FACTORS AFFECTING STUDENT ABSENTEEISM AMONG SENIOR

HIGH SCHOOL IN ATTY. ORLANDO S. RIMANDONATIONAL

HIGH SCHOOL: BASIS FOR INTERVENTION

In Partial Fulfillment
of the Requirements in Practical Research II

GARLENE MAE C. COLINARES

KRISTINE MAE T. LEGASPI
MARIVIC S. ROLLORATA
MELANIE L. MANANON
JANARIE A. VEGAFRIA
PAMELA C. LUBANG
ROSHIEL S. ODOG
DANDY S. PEREZ

October 2017
 iii

ACKNOWLEDGEMENT

A number of individuals have contributed to the researchers’ success

while in pursuit of this professional goal, for without them this academic paper

would not be realized.

First and foremost, to the Almighty God for providing the researchers

guidance, perseverance and abundant blessings that made this study successful.

The research would like to express their sincere gratitude to their practical

research 2 teacher Mrs. Shella May L. Dandan for the continuous support of their

study for her patience, motivation and immense knowledge. Her guidance helped

them in all the time of research and editing the thesis for its improvement.

They would like to express their profound gratitude to the panelist, Mr.

Michael Eric Dandan, Mr. Anthony Pol Fulache and Mrs. Shella May

Dandan,fortheir critics to this research and contributed their effort on the field of

expertise, encouragement and understanding that helped them to reach their

goal.

They also like to thank the experts who were involved in the validation

survey for this research projects; Ms. Teena Marie Bangoy, Mrs. Eileen Jabines,

and Mrs. Cecelia Algabre for their insightful comments, recommendation, and

suggestions to widen their research from various perspective. Without their

passionate participation and input, the validation survey could not have been

successfully conducted.

Last but not the least, they would like to express their profound gratitude

to their parents and to their friends for supporting them spiritually throughout
 iv

writing this thesis and their life in general. Without them they would not reach

until the end of this research.

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ABSTRACT

This study aims to determine the significant relationship between the factors

affecting student absenteeism in senior high school. The null hypothesis was

formulated and tested that there is no significant difference in the factors

affecting student absenteeism among senior high school in Atty. Orlando S.

Rimando National High School when analyzed according to sex. In contrast, the

null hypothesis was formulated and tested that there a significant difference in

the factors affecting student absenteeism among senior high school in Atty.

Orlando S. Rimando National High School when analyzed according to track.

Data was collected from 649 senior high school students of Atty. Orlando S.

Rimando National High School, Maco, Compostela Valley. This study used non-

experimental quantitative design utilizing comparative technique. Using Mean

and Z-test, research findings that the level of identified factors affecting student

absenteeism was moderately agree. Result implied that each factors affecting

student absenteeism is moderate.

Keywords:education, student absenteeism, senior high school, Philippines

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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES ix

LIST OF FIGURES x

DEDICATION xi

CHAPTER

1 INTRODUCTION

Rationale 1

Statement of the Problem 2

Hypothesis 3

Review of Related Literature 3

Theoretical Framework 11

Conceptual Framework 13
 vii

Significance of the Study 15

Definition of Terms 15

CHAPTER

2 METHOD

Research Design 16

Research Locale 16

Population and Sample 18

Research Instrument 19

Data Collection 20

Statistical Tools 22

CHAPTER

3 RESULTS 23

CHAPTER

4 DISCUSSION

Conclusion 33

Recommendation 33

REFERENCES
 viii

APPENDICES

A. Survey Questionnaire 42

B. Validation Letters 46

C. Validation Sheets 50

D. Permission Letter to Conduct Study 54

E. Statistical Tables 56

CURRICULUM VITAE
 ix

LIST OF TABLES

Table

1 Profile of Respondents

2 Level of Student Absenteeism of Senior High School

3 Difference in the Level of Absenteeism among Senior High

School when analyzed according to Sex and Track
 x

LIST OF FIGURES

Figure

1 Conceptual Framework Showing the Variables of the Study

2 Map of the Philippines and Atty. Orlando S. Rimando

National High School
 xi

DEDICATION

This piece of work is heartily dedicated to our parents and teachers, they

are the source of inspiration to strive more. Because of them we would not reach

this far. We also dedicate this to our friends and to our co-Grade 12 students.

Without their constant reminders, encouragement and pieces of advice, this

would not be possible. Above all to my lord and savior Jesus Christ for without

His presence in making this research, this work will not be realized.

To God be all the glory!

-Kristine
- Garlene
- Pamela
- Roshiel
- Marivic
- Melanie
- Janarie
- Dandy
 Chapter 1

INTRODUCTION

Rationale

Students are considered chronically absent when they miss 10% of days

in a school year without any valid reason (Kelly, 2014). Absenteeism has been

proven to be an alarming problem for education policy makers and according to

the data in 2013-2014 civil regents’ data collection, the rates are highest in high

school (U.S. Department of Education, 2016)

Over 37% out of 144,000 students are chronically absent, and more than

half of them are from high school in Philadelphia school district. The dean and

education professor of University of California, Los Angeles, Tyrone Howard

stated in his email, that absenteeism is a sign of the serious problems on

happening in the student on their family (Zinshteyn, 2016). However, the

graduating high school seniors had joined a national campaign to make high

school students avoid absenteeism and finish their education (Shamlin III, 2016).

