Effect of Absenteeism to Student’s Performance of

selected G10 Students in General Emilio

Aguinaldo National High School

A statistical research

Presented to:

Jibby L. Berdan

By;

Sairra Mae T. Lagarto

Krizza Jane Mayrina

Alexis Morrea Oliveros

Rosemarie Anne B. Soliman

Yuan Angelo D. Delgado

Don Francis Mulgada

S.Y. 2018-2019
OBJECTIVE

In any research work, objectives are basically important to provide direction.

For researcher objectives are statements of activities to be performed to shape
research work. This section includes the specific objective of this study.

1. To identify the causes of students absenteeism.

2. To find out how absenteeism affected student’s performance.
3. To identify ways to reduce the rate of absenteeism.

STATEMENT OF THE PROBLEM

This study strongly aims to determine the effects of General Emilio Aguinaldo
National High School students absenteeism especially this sough answer the following
questions.

1. What are the possible affect or consequences on absenteeism to the students?

2. What are the causes why of students absenteeism?
3. Why is absenteeism a problem?
 CHAPTER 1:

INTRODUCTION AND BACKGROUND OF THE STUDY

Introduction

Attendance in classrooms is made compulsory to ensure continuity in the

student’s learning process. When a student is regularly absent from class, it has an
adverse effect on their academic performance. This is because frequent absences may
lead to missing out on vital information, facts and instructions that result in partial
understanding of a topic, submission of incomplete work and poor participation in class
activities. Some schools also dictate that students should have a particular attendance
percentage in order to appear for exams. Therefore it is of utmost importance that
parents ensure that their children attend classes. The most common reasons for
absenteeism are: sickness, lack of interest in class activities and studies, fear of going
to school due to bullying and poor peer relations.

Chronic absenteeism not only affects student achievement, it can affect a

student's attitude and behavior at school. When a student has attendance issues,
achievement issues and behavior issues it increases their risk of dropping out of school.
Students with good homework habits are less likely to miss school and if they do miss
school they are more likely to complete makeup work in a timely fashion. Students who
are disorganized; unsure of their assignment responsibilities and or have numerous
outstanding assignments are more likely to become causality to chronic absenteeism.
Helping students understand that consistently attending school improves achievement
and gives those increased opportunities and choices when they graduate falls squarely
on all of our shoulders. Attending school on regular basis does matter. Attendance is a
key driver in a student’s achievement in the classroom, standardized test scores, high
school graduation, and college entrance. Chronic absenteeism is a problem that can be
remedied if addressed by all responsible parties: the student, the parent/guardian, the
school and the community.
Background of the Study

Regular attendance is an essential feature in school success. Students who

are chronic non-attenders receive fewer hours of instruction as compared to those who
regularly attend classes. Sadly, they often leave education early and are more likely to
become unemployed, homeless, caught in poverty trap, dependent on welfare, and
involved in the justice system (Sanchez, 2012). In the most cases, student absenteeism
affects even the regular attenders, since the teachers accommodate non-attenders in
the same class.

Absenteeism is common problem in every university. According to Merriam

Webster Dictionary, absenteeism is a “chronic absence”. In the context of school, while
other students may miss some school activities now and then, absence becomes a
problem when the student is away from school for many days.

School absenteeism is a phenomenon with widespread consequence

impacting on a range of social stakeholders. This ranges from the children who are
often absent, their families, and schools. In worse cases, absenteeism, called truancy in
social welfare definition in western countries (Sutphen, Ford & Flaherty, 2010), seeks
the attention of the criminal justice system, social work agencies, and social service
organizations. Absenteeism is considered as one of the key problems facing some
school. There is increasing concern for the seemingly large number of children and
young people who are, for a range of reasons, missing out on the benefits of education
and possibly on better future.

Absenteeism is one of the indiscipline aspects in school. The state of

indiscipline in a school may be confined to some undesirable and aberrant behavior
such as disobedience, drug abuse, absenteeism, cheating specially in examinations,
continual lateness and so on.

Going to school regularly is crucially important for a student’s education and

social skills chronically absent students are at a disadvantage both socially and
academically. They miss out on critical stages of social interaction and development
with their peers and at the same time impacts negatively on their academic progress.
This can result to low self-esteem, social isolation, and dissatisfaction that could well
have precipitated non-attendance in the first place. Absenteeism can lead to depression
and also result in poor quality of education as a result of time lost while being away from
school. It could also lead to moral degradation that leads to drug abuse, early
pregnancies and unruly behavior. Absenteeism can be remedied by providing adequate
co-curricular activities to students. It could be curbed by creating of clubs and societies
to keep students busy when they are out of class. Schools should strive to have up to
date learning facilities like libraries as well as sporting facilities to make students
enhance student retention.

I gathered in particular that there is extensive absenteeism amongst students.

