Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OF CAUAYAN CITY

CAUAYAN CITY NATIONAL HIGH SCHOOL

EFFECTS OF ABSENTEEISM IN ACADEMIC PERFORMANCE

OF THE GRADE 12 HUMSS IN CAUAYAN
CITY NATIONAL HIGH SCHOOL

Submitted in Partial Fulfillment of the Requirements for the Practical Research 2

to the Faculty of Senior High School Department
(HUMMS F)
CAUAYAN CITY NATIONAL HIGH SCHOOL
Cauayan City, Isabela
(Quantitative Research)

CARMELO, ERICKSON BLAS, PRINCESS IRA

MAMAUAG, JEFFERSON DELA PENA, SHIELA JOY
MATIAS, ANTHONY LORENZO, ROCHELLE
PAUAL, JAYSON PALIHAN, MAY ANN

Researchers
GRADE 12 – HUMMS F
October 2019
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OF CAUAYAN CITY

CAUAYAN CITY NATIONAL HIGH SCHOOL

EFFECTS OF ABSENTEEISM IN ACADEMIC PERFORMANCE

OF THE GRADE 12 HUMSS IN CAUAYAN
CITY NATIONAL HIGH SCHOOL

Submitted in Partial Fulfillment of the Requirements for the Practical Research 2

to the Faculty of Senior High School Department
(HUMMS F)
CAUAYAN CITY NATIONAL HIGH SCHOOL
Cauayan City, Isabela
(Quantitative Research)

CARMELO, ERICKSON BLAS, PRINCESS IRA

MAMAUAG, JEFFERSON DELA PENA, SHIELA JOY
MATIAS, ANTHONY LORENZO, ROCHELLE
PAUAL, JAYSON PALIHAN, MAY ANN

Researchers
GRADE 12 – HUMMS F
October 2019
 CHAPTER 1

THE PROBLEM AND IT’S BACKGROUND

Overview or Background of The Study

Absenteeism a tendency to be away from work or school without a good reason: the

perform or habit of being absent from work or school (Merrimum dictionary). The students who

are not come in schools, colleges and universities regularly and not attend the classes are called

absent. This habitual act of students is called absenteeism. “Performance means the act of the

point or the state of being performed.” (The American Heritage® Dictionary). Although there are

many factors which effect on students’ performance either related to personal life or educational

setting but the effects of absenteeism on students’ performance is more prone to discuss. Regular

attendance fulfills several important goals of higher education. It encourages the students to

organize their thinking by comparing new ideas. It plays an important role in enhancing student

performance because it helps the student to submit assignment on time, enhance collaboration

among student, increase the test score of the student, student GPA, student confidence,

understanding of basic concepts, easily understand every point, student achieve greater

understanding and improve coordination with teachers and peers. These problems can be

overcome by improving the attendance and reducing the absenteeism. Student’s class

participation becomes affected due to absenteeism. The effects of absenteeism in class

participation, miss the chance to become a part in class participate, can’t raise questions about

any confusion regarding topics. Unable to update for their assignments, unable to take the

guideline about preparing the assignments, Absenteeism leads the students to drop out graded

activities.
Research Questions

Student’s absenteeism continues to be a major problem. There are many factors which

cause students avoids absent from school. Absenteeism adversely affects many aspects of

schools program as well as the individuals academic achievements of the students involved.

The following are the problems in which the researchers aimed to answer and solve at the

end of the research. Also, these questions served as the center of the course of the research.

1. What are the effects of student’s absenteeism?

2. Why students do commit absenteeism’s?

3. How absenteeism does affect students’ performance?

Scope and Delimitation

This research only covers the effect of absenteeism to the selected students of

Humanities and Social Sciences. The researchers will seek at least 25 selected respondents in

each section that belongs to the Grade 12 HUMSS student as the primary source of data and

information.

Benefits and Beneficiaries

In many ways, whether in a tiny scale or in a wide range scale the findings of this

research will benefit the following individuals in their own respective fields:

To the Student. Knowing the impact of committing such absenteeism, students will

know negative effects in their studies specifically in their academic performance. It will let this

individual know the scope of his abilities and the right way of directing things especially when

he would realize the effect of his habitual absences to the school body. To those students who do
not have the knowledge on this aspect, they will be given chance to think, and may join the

population which influences the declining of absences ratio.

To the Teachers. The teachers would be able to identify different motivational

techniques/strategies on how they can influence students to lessen or eliminate act of

absenteeism.

