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Chapter I

THE PROBLEM

Introduction

Absenteeism is a habit of being from work or school. In Malapatan Commented [1]: Staying away
Commented [2]: Unnecessary. Remove this
National High School, it is one of the problems encountered by teachers.

It is seen as a very important factor that greatly affects their academic

performance and achievement. Since it is a nonstop problem, they need

to determine its causes and effects later. It is very important because it Commented [3]: later its effects

has a great significance in the student’s success. Absenteeism in schools Commented [4]: students'
Commented [5]: Move to third paragraph
is the habit of staying away from school without providing a genuine or

any reason for not attending classes. It is a truant behavior that Commented [6]: Use a synonymous word. Replace.

negatively affects the performance among students. In the context of the

school it is the habitual or intentional failure from going to school. It

cannot be denied that every now and then students may miss some

school activities and lessons.

According to Komakech and Ossu (2014), most of the students

remain absent of school because of lack of materials of lessons,

obligation of working somewhere, uninterest of their families, not being

provided lunch at school, sexual abuse, living far away from school,

illness or epidemic, death of one of the family members or relatives, peer

influence and violence.

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Kamla-Raj (2011) also asserts that absenteeism affects the abilities

of students which may lead to decreases of grades and in the result of

this the students may get failed and have to repeat same year level. Once

the student is absent from class, he or she will miss the opportunity to

learn new techniques.

When the students are always absent, this may lead to getting

lowest scores which may later reflect on their academic performance.

They missed the big opportunity and that is education. Chronic

absenteeism students are placed at a disadvantage both socially and

academically. They miss out on critical stages of social interaction and

development with their peers and at the same time impacts negatively on

their academic progress

Since absenteeism is then a problem, it is very important for the

teacher as well as the parents to monitor their students in order to be

able to know which part they fail. The students should learn to value the

important of going to school and what they could gain from it if only it is

done with a heart. Thus, this research will deeply find solution in order

to attain good outcomes from the students’ performance.

Statement of the Problem

1. What are the causes of absenteeism that commonly happen to the

Grade XI students of Malapatan National High School?

2
A. Aaa

B. Ssss

C. Sss Commented [7]: Where are your variables?

2. How does absenteeism affect the Grade XI students of Malapatan

National High School?

A. Aaaa

B. Ssss

C. Sss Commented [8]: Variables?

3. How does being absent affect the well-being of the grade XI Senior

High School Students of Malapatan National High School?

A. Aaaa

B. Bbb

C. Sss Commented [9]: Write here the answers

Significance of Study

The important of this study is viewed in terms of the following

sector in the society and may drive benefits from the result of this

studies.

School Administrators. This study would help them know the Commented [10]: Use "check" instead of "know"

record of the students if a student attends class regularly. If not, they Commented [11]: Other word than record.
Commented [12]: Students' record
will call a meeting and discuss about it. They may be able to help Commented [13]: Otherwise

students improve their attendance through educating them on the effects

of absenteeism and make an individualized goal setting.

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Teachers. This study would help them encourage students to go to

school every day. They should know the importance of constant

communication with the students as well as parents. Moreover, they will

be able to assist them and their families in improving attendance by

promptly addressing it.

Parents. This study would help them improve their child’s Commented [14]: the parents

attendance by working with the school along with the teachers to identify

why their child is missing school, address underlying concerns and

issues and establish concrete expectations of attending school.

Students. This study would help them minimize or refrain from Commented [15]: Their

absences as this may lead to failures. Thus, being able to understand Commented [16]: failing grades

and value knowledge and its importance upon going to school, they may

likely achieve success.

Researcher. This study would help her to understand deeply the

study and to gain another information about it. She may be able to share Commented [17]: absenteeism

the information gathered to teachers from other schools in order to

determine the common causes of absenteeism, its effects and how they

are going to address such problem.

Future Researchers. This study would help them gain additional

literature and the result may be related to their study with regards to the

cause and effects of absenteeism.