This is done by skipping some lessons during the day, skipping a whole day or not
showing up at school for several days. This problem dilutes the role of teaching since
one cannot teach those who are absent. When students are absent in school, arrive
late, or cut class, they reduce their opportunities to learn and miss on critical content
planned for the time. Absences are also highest in the earliest years of school most
critical for developing foundational skills like reading (California Department of Justice,
2014). Regular attendance at school is essential if pupils are to learn and keep up with
lessons. Absenteeism is a concern as it leads to the academic performance of the child
going down, ultimately leading to the decline in overall school performance.

A student’s attendance may be the grounds of the results of his or her learning
performance. School administration and faculty may also affect the absenteeism rate of
their student, and so as the population of those who practice absenteeism affect the
administration and the school itself. Absenteeism in students affects their school
performances especially when they are in a group or teamwork for their assignments and
projects. Since grouping will help develops the students’ cooperative and ability to share
and gain knowledge from their group mates will also miss the opportunity of gaining
knowledge from the absent student.
 Being absent can affects the students’ ability to get high scores in examinations
which can cause the decreasing of grades or the student may fail and will cause him/her
to repeat the same year level. Students who have spent time attending lectures or
classes have a significant, positive effect on students’ performance. Students that
participated exhibited higher grades and scores in examinations of the student. The
difficulty inferring the effect of absenteeism on performance because, once a student is
absent in a class, he or she may miss the opportunity of learning other technique.
Absenteeism in school is the habit of staying away from school without providing a
genuine or any reason for not attending classes. Absenteeism is a truant behavior that
negatively affects the performance among students.
REFERENCES

http://www.isd423.org/vidoc/chronic-absenteeism/?fbclid=IwAR1O8pSI-
YZRwRSX2AVouph7daZX_wULTnfZA1vX3qpEBV4acf-vnkL0Qjo

https://enezaeducation.com/absenteeism-in-school/

https://k12teacherstaffdevelopment.com/tlb/how-can-i-prevent-or-reduce-absenteeism-in-
the-classroom/?fbclid=IwAR3-t1hDA2HSpIvgSgtAHVX4Q-HDaN414rc-
BAjOB3kCnlykswxfvGTEqTA

https://www.bartleby.com/essay/Students-Absenteeism-F3PW2N936ZZA

https://owlcation.com/academia/action-research-on-student-absenteeism

https://www.researchgate.net/publication/307088341_The_School_Absenteeism_among
_High_School_Students_Contributing_Factors
DEFINITION OF TERMS

Absenteeism- The practice of regularly staying away from work or school without good
reason. A habit of staying away from school without providing a genuine or any reason
for not attending classes.

Student- A person who attends a school, college, or university. A person who studies
something.

Performance- the act of doing a job, an activity, singing a song or acting in a play that a
person or a group does to entertain an audience.

Impact- Have a strong and often bad effect on (someone or something).

Disadvantage- an unfavorable circumstance or condition that reduces the chances of

success or effectiveness.

Effect- a change which is a result or consequence of an action or other cause.

Co-curricular- (of an activity at a school or college) pursued in addition to the normal

course of study.

Attendance- the action or state of going regularly to or being present at a place or

event. The number of people present at a particular event, function, or meeting.

Significant- sufficiently great or important to be worthy of attention; noteworthy.

Skill- the ability to do something well; expertise.

Precipitated- cause (an event or situation, typically one that is bad or undesirable) to
happen suddenly, unexpectedly, or prematurely.

Genuine- truly what something is said to be; authentic.

Truant- a student who stays away from school without leave or explanation.

Technique- a way of carrying out a particular task, especially the execution or

performance of an artistic work or a scientific procedure.
 CHAPTER 2

RELATED LITERATURE AND STUDIES

RELATED LITERATURE

When examining the related literature, plenty of studies take place about the
reasons and effects of student absenteeism in abroad. However, in our country, this
issue is not taken into account enough. In addition, it is important note that the variables
taken into consideration in this study were examined separately by previous studies. On
the other hand, integrated examination of these factors in a single study may provide us
the beneficial information about the nature of relationship among these variables. In
consequence, the aim of this study is to examine relationship between personal factors
(academic self-perception, attitudes towards teacher and school, motivation and goal
valuation), family characteristics (parents’ educational level and income), student
absenteeism and academic achievement in structural equation model.

All students, yet for one reason or another, at one time or other time want miss
to a day of school. The general tendency to engage in such unwillingness is referred to
absenteeism. Student absenteeism defined as a period of time when a student does not
attend school, has become major and continuous problem among high school students
in many countries. Indeed, numerous studies conducted to answer a question that is
why high school students miss classes. In this notion, numerous risk factors that
contribute to student absenteeism such as family health, low income, poor school
climate, drug and alcohol use, transportation problems, and community attitudes
towards education. (Ingul, Klöckner, Silverman, and Nordahl 2012) found that school
absenteeism associated with internalizing and externalizing behavior, family work and
health, and school environment. In another study, (Simons, Hwang, Fitzgerald, Kielb,
and Lin 2010) found that there are an association between absenteeism of student and
unfavorable school setting conditions. In addition, some researches argued that
students’ attitude and motivation for learning was a key factor in student absenteeism.
(Schwartz, Radcliffe, and Barakat 2009) reported that absenteeism negatively related to
future-oriented academic goals. (Adıgüzel and Karadaş 2013) found that student with
high level of absenteeism reported negative attitudes towards school.
As a result, school absenteeism has a complex nature that includes risk factors
associated with personal, academic, family, school environment, and social variables.

