Factors That Affect Thesis

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Cabuyao Integrated National High School
CABUYAO CITY, LAGUNA
FACTORS THAT AFFECT POOR ATTENDANCE OF SELECTED GRADE

10 SECTION (HERTZ, FLEMING, FARADAY, DARWIN, KELVIN) IN
CABUYAO INTEGRATED NATIONAL HIGH SCHOOL
S.Y. 2018-2019
By:
Alimagno, Rio Myca P.
Alegre, Neil Kervey
Completo, Jeanette S.
Laynesa, Angelo B.
Loreto, Christine Dulce B.
Mondal, Patrick M.
Salcedo, Johann Rexemei N.
Crystal Noelyn Vinalay
Adviser
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Acknowledgement
This research paper is made possible through the help and support of everyone around them.
Please allow the researchers to extend their gratitude towards the following significant advisors
and contributors:
First, the researchers would like to thank to their adviser, Mrs. Noelyn Crystal Vinalay for the
outmost support throughout the study for the long lasting patience she had to be able to give
never ending advices and motivation to the researchers.
Second, the researchers sincerely give their acknowledgement to their parents, family and
friends, who provided advices and financial support. This would not be possible without all of
them.
Above all, the researchers show their endless love and gratitude to our All Mighty God. We
researchers appreciate everything that makes this research possible to the help and support of our
All Mighty God.
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CHAPTER 1: PROBLEM AND ITS BACKGROUND
INTRODUCTION
Going to school is very important because it is connected to the future of the students, it gives
them knowledge about necessary concepts, also allows the student interact with one another, it
helps develop the skills of the students academically and socially. They are having fun in school.
Children who regularly attend school might be less likely to get involved in antisocial behavior
or crime. That’s why students should be present in school in order to learn. But most of the
youngest nowadays are academically at risk due to poor attendance or extended absences. They
base the willingness of a student to learn by getting the attendance rate of each student so that’s
why school must get the attendance rate.
Poor attendance is an alarming problem to administrations, teachers, parents, society and
especially to the students. Poor attendance will indicate to low performance or lack of poor
academic performances. One of the minor reasons why student experience lack of
social/communication skill and it is also the reason why the student don’t want to go to school
because that child do experience bullying cause of the poor attendance Public education system
is based on the students should regularly attend school. Poor attendance are usually the reason
why there’s a lot of student who failed in every classroom and it will lead to laziness of a student
going to school. Poor attendance can affect the emotional performance of every student who has
a lot of absences. It is related to the social, physical, and emotional reasons why it affect students
it causes a lot of negative development on every student’s school attendance. In fact, students
need to attend school daily to succeed. However experts says illness, financial difficulties, age,
social rank, geographical region, attitudes of teachers, weak school management, high
education cost and weather condition can cause absenteeism. Poor attendance can be
absenteeism, absenteeism is a practice of staying away from school with no good reasons.
Absenteeism is usually unplanned absent of a student it indicates a poor performance of a student
in school. One of the causes of absenteeism is mental distress.
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OBJECTIVE
To find out what are the factors that affects poor attendance of the students.
STATEMENT OF THE PROBLEM

The study aims to determine the factors that affects why the students have a poor attendance.
The specific questions that the researchers aim to be answered are the following questions:
1. The demographic profile of the respondents in terms of:

a. Sex
b. Age
c. Section
2. Factors affecting the poor attendance of the selected students in terms of:
a. Time
b. Health
c. Location
SCOPE AND DELIMITATION

