plan ahead and give themself extra time to complete assignments, and don’t have a concentration in study.

DEFINITION OF TERMS
ATTITUDE: The predisposition or tendency to react specifically towards an object, situation or value usually accompanied by feelings and emotion. (Good, 1981).
It may be defined as the feelings that cause a student to avoid studying. In this study “attitude” is the way of thinking or feeling of the scholar students in Northern Negros State College of Science and Technology toward studying and to cope up with the retention policy.
SCHOLARSHIP: In this study, scholarship refers to financial aid for the students in Northern Negros State College of Science and Technology to further his or her education.
RETENTION POLICY: In this study, retention policy refers to a process in which teacher believes that it would benefit a student for one reason or another to keep them in the same course.
FACTORS: A cause or a determines which may be unique to one variable or common to several variables, that may be used to account for the correlation among a set of variables. (Dictionary of Education)
Grades: Particular level of rank, proficiency, intensity or value.
Grantor: A person or organization that makes scholarship grants.
School of origin. The school where the students graduated to their secondary level.
Interest: The feeling of a person whose attention, concern, or curiosity is particularly engage by something.
Study Habits: The habitual practices one uses to have them study and learn.
Time Management: The ability to plan and control how you spend the hours in your day to effectively accomplish your goals.
Instructional Materials: Education resources use to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information and to contribute to their overall development upbringing.
Academic performance: The outcome of education- the extent to which student, teacher or institution has achieve their educational goals.

BACKGROUND
Rationale of the study Student retention has become a challenging problem for the academic community; therefore, effective measures for student retention must be implemented in order to increase the retention of qualified students at institutions of higher learning. Ultimately, the success of college retention depends on the students themselves. Therefore, students must be motivated to participate actively in their own learning process, (Dr. Linda K. Lau, Copyright @ 2003 EBSCO Publishing).
Students have a social and academic responsibility to participate actively in the learning process, and to adopt to their new learning environment. They must be also thought to account for their own actions. A student’s immature behavior can result in serious consequences, such as academic probation or suspension. Student must constantly be forewarned of the serious consequences, if they are unable to maintain the minimum grade requirements to stay in school. (Dr. Linda K. Lau Copyright © 2003 EBSCO Publishing)
By setting standards for performance in using the threat of retention, student would work harder, their parents would pay more attention to their education, their teachers would focus at student at risk of retention and students would be required to demonstrate mastery of basic skills before progressing to the next grade. The administration provided substantial resources to schools through an after school program and summer program, Summer Bridge, that gave students at risk of retention extra support and a second chance to pass the test. Presumably, then, much of the effect of high-stakes testing would take place before the retention decision, when students are working harder and getting more support in raising their skills to meet the promotional requirements
(Nagaoka and Roderick, 2004, p.8).

Conceptual framework
According to Savers, D. et. al, (2005), when a student fell tired of listening to the class discussion it seems like he or she misses a day of school and he or she might lose the chance to learn and reflect in the lessons even though he or she is present in the class. It is possible that may be students are not motivated to learn due to school climate, family problems and instructional design. The following may be have influenced the performance of the Northern Negros State College of Science and Technology scholars students in coping up with the retention policy. Scholar students are not just a product of school but also of their community, especially their home environment. According to Racasa (2008), in her research that when the teacher conducted home visitation, she found out that the parents are letting their child to do the household chores, baby sit, farm works and the like, instead of sending their child in school. Learning may also be affected by the students’ interest towards the subject. According to Kjerulf (2006) motivation can be intrinsic and extrinsic motivation. Intrinsic motivation is when individual wants to do something while extrinsic motivation is when somebody else tries to make an individual to do something. Motivation in education can have several effects on how scholar students learn and how they will understand the subject matter. Scholar students who have a negative attitude towards study, time management and those who do not like their subject are the indicators for the scholars to get low grade. (Ian & Lantier, 2003. School climate has been found to be associated with multiple areas of student’s learning and development. A pervasive pattern relationship has been found between dimensions and students’ academic, behavioral, and socio-emotional adjustment. (Rebecca Lee Curry, 2002) she believed that a teacher must be able to manage the classroom, students are unable to achieve their full potential. Students simply cannot learn to the best of their ability in chaotic environment. Good instructional design is the key to great instruction and learning of the students. Without a special emphasis on preparing, motivating and encouraging new ongoing use of instructional design principles will greatly affect the performance of the students.