INTRODUCTION

Statement of the Problem Is there a relationship between selected family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012-2013?

Background of the Study One of the many problems faced by Philippine schools today is the habitual absence of its students from school. According to the Philippines National Demographic and Health Survey 2003, the Net Attendance Ratio of all primary school students in the Philippines totalled up to 83.1% in the entire Philippines[1]. Absenteeism is considered a problem not so much of the school but of the student himself/herself. Students attendance can be strongly influenced by the people who are closest to them. Family, the basic unit of society, is the first and may have the most important influence on students non attendance. One of the factors that were identified by the Philippine National Demographic and Health Survey to contribute to students absenteeism is their families socioeconomic status. The survey resulted to a lower attendance among students belonging to low socioeconomic status than those who belong to high socioeconomic status. More specifically, students with a lowest wealth index had the least attendance of 71.9% while students with a highest wealth index had the most attendance of 90.2%. With low socioeconomic status, some students are also forced to work in order to help provide for their families needs. In a South African study conducted by Wadesango (2011), 35% miss 20 hours a week of school due to their jobs among 65% of the respondents who have part-time jobs while studying in school[2]. Family structure defines whether the adolescent grew up or is currently residing in a two parent or alternative family setting. The typical Filipino family is composed by the mother, father, and their children. Many Filipinos also tend to live with their close relatives in one roof. However today there is a rise in demand for OFWs and jobs requiring adults to leave their homes for extended periods of time, the

trend of separation of married couples increasing, and also single parents raising their children. In a study that was done by Magdol(1989), it was seen that family structures can contribute to the behavioral problems of a child in school, including absences[3]. Another study done by Kearny in the clinical psychology review showed that 39% of youths with school attendance difficulties lived with a single parent[4]. Family function, which is the measure of how well each member of a family gets along with each other, as determined by Smilksteins Family APGAR Questionnaire (1978) is similarly as influenti al as the structure of the family itself. As the basic unit of society, the family is primarily responsible for the childs emotional and social development. A student with a poor APGAR score has a dysfunctional family and may directly or indirectly influence their ability to perform in school. A study on Singaporean students emphasized that the more functional the family is, the greater is the school performance of the students wherein support of seeing family relations within the wider context of social relations, cooperation among siblings, family structure, and family ties to the network are all closely interrelated[5]. With these said, this study focuses on the relationship between absenteeism and family structure of students in Dasmarinas National High School in the school year 2012-2013.

Significance of the Study One of the problems in our countrys education today is the increasing number of non compliance of the students to the required number of days of attendance to their schools as dictated by the Department of Education. This problem of absenteeism is said to be more prevalent in Secondary school students as compared to Primary School and College Students. It was seen that in other countries where studies regarding this matter have been made, the primary or major factor that causes absenteeism is Family related. Factors related to family such as: Economic status, Birth order, Family structure, Family function, Working status, were pointed out to be part of the family related factors that affect the incidence of absenteeism. Unfortunately all of the previous studies that have been made regarding this problem is either made abroad or was made years ago, which could be outdated and would not be applicable in the present. Hence, this study focuses on the main causes of absenteeism in our country. The results of the

study may help pinpoint which factors are the most common in the Philippines and therefore could be given due attention and action in order to prevent or lessen the occurrence of absenteeism. Results of the study could also be used as future references for further researches.

Research Objectives General Objective To determine the relationship between selected family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among highschool students in Dasmarinas National Highschool in the school year 2012-2013

Specific Objectives:

1. To determine the proportion of highschool students who have complete and incomplete
attendance in Dasmarinas National Highschool in the school year 2012-2013

2. To determine the proportion of highschool students who have complete and incomplete
attendance with the following family characteristics in Dasmarinas National Highschool in the school year 2012-2013: a. b. c. d. e. Low economic status Eldest in the family Incomplete-parent home Dysfunctional family Working students

3. To determine the proportion of highschool students who have complete and incomplete
attendance with the following family characteristics in Dasmarinas National Highschool in the school year 2012-2013: a. b. c. d. e. High economic status Younger in the family Two-parent home Normal functioning family Non-working students

4. To enlist the most common reasons behind the absences of the highschool students in
Dasmarinas National Highschool in the school year 2012-2013

5. To correlate the family characteristics; namely, economic status, birth order, family structure,
family function and working status of students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012-2013

Research Hypotheses Null Hypothesis There is no relationship between selected family characteristcs; namely, economic status, birth order, family structure, family function and working status of students and absenteeism among high school students in a selected public secondary school in Dasmarinas, Cavite in the school year 2012-2013

Alternative Hypothesis There is a relationship between selected family characteristcs; namely, economic status, birth order, family structure, family function and working status of students and absenteeism among high school students in a selected public secondary school in Dasmarinas, Cavite in the school year 2012-2013.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE FAMILY CHARACTERISTICS

ECONOMIC STATUS a. Low economic status b. High economic status

BIRTH ORDER
a. Eldest in the family b. Younger in the family FAMILY STRUCTURE a. Incomplete-parent home b. Two-parent home FAMILY FUNCTION a. Dysfunctional b. Normal functioning
WORKING STATUS OF STUDENTS

DEPENDENT VARIABLE
STUDENT ABSENTEEISM a. Incomplete Attendance b. Complete Attendance

a. Working students b. Non-working students

CONFOUNDING VARIABLES
SEX
HEALTH STATUS FAMILY PRIORITY

Figure 1. Conceptual Framework of the Study.

REVIEW OF RELATED LITERATURE

I.

Risk Factors and Causes of Absenteeism from Schools Risk factors that may lead to chronic absenteeism of students in secondary schools may include

basic factors such as gender to more complex factors such as health status, and social pressure.

Sex In a study conducted by Cooperkline (2005)[6], the concept that females and males become chronically absent for very different reasons is mentioned. Males are more likely to be chronically absent linked to gang activity and failure in school. Males are more often chronically absent to avoid conflict with teachers and peers. Research has shown that chronically absent males have difficulties within the family causing aggressive behavior. Females who are chronically absent are more likely linked to family issues such as pregnancy and a poor home life. Females often feel pressure from their family and friends to meet responsibilities outside the home leading to chronically absent behaviour.

Health Status Physical conditions could also contribute to absenteeism. Kearney stated that the leading cause of absenteeism worldwide is asthma and related respiratory illnesses. In addition, According to the Centers for Disease Control and Prevention for 2004, 10.9% of youths aged 5 17 years missed 610 days of school in the past year due to illness or injury. In addition, 5.1% missed 11 or more days and 1.0% did not attend school due to illness or injury [4]. Missing 11 or more days of school due to illness or injury was also more common among single parent (mother) families (8.0%), parents with less than a high school diploma (7.2%), families of income less than $20,000 (8.7%), families living in smaller communities (6.0%), and families in the Northeast (6.2%). Studies show a correlation between asthma status and absenteeism, and that absenteeism increases with worsening severity[7].

Family Priorities and Events A study conducted by Gulap S, Safdar R, Ghazi H and Nawaz K in the University of Science and Technology, Bannu, Pakistan, in the year 2011 pointed one of the primary reasons of skipping classes is helping in household chores where 75.5% of the participants responded. This is followed by family issues. A significant percentage of the respondents of 72.1% skipped classes because of relevant family events such as wedding and funeral ceremonies[8]. It was noted that one of the primary reasons of skipping classes is helping in household chores[9]. This is true especially for girls. In addition to this, according to the Inter-American Development Bank report in 2006, absenteeism in Jamaica is highest in some geographical locations of the island due to the harvest time in the agricultural sector[10]. In a study conducted by Loraine C and Austin E, it was revealed that the parents and communities did not place much value on education. This indicated that the parents kept their children at home on Thursdays and Fridays to work on their farms and to sell products in the market[11].

II.

Summary of Similar Studies A tabulated summary of the related studies can be seen in Appendix F.

Student Absenteeism and Family Socioeconomic Status The socioeconomic status of the students has a significant effect on their school attendance. According to Ready, children living in poverty are 25 percent more likely to miss three or more days of school per month[12]. Some mothers permit their children to cut school on some days because they may not have enough money to spare for their childrens transportation and baon [13]. Food insecurity has detrimental effects on physical and mental health and academic and behavioral functioning of students. They have lower math scores, are more likely to repeat a grade, have more difficulty getting along with other children, are more likely to be suspended from school and have higher absenteeism rates [7]. In the Philippines, older siblings tend to cut and leave school altogether so that they can work and pay for their younger siblings education or contribute to their parents salary in order to provide food for their family.

Student Absenteeism and Birth Order The study conducted by Chugh[4], on children living in slums of Delhi, demonstrated the influence of high school students birth order on their tendency to skip and eventually drop out from school. The researchers hypothesized that the 1 born children are most inclined to skip school in order to tend to family affairs, like contributing to the family income and helping to take care of their younger siblings. However in the study, 31.7 per cent of the children happened to be first in the birth order, 43.8 per cent are second in the birth order, 18 per cent are third in the birth order, and the remainder are of the later birth orders (Chugh, 2011)[4],. They concluded that the 2nd in birth order is the most at risk of absenteeism because they tend to be psychologically opposite. While the 1st born children skip school in order to help their families, the 2 born children may tend to skip school unconsciously to become a nuisance in order to be differentiated from their elder sibling.
nd st

Student Absenteeism and Family Structure Family structures contribute to the behavioral problems of child in school including absences. That is when a family is disrupted by divorce or a child lives with single-parent those of which are at risk for having low parental supervision[3]. This study is supported by the research done by Cook and Ezenne, which sought to determine the root causes of absenteeism in selected primary schools in Jamaica by investigating the influence of personal, educational, and community factors on student absenteeism from school. Their researchshowed the top ten causes of absenteeism and ranked the lack of parental control under the seventh reason of which could be due to absence of the father or a single parent mother [11]. Another supporting study done by Kearny in the clinical psychology review showed the risk factors contributing to absenteeism and reported that 33% of youths with school attendance difficulties lived with a single parent while only 14% have problems with attendance among those who live with both parents[4. According to Demo et. al adolescents from divorced single-parent households have greater levels of absenteeism, tardiness, and truancy in school because this type of family structure changes daily routine and work schedules while demanding an additional load to both the child and the parent
[15]

Studies linking family characteristics to student absenteeism have been inconclusive says Epstein and Sheldom. For example, some studies of family structure have found that students from single-parent homes tend to have lower rates of attendance than students from two-parent households. Another study, however, did not support these results. The inconsistent associations suggest that family practices, rather than family structure, affect student attendance and dropping out [16].

Students School Performance and Family Function According to Bankston III, Carl (1988), large families are well organized and highly discipline which function effectively as a mini-school system; with older siblings serving as tutors to younger ones and learning better themselves in the process of teaching . In the same study, it was pointed out that family ties and sibling cooperation influence industry in schoolwork through encouraging siblings to work with one another. Family involvement had a significant influence on the academic performance and school attendance of the students in the family. The study also emphasized that the attendance of students belonging to a functional family is better due to a better support system. It showed that 35% among those who have dysfunctional family are most likely to be absent whereas only 11% are absent among those who belong to functional family[5].
[5]

Student Absenteeism and Working Status of the Students Economic problems of today have driven families of different backgrounds to become desperate, most have resorted to having their children work part time to help them fund their everyday lives. Students who come from poverty is linked to their lack of attendance at school, because these families are poor, parental job issues take a toll on their students ability to att end school. While parents are out of the home trying to acquire an income, students are left at home to care for their other siblings basis[2]. Students that contribute to their familys income or have tasks within the home more often neglects their attendance to school[17]. In a study conducted by N. Wadesango in Walter Silulu University, South Africa, 65% of the respondents said that they have part-time jobs along with coming to school and that 35% miss 20 hours a

week of school due to their jobs[2]. A research conducted by P. UPPAL in Safdarjung Hospital, New Delhi, Indicated that 21.4% of the absentees claimed that they have part-time jobs[17] hence taking time away from school. Another study by Magnol (1989) also concluded that an adolescent from a family of lower socioeconomic status is more likely to leave high school before finishing and less likely to attend college . Financial conditions required some to work part-time. These burdens resulted in children from having greater levels of absenteeism, tardiness, and truancy in school[15].
[3]

Limitations Observed from Similar Studies The related studies analyzed and compiled focus mainly on absenteeism in relation to certain types of family structures only, not all family structures related to absenteeism were mentioned. Absenteeism was not only correlated to the family structure but as well as family practices, socioeconomic status, physical conditions and conflicts. Data specified in the related studies were diverse since it was conducted in different countries with distinctive family features. Studies only emphasized how important family guidance is relative to a childs performance in scho ol. Authors also indicated how these children manage their schooling in relation to their family structure type. Some studies indicate that they dont have the means to understand why students are chronically absent because they lack current data on the reasons why students miss school repeatedly.