4
Scope and Delimitation

The focus of this study is to determine the causes and effects of

absenteeism to the Grade XI students of Malapatan National High

School. The respondents of the study is the selected grade XI students of Commented [18]: are

the said school. Since there are nine (9) sections: HUMSS A, HUMSS B,

STEM XI, ABM, EIM A, EIM B, SMAW, COOKERY, and Local Guiding,

the researcher would randomly select the participants for her study. This Commented [19]: utilized random sampling to

study was done this first semester of SY 2019-2020.

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Chapter II

REVIEW RELATED LITERATURE AND RELATED STUDIES

This chapter presents the review of related literature and studies

which is found significant to the study.

Review of Related Literature

Absenteeism

Absenteeism is a student behavior grounded on physical,

psychological and social reasons and affecting students development

negatively. Absenteeism can be not only a symptom of students negative

feeling about school but also sourced by many different reasons (Gokyer,

2012). Absenteeism is typically based on total days of school missed,

including both excused and unexcused absences Balfanz and Byrnes (20

12).

According to School absenteeism is a tendency to be away from

work or school without a good reason: the perform or habit of being

6
absent from school. The students who do not come to schools, colleges

and universities regularly and not attend the classes are called absent.

Some students come in universities but not attend the classes also called

absent. This habitual act of students is called absenteeism (Naila Kalid

and Khalid Mehmood, 2014).

Due to absenteeism teacher have to reteach lesson in take

instructional time away from students those who attend regular classes.

They spend extra time over absentee extra homework and class

assignments. It is beyond the planning period of lecturers and time

needed to provide individual assistance to students (Weller, 2008).

When students are absent from school, arrive late, or cut class,

they reduce their opportunities to learn and miss on critical content

planned for the time. Absences are also highest in the earliest years of

school most critical for developing foundational skills like reading

(California of Justice (2014).

The regular attendance at school is essential if pupils are to learn

and keep up with lessons. Absenteeism is a concern as it leads to the

academic performance of the child going down, ultimately leading to the

decline in the overall school performance (Taylor and Ryan, (2005).

Teaching Strategies

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Attwood and Croll (2016) stated that students negative attitude to

teachers is related to school absenteeism. As a result, school

absenteeism has a complex nature that include risk factors associated

with personal, academic, family, school environment, and social

variables.

In addition, Wadersango and Machingambi (2011) also stated that

poor teaching strategies of teachers, boring learning environment, poor

social-economic situations and weak student-teacher relationship bring

about absenteeism.

Teachers with good teaching skills deliver lectures which are

organized and structured; have good communication skills which attract

students and show higher attendance rates (Hafeez, 2014).

In the units of learning of students, students and teacher

relationship is one of fundamental unit in class (Moore, Armstrong et al.

2008).

Root Causes of Absenteeism

Chronic absenteeism may involve any combination of child, family,

peer, school, and community-based factors (Kearny, 2008).

Understanding which factors are contributing to student absences can

facilitate the identification and implementation of the appropriate

supports and intervention strategies (Chang et al., 2018).

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The root causes of absenteeism are often multifaceted and unique to

each student, but adequately addressing absenteeism requires an

understanding of these causes (Chang et al., 2018). Root causes can be

categorized as barriers, aversion, and disengagement reasons based on

the level at which they impact the students attendance. Barriers such as

health problems suffered by the students or family members,

transportation, housing instability, and suspension all prevent the

student from attending school (Kearney, 2008). In contrast, factors which

fall in the aversion category cause student to feel unsafe or unwelcome

(Balfanz & Byrnes, 2012).

Barriers

Barriers consist of factors which prevent a student from attending

school and include health conditions, inconsistent or unreliable

transportation, suspension, housing instability, and involvement with

child welfare or the juvenile justice system. Students may face one or

more barriers to attendance and some, such as housing instability and

transportation, may be close related (Chang et al., 2018).

Physical Health

Multiple surveys of chronically absent students have identified

health concerns including short-term illness, and medical/dental/mental

health appointments as the most frequently cited reason for missing

school (Erbstein et al., 2017).

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Any teacher can attest that annual colds, flu, and other common

childhood ailments contribute to absenteeism. While these short-term,

contagious illnesses are a common causes of overall absences ( Wiseman

& Dawson, 2015).

