UNDERSTANDING CUTTING CLASSES:

THE CAUSE AND EFFECT OF CUTTING CLASSES

CHAPTER I: INTRODUCTION
Background of the study

If you ask people in the teaching profession what is their opinion about teaching, you would
probably get two opposing answers: teaching is both satisfying and stressful. Teaching becomes
satisfying when the tedious tasks of planning, procuring instructional materials and executing the
lesson plan are appreciated by a good number of students and they learned something from it.
That is the satisfaction and reward that money can’t buy.

However, in the other side of the coin, teaching can also be annoying and stressful. Why? It
happens when teacher is excited to present to students the new lesson and found out that only a
handful of students are present because some have escaped and cut classes.

Few years in the teaching profession, the proponent has witnessed how rampant is cutting classes
at Sta. Lutgarda National High School. The school administration is not passive about this
problem and has exhausted all possible means to stop students from cutting classes. In fact, even
the school stakeholders have been touched to curtail cutting classes but the effort was in vain.

In S/Y 2017 – 2018, the teachers and stakeholders have pooled their resources and energies
together in putting Ipil - ipil posts around the school campus with the purpose of holding the
students in the classrooms. These fences were forcibly destroyed and trampled by the students
only a couple of days when it was erected. This behaviour of students manifests their blatant
display of disobedience to the school rules.

The school principal, teachers and the community were not happy about this incident. The school
principal obliged the teachers to survey places identified as the rendezvous of cutter classes
during their vacant time. Teachers were complaining of playing the role of the biblical fable
where the good shepherd leaved 99 sheep to look for the missing one. Leaving 45 students in
order to look for the missing 5 students is a daunting task for every teachers. Likewise, the
integrity and capacity of the school to manage the safety and behaviour of students were
questioned by the community.

This problem on cutting classes puzzles me why students deliberately oppose the rules and
regulation of the school. It seems that students are taking for granted the hardship and good
intentions of their parents in sending them to school. Most parents in this 5th class municipality
of Cabusao [which only measures 46.8 square kilometres and inhabited by 18,397 in 2015 and
has a poverty incidence of 33.59% as of 2012 (WikiVividly, 2017)] are poor but bravely face the
challenges and obstacles in sending their children to school hoping that education will raise the
quality of their living once they get proper education. And yet these aspirations are all forsaken
by their children. Are students not aware that education is the passport to realizing their dreams?
Are students doesn’t care to the hardship of their parents? These are just few of the questions that
baffle me.

Having said all that, the problem on cutting classes gives me the idea of doing research study.
This study wants to know the mitigating circumstances why students escape and cut classes? It
also wants to explore whether the psychological and behavioural principles developed and tested
by the best minds in the world can explain this phenomenon. The motivation to dig deeper into
this problem is present and solutions are sought to help primarily Sta. Lutgarda National High
School and the other schools having the same problem.

There was not found even one research study dealing with cutting classes at the Ateneo de Naga
University’s O’Brien Library. The problems on skipping classes have been in existence since
time immemorial and yet the best minds in Southern Luzon who took up masters and doctoral
degrees at Ateneo did not take the initiative to investigate about it. The researcher found this
research study difficult in a sense that the concept of making research study is entirely a new
concept plus the fact that there is no available previous study to compare with. But this
realization entice more to pursue and persevere in doing this research knowing this work is of
vital importance and could be the pioneer in this field.

There are only two local researchers about cutting classes uploaded in the internet: The first is
done by Ashley Jane Tagudando’s “The Cutting Classes of Students,” in 2012 and secondly is
the thesis entitled “Factors why Junior and Senior Students do cut classes” prepared by BSBA
students of Our Lady of Perpetual Succor College uploaded by Pura Legion in 2014. Most of
researchers / writers who have done researches about cutting classes are foreigner.

The absence or the lack of attention to this particular topic by the previous researchers
undoubtedly makes this topic more interesting. This study could provide a more realistic,
comprehensive understanding and solution to the problem.

