SAN RAFAEL NATIONAL HIGH SCHOOL

GENERAL ACADEMIC STRAND

SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

FACTORS AFFECTING THE ATTENDANCE OF GRADE 12 STUDENTS OF SAN RAFAEL NATIONAL

HIGH SCHOOL SENIOR HIGH SCHOOL STUDENTS

A Research Presented to the Faculty of

Senior High School Department

San Rafael National High School

San Rafael, Iloilo

In Partial Fulfillment

Of the Requirements for the subject

Inquiries, Investigation and Immersion

by

Ke-jay A. Anzures

Nel John Barber

Vincent D. Causing

Deneil John L. Lacaste

Cristofer Kyle B. Matillano

Miles John T. Rodrigo

March 2019
 SAN RAFAEL NATIONAL HIGH SCHOOL
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Approval Sheet

This research paper entitled “Factors Affecting the Attendance of Grade 12 San Rafael

National High School Senior High School students”, prepared and submitted by Ke-Jay A.

Anzures, Nel John Barber, Vincent D. Causing, Deneil John L. Lacaste, Cristofer Kyle B.

Matillano, and Miles John R. Rodrigo. In partial fulfillment of the requirement for the subject

Inquiries, Investigation, and Immersion.

Approved by the Evaluation Committee with the grade of_____.

Evaluation Committee

EDCHARLES JOHN R. BAYLON

Chairman

ELLA KIM A. BINAS GOLD ROSE P. GONZALES

Member Member

GOLD RESE P. GONZALES

Adviser

LEDENILA R. CAGUAN

SHS asst. Principal II

DENIA A. BALLARET

Principal II
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Acknowledgement

Success is not just a good luck. It is a combination of hard, good credit standing,

readiness and timing.

The researchers would like to express our heartfelt gratitude to the entire

persons who contributed and help a lot in order take finish this study. We would like to

thank the following especially to:

First and foremost to the almighty God who gave his abundant blessings and

graces, and who continues to direct and assist us from the beginning until the

completion of this study.

Mrs. Emely Bano our research teacher, the guidance, patience, undying support

and for checking our work.

We would like to give out deepest gratitude to our panelist Mr. Kim Oliver R.

Caguan, Ms. Charlene J. Padernal and to the chairman of the panelist Mr. Edcharles R.

Baylon who is the key person in the realization of this study. The researchers truly salute

to their expertise surmount seem to be an uphill task. Thank you for their time,

suggestion and encouragement.

To our loving supporting parents, Mr. and Mrs. Rodrigo, Mr. and Mrs. Anzures

and Mr. and Mrs. Matillano. Thank you very much for the financial and moral support.

To Carmela Jane Baldosano and Razel Rodrigo Beladas for letting us borrow their laptop.

To all grade 12 students in San Rafael National High School, for letting us survey

on you.
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Abstract

Attendance is the concept of people, individually or as a group, appearing at a location

for a previously scheduled event. Measuring attendance is a significant concern for many
organizations, which can use such information to gauge the effective ness of their efforts and to
plan for future efforts.
The factors that affect the attendance of students is school factors, family factors, and
individual factors. The researchers make a questionnaire to know the cause of absenteeism in
school. The researchers conduct the survey to Grade 12 students to know the factors affecting
the attendance of grade 12 students. The school should strive to have up to data learning
facilities like libraries as well as sporting facilities to make students retention so that it will not
cause absenteeism that affect the attendance of grade 12 students. Likewise it aimed to
determine how school factors, family factors and individual factors, affects the attendance of
grade 12 San Rafael National High School Senior High School students.
The researchers made a letter to the teacher in any strands in grade 12 students. The
researchers used the tally method to get the percentage of the factors that affecting the
attendance of the Grade 12 SRNHS Senior High School students.
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Table of Contents Page