In Philippines, in Dumaguete, Tanjay City, to be exact, prioritizes the

concerns addressed by the authorities managing the Department of Education

Tanjay City Division (Mariot, 2012). Divisions are required to send reports

regarding the reasons behind the absenteeism of students, as a way in

identifying the best strategy in addressing truancy. However, the municipal

council in Baguio recently approved the third and final reading for the propose

ordinance “Regulating truancy and secondary school students in Valley”, which

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focuses on the students in primary and secondary schools caught loitering during

class hours. This is to provide solution on the problem regarding truancy.

Councilor Roderick Awingan, also stressed that, it is unlawful for students to stay

or linger outside the school campus during class hours, thus, the proposed law is

still subjective for endorsement to the municipal mayor’s office (Pasagoy, 2016).

However, an estimated number of 300 out of 2300 students commit

absenteeism every school year in Atty. Orlando S. Rimando National High

School according to the guidance counselor of the school, Mrs.

NecasiaCarcueva. She also stressed that the common factors of this problem are

peer influence, financial problems, location of the school from their homes, lack

of interest in schooling, and some are habitual. In order to reduce the number of

absent rate, the school officials have interventions to reduce absenteeism but

until now absenteeism among students still continues. Thereupon, the

researchers felt the urgency to conduct a study regarding the problem presented

above.

Statement of the Problem

The main objective of this study is to identify the factors affecting student

absenteeism senior high school in Atty. Orlando S. Rimando National High

School. It seeks to answer the following questions:

1. What is the profile of the students in terms of:

1.1 sex; and

1.2 track?

2. What is the level of student absenteeism among senior high school in terms of:
 3

2.1 electronic media;

2.2 family;

2.3 school climate;

2.4 student;

2.5 peer group; and

2.6 teacher?

3. Is there a significant difference in the factors affecting student absenteeism

among senior high school in Atty. Orlando S. Rimando National High School

when analyzed according to:

3.1 sex; and

3.2 track?

4. Based on the result, what intervention scheme should be developed?

Hypothesis

The following null hypothesis will be tested at 0.05 alpha level of

significance.

1. There is no significant difference in the factors affecting student absenteeism

among senior high school in Atty. Orlando S. Rimando National High School

when analyzed according to sex and track.

Review of Related Literature

This section presents insights concepts, facts and principles, and the

related literature relevant and has an impact on the effectiveness of this research

study.
 4

Absenteeism in school as stated by Keter (2013), is the act of staying away from

school without a genuine or any reason for not attending class. It is a truant

behavior which has a negative effect on the performance of the absentee such

as unruly behavior, depression, poor quality of education as a result of missing

the lessons, and moral degradation which can also lead to drug abuse and early

pregnancy.

Keter (2013), also added that absenteeism can be resolved by providing

adequate co-curricular activities to the students. Creating clubs and societies that

will make the students busy when they are not in school can also help lessen the

possibility of student absenteeism. Moreover, schools must try to have up to date

facilities like libraries as well as sporting facilities to further enhance students’

willingness to go to school every day.

However, In the schools’ perspective, absenteeism is the routine or

planned absence in school. Going to school regularly is essential for the

students’ educational and social skills. While students start missing some school

activities, absence becomes a problem when the students are skipping class for

a very long time. Chronically absent students are at a disadvantage in both social

and academic aspect. They miss out the significant stages of social interaction

and development with their peers, while restricting their academic progress

(Murcia, 2015).

According to Genteroy (2016), the absence of a student in school makes

him or her miss the chance to hear other students, interpret and analyze the

lesson, or even join the class interaction. This problem is being connected to two
 5

different causes and factors under these courses. It could be a family situation or

an individual problem. Under these courses are the identified factors contributing

to a child’s truancy which can lead to chronic absenteeism.Since student

absenteeism was the first indicator that students missing their class and losing

their way, and can be the reason that hinders the establishment of quality

population significant for socioeconomic development, the reasons behind

student absenteeism is needed to be fully explored. (Dohho, 2015)

The first indicator of absenteeism is electronic media factor. Students’

addiction to electronic media refers to the electronic technology which are

television, radio, Internet, fax, CD-ROMs, DVD, and any other medium that

requires electricity or digital encoding of information. According to Gibson (2016),

excessive use of electronic media especially social gaming has a great influence

in student for them to avoid stress in school causing them to ditch class.

In the study of John (2013), electronic media has a great influence to the

change of students’ behavior. His study also noted that electronic media had

many social and educational benefits and risks, that caregivers and educators

had expressed concern about the dangers young people can be exposed to

through these technologies. The media has demonstrated potentially profound

effects, both positive and negative, on children's cognitive, social, and behavioral

development. The idea was supported by the journal of Al-Badi, Al Mahrouqi and

Ali (2016), their study was to test the changes in behavior aspects of the students

since they are most vulnerable to the effects of electronic media.

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In addition, even the teenagers themselves may not be aware of the risks

posed by electronic media utilization. Regarding online harassment, bullied

victims reported that they felt sad, nervous, afraid and unable to focus at school,

and that it had exposed them to social difficulties. They might have been

encouraged to use drugs and alcohol, absent from school, procure eating

disorders, and take weapons to school.

The second indicator is the family factor. Absenteeism sometimes

happens when parents are not very interested in the child getting a good

education, and maybe don't get on very well with the school themselves

(Parenting the Child health, 2017). This agree to the statement of Franklin

McKinley School District (2017), which stated that it is an opportunity to address

the needs of the family because school attendance is frequently a family

problem.