The problem and purpose of the study

This study aims to understand the reasons why students, particularly the students of Sta.
Lutgarda National High School cannot be dissuaded from cutting classes. This study seeks on
behavioural and psychological principles that could explain the behaviour of students who skip
and escape classes and later on provide solutions to it. The researcher hopes that this
investigation will give clearer view to school authorities and address the problem on cutting
classes.

While this paper was in the conceptualization stage, the researcher cannot help but to question all
the possible causes of Cutting classes. One of the probable causes that trigger students to skip
classes could be attributed to the genes inherited by children from their parents. It could be
because of the environment and the influence of their peers. It could be their past experiences
and the derail of physical and psychological development as they grow older. And the worst of
the possible factors could be pinpointed to - - - teachers.

Objectives of the study

This study aims to:

1. Give clear standpoint why students cut and escape classes.

2. Find psychological and behavioural theories that best describe this phenomenon.

3. Provide comprehensive information to school authorities in order for them keep abreast
on the phenomenon of cutting classes and in a way handle this problem objectively.

4. Find doable solution(s) in eradicating / eliminating the problem on cutting classes.

 5. Implement the solution(s) at SLNHS and share it to other schools being plagued by
cutting classes

Research hypothesis

1. The students who are cutting classes are lazy and irresponsible. They are void of good
manners.

2. The attitude and behaviour of students who cut classes are inherited from the
characteristics of parents.

3. The attitude and behaviour of students who cut classes are attributed by family
orientation and upbringing.

4. The circumnavigating factors that trigger students to cut classes can be best explained by
behavioural and psychological theories.

5. The behaviour of students who escape classes can be resolved scientifically.

Significance of the study

A. For students:

The students who cut classes will not be judged as lazy and irresponsible.

If a scientific remedy could be found, the problem on cutting classes will be diminished /
eradicated. Students will get the learning opportunity they deserve.

Higher probability of students will pass and graduate if cutting classes will be resolved.

Graduates have better future for them and their families.

B. For teachers:

Teachers will be equipped with scientific research thus they can treat this problem
objectively.

Teachers will not be annoyed when students cut class but instead they can formulate a
systematic approach to it.

C. For Parents:

They will no longer have to beg for consideration or sympathy to teachers in order for
their children pass the subjects.

They are assured that their children can have a better future.

D. For school administration:

The problem on cutting classes can be resolved / eradicated.

Teacher’s energy and focus can be spent to teaching and not on finding / catching class
skippers.
Scope and delimitation

The respondents of this research study are the Grade 7 – 10 students (males and females) of Sta.
Lutgarda National High School at New Poblacion, Cabusao, Camarines Sur. The senior high
school students who are housed in the extension site at barangay Sta. Lutgarda are not included
in this research because gathering of data from two separate locations could be burdensome. A
follow – up research about cutting classes could accommodate the senior high school students as
respondent later on. Inclusion of senior high school students as respondent could enhance or
negate the validity of this initial research.

CHAPTER II: REVIEW OF RELATED LITERATURE

The review of related literature will dwell on (1) the Philippine development plan, (2) the state of
Philippine public school education, (3) the No Child Left behind Act, (4) the incidence of cutting
classes in the Philippine public schools, and (5) the teaching practices that promote learning and
sustaining motivation to all learners.

The Philippine Development Plan

The broader concept of national development plan was included as review of related literature of
this topic because any endeavour, plans, aspirations of individuals must coincide with the
government laws and policies. Since this topic talks about education that promotes and enhances
the well – being of the people, it is just right that the plans of the government must be discussed.

The National Economic and Development Authority (NEDA), in its conceptualization of the
ambitious Philippine Development Plan 2017 – 2022 has laid out the plans of achieving a
“matatag, maginhawa at panatag na buhay”. In the NEDA report, the national survey revealed
the aspirations of many Filipinos to spend time with the family, friends and their community.
Alongside with these aspirations are to enjoy a comfortable lifestyle, have a descent house,
security of tenure, convenient transport and the chance to travel for vacation abroad (Part 1, page
7). But reading the content of these plans, the claim for development of NEDA is laid out in
hollow grounds and wishful thinking. NEDA has painted the bigger picture of development of
the country without stressing the foundation and core of development: education. Development
cannot be achieved if the workforce lacks of required education, training and skills. Ignored at
first as a force in development, education is the magic key to attain economic growth (Hezel,
1974). Knowledge can only be made possible by education. Of the 56 pages report, only a very
brief portion gives emphasis to education. Cited in the NEDA report is their strategy of pursuing
full implementation of the K to 12 program (p. 24) and providing access to quality Technical –
Vocational Education and Training opportunities and improving the employability of Filipinos
through skills development and continuing education and training (p. 25)