The limit of the study is only to know the factors that affect poor attendance in selected Grade
10 in Cabuyao Integrated National High School. What could be the possible factor for these?
Also we should know why absenteeism or poor attendance affect the school performances.
This research was done during the school year S.Y. 2018-2019
The respondent are the Grade 10 Hertz, Fleming, Darwin, Faraday and Kelvin. The data
gathering was conducted by the researcher.
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SIGNIFICANT OF THE STUDY
This research is concern about the factors that may affect poor attendance among the students
and also the teachers.
Teachers. The findings of this research would help the teachers to know what the factors that
affects student’s poor attendance.
Students. The study will enlighten and inform the students that this kind of act can cause failure
and they will have knowledge about absenteeism.
Parents. This work or study will help the parent to learn more and have a knowledge about poor
attendance. It will also help the parent to be more aware about the factors that may affect poor
attendance of their child.
ASSUMPTION OF THE STUDY
The researchers assume there’s a lot of factors affecting poor attendance of the students.
Time, Location and Health are the major factors that cause a lot of affection why students have a
poor attendance.
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DEFINITION OF TERMS
Absence- the state of being away from a place or person.
Absenteeism – The practice of regularly staying away from work or school without good
reasons.
Academic– relating to schools, collages, and universities, or connected with studying

and thinking, not with practical skills
Anti-social - contrary to the laws and customs of society, devoid of or antagonist to sociable
instincts or practices.
Attendance- is action or state of going regularly to or being present to a place or event.
Communication – the imparting or exchanging of information or news.
Interact- act in such the way on have an impression or another; reciprocal
Knowledge- facts, info, and skills non-inheritable by someone through expertise or education;
the theoretical or sensible understanding of topic.
Management- the process of coping with or dominant things or folk.
Variables- is defined as anything that has quantity o
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CHAPTER 2: Review and Related Literature
Researchers have focused notably on pupil level predictors associated with continual
absenteeism and truancy. Predictors at the scholar-degree relate to the scholar’s bodily and
intellectual fitness; perceptions of college; as well as the supply of circle relatives and network
resources these predictors provide the maximum direct link to student attendance whereas
different predictors so as to be mentioned are frequently mediated scholar predictors broadly
include the perceptions of the school. Predictors of absenteeism and truancy can be found
outside and inside of the college environment. Bimler and Kirkland (2001) indicated that there
may be as many as 10 one-of-a-kind 'warm spots' which can are expecting pupil absenteeism and
truancy. Those 'hot spots' widely consist of: school conditions; home-based totally behavioral
issues; psychological issues; own family background; faculty-based behavioral problems; peer
problems; in addition to lack of motivation or interest in college. Those issues align with extra
recent evaluations of literature concerning student absenteeism, truancy, and faculty avoidance
behavior (Kearney, 2008). As Kearney's (2008) complete overview of literature related to high
school absenteeism and college refusal conduct suggests absenteeism can be linked to bodily
8conditions, psychiatric conditions, category and proximal variables, contextual chance
elements, as well as move-cultural variables. Every of these variables has been shown to
persuade pupil attendance. The literature related to predictors of continual absenteeism and
truancy has been grouped into 4 large classes in this review. First, research concerning scholar
predictors of attendance is presented. This dialogue reflects the most advanced studies base and
broadly explains the man or woman characteristics that have an effect on student attendance.
Next, determine and family predictors are reviewed. Those factors have received multiplied
attention in recent years however remains an area wherein greater studies are needed. Faculty-
degree predictors are mentioned subsequent. The discussion of school-degree factors includes
structural, cultural, and social situations within the faculty. These elements also relate to the
physical situation of the college. Subsequently, community predictors are discussed.
Community-stage predictors have best these days obtained attention from researchers and are for
this reason an area of research that requires similarly elaboration. Researchers have targeted
considerably on pupil-stage predictors associated with persistent absenteeism and truancy.
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Predictors at the Scholar-stage relate to the scholar's bodily and mental health; perceptions of
college; as well as the provision of own family and network sources. These predictors offer the
maximum direct link to student attendance while different predictors on the way to be discussed
are regularly mediated. Scholar predictors widely consist of the scholar's bodily and intellectual
health in addition to their perceptions of school. Determine and own family elements (i.e.,
whether or not the student is living in a single-parent household, own family socioeconomic
fame, parental unemployment, domestic ownership, and so forth.) have also been proven to
