Chapter 1

The Problem and It’s Scope

Every life of students almost always revolved in the school. Spending at least

8 hours a day to learn and share knowledge but ruined by truancy.

Truancy is defined as an absence from school that is not excused by the

parent/ guardian or the school. The specific number as absences required before a

student is labeled a truant. This led to further disengagement from school, from

teachers and ultimately led to serious anti-social behavior like juvenile delinquency.

In global scale, Teasley (2004) noted that truancy had numerous factors that

contributed to the students’ absenteeism such as family health, low income, poor

school climate, drug and alcohol use, transportation problems, and community

attitude towards education (Teasley, 2004). As mentioned also by Pehlivan (2012),

being bored of school, dislike of school and lessons, encouragement of peers are

also the reason for truancy of students.

It has been joined to several downside behaviors in adolescence, academic

failure, school dropout, and misdeed, among others. The Department of Education

had long worked to identify the best strategy for addressing truancy. Divisions are

required to submit reports related to this problem to properly address the real

reasons for non-attendance of students in school.

Nevertheless, seriousness in addressing this problem should not stop in

determining only the real reasons for truancy; prevention programs should also be

given enough weigh of attention.

1
 It was suggested that the government and private authorities invested on a

strategy utilizing best practices in solving the problem. To improve the chance of

success, everybody concerned should focus on programs and approaches that have

since demonstrated success (Mariot, 2012).

The issue of truancy in Davao del Sur School of Fisheries is not an

exemption. Most students do not complete their education because of truancy which

eventually leads them to drop out from schooling. Some students may end up early

pregnancy, and boys, who are truants, are employed at a very young age with a little

wage and some may end up using drugs, committing crimes or wander the streets.

The study want to realize all social economic factors contributing to this tendency in

order to improve the education of the children for the super development of the

nation in large. Thus, previous researches commonly states factors contributor found

in school and family but we, the researchers also wants to know the contribution of

electronic media factor towards truancy.

Thus, this research study contains the beneficiaries such as students,

teachers, school administrators and parents. Students are the centered beneficiary

on this research. By gaining information about the factors contributing to the truancy

of students, Teachers will acquire knowledge on what is the specific role of how to

adjust and make a way to encourage students to be active in school. The school

administrators will also conduct a program on which the students will be eager to

attend school always. Lastly are the parents. They all know that their parents are

cognizant and able to support everything we made in the school as long as it is

good. Through this research, they will eventually know the reasons behind of the

2
truancy of their son/daughter and learn what to adjust their ways in motivating their

kids to attend school and will know how important education is.

Review of Related Literature

Truancy

According to Kee (2001), truancy is deliberate absence from school on the

part of learners without the knowledge and consent of parents or absence of learners

from school without a reasonable or acceptable excuse. A truant is a student who

might be absent from school altogether or from a particular lesson with or without

parents knowledge (Maynard, 2006). Teasley (2004) also define truancy as a child

who is absent from school on his own initiative without his or her parents’

permission. In addition, Burke (2004) stated that truancy can also be identified and

characterized by neuroticism where by student fear of teachers makes him or her

leave school and run back home for safety. Truancy is consequently an absence

from school, class, or lesson without the permission of a parent or school authority. It

can be due to the dislike of the school environment, teachers, or fellow students. It

can also be as a result of inability to cope academic pressures.

Individual Factor

Furthermore, individual or personal characteristics influence whether or not a

student attends school. Each student comes to school with different personalities,

interest, goals and expectations. Based on these qualities and characteristics, a

student may be more or less susceptible to truancy. Reid (2005) stated that

individuals with inadequate social cognitive skills, emotional problems, and low self-

esteem were more likely to exhibit problematic absenteeism. Students with low

perceptions of the likelihood of graduating from high school have the highest
3
probability of excessive absence from school (Henry, 2007). Hence, students who

had a negative way of thinking and beliefs of being successful in school were less

motivated. Therefore, characteristics and qualities of an individual can impact to their

overall success in school resulting either positive or negative outcomes.

