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The Problem
Introduction
Education promotes the well being of every individual and enhances the capacity
to learn and to be developed entirely as a person.
A student life is filled with varieties of problem at the moment. It is easy to see
that absenteeism has become a necessity in the nature of students (Richardson, 2011). In
todays generation, these are rampant among student which teachers, administrators,
facilitators and even the community are expected to provide solutions to the increasing
rate of absenteeism. Learning could not be achieved more when students are absent from
the class sessions.
Absenteeism is a perennial problem of all teachers. Every year, it is one of the
problems that teachers have to attend to. Student absenteeism has been a problem for
years in all year level. It disturbs the dynamic teaching-learning environment and
adversely affects the overall well-being of classes (Segal, 2008). Absences creates a dead,
tiresome and unpleasant classroom environment that make students who come to class
uncomfortable and the teacher irritable (Marburger, 2001). It affects students and
schools performance in general.
In addition, absenteeism creates extra-burden on the part of the teachers for
spending class time in re-teaching lessons, take instruction time away from students who
attend class regularly, and the extra time spent going over to those absentee, homework
and class assignments takes time away from lecturer planning periods and time needed to
provide individual assistance.
Absenteeism is clearly important to be addressed. The students physical, social,
mental and financial aspects are being affected respectively. These problems have
constraint the development of the students learning. The multi-structured factors have a
great influence to students. Common observations show that learning is confronted by
such factors- environmental factors, parents and the teachers themselves.
Going to school regularly is crucially important for pupils education and social
skills. Absentee students are placed at a disadvantage both socially and academically.
Absenteeism affects the students progress and it also affects the teachers reliability and
effectiveness.
Weller (1996) and Williams (2000) discussed that when students are absent from
class, they missed valuable information resulting from peer-lecture interaction and the
benefits of the specific examples, lecturers use to clarify difficult concepts. This valuable
part of the learning experience cannot be replicated when lectures re-teach the material to
absentee students.
When the student is regularly absent from the class, it has an adverse effect on
their academic performance. This is because frequent absences may lead to missing out
vital information, facts and instructions that result in partial understanding of the topic,
submission of incomplete work and poor participation in class act. This is quite alarming
to the teaching community, parents and especially to students academic progress (PLB,
2010).
Too often, parents and student do not realize how quickly absences can add up to
academic trouble. Missing school, at whatever level has consequences for the children.
Researches show that students who are always absent end the year with lower skills.
The school has been established as the agent of the society to mould the habits,
interests, attitudes and feelings of children and transmit the societal norms, cultures,
values and traditions from one generation to another (Adeyemo, 2008). The school is an
institution and a place of learning morality and inculcate discipline to the students.
The school plays an essential role in assisting students absenteeism. One role is
to implement the school discipline inside the classroom and formulate strategies
involving monitoring, prevention and intervention activities. As Javier (2001) states that
the school, next to home is an institution design to the best provide programs and
activities that would strongly influence the total growth and development of the youth.
So, discipline in the school is becoming an increasingly serious problem. People read and
hear of the crisis in the school that requires serious attention on the part of the teachers
and other educators.
The most important factor in attaining quality education is the teacher for a
teacher is the central figure in all teaching activities and the child is the heart of the
matter (Garcia, 2015). A major goal of education is for teachers to help students learn in
many ways and for them to solve problems in new situations inside and outside the
classrooms. These statements are taken into consideration the problems appearing and
present in the classroom or in the learning environment.
According to Rustico T. De Belen in Education Laws and Jurisprudence, teachers
are committed to their obligation to help their students grow as responsible individuals. It
is likewise universally recognized that the teacher is the key to the effectiveness of the
teaching-learning process by drawing out and nurturing the best in the learner as a human
being and a worthy member of the society (R.A 7784, Sec.1).