expect school attendance. Gottfried (2011) mentioned that it has historically been difficult for
researchers to disassociate student and family traits in analyses that study college attendance.
Indeed, in his analysis of records obtained from Philadelphia, he discovered that past studies may
additionally Have underestimated the effect of figure and own family predictors might also had
been under-estimated in preceding studies. Regardless of this statement, present studies shows
that there are unique circle of relatives-associated elements that affect college attendance.
Government officers, teachers' businesses, and individual mother and father all have voiced their
concerns over the need to expand policies and practices to counteract the issues dealing with our
state's faculties these days along with the dropout price, drug abuse, and declining schooling
overall performance (Bernstein, 1990). Bad attendance arouses strong feelings in teachers,
mother and father, individuals of the instructional guide offerings, academic administrators,
politicians, and pupils. Those sturdy feelings are expressed in extraordinary and regularly
thirteen contradictory methods, relying at the man or women personal attitude (Galloway, 1985).
All and sundry who has skipped or needed to repeat a grade, has been positioned in or excluded
from a special program, or has been denied educational credit due to absences is aware of the
significance of nearby college guidelines. Even as scholarly attention has tended to focus on
federal and nation education policy, people who attend and work in colleges recognize that their
lives can be affected substantially via policy made at the school and district stage. Data for this
study was collected via a survey of 581 students from the 9th – 11th grades, selected with cluster
sampling from secondary schools in Burdur. Among the respondents, 44% were males and 56%
females. The data collection instrument consisted of five sections including personal
information, causes of absenteeism, school commitment, quality of school environment, and
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Parental control. The Causes of Absenteeism Scale was developed by the researchers for
secondary school students. The scale consists of three dimensions: individual, family, and
school-based reasons. Parental Behavioral Control was assessed using a 20-item measure
recording the degree to which a parent monitors the adolescent’s behavior or actions. The School
Attachment Scale was used to measure the degree of children’s and adolescents’ school
attachment. Comprehensive School Climate Assessment Scale dimensions (teacher-student
relationship and student activities) and Quality of Life Scale dimensions (student relationship
and school management) were used to measure the quality of the school environment. The model
was tested using LISREL 8.3 with maximum likelihood estimation.
In the secondary school level, there are many factors that directly and indirectly influence
student achievement. Therefore, studies have been conducted in many areas including teaching
approaches, learning styles, curriculum, and teacher training in order to improve secondary
education quality and the academic achievement of students while trying to develop new
approaches and applications based on these new approaches. Student attendance is one variable
that has a significant impact on student achievement. The research on the relationship between
academic achievement and school attendance proves the relationship between course or
graduation grades or standardized test scores and school or course attendance (Lamdin, 1996;
Barrington & Hendricks, 1989; Rood, 1989; Alexander, Entwisle & Horsey, 1997; Nichols,
2003; Roby, 2004; Sheldon, 2007; Gottfried, 2010). Based on these results, some researchers
suggest that attendance level is a determinant of academic success as well as a direct indicator
(Phillips, 1997; Lehr, Sinclair & Christenson, 2004; Sheldon, 2007). In addition, low attendance
rates of students not only predict the academic success but also predict high risk factors for
future education (Connell, Spencer & Aber, 1994; Chen & Stevenson, 1995; Nichols, 2003;
Lehr et al., 2004). Therefore, the continuous increase in absenteeism is among the most
important problems in secondary schools today (Martin, 1991, DeKalb, 1999; Rood, 1989).
These findings, derived from administrative records of secondary education, reveal that there is a
rapid increase at absenteeism at this stage. Data related to absenteeism shared by the Ministry of
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Education shows that there is a rapid increase in absenteeism at 2009-2010 compared to 2008-
2009.
Physical Health
Student Physical Health was the most frequently identified factor contributing to chronic
absenteeism. Physical health played a significant role in missed school for 36% of chronically
absent students. Included within the student physical health category were health issues ranging
from flu to headaches to asthma to dental care. No single health issue stood out over others, but it
does appear that communicable diseases (such as flu and cold) have the largest impact, as
opposed to chronic conditions (such as asthma or diabetes).
Parent/Caregiver Discretion
Parent/Caregiver Discretion was identified as a contributing factor for 31% of chronically absent
students. Included in the category of parent/caregiver discretion were issues such as parental
understanding of the importance of attendance/school, parent stress, parent work schedule, and
family travel.
Transportation
Transportation was identified as a contributing factor to missed school by 28% of chronically

