Dr. Madonna S. Molines-Siniguian, is a hybrid of academe and industry expertise for her six years and counting as a teacher in the university and ten years working experience in the marketing, BPO industry and served as administrative head in the construction company. She finished her Bachelor of Science in Business Administration-Management, has a master's degree in business administration and graduated Doctor of Business Administration.
She is currently affiliated in different association- Human Resources Educators Association of the Philippines and Executive Council of Deans and Educators in Business. She is a college faculty of Jose Rizal University in the Business Administration and Accountancy- Management Department.
Failure to continue school limits the opportunities for students including their future contribution to the society. Objectives:This study was done to determine the reasons and experiences of students who dropped out of elementary, highschool and college from 2014 to 17 at Jose Rizal University in Mandaluyong City Philippines. Method:A descriptive cross-sectional study was done utilizing review of filled-up exit interview during the academic years 2014-15, 2015-16 and 2016-17. Data collected included reasons as well as positive and negative experiences of students who dropped out. Results:It was found that top reasons for dropping out were change of residency (33.6%), financial constraints (27.2%) and pursuance of another course or career (10.9%). Positive experiences of those who dropped out were mostly related to the learnings gained and quality of education (22%), having good teachers and professors (18.8%), gaining friends (18.4%), enjoying school activities (16.4%) and having good school facilities (13.2%). While most students who dropped out stated none or not having any negative experiences (52.4%), those who did cited teachers and professors (7.2%), school processes (5%) and school facilities (4.7%) as part of their negative experiences.Conclusion:Reasons for dropout at Jose Rizal University where majority related to personal and family factors (change of residency and financial constraints) while school-related factors (quality of education, facilities, teachers and schoolmates) were part of the positive and negative experiences of the students who dropped-out. The results of this study could suggest looking into not only school-related interventions but also into designing programs that could cater to parents and families of students in order to anticipate and possibly prevent future drop-outs.