1

Chapter I
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Background of the Study
A

child

or

students

interest

is

the

most

basic

element that makes a group learning system work in an

organize way. From the head to the base members of this
organization, the condition of one may affect the others.
This kind of educational system is comparable to a series
light connection where in the state of one greatly affects
the

others.

population

Population
which

and

causes

the

percentage

negative

feedbacks

within
can

be

that
the

primary reason of a poor product. The group or classroom

type of organized way of learning has given that impact to
the

community

being

the

commonly

used

system.

Its

effectiveness has been proven and has never been out of

fashion.
The
presence

relationship
on

class

between

the

discussions

students
and

their

physical
learning

performance are greatly relative. Class participation is

just one way of measuring a childs learning ability. In a
class, the teacher-student relationship is one of the most
fundamental units in students learning.

Learning in a system of group collaboration is one of

the best ways in gaining knowledge. It is a teamwork which
the framework relies on an individual learning from the
others and others learning from that individual.
When a student misses a day of school he/she must
have

lost

the

chance

to

hear

others,

interpret

and

analyzing the lessons or joins the interaction within the

class. This lost is being rooted to two different courses
and varying factors under these courses. The inquiry might
be a family situation or an individual problem. Then,
under these courses are the factors that contribute to a
childs regular truancy. These may be finance concerns,
disability,

psychotic

imbalance,

poor

school

climate,

family health, transportation problems, drug and alcohol

use, and differing community attitude towards education
(Savers, D. etal,2005).
Absenteeism in one angle view point is one of the
most

common

causes

of

degrading

performances

of

the

students. Especially to those who are included in the

advance

intelligence

curriculum,

absenteeism

causes

great lose and may result to giving up an aimed position.

It can also cause social repletion especially when a class
is composed of a great number of students. This habit can

cause a dilemma to the school administration when big

figures

are

involve

and

may

decrease

the

schools

performance. On the other hand, contamination of sickness

and disease can be avoidable because of the absences of a
person (Marbuger, D., 2001)
A students attendance may be the grounds of the
results

of

his

or

her

learning

performance.

School

administration and faculty may also affect the absenteeism

rate of their student, and so as the population of those
who practice absenteeism affect the administration and the
school itself. There are so many fruits that the root of
absenteeism can produce depending to the situation of the
respondent. Hence, this research will be conducted.
Review of Related Literature
There are a lot of factors which affect the student
performances

in

academic

areas.

One

of

these

is

absenteeism. Absenteeism is defined to the students as a

deliberate

or

habitual

absence

from

going

to

school.

Everybody misses a day of school activities and school

lessons now and then. But it is a problem if the students
will absent to many days in going to school, this will
cause

serious

problems

(http://www.enterpreneur.com/encyclopedia/term/82042.html)
.
Absenteeism
performances
teamwork

in

students

especially

for

their

when

affects
they

assignments

their

are

in

and

school

group

projects.

or

Since

grouping will help develops the students cooperative and

ability
mates,

to

share

likewise,

and

gain

knowledge

the

group

mates

from

will

their

also

group

miss

the

opportunity of gaining knowledge from the absent student

(Koppenhaver, 2003).
According to Schmidt in 1983, absenteeism affects the
students ability to get high scores in examinations which
can cause the decreasing of grades or the student may fail
and will cause him/her to repeat the same year level.
Students who have spent time attending lectures or classes
have

significant,

positive

effect

on

students

performance. Students that participated exhibited higher

grades and scores in examinations that the student.
Marburger states that the difficulty inferring the
effect

of

absenteeism

on

performance

because,

once

student is absent in a class, he or she may miss the

opportunity of learning other techniques. He found out
that missing in class progresses the likelihood of missing

examination

material

covered

that

day

compared

to

the

students who were present in the class (2001).

It indicates that persistent absentees at an innercity school in South Wales had significantly lower self
concept

self-esteem,

backgrounds,
educational

lower
problems

more

deprived

intelligence
to

control

socioeconomic

level,
groups.

and
Suggest

more
that

remedial measures for absenteeism should focus on raising

self-concepts and changing attitudes toward school (Reid
k, 1982).
Absenteeism is the most significant factor to affect
the functioning of assembly lines in the development of
School Administration. Those high levels of absenteeism
have

negative

production

of

repression
quality

colleagues

levels

of

well

effect
trained

to

the

students

because of work specialization. The analysis of hundred

absentees reveals hundred of instances of negative effect
of building well discipline students for the future. In
contrast

to

the

empirical

evidence

it

confirms

that

absenteeism produce higher level of problems, that value

specialization among student has been significant reduced
in the students achievements (Mateo R, 1998).

Students contracts influence teacher attendance from

the classroom. The teachers attendance has a positive and
negative

effect

on

students

absences

interested

influences

students

their

achieve.

How

teachers-students

relationship. Teacher and student absenteeism affect the

student

test

score

performance

base

on

extensive

data

collection effect, conducted by authors. It presents an

economic analysis using data from over 700 school district
in New York State 1986-1987. It includes that provisions
plays a big rule like (the number of unused leave day by
teacher will accumulate and cash in at retirement may
simultaneously bathetic in teachers and student (Pitkoff,
19903).
Teachers who maid and received low performance making
tend to miss a larger number of days than those who did
not. Teachers with marks do not feel a connection to the
workplace

and

believe

they

are

ineffective

in

the

classroom. This gives an impetus for school administration

to develop teachers growth plan early in the academic
years for low performing teachers than the later in year
(Pitkoff, 1993).
To prevent and correct serious attendance problems,
schools 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).
School refusal behavior is a term synonymously used
with

absenteeism.

following

Classifications

manifestation:

social

of

this

phobia,

are

school

the

phobia,

anxiety and/or depression and truancy (Daleidan et.al,

1999). Of all these manifestations, truancy is one that
presents
personnel

diversity

while

the

of

issues

others

of

need

interest

medical

or

to

school

counseling

interventions (Williams, 1998)

The organizational structures and culture of a school
setting contributes to how students experience the system.
School characteristics and culture can influence student
absenteeism

(Epstein

and

Sheldon,

2002).

Perhaps

organizational school structures endorse reward particular

peer

groups

identity
attitudes

while

becomes
and

ignoring
relevant

beliefs

the
in

held

others.

schools
within

as
the

If

so,

peer

the

values,

peer

groups

predispose those in the group to endorse or reject the

mission of schools. Haris(1996) claims that peer groups
are more powerful than parents in changing the values of
an individual. The teenagers class themselves out into

peer

groups

varying

intellectual

in

achievement

their
and

attitudes

can

even

towards

find

anti-

intellectual groups in middle class neighborhoods and if

this is the case, the choice of peer group could have an
effect

upon

the

academic

outcome

of

student

thus,

causing absenteeism (Hartnett, 2008).

The curriculum of schools and strength of approval
against

the

habitual

absenteeism

are

also

cited

as

contributing causes to the problem. It was cited by some

students

as

reason

for

non-attendance

the

lack

of

challenging and interesting course work and curriculum

(Kilpatric, et.al, 1999).Students also cited that negative
self-image

and

low

absenteeism.

The

resulting

labeling

of

self-esteem

negative
and

are

self-images
tracking

reasons
are

within

for

sometimes
the

school

system (Lotz and Lee, 1999).

According

to

Lotz

and

Lee

that

mostly

of

the

adolescents today receive less supervision than in the

past

(1999).

absenteeism

The

contributing

involve

parental

factors
and

to

chronic

school-based

responsibility. In many cases, parents actually condone

the absence by ignoring excuses when no valid reason from
school (Kilpatrick, et.al, 1996).

A study presents by Unger,Morton and Laing (1997)

presents the argument that students who participate in
cooperative

experiences,

even

the

cause

for

this

occurrence is not conclusive. Students who already exhibit

absenteeism

might

be

interesting

to

the

programs

that

primarily caused the students to leave school thus more

day

of

non-attendance.