The State of Philippine Public Schools Education

The Philippines is the world’s second largest archipelagic state next to Indonesia, composed of
more than 7,000 islands. As of 2015, the total population has increased to around 101 million. It
is projected by 2020, the population will grow to around 110 million, making the Philippines the
12th most populous countries in the world.

Philippine education is largely influenced and patterned after the American’s, after having been
colonized by the U.S. for nearly five decades. Compared against the neighbouring Southeast
Asian education system, Philippine education has been in a declining state due to chronic
underfunding. At the elementary level, the net enrolment rate dropped down to 84.4 percent in
2004. The completion rate in elementary school is estimated to be below 70% in 2005. The net
enrolment rate dropped down to 58.5% at secondary level in 2005. Literacy fell from 96.6% in
1990 to 95.1% in 2003, making the Philippines the only country in Asia with declining youth
literacy rates (UNESCO, 2008).

The poor performance of Filipino students reflected in International assessment tests, such as the
Trends in International Mathematics and Science Study (TMSS). Of the 38 countries who
participated in the study, the Philippines ranked 34th in high school mathematics and 43rd in the
46 countries in high school science.

UNESCO worries about the discrepancy in the distribution of education. The poorest children
are four times more likely to be out of school and five times more likely not to complete primary
education (Bokova, 2017). The inequality in Philippine education still persists. Of the UNESCO
study, they found out that 69 percent of elementary graduates from poor families continues into
high school while 94 percent from the richest families.

Immunization of school children against common and preventable diseases is also being
monitored by UNESCO not because it is vital to the general health of school children but reflects
to the readiness to learn and subsequent schooling. The findings revealed that the Philippines is
among the countries that has little improvement in the total percentage of children fully
immunized.

However, the Philippine government has been in a streak of enforcing reforms in the education
sector. In 2012, the K to 12 curriculum, or the additional 2 years to the basic education has been
introduced and implemented by the Aquino administration. The main purpose really is to be at
par with the 12 - year basic education in the countries around the world. As can be recalled,
Philippines was one of the three remaining countries in the world (Angola and Djibouti are the
other two) with 10 – year basic education program prior to the Enhanced Basic Education Act of
2013.

Philippine legislation extended supports for the reforms in education. In 2012, Senator Manny
Villar filed senate bill 2050 proposing the school principals and supervisors to teach core
subjects such as Math, English and Science as they have been proven the best teachers in the past
and therefore must share their expertise in teaching and learning process. In his opening remarks,
Villar said “Poor Filipino households are always giving top priorities to education because they
believe that education is the tool to liberate them from plight of illiteracy, poverty, ignorance,
and other socioeconomic circumstances” (Senate bill 2050).

Despite of the numerous reforms initiated to uplift education in the Philippines, the achievement
is a dismal success. In a report submitted to UNESCO, in time for World Education Forum at
Incheon, South Korea, the Philippines government admitted it failed in achieving several
Education For All (EFA) goals. In fact, UNESCO expressed concern over boys at a disadvantage
from getting to school, staying at school, and recording lower literacy and academic achievement
than girls.

According to UNESCO report, if it keeps up with its effort, the Philippines could still achieve
some of EFA goals in the coming year. The basis of such claim is the improvement of the total
enrolment, achieving 80 percent gross enrolment ratio. Gross enrolment ratio is the total
enrolment percentage of the population that should be enrolled at this level.

One of the many reforms the Philippine government has instituted is the massive increase in the
allocations for the Department of Education. In 2018, the budget for education stands at PHP
533.31 Billion (USD 10.26 billion).
Despite of the massive efforts of the government in educational reforms, Philippine education
keeps trailing behind its Asian counterparts. Completion rates at the secondary level declined
from 75% in 2010 to 74% in 2015.

