Chapter 1

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.

The researchers recognize attendance issues of students in Bayog National High

School that highly affect their academic progress. The researchers also interviewed the
guidance counsellor of the school mentioned and found out that students absenteeism is
rampant among grades 7, 8 and 9. Absenteeism has been a problem for years and teachers
of the said school are at work to address if not eliminate this problem.
The researcher purposely conducted this study in order to find out the common
factors and get into the root cause of students absenteeism. Moreover, this study aims to
solicit ideas and reactions from the teachers on how they manage and assist students who
are identified to manifest absenteeism.

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.

Students and teachers of Bayog National high School

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

Basis for Guidance Program

Figure1. Schematic Diagram of the Factors Affecting Students Absenteeism and

Teachers Interventions; Basis for Guidance Program.

Significance of the study

This study will determine the factors affecting students absenteeism and ascertain
teachers interventions extended to students of Bayog National High School year 20162017. The result and findings of this study benefits the students, teachers, parents, school
administrators, community and future researchers to reduce the students absenteeism.
For the students. This study will help students to decrease the frequency of
absenteeism, encourage students to participate actively in the classroom to improve
academic performance and to have good relationship with their teachers and classmates.
Students would be able to go to school on time and become more responsible. This study
will help the students to attend to their class regularly since this will provide them factual
information about the benefits that they can acquire in attending school. Help students to
realize their full potential and holistically be developed.
To the teachers. They will be guided on how to manage and assist absentee
students. They will find ways in addressing absenteeism and to perform their task
competently with confidence.
To the administrators. They will be guided in implementing plans in helping the
students to go school early and not to absent.
To the parents. They will be benefited in the same manner since they are the role
model to their children. They will encourage them to go to school on time and not to be
absent.
To the community. They will be benefited in the way that more professionals
increase economic income and that the community will think less of the problems that
might rise if this matter is not deeply looked into.

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.

Statement of the Problem

This study will be conducted to determine the factors affecting students
absenteeism and ascertain Teachers interventions extended to students of Bayog National
High School, in the school year 2016-2017. Specifically, this study seeks to answer the
following sub-problems:
1. How often do students manifest absenteeism in terms of these factors;
1.1 student-related
1.2 teacher-related
1.3 school-related
1.4 home-related
1.5 community-related
2. How often do teachers extend interventions to the aforementioned factors of
absenteeism in terms of;
2.1 Home visitation
2.2 conferences
2.3 counseling
2.4 rewarding
2.5 differentiated instructions
3. Is there a significant relationship between the frequencies of teachers
interventions to the frequency of students absenteeism?
Hypothesis:
There is no significant relationship between the factors of students absenteeism to
the frequencies of teachers interventions extended towards the students of Bayog
National High School.

Delimitation of the Study

This study shall be delimited to determining how often do students manifest
absenteeism in terms of student-related, teacher-related, school-related, home-related and
community-related factors and the frequency of teachers interventions on home
visitation, conferences, counseling, rewarding, and differentiated instructions as
perceived by the students and teachers of Bayog National High School, grade 7-10.
The subject-respondent included in the study are the forty-eight (48) teachers
handling the Grade VII, VIII, IX and X and fourteen (14) students will be taken from
each grade level in the school year 2016-2017.
The questionnaire is delimited to twenty-five (25) items for the students which
focus on the factors of students absenteeism while for the teachers, there are also twentyfive (25) items focusing on the frequency of manifestations on the interventions extended
to the students.

Definition of Terms
The following terms defined theoretically and operationally to be able to facilitate
a clear understanding of this work.
Community.

A group of people living in the same place or having a particular

characteristic in common. (google.com). In this research, community refers to the people

being affected by students absenteeism.