Students

might

disassociate

themselves more from the school setting since they are

experiencing the world of work. They may have access to
their own transportation and find easier to be absent.
This

view

regarding

length

of

the

school

day,

implementations of Blocks Scheduling with few and longer

periods when compared to a seven period day with shorter
periods appear to reduce absenteeism. Thus school systems
implement the six or seven period day of a higher rate
experiencing absenteeism (Khazzaka, 1997/1998).
Birman and Natriello (1978) categorized in possible
explanations for absenteeism into three categories. The
most

common

were

the

students

lack

of

adequate

socialization and ignorance of appropriate behavior. The

second group of explanations, the school-level group, was
primarily

concerned

with

peer

pressure

and

school

organizational patterns and their adverse effects. The

10

authors

labeled

the

third

group

societal-level

explanations. These included changing social mores and

community values.
According

to

Louie

F.

Rodriguez

and

Gilberto

Q.

Conchas, this case study explores how a community-based

truancy prevention program mediates against absenteeism,
truancy, and dropping out and positively transforms the
lives

of

Black

and

Latina/Latino

middle

school

youth.

Findings suggest that community-school partnerships are

critical in the quest to combat truancy and the alarming
dropout rate among urban youth. This study also shows how
committed individuals can work to engage and empower lowincome

urban

youth

who

are

disengaged

from

school.

Extensive interviews and observations with Latina/Latino

and Black youth demonstrate how the intervention program
mediates

against

social

grounded

theory,

this

and

article

academic
explores

failure.
four

Using

student-

identified dimensions that impact his/her (re)engagement

with school: (a) the importance of space that promotes
peer relations, (b) incentive structures within programs,
(c) the need for social networks, and (d) youth advocacy
as

mechanism

for

institutional

accountability.

Implications for combating truancy, reducing dropout, and

11

promoting student engagement are discussed. Reprinted by

permission of the publisher(2009).
A case study involving an ethnographic assessment of
adult English as a second language program at a community
center

in

southern

Minnesota

is

outlined.

Findings

revealed that additional curricular structure and more

effective

communication

regarding

content

absenteeism

and

and

between
outcomes

those

teachers
were

more

and

students

to

reducing

keys

attentive,

respectful

estimations of students' abilities would ensure effective

communication

and

help

students

develop

sense

of

ownership in their learning according to the study of

Susan L. Schalge and Kay Soga (2008). According to the
study

of

Dube,

investigated

the

Shanta

negative

and

Orpinas,

and

Pamela,

positive

they

behavioral

reinforcement profiles of behavior related to excessive

absenteeism. Negative reinforcement involves avoidance,
and

positive

reinforcement

involves

gaining

parental

attention or getting tangible benefits from not attending.

Data on school refusal behavior were obtained from 99
upper-elementary and middle school students referred for
attendance problems. Three profiles were identified: 17.2
percent of participants attributed

absenteeism to both

12

positive

and

negative

reinforcement;

60.6

percent

attributed absenteeism only to positive reinforcement; and

22.2 percent had no profile. Findings revealed that the
three

groups

differed

considerably

in

mean

scores

for

behavioral difficulties: participants from the multiple

profile

groups

had

the

highest

level

of

behavioral

problems, while participants from the no-profile group had

the lowest.(2009).
The British Journal of Educational Psychology states
lack of adjustment or school failure is a concern to
educators, educational and school psychologists as well as
parents, but few studies have focused on school adjustment
during late adolescence. Moreover, studies have yet to
explore

associations

between

parenting

and

school

adjustment among upper secondary school students. Aim the

primary objective of this study is to explore the relative
and

unique

control
autonomy

and

influence

of

psychological

granting)

in

parental
control

school

support,

behavioral

(overprotection

adjustment

among

and

upper

secondary school students. The sample consisted of 564

students (15-18 years of age) in vocational and general
educational courses from one upper secondary school in
western Norway. The results showed that perceived parental

13

practices

accounted

for

moderate,

but

statistically

significant amounts of variance in different aspects of

school adjustment. The findings indicate that perceived
parental

socialization

practices

are

only

moderately

associated with school adjustment among upper secondary

school students. This probably reflects the fact that the
influence

of

specific

parenting

practices

declines

as

children and young adolescents mature into late adolescent

students(2009).
The study of M. Scott Norton about the ABSENTEEISM
AND STUDENT ACHIEVEMENT in the year of 2009 the rate of
teacher

absenteeism

elementary

has

schools,

achievement,

been

found

schools

schools

to

be

with

composed

highest

lower
of

in

student

economically

disadvantaged and minority students, and schools that do

not

require

supervisor

teachers
about

to

pending

speak

to

their

absence,

urban

immediate
school

districts ... and districts with enrollments in excess of

257,000. (Pitkoff, p. 39).In schools where students are
poorest and failing the most academically, teachers tend
to be absent more often. In one study, the percentage of
students reading below grade level was found to be the
greatest

predictor

of

school

employee

absenteeism,

14

followed by the percentage of students eligible to receive

free lunch (Pitkoff, 1993). Studies relating the direct
effects of teacher absenteeism on student achievement are
limited and tend to differ in their findings. For example,
in a study that focused on fourth-grade reading results,
it

was

determined

that

teacher

absenteeism

adversely

affected student achievement (Summers & Raivetz, 1982).

O'Brien and others (1982) also found negative impacts of
teacher absenteeism on student learning. Yet, Ziomek and
Schoenberger

(1983)

were

unable

to

establish

such

an

association. Studies by Madden and others (1991) and by

Ehrenberg

and

contention
associated
(1993)

others

that
with

finding

(1991)

student
teacher
that

also

did

academic

not

support

performance

absence.

In

view

school

employees

of

the
was

Pitkoff's
rated

as

unsatisfatory tend to be absent significantly more days

than those rated satisfactory, a reasonable conclusion
might be that the absence of a "poor" teacher does not
impact negatively on student learning.

Theoretical and Conceptual Framework

The student body is the greatest contributor to the
success or the ground falling of the school. An individual

15

who have habitually made absences in class may have lost

the chance of learning. He or she might have less chances
of getting an aimed position. The school who plays an
important

role

to

childs

motivation

has

known

the

impact of absenteeism to a student and to the school

performance its self.
The chronic spread of absenteeism may have roots that
affect the attendance of an individual. A constant doing
may lead to a constant result, just like Domino (Asia
Child

Data

Trend,

2008).

Coping

up

is

never

easy,

especially when there is a lot of work to be done. Some

teachers are also considerate that slows down the run of
class discussion.
Absenteeism alone when a large part of the school
population is involved may not only cause a problem to the
school but also to the local administration (Williams, L.,
2001). The performances being recorded at the diagnostic
tests or midterm exams for example will determine the
schools performance. And when absences are done, it can
pull down even the highest scores.
That is why the results of absenteeism are to be
identified

as

so

the

solutions

can

be

formulated

materialize the aims of the school and the individuals.

to

16

Socio-Demographic
profile of the
respondent:
Gender
Age
Civil status
Common cause of absence
Self inquiry
Family problem

The effect
of
absenteeism
to students
learning and
class/school
performance.

Conduct a
Conference
Dialogue

Figure 1. The Schematic Diagram of the Study

Statement of the Problem
The study aims to identify the most common effect of
absenteeism to a student and the whole body as how the
student and teachers specify each.
Specifically, the study seeks to answer the following
questions:
1. What

is

the

profile

of

the

teacher

and

student

respondent in terms of:

a. Gender
b. Age
c. Civil status
2. What are the common causes of absences done by the
students in terms of:
a. Self-Inquiry
b. Family Problem

17

3. What

are

the

effects

of

absenteeism

as

grouped

according to:
a. Students Learning Performance
b. School Performance
4. Is

there

significant

Difference

between

the

perception of the students and teachers on the effect

of

absenteeism

in

terms

of

students

learning

and

difference

between

the

school performance?

