TABLE OF CONTENTS

I. ABSTRACT 2

II. INTRODUCTION 3
Background of the Study 3
Conceptual Framework 4
Research Questions 5
Scope and Limitation 7

III. REVIEW OF RELATED LITERATURE 7

IV. METHODOLOGY 8
Research Design 8
Data Gathering Instrument 9
Respondents of the Study 10
Sampling Technique 11
Data Collection Procedure 11

V. WORK AND FINANCIAL PLAN 12

Summary of Expenses 13
Gantt Chart 14

VI. RESULTS AND DISCUSSION 15

Student Absenteeism 15
Academic Performance 17
Attitudes of Students Towards Absenteeism 18
Student Absenteeism and Academic Performance 18
Proposed Intervention Programs 20

VII. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 23
Summary OF Findings 23
Conclusions 25
Recommendations 26

VIII. ACTION PLAN 28

IX. REFERENCES 30

X. SURVEY QUESTIONNAIRE 31

XI. CURRICULUM VITAE 35

1
 Republic of the Philippines
Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

THE EFFECT OF STUDENT ABSENTEEISM ON ACADEMIC PERFORMANCE: BASIS

FOR DEVELOPING INTERVENTION PROGRAM

SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II
Esperanza National High School, Poblacion, Esperanza, Sultan Kudarat
email address: samsudinabdullah42@yahoo.com

ABSTRACT

This study was carried out among the low performing students of Esperanza National

High School for the School Year 2014-2015. It mainly concentrated on determining the effect

of habitual absenteeism on the academic performance of students. Descriptive correlational

research design was used to provide good analysis and interpretation of the results.

Respondents included 103 students, 103 close friends and 103 parents. The degree of student

absenteeism was determined through survey questionnaire and the academic performance of

students was gathered through document analysis. Means, analysis of variance (ANOVA) and

Pearson r were applied to describe the collected data and make inferences as well.

As found out, student absenteeism is Low and the academic performance of students

is Fairly Satisfactory. Attitudes of students towards absenteeism and their academic

performance are comparable by grade level and by subject area, respectively. Students’

reasons of chronic absences on classroom instruction are opposed by their friends and

parents. The relationship of habitual absenteeism on the academic performance of students

was proven significant.

Thus, this study concluded that the higher the degree of absenteeism, the lower the

level of academic performance of students. It is indeed recommended that teachers, parents

and local government will coordinate with each other to help these struggling students boost

positive behaviors towards studies.

2
 INTRODUCTION

Background of the Study

Student absenteeism is one of the alarming problems for school administrators,

teachers, parents and community in general. It is a chronic nonappearance on the classroom

`instruction. Studies reveal that student absenteeism and truancy definitely result to poor

performance in classroom interaction that has a negative effect on peer relationship. It cannot

be denied that every now and then, students may miss some classroom activities and lessons

for some valid reasons. But there are students who are always absent from their classes

without valid reason. This scenario could cause lack of interest to learn. If a certain student will

be away from the school for many days, it becomes a problem that must be taken into

consideration.

On the other hand, going to the school regularly is crucially important for student’s

education, cognitive competence and social skills. Constant absence of students will usually

put them in a disadvantage situation both socially and academically. Absent students will miss

out on critical stages of social interaction and development with their peers and at the same

time it will negatively impact on their academic progress. This can result to low self-esteem,

social isolation and dissatisfaction that could trigger non-attendance in the other school

activities.

Further, absenteeism also affects the teacher’s ability to present class work in a

sequential and organized way. This can have an effect on the progress of all the students

attending the class. The family of the habitual absentees can also suffer. For a poverty-

stricken family, it may mean a continuation of the poverty and unemployment cycle that may

run in the family. This also contributes to family conflicts. The society also suffers as the

children of school age hang around in the streets. They can be found just gallivanting around.

Since they have nothing to do, they result to petty crimes like stealing other people’s

belongings and properties. Others may resort to drug addiction and other behaviors that are

3
detrimental to society. Thus, if the student keeps on being away from school for too long, he

may grow up to be a liability of his family, of community and of his country as a whole.

It is the major goal of every school to have the so-called zero drop-out in response to

Millennium Development Goal (MDG) to eradicate illiteracy and poverty. One way of

addressing this problem is to identify the causes why students become absent and truant from

school. Once they are singled out, understood and analysed, specific actions and measures

can be undertaken. This will eventually redound to the better performance of the students,

teachers and the school in general.

It is timely that this action research is undertaken to identify the causes why the lower

sections in the school are always absent from their classes. The effect of these factors of

student absenteeism on academic performance was investigated. That’s why, this action

research will encourage both the students and parents to understand their social functions for

their family educational growth.

Conceptual Framework of the Study

Regular attendance and punctuality in school are some of the best qualities beyond

reproach. Much of the lessons, time and wealth will be saved if these virtues will be carried out

to the daily routine of every individual. The said qualities will encompass positive action in all

facets of life struggle. Studies reveal that students had significantly disliked the subjects

particularly in Mathematics and Science because of their intricacy of solutions. This animosity

might be the reason for laziness in their education. The aversion towards the subject is merely

on the subject and has nothing to do with the subject teacher (Richard, 2012). Moreover, there

are some students who fairly assessed their teacher and commented that their performance in

school is affected by their teacher’s personality.

This study is concentrated on the causes of student absenteeism that served as the

independent variable of the study. Among the causes of student absenteeism are physical or

school factors, health factors, personal factors, teacher-related factors, family-related factors,

4
subject-related factors, classroom atmosphere, financial constraints, peer influence or

camaraderie and obsession in the computer/online games/social networking sites. On the

other hand, their academic performance in Filipino, English, Mathematics and Science served

as the dependent variable of the study.

The diagram below illustrates how the two variables were treated to determine the

effect of absenteeism of students on their academic performance for developing intervention

programs that will help the school to increase its performance indicators.

INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTCOME

Causes of Student
Absenteeism

- Physical/school factors
- health problems
Academic
- personal attitudes Performance
- family-related issues of Students
- teacher-related reasons Intervention
- subject-related matters - Filipino Programs
- classroom atmosphere - English
- peer influence or - Mathematics
camaraderie - Science
- financial constraints
- obsession in the
computer/online/social
networking sites.

Research Questions

This study aimed to determine the effect of habitual absenteeism on the academic

performance of low performing students of Esperanza National High School. Specifically, it

sought answers to the following questions:

1. To what degree is the student absenteeism in the following causes:

1.1 Physical/school factors,

1.2 Health problems,

5
 1.3 Personal attitudes,

1.4 Family-related issues,

1.5 Teacher-related reasons,

1.6 Subject-related matters,

1.7 Classroom atmosphere,

1.8 Peer relationship/camaraderie,

1.9 Financial constraints, and

1.10 Obsession in the computer/online games/social networking sites?

2. What is the level of academic performance of students in the following tool subjects:

2.1 Filipino,

2.2 English,

2.3 Mathematics, and

2.4 Science?

3. Does the performance of the struggling students in the tool subjects significantly differ

from each other?