Conference. Conference is a meeting for consultation or discussion;

(http.//reaearchgate.com/). In this study, conference refers to a meeting with parent,
teacher and student to discuss students school performance and behaviours.
Counseling. Counselling is a type of talking therapy that allows a person to talk
about their problems and feelings in a confidential and dependable environment.
(www.nhs.uk/condition/). In this research, counselling refers to the counselorstudent conversations.
Factors. One that actively contributes to the production of the result. (MerriamWebster, 2015). In this study, factors refer to persons, activities, places, things and events
that have caused students absenteeism.
Guidance Program. It is a comprehensive, developmental program designed to
assist

individuals

in

making

and

implementing

inform

in

education

(www2.ed.gov/aboutoffices/list oval/pi/cte/cgcp.html). In this study, guidance program

serves as the basis.
StudentsAbsenteeism. Is the habit of staying away from school without providing
a genuine or any reason for not attending classes. (enezaeducation.com/absenteeism-inschool/). In this study students absenteeism refers to the increasing rate of students for
not attending classes.
Teachers Interventions. Are the activities that contribute to the fulfilment of the
need or furtherance of an effort or purpose (Harpes Collins publisher, 2002). In this study,
assistance refers to the teachers efforts to help the students with student absenteeism.

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

and threats to physical such as bullying (Corville-Smith et al 1998; Enomote, 1994;

Malcom et al, 2003).
Family factors, such as family conflict, poor/unhealthy family relationships,
parental attitudes and values towards education, lack of cohesion, inconsistent and
ineffective discipline, sanctioning/colluding of school absences by parents, parent-child
interactions, parental involvement in school, family poverty and family structure have
been implicated as causal/correlational factors in absenteeism research (Corville-Smith et
al., 1998; Malcolm et al, 2003; Mc Neal, 1999; Romero & Lee, 2008).
Community/contextual factors have also been found to have effects on school
absenteeism. These factors include race/ethnicity, socio-economic status, employment
and other opportunities in the community, neighbourhood, characteristics and level of
organization, levels of social support, community norms, and community violence
(Bowen, Bowen& Ware,2002; Lyon & Colter, 2007; MacDonald & Marsh,2007).
School culture is related to school avoidance behaviours as well as student
perceptions of the school. As stated previously, school avoidance and refusal behaviour
has a noticeable effect on rates of chronic absenteeism and truancy (Kearney, 2008).
In order to reduce absenteeism and truancy due to avoidance and refusal
behaviour Kearney, (2008) proposed the use of medical and clinical intervention. Medical
intervention is used for those with a diagnoses, commonly anxiety or depression that
contributes to school avoidance or school refusal behaviours.
These clinical treatments include the use of meditation, teaching of stress and
anxiety reduction methods, and explosive-based practices based on reasons why the

student was avoiding or refusing school based on information obtained through

interviews, observation and score on School Refusal Assessment Scale(Kearney, 2008).
Changing instructional practices and emphasizing greater personalization and
student engagement might also improve attendance as it results in increased levels of
student engagement. The literature on student engagement indicates that there are five
strategies classroom teachers can adopt to promote higher levels of student engagement
(Ramaley & Zin, 2005). First, teachers can work to promote learning that is relevant to
the students and the world that they live in. Second, teachers can improve student
engagement by introducing various forms of instructional technology. This includes
computers, as well as scientific equipment, multi-media, internet resources, industrial
tools, and other forms of portable communication equipment. Third, (Ramaley & Zin,
2005) suggest that students are most engaged in classrooms what are positive,
challenging, and open. They refer to these classrooms as transparent learning climates
which describes conditions that promote risk-taking in learning. Fourth, classrooms that
feature positive peer to peer relationships between students and teachers promote
improved student engagement. Finally, teachers can facilitate student engagement by
modelling, learning for the students-showing them that they, too, are learners.

