Professional Documents
Culture Documents
Theoretical Framework
1. The schematic diagram shows the relationship among variables of the study.
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Students. This study will help the students to attend their class regularly since this will
provide them factual information about the benefits that they can acquire in attending
school.
Parents.Parents could encourage their children to go to school. They would be more
responsible.
The Future Researchers.The proposed study will benefits and help the future researcher
as their guide. The study can also open in development of this study. They would be able
to use these data for them to get the ideas and references if they are planning to conduct
the same study.
DEFINITION OF TERMS
The following terms are defined conceptually and operationally to facilitate better
understanding of the study.
Absenteeism. Conceptually it refers to the practice or habit of being absent from
school (meriam-webster dictionary)
In this study, this refers to the grade-11 carpentry students of Tampalon Senior
High School.
Academic perfromance.
CHAPTER II
REVIEW OF RELATED LITERATURE
Foreign Literature
This chapter presents foriegn literature and studies as well as local literature for
better understanding about the study.
California schools receive funding based on students average daily
attendance (ADA). In 1997, Senate Bill 727 passed, which limited attendance to
actual attendance only. Before the passage of this bill, schools received revenue
even
if students had excused absences such as illness, medical appointments, or funerals.
This bill was introduced out of a concern that poor school attendance (excused or
unexcused) increased a students risk of dropping out of school. The School
Attenda
nce Improvement Handbook, published by the California Department of
Education, states that, Regular school attendance is a necessary part of the learning
process and the means to graduation with a good education
(CDE, 2000, p. 7)
In a report on absentee
was comprised of
99 students (58 boys and 41 girls) in grades 3
8 who
had no
documented chronic illness or health problems and were referred to a school social
worker for health problems from October 2005 through October 2006. The
researchers gathered data through the use of an informational survey, the School
Refusal Assess
ment Scale for Children (SRAS
C), the Strengths and Difficulties
Questionnaire, and the Reduced Aggression and Reduced Victimization Scale.
The
data
were
evaluated
using separate one
-
The researchers used the School Refusal Assessment Scale for Children
(SRAS
C) to measure positive and negative behavior reinforcement related to school
refusal behavior. In this scale
,
re
sponses ranged from
never = 0
to
always = 6
. The
primary reason for missing school was based on the highest mean score.
From the
results, three groups were identified: 1) multiple, which were students who missed
school for both positive and negative reason
s
(defined by a 0.5 or lower point spread
between the two highest scores for negative and positive reinforcement),
2) positive,
which were students who missed school for positive reasons such as being able to
spend more time with their parents, and 3) no
profile, which were students who had
scores lower than one across both profiles.
Of the 99 students, 17.2
%
had a multiple;
60.6
%
had a primary profile of positive reinforcement; and 22.2
%
had no profile.
These
descriptive
results show that most students m
issed school for positive tangible
reinforcement.
The Strengths and Difficulties Questionnaire was used to assess emotional and
behavioral difficulties. In this scale
,
response categories were
not true = 0
,
somewhat
tru
e=1
, and
certainly true = 2
.
Highe
r scores indicated a higher level of problem
behaviors. The results showed that students in the multiple reinforcement group had
significantly higher mean scores for total difficulties than the positive reinforcement
group and no profile group (
p
< .05).
The final scale used was the Reduced Aggression and Reduced Victimization
Scale, which was developed for use with upper elementary and middle school
students to measure relational aggression or victimization and overt behaviors. This
11
occurred during
the seven days prior to
the survey (0 to 6 or more times). The scores were added and higher scores indicated
increased
relational aggression and victimization.