4. Is there a significant difference in the attitudes of students towards absenteeism when

they are grouped according to:

4.1 Grade 7,

4.2 Grade 8,

4.3 Grade 9, and

4.4 Grade 10?

5. Is the assessment of the respondents towards absenteeism significantly different

according to the following types of respondents:

5.1 Low performing students,

5.2 Their respective parents or guardians, and

5.3 Their close friends?

6
 6. Is there a significant relationship between the causes of absenteeism and academic

performance of students?

7. What intervention programs can be proposed to minimize, if not totally eradicate

absenteeism among the low performing students?

Scope and Limitation

This study concentrated on the prevailing factors of student absenteeism at Esperanza

National High School for the School Year 2015-2016. The effect of these causes of

absenteeism of low performing students was investigated and correlated to their academic

performance in the tool subjects: Filipino, English, Mathematics and Science. Only four (4) tool

subjects were considered since these subjects are always included in the DEpEd National

Achievement Test (NAT). Final grades of the students and record of absences at the end of

the school year were the bases for the sampling procedures. Survey questionnaire was

distributed to the respondents on June 2016 and retrieved on July 2016.

REVIEW OF RELATED LITERATURE

Some teachers experienced frustrations teaching their students the basic principles

and concepts in Mathematics and other tool subjects because of excessive absences of the

students (Abdullah, 2015). In spite of the teacher’s preparations, many students are not

interested in the lesson. Effective teaching necessitates an understanding of students; how

they are motivated, how they learn and what they tend to learn (Maestry, et al 2011). They

stressed that knowing the background of the students will be a great factor to deal with their

learning struggles. He added that different teaching strategies must be tried until such time

that the best one will fit student’s level of interest. Therefore, teachers must be open- minded,

willing to accept frustrations and criticism. They must have perseverance to look several ways

and means for the benefit of the learners. Determining the causes of student habitual truancy

is a great factor to develop classroom activities that will be very friendly to the interest of the

7
students. Home visitation is proven effective way of convincing the students and parents to

value the importance of education.

Richard, et al (2012) stressed that student absenteeism is one of the alarming

problems for school administrators, teachers, parents and community in general. Poor

performance in classroom interaction has a negative effect on peer relationship which might

cause lack of interest to learn and habitual absences. If this scenario will become rampant in

teaching-learning activities, deprivation of quality education could be a big challenge in the

four corners of the classrooms particularly in Science and Mathematics that definitely tend to a

discouraging and dismal school performance indicators.

Further, numerous scientific studies all over the world had been conducted to minimize

if not eliminate teaching- learning problems. High school teaching needs to be improved due to

the addition of two years in the basic education curriculum as required by the DepEd K to 12

framework of curriculum. As the survey revealed, some high school teachers have problems

as far as excessive absences and frequent tardiness are concerned. Continuity of the lesson

is sacrificed if the students are always truant and tardy from the class (Abdullah, 2015). Kurian

(2010) added that students' success in school depends upon their attitudes towards the

importance of education. It also influences the participation rate of learners. Positive attitudes

about regular attendance in school must be instilled to student’s mind. Students who have

negative attitudes towards education have greater problems when they enter the higher levels

of learning.

METHODOLOGY

Research Design

This study utilized descriptive correlational research design which is a type of research

method used to get information on the current status of a certain situation. It was used to

describe the existence of the issues found in the given situation. It was also employed in

collecting data to demonstrate the relationship and collect the necessary information needed in

8
the study. The major purpose of employing this design was to determine the effect of the

commonly prevailing causes or reasons of student absenteeism on the academic performance

in the tool subjects, to wit: Filipino, English, Mathematics and Science.

The result of the survey was the basis for further enhancing the academic performance

of low performing students through intervention programs.

Data Gathering Instrument

A survey questionnaire was used to determine the extent of student absenteeism

among the low performing students where the respondents rated each situation/reason/cause

presented. The responses of the respondents in each question were initially analysed using

the Likert Scale with the following description:

Numerical Qualitative Descriptive

Rating Rating Interpretation

5 Always Respondent always considers the given situation as a

reason of student absenteeism.

4 Often Respondent often considers the given situation as a

reason of his absence.

3 Sometimes Respondent sometimes considers the given situation as a

reason of student absenteeism.

2 Seldom Respondent seldom considers the given situation as a

reason of student absenteeism.

1 Never Respondent never considers the given situation as a

reason of student absenteeism.

Along this line, a revised rating scale process of Abdullah (2015) was used to

determine and construe the perceptions of the respondents regarding the reasons of the

habitual absences. The scale was the basis to interpret the obtained weighted mean for each

cause (reason) of the absenteeism. The rating scale indicates that the higher the weighted

mean, the higher the extent of absenteeism of the students.

9
 Range Verbal Description

3.68 – 5.00 Very High

2.34 – 3.67 High

1.00 – 2.33 Low

Further, the level of academic performance of the students was determined using the
criteria adopted from DepED K to 12 Grading System. The criteria are as follows:

Grading Scale Descriptors

90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

Respondents of the Study

There were three (3) types of respondents in this study. Students who were identified

by their class advisers of incurring excessive absences belong to the first type or main

respondents of the study. Students who had at least one failing grade in the tool subjects in

any grading period were automatically included as the main respondents of the study. The

second type of respondents was their respective parents or guardians and the third type of

respondents was their close friends who are also students of the school.

The table below shows the actual number of identified low performing students and

number of sample per grade level.

Table 1. Number of Actual Low Performing Students and Number of Sample per
Grade Level

Grade Level Number of Sample Number of Number of

Population Total
(Main Respondents) Parents/Guardians Close Friends
Grade 7 113 31 31 31 93
Grade 8 110 30 30 30 90
Grade 9 95 22 22 22 66
Grade 10 89 20 20 20 60
Grand Total 407 103 103 103 309

10
 The table reveals that the largest sample of 31 main respondents was registered in the

Grade 7, followed by Grade 8 which had a sample of 30, Grade 9 having a sample of 22 and

the lowest number of sample was observed in the Grade 10 which obtained a sample of 20.

Considering their corresponding parents and close friends, a grand total of 309 served as the

respondents of the study.

Sampling Technique

All students who were identified by their class advisers, guidance councillors and

registrar to have registered excessive absences and those who had at least one failing grade

in Filipino, English, Mathematics and Science in any grading period were grouped by grade

level. After getting the exact number of the concerned students who were qualified in the set

criteria, percentage sampling was utilized to determine the total number of sample. To get the

sample per grade level, proportional percentage formula was used. Then, simple random

sampling was done to determine the main respondents of the study.