Hypothesis
Ho:

There

is

no

significant

perception of the students and teachers on the effect of

absenteeism

in

terms

is

of

students

learning

and

school

performance.

Ha:

There

significant

difference

between

the

perception of the students and teachers on the effect of

absenteeism in terms of students learning and school

Significance of the Study

In many ways, whether in a tiny scale or in a wide
range scale the findings of this research will benefit the
following individuals in their own respective fields:

18

The Student. Once an individual will know the impact

of his doings, he or she will find ways and means to
lessen the damage done. It will let this individual know
the scope of his abilities and the right way of directing
things especially when he would realize the effect of his
habitual absences to the school body. To those students
who do not have the knowledge on this aspect, they will be
given chance to think, and may join the population which
influences the declining of absences ratio.
The Teachers. The teachers who serve as the parent
when a child is in school will be able to formulate ideas
on how to reduce the number of students who skip classes
or who habitually commit to absences. They will be the
keys of motivation and inspiration of their students.
The

School

Administrator.

Knowing

the

effects

of

absenteeism to a student, the school administration is the

one

primarily

affected.

Their

concerns

can

then

be

discussed with the student body and so as the student body

sharing their troubles to the administration. Through a
conference the administration might be able to arrive to
solutions which can be applicable o different situations.
The DepEd Authorities. The Department of Education
main goal is to be able to produce productive citizens of

19

the community. Absenteeism is one of the factors that

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

administration

may

arrive

to

step

by

step

planning to kill the rodents of absenteeism.

The

Parent.

The

parents

are

the

direct

and

the

baseline in communication in relation to their childs

regular

truancy.

Knowing

the

impact

of

absenteeism

to

their childs learning performance, a parent will be at

the concerns of convincing their child to attend school
and

protect

them

from

the

primary

causes

of

their

absences.
Scope and Limitations of the Study
The

study

focuses

mainly

to

the

effects

of

absenteeism to a students learning performance and the

schools

performance

students.

The

as

signified

respondents

are

by

the

students

teachers
from

and

Agusan

National High school, Third Year Science High Curriculum

and the respective teachers who still belongs to this
scope. This will determine the impacts of absenteeism into
an individual and the body where he or she belongs and to
arrive to simple solutions on this eye visible dame.

20

The

personal

information

needed

for

the

study

is

Gender, Age, and cause of absences such as self-inquiry

and

family

problem.

The

effects

of

absenteeism

to

students learning and school performances are enumerated

in determining the answers of the respondents.

Definition of Terms:
Absenteeism.

The

regular

truancy

of

child;

The

habit of having absences.

Family

problem.

The

problems

of

the

family

that

greatly affects a students attendance to school. This

includes

financial

education

or

differing

community

support

education

is

(the
not

attitudes

family
a

cant

primary

towards

afford

necessity),

education

(The

people that surrounds home and within it education is not

given importance), transportation (The family might lived
in a very rural community where in transportation cannot
easily reach
Individual learning performance. The variation on the
learning of a student being monitored in different ways
e.g. class interaction, test results)

21

Science High School Students. The students belonging

to

special

curriculum

on

higher

education.

Taught

advance learning in science and mathematics

Self Inquiry. The problems of an individual or a

student

that

affects

his

attendance

to

school.

Specifically social phobia (dont have friends), health

(always sick), school culture shock (have a hard time
coping up, might be that the school is too advance or too
slow.), influences from outside the school gates (sees
people who cuts classes, Internet and Computer games.),

Chapter 2
METHODOLOGY

22

Research Design
The

use

of

survey

approach,

in

particular

the

utilization of descriptive method was observed in this

research study. The use of the certain approach was to
that it corresponds to the main objective of this research
that is to determine the effect of absenteeism to school
and

individual

learning

Science High students of

performances

among

third

year

Agusan National High School as a

basis for a conference dialogue. A survey questionnaire

will be distributed that has four sets of questions to be
answered by the students and teachers. The quantitative
research techniques using Likert scale was used to rate
the individual and school performance due to absenteeism.
And also frequency test for the cause of it whether it is
self inquiry or a family problem.

Research Locale
There are several High schools in Butuan City where
the primary respondents of this research came from, Agusan
National High School in fact is the largest high school
and

also

has

the

biggest

population

found

in

this

community, therefore it was chosen for the reality that it

can

determine

the

impact

of

absenteeism.

The

school

23

grounds of this said school is found in A.D. Curato St.

corner Noli Me Tangere St. Butuan City, Philippines. And
as shown in the map below of Butuan is Area 52(Piepenbrock
G.,2009).
The

respondents

of

this

study

came

from

Agusan

National High School, specifically those who belong to the

special curriculum of the Science High School. Briefly
this

curriculum

administrators

of

was

established

the

Department

in
of

1994

by

Education

the

Butuan

Chapter. The students of the said curriculum are chosen

especially to undergo advance learning and the teachers
are also given same importance since it was built. The
third

year

students

and

their

teachers

in

different

subject areas will be the respondents of this study

Agusan National High School (ANHS) is one of the
leading public high school in Butuan City, Philippines. It
caters the educational needs of most of the population in
the community. The school has produced competent graduates
and many of them hold key positions in the community.

AGUSAN RIVER

AGUSAN RIVER

24

Figure 2. The map of Butuan City showing area 52 as Agusan

National High school
The school is strategically located at the heart of
the city. It accommodates almost ten thousand students. It
has the biggest population in the whole region Caraga. It
is

manned

by

270

strong

and

competent

teachers

from

different fields of specialization under the supervision

of the Secondary School Principal IV.

The students are trained in order for them to face

the future. A graduate of this school is expected to be
upright in all the aspects in life. Most of all, students
are trained in order to live independent life ahead and
become a globally competent Filipino.

25

Research Instrument
The instruments used in the study are the following:
1. Questionnaire Form. This instrument was structured
by the researchers to set up the socio-demographic
profile of the student and teacher respondents. The
said

instrument

will

be

used

to

determine

the

gender and age of the respondents. The evidences on

the effects of absenteeism to school and individual
performances and also its causes whether it would
be

self

inquiry

or

family

problem

were

also

listed in different sets.

2. Survey
This

Questionnaire

instrument

performances
absences

to

of
his

for

will
the

be

Students

and

used

determine

student

classes

and

to
who

his

has

Teachers.
the

frequent

contribution

to

school performance.

Data Gathering Procedure

There will be 14 teachers and 89 students who will
serve

as

answering

the
the

respondents
questions

of
on

the

study.

the

survey

They

will

be

questionnaire

organized and distributed by the researchers. They will be

the one to determine the performances of the students who

26

engaged to habitual absences, and its cause. They will be

also asked on how this absenteeism affects the school
performance.
When

the

task

is

duly

accomplished

and

the

questionnaires were retrieved, processed, tabulated. It

will be submitted to the analysis of data.
Sampling Techniques
The research study made use of the purposive sampling
technique. There were 36 students and 14 teachers asked to
rate the students learning and school performance.
Table 1.Student Population and Respondents of the Study
Sections
(Third Year
Science High)
III-Avogadro
III-Curie
III-Dalton
III-Lavosier
TOTAL

Population

Sample

Male

Female

Total

Male

Female

Total

9
8
10
12
39

29
26
31
24
110

38
34
41
36
149

4
4
4
4
16

5
5
5
5
20

9
9
9
9
36

Table 2.Teacher Population and Respondents of the Study

Section
(Third Year
Science High)

Population
Male

Female

Total

Sample
Male

Female

Total

27

III-Avogadro
III-Curie

5
10
15
<Teachers are the

same>
III-Dalton
1
2
3
0
1
1
III-Lavosier
4
2
6
3
1
4
TOTAL
10
14
24
5
9
14
Note: Some teachers handle the same subject in some
sections and were not accounted twice.
Data Analysis
The researchers will hand the survey questionnaires
in

manner

gathered

data

analysis.

