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A Study
Presented to the
Department of Science and Mathematics
Lim-ao National High School
Senior High School
In Partial Fulfilment
of the Requirements of the Course
PRACTICAL RESEARCH 2 (Applied Research: An Introduction to Quantitative
Research Methods and Report Writing)
Presented by:
October 2019
The researchers have great pleasure to acknowledge the efforts of all those who
have helped in finalizing this research. First of all the proponent would thank to
God for having bestowed His blessings, strength, guidance and protection in
everything the researcher did and even in accomplishing and making this
research successful. The researcher would also like to thank to the Practical
Research || teacher Mr. Aldren Cormanes Dela Cruz for his timely advice,
sustained guidance and encouragement throughout the period of research
work.
The proponent would also like to recognize and say thank you to all people who
contribute and help the researcher to accomplish this research .
Chapter I
Introduction
Objectives :
General :
The key objective of this study is to identify the common causes of students
absenteeism and to distinguish the various factors why students cannot come to
school.
Specific :
Particularly this study aims to;
✓To identify the various factors that lead to absenteeism of Lim-ao national high
school students.
✓To find out the problem of absenteeism.
✓To study the impact of social factors on absenteeism, and to analyze the reason
for the absenteeism.
HYPOTHESIS:
The result of the findings of this study will benefit the following individuals in their
own respective fields:
The Student. When a person will know the effects of his actions and
decisions he or she has done, he or she will look for ways to lessen the damage
done. This study is aimed at raising awareness of the impact of chronic
absenteeism to the lives of the students who commit such acts by directing the
students to do better than what they already are doing. To students who are
chronic absentees, they will be given a new opportunity to go back to school
and may decline the number of the ratio of absenteeism.
The Teachers. Being a teacher means that one must assume the role of the
second parent to the students he or she is in contact with students. However,
students who commit chronic absenteeism are one of the stressors to teachers.
This study will be helpful to teachers who encounter the phenomenon of
absenteeism among students. The teacher will be able to devise intervention
programs to reduce the number of students who commit chronic absenteeism.
This study may also become a guide to teachers as they can implement or
improve the interventions recommended by the researcher for future use.
The Parent. 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.
Scope and Delimitation
The study will be conducted within the classes of sections Diamond, Amethyst,
Sapphire and Emerald. This group of student belongs to the K+ 12 Curriculum
Program of Lim-ao National High School. The total of this group of students for
these sections from Grade 7 is 147, with 72 who are male and 75 who are female.
This group of students has English classes under the researcher. The survey
questions will be delimited to obtaining primary and secondary reasons of
tardiness as well as assessing related factors underlying therewith.
Information acquired and provided by students will be used to confirm or
negate the possible causes of absenteeism. The result of the survey will then
contribute insight in planning and drafting of the solutions in addressing the said
problems being identified that needs appropriate action.
An Action Plan or Intervention Plan for this problem will be the final output of
the said research to be implemented upon approval of the School Administrator.
The researcher will use a sampling method with inquiries which is not
answerable by yes or no. The researcher arbitrarily selects this group of students
for they well represent a typical student which his/her primary aim is to learn and
excel in school.
Importance of Attendance
Consequences of Absenteeism:
A. Increased Number of Dropouts due to too many students who are frequently
absent from school
B. Students who do not go to school regularly are at risk of becoming a menace
to society as they can commit crimes or they become juvenile delinquents
There are both personal and societal costs of dropping out. The loss of
taxes, loss of production and the cost of assistance provided to dropouts make
the problem of high school non-completion an issue for every taxpayer. Each
year's class of dropouts will cost the country over $200 billion (Hale, 2014) or more
than Php 92 Trillion Pesos during their lifetimes in lost earnings and unrealized tax
revenue. Dropouts comprise nearly half of the heads of households on welfare
and an even higher percentage of the prison population. The average annual
cost of maintaining a prisoner is at least three times higher than the annual
monetary fund expended to educate a school-age child (Greenberger, E. and
Steinberg, L. (2003)). This cost does not take into consideration the costs of
adjudicating the crimes that sent these dropouts to prison and the monetary and
personal costs of the crimes themselves.
The personal costs of dropping out include earning only half as much
annual income as a high school graduate by the time prime working age is
reached, while the likelihood of living in poverty is nearly three times higher for
high school dropouts than for those who finished high school. The following
students are at risk of dropping out due to too much absenteeism in their classes.