absent students. Challenges reported in the transportation category include inconvenient access,
having to drop students off at multiple school sites, and time. The inconvenient nature of
transportation was the most commonly reported challenge within the category. Distance, time,
and frequency of service are all transportation issues that discourage students from regular
attendance. Of note is that safety on the way to or from school had a lesser reported influence on
attendance. Safety was reported as a concern for less than 10% of the chronically absent student
population.
Academic Issues
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Academic issues were identified as causing absenteeism for slightly more than one-fourth of
chronically absent student participants. Issues reported in this category included preparedness,
boredom, and understanding. Among these issues, boredom played the largest role.
Boredom was noted as an aversion to attendance for 42% of chronically absent high school
students. Perceived relevance and level of challenge of curricula were issues cited that led to
academic boredom. The age-group of chronically absent students with the second-highest
reported rate of boredom was K-3rd grade. This finding is concerning in that it is the first years
of school that set the foundation for ongoing learning and establish students’ expectations for the
educational environment.
Relationship Issues
Relationship issues were reported as contributing to missed days for more than one in five
chronically absent students. Identified challenges included relationship issues with other
students, as well as relationship issues with adults at the school. The divide was fairly even with
18% of students having peer relationships identified as a challenge, and 16% with adult
relationships identified as a challenge (with many reporting both). It is important to note,
however, that there is a correlation with age. Three days, if you multiply that out by nine months,
is five weeks a year," Mr. Ginsburg said. "You've got more than a quarter of the below-basic kids
who are going to miss five weeks of school a year or more," he said, noting that only 8 percent of
students at the advanced level had missed that much school. "That, to me, would be something
that if you are a chief state school officer or a superintendent, you might worry about."
The study showed that being absent for three days in a month strongly correlates with poor
performance. As educators, it is important to know the threshold. Drawing policies on school
intervention regarding absenteeism requires guiding information on where to draw the line.
Policies cannot be simply drawn out of thin air. Three days in a month, that number, a result of
research, is a useful guide for teachers and school administrators. The study as described by the
Article is only an initial analysis of the data. Ongoing research will continue to unravel further
the underlying factors that result into absenteeism. This is an important task since this
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information likewise is necessary to design the interventions that are relevant. "Sure, the
connection between attendance and achievement is obvious. But do you know how many
students in your district or your school are missing 10% of the school year, the point where
research shows that absenteeism undermines academic performance? Unless you live in
Maryland, probably not. Most schools measure average daily attendance (who shows up) and
truancy (who's skipping). But they don't look at who's missing too much school in excused and
unexcused absences. When they do, they get to some of the "why"--asthma, homelessness,
transportation problems, boredom--and they can figure out how to address it." The researchers
studied the phenomenon of absenteeism in detail for the purpose of this research. The target
population was specifically only those students who were the victims of absenteeism. Only
making them a part of the study was done purposely, along with them, their parents also
participated in the research. The researchers intended to view the problem at hand with the
microscopic lens that is why they engaged every immediate stakeholder in the research. Teachers
and heads of the schools were also a part of the sample. The researchers developed a tool for
absenteeism especially for this research. The tool was validated and was found reliable. The first
contribution of this research was the development of the tool. Later, in the process, the data were
so sophisticated and researchers analyzed the data separately for each segment of the sample.
Different factors were explored by each segment from their perspectives. Most rated factors
were: Social factors, school environment factors, psychological factors, media factor and
teacher’s behavior factor. These factors may not be entirely new for the body of knowledge and