Oral health also contributes to absenteeism, with children

suffering from poor oral health or tooth decay absent nearly three times

more than their peers (Attendance works, 2016).

Family health can also be an attendance barrier. Specifically,

children with parents who report depressive symptoms are more likely to

be absent (Guevara et al., 2012). In a study o adverse childhood

experiences, exposure to neighbourhood violence and family substance

abuse had the largest effects on the risk for chronic absenteeism, even

after controlling for other contributing factors such as a health care

conditions or low socioeconomic status (Stempel et al., 2017).

Mental Health

In additional to physical health, mental health concerns including

school refusal, separation anxiety, and depression can impact student

attendance (Egger, et al., 2008). School refusal refers to difficulty

attending school related to fear or anxiety of school caused by the

separation from parents, fear of specific school-related experiences,

general anxiety, or depression (Angold et al., 2008).

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Students refusal reported that they felt the school was unsafe, they

were being bullied, and had difficulty making friends. Common

symptoms of anxiety and school refusal, especially with young children,

include somatic complaints such as headaches and stomach-aches.

(Egger et al., 2008).

Transportation

Transportation is especially concerning for students who live more

than two miles from school (National Center for Safe Routes to School,

2016). If students, especially in elementary school, cannot walk to school

because the neighborhood is unsafe or they live too far away, their

attendance becomes dependent on others. Therefore, transportation

problems become barriers preventing students from accessing their

education (Stempel et al., 2017).

Students using the public bus system have flexibility in their

schedule and are not limited the fixed bus times of the traditional school

bus system. This change is credited with the improved attendance rates.

Students also reported benefitting from the flexibility to use the public

bus system for transportation to work after school and a reduced

dependency on their parents (Fan & Das, 2015).

Housing Instability

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Housing instability often contributes to transportation barriers,

but also contributes directly to absenteeism. Homelessness or any type of

temporary housing dislocation may cause students to miss school as the

family focuses on establishing new housing (Balfanz & Byrnes, 2012).

Absenteeism among students who were homeless as almost twice the

rate of low-income students with stable housing (Shaw-Amoah et al.,

2015). Another indicator of housing instability, the number of school

transfer in a year, is also related to more absenteeism even among

students that have access to housing (da Costa Nunez et al., 2015).

Socio Economic Status

Morrisey et al. (2013) noted that having a higher percentage of

students from low-socio economic status (SES) families was associated

with a higher school absences rate.

Yildiz and Kula (2011), who suggest that low parents education

level has negative effects on absenteeism. Additionally, the findings also

noticed that students from families with lower socio economic status are

more likely to skip school.

According to Rumberger and Palardy (2005), students in high

poverty school may have difficult finding motivation for their studies and

may view school as unimportant, ‘The absence of strong positive peer

influence, even student who are academically invested can find their

achievement decreased by an overall negative peer affect.

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Cunningham (2010), absent students may have difficulty meeting

the graduation requirements, as educator strive to increase academics

the more important attendance becomes.

Amatucci (2007), students in poverty are also associated with

higher levels of summer learning loss, during summer spent outside of

school students particularly from lower income backgrounds may lose

much of the learning they completed Suring the academic year.

Effects of Absenteeism

Academic Performance

Low academic performance is a predictor of future absenteeism

(Feldman et al., 2014). Early indicators have been identified for high

rates of absenteeism and eventual school dropout including course

failure in middle school and grade retention or low academic

performance as early a first grade (Alexander et al., 2006).

Henry (2007) noted that students whose mother or father has

college degree, had a lower chance of being absent from school.

It is postulated by Reid (2005) that when students are absent from

school, there are wide range of short-term educational consequences that

they face. First and foremost, students miss out on assignments. By

missing out on assignments, they are more likely to underachieve or

perform poorly in different subjects. Other researchers like Shahzada, et

13
al (2011), they claim that there are students who remain absent of school

because of homework.

Students with high number of unexcused absences might be less

motivated and supported at home then a students with an equal number

of exceed ones: Therefore the reasons for school institutions absences are

related to the extent to which students learn (Gottfried, 2009).

According to Henry (2007), social learning theory may also be

applied to the way parents pass on their values and expectations

relatives to schooling and education. The attitude of student’s parents

have toward truancy plays an important role in the extent to which

truant behaviour persists.