The No – Child Left behind Act of 2002 promulgated by U.S. congress

The Philippine education is not alone in its declining state. Even the U.S. educational system
which has been perceived as the most superior educational system in the world has been under
fire. Alarmed over the seeming decline of quality, the No Child Left behind Act (NCLB), was
passed by congress and signed into law by President George W. Bush on January 8, 2002. The
NCLB was the response to the growing concern that the American education system was no
longer competitive internationally. NCLB holds the federal role of schools for the academic
development of school children in elementary and high school. It puts emphasis in ensuring the
improvement on the performance of certain groups of students particularly the English –
language learners, students in special education, and poor and minority children.

Under the law, the states are required to bring all students to the “proficient level” on state tests
which later on dubbed as “adequate yearly progress” or AYP.

Teachers are required to be “highly qualified” which means they must possess a bachelor’s
degree in the subject they are teaching and acquire state certification.

Several years have passed since signing NCLB into law, NCLB is under criticism particularly it
did mature without any congressional update or reauthorization. Debate is pressing whether the
law is effective in its objective to improve academic development. Many critiques argue that it is
a “one-size-fits-all” approach that overemphasizes testing and doesn’t provide money to schools
to achieve success. In 2015, NCLB was replaced by a new law, the Every Student Succeeds Act
(ESSA).

A No Filipino Child left behind Act of 2010

The Philippine government has adopted the NCLB Act of the U.S. Sometime in 2010, Senator
Manny Villar filed senate bill 75 enacting into law the aspiration and realization of the
constitutional right of every Filipino to quality education. The bill was known as “A No Filipino
Child Left behind” Act.

Senate Bill 75
Fifteenth Congress of the Republic of the Philippines
10, March 2008

“To get a decent education is one of the fundamental rights of every citizen.
Thus, Section 1, Article XIV of our constitution imposes upon the state the responsibility
to ‘protect and promote the right of the citizens to quality education at all levels’
and take appropriate steps to make such education accessible to all”.

Cognizant of the importance of education as a tool to a nation’s progress,

It is crucial that the state address the challenge to quality education as early
As during the early formative years of the child.

….. Providing for quality education is one of the most important legacies the state and
The local government can offer to the people. In ensuring the grant of good education to
The children, the state does not only discharge the most important function, it is
Also making a crucial investment vital to economic growth.
 - Senator Manny Villar
Sen. Villar in his Senate bill 75 explanatory note:

The law proposes compulsory attendance of children. It enforces the obligation of the parent or
guardian to enrol the child at school age in a school or a learning facility, or if so warrant, apply
and register the child to home education or secure an exemption. Violation of the law warrants
penalty of a fine of One Thousand pesos and attendance to a community seminar on the
importance of education. Second offense has a fine of Ten Thousand pesos and one month
community service, while habitual offender will serve one (1) year imprisonment (Section 5).

The law has safeguarded against the abuse and employment of children of compulsory school
age. Any person who employs or engages the services of a child will be fined Ten Thousand
pesos for the first offense and imprisonment of not less than fifteen days but not more than thirty
days (Section 7).

Senate bill 75 clearly manifests the importance of education towards the economic development
of individual and the nation. It is imperative therefore that every Filipino must be educated but
this aspiration will not hold true if the recipient itself of education are not wanting it and
escaping classes.

The Incidence of Cutting Classes in the Philippines

Cutting classes is rampant in the Philippines. The researcher browsed the internet and found out
a blog by Noemi G. Ramos, a high school teacher at Limay National High School in Batan in
2013. The paper was titled cutting classes, cutting future. She cited several reasons provided by
students why they skip classes: they are bored the way teacher teaches; they don’t like the
subject or the teacher; they are not prepared for the test or unprepared of the requirements or they
skip classes to play computer games. Some say it’s because they want to show their rebellion to
their parents.

