THE PERCEPTIONS OF TRUANT PUPILS IN THE

CONTEXT OF BEING EDUCATED IN SCHOOL

WARLEN B. BECALAS, LPT, MAED

 PREFACE

Absenteeism and truancy are vexatious concerns that have

contributed to students failing their classes and/or dropping out of school in

numerous nations throughout the world. These issues have caused students to

make poor academic decisions. This piece of writing has been written with

the intention of highlighting the opinions of kids who are absent or truant

from school regarding the significance of acquiring an education while they

are indeed present at school. Nevertheless, in spite of the fact that they were

not present, they continued to hold the belief that education was the single

most essential component in determining success in the not too distant

future. There are a few different kinds of interventions that the researcher

recommends for the goal of motivating students to continue their education

and attend school on a consistent basis. In order to help their children to

develop into responsible individuals on all levels—physically, emotionally,

intellectually, and spiritually—it may be advised to parents that they

participate in regular therapy sessions.

 ABOUT THE AUTHOR

WARLEN S. BALIDO-BECALAS, LPT, MAED

A degree in Bachelor of Arts in Elementary Education from Andres

Bonifacio College year 2001 and a graduate of Master of Arts in Education

major in Educational Management in Misamis University, Ozamiz City. She

spent 5 years of teaching at Saint Mary’s Academy Dipolog and currently

employed in Department of Education in 16 years and counting at Felipe

Cadavedo Integrated School as Fifth Grade teacher.

She’s been a module, Lesson Plan and IPAD writer and a winning

coach in Science and Filipino. A School Paper adviser in Filipino and was

appointed as President in PANDISLUTAFIL (Pandistritong Lupon ng mga

Tagakilos sa Filipino S.Y 2013 – 2023, in which recently became as Vice

President S.Y. 2023 – 2024. Aside form this, she studied at Westside Bible

Institute for her spiritual growth. When she’s not in school, Warlen enjoys

reading short story books, novels, hiking and exploring new cuisines.

Her passion in teaching undertakes into writing this book to extend

ideas and skills in this field.

TABLE OF CONTENTS
 THE PERCEPTIONS OF TRUANT PUPILS IN THE

CONTEXT OF BEING EDUCATED IN SCHOOL

Introduction

The issue of absenteeism is pervasive among high school and primary

school pupils. Researchers in a range of disciplines, such as psychologists,

educators, and scholars in other professions, have reported that it is a

challenging and annoying issue (Kearney, 2008; Ingul et al., 2011). They

were all in agreement that this would be detrimental to the next generation.

Undoubtedly, pupils who miss a day of class are unable to engage in the

learning activities that are essential to enhancing their cognitive talents.

Furthermore, absenteeism becomes a serious issue since it prevents students

from having the chance to engage in peer discussions, assess and analyze the

lessons, or listen to others (Teasley, 2004).

Children who are registered in school may miss class due to personal matters

or circumstances that occur in their homes. Savers et al. (2005) suggest that a

number of causes, such as concerns about money, physical or mental health,

mental imbalances, unfavorable weather, transportation problems, substance

addiction, and differing views in the community toward education, might be

to blame.

In actuality, students who want to succeed in the near future need to be really

motivated to attend lessons. This is because attaining strong academic

achievement in school greatly depends on students' regular attendance.

Furthermore, a student's access to educational possibilities is significantly

influenced by the amount of time they spend in the classroom, as stated by

the National Center for Education Statistics (1996) and Rothman (2001).

Conversely, Ziegler (1972) discovered a link between poor academic

achievement and attendance issues.

 Students who are absent from school are not present duriolng the

time that they are supposed to be in class. Absenteeism is analogous to

truancy in this regard. "Truant" is a phrase that is used to describe a student

who is gone from school for a long period of time or who is missing from

school on a consistent basis. Cimmarusti et al. (1984), Ensminger and

Slusarscick (1992), Hersov and Berg (1980), and Rumberger (1987) are just

a few of the studies that have acknowledged that truancy is a problem that is

prevalent across the whole nation.According to Williams (1999) and Teasley

(2004), they have no desire to go to school, which results in an increase in

their absenteeism and makes them more likely to become truants. In

situations when older children are compelled to continue attending school

despite the fact that they lack the necessary motivation and are under the

impression that they are unable to do well, they do not have the desire to go

to school.

There is a problem with the fact that the majority of children and

students who are enrolled in school spend time away from school throughout

the bulk of the time when lessons are being taught. In violation of the

regulations of the school, this student's departure from school without the

knowledge or agreement of their parents constitutes an illegal violation of

the rules. Several studies, including Bazemore et al. (2004), Bell et al.

(1994), Henry and Huizinga (2007a), Milliken (2007), and Zhang et al.
(2007), have brought to light the fact that this is a substantial social problem

that has captured the attention of professionals for a long length of time.

Conversely, absenteeism is defined as the basic act of not attending

school, regardless of whether or not an excuse is supplied (Teasley, 2004).