For

of

strict

would
the

and

proper

undergo
Socio

distribution.

careful

demographic

The

evaluation

and

profile,

the

researchers will make use of corresponding numerical value

to present the data as follows:

I. Socio Demographic Profile

A. Gender
Numerical Value
1
2
B. Age (Student Respondent)

Gender
Male
Female

28

Numerical Value
1
2
3

AGE
13-16 YRS. OLD
17-20 YRS. OLD
21-24 YRS. OLD

C. Age (Teacher Respondent)

Numerical Value
1
2
3
4
5

20-29
30-39
40-49
50-59
60-69

AGE
YRS.
YRS.
YRS.
YRS.
YRS.

OLD
OLD
OLD
OLD
OLD

Civil Status for Teacher

Numerical Value
Civil Status
1
Single
2
Married
3
Separated
4
Widow
The Likert scale with 5 point rating is used to
describe the performance of the students as based in their
regular truancy within the given 15 fields and points of
learning. The said scale will also be used to determine
the

effect

of

absenteeism

on

the

school

as

performance is being described by the respondents.

II. Likert Scale

how

its

29

Descriptive Rating
Excellent
Very Good
Good
Fair
Poor

Weight
5
4
3
2
1

Scale Interval
4.50-5.00
3.50-4.49
2.50-3.46
1.50-2.49
1.00-1.49

Statistical Treatment

The following statistics will be used for the data

analysis:

1.

Mean

description

The

mean

of

the

is

used

to

determine

effect

of

the

absenteeism

general
to

the

performances of a students learning and school. The mean

will ascertain the fields greatly affected by absenteeism
as perceived by the student and the teachers.
2. Chi-square (Test of Independence)- The Chi-square test
of independence was used as a treatment to this study to
verify,

if

any,

significant

difference

between

the

perception of the teachers and students on the effect of

absenteeism

in

terms

of

students

learning

and

school

performance.
3. Frequency - The frequency is used to determine the more
frequent occurring rate in the different indicators. This

30

will then identify the performing levels of the different

indicators

on

the

effect

of

absenteeism

on

student

learning and school performance.

4. Standard Deviation - The standard deviation is the
statistical

measure

that

sheds

light

on

historical

volatility of the study which can give a c0omprehensive

verbal description to the indicators or factors of the
research study.

31

Chapter III
ANALYSIS AND RESULTS

In this chapter the researchers showed the results

and discussions on the results of the study. Specifically
it presents the organization on the problem stated in the
first chapter.

Problem 1. What is the profile of the teacher and student

respondent in terms of: Gender, Age, Civil status?
Table 3.Respondents According to Gender
GENDER
MALE
FEMALE
TOTAL
As

STUDENT
TEACHER
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
16
44%
5
36%
20
56%
9
64%
36
100%
14
100%

shown

in

Table

majority

of

the

student

respondents are female which is composed of 20 individuals

or the 56% of the100%. The table also shows the greater
number of females of the teacher respondents which totaled
9 or 64% of the 100%.

32

In

further

students

and

discussions

teachers

are

the

population

composed

of

of

more

both
female

respondents with a fraction corresponding to males number

of respondents.

Table 4.Student Respondents According to Age

AGE
13-16 YRS. OLD
17-20 YRS. OLD
21-24 YRS. OLD
TOTAL

FREQUENCY
36
0
0
36

PERCENTAGE
100%
0%
0%
100%

Table 4 shows that all of the student respondents

which is 36 in number belonged to the age bracket of 13-16
years old. This is then interpreted that 100% of the
students belong to the Third year of High school that
corresponds to the scope of the study.

Table 5.Teacher Respondents According to Age

33

AGE
20-29 YRS.
30-39 YRS.
40-49 YRS.
50-59 YRS.
60-69 YRS.
TOTAL

OLD
OLD
OLD
OLD
OLD

FREQUENCY
1
5
2
5
1
14

PERCENTAGE
7%
36%
14%
36%
7%
100%

In Table 5 the data shows that most of the teachers

belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each
have 5 respondents or each had 36% of the total population
as the research was being conducted.

Table 6.Teacher Respondents According to Civil Status

CIVIL STATUS
SINGLE
MARRIED
SEPARATED
WIDOW
TOTAL

FREQUENCY
3
11
0
0
14

PERCENTAGE
21%
79%
0%
0%
100%

As being shown in the table above, most of the teacher

respondents were married at a population of 11 out of 14
or 79% of the total 100%. The rest of the respondents were
classified single which is 3 in number or 21% of the
total.

34

Problem 2. What are the common causes of absences done by

the students in terms of: Self-Inquiry or Family Problem?
Table 7.Primary Cause of a Students Truancy as
Perceived by the Students and Teachers
STUDENT
TEACHER
CAUSE
FREQUENCY PRRCENTAGE FREQUENCY PERCENTAGE
SELF
INQUIRY
FAMILY

21

58%

43%

PROBLEM
TOTAL

15
36

42%
100%

8
14

57%
100%

Self- inquiry is the main reason for a student to

make an absence as what is being taken notice by other
students that is being certified by Table 7. The resulting
calculation shows that 21 students agreed to the fact to
the said hindrance or the 58% out of the 100%.
The teacher respondents look at the situation in a
different angle, and most have agreed that family problem
have caused the truancy of their students. Out of 14
respondents, 8 sees that the lack of family support had
pushed absenteeism to what it is now. Statistically these
8 respondents compose the 57% of the total 100% population
of teacher respondents.
According to Williams, the students decision on a
school based problem will not be taken responsibility by

35

the school or the family. His regular absences will take a

part on what he learns and because of some conditions,
like social phobia or unsustainable community practice he
will have the reason to quit school.
Another claim from Haris was to be given attention
for as far as his research had shared; he claimed that
peer groups are more powerful influences in changing an
individual than thy very own parents. And influences like
this

especially

provoking

such

the

not

individual

so
in

good

ones

skipping

must

have

school.

But

been
his

research also discussed that there are times that the

condition of oneself must be a priority. Sickness can be a
factor to a self-inquired reason on absenteeism that must
address an urgent action. Furthermore this citation agrees
to the side of the student respondents that self-inquiry
is a justified reason and adequate enough to be a basis of
absences.
Other

authors,

like

Hartnett

have

seen

another

breakthrough to similar studies such as this. He have

witnessed some occasions where in the family itself cannot
provide a good education for its younger members. The lack
of enthusiasm in some communities towards education has
also influenced the attitude of a certain group of people

36

towards educational link, thus absenteeism was observed.

This is true to what the teacher respondents have observed
in their school.

Problem 3. What are the effects of absenteeism as grouped

according to: Students Learning and School Performance?
Table 8. Effect of Absenteeism to Students Learning
Performance as Perceived by Student and Teacher
Respondents
Student
Indicators

Teacher

Mean

VD

SD

VD

Mean

VD

SD

VD

oral discussions.

2.14

1.05

VG

1.86

0.86

2. Performances in group work.

2.33

1.07

VG

2.07

0.92

3. Scores in Quizzes.

2.31

0.89

2.36

1.22

VG

4. Techniques in coping up.

2.39

0.93

1.71

0.73

5. Social relation with Teachers.

2.50

1.06

VG

2.00

1.18

VG

6. Social Relation with classmates.

7. Contribution to lesson

2.92

1.20

VG

2.14

1.23

VG

application.