Title page 1
Approval Sheet 2
Acknowledgement 3
Abstract 4
Table of Contents 5
Chapter 1: Introduction to the study
Introduction 7
Background of the study 8
Research Paradigm 9
Statement of the Problem 9
Hypothesis 10
Significance of the Study 10
Definition of terms 11
Delimitation of study 12
Chapter II: Review of the related literature 13
I. Facts about attendance in school 13
II. Factors that affect the attendance in school
School Factors 16
Family Factors 18
Individual Factors 20
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Chapter 3: Methodology
Purpose of the study and Research Design 22
Research Design 23
Research Instruments 23
Sources of Information 23
The Respondents 24
Data Collection Process 24
Sample survey Form 25
Chapter 4: Results and Discussion 27
Interpretation of Data 27
Findings 30
Chapter 5: Summary, Conclusions, and Recommendation 31
Summary 31
Conclusions 31
Recommendations 31
REFFERENCES 32
APPENDICES 36
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Chapter 1

Introduction to the study

Chapter 1 consists of four parts: (1) Background of the Study, (2) Statement of the
Problem, (3) Significance of the Study, (4) Scope and Delimitation, and (5) Definitions of terms.

Part One, Background of the study, represents the rationale that supports this research
endeavor. It gives the reason behind the choice of the problem and provides a strong
foundation for the conduct of this study.

Part Two, Statement of the Problem, presents the problem and states the general and
specific research questions that this study sought to answer.

Part three, Significance of the Study, presents to which the study will be beneficial to.

Part Fourth, Delimitation, includes the discussion of the study and factors that delimit
the scope of this study.

Part Five, Definition of terms, present all the definition of terms which are sometimes
hard to define.
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Background of the Study

Academic class attendance is a student obligation. UNCSA expects all students to

regularly and punctually attend all classes in which they are enrolled. Each academic teacher

submits a daily report of attendance, and the official attendance record for each student is kept

in the High School Academic Program office. If a student has an excused absence from a class,

the teacher will permit the student to make up the work missed. It is the student’s responsibility

to arrange for make-up work in consultation with the teacher within two days of the student’s

return to school if the excused absence was unplanned. Make-up work for planned absences

that are excused ahead of the event should be arranged with teachers at least 24 hours before

the student leaves campus (Creemers P. M. ,2002).

The researchers choose this study to know the factor affecting the attendance of

Grade 12 SRNHS Senior High School students because attendance is the most important in

school academic. There is scant reference to attendance in planning education literature. This

is surprisingbecause planning is a discipline which emphasizes the development of skills as

wellas knowledge (QAA, 2008). Generic skills identified as important for a planning graduate

include a number that can only be developed through face-to-face contactwith staff and fellow

students, for example presentation skills, critical reflection, working in groups, evaluation of

others’ opinions and values, leadership and networking skills, and contact with professionals.

Thus in order to know the factors affecting the attendance of Grade 12 San Rafael

National High School Senior High School Students, this study was conducted.
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Research paradigm

Figure 1

Relationship of independent variable (SRNHS Gr.12 SHS) and dependent variable (factors
affecting the attendance of Gr.12 SRNHS SHS students)

Independent Variables Dependent Variables

SRNHS Grade 12 Senior Factors affecting the

High School attendance of grade 12
SRNHS Senior High School
Students

Statement of the Problem

Questions:
1. What is the most prevalent factor affecting the attendance of Grade 12 SRNHS students?
2. What is the least prevalent factor affecting the attendance of Grade 12 SRNHS students?
3. What are the percentage in the factors affecting the attendance of Grade 12 SRNHS
students in the terms of:
a.) lack of allowance
b.) no means of transportation
c.) addiction in computer games
d.) family problem
e.) late sleep at night
f.) peer-pressure
g.) tardiness
h.) sickness/illness
i.) lack of interest towards the subjects
j.) lots of projects
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Hypothesis: in view of the preceding problems, following hypothesis were

heType equation here.reby advanced:

1. The most prevalent factor affecting the attendance of Grade 12 SRNHS students is late sleep
at night.
2. The least prevalent factor affecting the attendance of Grade 12 SRNHS students is family
problem.
3. There is no percentages in terms of:
a.) lack of allowance.
b.) no means of transportation.
c.) addiction in computer games.
d.) family problem.
e.) late sleep at night.
f.) peer-pressure.
g.) tardiness.
h.) sickness/illness.
i.) lack of interest towards the subjects.
j.) lots of projects.
Significance of the study
This study aimed to find out why many students absent in school.
The result of this study can let know the students what is the impact of being
absent in school o their future.
And to the other researcher who will have the same topic, this may serve as
reference for further studies.
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Definition of terms

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

San Rafael National High School - is a public secondary educational institution located in

San Rafael, Iloilo City

Senior Highschool Students – is a secondary school that students attend in the three or four

highest grades before college

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Scope and Delimitation of study

The subject of this study is to know the factors effecting the attendance of Grade

12 San Rafael National High Senior High School students, this study only focused on

determining the effect of attendance of the students ‘to their academic performance. The

independent variable of this study is SRNHS Grade 12 Senior High School students and the

dependent variable factors affecting the attendance of Grade 12 SRNHS Senior High School

students this study will be conducted on the 2nd or 3rd week of November.
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Chapter 2
Review of related literature

This chapter on the Review of Related Literature is divided into two parts: (1) Facts about

Absenteeism, (2) Factors of Absenteeism in School.

Facts about School Attendance

The research and analysis completed for this study focuses on one variable and its

relationship to student achievement: school wide student attendance. It is a variable that is

often overlooked or taken for granted as an interesting but meaningless statistic, however, the

positive impact of good school attendance on academic achievement may be greater than

historically thought (Johnston, 2000, Lamdin, 1996). Coutts (1998) suggests student attendance

should be charted and monitored weekly, since high attendance rates are indicators of effective

schools.

Encouraging regular school attendance is one of the most powerful ways you can

prepare your child for success—both in school and in life. When you make school attendance a

priority, you help your child get better grades, develop healthy life habits, avoid dangerous

behavior and have a better chance of graduating from high school. Every day a student is

absent is a lost opportunity for learning. Too many absences not only can affect achievement

for the absent student but also can disrupt learning for the entire class. As a parent, you can
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identify the reasons why your child is absent from school and help them to overcome these

challenges (Coutts, 2008).

There is scant reference to attendance in planning education literature. This is

Surprising because planning is a discipline which emphasizes the development of skills

As well as knowledge (QAA, 2008). Generic skills identified as important for a planning

Graduate include a number that can only be developed through face-to-face contact.

Alaska set its target at 85 percent attendance, explaining that “attendance below this level

represents too much school missed to learn the reading, writing, and mathematics standards at

proficient level” (U.S. Department of Education, 2003).Although the AYP indicator used for high

schools is based on student dropout rates, rather than attendance, attendance is, of course,

just as important for high school students as it is for younger children. Statistics show that

absenteeism due to reasons other than illness and cutting individual classes increases with each

grade level, starting in the eighth grade (National Center for Education Statistics, 2002).

The concept of engagement with school and learning is another important aspect of

educational research linked to attendance. The way attendance and a student’s

affective/emotional, behavioral and cognitive experiences are bound up together. Improving

outcomes for students in these three spheres – affective/emotional, behavioral and cognitive –

can contribute positively to the quantity and quality of students’ school attendance (Lawson and

Lawson, 2013).In one study (Gottfried, 2010), controlling for student, classroom, school, and
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neighborhood characteristics, as well as past student performance, he found that the number of

days the student was present was positively related to both grade point average and

Regular school attendance is a key contributor toward student success. Lack of

attendance by its very nature removes the student from time on learning that is essential for

academic success (Estridge, 2009). The reality is an absence, whether it is excused or not,

means that a child is not in benefiting from educational opportunities on that day. Smith (2011)

stresses that school districts have to work in the community and with families to promote public

awareness and understanding of the problem, build high expectations and develop a culture of

daily school attendance and educational attainment.