Absenteeism is a problem that has to be addressed. nonetheless, it is

unfortunate that this is not the case in the majority of circumstances (RI Kids

Count, 2007). It is conceivable to make the assumption that a child is

obtaining their education someplace else while they are gone from school for

a long period of time; nonetheless, it is possible to make this

assumption.Despite the fact that they are nominally registered in school, a

sizeable proportion of children do not attend classes on a regular basis. A

number of studies (Reid, 2005) have found that a child who begins skipping

school may commonly continue to do so throughout their secondary school

years and even into their college years. This is the conclusion that can be

drawn from the findings of these research. According to Williams (2000),

adolescents who struggle with absenteeism often have substantial challenges

in both their academic and social life. This is true for students who have

missed a large amount of school.

The absences of students have a considerable influence on their

academic performance, notably in terms of their involvement in assignments,

projects, quizzes, and periodic tests. In point of fact, this is the case.

Absenteeism has a detrimental influence on the ability of students to get high

scores on examinations, which in turn leads to a drop in the number of

grades that are unsatisfactory, which finally ends in the student being

required to repeat the same year level (Schmidt, 1983).

Following an analysis of the pertinent research, it has been shown

that there are a number of elements that lead to behaviors that are considered

to be truant. For example, when it comes to families who are living in

poverty, money becomes a huge concern that needs to be addressed. Every

day, needs such as food, clothing, supplies, and transportation are not

available because there is no money available. This is the case since there is

no money available. There are a number of households in which the children

are not appropriately dressed, and they have a propensity to consume food

that is both affordable and of low quality (Reid, 2005). Because of these

factors, it is conceivable that parents will not feel welcome at the school

where their child attends, or that they may experience discomfort while they

are there. According to Kilpatrick et al. (1996), there are various occasions in

which parents openly condone the absence of their children by discarding

reasons when there is no true explanation from school because of the

absence. This is the case in a number of situations.

 It is likely that some children are being forced to care for younger

siblings, that they do not have access to transportation to get to school, that

they are working to support their families, that they are in poor health, or that

they are experiencing awful weather conditions. All of these factors might be

contributing factors.

Individuals who are truant eventually become engaged with

substances like alcohol and narcotics, which can result in health problems

and addiction later in life. According to DeSocio et al. (2007), these

variables, in addition to the use of alcohol and drugs, might lead to sexual

promiscuity at younger ages and risky sexual behavior for those who are

absent from school or school-related activities.

Other factors that contribute absenteeism and truancy to pupils and

students are: lack of interesting and challenging curriculum (Kilpatrick,

1996; Lotz & Lee, 1999; Khazzaka, 1997/98), a desire for hedonistic

activities with peers (Teevan & Dryburgh, 2000), negative self-image and

self- esteem (Lotz & Lee, 1999;Weller, 1996; Williams, 2000; Mamburger,

2001), lack of personal interest in studies (Kearney, 2008; Williams, 2000),

their mental capacity do not match with the course opted (Mayer and

Mitchell, 1996); the poor teaching skills of a lecturer also keep them away

from school (Jacobson, 1989; Ehrenberg et al., 1991). Absenteeism and

truancy of students is common but it has different reason in different ways

(e.g. Teasley, 2004,: DeSocio et al., 2007; RI Kids Count 2007; Zhang,

2003).
 Consequently, they will no longer finish school that make them

unsuccessful individuals. Students who are absent from school receive fewer

hours of instruction; they often leave education early and more likely to

become long term unemployed, homeless, caught in the poverty trap,

dependent on the welfare and involved in the justice system (House of

Representative, 1996).

The following evidences show the chronic spread of truancy and

absenteeism in countries abroad and in the Philippines. In a 1999-2000

survey, student tardiness and absenteeism were reported as problems by

about 30 percent of public school principals, at 32 percent and 29 percent,

respectively – much higher than vandalism, theft, or student possession of

weapons, at 6 percent, 4 percent, and 1 percent respectively (Source: U.S.

Dept. Of Education, National Center for Education Statistics, Schools and

Staffing Survey (SASS), Public and Charter School Principal Surveys).

It is estimated that around three thousand to three thousand five

hundred of the fifty thousand children that are enrolled in the Oakland

Unified School District in California are missing on a daily basis

(PhoneMaster, 1998). These are not exclusive to the United States of

America; according to a national survey conducted in 1998 and published by

Schostak in the United Kingdom, there were at least 800,000 kids who were
away from school for reasons that could not be explained (Rayner & Riding,

1996). It was determined through a series of surveys conducted by Webb

(1993) that about half a million pupils were missing from school on a daily

basis (Rayner & Riding, 1996). According to Alexander et al.'s research

from 2001, children who have been detained for more than one grade have a

whopping 94% higher likelihood of dropping out of school compared to

children who have never failed a single grade.

An investigation of the daily attendance records was carried out by

Taga Central School throughout the months of August and September. It was

found that the percentage of students who dropped out of school was 2.2%,

and that the number of females who were missing from school was higher

than the number of boys who were absent, which was 34%. As stated in the

Teachers' Form 1, the outcome was observed throughout the last several

days, namely during the month of September. The reason for this is that

poverty and prevalent illnesses and diseases are contributing factors. The

monthly enrollment in Katipunan II District, which was 3,417 for the month

of July, suggested a decrease in the total monthly enrollment from Grades I-

VI for the month of August. This was shown by the district's enrollment for

the month of July. A total of 3,407 students were enrolled during the month

of August. A source may be found in DepEd Form 3.

