Thesis Final

Our Lady of the Lake School
51 Viñalon Street Cupang, Muntinlupa City
CHAPTER I
INTRODUCTION
According to Jaime Vicente Miguel Barnedo Viola, cutting classes become a
gateway to more serious problems. When the student manages to cut class, he/she
eventually has to find something to do with his/her unauthorized free time. The
general youth in the past had big respect for the commands and instructions of their
parents and teachers compared to the youth now. Cutting classes obviously
decreases the opportunities for them to learn. Instead of learning, they are spending
their time doing something or doing nothing at all. Teachers would have to
experience unnecessary hassle. They would be charged or filed against them for
failing to secure the safety of a student if something bad happened to their students.
Cutting class creates an undesirable habit and mindset. This mindset is the
mindset of being lazy. When you cut, you also create this habit of walking away from
something you do not find desirable, even if this activity/thing you are walking away
from is important and necessary. However, one of the reasons of the students why
they cut classes is because of their teachers
The main objective of this study is to determine the causes and effects of
cutting of the students in Our Lady of the Lake School.
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Background of the Study
Nowadays, cutting classes is very rampant in almost every school. May it be
in high school or college. There are lot of reasons behind this wrongdoing. Some
students found that the class or teachers are the reasons why they didn’t want to
attend to their class. Some classes were harder than others and the students found
that the difficulty gave them stress which resulted into them skipping classes. Cutting
classes had a lot of negative effects to the students, parents and as well as the
teachers. As the student absences increase, his/her grades decrease also. This
problem did not only affect the students but also their parents and especially their
teachers. Teachers and parents must take an action regarding to the behavior of
their students or children.
Statement of the Problem
This study was conducted to assess the cutting classes of students.
Specifically, it aimed to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age
13-16
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17-20
21 and above
1.2 Gender
Male
Female
LGBT
1.3 Educational Attainment
High School Level
High School Graduate
2. What are the causes of cutting classes of Junior and Senior High School
students in terms of the ff:
2.1 Teachers Personality
2.2 Classmates
2.3 Classroom Environment
3. What are the effects of cutting classes of Junior and Senior High School
students in terms of the ff:
3.1 Attendance
3.2 Academic Performance
Theoretical/Conceptual Framework
Charlottes Danielson’s theory: The framework may be used for many
purposes, but its full value is realized as the foundation for professional
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conversations among practitioners as they seek to enhance their skill in the complex
task of teaching. The Framework may be used as the foundation of a school or
district’s mentoring, coaching, professional development, and teacher evaluation
processes, thus linking all those activities together and helping teachers become
more thoughtful practitioners and identifies those aspects of a teacher's
responsibilities that have been documented through empirical studies and theoretical
research as promoting improved student learning. Although they are not the only
possible description of practice, these responsibilities seek to define what teachers
should know and be able to do in the exercise of their profession.
Conceptual Framework
Planning and
Preparation
Classroom Professional’s
Environment Responsibilities
Instruction
Figure 1. Danielson’s theory
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Research Paradigm
INPUT PROCESS
To determine the
causes and
CUTTING SURVEY effects of cutting
CLASSES OF QUESTIONNAIRE classes in Junior
STUDENTS IN and Senior High
DATA School students
OUR LADY OF
GATHERING in Our Lady of
THE LAKE
PROCEDURE the Lake School
SCHOOL
STATISTICAL
TREATMENT OF
DATA
OUTPUT
FEEDBACK
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Scope and Limitations of the Study
This study was focused only to the cutting classes of students in Junior and
Senior High School in Our Lady of the Lake School.
This study had limited only to selected students in Junior and Senior High
school department of Our Lady of the Lake School. Data gathered were assessed to
know the reasons and effects of cutting classes to the students.
Significance of the study
The results of the study had been of great benefit to the students. The results
provided the students with some knowledge on cutting classes and how it can be
avoided. It gave the students a realization that cutting is not useful to both students
and the people around them. At the end of this study, students would finally know
why cutting classes have been a major problem to schools. The given data guided
the teachers on what to do with the students that cut classes. The teachers had
been able to understand on why some students skip classes and later on, help them.
Parents, like the teachers, would understood why their children skip classes through
the given data. The given data helped them formulate some preventive measures to
help their children from skipping classes.
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Definition of terms
Cutting Class- is a routine absence or skipping on your class that harms the
student’s exams scores, missing pre-exam review and quizzes
Teacher- is a person who helps others to acquire knowledge, competences or
values.
Student- is primarily a person enrolled in a school or other educational institution
who attends classes in a course to attain the appropriate level of mastery of a
subject under the guidance of an instructor and who devotes time outside class to do
whatever activities the instructor assigns that are necessary either for class
preparation or to submit evidence of progress towards that mastery.
Junior High School- is the middle school that meet the developmental needs of
pre-adolescence as Howley (2002) points out the developmental needs of young
adolescence differ from those of elementary school children and older teenagers.
Senior High School- refers to the last two years of the K-12 program, namely as
grade 11 and 12 based on the DepEd guide book name as “Senior Hi”
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CHAPTER II
REVIEW OF RELATED LITERATURE
According to Saeed Mubarak (2012), the role of the teacher in a classroom is
very significant; Therefore, it must be executed with excellence. If a teacher enters
the class early, this will prevent trouble some students from carrying out their
disturbances. This is good because the teacher will immediately go ahead with the
day’s lesson without the need to focus on maintaining order and discipline.
Furthermore, it is to the teacher’s advantage because the feelings of relaxation
before the commencement of the lesson will eventually enhanced productivity. By
being well organized and punctual, the teacher would have set an excellent example
for the students to follow. In addition, it would send a positive signal to the students
of what is expected of them from the beginning. This makes control easier and the
pace of teacher-success would have been in motion.
Teacher quality is widely thought of as an essential determinant of academic
performance, yet there is little agreement as to what specific characteristics make a