2.14

0.90

2.14

1.03

VG

8. General Average.
9. Speed of analysis and

2.17

0.88

1.93

0.92

comprehension.
10. Expressing ideas clearly

2.42
2.47

F
F

1.08
1.03

VG
VG

1.71
2.00

F
F

0.83
0.96

G
VG

1. The students participation on

37

through writing
11. Discuss topics convincingly.
12. Transform ideas through graphic

2.08

1.05

VG

1.93

0.83

organizers

2.11

0.95

1.93

1.00

VG

13. Total exam points.

14. Coverage of topics being

2.03

0.97

1.86

1.10

VG

organized in class.
15. Variation on student's

2.14

0.93

2.00

0.88

2.25

1.05

VG

2.36

0.74

34.39

15.04

30.00

14.41

abilities.
TOTAL

Table 8 above shows the result on the respondents

reply to the problem being brought to them by the study on
what is the effect of absenteeism to a students learning
performance. The table summarizes the results tabulated
data.
As

shown

by

the

table,

both

teacher

and

student

population agreed that students perform fairly in class

even if they go through regular truancy. Furthermore it
can be recognizable that in a total of 34.39 at a verbal
description of fair and at a total standard deviation of
15.04 at a verbal description of good the students look at
absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers
have perceived. At a total mean of 30.00 at a verbal
description of fair and a total standard deviation of
14.41 at verbal description of good, the teachers also

38

sees absenteeism as not good nor too bad for a students

learning performance.
Evidently, the indicator of the highest mean for the
students is number 2 which is the social relation with
classmates, which has a numerical mean of 2.92 and is
described to be good. Due to the said statement we can
draw out a line of judgment that a student who commits
absenteeism is sought to be still socially connected with
his fellow student. It can also be observed that the
student respondents see that an individual who commits to
such habit have low performances in total exam scores at a
2.03 total mean and a description of fair.
On what is also evident on that table the teacher
respondents have given a comprehensive result. Indicators
3 and 15 achieved a fairly high performance. Both the
students scores in quizzes and variation on abilities
have a total mean of 2.36 with a verbal description of
fair. And that indicator 4 and 9 got the peak of the
lowest that had a total mean of 1.71 at a description of
fair each. It can then be derived from the results that
the teachers sees a great difference in the techniques of
coping up and speed of analysis and comprehension of a
student who commits to regular truancy.

39

According to Schmidt, absenteeism affects the ability

of

the

student

to

get

high

scores

in

examinations

especially when the day before that, he was gone. Coping

up with such situation on a high standard curriculum is no
easy task and difficult in so many aspects.

Marbuger stated in one of his published material that

inferring and coping up in a state of absenteeism is
practically low than other tributes of a supposed to be
high

standard

student.

He

also

stated

indirectly

that

other than any other capacities of a student like those

which are naturally inherited or inhibited are not so much
affected by absenteeism, an example is socialization.
Though

most

see

socialization

big

problem

in

absenteeism, it not actually applicable to all, such that

it can be a talent being outgoing, Koppenhaver quoted in
one of his research with Marbuger.

40

Table 9.Effect of Absenteeism to School Performance as

Perceived by Student and Teacher Respondents
Student
Indicators

Mean

VD

SD

1. Performance in Diagnostic Tests.

2.33

2. Performance of the class.

2.42

3. Mean result.

2.25

4. Teachers performance.
5. Educational problems in groups
6. Functioning and assembly of the
School administration.
7. Disciplining of other students

Teacher
VD

Mean

VD

SD

VD

0.83

1.79

0.89

1.00

VG

1.79

0.80

0.91

1.79

0.97

VG

2.81

1.04

VG

2.21

1.05

VG

2.39

0.69

1.86

0.95

2.53

0.91

1.79

0.97

VG

absenteeism.
8. Performance in quarter

2.58

0.91

2.21

1.19

VG

examination.

2.22

0.87

1.79

1.05

VG

9. Drop-out rates.

2.19

1.04

VG

1.79

1.12

VG

10. Teacher interests on teaching.

3.11

1.21

VG

2.71

1.44

24.83

9.39

19.71

10.44

VG

who have been influenced by

TOTAL

Students, as what is evident on Table 9 above have

generally voiced out a fair performance on the school
performance as absenteeism is being observed as a main
factor. A total mean of 24.83 can be taken from the said
table that represented the rate of the student respondent.

41

On

the

other

hand,

the

teacher

respondents

where

honest enough to give a comprehensive result of total mean

19.71 and is described fair in school performance with
absenteeism as a factor.
Among the student responses the highest performing
indicator

is

the

teachers

interest

in

teaching

which

obtained a mean of 3. 11 and had a verbal description of

good. But, along with this, the students gave the lowest
mean or the fairly performing indicator to the schools
performance in quarter examination with a mean of 2.22.
As what can be observed on the table above, the
teacher respondents also have their own opinions on how
absenteeism affects the school performance. To them, like
the students, the teachers interest in teaching is not so
much

affected

by

absenteeism

on

class.

It

can

be

observed that a verbal description of good at a mean of

2.71. More indicators above were rated lower at a mean of
1.79

at

verbal

description

of

fair.

These

are

the

performance in diagnostic tests, performance of the class,

mean

results,

administration,
drop-out rates.

functioning
performance

and
in

assembly
quarter

of

the

school

examination and

42

According to Mateo in year 1998, absenteeism is the

most significant factor to affect the functioning of the
school assembly and development. The observed absenteeism
among

students

greatly

decreased

their

academic

performance and thus affects the output of the school

reports in every year end. But these would not mean that
the

facultys

mainly

interest

concentrates

it

will

be

affected,

negativity

on

the

absenteeism
resulting

performance.

Problem 4. Is there a significant Difference between the

perception of the students and teachers on the effect of
absenteeism in terms of students learning and school
performance?
Through the effective formula of chi-square test
of independence, the researchers were able to draw the
conclusion that there is no significant difference between
the perception of the students and teachers on the effect
of absenteeism in terms of students learning and school
performance(See Appendix D).

43

Table 10. Effect of Absenteeism in Terms of Students

Learning and School Performance among the perspective of
the students and teacher respondent.
Student Learning Performance

School
Pterformance
X2c

Student

Teacher

CV

Decision
on Ho

Conclusion

X2c

CV

Decision
on Ho

Conclusion

Student

1.4

<

3.84

Reject

Not Significant

1.4

<

3.84

Reject

Not Significant

Teacher

1.4

<

3.84

Reject

Not significant

1.4

<

3.84

Reject

Not significant

Through

the

analysis

of

Independence

the

researchers

data,
were

Chi-square
able

to

Test

derive

of
the

conclusion that the X2c 5.6 > 3.84 X2t which means that
there is a significant difference between the perception
of the students and teachers on the effect of absenteeism
in terms of students learning and school performance.
Students and Teachers perception in this study have
differed. The environment, position and angle of view on
the effect of absenteeism to students learning and school
performance of a student and a teacher may affect his and
her

opinion

students

are

depend on.

or
of

stand

in

different

the

situation.

groups

which

Teachers

and

decisions

may

44

Chapter IV
SUMMARY, CONCLUSION AND RECOMENDATIONS

In this chapter the researchers will be giving the

summary of the findings of their study. The conclusions on
the

different

problems

that

arose

and

to

the

recommendations on the kinds of improvement their readers

can do in the near future.

Summary of Findings
The study Effects of Absenteeism to Students Learning
and

School

Performance

used

the

survey

approach

on

research especially in the area covered by descriptive

research.
The study made use of survey questionnaires with a
four part test that was given to teacher and student
respondents to fill up the socio-demographic profile for
part 1, cause of absenteeism for part 2 and for them to
answer the 15 item test on the effect of absenteeism to
individual performance as part 3 and another set composed
of 10 questions that rates the performance of the school
with absenteeism as a primary factor which is for part 4.

