Retention Policy on the Academic Achievement and Motivation

of University Science High School Students

Angoluan, Robert Cyrill R.1, Aquino, Therese Denise C.2, Cabico, Ginelle Angela O.3, Dela Rosa, Dew Xya I.4
Villarama, Joseph A.5
Grade 11 Student, Senior High School, University Science High School,
College of Education, Central Luzon State University, Science City of Munoz, Nueva Ecija, Philippines 1, 2, 3 & 4

Instructor I, University Science High School, College of Education,

Central Luzon State University, Science City of Munoz, Nueva Ecija, Philippines 5

[email protected], [email protected], [email protected],

[email protected], [email protected]

Abstract - Educational policies such as the retention policy are employed to regulate students'
academic achievements and to serve as an effective reinforcement in student learning. The study focused
on the underlying effects of this strategy on the understanding and awareness of students as there is a
strong association of retention and "dropping out" across its many definitions and implementations
among many other perceptions. The analysis of the perception of students of the academic achievement
and motivation factors on the retention policy was employed using the qualitative research design with
descriptive interpretations. Frequency and percentage measures were utilized in the interpretation of the
gathered data in order to obtain the precise results and to achieve the objectives of the study. Students
view the retention policy with great importance that's why they exert maximum efforts and find ways to
the best of their abilities to comply with the policy. Also, they view the retention policy as an effective
regulation in improving students’ academics. In general, the academic motivation of the students is
directly tied with their expectations in achieving their goal in complying with the school’s retention policy
and the fear of failure was manifested in the students’ perception of achievement.

Keywords – Retention policy, academic achievement, academic motivation, policy awareness

INTRODUCTION
A mediator to the regulation of students’ academic performances, the retention policy is viewed as a key
intervention in many countries, evidently in the American school system [1] where grade repetition and teacher
involvement are common practices. The definition of retention, including grade and student retention which are two
different concepts used in the academe, varies from one school system to another. The University Science High
School’s limited student entrance rate of 90 students per grade level and the main are main educational policies
practiced in the institution (and are being re-orientated in the start of the school year). The University Science High
School applies another definition of retention as maintenance of student final average output of at least 80 for the
promotion to the next grade level.

Compromising to the current and established retention policy may have been instilled due to the fear of failure [2],
thus academic motivation is brought out positively and negatively as it is reflected by students’ performance and
awareness of the policy. This fear of failure manifests to an individual as insecurity [3] that in return gives the
motivational behavior to the failure-fearers, thus are different from those that are success-oriented [4].

STATEMENT OF THE PROBLEMS

The study focused on the underlying effects of this strategy on the understanding and awareness of students as
there is a strong association of retention and "dropping out" across its many definitions and implementations [5]
among many other perceptions. Specifically, it sought to answer the following questions:
1
 1. Does the current retention policy affect the academic achievement perception of students?
2. Does the current retention policy affect the academic motivation perception of students?
3. What are the general implications of the retention policy on the school and the student population?
4. How aware are the students on the current retention policy implemented by the school and how do they
understand it?

MATERIALS, METHODS OF THE STUDY, AND SOURCES OF DATA

Research Design
The study was concerned about the awareness of USHS retention policy and how it affects the academic
motivation and achievement of the students, thus the analysis of the perception of students of the academic
achievement and motivation factors on the retention policy was employed using the qualitative research design with
descriptive interpretations.
Research Locale
The study was conducted at University Science High School-Central Luzon State University, Science City of
Munoz, Nueva Ecija, from April 22-26, 2019, which was approved by the school’s principal, Dr. Mercedita M.
Reyes.
Participants of the Study
The junior high school students from University Science High School-Central Luzon State University served as
the population for this study. Stratified sampling was used to evaluate a total of 177 students which were
determined as the sample using the principle of Slovin's formula. The sample, which was consists of 4-year levels
and 8 sections, were then divided systematically according to sex applying the proportional allocation of the chosen
sampling technique. The sampling distribution is as follows:

Table 1. Sampling distribution of junior high school students

Grade Level/Section Male Female Total
Explorers 6 19 25
7 50
Adventurers 7 18 25
Researchers 9 14 23
8 45
Inventors 9 13 22
Examiners 8 12 20
9 42
Discoverers 9 13 22
Innovators 8 12 20
10 40
Achievers 8 12 20
Total 64 113 177

After the formulation of the sampling distribution, another sampling technique was used. Systematic sampling
was utilized to specify the representatives to be chosen as the respondents in each stratum/division. The names of
the population were gathered in which every 2 nd student who was on the list was chosen as the respondent in order
to obtain the sample size.
Research Instrument
The researchers used a survey questionnaire that consists of two parts: a four-point Likert scale (of 25
statements divided into retention policy awareness, academic motivation, and academic performance sections
respectively) and a brief essay regarding students' definition and understanding of the school's retention policy. A
nonstandardized data gathering instrument was used but revisions and validations of the statements presented were
administered from its pilot testing.

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Data Gathering Procedures
A survey was conducted to assess the level of awareness and understanding of the students regarding the
school’s retention policy and its significant effect on their perception on the academic achievement and motivation.
Questionnaires were distributed to the respondents in coordination with the class presidents of each section of the
population. The answers of the respondents were then tallied and analyzed. Frequency and percentage measures
were utilized in the interpretation of the gathered data in order to obtain the precise results and to achieve the
objectives of the study.
RESULTS AND DISCUSSION

Table 2. Frequency counts and percentages of retention policy awareness of students

Retention Policy Awareness
Statement Strongly Strongly
Disagree Agree
Disagree Agree
F % F % F % F %
1. I am aware of the school’s retention
6 3.39 13 7.34 83 46.89 75 42.37
policy even before entering USHS.
2. I was informed of the school’s retention
8 4.52 47 26.55 72 40.68 51 28.81
policy by my parents.
3. I was informed of the school’s retention
11 6.21 24 13.56 94 53.11 47 26.55
policy by current students of the school.
4. I think that the retention policy is strictly
3 1.69 15 8.47 94 53.11 64 36.16
implemented by the school.
5. The first word that I associate with
9 5.08 22 12.43 76 42.94 69 38.98
“retention policy” is “kick-out”.
Table 2 showed the awareness of the students of the current retention policy established for the quality of
learning. As to conform to other school policies, 46.89% of students were informed of the policy before entering
the school mainly by current students (and possibly elementary schoolmates) of the institution (53.11%) followed
by their parents (40.68%). Half of the respondents also observe the strict implementation of the policy as they
associate the term with being “kicked out” of the school, a colloquialism that was addressed to be misleading. Not
being retained is different from the definition of being expulsed [6]. Grade-wise, students who failed to be retained
due to failing to attain at least 80 in their final average are directed to transfer to another school, thus students are
more concerned with the effect attached to the policy.

Table 3. Frequency counts and percentages of the academic achievement perception of students

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 Academic Achievement
Statement Strongly Strongly
Disagree Agree
Disagree Agree
F % F % F % F %
1. I am not really conscious about complying
19 10.73 92 51.98 50 28.25 15 8.47
with the retention policy.
2. I am satisfied even if I get a grade of 80. 33 18.64 59 33.33 58 32.77 28 15.82
3. I strive to get higher grades so that I will not
4 2.26 15 8.47 97 54.80 60 6.78
worry about the retention policy.
4. I am worried about my grades especially if I
12 6.78 15 8.47 80 45.20 69 38.98
feel like I will fail the subject.
5. I have an uneasy, upset feeling when I take a
10 5.65 40 22.60 70 39.55 56 31.64
test because I am worried about its outcome.
6. Every requirement counts. 2 1.13 16 9.04 68 38.42 90 50.85

