Exploring the Impact of Absenteeism and Academic

Performance of Grade 11 Students at Manuel B. Guinez Sr.

High School
______________________________________________________________________

A Research Paper

Presented to

Manuel B Guinez Sr high school

Banaybanay Davao Oriental

______________________________________________________________________

In Partial Fulfilment

Of Requirements for the Subject

Practical research 2

RESEARCHERS:

Daniyl C. Eborda Jhon Del Nave

James Ian Nemenzo. Shaquille Branggan

Eduardo Juevesano III. Christian Dave Ordonio Emarie Amotan

JR C. Dbluis
Research Adviser

1
JANUARY 2024
TABLE OF CONTENTS

Page
Title Page 1
Table of Content 2
Chapter I: INTRODUCTION

Background of the Study 3

Statement of the Problem 6
Significance of the Study 7
Scope and Limitation 8
Definition of Terms 9

Chapter II: REVIEW OF THE RELATED LITERATURE

Theoretical Framework 28
Conceptual Framework 30

Chapter III: METHODOLOGY

Research Design 31
Research Locale 32
Research Respondents 33
Research Instrument 35
Data Collection 36
Data Analysis 37
Ethical Consideration 38

REFERENCES (APA 7TH EDITION)

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 CHAPTER I
INTRODUCTION

Background of the Study

Student absenteeism is a rising concern globally, affecting academic

performance. It involves frequent school absences, either excused or

unexcused, disrupting learning and causing students to fall behind. Studies

show that consistent absences lead to lower grades, reduced engagement,

and higher dropout rates. Common causes include socio-economic

challenges, family issues, health problems, and lack of motivation.

Due to its complex nature, high levels of absenteeism can have serious

consequences for students. In other words, frequent absenteeism among

high school students can lead to negative outcomes, such as poor academic

performance and various social issues. According to Epstein and Sheldon

(2002), students who are frequently absent miss critical learning

opportunities, causing them to fall behind their peers academically.

Research has consistently shown a strong link between absenteeism

and academic failure (Adıgüzel & Karadas, 2013; Altındurt, 2008; Gottfried,

2009; Klem & Connell, 2004; Kerr et al., 2014; McCluskey et al., 2004;

Moonie et al., 2008; Morrissey et al., 2014; Yakovlev & Kinney, 2008).

Additionally, studies by Devadoss and Follo (2001), Watkins and Watkins

(1994), and Wayt (1990) suggest that absenteeism significantly impacts

academic achievement.

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 Absenteeism is also linked to social problems. Smink and Reimer

(2015) noted that students with high absenteeism rates are more likely to

engage in risky behaviors, leading to referrals to the juvenile justice system.

Previous studies have established a strong correlation between absenteeism

and juvenile delinquency (McCray, 2006; McCluskey et al., 2004; Smink &

Reimer, 2005). Furthermore, research indicates that absenteeism is a key

factor in school dropouts (Battin-Pearson et al., 2000; Alexander et al., 2001,

as cited in Tanner-Smith & Wilson, 2013).

In Cebu city Philippines, is investigating the link between student

absenteeism and academic performance. Recognizing that frequent

absences can disrupt learning and lower achievement, schools and local

authorities are analyzing attendance data alongside academic records. By

identifying key factors like socioeconomic issues and health concerns, the city

aims to develop strategies to reduce absenteeism and improve student

outcomes, serving as a model for addressing this challenge in education.

In Esperanza National High school, (Richard & Go, 2012). Students

may miss some classroom activities and lessons for some valid reasons.

However, there are students who are always absent from their classes

without any acceptable reason. Lack of interest to learn is one of the students’

personal reasons why they don’t want to attend to their classes regularly. If a

certain student will be away from the school for many days, it becomes a

problem that must be taken into consideration.

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 The Relevant of this study Absenteeism is a significant issue that can

negatively impact the academic performance of students, particularly in high

school where consistent attendance is crucial for effective learning. This is

especially true for Grade 11 students at Manuel B. Guinez Sr. High School,

who face increased academic pressures as they prepare for their final years.

This study aims to investigate how absenteeism affects their academic

performance, exploring various factors that contribute to students missing

school, such as personal, familial, and school-related issues. The research

seeks to provide valuable insights into the consequences of absenteeism and

suggest strategies to improve attendance and academic success.