Because of absenteeism has a complex nature, the consequences of high level school
absenteeism can be detrimental for students. In the other words, the absenteeism among
high school students can lead to more negative effect such as low academic performance
and many social problems. In regarding relationship between student absenteeism and
academic achievement, student with absenteeism miss opportunities to learn the material
that enables them to succeed later in school and; fall behind their classmates in academic
achievement. In this notion, previous studies has revealed that student absenteeism is
related academic failure and academic performance.
RELATED STUDIES

Students’ absenteeism is negatively related with academic achievement. The

previous academic achievement predicts current absenteeism. There are different views
on the relationship between absenteeism and academic performance in the related
literature. Some authors focused the impacts of students’ absenteeism on academic
performance (Korir et al 2014). These studies suggested that students who attend
school regularly have higher academic achievement than students with high absences.
This finding of this study is consistent with those studies indicating that absentees have
low level of academic achievement. These suggest that previous school absenteeism
negatively affect students’ academic achievement. In turn, poor academic achievement
affects negatively current school absenteeism.

School attendance is recognized as contributing to academic achievement and

the development of social and work related skills (Skedgell & Kearney 2018). This
research clearly confirms that school absenteeism can be linked to lower academic
achievement and engagement that also affects social development (Balkis, Arslan &
Duru 2016).

Being always absent in higher education is not an uncommon problem.

Previous studies reported among factors contributed to this phenomenon were teaching
method, competency of the teacher and student-teacher interaction (Lopez Bonilla
2013), weekend scheduled classes and graded assignment completion (Khong,Dunn,
Lim,& Yap 2016),and lack of motivation (Balkis, Arslan, & Duru 2016).

Student absenteeism, academic achievement, parents education level and

socio economic status family (Ingul et al., 2012). The different views exist on the
relationships between absenteeism and academic achievement. Some authors noted
that students who attend school regularly have higher academic achievement than
students with high absences. The other group authors believed that student with low
level of academic achievement were more likely to have a higher rate of school
absence. It may be expected that there is a reciprocal relationship between academic
achievement and student absenteeism. In other words, while student absenteeism may
affect academic achievement, academic achievement may affect student absenteeism
as well. Thus, it is hypothesis that previous absenteeism would predict previous
academic achievement in turn previous academic achievement would predict current
absenteeism.
 CHAPTER 3

METHODOLOGY

Research methodology is the process of solving the problem systematically by

research. The objective of the study is to solve the problem by using available data.

This research examined the effects of absenteeism to student’s performance

in General Emilio Aguinaldo National High School. This chapter includes a discussion
about the population sample, procedure used in collecting data, research instrument,
research design and the statistical tools used in gathering and analyzing the data.

RESEARCH DESIGN

For this study, the researchers decided to use the descriptive design. A
descriptive study establishes only associations between variables. The descriptive
method helps to describe the Effect of Absenteeism to Student’s Performance of
selected Grade 10 student in General Emilio Aguinaldo National High School S.Y 2018-
2019. The researcher use survey checklist to determine the effect of absenteeism
among grade 10 student. The method was considered appropriate to use since the data
were strained from the 40 respondent in General Emilio Aguinaldo National High
School.

The descriptive method of research study involves as a certain data gathering

process on prevailing conditions and practice or description on it, it also predicting for
identifying among available choices.

POPULATION SAMPLE

The target population for this research defined to include the students of
General Emilio Aguinaldo National High School that experienced absenteeism or not.
Not every student had a chance to be involved in the sample thus, we only gathered
those students who have free time on the time we toured around the school to give
them the research instrument which is a 30 item survey questionnaire.
RESEARCH INSTRUMENT

The questionnaire is an often used as observational device for collecting

personal data and opinion it provides a way to collect personal information from
subjects that may not be readily obtainable using other methods. Questionnaire provide
structured responses, we used checklist to answer the survey questionnaire. Every
respondent is instructed to respond to each item with one of five possible answer coded
1-5, with 5 representing the highest that stands for always and 1 being the lowest, that
stands for never. The questionnaire was divided into three parts. The researchers
personally submitted the questionnaires to the respondents and assure them of
confidentiality to be able to obtain honesty in the respondent’s answer.

RESEARCH RESPONDENT

This research utilizes the Grade 10 students of the General Emilio Aguinaldo
National High School. There were 30 survey questionnaires that were handed to give
their own opinion to our given questionnaires.

DATA GATHERING PROCEDURE

The data of this research were gathered and collected based on the
descriptive survey form approach. We, the researchers, created the survey composing
of suitable questions. It composes of a total 30 questions related research. This
included the process of conducting and gathering data needed in the said research
study. The first step in the process is the construction of the questionnaires that tackles
the Effect of absenteeism.