An analysis of variance was
conducted
and the
results sho
wed that students in the multiple reinforcement group
had a significantly higher mean of being victimized (
p
< .05) and a higher mean count
of traumatic or stressful events (
p
< 0.5). The no profile group had a significantly
lower frequency of perpetuating
aggression than the other groups (
p
< 0.5). The
study supports the idea that the majority of students attendance problems are
positively reinforced. Dube and Orpinas (2009) stated, This finding is not
surprising, given that previous studies have found
that students often think that school
is boring, classes are unengaging, and staff members are unapproachable, making
absences more likely to occur (pp. 91
92). The results showed that school
absenteeism is a complex problem and that interventions shou
ld be focused on the
problems and not just absenteeism itself.
The notion
that student
s
being bored in school is what leads them to cut
class or miss school, was also confirmed in another study by Fallis and Optow (2003).
The study took place at two l
arge urban schools in two cities in the Northeastern
United States (S
chool
1
N
= 3000 students; S
chool
2
N
= 1000 students). In both
schools, over half of the student population was eligible for free and reduced lunch,
which indicated low family income. Both schools had high dropout rates between
22
researchers. In the first year, they analyzed data collected from 10 interviews
completed at S
chool
1. In the years that followed, they collected qualitat
ive data
from 160 students who were divided into eight focus groups. Freshmen through
seniors, representative of the school diversity, were recruited by teachers at their
schools and participation in the focus groups was voluntary.
In the focus groups,
punitive interventions for students who cut class, they should foster student voice and
engagement. Eliciting student
feedback and criticism on cutting class can give
schools an opportunity to better understand students perspectives and experiences
and give them guidance in designing intervention programs.
Gump (2005) also studied cutting class and its connection to stu
dent
achievement at the university level. He studied
300
undergraduate students in twelve
discussion sections of Introduction to Japanese Culture, which was a course that
fulfilled a general education requirement. The study took place through four
semeste
rs, beginning in fall 2001 and ending in spring 2003. Gump
gathered
data on
attendance at weekly discussion sessions. Absences were counted for students who
did not provide a
doctors
note or
make
prior
arrangements for being absent. Twenty
percent of th
e students grade was directly related to attendance, which included
points for attendance, participation and weekly quizzes.
A
correlation analysis was
run
to
determine
if
there was a relationship between attendance and grades. The
researcher
found that
as absences increased, grades (generally) decreased (
p
< .001).
He suggested that future studies should differentiate data between gender, class, and
school.
Another study that looked at the relationship between attendance and
academic achievement was
conducted
by Gottfried (2011)
.
In this study
,
he sought to
eliminate the variable of family influence on attendance and school performance by
employing a model of family fixed effects on a longitudinal sample of siblings within
the same household in a larg
e urban school district. The study took place over six
14
(
p
= 0.0
0
).
The researchers
also found
that students who reported less frequent binge drinking behavior and t
ruancy had
higher odds of
having
educational aspirations of attending a 4 year college/university
(
p
= 0.0
0
)
. The researchers recommended that schools consider developing programs
that promote connectedness to school.
Knesting
and Waldron (2006) conducted a qualitative case study on how at
risk students persist in school. They studied 17 high
s
chool students who were
identified as at
risk for dropping out at a comprehensive high school with enrollment
of 1,333 students. The h
igh school performed above average in several areas
compared to other
s
in the state, but was chosen because the graduation rate had
dropped
over
5 years from 88% to 71.5%.
The students were selected by
teachers
who worked with at
risk students. Of the se
venteen students chosen, 10 were males
16
and 7 females; 13 were white and 4 were African American. Students ages ranged
from 15 to 19
, and there was one student in grade 9, six
in grade 10,
three
in grade 11,
and
seven
in grade 12. Over a 5 month period,
Knesting and Waldron conducted
interviews with students seeking background information,
such as
what the students
thought of their school, what
they
liked and
did not
like about their school, what
advice the
y
would give to
others
who considered
dropping ou
t of their school, and if
there was anybody
at their school
they would suggest
to seek advice if
dropping out
of school
was a consideration
. They also conducted interviews with school
administrat
ors
, counselors, social workers and teachers to understand h
ow the school
supported at
risk students. There were also informal
observations
conducted
in
classrooms, during passing periods and before and after school.