the researchers did not claim that they have added to what was already known to them. But still,
the researchers believe that the findings of this study were validated JPUHS, Vol.30, No.1, and
January - June, 2017 24 because of its design and inclusion of every immediate stakeholder. Not
finding the solutions to the problem of absenteeism was a limitation of this research and
researchers suggested to conduct an exclusive research on finding solutions of the problem.
Some of the factors which have been noted during the research and teaching/learning experience
1. Student Factors
2. Health factors
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3. Psychological Factors
4. School Factors
5. Parent Factors
6. Financial Factors
7. Community Factors
All the above-mentioned and many other factors have made this problem even grave. The factors
revealed in the body of knowledge may vary from region to region and context to context.
Absenteeism leads to poor grades which lead to failure and/or dropouts. The same students
usually do not get right employment, hence it creates a vicious circle.
CURRENT STUDY
When examining the related literature, plenty of studies take place about the reasons and effects
of student absenteeism in abroad. However, in our country, this issue is not taken into account
enough. In addition, it is important note that the variables taken into consideration in this study
were examined separately by previous studies. On the other hand, integrated examination of
these factors in a single study may provide us the beneficial information about the nature of
relationship among these variables. In consequence, the aim of this study is to examine
relationship between personal factors (academic self-perception, attitudes towards teacher and
school, motivation and goal valuation), family characteristics (parents’ educational level and
income), student absenteeism and academic achievement in structural equation model. Within
personal factors, previous studies have found associations between student absenteeism,
academic self-perception (Corville-Smith, Ryan, Adams, & Dalicandro, 1998), motivation
(Moore, Armstrong, & Pearson, 2008), attitudes towards teacher and school (Attwood & Croll,
2006; Valiente, LemeryChalfant, Swanson, & Reiser, 2008). In addition previous studies have
also found that these personal factors were related with academic achievement (McCoach &
Siegle, 2003). These studies reported students with negative academic self-perception, negative
attitude towards teacher and school, and lower level of motivation had high rate of absenteeism.
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Thus, it is hypothesis that personal factors would be predictor of previous and current
absenteeism, and academic achievement. Student absenteeism is also related with family factors.
Previous studies found link between student absenteeism, academic achievement (Hortaçsu,
1995), parents’ education level (Henry, 2007) and socioeconomic status family (Ingul et al.,
2012). The common findings of these studies were students from low level SES and education of
family had high rate of school absence and low level of academic achievement. It is hypothesis
that family factors would be predictor of previous and current absenteeism, and academic
achievement. Finally, the different views exist on the relationships between absenteeism and
academic achievement. Some authors noted that students who attend school regularly have
higher academic achievement than students with high absences (e.g. Klem & Connell, 2004).
The other group authors believed that student with low level of academic achievement were
more likely to have a higher rate of school absence (Devadoss & Foltz, 2001). It may be
expected that there is a reciprocal relationship between academic achievement and student
absenteeism. In other words, while student absenteeism may affect academic achievement,
academic achievement may affect student absenteeism as well. Thus, it is hypothesis that
previous absenteeism would predict previous academic achievement in turn previous academic
achievement would predict current absenteeism.
Here are six reasons kids are missing school, and ways families can help their children in the
classroom:
1. Bad grades
Struggling in class can be demoralizing for students, and leaves them wondering whether it’s
worth going to school in the first place. However, a little bit of effort at home can go a long way?
Whether it’s free tutoring, mentoring, or afterschool learning programs, there are multitudes of
ways to inspire confidence in students, and help them feel that more welcome in the classroom.
2. Bullying
Though academic difficulties are problematic, for many students, bullying can make school feel
unsafe, both physically and emotionally. Recognizing the signs of bullying is an important step
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for teachers and parents alike. And while children can be reluctant to talk about bullying they’re