Students with poor academic performance are the single strongest
predictor of dropping out of school. This is also interlinked with too many absences
from class. Andrea Canter, a School Head of the Minneapolis Schools (2014) said
that poor grades, low test scores and poor performance task ratings may increase
student frustration and reduce motivation to stay in school and strive for higher
education. Additionally, retention in the same grade level is highly related to
dropping out of school due to too many days of absenteeism. Moreover, some
research indicates that retained students are three times more likely to dropout
than those who are non-retained students.
Another consequence of student absenteeism is behavioral problems.
Students who drop out are more likely to have a history of serious behavioral
problems than those who complete high school, and this history may be traces
back from their primary grade levels wherein teachers do not address these
behavioral problems, instead, the teachers promote the elementary pupils from
their elementary grade levels to “pass on the burden” to the secondary level
teachers. A case in point is what is happening in the Public Schools in the
Philippines wherein, the teachers may not have targeted or corrected the
behavioral problems of their students in the fear that these students, when
retained will be their (teachers’) burdens again (Batingal, 2014).
School Dropouts have higher rates of chronic truancy and tardiness than
those who stay in school. Attendance problems can be an early indicator that
the student is disengaging from the schooling process Gausted, Joan (1991).
According to Canter (2014), daily school attendance reflects both student
motivation and parental support.
OHSP (Open High School Program). The Open High School Program is a
program that caters to the need of those who want to finish high school but
prevented by employment, poverty, physical handicap and other reasons.
Through modular instructions, students are not required to report duty in school.
They are given modules to work at home and are required to report once a week.
(http://www.depedmakati.org/ohss)
Evidently, the social relation with classmates has the highest in mean which
means that outside influences may be one of the factors that greatly affect
student participation and attendance. Due to the said statement from Gonzaga,
et.al (2009), a line of judgment can be drawn that a student who commits
absenteeism is sought to be still socially connected with his fellow student. In their
study, Gonzaga et. Al. observed that the student respondents who commit to
such habit of being absent from class have low performances in summative
exams and major performance tasks.
The primary factor that causes the chronic absenteeism of the student-
respondents of the study conducted by Batingal (2014) is Health Issues. Flu and
fever are the leading culprits in this category. Oral health, which according to the
Department of Education is the main reason why pupils or students are absent, is
just one of the least reasons cited in the said category by the students studying in
Maigo National High School for the school year 2013-2014 and as shown in the
result of the survey done by the herein mentioned researcher.
Mrs. Batingal also emphasized in her study that one of the topmost factors
why students are being absent or commit too many absences is because their
(students’) parents ask them be to be absent due to the foregoing reasons:
a. parents need their help in attending to the needs of their younger siblings,
b. parents work far from their homes and the students are the ones who are taking
care of their siblings to help their parents,
c. their parents have to tell their children to be absent for the latter to help them
work for them to have sustenance,
d. their parents have negative view on education (parents tell their children “no
one will get rich in going to school, no job will be given to their children after
studying, and going to school will only complicate their financial situation.),
e. parents sent their children somewhere far from school to have these children
to work in their relatives’ houses, and
f. students voluntarily submit themselves to work in urban areas in the hope that
they can have better lives if they work than for them to have finished their studies.
Therefore, based on these facts from the study of Batingal, family plays a great
factor in motivating their children to study, hence, parents should, according to
the recommendations of this study, be educated with the good effects of having
a complete higher education.
Classroom atmosphere, personal attitude, teacher factor and home-
related reasons gained higher frequency rating in the study of Batingal (2014).
There were some certain questions that lead to the answer as to whether or not
the student participants of the study are pleased with their teachers, the physical
arrangement and time management skills of participants. Based on the findings
of the study, the student-participants were not so much encouraged with their
teachers because of their teachers’ negative behaviors. The least reason they
give is related to their physical environment of the classroom.
Teachers who made and received low performance making tend to miss
a larger number of days than those who did not. Teachers with marks do not feel
a connection to the workplace and believe they are ineffective in the classroom.
This gives an impetus for school administration to develop teachers’ growth plan
early in the academic years for low performing teachers than the later in year
(Pitkoff, 1993).