Data Collection Procedure

It was noted that before the distribution of the questionnaire, the researcher explicitly

explained the contents and purpose of the survey questionnaire in order for the respondents to

understand better what they answered, thus, giving more chances of accurate responses. All

data gathered from the three types of respondents were organized, tallied, tabulated and

presented in a series of tables and graphs. Weighted means, ANOVA and Pearson r were

used in the presentation, analysis and interpretation of data.

Document analysis like getting the Grading Sheets and Attendance Notebook from the

advisers was done. From these documents, low performing students was identified. Series of

interviews was done to identify the close friends of the concerned students. Focus Group

Discussion (FGD) for the parents and friends of the identified students were done before the

distribution of the survey questionnaire.

11
Work and Financial Plan

This study had undergone series of activities and incurred expenditure items during the

research process for its successful implementation.

Key Persons Month of Budgetary Requirements

Activities Involved Completion Expenditure Budget
(2016 Items (Php)
Conceptualization of the Researcher and March Pocket Wi-Fi Load, 700.00
Research Proposal One of his Printer Ink and Bond
Consultant Papers

Gathering Related Researcher and March Pocket Wi-Fi Load, 1,500.00

Studies and Literature His Consultants Printer Ink, Meals
and Chaperons and Snacks
Construction of the Researcher and April Meals, Snacks, 1,600.00
Survey Questionnaire Two of His Printer Ink, Bond
Consultants Papers
Validation and Reliability Researcher and May Bond Papers, Meals 2,000.00
Tests of the Research 5 Expert Validators and Snacks for five
Instrument (5) Expert Validators
Approval of the Research Researcher May Meals and Snacks 800.00
Proposal by the Regional
Research Committee
Finalization of the Researcher and May – June Printer Ink, Snacks, 1,500.00
Research Instrument Two of his Co- Meals and Bond
Teachers Papers
Document Analysis of the Researcher, Class May – June Printer Ink, Bond 800.00
Attendance and Grades Advisers, 2 Papers, Snacks and
of Students Guidance Meals
Counsellors,
Registrar and Other
Concerned
Teachers
Statistical Treatment of Researcher and June Printer Ink, Bond 1,500.00
the Preliminary Data Statistician Papers, Meals and
obtained from Registrar’s Snacks
office and Advisers to get
the exact Sample per
Grade Level (Sampling
Procedure)
Reproduction of the Researcher and 3 June Bond Papers, Printer 2,000.00
Survey Questionnaires of His Co-Teachers Ink, Snacks, Meals
and Photocopying
Orientation and Researcher, Two of June Snacks, Meals and 2,500.00
Distribution of the Survey His Co-Teachers Photocopying
Questionnaire to the Main and 95 Main
Respondents Respondents
Orientation and Researcher, Two of June Transportation going 3,000.00

12
 Distribution of the Survey His Co-Teachers to the Houses of the
Questionnaire to the and 95 Parents’ Parents and
Parents/Guardians Respondents Guardians, Snacks
and Meals
Orientation and Researcher, Two of July Meals, Snacks and 2,500.00
Distribution of the Survey His Co-Teachers Photocopying
Questionnaire to the and 95 Students’
Close Friends of the Respondents
Respondents
Retrieval of the Survey Researcher and July Meals and Snacks 2,500.00
Questionnaires Statistician
Tabulation of the Researcher, July – August Meals and Snacks 900.00
Gathered Data Researcher
assistants and
Statistician
Interpretation of the Data Researcher and August Printer Ink, Bond 900.00
Statistician Papers, Meals and
Snacks
Writing and Discussing Researcher and September Printer Ink, Bond 1,000.00
the Results of the Study Statistician Papers, Pocket Wi-Fi
Load, Meals and
Snacks
Finalization of the Researcher October Bond Papers, 2,500.00
Research Paper Printing Services,
Photocopying,
Meals, Snacks and
Book Binding
Developing Intervention Researcher, October Pocket Wi-Fi Load, 1,800.00
Program Consultants and Printer Ink, Meals
School Principal and Snacks
TOTAL 30,000

Summary of Expenses

The table below summarizes the expenses incurred as well as the Means of

Verification (MOV’s) during the conduct of the action research.

Nature of Expenses Means of Verification Amount Spent

(Php)
School Supplies (Bond Official Receipts and Travel Orders
Papers and Printer Inks) 10,000.00
Meals and Snacks Official Receipts, Memorandum Orders and
Attendance Sheets 15,000.00
Bookbinding and Official Receipts and Travel Orders 3,000,00
Photocopying Services
Wifi Load Official Receipts and Travel Orders 2,000.00
Total 30,000.00

13
Gantt Chart Showing the Summary of Activities Undertaken and its Corresponding
Month of Completion

J F M A M J J A S O N D
a e a p a u u u e c o e
n b r r y n l g p t v c
Activities u r c i e y u t o e e
a u h l s e b m m
r a t m e b b
y r b r e e
y e r r
r
1 Conceptualization of the
Research Proposal
2 Gathering Review of Related
Literature
3 Construction of the Research
Instrument
4 Validity and Reliability Tests of
the Research Instrument
5 Approval of the Action
Research by the Regional
Office
6 Finalization of the Research
Instrument
7 Document Analysis of the
Attendance and Grades of
Students
8 Sampling Procedures
9 Reproduction of the Survey
Questionnaires
10 Orientation and Distribution of
the Survey Questionnaires
11 Retrieval of the Survey
Questionnaires
12 Tabulation of the Gathered
Data
13 Interpretation of the Data
14 Writing and Discussing the
Results of the Study
15 Finalization of the Study
16 Developing Intervention
Programs
17 Implementation of the Action
Plan

14
 RESULTS AND DISCUSSION

This section deals with the presentation, analysis, and interpretation of data taking

consideration on the research questions which sought to answer the main problem of the

research. The data were sequentially presented below in the form of tables for the systematic

and comprehensive analysis.

Student Absenteeism

Student absenteeism is a repeated nonappearance on the classroom instruction. The

level of student absenteeism is revealed in Table 2.