Academic Achievement
Statement Strongly Strongly
Disagree Agree
Disagree Agree
F % F % F % F %
7. I see retention policy effective to improve my
6 3.39 23 12.99 99 55.93 48 27.12
study outlook.
8. I would like to finish my studies with flying 1 0.56 18 10.17 80 45.20 77 43.50
colors.
9. I am studying well because I would not like to 2 1.13 24 13.56 81 45.76 69 38.98
be transferred to other schools if I fail.
10. I am studying well so that I would not take 2 1.13 16 9.04 87 49.15 69 38.98
remedial courses.
Succeedingly, the perception of academic motivation was assessed. Students were compliant with the policy. The
respondents aimed to get higher marks to make conforming less of a worry, although there were roughly equal
responses of agreeing and disagreeing in statement 2 on being satisfied with getting minimum. McClelland
explained in the Need Theory that students aim to get grades higher than the passing not just to comply with the
retention policy because of the “drive to excel, to achieve in relation to a set of standard, and to strive to succeed”
[7]
.

Worrying about compliance was also evident from statements 4 and 5, as stress builds up with the notion of the
policy in addition to the amount of school work [8]. Test anxiety was noted as oftentimes the need to ace tests or
quizzes was felt but despite the stress, many of the respondents still strive to get grades higher than 80 to be able to
be retained for the next school year. In addition to being compliant, students were engaged in performing and
excelling in school. With exerting maximum effort, 39% of the respondent strongly agreed that the effects of failing
will not be felt unless they study well. The Achievement Goal Theory justified the consistent positive outlooks of
the students not just to reach the standards of the school but also strive to achieve pertain to their standards for
judging their own competence [9].

Moreover, the fear of failure was apparent in the students’ perception of achievement and motivation. Although
students aim high in their academics, their drive still came from the fear of failure to comply with the regulations.
The fear of failure became a facilitator (rather than an inhibitor) of academic performance [10].

Table 4. Frequency counts and percentages of the academic motivation perception of students

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 Academic Motivation
Statement Strongly Strongly
Disagree Agree
Disagree Agree
F % F % F % F %
1. I am motivated to study because of the
10 5.65 42 23.73 83 46.89 41 23.16
retention policy of the school.
2. I find the need to maintain a grade of 80
2 1.13 6 3.39 78 44.07 90 50.85
and above in every subject.
3. I find the need to maintain a grade of 80
20 11.30 56 31.64 54 30.51 47 26.55
and above because of parental pressure.
4. I mainly focus on the subjects that I am
6 3.39 51 28.81 80 45.20 39 22.03
uncertain of passing.
5. I am determined to study as best as I can to
3 1.69 18 10.17 104 58.76 51 28.81
comply with the retention policy.
6. I worry a lot about my grades. 6 3.39 42 23.73 64 36.16 64 26.16
7. I use different studying strategies that best
10 5.65 20 11.30 92 51.98 54 30.51
fit the situation.
8. I expect to do well in the school system
5 2.82 29 16.38 108 61.02 34 19.21
(of grade retention).
Academic Motivation
Statement Strongly Strongly
Disagree Agree
Disagree Agree
F % F % F % F %
9. I ask myself questions to make sure I
7 3.95 21 11.86 101 57.06 47 26.55
know the material I have been studying.
10. I am motivated regardless of my parents’ 3 1.69 26 14.69 90 50.85 57 32.20
motives and expectations.

Table 4 showed that the respondents, due to the fact that they were aware of the retention policy of the
school, were academically motivated. More than half of the sample size strongly agreed that they find the need to
maintain 80 and above grades in every subject, thus making them more determined to study and more conscious
about their grades.

On the other hand, data showed that parental pressure, motives, and expectations do not largely affect the
academic motivation of the students. However, students expect themselves to perform well in the school system,
thus resulting in pressuring themselves to comply with the retention policy. In line with this, failure in complying
with the policy is clearly evident on the students and that is one factor that affected their academic motivation. The
Vroom expectancy motivation theory explained the situation that “increased effort will lead to increased
performance” [11].