45

Majority of the student respondents are female which

is composed of 20 individuals or the 56%. Also, there is
greater number of females of the teacher respondents which
totaled 9 or 64%. In further discussions the population of
both students and teachers are composed of more female
respondents with a fraction corresponding to males number
of respondents.
It

was

also

found

out

that

all

of

the

student

respondents which are 36 in number belonged to the age

bracket of 13-16 years old. This is then interpreted that
100% of the students belong to the Third year of High
school that corresponds to the scope of the study. And
that among teachers the data shows that most of them
belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each has
5 respondents or each had 36% of the total population as
the research was being conducted.
And lastly, for the socio-demographic profile it is
evident that most of the teacher respondents were married
at a population of 11 out of 14 or 79%. The rest of the
respondents were classified single which is 3 in number or
21% of the total.

46

In part 2 it was observed that self- inquiry is the

main reason for a student to make an absence as what is
being

taken

notice

by

other

students.

The

resulting

calculation shows that 21 students agreed to the fact to

the said hindrance or the 58% out of the 100%. The teacher
respondents look at the situation in a different angle,
and most have agreed that family problem have caused the
truancy of their students. Out of 14 respondents, 8 sees
that the lack of family support had pushed absenteeism to
what it is now. Statistically these 8 respondents compose
the

57%

of

the

total

100%

population

of

teacher

respondents.
For the effect of absenteeism to student individual
learning performance, both teacher and student population
agreed that students perform fairly in class even if they
go

through

recognizable

regular
that

in

truancy.
a

total

Furthermore
of

34.39

it
at

can
a

be

verbal

description of Fair and at a total standard deviation of

15.04 at a verbal description of Good the students look at
absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers have
perceived.

At

total

mean

of

30.00

at

verbal

description of fair and a total standard deviation of

47

14.41 at verbal description of Good, the teachers also

sees absenteeism as not good nor too bad for a students
learning performance.
Evidently, the social relation with classmates is the
highest in mean which has a numerical mean of 2.92 and is
described to be Good. Due to the said statement we can
draw out a line of judgment that a student who commits
absenteeism is sought to be still socially connected with
his fellow student. It can also be observed that the
student respondents see that an individual who commits to
such habit have low performances in total exam scores at a
2.03 total mean and a description of Fair.
As

the

summary

for

the

teachers

comprehensive

result, the students scores in quizzes and variation on

abilities

have

total

mean

of

2.36

with

verbal

description of fair. And that indicator 4 and 9 got the

peak of the lowest that had a total mean of 1.71 at a
description of fair each. It can then be derived from the
results that the teachers sees a great difference in the
techniques

of

coping

up

and

speed

of

analysis

and

comprehension of a student who commits to regular truancy.

48

Students have generally voiced out a fair performance

on the school performance as absenteeism is being observed
as a main factor. A total mean of 24.83 can be taken from
the said table that represented the rate of the student
respondent. On the other hand, the teacher respondents
where honest enough to give a comprehensive result of
total

mean

19.71

and

is

described

fair

in

school

performance with absenteeism as a factor.

Among the student responses the highest performing
indicator

is

the

teachers

interest

in

teaching

which

obtained a mean of 3.11 and had a verbal description of

good. But, along with this, the students gave the lowest
mean or the fairly performing indicator to the schools
performance in quarter examination with a mean of 2.22.
The teacher respondents also have their own opinions
on

how

them,

absenteeism
like

the

affects

students,

the

school

performance.

the

teachers

interest

To
in

teaching is not so much affected by absenteeism on a

class. It can be observed that a verbal description of
Good at a mean of 2.71. More indicators above were rated
lower at a mean of 1.79 at verbal description of Fair.
These are the performance in diagnostic tests, performance
of the class, mean results, functioning and assembly of

49

the

school

administration,

performance

in

quarter

examination and drop-out rates.

Therefore it can be derived from the different ideas
that the impact of absenteeism to the student learning and
school performance is evident.

Conclusions
Based from the findings of the study, the following
conclusions were drawn:
1. Majority of the student respondents are female
which is composed of 20 individuals or the 56% of the100%.
Also, greater number of females of the teacher respondents
which totaled 9 or 64% of the 100%
2. All of the student respondents which are 36 in
number belonged to the age bracket of 13-16 years old. And
that among teachers the data shows that most of them
belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each has
5 respondents or each had 36% of the total population as
the research was being conducted.

3. Most of the teacher respondents were married at a

population of 11 out of 14 or 79% of the total 100%. The

50

rest of the respondents were classified single which is 3

in number or 21% of the total.
4. Self- inquiry is the main reason for a student to
make an absence as what is being taken notice by other
students. The resulting calculation shows that 21 students
agreed to the fact to the said hindrance or the 58% out of
the 100%. The teacher respondents look at the situation in
a

different

angle,

and

most

have

agreed

that

family

problem have caused the truancy of their students. Out of

14 respondents, 8 sees that the lack of family support had
pushed absenteeism to what it is now. Statistically these
8 respondents compose the 57% of the total 100% population
of teacher respondents.
5.

For

the

effect

of

absenteeism

to

student

individual learning performance, both teacher and student

population agreed that students perform fairly in class
even if they go through regular truancy. Furthermore it
can be recognizable that in a total of 34.39 at a verbal
description of fair and at a total standard deviation of
15.04 at a verbal description of good the students look at
absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers have
perceived.

At

total

mean

of

30.00

at

verbal

51

description of fair and a total standard deviation of

14.41 at verbal description of good, the teachers also
sees absenteeism as not good nor too bad for a students
learning performance.
6.

Students

have

generally

voiced

out

fair

performance on the school performance as absenteeism is

being observed as a main factor. A total mean of 24.83 can
be taken from the said table that represented the rate of
the student respondent. On the other hand, the teacher
respondents where honest enough to give a comprehensive
result of total mean 19.71 and is described fair in school
performance with absenteeism as a factor.
7. Through the analysis of data, Chi-square Test of
Independence

the

researchers

were

able

to

derive

the

conclusion that the X2c 5.6 > 3.84 X2t which means that
there is a significant difference between the perception
of the students and teachers on the effect of absenteeism
in terms of students learning and school performance.

Recommendations

52

Having the basis from the findings and conclusion the

researchers offer the following recommendations that can
be taken into considerations:
1. The school administration with the parents of the
concerned students must conduct and effective conference
dialogue with the help of the findings of the study.
2. Solutions to the different areas of difficulty due
to absenteeism can be taken action by the responsible
organizations and individuals in their respective fields.
3. Orientation and briefing on these students might
be

conducted

to

at

all

least

they

absenteeism with the help of the study.