Recommendations Obtained from Similar Studies In a research done by Balfanz et al which conducted a report on absenteeism in public school ended the study by giving a set of policy recommendations stating that it is imperative for both the federal government and state departments of education to regularly measure and report the rate of absenteeism for every school and to work with and support the school districts, community and the parents to encourage every student to attend classes on a day to day basis[18]. Another way to determine the rate of absenteeism as exemplified by the study of Sanchez is to conduct the regression analysis which controls student background characteristics in determining the main reason for chronic absenteeism. According to the said author this regression analysis allows us to

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determine the magnitude of the relationship between student characteristics and chronic absence. Conducting regression analysis allows us to capture how much of the gap is due to chronic absence and how much can be attributed to other factors[19]. However aside from relating the absenteeism to students characteristics, Wadesango and Machingcambi proposed that the academic staff should also exert effort to combat absenteeism and that the lecturer should try to respond to student absenteeism by exploring creative techniques and that one way of doing that is through the use of innovative methods and a better equipped classrooms [18]. Other recommendations suggested by Nauer were to judge the school progress by the rate of chronic absenteeism, that the government should pursue tighter services and coordination for students and that the school should also offer academic staff an extensive training on how to deal with cases of absenteeism[20].

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METHODOLOGY

I.

Research Design

Study Design An analytic cross-sectional study design was used to determine the relationship between selected family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012-2013.

Study Population and Sample Population The study involved 174 randomly chosen high school students, both males and females, in Dasmarinas National Highschool in the school year 2012-2013. The study area included public school because studies show greater prevalence of student absenteeism in public school than in private schools[3]. Moreover, the study focused on high school students since studies show that prevalence of student absenteeism is highest in high school level as compared with elementary or college level[3].

Operational Definition of Study Variables Dependent Variable Student Absenteeism the percentage of missed school days throughout the first quarter to third quarter of the school year 2012-2013, classified as complete and incomplete attendance adapted from Attendance Works and NYC Mayors Interagency Task Force on Truancy, Chronic Ab senteeism, and School Engagements classification[7] Incomplete Attendance missing 10 percent or more of school days throughout the schoolyear 2012-2013; (10%) Complete Attendance missing less than 10 percent of school days throughout the school year 2012-2013; (<10%)

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Independent Variables Family Characteristics the characteristics of the family of the students with respect to economic status, birth order, family structure, family function and working status of the students Economic Status the economic status of the family based on the estimated familys monthly income classified as high and low economic status adapted from Pulse Asias classification in 2010[3] Low Economic Status having an estimated family monthly income of less than or equal to Php5000; (Php5000) High Economic Status having an estimated family monthly income of more than Php5000; (>Php5000) Birth Order the biological birth order of the students classified as eldest, middle or youngest child Eldest Child first-born child or only child in the family Younger Child middle or last-born child in the family

Family Structure the structure of the family with respect to the presence of biological parents at home regardless of the presence of other relatives classified as two-parent home and incomplete-parent home Incomplete-parent home presence of only one biological parent, either the father or mother at home or presence of guardian only, without any of the biological parents regardless of blood relation Two-parent home presence of both biological parents at home

Family Function the students perception of family functioning to be assessed by the satisfaction with the five dimensions of family functioning; namely Adaptability, Partnership, Growth, Affection, and Resolve based from the scores in the Smilksteins Family APGAR

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Questionnaire (Smilkstein, 1978)[1], classified as normally functioning or dysfunctional adapted from the score interpretation ranging from 0 to 10 in a study conducted by Mengel (1987)[4]. Dysfunctional having a total APGAR score of less than 6; (<6) Normally Functioning having a total APGAR score of greater or equal to 6; (6)

Working Status of the Students the working status of the students with respect to students engagement in a fulltime/part time job or family business classified as working students or non-working students Working Students - students who are engaged in a fulltime/part-time job or family business Non-working Students students who are not engaged in a fulltime/part-time job or family business

Confounding Variables Sex the biological sex of the students, either male or female Health Status the health status of the students as the presence of any illnesses with could have caused absences of the students Positive Health Status Influence the student who is missing classes due to health problems with approximately 3 out of 5 absences; (3) Negative Health Status Influence the student who is missing classes due to health problems with approximately less than 3 out of 5 absences; (<3) Family Priority the students perception towards attending and missing classes with respect to family matters Positive Family Priority - the student choosing to prioritize the needs of his/her family over attending school with approximately 3 out of 5 absences due to family events; (3)

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Negative Family Priority the student choosing to prioritize attending school instead of family matters with approximately less than 3 out of 5 absences due to family events; (<3)

Summary of the Steps Undertaken or Procedures Followed Dasmarinas National Highschool was chosen from a complete list of secondary public schools in Dasmarinas, Cavite based on the following criteria: the selected public school must have valid and complete records on the students attendance for the school year 2012-2013, with approval of the school principal and other school authorities, and must be safe and convenient to reach for ease of data collection of the researchers. A complete list of currently enrolled high school students in each year level was obtained from the school registrars office of the selected secondary public school. Stratified random sampling was used in the selection of 174 subjects to ensure a representative and adequate sample of highschool students per year level and gender. The sample size was computed using the EpiInfo software. Respective number of students was picked per stratum based on the sample size. Proportionate allocation was used wherein the sample size for each stratum was proportional to that of the total population. Simple random sampling was then employed per stratum. Random numbers was generated using the OpenEpi random number generator to obtain numbers between 1 and the total population size of 7735, which correspond to the name of the student. A total of 174 highschool students was chosen. Students who have signed the informed consent and were willing to participate were included in the study, whereas those who were unwilling to participate were excluded. Excluded participants were replaced by another randomly selected student from the remaining list of students in the sampling frame. A self-administered questionnaire was formulated by the researchers as a data collection tool. The questionnaire included the following: students attendance, economic status, birth order, family structure with respect to presence of parents at home, family function and working status of the students. Data on sex, health status and family priority were also obtained. It was validated by the research adviser and the Ethics Board Committee and has been pre-tested on 10 high school students to

15

assess whether the tool is able to gather sufficient and necessary data, and is easily understandable by the respondents. Questionnaires were distributed to willing participants who signed the informed consent and were collected the next day. All questionnaires gathered after the follow-up were rechecked to assess the completeness and consistency of the data obtained. Questionnaires which were found to be incomplete were again given to the respondents to be completed. After field-rechecking, data from the self-administered questionnaire were converted into numerical codes using the EpiInfo software. Data analysis next followed using Chi-square test. All generated data for the analysis were presented in the most appropriate way and contingency tables were made for each variable as seen in the Results part of the paper. Correlations were also employed to determine the relationship between the dependent and independent variable while masking the effect of the confounding variables. Results from the data analysis were interpreted and from which conclusions were formulated leading to the attainment of the general and specific objectives which finally answered the statement of the problem. Recommendations were also made for further improvement of the study.

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Schematic Diagram of the Study STUDENTS WITH: incomplete attendance the following family characteristics o low economic status o eldest in the family o incomplete-parent family o dysfunctional family o working students STUDENTS WITH: incomplete attendance the following family characteristics o high economic status o younger in the family o two-parent family o normal functioning family o non-working students POPULATION SAMPLE STUDENTS WITH: complete attendance the following family characteristics o low economic status o eldest in the family o incomplete-parent family o dysfunctional family o working students STUDENTS WITH: complete attendance the following family characteristics o high economic status o younger in the family o two-parent family o normal functioning family o non-working students Figure 2. Schematic Diagram of the Study.

From the study population consisting of all highschool students currently enrolled in Dasmarinas National High School, SY 2012-2013, a total of 174 students were randomly selected to be the sample population of the study. From which, students attendance w as cross-tabulated with the family characteristics to obtain the proportion of students with the following characteristics as shown in the schematic diagram of the study (Figure 2).

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II.

Sample Size The sample size used in the study was the greatest among the five variables, which corresponded

to 174 students as computed using OpenEpi (See Appendix E). Proportional allocation was employed. Since the total population of highschool students in Dasmarinas National HIghschool is 7735 out of which we obtained 2110 (27.28%) Grade VII students, 1884 (24.36%) second year students, 1953 (25.25%) third year students and 1788 (23.11%) fourth year students. Hence, from a sample size of 174 students, 48 students was from Grade VII level which is 27.28% of 174 and the same procedure was done to obtain the sample size for the rest of the year levels. In order to mask the confounder gender, the sampling was also stratified with respect to sex which yeilded at result of 51.23% males and 48.77% females from which, the gender distribution of each year level was also derived using the same procedure. Table 1 shows the summary of the sample size computation. Table 1. Sample Size Computation: Proportional Allocation According to Year Level and Sex, Dasmarinas National High School, A.Y. 2012-2013 Year Level First Second Third Fourth TOTAL PERCENTAGE Female 48.77 51.01 52.33 54.87 52 POPULATION Female 1029 961 1022 981 3993 SAMPLE Female 23 22 23 22 90

Male 51.23 48.99 47.67 45.13 48

Total 27.28 24.36 25.25 23.11 100

Male 1081 923 931 807 3742

Total 2110 1884 1953 1788 7735

Male 25 20 21 18 84

Total 48 42 44 40 174

III.

Data Collection

Data Collection Method Query using self- administered questionnaire was the data collection method used in this study to gather data regarding family characteristics and confounders. This data collection method is an efficient and standardized first-hand data collection tool wherein questions were formulated in a way that respondents can answer them easily and accurately as well as provides easier data analysis. Moreover, it provides anonymity of the respondents and is also not influenced by interviewer-respondent relationship hence the participant can freely answer the questions without fear of being judged by the interviewer. Time-frame and sample size were also taken into consideration by the researchers since self-administered

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questionnaires are efficient for collecting data from big sample size yet limited time available and resources. Self-administered questionnaires also provide faster response and increased respondent flexibility. On the other hand, review of secondary data particularly the schools attendance record of the students was used in gathering the data on the attendance and absences of the respondents. Review of attendance record of the students for the first to third quarter in the school year 2012-2013 was utilized since the school authorities are directly responsible for checking and gathering the students attendanc e. It also provides accurate data regarding the attendance since the primary method of data collection is through observation of the teachers themselves which are taken every schooldays since the start of the school year. Moreover, this is the most available and efficient way of taking the attendance of the respondents without causing too much inconvenience to the respondents, school authorities and researchers as well.

Data Collection Tool The Self-Administered Questionnaire was formulated by the researchers with respect to the objectives of the study and operational definition of the variables. It included the APGAR scoring for assessment of family function. It was modified and translated in Filipino to be easily understood by the respondents. All questions were standardized for easy data analysis with majority of closed-ended questions. Pre-testing of the questionnaire among 10 high school students in a public school was also performed to allow clarifications and corrections of questions and instructions. Copies of the cover letter, informed consent and questionnaire are attached in the Appendices A, B, C and D respectively.

IV.

Data Analysis Epi Info Software was the major tool used by the researchers for data analysis. More specifically,

the researchers used frequency distribution for the descriptive analysis of data and Mantel-Haenszel Chi Square Test and prevalence ratio for the inferential analysis. Frequency distribution of respondents in accordance to specific variables was used in order to compute for the corresponding proportion of

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students so as to answer specific objective numbers 1, 2 and 3. Moreover, data on possible confounding variables were gathered as to sex, family priority and health status and were analysed to answer specific objective number 4. Lastly, specific objective number 5 was answered by performing the inferential analysis using Chi-square test. All data analysis output from Epi Info Software are attached in Appendix H. Each of the variables, specifically, economic status, birth order, family structure, family function and working status of the students, were cross-tabulated with the attendance of the students to determine the relationship between family characteristics and student absenteeism. Moreover, to mask the effects of possible confounders, all analyses were adjusted using Mantel-Haenszel Chi-square test. The computed p-value from the test statistic was then compared with 0.05 level of significance to determine if theres significant relationship between the variables. The prevalence ratio for each variable was also computed and compared with the 95% confidence interval to determine the association between the variables tested. A summary of the data collection, processing and analysis can be seen in the methodology matrix.

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Methodology Matrix Specific Objectives Data Collection Instrument Data Processing Coding Manual Epi-Info Software Data Analysis Prevalence Frequency / Proportion 2x2 Contingency Tables

1.