Methodology
All of the 570 students from grade 7-12 will be asked to complete a
questionnaire. They will be rated through various situations, reasons, and causes
for being absent from school. All of the data will then be organized, tallied,
tabulated, and presented in a series of tables and graphs. Frequency counts,
percentage weight values and weighted mean will be used in the analysis and
interpretation of data.
The responses will be analyzed using a five-point Likert scale with the following
equivalent:
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly agree
Chapter III
Research Methods
Research Design
The aim of the survey is to obtain pertinent data to achieve the research
objective which is determining the topmost reasons for students committing too
many absences. The site of the study is Lim-ao National High School where the
student participants are currently enrolled. Representative samples were taken
using a random sampling approach. In this research study, the critical
determination of the major factors that affect student absenteeism in school was
made. The responses, observation and approval of the student participants
towards the questions in the questionnaire will be evaluated.
Research Locale
There are three teachers handling the Grade 7 sections. These sections are, Grade
7 Apple, Mango, and Guava. The total population for Grade 7 is 123. For Grade 7 Apple,
there are 19 males and 22 females for a total of 41 students. For grade 7 mango, there
are 17 males and 24 female for a total of 41 students. For grade 7 guava, there are 20
males and 21 females for a total of 41 students.
There are three teachers handling the Grade 8 sections. These sections are, Grade
8 Acacia, Narra and Molave. The total population for Grade 8 is 132. For Grade 8 Acacia,
there are 23 males and 21 females for a total of 44 students. For grade 8 Narra, there are
23 males and 21 female for a total of 44 students. For grade 8 Molave, there are 22 males
and 22 females for a total of 44 students. There are three teachers handling the Grade 9
sections. These sections are, Grade 9 Daisy, Rose, and Sampaguita. The total population
for Grade9 103. For Grade 9 Daisy, there are 15 males and 20 females for a total of 35
students. For grade 9 Rose, there are 14 males and 20 female for a total of 34 students.
For grade 9 Sampaguita there are 13 males and 21 females for a total of 34 students.
There are three teachers handling the Grade 10 sections. These sections are, Grade 10
Gold,silver , and platinum. The total population for 84. For Grade 10 gold , there are 12
males and 16 females for a total of 28 students. For grade 10 silver , there are 12 males
and 16 female for a total of 28 students. For grade 10 platinum there are 12 males and _
females for a total of _ students.There are three teachers handling the Grade 11 sections.
These sections are, Grade 11 amber, beryl and crystal. The total population for 71. For
Grade 11 amber , there are 19 males and 7 females for a total of 26 students. For grade
11 beryl , there are 10 males and 10 female for a total of 20 students. For grade 11
crystal there are 14 males and 11 females for a total of 25 students. There are two
teachers handling grade 12 sections. These sections are grade 12 diamond and
emerald.. The total population for 57. For Grade 12 diamond , there are 6 males and 17
females for a total of 23 students. For grade 12 emerald , there are 19 males and 15
female for a total of 34 students.
Participants
Sampling Procedure
To gather the data for this study, a carefully structured questionnaire to elicit the
necessary information that will help to determine the effect of factors affecting
absenteeism among student's of LNHS.
Statistical Analysis
Mean - This consists of the average/mean that presents the participants opinion
rate according to the different independent and dependent variables. Likert
scale presents the 5 points rating wherein 5 as the highest and 1 as the lowest.
Mean=
M=∑ X/N
∑ = the sum of data
X = the value or rating
N = Number of respondents
Chapter four presents the results of data and followed by discussion of the
research findings. The findings relate to the research questions that guided the
study. Descriptive Data Analyses like tabular techniques was used to analyze the
results for the demographic profiles of students as well as the factor why students
are involve in absenteeism. Inferential Data Analyses on the other hand was used
to explain the reasons of student’s absenteeism. There would also be discussion
regarding the data that being included.
DEMOGRAPHIC PROFILES
One of the researchers’ objectives in this study was to know the profile of
the respondents in this study which was the students of Lim-ao National High
School in Kananga, Leyte. Thus, the following tables/figures presents the
respondents demographic profile.
