CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The goal of the students in the graduate studies is to acquire a unique experience, to develop more professionally, to sharpen a variety of skills, and to learn some new ones.

Graduate education represents mastery of an academic discipline. As distinct from undergraduate education, graduate education provides advance knowledge in the field of study that is characterized by specialized training in the discipline’s theory, research, methodology, and critical analysis.

Since graduate education is concentrated, learning is more self-directed and involves more individualized instruction and mentoring than does learning for baccalaureate degree. A master’s degree provides student with the skills necessary to generate new knowledge and to apply existing new knowledge. It also provides student with the professional ethics and values of the discipline.

Graduate school is training in research. It is for people who love research, scholarship and teaching for their own sake and for the difference they can sometimes make in the world. (Phil. Agre. 1996). Graduate school generally takes five to eight years. The first year is often the worst. It usually consists of an overwhelming amount of structured reading designed to give general background in the basic text of the particular field. Graduate education requires significant investment of financial and personal resources and students should be able to dedicate themselves much attention and energy.

Yearly, the School of Graduate Studies at New Era University has an increasing number of enrollees for A.Y 2008 up to 2013, yet not all of these students finished their course within five (5) years. It is for this reason that the researchers attempted to undertake this study entitled “Survival Rate of Graduate Students at New Era University”.

STATEMENT OF THE PROBLEM

This study aimed to determine the survival rate of students of New Era University during the school years 2008-2009 to 2012-2013.

Specifically, this study intended to answers the following questions:

1. How many new students enrolled during the A.Y. 2008-2009 in the following fields of specialization?

1. Master of Arts in Education

1.1.1 MAEd –Educational Management

1.1.2 MAEd - Filipino

1.1.3 MAEd - Guidance and Counseling

1.1.4 MAEd- Language

1.1.5 MAEd- Mathematics

1.1.6 MAEd- Psychology

1.1.7 MAEd- Social Science

1.1.8 MAEd- Special Education

1.2 Masters of Business Administration

1.3 Doctor of Education

2. How many of these students enrolled in their field of specialization during the following Academic Years?

2.1 2009- 2010

2.2 2010- 2011

2.3 2011-2012

2.4 2012-2013

3. What are the problems encountered by the students?

4. What is the survival rate of New Era University School of Graduate students by field of specialization?

ASSUMPTION

In the conduct of this study, the researchers posed the following assumptions:

1. All information / data obtained are valid and reliable.

2. The number of students enrolled during academic year (AY) 2008-2009 in the different fields of specialization varies.

3. Not all of the students who enrolled in the graduate programs enrolled during the academic years 2009-2010 to 2012-2013.

4. There were varied problems encountered by the students.

5. The Survival Rate of the students at New Era University School of Graduate Studies is low.

SIGNIFICANCE OF THE STUDY

The results of the study are deemed significant to the different stakeholders of the programs in the School of Graduate Studies of New Era University.

Administrators may utilize the findings of this study in formulating guidelines and in policy making for the improvement of the school system.

Students may use the findings as inspiration in pursuing their studies in the graduate school and in planning their school activities to finish their course in a short period of time.

Curriculum planners may apply the result of the study in designing the curriculum, selections of programs, development of contents and evaluation of performance.

Future researchers may use the findings as bases and references.

In the process of this study, the researchers found out that more than half of those who enrolled in Doctor of Education (Ed.D) during the school year 2008 – 2009 have made it to graduation. In fact, nine out of fifteen enrollees graduated within the number of years required in this research. As to the rate, specifically 60% survived and made it to graduation.

SCOPE AND LIMITATIONS

OF THE STUDY

This study covered the survival rate of enrolees in the School of Graduate Studies by field of specialization at New Era University from Academic Year 2008 to 2013. It obtained the number and percentage of graduates out of the number of freshmen enrolled during the Academic Year 2008-2009 and sought the reasons for discontinuance and the length of time they finished their course.

This study did not include the amount of time the students spent in finishing the course.