Simons et al. (2010) found that there are an association between

absenteeism of student and unfavourable school setting conditions. In

additionally, some researcher argued that students attitude and

motivation for learning was a key factor of student absenteeism.

Similarly, Smink and Reimer (2005), stated that students with

absenteeism often engage in high-risk behaviours that lead to referral to

the juvenile justice system.

High rates of unexcused absences have been linked to “school

disengagement” and lower academic achievement. Students with high

numbers of unexcused absences might be less motivated at supported at

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home then the students with an equal number of exceed ones: therefore

the reasons for school institutions absences are related to the extent to

which students learn (Gottfried, 2009).

Students populations agreed that students perform fairly in

classroom if they go through consistent truancy further, they agreed that

absenteeism contribute to low level of achievement. It has also been

found from literature that absenteeism affects students ability to learn,

achieve, and perform in the examination (Sharma, 2005).

The only way of measuring the learning ability of students in class

participation. In units of learning student, student and teacher

relationship is one of fundamental unit in the class (Moore, Armstrong et

al. 2008).

It is innovated by one author that absenteeism is act as crime

which is more commonly among the students who got low grades, has

spotted attendance and they dropped from class (Robbin and Coulter,

2007).

Once a student is absent from class, he or she will missed the

opportunity to learn new techniques. If he missed the class there is

chance of missing study material and misses the opportunity in the

examination to get high marks as compare to absent students (Sharma,

2005).

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It is indicating by one author that absenteeism is act as crime

which is more commonly among the student who got low grades, have

spotted attendance and then they dropped from class (Robbin and

Couter, 2007).

Students miss valuable information when they are absent from

classes. They also missed the interaction lecturer and benefits of specific

examples which are used to clarify the difficult concepts. They valuable

information cannot be repeated when teacher reteach lecture to absent

students (Williams, 2009).

Suldo, Shaffer, and Shaunessy (2008) noted that students

belief about his/her own academic ability, attitudes towards teachers

and school influence motivation to effort on academic tasks.

Similarly, Henry (2007) state that negative belief of being

successful in school negatively impact on motivation. Considering

theoretical explanation and research findings, it can be conclude that

students negatively beliefs about their academic ability, negatively

attitudes towards teachers and schools may negatively impact on the

motivation to attendance in school.

According to Teasley (2008) all students, yet for one reason or

another, at one time want miss to a day of school, the general tendency

to engage in such unwillingness is referred to absenteeism.

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Low academic performance is a predictor of future absenteeism.

Multiple early indicators have been identified for high rates of

absenteeism and eventual school dropout including course failure in

middle school and grade retention or lo academic performance as early

as first grade (Nield & Balfanz et al., 2006).

Related Studies

Balfanz and Byrnes (2012) have found that most of the students

are absent at school because of illness. And he reveals that chronic

absenteeism is the most prevalent among low-income students. Gender

and ethnic background do not appear to play a role in this. The youngest

and the oldest students tend to have the highest rates of chronic

absenteeism, with students attending most regularly in third through

fifth grades.

The result in the study of Teasly Pehlivan (2006) showed that the

major reason given by students for non-attendance is the kind of lecture

or were bored at school, dislike of school and lessons, encouragement of

friends, and lack of expectations about education.

Suhid, Aroff And Kamal’s (2012) result in their study revealed that

students absenteeism are related to strict school management, crowded

classrooms and harsh school rules.

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KomakechveOsuu (2014), have revealed in his study that 20.7% of

the student absent were absent because they lack scholastic

requirements or materials such as; books, pens, uniforms, calculators,

and additional fees contribution like; field work fee, school bus

contribution. 12.4% of the students absenteeism in Uganda Schools.

There are 69.40% who agree and strongly agree response

collectively. Therefore, it is concluded independent variable on student

performance. Attendance matters for all student and this report has

quantified the degree to which good attendance contributes to students

success (Spradlin, 2012).

Valiente et al., (2008), in the light of above findings, it can be

concluded that students who have negative attitude toward teachers and

school are more likely to absent. Finally, findings of this study showed

that students who have not clear goals are more likely to absent.