To determine the proportion of highschool students who have complete and incomplete attendance in Dasmarinas National Highschool in the school year 2012-2013 To determine the proportion of highschool students who have complete and incomplete attendance with the following family characteristics in Dasmarinas National Highschool in the school year 2012-2013: a. Low economic status b. Eldest in the family c. Incomplete-parent home d. Dysfunctional family e. Working students To determine the proportion of highschool students who have complete and incomplete attendance with the following family characteristics in Dasmarinas National Highschool in the school year 2012-2013: a. High economic status b. Younger in the family c. Two-parent home d. Normal functioning family e. Non-working students To enlist the most common reasons behind the absences of the highschool students in Dasmarinas National Highschool in the school year 2012-2013

Review of Records

2.

Selfadministered questionnaire Review of Records Family APGAR test

Coding Manual Epi-Info Software Mengels Interpretation of Results

Prevalence Frequency / Proportion 2x2 Contingency Tables

3.

Selfadministered questionnaire Review of Records Family APGAR test Selfadministered questionnaire

Coding Manual Epi-Info Software Mengels Interpretation of Results Coding Manual Epi-Info Software

Prevalence Frequency / Proportion 2x2 Contingency Tables

4.

Frequency / Proportion Prevalence Ratio

5.

To correlate the family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012-2013

Selfadministered questionnaire Review of Records

Coding Manual Epi-Info Software

MantelHaenszel Chi-square Test 2x2 Contingency Tables

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RESULTS

The study involves a total of 174 high school students whose personal data such as sex, year level, health status, family priority and student attendance were gathered. Data on family characteristics such as economic status, birth order, family structure, family function and working status were also taken.

I.

Demographics of the Respondents with Respect to Sex, Year Level, Age, Health Status and Perception on Family Priority The study involves more female students 51.72% as compared to male students 48.28%. Table 2

shows the summary of the frequency distribution of the respondents according to sex. Table 2. Frequency Distribution of Students According to Sex, Dasmarinas National High School, A.Y. 2012-2013 SEX MALE FEMALE TOTAL FREQUENCY 84 90 174 RELATIVE FREQUENCY 48.28% 51.72% 100.00%

On the other hand, majority of the respondents belongs to Grade VII (27.59%) while the least are fourth year level (22.99%). Table 3 shows the summary of the frequency distribution of the respondents according to sex and year level respectively. Table 3. Frequency Distribution of Students According to Year Level, Dasmarinas National High School, A.Y. 2012-2013 YEAR LEVEL GRADE VII (FIRST YEAR) SECOND YEAR THIRD YEAR FOURTH YEAR TOTAL FREQUENCY 48 42 44 40 174 RELATIVE FREQUENCY 27.59% 24.14% 25.29% 22.99% 100.00%

The frequency distribution table of age in years according to year level, Table 4, shows that the greater age group belonging to Grade VII is between 12-13 years old (89%), 14-15 years old in second year (50%) and third year (72.27%) of the subjects and16-17 years old (62.5%) in the fourth year level.

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Table 4. Distribution of Students According to Age and Year Level, Dasmarinas National High School, A.Y. 2012-2013 AGE GROUP 12-13 14-15 16-17 18 FIRST YEAR FREQ % 43 89% 5 10.14% 0 0 0 0 SECOND YEAR FREQ % 20 47.61% 21 50% 0 0 0 0 THIRD YEAR FREQ % 0 0 34 72.27% 9 20.45% 1 2.27% FOURTH YEAR FREQ % 0 0 15 37.5% 25 62.5% 0 0

Health Status Influence Data on influence of the health status of the students on their attendance was also gathered by the researchers. A positive influence denotes that at least 3 of 5 absences of a student are due to illnesses. As seen in Table 5, it was noted that there are more students with negative health status influence (55.17%) as compared to those with positive health status influence (44.83%). Table 5. Frequency Distribution of Students According to Health Status Influence, Dasmarinas National High School, A.Y. 2012-2013 HEALTH STATUS INFLUENCE POSITIVE HEALTH STATUS INFLUENCE ( 3 absences due to illnesses) NEGATIVE HEALTH STATUS INFLUENCE (<3 absences due to illnesses) TOTAL FREQUENCY 78 96 174 RELATIVE FREQUENCY 44.83% 55.17% 100.00%

Moreover, the most common cause of diseases among students with positive health status influence was fever or flu (49.57%), followed by cough and colds, and lastly dysmenorrhea (3.42%). The distribution of the most common illnesses which lead to absenteeism is presented in Table 6. Table 6. Frequency Distribution of Illnesses, Dasmarinas National High School, A.Y. 2012-2013 ILLNESSES FEVER/FLU COUGH/COLDS DIARRHEA DYSMENORRHEA TOTAL FREQUENCY 58 50 5 4 117 RELATIVE FREQUENCY 49.57% 42.74% 4.27% 3.42% 100.00%

23

Family Priority Influence Likewise, data regarding the influence of family priority of students on their attendance was also obtained and quantified. Having a positive family priority influence means that at least 3 of 5 absences are due to prioritizing household chores, family issues or celebration. The data revealed that majority have negative family priority influence (78.74%). Table 7 shows a summary of the frequency distribution of students according to family priority influence. Table 7. Frequency Distribution of Students According to Family Priority Influence, Dasmarinas National High School, A.Y. 2012-2013 YEAR POSITIVE FAMILY PRIORITY ( 3 absences due to household chores/ family issues) NEGATIVE FAMILY PRIORITY (<3 absences due to household chores/ family issues) TOTAL FREQUENCY 37 137 174 RELATIVE FREQUENCY 21.26% 78.74% 100.00%

II.

Relationship Between Family Characteristics of the Respondents and Student Absenteeism

Student Absenteeism Student absenteeism as defined by the researchers is missing 10 percent or more of the school days throughout the first quarter to third quarter of the school year. As seen in Table 8, there are more students with complete attendance (66.09%) compared with incomplete attendance (33.91%). Table 8. Frequency Distribution of Students According to Student Absenteeism, Dasmarinas National High School, A.Y. 2012-2013 STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE TOTAL FREQUENCY 59 115 174 RELATIVE FREQUENCY 33.91% 66.09% 100.00%

The distribution of students according to student absenteeism and year level as seen in Table 9 reveals that all of the year level has a higher percentage of complete attendance. Among the year level, the third year level had the greatest number of proportion of students with incomplete attendance (36.336%) while the second year students had the least (23.80%).

24

Table 9. Frequency Distribution of Students According to Year Level and Student Absenteeism, Dasmarinas National High School, A.Y. 2012-2013 YEAR LEVEL GRADE VII SECOND YEAR THIRDYEAR FOURTH YEAR TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 19 (39.58%) 29 (60.41%) 10 (23.80%) 32 (76.19%) 16 (36.36%) 28 (63.63%) 14 (35%) 26 (65%) 59 155 TOTAL 48 42 44 40 214

Economic Status Economic status of the students was estimated through the average monthly income of the family. The data collected as shown in Table 10 revealed that majority (61.49%) of the respondents belong to family with high economic status. Table 10. Frequency Distribution of Students According to Economic Status, Dasmarinas National High School, A.Y. 2012-2013 ECONOMIC STATUS LOW (Php 5000 mo. Income) HIGH ( >Php 5000 mo. Income) TOTAL FREQUENCY 67 107 174 RELATIVE FREQUENCY 38.51% 61.49% 100.00%

Economic status and student absenteeism were cross-tabulated as shown in Table 11. As seen in the table, among low economic status, 41.79% have incomplete attendance compared among high economic status (28.97%). The prevalence ratio was computed to be 1.44 whereas the 95% confidence interval was 0.96 to 2.17. However, statistical analysis showed that there is no sufficient evidence to conclude that there is a relationship between economic status and absenteeism of the students (p-value = 0.1336). Table 11. Frequency Distribution of Students According to Student Absenteeism and Economic Status, Dasmarinas National High School, A.Y. 2012-2013 ECONOMIC STATUS (ES)a LOW ES HIGH ES TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 28 (41.79%) 39 (58.21%) 31 (28.97%) 76 (71.03%) 59 115 TOTAL 67 107 174

a 95% CI = 0.96-2.17, PR = 1.44, p-value = 0.1336

25

Birth Order The birth order of the respondents was recorded as eldest, middle or youngest. Table 12 shows that only 35.63% were first-born child in the family. Table 12. Frequency Distribution of Students According to Birth Order, Dasmarinas National High School, A.Y. 2012-2013 BIRTH ORDER ELDEST MIDDLE / YOUNGEST TOTAL FREQUENCY 62 112 174 RELATIVE FREQUENCY 35.63% 64.37% 100.00%

Cross-tabulation in Table 13 reveals that there are more students with incomplete attendance among those who are eldest (37.10% ) than those who are youngest or middle children (32.14%). The prevalence ratio was computed to be 1.15 while the 95% confidence interval was 0.76 to 1.75. However, based on the computed p-value of 0.5858, there is also no sufficient evidence to conclude that there is a relationship between birth order and student absenteeism. Table 13. Frequency Distribution of Students According to Student Absenteeism and Birth Order, Dasmarinas National High School, A.Y. 2012-2013 BIRTH ORDERa ELDEST YOUNGEST/MIDDLE TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 23 (37.01%) 39 (62.90%) 36 (32.14%) 76 (67.86%) 59 115 TOTAL 62 112 174

a 95% CI = 0.76-1.75, PR = 1.15, p-value = 0.5858

Family Structure Family structure of the respondents was described with respect to the presence of biological parents at home. Complete parent home means both parents are present at home, whereas an incomplete parent home signifies presence of a single parent or no parents at all. Data reveals as shown in Table 14, that majority of the respondents belong to a complete-parent home (68.39%) whereas only 31.61% stay with only a single parent or no parents. It was also found out that absence of parent/s at home is primarily because the parent/s is/are working away from home (53%) followed by separation of parents (23%).

26

Table 14. Frequency Distribution of Students According to Family Structure, Dasmarinas National High School, A.Y. 2012-2013 FAMILY STRUCTURE INCOMPLETE-PARENT HOME (having only 1 parent at home) TWO-PARENT HOME (having both parents at home) TOTAL FREQUENCY 55 119 174 RELATIVE FREQUENCY 31.61% 68.39% 100.00%

Cross-tabulation in Table 15 reveals that there is a relatively higher percentage of students with incomplete attendance among those who belong incomplete-parent family (47.27%) as compared among those who belong to complete-parent family (27.73%). Data analysis showed a significant relationship between family structure and student absenteeism (p-value of 0.0364). Moreover, the probability of the student being absent among those who belong to incomplete-parent family is 1.71 times more compared to those who belong to complete-parent family. Table 15. Frequency Distribution of Students According to Student Absenteeism and Family Structure, Dasmarinas National High School, A.Y. 2012-2013 FAMILY STRUCTUREa INCOMPLETE PARENT TWO-PARENT TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 26 (47.27%) 29 (52.73%) 33 (27.73%) 86 (71.27%) 59 115 TOTAL 55 119 174

a 95% CI = 1.14-2.55, PR = 1.70, p-value = 0.0364

Family Function Family function was quantified using the Family APGAR Questionnaire by Smilkstein (1978) adapting the scoring system in the study conducted by Mengel (1987). As shown in Table 16, majority of the respondents (79.89%)have functional family with APGAR score of at least 6. Table 16. Frequency Distribution of Students According to Family Function, Dasmarinas National High School, A.Y. 2012-2013 FAMILY FUNCTION DYSFUNCTIONAL (APGAR score <6) FUNCTIONAL (APGAR score 6) TOTAL FREQUENCY 35 139 174 RELATIVE FREQUENCY 20.11% 79.89% 100.00%

27

The mean APGAR score of the respondents was noted to be 7.60 with most of the students (35.06%) having a score ranging from 8 to 9. The median was taken as 8.0. Table 17 shows the distribution of the APGAR score of the respondents. Table 17. Frequency Distribution of Family APGAR Score, Dasmarinas National High School, A.Y. 20122013 FAMILY APGAR SCORE 01 23 45 67 89 10 TOTAL FREQUENCY 1 1 33 39 61 39 174 RELATIVE FREQUENCY 0.57% 0.57% 18.97% 22.41% 35.06% 22.41% 100.00%

Table 18 shows a cross-tabulation of family function and student absenteeism wherein there are more students with incomplete attendance among those with dysfunctional family (65.71%) as compared to functional family (25.89%). Data analysis revealed significant relationship between family function and student absenteeism (p-value = 0.0000227893), wherein the probability of the student being absent among those who belong to dysfunctional family is significantly 2.54 times more compared to those who belong to functional family. Table 18. Frequency Distribution of Students According to Student Absenteeism and Family Function, Dasmarinas National High School, A.Y. 2012-2013 FAMILY FUNCTIONa DYSFUNCTIONAL FUNCTIONAL TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 23 (65.71%) 12 (34.29%) 36 (25.89%) 103 (74.11%) 59 115 TOTAL 35 139 174

a 95% CI = 1.75-3.67, PR = 2.54, p-value = 0.0000227893

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Working Status of Students Distribution of students according to working status is shown in Table 19. It can be seen that only 6% of the respondents are working part-time. Table 19. Frequency Distribution of Students According to Working Status, Dasmarinas National High School, A.Y. 2012-2013 WORKING STATUS WORKING STUDENTS NON-WORKING STUDENTS TOTAL FREQUENCY 10 164 174 RELATIVE FREQUENCY 5.75% 94.25% 100.00%

It can be seen in Table 20 that 80.00% among working students have incomplete attendance as compared to only 31.10% among non-working students. Moreover, based on data analysis of p-value equal to 0.0153, there is a significant relationship between working status and student absenteeism. That is, the probability of the student being absent among those who are working students is 2.57 times more compared to those who are non-working students.

