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CHAPTER I

The Problem and Its Background

Introduction

There have been many studies conducted to determine the factors that may affect students’

academic performance. This study focuses on how being Balik-aral affects student’s academic

performance. Balik-aral refers to a learner who finished a grade level, stopped schooling and then

enrolled in the next grade level after a year or more. One of the consequences of being Balik-aral

is that they have an age older than their classmates. It means some balik-aral students may be one

year older than their classmates or more. According to the study of Coleman, Campbell, Hobson,

McParland, Mood, Weinfield, York (1966) and White’s (1982), as students become older, the

correlation between age and school achievement diminishes. Crosser (1991), Kinard & Reinherz

(1986), and La Paro & Pianta (2000) presented an evidence that older students fare better

academically than their younger, age appropriate peers. While, De Meis & Steams (1992) and

Dietz & Wilson (1985) found no significant relation between age and achievement. Balik-aral

students are different from repeater students because balik-arals chose to stop their studies due to

some reasons while Repeaters refers to students who repeat a grade because during the previous

year, they failed the grade. Some students chose to stop schooling and later on decided to return to

school after a year they are out of school or more. The researchers would like to know the

advantages and disadvantages of being a Balik-aral and if this has an impact to student’s academic

performance.
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Paradigm of the Study

INPUT PROCESS OUTPUT

Reasons why students

stopped their studies

Reasons why students Advantages and

Semi-structured
return to school Disadvantages of
Interview
being a Balik-aral

Student’s experience
as a Balik-aral

Figure 1. Paradigm of the Study.

Discussion

To obtain the desired output which is the advantages and disadvantages of being a Balik-

aral, the researchers will get the reasons why students stopped their studies, why they decided to

return and their experience as a Balik-aral student through the process of semi-structured

interview.
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Statement of the Problem

Many students chose to stop their studies due to different reasons that will also be a part of

this research. Some students tend to realize that the remaining years that they were supposedly

studying is still an opportunity that’s why they chose to return in school even though they are older

than their classmates. The researchers would like to know the advantages and disadvantages of

being a Balik-aral and if this has an impact to student’s academic performance. The following

questions aim to support this topic:

1. What are the advantages and disadvantages of being a Balik-aral?

2. How did they cope with the challenges in returning to school?

3. Is there an impact of being balik-aral to student’s academic performance?

Hypothesis

HO: There is no significant effect of being Balik-aral to their academic performance.

HA: There is a significant effect of being Balik-aral to their academic performance.

Significance of the Study

This research was conducted to determine the advantages and disadvantages of being

Balik-aral and if this has an impact to student’s academic performance. The findings of this

research would be beneficial especially to the following:

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Students. The results will provide the students with some knowledge about Balik-arals. It will

give them a better understanding about Balik-aral students and to avoid making some judgments

to them.

Teachers. Like the students, the teachers will understand too their students who are Balik-aral.

Teachers would be able to understand how being Balik-aral affects their academic performance

and if this has a negative impact, later on, help them.

Future Researchers. This study will bring benefits to future researchers as it will serve as their

secondary data for their studies relative to this research.

Scope and Delimitation

The study will focus on grade 11 students in Dapdap High School who are Balik-aral.

However, the study will not focus on other issues such as dropouts and repeaters.

Definition of Terms

Balik-aral – a learner who finished a grade level, stopped schooling and then enrolled in the

next grade level after a year or more.

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CHAPTER II

Literature Review

This chapter includes the ideas, finished thesis, generalizations or conclusions of related literatures

and studies. Those that were included in this chapter helps in familiarizing information that are

relevant and similar to the present study.

Foreign

There are many consequences of being a balik-aral student. One of these is having an age

older than their classmates. In an age where students, teachers, and schools are judged based on

standardized test scores, it is important to consider the possible advantage an older student might

have over a younger one (Oyles, 2011). Thomas, Beeby and Oram (1939), DEL (1961), and Orr

(1974) studies have shown that those who are delay in entering school for a year or more were

more successful than those who entered direct from school. While, there are studies saying that

those students who admitted early education fared better than those whose entry was delayed, as

seen in the study of Kapur (1972). According to Harris (1940), the relationship between age and

performance disappeared when he controlled for intelligence.