DEFINITION OF TERMS

For a better understanding of this study the following terms are defined operationally.

Enrolees are the students who paid for their partial or full school fees during the Academic Year 2008-2009.

Field of Specialization pertains to the major course the students enrolled in.

New student refers to a student enrolled in a certain academic year for the first time.

Survival rate is the percentage of enrolees who enrolled during the AY 2008-2009 and reached the final year of students or graduates.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies that helped the researcher greatly in the accomplishment of the study.

Literature

This is considered relevant to the subject of the present study.

Cohort Survival Rate

This is a measure of the efficiency and effectiveness of the delivery of education services in the country, and is defined as the percentage of enrollees at the beginning grade or year in a given school year who reached the final grade or year of the elementary or secondary level. Based on this definition, the cohort survival rate at the elementary level in the Philippines declined from 64.9% in SY 2004-2005 to 62.6% in SY 2005-2006. This means that from a cohort or group of 100 Grade 1 pupils, only 62 pupils reached Grade 6.

The Cohort Survival Rate is one of 28 major statistical indicators commonly used in education statistics which have been defined by the National Statistical Coordination Board (NSCB) through Resolution Number 14, Series 2006, “Approving and Adopting the Official Concepts and Definitions for Statistical Purposes for the Education Sector”, and Resolution Number 15, Series 2006, “Approving and Adopting Six Formulas on the Official Concepts and Definitions for Statistical Purposes for the Education Sector” for adoption in the Philippine Statistical System (PSS). This is in accordance with the mandate of the NSCB to ensure the harmonization and comparability of statistics in the country.

The term “cohort survival rate” is one of the core statistical indicators used in the Medium Term Philippine Development Plan (MTPDP), in the Millennium Development Goals (MDGs), and in the Education for All (EFA) global movement, among others. Based on latest estimates, the Philippines has a low probability or likelihood of attaining the target of universal primary education as the computed annual growth rate from 1991 to 2005 shows an annual decline of 1.3% versus the required annual growth rate of 4.0%. The achievement of this specific MDG by 2015 will thus need a reversal of trends and the country’s educational system has a lot of catching up to do.

The definitions and formulas of these major statistical terms, together with the definitions of other commonly-used terms in education statistics, are contained in a new publication entitled “Glossary of Commonly Used Terms in Education Statistics” for release on January 5, 2007. The glossary, an output of the NSCB Inter-Agency Committee on Education Statistics (IACES), is an initial step towards the harmonization and standardization of terms used in education statistics and is envisioned as a reference material for planners, decision makers, and researchers, as well as basis for future legislation.

The IACES is composed of representatives from the three pillars of education, namely; Department of Education; Technical Education Skills and Development Authority; and the Commission on Higher Education; as well as other national government offices such as the National Economic and Development Authority, National Statistics Office, Philippine Science High School, Science Education Institute, National Commission for Culture and the Arts, Professional Regulation Commission, Statistical Research and Training Center, Senate Committee on Education and the NSCB. The NSCB acknowledges the contributions of CHED which financed the greater part of the collaborative work for the Glossary.

|Term |Cohort Survival Rate (CSR) |
|Definition |The percentage of enrollees at the beginning grade or year in a given school year who reached the final grade or |
| |year of the elementary/secondary level |
| |[pic] |

“Current College Students Struggle to Survive Rising Tuitions” (2012)

According to this article, tuition rates can be prohibitive. Prospective students know this and plan their academic careers accordingly. What students may not consider, however, are the costs that can keep them from graduating once they are enrolled. The tuition fee increase has made it difficult to graduate to some students. With all of the cuts and lack of funding, it is hard to get into classes, which means that a student has to stay in school longer in order to finish a degree. Every semester is more expensive than the last, with no guarantee of classes. “Joining with the current students who are fighting tuition hike is the best thing. It tells legislators that the traditional view of students who are young and flexible, and resilient, is not the case.” (Whalen, 2012)

Only Half of First-Time College Students Graduate in 6 Years

As we’ve covered here many times before, there is an abundance of evidence showing that going to college is worth it. But that’s really only true if you go to college and then graduate, and the United States is doing a terrible job of helping enrolled college students complete their educations.

