Grit Level and Academic Performance in Science of Students at Risk of Dropping Out
DOI:
https://doi.org/10.69569/jip.2024.0621Keywords:
Academic performance, Embedded mixed method, Grit level, SARDO, Students at risk of dropping outAbstract
This study explores the grit level and academic performance of students at risk of dropping out (SARDO) in science and the relationship between the two variables. Embedded mixed-method research design was utilized with a survey as the primary quantitative method. At the same time, documentary analysis and Focus Group Discussion with SARDOs and their class advisers are the embedded qualitative approaches. The study found that the grit level of SARDOs has an overall mean of 1.95, equivalent to “Slightly gritty,” which means that they do not have a strong desire to perform better in science. This is evident in their average grade in science for the SY 2023-2024, which shows that 75.73% of them have a “Fairly Satisfactory” performance. Data analysis using Pearson r also revealed that the academic performance in the science of the SARDOs has a highly significant positive relationship to their grit level at 0.91 coefficient of correlation. This suggests that the students with low grit levels have low academic performance in science. It was attributed to the factors disclosed in FGD, such as Poor Literacy and Numeracy, Lack of Self-motivation, Distractions, Economic Factors, Absentee Parents (as uniquely responded by SARDOs), and Mental Condition (as uniquely responded by class advisers). This implies that the development of grit level must go hand in hand with the development of academic performance. This includes proper assessment of the grit level of SARDOs and applying intervention measures such as tutorials, behavioral observations, and counseling programs that target the abovementioned factors.
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