Statement of the Problem

This study determine the factors and the impact of Absenteeism among

Grade 11 students and their academic performance at Manuel B Guinez Sr high

school. Specially, we will seeks to answer the following questions.

1. Are there specific subjects or academic areas that are more

negatively affected by absenteeism?

2. Does the level of absenteeism vary among students based on

demographic or personal factors?

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 3. Is there a significant difference in the academic performance of

students with frequent absences compared to those with regular

attendance?

Significance of the Study

The study on “The Impact of Absenteeism among Grade 11 Students and

Their Academic Performance at Manuel B. Guinez Sr. High School” holds

considerable value for several stakeholders, including students, educators,

school administrators, and parents.

For Students: This research will highlight the consequences of

absenteeism on academic performance, helping students become more aware of

how consistent attendance can contribute to their learning and overall success.

Understanding these effects may motivate students to attend school regularly,

thereby enhancing their educational outcomes.

For School Administrators: By analyzing patterns of absenteeism and its

link to academic performance, school administrators can gain a clearer

understanding of the issue’s scope within their institution. This knowledge can

guide the development of policies and programs aimed at reducing absenteeism,

thereby fostering an environment that encourages academic success for all

students.

For Parents: This research emphasizes the role that consistent school

attendance plays in academic achievement. The findings can encourage parents

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 to prioritize their children’s attendance and help them recognize signs of

absenteeism, allowing for timely intervention.

For Future Researchers: The study can serve as a reference for future

research on absenteeism and its effects in other educational contexts. It can help

establish a foundation for comparative studies, encouraging further exploration

into the factors contributing to absenteeism and effective strategies for

improvement.

Scope of delimitation

The research focuses on Grade 11 students at Manuel B. Guinez Sr.

National High School in Banaybanay, Davao Oriental. The study spans from

October to June 2025 and employs a pre-survey questionnaire to assess social

engagement and activity, correlating these factors with academic success. The

investigation explores the relationship between Absenteeism of students among

grade 11 and their academic performance, considering elements like social

activities, classroom involvement, and academic accomplishments.

Definition of terms

The following terms used in this study are operationally defined for clarity of

a shared frame of reference:

Absenteeism: The habitual non-attendance of students in school without valid

reasons. In this study, absenteeism refers to the frequency with which Grade 11

students miss classes, impacting their learning and overall academic

performance.

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 Academic Performance: The level of achievement students reach in their

academic subjects, often measured by grades, test scores, or teacher

evaluations. This study examines how absenteeism influences students’

performance in their coursework.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

School Absenteeism

Absenteeism from school is a serious mental and physical health concern for many children and
adolescents.
Absenteeism or placement in alternative educational settings, usually for absenteeism, is a key risk factor for suicide
attempt, perilous sexual behavior, teenage pregnancy, violence, unintentional injury, driving under the influence of
alcohol, and alcohol, marijuana, tobacco, and other substance use (Almeida, Aquino, & de Barros, 2006; Chou, Ho,
Chen, & Chen, 2006; Denny, Clark, & Watson, 2003; Grunbaum et al., 2004; Guttmacher, Weitzman, Kapadia, &
Weinberg, 2002; Hallfors et al., 2002; Henry & Huizinga, 2007). Chronic absenteeism is often associated as well with
school dropout, an event that leads to immediate disconnection from school-based health and mental health
programs, economic deprivation, and marital, social, and psychiatric problems in adulthood (Kogan, Luo, Murry, &
Brody, 2005;
Tramontina et al., 2001; US Census Bureau, 2005).
Absenteeism from school may also result from physical and psychiatric problems. As discussed later, absenteeism is
intricately linked to myriad medical conditions, especially asthma. In fact, some have suggested that absenteeism
rates may be a useful barometer of disease outbreaks (Besculides, Heffernan, Mostashari, & Weiss, 2005).
Psychiatric conditions related to extensive school absences primarily include anxiety, depressive, and disruptive
behavior disorders. As such, school absenteeism remains an important public health issue for mental health
professionals, physicians, and educators.
The purpose of this article is to provide a concise review of contemporary research on school absenteeism and
related concepts in youth. Reviews of literature prior to 2001 are available (Heyne, King, Tonge, & Cooper, 2001;
Kearney,
2001; King & Bernstein, 2001), so the emphasis in this paper will be on the extensive research literature published
after
2000. Following a brief description of key concepts, data and theory regarding prevalence, physical conditions,
psychiatric conditions, classification, contextual risk factors, assessment, intervention, and outcome are presented.
Student Absenteeism

Absenteeism and school dropout rates of students in a country are

discussed as an important criterion that shows the quality of education in that

country and this is regarded as an important predictor of the existing and future

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 problems of the education system (Graeff-Martins et al., 2006). Absenteeism is

one of the most basic indicators of to what extent the educational needs of

students are met by schools. If the students are turning their back on the

education they are provided, it means that we need to ask ourselves the

questions of “What is wrong in this education?” and “Is something happening in

our schools and classrooms that distract students from education?” (Shute &

Cooper, 2015).