Table 20. Frequency Distribution of Students According to Student Absenteeism and Working Status of Students, Dasmarinas National High School, A.Y. 2012-2013 WORKING STATUSa WORKING NON-WORKING TOTAL STUDENT ABSENTEEISM INCOMPLETE ATTENDANCE COMPLETE ATTENDANCE 8 (80.00%) 2 (20.00%) 51 (31.10%) 113 (68.90%) 59 115 TOTAL 10 164 174

a 95% CI = 1.75-3.78, PR = 2.57, p-value = 0.0153

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DISCUSSION OF RESULTS

This section provides an explanation of the results of the study as well as discussion of the results in relation to existing body of knowledge.

I.

Student Absenteeism and Risk Factors Sex, Family Priority and Health Status The result of this study showed that the female respondents (51.72%) are 3% higher than the

male respondents (48.28%). In order to ensure that no bias was present in this study, the researchers computed the sample size with proportionate allocation to sex because sex can be a confounding variable as stated in the study conducted by Cooperkline (2005) females. Also, this study revealed that 21% of the respondents have been absent due to their perception of family priority which was also controlled by the researchers since family priority based on a study conducted by Gulap S can also be a confounding variable. According to them, students are mostly absent due to prioritizing household chores, family issues and family events [8] Lastly, 45% of the students in this study became absent due to illnesses and so health status was also controlled in the study since it both affects absenteeism and family characteristics as emphasized in the study conducted by the Centers for Disease Control and Prevention [4] that physical health has a great influence on student absenteeism as this is one of the common reasons of absences among students.
[6]

that males are more likely to be absent than

II.

Relationship Between Family Characteristics of the Respondents and Student Absenteeism

Economic Status There was a higher proportion of respondents belonging to high economic status (62%) than low economic status (39%). This could be attributed to the method of classification of families wherein the researchers merged the classes of economic status into only two groups low and high; where middle and high classes were combined. This was also reflected in the type of occupation of the parents ranging

30

from professionals to skilled workers. As expected, more students have incomplete attendance among those who belong to low economic status (42%) as compared to high economic status (29%). Similar to other studies, there is an increased risk of students among low economic status to be absent (PR=1.44). However, unlike the other studies which revealed significant relationship between the two variables, there was no significant relationship between economic status and absenteeism, thus, the association aforementioned was not significant at 95% confidence level (p-value = 0.1336, 95%CI = 0.96-2.17). The results of the study contradicted the study conducted by Ready[12] which resulted to a lower attendance among students belonging to low socioeconomic status than those who belong to high socioeconomic status. In another study conducted by the Baltimore Student Attendance Campaign [7], children who come from food-insecure families are more likely to be suspended and have higher absenteeism rates. The discrepancies between the results of the study could be attributed to differences in the method of data collection and operational definition of variables. The study of Ready employed data from the Early Childhood Longitudinal Study involving different set of population. In addition to this, there was a different criterion or operational definition of absenteeism used by the researchers and the Baltimore Student Attendance Campaign. The latter subdivided absenteeism into chronic and acute; which was not consistent with the researchers operational definition of absenteeism. This could also be due to the difference of time frame of the student attendance wherein the past studies used attendance in the whole school year as opposed to the study which only involved attendance from the first to third quarter of the school year.

Birth Order Results of the study showed that there are more students belonging to younger in the family group (64%) as compared to those who are eldest in the family (36%). This could also be brought about by the method of classification of birth order. The researchers also merged the groups middle and youngest in the family into younger group, thereby yielding a much higher percentage than the eldest children group. Similar to other studies conducted in the past, students who are eldest in the family have higher predilection to be absent (PR = 1.15). However, the results of the data analysis did not support past

31

studies since relationship and association between birth order and absenteeism were found to be not significant making the aforesaid association irrelevant (p-value = 0.5858, 95%CI = 0.76-1.75). The study revealed that birth order has nothing to do with the attendance of the students which was contradicting to the claim of the study conducted by Chugh
[14]

which showed a significant relationship

between birth order and absenteeism wherein children who are 2nd in birth order are most at risk of absenteeism. The results of the study were also contradicting to the study conducted by Gulap et. al[8] which concluded that eldest children are more likely to be absent because of the responsibilities of taking care of their younger siblings. Differences on the results of the study could also be attributed to the alterations in the sampling method of the studies. The study conducted by Gulap et al only included students who were frequently absent from classes from whom the causes of absenteeism were obtained as compared to this study wherein both students with complete and incomplete attendance were involved.

Family Structure Data on family structure showed that there are more students staying with both parents (68%) as compared to those who live with only one parent or none at all (32%). This is in line with the statistics from the Philippine National Demographic and Health Survey
[1]

stating that amidst increasing rates of

incidence of single parenthood either due to marital woes or increasing number of parents working overseas, majority of the families still remained complete and intact. Unsurprisingly, students who live with either one or no parent doubles the likelihood of being absent in classes which coincided with the studies conducted in the past (PR = 1.71, p-value = 0.0364, 95%CI = 1.14-2.55). This was clearly indicated on the results of this study wherein, there was a relatively higher percentage of students with incomplete attendance belonging to incomplete parent home (47%) as compared to those who have complete family (28%). This could be attributed to the fact that students living with a single parent, disrupted by divorce and absence due to occupation receive lower parental guidance as concluded by past studies. The results of the study reflected that of the study conducted by Kearny which reveals that 39% of the youths with school attendance difficulties lived with a single parent emphasizing that a child raised
[4]

32

in a single parent home do not do fair well in education system[3]. The same finding was reason out by Demo et al, according to him, incomplete home system contributes to the absenteeism of the child because of changes in the daily routine and work schedules while demanding additional work load to the child as well as to the parent. All of which coincides with the results of the study wherein 23% among those who have incomplete attendance belong to disrupted family because of separation of their parents. Similar factors could be attributed to a higher predilection of these students to be absent in class. In addition to these, Rothman[21] concluded in his study that differences in family structure may be affected by fathers occupation or mothers employment which was also projected from the study wherein 53% have parents working away from home.

Family Function Results of showed that majority of the respondents have a functional family (80%) which coincides with a greater proportion of students staying with complete family. Family function reflects how an individual perceive emotional and moral support from the family. This was seen among the students which yielded a relatively high mean score of 7.60 in the APGAR test. This indicates that students were satisfied with the help from their family whenever they feel troubled, pleased with the family being approachable when problems occur, fulfilled with the bonding time they share with their family and with the acceptance and affection they receive from their family. Thus, as evidences say, these students are more likely to be emotionally stable leading to better school performance. Same observation was made in this study, wherein there are lesser students who have incomplete attendance among those who belong to functional family (26%) as compared to those belonging to dysfunctional family (66%). Moreover, the study showed a significant three-fold increase in predilection to be absent among those belonging to dysfunctional family (PR = 2.54, p-value = 0.0000227893, 95%CI = 1.75 3.67). Results of this study reflected the study conducted by Carl L. Bankston III, which showed that children belonging to a functional family are more prone to perform well in school as compared to those belonging to a dysfunctional family . The results of this study, in accordance with C. Bankston III, could also be attributed to the fact that a supporting family is more likely to help a child cope to the everyday
[5]

33

stress that the child receives from his environment. With a solid family to lean on, confide on, and to approach during times of difficulties, students will be able to minimize the stress involved in everyday situations, perform better, and even look forward to going to school.

Working Status of the Students Only a minority of the students (6%) were currently working among the respondents with an astounding 80% having incomplete attendance. This clearly implies that these students couldnt focus as much as non-working students on their studies resulting to higher incidence of absences. While nonworking students doesnt have an occupation or major family responsibilities at home, working students have to divide and manage their time wisely but unfortunately yielded to sacrificing their studies spending an average of only 2 to 4 hours in school as opposed to an eight to ten hour long regular school day. It was seen in the study that working students have a relevant three-fold increase in the likelihood to be absent in classes. Moreover, stratified analysis adjusted to family priority still revealed a significant result which means that working students are really more prone to be absent regardless of their perception of prioritizing their family (PR = 2.57, p-value = 0.0153, 95%CI = 1.75 3.78). The significant relationship between working status and absenteeism as well as the high prevalence ratio of absenteeism among working students can be backed by the studies conducted by Wadesango and Uppal[20]. Their studies concluded that part-time working students prioritize their jobs more than their studies leading to their absence.

III.

Biases and Limitations of the Study This study only focused on the relationship of specific family characteristics namely economic

status, birth order, family structure, family function and working status of the students, and student absenteeism. These variables were strictly defined based on the operational usage in the study. Any other variables aside from those mentioned were not correlated with student absenteeism. The results of the study can only be generalized to population of same characteristics with the study.

34

Participation of the selected subjects can be a source of bias thus the days in the collection of data was adjusted as stated in the methodology. Moreover, all data gathered were solely based on the respondents answer which was very prone to Hawthorne effect or attention bias which may result to more favourable responses. Thus, the researchers made the questions non-directional as much as possible so as to minimize giving hints on favourable answers to questions. In addition to this, the data analysis was limited to the data gathered from the respondents hence any inconsistency or dishonesty in the answers of the students was not controlled by the researchers as manipulation of data might occur. With this, the researchers rechecked on-site data to minimize all inconsistencies as well as to ensure completeness of the answers as much as possible. Confounding bias could possibly affect the results, In order to mask the effects of the identified confounders namely sex, family priority and health status of the students, the researchers employed stratified analysis using Mantel-Haenszel Chi-square test. Record bias could also occur depending on the completeness and availability of records of the school authorities on the school attendance of students for the school year 2012-2013. Any discrepancies on the attendance record could greatly affect the result of the study as the data for the students attendance was solely coming from their record. For the feasibility and convenience of both students and teachers or school administrators involved, the time frame of the study was adjusted to attendance of students from first quarter to third quarter of the current school year.

35

CONCLUSION

There are more students with complete attendance (66%) as compared to those who have incomplete attendance (34%) in Dasmarinas National Highschool in the school year 2012-2013. In general, there are higher proportions of students with incomplete attendance among students with low economic status (42%), eldest in the family (37%), belonging in an incomplete-parent home (47%), have dysfunctional family (66%) and are working students (80%). On the other hand, proportions of students with complete attendance are relatively lower among those with high economic status (29%), middle or youngest in the family (32%), complete-parent home (28%), functional family (26%) and nonworking students (31%). Moreover, the attendance of students with these family characteristics is relatively higher than those who possess the opposite characteristics. Other reasons behind the absences of highschool students aside from the family characteristics aforementioned include sex, health status and family priority which were treated as confounders. Roughly 45% of the students became absent due to fever or flu. Meanwhile, only 22% of the students became absent because of prioritizing family issues such as household chores or attending to family events. Statistical data analysis revealed a significant relationship between student absenteeism and family structure (p-value = 0.04), family function (p-value = 0.00002) and working status (p-value = 0.02). More specifically, students belonging to incomplete-parent family are almost twice (1.70, 95% CI = 1.142.55) as more likely to be absent whereas those belonging to dysfunctional family (2.54, 95%CI = 1.753.67) and working students (2.54, 95% CI = 1.75 to 3.78) triple the likelihood to be absent. On the other hand, there was no sufficient evidence to conclude that there is a relationship between student absenteeism and economic status (p-value = 0.13) and birth order (p-value=0.59). The researchers therefore conclude that family structure, family function and working status have a relationship on students absenteeism; whereas, no sufficient evidence were gathered to conclude that economic status and birth order have a relationship with students attendance among students in Dasmarinas National High School in the school year 2012-2013

36

RECOMMENDATION

The researchers recommend the following based on the results, problems and limitations encountered in the study. First, the researchers recommend widening of the scope of the study to include private highschools in order to generalize the study for all high school students in Dasmarinas Cavite. Other factors that may also be relevant to the students absenteeism like family practices, the c ommunity they are living in and even the distance of school from their homes may also be included in the study. Refining the objectives, methodology and the use of a more specific tool would contribute for the greater use of this research. Second, since the focus of this research dealt only on the family characteristics investigating on school compound, staff community can also be of significance when studying students absenteeism. The researchers suggest knowing whether the school staff have a strict and regular measuring, monitoring and tracking of absenteeism of their students or do teachers and other personnel have an activity in which they can develop a diagnostic capacity to understand why students are missing school, and a problemsolving capacity to help address those reasons. These things would be of great beneficial for this study. Third, the span of the data gathering by the researchers was limited by time. Hence allotting more time for data collection by having the attendance collected on the first day to the last day of the school year might provide more substantial data for the study. Also, expanding the tools used for data collection such as performing focused group discussion or interview with the students can be done in order to obtain more substantial data on the underlying causes of absenteeism of students. Finally, the researches recommend to the school community to form a strong dynamic commitment to learn what works are efficient in maintaining and monitoring good attendance every academic year, like initiating efforts to recognize and reward good attendance and then to replicate and expand those effective programs not just to attain good attendance but as well as to cultivate values in studying and then to modify ways that are not working. With this, having a good commitment and taking them into actions will significantly decrease absenteeism, build a culture of regular attendance and will help the families and students to overcome barriers in getting to school.