Table 5. Top 5 responses of Common Occurring

the students Responses
on the definition of the current retention policy
A student should maintain a final grade of 80 and above to stay.
If a student got a grade less than 80, then he/she will transfer to another school.
The retention policy motivates students to study harder.
A student will get “kicked out” if he/she
The retention policy motivates students to get high grades.

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 Table 5 showed the different students’ definition based on their understanding regarding the school's retention
policy. Thirty students said that on retention policy, a student should maintain a final grade of 80 and above to stay.
This means that many students are aware of the implementation and observance of the retention policy.

Understanding and preference of USHS students regarding the retention policy were gathered and based on their
given answers, top five definitions were collected. The most frequent definition was, “A student should maintain a
final grade of 80 and above.” This definition dominated because that’s the rule of University Science High School’s
retention policy. Top two and four definitions were, “If a student got a grade less than 80, then he/she will transfer”,
and “It is associated with the word kick out.” This is because it is explained in the retention policy of University
Science High School and students often associate the school’s retention policy with the term kick out.

In the case of University Science High School students, based on the results, 124 out of 177 student respondents
say that they are motivated because of the retention policy of the school. It implies that retention policy tends to
motivate students to get higher grades. Meanwhile, 155 out of 177 student respondents say that they are determined
to study as best as they can to comply with the retention policy. This implies that students find the need to study
harder because of the school’s retention policy.

CONCLUSIONS AND RECOMMENDATIONS

Students view the retention policy with great importance that’s why they exert maximum efforts and find ways
to the best of their abilities to comply with the policy. In general, the academic motivation of the students is directly
tied with their expectations in achieving their goal in complying with the school’s retention policy. Furthermore,
they also view the retention policy as an effective regulation in improving students’ academics. On the other hand,
the fear of failure was manifested in the students’ perception of achievement.

Through this study, the researchers would recommend to the future researchers the following:
1. Determine other underlying factors that may affect the academic achievement and motivation of the students.
2. Review the historical records of the school regarding the implementation of the retention policy
3. Employ other statistical methods and measures to determine a more in-depth perception of achievement and
motivation.
4. Consider the authorities' perspective on the effectiveness of the school's retention on the students.

REFERENCES
[1] McCoy, A. R., & Reynolds, A. J. (1999). Grade retention and school performance: An extended
investigation. Journal of School Psychology, 37(3), 273-298.
[2] Birney, R., Burdick, H. & Teevan, R. (1969). Fear of failure. New York: Van Nostrand Reinhold.
[3] Bélanger, J. (2013). Driven by Fear: The Effect of Success and Failure Information on Passionate
Individuals’ Performance.
[4] Martin, A.J. (2012). Fear of failure in learning. N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning.
New York: Springer.
[5] Roderick, M. (1995). Grade Retention and School Dropout: Policy Debate and Research Questions. Phi
Delta Kappa Research Bulletin, 15, 1-6.
[6] Tuzzolo, E., & Hewitt, D. T. (2006). Rebuilding inequity: The re-emergence of the school-to-prison pipeline
in New Orleans. The high school journal. 90(2), 59–68.
[7] McClelland (n.d.) Motivation Theories: Top 8 Theories of Motivation - Explained! Retrieved from
www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377
[8] Carter (2011). High GPAs, Low Happiness? Retrieved from
https://greatergood.berkeley.edu/article/item/school_success_v_happiness
[9] Ames et al (2000). Achievement Goal Theory. Retrieved from
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 https://www.sciencedirect.com/topics/psychology/achievement-goal-theory
[10] Birney et al (1969) Fear of Failure. New York: Van Nostrand Reinhold
[11] Vroom (1964). Vroom Expectancy Motivation Theory. Retrieved from
https://www.yourcoach.be/en/employee-motivation-theores/vroom-expectancy-motivation-theory.php
APPENDICES

Sample Communication Letter

Republic of the Philippines
Central Luzon State University
College of Education
University Science High School
Science City of Munoz, Nueva Ecija

April 16, 2019

DR. MERCEDITA M. REYES

Principal, University Science High School
Central Luzon State University

Dear Dr. Reyes:

Warm Greetings!