A comprehensive review of the pertinent literature has shown the causes that

lead to absenteeism and truancy, as well as the repercussions that result from

these behaviors. A deeper investigation into the opinions of the students

regarding the value of obtaining an education in school when they really

become absent or truant is something that has to be done within the scope of

this study.

Significance

In many ways, whether in a small scale or in a wide range scale the

findings will benefit the following individuals in their own respective fields:

The Pupil. It will help the pupil become aware of the effect of his/her

truancy. This will also allow him/her to find way to correct such behavior

and motivate him/her in attending the class regularly. The Teachers. The

teachers who serve as the second parents of the pupils in school will be able

to formulate and institute interventions to improve attendance who skip

classes or who habitually incur absences. The School Administrator.

Outcome of this investigation will provide the school administrator a clear

perspective of the real reason of pupil absenteeism including their effects.

The DepEd Authorities. The Department of Education will be benefited by

the result of this research through utilization of data for curriculum planning,
revision and monitoring. The Parent. Parents will be become more aware of

their role in motivating their children to acquire education. They will also

become more involved in giving economic and emotional support to their

children.

Scope and Limitations

This focused mainly on the case of truant pupils. It attempted to

describe and explore their cases of truancy. The reference in selecting the

identified truant was the form 1 of their respective class adviser. The

respondents were from Katipunan I and II Districts, Municipality of

Katipunan, Zamboanga del Norte.

METHODS

The design as well as the environment in which the research was

carried out were given a determination was made on the number of

respondents who took part in an interview, as well as the method that was

followed in order to carry out the research and ensure that ethical

considerations were adhered to in order to accomplish the goals of the

current study.
 To address the question that was posed by the purpose of this study,

an interview was carried out. The questionnaire was initially developed in

English, but it was then translated into the participants' native language in

order to ensure that they were able to offer their full participation during the

interview.

Interviews for the research were carried out in four public schools in

Katipunan, Zamboanga del Norte, where all of the participants were really

enrolled. These schools were Taga Central School, San Antonio Elementary

School, Katipunan Central School, and New Tambo Elementary School.

Participants in this study were Grade VI pupils who had a record of

eight or more absences in a row, as reported by their classroom adviser.

These students were from public schools located in the Katipunan I and II

Districts of the Municipality of Katipunan, which is located in Zamboanga

del Norte. The interview was conducted with the use of an audio tape

recorder, and they were to respond to the questions that were formulated for

them throughout the session.

Data Gathering
 In order to get the total number of participants, Systematic Random

Sampling (SRS) technique was done and there were 10 truant respondents of

this study. Audio tape recorder was prepared to record all the sessions in

order to have a concrete evidence of the research as well as the constructed

questions. The permit was presented to the respective classroom adviser

before an interview was conducted so that there would be a smooth sailing

session. Then set the nice ambiance at their school place was a good idea for

them to feel comfort so they could answer the interview regarding their cases

of truancy.

Ethical Considerations

The following were the ethical considerations that the researcher

shall uphold:

1. Permission was obtained from Misamis University Graduate School

regarding the conduct of the study.

2. Permission was secured from the district supervisor of Katipunan I and II

districts.

3. Informed consent was obtained from the prospective

interviewees/participants.

Tools for Analysis

 The Thematic Analysis was used to analyze the gathered data:

1. The first step audiotapes were collected

2. The next step is to combine the data and catalogue related patterns into

sub-themes

3. The next step is to build a valid argument from choosing the themes.

PRESENTATION AND ANALYSIS OF DATA

Over the course of the data collection procedure, the methodology for

conducting an interview was adhered to in a stringent manner. Following the

completion of the sessions, the information obtained from the respondents

was transcribed and examined. The material that was acquired was used to

construct themes, and from those themes, subsidiary topics were produced.

Within the majority of instances, the individual who is absent is the one who

comes up with an explanation for their absence, which is the reason that they

themselves are absent. Absenteeism can be caused by a wide range of

factors, some of which are known to be responsible for it, while others

remain a mystery. Absenteeism may be ascribed to a wide range of

circumstances, some of which include, but are not limited to, the following:

"vacations, marriages, births, deaths, changes of address, and in some cases

diseases." Based on the findings of PENATTI (2006).