Ms. Ramos elaborately described in her blog that the problem on cutting classes also persists in
the school she is teaching. The students who cut classes are not deceiving the teachers or the
school but they are wasting their chance to have better future by being educated.

Four years ago, a headline entitled “anti – cutting classes measure approved” appeared in
Inquirer.net. The anti – truancy ordinance, authored by Cebu provincial board member Antonio
Miguel Magpale, prohibits students from cutting classes.

The ordinance prohibits the minors from loitering in internet shops, billiard plazas, movie houses
and malls during class hours. Business establishments accomodating students as customers will
be fined 2,000 to 5,000 pesos.

First time offenders will undergo counselling, and will render 36 hours of community service for
the second offense. A fine of less than 500 pesos will be slapped to parents of 3rd time offender.

The teaching practices that promote learning and sustaining motivation to all learners

As this research study is trying to figure out what are the possible reasons why students escape
and cut classes, the proponent is looking at all angles and avenues and these did not spare the
teachers and school officials. Without realizing it, teachers or the school officials could be the
culprit why students skip and cut classes.
To better understand what motivates and inspires students to stay, participate, and learn in the
classroom proceeding, let us examine the three classroom management theories explained by
Matthew Lynch. According to him, classroom management is very vital in achieving an
effective learning environment.

The National Comprehensive Center for Teacher Quality also stresses that instructional theory
and classroom organization are among the most important aspects of teacher education. In
modern education, classroom management continues to evolve but there are three key theorists
that stand out:

1. (1960) Skinner’s Operant Conditioning

Responses to events or stimuli that occur in the environment can change the behaviour of an
individual. When a given stimulus – response (S-R) pattern is rewarded, the individual (student)
is conditioned to respond similarly. Reinforcement or anything that strengthens the desired
outcome is the key. Thus it is imperative for teachers to give praise, good grades, or feeling of
accomplishment. Saying all these, teachers should utilize praise, feedbacks or rewards when
addressing problematic behaviour such as cutting classes.

2. (1998) Glasser’s Choice Theory

William Glasser suggests that almost all behaviour is chosen, and we are driven by genetics to
satisfy five basic needs: love and belonging, survival, power, freedom and fun. As teachers play
the role of classroom managers, require them to guide students that working hard and being
obedient worth the pain and will have a positive influence on their lives. By maintaining positive
relationship with students, teachers can create active, relevant learning experiences that enable
students to mastery and success. When conducting lesson, teachers practicing choice theory work
to make classroom activities that satisfy the students’ needs. The students who feel they are
connected, feel the sense of competence and power, have a comfortable freedom, and in a safe
secure environment.

There could be some events that teachers are abusing verbally and physically the students. And
this could trigger students to cut classes instead of confronting upfront the teachers. Compassion,
understanding and love could be the key in order to inspire students to stay and learn in the
classroom.

3. (2006) Kohn’s Student directed Learning Theory

Kohn believes that the ideal classroom emphasizes curiosity and cooperation and that the
students’ curiosity should determine what is taught. When it comes to classroom management,
Kohn believes that teachers must not rely heavily on extrinsic motivation rather than more
intrinsic motivation. He emphasized cooperation because when curiosity is nurtured, rewards and
punishment are not necessary.

In implementing Kohn’s theory in classroom, teachers must explore the topics that interest them
most. Students should be able to think, write and explore without worrying how good they are.
He emphasizes that not all students learn at the same pace, and standards do not take this
account. Kohn asserts that student must be treated as the core of everything.

4. Canter’s Disciple Theory

This discipline theory proposed by Lee Canter suggests that students’ positive behaviour should
be recognized and encouraged. Teachers should inform students about the school’s expectations
and rules. After informing the students, teachers must monitor these guidelines. Teachers must
be entrusted with the right to teach without any intervention and the students, on the other hand,
must learn without any interruption.

Hostile relationships are formed due to repeated unfriendly interactions and once a hostile
relationship has been formed, one will be less inclined to show friendly behaviour on a
subsequent encounter. Relational schemas can influence perceptions of the other’s behaviour in a
subsequent encounter (Baldwin, 1992).

Today’s educational system is becoming more complex. No single learning approach could work
for everyone.