Regular attendance at school is essential for the students’ academic

achievements, language development and social development. Students who

attend school regularly can be successful in their future professional lives

through achieving work-related skills such as persistence, problem-solving, and

the ability to work with others to accomplish a goal (Kearney & Graczyk, 2014). It

is seen that students who attend school regularly have higher academic success,

standardized test scores, graduation averages, university entrance rates and job

opportunities (Balfanz &Byrnes, 2012; Ferrell et al., 2013; Kearney & Graczyk,

2014). Compared to their peers, students who don’t attend school regularly have

lower academic performance, limited future employment opportunities and will

experience social and emotional problems in adulthood (Askeland et al., 2015;

Buscha & Conte, 2014; Nolan et al., 2013; Thornton, Darmody & McCoy, 2013).

Absenteeism not only affects the academic progress of the student, but

also influences the in-class planning of teachers and at the same time the

motivations of the other students in the class (Thornton, Darmody & McCoy,

2013). Chronic absenteeism has a significant relationship with certain dangerous

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 behaviors such as substance abuse, violence, physical injury, suicide, showing

sexually explicit behavior at an early age,pregnancy and eventual dropout

(Ferrell et al., 2013; Gage et al., 2013; Kearney & Graczyk, 2014; Nolan et al.,

2013; Thornton, Darmody & McCoy, 2013).

School dropout is defined as the failure of a student in completing the

current stage of education he or she is enrolled for several reasons (Dekkers &

Claassen, 2001). In our day, societies are intensively facing school dropout

problems that have personal, social and financial dimensions and trying to

develop policies in order to prevent or decrease this problem (Heers et al., 2014;

De Witte & Csillag, 2014; Estevao & Alvares, 2014). Studies show that

individuals who drop out of school have more health problems, have an

increased risk of involvement in crime, are obliged to work at a job with a low

income (Cabus & Witte, 2015; Carlson, 2014; Carr & Galassi, 2012; Estevao &

Alvares, 2014; Fan & Wolters, 2014; Lamote et al., 2013; Taş et al., 2013), live

ten years shorter than the average and perform their social responsibilities such

as voting in elections less compared to the others (Dockery, 2012).

Some researches examining the causes of absenteeism and dropouts are

available in our country (Aküzüm et al., 2014; Altınkurt, 2008; Bayhan & Dalgıç,

2012; Gömleksiz & Özdaş, 2013; Haberli & Güvenç, 2012; Özbaş, 2010; Öztekin,

2013; Sarı, 2013; Şimşek & Şahin, 2012; Taş et al., 2013; Taylı, 2008; Uysal,

2008; Yıldız &Kula, 2012). When the results of these studies were analysed, it

has been observed that the causes of school absenteeism and school dropouts

are mostly originated from family, school and student.

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 Academic performance

Why do some students eagerly take on new imellectual challenges whereas

others devalue and disengage from acodesk activities? Motivatio theorists often

attesa disergern levels of engagefferson in competence-oned beliefs (Barcharm,

1996, Eccleets, 1983), voltes associated with suc (Wigfield and Boden, 1992),

and achievement g onentation (Ames, 1992; Nichols, 1979) Recent evidence aho

waggests that studente social motivation, and their eclation with teachers and

peenstyle their academic performance and gemmal adatmere to school and

Wental, 1996) In this article, we propose that a better undermanding of madonta

Dentic learning and performance will be achieved when hoth social and

scadenic motivational processes are taken into consideration, Indeed, our review

suggests that ways in which students migrate and coordinate their academic and

social concerns has a powerful impact on their academic suc at school. We also

propree that der social context within which learning takes place unn Bave a

powerful influence on student scademic and social mattivation at school. In

particular, teachers astructional practices as well is the quality of their

isterpornonal amorsctions with stadents appear to make critical tritionsstaden

motivation and perkrmance

Based on this penpective, we ervan work on cracid academic and ai contram

that selan to and predictades persist non, choice of soudemic acities in putuse,

and acadureic perfiemanes Persistence, choice, and amaal performance are

important behavioral indi cators of student motivation (see Earles, Wigfield, and