Some students are afraid to go to school, but it is not because of what is

happening in the classroom. It is what's happening at home. Problems at home

contribute to absenteeism in schools (Collier, 2016). Low family income, low

parent involvement, unstable housing, at-home responsibilities, stressful family

events conflicting home and school priorities, language differences – these are

the family- specified factors that can cause students not to go to school and

might develop to chronic absenteeism (Jacob and Lovett, 2017).

Furthermore, Gosain (2013) stated that modern psychology has shown

that the most important factor for a child’s healthy development is affection and

sense of security. Both over protection and rejection of the child by the parents
 7

have an adverse effect on his adjustment. Other factors in the family are sibling

rivalry, conflicts between parents, faulty parental models, and unrealistic

expectations of parents from the child also negatively influence the children’s

personality and adjustment. And as a result, his super ego gets defective and full

of contradictions causing them to cut class and run away from school.

Another indicator that might affect absenteeism is the school climate

factor. A secondary school in BatuPahat must look at a holistic way to tackle the

issue of absenteeism instead of offering motorcycles to lucky students who show

perfect attendance. Malaysian Association for Adolescent Health vice-president

Dr N. Thiyagar said although the intention might be good, what was more

important was that the school prioritised its inclusiveness. He added that the

environment of a school must be made more attractive and conducive for the

teenagers to feel included. He said when the students feel included, they were

more willing to come to school (Kaur & Ahmad, 2017).

A result of a research survey in which only 4.6 percent of absentees said

that they stayed away from school because they were treated meanly by other

students; only 2.6 percent cited being threatened with violence. Those students

affected by bullying and violence may tend to internalize the experience to a

greater degree (Baier, 2016). A violent school environment makes students

uncomfortable to go to school making them skip classes to escape.

School, in general, and specific classes and students, in particular, also

can be unpleasant experiences for students. More than one in four (28 percent)

U.S. students between the ages of 12 and 18 say they have been bullied at
 8

school. This bullying ranges from being made fun of to being threatened with

harm to actual physical contact and it happens in classrooms as well as in

hallways and bathrooms and locker rooms. It also has long-run negative

consequences for students. Even without direct bullying, some classes can be

painful experiences, with the work either far too easy or far too difficult or the

instruction too tedious for engagement (Liu & Loeb, 2017).

Next factor that affects absenteeism is student factor. Student

absenteeism, on the other hand, is more frequently associated with student

factors, such as fear of bullying or disengagement with school. For example, in a

recent Evidence Speaks post, Jing Liu and Susanna Loeb reported that high

school teachers have differential effects on unexcused class absences

highlighting how the academic environment can influence school attendance.

In the recent data of Whitney & Liu (2016), there are more unexcused

part-day absences than the other absences. According to them, the main reason

of these absences is the fear of being bullied. Students tends to not to go to

school and class because of their own personal self and behavior.

On the other hand, many students find that this time is too early to come

to school. Many feel overwhelmed due to lack of sleep that one has gotten the

night before. Lack of sleep could have caused students to stay up too late to

finish homework or other job related issues and it tends them to absent school

the next day. (Pulgar, 2015)

Peer group factor is also another indicator that can affect student

absenteeism. Peer influence had been identified as a major factor in influencing

 9

a child's absenteeism behavior. A child would just want to go somewhere with

friends where they will be happy and relaxed than to stay in class. It is easier for

student to yield to the pressure from their colleagues than to obey the teacher

and the school authority (Musa, 2014).

Bad influences of peer are a major cause of absenteeism. It is sad to

know that truanting is seen as a cool thing and can help them fit in the group.

Many schools address this situation through punishments (Tackling the cause,

2017).

A study conducted by Henry and Yelkpieri (2017) states that peer

pressure is one of the causes of truancy. A close examination from the

perspectives of students show that they agreed with teachers that, peer group

pressure is a cause of student’s truancy. Results revealed that truancy (truant &

punctual students) is partial mediator between extrovert-introvert of personality

traits and subscale of peer Influence. Recommendations of the study are that

both truant and punctual can equally be benefitted by an intervention addressing

peer influence (Aqeel and Akhtar, 2017).

The last indicator is the teacher factor. Teacher's behavior has a

significant role in influencing the absenteeism behaviors among the students.

The characteristics of ‘teacher serious in teaching’ has the highest mean and

‘teachers are biased toward male students’ has the lowest mean. Further

analysis in the study of (Ishak and Fin, 2013), showed that there were significant

differences in mean in the teachers’ behavior based on gender and type of

school. The data revealed that the key factors in absenteeism, in order of "most
 10

influential" to "least", were teachers, environment outside of school, environment

inside school, and school administration. Family and peer pressure were

revealed to be among the least influential factors. The result shows that teachers

that improve students’ test performance most are not necessarily the same

teachers who improve students’ attendance. Thus, it stated that many teachers

who are good at improving achievement are sometimes not good at improving

attendance and vice versa. This is because reaching students at risk of chronic

absenteeism likely takes skills that not all teachers have or require behavior that

not all teachers have been willing to undertake.

Linsin (2012) who found that teachers who are not prepared to teach will

make students feel bored in the learning activities. If teaching is not attractive,

student will not be interested in the lessons, and hence absenting themselves

from schools or certain class.