Table 2. Level of Student Absenteeism

Causes of Students’ Friends’ Parents’ Overall

Absenteeism Assessment Assessment Assessment Assessment
Mean Description Mean Description Mean Description Mean Description

1 Physical/school 2.33 Low 2.29 Low 2.27 Low 2.30 Low

factors
2 Health problems 2.03 Low 1.92 Low 1.94 Low 1.96 Low
3 Personal 2.20 Low 2.71 High 2.36 High 2.42 High
attitudes
4 Family-related 2.09 Low 2.20 Low 2.12 Low 2.14 Low
issues
5 Teacher-related 1.95 Low 2.07 Low 1.93 Low 1.98 Low
reasons
6 Subject-related 1.89 Low 2.32 Low 2.08 Low 2.10 Low
matters
7 Classroom 1.92 Low 2.07 Low 2.02 Low 2.00 Low
atmosphere
8 Peer relationship 1.94 Low 2.58 High 2.15 Low 2.22 Low
9 Financial 1.94 Low 2.24 Low 2.18 Low 2.12 Low
constraints
10 Obsession in the 1.91 Low 2.35 High 2.01 Low 2.09 Low
online games or
social networking
sites
Weighted Mean 2.02 Low 2.28 Low 2.11 Low 2.13 Low

The table shows that students considered Personal Attitudes as a minor reason of their

chronic absence in school as manifested by the mean of 2.20 described as Low but their

friends and parents opposed them and agreed that Personal Attitudes is the major cause of
15
student absenteeism as evident by the respective means of 2.36 and 2.42 all verbally

interpreted as High. Friends who always personally observe the attitudes of students in the

school premises believed that peer relationship and obsession in the online game and social

networking sites are the two other major factors of student absenteeism. Combining the three

types of assessment, the highest rated factor of student absenteeism is Personal Attitudes as

shown by the mean of 2.42 described as High. Further, Physical/School Factors, Peer

Relationship, Family-Related Issues and Financial Constraints are the four other major causes

of student absenteeism as revealed by their respective means of 2.30, 2.22, 2.14 and 2.12 all

construed as Low.

Overall, students obtained a weighted mean of 2.30 described as Low. This implies

that the extent of student absenteeism in Esperanza National High School is very

manageable. This finding is consistent with the study of David and Kirk (2003) who stated

that personal attitude is among the top three reasons of student absenteeism. The first-two

factors of student absenteeism they stated are health problems and classroom atmosphere.

They also found out that chronic absence from classroom instruction definitely results to

academic under-achievement, difficulty of making friends which could lead to boredom and

loss of self-confidence and most especially the risk of dropping out of school early.

This suggests that class advisers, teachers and parents with the close supervision of

the school administration will design preventive measures to lessen student absenteeism

before it will cause severe effect on the performance indicators of the school. Parents are

advised to have a surprise visit to the school to monitor the behaviors of their children.

Teachers should always emphasize that academic success is very much dependent on

student attitudes towards school. Informing the parents about the benefit of keeping their

children in school can be done through home visitation.

16
Academic Performance of Students

Academic performance is the degree to which students have achieved their

educational goals. Students’ level of academic performance in the tool subjects is presented in

Table 3.

Table 3. Level of Academic Performance of Students by Subject Area

Subjects Average Verbal Description

1 Filipino 77.77 Fairly Satisfactory
2 English 77.60 Fairly Satisfactory
3 Mathematics 77.37 Fairly Satisfactory
4 Science 77.59 Fairly Satisfactory
Overall Average 77.58 Fairly Satisfactory

It is reflected in the table that when students incur excessive absences, Mathematics

and Science are the most sacrificed subjects as registered by the two lowest respective

average grades of 77.37% and 77.59% all described as Fairly Satisfactory. Further, students

got a highest average grade of 77.77% in Filipino verbally described as Fairly Satisfactory

also.

Generally, students got an overall average grade of 77.58% described as Fairly

Satisfactory. This means that when students seldom enter their classes, they have a greater

chance of getting unsatisfactory remarks in the tool subjects.

To determine if there is a significant difference on the academic performance of

students by subject area, Table 4 is presented.

Table 4. Analysis of Variance on the Academic Performance of Students

by Subject Area

Tool Subjects Mean Fratio Fcritical value Interpretation

1 Filipino 77.77 0.250 2.623 Not Significant
2 English 77.60
3 Mathematics 77.37
4 Science 77.56
∝ = 0.05, two – test

17
 As can be glimpsed from Table 4, there is no significant difference on the academic

performance of students by subject area as indicated by the F ratio of 0.250 which is less than

the Fcritical value of 2.623. This connotes that when students are always absent from their

classes, all the tool subjects such as Filipino, English, Mathematics and Science are equally

affected.

It is indeed suggested that teachers particularly the class advisers should devise an

attendance monitoring scheme especially in Filipino, English, Mathematics and Science since

these subjects are commonly included in the National Achievement Test (NAT). Thus,

effective teachers continually reinforce positive attitudes and perceptions towards school

activities for the students to learn proficiently.

Attitudes of Students towards Absenteeism

Setting the pattern of positive attitudes in school attendance will strengthen students’

ability to persist as they pursue their educational goals they have set for themselves. To

determine if there is a significant difference on the attitudes of students towards absenteeism

by grade level, Table 5 is shown.

Table 5. Analysis of Variance on the Attitudes of Students towards Absenteeism by

Grade Level

Grade Level Mean Fratio Fcritical value Interpretation

1 Grade 7 2.16 1.324 2.649 Not Significant
2 Grade 8 2.02
3 Grade 9 2.24
4 Grade 10 2.17
∝ = 0.05, two – test

The Fratio of 1.324 which is less than the Fcritical value of 2.649 indicates that there is no

significant difference on the attitudes of students towards absenteeism by grade level. This

simply means that students have the same degree of absence regardless of grade level they

belong. In other words, their behaviors towards studies are comparable.

18
 On the other hand, Abdullah (2015) emphasized that self-rating is significantly different

from peer’s assessment. Table 6 validates this notion.

Table 6. Analysis of Variance on the Assessment of Respondents

Types of Respondents Mean Fratio Fcritical value Interpretation

a
1 Students 2.04 3.927 3.034 Significant
b
2 Friends 2.28
3 Parents 2.10a,b
Means of distinct superscripts are significantly different using LSD0.05. = 0.18

It can be gleaned in the above table that the three types of assessment concerning

student absenteeism such as students’, friends’ and parents’ assessment are significantly

different as shown by the Fratio of 3.927 which is greater than the Fcritical value of 3.034. Post-

hoc analysis using the Least Significant Difference (LSD) indicates that students’ assessment

and friends’ assessment contradict from each other as indicated by the distinct superscripts.

This means that friends oppose the reasons given by the students about their habitual

absences. In other words, friends do not agree with the students regarding the details of their

nonappearance on classroom instruction. On the other hand, students’ assessment versus

parents’ assessment as well as friends’ assessment versus parents’ assessment is closely

related with each other as shown by the same superscript. In layman’s language, friends and

parents do agree in many aspects regarding the reasons of student absenteeism. This goes to

imply that students hide the real reasons of their habitual absences.

It is indeed suggested that parents should always coordinate with the advisers and

teachers to know their children’s real status in school. They should also ask the friends and

classmates of their children to get reliable information about their sons or daughters’ school

attendance.