experiencing, there are plenty of resources, even apps that offer tips on how to have these kinds
of conversations.
3. Illness
When most people think of absences, calling in sick is probably what comes to mind. Sometimes
it’s unavoidable, but there are ways families can minimize illness-related absences and ensure
their child still gets the education they deserve. Good health is essential to a child’s well-being,
so encouraging good diet and exercise. When students do feel unwell, it’s worth it for families to
ask whether their child is too sick to go to school.
4. Caring for another family member
Whether it’s a younger sibling, a grandparent, or someone with special healthcare needs,
oftentimes students are spending time helping their family instead of being at school. It’s a tough
choice students and families shouldn’t have to make, but there are ways of easing the burden
caregiving places on families. There are resources to help locate eldercare services, affordable or
even free childcare, and even planned or emergency care.
5. Mental or emotional health issues
Mental and emotional health issues can be a perfectly valid reason for missing school. But it’s
important for families to work with schools so students can move forward, as extended absences
can exacerbate both academic and emotional problems. Families should understand the range of
a child’s emotions and behaviors that might not entail missing school, and understand how to
identify and help children through more serious mental health issues when they do arise.
6. Difficulties with housing or food
When a family is worried about whether their child has enough food on their plate or a roof over
their head, school can be a secondary consideration. If these challenges are preventing students
from coming to school, educators should make a concerted effort to point families in the right
direction to alleviate these burdens. The National Center for Homeless Education offers parent’s
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ways to ensure their kids are still able to learn while experiencing homelessness. 2-1-1 can offer
essential information on how families can meet food and housing needs.
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CHAPTER 3: REASEARCH METHODOLOGY
This chapter includes the sampling design, research locale, data gathering instrument and the
statistical treatment utilized in analyzing and interpreting the data gathering.
RESEARCH DESIGN
The researcher used the descriptive method of research utilizing the questionnaire checklist
which served as a tool in gathering data information. The study utilized the descriptive method of
research to bring out the answer to the statement of the problem.
RESEARCH INSTRUMENT
The instrument used was a researcher-made questionnaire checklist to gather the needed data
for the student’s profile. The draft of the questionnaire was drawn out based on the researcher’s
readings, health, location, and handling time. The questionnaire has a 5 scale chart and was
design to obtain information on the factors that affect the poor attendance of the student and the
profile of the respondents in terms of age, gender, and sex.
SAMPLING DESIGN
In this study the researcher used handmade/questionnaire to measure the variables of the
factors that affect the poor attendance of the student which is time, health, and financial.
STATISTICAL TREATMENT APPLIED
Students were statistically analyzed with the help of the research instrument. To measure the
percentage of frequency, age and gender of the respondents, the equation that follows is used:
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FORMULA:
PERCENTAGE
P = f/n x 100
Where
P = percentage
f = frequency of the respondents
n = total number of the respondents
100 = C (Constant)
FORMULA:
MEAN
x̅ = Σ X / n
Where
x̅ =
x = the value
n=total number of respondents
Σ = the sum
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DATA GATHERING
Before the researchers will conduct their research, they done up permission to their
teachers/adviser. After the approval, they will give the survey questionnaires to the selected
Grade 10 students in CINHS. The questionnaires was personally supervise and was given by the
researchers to the respondents for their individual answered. Afterwards, the questionnaire was
retrieved by the researcher and then tallied and tabulated accordingly.
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CHAPTER 4: PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION
Presented in this chapter the presentation of data, analysis and interpretation on the
determining the factors that affect the poor attendance of selected Grade 10 students.
Profile of the students
AGE HERTZ DARWIN FARADAY KELVIN FLEMING FREQUENCY PERCENT
15 4 3 2 2 4 15 15%
16 14 16 16 14 12 72 72%
17 2 0 1 3 3 9 9%
18 0 1 1 1 1 4 4%
=100 =100%
GENDER HERTZ DARWIN FARADAY KELVIN FLEMING FREQUENCY PERCENT