School learning environment encompasses the factors within the school

that may or may not provide suitable conditions for the promotion of effective

teaching and learning. Teaching qualification has been consistently found to

impact the academic performance of pupils. A teacher who lacks the professional

skill will be unable to deliver in class, which will induce poor student’s

performance. A teacher who does not have the academic and the professional

qualifications would undoubtedly have a negative influence on the teaching and

learning of a given subject (Abdallah, H., et.al, 2014).

The study of Dohho (2015) states the major findings on his study on

factors for students’ truancy was students interest in learning, school

 11

administration and teacher attitudes, geographical location of the school and

family economic status as they are related to students’ truancy. That high rate of

truancy shows that learning environments in schools is turned to be unfriendly as

truancy among students is increasing. The system of controlling truancy was

fragmented and the strategies for addressing the problem were wrong and

misleading.

This research was supported by the study of Ishak and Fin (2015) that has

enriched the literature in education by exploring the correlation between the

factors contributing to truancy among Malaysian secondary school students. The

findings have demonstrated that students, teachers, school, family and peers are

significant factors contributing to secondary school students’ absenteeism

behavior. However, in the effort to combat absenteeism, the correlation between

the factors needs to be scrutinized to generate effective recommendations in

solving the problems. In this study, significant positive correlations were found

between all the factors influencing truancy. The study conducted by Oluremi

(2013), revealed that there was a significant relationship between truancy and

academic performance of students. The finding shows that truancy could result

into poor academic status.

Theoretical Framework

This study is anchored to the study of Suhid, Aroff, and Kamal (2012), that

support the indicators of absenteeism which are the electronic media factor,

family factor, school climate factor, student factor, peer group factor and teacher

factor.
 12

This is supported by social control theory. The theory explains that the

emotional attachment of a meaningful person, especially the family, can makes

changes to the individual’s behavior. The theory also highlighted that the degree

of absenteeism increases if: the emotional attachment to the parents, teachers or

peers is very low; the more the way of bringing up and disciplining children is

inconsistent and violent; the less parents supervise their children; the more

students have invested in their previous educational career, the less likely it is

that they will absent; the more students participate in conventional activities

outside the school, the less likely it is they will absent; the stronger the

internalization of conventional values and norms, the lower the degree of

absenteeism. The theory is highly connected to some indicators of absenteeism,

the family factor, student factor, peer group factor and teacher factor that

emphasizing their relationship and influence to the student.

Another theory that supports the study is the theory of Anomie or strain

theory. The theory implies that absenteeism may come to stages and was

adapted because of the assumption goals that students have. The following

hierarchy of goals and means becomes obvious: School Grades – Educational

Success – Economic Wealth. Thus, the theory of anomic does not claim a

connection between factors of social structure and legitimate means of achieving

educational success.

On the other hand, the theory of differential opportunity of Cloward and

Ohlin (1960) claimed that not only the access to legitimate means but also to

illegitimate means helps to explain deviant behavior. The theory deduced that the
 13

more disorganized an urban community is, the more likely an adolescent comes

into contact with peers that skip school, and the higher the risk of individual

absenteeism (Farrington, 1980). This theory affects indicators, electronic media

factor and school climate factor, giving more support that these factors are

identified indicators of absenteeism.

Conceptual Framework

Illustrated in Figure 1 is the conceptual framework of the study having two

variables. The independent variable in the study is the factors affecting

absenteeism among students. These factors were based on the data given by

the guidance counselor of Atty. Orlando S. Rimando National High School in the

last school year. The factors include: electronic media factor refers to the

addiction of students to video games, television and other means of technology,

family factor that refers to the student’s family status, school climate factor that

refers to the condition of the school’s environment, student factor which refers to

the attitude of the student, peer group factor that refers to the influence of friends

in student’s decision, teacher factor that refers to the attitude of the teacher.
 14

Input Output

Factors affecting
Student Absenteeism
Process

 Electronic
media factor Intervention
 Family factor  Sex
 School climate  Track Scheme
factor
 Student factor
 Peer Group
factor
 Teacher factor

Figure1. Conceptual Framework Showing the Variables of the Study

 15

Significance of the study

The results of this study could be highly important and beneficial

specifically to the following:

Teachers. The result of the study will provide information about the

absentees and to what intervention scheme must be apply.

Parents. This study might help them to deal with the absentees and to

what support they may give to them.

Future researchers. This research study will provide assistance to future

researchers in the development of new measures to examined the factors

affecting absenteeism among students.

Students.This study might help them to be aware of the factors that affect

student absenteeism.

Definition of terms

The following key term will use in the study are herein define conceptually

and operationally for easy understanding.

Absenteeism. It refers to the habit of staying away from school without

providing a genuine or any reasons for not attending classes (Musa,2014). In this

paper, absenteeism has factors which the researchers needed to find an

intervention.
 Chapter 2

METHOD

Presented and discussed in this chapter are the research design, the

research locale, population and sample, research instrument and the statistical

tool used in gathering the data used in this study.

Research Design

This study uses non-experimental quantitative design utilizing comparative

technique. Comparative is simply defines as comparing and contrasting notion. It

identifies thedifference between two entities (Lewis-Beck, Bryman& Liao, 2004).

Comparative technique will be used in this study because this study aims

to compare the different factors to identify the level of student absenteeism

among senior high school.

Research Locale

Atty. Orlando S. Rimando National High School of the municipality of

Maco, in the province of Compostela Valley were the target of the study.