37

REFERENCES
[1] Department of Health, National Statistics Office, University of the Philippines Population Institute. Philippines: DHS, 2003 Final Report. Statistical Data. BMJ [Internet]. Retrieved 8 July 2012 from http://www.measuredhs.com/pubs/pdf/FR156/FR156.pdf [2] Newman Wadesango and Severino Wachingabi, (2011). Causes and Structural Effects of Student Absenteeism: A Case Study of Three South African Universities. Centre for Learning and Teaching Development, Walter Sisulu University, Republic of South Africa Volume 2: 89-97, 2011. Retrieved 4 August 2012 from http://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdf [3] [4] Magdol, L., (1989). Risk factors for adolescent academic achievement. Kearney, C., (2008). School Absenteeism and School Refusal Behavior in Youth: A Contemporary Review. Clinical Psychology review (451-471): USA. [5] Bankston III C., (1988). Sibling Cooperation and Scholastic Performance among Vietnamese-American Secondary School Students: An ethnic social relations Theory. vol. 41, No 1,pp. 167-184. Retrieved 4 August 2012 from http://tulane.academia.edu/CarlLBankston/Papers/1034027/SIbling_Cooperation_and_Scholastic_Perf ormance_among_Vietnamese_Students_An_Ethnic_Social_Relations_Theory [6] Cooperkline, J. (2005). Gender Difference Among Truant Youth. National Center for School Engagement, 1-6. Retrieved 4 August 2012 from https://kb.osu.edu/dspace/bitstream/handle/1811/37072/thesis_1.pdf [7] The Baltimore Student Attendance Campaign. April 2012. State of Chronic Absenteeism and School Health. Retrieved 7 July 2012 from http://www.elev8baltimore.org/site/wpcontent/uploads/2012/04/Absenteeism-and-School-Health-Report.pdf [8] Gulap Shahzada, Safdar Rehman, Ghazi Habib and Nawaz AbdUllah Khan (2011). Causes of Absenteeism from the Schools at Secondary Level, University of Science and Technology, Bannu, (Kpk) Pakistan, Vol.2, No.2, May 2011 Available from: http://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdf [9] Cook L., Ezenne A., (2010). Factors Influencing Student Absenteeism in Primary Schools in Jamaica: Perspective of Community Members. Vol. 17, 2010, 33-57. Carribean curriculum. Retrieved 4 August 2012 from http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%2 0Schools%20Jamaica%20Cook.pdf?sequence=1

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[10]

Cook L., Ezenne A., (2010). Factors Influencing Student Absenteeism in Primary Schools in Jamaica: Perspective of Community Members. Vol. 17, 2010, 33-57. Carribean curriculum

[11]

Ready, D. (2010). Socioeconomic Disadvantage, School Attendance,a dn Early Cognitive Development: The Differential effects of School Exposure. Sociology of Education. Retrieved 7 July 2012 from http://soe.sagepub.com/content/83/4/271

[12]

Steiny, J. (2012). Chronic Absenteeism Reveals and Causes Problems . Retrieved 7 July 2012 from http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-revealsand-causes-problems/

[13]

Souza, Emerson (2002). Dropout in Secondary Education: A Study of Children Living in Slums of Delhi. Retrieved 26 August 2012 from http://www.nuepa.org/Download/Publications/Occasional%20Paper%20No.%2037.pdf.

[14]

Demo D., and Acock A.,. 1988. The Impact of Divorce on Children, .Journal of Marriage and Family, Vol. 50 (1988), pp. 619648.

[15]

Epstein J., Sheldon S., (1992). Present and Accounted for : Improving Student Attendance Through Family and Community Involvement. John Hopkins University.

[16]

Preena Uppal, Premila Paul and V Sreenivas, (2009). School Absenteeism Among Children and its Correlates: A Predictive Model for Identifying Absentees. Department of Pediatrics, Safdarjung Hospital, New Delhi and *Department of Biostatistics, AIIMS, New Delhi, India., Jan 2010. Retrieved 4 August 2012 from http://www.indianpediatrics.net/nov2010/925.pdf

[17]

Balfanz R., Byrnes V. (2012). The Importance of Being in School: A Report on Absenteeism in the Nations Public School.

[18] [19]

Sanchez M., 2012. Truancy and chronic absence in Redwood City. Youth Data Archieve. Wadesango N., Machingambi S. (2011). Causes and Structural Effects of Student Absenteeism: A Case Study of Three South African Universities. Soc Sci, 26(2): 89-97 Republic of South Africa.

[20]

Rothman S., (2001). School Absence and Student Background Factors: A Multilevel Analysis . International Education Journal Vol.2, no.1. Massachusetts.

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APPENDICES

40

Appendix A Letter to the School Principal

De La Salle Health Sciences Institute College of Medicine Department of Family and Community Medicine

September 19, 2012 Dr. David E. Atas Principal IV Dasmarinas National High School Burol I, Dasmarinas City, Cavite Dear Dr. Atas, Greetings from St. La Salle! We, the second year Medical Students of DLSHSI are currently conducting a study entitled Relationship between Family Characteristics and Student Absenteeism among High School Students in a Secondary Public School in Dasmarinas, Cavite. In line with this, we are humbly requesting your permission to conduct our study in your institution. Should you approve our request, we would also want to obtain the following data; the complete list of students per level and section, from Grades 7 to fourth year level in the SY 2012-2013. Attached here is the copy of our research protocol. We are hoping for your kind consideration. Thank you and God Bless!

Respectfully yours,

Rachele Dacilllo Group Leader

Noted by:

Dr. Christine Tinio Preceptor

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Appendix B Informed Consent (English)

CONSENT FORM Your son or daughter has been invited to participate in the study entitled Relationship Between Selected Family Characteristics; namely, Economic Status, Birth Order, Family Structure, Family Function and Working Status of Students; and Absenteeism among High School Students in Dasmarinas National Highschool in the school year 20122013 under the supervision of the De La Salle Health Sciences Institute College of Medicine, Department of Family and Community Health. The following have been explained well to me and I fully understand them before I signed this consent form: I. The objective of the study is to determine the relationship between selected family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among highschool students in Dasmarinas National Highschool in the school year 2012-2013 The study will involve: a set of questions regarding your son/daughters general data such as name, age, gender, birth order, occupation, a set of questions about your economic data, family structure and family function. The study will include a total of 174 respondents both male and female belonging from Grade 7 to fourth year level. The study will not involve any use of a drug. Your son/daughters participation in this study will only last for about 1 hour. However, the participant shall be given 24 hours to decide whether to participate or not in the study. There will be no clinical visits and follow-ups. You will not be given any compensation for participation in this study. The result of the study will be beneficial for the implementation and revisions in policies regarding child absenteeism. The participants shall be informed of the results and information relevant to their participation. Moreover, the results of the study shall also be given to Dasmarinas National High School. The entire childs records or information about the child will be kept strictly confidential. Your participation is voluntary and you can withdraw anytime for any reason. A duplicate copy of the signed informed consent shall be given to the participant. Should you have any question or need further clarification/information, please feel free to contact Rachele Dacillo (+639178491077), Dr. Angelica Francisco, Chair, DLSHSI Independent Ethics Committee (481-8000 local 4000).

II.

III.

IV. V.

VI. VII. VIII.

IX. X. XI. XII.

I give my consent subject to the conditions above. Name and signature of the parent of the participant Date signed (Petsa): Informed Consent obtained by: Name and signature Name and signature of the participant

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Appendix C Kasulatan ng Pahintulot (Filipino)

KASULATAN NG PAHINTULOT Ang inyo pong anak ay inaanyayahan na lumahok sa pananaliksik na pinamagatang, Relationship between selected family characteristics; namely, economic status, birth order, family structure, family function and working status of students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012-2013 sa pamamahala ng De La Salle Health Sciences Institute College of Medicine, Department of Family and Community Health. Ang mga sumusunod ay ipinaliwanag ng mabuti sa akin at lubusan ang aking pang-unawa sa mga ito bago ko nilagdaan ang kasulatang ito: I. Ang layunin po ng pananaliksik na ito ay upang malaman ang relasyon ng mga piling katangian ng pamilya katulad ng; pang-ekonomiyang katayuan, pagkasunod-sunod ng panganganak, estruktura ng pamilya, panunungkulan ng pamilya at pagtratrabaho ng estudyante; sa pagliban sa eskwelahan ng mga estudyante ng Dasmarinas National Highschool ng taong 2012-2013. Sa pag-aaral na ito, kinakailangang sumailalim po ang inyong anak sa: pagsagot ng mga katanungan tungkol sa inyong pangalan, edad, kasarian, pagkasunod-sunod ng panganganak, trabaho; mga katanungan tungkol sa pang-ekonomiyang katayuan, estruktura ng pamilya at panunungkulan ng pamilya; iskedyul na panayam. Ang pag-aaral na ito ay nangangailangan ng kabuuang 174 na istudyante, lalake o babae, na kabilang sa Grade 7 hanggang ika-4 na antas ng mataas na paaralan. Ang pag-aaral na ito ay hindi gagamit ng anumang gamot. Ang paglahok po ninyo sa pagaaral na ito ay tatagal lamang ng humigit-kumulang sa isang oras. Gayunpaman, ang inyong anak ay binibigyan ng 24 oras upang makapag-isip kung siyay sasali sa pag-aaral o hindi. Walang kinakailangang pagbisita sa klinika. Wala pong ibibigay na anumang kabayaran sa inyo upang sumali sa pag-aaral na ito. And resulta ng pag-aaral na ito ay higit na makakatulong sa pagbubuo ng mga polisiya ukol sa pagliban ng mga estudyante sa eskwelahan. Ipapaalam din sa mga istudyante and resulta ng pag-aaral at iba pang mga impormasyon na kailangan sa pag-aaral na ito. Ang mga resulta ay ibibigay din sa Dasmarinas National Highschool. Ang lahat po ng record ng bata ay konpidensyal at hindi malalaman ng iba. Ang pagsali po ninyo sa pag-aaral na ito ay sariling kusa at maaari po kayong umayaw anumang oras, sa anumang kadahilanan. Ang bawat istudyante na lalahok sa pag-aaral ay bibigyan ng kopya ng napirmahang kasulatan ng pahintulot upang magsilbing personal copy. Mangyari po lamang na may katanungan kayo hinggil sa pag-aaral na ito, maaari niyo pong makontak sina Rachele Dacillo (+639178491077), Angelica D. Francisco, MD, MSc, Chair, DLSHSI Independent Ethics Committee (481-8000 local 4000).

II.

III.

IV. V.

VI. VII. VIII.

IX. X.

XI.

XII.