A new report from the National Student Clearinghouse Research Center digs deeper into these graduation rates. It finds that of the 1.9 million students enrolled for the first time in all degree-granting institutions in fall 2006, just over half of them (54.1 percent) had graduated within six years. Another 16.1 percent were still enrolled in some sort of postsecondary program after six years, and 29.8 percent had dropped out altogether.

[pic]

Figure1: Six Years Outcome for First- time Degree-seeking students

Source: National Student Clearinghouse Research Center.

As you can see, many of the students who ultimately graduated did so at a different institution than the one where they had originally enrolled. Of the whole cohort of 2006 matriculants, 42 percent graduated where they had first enrolled, and another 9.1 percent graduated from a place to which they had transferred.

The graduation and transfer rates varied greatly by state, and by the type of institution in which the student first enrolled. In Minnesota, for example, 27 percent of students who enrolled at four-year public institutions graduated at a different school within six years. That was the highest share for any state in this metric.

A small share of students (3.2 percent) who started out at four-year schools ended up receiving their first degree or certificate instead from a two-year school, with rates above 5 percent in Minnesota, North Dakota and Wisconsin. On the other hand, 9.4 percent of all students who initially enrolled at a two-year public institution received their first degree at a four-year school.

The report also looked at the state-level completion rates for students who are “traditional” (that is, age 24 and younger) versus “non-traditional” or “adult” (over age 24).

Not surprisingly, in almost every state, traditional-age students starting at public four-year schools had higher completion rates than non-traditional-age students. The smallest gap was in Arizona (1 percentage point, 68.4 percent of traditional students graduating versus 67.6 percent of adult students) and the highest was in Vermont (42 percentage points, 74.3 percent versus 32.2 percent).

How to Raise Graduation Rate

In an effort to improve the college completion rate and fend off new regulations, a commission of the nation’s six leading higher-education associations is calling for extensive reforms to serve a changing college population — one increasingly composed of older and part-time students.

Economix Blog: Helping Degree Seekers Finish What They Start (January 23, 2013)

“This is the first time in the history of modern higher education in which all the communities have come together — community colleges, research institutions, public universities and small liberal arts colleges — and reached agreement that completion needs to be our most important priority,” said E. Gordon Gee, the president of Ohio State University and chairman of the National Commission on Higher Education Attainment.

The report, “College Completion Must Be Our Priority,” which will be released on Thursday, calls on colleges and universities to find ways to give students credit for previous learning, through exams like the College Board’s College-Level Examination Program, portfolio assessments or other college equivalency evaluations. It also calls for more services and flexibility for non-traditional students, suggesting innovations like midnight classes, easier credit transfers and more efficient course delivery, including online classes.

“These are all very important things, they’re all unusual, and they’re things we’re not doing,” Dr. Gee said. “We concentrate most on the admissions side of things, getting the bodies in, and there’s no one in charge of seeing that they get through and graduate. I’m going to call this person the completion dean.”

Almost half of the students who begin college at a two- or four-year institution fail to earn a degree within six years.

Whether the report will lead to change is unclear. But Molly C. Broad, president of the American Council on Education, said she believed it would create a new sense of urgency.

“We have policies and practices built when colleges were filled with full-time, 18- to 22-year-old students who needed to be provided not only educational opportunities, but fed, protected, counselled and given recreation,” she said. “But that’s not our world today, when the overwhelming majority are part-time students juggling jobs, older students, veterans, whom we need to treat fairly — and do it on our own rather than have it done unto us.”

Dr. Gee, who called the report “proactive and pre-emptive,” said it reflected a broad consensus about the importance of helping more students earn degrees, as quickly as possible, but did not prescribe specific actions to be taken by individual institutions.