Macois considered as a first class municipality in the province of

Compostela Valley. Its place is about 70 kilometers away from Davao City and

approximately 15 kilometers away from TagumCity.Atty. Orlando S. Rimando

National High School can be found in Brgy. Binuangan which is one kilometer

from Barangay Poblacion.

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Figure 2. Map of the Philippines and Atty. Orlando S. Rimando National High

School
 18

Population and Sample

The sample respondents for this study involves the senior high school

students, the Grade 11 and Grade 12 students, of Atty. Orlando S. Rimando

National High School that are officially enrolled for the school year 2017-2018.

The researchers used the Random Sampling technique and Slovin’s formula has

been utilized to determine the number of respondents who received the

questionnaires for them to answer and to help the researcher collect and gather

the data needed in this study.

There are 145 males and 216 females in Grade – 11 with a total of 361

students. There are 100 males and 158 females in Grade – 12 with a total of 258

students. The total population is 619 students and the sample size is 243

respondents.

Sex No. of Respondents Percentage

Male 97 39.92%

Female 146 60.08 %

Total 243 100%

Track No. of Respondents Percentage

Academic 100 41.15%

TVL 143 58.85%

Total 243 100%

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Research Instrument

The instrument used in this study was an adapted questionnaire from the

study of Suhid, Rahman, and Kamal (2012) which also conducted a similar study

with the same problem that tackle about student absenteeism and its factors.

The questionnaire was composed of 30 questions, 5 items for the first

indicator which isElectronic Media, 5 items for Family, 5 items for School

Climate, 5 items for Student, 5 items for Peer Group, and 5 items for Teacheras

used in the study ofSuhid, Rahman, and Kamal (2012). The second part consists

of the following grades of the respondents in their first quarter.

Before the administration of the said instrument, it was presented to our

adviser as our examiner to check for the appropriateness of the items, then

submitted to three chosen experts for validation of the items. The comments of

the experts are properly noted, taken and incorporated in the finalization of the

said instrument.

The Likert Scale was used as basis in describing the level of Student

Absenteeism among Senior High School students. According to Santos (2007),

the Likert Scale is a psychometric response scale primarily used in

questionnaires to obtain participant’s preferences or degree of agreement with a

statement or set of statements. Likert scales are a non-comparative scaling

technique and are unidimensional (only measure a single trait) in nature.

Respondents are asked to indicate their level of agreement with a given

statement by way of an ordinal scale (Bertram, 2013). The five orderable

 20

gradations of mobile phone dependency with their respective range of means

and descriptions are as follows:

Range of Means Descriptive Level Interpretation

This means that the factors

4.50 – 5.00 Strongly Agree
affecting absenteeism is very
high.

3.50 – 4.49 Agree This means that the factors

affecting absenteeism is high.

This means that the factors

2.50 – 3.49 Moderate Agree
affecting absenteeism is
moderate.

1.50 – 2.49 Disagree This means that the factors

affecting absenteeism is low.

This means that the factors

1.00 – 1.49 Strongly Disagree
affecting absenteeism is very
low.

Data Collection

The researchers seek the intended questionnaire for the study.

Fortunately, the researchers had found a similar research study that has

questionnaires in every factors affecting absenteeism.

The questionnaire was presented to the research adviser for some

comments and suggestions. The adviser also devised for the appropriateness of

questionnaire to the study. The adviser then suggested that the questionnaire

should be modified. The names of the authors of the questionnaires and where

they were retrieved is listed on the references.

 21

The researchers made a letter noted by the research adviser addressed to

the three chosen experts for the validation of the questionnaire. The experts are

teachers with masteral degree. Attached to the letter are the research title,

validation sheet, the questionnaire, statement of the problem, theoretical

framework, and conceptual framework, was then given to the three chosen

experts for the validation of the questionnaires.

Soon after, the researcher retrieved the questionnaire from the experts.

The experts rated the questionnaires and after making modifications of the

questionnaires and upon the approval of the adviser, they then submit a letter of

approval with the research adviser's signature to the principal of the senior high

school in order for them to conduct the study inside the campus.

After the modifications of the questionnaire and upon the approval of the

adviser, the researchers made a letter to the senior high school principal Mrs.

Josie Lyn Dela Cuesta to get permission that enables the researcher to conduct

the study among the Senior High School students of Atty. Orlando S. Rimando

National High School.

Upon the approval of the principal, the researchers administered the

survey. Before the respondents answer the questionnaires, the researchers gave

an introduction and orientation about the study and explained the aim and

importance of the study. They were also guided by the researchers if they had

some clarifications about the questions.

 22

After conducting the survey, the datas were gathered by the researchers

and was tallied. The tally was submitted to the research adviser for the statistical

data’s.

Statistical Tool

The following statistical tools were used in the computation of data testing

the hypothesis at α 0.05 level of significance.

Mean. This was used to determine level of absenteeism among senior

high school students in Atty. Orlando S. Rimando National High School.

Z-test. This was used to determine the significant difference factors

affecting student absenteeism among Senior High School in Atty. Orlando S.

Rimando National High School.

 Chapter 3

RESULTS

Presented and explained in this chapter are the results, interpretation and

analysis of findings on the Level of Student Absenteeism Among Senior High

School. The discussion starts from the Profile of the Respondents which is

followed by the Level of Student Absenteeism. Meanwhile, the Difference in the

Level of Absenteeism among Senior High School when analyzed according to

Sex and Track is also shown and discussed.

The Profile of the Students

The profile of the students shows the number of respondents based on

their sex and track.