Theme 1. Insufficient Family Income

The families’ insufficient income affects learners education resulted

to their absenteeism. The respondents said:

Wala may trabaho akong mama naa ra sa balay, akong papa usahay

mamanday pud usahay pud wala. My mother is only a housekeeper;

sometimes my father will be doing carpentry works and sometimes

none. (Gina)

Mamulad raman akong mama ug isda aron naa mi kwarta para naa mi

ipalit ug bugas. My mother is only paid for drying fish by then we can

buy rice. (Sally)

Akong papa usahay mouban ug pangisda usahay pud mananggot aron

naa mi ipalit ug bugas usahay wala pud mi kan-on. My father

sometimes went fishing, sometimes he will gather tuba so we can buy

rice and sometimes we do not have food to eat. (Razel)

Akong papa usahay mouban ug pangisda, usahay pud mananggot

aron naa mi ipalit ug bugas, usahay wala pud mi kan-on. My father

sometimes went fishing, sometimes he will gather tuba so we can buy

rice and sometimes we do not have food to eat. (Razel)

Gumikan lagi anang apiki lagi mam. It is just because of poverty

mam. (Junrey)
 Negative Emotions for Learning

Excessive absenteeism would keep them away from learning and a

chance to hear others, explain and understand the lessons or join the

interactions in the classroom. These made them feel sad and lonely. One

said:

Bation pud ko ug kamingaw mam kay ako ray ni absent, akong mga

klasmeyts tua didto (school) enjoy sila. I felt lonely ma’am because I

am the only one who was absent and my classmates were in school

they enjoyed. (Zandro)

Maguol. Sad (Anna)

Shame and Fear of Rejection of Peers and Teachers

Bullying will make one uncomfortable due to their excessive

absenteeism that results to lost of self confidence which link to low

self-esteem.

Mahadlok ko sa klase ma’am kay basi makasab-an ko ma’am kay

dugay naman ko ato nga wala mo-eskwela gud. I am afraid in class

ma’am maybe I will be scolded ma’am because I was absent for a

long period of time. (Razel)

 Mahadlok kay surahon man gud ko sa akong mga klasmeyts. I am

afraid that I will be teased by my classmates. (Gina)

Theme 2. Expected Academic Failure for Absenteeism

The Truants’ excessive absenteeism led to failure of grades and they

probably dropped out from school. One concluded:

Dili makapasar. Unable to pass (Joanna)

Dili maka-graduate. Unable to graduate (Nita)

Maot man pud nang magsige ug absent ma’am kay mahuna-hunaan

nimo nga moundang nalang ka kay magsige man ka ug absent. It is

not good to be always absent ma’am because you might think to stop

from going to school because you always absent. (Zandro)

Dili makakuha ug kanang grade, dili makaapil ug quizzes namo. Will

be unable to get grades and unable to participate in our quizzes.

(Alana)

Theme 3. Perceived Value of Being Educated in School

 Learners learned things in school such as the lessons being taught

during the day, good values and at the same time doing school chores. They

tell:

Kay kuan agi sa pagsige ug eskwela naa kay makat-unan. Through

attending classes you’ve learned. (Rose)

Kanang, kanang morespeto ka sa imong mama’g papa agsa dili nimo

kaila kinahanglan nga morespeto ka. Just, just respect your mother

and father and to whom you do not know you must respect them as

well. (Alana)

Mo-answer sa mga quiz, mo-answer sa mga kuan mam mga question.

To answer the quiz, to answer the questions ma’am. (Rosita)

Sa pagrespeto sa uban. To respect others. (Alana)

Kanang maayong pamatasan. Have good values. (Gina)

Pagtabang sa paglimpyo ug pag..pag..kanang pagtuman sa sugo sa

maestra kung unsay isugo sa maestra. Extending help in cleaning and

obey the command of the teacher what- ever she wants me to do.

((Zandro)

Sa sige ug tungha kay na a kay makat-unan sa eskwelahan pero sa sige ug

absent dili gyud maayo ma’am kay wala kay makat-unan unya wala

man kay makuha ana. To be always present in school you will learn
but to be always absent is not good because you will learn nothing

and get nothing from it. (Razel)

Ang mag-absent kay dili makahuman ug eskwela mao ra ang sige ug

eskwela makahuman sila. Those who always absent are unable to

finish their studies likewise to those who are always present in school

will be able to finish their studies. (Joanna)

Ang bata na nagsige dili ug tungha sa klase kay dili to siya

makapasar kay sige man to siya ug absent pero ang katong bata nga

nagsige ug tungha sa klase kay makapasar to siya kay dili man siya

absinot. The child who is always absent will unable to pass because

he/she is always absent but the child who is always present in class

will pass because he/she is not an absentee. (Junrey)

Ang bata nga magsige ug tungha sa eskwela kay kanang

pwede pud to siya nga makapanag iya sa bangko ba....pwede pud nga

siyay mopuli sa president, ang bata nagsige ug absent kuan dili

siya...wala siyay makuha nga trabaho, pwede pud nga mahimo siyang

snatcher o kawatan. The child who is always present in school

Positive Emotions for Learning

 Happiness was an emotion felt whenever they were in school to learn

and even one cannot fathom it. Their happiness could not be measured

because learning was assumed as their own wealth. The respondents said:

Malipay kaayo ko nga makatungha ko sa klase kay makapasar man

pud ko. I am happy that I am present in the class because I will be

able to pass. (Junrey)

Masaya...Malipay ko kay nakatungha ko sa klase. Happy...I feel great

that I am present in the class. (Sally)

Malipay ra pud ko kay makabalo ko. I am happy because I will be

able to learn. (Alana)

Ma-enjoy pud ma’am. Will be enjoyed ma’am. (Nita)

Aw, ako ma’am pag-abot nako sa klase ma’am maminaw dayon ko

unsay lecture

sa maestro kay aron ako makasabot sa iyang gipangsulti ma’am. Me

ma’am when

I arrived in the class I immediately listen to the discussion of the

teacher so I can

understand what she actually said. (Zandro)

Self- Reform
 Change is a constant factor for one to aim positively through self

determination in any way or another will led them to a hopeful success.