Another consequence of being a Balik-aral is that they are mature than their younger

classmates. In United Kingdom, mature student is defined as someone who is aged 21 years or

older on admission to universities. But, mature student can also be a person who begins their

studies after leaving a school at least 1 year. That is why they are older than most of the people

they are studying with.

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Some students decided to return to school aiming to broaden their career choice or shifting

into a different setting. Students who are re-entering school, sometimes after a gap of several

decades will likely to have challenges. The most common problem reported by mature students is

that they are having difficulties to get back into the mindset of studying such as reading textbooks,

retaining into heard lectures or found in articles and making notes that you can still make sense of

when you read them back later (EducationGuardian.co.uk, 2005). In addition to that, mature

students find themselves struggling with the demands of families, study, and school works.

All of these may be difficult at any age as a student, but because they are almost exclusive to

academic work, the longer you've been out of study, the more difficult it is for them. But, previous

research indicates that mature students attain higher levels of academic achievement than their

younger peers (Smithers and Griffin, 1986; Maynard, 1992; Hoskins et al., 1997). Mature students

also outperformed their younger peers in terms of languages (Johnes, 1992) and in arts and social

sciences subjects (Walker,1975). There are also studies showed that female mature students

outperforming male students (Woodley, 1984; Hoskins et al., 1997).

Similar study was made by Baxter and Britton (2001) where they interviewed mature

students about their perception and experience as a mature student. The students in the study

identified two key themes when talking about how education has changed them. First is that they

are becoming more assertive and confident, while the second is they are taking a new language of

academia. This can be a process of acquiring new forms of knowledge through education, which

has significant effects on their sense of self, as well as on relations with their friends.
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Foreign

Despite of all the consequences of being balik-aral, the reasons why students stopped their

studies may also have an impact to their academic performance. One reason of students leaving

school is having a financial problem. Some students chose to return to school even they are still

working. A major factor in determining the positive and negative effects of employment on the

academic performance of students is their GPA (Grade Point Average). One would conclude that

because time and energy are finite resources, jobs would be a distraction in studying and can be

harmful to student's GPA (Dundes, 2006). In addition, Dundes (2006) stated that jobs can only be

harmful to student's GPA if the number of work hours per week exceeds 20 hours. While the

students who work fewer than 15 hours per week often reported with higher GPAs. Other studies

concluded that only on-campus employment had a positive influence on academic performance.

Lederman (2009) reported that working more than 20 hours a week has a negative impact to

student's grades whether on or off campus employment. However, the study also found that

students who work 20 hours or less on campus has a positive effect due to enhanced integration

with institution, including involvement with other students and faculty.

According to the study of Robinson (1999) about the effects of part-time work on school

students, having a part-time job while at school is one of the ways in which a young person can

achieve a smoother transition into later full-time employment. Labor market outcomes were also

positive for student-workers as seen in this research. Students gain knowledge about labor market

and develop skills that will be advantage to them at least in the early years of leaving school. In

addition, the findings of this study indicate that having part-time jobs do not put risk their

likelihood of success at school, for they don't work for longer hours.
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Another reason why students stopped their studies is being dropped out. There has been

much research conducted about preventing high school dropouts and identifying risk factors

involved to it. Although research shows that life can be difficult economically and socially fot high

school dropouts, some adults decided to return to school (Brooks, 2015). A variety of factors can

motivate a return to school including parental pressures, recognition of the economic benefits

obtained from the completion of a diploma and disappointing labor market experiences. Dropouts

may have left school with the intention of returning for it is meant as just a temporary absence

from school. Dropouts may find themselves in a situation that leads them to leave school even

though they wish to complete high school. This maybe because of personal circumstances, family

situation, and temporary difficulties either an academic or financial nature (Raymond, 2008).