To the School Administrator. Knowing the effects of absenteeism to a student, the

school administration is the one primarily affected. They will know different concerns that drive

students to commit absences. By that, they can formulate programs together with the help of

their teaching staff to motivate students to go school and have passion for learning.

To the DepEd Authorities. The Department of Education main goal is to be able to

produce productive citizens of the community. Absenteeism is one of the factors that disturb the

stableness of this goal. When the results are evident, the DepEd authorities together with the

different school administration may arrive to a step by step planning to kill the rodents of

absenteeism.

To the Parents. The parents are the direct and the baseline in communication in relation

to their child’s regular truancy. Knowing the impact of absenteeism to their child’s learning

performance, a parent will be at the concerns of convincing their child to attend school and

protect them from the primary causes of their absences.

To the Researchers

To the Future Researchers

 Chapter 2

LITERATURE REVIEW

Related Literature

Attending school regularly is a vital factor in school success for both students and

teachers. Excessive school absenteeism is often linked to poor school academic achievement, so

school attendance by both teachers and students plays an integral role in the success and

educational advancement levels of any academic institution and all students enrolled.

Successful schools cannot survive without physically present students. According

to the "Excessive Absences Intervention" research study by author Linda L. Williams, excessive

absenteeism by students may result in unlearned course material from fewer hours of instruction,

and a disruption of class instruction for teachers who have to administer remediation for the

absent student when he returns to school. Excessive absenteeism by students may additionally

result in poor academic achievement because students are not receiving instruction on a

consecutive basis. This problem also causes low standardized test scores because absent students

are not present to learn key concepts and skills that are assessed on standardized exams.

Excessive student absenteeism can lead to an increasing disinterest in school

and academics in general. According to author Jason A. Schoeneberger’s "Longitudinal

Attendance Patterns" study, excessive absenteeism increases the chances of a student eventually

dropping out of school, which can lead to long term consequences for these students, such as

lower average incomes, higher incidences of unemployment, and a higher likelihood of

incarceration. Schoeneberger asserts that students who drop out of school face a higher risk of

poverty because of their inability to secure quality paying employment due to their lack of
education and resources. Dropouts who lack education and resources are more likely to commit

criminal activity leading to incarceration.

According to the Center for Comprehensive School Reform and Improvement,

attendance rates effectively predicted whether a student would fail a course or not, and

surprisingly, attendance rate trumped grade point averages in predicting whether a student would

fail a class or not. In other words, a student could perform very highly academically, but would

likely still fail if he missed too much class. Additionally, the more a student missed school over

the course of several subsequent years of school, the more his GPA declined and the further

behind he became in all subjects.

The study showed that being absent for three days in a month strongly correlates with

poor performance. As educators, it is important to know the threshold. Drawing policies on

school intervention regarding absenteeism requires guiding information on where to draw the

line. Policies cannot be simply drawn out of thin air. Three days in a month, that number, a result

of research, is a useful guide for teachers and school administrators. The study as described by

the article is only an initial analysis of the data. Ongoing research will continue to unravel further

the underlying factors that result into absenteeism. This is an important task since this

information likewise is necessary to design the interventions that are relevant (de Dios, 2010).

Related Studies

Decreasing the rate of student truancy and absenteeism has been and continues to be the

goal of school districts across the nation for over a century. Amazingly, little research focuses

on what schools can do to increase and maintain student’s daily attendance and even fewer
studies explore how families-school-community can build a partnership to work together towards

this goal. Corville and Smith, (1995) state that “Despite the long history of concern over student

attendance, the issue has received relatively little attention from educational researchers”.

Instead of focusing on student attendance, researchers have mainly focused on students who drop

out of high school before receiving their high school diploma. Even though a great deal of

research exits on students dropping out of school more so than on truancy, research on students

who dropout points to early detection of truancy in their lives before they drop out of school.

“Dropping out of school, although defined by a single event reflects a long process of

disengagement and withdrawal from schooling and educational institutions”, (Finn, 1989,

Newman, Wehlage, & Lamborn, 1992). In order to understand and reduce the problem of

students dropping out of school researchers should first investigate the early warning signs in

students behavior before it escalates to students actually leaving school. Studies of students who

dropout of school shows long-term patterns of students who may be having difficulties at home

and or in school at a very early age. Research has shown that students who eventually drop out

of school are absent more often than other students beginning as early as the first grade. As the

student gets older their patterns of being absent from school increases. So efforts to decrease

students from dropping out of high school might be better spent on identifying early warning

signs of truancy at the elementary and middle school level.