Pagbag-o ug makatarbaho ra pud bisan ginagmay. Reform and will be

able to work even a little. (Rogelio)

Magka-usob ma’am. Will be changed ma’am. (Gina)

Kay aron makakuan dayon ka ma’am sa imong kaugmaon. So that

you can do for

Future ma’am.(Alana)

Kanang aron dili nako magsalig..Kay gusto gyud ko nga makatrabaho

gyud ko. So

you will not become dependent …I wanted to get a job. (Alana)

Promises for Change

Promises are made not to be broken but as motivation to pursue one’s

dream. The concerned truant pupils wanted to change their habit of making

absences into an extra ordinary habit everyday this is to attend classes to hear

lesson discussions and interact with their classmates.

Dili magsige ug absent, kuan magtu-on ug ayo. Do not be always

absent, study very well. (Gina)

Dilli magsige ug absent para matuman ang imong pangandoy. Do not

be always absent to make your ambition come true. (Junrey)

 Dili nako mo-absent. I will never be absent anymore. (Alana)

Magtinarong ug eskwela. Be good in school. (Nita)

Ways to Gain knowledge

“No pain, no gain” the saying goes, knowledge can be acquired if

learners will work hard for it.

Magtu-on ug maminaw gayud sa advice sa maestra. Study and listen

well to the advice of the teacher. (Rogelio)

Magtu-on aw, magtinarong ug eskwela. Study, be good in school.

(Razel)

Magsige ug eskwela ug maminaw ug ayo sa maestra. Always be in

school and listen very well to the teacher. (Gina)

Mag-eskwela ug tarong. Study well. (Rogelio)

Theme 4. Determination for the Future

A person being educated in school is an agent of knowledge and

success. Determination to acquire education helps them foresee the chance

that they could finish their studies; they could live independently, have good

work and become happy.

 Humanon gyud nako ang akong pag eskwela ma’am kay murag mao

ra kini ang chance nga makab-ot nako ang akong pangandoy. I should

finish my studies ma’am because this is the only chance to achieve

my ambition. (Zandro)

Kuan kanang makagraduate lang ko. It is just only that I could

graduate. (Nita)

Kanang aron dili nako magsalig..kay gusto gyud nako nga

makatarbaho gyud ko. So that I will not be dependent anymore…I

wanted to get a job. (Alana)

Mag-ayo ko ug eskwela…kanang mag-eskwela ug tarong. Do good

in school…study carefully. (Joyce)

Useful Realization

To become successful means to spend ample time for studies

especially attending classes in school regularly. Respondents believed that

being always in school is important to become useful citizens in the future.

could possibly own a bank, possibly take over the president while a child

who is always absent cannot ... cannot get a job, and possibly

become a snatcher or thief. (Alana)

Theme 5. Welfare for the Youth

Extending help/effort to truant learners would mean so much that

they cannot forget it in their entire life. So teachers used his/her intuition on

students to persuade them to continue their studies such as giving them piece

of advice though it costs nothing but it somehow touches their ego that made

them realize. They tell:

Aw, ang natabang sa akong maestra o maestro ma’am na ingon sila

nako nga mo-eskwela ko ug tarong ma’am katong pinaagi nga mo-

istorya sila nako nga mo-eskwela ko ug tarong silbi natong tabang sa

akoa ma’am nga advice nga mo-eskwela gyud ko ug tarong. The

assistance/help from my teacher is they said that I should study very

well in that way it serves as help to me ma’am the advice to study

very well. (Zandro)

Ingon siya nga kung mo-eskwela ko iya daw kong tabangan sa

mga..wala nako makuha nga test kay aron makapasar ko makaadto ko

sa highschool...kanang iya kong tabangan ug tu-on. She told me if I

will go to school she will help me take the examinations so that I can
 pass then I will be able to go to high school...that she will help me to

study. (Alana)

Advice ma’am. (Rogelio)

Pag..kanang..advisan ko..kana ra. Just an advice ma’am. (Gina)

Kanang ingon siya nga dili mag-absent..advice..mao ra. When he said

I should not be absent..That is only ma’am. (Joyce)

Kanang moingon sila nga dili ko mag-absent-absent kay para

dili ko mahagbong-encourage. They will just say that I should not

make absences anymore so that I will be able to pass-encourage.

(Joanna)

Desired Chances

Despite the absences made by the respondents of this study still they

have the right to desire from their teachers, school principal, classmates and

family, for their own good and for their future. They ask:

Ila kong tagaan ug insaktong grado, ug ila jud kong tabangan aron

makab-ot nako ang akong gipangandoy. They should give me precise

grade and they should help me so I can reach my ambition. (Rogelio)

 Aw, ang akoa ma’am kana lang paglantaw sa akoa nga kanang tarong

lang ma’am bisan ingon ani lang ang akong pagkatawo. As for me

ma’am to see me being well though I am only like this. (Zandro)

Naa… mmm ….papasaron. There is … mmm…. make me pass.