Electronic Factor

On the other hand, Griffiths and Pavies (2005) stated that the internet is

merely the place where the addiction manifests itself. Excessive use of the internet is

likely to affect the work or study negatively (Lumens et.al, 2009). David (2011) stated

that improving education is a huge issue and always has been. Education doesn’t

stop at the end of the school day because students have access to resources and

assignments via web and access these resources any time (Andrade, 2011).

PEER FACTOR

The peer group composition of schools is undeniably important in the minds of

parents as well as policy makers at the local, state and federal level (Hanushek,

et.al, 2005). In particular, conflicts with peers and teachers exposure to bullying are

important causes of truancy (Eastman, et.al, 2007). Participating in fun activities and

socializing with their peers outside of school are also among the reasons (Williams,

2001). Hamm and Faircloth (2005) stated that commitment to the school is formed

by student’s perceptions about respect, love and values they receive in school.

Because of this, students tend to feel unwanted inside the school. They feel

powerless in the school and think other students do not respect them (Eastman,

et.al, 2007, Wall, 2003). Hence, this thinking may serves as a reason for truants to

skip out from class.

4
Family Factors

Moreover, Reid (2000) provides a summary of research findings dealing with

the home background factors which are related to truancy and proposes that truants

are most likely to come from broken homes in which divorce, separation cohabiting

and mixed siblings are often the norm, families where the father is always away from

home to supplement family income. Nemes (2008) stated that a poor family income

makes student unable to pay school contributions as well as to fulfill their school

needs such as pens, books, and uniform. So then a child labor was associated with

poor family income. As a result, students were becoming absent in order to work to

supply their basic necessities. Furthermore, students tend to manage first their family

problem and neglect the opportunity of going to school.

School Factor

The structure, policies, environment and staff that make up a school are

critical factors that can influence students’ truancy (Heilbrum, 2004).

Besides, according to the NCSE, an unsafe environment is another school

related factor that can affect students’ attendance. Schools with ineffective discipline

policies that allows bullying to be tolerated causes unsafe environment for students.

Gastic (2008) stated that being bullied was found to be positively associated with

increased risk of being frequently absent. Therefore students victim often felt

hopeless and choose to miss school rather than being bullied (Juvonen, Graham &

Schuster, 2003). Bullying therefore is likely to engage in behaviors resulting

disciplinary actions. Juvonen et.al (2003) explained that disciplinary behaviors occur

when victims decide to stand up to the bully and fight back. When a school displays

ineffective disciplinary policies, it can therefore conclude that the act of bullying is

tolerated causing an unsafe and unwelcoming environment.

5
 Conferring to Wilkins (2008), students that attend large schools may feel

isolated in their school setting, so to escape these feelings, they choose not to

attend. These students do not feel comfortable, wanted, valued, accepted or secure

and are lacking of connection to a trustworthy somebody within the school. In

oversized classrooms, student’s diverse needs, whether they are instructional, social

or various others cannot consistently be met and student and teacher relationship

cannot be developed. This led to the attitude in which individual must fend for

himself. Moreover, school environment must be pleasing towards student to prevent

truancy.

Teacher Factor

On the other hand, teachers’ characteristics and attitudes have been

recognized as a factor that influences students’ truancy (Reid, 2005). School

environment where students do feel that no teachers care about them with tendency

of teachers’ absenteeism, normally discourages students to attend schools and even

dropout (Kirkpatrick, 2000). Furthermore, Oghuubu (2008) and Anangisye (2006)

documented that teachers absenteeism encourage truancy in schools. Teachers’

failure to teach their lesson makes students not see any reasons of going to school.

Student who thought their teacher displayed lack of support, respect, and attention

towards diverse student needs found to have more attendance difficulties. In

addition, low expectations for student achievement were also identified as a factor

for truancy. Hallinan (2008) studied the teacher's role in shaping students attachment

and engagement to school. Boesel (2001) stated that attachment to the school has

been shown to impact students’ attendance as well as academic performance.