STATISTICAL TREATMENT

Descriptive statistics used in this Chapter included mean and frequencies.

The selection of tools was done on the basis of objectives of the research work and the
nature of respondents. The purpose of this statistical treatment can help the
researcher to collect mathematical data for the beneficial to the upcoming outcome of
the study. The following statistical treatments are used to identify the answer to the
specific problem of the study:
Frequency and Percentage Distribution

Frequency and percentage distribution was used to determine the genders

and age profiles of the students.

Formula:

P= f x100

Where:

P= percentage

f= frequency

n= No. of Respondent

Weighted Mean

The mean and weighted mean is used to determine the respondent’s average
response on each of the statement in the questionnaire.

Formula:

x= Σfx

Where:

x= weighted mean

Σfx= sum of weighted frequency

N= number of cases
Median and Mode
The mean and mode was used to determine the respondents middle and most
response on each of the statement in the questionnaire.

Median Formula: n÷2

Mode: most frequent number

Verbal Interpretation

The verbal interpretation of the questionnaire determined on how the respondents

affect their response of absenteeism.

TABLE 1.0

Arbitrary Scale

Arbitrary Scale Choices

5 4.50-5.00 Always

4 3.50-4.49 Usually

3 2.50-3.49 Sometimes

2 1.50-2.49 Rarely

1 1.00-1.49 Never
 CHAPTER 4

RESULTS AND DISCUSSION

Introduction

This chapter presents the percentage and table of the result of the survey
regarding Effect of Absenteeism to Student Performance of selected Grade 10 students
in General Emilio Aguinaldo National High School.

TABLE 1.1
Age Profile of the Students

Age Number of Percentage Rank

Respondents
15 5 12.5 3
16 26 65 1
17 8 20 2
18 1 2.5 4
Total 40 100

The table 1.1 shows that the most respondent is the age of 16 years old,
compose of 26 no. of respondent with the percentage of 65 and got a rank 1. Then, the
age of 17 years old, compose of 8 no. of respondents with the percentage of 20 and got
rank 2. Then, the age of 15 years old, compose of 5 no. of respondents with the
percentage of 12.5 and got rank 3. While the age of 18 years old, compose of 1 no. of
respondent with the percentage of 2.5 and got rank 4.
 TABLE 1.2
Gender of the Students

Gender Number of Percentage Rank

Respondents
Female 30 75 1
Male 10 25 2
Total 40 100

The table 1.2 shows that the most respondent is the female gender, compose
of 30 no. of respondent with the percentage of 75 and got a rank 1. Then, the male
gender, compose of 10 no. of respondents with the percentage of 25 and got rank 2.

TABLE 1.3
Causes of Absenteeism

Causes of Absenteeism Weighted Verbal Rank

Mean Interpretation
I feel lazy when going to school. 2.3 often 7
I am being bullied. 1.93 often 9
I have no money to buy snacks. 1.98 often 8
I have health factor (illness, toothache, 1.45 never 10
fever/flu, headache, diarrhea, etc.)
No one accompanies me to school. 2.28 often 3
My parents don’t care about my studies. 2.13 often 5.5
I am not interested in my studies. 2.13 often 5.5
I didn’t wake up early 2.35 often 2
I can’t concentrate on my studies. 2.63 sometimes 1
My friends influence me to be absent. 2.25 often 4
 “I can’t concentrate on my studies” statement got a weighted mean of 2.63
with a verbal interpretation of sometimes and got a rank 1. “I didn’t wake up early”
statement got a weighted mean of 2.35 with a verbal interpretation of often and got rank
2. “No one accompanies me to school” statement got a weighted mean of 2.28 with a
verbal interpretation of often and got rank 3. “My friends influence me to be absent”
statement got a weighted mean of 2.25 with a verbal interpretation of often and got rank
4. “My parents don’t care about my studies” and “I am not interested in my studies”
statement, got a same weighted mean of 2.13 and also a verbal interpretation of often
and got rank 5.5. “I feel lazy when going to school” statement got a weighted mean of
2.3 with a verbal interpretation of often and got rank 7. “I have no money to buy snacks”
statement got a weighted mean of 1.98 with a verbal interpretation of often and got rank
8. “I am being bullied” statement, got a weighted mean of 1.93 with a verbal
interpretation of often and got rank 9. “I have health factor (ex. Illness)” statement, got a
weighted mean of 1.45 with a verbal interpretation of never and got rank 10.