The success of the teacher and school as a whole in carrying out its primary
charge of educating and socializing students is contingent on students attending school
regularly. In recognition of the importance of regular attendance to quality education,
attendance becomes a priority goal (At-Risk Youth and Crisis Handbook, 1993).
Adevanju (1997) stressed that the teacher is a person who provides schooling for
students and a prime mover on the learning process and progress. Adams (2009) strongly
stresses that a teacher affects eternity and can never tell when its influence stops. A
teacher takes a great part in the transformation of the student behaviour and must be open
and flexible enough in handling different situations shown by the students in the
classroom. Learning and teaching is the primary concern of a trained teacher. It is a
complex process, where it can be reinforced by the various strategies on teaching
applicable on teaching because it stimulates and motivates, as well as focus learner
attention.
Teachers as one of the important factors in the teaching-learning process are the
main implementers and inculcators of discipline. They are expected to have a repertoire
of strategies or methods to choose from to assist students and cater this problem. They
know firsthand that too many absences can disrupt learning, not just for the entire
classroom but for the entire school as a whole. Schools aim to lessen, if not eradicate
absenteeism among its students.
Teaching recognizes the important role inherent among three elements- teacher,
student, subject matter and the significant interaction that occurs between and among
them. The students respond either positively or negatively depending on the teachers
attributes and skills in addressing students problems (Salandanan, 2011).
Teachers strategies in assisting and reducing or totally addressing this problem
are very important, not only to develop the teachers effectiveness but their students
social, emotional and intellectual progress as well.
Teachers interventions on absenteeism are essential to help students take more
responsibility for their every action and their own learning. This is what the students of
Bayog National High School needs. Teachers are expected to manifest myriad of ways in
assisting students with problems on absenteeism using different teaching strategies as
well. The interventions should always consider the factors of absenteeism such as;
financial, family, social, physical and teacher-related that rooted the problem. The need to
single out, understand and analyzed these factors is very important in order for the
teachers to give a specific actions, measures and interventions.
These interventions enable the teachers to respond to the differences in students
(Lantieri and Patti, 1996). This gives hint on how and what strategies and assistance will
be best to be implemented and applied for the increasing rate of absenteeism.
Bayog National High School is located at the center of Barangay Kahayagan,
Bayog, Zamboanga del Sur. People have diverse family and cultural backgrounds,
economic status, social orientation and parenting styles. There are five secondary schools
in Bayog, including Annex and Extension Schools.
Conceptual Framework
This study is anchored on the concept of Bowen (2009) which asserted that the
teachers play important roles in the guidance program in their daily contact with their
students. They are the key persons who are in positions to guide and assist the students
absences, and are the prime movers in any classroom situations, specifically the students
absences.
While absenteeism is a truant behaviour that negatively affects the performance
of students (EnezaEducation.com, 2013), it is also the most common problem in school,
in which the curriculum in the educational system tries to find remedies and has actually
done their best in implementing tools to address such problem.
Students absences are considered as a result from the various factors; studentrelated, teacher-related, school-related, home-related, and community-related factors.
These could be the bases as to why the students are frequently absent from the class.
This could be minimized through the help of teachers interventions given to the absentee
student such as home visitation, conferences, counseling, rewarding and differentiated
instructions.
Figure 1 illustrates the relationship of the variables considered in this study. It
composes of five boxes.
The first box contains the students and teachers of Bayog National High School,
school year 2016-2017.
The second box contains the independent variable that consists of factors
affecting absenteeism such as, student- related factors, teacher- related factors, and
school- related factors, home- related factors and community- related factors.
The third box shows the frequency of manifestations of the dependent and
independent variables and is quantifiable through always manifested, usually manifested,
sometimes manifested, and seldom manifested. It shows the frequency of manifestations
of the said factors mentioned in the first box.
The forth box is the dependent variable that consists of teachers intervention such
as, home visitation, conferences, counseling, rewarding, and conducting workshops. The
frequencies of manifestations of the interventions mentioned in this box are also found in
the second box.