Hallinan (2008) stated that previous research examined the extent to which teachers

support students socially and emotionally. Results revealed that teachers who

6
support their students by caring, showing respect and praising them are meeting

their students need (Hallinan, 2008). When a student's need are being met, the more

they like to engage in school. Overall, students who have a good relationship to their

teachers are more likely to have good attendance and academic success (Boesel,

2001 ; Leyba and Massat, 2009).

STATEMENT OF THE PROBLEM

This study aimed to determine factors affecting truancy among Grade 11

students of Davao del Sur School of Fisheries. Specifically, this study aims to

answer the following questions:

1. What is the demographic profile of the respondents in terms of

1.1 Gender,

1.2 Age, and;

1.3 Section?

2. What are the factors affecting truancy of Grade 11 students in the area of

2.1 Individual factor,

2.2 Electronic Media factors,

2.3 Peer factors,

2.4 Family factors,

2.5 School factors, and;

2.6 Teacher factors

7
CONCEPTUAL FRAMEWORK

Mono-Variable

Factors Affecting Student

Truancy

o Individual Factors
o Electronic Media
Factors
o Peer Factors
o Family Factors
o School Factors

o Teacher Factors

Fig. 1 Conceptual Framework of the study

Figure 1 show factors affecting truancy such as individual factors, media

factors, peer factors, family factors, school factors and teacher factors that may give

impact towards students’ performance.

8
 Chapter 2

Methodology

This chapter contained the research design, research locale, research

respondents, research instruments, data gathering procedure and data analysis.

Research Design

This research used applying the descriptive survey design using quantitative

approach in gathering data and information about the current situation.

A descriptive survey research is one in which information will be collected

without changing the environment. It is will be used to obtain information concerning

the current status of the phenomena to describe what exists with respect to variables

or conditions in a situation in which the data collected will be presented to graphs

and table to formally follow the nature of quantitative research.

9
RESEARCH LOCALE

This research is conducted inside the school premises of Davao del School of

Fisheries, Barangay Bagumbayan, Malalag, Davao del Sur. Davao del Sur School

of Fisheries consist of Junior High School and Senior High School offering a quality

education. The Senior High School of Davao del Sur School of Fisheries offers two

main tracks, the Academic Track and Technical Vocational and Livelihood Track.

Academic track includes Humanities and Social Sciences and General Academic

Strand while Technical Vocational and Livelihood track offers Bread and Pastry

Production, Cookery, Housekeeping, Food Beverages and Services, Masonry, Tiles

Setting and Aqua Fishery Arts.

Fig. 2: Research Locale

Source: www.googlemap.com

10
Research Respondents

The Grade 11 students of Davao del Sur School of Fisheries will be the main

respondents of this study. Respondents will be identified through criterion sampling.

In order to identify the respondents the researchers will utilize the following criterion:

 The student has 3-4 consecutive absences in one month.

 The student recorded absences that will be consider in only in the first

semester.

The researchers determined the said respondents by asking to the school

form 138 of every adviser in each section. The researchers also added to list that are

recommended by the teacher. This procedure must be followed for the proper

distribution of survey questionnaire in every classroom to avoid any prejudice upon

conducting the research.

RESEACH INSTRUMENT

In gathering the data, the study used a survey guide questionnaire which will

be distributed to the randomly picked respondents. The said survey questionnaire

will undergone a validation by the expert validators to ensure the appropriateness of

the questions that will be used. The survey questionnaire will be distributed inside

the campus during school days to ensure majority of attendance and presence of the

selected respondents.

11
DATA GATHERING

This descriptive survey study seeks to know the factors affecting truancy of

Grade 11 students of Davao del Sur School of Fisheries. Data would be collected

through survey interview in which the respondents will be given a survey

questionnaire. In collecting the data, first the researchers ask a permission and

approval from the school principal where the said research will be conducted.

Second, research survey will be conducted through survey questionnaire. Lastly,

data collected will be analyzed carefully.

DATA ANALYSIS

In analyzing the gathered data, the researchers used descriptive statistics in

identifying the percentage of the responses of the respondents.

12
 Chapter 3

Results and Discussion

This chapter contains the results based on the Statistical Package for the Social
Sciences shown in tabular data. This includes the results and discussions of the
factors of truancy in the grade 11 students of Davao Del Sur School of Fisheries.