Another report released on Thursday, “The American Dream 2.0,” from a coalition of higher-education advocates, raised a similar alarm about college graduation rates, and the financial burden on those who take out student loans but do not earn a degree. “Many students without a credential are plunged underwater financially,” the report said. “When students leave college with no credential and a load of debt, they may be worse off than when they entered.”

Since the job market does not favor college dropouts the way it does graduates, said Kevin Carey, director of education policy at the New America Foundation, “it’s not just enough to let people in, or even to let them in and make sure they can afford it in an abstract way.”

The “American Dream” report suggests making the financial aid application process simpler and more transparent, and holding both schools and students accountable for completion.

Guidelines for Future Graduate Students

For O’ Shaughnessy (2011), there are guidelines that can help future graduate students in earning a graduate degree that can be expensive and a huge time commitment. “No one should pursue a graduate degree without a lot of research and soul searching” (O’ Shaughnessy, 2011)

Here are some of the guidelines that a future graduate student should know about graduate school before he forges ahead:

1. Don’t be in hurry.

2. Don’t make graduate school a default move.

3. Don’t expect to get a job as a professor.

4. Life in the Ivory Tower can be a grind.

5. Ask intelligent questions.

An article on Thursday about a call for extensive reforms at colleges so they can better serve a changing student population misstated part of the name of an organization at the University of California, Los Angeles, that conducted a 2012 survey of first-year college students. It is the Higher Education Research Institute (not Institution).

A version of this article appeared in print on January 24, 2013, on page A15 of the New York edition with the headline: To Raise Graduation Rate, Colleges Are Urged to Help a Changing Student Body.

Studies

The different studies presented were taken from the different libraries and various websites.

While education experts are increasingly focused on graduation rates, many students and families are not. According to the 2012 survey of first-year college students by the Higher Education Research Institute at the University of California, Los Angeles, students at four-year institutions significantly overestimate their likelihood of completing college on time. About 8 in 10 said they expected to graduate from their institution in four years, but national statistics show that only about 4 in 10 do so.

“Among students just starting college, there’s a significant mismatch between their expectations and the reality that most students don’t graduate four years later from the institution where they started,” said John H. Pryor, managing director of the U.C.L.A. institute and an author of the annual report, “The American Freshman: National Norms.”

“When we talk about these colleges, we call them four-year colleges, so the implication is that you’re going to finish in four years,” Mr. Pryor said. “And even though there’s been a huge push to publish the four-year graduation rates, students and families just are not that well-informed.”

This was the first time the survey, of 192,812 first-year, full-time students at 283 four-year institutions, discussed expectations of on-time graduation.

Mr. Pryor, whose son is a first-year college student, said the statistical evidence was backed up by the many college presentations he attended over the last year, not one of which mentioned the institution’s four-year graduation rate.

“I’d be the guy looking it up and saying, ‘Excuse me, you only have a 35 percent four-year graduation rate, so what are you doing to improve retention?’ ” he said. “But no one else seemed aware of the issue.”

The U.C.L.A. survey also found that students were feeling increasing financial pressure. Two-thirds said the economic climate had significantly affected their college choice, and 13 percent said they could not afford to attend their first-choice university, the highest percentage since that question was first asked in 2006.

Students were more likely than in the past to say that getting a better job and making more money were very important reasons for their decision to go to college, and that “being very well-off financially” was a goal.

Annie Lowrey contributed reporting.

This article has been revised to reflect the following correction:

Correction: January 25, 2013

RELEVANCE OF THE LITERATURE AND STUDIES REVIEWED TO THE PRESENT STUDY

The aforementioned literature and studies are similar to the present research. The authors focused on the decline of the survival rate among their school respondents, the reasons of the students’ discontinuance in schooling, and the length a student graduates. The current study also revealed decline in the survival rate of the students in the graduate school in all fields of specialization. It is also found out in the present study that financial pressure tops the reasons a student drops or discontinues his/her studies. The data in the present study showed that 14% of the graduates finished their master’s degree for 10 interrupted semesters.