The responses of the respondents on how often the students manifest absenteeism
in reference to the identified factors and how often do teachers extend interventions in
terms of home visitation, conferences, counselling, rewarding and differentiated
instructions shall be computed and be analyzed. Results shall be the basis for the
guidance program as seen in the box.
Factors Affecting
Students
Absenteeism
Frequency
of
Manifestatio
ns
Teachers
interventions
Studentrelated
Teacher-related
School-related
Home-related
Communityrelated
Always
Usually
Sometimes
Home
visitation
Conferences
Counselling
Rewarding
Conducting
workshops
Seldom
The Future Researchers. To the future researchers this proposed study will benefit
and help the future researcher as their guide. The study can also open in the development
of other studies. They would be able to use these data and for them to get the ideas and
references if they are planning to conduct the same study.
Definition of Terms
The following terms defined theoretically and operationally to be able to facilitate
a clear understanding of this work.
Community.
individuals
in
making
and
implementing
inform
in
education
Chapter 2
Review of literature and Studies
This chapter presents the related literature and studies after the thorough and indepth search done by the researchers. This will also present the relation of the overall
framework to fully understand the research to be done. It is significant to mention the
ideas of authorities and cite some studies conducted for better comprehension of the
study. The reviewed literature organized according to the variables used in the study.
A. Related Literature
Under the Presidential decree No. 603 on the child and youth welfare code of the
Philippines, article 1 state that the child is one of the most important assets of the nation.
Every effort should be exerted to promote the welfare and enhance the opportunities for a
useful and happy life.
In the study of Chronic absenteeism 2012 researcher have identified chronic
absenteeism as a persistent problem related to poor academic performance, potential
behaviour and development issues. There is general agreement among researcher that
bring chronically absent places student at risk of negative academic consequences.
(http//www.utahdataalliance.org).
The phenomena of absenteeism can readily be traced to the issue of poverty in general,
the lower the family income, and the higher absenteeism rates. A poor or low-income
family greatly increase the chances of being at risk of chronic absenteeism (Romero and
Lee 2007).
Marburger (2001) stated that the difficulty inferring the effect of absenteeism on
performance because once a student is absent in a class, students may miss the
opportunity of learning other technique. He found out that missing the class progresses
the likeness of missing examination material covered that day compared to the students
who were present in class.
Cunningham (2010) notes that in todays classroom the shift is to use hands on
activities and actively engage students. However when students have poor attendance it
can be detrimental to their educations.
Absenteeism affect the pupils performance especially when they were in a group
or teamwork in doing their assignment and projects, since grouping will help the pupils to
develop cooperation and ability to share and gain knowledge from their group mates.
Likewise the group mates will also miss the opportunity of gaining knowledge from the
absent (Koppenhaver, 2003).
According to Woolfolk (2004) students may develop absenteeism because of their
desire to belong but the nature of their peer in advertently determining their behaviour.
Belonging to a social group and maintaining self- esteem with a group.
School absenteeism is increasingly being recognized as a complex and
heterogeneous problem that can be influenced by a number of factors (Kearney 2008,
Kim and Streeter 2006, lauchlan, 2003). Researchers and petitioners have developed
various strategies targeting a number of risk factors that have been associated with
absenteeism resulting in diverse intervention strategies being implemented in various
settings.
Individual risk factors associated with absentee youth include lower academic
self-concepts, lower self-esteem, less competent social relations, phobia, anxiety,
personality traits, race/ethnicity and learning disabilities(Corville-Smith, Ryan, adam and
Dalicandro, 1998; Lounsbury, Steel, Loveland and Gibson, 2004; Malcom, Wilson,
Davidson and kirk, 2003; Romero and Lee, 2008; Sheppard, 2005; Southwell, 2006).