Ako ay sumasang-ayon na sumali sa pag-aaral na ito ayon sa mga nakasaad sa itaas. Pangalan at Lagdang magulang ng istudyante Petsa: Pangalan at Lagdang ng Researcher Petsa: Pangalan at Lagda ng istudyante

43

Appendix D Questionnaire
De La Salle Health Sciences Institute College of Medicine Department of Family and Community Medicine Name: _________________________________________ Age: _______ Year and Section: _________________ ______ Date ______________ Sex: M FControl number:_________ Researcher: _____________________

PLEASE READ THE QUESTIONS CAREFULLY AND ANSWER THE QUESTIONS HONESTLY. ENCIRCLE THE CORRESPONDING LETTER OF YOUR ANSWER. Please have the following questions answered by your parents and returned the next day. QUESTION FOR PARENTS (Head of the family) I. ECONOMIC STATUS QUESTIONS FOR FATHER 1. Do you work (For father)? (Kasalukuyan ka bang nagtatrabaho?) A. Yes (Oo) B. No (Hindi) If YES, (Kung Oo) 1.1 What is your occupation? (Ano ang iyong trabaho?) A. Professional (doctor, engineer, supervisor, nurse, teacher etc) B. Skilled Craftsman (driver, carpenter, retail shop assistant) C. Others: _____________________ 1.2 What is your estimated monthly income in peso? (Sa iyong palagay magkano ang iyong kinikita sa loob ng isang buwan?) A. Less than or equal to Php5000 B. Ranges from Php5000 to Php15000 C. Ranges from Php15000 to Php250000 D. More than Php250000 1.3 How much do you earn in a day? (Magkano ang kinikita mo sa loob ng isang araw?) A. Less than or equal to Php150 B. Ranges from Php150 to Php500 C. Ranges from Php500 to Php850 D. More than Php850 QUESTIONS FOR MOTHER 2. Do you work? (Kasalukuyan ka bang nagtatrabaho?) A. Yes (Oo) B. No (Hindi) If YES, (Kung Oo) 2.1 What is your occupation? (Ano ang iyong trabaho?) A. Professional (doctor, engineer, supervisor, teacher) B. Skilled Craftsman (driver, carpenter, retail shop assistant) C. Others: _____________________

44

2.2 What is your estimated monthly income in peso? (Sa iyong palagay magkano ang iyong kinikita sa loob ng isang buwan?) A. Less than or equal to Php5000 B. Ranges from Php5000 to Php15000 C. Ranges from Php15000 to Php25000 D. More than Php250000 2.3 How much do you earn in a day? (Magkano ang kinikita mo sa loob ng isang araw?) A. Less than or equal to Php150 B. Ranges from Php150 to Php500 C. Ranges from Php500 to Php850 E. More than Php850 3. If your answers in numbers 1 and 2 are NO, (Kung ang iyong sagot sa no.1 at no.2 na tanong ay hindi) 3.1 What is your familys source of income? (Saan nanggagaling ang inyong pangkabuhayan?) A. Family business (e.g. sari-sari store) How much is the average monthly income? ____________ B. External financial support from relatives C. Others: ____________________

QUESTIONS FOR STUDENT II. 4. BIRTH ORDER How many siblings do you have? (Ilan ang iyong mga kapatid?) A. 0 (proceed to 5) D. 3 B. 1 E. Others: _____ C. 2 4.1 If you have brother/s or sister/s, what is your birth rank? (Kung meron kang mga kapatid, pang ilan ka sa inyong magkakapatid?) A. Eldest (nakakatanda) B. Middle (gitna) C. Youngest (bunso) III. FAMILY STRUCTURE 5. Who are your family members that are currently living in your house? Encircle all that applies. (Sinu-sino ang mga miyembro nang inyong pamilya na kasalukuyang nasa iyong tirahan?) A. Father (tatay) E. Grandfather (lolo) B. Mother (nanay) F. Grandmother (lola) C. Sister (ate) G. Living alone (mag-isa lamang) D. Brother (kuya) H. Others: _______________________ How many parents are present in your house? (Ilang magulang ang kasama mo sa inyong tahanan?) A. Both (parehong tatay at nanay) (If BOTH, proceed to number 7) B. One (tatay o nanay lamang (If ONE, proceed to number 8) C. None (walang kasamang magulang) (If NONE, proceed to number 9) If both parents are present in the house, are they married? (Kung ang iyong magulang ay parehong nasa inyong tirahan, sila ba ay kasal?) A. Yes (Oo) B. No (Hindi)

6.

7.

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7.1 If YES, what type of marriage do they have? (Kung oo, saan sila ikinasal?) A. Church marriage (kasal sa simbahan) B. Civil marriage (kasal sa huwes) C. Both (pareho) 8. If only 1 parent is present in the house, what is the primary reason for having only 1 parent present? (kung nanay o tatay lamang ang nasa inyong tirahan, ano ang dahilan kung bakit siya lamang ang nasa bahay?) A. Parents are separated (magkahiwalay ang magulang) B. Parents are not married, thus not living together (ang magulang ay hindi pa kasal,kayat hindi pa nagsasama) C. One parent is working away from home (ang isang magulang ay nagtatrabaho sa malayo) D. Others: ________________________ If no parents are present in the house, what is the primary reason for having no parents present? (kung walang magulang na kasama sa bahay, ano dahilan kung bakit wala sila?) A. Currently living in a dormitory without parents (kasalukuyang nakatira sa dormito ry kayat hindi kasama ang magulang) B. Parents are both working away from home (ang parehong magulang ay nagtatrabaho sa malayo) C. Family problems (may problema ang pamilya) D. Others: ________________________

9.

IV. WORKING STATUS 10. Do you have a job (either part-time or full-time job)? (Ikaw ba ay nagtatrabaho?) A. Yes (Oo) B. No (Hindi) (If NO, proceed to number 11) If YES, 10.1 How many hours do you spend for working in a day? (Kung oo, ilang oras ang iyong inilalaan sa pagtatrabaho?) A. less than 1 hour (walang isang oras) B. ranges from 1 hour to 2 hours (isa hanggang dalawang oras) C. ranges from 2 hours to 3 hours (dalawa hanggang tatlong oras) D. more than 3 hours (mahigit tatlong oras) 11. On the average, how many hours do you spend in attending classes per day? (Sa iyong palagay, ilang oras ang iyong inilalaan sa pagpasok sa klase?) A. Less than 4 hours (half-day of class schedule) B. Ranges from 4 hours to 6 hours C. Ranges from 6 hours to 8 hours D. Regular class schedule (from 7am to 5pm) E. Others: _____________ 12. On the average, how many hours do you spend in studying per day at home? (Sa iyong palagay, ilang oras ang iyong inilalaan sa pag aaral kada araw sa bahay?) A. No time for studying B. Less than 1 hour C. Ranges from 1 hour to 2 hours D. Ranges from 2 hours to 3 hours E. More than 3 hours

46

V.

HEALTH STATUS

13. During this school year, have you ever been sick? (Ngayong taon ng pasukan, nagkaroon ka na ba ng karamdaman?) A. Yes (Oo) B. No (Hindi) (If NO, proceed to number 14) If YES, (Kung Oo) 13.1 What is or are your illnesses? Please encircle all that applies. (Ano ang iyong naging karamdaman?) A. Cough and colds B. Diarrhea C. Dysmenorrhea D. Fever and/or flu E. Others: __________________ 13.2 Approximately out of 5 absences, how many times have you been absent because of your illness? (Sa 5 beses na pagliban sa klase, makailang beses kang lumiban nang dahil sa iyong karamdaman?) A. 1 out of 5 D. 4 out of 5 B. 2 out of 5 E. 5 out of 5 C. 3 out of 5 VI. FAMILY PRIORITY 14. During this school year, have there been major family events (weddings, funeral ceremonies, reunions) that were scheduled during a school day? (Ngayong taon ng pasukan, meron bang mahalagang okasyon sa inyong pamilya na naitapat sa araw na may pasok?) A. Yes (Oo) B. None (Wala) (If NONE, proceed to number 15)

14.1 If YES, were you able to attend the said events in the expense of attending class? (Kung oo, ikaw ba ay nakadalo sa nasabing okasyon?) A. Yes (Oo) B. No (Hindi) (If NO, proceed to number 15) 14.1.1 If your answer on the above question is yes, who decided on your not going to class? (Kung oo ang iyong sagot sa tanong, sino ang nagpasya na ikaw ay lumiban sa klase?) A. Parents (magulang) B. Other relatives (kamag-anak) C. Guardians (kasama sa bahay/tumtayong magulang) D. Yourself (sarili lamang) 15. Have you ever skipped class in order to help with household work (Taking care of younger siblings, household chores, etc.)? (Ikaw ba ay nakaliban na sa klase upang makatulong sa gawaing bahay, kagaya nang pag aalaga sa kapatid, paglilinis ng bahay at iba pa?) A. Yes (Oo) B. No (Hindi) (If NO, proceed to number FAMILY FUNCTION) 15.1 If YES, approximately out of 5 absences, how many times have you been absent because of household chores? (Kung oo, makailang beses kang lumiban upang makatulong sa gawaing bahay?) A. 1 out of 5 D. 4 out of 5 B. 2 out of 5 E. 5 out of 5 C. 3 out of 5

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VII. FAMILY FUNCTION PLEASE CHECK THE BOX WHICH CORRESPONDS TO YOUR ANSWER ALMOST ALWAYS (PALAGI) I am satisfied with the help that I receive from members of my family when something is troubling me. Nasisiyahan ako sa nakukuha kong tulong galing sa pamilya ko kapag may mga bagay na gumugulo sa akin. I am satisfied with the way members of my family discuss items of common interest and share problem-solving with me. Nasisiyahan ako na pwede ako makipagusap sa aking pamilya tungkol sa mga bagay at pag ayos ng aking problema. I find that members of my family accept my wishes to take on new activities or make changes. Nasisiyahan ako na tanggap ng aking pamilya ang anumang pagbaabgo na aking gawin o bagong gawaing aking sasalinan ayon sa aking kagustuhan. I am satisfied with the way members of my family express affection and respond to my feelings, such as anger, sorrow, and love. Nasisiyahan ako sa paraan ng pagpakita ng pagmamahal at pagsagot nila sa aking nararamdaman tulad ng galit, lungkot at pagmamahal. I am satisfied with the way members of my family and I share time together. Nasisiyahan ako sa mga oras na nagsaasama kami ng pamilya ko. SOME OF THE TIME (MINSAN) HARDLY EVER (HALOS HINDI)

TOTAL SCORE (TO BE FILLED UP BY RESEARCHERS): _____________

STUDENT ATTENDANCE (TO BE FILLED BY THE RESEARCHERS) Frequency Complete attendance Absences Half-days Percentage Remarks (complete/incomplete)

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Appendix E Open Epi Sample Size Computation Sample Size Computation Definition of the Variables used in the Calculations p1 estimate of the sample proportion for the exposed population: a. Low economic status b. Eldest in the family c. Incomplete-parent family d. Dysfunctional family e. Working students p2 estimate of the sample proportion for the unexposed population: a. High economic status b. Younger in the family c. Two-parent family d. Normal functioning family e. Non-working students

Variables Used in the Computation Variables Economic status[3] Birth Order[13] Family Structure[14] Family Function[26] Working Status[22] p1 (%) 28.1 35.9 33.0 37.6 35.0 p2 (%) 9.80 15.0 14.0 12.1 11.0 Alpha 0.05 0.05 0.05 0.05 0.05 Beta 0.20 0.20 0.20 0.20 0.20

Sample Size Computation using OpenEpi a. Economic Status b. Birth Order

49

c.

Family Structure

d. Family Function

e.

Working Status

50

Appendix F Summary of Related Studies Summary of Related Studies Title of the Study, Main Topic, Variables, Results and Conclusion
TITLE OF RESEARCH National Demographic and Health Survey (Philippines; 2003) MAIN TOPIC OF RESEARCH National Demographic and Health Survey VARIABLES CORRELATED Net Attendance ratio of male students attending class in primary school vs female students Attendance ratio in relation to socioeconomic status Attendance ratio between primary and secondary schools RESULTS AND CONCLUSION The net attendance ratio of male students attending class in primary school in Region IV-A of 2003 was 85.6% and 89.7% for females which summed up to 87.6%.

Students with a wealth index of lowest had the least attendance of 71.9% while students with a wealth index of Highest had the most attendance of 90.2%. A greater proportion of absentees in Secondary school, 51.1%, than in Primary school which only amounted to 16.9%. 65% of the respondents said that they have part-time jobs along with coming to school and that 35% miss 20hours a week of school due to their jobs

Causes and Structural Effects of Student Absenteeism: A Case Study of Three South African Universities (Wadesango, Newman and Machingambi, Severino, 2011) School Absenteeism and School Refusal Behavior in Youth: A Contemporary Review (Kearney, C., 2008) Sibling Cooperation and Scholastic Performance among Vietnamese-American Secondary School Students: An ethnic social relations Theory. (BankstonIII, Carl L , 1998) State of Chronic Absenteeism and School Health (The Baltimore Student Attendance Campaign, 2012)

Role which the students takes in their family

Effect of single parents to students

Family structure and absenteeism

Risk factors contributing to absenteeism and reported that 39% of youths with school attendance difficulties lived with a single parent.

Family function and relation to School Performance

Sibling Cooperation and School Performance

Sibling cooperation is the most important influence on time spent on schoolwork and on success in schoolwork.