It is a fact that poor attendance predicts dropping out of school; chronic absenteeism can

have a negative impact on the student and school. Students who are not in school are not

learning and are not being adequately prepared to be successful in school and in life. Research

on truancy and absenteeism suggests that “students with better attendance score higher on

achievement tests than their more frequently absent peers” (Lamdin, 1998). If schools across the
nation are being met with the challenge of making adequate yearly progress, which is a state

mandate, then more programs need to be funded in schools to address the issue of truancy.

To deal with the issue of truancy at the James P. Timilty Middle School students have

been identified with five or more absences. The identified students prior and current

standardized test scores will be reviewed. Forty-one six, seventh and eighth grade students were

identified with attendance concerns. A conference will be held to inform students of scores and

attendance concerns. A contract will be made with the forty-one students and weekly positive

rewards will be discussed with students for coming to school everyday on time. The conference

will be followed by a phone call/letter to parents to talk about the attendance concerns. The

student’s attendance will be monitored on a daily basis with weekly scheduled student check- ins

to talk about attendance. Violators of the contract will be informed of consequences of being

absent from school and a yellow card will be filed which will alert the attendance officer. In the

past my buildings response to filing yellow attendance cards has been slow, causing many

students with attendance issues to go unnoticed. It is my hope that the process can be handled

expeditiously with students being monitored and frequent phone calls home to alert and inform

parents of a student’s absence from school.

Historically, schools have always held the student accountable for truant behavior.

Corville-Smith, (1995) and Hoyle (1998) state that “Truant and chronically absent students were

considered deviants”. Frequently schools did not contact families until the problem was so

severe that the student was failing their courses. Also research shows that the learning

environment of an entire school can be affected by an individual student’s attendance problem.

Most schools receive funds by the population they have attending school on a regular basis. If

Districts and school attendance rates are low, educational programs and resources are in jeopardy
of being cut. Also, in some locations, students’ attendance is used as an indicator of how well a

school is functioning and requirements are set and monitored for rating (Maryland State

Department of Education, 1999)

Studies investigating family practice have suggested that “not all parental involvement

activities are associated with attendance” (Lee, 1994) for example; parent involvement that

requires “checking homework and reading with a child is associated with improved report card

grades, achievement scores, and subject-specific skills” (Epstein 1991; Epstein, Simon, &

Salinas, 1997; Muller, 1993). Other researchers have reported that “specific family involvement

practice such as parental monitoring, parent-child discussions, parent participation at the school

PTA membership are linked to student attendance” (Astone& McLanahan, 1991; Ducwork &

Dejong, 199l Lee, 1994, McNeal, 1999). Research shows that some parent activities are more

likely than others to affect attendance. Furthermore, studies show that schools who want to

increase daily attendance need to reach out and work with parents to encourage parental

involvement in specific ways to address this problem.

Innovative schools see the need to develop productive school-family community

connections to address this growing epidemic of truancy. Kesler-Sklar and Baker (2000)

reported that over “90% of the school districts they surveyed had at least one policy supporting

parental involvement”. Epstein and her colleagues have been working with schools, school

districts, and the state department of education to develop programs of school, family and

community partnerships (Epstein, Coates, Salinas, Sanders, & Simon, 1997; Sanders & Epstein,

2000).
 In conclusion, research reveals a lot of important information about student attendance.

Identifying students early on who show signs of absenteeism is a predictor of warning signs of

students dropping out. Even though truancy is a major issue in middle school and high school,

perhaps students should be identified and monitored early on in elementary school. Educators

need to continue to find innovative ways to bridge the gap between home and school to

communicate with parents the need for a strong partnership so students can find success.

Students need to know that coming to school on time, every day is important. Educators, when

faced with schools that have attendance problems may need to venture out beyond the wall of the

school, into the community to involve families and work together.

Students in various gender groups, school levels, and locations are at-risk of dropping out

for various reasons. Some of these factors are common to all dropouts, while others are more

keenly associated with specific groups. The adverse effect of poverty on children’s participation

in school is clearly manifested in all dropouts, and in many different ways depending on whether

they are male or female, are in elementary or secondary, in lower or higher school level, and in

urban or rural areas. Those who come from rural areas are most vulnerable in two ways. First,

because their parents have little and irregular income, they often lack money for school-related

expenses such as school allowance, transportation, uniforms and class requirements. Families

with limited financial resources prioritize their expenses, allotting whatever little money they

have to more urgent family needs like food, a finding which supports earlier studies (Capili,