good teacher (Hanushek and Rivkin, 2006). This is an important issue as the
economic impact of higher student achievement can be profound. Hanushek (2011)
examines the economic value of teacher quality, which is assumed to be a function
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of the depreciation rate of student learning, the total variation of teacher quality (as
measured by student achievement on standardized tests), and the labor market
return to one standard deviation of higher achievement.
“Education is our key to success”. It can give us a better future if we strive
harder for it. There were some children out there who want to study but they have no
choice because of some reasons. One of the major reasons is financial problem.
Thus, every child who has given a chance to study must learn to appreciate and
thank their parents for sending them to school. They are very lucky enough that they
are experiencing the “student’s life”. And they must not waste the chance to learn
different things that their teachers will teach them in school just because they don’t
like to attend their class, meaning all students must be against “cutting classes”.
Every time we see students walking around the campus or even sitting on the
bench during class hours, there is always a question that immediately pops out to
our mind, we wonder “Why these students are outside their respective classrooms
even if it’s still class hour?” And suddenly we’ll just realize, “Maybe the reason is that
those students cut class”. Well, cutting classes are now often especially to those
students who are studying in public schools. Some are just irresponsible and
indiscipline that’s why they don’t even care whether they will attend the class or not.
(Ramos, 2013)
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According to (Ramos, 2013) But have you ever wondered why they’re doing
that?
CUTTING CLASSES: A WASTE OF TIME
There are several reasons why some of the students cut class. Most of them
do not attend their class because they got bored in the teacher way of teaching the
lesson, they don’t like the subject or they don’t want to see their terror teachers.
Some say they are not prepared for the test or they haven’t able to finish their
requirements on that subject while others escape from classes just to play computer
games. Few say that it is their way of showing their rebellion to their parents. And
sometimes, they just haven’t got a heart for school and study. Those are just some
of the useless reasons why some students cut classes. Don’t they realize that it’s
just a WASTE OF TIME?
BREAK THAT BAD HABIT
Every time students will plan to cut their class, they must immediately do the
STOP, LOOK AND LISTEN. STOP thinking that kind of thought, stop thinking all the
possible reasons why they will not attend their class. LOOK beyond the future,
students must imagine that they might not finish their studies because of doing that.
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And most importantly LISTEN to the guardian angel that’s says: “BREAK THAT BAD
HABIT!” Why not study hard for you to make your dreams come true?
CHANGE
As the old saying goes “Time is gold”. Time is the most important thing of all
because we can’t control it, we can’t go back the time that has been passed by. We
can’t avoid making mistakes but we must accept that we sometimes made wrong
decisions in life. Those mistakes were just made for us to realize that nobody is
perfect. Once we’ve made that kind of mistake, we must learn from it and try not to
repeat it over and over again. That’s why there is a word CHANGE for us to correct
our mistakes. Remember that “There is nothing permanent except change”. But we
must also remember that “We are changing for better and not for worse”. Those
students who cut their classes must learn how to change NOW, because if it’s not
now, when it will be? If it’s already too late?
EDUCATION: PASSPORT TO THE FUTURE
Every child should not waste the beautiful tomorrow that is waiting for him.
Before imagining themselves as one of the most famous business man, successful
doctor, respected lawyer, professional accountant or even a professor of one of the
most prestigious schools here in the Philippines, well, they must be a good student
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first. They must not belong to those students that don’t want to attend their classes
and be able to finish their studies because according to Malcom X, “Education is our
passport to the future, for tomorrow belongs to the people who prepare for it today.”
“Cutting class is a coined term that actually means intentionally not
attending a required class in one’s formal education without a valid excuse/reason.
Cutting of classes is especially rampant in public schools in the Philippines where
there are inefficient security and a relatively high number of students thus making it
hard to monitor each student. This issue is rampant as well in tertiary educational
institutions where there are no limits as to when one can or cannot go outside of the
campus and a limit as to when one can or cannot leave the classroom during a
lecture. This problem affects three people: The parent, student and teacher. After
cutting classes is where the real problem begins. The problem of cutting classes
obviously decreases the need opportunities for them to learn. All the important
lessons they need to learn in order to become academically competent. Teachers
would have to experience unnecessary hassle. They would be charged or filed
against them for failing to secure the safety of students.” (Viola, 2017)
According to Gupta, (2017) Class-cutting, for want of a better title, is a
generic term to describe student behaviours which result in failure to attend class or
school for any length of time. Lateness, failure to attend specific classes, and
absence from school for the entire day are among the commonest disciplinary
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problems facing educators. As with most discipline problems, punishment has
historically been the typical response by teachers and school administrators (Hyman
and Wise 1979). Punishment, however, has quite limited efficacy to change
behaviours, especially in the school setting where a complex set of variables often
contribute to the misbehaviors (Hyman and D’Allessandro 1984; Hyman et al. 1979;
Hyman et al. 1982).
According to a study done by Garcia (2013), “Education is our key to
success”. It can give us a better future if we strive harder for it. There were some
children out there who want to study but they have no choice because of some
reasons. One of the major reasons is financial problem. Thus, every child who has
given a chance to study must learn to appreciate and thank their parents for sending
them to school. They are very lucky enough that they are experiencing the “student’s
life”. And they must not waste the chance to learn different things that their teachers
will teach them in school just because they don’t like to attend their class, meaning
all students must be against “cutting classes”. Every time we see students walking
around the campus or even sitting on the bench during class hours, there is always
a question that immediately pops out to our mind, we wonder “Why these students
are outside their respective classrooms even if it’s still class hour?” And suddenly
we’ll just realize, “Maybe the reason is that those students cut class”. Well, cutting
classes are now often especially to those students who are studying in public
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schools. Some are just irresponsible and indiscipline that’s why they don’t even care