Mulvany (1989) explains that particularly in large urban high schools, lack of attendance

has become acceptable for a particular proportion of students. Although procedures dealing

with absenteeism are clearly specified, school staff sometimes respond in an ad hoc way, doing

what they believe is right in a certain situation, doing what time allows them to do, or in

response to whether they believe the student “deserves” another chance. Students under the

age of sixteen may have a chance of receiving support or interventions from outside community

agencies, however there are few supports for a student over the age of sixteen who stops

coming to school. If a student has a large number of conduct cards for poor behavior and

criminal charges, in addition to poor attendance, they may be referred to one of the district’s
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alternative schools, which is often their only chance at graduating from high school because of

the smaller setting that is designed to address the multiple needs of at-risk students.

School Factor

Schools need especially good ventilation because children breathe a greater volume of

air in proportion to their body weight than adults do (Kennedy 2001, McGovern 1998, Moore

1998) and because schools have much less floor space per person than found in most office

buildings (Crawford 1998). But because of the high costs of conditioning the ventilation air in

schools to comfortable temperatures before it is circulated, the designers and operators of

school buildings can be the unwitting architects of learning spaces that impair learning and

health by offering inadequate ventilation—whether this results from economic measures,

ignorance, neglect, poor maintenance, or some combination of these factors.

Krashen (2005) concluded that students whose parents are educated score higher on

standardized tests than those whose parents were not educated. Educated parents can better

communicate with their children regarding the school work, activities and the information being

taught at school.

A school that has adequate instructional materials is likely to post better quality grades

than a school which has poor quality physical resources. A school with inadequate classrooms

will be forced to accommodate more students than recommended. This will exert a lot of
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pressure on resources such as teachers who may compromise their methodology as part of

adaptive mechanism (Nafukho, 1991; Pscharapolous & Woodhall, 1985).

The study was guided by the Effective Schools Model by Lezotte (2010), which argues

that an effective school is a school that can, in measured student achievement terms,

demonstrate the joint presence of quality and equity.

According to Lezotte (2010), strong instructional leaders are proactive and seek help in

building team leadership and a culture conducive to learning and professional growth. In the

effective school, the principal and others act as instructional leaders and effectively and

persistently communicate and model the mission of the school to staff, parents, and students.

Sullivan and Glanz‟s (2000) assertion that a prime task of school leaders is to exercise

instructional leadership of the kind that results in a shared vision of the directions to be pursued

by the school, and to manage change in ways that ensure that the school is successful in

realizing the vision.

Murphy & Louis (1998) define an effective school as the school with an atmosphere

which motivates educators and learners to improve the school and improve themselves.

Effective schools are those schools which are in constant state of dissatisfaction with their

outcomes (Weller, 1999).

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According to Sun, Creemers and de Jong (2007), studies of school effectiveness have

two distinctive aims: firstly, to identify factors that are characteristic of effective schools, and

secondly, to identify differences between education outcomes in these schools.

Family Factor

Family factors affecting child development. In a large, geographically. Defined

population of children a number of family factors in addition to social class, determined by the

father's occupation, were recorded by health visitors and school nurses with routine

responsibility for these children.

Knowing that many of its parents were professionals with heavy commitments

elsewhere, but also with a strong commitment to their children’s education, the school devised

a means by which it could make the most of the parents’ skills and reward them at the same

time by giving them a more direct role in their children’s education. This was the basis for a

longstanding program of parent involvement, underpinned by a culture of openness to parents.

By skilling up the parents in the way maths is taught these days, coupled with encouraging

parents to teach their children in ways they themselves had learnt maths, the school presented

parents with an enticing mixture of respect for their own learning and a chance to learn

something new, while at the same time fulfilling their desire to give their children the best start

in life.
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Houtenville and Conway (2008) found that parental effort (the combination of all kinds

of engagement) has a large effect on student achievement compared with school resources

(e.g. per pupil spending on teaching).

Parents can communicate their expectations and educational aspirations by, for

example, discussing subject selection and choices, academic aspirations and post-school

pathways (Pomerantz, Moorman and Litwack 2007). Such communication represents a style of

parenting which is supportive of a child’s academic progress, places value on learning, and

models behaviours appropriate for achievement (Hoover-Dempsey and Sandler 2005).