Effects of health to chronic absenteeism in students

Health status to student attendance

Children who come from food-insecure families often suffer academically. They have lower math scores, are more likely to repeat a grade, have more difficulty getting along with other children, are more likely to be suspended from school and have higher absenteeism rates. One of the primary reasons of skipping classes is helping in household chores where 75.5% of the participants responded. This is followed by family issues. A significant percentage of the respondents of 72.1% skipped classes because of relevant family events such as wedding and funeral ceremonies. Their research showed the top ten causes of absenteeism and ranked the lack of parental control under the seventh reason of which

Causes of Absenteeism from the Schools at Secondary Level, University of Science and Technology (Gulap Shahzada, Safdar Rehman, Ghazi Habib and Nawaz AbdUllah Khan, 2011) Factors Influencing Student Absenteeism in Primary Schools in Jamaica: Perspective

Family Priorities and Events

Absenteeism and family events/issues

Family Structure

Family structure and absenteeism

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of Community Members (Cook L., Ezenne A., 2010) Socioeconomic Disadvantage, School Attendance,and Early Cognitive Development: The Differential effects of School Exposure (Ready, D., 2010) Chronic Absenteeism Reveals and Causes Problems (Steiny, J., 2012) The Impact of Divorce on Children (Demo D., and Acock A, 1988) Present and Accounted for : Improving Student Attendance Through Family and Community Involvement (Epstein J., Sheldon S., 1992) School Absenteeism Among Children and its Correlates: A Predictive Model for Identifying Absentees (Preena Uppal, Premila Paul and V Sreenivas, 2009) Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grade Schools: Early Identification and Effective Interventions (Balfanz, R., Herzog, L., Mac Iver, D., 2007) School Absence and Student Background Factors: A Multilevel Analysis (Rothman S, 2011) Family Structure and Childrens Behavioral and Cognitive Outcomes (Carlson, M. and Corcoran, M., 2010) Influence of Family Structure to Childrens behaviour Family relationship and Behavior An analysis of student backgrounds and contexts to their absenteeism Student backgrounds to absenteeism Bullying and Humiliation Absenteeism and motivation of students School absenteeism Factors on School Absenteeism Disputes that family structure is not the primary cause of absenteeism Family practices and student absenteeism Effects of chronic absenteeism among middle school students Divorce Absenteeism and achievement levels of middle school students The effect of Socioeconomic Status to school attendance of primary school students Socioeconomic Status and School attendance

could be due to absence of the father or a single parent mother.

Children living in poverty are 25 percent more likely to miss three or more days of school per month.

High absenteeism is a chronic problem that contributes to the more famous problems of low achievement and kids dropping out.

Family structure and absenteeism

Adolescents from divorced single-parent households have greater levels of absenteeism, tardiness, and truancy in school. The inconsistent associations suggest that family practices, rather than family structure, affect student attendance and dropping out.

21.4% of the absentees claimed that they have part-time jobs hence taking time away from school to help out with their families

The motivation of the student is another factor wherein if he/she cannot follow the lessons and remain interested, then he/she has a higher risk of chronic absenteeism

That perceptions of school and parental discipline and control were found to be significant factors, as well as students perceptions of family conflict, academic selfconcept and social competence in class. It was found that a predictor of a child developing behavior problems is having a mother with mental health complication.

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Appendix G Line Listing of Variables (Masterlist) Line Listing of Variables, Dasmarinas National High School, S.Y. 2012-2013
UBJEC T NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 INITIA LS JB DC MM CH AB LG ML NC MB RM JV MQ GH CL JP ED RU SM JB MD FO SA AG BJ DD RM AD LG ME RT SM MM LM TE DJ GS MO JC ML RF CC SL YEARLEV EL 1st 3rd 4th 4th 4th 3rd 1st 1st 2nd 4th 3rd 1st 4th 2nd 3rd 1st 3rd 2nd 4th 1st 1st 1st 4th 1st 2nd 1st 2nd 3rd 1st 2nd 1st 3rd 1st 1st 1st 3rd 3rd 2nd 4th 2nd 4th 2nd SE X M F F M F M F F F F M F F F M F F F M M M M M F M M F F M M F M M M F M F M M M M F ECONOMICSTA TUS HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES LOW ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES HIGH ES BIRTHORDER YOUNGEST/MID DLE ELDEST ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST FAMILYSTRUCT URE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO FAMILYFXN FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL WORKINGSTA TUS No No No No No No No No No No No Yes No No No No No No No No No No Yes No No No No No No No No No No No No No No No No No No No HEALTHSTAT US POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE FAMPRIORI TY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY ABSENTEEI SM INCOMPLET E INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE

53

UBJEC T NO 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87

INITIA LS RS VD AE JC JS KA CD HO MR DSR NS RZ MS LA JA RA CG AA AC RL JD JG MP RB RD PF FS MA AS CS LZ JR PP RP MB YM DB AB AS JM LDC JC fm MB JG

YEARLEV EL 2nd 3rd 3rd 2nd 4th 3rd 4th 4th 3rd 4th 1st 4th 1st 4th 4th 3rd 3rd 2nd 4th 4th 1st 2nd 1st 1st 1st 2nd 2nd 3rd 1st 3rd 2nd 2nd 2nd 3rd 2nd 3rd 3rd 3rd 4th 3rd 3rd 4th 2nd 3rd 3rd

SE X F M F M M F F F F M M F F M M F M M F M M F F F F F F M F F M M M F M F M F F F M M F F M

ECONOMICSTA TUS LOW ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES

BIRTHORDER ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE ELDEST ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE

FAMILYSTRUCT URE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO

FAMILYFXN FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL

WORKINGSTA TUS No No No No No No Yes No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No No

HEALTHSTAT US POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE

FAMPRIORI TY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY

ABSENTEEI SM INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE

54

UBJEC T NO 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132

INITIA LS CD JF RB CD LE LE RP RD JB SA NB GR LI HA RD NL AG BA BE NL SG DC GDC AF KR ND RC JD EM LF MD JH SI RB JC NG MN KE AN AC CH JM JH RA MI

YEARLEV EL 1st 3rd 2nd 2nd 4th 3rd 2nd 4th 3rd 1st 1st 2nd 4th 4th 4th 2nd 2nd 3rd 1st 3rd 1st 2nd 4th 2nd 2nd 3rd 2nd 3rd 1st 3rd 1st 3rd 1st 3rd 1st 1st 2nd 4th 3rd 1st 1st 2nd 1st 1st 4th

SE X M M M M F F F M M M M F F M F F M F M F M F F F F M M M M M M F F M M F M F F M F M F M F

ECONOMICSTA TUS LOW ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES LOW ES LOW ES LOW ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES LOW ES HIGH ES LOW ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES

BIRTHORDER YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE

FAMILYSTRUCT URE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE INCOMPLETE / NONE INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE

FAMILYFXN FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL

WORKINGSTA TUS No No No No No No No No No Yes No No No No No No No No Yes No Yes Yes No No No No No No No No No No Yes No No No No No No No No No Yes No No

HEALTHSTAT US NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE

FAMPRIORI TY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY

ABSENTEEI SM COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE

55

UBJEC T NO 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174

INITIA LS HE DA RR ES RU OP AC RB CL MS AQ CF PA MD HM AS OL GE CL TI RB JB MP FS DI GM DS JM LT MT SM RT AG IG AE FB RU GC DE CT CU RM

YEARLEV EL 2nd 3rd 4th 4th 4th 2nd 3rd 1st 4th 4th 3rd 3rd 4th 3rd 1st 2nd 2nd 4th 4th 4th 4th 3rd 1st 2nd 1st 2nd 2nd 1st 2nd 1st 1st 4th 1st 4th 2nd 1st 2nd 1st 1st 1st 3rd 3rd

SE X F M F F F M F F F F F M M F M F F M M F F M F M F F F F M F M M M M F F M F M M M F

ECONOMICSTA TUS LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES LOW ES LOW ES HIGH ES LOW ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES LOW ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES LOW ES HIGH ES HIGH ES LOW ES LOW ES LOW ES HIGH ES LOW ES HIGH ES HIGH ES HIGH ES HIGH ES

BIRTHORDER YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST YOUNGEST/MID DLE ELDEST ELDEST YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE YOUNGEST/MID DLE ELDEST ELDEST ELDEST ELDEST ELDEST

FAMILYSTRUCT URE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO COMPLETE / TWO INCOMPLETE / NONE INCOMPLETE / NONE COMPLETE / TWO INCOMPLETE / NONE COMPLETE / TWO

FAMILYFXN FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL DYSFUNCTIO NAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL FUNCTIONAL

WORKINGSTA TUS No No No No No No No No No No No No No No Yes No No No No No No No No No No No No No No No No No No No No No No No No No No No

HEALTHSTAT US NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE POSITIVE INFLUENCE NEGATIVE INFLUENCE

FAMPRIORI TY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY POSITIVE PRIORITY NEGATIVE PRIORITY NEGATIVE PRIORITY

ABSENTEEI SM COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE INCOMPLET E COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE INCOMPLET E INCOMPLET ATTENDAN E CE COMPLETE ATTENDAN ATTENDACE CE COMPLETE ATTENDACE COMPLETE ATTENDACE COMPLETE ATTENDACE

56

Appendix H Epi-Info Data Analysis

FREQUENCY TABLES 1. SEX F M Total FREQ SEX Frequency 90 84 174 95% Conf Limits F M 2. 44.04% 40.65% FREQ AGE Frequency 8 55 39 36 27 8 1 174 95% Conf Limits 12 13 14 15 16 17 18 3. 2.01% 24.78% 16.45% 14.93% 10.48% 2.01% 0.01% FREQ YEARLEVEL YEARLEVEL 1st 2nd 3rd 4th Total 95% Conf Limits 1st 2nd 3rd 4th 21.09% 17.98% 19.01% 16.96% 34.86% 31.19% 32.42% 29.96% Frequency 48 42 44 40 174 Percent 27.59% 24.14% 25.29% 22.99% 100.00% Cum. Percent 27.59% 51.72% 77.01% 100.00% 100.00% ELDEST YOUNGEST/MIDDLE 8.86% 39.08% 29.34% 27.47% 21.77% 8.86% 3.16% HIGH ES LOW ES 7. 59.35% 55.96% Percent 4.60% 31.61% 22.41% 20.69% 15.52% 4.60% 0.57% 100.00% Cum. Percent 4.60% 36.21% 58.62% 79.31% 94.83% 99.43% 100.00% 100.00% NEGATIVE INFLUENCE POSITIVE INFLUENCE 5. Percent 51.72% 48.28% 100.00% Cum. Percent 51.72% 100.00% POSITIVE INFLUENCE 100.00% Total 174 100.00% 95% Conf Limits 47.46% 37.30% 62.70% 52.54% 100.00% 78 44.83% 100.00% HEALTHSTATUS NEGATIVE INFLUENCE Frequency 96 Percent 55.17% 4. FREQ HEALTHSTATUS Cum. Percent 55.17%

AGE 12 13 14 15 16 17 18 Total

FREQ FAMPRIORITY FAMPRIORITY Frequency 137 37 174 95% Conf Limits Percent 78.74% 21.26% 100.00% Cum. Percent 78.74% 100.00% 100.00%

NEGATIVE PRIORITY POSITIVE PRIORITY Total

NEGATIVE PRIORITY POSITIVE PRIORITY 6.

71.90% 15.44%

84.56% 28.10%

FREQ ECONOMICSTATUS Frequency 107 67 174 95% Conf Limits 53.83% 31.24% 68.76% 46.17% Percent 61.49% 38.51% 100.00% Cum. Percent 61.49% 100.00% 100.00%

ECONOMICSTATUS HIGH ES LOW ES Total

FREQ BIRTHORDER BIRTHORDER Frequency 62 112 174 95% Conf Limits 28.53% 56.77% 43.23% 71.47% Percent 35.63% 64.37% 100.00% Cum. Percent 35.63% 100.00% 100.00%

ELDEST YOUNGEST/MIDDLE Total

57

8.

FREQ FAMILYSTRUCTURE Frequency 119 55 Percent 68.39% 31.61% Cum. Percent 68.39% 100.00% 100.00% ECONOMIC STATUS HIGH ES Row% 75.22% 39.08% Col% LOW ES 1.