whether they will attend the class or not.
"It's apparent that students are skipping school usually because they don't
understand what the punishments are. A lot of kids think to themselves, "It's just one
class, what could possibly happen to me?" Well, the answer is that skipping class
will give your teachers/professors a bad impression of you, greatly lower your
grades, possibly give your more dedicated friends a somewhat negative opinion of
you, and greatly lower your chances of getting into college or having a high paying
job. However, diploma in high school or college." (Roberts, n.d.).
Skipping Classes at School
Molley, Ella A., Decision Sciences Journal of Innovative Education, Jan. 2015 v10
n1 p39-51
Skipping classes is not harmless as it might seem. It is a direct waste of
money for all those who have to pay for the education—and such people are the
majority. Students who skip classes are more likely to get lower grades and face a
biased attitude from their teachers; moreover, they have lower chances to
successfully graduate and enroll in a college—of any type. Such students are also
more likely to live on welfare and get engaged in antisocial behavior. Therefore, this
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problem should be treated with all possible attention from teachers, parents, and
authorities.
"If you miss class, it is your responsibility to work through what was done in
class in your own spare time. This applies to students who were sick, who were on
vacation and you. So, if they think they can skip, that’s their decision. And depending
on your country, there’s an age after which they’re legally responsible for their own
actions, over here, I think it’s either 13 or 14 (you can be fined for breaking the law,
as an example). If you don’t, you will have a hard time in the lesson, you will need to
work harder, you risk a lower score on your test and a possible F. Nobody else
suffers but you. It doesn’t affect how I grade you, but the work you put in does - if
you don’t study, you haven’t learned the material, so you are unable to answer the
questions on the test. I don’t take attendance by itself into account when grading, but
I know some professors in universities do. I will not run after students who don’t
value what goes on in class. If they want to learn the hard way, it’s their freedom to
choose that. I have talked about it, but I ultimately value personal responsibility very
highly and if you feel confident enough not to attend, so be it. This could apply to the
very gifted (who succeed regardless) and to those with low motivation." (Juhanson,
2017)
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Possible Outcomes of Skipping Classes at School
Granger, Alexey A., Decision Sciences Journal of Innovative Education, Jan. 2014
v10 n1 p39-51
According to research, only five absences is usually enough for a student’s
academic performance to drop. Five more absences would most likely lead to a
decreased chance to graduate a particular educational institution: on average,
skippers are about 20% less likely to successfully graduate.
If a student studies at high school, he or she has a 25% less chance to enter
any type of higher education institution. They are also 2.5 times more likely to have
to live on welfare compared to their more disciplined peers.
Importance of Attendance`
Decker, Ella A., Decision Sciences Journal of Innovative Education, Jan. 2015 v10
n1 p29-41
It is absolutely vital that you attend class regularly. Missing a class should be
a rare occurrence; something that happens at most once or twice a semester. If you
miss class more than this, it will interfere with your learning and have a negative
affect your performance and your grade. A prerequisite to success in any in any
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endeavor is "showing up", and classes are no exception. If you're not showing up to
class, you're forfeiting every opportunity provided to you in the classroom.
According to Sibi (2018), Cutting classes when you don't learn anything from
them or don't get good notes (professor who just reads his textbook) will only
increase your marks if you use the time for study. Someone who goes to every class
won't perform better than someone who skips the real bad ones sometimes. Bit,
usually those who skip much get bad grades (at least at my university). Would say
the max amount is about 10% (absolute max 20%) skipping, my experience learns
that people who skip more get worse grades. Ones in a while you get a really bad
course, where you won't really learn anything. After the class it's as hard to learn
from the textbook as before. You might skip these ones. But for the rest (even if it is
very boring, what it tends to be a lot of classes) it will be beneficial to follow the
classes. It will make learning from the textbook about the subject easier.
"A kid repeatedly skips your class and fails. They then claim the reason for
their failure is because you didn't teach them properly or you allowed them to skip
class. Their parents make a complaint: do you think the education board would
accept your excuse that it's an ‘unspoken’ rule at your school to let kids skip class?
Do you think your school would back you and admit to the education board this goes
on? You would be thrown under the bus. As a teacher, you are legally responsible
for your students while they are in your class. During the time you are effectively
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their legal guardian. If anything was to happen to one of them during that time, you
are legally liable. If one of them skips class and you don’t inform the school, you're
failing in your duty of care. That alone can be grounds for dismissal. If a student
skips your class and gets injured or into serious trouble and you hadn't recorded
them as absent, you are screwed. Your teaching career would be over. Talk to the
principal and your head of department. Email him/her requesting written verification
of school procedures for recording absentees. If they refuse to put it in writing,
contact your union and the education department." (Moore, 2016)
According to CAESC (2016) and Zeiger (2016), the most essential learning
time of the day for the students lies in the morning, specifically between 8:00 to 9:30
AM. It is because the students are most mindful and observant at this time of the
day. It is also the reason why the most important lessons and subject matters are
discussed during this time. So when students are late or are not present during this
time of the day, they, in effect, miss out most of the important lessons to be noted
and learned.
The researcher believes that each of the above conceptions by Guda has
some value for the study of school district and school policy. Duke and Canady
(1991) refer the school policy as any official action taken at the district or school
level for the purpose of encouraging or requiring consistency and regularity. They
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further state that the definition implies intentionality on the part of those developing
policy.
Pizzo (2017) refers to school policy as fitting into an ecology of public policies.
In other words, where the operation of public schools is concerned, a range of policy
sources can be identified. Pizzo further states that policies are derived from
Congress, the Department of Education, the courts, state legislatures, intermediate
agencies, school boards, and school-based personnel. To understand educational
policy in the United States, it is necessary to understand each of these policymaking