Demographic profile of the respondents

The demographic profiling of the respondents includes the age, strand and sex as
indicated into the statement of the problem of this study.

FREQUENCY IN A DISTRIBUTION TABLE

The table below shows the demographic profiling of the grade 11 respondents based
on their age.

Frequency Percent
Valid 16 3 4.3

17 42 60.9

18 15 21.7

19 8 11.6

20-25 1 1.4

Total 69 100.0
Table 1: AGE

Table 1 showed the demographic profiling of the respondents based on their

age. Respondents ages 17 got the maximum number of participants reaching a

60.9 % while ages 20-25 gained the minimum percentage of 1.4 %. In addition, age

16 has 3 respondents with a percentage of 4.3%, respondents age 18 has 15

respondents with a percentage of 21.7% and 8 respondents ages 19 has a

percentage of 11.6%.

13
The table below showed the demographic profiling of the respondents based on their

strand.

Frequency Percent

V HUMSS 20 29.0
a ICT 7 10.1
l MASONRY 16 23.2
i
FBS 8 11.6
d
BPP 8 11.6

AFA 10 14.5

Total 69 100.0

Table 2: STRAND
Table 2 showed the demographic profiling of the respondents based on their
strand. HUMSS with 20 respondents with a percentage of 29% contains the
maximum number of respondents while the 7 ICT respondents with a percentage of
10.1% are the lowest. Together with this were the 10 AFA respondents with a
percentage of 14.5%, the 8 BPP respondents with a percentage of 11.6% and the 10
AFA respondents with a percentage of 14.5%.

The table below showed the demographic of the respondents based on their
sex.

Frequency Percent

Val MALE 40 58.0

id FEMALE
29 42.0

Total
69 100.0

Table 3: SEX

Table 3 showed the demographic profiling of the respondents based on their

sex containing the highest percentage by the male respondents with 58% and with

the lowest percentage of female which is 42%.

14
Factors Affecting Truancy Of Grade 11 Students
The table below showed the questions and responses made by the
respondents under the individual factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
I feel satisfied 26 23 18 0 2 69
with my
performance in
test

I go to school 44 21 3 1 0 69
voluntarily

I am more 3 5 13 15 33 69
interested to
work than to
study

I am interested 25 36 8 0 0 69
to learn
something to
myself

I feel alive or 13 30 24 0 2 69
excited with
certain subjects

I always feel 12 24 32 0 1 69
excited and
always wake up
early for school.

I’d prefer 1 9 14 16 29 69
entertainment
rather than study

Total Percentage 25.60% 30.64% 23.19% 6.63% 13.87% 100%

Mean 3.4
Table 4: Individual Factor

Individual or personal characteristics influence whether or not a student

attends school. Each student comes to school with different personalities, interest,

goals and expectations. Shown in the results under the table of individual factor the

15
maximum percentage of the answers made by the respondents which is 30.64% for

option “agree”. 6.63% represents as the minimum percentage under the option

“rarely”. Based on the results, it can be therefore concluded that the individual factor

is not a possible factor that contributes to the truancy of the grade 11 students of

Davao del Sur School of Fisheries.

16
 The table below showed the questions and responses made by the
respondents under the electronic factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
Electronic game 0 14 33 9 13 69
is a productive
way of using my
time
Electronic 12 20 19 9 9 69
game for me is
entertaining
I like 1 2 13 17 36 69
entertainment
more than
attending to
school

For me 0 7 17 15 30 69
computer
games at
computer
centers can
reduce stress
while studying

Television 11 22 19 9 8 69
program that
broadcasts 24
hours a day can
eliminate my
boredom while
at home

For me, 3 6 17 15 28 69
entertainment
centers are the
ideal places for
students who
are absent from
school to meet

For me, 22 22 18 3 4 69
electronic media
affects children
life style
patterns

Total 10.15% 19.25% 28.16% 15.94% 26.50% 100%

Percentage
Mean 2.7
Table 5: Electronic Media Factor

17
 Electronics played a significant role in human life that could bring both a

positive and negative impact. The results above showed the maximum average

percentage of 28.16% under the option “sometimes”. While the minimum percentage

is under the option “strongly agree” with 10.15%, based from it, the researchers can

conclude that the electronic factor can either affect or not to the students truancy.