19
Student Absenteeism and Academic Performance

There were foreign and local studies that had been conducted to determine the

relationship between student absenteeism and academic performance. These researches had

reported similar mixed results depending on the research tools being employed (Hite, 2009

and Abdullah, 2015). This study utilizes a modified research instrument and Pearson r as a

major statistical tool to investigate the link between the variables involved. Table 7 shows the

results.

Table 7. Correlation Analysis between Student Absenteeism and

Academic Performance

Variables R tcomp value tcritical value Interpretation

1. Student Absenteeism
- 0.695 -9.322 -1.98 Significant
2. Academic Performance

∝ = 0.05, two-tailed

Correlation analysis shows that there’s a significant relationship between student

absenteeism and academic performance of students as evident by the tcomputed value of -9.322

which is to the left of tcritical value of -1.98. This value falls under the rejection area of the normal

curve. This goes to imply that students’ absenteeism significantly affects their academic

performance. In other words, the higher the level of student absenteeism, the lower the

chance of getting high grades in the tool subjects.

The result of the current study is supported by Jones (2006) who stated that regular

attendance is an important factor in school success. She added that direct relationship

between good attendance and success in student achievement and poor attendance has been

linked to low academic achievement. Stanca (2006) added that consistent class attendance is

a key factor in the academic success of students, and class absenteeism negatively impacts

students’ ultimate course results. Studies reveal that better attendance is related to higher

academic achievement for students of all backgrounds (Richard, 2012).

20
Proposed Intervention Program

Intervention is a combination of program elements or strategies to produce

bahavior changes among students of Esperanza National High School. The following

are the proposed intervention programs based from the result of this study to help the

low performing students boost their academic performance.

1. INVITING SUCCESSFUL ALUMNI DURING SCHOOL PROGRAMS. During

Convocation and other academic programs, successful alumni of the school will

be invited as Guest Speakers. They will talk about their struggles and sacrifices

before they attained the success they are experiencing right now. This will

encourage the students to do the same for better career in the coming years.

2. STRENGTHENING OF VALUES INTEGRATION IN ALL SUBJECTS. Values

integration particularly the Good Study Habits will be strengthened in all

subjects. This will inspire the students to study harder to achieve success in life.

Proper discipline will be inculcated in the minds of the students.

3. FREE RIDE PROGRAM. The school administration will invite the key

stakeholders and inform them that one of the prevailing factors of student

absenteeism is the distance of the school from the far Barangays. The

Barangay Captains with the leadership of the School Governing Council (SGC)

President will be called for a meeting to talk about the possible solutions they

could extend to help the commuting students from far Barangays. Free ride will

be proposed.

4. ORIENTATION FOR THE SECURITY GUARDS. The Guidance Councillors

with the approval of the School Principal will conduct an orientation to be

attended by the Security Guards and they will be informed that one of the major

21
 factors of student absenteeism is their attitudes in dealing with hard-headed,

tardy and loitering students. The result of the survey questionnaires answered

by the students will be discussed to them to make necessary adjustment in

dealing with the concerned students. They will be oriented of the positive-

disciplinary actions.

5. ADOPT-A-STUDENT PROGRAM AND SCHOLARSHIP GRANTS. Each

teacher is encouraged to sponsor the miscellaneous and other PTA legal fees

of at least one indigent student. The school administration with the leadership of

the Faculty Club Officer will tap some local politicians to sponsor scholarships

for the indigent but deserving students.

6. GUIDANCE AND COUNSELLING PROGRAM. The Guidance Councillors will

devise an attendance monitoring scheme per class so that students with

excessive absences will immediately be identified. After identifying these

concerned students, counselling session will be done. Students will be oriented

of the negative impact of chronic absences from classroom instructions. Pieces

of advice will be given to them to develop good study habits.

7. CONFERENCE WITH THE PARENTS AND HOME VISITATION. Each class

adviser is encouraged to immediately call the attention of the parents of the

Students-At-Risk of Dropping Out (SARDO’s) or those identified with excessive

absences. Parents will be oriented of the possible ways to help their children to

gain interest in attending their classes. Advisers of the identified students-at-risk

of dropping out will be required to do the Home Visitation to talk about the

possible assistance the school can give to them just to let them be back in

school.

22
 8. CLOSE COORDINATION WITH THE POLICE STATION FOR THE INTERNET

CAFÉ . The Chairman of the Prefect of Discipline will closely coordinate with the

Police Station to monitor the Interne Cafĕ in implementing the municipal

ordinance of not allowing students to get inside the cafĕ during class hours. One

of alumni who is now a police officer of the Esperanza Police Station will be the

in-charge of the program.

9. REMEDIAL INSTRUCTION IN MATHEMATICS, SCIENCE, ENGLISH and

FILIPINO. Remedial instruction for the slow learners will be conducted every

Friday from 3:00pm to 5:00pm in the tool subjects. Teachers who will be

conducting the remedial instructions will be given service credits. The

Department Head will be the one to identify those teachers who will be doing

the remedial instruction.

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The summary of findings, conclusions and recommendations of the study are

herein presented.

Summary of Findings

This study generally examined the relationship of habitual absenteeism of students and

their academic performance. The data were gathered using survey questionnaires answered

by the three types of respondents: 103 students, 103 close friends and 103 parents, a total of

309 respondents of the study for the School Year 2015 – 2016.

Descriptive correlational research design with the aid of statistical tools like means,

ANOVA and Pearson r was employed to give appropriate investigation, interpretation and

inferences. The following findings were drawn from the study:

23
1. Students considered Personal Attitudes as a minor reason of their chronic absence

in school as manifested by the mean of 2.20 described as Low while their friends

and parents agreed that Personal Attitudes is the major reason of their habitual

absences as evident by the respective means of 2.36 and 2.42 all verbally

interpreted as High. The five highest rated factors of student absenteeism are

Personal Attitudes, Physical/School Factors, Peer Relationship, Family-Related

Issues and Financial Constraints as revealed by their respective means of 2.42,

2.30, 2.22, 2.14 and 2.12 all construed as Low. Overall, students obtained a

weighted mean of 2.30 described as Low. This implies that the extent of student

absenteeism in Esperanza National High School is very manageable.

2. When students incur excessive absences, Mathematics and Science are the most

sacrificed subjects as registered by the two lowest respective average grades of

77.37% and 77.59% all described as Fairly Satisfactory. Further, students got a

highest average grade of 77.77% in Filipino verbally described as Fairly

Satisfactory also. Generally, students got an overall average grade of 77.58%

described as Fairly Satisfactory.

3. There is no significant difference on the academic performance of students by

subject area as indicated by the Fratio of 0.250 which is less than the Fcritical value of

2.623. This connotes that when students are always absent from their classes, all

the tool subjects such as Filipino, English, Mathematics and Science are equally

affected.