While the home learning environment remains critical to a child’s education, dialogue

between parents and school needs to occur to keep parents informed about curricula, courses,

school rules, and assessments. Building this kind of communication, parents and teachers can

then work together to support the child in his or her education (Lee and Bowen 2006).
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Individual Factor

The individual factors that determine health are factors identified within an individual,
including: attitudes, knowledge, skills, genetics, and personal characteristics. There are a range
of individual factors that determine the health of an individual.

An impaired individual becomes disabled when faced with barriers placed by society that
exclude them from participating in the way they would like (Carrington & MacArthur, 2012;
Ministry of Health, 2001).

How individuals interpret events will affect their expectations, and in turn, affect their
behaviour (Bandura, 1986; Stipek, 2002). Two components of this theory that are important to
this study are personal agency and self-efficacy. The ability for teachers to teach students with
disabilities inclusively and effectively requires high levels of self-efficacy and agency.

Contextual factors such as external and contextual environments, and personal factors
such as cognition, affective and biological events as well as behaviour, all influence teacher
agency (Bandura, 1997). Individuals can be enabled or constrained by their environments.
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Social constructionism takes into account individuals contexts, and their understanding of their
lived reality, so when exploring phenomenon in different schools and with different teachers, a
mixed approach of quantitative and qualitative methodology allows for richer interpretation than
using approach alone (Creswell, 2014).

Motivation for learning and improving individual abilities presents one of the central
components of self-actualization motive, the highest one in Maslow’s hierarchy of needs
(Maslow, 1954).

Students' individual factors may negatively affect school attendance. Research indicates
that absenteeism increases by seniority in high school (Rood, 1989) and most frequently
happens at age 15. Absentee students usually do not feel safe at school. They feel academically
or socially inadequate. They find classes boring and their positive experiences related to school
are less than those who attend school regularly (Clarke, 2008; Corville-Smith, Ryan Adams, &
Dalicandro, 1998; Williams, 2001). Thus, self-esteem, confidence, concentration, self-
management and social skills of these students are low. They feel powerless in the school and
think other students do not respect them (Eastwold, 1989; Wall, 2003; Eastman et al.2007).

According to Reid (2000) and Gentle-Genitty (2008), other results include not wanting to
get up in the morning, receiving strict punishment, sleeping late, not completing homework,
being in a grade that is one above or one below the regular grade level, switching to another
school in the middle or the beginning of the school year, feeling extreme test pressure, feeling
constantly ill, and having siblings who are regularly absent. Participating in fun activities and
socializing with their peers outside of school are also among the reasons (Williams, 2001).
Interestingly, as Clark (2008) indicated, some students are absent since they find courses
difficult and some others are absent because they find the courses monotonous and boring.
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Chapter 3: Research lessons and Methodology

This chapter presents the research method and procedures of this study. It is divided
into three parts: (1) Purpose of the study and research design (2) method and procedure and
(3) statistical data analysis procedure.

Part one, restates the objective of the study, the research design and the independent
and dependent variables.

Part two, describe the sources of Information, and the data-gathering Procedure and
the participants employed in this study.

Part three, is all about the statistical data analysis.

Purpose of the Study and Research Design

The purpose of the studyaimed to determine the factor affecting the attendance of grade 12
students.

Specially, it aimed to answer the following questions.

1. What is the most prevalent factor affecting the attendance of Grade 12 SRNHS students?
2. What is the least prevalent factor affecting the attendance of Grade 12 SRNHS students?
3. What are the percentage in the factors affecting the attendance of Grade 12 SRNHS students
in the terms of?
a.) lack of allowance
b.) no means of transportation
c.) addiction in computer games
d.) family problem
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e.) late sleep at night

f.) peer-pressure
g.) tardiness
h.) sickness/illness
i.) lack of interest towards the subjects
j.) lots of projects

Research Design

This study used of descriptive survey questionnaire to gather data in grade 12 students of San
Rafael National High School. A descriptive survey was selected it provides an accurate
characteristics, example behavior, opinions, and knowledge of a particular. The design was
chosen to meet the objectives of the study to determine the reasons why Grade12 students are
absent in school

Research Instrument

The material use in this study was a questionnaire survey sheet make by the researcher which
contains several questions that are needed to be answered by the respondents. The questions
in the questionnaire contains 10 situations that you could be answer by grade 12 students.