65
14 - 16 years old
Age categories
42
11 - 13 years old
25
17 - 19 years old
3
20 - 23 years old
0 20 40 60 80
Number of Students
As depicted on Table 1, there was 135 individuals who participated in this
study. The results showed that majority of the respondents 65% belong to
age group 14-16 years old. 42% out of 135 respondents are between 11-13
years old. 25% are between 17-19 years old out of 135 respondents. Lastly,
only 3% out of 135 respondents are 20-23 years old and above. Based on
the research method. The researcher chooses a survey method wherein
they will be handling out questionnaire to the student-participants of the
study. The random sampling techniques is utilized for the measurement
procedures. The survey instrument has been designed using Likert scale to
measure student- participant responses on the factors that affect
absenteeism among student’s in LNHS.
Figure 2: Distribution of students according to Sex
The following table presents the distribution of the respondents of this study
according to their gender or sex preference.
84
Female
51
Male
0 20 40 60 80 100
Number of Students
In terms of Sex, more than half of the respondents were female which is equal to
84% out of 135 respondents. While less than half or only 51% out of 135 respondents
is male. Base on the sampling Techniques of the researcher, where they have all
list of the respondents 84 are Female respondents and 51 male respondents
participated in this study.
THE COMMON CAUSES OF ABSENTEEISM
School absenteeism is an alarming problem not only for School
Administrators, teachers and parents but also to society in general. Unaccepted
absences have a negative effect on peer relationships, which can cause further
absences. According to Malcolm, Wilson, Davidson and Kirk (2003) teachers
identified the effects of absenteeism on children as:
Physical Factor
The Researcher identified some common causes of absenteeism and the Physical
Factor is one of those causes why students don't come to school regularly. In these
study, the researcher identified 3 indicators to measure Physical Factor as a
common causes of absenteeism and they are the ff. First; our house is far from
school. Second; it is unsafe to go to school. Lastly, nobody accompanies me in
going to school since it is far. The respondents assessed three indicator variables
comprised of physical factors affecting absenteeism among students of LNHS.
Table 3. Mean Rating Score for Physical Factor as Reasons for Students’
Absenteeism.
Table 3 presents the weighted mean of the three variables that describes
the physical factors as reason for students’ absenteeism.
Health
The Researcher identified some common causes of absenteeism and the Health
related Factor is one of those causes why students don't come to school regularly.
In these study, the researcher identified 5 indicators to measure Health Related
Factor as a common causes of absenteeism and they are the ff. 1. I have a
toothache. 2. My stomach hurts. 3. I have a headache. 4. I'm down with
fever/flu.and Lastly; I have other diseases like diarhea, etc. The respondents
assessed five indicator variables comprised of health related factors affecting
absenteeism among students of LNHS.
Table 4. Mean Rating Score for Health as Reasons for Students’ Absenteeism.
Table 4 presents the weighted mean of the five variables that describes the
health factors as reason for students’ absenteeism.
Personal Attitude
Table 5 presents the weighted mean of the seven variables that describes
the Personal Attitude factors as reason for students’ absenteeism.
Teacher-Related Factors
The Researcher identified some common causes of absenteeism and the teacher
related factor is one of those causes why students don't come to school regularly
these study the researcher identified three indicators to measure Teacher related
factor as common causes of absenteeism and they are the following; First, My
teacher scolded me.Second, I can't understand my teachers lessons.Third, I dont
like my teacher.The respondents assessed three indicators variables comprised of
teacher related factor affecting absenteeism among students of Lnhs.
Table 6. Mean Rating Score for Teacher-Related Factors as Reasons for Students’
Absenteeism.
Table 6 presents the weighted mean of the four variables that describes the
Teacher-Related Factors as reason for students’ absenteeism.
Composite Mean
2.31 1.18
Disagree
Out of 135 students, most of them disagree that the students can't
understood their teachers lesson. On the same case, most students rated
disagree that they don't like their teacher. Thus, we can say that considering the
Teacher Related Factor as cause for student’s absenteeism, there is no problem
with regards to teacher teaching strategy of how they demonstrated their lessons.
Classroom atmosphere
The researcher identified some common causes of absenteeism and the
classroom Atmosphere is one of those causes, why students don't come to school
regularly. In these study, the researcher identified four indicators to measure
classroom Atmosphere as common causes of absenteeism and they are the
following; First, our classroom is hot and uncorportable. Second, It's noisy inside
our classroom. Third, a classmate/ classmates bully me and fourth, I have no
friends in our class. The respondents assessed four indicators variables comprised
of classroom atmosphere affecting absenteeism ong students of Lnhs.