11
 Schirfele, 1998; Macht, 1966). We begin with a consideration of scademic

motivation and Markent outcomes

Conceptual framework

Independent variable Dependent variable

Exploring the impact of absenteeism

 Academic
performance

FIGURE 2.1. The research paradigm

The conceptual framework of the study is illustrated in figure 1, where the

multidimensional conceptions of Absenteeism are the variables that are

independent and academic performance is the dependent. The focal point and

the primary premise of our study report are these two factors. This study focuses

on Absenteeism and how it affect the Academic Performance. Diversity exists in

Absenteeism. It surpasses human potential and is the main reason why certain

students try their hardest but are unable to reach their maximum potential. And

these Absenteeism strike students hard and deeply at the heart of their

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 ambitions. Academic performance, an alternate variable, refers to academic

results that show how well a student has met their learning objectives. Academic

performance can be gauged by a student’s grade point average, but institutions

can also use graduation rates, exams, and ongoing evaluations to gauge

success. Finding a link between the two variables is our primary objective.

CHAPTER III
METHODOLOGY

The methodology related to the analysis are covered in this section of the

study which also gives explanation of how the researcher was conducted. The

research design, research locale, research respondents, research instrument,

data collection, data analysis, and ethical consideration were all covered. In order

to get decent results and provide a solution to lessen the difficulties the

respondents faced; the researcher used these techniques.

Research Design
This study will use a quantitative research design in 1 st semester in grade 12

at Manuel B. Guinez Sr. high school—more precisely, a correlational study—to

look into the connection between academic achievement and absenteeism

among Manuel B. Guinez Sr. Grade 11 students. High school. Finding the degree

of association between two or more variables is the goal of a correlational study.

Here, we’ll look at the relationship between kids’ academic performance as

indicated by their grades and the number of days they miss from school. All

Grade 11 students enrolled at Manuel B. Guiñez Sr. will participate in this study.

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 In the current school year, high school. The school’s enrollment records will be

used to calculate the overall number of participants. Data on absenteeism will be

gathered at Guiñez, Manuel B. Sr. High School attendance records, which will

contain the number of days each student was absent during the current

academic year, this will include the student’s final grades in all subjects for the

current academic year.

Research Locale

The study is situated in the province of Davao Oriental, specifically in the

municipality of Banaybanay. The first municipality to enter Davao Oriental is

Banaybanay. Davao Oriental is split into two districts, of which District II is where

Banaybanay is located. There are five public secondary schools and fourteen

barangays in the municipality.

The study is being conducted at Manuel B. Guiñez Sr. National High

School. This public school was built in Purok 5B, Poblacion, Banaybanay, Davao

Oriental. Its closest destination, Santos Beach, is located on the same road.

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 Figure 3.1. The Location of Manuel B. Guiñez Sr. National High School

Research Respondents
The Grade 10 students of Manuel B. Guinez Sr. National High School

located in Banaybanay, Davao Oriental are the responders of this ongoing study.

Beginning in the first quarter of the second semester of the 2024–2025 school

year, this research will be carried out. One sort of probability sampling that will be

used in this investigation is cluster sampling. By dividing a population into

clusters, such as districts or schools, and then randomly choosing a sample from

each cluster, cluster sampling is a probability sampling technique. Ideally, each

cluster should be a miniature representation of the population

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 Manuel B. Guiñez Sr. National High School has 11 sections for Grade 11.

Grade 11 are still in Senior High School era. The campus is situated in the

province of Davao Oriental municipality of Banaybanay.

The distribution of the study’s respondents is displayed on the table. The

table indicates that the total number of respondents in Grade 11 are 423, with

212 representing the entire population. The population of Grade 11 students is

displayed in this table per section.

Respondents Population size Sample Size

HUMSS

WHITMAN 30 16

CARROLL 33 16

WORDSWORTH 30 16

CHAUCER 32 16

ABM & STEM

FROST 49 24

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LEWIS 46 23

GAS

SHAKESPEARE 40 20

BRONTE 40 20

HUGO 36 18

AUTOMOTIVE

STEINBECK 45 22

HEMINGWAY 42 21

TOTAL 423 212

Research instrument

The research instrument for this study will be the five-point Likert scale.