In Table 1 shows the Profile of the respondents which answered the first

objective of the study. As shown in the table below, there are 243 respondents

from senior high school, wherein 97 of them are Male respondents with an

average percentage of 40 and 146 Female respondents with 60 percent.

However, 100 respondents which has a percentage of41 are from the

Academic Track and the remaining 59 percent is consist of 143 respondents

were from the Technical Vocational Livelihood (TVL) track.

 24

Table 1

Profile of Respondents

Sex No. of Respondents Percentage

Male 97 40%

Female 146 60 %

Total 243 100%

Track No. of Respondents Percentage

Academic 100 41%

TVL 143 59%

Total 243 100%

Level of Student Absenteeism

The level of student absenteeism among senior high school was

computed and interpreted based on the obtained mean rating per indicator:

electronic media; family; school climate; student; peer group; and teacher.

In Table 2, shown is the level of student absenteeism among senior high

school which answered the second objective of the study. As shown, the overall

standard deviation was 0.44 which is less than 1.0 as the typical standard

deviation for a 5 - point Likert scale. This meant that the ratings of the

respondents in the accomplished questionnaires were close to the mean. This

indicated that the responses of the respondents were consistent. Meanwhile, the

overall mean rating was 2.91 which was interpreted as moderate.

 25

Table 2

Level of Student Absenteeism of Senior High School

Indicator Standard Mean Descriptive Level

Deviation
Electronic Media 0.66 2.79 Moderate

Family 0.66 2.81 Moderate

School Climate 0.61 2.99 Moderate

Student 0.73 2.74 Moderate

Peer Group 0.71 2.85 Moderate

Teacher 0.75 3.25 Moderate

Overall 0.44 2.91 Moderate

Electronic Media as the first indicator had a mean rating of 3.30; the

second indicator which is family had 2.99 mean rating; school climate had 2.99

mean rating; student as the fourth indicator had 2.74 mean rating; peer factor

had 2.85; and lastly, the sixth indicator which is teacher had a mean rating of

3.25. All of the indicator had a descriptive level of Moderate which indicates that

the factors affecting absenteeism is moderate.

Difference in the Level of Absenteeism among Senior High School when

analyzed according to Sex and Track

Displayed on table 3 are the response of the respondents on the

difference in the level of absenteeism among senior high school when analyzed

according to sex and track, which answered the third objective of the study.
 26

Table 3

Difference in the Level of Absenteeism among Senior High School when

analyzed according to Sex and Track

on
Mean Score

Description
Qualitative

Deviation
Standard

Decision
p-value
Gender

Ho
N

Male 97 2.93 Moderate 0.52 0.450

Female 146 2.89 Moderate 0.38 Accept

Over all 243 2.91 Moderate H0

Track

Academic 100 3.00 Moderate 0.44 0.007 Reject

TVL 143 2.84 Moderate 0.44 H0

Over all 243 2.92 Moderate

In addition, Table 3 includes the number of respondents, mean score,

qualitative description, standard deviation, p-value and decision on hypothesis

(Ho), according to sex and track.

The result revealed that there is no significant difference in the level of

student absenteeism when analyzed according to sex, however, there is a

significant difference in the level of student absenteeism when analyzed

according to track.

As shown in table 3, the difference in the level of absenteeism among

senior high school when analyzed according to sex had an overall p-value of
 27

0.450 which was greater than 0.05 significance level, which denoted that the

hypothesis was accepted. The result signified that there is no significant

difference on the difference in the level of absenteeism among senior high school

when analyzed according to sex.Correspondingly, it also shows that the

difference in the level of absenteeism among senior high school when analyzed

according to track had an overall p-value of 0.007 which was greater than 0.05

significance level, which signified that the hypothesis was rejected. The result

implied that there is a significant difference in the difference in the level of

absenteeism among senior high school when analyzed according to track.

Furthermore, male had a standard deviation of 0.52 and a mean score of

2.39 which indicated as Moderate. Female had a standard deviation of 0.38 and

a mean score of 2.89 which is Moderate in description.

Moreover, both Academic and TVL had a standard deviation of 0.44.

Academic has a mean score of 3.00 which was describe as Moderate while TVL

had 2.84 which had a qualitative description of moderate.

 Chapter 4

DISCUSSION

Presented in this chapter are the discussions of data, conclusions,

intervention scheme and recommendations on the level of student absenteeism

among senior high school.

Level of Student Absenteeism

Absenteeism as defined by Keter (2013) is the habit of not going to school

without providing a valid or any reason for not attending classes. The moderate

level of student absenteeism among senior high school indicates that factors

affecting absenteeism is moderate. The indicators which are electronic media,

family, school climate, student, peer group, and teacher, align with more review

of related literature regarding student absenteeism. Each of these variables has

been shown to influence student attendance. (Contributing Factors of,2017).

The first indicator which is electronic media is moderate, which means that

this factor affects student absenteeism moderately. According to Gibson (2016),

excessive use of electronic media especially social gaming has a great influence

in student for them to avoid stress in school causing them to ditch class.

Particularly, the item with the highest mean with a descriptive level of moderate is

about the students who believe that electronic game is a waste of time. This

connotes the study in Pew Research Center found which shows that 59 percent

out of 100 thinks that some or most video games are waste of time. (Reisinger,

2015).
 29

In addition, Murchie (2009), many students immersed in computer games

and they find it difficult to concentrate on their school work. It stops them from

socializing and studying. He also added that playing computer games is not

worth putting your education and your time.