Table 7. Mean Rating Score for Classroom atmosphere as Reasons for Students’
Absenteeism.
Table 7 presents the weighted mean of the four variables that describes the
Teacher-Related Factors as reason for students’ absenteeism.
Out of 135 students, respondents rated neutrally that they can't come to
school because it is noisy in school, while on average, most students disagree that
they have no friends in room. Thus, we can say that considering the classroom
atmosphere as cause for student absenteeism, it is noisy in school is the leading
indicator of absenteeism when it comes to classroom atmosphere. On the good
note the school environment is not one of the indicator why students can't come
to school, since most of them disagreed that they have no friends in school.
Home-Related Factors
Table 8. Mean Rating Score for Home-Related Factors as Reasons for Students’
Absenteeism.
Table 8 presents the weighted mean of the four variables that describes the
Home-Related Factors as reason for students’ absenteeism.
Out of 135 students, the respondents rated neutrally that they can't come
to school because they're too pre- occupied with household chores. On the other
hand, most disagreed that students can't to school because they have no food
to eat.Hence, we can say that considering the home related factor as cause for
students absenteeism, too pre- occupied with household chores had minimally
affects on absenteeism when it comes to home related factor.On the good note,
the food shortage is not one of the indicator why students can't come to school
since most of them disagreed that they have no food to eat.
Figure 9. Composite Mean Score Rating Summary on Factors Affecting Students’
Absenteeism.
Figure 9 below presents the composite mean score rating summary of the
six reasons for student’s absenteeism. Table for Legend was also provided for ease
in interpretation.
0 1 2 3
Weighted Mean
Legend:
4.20 – 5.0
Among six indicators, physical factor has the greatest causes of student’s
absenteeism. While the classroom atmosphere, health, personal attitude, teacher
related factor rated as neutrally causes of absenteeism. On the other hand,
personal attitude has less causes of students absenteeism.
Nowadays there are several factors that hinder the learning performance
of students and one of this factor is absenteeism. Students thought that
absenteeism is just a minute problem, but the truth is it holds back their learning
performance to the extent that they were certainly failed.
Table 10. Mean Rating Score for the Effect of Absenteeism on the Academic
Performance of the Students.
Table 10 presents the weighted mean of the 9 variables that describes the
students’ absenteeism that affects their academic performance.
Composite Mean
3.39 1.10
Neutral
Table 10 presents the weighted mean of the 9 variables that describes the
student’s absenteeism that affects their academic performance. Out of 9
variables 4 of it, had been rated agree 1. Social relations, 2. Performance in group
works, 3. The student’s participation to oral discussions, 4. General average. While
five variables had been rated neutrally 5. Social relation with Teachers, 6. Scores
in Quizzes, 7. Contribution to lesson application, 8. Speed of analysis and
comprehension, 9. Techniques in coping up.
Nowadays there are several factors that hinder the learning performance
of students and one of this factor is absenteeism. Students thought that
absenteeism is just a minute problem, but the truth is it holds back their learning
performance to the extent that they were certainly failed.
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 0 10 4 12 2 28
Disagree 1 9 17 20 1 48
It is unsafe to
Somewhat Agree 1 9 12 8 0 30
go to school
Agree 0 8 8 5 0 21
Strongly Agree 0 2 6 0 0 8
Total 2 38 47 45 3 135
Table 11, present the frequency of the students responses on the statement
“It unsafe to go to school” and the corresponding average grade based on the
responses as shown in the table out of 135 students 48 of them Disagree that it is
unsafe to go to school, hence 1 get on average grade lower than 79, 9 of them
get an average of 80-84, 17 of them get 85-89, 20 of them get an average of 90-
94, and 1 of them get 95-100 while out of 135 respondents 8 agrees that it is unsafe
to go to school, only 2 of them get average grade of 80-84, 6 of them get 85-89.
Thus, for those students who disagree that it is unsafe to go to school got a
higher grade, compared to those who agree that it is unsafe to go to school got
a lower grade.
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 4 4 11 1 21
Nobody
Disagree 1 6 11 17 1 36
accompany
me in going Somewhat Agree 0 12 12 6 0 30
to school
Agree 0 11 14 10 0 35
since it is far
Strongly Agree 0 5 6 1 1 13
Total 2 38 47 45 3 135
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 7 6 12 3 29
Disagree 1 7 11 14 0 33
I have a
Somewhat Agree 0 6 10 7 0 23
toothache
Agree 0 13 14 11 0 38
Strongly Agree 0 5 6 1 0 12
Total 2 38 47 45 3 135
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 8 10 17 2 38
Disagree 1 11 16 11 1 40
My
stomach Somewhat Agree 0 5 5 9 0 19
hurts.