However, the present study differs from the related literature in terms of complexity. The present study only focused on the survival rate of new students from the two consecutive semesters and summer (AY 2008-2009/Summer) whereas the related literature not only computed for the survival rate but also compared the survival rate of the two consecutive years (AY 2004-2005 and AY 2005-2006).

The related study stated that financial pressure tops the reasons for the students’ discontinuance in schooling which is similar to the findings of the present study. The tuition fee hike hinders students from enrolment and aggravates their financial constraints to get through with their studies.

Another is a foreign study which is similar to the problems encountered by the students in the graduate school. Mostly of the graduate students are working professionals, the schedule and the subjects offered are crucial to them. Schedule that is conflict with their work and the unavailability of the subjects they are supposed to take prohibit them from continuing.

The school administration has to take actions on this issue and provide solutions to the problems of the working graduate students. The school has to open more subjects, assess what subjects are to be taken by the students prior to their enrolment for the new semester. They should make flexible schedule that would fit into the students’ work schedule.

THEORETICAL/CONCEPTUAL FRAMEWORK

The researchers examine the factors affecting the students’ survival rate in

graduate school. Today, there are so many reasons why the students cannot

successfully get through and completed the program and this survival of student is

widely affected by many factors. Using a Vygotskian theoretical framework and the zone

of proximal development (zpd) as a core feature, the researchers take the view that

students who strategically and intentionally participate in graduate schooling can

undergo profound change in their professional growth. The groups of majors in SGS

survival rate has changed in mutually defined task by using scaffolding tools which

designed specifically to mediate understanding with the students. These theoretical

areas include the zone of proximal development, individual and mutual participatory

appropriation of learners’ level of competency, and level of challenge.

High cost of education

Achieve independently

Level

of

Challenge Currently achieved stage

Level of competence

FIGURE 1 THEORETICAL FRAMEWORK

According to Vygotsky, the zone of proximal development (zpd) is “the region of

activity that learners can navigate with aid from a supporting context, including but not

limited to people” (Vygotsky, 1934/86; Brown, Ash, Nakagawa, Gordon,Rutherford &

Campione, 1993, p. 5).With the concept of Vygotsky concept of zone proximal

development (zpd) learners’ assistance is the basis for achievement and successful

completion of a degree. Accordingly, the overcoming of challenges and successfully

dealing with competencies that transpires in educational setting assist learner in

building understanding the concept.

In graduate school, the graduate students are responsible in achieving

independently the challenges concerned with the preparation and work on of thesis, the

threat from professors or doctors, the conflict between the job and the school and even

the schedule of the students. The competencies such as experiences in the field of

major, communication and interpersonal skills, the social and financial status are also

charged with providing help until the student can move through all the levels

independently.

Vygotsky (1962) suggests that these connections do not have to take place

immediately, but that “in the course of further schoolwork and reading,” learners can

make the association between concepts and experience. It can define as well that the

help provided to graduate students cannot be identified as possibility in surviving, but

properly supported assistance will help the students to reach the optimal of zone

proximity level which is the accomplishment of the degree.

Thus, the zone of proximal development enables educators to define the

learner’s or enrollees immediate needs and the shifting developmental status, which

allows for what has already been achieved developmentally, and for what the student

will be able to master in the future.

CHAPTER 4

ANALYSIS AND INTERPRETATION

This chapter discloses the data obtained as answers to the specific problems raised in Chapter 1.

List of Students Enrolled By Field of
Specialization

There are three programs in the School of Graduate Studies (SGS) at NEU. These are M.A, MBA and Ed.D. Under each program are different fields of specialization.

Table 1 presents the list of enrolees enrolled in the different fields of specialization in M.A during the Academic Year 2008-2009.

Table 1

List of Enrolees in M.A during the A.Y 2008-2009 by Fields of Specialization

1.1 M.A in Education

There are 10 major fields of specialization offered in A.Y 2008-2009.