School factors identified as causal or correlational to absenteeism include school
culture, curriculum, poor teaching, negative school environment, interpersonal conflict or
poor relationship with teachers, dissatisfaction with school, school disciplinary practices
B. Related study
The Study of Henry
The study conducted by Henry (2007) School Absenteeism and School Refusal
Behaviour in Youth is a serious issue in public education. And attendance is an
important factor in school success among children and youth. Studies show that better
attendance is related to higher academic achievement for students of all backgrounds, but
particularly for children with lower socioeconomic status. Research suggests that the
family's socioeconomic status wield a significant influence on the likelihood that students
will attend school regularly .Student attendance is very important to ensure that they will
be able to understand what they learned and it can lead to better result for students. Here
comes the absenteeism wherein students struggling out of it.
The Study of DeSocio et al
In
the
of
DeSocio
et
al
(2007)
Contributing
Factors
to
Student
remedies to assist the needs of the students. It is important for teachers to know not just
how to change the behavioural problems but to prevent the misbehaviours from ever
happening. Taking proactive is the best way to prevent absenteeism in the classroom
(Brownell and Walter-Thomas, 2001).
The teacher gives interventions to minimize students absenteeism such as:
differentiated instructions, conferences, counseling, home visitation, and rewarding.
The absentee students are given assistance by the teacher for the students to copeup the discussions that have already discussed by the teacher. Some also are being
required to pass a project/ written activities depend on students to work with the teachers.
Definitely, teachers will provide an extra time to those absentee students for them
to motivate the learners. In this way, students more likely go to school and minimize
absents from the class.
Smith and Teasley have a relevant study on the factors of students absenteeism. It
has been stated that absenteeism is a result from poor teaching, negative school
environment, interpersonal conflict or poor relationship with teachers.
The conduciveness of the environment affects the students interest in schooling.
A non- threatening classroom will prevent students absences. A number of interventions
are implemented within the schools, families and the community. The peer tutoring in
school has become an intervention where students are able to socialize with their
companion.
The teachers are the main proponent with regards to the attendance issue. They
will provide support and plan innovative ways to promote students academic
achievement. Students involvement in the school community organizations will make
them feel the sense of belongingness where it would be bring out to the school. This
sense of belongingness will develop their eagerness to be participative in any programs or
school activities.
Epstein and Sheldon stated that the official recognition of improved attendance
motivates some students to attend school more regularly. The rewards incline the
students daily attendance. It is a motivational way on arousing students interest where it
lessens their tardiness not to go to school.
Chapter 3
Methodology
This chapter presents research design, research locale, the subject- respondents,
and the research instrument, the administration of questionnaires, the sampling
procedure, the scoring procedure and the treatment of data that will be employed in this
study.
The Research Design
The study will employ the descriptive method of research with the questionnairechecklist as instrument for gathering the needed data about the absenteeism of the
students and the intervention extended to students by the teachers of Bayog National
High School.
The Research Locale
This study will be conducted in the main campus of Bayog National High School,
Bayog, Zamboanga Del Sur. The school is a two-hectare site donated by the late Mayor
Constantino A. Belza and located at Barangay Kahayagan. The fence is presently
removed due to the road widening. Some of the buildings are still under construction.
Most of the parents of the students studying in Bayog National High School are farmers
and laborers. Bayog is bounded on the North by Siayan; East by Lakewood; on the South
by Kumalarang, Buug and Diplahan; and on the West by Kabasalan. The town is partly
situated in the Sibuguey Valley watered by Sibuguey River and Dipili River. Seventy five
percent (75%) of the land lies on the rugged terrain with the elevation up to 1000 feet
(300 masl). The people largely depend on agriculture and business. Bayog National High
school is located along the highway which is 200 meters away from the town proper.
However, the school has three annexes namely: Damit, Mataga, and Balukbahan
National High School. These three annexes were not included in this study due to their
geographical location. The school has 1,325 students from grade 7 to grade 10. They are
coming from the neighboring barangays with different family background, social and
economic status and parenting styles. Bayog Secondary Schools are K-12 ready. It is
ready for the implementation of new curriculum. The school is composed of 48 teachers.