Recent studies show students who are chronically absent are

involved with the following disruptive classroom behavior in the current

percentiles; 29% are bullies, bullied 19% .Have disrespect for teachers

19% are afflicted with gangs, and 13% are verbally abuse teachers

(Reimer & Sminh, (2005).

Swartz et al. (2009) found out that absenteeism negatively related

future oriented academic goals. The findings suggests the student with

high level absenteeism suffer from lack of motivation/self-regulation.

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Secondly, the finding of this study revealed student absenteeism

negatively related to attitudes towards teacher and school. This finding is

consistent with other research indicating the absentees have negative

attitudes towards teacher and school.

In the light of above endings, three different studies conducted by

Adiguzel & Karadas (2013), Attwood & croll (2006) and Valiente et al.,

2008) concluded that students who have personal factors would be

predictor of previous and current absenteeism and academic self-

perception, attitudes towards teachers and schools, goal valuation and

motivation/self-regulation.

The result in the study of Yildiz and Kual (2011) suggested that low

parent’s education level has negative effect on school absenteeism.

Additionally, the findings also noticed that student from families with

lower socioeconomic status are more likely to skip school.

In addition, Ingulet. al., (2012) found that school absenteeism

associated with internalizing and externalizing behaviour family work

and health, and school environment.

Internandez (2011) found out that students are more likely to have

chronic school attendance issue would lead to decreased outcomes. Low

attendance is a major problem in high poverty school so much that these

schools may focus on attendance before or in place of academic.

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The study of Nicole (2010) revealed that students who attend

school regularly have higher academic achievement compared to those

students with high absence. This finding of this study is consistent with

those studies consisting with those studies indicating that absentees

have low level of academic achievement.

According to Southworth (2011) entitled, Psychological and social

characteristics associated with persistent absence among secondary aged

school children with special reference to the different categories of

persistent absence,students who negative academic self-perception are

more likely to absent. This study noticed that the student absenteeism

negatively associated to motivation.

Based on the survey conducted by the US. Department of Justice

Prevention (2009), students with higher Truancy rates have the lowest

academic achievement rates more likely to drop out of school which

indicates that their achievements a relationship between student

attendance and student’s achievement.

In the study of Rothman (2010), the result showed that high

student absenteeism rates were found to affect the achievement of

student that attend regularly by descripting the existing learning group.

Another study conducted by Baker (2011) revealed that lack of

familial economic stability influence school attendance, for example

20
single parent working multiple jobs, lack contribute to truancy and

absenteeism.

Garry (2012) entitled, Truancy: first step to a lifetime problems,

suggested that there must be an intervention, for the benefits of regular

attendance maybe the difference between lifetime of burdens and a

lifetime of accomplishment.

A number of studies have established that poor student

attendance is an important predictor of school failure. Baring and

Hendrick (2009) conducted a longitudinal study of student behaviour

with fifth grade at risk students. They found that these students

attended school significantly less than student who succeeded in school.

In a consolidated result conducted by different researcher, they see

that regular school attendance is an important factor in school success.

Poor attendance has been liked to poor academic achievement. Students

who absent from school received fever hours of instruction they often

leave education early and move likely to become long termed employed,

homeless, caught in poverty trap (House of Representative, 2011;

(Rothman, 2010); Ziegler, 2009).

Another group authors focused academic performance as a reason

for student absenteeism (Devadoss and Foltz, 2008; Watkins, 2009;

Wayt, 2008) these research suggest that prior GPA predicts student

absenteeism. These ending suggest that previous school absenteeism

21
negatively effects student academic achievement. In turn, poor academic

achievement effects negatively current school absenteeism.

Definition of Terms

For the purpose of clarifying and better understanding of the

readers, the following were conceptually and operationally defined.

Absenteeism. Conceptually, it is defined as the continual

interruption of attendance and failure to appear, especially for work or

duty (Essays, UK. 2018). Operationally, it is defined as a practice of

regularly staying away from work or school without good reason.

Illness. Conceptually, it is defined as a feeling, an experience of

unhealthy which is entirely personal, interior to the person of the patient

( Boyd, K. M., 2015). Operationally, it is defines as a disease or period of

sickness affecting the body or mind. The state of being ill.