1. Educational Management

| AYANAN, Serina G. |
|BURAGAY, Dave B. |
|LAXAMANA, Gloria A. |
|ODIASE, Blessing Godwin |
|SAJO, Nonita Y. |
|SALIBIO, Sosima U. |

2. Special Education

|1. ABALOS, Samuel B. |26. MANTES, Emma L. |
|2. ACMAN, Flora C. |27. MARCELINO, Fe DC |
|3. ALARCON, Shiela U. |28. MARILAO, Lea B. |
|4. ALCANTARA, Helen R. |29. MASIRAG, Mary Jane S. |
|5. ALON, Pierce C. |30. MEDINA, Liezl T. |
|6. ANGELES, Crisfel G. |31. PALMA, Marlon Dollosa |
|7. ASPIRAS, Junna P. |32. PLAZA, Hazel Lucy |
|8. BORLAGDAN, Shiela L. |33. QUINTOS, Michelle L. |
|9. CATE, Jackielyn De Vera |34. RAMOS, Estella D. |
|10. CRUZ, Jason B. |35. RIVERA, Cielo Fe C. |
|11. CULLAR, Margarita B. |36. SAN ESTEBAN, Ricafin C. |
|12. DOMIQUEL, Wilma P. |37. SARTE, Lilia Lei Vega |
|13. EDOSMA, Edward B. |38.SEBASTIAN, Maria Minerva T. |
|14. EDOSMA, Rosita B. |39.SIMBE, Haidee B. |
|15. EGUIA, Shirley D. |40.SOLANO, Gemalyn A. |
|16. FUENTES, Feljun Jr. D. |41.TAGLE, Ada Trinidad A. |
|17. GAHUNIA, SAWARN III A. |42.TRINIDAD, Razielle May F. |
|18. GARCIA, Dilbert D. |43.VERZOSA, Maria M. |
|19. HERBOLARIO, Liza R. |44.VILLANUEVA, Onesa M. |
|20. HERNANDEZ, Janine B. |45.YRUMA, Cyrus C. |
|21. IBON, Irene V. |46,MACATUGGAL, Jennie A. |
|22. LAURENTE, Emelyn R. |47.MACATUGGAL, Mariale V. |
|23. LOPE, Jovy R. | |
|24. MADRELEJOS, Delia C. | |
|25.MANGARON,Ma.Elizabeth DC | |

1.1.3. Language

|1. DE JESUS, Jocelyn Tolentino |
|PINEDA, Divine Grace Media |
|PRESBITERO, Linoel Aytona |
|SANCHEZ, Wilma Cucio |
|IGNACIO, Mineth Infante |
|ENOLVA, Racel Pine |
|BANAL, Maria Lourdes Ang |
|BELLEN, Mary Jane Cadelina |
|MELEGRITO, Flora Agramon |
|ZAMUDIO, Paulo Derla |

1.1.4 Mathematics

|ABUAN, Anselma Mojica |
|AÑONUEVO, Ma. Fe R. |
|CAPILE, Ronald Ariscon |
|MANAHAN, Rodolfo S. |
|MANGA, Ramon Funes |
|TAMAYO,Jill Irish Borja |
|TAMBABA, Glenda S. |
|TRUMATA, Melody G. |

1.1.4 Social Science

|ATCHUELA, Dennis U. |
|MONTERDE, Ferdinand N. |

1.1.5 Psychology

ARGENTE, Jason Del Mundo

2. Master of Business Administration

|NOVO, Norma A. |
|OFRENEO, Joel Delos R. |
|REYES, Don B. |
|SATURNINO, Serran E. |
|ARCETA, Nelidiza R. |
|LEDESMA, Regi Mae C. |
|MERCADO, Jennylyn M. |
|SAGARINO, Gavino N. |
| |

