School Support and Resource Allocation: Input to the Enhancement of Junior High School Student Retention at Barobaybay Academy-Mission School, Inc, Philippines
Christian M. Magallanes *
University of Eastern Philippines, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Student retention remains a critical measure of educational quality, particularly in rural settings. This study investigates the influence of school support and resource allocation on student engagement and retention at Barobaybay Academy-Mission School, Inc. in Northern Samar. The objective was to identify which support services and resources most effectively enhance junior high school students' academic commitment and reduce dropout tendencies.
A mixed-methods design was employed involving 100 respondents (93 students, 7 personnel) selected via stratified random sampling. A validated survey instrument assessed demographic data, support program awareness and usage, perceived effectiveness of services, and resource sufficiency. Statistical tools such as descriptive analysis and Pearson correlation (r) were used to examine relationships between variables.
Students exhibited high awareness (95%) and frequent use (mean = 4.36) of support programs. However, perceived effectiveness was moderate (mean = 2.87). Notably, 75% indicated insufficient technological resources. Pearson correlation revealed a moderate positive relationship between school support and student engagement (r = 0.61), and a weaker but significant correlation between resource allocation and retention (r = 0.49).
Effective and well-targeted school support programs and adequate resource allocation significantly influence student engagement and long-term retention. Investments in digital infrastructure, wellness services, and career guidance are crucial for sustaining educational participation in underserved communities.
Keywords: Student engagement, retention, school support, resource allocation, junior high school