Meanwhile, the second indicator which is Family has a descriptive level of

moderate. This shows that family moderately affects student absenteeism among

senior high school. Collier (2016) stated that some students are afraid to go to

school not because of what is happening in the classroom but because of the

problems that occurs at home. Problems at home contribute to absenteeism in

schools. The item that obtains the highest mean talks about the hectic schedule

of the parents that affects the mood of the students in going to school.

As stated by Agaba and Mbabazi (2015), some children lives with their

parents but mostly alone because of their busy schedules. Experts describe an

absentee parent as a parent, who either wanders in and out of the child’s life

providing a disruptive, inconsistent presence, or one who has an active part of

their child’s life before abruptly ceasing contact or a parent who has never been

involved in the life of the child. It makes them feel like they have been abandon

and in the end gets feelings of being rejected.

Mutie (2009), also added that the students with busy parents were prone

to cases of sexual promiscuity, cheating in exams, bullying others, truancy and

abusing drugs. They may also lose the desire to attend their class and later

become an absentee.
 30

Another factor that contributes student absenteeism is school climate,

which also has a moderate descriptive level. The result signifies that the school

atmosphere has a moderate level on student absenteeism among senior high

school. This verify the result of a research survey by Baier (2016) which shows

that students stayed away from school because they are bullied by some of their

co-students. However, Students feel comfortable with the school environment

has the highest mean with a qualitative description of moderate.

This concurs with the result to the study of How Comfortable Classrooms

Lead to a Better Student Community (2017), wherein it shows that students are

comfortable with their environment making them enjoy learning. This motivates

them to participate in any activities and will drive them to learn better.

According to The Room 241 Team (2012), studies indicates that a

comfortable classroom environments help children feel safe, secure, and valued.

It results to an increase in their self-esteem and motivate to engage in the

leaning process. Students also said that being comfortable help them feel at

home in their classroom, which in return help them learn.

The fourth indicator which is student also has a qualitative description of

moderate, which indicates that students’ attitude in going to school has a

moderate level of contribution to student absenteeism. This agree with the

statement of Whitney & Liu (2016) that students tend to not to go to school and

class because of their own personal self and behavior. The item that has the
 31

highest mean rating is about the students that feel tired and bored with certain

subjects.

This affirms to the study of Jayson (2017), which states that students get

bored to subjects and lessons that they failed before and they were already

discouraged, causing them to grew weary of the subject.

As stated Clay &Breslow (2006), the subject matter is one of the

many reasons why student absent from their classes. They are likely to attend

subjects that are interesting than those boring subjects.

Moreover, the fifth indicator which is Peer factor is indicated as moderate.

This conforms to what has been cited by Musa (2014), that students would just

want to go somewhere with peers where they will be happy and relaxed than to

stay in class. It is easier for student to yield to the pressure from their colleagues

than to obey the teacher and the school authority. Specifically, the item that has

the highest mean rating is about the students who feel proud to have friends who

are capable and have influence on other friends.

The outcome of the study is substantiating to the view of Hartnett (2007),

which indicates that peer group identity of influence affects student absenteeism.

They sort out themselves into peer groups that vary in their attitudes toward

intellectual achievement, and they can usually find anti-intellectual groups even

in middle-class neighborhoods. They also like being with friends who can

influence more people.

 32

Lastly, teacher has a qualitative description of moderate. The result

denotes that teacher affects student absenteeism moderately. The result

corresponds to the study of Ishak and Fin (2013) wherein they discovered that

teacher's behavior has a significant role in influencing the absenteeism behaviors

among the students.In particular, the number which possess the highest mean

rating is about the students who are happy with the attitude of the teacher when

teaching.

According to Teach Make A Difference (2017), students feel happy

whenthey see teachers happy teaching them. They also like those teachers who

motivates them to achieve their goals. Thus, a happy teacher can inflict

happiness to their students.

A happy school make students happy as well. Some schools incorporated

the principles of positive psychology into education. As happiness continues to

become more relevant globally, more countries are looking at ways to measure

and monitor the well-being of their populations (Felps, 2017).

Difference in the Level of Absenteeism among Senior High School when

analyzed according to Sex and Track

The test in the difference on the level of student absenteeism among

senior high school revealed that there is no significant difference on the level of

student absenteeism when analyzed according to sex, whereas the level of

student absenteeism when analyzed according to track shows a significant

difference.

The result on the overall p-value on the level of student absenteeism when

analyzed according to sex indicated an acceptance in null hypotheses, which

 33

implies that there is no significant difference on level of student absenteeism

when analyzed according to sex. This attest the study ofCortright(2011), wherein

the result suggest that there is no difference in the number of absences of female

and male students.

Furthermore, the overall p-value in the level of student absenteeism when

analyzed according to track insinuates a rejection in the null hypothesis which

connotes a significant difference on the level of student absenteeism when

analyzed according to track.

Conclusion

This section presents the conclusions of the study which are based on the

findings that undergone in-depth analysis. The data gathered and analyzed have

found to have a connection to the level of student absenteeism among senior

high school. Therefore, an intervention scheme is essential in the identified

factors. The respondents demonstrated a moderate level of student absenteeism

when analyzed according to sex and track. The level of student absenteeism

when analyzed according to sex has established a result with no significant

difference. However, a significant difference has been fund on the result on the

level of student absenteeism when analyzed according to track.

