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References: Assignment in Research Methodology

This study aims to determine the academic progress of retained students compared to low-achieving students who were promoted at a junior high school in the Philippines. Specifically, it seeks to identify retained and low-achieving students, compare the progress of these groups, and provide recommendations to teachers on addressing retained students. The study references several other works on the topics of grade retention, social promotion, and factors that influence students dropping out of school.

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Lesley Donal
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86 views

References: Assignment in Research Methodology

This study aims to determine the academic progress of retained students compared to low-achieving students who were promoted at a junior high school in the Philippines. Specifically, it seeks to identify retained and low-achieving students, compare the progress of these groups, and provide recommendations to teachers on addressing retained students. The study references several other works on the topics of grade retention, social promotion, and factors that influence students dropping out of school.

Uploaded by

Lesley Donal
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Submitted by: Lesley M.

Donal Date: December 19, 2020

ASSIGNMENT IN RESEARCH METHODOLOGY

STATEMENT OF THE PROBLEM

This study aims to determine the academic progress of retained students relative to low-

achieving students who were promoted based on Peterson and Hughes (2012) among the

Second Shift Junior High School Students in Bulacao Community High School based on

retention/promotion.

Specifically, it aims to study the following questions:

1. What are the ways to identify retained and low-achieving students?

2. Is there a remarkable progress among the failed and low-achieving students?

3. What recommendations can be given to Public School Teachers to address issues of

significant number of retained students?

References
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Cesar Del Ayre Herrera, Jr. and Ryan V. Dio2. (2016). Extent of Readiness of Grade 10 Students for. Asia
Pacific Journal of Education, Arts and Sciences,, 1-8.

Cole, R. W. (2008). Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners.
Alexandria, VA: ASCD.

Daniel S. Nagin, Linda Pagani, Richard E. Tremblay, Frank Vitaro. (2003). Life course turning points: The
effect. Life course turning points: The effect, 343-361.
Doherty, K. M. (2004). Social Promotion. Online: Education Week .

Eboatu, V. N. (2017, October 31). Comparative Study of the Impact of Class Repetition. Retrieved from
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Florian Klapproth, Paule Schaltz, Martin Brunner, UlrichKeller, Antoine Fischbach, Sonja Ugen and
Romain Martin. (2016). Short-term and medium-term effects of grade retention in secondary
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Guido Schwerdt and Martin R. West. (2012). The Effects of Early Grade Retention. Program on Education
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Hengjin Dong, ManuelaDe Allegri, Devendra Gnawali, Aurélia Souares and RainerSauerborn. (2009).
Drop-out analysis of community-based health insurance membership at Nouna, Burkina Faso.
Health Policy, 174-179.

Jimerson, S. R. (2007). A Longitudinal Study of Grade Retention:. A Longitudinal Study of Grade


Retention:, Vol. 22, No. 3, 314–339.

Päivi Kinnunen and Lauri Malmi. (2006). Why students drop out CS1 course? Finland: ICER.

Rico Bautista Orenia, Rhenalyn Gutierrez Bonay-og and Mary Bantawan Domingo. (2019). Factors That
Affect Retention of Third Year Civil. Library Philosophy and Practice (e-journal), 1-25.

Roderick, M. (1995). Grade Retention and School Dropout: Policy Debate and. Grade Retention and
School Dropout: Policy Debate and, 1-8.

Rumberger, R. W. (2001, May 1). eScholarship. Retrieved from K-12 Dropouts and Graduation Rates:
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Russell W. Rumberger and Sun Ah Lim. (2008). Why Students Drop Out of School:. California: California
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Shane R. Jimerson, Tyler L. Renshaw. (2012). Retention and Social Promotion. Neither retention nor
social promotion are adequate, 1-5.

Stanton, E. (2011, March 11). Doing, re-doing and undoing: practice, repetition and critical evaluation as
mechanisms for learning in a dance technique class ‘laboratory’. Retrieved from
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Thomas, V. G. (2012). Ending Social Promotion: Help or Hindrance? online: Kappa Delta Pi Record.

Wright, G. B. (2011). Student-Centered Learning in Higher Education. International Journal of Teaching


and Learning in Higher Education, Volume 23, Number 3, 92-97.

ZEICHNER, K. M. (2003). The Adequacies and Inadequacies of. Teachers College Record, 490-519.

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