CONTINGENCY TABLES TABLES ECONOMICSTATUS ABSENTEEISM ABSENTEEISM COMPLETE ATTENDACE 76 71.03% 66.09% 39 58.21% 33.91% 115 66.09% 100.00% Single Table Analysis Point Estimate Percent 94.25% 5.75% 100.00% Cum. Percent 94.25% 100.00% 100.00% PARAMETERS: Risk-based Risk Ratio (RR) Risk Difference (RD%) Cum. Percent 66.09% 100.00% 100.00% STATISTICAL TESTS Chi-square uncorrected Chi-square MantelHaenszel Chi-square corrected (Yates) Mid-p exact Fisher exact 1.2202 12.8191 0.9635 -1.7878 1.5454 (T) 27.4260 (T) PARAMETERS: Odds-based Odds Ratio (cross product) Odds Ratio (MLE) 1.7601 1.7543 0.9277 0.9210 0.8807 3.3396 (T) 3.3485 (M) 3.5039 (F) 95% Confidence Interval Lower Upper INCOMPLETE ATTENDANCE 31 Total 107

FAMILYSTRUCTURE COMPLETE / TWO INCOMPLETE / NONE Total

174 100.00% 95% Conf Limits

28.97% 100.00% 52.54% 28 61.49% 67

COMPLETE / TWO

60.92%

INCOMPLETE / NONE 24.78% 9. FREQ FAMILYFXN FAMILYFXN DYSFUNCTIONAL FUNCTIONAL Total Frequency 35 139 174 95% Conf Limits DYSFUNCTIONAL FUNCTIONAL 14.43% 73.15%

Percent 20.11% 79.89% 100.00%

Cum. Percent 20.11% 100.00% 100.00%

Row% Col% TOTAL Row% Col%

41.79% 100.00% 47.46% 59 38.51% 174

33.91% 100.00% 100.00% 100.00%

26.85% 85.57%

10. FREQ WORKINGSTATUS WORKINGSTATUS No Yes Total 95% Conf Limits No Yes 11. 89.68% 2.79% 97.21% 10.32% Frequency 164 10 174

FREQ ABSENTEEISM ABSENTEEISM Frequency 115 59 Percent 66.09% 33.91%

(T=Taylor series; C=Cornfield; M=Mid-P; F=Fisher Exact) Chisquare 3.0211 1-tailed p 2-tailed p 0.0821864001

COMPLETE ATTENDACE INCOMPLETE ATTENDANCE Total 95% Conf Limits

3.0038

0.0830713635

174 100.00%

2.4762 0.0436231186

0.1155815011

COMPLETE ATTENDACE 58.54% INCOMPLETE ATTENDANCE 26.92%

73.08% 41.46%

0.0582678765 0.1002351178

58

2.

TABLES BIRTHORDER ABSENTEEISM ABSENTEEISM BIRTH ORDER COMPLETE ATTENDAC E 39 62.90% 33.91% 76 67.86% 66.09% 115 66.09% 100.00% INCOMPLETE ATTENDANC E 23 37.10% 38.98% 36 32.14% 61.02% 59 33.91% 100.00% Total 62 100.00 % 35.63% 112 100.00 % 64.37% 174 100.00 % 100.00 %

3.

TABLES FAMILYSTRUCTURE ABSENTEEISM ABSENTEEISM

FAMILY STRUCTURE COMPLETE / TWO Row% Col%

COMPLETE ATTENDACE 86 72.27% 74.78% 29 52.73% 25.22% 115 66.09% 100.00%

INCOMPLETE ATTENDANCE 33

Total 119

ELDEST Row% Col% YOUNGEST/MIDDL E Row% Col% TOTAL Row% Col%

27.73% 100.00% 55.93% 26 68.39% 55

INCOMPLETE / NONE Row% Col% TOTAL Row% Col%

47.27% 100.00% 44.07% 59 31.61% 174

33.91% 100.00% 100.00% 100.00%

Single Table Analysis Point Estimate PARAMETERS: Odds-based Odds Ratio (cross product) Odds Ratio (MLE) 2.3365 2.3243 1.2024 1.1919 1.1365 PARAMETERS: Risk-based Risk Ratio (RR) Risk Difference (RD%) 1.3706 19.5416 1.0423 4.0886 1.8024 (T) 34.9946 (T) 4.5401 (T) 4.5509 (M) 4.7781 (F) 95% Confidence Interval Lower Upper

Single Table Analysis Point Estimate PARAMETERS: Odds-based Odds Ratio (cross product) Odds Ratio (MLE) PARAMETERS: Risk-based Risk Ratio (RR) Risk Difference (RD%) STATISTICAL TESTS Chi-square uncorrected Chi-square MantelHaenszel Chi-square corrected (Yates) Mid-p exact Fisher exact 0.9270 -4.9539 0.7367 -19.7661 1.1664 (T) 9.8582 (T) 0.8032 0.8042 0.4192 0.4187 0.4000 1.5389 (T) 1.5540 (M) 1.6291 (F) 95% Confidence Interval Lower Upper

(T=Taylor series; C=Cornfield; M=Mid-P; F=Fisher Exact) STATISTICAL TESTS Chi-square uncorrected Chi-square MantelHaenszel Chi-square corrected (Yates) Mid-p exact Fisher exact Chisquare 6.4096 1-tailed p 2-tailed p 0.0113516631

(T=Taylor series; C=Cornfield; M=Mid-P; F=Fisher Exact) Chisquare 0.4370 1-tailed p 2-tailed p 0.5085623015

6.3728

0.0115896658

0.4345

0.5097830128

5.5673 0.0066838328

0.0183004216

0.2439 0.2563862655

0.6213861312

0.0096622115 0.0156343954

0.3094193064 0.5093508537

59

4.

TABLES FAMILYFXN ABSENTEEISM ABSENTEEISM FAMILY FXN COMPLETE ATTENDACE 12 34.29% 10.43% 103 74.10% 89.57% 115 66.09% 100.00% Single Table Analysis Point Estimate 95% Confidence Interval Lower Upper INCOMPLETE ATTENDANCE 23 Total 35

5.

TABLES WORKINGSTATUS ABSENTEEISM ABSENTEEISM

WORKING STATUS No Row% Col% Yes Row% Col% TOTAL Row% Col%

COMPLETE ATTENDACE 113 68.90% 98.26% 2 20.00% 1.74% 115 66.09% 100.00%

INCOMPLETE ATTENDANCE 51

Total 164

DYSFUNCTIONAL Row% Col% FUNCTIONAL Row% Col% TOTAL Row% Col%

65.71% 100.00% 38.98% 36 20.11% 139

31.10% 100.00% 86.44% 8 94.25% 10

25.90% 100.00% 61.02% 59 79.89% 174

80.00% 100.00% 13.56% 59 5.75% 174

33.91% 100.00% 100.00% 100.00%

33.91% 100.00% 100.00% 100.00%

Single Table Analysis Point Estimate PARAMETERS: Odds-based Odds Ratio (cross product) Odds Ratio (MLE) PARAMETERS: Risk-based Risk Ratio (RR) Risk Difference (RD%) STATISTICAL TESTS Chi-square uncorrected Chi-square MantelHaenszel Chi-square corrected (Yates) Mid-p exact Fisher exact 3.4451 48.9024 0.9931 23.1178 11.9512 (T) 74.6871 (T) 8.8627 8.7460 1.8175 1.9432 1.6652 43.2180 (T) 62.1316 (M) 87.3907 (F) 95% Confidence Interval Lower Upper

PARAMETERS: Odds-based Odds Ratio (cross product) Odds Ratio (MLE) PARAMETERS: Risk-based Risk Ratio (RR) Risk Difference (RD%) STATISTICAL TESTS Chi-square uncorrected Chi-square MantelHaenszel Chi-square corrected (Yates) Mid-p exact Fisher exact 0.4627 39.8150 Chisquare 19.7777 0.2894 -57.1452 0.7396 (T) -22.4848 (T) 0.1824 0.1845 0.0824 0.0809 0.0753 0.4036 (T) 0.4056 (M) 0.4314 (F)

(T=Taylor series; C=Cornfield; M=Mid-P; F=Fisher Exact) 1-tailed p 2-tailed p 0.0000098684

(T=Taylor series; C=Cornfield; M=Mid-P; F=Fisher Exact) Chisquare 10.0578 1-tailed p 2-tailed p 0.0015181856

19.6640

0.0000104015

10.0000

0.0015665474

18.0410 0.0000096527

0.0000227893

7.9941 0.0016291785

0.0046942587

0.0000165284 0.0000181489

0.0029784223 0.0029784223

60

STRATIFIED CHI-SQUARE ANALYSIS 1. ECONOMIC STATUS VS ABSENTEEISM STRAT FAMILY PRIORITY AND HEALTH STATUS SUMMARY INFORMATION Point Parameters Odds Ratio Estimates Crude OR (cross product) Crude (MLE) Adjusted OR (MH) Adjusted OR (MLE) Risk Ratios (RR) Crude Risk Ratio (RR) 1.2202 0.9635, 1.5454 Adjusted RR (MH) 1.2094 0.9603, 1.5231 (T=Taylor series; R=RGB; M=Exact mid-P; F=Fisher exact) STATISTICAL TESTS (overall association) MH Chi-square uncorrected MH Chi-square - corrected 2. Chisquare 2.7745 2.2504 1-tailed p 2-tailed p 0.0958 0.1336 1.7601 1.7543 1.7430 1.7251 0.9277, 0.9210, 0.8807, 0.9095, 0.8600, 3.3396 (T) 3.3485 (M) 3.5039 (F) 3.3403 (R) 3.4703 (F) Estimate 95%Confidence Interval Lower Upper

3.

FAMILY STRUCTURE VS ABSENTEEISM STRAT FAMILY PRIORITY AND HEALTH STATUS SUMMARY INFORMATION Point 95%Confidence Interval Lower Upper

Parameters Odds Ratio Estimates Crude OR (cross product) Crude (MLE) Adjusted OR (MH) Adjusted OR (MLE) Risk Ratios (RR) Crude Risk Ratio (RR)

Estimate

2.3365 2.3243 2.1221 2.1430 1.3706

1.2024, 1.1919, 1.1365, 1.0928, 1.0427, 1.0423,

4.5401 (T) 4.5509 (M) 4.7781 (F) 4.1211 (R) 4.4153 (F) 1.8024

Adjusted RR (MH) 1.3365 1.0076, 1.7727 (T=Taylor series; R=RGB; M=Exact mid-P; F=Fisher exact) STATISTICAL TESTS (overall association) MH Chi-square uncorrected MH Chi-square - corrected 4. Chisquare 5.1340 4.3803 1-tailed p 2-tailed p 0.0235 0.0364

BIRTHORDER VS ABSENTEEISM STRAT FAMILY PRIORITY AND HEALTH STATUS 5. SUMMARY INFORMATION Point 95%Confidence Interval Lower 0.4192, 0.4187, 0.4000, 0.4095, 0.3890, 0.7367, Upper 1.5389 (T) 1.5540 (M) 1.6291 (F) 1.5163 (R) 1.6070 (F) 1.1664

FAMILY FUNCTION VS ABSENTEEISM STRAT FAMILY PRIORITY AND HEALTH STATUS --NO RESPONSE FROM EPIINFO WORKING STATUS VS ABSENTEEISM STRAT FAMILY PRIORITY AND HEALTH STATUS SUMMARY INFORMATION Point 95%Confidence Interval Lower Upper

Parameters Odds Ratio Estimates Crude OR (cross product) Crude (MLE) Adjusted OR (MH) Adjusted OR (MLE) Risk Ratios (RR) Crude Risk Ratio (RR)

Estimate 0.8032 0.8042 0.7880 0.7883 0.9270

Parameters Odds Ratio Estimates Crude OR (cross product) Crude (MLE) Adjusted OR (MH) Adjusted OR (MLE) Risk Ratios (RR) Crude Risk Ratio (RR)

Estimate

8.8627 8.7460 6.7658 7.1392 3.4451

1.8175, 1.9432, 1.6652, 1.3778, 1.3436, 0.9931,

43.2180 (T) 62.1316 (M) 87.3907 (F) 33.2235 (R) 71.6832 (F) 11.9512

Adjusted RR (MH) 0.9210 0.7293, 1.1633 (T=Taylor series; R=RGB; M=Exact mid-P; F=Fisher exact) STATISTICAL TESTS (overall association) MH Chi-square uncorrected MH Chi-square - corrected Chisquare 0.5085 0.2969 1-tailed p 2-tailed p 0.4758 0.5858

Adjusted RR (MH) 3.4034 0.8976, 12.9051 (T=Taylor series; R=RGB; M=Exact mid-P; F=Fisher exact) STATISTICAL TESTS (overall association) MH Chi-square uncorrected MH Chi-square - corrected Chisquare 7.6373 5.8851 1-tailed p 2-tailed p 0.0057 0.0153

61