entities and the relationships among them.
Eastwold (2016) indicates that some researchers believe that truancy
problems can be blamed on ineffective school attendance policies. In some cases,
the costs in time and energy to enforce compulsory education statutes seem to
outweigh the benefits. As a result, schools will develop policies that devote the most
energy to those students expected to have the best chance of success.
One of the most recurring and the most frustrating problem” that the schools
are having with their students nowadays is tardiness (Sprick and Daniels, 2016). It
creates problems, not just to the students but also to the teachers (Cowan Avenue
Elementary School Community, 2016). Cowan Crier, the official School Publication
of CAESC, also states that while having “occasional tardy” isn’t a big deal, unfailing
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tardiness is and it gives students problems including being ill-prepared for the job
market. According to the results of the study of the U.S. Department of Education on
“truancy”, which is related to tardiness, being present and on time in going to school
are big factors on the “success and behavior” of the students (Zeiger, 2016, Thus, it
is a lot important to value time and practice being on time while being a student.
“The reasons that students have for skipping school are hard to determine
because of the many different problems and obstacles that we as teen-agers face.
Teen-agers are troubled every day of their lives by drugs, family and peer pressures.
School seems to us, therefore, less important than survival. One step to take in
stopping students from skipping school would be to limit class time for studying the
curriculum and to place more emphasis on issues that are experienced by the
students. More importantly, school should be pleasant and comfortable for
everyone.” (Wilson, 2000)
“There are various reasons that students give for skipping classes: "this
subject is boring," "I have a major exam today" and "what's the use, I can't afford to
go to college anyway." But whatever the reason, the student has clearly lost his drive
and motivation to stay in class and do his work. To prevent this, teachers must be
genuinely interested in making the subject matter interesting to students. Parents
should take genuine interest in their children's education and encourage the children
to stay in school. Financial assistance must be made available to students who want
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to further their education, and parents and teachers should encourage their children
to raise their self-esteem.” (Redman, 2000)
Theory and Practice on Teacher Performance Evaluation
Frontiers of Education in China
January 2006, Volume 1, Issue 1, pp 29–39
Teacher performance evaluation not only provides powerful support for
education system personnel decisions in promotion, prize and punishment, and
employment and dismissal, but also proves to be the key criterion in examining
teacher qualification certificate and teacher training effect evaluation. Most teacher
performance researches explored college teaching effectiveness evaluation.
Researchers showed great interest in teaching effectiveness evaluation and
proposed that teaching effectiveness construct should be multidimensional. Thereby,
they developed many teaching effectiveness constructs. While overemphasizing one
type of teaching behaviors, termed task performance in personnel psychology, those
researches, however, ignored another type of crucial behaviors, such as work
initiative, cooperation, and review, termed as contextual performance in personnel
psychology. Since the 1990s, many scholars have been defining performance as a
set of behaviors concerning organizational goals. Therein, subjective appraisal was
employed. Exploration on performance construct is the first step to evaluate
performance scientifically. Most of those results indicated that performance was a
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multidimensional construct. More recently, many studies indicate that an individual
realizes organizational goals in two different ways [3]. One is a set of regulated
organizational behaviors, and the other is a set of spontaneous role behaviors. The
former set of behaviors is the task performance, and the latter set of behaviors is the
contextual performance. Similar to the situation of personnel psychology several
years ago, teaching behaviors still attract wide attention in the evaluation of teaching
effectiveness. Task performance, a set of behaviors through which an individual
realizes organizational goals, has been widely highlighted and explored; however,
contextual performance, a type of behaviors that is very effective in facilitating both
the growth of individuals and the realization of organizational goals, has seldom
been mentioned in teacher effectiveness evaluation studies. Therefore, the teacher
performance construct research that we are engaged in is expected to make a
significant contribution in teacher performance theoretical study as well as teacher
management and development practice. We have been systematically exploring
teacher performance construct for a long period of time. First, we based our
research on performance theory in personnel psychology. Second, we analyzed the
previous literatures and drew conclusions about the deficiency in those studies, and
then, on the basis of our qualitative researches and empirical studies, we proposed
the teacher job performance construct. Meanwhile, we selected five schools from
Beijing and Zhejiang, facilitating empirical investigations for the purpose of probing
into the influential factors. In the following sections, we briefly describe our findings
on teacher job performance construct.
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Teaching is one of those things that nearly everybody thinks he or she can do
better than the experts. Everybody has taught something to somebody at one time
or another, after all. We begin our amateur teaching careers as children by imposing
our superior knowledge on our younger siblings or playmates. As students, we pass
judgment among our peers on this or those teachers’ capabilities. As adults, those of
us who do not teach professionally stand ever ready to criticize those who do
(Evans, 1989). The teacher and his teaching approach play a great role in the
learning of the student. It depends upon the kind of teaching for students to feel free
and comfortable with the kind of strategy a teacher portrays within the classroom.
Many types of teaching strategies are being adapted by teachers worldwide. A good
teaching strategy greatly affects a student psychologically making him invigorated
with the lesson thus making him pay more attention in class.
“An important aspect of students’ access to education is the amount of time
actually spent in classroom. When students are cutting their classes, they are
reducing their opportunities to learn. Furthermore, when students disrupt classes by
being late or frequently cut class, they interfere with other student opportunities to
learn. Perhaps most importantly the habits of consistent and on time attendance are
habits that will serve young people well in their future work lives.” (National Center
for Educational Statistics, 2004)
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As Day et al (2005; 2006a, b) have shown teacher commitment is very
important in these matters. They argue that professional development should not be
divorced from the need for wider contextual understanding of what enhances