Male 10 10 10 10 10 50 50%
Female 10 10 10 10 10 50 50%
Total= 100 100%
SECTION MALE FEMALE F M N PERCENT

HERTZ 25 25 10 10 20 20%
DARWIN 25 24 10 10 20 20%
FLEMING 25 23 10 10 20 20%
KELVIN 25 26 10 10 20 20%
FARADAY 26 23 10 10 20 20%
total: 100 100%
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This table presents profile of the respondents in terms of age and gender.
As shown on the table, out of the 100 respondents, 15 or 15 % aged 15, 72 or 72%
respondents aged 16, in 100 respondents 9 or 9 % aged 17, and in 100 respondents 4 or 4% aged
18. The table also shows 50 or 50% out of 100 respondents were male and also 50 or 50% out of
100 respondents were female. And each section has 20% of respondents which is 10 are female
and 10 are male.
TABLE 1.1:
TIME
(1) Always (2) Often (3) Seldom (4) Sometimes (5) Never
Q. Questions Response Total

No
TIME (1) (2) (3) (4) (5)
1. I sleep on time every night. 14% 18% 27% 24% 17% 100%
In table 1.1 question no. 1, 14% of the respondents answered always, 18% of the respondents
answered often, 27% of the respondents answered seldom, 24% of the respondents answered
sometimes and 17% of the respondents answered never. Therefore the table 1.1 shows that some
of the students don’t sleep on time every night.
TABLE 1.2
TIME (1) (2) (3) (4) (5)

2. I have at least 8 hrs. of sleep every 17% 21% 22% 24% 16% 100%
day.
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sometimes and 16% of the respondents answered never. Therefore table 1.2 shows that students
lack of sleep every day.
TABLE 1.3
TIME (1) (2) (3) (4) (5)

3. I wake up early in the morning. 31% 9% 11% 22% 27% 100%
In table 1.2 question no.3. 31% of the respondents answered always, 9% of the respondents
sometimes and 27% of the respondents answered never. Therefore some of the students wake up
early in the morning.
TABLE 1.4
TIME (1) (2) (3) (4) (5)

4. I use alarm clock to wake me up. 27% 19% 20% 16% 18% 100%
In table 1.4 question no. 4. 27% of the respondents answered always, 19% of the respondents
sometimes and 18% of the respondents answered never. Therefore some of the students use
alarm clock to wake up.
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TABLE 1.5
TIME (1) (2) (3) (4) (5)

5. I manage my time properly every 23% 24% 21% 18% 14% 100%
morning.
sometimes and 14% of the respondents answered never. Therefore students lack of time
management.
TABLE 1.6
TIME (1) (2) (3) (4) (5)

6. I prepare my things in advance. 15% 22% 20% 24% 19% 100%
sometimes and 19% of the respondents answered never. Therefore, the table shows that students
don’t prepare their things in advance and the study shows that students are lazy every morning
when going to school.
TABLE 2.1
FINANCIAL
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Financial (1) (2) (3) (4) (5) 100

7. I have enough allowance every 19% 29% 22% 16% 14% 100%
day.
In Table 2.1 question no. 6, 19% of the respondents answered always, 29% of the respondents
sometimes and 14% of the respondents answered never. Therefore some of the students don’t
have enough allowance to spend every day and most of them have enough.
TABLE 2.2
Financial (1) (2) (3) (4) (5) 100

8. I spent my money more on 22% 24% 22% 15% 17% 100%
transportation.
sometimes and 17% of the respondents answered never. Therefore, most of the students spent a
lot of money in transportation. But, some of them prefer not to spend their money.
TABLE 2.3
Financial (1) (2) (3) (4) (5) 100

9. I have enough money for 33% 21% 23% 14% 9% 100%
school needs.
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sometimes and 9% of the respondents answered never. Therefore, Most of the students has
enough money for school need and some of them don’t.
TABLE 2.4
Financial (1) (2) (3) (4) (5) 100