3. Doctor of Education

|1. ABALDE, Novie Lou |
|2. AUSTRIA, Ronnie Apinado |
|3. AVILA, Evelyn Visita |
|4. BUNGUE, Aida Baybayan |
|5. COLANSI, Felomena Salao |
|CORTUNA, Daisy |
|DOMER, Flora Domingo |
|FAUSTINO, Ma. Enolita Santos |
|IMPERIAL, Salve Tacalan |
|INGENTE, Ramil Adriano |
|MANAHAN, Rodolfo San Pedro |
|MANUEL, Buenalyn Mercado |
|SANTOS, Rosemarie Cadaoas |
|VELARDE, Greg Clores |
|VILLAPANDO, Rosanna Apelo |

Table 2

| | | |
|Program |Field of Specialization |No. Of Enrollees |
|Master of Arts | | |
| |1.1 Educational Management |6 |
| |1.2 Filipino |0 |
| |1.3 Guidance And Counseling |0 |
| |1.4 Language |10 |
| |1.5 Mathematics |8 |
| |1.6 Psychology |1 |
| |1.7 Social Science |2 |
| |1.8 Special Education |49 |
|Master of Business Administration | |8 |
|Doctor of Education | |15 |
| | Total |99 |

Number of Enrollees By Program and By Field of Specialization

As shown in Table 2 the highest number of enrolees is in M.A (76) and the least is in the MBA (8).

In M.A-SPED has the highest enrolees and M.A-Psychology has the lowest number of enrolees.

Interviews revealed that they enrolled in SPED because there was a high demand for graduates here and abroad and even those teachers in Filipino took-up Special Education.

Language Education comes next due to many call centers established and many foreign students are studying in the country. This results to a high demand for English teachers.

Doctor of Education ranks second in the number of enrolees by program. Interviews disclosed that they enrolled Doctor of Education because it is a requirement for the Administrative position.

Nobody enrolled in Filipino and in Guidance and Counselling. The latter is only offered a year after.

The data indicate that enrolment in the Graduate School is influenced by the demand for the profession and for promotion purposes.

|Academic Year |2008-2009 | |2009-2010 |
|Financial |40 |100 |1 |
|Pressure of work |35 |87.50 |2 |
|Health |8 |20.00 |5 |
|Unavailability of subject |22 |55.00 |4 |
|Change of civil status |5 |12.50 |6 |
|Change of residence |3 |7.50 |7 |
|Dislike of Professor |24 |60.00 |3 |

Table 3 shows that there are seven problems encountered by the students and the most serious among the problems is financial. This is manifested particularly during summer wherein students are required to pay fully in cash.

Table 4

Survival Rate of SGS-Students by Field of Specialization

| | | | |
|Program and Field of Specialization |Survival Rate |Rank |Rank by Field |
|1. M.A |46.15 |2 | |
| 1.1 MAEd |50.00 | |2 |
| 1.2 SPED |29.79 | |4 |
| 1.3 Math |75.00 | |1 |
| 1.4 Language |30.00 | |3 |
|2. MBA |12.50 |3 | |
|3. Ed.D |60.00 |1 | |

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the data obtained in the study, draws conclusion from the findings and offers recommendation to improve survival rate of the SGS- students.

1. How many new students enrolled during the A.Y 2008-2009 in the following fields of specialization?

There were 99 students who enrolled in SGS during the A.Y 2008-2009; 76 enrolled in M.A, eight in MBA and 15 in Ed.D. Of the 76 who enrolled in M.A, eight specialized in MAED, 47 in SPED, eight in Mathematics, two in Social Science, 10 in Language and one in Psychology.

2. How many of these students enrolled during the following Academic Years?

During the A.Y 2009-2010 there were three enrolled in MAED, 23 in SPED, seven in Mathematics, six in Language, one in Psychology, four in MBA and seven in Ed.D.

In A.Y. 2010-2011 there were three MAED students, eight in SPED, four in Mathematics, three in Language, one in Psychology, five in MBA and three in Ed.D.