teacher commitment to the profession; taking a standards-based approached to
professional development may serve to decrease commitment. They suggest that
policymakers and school leaders should consider the contexts for professional
development which can change practice positively - that is, contexts in which
teachers' professional values are acknowledged and built on. If commitment can be
sustained across the career phases, then problems of teacher retention are less
likely to occur.
Day and Gu (2007) also suggest there is a particular lack of consideration given to
the CPD needs of more experienced teachers. 5.23 In England, Hurd (2008) used
inspection evidence to assess whether the presence of student teachers in
secondary schools had an effect on pupil attainment. The study considered more
than 1200 schools over a three-year period.
This section of the report addresses the third objective of the literature review
and explores the relationships between enhanced professionalism and pupil
outcomes. It is widely accepted that teaching quality is a key determinant of
successful schooling, as suggested by the McKinsey Report (2007) and by the
European Commission: Research shows that teacher quality is significantly and
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positively correlated with pupil attainment and that it is the most important within-
school aspect explaining student performance…Furthermore, other studies have
found positive relationships between in-service teacher training and student
achievement. (European Commission, 2007: 3)
The No Child Left Behind Legislation (2001) was set in place that all students
should be afforded an opportunity to achieve academic success. The focus of the No
Child Left Behind Act was to improve education for all students (2001). The Act
focused on various aspects of the education process. All sections of the curriculum
affect the experiences a student has during the school day. This study researched
the relationship between student-teacher rapport and the students’ performance
rate. Research shows that a higher expectation from the teacher can lead to an
increase in IQ scores of students (Rosenthal & Jacobson, 1968).
Worley, Titsworth, Worley, and Cornett-Divito (2007) agree that an
interpersonal relationship is essential in student learning. Schaps (2005) found in his
studies that positive educator relationships with students have the strongest
correlation with attitudes toward school, academic expectations, and academic
motivation and engagement. Striving to form a meaningful relationship with students
should be a focus in all levels of education and also an expectation of teachers (that
should increase performance levels).
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Poor academic performance of students in Nigeria has been linked to poor
teachers’ performance in terms of accomplishing the teaching task, negative attitude
to work and poor teaching habits which have been attributed to poor motivation
(Ofoegbu 2004). It has also been observed that conditions that would make for
effective teaching such as resources available to teachers, general conditions of
infrastructure as well as instructional materials in public secondary schools in Nigeria
are poor (Oredein 2000). These prevailing conditions would definitely show a
negative influence on the instructional quality in public schools, which may translate
to poor academic performance, attitude and values of secondary school students.
Although teachers’ strong effect would significantly influence students’ academic
achievement, other factors such as socio-economic background, family support,
intellectual aptitude of student, personality of student, selfconfidence, and previous
instructional quality have been found to also influence students’ examination score
(Starr 2002) either positively or negatively. To this end, Blankstein (1996) had stated
that students’ grades and test scores are not good indicators of the quality of
teachers’ instruction. In support of this view, a study carried out in Nigeria by Joshua
et al. (2006) showed that Nigerian teachers condemn the use of student
achievement scores as indicators of teachers’ competence, performance or
effectiveness.
Since students’ academic scores are not the only predictors of teachers’
effectiveness, researchers have sought other fairer ways of evaluating teachers’
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effectiveness. Students, administrators, colleagues and the teachers’ self-evaluation
have been used to evaluate teachers’ effectiveness. Students’ competence in the
evaluation of the effectiveness of their teachers has been of great concern to
researchers in education. However, studies have shown that students’ ratings are
valuable indicators of teachers’ effectiveness (Barnett et al. 2003; Imhanlahini and
Aguele 2006; Pozo-Munoz et al. 2000).
Every time a student cut class, it’s inevitable that they are also cutting their
education. It is said that going to school is like a having a job they are mostly alike in
such reason that you get paid with knowledge.
An effective education abets everyone and aids them getting a job worthy of
their hard work. Just as a saying goes, “with a job, you’ll have a good life, but by
having a better job, you’ll have a better life. Having a suitable and profitable job will
not only benefit you, but also your family in which in turn will help you them carry out
a bountiful life.” (Tagudando, 2017)
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CHAPTER III
METHODOLOGY
Research Design
This research used the descriptive type of research. Descriptive research used
to describe characteristics of a population or phenomenon being studied. The design
was appropriate for this research to collect data from the students in order to
determine their knowledge and attitude in conducting this research.
Population
Our respondents were selected Junior and Senior High school students of Our
Lady of the Lake School. Only 20% of the junior high and senior high school
population in Our Lady of the Lake School were taken to be our respondents.
Sampling technique
The researchers used purposive sampling technique because this is the most
suited technique in our study. This technique shows how the students in Our Lady of
the Lake School feel about the cutting classes.
28 | P a g e
Statistical Treatment
It was showed here the simple statistics that used after putting all the answers
on the survey questionnaires in each respondent. Percentage and Graphs are used
in descriptive analytic after tallying all numerical data of the questionnaires No. of
students who rated perfect 10 in our survey ÷ no. of respondents × 100 was the
formula we used.
Research Instrument
The researchers conducted a research made questionnaires because it
served to answer the questions and the purposes of the study.
The questionnaire was one in which a group of people or items are studied by
collecting and analyzing data from only a few people or items considered to be
representative of the entire group. In other words, only part of the population was
studied and findings from this one was expected to generalize the entire population.
These are the list of questions that were included in our research made
questionnaire:
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__________________________________________________________________________
SURVEY QUESTIONNARE
CUTTING CLASSES OF STUDENTS IN OUR LADY OF THE LAKE SCHOOL
PART I
Profile of the Respondents
Direction: Kindly answer the following questions by putting a check mark (/) opposite
each column.
Name (Optional): ________________________________
1. Age
( ) 13-16 years old

