Contributing and Hindering Factors of Learner’s Persistence in a Free Basic Education

• Hyoduk, Kim ^[2] ; Ortega-Dela Cruz, Ruth A. ^[1]
  1. [1] University of the Philippines Los Baños

     University of the Philippines Los Baños

     Los Baños, Filipinas

     
  2. [2] Southern Luzon Christian Mission Inc.
• Localización: Multidisciplinary Journal for Education, Social and Technological Sciences, ISSN-e 2341-2593, Vol. 11, Nº. 1, 2024, págs. 20-40
• Idioma: inglés
• DOI: 10.4995/muse.2024.20173
• Enlaces
  • Texto completo
• Resumen
  • español

    El acceso a la educación básica gratuita es un pilar fundamental para el desarrollo de las personas y las sociedades. Sin embargo, a pesar de los esfuerzos por brindar educación gratuita, la persistencia del alumno sigue siendo un desafío en muchas regiones. Por lo tanto, el estudio se realizó para discutir los factores que contribuyen y obstaculizan que afectan la persistencia del alumno. Se realizó una encuesta entre 79 alumnos desde Kinder hasta Grado IV. También formaron parte de los encuestados informantes clave consistentes en los docentes, padres de familia y tres exalumnos. Los hallazgos mostraron que los factores contribuyentes estaban en su mayoría relacionados con el maestro y la escuela. Mientras que los factores obstaculizadores estaban relacionados con el estudiante y el salón de clases. Al comprender estos factores, los formuladores de políticas y los educadores pueden diseñar intervenciones específicas para mejorar la eficacia de las iniciativas educativas. Por lo tanto, las partes interesadas deben colaborar para crear un entorno en el que los alumnos estén capacitados para superar las barreras y perseguir sus aspiraciones educativas.

  • English

    Access to free basic education is a critical cornerstone for the development of individuals and societies. However, despite efforts to provide free education, learner persistence remains a challenge in many regions. Hence, the study was conducted to discuss contributing and hindering factors affecting learner’s persistence. A survey was conducted among 79 pupils from Kinder to Grade IV. Key informants consisting of the teachers, parents, and three former students also formed part of the respondents. The findings showed that contributing factors were mostly teacher and school related. While hindering factors were student and  classroom related. By understanding these factors, policymakers and educators can design targeted interventions to enhance the effectiveness of education initiatives. Thus, stakeholders must collaborate to create an environment where learners are empowered to overcome barriers and pursue their educational aspirations.

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