Educational psychologists do not only uncover individual learning but also try to explain the
interaction of students with teachers. Psychologists examine how people learn in a variety of
settings to pinpoint strategies and approaches to make learning more effective.

Chronic absenteeism is typically one of the most ardent signs that something serious may be
happening with a student and his or her family. He noted that students who skip school may be
caring for younger siblings, experiencing neglect or homelessness – a plight endured by 1.3
million U.S. students – or facing related trauma (Howard, 2017)

Students should also want to attend school, not just for academics. People must have a more
vigorous concerted effort around making sure that schools are warm, welcoming and engaging
(Chang, 2017)

CHAPTER III: FRAMEWORK OF THE STUDY

Theoretical Framework
One of the psychological principles this study wants to test on cutting classes is the Social
Learning Theory of Albert Bandura. According to Bandura, people learn by observing,
imitating and modelling from one another. Through observation of other people’s behaviour,
attitudes and outcomes of behaviour, people learn.

Another psychological principle this study wants to test on cutting classes is Albert Bandura’s
self – efficacy theory. Self – efficacy, commonly equated with self – confidence, is the belief in
one’s competence to successfully accomplish a task and end up at favourable outcome. Some
scientists give more importance to self – efficacy over talent because it determines our chances
for success or failure. Bandura cited 4 sources of self – efficacy:

Mastery experiences: A direct experience of mastering a task and hurdling obstacle through
efforts and perseverance builds up self - efficacy.

Does it mean students who keep on cutting classes has not mastered some classroom activities
that’s why they resolve to escape class instead of performing and battling it out with their
classmates?

Vicarious experience: By imitating the people we perceive as our role models who succeeded
through their sustained efforts, increases our beliefs that we too can achieve what they have
achieved.

Does these students who keep on cutting classes are not blessed to have someone whom they can
look up to as role models who can reinforce and help them persevere?
Verbal persuasion: Persuasion from influential people in our lives i.e. parents, teachers, coach
or manager strengthens our beliefs that we have the tools to succeed. Persuasion from influential
people encourages us to put more effort into a task or activity and sustain the fight when things
get rough.

This research has just taken off from the ground, and yet it now serves as an eye opener
replacing hatred into compassion. The students who are fond of cutting classes could actually
victims of circumstances and are deprived of influential people to whom they can draw
inspiration and direction.

Emotional and psychological state: The emotional and physiological state you’re in influences
your self – efficacy. Positive emotions boost our confidence in our capabilities. Depression or
tension on the other hand, is interpreted as signs of weakness and could dampen the
performance.

It could be one of the reasons that students escape classes because they are uneasy and
unprepared to clash intellectually against their classmates.

The third psychological principle this study wants to associate with cutting classes is John
Bowlby’s attachment theory. According to him, a strong attachment to a caregiver (specifically
the parents) provides a sense of security and foundation. Children who lack in attachments are
fearful and less willing to seek out and learn from new experiences. Children with strong
attachments to their parents (caregiver) are secured and bold to try new experiences.

The proponent wants to verify if the students cutting classes have suffered weak attachment to
their parents or caregiver. This could be the reason why the students are less likely to struggle it
out and compete with the perceived strong and intellectual classmates. Does it mean the students
cut classes did not have the opportunity to have close attachment to a caregiver or parents?

Another possible reasons why students escape and cut classes has something to do with the
theory of moral reasoning which later on developed by psychologist Lawrence Kolhberg as
moral development Theory.

During the pre-conventional level, morality of a child is influenced by the rules of authority
figures, such as parents and teachers. Their judgement of action is based on consequences.

During the conventional level, within the ages of 10 – 16 years old (junior high school students),
the child’s sense of morality is affected by societal and personal relationships. Giving out
reasons about a dilemma determines positive moral development. Adolescent continue to obey
the rules of authority but this is due to the belief that this is necessary to ensure positive
relationships and societal order. But this is not the case of our students in SLNHS. There are a
number of students who directly disregard the rules, unmindful of maintaining societal order or
positive relationships.