( ) 17-20 years old
( ) 21 years old and above
2. Gender
( ) Male
( ) Female
( ) LGBT
3. Educational Attainment
( ) High School Level

( ) High School Graduate
30 | P a g e
PART II
Causes of Cutting Classes
Direction: Answer the following questions by putting a check mark ( / ) inside the
box
Numerical rating Intervals Observed Interpretation

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree
3 2.51-3.49 Disagree
2 1.50-2.50 Strongly Disagree
1 1.00-1.49 No Opinion
A. Teacher’s Personality 5 4 3 2 1
1. Does not come to class prepared for the lessons
2. Unable to present the subject matter clearly and
systematically
3. Impatient and dismissive
4. Does not encourage the students to do their best
5. Lack with empathy
B. Classmates 5 4 3 2 1
1. Pressures you to do things you don't want to do
2. Peer pressure
3. Lazy
4. Does not respect you
5. Dependent
C. Classroom Environment 5 4 3 2 1
1. Disorganized classroom can take the focus away from
learning
2. Temperature
3. Healthiness
4. Lack of sanitation
5. Negative environment
31 | P a g e
PART III
Effects of Cutting Classes
Direction: Answer the following questions by putting a check mark ( / ) inside the
box
Numerical rating Intervals Observed Interpretation

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree
3 2.51-3.49 Disagree
2 1.50-2.50 Strongly Disagree
1 1.00-1.49 No Opinion
A. Attendance 5 4 3 2 1
1. Student and Teacher relationship
2. Teacher’s performance
3. Harms Grades
4. Missed lessons
5. Heavy Workload
B. Academic Performance 5 4 3 2 1
1. Distraction in the Class
2. Failing grades
3. Unable to catch up with the lessons
4. Decreased opportunities to learn
5. Lack of communication skills
32 | P a g e
CHAPTER IV
FINDINGS
A. Age
Age Frequency Percentage Rank

13-16 (JHS-SHS) 57 57% 1
17-20(JHS-SHS) 43 43% 2
57% of the respondents ages from 13 years old – 16 years old, while 43% of
the respondents ages from 17-20 years old both in selected Senior and Junior high
school students.
B. Gender
Gender Frequency Percentage Rank

Male (JHS-SHS) 52 52% 1
Female (JHS-SHS) 43 43% 2
LGBT (JHS-SHS) 5 5% 3
52 out of 100 respondents are male while 42 out of 100 are female and 5 out
of 100 are part of the LGBT in combined selected junior and senior high school
students in Our Lady of the Lake School.
The scores of 100 respondents are combination of 70 selected senior high

school students and 30 selected junior high school students under causes of cutting
classes were summarized below:
33 | P a g e
A. Teacher’s Personality
Does not come to

class Frequency Percentage Rank
prepared for the
lessons
5 22 22% 3
4 30 30% 1
3 28 28% 2
2 5 5% 5
1 15 15% 4
Unable to present the subject matter clearly and

systematically Frequency Percentage Rank
5 25 25% 2
4 33 33% 1
3 19 19% 3
2 8 8% 5
1 15 15% 4
Impatient and dismissive

Frequency Percentage Rank
5 27 27% 2
4 27 27% 2
3 30 30% 1
2 3 3% 4
1 13 13% 3
Does not encourage the students to do their

best Frequency Percentage Rank
5 15 15% 4
4 9 9% 5
3 23 23% 2
2 30 30% 1
1 22 22% 3
34 | P a g e
Lack with Empathy Frequency Percentage Rank

5 28 28% 1
4 24 24% 2
3 22 22% 3
2 8 8% 5
1 18 18% 4
The results show that in Teacher’s Personality, Does not come to class Prepared
for the lessons are agreed by 30% of respondents, Unable to present the subject
matter clearly and systematically are agreed by 33%of respondents, Impatient and
dismissive are disagreed by 30% of respondents, Does not encourage the students
to do their best are strongly disagreed by 30% of respondents and Does not
encourage the students to do their best are strongly agreed by 28% of respondents
that can cause of cutting classes of students.
B. Classmates
Pressure you to do
things you don’t Frequency Percentage Rank
want to do
5 22 22% 2
4 44 44% 1
3 18 18% 3
2 3 3% 5
1 13 13% 4
Peer pressure
5 28 28% 2
4 26 26% 3
3 30 30% 1
2 3 3% 5
1 13 13% 4
Lazy
5 29 29% 2
4 30 30% 1
3 21 21% 3
35 | P a g e
2 5 5% 5
1 15 15% 4
Does not respect

you Frequency Percentage Rank
5 32 32% 1
4 20 20% 3
3 26 26% 2
2 10 10% 5
1 12 12% 4
Dependent
5 27 27% 2
4 33 33% 1
3 23 23% 3
2 4 4% 5
1 13 13% 4
The results show that in Classmates, Pressure you to do things you don’t want to
do are agreed by 44% of respondents, Peer pressure are disagreed by 30% of
respondents, Lazy are agreed by 30% of respondents, Does not respect you are
strongly agreed by 32% of respondents and Dependent are agreed by 33% of
respondents that can cause of cutting classes of students.
C. Classroom Environment
Temperature Frequency Percentage Rank