4. The attitudes of students by grade level towards absenteeism are not significant as

shown by the Fratio of 1.324 which is less than the Fcritical value of 2.649. In other

words, their behaviors towards studies are comparable.

5. The Fratio of 3.927 which is greater than the Fcritical value of 3.034 indicates that the

three types of assessment such as students’, friends’ and parents’ assessment

towards absenteeism are not comparable. Post-hoc analysis using the Least
24
 Significant Difference (LSD) indicates that friends oppose the reasons given by the

students about their habitual absences. In other words, friends do not agree with

the students regarding the details of their nonappearance on classroom instruction.

Further, friends and parents do agree in many aspects regarding the reasons of

student absenteeism. This goes to imply that students hide the real reasons of their

habitual absences.

6. Correlation analysis shows that there is a significant relationship between student

absenteeism and academic performance of students as evident by the tcomputed

value of -9.322 which is to the left of tcritical value of -1.98. This value falls under the

rejection area of the normal curve. This goes to imply that students’ absenteeism

significantly affect their academic performance. In other words, the higher the level

of student absenteeism, the lower the chance of getting high grades in the tool

subjects.

Conclusions

Based on the findings of the study, the following conclusions were hereby drawn:

The students considered Personal Attitudes as a minor reason of their chronic absence

in school but their friends and parents opposed it. Friends and parents agreed that Personal

Attitudes is the major reason of student absenteeism. The five highest rated factors of student

absenteeism are Personal Attitudes, Physical/School Factors, Peer Relationship, Family-

Related Issues and Financial Constraints. Overall, students registered a Low level of student

absenteeism. This implies that the extent of student absenteeism in Esperanza National High

School is Low and is very manageable.

When students incur excessive absences, Mathematics and Science are the most

sacrificed subjects. Generally, students obtained as Fairly Satisfactory level of academic

performance in the tool subjects.

25
 Analysis of Variance (ANOVA) reveals that (1) When students are always absent from

their classes, all the tool subjects such as Filipino, English, Mathematics and Science are

equally affected; (2) Students have the same degree of absenteeism regardless of grade level

they belong; and (3) Friends and parents oppose the reasons given by the students about their

habitual absences.

Correlation analysis shows that the higher the level of student absenteeism, the lower

the chance of getting high grades in the tool subjects.

Thus, student absenteeism greatly affects students’ academic performance.

Recommendations

This study found out that students’ absenteeism really affects their academic

performance particularly in Mathematics and Science. Thus, the following are recommended.

1. Parents should always coordinate with the teachers particularly the adviser as to the

learning development of their children. They are encouraged to have a surprise visit to

the school so that they will be the one to discover what their children are doing outside

of their homes. They are advised to regularly monitor their children from their

classmates and friends and immediate action will be undertaken before the situation

will become worse.

2. During PTA conferences, advisers must inform the parents about the benefit of keeping

their children in school at all times when there are classes. They must emphasize to

them that if they keep on asking their children to be absent, many school activities will

be missed by their children. This will set a bad precedence to the children. If the

parents themselves will be the one to keep them away from the school, they will think

that household concerns are more important than their education. Thus the children will

take for granted their coming to school regularly and suffer the consequences of it.

3. Although it can’t be avoided that the security guards and other school personnel get

peeved with students’ bad behavior, they should refrain from shouting and scolding the

26
 erring students. As much as possible, they should remind them of their wrong doing in

a most diplomatic manner. Self-control should be a virtue which the school personnel

should practice in the course of their duties and responsibilities every day of the week.

4. Teachers should give extra attention to those who are left behind in the lessons. They

should tap the bright students to teach their low performing classmates, for all we

know, these slow students might learn/understand better if persons of their same age

are the ones explaining to them. In other words, cooperative learning should be

practiced in the teaching-learning process. Once a slow student fully understand the

lesson, he should keep up with his other classmates, thus self-confidence is gained.

This way, they will be more motivated to come to school regularly.

5. Teachers must instil in the mind of the children that their academic success is very

much dependent on their attitude towards school. They must motivate the students so

they will be looking forward to attending their classes regularly. For those who wake-up

late, they must be encouraged to have an alarm clock. Teachers should not scold the

students who came late. They should give them a time-table to change their sleeping

habit for the better. In line with this, studying before retiring to bed instead of watching

TV should be prioritized and instilled to the students.

6. The advisers with the back-up plan of the school administration should coordinate with

the parents of the students who are coming from far places as well as the indigent

students to talk about the possible assistance given to the commuting and needy

students. Adopt-a-child program for each teacher is encouraged.

7. The school administration will coordinate with the local government regarding the

policy which regulates the Internet Café owners not to allow students to inter the café

during class hours.

8. This action research can be replicated with permission from the author. The research

instrument developed in this study can be adopted with necessary revisions based on

the objectives of the inquiry.

27
ACTION PLAN

The following actions and initiatives will be taken to effectively implement the result of

the action research.

Activities Persons Target Resources Possible Result Budgetary

Involved Date or Materials Requirement
Needed
Orientation with Researcher, 2nd week of Summary of The principal and 500.00
the Principal and Principal, October Findings guidance
Guidance and 2016 councillors will be
Councillors about Guidance (First Day acquainted of the
the findings and Councillors of the results of the
proposed week) study and can
intervention suggest what will
programs of the be the next step
study to utilize the
results of the
study in improving
the academic
performance of
the struggling
students.
Orientation with Researcher, 2rd Week of Summary of The class advisers 1,500.00
the class advisers Guidance October Findings will be able to
about the Councillors 2016 know the top
findings and and Class (Last day of prevailing factors
proposed Advisers the week) of absenteeism
intervention and they will be
programs of the able to reflect on
study how they will help
the school to
resolve this
problem of
absenteeism.
Orientation with Researcher, 3rd Week of Summary of The students and 1,500.00
the first two Guidance October Findings their parents will
types of Councillors 2016 be able to
respondents and Some of (First day determine the
(students and the Class of the real reasons of
their parents) Advisers week) student
about the absenteeism and
significant they can reflect on
findings of the how they will
study improve the
attendance and
academic
performance of
the students.
28
 Exclusive Researcher, 3rd week of Result of the The security 500.00
dissemination of Principal, October survey guards will be
the results of the Guidance 2016 questionnaires aware that the
study to the Councillors (Last day of answered by way they deal
security guards and all the week) the main with the hard-
whose security respondents of headed students
behaviours are guards the study are not
believed to be appreciated by
one of the the main
prevailing factors respondents of
of escaping and the study
cutting classes
due to their
unfriendly
behaviour with
the hard-headed
students
Dissemination of Researcher, 1st week of The whole The teachers will 2,000.00
the significant Principal, November manuscript be able to suggest
findings, Guidance 2016 (Each what will be the
conclusion, Councillors, Department possible
recommendation Class will be given intervention
s and proposed Advisers one copy) programs to
intervention and minimize
programs to all Relieving absenteeism and
the members of Teachers boost the
the faculty and and Staff academic
staff of the performance of
school during the struggling
faculty meeting students.
Revision of the Researcher 2nd week of School Supplies The proposed 300.00
Proposed and his November intervention
Intervention Teacher- 2016 programs will be
Programs Assistants developed and
put into action or
implementation.
Submission of Researcher 2nd week of The Final The teachers will 250.00
the manuscript and November Manuscript be able to access
to the School Librarian 2016 the findings of the
Library research for
future action
researches.
Submission of Researcher 3rd week of The Final The Division Office 700.00
the manuscript November Manuscript can use the
to the Division 2016 findings of the
Office study for
replication.
Submission of Researcher 3rd week of The Final The Regional 1,000.00
the manuscript November Manuscript Office can utilize