18
 The table below showed the questions and responses made by the
respondents under the peer factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
My friends often 4 19 35 3 8 69
turned into joke
when unable to
answer teachers
question
I am greatly 3 16 36 7 7 69
influenced to
enjoy when
invited by a
friend
I always go to 0 7 13 16 33 69
the shopping
centers during
school hours
I feel proud to 4 21 23 9 12 69
have friends
who are capable
and have
influenced on
other friends
I like to follow 2 18 26 11 12 69
the style of a
friend who is
more influential
than other
friends.

Total 3.77% 23.48% 38.55% 13.33% 20.87% 100%

Percentage
Mean 2.7
TABLE 6: PEER FACTOR

A peer group composition is undeniably important in the minds of parents as

well as policy makers (Hanushek et.al, 2007). As shown in the table of peer factor,

the option that got the maximum percentage of responses from the respondents

were about 38.55% answering “sometimes” and the minimum percentage is about

3.77% answering “strongly agree”. Based on the results, peer factor can either

contribute or not to the truancy of the respondents of the Davao del Sur School of

Fisheries.

19
 The table below showed the questions and responses made by the

respondents under the family factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
My parents are 5 10 24 14 16 69
always at home
despite of their
work
My parents 25 19 17 6 2 69
hand over their
responsibilities

My mother and 9 19 27 9 5 69
father often
bond at home

Parents care 29 19 14 4 3 69
more whether
their children
go to school or
not

My parents 18 31 16 4 0 69
provide all the
facilities at
home

My parents 31 26 11 1 0 69
love all the
family
members more
than others

My parents 34 21 14 0 0 69
often
encourages
student to
learn

Total 31.26% 30.02% 25.47% 7.87% 5.38% 100%

Percentage
Mean 3.7
TABLE 7: FAMILY FACTOR

20
 A student’s parent has a significant impact on his attendance in school (Clark,

2008). Based on the table, 31.26% is the highest number of percentage answering

“strongly agree” while 5.38% is the lowest percentage answered by the participants

under option “disagree”. Therefore, family factor based on the results is not a

contributing factor towards the respondent’s truancy.

21
 The table below showed the questions and responses made by the

respondents under the school factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
The chairs and 24 27 13 3 2 69
tables in our
classroom are
comfortable

Number of 13 28 26 1 1 69
students in our
classroom helps
me to focus on the
teaching-learning
process

My relationship 26 24 16 2 1 69
between my
teacher in our
classroom is good

My school put 17 34 17 1 0 69
motivation on
students to pass
with flying colors

My school 14 35 19 0 1 69
regularly
organizes meeting
with parents

I like the 19 20 25 3 2 69
atmosphere in the
classroom

My school 6 19 23 12 9 69
provides adequate
places for rest

I feel comfortable 12 32 20 3 2 69
with the school
environment

Extra classes 13 26 24 5 1 69
arranged by the
school are helpful
to students

Our school rules 17 34 12 6 0 69

are good

My school 24 32 8 1 4 69
provides adequate
facilities for
students

Canteen food is 15 10 38 2 4 69
delicious

Total Percentage 24.15% 38.77% 29.11% 4.71% 3.26% 100%

Mean 3.7

TABLE 8: SCHOOL FACTOR

22
 The structure, policies, environment and staff that make up a school are

critical factors that can influence student’s truancy ( Heilbrum, 2004). As shown in

the table above, the option that got the highest percentage of chose answer were

38.77% as “agree” while the lowest percentage derived is 3.26% in option

“disagree”. Therefore, it can be concluded that school factor is not a subsidizing

factor to the respondent’s truancy.

23
 The table below showed the questions and responses made by the

respondents under the teacher factor.