Agree 0 8 7 7 0 22
Strongly Agree 0 6 9 1 0 16
Total 2 38 47 45 3 135
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 10 14 20 1 46
I have other
Disagree 1 8 14 13 2 38
diseases
like Somewhat Agree 0 8 11 7 0 26
diarrhea,
Agree 0 7 5 4 0 16
etc.
Strongly Agree 0 5 3 1 0 9
Total 2 38 47 45 3 135
Strongly Disagree 1 9 17 21 2 50
I can't Disagree 1 15 17 16 0 49
concentrate
Somewhat Agree 0 4 3 4 0 11
in my
studies. Agree 0 6 4 4 0 14
Strongly Agree 0 4 6 0 1 11
Total 2 38 47 45 3 135
Strongly Disagree 1 12 14 23 1 51
Strongly Agree 0 2 5 2 1 10
Total 2 38 47 45 3 135
Table 17 presents the frequency of the student’s responses on the variable “I got
fond of playing computer games” and the corresponding average grade based
on the responses. As shown in table 17, out of 135 students 51 of them strongly
disagree that they got fond of playing computer games. 1 get an average
grades 79 below, 12 of them get an average grade of 80-84, 14 of them get 85-
89 and 23 of them get 90-94. On the other hand, out of 135 respondents, only 10
of them strongly agree that they fond of playing computer games. So 2 of them
got an average grade of 80-84. The next 5 students got 85-89, then 2 of them got
90-94, and the last one student got 95-100 average grade.
Hence, this means that students who’s not fond of playing computer games got
higher grades.
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 10 10 16 0 37
My Disagree 1 10 16 16 2 45
teacher
Somewhat Agree 0 10 10 6 0 26
scolded
me. Agree 0 6 8 6 0 20
Strongly Agree 0 2 3 1 1 7
Total 2 38 47 45 3 135
Table 18 shows the frequency of the student’s responses of the variable “My
teacher scolded me” and the corresponding average grade based on the
responses. As shown in table 18, out of 135 respondents, 45 of them disagreed
that their teacher scolded them, 10 of them get an average grade of 80-84, 16
of them get an average of 85-89, 16 of them get an average of 90-94, and only 2
of them get an average grade of 95-100. While out of 135 students 7 of them
strongly agree that their teacher scolded them. 2 of them get an average grade
of 80-84, 3 of them get an average grade of 85-89, 1 of them get an average
grade of 90-95 and only 1 of them get an average grade of 95-100.
Hence, this means that their teacher isn’t an indicator why students can’t come
to school since majority of them disagreed that their teacher scolded them.
Table 19-21. Cross Tabulation between Students’ Academic Performance
measured in General Weighted Average and Common Causes of Absenteeism
which is the Classroom-Related Factor.
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 7 10 7 0 25
Our
Disagree 1 9 10 15 0 35
classroom is
hot and Somewhat Agree 0 9 11 12 1 33
uncomforta
Agree 0 10 10 8 0 28
ble.
Strongly Agree 0 3 6 3 2 14
Total 2 38 47 45 3 135
Table 19 shows the prevalence of the student’s response on the variable “our
classroom is hot and uncomfortable” and the corresponding average grade in
congruence with the students response. As shown in table 19, out of 135 students,
35 of them disagreed that their classroom is hot and uncomfortable. Thus
researcher found 1 student whose average grade is below 79. 9 students got 80-
84, next 10 students got 85-89, and the last 15 students got 90-94 average grade.
On the other hand, out of 135 respondents, only 14 of them strongly agree that
their classroom is hot and uncomfortable. Thus 3 of them got 80-84 average
grade, the next 6 students got 85-89, then 3 of them got 90-94, and the last 2
students got 95-100 average grade.
Therefore, it means that their classroom isn’t an indicator why students can’t
come to school considering that most of them disagreed that their classroom is
hot and uncomfortable.
Table 20 presents the average grade of students’ classified according to their
responses based on the question “It's noisy inside our classroom.”