According to the findings of Brook (2015) study, the main reason why students dropped

out is having a lack of counselor at school, lived in unstable environment, or many living with

single parent. In addition, Brooks (2015) found that participants decided to return to school

because many jobs are requiring a diploma to get hired or they are unable to promote at their

current job due to the lack of degree. Workers with no high school diploma tend to have greater

difficulty securing a well-paying job and also tend to be more vulnerable to economic shocks.

Their wages are on average lower than those of workers with a high school diploma (Ferrer &

Riddell, 2001).

Dropping out of high school is for some, not a "permanent" condition; they dropped out of

school but later return with the intention of completing their studies (Raymond, 2008). As similar

to Brooks (2015) study, the second chance system offers the opportunity to dropouts to indeed go

back and complete the requirements for their high school diploma. According to Raymond (2008)

study, some 29% of young dropouts aged 20-24 returned to school in 2004/2005.
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CHAPTER III

Methodology

This chapter defines the design of the research and states the research questions, how the data

will be gathered, ethical considerations, and trustworthiness and validity of research.

Research Design

In order to determine the advantages and disadvantages of being a Balik-aral and if this

has an impact to student’s academic performance, the researchers chose the case study method.

Yin (1983) defines case study as an empirical inquiry that investigates a contemporary

phenomenon within its real-life context; when the boundaries between phenomenon and context

are not clearly evident, and in which multiple sources of evidence are used (Yin, 1984, p. 23). Case

studies are in depth investigations of a single person, group, event o community. Typically, data

are gathered from a variety of sources and by using several methods. Case studies allow an

investigation to retain the meaningful characteristics of real-life events such as for example, an

individual life cycles (Yin, 1983, p.3). The essence of a study, the central tendency among all types

of case study, is that it tries to illuminate a decision or sets of decisions; why they were taken, how

they were implemented, and with what result (Schramm, 1971). The case study inquiry relies on

multiple sources of evidence, with data needing to converge in a triangulation fashion and as

another result. Case study is not a data collection procedure but a comprehensive research strategy

(Stoecker, 1991).
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Selection of Participants

In selecting participants, the researchers will focus only to grade 11 students of Dapdap

High School. In order to determine the students who are Balik-aral, the researchers will give a

letter to the advisers and later on, interview those balik-arals.

Why a Case Study?

The researchers chose the case study method because it best fit this research. Case studies

are based on an in-depth investigation of a single individual, group, or event to explore the causes

of underlying principles. The researchers chose the case study method because they want to

understand a real-life phenomenon in depth such as cases of Balik-arals. This study also wants to

know the advantages and disadvantages of being a Balik-aral which is too complex for survey or

experimental strategies.

Defining the Case

This research is about Balik-aral students in Dapdap High School who are in 11th grade.

This study seeks to know the advantages and disadvantages of being balik-aral and if this has an

impact to student's academic performance.

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Data Collection Procedures

In this research, the answers to the questions will be gathered by collecting and analyzing

data from personal interviews. All of the Balik-arals coming from grade 11 will be selected to

have their different reasons and experiences. While, those who are not willing to participate will

not be included in this study as a respect for them. The participants will be informed that the

researchers will ask information as a help to their study. The participants will be also notified that

their privacy would be kept protected (unless they allowed the researchers to reveal their name)

and they will be allowed to review the data that was gathered from them. A semi-structured

interview will be used in this research. Interview is just similar to a questionnaire that asks a set of

questions but here, it is done orally. An interview format is frequently used in social issues and

other phenomenon because it provides some guidance to participants on what to talk about. A

semi-structured interview is a type of interview that consists of a set of questions but also allows

the interviewer or interviewee to diverge in order to elaborate and give response in more detail.

The researchers will have a personal interview, particularly a semi-structured with Balik-aral

students as well as their advisers to support the information that they will give.