BIBLIOGRAPHY

would

commit

to

53

A. Books
2003, Koppenhaver A., The Faculty and Students
1983, Schmidt F., Office: Absenteeism
1982, Ried K. , (not mentioned)
1993, Pittkoff, Causes and effects of Truancy
1998, Williams, News Week
1996, Haris, (not mentioned)
B. Internet Sources
1999, Lotz and Lee
http://www.enterpreneur.com/encyclopedia/term/82042.html
C. Published Materials

2005, Savers, D. etal, Effect of Absenteeism in The

Collage of Law.
2009, Marbuger, D. , Absenteeism and Turn over
2002. Epstein ans Sheldon, Everyday Life

APPENDIX A
Letter to the Respondents

54

Republic of the Philippines

Department of Education
Division of Butuan
AGUSAN NATIONAL HIGH SCHOOL
Butuan City
September 11, 2009
Dear Respondents,
A students interest is the most basic element that makes a group learning system work in an
organize way. From the head to the base members of this organization, the condition of one may affect
the others. This kind of educational system is comparable to a series light connection where in the state
of one greatly affects the others. Population and the percentage within that populace which causes
negative feedbacks can be the primary reason of a poor product. The group or classroom type of
organized way of learning has given that impact to the community being the commonly used system.
The researchers are students of Agusan National High School of Section III-Avogadro. The
study is entitled THE EFFECT OF ABSENTEEISM TO SCHOOL AND INDIVIDUAL
LEARNING PERFORMANCES AMONG THIRD YEAR SCIENCE HIGH STUDENTS OF
AGUSAN NATIONAL HIGH SCHOOL: BASIS FOR A CONFERENCE DIALOGUE. This
research will verify the most common effect of absenteeism to a student and the whole body as how the
student and teachers specify each.
In this link, we would like to request your honest and sincere answers to the attached
questionnaires. We assure you that information shared will be treated in the strictest level of confidence.
Thank you very much for your cooperation.
Very truly yours,
Mhizelie Jave F. Gonzaga
Charissa L. Abingosa
April Jobeth G. Barrot
Gea Anne I. Makinano
Raniana C. Valencia
Ben Jay A. Felizarta
Researchers
Noted:
(SGD) EDMUND D. MENDOZA
Adviser
(SGD) MARIA RITA D. CALO
Head, Mathematics Department
(SGD)PETER G. ESTERIOSO
Principal IV

APPENDIX B
Survey Questionnaires

55

Sample Questionnaire
Part I. Socio-Demographic Profile

Instruction: On the gender write F if female and M if male on the space provided. On the
age write you corresponding age.
GENDER: __________
CIVIL STATUS:_______
AGE: ___________
___________________________________________________________________________
Part II. The Common Causes of Absenteeism

Instruction: Put a check ( ) on the blank provided if the statement given is the common
cause of absenteeism.
A. SELF INQUIRY: ______
Which includes:
Social phobia (dont have friends)
Health (always sick)
School culture shock (have a hard time coping up, might be that the school is
too advance or too slow.)
Influences from outside the school gates (sees people who cuts classes,
Internet and Computer games.)
B. FAMILY PROBLEM: ______
Which Includes:
Financial support (the family cant afford education or education is not a
primary necessity)
Differing Community Attitudes towards Education (The people that
surrounds your home and within it education is not given importance)
Transportation (The family might lived in a very rural community where in
transportation cannot easily reach
___________________________________________________________________________
Part III. Effect of Absenteeism in Students Learning Porformance

Instruction: Put the corresponding number that rates the students learning performance in
specific fields when he is regularly absent on the blank provided.
LEGEND:
5 EXELLENT
4 - VERY GOOD
3 - GOOD
2 - FAIR
1 - POOR

_______ The students participation to oral discussions

_______ Performance in group works.
_______ Scores in Quizzes
_______ Techniques in coping up
_______ Social relation with Teachers
_______ Social relations with classmates
_______ Contribution to lesson application
_______ General Average
_______ Speed of analysis and comprehension
_______ Expressing ideas clearly through writing

56

_______ Discuss topics convincingly

_______ Transform ideas through graphic organizers
_______ Total exam points
_______ Coverage of topics through graphic organizers
_______ Variation in students abilities
___________________________________________________________________________
Part IV. Effect of Absenteeism in School Performance

Instruction: Put the corresponding number that rates the schools performance in specific
fields when absenteeism is observed in high percentage at the blanks provided.
LEGEND:
5 EXELLENT
4 - VERY GOOD
3 - GOOD
2 - FAIR
1 - POOR
_______ Performance in Diagnostic Tests
_______ Performance of the class
_______ Mean results
_______ Teachers performance
_______ Educational problems in groups
_______ Functioning and assembly of the School administration
_______ Disciplining of other students who have been influenced by absenteeism
_______ Performance in quarter examination
_______ Drop-out rates
_______ Teachers interests on teaching.

57

APPENDIX C
Statistical Data

APPENDIX D

58

Statistical Treatment

School
Performance
Student
Teachers
TOTAL
1.) df =
=
=
=

Student Learning
Performance
Student
Teacher
2132
1314
1514
696
3646
2010

TOTAL
3446
2210
5656

(r-1)(c-1)
(2-1)(2-1)
(1)(1)
1

Level of Significance = 5%
X2t = 3.84
Expected value:
Cell 1:EV =
=
=
=

[(VT)(HT)]/ GT
[(3646)(3446)]/ 5656
(12564116)/ 5656
2221.38

Cell 2:EV =
=
=
=

[(VT)(HT)]/ GT
[(2010)(3446)]/5656
(6926460)
1224.62

Cell 3:EV =
=
=
=

[(VT)(HT)]/ GT
[(3646)(2210)]/5656
(8057660)/5656
1424.62

Cell 4:EV =
=
=
=

[(VT)(HT)]/ GT
[(2010)(2210)]/5656
(4442100)/5656
785.38

Cell

(|O-E|-0.5)2

(|O-E|-0.5)2 /E

59

1
2
3
4

2132
1314
1514
696
N= 5656

2221.38
1224.62
1424.62
785.38
N= 5656

7899.65
7899.65
7899.65
7899.65

1.40
1.40
1.40
1.40
5.6

CONCLUSION:
| X2C | | X2t |
| 5.6 | | 3.84 |
5.6 > 3.84
Reject Ho, Accept Ha
There

is

significant

difference

between

the

perception of the students and teachers on the effect of

absenteeism in terms of students learning and school

CURRICULUM VITAE

60

I. PERSONAL BACKGROUND
Name: April Jobeth G. Barrot
Age: 15 yrs. old
City Address: 241 P-1 Obrero, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: April 9, 1994
Height: 150 cm
Weight: 37 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact#: 2257130/09102442074
Fathers Name: Job R. Barrot
Age 49 yrs. old
Occupation: Seaman
Mothers Name: Elizabeth G. Barrot
Age: 46 yrs. old
Occupation: Pharmacist
Brothers Name: Jeb G. Barrot

Sisters Name:

Age: 17 yrs. old

Steven Ellie G. Barrot

Age: 1 yr. old

Frankie Job G. Barrot

Age: 1 yr. old

Jobelle Beth G. Barrot

Age: 8 yrs. old

II. EDUCATIONAL BACKGROUND

Preschool - Child Learning Development School S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
Kinder I
Honors: Best in Math, Best in Filipino, and Best in English
Award: Most Neat
Kinder II

61

Honors: Best in Math, Best in Science, Best in English, Best in

Filipino
Award: Most Neat
Primary Level
Grade 1
Honors: 8th Honors
Award: Most Patients
Grade 2
Honors: 6th Honors
Award: Most Neat
Grade 3
Honors: 9th Honors
Award: Most Neat
Grade 4
Honors: 14th Honors
Award: Most Clean
Grade 5
Honors: 8th Honors
Awards: Dancer of the Year and Most Cooperative
Grade 6
Honors: 6th Honors
Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance
Competition (Champion), Outstanding Pupil Government
Officers, Outstanding Choir Member and Outstanding Dance
Troupe Members
Secondary Level
1st Year Level
Honor: 9th Honors
2nd Year Level
Honor: 5th Honors
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School

62

Senior/Cadet Scouts Conference, August 15, 2009, at GSP

Headquarters, Capitol Site, Butuan City
Chief Girl Scout Medal Scheme Orientation and Workshop at
GSP

Headquarters, Capitol Site, Butuan City, July 25, 2009

Brown Raise Seminar, Saint Joseph Institute and

Technology, February 6, 2009

63

CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Raniana Cabonce Valencia
Age: 15 yrs. old
Provincial Address: Agusan Del Norte
Date of Birth: July 3, 1994
Height: 145 cm
Weight: 35 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Robert G. Valencia
Occupation:Poultry Raiser
Mothers Name: Rosario C. Valencia
Occupation: High School Teacher
II. EDUCATIONAL BACKGROUND
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
2nd Honors
Outstanding Pupil
Best in Writing
Best in Math
2nd Place Spelling Bee
Primary Level
Grade 1
Honors: 9th Honors
Grade 2
Honors: 6th Honors
Grade 3
Honors: 4th Honors

64

Grade 4
Honors: 6th Honors
Grade 5
Honors: 3rd Honors
Award: 1st Place Filipino Quiz Bee
Grade 6
Honors:

2nd Honorable Mention

Awards: 3rd Place in Napkin Folding

-5th Place Investigatory Project
-6th Place Editorial Cartooning
- Outstanding Choir Member
Secondary Level
1st Year Level
Honor: 1st Honors
Award: APEC 2008 Academy Award First Place
- 3rd Place Essay Writing
2nd Year Level
Honor: 10th Honors
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
School Press Conference, Butuan Central Elem. School,
Butuan City,
Symposiums,
S.Y.