TABLE 1.4
Absenteeism

Absenteeism Weighted Verbal Rank

Mean Interpretation
I absent. 2.33 Often 2
I got fond of being often absent. 2.25 Often 3.5
I don’t like my teacher. 2.1 Often 9

I didn’t study/make assignments the night 2.45 Often 1

before.
I can’t understand my teacher’s lesson. 2.5 Often 7.5

Our classroom is hot and uncomfortable. 2.5 Often 7.5

I have no friends in our class. 1.93 Often 10
House is too far from school. 2.25 Often 3.5
My parents ask me to be absent in class. 2.15 Often 6
I’m too pre-occupied in household chores. 2.18 often 5
 “I didn’t study/make assignment the night before” statement got a weighted
mean of 2.45 with a verbal interpretation of often and got a rank 1. “I absent” statement
got a weighted mean of 2.33 with a verbal interpretation of often and got rank 2. “I got
fond of being often absent” and “house is too far from school” statement got a same
weighted mean of 2.25 and also a verbal interpretation of often and got rank 3.5. “I’m
too pre-occupied in household chores” statement got a weighted mean of 2.18 with a
verbal interpretation of often and got rank 5. “My parents ask me to be absent in class”
statement, got a weighted mean of 2.15 with a verbal interpretation of often and got
rank 6. “I can’t understand my teacher’s lesson” and “Our classroom is hot and
uncomfortable” statement got a same weighted mean of 2.5 and also a verbal
interpretation of often and got rank 7.5. “I don’t like my teacher” statement, got a
weighted mean of 2.1 with a verbal interpretation of often and got rank 9. “I have no
friends in our class” statement got a weighted mean of 1.93 with a verbal interpretation
of often and got rank 10.

TABLE 1.5
Consequences/Effect of absenteeism

Consequences/Effect of absenteeism Weighted Verbal Rank

Mean Interpretation
My teacher scolded me. 1.78 often 7
I have low grades. 2.15 often 2
Dropped out 1.65 often 8
I experienced visited by my teacher. 1.8 never 10
I have experienced detention. 1.9 never 9
I experienced make-up classes. 1.98 often 6
I have trouble in catching up my lessons. 2.1 often 3.5
My social study has suffered because of 2.23 often 1
absenteeism
I often fail to get enough study because of 2.1 Often 3.5
absenteeism
I feel a sense of shame about negative effect 2 Often 5
in my life resulting from my absenteeism.
 “My social study has suffered because of absenteeism” statement got a
weighted mean of 2.23 with a verbal interpretation of often and got a rank 1. “I have low
grades” statement got a weighted mean of 2.15 with a verbal interpretation of often and
got rank 2. “I have trouble in catching up my lessons” and “I often fail to get enough
study because of absenteeism” statement got a same weighted mean of 2.1 and also a
verbal interpretation of often and got rank 3.5. “I feel a sense of shame about negative
effect in my life resulting from my absenteeism.” statement got a weighted mean of 2
with a verbal interpretation of often and got rank 5. “I experienced make-up classes.”
statement got a weighted mean of 1.98 with a verbal interpretation of often and got rank
6. “My teacher scolded me” statement got a weighted mean of 1.78 with a verbal
interpretation of often and got rank 7. “Dropped out” statement got a weighted mean of
1.65 with a verbal interpretation of often and got rank 8.” I have experienced detention.”
statement got a weighted mean of 1.9 with a verbal interpretation of never and got rank
9. “I experienced visited by my teacher” statement, got a weighted mean of 1.8 with a
verbal interpretation of never and got rank 10.

Table 1.6 Overall Mean and Percentage

Table Mean Percentage Rank

1.3 What are the causes of students 2.14 5.35 2
absenteeism?
1.4 Why is absenteeism a problem? 2.26 5.65 1

1.5 What are the possible affect or

consequences on absenteeism to the 1.97 4.93 3
students?

This table shows the overall mean and percentage also the rank of each table
from 1.3 to 1.5. Table 1.4 got a mean of 2.26 with a 5.65 percentage and got a rank 1.
Table 1.3 got a mean of 2.75 with a percentage, got a rank 2. Table 1.5 got a mean of
1.97 with a 4.93 percentage and got a rank of 3.
 This table has been solved to find its mean, median, and mode. This table got a
mean of 2.12 and got a median of 2.14 but the mode is none.
 CHAPTER 5
SUMMARY, CONCLUSIONS, FINDINGS AND RECOMMENDATION
INTRODUCTION

This chapter includes summary and findings of the study, the conclusion drawn from
the result and recommendation for application and further study.

SUMMARY
The chosen respondents are the G10 students of General Emilio Aguinaldo National
High School. The descriptive research method used the survey questionnaires to gather
data to be analyzed. Specifically this study sought to answer the following questions:

1. What are the age and genders profiles of the students?

2. What are the causes of students absenteeism?
3. Why is absenteeism a problem?
4. What are the possible affect or consequences on absenteeism to the students?

FINDINGS

The findings of the study were summarizing under the specific questions which this
study sought to answer.

1. What are the age and genders profiles of the students?

Based on the result the most respondent or students subjected to this study
are 16 years old that compose of 26 no. of respondent or 65 in percentage. In addition,
some of them are 17 years old; compose of 8 no. of respondents or 20 in percentage. In
addition, some of them are 15 years old; compose of 5 no. of respondents or 12.5 in
percentage. While the age of 18 years old, compose of 1 no. of respondent or 2.5 in
percentage.

It shows that most of the respondents are female with 30 no. of respondent or
75 in percentage. While the male gender, compose of 10 no. of respondents with the
percentage of 25.
 2. What are the causes of students absenteeism?