To record data, field notes were taken as soon as possible following
interviews and observations. Knesting and Waldron broke the data collected into
units of instances found in interviews and observations. These units were then
reread and grouped into ca
tegories containing several units until themes began to
arise. The themes were
triangulated using data
gathered in classroom observations
and faculty interviews. Out of the data analysis process, Knesting and Waldron
developed theories to describe student
s persistence to earn a diploma. They found
that there were three factors that were important to students
persistence.
The first was that students had goal orientation
.
This meant that they
believed that something beneficial would result from gradua
ting such as
improving
their life, helping them achieve financial independence, the ability to continue their
17
do not
give up
on students who have made mistakes in the past
;
they know that the stud
ents lives
outside the classroom affect their behavior in the classroom
;
they hold high
expectations for students but make accommodations
;
and they provide a safe haven
for student
s. Knesting and Waldron found
, Once this group of at
risk students had a
goal focus, an understanding of what they needed to do to graduate and a relationship
with a supportive adult, they were able to move from talking about staying in school
to actually doing someth
ing to help them stay in school
(p
.
609).
They concluded
th
at to help students graduate
,
high school educators should emphasize people not
programs, focus on the positive, have high expectations, talk with students, and pay
attention to the small things.
courses and that high attendance rates can improve student performance in variety of
classroom settings (Sheets et al. 1995. Johnston and James, 2000).
Absenteeism can be defined as persistent, habitual, and unexplained absence from
school. Bond noted that chronic absenteeism occurs when a student is absent without
reason 20% or more of school time: - this nominal figure is consistently identified
regardless of the specific circumstances of the absenteeism. (Brooks, 1997 as cited in
Bond, 2004)
To prevent and correct serious attendance problems, school need to change the
way they structured improves the quality of the courses and intensity interpersonal
relationship between teachers and students (Epstein and Sheldon, 2002).
Daniel Rmarburger indicates that student performance is inversely correlated with
absenteeism. The author investigates the impact of enforcing an attendance policy on
absenteeism and student performance. The evidence suggests that an enforced mandatory
attendance policy signiifcantly reduces absenteeism and improves exam performance.
CHAPTER III
METHODOLOGY
This chapter describes the research design, respondents of the study, research
instrument, validity and reliability of the instrument, data gathering procedure and data
anlysis procedure.
Research Design
This study used quantitative research design. Quantitative research design is the
standard experimental method of most scientific disciplines. This experiments are
sometimes referred to as true science, and use traditional mathematical and statistical
means to measure results conclusively.
Respondents and/or Subjects of the Study
The respondents of this study are the 30 Grade Eleven Carpentry students of Tampalon
Senior High School for school year 2016-2017.
Research Instrument
This study use secondary data from the class record of carpentry adviser of
Tampalon Senior High School.
Validity and Reliability of the Instrument
This research make use of class record of the adviser of carpentry
students of Senior High School.
This means that the instruments that will be use in this study are valid and
reliable.
Data Gathering Procedures
A letter of a request will be send to the Principal as well as to the adviser of the
said carpentry students of SHS for the approval to gather data. As the researcher will
explain the purpose of the study to the Principal and adviser. After retrieval of all data,
these will encodefor tabulation.The data obtain and tally willanalyze and interprete using
the available statistical packages.
The research focus on the absenteeism for the basis on remedial calsses program.
The researchers employ the quantitative research design and provide appropriate
measures as it involves, recording, and interpreting the problem presented.
Data Analysis Procedure
The data will be gather from the carpentry adviser will be collated and tabulated with the
appropriate stastistical treatment.
In the analysis of data, quantitative research design tools are employ to satisfy according
to the nature of the specific problem that is set forth in this study.
To answer the statement problem number (1) which states, what is the socio demographic
profile when classified according to sex and age, frequency count will be use.
To answer the statement problem number (2) the mean and T-test correlation are utilize.