S.Y. 2007-2008
Agusan

National

High

School,

Butuan

City,

2008- 2009
Red Cross Youth Seminar, Agusan National High School,

February 13, 2009

School Disaster Management: First Aid Training, Ausan
National High

School, September 11-12, 2009

65

CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Gea Anne I. Makinano
Age: 15 yrs. old
City Address: P-6 Brgy. 16, Ong Yu, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: October 12, 1994
Height: 151 cm
Weight: 39 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Felixberto L. Makinano
Occupation: deceased
Mothers Name: Elvira I. Makinano
Occupation: OFW
II. EDUCATIONAL BACKGROUND
Preschool Balay Silonganan Learning Center S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
Kinder II
Honors: Salutatorian
Awards: Best in Writing, Most Neat and Clean
Primary Level
Grade 1
Honors: 1st Honors
Award: Best in Writing, Most Punctual, Most Neat and Clean, Best
in

Science
Grade 2
Honors: 4th Honors

66

Award: Most Polite

Grade 3
Honors: 4th Honors
Award: Most Neat and Clean, Most Polite
Grade 4
Honors: 2nd Honors
Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd
Place Science Quiz Bee Division Level
Grade 5
Honors: 2nd Honors
Awards: Participant- Water District Quiz Bee District Level
Grade 6
Honors: Salutatorian
Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3 rd
Place MTAP Division Level
Secondary Level
1st Year Level
Honor: 6th Honors
Award: Model Student
2nd Year Level
Honor: 14th Honors
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
Symposiums,

Agusan

City, S.Y. 2008-2009

National

High

School,

Butuan

67

CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name:

Charissa L. Abingosa

Age: 15 yrs. old

City Address: Employees Village, Libertad
Provincial Address: Agusan Del Norte
Date of Birth: April 4, 1994
Height: 164 cm
Weight: 52.5 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Manuel Q. Abingosa
Age 47 yrs. old
Occupation: Motor Cycle Driver
Mothers Name: Nerlita L. Abingosa
Age: 46 yrs. old
Occupation: Government Employee
Brothers Name: Emmanuel L. Abingosa
Age: 14 yrs. old
II. EDUCATIONAL BACKGROUND
Preschool Sacred Heart S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Primary Level
Grade 1
Honors: 6th Honors
Grade 2
Honors: 1st Honors
Grade 3
Honors: 14th Honors

68

Grade 4
Honors: 8th Honors
Grade 5
Honors: 8th Honors
Grade 6
Honors: 3rd Honors

Secondary Level
1st Year Level
Honor: 5th Honors
2nd Year Level
Honor: 21st Honors
Awards: 1st place in Division and District 2nd Year Level Suduko
2nd Place in 1st Regional Math Festival
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Senior/Cadet Scouts Conference, August 15, 2009, at GSP
Headquarters, Capitol Site, Butuan City
Chief Girl Scout Medal Scheme Orientation and Workshop at
GSP

Headquarters, Capitol Site, Butuan City, July 25, 2009

Brown

Raise

Seminar,

Technology, February 6, 2009

Saint

Joseph

Institute

and

69

CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Gonzaga, Mhizelie Jave F.
Age: 15 yrs. old
Address: P-10 Ong Yiu Dist. Butuan City
Birth date: February 21, 1994
Gender: Female
Status: Single
Parents Information:
Mothers Name: Ma. Jovelin V. Forrosuelo
Occupation: Public School Teacher
Fathers Name: Jose Bayani L. Gonzaga
Occupation: Owner Type Jeepney Driver
No. of Siblings:

Position in Family: Eldest

II. EDUCATIONAL BACKGROUND

Schools Attended:
Preschool:

Angelicum Montessori School; S.Y. 1998-2000

Elementary: Butuan City SPED Center FL; S.Y. 2001-2006

High School: Agusan national High School; S.Y 2007- present

III. HONOR SCHOLARSHIPS AND AWARDS

Preschool:
Graduated as a Salutatorian
Awards:
Proficiency in Science

70

Best in Oral Expression (Filipino)

Best in Writing
Best in Reading
Best in Spelling
Most Neat and Clean
Best in Music and Rhythm
Elementary:
Graduated as a Salutatorian
Awards:
S.Y. 2006-2007
1st Place Regional Quiz Bee, SPED Schools Category
3rd Place, Regional Science Quiz Bee, Over All
1st Placer Division Science Quiz Bee
2nd Placer Division Science Fair Comparing Metal Elements
Found in Leaves of Different Mango Varieties
3rd

Honors,

Division

MTAP

Math

Challenge,

Individual

Category
3rd

Runner

up,

Division

MTAP

Math

Challenge,

Team

Competition
Qualifier,

Philippine

Science

High

School

Scholarship

Exam, Davao Campus

Contributor, Ang Manaol Official School Paper of BCSC
(Filipino)
Active Girl Scout
Red Cross Member
Class Auditor
Best in Science

71

Most Diligent
Academic Excellence Awardee, Green Bank CARAGA Chapter
Academic Excellence Awardee, M. Lurielle, Butauan City
Branch
S.Y. 2005-2006
3rd Honors, Division MTAP Math Challenge, Individual
Category
1st Placer, Division MTAP Math Challenge, Team category
S.Y. 2004-2005
2nd Placer, Regional Science Quiz Bee, Over All
S.Y. 2003-2004
1st Placer, Division MTAP Math Challenge, Team category
S.Y. 2002-2003
1st Placer, Division MTAP Math Challenge, Team Category

High School:
Awards:
S.Y. 2007-2008
1st Placer, Division Science Quiz Bee
1st Placer, Division MTAP Math Challenge, Team Category
S.Y. 2008-2009
3rd Placer, Schools Science Fair, Copper and Tin Alloy As
Substitute to Silicon in Photovoltaic Cell
3rd Placer, Regional Science Fair, Copper and Tin Alloy
as substitute to Silicon in Photovoltaic Cell

72

IV. SEMINAR, CONFERENCE ATTENDED

Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Brown
Technology,

Raise

Seminar,

Saint

February 6, 2009

Joseph

Institute

and

73

CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Ben Jay Felizarta
Age: 15 years old
Address: New Asia R. Calo, Butuan City
B-day: July 9, 1994
Mothers Name: Rosanna Felizarta
Occupation: House Keeper
Fathers Name: Bilarmino Ocay
Occupation: Tailor
II. EDUCATIONAL BACKGROUND
Pre-School:
Honor Received-1st Honor
Primary Level: Obrero Elementary School
Honor Received- Gr. 1 1st Honor
Gr. 2 1st Honor
Gr. 3 2nd Honor
Gr. 4 1st Honor
Gr. 5 2nd Honor
Gr. 6 1st Honorable Mention
Secondary Level: Agusan National High School
Honor Received- None so far