In the table 1.3 shows that the student of G10 in General Emilio Aguinaldo
National High School think that this is the causes of students absenteeism. “I can’t
concentrate on my studies” statement got a weighted mean of 2.63 with a verbal
interpretation of sometimes and got a rank 1. “I didn’t wake up early” statement got a
weighted mean of 2.35 with a verbal interpretation of often and got rank 2. “No one
accompanies me to school” statement got a weighted mean of 2.28 with a verbal
interpretation of often and got rank 3. “My friends influence me to be absent” statement
got a weighted mean of 2.25 with a verbal interpretation of often and got rank 4. “My
parents don’t care about my studies” and “I am not interested in my studies” statement,
got a same weighted mean of 2.13 and also a verbal interpretation of often and got rank
5.5. “I feel lazy when going to school” statement got a weighted mean of 2.3 with a
verbal interpretation of often and got rank 7. “I have no money to buy snacks” statement
got a weighted mean of 1.98 with a verbal interpretation of often and got rank 8. “I am
being bullied” statement, got a weighted mean of 1.93 with a verbal interpretation of
often and got rank 9. “I have health factor (ex. Illness)” statement, got a weighted mean
of 1.45 with a verbal interpretation of never and got rank 10.

3. Why is absenteeism a problem?

In the table 1.4 shows that the student of G10 in General Emilio Aguinaldo
National High School have an idea about why absenteeism is a problem. “I didn’t
study/make assignment the night before” statement got a weighted mean of 2.45 with a
verbal interpretation of often and got a rank 1. “I absent” statement got a weighted mean
of 2.33 with a verbal interpretation of often and got rank 2. “I got fond of being often
absent” and “house is too far from school” statement got a same weighted mean of 2.25
and also a verbal interpretation of often and got rank 3.5. “I’m too pre-occupied in
household chores” statement got a weighted mean of 2.18 with a verbal interpretation of
often and got rank 5. “My parents ask me to be absent in class” statement, got a
weighted mean of 2.15 with a verbal interpretation of often and got rank 6. “I can’t
understand my teacher’s lesson” and “Our classroom is hot and uncomfortable”
statement got a same weighted mean of 2.5 and also a verbal interpretation of often
and got rank 7.5. “I don’t like my teacher” statement, got a weighted mean of 2.1 with a
verbal interpretation of often and got rank 9. “I have no friends in our class” statement
got a weighted mean of 1.93 with a verbal interpretation of often and got rank 10.

4. What are the possible affect or consequences on absenteeism to the students?

The table 1.3 show how the respondents G10 students in General Emilio
Aguinaldo National High School response on the first 10 questions. This table revealed
that the most primary respondents think that this is the effect of absenteeism.
“My social study has suffered because of absenteeism” statement got a weighted mean
of 2.23 with a verbal interpretation of often and got a rank 1. “I have low grades”
statement got a weighted mean of 2.15 with a verbal interpretation of often and got rank
2. “I have trouble in catching up my lessons” and “I often fail to get enough study
because of absenteeism” statement got a same weighted mean of 2.1 and also a verbal
interpretation of often and got rank 3.5. “I feel a sense of shame about negative effect in
my life resulting from my absenteeism.” statement got a weighted mean of 2 with a
verbal interpretation of often and got rank 5. “I experienced make-up classes.”
statement got a weighted mean of 1.98 with a verbal interpretation of often and got rank
6. “My teacher scolded me” statement got a weighted mean of 1.78 with a verbal
interpretation of often and got rank 7. “Dropped out” statement got a weighted mean of
1.65 with a verbal interpretation of often and got rank 8.” I have experienced detention.”
statement got a weighted mean of 1.9 with a verbal interpretation of never and got rank
9. “I experienced visited by my teacher” statement, got a weighted mean of 1.8 with a
verbal interpretation of never and got rank 10.

CONCLUSION

The following conclusions were drawn from the study.

Respondents revealed that the most of them answered that they can’t
concentrate on their studies as the reason why they absent in class/school. The aim of
this research was to determine the percentage of grade10 students with or without
absenteeism. The foregoing chapters examined the impact of absenteeism among the
pupils of General Emilio Aguinaldo National High School. A review of the literature was
presented corresponding to the research topic on the Impact of Absenteeism to
student’s in General Emilio Aguinaldo National High School.

RECOMMENDATIONS
To the Students, should not always absent in class to prevent higher grades
and to have more friends. Always give respect to someone and show a good approach
to a person

To the Parents, should give an advice and attention to their children to attend
class regularly. They need to spare more time with their children, and they should
always ask them how they are doing in the school.

To the Teachers, should continue to advise the students to attend class

regularly and encourage them that being absent is not good to their performance in
class. Always be good to a student and should communicating on their students.