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 0 4 8 4 0 16
Disagree 1 4 7 5 0 17
It's noisy
inside our Somewhat Agree 1 11 13 18 0 43
classroom.
Agree 0 14 12 14 1 41
Strongly Agree 0 5 7 4 2 18
Total 2 38 47 45 3 135
table 20 come out with the frequency of the student’s response on the variable
“its noisy inside our classroom” and the corresponding average grade in
accordance with students response. As shown in table 20, out of 135 students, 43
of them are somewhat agree that its noisy inside their classrooms. Thus, researcher
found 1 student whose average grade is below 79. 11 students got 80-84, 13
students got 85-89, then 18 of them got 90-94. On the other hand, out of 135
respondents, 16 of them strongly disagree that it’s not noisy in their classroom.
Thus, 4 of them got 80-84 average grade, the next 8 students got 85-89 and the
last 4 got 90-94 average grade.
Hence, this means that being noisy inside the classroom is an indicator why
students can’t come to school whereas majority of them have somewhat agree
that it is not noisy in their classroom.
Table 21 presents the average grade of students’ classified according to their
responses based on the question “A classmate/classmates bully me.”
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 0 9 14 8 1 32
A Disagree 2 10 13 16 0 41
classmate/
Somewhat Agree 0 12 9 12 1 34
classmates
bully me. Agree 0 5 6 8 0 19
Strongly Agree 0 2 5 1 1 9
Total 2 38 47 45 3 135
Table 21 come out with the prevalence of student’s response on the variable “A
classmates bully me” and the corresponding average grade based on the
student’s response. As shown in table 21, out of 135 students, 41 of them disagreed
that their classmates bullied them. Thus, researcher found 2 students whose
average grade is below 79, 10 students got 80-84, next 13 students got 85-89, then
16 of them got 90-94. On the other hand, out of 135 students only 1 strongly agree
that their classmates bullied them. Thus, 2 of them, got 80-84 average grade, the
next 5 students got 85-89, then 1 of them got 90-94, and the last 1 got 95-100
average grade.
Consequently, this means that their classmates isn’t an indicator why they can’t
came to school considering that most of them disagreed that their classmates
bullied them.
Table 22-23. Cross Tabulation between Students’ Academic Performance
measured in General Weighted Average and Common Causes of Absenteeism
which is the Home-related Factor.
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 0 9 14 8 1 32
My parents Disagree 2 10 13 16 0 41
ask me to
Somewhat Agree 0 12 9 12 1 34
be absent
from class. Agree 0 5 6 8 0 19
Strongly Agree 0 2 5 1 1 9
Total 2 38 47 45 3 135
Average
Variables Total
75 - 79 80 - 84 85 - 89 90 -94 95 - 100
Strongly Disagree 1 10 17 25 1 54
Disagree 1 10 8 9 0 28
My parents
Somewhat Agree 0 10 11 5 0 26
quarreled.
Agree 0 2 9 5 0 16
Strongly Agree 0 6 2 1 2 11
Total 2 38 47 45 3 135
Hence, this means that quarreling of their parents isn’t an indicator why students
can’t come to school, whereas most of them strongly disagreed that their parents
quarreled.
Summary
This research studied the factors affecting absenteeism among students of Lim ao
National high school, the reasons and factors behind and correlations between
academic performance when student make an absences.
The most common reason ranked by the respondents is "Physical factor" second
is "classroom atmosphere" then "health" followed by " personal attitude" next is
"home related factors and lastly " teacher related factor ".
Conclusion
Student's absenteeism impacts not only student's educational progress but also
affects their social development.When examining the Review of related literature
a lot of studies take place about the reasons and effects of student's
absenteeism.
This study contribute to the growing body of school institutions suggesting that
improving students’ academic self-perception, attitudes towards teacher and
school, motivation/self-regulation, and goal valuation contribute students’
attendance and academic performance. This study also provides some
important findings for both counselors and educators.Counselors and educators
can use finding of this study to develop intervention programs for helping students
who suffer from school absenteeism.
Recommendations
1. The sample respondents were relatively small compared to the whole population of
Kananga. Stronger data and conclusions can be derived if a larger sample will be
studied and the margin of error will be at minimum.
2. It will also be helpful if more reasons are served to the respondents. This will expose
more areas of concern and even reveal more interesting correlations.
Appendices