29
 to the Regional the findings of the
Office study for
replication.
Total (This amount is excluded from the given budget Php 30,000.00 8,250.00

REFERENCES (Action Researches)

Abdullah, S. N. (2015). Reducing Absenteeism in Classroom: Key to Minimize Drop-

Outs in School, Esperanza National High School, Esperanza, Sultan Kudarat

Richard, M. K. and D. A. W. Go (2012). Students Absenteeism and its Effects on

Academic Performance, Ol-Kalou, Nyandarua Country, Kenya, LAP Lambert Academic
Publishing

___________(2015). The Causes and Effects of Tardiness on Academic Performance of

Students, Kidapawan National High School, Kidapawan City

Jones, Doris Jean. (2006). The Impact of Student Attendance, Socio-Economic Status and
Mobility on Student Achievement. Blacksburg, Virginia, USA

Stanca, L. (2006). The Effects of Attendance on Academic Performance: Panel Data

Evidence for Introductory Microeconomics. Journal of Economic Education, Volume 37,
Number 3/ Summer 2006, 251 - 266

Other References
1. Mestry, R, Moloi, K.C. and Mahomed, A.N. (2011) Perspectives on zero-tolerance to
discipline: towards maintaining a nurturing and secure school environment.
2. Kurian, V.J. (2010) Management strategies to improve the academic performance of
previously disadvantaged secondary schools in the grade 12 examination, 2008.
3. Clarke, P. (2009) Learning Schools, Learning systems. London Continuum, 2001.
4. Department of Education. Screening, Identification, Assessment and Support.
Government Printers. Pretoria,2008.
5. Department of Education . Education White Paper No. 6.Bulding an Inclusive Education
and Training Systems, Pretoria, Government Printers,2001.
6. Department of Education. FET Act 98. Government Printers, Pretoria,1998

30
 Republic of the Philippines
Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

Action Research Title:

THE EFFECT OF STUDENT ABSENTEEISM ON ACADEMIC PERFORMANCE: BASIS FOR
DEVELOPING INTERVENTION PROGRAM
Main Objectives of the Research:
1. To determine the prevailing factors that influence your attitudes why you incur
excessive absences
2. To develop an intervention program that will help you to minimize absenteeism
and to boost your academic performance in the tool subjects (Filipino, English,
Mathematics and Science)
Proponent: SAMSUDIN N. ABDULLAH, Ph.D.

Survey Questionnaire on Student Absenteeism

(To be answered by the Main Respondents of the study)

Instruction: Kindly respond to the following questions regarding your reaction to each
situation that influences your situation in school or at home. Use the Likert Scale below
together with its verbal description and provision to accurately give your perceptions
regarding the reasons of your absences. Encircle the number that corresponds to your choice.
Numerical Rating Verbal Description Provision
5 Always The given situation is always considered as a
reason of my absence.
4 Very Often The given situation is very often considered as a
reason of my absence.
3 Sometimes The given situation is sometimes considered as a
reason of my absence.
2 Seldom The given situation is seldom considered as a
reason of my absence.
1 Never The given situation is never considered as a reason
of my absence.