Financial Problem. Conceptually, it is defined as problem of many

people are facing hard financial times and the impact on mental health

can be significant (Jameson G., 2011). Operationally, it is a situation

where money worries are causing the person stress.

22
Transportation. Conceptually, it is a defined as issues of

relevance to the formulation of policy, the preparation and evaluation of

plans, and the day-to-day operational management of transport system

(Axhausen K. W., 2018). Operationally, it is a movement of humans,

animals and goods from one location to another. Commented [20]: Operationally? How you define it on your
study. It can be 'the distance travelled by the students from
their homes to school....'

Truancy. Conceptually, it is defined as student’s act of non-

attendance evidenced by missing part or all the school day without it

being legitimately excused by school or per state law (Claes et al., 2009).

Operationally, it is any intentional, unjustified, unauthorized, or illegal

absence from compulsory education.

Lack of Knowledge. Conceptually, it is defined as ignorance,

insentience and nescience (Burton, W, C. 2007). Operationally, it is

knowing little or nothing, or it may mean uninformed about a particular

subject: an ignorant person can be dangerous.

Chronic Absenteeism.Conceptually, it is widespread-about one

out of every six students missed three weeks or more of school, it is

varied as the challenges our students and families face- including poor

health, limited transportation, and lack of safety- which can be

particular acute in disadvantaged communities and areas of poverty (

Jacob. B.A., et al 2017).Operationally, it is defined as missing ten

percent or more of the academic year for any reason, including excused

23
and unexcused absences, suspensions and time missed due to changing

schools.

Chapter III

METHODOLOGY

This chapter presents the method used in conducting this research

study. It is composed of research design, research locale, research

respondents, research instruments and data gathering procedure.

Research Design

This study utilized descriptive design to determine the Causes and

Effects of Absenteeism of Grade XI students of Malapatan National High

School.

Research Locale

The locale of this study was located at Malapatan National High

School, Main Campus.

Research Respondents

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The research respondents of this study was the selected grade XI Commented [21]: were

students of the said school. Since there are nine (9) sections namely

HUMSS A, HUMSS B, STEM XI, ABM, EIM A, EIM B, SMAW, COOKERY,

and Local Guiding. There are eleven (11) respondents in HUMSS A, as Commented [22]: were

well as in HUMSS B there eleven (11) respondents, Six (6) respondents in

STEM, Seven (7) respondents in ABM, Eleven (11) respondents in EIM A,

Thirteen (13) respondents in EIM B, Eight (8) respondents in SMAW, as

well as in COOKERY, there are eight (8) respondents and Twelve (12)

respondents in LOCAL GUIDING.

Table I

DISTRIBUTION OF RESPONDENTS ACORDING TO SECTIONS

NO. OF
RESPONDENTS
GRADE XI SECTIONS

HUMSS A 11

HUMSS B 11

STEM XI 6

ABM 7

EIM A 11

EIM B 13

SMAW 8

COOKERY 8

25
LOCAL GUIDING 12

TOTAL 87

Research Instrument

The research instruments used were a survey questionnaire made

by the researcher validated by her thesis adviserand and a survey

questionnaire adopted from ….. The first questionnaire was used to Commented [23]: Where did you get the 2nd
questionnaire?

determine the causes of absenteeism which consist of eighteen (18) items

for the first part. The second questionnaire was used to determine the

effects of absenteeism which consist of ten (10) items for the second part. Commented [24]: delete this

The scale for the first part as well as the second part varies from the Commented [25]: Likert scale?

strongly agree (5) to strongly disagree (1). Commented [26]: You say, "The researcher utilized a Likert
Scale in determining and measuring the respondent's opinion
or attitude towards a given subject.
Commented [27]: What do you call that scale?
Data Gathering Procedure

In conducting the study the researcher wrote a letter of permission

to the Principal to allow her conduct the said study. Upon approval the

researcher would go to the selected grade 11 students and coordinated Commented [28]: Went

with the advisers and availability. Upon agreed date the questionnaire

administered the questionnaires to the respondents and then collected

when they are finished.