They used the new technologies in learning, like using computer. It has a library with lots
of reading materials to cater all the students enrolled in the school. There is a big ground
for students recreation and different school activities. There are sports playing ground for
basketball, sepak takraw, volleyball, soccer and baseball. There are 25 sections of which
were named after the name of Philippine heroes. The School has lots of activities like
sports fest, students organizations and school publications mandated by the Department
of Education. Other activities like Linggo ng Wika, Nutrition Month, Career Guidance
Week, Deworming Month, Science Month and various schools and division competitions
are also observed.
The Sampling Procedure
In choosing the respondents, the researchers will use the purposive sampling
method. There are 48 teachers and all of them will be the participants of this study
because they are the most capable in giving response to the researchers need in this study.
Students Enrolled
396
351
306
272
1,325
No. Of Respondent
14
14
14
14
56
No. Of Teachers
10
Math
Science
Filipino
Makabayan/TLE
Edukasyon Sa Pagpahalaga
5
8
5
8
3
MAPEH
Araling Panlipunan
Total
48
teachers
The respondents of this study are the forty eight (48) teachers of Bayog National
High School. They are the teachers of grade 7 to grade 10 students. The subject of this
study is fourteen (14) selected students from grade 7, fourteen (14) for grade 8, fourteen
(14) for grade 9, fourteen (14) for grade 10 who have encountered absenteeism, 56 in all.
Administration of Instrument
A letter requesting permission to conduct a study shall be secured from the School
Administrator of J.H Cerilles State College; Principal of Bayog National High School
and duly sign and be recognized by the Program Coordinator of College of Teachers
Education. When permission is to be granted, the researchers will personally be
presenting the checklist to the respondents. The researchers will approach the teachers
and students as respondents. The researcher will explain in detail the purpose and
importance of the study and how they are going to respond to arrive at a good research
output. The respondents shall be given enough time to respond to the checklist and the
retrieval shall be made right after the respondent responses to the checklist.
The Scoring Procedure
The data gathered will be given equivalent result for the frequency of
manifestations of teachers intervention towards students absenteeism. The respondents
would indicate whether this absenteeism of high school students is always, usually,
sometimes and seldom manifested. A scale will be adopted to facilitate the analysis of
data. Criteria which served as guide in determining the appropriate description and values
of the statistical results will base on the following measuring scale (Daleon, 1989).
A.
Limits
4
Mean Interval
Frequency of Absenteeism
Qualifying Statement
3.25-4.00
Always
2.50-3.24
Usually
1.75-2.49
Sometimes
Seldom
1.00-1.74
Mean
Frequency of Intervention
Qualifying statement
3.25-4.00
Always
Theteachersinterventions; counseling,
rewarding, home
visitation, conferences
and
differentiated
instructions will have
a greatest response in
students absenteeism.
2.50-3.24
Usually
1.75-2.49
Sometimes
Theteachers inter
ventionrewarding,
homevisitation,
conferencesand
differentiated
instructions
have
a great response in
students absenteeism.
1.00-1.74
Seldom
Extent of Relationship
0.90 1.00
0.70 0.89
High
0.40 0.69
Moderate relationship
0.20 0.39
Low relationship
relationship
The formulation and adaptation of the stated boundary of numbers and objectives
classification of factors affecting students absenteeism from Bayog Secondary Schools
will serve the purpose of the study.
The Statistical Treatment
The following treatment will be employed to analyze the data for each subproblem of the study:
1. Mean answers the sub-problem one, which determines the frequency of various factors
which lead to students absenteeism.
2. Mean answers the sub-problem two, which determines the frequency of teachers
interventions in respond to the factors affecting absenteeism of students.
3. Pearson Product Moment Coefficient of Correlation will be used to determine the
significant relationship between the Factors Affecting Students Absenteeism and The
Teachers Interventions.