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

Absenteeism/Truancy and the Effectiveness of Social Services and Interventions stated

that the major problem facing schools is to effectively deal with student absenteeism and
truancy. When student has not attended to school for a long period of time or frequently
misses a school, they classified as a truant. These students miss opportunities to learn.
Students face serious academic difficulty and fall behind greatly in their school work. It
was found that within the sample of students, 65% of students were failing six or more
of their eight class periods and their grade point averages range from 0.0 to 2.29,
creating a mean of a .30 grade point average. Non-attendees generally fall behind their
peers in academic achievement and the development of social competence Teacher or
administrative mentors are also an approach at intervening with students with attendance
issues. Mentors provide students with opportunities for prosocial identification. They
provide empathic support in helping to activate self-development, and they also promote
experiences that contest students lowered academic ambitions.
The study of RI Kids Count

The study of RI Kids Count (2007) Student Absenteeism/Truancy and Factors

Influencing Students Absenteeism stated that when students does not come to school for
a lengthy period of time one may assume these students are learning elsewhere, but
unfortunately in most circumstances this is not the case .Many factors can contribute to
student absenteeism. Community related factor, home related factor, school related
factor, student related factor and community related factor differing community
attitudes towards education are among the conditions that are often associated with a
childs frequent absence from school. Health is the primary reason why students are
absent from the class.
The study of Gottfried
The study of Gottfried (2011) The Contributing Factors of Absenteeism noted
that it has traditionally been difficult for researchers to disassociate student and family
characteristics in analyses that examined school attendance. Indeed, in the analysis of
data obtain from Philadelphia, discovered that past researched may have underestimated
the influence of parents and family predictors may have been underestimated in previous
research. Despite this assertion, existing research suggests that there are specific familyrelated factors that influence school attendance.
The Study of Teasley
The study of Teasley (2004) Contributing Factors and Teachers Intervention
stated that peer tutoring has become an intervention in schools which older achieving
students are trained to work with younger students who have attendance issues. The
dropout rate for students who participated in the program was one percent, whereas the
comparison group rate was 12 percent .Community and neighbourhood interventions are

also important to increasing student attendance. Community organizations and getting

students involved outside of their home and within their community have shown to be
effective in motivating students. Weekend programs help students to set goals and
provide procedures to help students feel a consistency which will promote the
consistency of attending school every day. Within the community there is leadership and
community-based activities which give students a sense of pride and make them feel a
sense of achievement for being a leader. Having a community around a students home
that is supportive to their needs is essential, and a place near their home would most
likely have the same socioeconomic and ethnic makeup which would not intimidate a
student or make them feel out of place.
The Study of Epstein and Sheldon
The study of Epstein and Sheldon Teachers Intervention towards Students
Absenteeism stated that the other ways of using a reward incentive to increase daily
attendance has been done through parties, gift certificates, recognition at assemblies and
small items that a student can receive if they attend school It may be that official
recognition of improved attendance motivates some students to attend school more
regularly.

C. Relatedness of the review of Related Literature

Based on related literature and studies, researchers found out that their studies
have significant and correlation to the present study to conduct. There are studies which
are similar to this study entitled Factors Affecting Students Absenteeism and Teachers
Interventions in Bayog National High School: Basis for Guidance Program.

Students absenteeism is present in different year level, a major problem facing at

schools is to effectively deal with the absences and truancy. Common behavioural
problems have been defined as students action that destructs from absenteeism dropouts
compete with or threatens learning on the classroom Geinger, 2000). It 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; Lancher, 2003). These factors
that lead to students absenteeism are student-related, home-related, school-related,
teacher-related and community-related factors. These factors affect the interest of the
students to go to school and attend classes.
Over the years, psychologist, social/criminal justice experts, educators, medical
experts, and other researchers have studied students absenteeism with some suggesting
definitions. There is discrepancy across literature in how related terminologies are
defined and used.
Psychologists tend to use terms such as school phobia, separate anxiety, school
refusal, and school refusal behaviour when describing absenteeism (Kearney, 2008).
School phobia described as absenteeism driven by fears, which are often times linked to
circumstance within the school setting. Separation anxiety often stems from the fear of
being away from a parent or caregiver. Students experiencing separation anxiety may
often times come to school but return home, because they are challenged by leaving the
side of their parent or caregiver when they enter the school. School refusal and school
refusal behaviour are characterized by an anxiety based or child-based absenteeism
causing a general feeling of unrest across the entire school day beyond the fear of an
isolated circumstance at school.