Statistical Treatment

26
To quantitatively describe the obtained weighted mean, the Likert

scale was utilized.

Mean Interval Level Description

4.50-5.00 Very High Very Highly Affected

3.50-4.49 High Highly Affected

2.50-3.49 Moderate Moderately Affected

1.50-2.49 Low Rarely Affected

1.00-1.49 Very Low Very Rarely Affected

Chapter IV Commented [29]: Next page!

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This Chapter presents, analyze and interprets the data of the study

for investigation. The various results regarding The Causes and Effects of

Absenteeism in Grade XI Students of Malapatan National High School

are presented on the succeedingtable which were textually explained.

Table 2

The Causes of Absenteeism in Grade XI Students of Malapatan


National High School

INDICATORS MEAN DESCRIPTION


1.Our house is too far from school. 3.39 ModeratelyAffected

2. It is unsafe to go to school. 4.09 Highly Affected

27
3. It is because I don’t have life safety at school. 3.57 Highly Affected

4. It is because of crowded classrooms. 3.50 Highly Affected

5. Due to lack of social facilities at school. 3.58 Highly Affected

6. I always have fever/flu. 3.20 Moderately Affected

7. I have other diseases like diarrhea. 3.67 Highly Affected

8. When I don’t feel well psychologically. 3.62 Highly Affected

9. My teacher’s would always demotivate my by 3.35 Moderately Affected


his/her words.

10. I can’t understand my teacher’s lessons. 3.39 Moderately Affected

11. I don’t like my teacher’s 3.71 Highly Affected

12. Teacher’s don’t make lessons enjoyable. 3.52 Highly Affected

13. It is because of inconsiderate teachers. 3.62 Highly Affected

14. I am not interested to go to school. 3.26 Moderately Affected

15. My friends influence me to be absents from my 3.42 Moderately Affected


classes.

16. I found of playing computer games. 3.26 Moderately Affected

17. I don’t see good anything in going to school. 3.29 Moderately Affected

18. My friends are from out of school environment. 3.45 Moderately Affected

Legend: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1)

Table 2 shows the causes of absenteeism to the Grade XI students of

Malapatan National High School. The following indicators have a Highly

Affected to the participants as indicated by its weighted mean; It is

unsafe to go to school (WM=4.09); I don’t like my teacher (WM=3.71); I

have other diseases like diarrhea (WM=3.67);It is because of inconsiderate

teacher (WM=3.62); When I don’t feel well psychologically (WM=3.62);Due

to lack of social facilities (WM=3.58); It is because I don’t have life safety

at school (WM=3.57); Teacher’s don’t make lessons enjoyable (WM=3.52);

It is because of crowded classroom (WM=3.50). On the other hand the

28
following indicators are Moderately Affected as it indicate by its

weighted mean: My friends are from out of school environments

(WM=3.45); My friends influence me to be absent from my classes

(WM=3.42); Our house is too far from school (WM=3.39); I can’t

understand my teacher’s lessons (WM=3.39); My teacher would always

demotivate me in his/her words (WM=3.35); I don’t see anything good in

going to school (WM=3.29); I found playing computer games (WM=3.26); I

am not interested to go to school (WM=3.26); I always have fever/flu

(WM=3.20).

The overall weighted mean of 3.49 described as Moderately

affected that the causes of absenteeism is moderate. Thus, it means

that they are afraid going to school.

Table 3

The Effects of Absenteeism in Grade XI Students of Malapatan


National High School

INDICATOR MEAN DESCRIPTION


1.If I am absent from class, I miss the chance of class 3.80 Highly Affected
participation.

2. Due to absenteeism I can’t raise questions about any 3.50 Highly Affected
confusion regarding topics.

3. Due to absenteeism I miss the chance to clear their concepts 3.57 Highly Affected
by missing the valuable information.

4. If I am absent from class, I have poor coordination with my 3.33 Moderately Affected
classmates in our group studies.

5. If I am absent from class, I lead to poor coordination with my 3.34 Moderately Affected
classmates in the group projects.

6. If I am absent from class, It affects my performance especially 3.65 Highly Affected


when it comes to group projects or assignments.