5 24 24% 2
4 39 39% 1
3 17 17% 3
2 8 8% 5
1 12 12% 4
36 | P a g e
Negative environment Frequency Percentage Rank

5 25 25% 1
4 22 22% 3
3 24 24% 2
2 8 8% 5
1 21 21% 4
Healthiness Frequency Percentage Rank

5 26 26% 2
4 36 36% 1
3 20 20% 3
2 5 5% 5
1 13 13% 4
Lack of sanitation Frequency Percentage Rank

5 25 25% 2
4 30 30% 1
3 22 22% 3
2 11 11% 5
1 12 12% 4
Disorganized classroom can take the focus Frequency Percentage Rank

away from learning
5 25 25% 2
4 37 37% 1
3 20 20% 3
2 7 7% 5
1 11 11% 4
The results show that in classroom environment, the Disorganized classroom
can take the focus away from learning are agreed by 30% of respondents, The
temperature are agreed by 39% of respondents, the healthiness are agreed by 36%
of respondents, the Lack of sanitation are agreed by 30% of respondents and the
Negative environment are strongly agreed by 25% of respondents that can cause of
cutting classes of students
37 | P a g e
Student and teacher relationship Frequency Percentage Rank

5 35 35% 1
4 20 20% 3
3 24 24% 2
2 11 11% 4
1 10 10% 5
Attendance
Teacher’s performance Frequency Percentage Rank

5 36 36% 2
4 39 39% 1
3 10 10% 3
2 6 6% 5
1 9 9% 4
Harms grades Frequency Percentage Rank

5 23 23% 3
4 27 27% 1
3 27 27% 1
2 8 8% 5
1 15 15% 4
Missed lessons Frequency Percentage Rank

5 21 21% 2
4 26 26% 1
3 20 20% 3
2 15 15% 5
1 18 18% 4
Heavy Workload Frequency Percentage Rank

5 31 32% 1
4 16 16% 4
38 | P a g e
3 22 22% 2
2 12 12% 5
1 19 19% 3
The results show that in Attendance, Student and teacher relationship are
strongly agreed by 30% of respondents, Teacher’s performance are agreed by 39%
of respondents, Harms grades are agreed by 27% of respondents and 27% of
respondents also disagree, Missed lessons are agreed by 26% of respondents and
Heavy Workload are strongly agreed by 32% of respondents that can cause of
cutting classes of students.
Academic Performance
Distraction in the class Frequency Percentage Rank

5 28 28% 1
4 27 27% 2
3 21 21% 3
2 8 8% 5
1 16 16% 4
Failing grades Frequency Percentage Rank

5 24 24% 2
4 30 30% 1
3 24 24% 2
2 8 8% 5
1 14 14% 4
Unable to catch up with the lessons Frequency Percentage Rank

5 25 25% 2
4 22 22% 3
3 28 28% 1
2 5 5% 5
1 20 20% 4
Decreased opportunities to learn Frequency Percentage Rank

5 16 16% 3
39 | P a g e
4 37 37% 1
3 25 25% 2
2 8 8% 5
1 14 14% 4
Lack of communication Skills Frequency Percentage Rank

5 30 30% 1
4 26 26% 2
3 20 20% 3
2 5 5% 5
1 19 19% 4
The results show that in Academic Performance, Distraction in the class are
strongly agreed by 28% of respondents, Failing grades are agreed by 30% of
respondents, Unable to catch up with the lessons are disagreed by 28% of
respondents, Decreased opportunities to learn are agreed by 37% of respondents
and Lack of communication Skills are strongly agreed by 30% of respondents that
can cause of cutting classes of students.
Teacher's Personality
40
35 33
30 30 30
30 28 27 27 28
25 24
25 22 22 23 22
19 18
20
15 15 15
15 13
8 9 8
10
5
5
Does not come to Unable to present Impatient and Does not encourage Lack with empathy
class prepared for the subject matter dismissive the students to do
the lesson clearly and their best
systematically
5 4 3 2 1
It shows that in Teacher’s personality, Most of the respondents strongly

agreed in Lack with empathy, other respondents agreed in unable to present
matter clearly and systematically, some of them disagreed in impatient and
dismissive, strongly disagreed in does not come to class prepared40for | P the
age
lessons and others no opinion in Lack with empathy in causes of cutting
classes.
Classroom environment
39
40 37 36
35
30
30
25 26 25 25
24 24
25 22 22
20 20 21 21
20 17
15 12 13
11 11
10 7 8 8
5
5
Disorganized Temperature Healthiness Lack of sanitation Negative
classroom can take environment
the focus away from
learning
5 4 3 2 1
It shows that in Classroom environment, most of the respondents strongly

agreed in healthiness, other respondents agreed in temperature, some of them
disagreed in negative environment, strongly disagreed in lack of sanitation and
others no opinion in Lack of sanitation and negative environment in causes of
cutting classes.
Classmates
44
45
40
35 32 33
30
28 28 30 27
30 26 26
25 22 22 23
20
20
18
15
15
13 13 12 13
10
10 5
5
Pressures you to do Peer pressure Lazy Does not respect ypu Dependent
things you don't want
to do
5 4 3 2 1
41 | P a g e
It shows that in Classmates, most of the respondents strongly agreed in Does