Practical Research I (Qualitative Research) is one of the applied and specialized subjects in the Senior
High School curriculum, particularly in Grade 11. Currently, it requires the conduct of qualitative
research in partial fulfillment of the said subject.

It is in this regard that we are respectfully seeking your permission for us to gather data from the Junior
High School of our school for our research titled, “Retention Policy on the Academic Achievement and
Motivation of University Science High School Students”, from April 22-26, 2019.

Attached is the copy of the questionnaire to be distributed on the said period. We are hoping for your
support and approval of this matter. Thank you very much and more power.

Respectfully yours,

ROBERT CYRILL R. ANGOLUAN GINELLE ANGELA O. CABICO

Researcher Researcher

THERESE DENISE C. AQUINO DEW XYA I. DELA ROSA

Researcher Researcher

Noted:

7
Mr. JOSEPH A. VILLARAMA
Research Adviser, Practical Research I

Sample Questionnaire

Retention Policy on the Academic Achievement and Motivation

of University Science High School Students

1
Angoluan, Robert Cyrill R., 1Aquino, Therese Denise C., 1Cabico, Ginelle Angela O., 1Dela Rosa, Dew Xya I.
2
Villarama, Joseph A.

Dear Respondents,

Warm Greetings!

We are students from 11-Voyagers of the University Science High School, Central Luzon State University. We are
conducting a research on the effects of the school’s retention policies from the perspective of students. Gathering
information from students is a vital part of this process. Please fill out this questionnaire. We assure full
confidentiality of the data provided. Thank you very much.

- The Researchers

Name (Required): ______________________________________________________ Age: ________

Grade Level & Section: _________________________________________________ Sex: ________

Average Grade (as of last grading): ________

I. Directions: Place a check mark (✔) on the box opposite the statement which corresponds to your choice
based on the rating scale below.
1 - Strongly Disagree
2 - Disagree
3 - Agree
Statement 1 2 3 4
Retention Policy Awareness
1. I am aware of the school’s retention policy even before entering USHS.
2. I was informed of the school’s retention policy by my parents.
3. I was informed of the school’s retention policy by current students of the school.
4. I think that the retention policy is strictly implemented by the school.
5. The first word that I associate with “retention policy” is “kick-out”.
Academic Motivation
6. I am motivated to study because of the retention policy of the school.
7. I find the need to maintain a grade of 80 and above in every subject.
8. I find the need to maintain a grade of 80 and above because of parental pressure.
9. I mainly focus on the subjects that I am uncertain of passing.
10. I am determined to study as best as I can to comply with the retention policy.
8
 11. I worry a lot about my grades.
1
Student-response,
12. Universitystrategies
I use different studying Science High School,
that best Central
fit the Luzon State University
situation.
2
13. I expect to do well in the school system (of grade retention).State University
Teacher-adviser, University Science High School, Central Luzon
14. I ask myself questions to make sure I know the material I have been studying.
15. I am motivated regardless of my parents’ motives and expectations.
16. I am not really conscious about complying with the retention policy.
17. I am satisfied even if I get a grade of 80.
18. I strive to get higher grades so that I will not worry about the retention policy.

19. I am worried about my grades especially if I feel like I will fail the subject
20. I have an uneasy, upset feeling when I take a test because I am worried about its
outcome.
21. Every requirement counts.

22. I see retention policy effective to improve my study outlook.

23. I would like to finish my studies with flying colors.

24. I am studying well because I would not like to be transferred to other schools if I
fail.
25. I am studying well so that I would not take remedial courses.

II. Based on your understanding, give a brief description (in not more than five sentences) of the school’s
retention policy.