29
7. Recurrent absenteeism leads me to drop out grade activities. 3.49 Moderately Affected

8. Absenteeism leads to poor performance during exam. 3.32 Moderately Affected

9. Due to absenteeism and poor coordination lead to miss the 3.60 Highly Affected
chance to take the guide line about preparing the assignments.

10. Due to absenteeism I am unable to update for their 3.50 Highly Affected
assignments.

Legend: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1)

Table 3 shows the effects of absenteeism in grade XI students of

Malapatan National High School. The following indicators have a

Highly Affected to the participants as indicated by its weighted

mean; If I am absent from class I miss the chance of class participation

(WM=3.80); If I am absent from class it affects my performance

especially when it comes to group activities or projects (WM=3.65); Due

to absenteeism and poor coordination lead to miss the chance to take

the guide lines about preparing the assignments (WM=3.60); Due to

absenteeism I miss the chance to clear their concept by missing the

valuable information (WM=3.57); Due to absenteeism I am unable to

update for their assignments (WM= 3.50); Due to absenteeism I can’t

raise questions about any confusion regarding topics (WM=3.50);

Recurrent absenteeism leads me to drop out graded activities

(WM=3.49). On the other hand the following indicators are

Moderately Affected as it indicate by its weighted mean:If I am

absent from class I lead to poor coordination with my classmates in the

group projects (WM=3.34); If I am absent from class I have poor

30
coordination with my classmates in our group studies (WM=3.33);

Absenteeism leads to poor performance during exam (WM=3.32).

The overall weighted means of 3.51 described as Highly Affected

that the effects of absenteeism is high. Thus, it means they are

affected in absenteeism.

Chapter V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusions, and

recommendation made for this study.

Summary

The research endeavoured to determine whether there is

significant relationship between The Causes and Effects of Absenteeism

in Grade XI students of Malapatan National High School.

Specifically, this study aimed to find answer to the following questions:

31
1. What are the Causes of Absenteeism that commonly happen to

the Grade XI Students of Malapatan National High School?

2. How does Absenteeism Affect the Grade XI Students of

Malapatan National High School?

3. How does being absent affect the well-being of the Grade XI

Senior High School Students of Malapatan National High School?

Findings

Based on the data gathered, the following are the findings:

1. The results of study shows the causes of absenteeism have a

Moderately Affected that commonly happen to the students having the Commented [30]: What? I don't get it.

moderate obtained weighted mean of 3.49 Commented [31]: What is tje primary cause of absenteeism
in your study, which gets HIGHLY AFFECTED. example. The
result of the study shows that Teacher Factor is the main
reason for students absenteeism for it showed highly affected
2. The results of the study shows the effects of absenteeism have a with an MPS of ......"

Highly Affected that commonly happen to the students having the High

obtained weighted mean of 3.51. Commented [32]: Among the Effects which results to highly
affected? Least or moderate?

32
3. It affects their studies specially when it comes on grades and

learning because it decrease their grades, poor performance on exam and

lack of knowledge and it has a higher possibility that they may repeat the

same year level.

Conclusions

Based on the findings of the study, the following conclusions are

formulated:

1. The grade XI students are in the level of meet the standards or

moderately affected in their causes of absenteeism.

2. Based on the result of the effects of absenteeism in terms of

grades of the students described as highly affected.

3. And I conclude that there was a significant relationship between

the causes and effects of absenteeism among the grade XI students of

Malapatan National High School. Commented [33]: Improve this. Base it from the result of
your study.

Recommendations

Based on the conclusions, the following recommendations are

formulated:

1. To the students, It is highly recommended that they should

know the causes and effects of absenteeism so that, they’re going to

33
avoid absences from class. They might get higher and passing grades and

more knowledge to gain.

2. To the teachers, It is highly recommended that they should

diagnose their students in knowing the causes and effects of absenteeism

so that they are aware of what causes and effects of absenteeism affects

their studies. Through the results, they could adjust and minimize

absences.

3. To the researchers, It is highly recommended to do further

research about the causes and effects of absenteeism and it’s significant

relationship, so that the results could be used as a baseline data to avoid

absences.

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