THE EFFECT OF PUNCH CARD AND REWARD SYSTEMS ON

STUDENTS’ ATTENDANCE AND SCHOLASTIC

PERFORMANCE

An Action Research
Presented to the

Division of Cadiz City

Cadiz City, Negros Occidental

By:

ENJENETTE DAMASCO-BAROA
Principal I
Don Luis Consing Elementary School
Cadiz District III
 THE EFFECT OF PUNCH CARD AND REWARD SYSTEMS ON STUDENTS’
ATTENDANCE AND SCHOLASTIC PERFORMANCE
Proponent: Enjenette D. Baroa

I. CONTEXT AND RATIONALE

RA 10533 better known as the Enhanced Basic Education Act of 2013 (K-12
Law), establishes the Policy Guidelines on the Awards and Recognition among K-12
learners. Valuing the holistic development of Filipino learners, it offers a wide range of
student assessment, thereby promoting excellence in various areas that can motivate
learners to strive in academic, leadership, and social responsibility.

Among the awards given is the recognition for Perfect Attendance which
mainly encourages learners to attend and actively participate in class. The threat of
increasing percentage of failure rate, and low academic performance is being linked to
poor attendance of pupils.

The study showed that being absent for three days in a month strongly
correlates with poor performance. As educators, it is important to know the threshold.
Drawing policies on school intervention regarding absenteeism requires guiding
information on where to draw the line. Policies cannot be simply drawn out of thin air.
Three days in a month, that number, a result of research, is a useful guide for teachers
and school administrators.
Cunningham (2010) notes that in today‘s 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 education. With increased emphasis on
higher order thinking and scaffold learning, students ‘attendance and engagement
becomes even more important. Every school day has formal and informal learning
opportunities that students cannot capture if they do not attend school. Students who
have difficulty engaging in the school environment may choose unproductive activities
that lead to delinquency and problems in later life (Office of Juvenile Justice and
Delinquency Prevention [OJJDP], 2001). Moreover, problems associated with truancy
affect the individual and the community at large (Baker et al., 2001; Dube & Orpinas,
2009; Lehr, Sinclair, & Christenson, 2004). Schools that do not engage elementary
students who struggle with consistent attendance, full participation in academic and
peer interactions, and low academic achievement set the stage for high school
dropouts (Alexander, Entwisle, & Kabbani, as cited in Spencer, 2009). Therefore,
attendance is a critical issue that has to be solved and given due attention and
intervention.

II. ACTION RESEARCH QUESTIONS

This study generally aims to determine whether the punch card and reward
systems (interventions) improve students’ attendance and scholastic performance.
Specifically, this seeks to answer the following questions:
1. What is the nature of student’ attendance and scholastic performance as
described:
a. End of First Quarter period
b. End of Second Quarter period
2. Is there a significant improvement in the attendance and scholastic
performance of pupils in the 2nd Quarter compared with that in the 1st
quarter?
3. What are the reflections do students and class advisers have on the effect
of punch card and reward systems on students’ attendance and scholastic
performance?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

There is a need for intervention programs especially in the early grades

when habits, values, and attitudes are formed (Baker et al., 2001; Chang &
Romero, 2008; Lehr et al., 2004; Rush & Vitale, 1994). Research suggests
several different strategies available to tackle the problem of student
attendance (Baker et al., 2001; Chang & Romero, 2008; Lehr et al., 2004;
Logsdon et al., 2004; Sheldon, 2007).
 A. Lehr et al. (2004) reported that the Check and Connect model is a
program originally designed to increase graduation rates and assist
elementary school students with learning and emotional/behavioral
concerns by engaging students in school and learning. The goal of this
approach is to increase student attendance. Key features of the program
include relationship building, routine monitoring of alterable indicators,
individualized and timely interventions, long-term commitment, motivation
and continuity regarding education, problem solving, and affiliation with
school and learning (Lehr et al., 2004). This intervention provides
opportunities for students to check in with an adult mentor on a regular
basis. Students were able to discuss school work, personal problems, social
skills and any other issues that may arise (Lehr, et al., 2004).
B. “Perfect Pals Program”s is another effective means for modifying
student attendance at school. Perfect Pals is an incentive program used for
students who had perfect attendance and no tardies. These students
earned lunch in the canteen, small treats, and had their picture on a bulletin
board.
The proposed interventions mentioned are commonly named as Punch Card
and Reward Systems, generally intended to solve problems on absenteeism
and tardiness of pupils. These strategies will start at the beginning of the 2nd
quarter period and will commence after the said quarter. A weekly assessment
and incentive will be provided by the Student Advisory Team to identified
students.