Sources of Information

Information necessary for this study was obtained from the dictionary, internet and responses
of the student.
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The respondents

The respondents of this study are all grade 12 students of San Rafael National High
School which sample size of 146 students.

Sample size

The sample size of the study is 146 students of grade 12 and it distribute randomly.

Data collection

Data collectionis the process of gathering and measuring information on targeted variables in
an established system, which then enables one to answer relevant questions and evaluate
outcomes. The systematic approach to gathering and measuring information from a variety of
sources to get a complete and accurate picture of an area of interest.

First, the researchers validate the survey questionnaire to the English teachers. The
survey questionnaire is composed of 10 questions such as lack of allowance, no means of
transportation, addiction in computer games, family problem, and late sleep at night, peer-
pressure, tardiness, sickness/illness, lack of interest towards the subject, lots of projects.

Next the researchers go to the classroom of Grade 12 GAS, Cookery. Housekeeping,

ACP A&B, and Electronics. The researchers got 146 students to answer questions in their
survey.
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Lastly, the researchers used the tally method to get the frequency that cause
absenteeism in San Rafael National High School.

Sample Survey Form

FACTORS AFFECTING THE ATTENDANCE OF GRADE 12 STUDENTS OF SAN RAFAEL

NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL STUDENTS

This questionnaire is designed to gather relevant data for the study title “absenteeism in
San Rafael National High School”.

For this test to be valid and reliable’ it is extremely important that respondents should
do their best in answering the questions as honestly as possible and all must be answered.

I. Demographic Information

Name (optional):

Age:

Gender:

Year Level:

Section:

Address:
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II. Below aims to gather information regarding your absences in school. Read the statement
and put a check mark (√) to the column.

Response

Always

Sometimes

Never

Questions Always Sometimes Never

1. lack of allowance

2. no means of
transportation

3. addiction in
computer games

4. family problem

5. late sleep at night

6. peer-pressure
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7. tardiness

8.sickness/illness

9. lack of interest
toward the subject
10. lots of project

Chapter 4

Results and Discussions

Chapter Four, presents the results and corresponding analysis of this descriptive survey. It is
divided into two parts: (1) Results and (2) Discussion.

Interpretation of Data:

Table: 1 Distribution of respondents in terms of:

Questions Always Sometimes Never

1. lack of allowance 12 92 42

2. no means of 13 84 49
transportation
3. addiction in 11 62 73
computer games
4. family problem 6 110 30

5. late sleep at night 26 94 26

6. peer-pressure 7 89 50
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7. tardiness 14 97 35

8.sickness/illness 13 103 30

9. lack of interest 11 98 37
toward the subject
10. lots of project 18 100 28

Table: 2Distribution of the percentage in terms of:

Questions Always Sometimes Never

1. lack of allowance 9.16% 9.90% 10.50%

2. no means of 9.92% 9.04% 12.25%

transportation

3. addiction in 8.40% 6.67% 18.25%

computer games

4. family problem 4.58% 11.84% 7.50%

5. late sleep at night 19.85% 10.12% 6.50%

6. peer-pressure 5.34% 9.58% 12.50%

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7. tardiness 10.69% 10.44% 8.75%

8.sickness/illness 9.92% 11.09% 7.50%

9. lack of interest 8.40% 10.55% 9.25%

toward the subject
10. lots of project 13.64% 10.76% 7%

Figure 1.