During the post-conventional stage, the sense of morality is governed by abstract principles and
values. People in this level possess mature concept of justice and believe some laws are not just
and therefore must be changed or eliminated. This level is defined by a realization that
individuals are independent entities from society and they may disobey rules that do not jibe with
their own principles.

This study wants to investigate whether our students in the junior high school whose ages range
from 12 – 16 have ripen their moral development earlier that what is expected from than that of
Kolhberg’s?
Conceptual Framework

Teaching

Psychological and And

behavioural Classroom Cutting classes of
Theories / Influence
students
from peers /
Genetics
management

theories
CHAPTER IV: METHODOLOGY
Research Design

This study proposes to use the mixed methods of research design. By using the quantitative
research method, this study could probe the hypothesis that genetics and / or the environment and
upbringing of the learner is the cause why students cut classes. It also wants to conduct a parallel
study whether the psychological and behavioural theories could explain the attitude of students
who cut classes.

Doing qualitative research design, this study aims to get the sentiment and reason of the students
why they skip classes.

Research Locale and Participants

The participants are the grade 7 – 10, male and female students of Sta. Lutgarda National High
School at New Poblacion, Cabusao, Camarines Sur.

Data Gathering Procedure

For qualitative research design, questionnaire will be given to every student of SLNHS from
grade 7 to 10. Those who will be answering that once in their life have tried to cut class will be
the subject of this study. The 20 percent of the subjects will be interviewed to get their sentiment
and reasons that trigger them to cut class.

At this point the data gathering procedure for quantitative design is still being planned.

Research Instruments

Ethical Considerations

A disclosure will be circulated to all students that this study is being done for the purpose of
understanding the behaviour and attitude of students that cut classes. All the information
obtained for this research will be held confidential and by no means degrades or put to shame the
respondents.

Data Analysis

Methodological Limitations

References:

1. Education in the Philippines, Wilson Mancha, Christopher Mackie, and Jessica

Magaziner, WENR World Education News and Reviews, March 6, 2018.

Retrieved from: https://wenr.wes.org/2018/03/education-in-the-philippines

2. What is self – efficacy? Bandura’s 4 sources of efficacy beliefs.

Positivepsychology.org.uk by Mirriam Akhtar

3. Bowlby, John. Attachment and loss, 1969.

Attachment theory, developmental psychology,

Retrieved from: www.psychologistworld.com/developmental/attachment-theory#references

 4. Sarah Mae Sincero (February 23, 2012). Theory of moral development. Retrieved May 9,
2018 from Explorable.com:

https://explorable.com/theory-of-moral-development

5. Ashley Jane Tagudando, the cutting classes of students, January 2017

Retrieved from: www.academia.edu/30774677/The_Cutting_Classes_of_Students

6. Senate Bill 2050, Fourteenth Congress of the Philippine, Manny Villar,

Retrieved from: https://www.senate.gov.ph.lisdata

7. Philippine Development Plan 2017 – 2022 abridged version, National Economic and
Development Authority, 2017.

8. ‘Education for All’ ending: PH fails to meet targets, Yvonne T. Chua, VERA Files, Apr.
11, 2015.

Retrieved from: News.abs-cbn.com/focus/04/10/15/education-all-ending-ph-fails-meet-targets

https://www.edweek.org/ew/sect

9. Cabusao, Camarines Sur, Wikipedia

Retrieved from: https://www.wikivividly.com.wiki

10. Mikhail Zinshteyn, The long term consequences of missing school, Sept. 6, 2016,
Atlantic Daily

Retrieved from: https://www.theatlantic.om/education/archive/2016/09/long-term-consequence-

of-missing-school/498599

11. Victor Anthony V. Silva, anti – cutting classes measure approved, 2014,
cebudailynews.inquirer.net

Retrieved from: https://www.google.com.ph/amp/cebudailynews_inquirer.net/45070/anti-cut

12. Noemi G. Ramos, Cutting classes, cutting future, August 7, 2013,

Retrieved from: Udyong.gov.ph/index.php?option=com_content&view=article&id=142;cutting-

classes

13. Matthew Lynch, Understanding Three Key Classroom Management Theories, November
28, 2016

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