IV. ACTION RESEARCH METHOD

A. PARTICIPANTS OF THE STUDY

This study will be conducted in Don Luis Consing Elementary School with nearly
870 pupils for the school year 2018-2019. The participants are the identified students
from kindergarten up to Grade VI who had 15 or more absences for First Quarter
basing from the Form 2 or Report of Monthly attendance submitted by the respective
advisers. After reviewing the data, the researcher will speak with individual teachers
to determine the benefits of the attendance intervention.

B. DATA GATHERING METHODS

Prior to the collection of data, the researcher has to ensure that the action
research proposal was duly approved given the authority to conduct the study. The
program design includes a daily check-in system with a student advisory team (SAT)
member; school administrator, school guidance counselor, and class adviser
comprised the SAT. The students will use a punch card system for the daily check-in
with a member of the SAT, and are eligible for a reward if they are at school all week.
Grades of students in the 1st quarter will serve as baseline data and will be
compared to their grades in the 2nd quarter. A survey questionnaire will also be used
in order to assess the effectiveness of two (2) intervention approaches to be answered
by the student-participants and class advisers.
Focus-group discussion (FGD) or a guided interview will be used to support the
reflections gained by the students as well as the advisers on the effect of
interventions.

C. DATA ANALYSIS PLAN

This study will employ both quantitative and qualitative research. It

proposes to investigate the level of attendance of students as well as the
effectiveness of interventions. The data to be gathered will be in the form of
average percentage and difference of percentage. T-test of correlated means is
most suitable in order to determine the significant improvement of pupils’
attendance and scholastic performance in the 2nd quarter compared with the 1st
quarter. The result of FGD/interview will also suffice the data of the reflections
gained by the respondents.
V. ACTION RESEARCH WORKPLAN AND TIMELINE
ACTIVITIES TIMELINE

Submission of Proposal May 24, 2018

Revision and Approval of proposal May 28-June 2, 2018

Organize Student Advisory Team (SAT) June 14-15, 2018

Orient and capacitate SAT June 21-22, 2018

Orient and capacitate teachers through LAC Session June 29, 2018

 Profiling of students’ monthly attendance June-August, 2018

 Identify student-participants of the study
Conduct meeting with parents, student-participants, and August 17, 2018
class advisers

Conduct of interventions August 20-October 19,

2018
Preparation of report October 22-31, 2018

Submission of Action Research Report November 6, 2018

VI. COST ESTIMATES

Project Expenditures Quantity Unit Cost Total Cost

Snacks for Teachers’ Capacity Building 25 pax 200.00 P5,000.00

Snacks for Orientation of Parents, pupils, 30 parents 135.00 P5,000.00

and teachers involved in the study 30 pupils
7 teachers
Punch cards 100 pcs 8.00 P800.00

Long-sized Bond Paper 3 reams 190.00 P570.00

Photo paper 50 pcs 25.00 P1,250.00

Printer ink 6 bottles 150.00 P900.00

Assorted school supplies 100 pcs 40.00 P4,000.00

Snacks/treats for students P2,480.00

OVER-ALL TOTAL P20,000.00

VII. PLAN FOR DISSEMINATION AND UTILIZATION
The results of this study will be shared among the teachers and parents of in
the school. This will also be published and copies will be furnished to concerned
Deped authorities such as: District and Division levels.

VIII. REFERENCES

Cole, Jill Friedman (2011) GSCA Journal. Interventions to Combat the Many Facets
of Absenteeism: Action Research.

Accessed May 20, 2018 on

http://www.deped.gov.ph/sites/default/files/order/2016/DO_s2016_036.pdf

Hernandez, Jayson S. (2013). School Discipline Rules of Procedure.

https://www.slideshare.net/jaysonhernandez1612/school-discipline-rules-of-
procedure

Goddard, Vic (2018). What’s the point of reward system? TeachWire.

https://www.teachsecondary.com/comment/view/whats-the-point-of-reward-
systems

Therapeutic early interventions to prevent school exclusion and truancy: evaluation

of three contemporaneous projects (2013). Paul Hamlyn Foundation. London.