Distribution of percentage in terms of: lack of allowance, no means of transportation, addiction

in computer games, family problem, late sleep at night, peer-pressure, tardiness,
sickness/illness, lack of interest towards the subject, and lots of projects.
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%

Factors affecting Attendance

Always% Sometimes% Never%
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

Findings

The finding of this descriptive research included the following:

The researcher found out that the main factor effect the absenteeism in San Rafael
National High School is late sleep at night. Based on our survey we found out that 19.85% says
that late sleep at night is the main reason why they absent to school. The researcher found out
that people who sleep late, even if them adequate late exhibit a marked increase in
psychopathology and mental dis orders. According to the graph the highest percentage is late
sleep at night which had 19.85%, followed by 13.64% which is lots of projects, then tardiness
which is 10.69%, sickness/illness and no means of transportation which is 9.92%, lack of
allowance which is 9.16%, addiction in computer games and lack of interest towards the
subjects which is 8.40%, peer-pressure which is 5.34% and the last is 4.58 which is family
problems.
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

Chapter 5

Summary, Conclusions, and Recommendations Summary

In summary, the main factor why students absent in school is late sleep at night,
19.58% says that late sleep at night is the main causes of absenteeism in San Rafael National
High School. The other factors that affect absenteeism is family factor, school factor, and
individual factor.

Conclusions

The researchers conclude that late sleep at night is the main factors affecting the
attendance of Grade 12 SRNHS Senior High School students. The parents must warned their
children about the risk of late sleep at night and the effect to their school attendance and their
academic performance.

Recommendations

Based on the forgoing conclusions, the researcher advanced the following

recommendations:

1. The school as an institution it must recommend the effect of late sleep at night to the
students and the effects to their academic performance.

2. To the stakeholders which include, teachers, parents, principal, administrator, and etc. must
give an advice to the students to the effects of late sleep at night so that they must aware.
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

3. Lastly, for the parents they must also give a attention to their children so that the students
must aware of what are the effect of late sleep at night to their school attendance.

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SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

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APPENDICES

January 14, 2019

TO ALL THE TEACHERS OF

GRADE 12

Dear Ma`am/Sir:

Good Day!

We are the Grade 12 students of San Rafael National High School who are currently
doing research entitled, “Absenteeism in School”. This study is a major requirement for
Inquires, Investigation, and Immersion subject.

If you choose to participate in this study, and we hope that you will be cooperate. We
will schedule the time to give the questionnaire to your students about Absenteeism in School.

In accordance, we are asking for your permission if we can give a questionnaire to your
students for our research study.

We are hoping for your positive respond.

Truly yours,
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

KE-JAY ANZURES
MILES JOHN RODRIGO
CRISTOFER KYLE MATILLANO
NEL JHON BARBER
VINCENT CAUSING
DENEIL JOHN LACASTE
STUDENTS

“Factors Affecting the Attendance of Grade 12 San Rafael National High School Senior
High School Students”

Summary Results of Factors Affecting the Attendance of Grade 12 San Rafael National
High School Senior High School Students.

Table: 1 Distribution of respondents in terms of:

Questions Always Sometimes Never

1. lack of allowance 12 92 42

2. no means of 13 84 49
transportation
3. addiction in 11 62 73
computer games
4. family problem 6 110 30

5. late sleep at night 26 94 26

6. peer-pressure 7 89 50
 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

7. tardiness 14 97 35

8.sickness/illness 13 103 30

9. lack of interest 11 98 37
toward the subject
10. lots of project 18 100 28

Table: 2 Distribution of the percentage in terms of:

Questions Always Sometimes Never

1. lack of allowance 9.16% 9.90% 10.50%

2. no means of 9.92% 9.04% 12.25%

transportation

3. addiction in 8.40% 6.67% 18.25%

computer games

4. family problem 4.58% 11.84% 7.50%

5. late sleep at night 19.85% 10.12% 6.50%

6. peer-pressure 5.34% 9.58% 12.50%

7. tardiness 10.69% 10.44% 8.75%

 SAN RAFAEL NATIONAL HIGH SCHOOL
GENERAL ACADEMIC STRAND
SENIOR HIGH SCHOOL DEPARTMENT
SAN RAFAEL, ILOILO

8.sickness/illness 9.92% 11.09% 7.50%

9. lack of interest 8.40% 10.55% 9.25%

toward the subject
10. lots of project 13.64% 10.76% 7%