To the Future Researcher, To help them to their future studies especially in

thesis topics, essays, and assignments and to help them expand their ideas about this
topic.
APPENDIX

Table 1.1 Age Profile of the students (Solution)

15 years old

5 ÷ 40 = 0.125 x 100 = 12.5

16 years old

26 ÷ 40 = 0.65 x 100 = 65

17 years old

8 ÷ 40 = 0.2 x 100 = 20

18 years old

1 ÷ 40 = 0.025 x 100 = 2.5

Table 1.2 Gender of the respondents (Solution)

Male

30 ÷ 40 = 0.75 x 100 = 75

Female

10 ÷ 40 = 0.25 x 100 = 25
Table 1.3 Causes of absenteeism

Tally ( Weighted Mean Solution)

Question 5 4 3 2 1

Q #1 3 1 17 3 16

3 x 5 = 15 1x4=4 17 x 3 = 51 3x2=6 16 x 1 = 16

15 + 4 + 51 + 6 + 16 = 92 ÷ 40 = 2.3

Question 5 4 3 2 1

Q #2 2 1 8 10 19

2 x 5 = 10 1x4=4 8 x 3 = 24 10 x 2 = 20 19 x 1 = 19

10 + 4 + 24 + 20 + 19 = 77 ÷ 40 = 1.93

Question 5 4 3 2 1

Q #3 3 3 4 10 20

3 x 5 = 15 3 x 4 = 12 4 x 3 = 12 10 x 2 = 20 20 x 1 = 20

15 + 12 + 12 + 20 + 20 = 79 ÷ 40 = 1.98

Question 5 4 3 2 1

Q #4 2 2 17 8 9

2 x 5 = 10 2x4=8 17 x 3 = 51 8 x 2 = 16 9x1=9

10 + 8 + 51 + 16 + 9 = 94 ÷ 40 = 2.35

Question 5 4 3 2 1

Q #5 2 2 16 7 11

1 x 5 = 10 2x4=8 16 x 3 = 48 7 x 2 = 14 11 x 1 = 11
10 + 8 + 48 + 14 + 11 = 91 ÷ 40 = 2.28

Question 5 4 3 2 1

Q #6 3 2 9 9 17

3 x 5 = 15 2x4=8 9 x 3 = 27 9 x 2 = 18 17 x 1 = 17

15 + 8 + 27 + 18 + 17 = 85 ÷ 40 = 2.13

Question 5 4 3 2 1

Q #7 2 2 9 8 19

2 x 5 = 10 2x4=8 9 x 3 = 27 8 x 2 = 16 19x 1 = 19

10 + 8 + 27 + 16 + 19 = 80 ÷ 40 = 2

Question 5 4 3 2 1

Q #8 5 2 14 10 9

25 x 5 = 5 2x4=8 14 x 3 = 42 10 x 2 = 20 9x1=9

25 + 8 + 42 + 20 + 9 = 104 ÷ 40 = 2.6

Question 5 4 3 2 1

Q #9 7 2 10 11 10

7 x 5 = 35 2x4=8 10 x 3 = 30 11 x 2 = 22 10 x 1 = 10

35 + 8 + 30 + 22 + 10 = 105 ÷ 40 = 2.63

Question 5 4 3 2 1

Q #10 5 2 6 12 15

5 x 5 = 25 2x4=8 6 x 3 = 18 12 x 2 = 24 15 x 1 = 15

25 + 8 + 18 + 24 + 15 = 90 ÷ 40 = 2.25
Table 1.4 Absenteeism

Tally (Weighted Mean Solution)

Question 5 4 3 2 1

Q #1 2 2 14 11 11

2 x 5 = 10 2x4=8 14 x 3 = 42 11 x 2 = 22 11 x 1 = 11

10 + 8 + 42 + 22 + 11 = 93 ÷ 40 = 2.33

Question 5 4 3 2 1

Q #2 1 3 10 17 9

1x5=5 3 x 4 = 12 10 x 3 = 30 17 x 2 = 34 9x1=9

5 + 12 + 30 + 34 + 9 = 90 ÷ 40 = 2.25

Question 5 4 3 2 1

Q #3 1 3 13 5 18

1x5=5 3 x 4 = 12 13 x 3 = 39 5 x 2 = 10 18 x 1 = 18

5 + 12 + 39 + 10 + 18 = 84 ÷ 40 = 2.1

Question 5 4 3 2 1

Q #4 1 5 16 7 11

1x5=5 5 x 4 = 20 16 x 3 = 48 7 x 2 = 14 11 x 1 = 11

5 + 20 + 48 + 14 + 11 = 98 ÷ 40 = 2.45

Question 5 4 3 2 1

Q #5 3 2 17 5 12

3 x 5 = 15 2x4=8 17 x 3 = 51 5 x 2 = 10 12 x 1 = 12
15 + 8 + 51 + 10 + 12 = 96 ÷ 40 = 2.4