Recommendations

In the light of the aforementioned findings and conclusion, a number of

recommendations and intervention scheme are given.Electronic media has

established a moderate mean rating. The local government should create a

policy that will prohibit students to enter internet café during class hours.
 34

Teachers should also ensure that the electronic gadgets of students are not used

during their lectures. The second indicator is family which also has a moderate

descriptive level. Parents should spend more time talking with their child,

encouraging them to go to school and talk about the problems they’re battling

with. The school should also empower the bond between the parent-teacher-

student relationships to help parents know about the status of their child in the

school. Another indicator is school climate, which indicates a moderate effect on

student absenteeism. The school should make programs that will enable

students to feel relax and at home, like making clubs that will prevent bullying

and establish a good friendship among students and the like. Moreover,

studentwhich is also moderate in qualitative description should engage

themselves in school activity that will ease their boredom. The school should also

create programs that will make every students’ participate in such activity. The

next indicator is Peer factor, which also has a moderate descriptive level.

Teachers must make an activity in their class that will educate the students how

to be a responsible student and friend. They should teach every student about

the pros and cons of peer influences. Lastly, teacher also has a moderate level of

student absenteeism among senior high school. Teachers are the parents inside

the school campus therefore, they played a big role in making a difference in the

students’ behavior. Teacher should make unique strategy in their lectures to

prevent boredom and tiredness in listening to the discussion. They should also

make the classroom happy when teaching to uplift the mood of the students.
 35

Hence, since there is a significant difference in the level of student

absenteeism among senior high school when analyzed according to track, this

should be given an intervention. Teachers should create an activity every Friday

of the week that will make the students enjoy while learning and to interact with

their peers. They should also create an activity calendar that will monitor the

number of attendee to monitor the students’ engagement with the activities. The

activity calendar will be pinned in their classroom bulletin board for them to be

updated with the said activities.

Week of the Activities of the No. of attendee No. of

Month month from Academic attendee from
Track TVL track

Friday of first Student absenteeism

week seminar
Friday of second Peer Day
week
Friday of third Parent-Teacher-
week student activity
Friday of fourth Embellishment of the
week classroom and the
school surroundings

Additionally, the school should create a school club with an activity that

will teach the students about the importance of going to school and that has an

intention to understand and solve the problem of absenteeism, as an intervention

scheme to the growing problem of student absenteeism among senior high

school.
 36

Student absenteeism seminar will help the students to be educated about

student absenteeism ans its effects. Peer day will help strengthen the bond

between peers. Parent-Teacher- Students activity on the other hand will help the

parents, teachers, and the students to be more comfortable to each other. Lastly,

embellishment of the classroom and the school surroundings will help make the

students feel good about the school surroundings. These will help reduce the

number of student absenteeism in schools.

Additionally, every section should give a certificate of perfect attendance

to the students who are always present to motivate them to go to school

regularly.

Furthermore, since there are a lot of factors that can affect student

absenteeism that are not included in this study, further research regarding

student absenteeism should be conducted.

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 40

APPENDIX A
Survey Questionnaire
 41

FACTORS AFFECTING STUDENTS ABSENTEEISM AMONG SENIOR HIGH

SCHOOL IN ATTY. ORLANDO S. RIMANDO NATIONAL HIGH SCHOOL:
BASIC FOR INTERVENTION

Name(Optional): __________________________________ Sex: ___________

Grade Level: _____________________________________ Track:__________

Direction: Carefully read each statement and then check the following boxes
that relates to your nearest and most honest answer based on the given scale.

Strongly Moderately
Disagree Agree Strongly Agree
Disagree Agree

1 2 3 4 5

Please indicate how much you agree or disagree 1 2 3 4 5

with each statement.

Electronic Media Factor

1. I believe electronic game is a waste of time.

2. I like entertainment more than attending school.

3. Computer games at computer centers can

reduce my stress while studying.
4. Entertainment centers are the ideal places for
me than school.
5. My schedule in studying, eating and sleeping is
affected by electronic media.
Family Factor

1. My parents’ hectic schedule affects my mood in

going to school.
2. My parents often encourage me to learn. 42

3. My mother and father often quarrel at home.

4. My parents are not attentive whether I go to

school or not.

5. My parents did not give me enough allowance

for school.
School Climate Factor

1. Chairs and tables in the classroom are

comfortable.
2. The number of students in the classroom disrupt
my focus on the teaching learning process.
3. I do not like the atmosphere in the classroom.

4. I feel comfortable with the school environment.

5. School rules are too strict.

Student Factor

1. I am not interested to learn something that is not

important to myself.
2. I feel tired and bored with certain subjects.
3. I do not like to spend time reading school
textbooks.
4. I deliberately refrain from attending classes of
teachers who are strict.

5. I am always sleepy and often wake up late for

school.
Peer Factor

1. I am greatly influenced to enjoy when invited by

a friend.

2. I always go out with friends during school hours.

3. I can talk to peers regarding problems faced.

4. I feel proud to have friends who are capable and
43
have influence on other friends.
5. I like to follow the style of a friend who is more
influential than other friends.
Teacher Factor

1. Teachers use discretion in dealing with students

who misbehave.
2. Our teachers give us homework.
3. Most teachers are concerned about the
education of students.
4. Most teachers will impose penalties if the
students misbehave.
5. I am happy with the attitude of the teacher when
teaching.
 44

APPENDIX B
Validation letters
 45

APPENDIX C
Validation sheets
 46

APPENDIX D
Permit to Conduct Study