My Grade Level: ___________________

31
 Always Often Sometimes Seldom Never
(5) (4) (3) (2) (1)
Common Causes of Students’ Absenteeism
Physical/School Factors
1 Our house is very far from the school. 5 4 3 2 1
2 It is unsafe to go to school because of the peace and 5 4 3 2 1
order situation along the way.
3 The means of transportation are not accessible. 5 4 3 2 1
4 Transportation trouble cannot be avoided. 5 4 3 2 1
5 I am not comfortable with the physical facilities of the 5 4 3 2 1
school.
6 The school security personnel are not friendly or rude. 5 4 3 2 1
7 I do not feel safe and secured in the school. 5 4 3 2 1
8 The school has lack of recreational facilities like 5 4 3 2 1
basketball court or even gymnasium.
9 Troubles of the students occur in the school premises. 5 4 3 2 1
Health Problems
1 I have a toothache. 5 4 3 2 1
2 My stomach hurts. 5 4 3 2 1
3 I have a headache. 5 4 3 2 1
4 I'm down with fever/flu. 5 4 3 2 1
5 My immune system is very weak. 5 4 3 2 1
6 I have Urinalysis Track Infection (UTI). 5 4 3 2 1
7 I have a diarrhea. 5 4 3 2 1
8 I have sore eyes. 5 4 3 2 1
Personal Attitudes
1 I am not motivated in my studies. 5 4 3 2 1
2 I don’t have the basic skills that will enable me to learn 5 4 3 2 1
(e.g. reading, writing, arithmetic).
3 I feel lazy going to school. 5 4 3 2 1
4 I feel lost or having trouble with feelings. 5 4 3 2 1
5 I feel lonely inside the class. 5 4 3 2 1
6 I am not comfortable dealing with different types of 5 4 3 2 1
school mates.
7 I don’t have concentration in my studies. 5 4 3 2 1
8 I don't want to wake up early. 5 4 3 2 1
9 I am lazy to do my assignments the night before. 5 4 3 2 1
10 I have an emotional problem. 5 4 3 2 1
Family-Related Issues
1 My parents’ quarrel is destructive that’s why I cannot 5 4 3 2 1
concentrate on my studies.
2 My parents are separated and I feel abandoned. 5 4 3 2 1
3 My parents are not supportive of my studies. 5 4 3 2 1
4 I am rebellious to get the attention of my parents. 5 4 3 2 1
5 I am jealous of my siblings because they are sent to 5 4 3 2 1
private schools.
6 I help my parents/guardian to work in the farm/house. 5 4 3 2 1
Teacher-Related Reasons
32
1 My teacher scolds me. 5 4 3 2 1
2 I don't understand my teacher's lessons. 5 4 3 2 1
3 I don't like my teacher. 5 4 3 2 1
4 My teacher is very strict. 5 4 3 2 1
5 I am afraid of my teacher. 5 4 3 2 1
6 My teacher doesn’t know how to teach. 5 4 3 2 1
7 My teacher is unfair in giving grades. 5 4 3 2 1
8 My teacher gives many requirements/projects that 5 4 3 2 1
require financial contribution.
9 My teacher is so boring. 5 4 3 2 1
10 My teacher is bullying me. 5 4 3 2 1
Subject-Related Matters
1 I am not interested in that subject. 5 4 3 2 1
2 I do not understand our lessons. 5 4 3 2 1
3 I do not like the timing of our class schedule. 5 4 3 2 1
4 Our subject is very expensive. 5 4 3 2 1
5 Our subject is not important and not useful in daily life 5 4 3 2 1
activities.
6 The topics are so boring dull and not relevant. 5 4 3 2 1
Classroom Atmosphere
1 Our classroom is hot and uncomfortable. 5 4 3 2 1
2 It's noisy/destructive inside our classroom. 5 4 3 2 1
3 My classmate is bullying me. 5 4 3 2 1
4 I have no friends in our class. 5 4 3 2 1
5 I feel isolated inside the classroom. 5 4 3 2 1
6 I don’t like my classmates. 5 4 3 2 1
7 Our classroom is very behind compared to other 5 4 3 2 1
classrooms.
8 Our classroom has no Comfort Room. 5 4 3 2 1
9 Our classroom lacks armed chairs.
Peer Relationship/Camaraderie
1 My friends influence me to be absent from my classes. 5 4 3 2 1
2 I want to spend quality time with my 5 4 3 2 1
boyfriend/girlfriend.
3 I enjoy roaming around the campus with my friends. 5 4 3 2 1
4 I prefer to stay in the boarding house of my friend 5 4 3 2 1
during class hour.
5 I enjoy going out with my friends. 5 4 3 2 1
6 My friends discourage me to go to school. 5 4 3 2 1
7 My friends encourage me to try drugs.
Financial Constraints
1 I don’t have enough money for transportation 5 4 3 2 1
purposes.
2 I go home because I don’t have food and snacks to eat 5 4 3 2 1
during lunch time and recess time, respectively.
3 My parents’ income is not enough to sustain my 5 4 3 2 1
studies.
4 I am ashamed of not paying my PTA legal fees. 5 4 3 2 1
33
5 I have only one set of school uniform. 5 4 3 2 1
6 I don’t have money to pay school contribution.
Obsession in the computer/online games/social networking sites
1 I play “dota”, Clash of Clans (CoC) and other online 5 4 3 2 1
games.
2 I am an active user of social media accounts like 5 4 3 2 1
“facebook, twitter or instagram”.
3 I prefer to explore many things in the internet than 5 4 3 2 1
entering my class.
4 Skipping online games is a big loss in my part. 5 4 3 2 1
5 I feel accomplished when I win an on line game. 5 4 3 2 1
6 Playing online games lets me to experience virtual life 5 4 3 2 1
real.
7 Online game is my inspiration in life. 5 4 3 2 1
8 Online games can help me to distress. 5 4 3 2 1
9 I am able to interact with my friends when gaming. 5 4 3 2 1

34
CURRICULUM VITAE
Name :SAMSUDIN N. ABDULLAH
Address :Prk. Cahilig, Poblacion, Esperanza,
Sultan Kudarat

Birth Day : November 10, 1979

Birth Place : Pimbalakan, Shariff Aguak,
Maguindanao
Civil Status : Single

EDUCATIONAL ATTAINMENT
Post Graduate Education: DOCTOR OF PHILOSOPHY
IN EDUCATIONAL MANAGEMENT
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2012 – 2015

Master of Arts in Mathematics (Not Completed)

Notre Dame of Marbel University (NDMU),
Koronadal City, South Cotabato
Academic Year: 2004 – 2005

Master of Arts in Teaching Mathematics

College Education
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2009 – 2012
: Bachelor of Secondary Education (BSE-Math)
Mindanao State University – Maguindanao
Academic Year: 1998 – 2002
Honors Received: CUM LAUDE
University Service Award

Secondary Education : Maguindanao National High School

Labu – Labu, ShariffAguak, Maguindanao
School Year: 1994 – 1998
Honors Received: SALUTATORIAN
Academic Excellence Award

Elementary Education : Dimampao Elementary School

Dimampao, Datu Abdullah Sangki, Maguindanao
School Year: 1989 – 1994
Honors Received: VALEDICTORIAN
Academic Excellence Award
Leadership Award
Eligibilities : Licensure Examination for Teachers (LET)
August 25, 2002
35
 Presidential Decree (P. D. 907)
Date Awarded: April 2, 2002

Teaching Experience : Lutayan National High School

Tamnag, Lutayan, Sultan Kudarat
Teacher I (June 23, 2003 – August 31, 2006)

Esperanza National High School

Poblacion, Esperanza, Sultan Kudarat
Teacher I (September 1, 2006 – August 25, 2011)
Teacher II (August 26, 20011 – June 30, 2013)
Teacher III (July 1, 2013 to September 15, 2015)
Master Teacher I (September 16 – May 15, 2016)
Master Teacher II (May 16, 2016 to Present)
Some of his Awards and Achievements
International Conference on MULTIDISCIPLINARY INNOVATION IN BUSINESS
ENGINEERING SCIENCE & TECHNOLOGY (MI-BEST) Research Presenter
at Baguio City, Philippines on February 26 – 27, 2015 for the study titled “EMOTIONAL
INTELLIGENCE AND SOCIAL COMPETENCE: ANTECEDENTS OF SCHOOL
ADMINISTRATORS’ TRANSFORMATIONAL LEADERSHIP QUALITIES”
BIMP – EAGA International Research Presenter
Palawan State University, Palawan, Philippines on his study titled
“KULINTANG ENSEMBLE OF MAGUINDANAON: REFLECTION AND
PRESERVATION OF THEIR CULTURES AND TRADITIONS”

BEST PRESENTER (National Level)

during the 3rd National Multidisciplinary Research Conference on April 27 – 29, 2015 at
University of Northern Philippines, Vigan City
2016 OUTSTANDING MASTER TEACHER IN REGION XII
2013 OUTSTANDING SECONDARY SCHOOL TEACHER III IN SULTAN KUDARAT

REGION XII and SULTAN KUDARAT DIVISION MATHEMATICS OLYMPICS and

MTAP-MATH CHALLENGE WINNING COACH and FACILITATOR
Best Research Paper
Best Presenter
Sultan Kudarat State University
2013 SKSU-College of Graduate Studies Research Forum

36