A.Y 2011-2012 there were two in MAED, three in SPED, one in mathematics, one in Social Science, three in MBA and one in Ed.D

In the A.Y 2012-2013 there were three in MAED, six in SPED, one in mathematics, one in Social Science and one in MBA.

3. What are the problems encountered by the students?

The top five problems encountered by the SGS students were 1. Financial problems with 100%, 2. Pressure of work with 87.50% and 3. Dislike of professor with 60%, 4. Unavailability of the subject with 55% and 5. Health with 20%.

4. What is the survival rate of the SGS students enrolled in A.Y 2008-2009 by programs and field of specialization?

The survival rates of the students by programs are as follows: M.A is 46.15%, MBA is 12.50% and Ed.D is 60%.

By field of specialization, survival rate is 50% for MAED, 29.79% for SPED, 75% for Mathematics and 30% for Language.

CONCLUSION

Based on the findings, the following conclusions were drawn.

1. M.A has the highest enrolees by program and SPED by field of specialization.

2. The number of enrolees declined in the succeeding academic years.

3. Financial, pressure of work, dislike of professor, and unavailability of subjects

offered were the major problems encountered by SGS students.

4. Among the programs, Ed.D has the highest survival , and by field of specialization, Mathematics has the highest rate.

5. The students at New Era University School of Graduate Studies have an average survival rate.

RECOMMENDATION

As an offshoot of the findings and conclusions, the following recommendations are offered:

A. Administration

1. Allow partial payment of fees (tuition and miscellaneous) during summer.

2. Offer subjects that are needed by the students.

3. Engage professors who have passion for teaching and expertise in their subjects.

4. Require all school ancillary services to be available as long as there are students having classes.

5. Allow students to bring and use modern instructional devices.

B. Faculty

1. Observe professionalism in the class.

2. Make adequate preparation for the subject you are teaching.

3. Maximize the allotted time for the execution of the lessons.

C. Students

1. Follow the University rules and regulations.

2. Demonstrate responsibility in accomplishing the given requirements.

REFERENCES

Adanza, Estela G, Research Methods: Principles and Methods, Rex Book Store, 1995

Aquino, Gaudencio V. , Essentials of Research and Thesis Writing, Phoenix Publishing House Inc.,1971

Ariola, Maximo M., Principles and Methods of Research, Rex Book Store, 2006

Aveda, Jose Arias, Research and Thesis Writing, University Book Supply Inc. 1974

Rivera, Maximiano M. And Rivera, Roela Victoria, Practical Guide to Thesis and Dissertation Writing, Katha Publishing Inc.1996

Wilson, Elaine, A guide for Education Students, SABE Publishing

Sanchez, Custodio A.Methods and Techniques of Research,Rex Books Store, 1986

Sevilla, Consuelo G., Ochave, Jesus A., Punsalan, Twila G., Regala, Bella P. And Uriarte, Gabriel G, Research Methods (Revised Edition), Rex Book Store,1998

Journals & Newspapers

Luistro, Armin A. (2012). “The State of Basic Education: Gaining Ground.” Philippine Business for Education: Makati.

Manila Bulletin. (2012). “Rising School Dropout Rate ‘Álarming’.”

Ramota, Carl Marc. (2005). “No, Graduation, No Jobs for Poor Filipino Students.”Bulatlat Vol. V, No. 9: Quezon City Philippines.

Tubeza, Philip C. (2013). “NCR cost of living almost triple minimum wage.”Philippine Daily Inquirer.

Internet sources

Retrieved from University of the Philippines website http://graduate.econ.upd.edu.ph/?page_id=11

Retrieved from Ateneo de Manila University http://www.admu.edu.ph/admissions/graduate-program/associate-dean-for-graduate-programs/tuition-and-fees

Retrieved from De La Salle University website http://enroll.dlsu.edu.ph/dlsu/view_fees_table

Retrieved from University of Sto. Thomas http://graduateschool.ust.edu.ph/fees_v2.htm

Retrieved from Polytechnic University of the Philippines http://www.pup.edu.ph/GS/Fees.aspx