On the contrary, social/criminal justice experts place a greater emphasis on

looking at behaviours and external factors related to truancy and delinquency when
describing absenteeism (Attwood and Croll, 2006; Henr, 2007: Reid, 2005). Researchers
such as Reid (2008) and Wilkins (2008) referred to student absenteeism as school nonattendance, while Dupe and Orpinas (2009) described absenteeism as school refusal
behaviour.
When students are motivated in a particular class, a common outcome is a lost to
attend class, followed by frequent absences and plummeting grades (Professors Role in
Motivating Students to Attend Class, 2005). Students absenteeism affects the
performance of the student. The misopportunity to learn make the students face serious
academic difficulty and fall behind greatly in their school work.

So, the teacher finds

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.

Table 1.Distribution of the Subject

Grade Level
7
8
9
10
Total

Students Enrolled
396
351
306
272
1,325

No. Of Respondent
14
14
14
14
56

Table 2.Respondents of the Study

Subject Taught
English

No. Of Teachers
10

Math
Science
Filipino
Makabayan/TLE
Edukasyon Sa Pagpahalaga

5
8
5
8
3

MAPEH

Araling Panlipunan

Total

48

Validation of the Instrument

The research instrument shall be validated through subjecting it to dry- run to at
least eleven (11) administrative staffs of Bayog National High School who are not
actually the respondents of this study. The purpose of this is to check on the clarity,
understandability, appropriateness and effectiveness of each list. The result of the dry-run
is to be presented to the adviser for some exact information.
The Research Instrument
The researchers made checklist questionnaire which is the main instrument to be
used in gathering data focuses on the frequency of manifestations of students
absenteeism in high school students and the frequency of manifestations of

teachers

interventions extended by their respective advisers. It is composed of factors affecting

students absenteeism such as community related factors, home related factors,
teacher related factors, school related factors, student related factors and the
frequency of manifestations.
The Subject Respondents

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.

Frequency and Mean Distribution of Factors Affecting Students Absenteeism

Limits
4

Mean Interval

Frequency of Absenteeism

Qualifying Statement

3.25-4.00

Always

The home, teacher,

student, school, and
community - related
factors have
a
greatest effect on
students absenteeism.
They need
prior
attention
and
immediate
action.

2.50-3.24

Usually

The home, teacher,

student, school and
community- related
factors have a greater
effect on students
absenteeism.
They
need
enhancement
and
reinforcement.

1.75-2.49

Sometimes

The home, teacher,

student, school and
community - related
factors
have a
great
effect
on
students absenteeism.
They need to be
maintained
and
developed.

Seldom

The home, teacher,

student, school, and
community- related
factorshave a less
effectstudents
absenteeism.
They
need to be sustained
and
continuously
developed.

1.00-1.74

B. Frequency and Mean Distribution of Teachers Intervention

Limits

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

The teachers interventionscounseling,

rewarding, home
visitation, conferences
and
differentiated
instructions have a
greater response in
students absenteeism.

1.75-2.49

Sometimes

Theteachers inter
ventionrewarding,
homevisitation,
conferencesand
differentiated
instructions
have
a great response in
students absenteeism.

1.00-1.74

Seldom

The teachersinterventions; counseling

rewarding,
home
visitation, conferences
and
differentiated
instructionswill have
a poor response in
students absenteeism.

C. In Correlating, the Table of Dalean (1989) is being used.

Coefficient of Correlation

Extent of Relationship

 0.90 1.00

Very high relationship

0.70 0.89

High

0.40 0.69

Moderate relationship

0.20 0.39

Low relationship

Less than 0.20

Very 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.