(Sally)

Iya kong pahumanon ug eskwela. He/she will let me finish my

studies. (Gina)

Ila kong tabangan sa mga leksyon. They will help me in my lessons.

(Gina)

Dili magsige ug paabsinon..aron na ay grado.They should not let me

make absences so that I have grades. (Sally)

Ila kong sige ug paeskwelahon, kung duna koy sakit ila kong

tambalan. They should let me go to school and if I am ill they should

have me treated. (Gina)

Kanang moingon sila nga dili ko mo-absent aron dili ko mahagbong.

Only they will say“do not be absent” so that I will not be failed.

(Joanna)

Aw, ang gusto nako kanang sige ko nilang tambagan nga mo-eskwela

para pud na sa kaayuhan nga madawat nako ma’am. I just want them

to advise me always to go to school because this is just for my own

good that I will receive ma’am. (Zandro)

Tagaan ko nila ug insaktong kuan tabang dayon isa pa advisan pud ko

nila hangtod nga mahuman ko. They have to give me precise

assistance and then one thing advised me until I finish my studies.

(Rogelio)

Kanang... kuan lang ko nila mam kanang ilang gud kong suportahan

bitaw mam. Only.. they will give me support ma’am. (Alana)

 DISCUSSION, CONCLUSION AND RECOMMENDATION

In a similar vein, families that were economically disadvantaged had

an effect on their academic performance since lack of financial resources

might be the explanation for their repeated absences. As a result of this

situation, it was established that students who were absent from school came

from families that were living in a degraded poverty condition (Eastwold,

1989; Tittle & Meier, 1992). This may result in a negative attitude toward

school because, according to Galloway (1985), education is not a solution

that can help families improve their economic status.

The participants experienced emotional distress as a result of the fact

that, as a result of their excessive absences, they were unable to participate in

the classroom discussions that were being held at school. As a result, they

were unable to interact with their classmates, which undoubtedly resulted in

them lacking knowledge and/or forgetting what they had learned in the days

prior. As a result, they had feelings of sadness and loneliness as a result of

this event because they did not get any knowledge from it.
 During the times that they were at school to attend lessons, they

experienced uneasy feelings around their classmates. These feelings caused

them to feel ashamed and, in some way, concerned that they would be

bullied by their classmates or rejected by their peers when they attempted to

get acquainted with them. This sense of response would in some way result

in self-degradation and low self-esteem, which would undoubtedly cause

them to become separated from their classmates or any school activities that

are necessary to strengthen their academic skills. As a consequence of this,

they could continue to miss school or quit studying altogether. Because he

had no quizzes, no assignments, no projects, even no recitation or interaction

during class discussions, and most importantly, he had no attendance, poor

attendance would be linked to poor academic achievement (Zeigler, 1972),

and as a result, their teacher would surely give them failing grades. If

someone had done excessive absences, he would be considered to have failed

academically. Actually, the participants were already aware of the

consequences of their absences, which included the fact that it would have an

impact on their academic performance. However, they were unable to take

any action to change the situation because it had already been done, and they

were unable to exert any influence over it. As a result, they simply allowed it

to occur without requesting any consideration from the instructor. According

to the findings of a few studies (Kearney, 2008; Ingul et al., 2011), it is quite
likely that they will not be able to complete their education since they will

continue to repeat the same level of study year after year. In light of this

circumstance, it is possible that individuals may become reckless in the not

too distant future (Williams, 2000).

During their time in school, the individuals who took part in the

research project acquired a significant amount of knowledge. Not only did

they learn the lessons that were presented during the day, but they also

learned the tasks and ideals that were considered to be of great significance.

Additionally, in order for students to be successful in life, they need to

commit a considerable amount of time to their education. The individuals

had the perception and belief that it is necessary for them to be present at

school on a consistent basis in order for them to transform into productive

citizens in the not too distant future. This is because they have the possibility

to pass, graduate, and even gain a decent career and work in the near future if

they are present in school on a constant basis. This is the reason why this is

the case. On the other hand, if they are chronically absent from school or do

not attend courses, it is a given that they will not acquire any knowledge,

they will not be able to pass, they will not be able to graduate, and they will

not be able to get a career that is suitable for them. Furthermore, there is a

risk that they will become spectators, snatchers, or robbers for the duration of

the event. Both Mitchell's study from 1993 and the revelation from the
National Center for Education Statistics from 2002 came to the conclusion

that education is the most essential element in determining the success of

individuals and the general quality of society. This was the conclusion

reached by both of these investigations.

As a matter of fact, the participants experienced true delight

whenever they were at school to acquire information, and the happiness that

was witnessed within them was not able to be calculated because it was

thought that education was their own source of wealth. Due to the fact that

they were content while attending classes at school, they were able to acquire

information, and there is nothing that can compare to the degree of

contentment that they experienced. It was because of those sentiments that

they really experienced that they were able to take in the knowledge that was

being provided to them, and as a result, they were able to assert that at the

end of the day, they had achieved something.