not respect you, other respondents agreed in Pressures you to do things you don’t
want to do, some of them disagreed in Peer pressure, strongly disagreed in Does
not respect you and others no opinion in Lazy in causes of cutting classes.
Attendance
39
40
35 36
35
31
30 27 27 26
24 23
25 22
20 21 20
18 19
20
15 15 16
15 12
11 10 10 9 8
10
6
5
Student and teacher Teacher’s Harms grades Missed lessons Heavy Workload
relationship performance
5 4 3 2 1
It shows that in Attendance, most of the respondents strongly agreed in

teacher’s performance, other respondents agreed in Harms grade, some of them
also disagreed in Harms grade, strongly disagreed in missed lessons and others
no opinion in heavy workload in causes of cutting classes.
42 | P a g e
Academic Performance
40 37
35
30 30
30 28 27 28
25 25 26
24 24
25 22
21 20 20 19
20
16 16
14 14
15
10 8 8 8
5 5
5
Distraction in the class Failing grades Unable to catch up Decreased Lack of communication
with the lessons opportunities to learn Skills
5 4 3 2 1
It shows that in Academic Performance, Most of the respondents strongly

agreed in Lack of communication skills, other respondents agreed in decreased
opportunities to learn, some of them disagreed in unable to catch up with the
lessons, strongly disagreed in Distraction in the class, failing grades and decreased
opportunities to learn and others no opinion in unable to catch up with the lessons.
Statistically, the main reasons of the students in cutting classes are Lack with
empathy in teacher’s personality, Does not respect you in Class, Healthiness in
classroom environment, Teacher’s performance in attendance and distraction in the
class in academic performance in 100 respondents of combined answer in selected
junior and senior high school students.
43 | P a g e
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Based on the findings of the study, the following conclusions are drawn:
1. The main cause of the cutting classes of students in our lady of the lake were
the students who pressure them to do things they don’t want to do. Second is
the classroom temperature. And third is the classroom healthiness.
2. The least factor that caused some of the students to cut class were the
negative environment, lack of sanitation in classroom and lack of empathy of
teachers.
3. Cutting classes affects the teachers’ performance the most. Second is the
student and teacher’s relationship. Third is the workload of the students.
4. From the data gathered from the students, unable to catch up with the
lessons, lack of communication skills and missed are the least effects of
cutting classing.
5. In the given factors, the first one that greatly influences students to cut class
are their classmates. Second is the classroom environment. The least is the
teacher’s personality.
44 | P a g e
RECOMMENDATIONS
1. The students must refrain from cutting classes because it would lead to a lot
of problems.
2. Teachers and administrators must discuss truancy with parents and to the
students.
3. Those who cut class must be punished immediately. Punishments like
suspension and community service must be given to them.
4. Classroom environment must be taken care of. Students should be
disciplined. And teachers must do their best for the sake of their students.
5. The researchers recommend other researchers to use this study for future
reference or to continue this to find solutions for cutting classes of the
students.
45 | P a g e

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Our Lady of the Lake School

51 Viñalon Street Cupang, Muntinlupa City

According to Jaime Vicente Miguel Barnedo Viola, cutting classes become a

they cut classes is because of their teachers

cutting of the students in Our Lady of the Lake School.

Background of the Study

Nowadays, cutting classes is very rampant in almost every school. May it be

their students or children.

Statement of the Problem

This study was conducted to assess the cutting classes of students.

Specifically, it aimed to answer the following questions:

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

1.3 Educational Attainment

High School Level

High School Graduate

students in terms of the ff:

2.1 Teachers Personality

2.3 Classroom Environment

students in terms of the ff:

3.2 Academic Performance

Charlottes Danielson’s theory: The framework may be used for many

task of teaching. The Framework may be used as the foundation of a school or

district’s mentoring, coaching, professional development, and teacher evaluation

more thoughtful practitioners and identifies those aspects of a teacher's

possible description of practice, these responsibilities seek to define what teachers

should know and be able to do in the exercise of their profession.

Figure 1. Danielson’s theory

Scope and Limitations of the Study

Senior High School in Our Lady of the Lake School.

know the reasons and effects of cutting classes to the students.

Significance of the study

help their children from skipping classes.

student’s exams scores, missing pre-exam review and quizzes

Teacher- is a person who helps others to acquire knowledge, competences or

Student- is primarily a person enrolled in a school or other educational institution

who attends classes in a course to attain the appropriate level of mastery of a

preparation or to submit evidence of progress towards that mastery.

pre-adolescence as Howley (2002) points out the developmental needs of young

REVIEW OF RELATED LITERATURE

According to Saeed Mubarak (2012), the role of the teacher in a classroom is

very significant; Therefore, it must be executed with excellence. If a teacher enters

Furthermore, it is to the teacher’s advantage because the feelings of relaxation

before the commencement of the lesson will eventually enhanced productivity. By

pace of teacher-success would have been in motion.

Teacher quality is widely thought of as an essential determinant of academic

performance, yet there is little agreement as to what specific characteristics make a

economic impact of higher student achievement can be profound. Hanushek (2011)

examines the economic value of teacher quality, which is assumed to be a function

measured by student achievement on standardized tests), and the labor market

return to one standard deviation of higher achievement.

“Education is our key to success”. It can give us a better future if we strive

CUTTING CLASSES: A WASTE OF TIME

just a WASTE OF TIME?

BREAK THAT BAD HABIT

now, when it will be? If it’s already too late?

EDUCATION: PASSPORT TO THE FUTURE

doctor, respected lawyer, professional accountant or even a professor of one of the

“Cutting class is a coined term that actually means intentionally not

attending a required class in one’s formal education without a valid excuse/reason.

Cutting of classes is especially rampant in public schools in the Philippines where

lessons they need to learn in order to become academically competent. Teachers

would have to experience unnecessary hassle. They would be charged or filed

According to Gupta, (2017) Class-cutting, for want of a better title, is a