Student Dropout
Explore the latest statistics and trends regarding student dropout rates in the Philippines and foreign country in 2025. Understand the factors contributing to education challenges and discover insights into the country's education landscape.
QUALITATIVE RESEARCH
Realyn Manalo
4/3/20253 min read
Did you know that thousands of Filipino students are dropping out of college—not because they want to, but because they have no choice?
In regions like the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), almost all college students (93.4%) fail to reach graduation. Poverty forces many young people to abandon school early in favor of work, robbing them of the chance to complete their education. For many, education, once seen as a doorway to opportunity, becomes a door that closes too soon.
The crisis deepens when we consider other factors. Many teachers are teaching subjects outside their expertise, and government support for students has dwindled significantly. Scholarships that once offered ₱60,000 have been slashed to ₱10,000 which insufficient even to cover basic school expenses. Without urgent reforms such as better teacher training, restoration of full scholarships, and improved compensation for educators, we risk losing an entire generation to systemic neglect.
This is not merely a problem—it is an emergency that demands immediate, coordinated action.
Who Can Use These Topics
This research is ideal for students and professionals pursuing the following courses or strands:
College Programs:
BS Education Major in Guidance and Counseling
BS Psychology
BA Social Sciences Major in Social Work
BS Social Work
BS Education Major in Educational Administration
BS Criminology (for juvenile justice and school disengagement studies)
Senior High School Strands:
Humanities and Social Sciences (HUMSS)
General Academic Strand (GAS)
Why This Topic Needs Research
The student dropout crisis is a deeply layered issue, needing critical research that cuts across psychology, policy, and real-world student experiences. Several major research gaps remain:
Real-time Monitoring and Adaptive Interventions: Although behavioral patterns were studied in educational games, the potential of real-time mistake tracking to reduce dropout in broader learning environments remains underexplored (Arztmann et al., 2025).
Continuous Prediction Models Throughout the Academic Term: Predictive dropout models exist but rely heavily on end-of-term data; the application of continuous, real-time analytics to predict dropout earlier is still limited (Rabelo & Zárate, 2025).
Policy-driven Solutions for Economic and Curriculum Barriers: While economic hardship and curriculum misalignment were identified as causes of dropout, systemic solutions at the policy level remain insufficiently studied (Madai et al., 2025).
Emotional and Value-Based Predictors: Existing research highlighted the role of lecturer support and interest, but broader emotional needs and perceived utility of education remain under-integrated into dropout models (Wild et al., 2024).
Lived Experiences of Marginalized Students: Despite free tuition laws, many students from poor, working-class, or student-parent backgrounds still drop out, and their real-world stories have yet to be deeply explored (Naz, 2024).
Family and Culturally Responsive Interventions: Individual mentorship helped, but the systematic inclusion of family engagement and cultural sensitivity in school programs remains largely unexamined (Llamasares & Bausa, 2024).
Updated Post-Pandemic Analyses: Recent shifts in dropout causes, particularly after the COVID-19 pandemic, require updated national studies using inferential statistics for more effective, evidence-based educational reforms (Parreño, 2023).
Feasibility & Challenges by Target Group
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References
Arztmann, M., Alfaro, J. L. D., Hornstra, L., Wong, J., Jeuring, J., & Kester, L. (2025). Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game. International Journal of Child-Computer Interaction, 43, 100721.
Llamasares, J. A., & Bausa, R. E. (2024). TEACHERS’CHALLENGES IN HANDLING STUDENTS AT RISK OF DROPPING OUT (SARDO) AMONG NATIONAL HIGH SCHOOLS IN DARAGA, ALBAY. education, 4(3), 111-123.
Madai, T. B., Chand, R. B., Sapkota, S. P., & Pant, D. R. (2025). Student Dropout Trends and Causes in Higher Education: The Case of Kailali Multiple Campus. KMC Journal, 7(1), 234-249.
Naz, G. M. (2024). Correlating Reasons for Student Dropouts and Socioeconomic Factors at a State University from a Rural Province in the Philippines. Journal of Multidisciplinary in Social Sciences (January-April 2024), 20(1), 29-39.
Parreño, S. J. (2023). School dropouts in the Philippines: causes, changes and statistics. Sapienza: International Journal of Interdisciplinary Studies, 4(1), e23002-e23002.
Rabelo, A. M., & Zárate, L. E. (2025). A model for predicting dropout of higher education students. Data Science and Management, 8(1), 72-85.
Wild, S., Rahn, S., & Meyer, T. (2024). Interest and its associations with university entrance grades, lecturers’ perceived support, and student dropout. International Journal for Educational and Vocational Guidance, 1-19.