After the interview with the advisers of each Balik-aral students, the researchers will ask their

advisers to take a look at their grades or scores (if they will be allowed) as a support to the

information gathered from both students and teachers.

Ethical Considerations

In order to promote Ethical considerations in this research, the researchers will inform their

participants to the possible negative effects they may experience during the interview or while
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making this study. The participants may feel judged, uncomfortable, self-pity, and low self-

esteem while interviewing them as a Balik-aral student but the researchers will assure that they

will be treated with respect and without judgment. The researchers will make a consent form

which will state the purpose, procedures, possible negative effects of this study that will be read

and signed by the participants before the interview.

Trustworthiness and Validity of Research

In order to keep the study unbiased or keep the accuracy and validity of the research, the

researchers will use a triangulation method. Methodology triangulation or also called “cross

examination” uses more than two methods in a study for double checking results. In this study,

the researchers will use interview, content analysis, and observation. The conclusions from these

methods will be compared to see if there will be similar results and to confirm the accuracy of the

researchers' interpretation of the data. Moreover, the researcher will ask an expert to validate the

interview questions they have made.

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References

Baxter, A. & Britton, C. (2001). Risk, Identity, and change: Becoming a Mature Student.

International Studies in Sociology of Education, 11(1), 87-104.

Brooks, C.G. (2015). A study of How Former High School Droputs View the Reasons They

Dropped out and Why They Returned. Electronic Theses, Pojects, and Disssertations. Paper

201.

Coleman, J., Campbell, E., Hobson, C., McParland, J., Mood, A., Weinfield, F., & York, R.

(1966). Equality of educational opportunity. Washington, D.C.: U.S. Government Printing

Office.

Crosser, S.L. (1991). Summer birth date children: Kindergarten entrance age and academic

achievement. Journal of Educational Research, 84 (3), 140-146.

DeMeis, J.L. & Stearns, E.S. (1992). Relationship of school entrance age to academic

achievement. Journal of Educational Research, 86 (1), 20-27.

Dietz, C. & Wilson, B.J. (1985). Beginning school age and academic achievement. Psychology

in the Schools, 22 (1), 93-94.

Dundes, L. and Marx, J. (2006). Balancing Work and Academics in College: Why do Students

Working 10-19 Hours Per Week Excel?. Journal of College Student Retention, 8 (1) 107-120.

Kinard, E.M. & Reinherz, H. (1986). Birth date effects on school performance and adjustment:

A longitudinal study. Journal of Educational Research, 79 (6), 366-372.

La Paro, K.M. & Pianta R.C. (2000). Predicting children’s competence in the early school years:

A meta-analytic review. Review of Educational Research, 70 (4), 443-484.

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Raymond, M. (2008). High School Dropouts Returning to School. Culture, Tourism and the

Centre for Education Statistics, pp. 7-9.

Robinson, L. (1999). The effects of Part-Time Work on Students. LSAY Research Reports.

Longitudinal surveys of Australian youth research report; n.9.

Shanahan, M. (2000). Being that bit older: Mature student’s experience of university and health

care education. Occupational Therapy International, 7(3), 153-162.

White, K. (1982). The relation between socioeconomic status and academic achievement.

Psychological Bulletin, 91,461-481.

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Appendix

Interview Questions

1. Why did you stop your studies before?

2. What particular year, grade, or age you decided to stop?

3. What are the things that came into your mind or your reasons why you stopped from

schooling?

4. How do you feel that you are out of school while your batch mates are in school?

5. What are the things that pursue you to continue schooling?

6. What are the challenges that you've encountered in returning school?

7. How did you cope with these?

8. What do you think is your advantages and disadvantages with your younger

peers/classmates?

9. How are you facing those disadvantages?

10. Does you, as a Balik-aral, affects your grades or academic performance? How? In what

way?

Interview Questions

1. How is his/her behavior towards his/her classmates? How about towards his/her

teachers?

2. How is his/her performance in school?

3. Does he/she have good grades?

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