Statements Strongly Agree Sometimes Rarely Disagree TOTAL

Agree 4 3 2 1
5
My teacher use 17 32 20 0 0 69
discretion In
dealing with
students who
misbehave.
Many of my 12 26 29 2 0 69
teachers give
homework
Most of my 22 29 17 1 0 69
teachers are
good and are
concerned
about the
education of
their students
Most of my 12 28 22 4 3 69
teachers will not
impose
penalties if the
students
misbehave
My teachers 25 29 13 0 2 69
often advice
students during
the learning
process
My teachers are 29 26 14 0 0 69
always there to
help
A number of 17 31 18 2 1 69
teachers come
early in to class
For me, 34 26 9 0 0 69
teaching and
learning is
entertaining
and important

30.4% 41.12% 25.57% 1.63% 1.09% 100%

Total
Percentage

Mean 3.9
TABLE 9: TEACHER FACTOR

Reid (2005) stated that teachers’ characteristics and attitudes have been
recognized as a factor that influences student’s truancy. Table 9 shows that the
maximum percentage is 41.12% for option “agree” while the lowest percentage is
1.09% in option “disagree”.

24
 Chapter 4
Conclusion and Recommendations
This chapter discussed the brief summary of the study including the objective,

method and results. This chapter also contains the conclusions and

recommendations of the study.

Brief Summary of the Study

This study entitled “Factors Affecting Students Truancy among Grade 11

Students of Davao del Sur School of Fisheries” aims to determine the factors

affecting truancy among the said Grade 11 students of Davao del Sur School of

Fisheries. This study applied descriptive survey using quantitative approach in

gathering data and information. This research is conducted inside the school

premises of Davao del School of Fisheries, Barangay Bagumbayan, Malalag, Davao

del Sur. The Grade 11 student of Davao del Sur School of Fisheries was the main

respondents of this study and will be identified through criterion sampling. In

gathering the data, the study used a survey guide questionnaire that was distributed

to the selected respondents using criterion sampling. Data was collected through

survey interview in which the respondents were given a survey questionnaire. The

study used descriptive statistics in identifying the percentage of the responses of the

respondents.

25
Conclusion

Truancy among Grade 11 students is a serious problem in the school

premises of Davao del Sur School of Fisheries. This study includes six factors such

as Individual factor, Media factors, Peer factors, Family factors, School factors, and

Teacher factors.

Based from the results and discussion, truancy adversely affects the human

capital for every student to study harder. Besides, this truancy problem will lead to

other social ills. The study found out that individual, electronic, and peer factors had

the smallest mean, 3, sometimes affect the truancy the students. It is therefore not

only a school problem but also a problem for society, the development of the

technology and as an individual person. Hence, the school must work more closely

with parents and other authorities outside the school to curb truancy problem among

students. Certainly, it is difficult, if not impossible, to engage people in the

entertainment world and the electronic media to be more sensitive and concerned

about the problem of truancy among students. Hence, tackling the parents of

students who are fond of playing truant may be the only solution. Schools should

strongly remind these parents that they must discipline their children pertaining to the

hours wasted on watching television, loitering at entertainment centers, and such

like. Parents must also be concerned regarding the kind of friends that their children

prefer to mix with. And for the students to be discipline with their selves and to

manage their time properly upon engaging in electronic media and their friends.

Though factors related to the school (such as teachers, family and schools) are

relatively not very strong in causing students to be absent from school, the school’s

authority must still address. Hence, improving the school environment (such as class

26
size and reasonable school rules) so that it is conducive for learning should be given

priority in addressing the truancy problem.

Recommendation

Based from the results of the study these are the following recommendation

for their future practices.

This research is all about the factors affecting truancy. We recommend that

this study must have a follow up research pertaining to this topic. Future researchers

must apply qualitative type of research to find the exact reasons of the students why

they are frequently truant. In this way truancy problem will have a proper

intervention.

Also, based on the results that the researchers gathered, they recommend the

school administration and the teachers to build expansion of the guidance and

counseling services and promotion of activities that will bring truant students to like

schooling it that way student may consider it in the attempt to minimize this truancy

problem.

27