1992). Only when parents have sufficient income are they able to provide for school supplies and

expenditures. Second, children from rural areas are forced to engage in household tasks and

income-generating work by virtue of their economic conditions. Boys from rural areas,

regardless of age, help parents earn money; they take on whatever means of livelihood is
available, from simple tasks like weeding, to physically demanding work such as farming and

fishing. This finding is consistent with an earlier report that documented a rather large

percentage of young boys engaged in child labor (National Statistics Office & International

Labor Organization, 2001). Young girls, on the hand, are often asked to be caretakers for

younger siblings and, when necessary, for sick parents; older ones find employment either as

farm help or housemaids. While parents consider education as a valuable option for alleviating

their poverty, they are compelled to withdraw their children from school whenever it becomes

more economically beneficial for the family. Aside from financial difficulties, school-related

causes such as loss of interest and lack of motivation are also associated with dropping out.

Teacher factor is particularly most prominent among young boys. As for older boys, family and

peers wield a strong influence on their school attendance; family problems and peer pressure

affect attendance and performance in school.

The complexity of the dropout phenomenon requires manifold and concerted solutions.

Where poverty adversely deters schooling, parents, schools and communities can work together

to mitigate its effects on young learners. For example, lack of money for school-related expenses

can be resolved through donations and assistance from charitable organizations, private

companies and local community members. Transportation services, breakfast programs, book

loans, financial aids, and other kinds of services have already been shown to be effective in

preventing dropout (Bureau of Elementary Education, 1992; Petilo, 2006). Schools should

coordinate with and seek support from the local government and the community to institute

similar programs for students who are at-risk. School-related causes such as fear of teacher and

ineffective classroom management can be worked out through teacher re-tooling and

curriculum planning. Family-related causes such as childcare and other domestic duties can be
addressed through community-based interventions such as daycare services designated for

children of working mothers. Student-related causes such as poor health, peer influence, and low

motivation can be managed using local government health programs and school guidance

services.

Students in various gender groups, school levels, and locations are at-risk of dropping out

for various reasons. Some of these factors are common to all dropouts, while others are more

keenly associated with specific groups. The adverse effect of poverty on children’s participation

in school is clearly manifested in all dropouts, and in many different ways depending on whether

they are male or female, are in elementary or secondary, in lower or higher school level, and in

urban or rural areas. Those who come from rural areas are most vulnerable in two ways. First,

because their parents have little and irregular income, they often lack money for school-related

expenses such as school allowance, transportation, uniforms and class requirements. Families

with limited financial resources prioritize their expenses, allotting whatever little money they

have to more urgent family needs like food, a finding which supports earlier studies (Capili,

1992).
Conceptual Framework

PROCESS

INPUT OUTPUT
• Socio- • The effect of
Demographic absenteeism
profile of the to student’s
respondent: learning and
• Gender class/school
• Age performance.
• Civil status

Definition of Terms

Absenteeism. The regular truancy of a child; The habit of having absences.

Family problem. The problems of the family that greatly affects a student’s attendance to

school. This includes financial support (the family can’t afford education or education is not a

primary necessity), differing community attitudes towards education (The people that surrounds

home and within it education is not given importance), transportation (The family might lived in

a very rural community where in transportation cannot easily reach

 Individual learning performance. The variation on the learning of a student being

monitored in different ways e.g. class interaction, test results).

Self-Inquiry. The problems of an individual or a student that affects his attendance to

school. Specifically social phobia (don’t have friends), health (always sick), school culture shock

(have a hard time coping up, might be that the school is too advance or too slow.), influences

from outside the school gates (sees people who cuts classes, Internet and Computer games.)

Research Hypothesis

There is a significant relationship between Absenteeism and the Academic performance of the

students of Cauayan City National High School particularly to the Grade-12 HUMSS Students.

Synthesis of the Study

 CHAPTER 3

METHODOLOGY

Research Design

Quantitative type of research will use in this study. The researcher will use the

descriptive-survey method of the research in conducting the study.

Sampling Procedure and Sample

Data Gathering Method

Data Gathering Procedure

The data gathering procedures to be used in the study are the following:

Questionnaire Form. This instrument was structured by the researchers to set up the

socio-demographic profile of the student and teacher respondents. The said instrument will be

used to determine the gender and age of the respondents. The evidences on the effects of

absenteeism to school and individual performance and also, its causes whether it would be a self-

inquiry or family problem were also listed in different sets.

Survey Questionnaire for Students and Teachers. This instrument will be used to

determine the performances of the student who has frequent absences to his classes and his
contribution to school performance.

Plans for Data Analysis