Question 5 4 3 2 1

Q #6 3 2 17 5 12

3 x 5 = 15 2x4=8 17 x 3 = 51 5 x 2 = 10 12 x 1 = 12

15 + 8 + 51 + 10 + 12 = 96 ÷ 40 = 2.4

Question 5 4 3 2 1

Q #7 3 2 4 11 20

3 x 5 = 15 2x4=8 4 x 3 = 12 11 x 2 = 22 20 x 1 = 20

15 + 8 + 12 + 22 + 20 = 77 ÷ 40 = 1.93

Question 5 4 3 2 1

Q #8 1 3 10 17 9

1x5=5 3 x 4 = 12 10 x 3 = 30 17 x 2 = 34 9x1=9

5 + 12 + 30 + 34 + 9 = 90 ÷ 40 = 2.25

Question 5 4 3 2 1

Q #9 1 4 7 16 12

1x5=5 4 x 4 = 16 7 x 3 = 21 16 x 2 = 32 12 x 1 = 12

5 + 16 + 21 + 32 + 12 = 86 ÷ 40 = 2.15

Question 5 4 3 2 1

Q #10 3 2 10 9 16

3 x 5 = 15 2x4=8 10 x 3 = 30 9 x 2 = 18 16 x 1 = 16

15 + 8 + 30 + 18 + 16 = 87 ÷ 40 = 2.18
Table 1.5 Consequences/Effect of absenteeism

Tally (Weighted Mean Solution)

Question 5 4 3 2 1

Q #1 0 4 7 5 24

0x5=0 4 x 4 = 16 7 x 3 = 21 5 x 2 = 15 24 x 1 = 24

0 + 16 + 21 + 15 + 24 = 76 ÷ 40 = 1.9

Question 5 4 3 2 1

Q #2 1 4 7 16 12

1x5=5 4 x 4 = 16 7 x 3 = 21 16 x 2 = 32 12 x 1 = 12

5 + 16 + 21 + 32 + 12 = 86 ÷ 40 = 2.15

Question 5 4 3 2 1

Q #3 1 3 4 5 27

1x5=5 3 x 4 = 12 4 x 3 = 12 5 x 2 = 10 27 x 1 = 27

5 + 12 + 12 + 10 + 27 = 66 ÷ 40 = 1.65

Question 5 4 3 2 1

Q #4 2 3 7 4 24

2 x 5 = 10 3 x 4 = 12 7 x 3 = 21 4x2=8 24 x 1 = 24

10 + 12 + 21 + 8 + 24 = 75 ÷ 40 = 1.88

Question 5 4 3 2 1

Q #5 2 3 5 9 21

2 x 5 = 10 3 x 4 = 12 5 x 3 = 15 9 x 2 = 18 21 x 1 = 21
10 + 12 + 15 + 18 + 21 = 76 ÷ 40 = 1.9

Question 5 4 3 2 1

Q #6 1 1 10 12 16

1x5=5 1x4=4 10 x 3 = 30 12 x 2 = 24 16 x 1 = 16

5 + 4 + 30 + 24 + 16 = 79 ÷ 40 = 1.98

Question 5 4 3 2 1

Q #7 2 2 12 3 21

2 x 5 = 10 2x4=8 12 x 3 = 36 3x2=6 21 x 1 = 21

10 + 8 + 36 + 6 + 21 = 81 ÷ 40 = 2.03

Question 5 4 3 2 1

Q #8 3 1 13 8 15

3 x 5 = 15 1x4=4 13 x 3 = 39 8 x 2 = 16 15 x 1 = 15

15 + 4 + 39 + 16 + 15 = 89 ÷ 40 = 2.23

Question 5 4 3 2 1

Q #9 1 6 9 4 20

1x5=5 6 x 4 = 24 9 x 3 = 27 4x2=8 20 x 1 = 20

5 + 24 + 27 + 8 + 20 = 84 ÷ 40 = 2.1

Question 5 4 3 2 1

Q #10 2 1 9 11 17

2 x 5 = 10 1x4=4 9 x 3 = 27 11 x 2 = 22 17 x 1 = 17

10 + 4 + 27 + 22 + 17 = 44 ÷ 40 = 1.1
Table 1.6 Over all Mean and Percentage

(Solution of each table)

Table 1.3 Effect of cutting classes

Mean

2.3 + 1.93 + 1.98 + 1.45 + 2.28 + 2.13 + 2.13 + 2.35 + 2.63 + 2.25

= 21.43 ÷ 10 = 2.15

Percentage

2.03 ÷ 40 = 0.05375 x 100 = 5.38

Table 1.4 Causes of cutting classes

Mean

2.33 + 2.25 + 2.1 + 2.45 + 2.5 + 2.5 + 1.93 + 2.25 + 2.15 + 2.18

= 22.64 ÷ 10 = 2.26

Percentage

2.26 ÷ 40 = 0.0566 x 100 = 5.66

Table 1.5 Cutting classes

Mean

1.78 + 2.15 + 1.65 + 1.8 + 1.9 + 1.98 + 2.1 + 2.23 + 2.1 + 2

=19.69 ÷ 10 = 1.97

Percentage

1.97 ÷ 40 = 0.04925 x 100 = 4.93

Table 1.6 Over all Mean and Percentage

Mean

2.15 + 2.26 + 1.97 = 6.38 ÷ 3 = 2.13

Percentage

2.13 ÷ 40 = 0.05325 x 100 = 5.33

Median

2.15

Mode

none