Because the data from this tool are precise and can be quickly totaled and

tabulated, the Likert Scale is used and manipulated. This tool has good accuracy

and is easily accessible at no cost due to its simple translation.

School Absenteeism and Academic Achievement, The School

Absenteeism among High School Students: Contributing Factors, Causes of

Student Absenteeism And School Dropouts are the three categories of questions.

These survey questionnaire sets are distributed in order to determine and

17
 establish the survey responses provided by students. Students in Grade 11 are

given questionnaires.

The study’s two variables were the survey scores, which came from the

researcher’s used survey questionnaires, and the respondents’ first semester

average (grades), which came from their advisers.

The Practical Research teacher will verified and examined the survey

questionnaires that the researcher had used.

Data collection
The following procedures were used to collect the data: To begin, Manuel B.

Guinez Sr. The data gathering site will be National High School. The researchers

wrote a note to conduct the study, which they delivered to the school’s

administration as part of the project’s authorization letter.

Second, after the authorization was approved, the researchers provided a

copy to the validating teacher so that the researcher-created questionnaires

could be validated. Following validation, the researchers prepare to conduct the

survey during the respondents’ time by obtaining a letter of consent signed by the

respondents’ class advisers.

Third, after getting the proper permits, the researchers employed survey

questionnaires to gather information from the students. Before asking

respondents to answer the survey questions, the researchers provided a brief

overview of the subject. The researchers swiftly collected the survey

questionnaires after receiving responses via the permit granted by the school’s

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 administration. The researchers then requested the respondents’ first

semester averages (grades) from their class counsellors.

The researchers then collected, Investigated, assessed, and interpreted the data

in accordance with the study’s objectives.

The questionnaire was developed by the researcher based on the review of

related literature and studies. It was pretested to a group of Grade 12 students

who were not included in the sample to determine its reliability and validity. The

Cronbach’s alpha coefficient was computed to determine the internal consistency

of the questionnaire, and it yielded a value of 0.85, which indicates that the

questionnaire is highly reliable. The content validity of the questionnaire was

established by having it reviewed by a panel of experts in the field of education

Data analysis
These instruments were used to ensure transparency in analyzing and

interpreting the following, significantly enhancing the accuracy and reliability of

this study.

Mean. The total sum of the values in a sample divided by the total number of

values in the sample is what is commonly referred to as the average (Hurley and

Tenny, 2023). As a result, this tool is employed to satisfy the brief justification of

the degree of Absenteeism.

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 Standard deviation. El Omda and Sergent (2023) describe it as a scattering

measure within a set of data that is frequently compared to the set mean.

Depending on whether the dataset is a sample or the entire population, the SD is

computed differently. In an ideal world, research would define the population

parameter by gathering data from the entire target population.

Person’s R-correlation. It is among the most widely used methods for

determining linear correlation. The intensity and direction of the relationship

between two variables is represented by a number between -1 and 1 (Turney,

2023). This served as a gauge for the strength of the relationship and an

examination of the of Absenteeism on academic performance.

Ethical Consideration
Under the Data Privacy Act of 2012 (Republic Act 10173), processing

personal data is permitted as long as it adheres to the Act’s requirements, other

laws permitting information disclosure, and the principles of proportionality,

transparency, and justification (NPC, 2012). It is essential to keep participants’

identities confidential, ensuring that privacy safeguards extend beyond simply

withholding names to also prevent any self-identifying information or data.

Protecting participants through anonymity and confidentiality is a vital step in

minimizing potential harm.

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 Furthermore, research benefits must be carefully weighed against the need

to safeguard participants’ privacy and confidentiality. Techniques like differential

privacy and secure protocols can help protect data while still enabling meaningful

analysis. Importantly, as researchers, it is our duty to ensure that all data remains

confidential and private throughout the study. We will only gather personal

information that is essential for the research and will not collect any additional

data.

Reference

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Cepeda, C., & Graper, B. (2020). Absenteeism and parental involvement in home
and school among middle school students of public schools in Northern
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 Kearney, C. A. (2007). School absenteeism and school refusal behavior in youth:
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problems and costs: Causes, effects, and cures. International Business and
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