When it comes to learning, having a mature approach is one of the

most important things that a person can accomplish in their lives. If one

aimed to reform himself this will lead him to a hopeful success because

change is a constant factor for one to aim positively through self

determination in any way or another, moreover, the participants really aimed

to be reformed so they could get a job and do something for their future

because they do not want to become dependent on their families throughout

lives. Because of this, the participants were motivated to continue their

studies and pursue their goals that they had set for themselves as a result of

the vow that they had taken. They intended to make the practice of skipping

school into an extra ordinary habit of attending classes in order to interact

with other pupils who were attending the school. This was something that

they wanted to do. For the purpose of achieving their goals, they intended to

achieve success in their academic endeavors and to stop missing school. This

was done with the intention of making their dreams come true. Their

objective in the process of reforming is to make it possible for people to

acquire information in a manner that is suitable. This revelation was crucial

for the participants to take into consideration in order to demonstrate the

relevance of education in the process of becoming successful individuals in

the not too distant future. The objective of this demonstration was to

demonstrate the significance of education. Because of their unwavering

determination, they were able to imagine a future that was brighter and more

optimistic.

To put things into perspective, however, a few concerned instructors

in the classroom were able to convince the students who had been absent

from school to return to school by providing them with some advice on how

to deal with the gap in their education and ensure that they would be able to

pass and graduate at the same level as their grade year. In the meantime, the
participants sincerely desired to have opportunities to have and to experience

from their school principal, teachers, parents, and classmates that despite

their absences, they should be treated well, that they should be given good

grades, that they should be given some encouragement or advice, that they

should be treated if they are ill, and that they should be guided and supported

in their endeavours.

Therefore, it is true that absenteeism and truancy actually have an

effect on the learning performance of the participants, and it was distressing

for them because they felt mixed emotions about it. Not only did they learn

nothing, but they also gained no opportunity for success. On the other hand,

it is evident that students who are persistent in attending classes will acquire

knowledge and may be able to achieve success in the near future.

The effects of truancy and the potential future outcomes that may be

altered by it have garnered the attention of a significant number of

academics, both in the short term and in the long term. It should come as no

surprise that absenteeism has a negative correlation with academic

achievement. Poorer grades were the most obvious effect for students who

had a high level of truancy, according to a comprehensive study conducted in

the United States (Vaughn, Maynard, Salas-Wright, Perron, & Abdon,

Citation2013). This finding has also been noted in a number of other studies

(for example, Attwood & Croll, Citation2006, Citation2015; Hunt & Hopko,
Citation2009; Ingestad, Citation2006). Additionally, there is a strong

positive association between truancy and the risk of early school leaving and

dropout (Attwood & Croll, Citation 2015; Cabus & De Witte, Citation 2015;

Rocque, Jennings, Piquero, Ozkan, & Farrington, Citation 2017; Swedish

National Agency for Education, Citation 2012). This is in addition to the fact

that truancy is associated with lower academic performance and grades.

There is a high and unfavorable association between truancy and self-

reported health, according to studies (Brandibas, Jeunier, Clanet, & Fourasté,

Citation 2004; Trygged, Backlund, & Elofsson, Citation 2017). According to

these studies, truancy is not only connected with outcomes that are directly

related to school, but it is also strongly associated with school-related

outcomes. To add insult to injury, there is a favorable correlation between

truancy and a wide range of issues and risky behaviors, including the use of

tobacco, alcohol, and narcotics (Best, Manning, Gossop, Gross, & Strang,

Citation 2006; Flaherty, Sutphen, & Ely, Citation 2012; Maggs, Patrick, &

Feinstein, Citation 2008). In addition, truancy is linked to an increased

chance of developing depression as well as an increased possibility of

engaging in criminal behavior, as stated by Claes et al. (2009), Stockholm

municipality (2014), and Vaughn et al. (2013). These findings were derived

from research conducted by the aforementioned researchers.

 Furthermore, due to the fact that it has long-lasting links, it has been

established that truancy is connected with adverse effects across the whole

life cycle. There are a lot of studies that have demonstrated that truancy is

linked to an increased risk of committing a range of various forms of crimes

later in life (Bennett, Mazerolle, Antrobus, Eggins, & Piquero, Citation2018;

Rocque et al., Citation2017). These studies have been conducted from a

variety of different perspectives. In these investigations, a range of individual

and environmental characteristics that are associated with delinquency were

taken into consideration and accounted for.

Even low levels of truancy are linked to less desirable outcomes such

as worse grades, an increased likelihood of dropping out of school, and a

decreased likelihood of finding employment in the future (Attwood & Croll,

Citation2015). This is despite the fact that it has been demonstrated that a

higher degree of truancy has even more detrimental effects than a lower

degree of truancy. However, individuals who are less socially and

economically affluent are the ones who are most likely to engage in truancy

(Attwood & Croll, Citation2015). It is essential to keep in mind that truancy

has a negative impact on all socioeconomic groups.

According to research (Brandibas, Jeunier, Clanet, & Fourasté,

Citation 2004; Trygged, Backlund, & Elofsson, Citation 2017), there is a

significant and unfavorable correlation between truancy and self-reported

health. This association is both strong and negative. According to the

findings of these research, not only is truancy correlated with outcomes that

are directly tied to school, but it is also highly associated with outcomes that

are related to school. To add insult to injury, there is a positive correlation

between truancy and a wide range of problems and risky behaviors, such as

the use of tobacco, alcohol, and narcotics (Best, Manning, Gossop, Gross, &

Strang, Citation 2006; Flaherty, Sutphen, & Ely, Citation 2012; Maggs,

Patrick, & Feinstein, Citation 2008). This is more than just a coincidence.

Moreover, truancy is associated with an increased likelihood of developing

depression as well as an increased probability of engaging in criminal

activity, as stated by Claes et al. (2009), Stockholm municipality (2014), and

Vaughn et al. (2013). These findings were derived from research conducted

by the aforementioned researchers. Researchers that were previously stated

were the ones who carried out the study that led to these discoveries.

Furthermore, it has been demonstrated that truancy is related with

negative consequences throughout the entirety of the life cycle. This is due to

the fact that it has linkages that are present for a long period of time. There

are a number of studies that have shown that truancy is associated with an

increased risk of committing a variety of different types of crimes later in life

(Bennett, Mazerolle, Antrobus, Eggins, & Piquero, Citation2018; Rocque et

al., Citation2017). These studies have been conducted by a number of

different researchers. Several distinct points of view have been taken into

consideration over the course of these investigations. During the course of

these research, a wide variety of individual and environmental factors that

are linked to delinquency were taken into consideration and accounted for.

It has been found that even modest levels of truancy are associated

with fewer desired outcomes, such as worse grades, an increased probability

of dropping out of school, and a decreased possibility of obtaining work in

the future (Attwood & Croll, Citation2015). Despite the fact that it has been

established that a higher degree of truancy has even more adverse

repercussions than a lesser degree of truancy, this is the situation many

people find themselves in. On the other hand, persons who are less socially

and economically privileged are the ones who are most prone to engage in

instances of truancy (Attwood & Croll, Citation2015). Keeping in mind that

truancy has a detrimental influence on all socioeconomic categories is

something that is really necessary to keep in mind.

Combating Truant Behavior

For the purpose of preventing students from missing school, a

significant variety of different approaches and interventions have been

implemented. On the other hand, Henry (2007) is in favor of the family and
instructional intervention methods, while Zhang (2007) advocates for

behavioral, community-based, and instructional interventions. He has also

pushed for a program called Check and Connect. What Causes, Effects, and

Solutions Are There for DeSocio truancy? Reid (2006) researched a five-

tiered intervention strategy that was launched in the United Kingdom (UK)

and was referred to as the School Based Scheme (SBS). 9 (2007) began a

mentor intervention program. Every single one of the aforementioned tactics

and interventions has demonstrated at least a moderate level of effectiveness

inside the educational institutions in which they were implemented.

Conclusions

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

drawn:

1. Being educated in school will lead one to a hopeful success in any

field of endeavour and have a wider chance of opportunities.

2. A learner who is consistently present in school will gain information,

become educated, and achieve success. In contrast, a learner who is

consistently absent will often lack knowledge and will not achieve success in

his life. Such a student will not be successful in his life.

Recommendations

Based on the findings and conclusions the researcher presents the

following recommendations:

1. The teachers should conduct home visits to the student who is absent

from school at least twice a month.

2. Encourage students to refrain from bullying one another, but instead

place an emphasis on the significance of individual presence and teach

them to accept both their weaknesses and their strengths.

3. Government should allocate funds for feeding program in all public

schools.

4. Department of Education should provide school supplies for school

children in order to lessen the burden of insufficiently income parents.

5. Department of Education and Higher Education must provide free

education for those who are poor but deserving students.

6. Teachers should continue to establish a friendly atmosphere with those

truant pupils/students every time they are present in the class to lessen

their hesitation to come to school.

7. Teachers should conduct remedial classes as consideration for

absentee/truant pupils cope his/her lesson.

8. Teachers should promote positive image to become an inspiration of

his/her pupils or students as a source hope.

9. Parents may be advised to undergo regular counseling regarding their

role in educating their children and how they could help motivate their

children physically, emotionally, mentally and spiritually to become

responsible individuals

10. It is recommended by the researcher that more research be conducted

on strategies in order to minimize absence and truancy during school

hours.
 GLOSSARY

Absenteeism -refers to the habit of not attending classes with or without an

excuse.

Academic performance- term that indicates a student's achievement after

completing a course or subject from an institution.

Academic - relating to education and scholarship.

Administrator -a person responsible for running a business, organization,

etc. managing an office, fielding inquiries, scheduling meetings and

supervising other administrative personnel.

Education - is both the act of teaching knowledge to others and the act of

receiving knowledge from someone else. Education also refers to the

knowledge received through schooling or instruction and to the institution of

teaching as a whole.

Peer -a person of the same age, the same social position, or having the same

abilities as other people in a group.

Pupil - a person, especially a child who is being taught in school.

Truancy- reefers to an unexcused absence from school or class without

parental knowledge or consent.

Welfare- the state of doing well especially in respect to good fortune,

happiness, well-being, or prosperity.

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