10. I have money for my other needs 15% 32% 28% 16% 9% 100%
such as school projects.
In table 2.4 question no. 10, 15% of the respondents answered always, 32% of the
respondents answered often, 28% of the respondents answered seldom, 16% of the
respondents answered sometimes and 9% of the respondents answered never. Therefore,
most of the students spend their money in school projects and other school stuffs and some of
them don’t.
TABLE 3.1
HEALTH
Health (1) (2) (3) (4) (5)

11. Do you eat properly and regularly? 31% 29% 25% 12% 3% 100%
In table 3.1 question no 11, 31% of the respondents answered always, 29% of the
most of the students eat regularly before or after going school and some of them are not.
25
TABLE 3.2
Health (1) (2) (3) (4) (5)

12. Do you sleep 8-10 hrs. a day? 17% 21% 23% 24% 15% 100
sometimes and 15% of the respondents answered never. Therefore table 3.2 shows that students
lack of sleep every day.
TABLE 3.3
Health (1) (2) (3) (4) (5)

13. Do you experience illness when coming 17% 26% 25% 21% 11% 100%
to school?
some of the students don’t go to school because they are ill.
TABLE 3.4
Health (1) (2) (3) (4) (5)

14. Do you experience headache while doing 25% 31% 20% 19% 5% 100%
your school works?
26
most of the students experience headache while doing their school works and few of them
don’t.
27
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
SUMMARY OF FINDINGS
This study is conducted at Cabuyao Integrated National High School. The study was
aimed to find the factors that affect the poor attendance of the selected Grade 10 students
section (Hertz, Faraday, Fleming, Kelvin, and Darwin) of CINHS school year 2018-2019.
In variable time, it shows that the students lack of time management, most of them wake up
early in the morning, they use alarm clock to wake up, some of them manage their time
properly but they don’t sleep on time every night, they don’t have at least 8 hours of sleep a
day and they don’t prepare their things in advance.
In variable financial, it shows that the students has a problem when it comes to financial
needs, some of them have enough money for school needs but most of them don’t have
enough allowance, they spent more on transportation, they don’t have enough money for
other needs such as school projects.
In the variable health, it shows that health don’t really affect poor attendance, they eat
properly and regularly, they are still healthy although they don’t sleep on time properly and it
does not affect the poor attendance of the student.
28
CONCLUSIONS:
1. The students are lack of time management.

2. The students don’t have enough money for their school needs.
3. They experienced headache due to excessive schoolwork.
RECOMMENDATION:
1. Students should learn how to manage their time properly.

2. Students should save their money.
3. The students should eat nutritious food and have a daily exercise so they can have a
healthy body and can attend school every day.
4. Teachers should know how to interact with the students with poor attendance.
5. Parents should give extra attention to their child to mend their ways and make their child
regular in class.
6. Parent and teachers must have a good relationship with one another to benefit the student.
29
BIBLIOGRAPHY
REFERENCES:
https://www.merriam-webster.com/
https://www.doe.in.gov/student-services/attendance/contributing-factors-absenteeism
https://files.eric.ed.gov/fulltext/EJ1097992.pdf
https://regionalchange.ucdavis.edu/sites/g/files/dgvnsk986/files/inline-
files/N%20Erbstein%20Brief_Factors-Influencing-School-Attendance.pdf
https://www.philippinesbasiceducation.us/2013/01/absenteeism-and-student-performance.html
http://pu.edu.pk/images/journal/HistoryPStudies/PDF_Files/1_V-30-No1-Jun17.pdf
www.academia.edu/10614063/Absenteeism
https://files.eric.ed.gov/fulltext/EJ1130748.pdf
https://www.naesp.org/communicator-september-2016/six-causes-and-solutions-chronic-
absenteeism
30
QUESTIONNAIRE:
FACTORS THAT AFFECT POOR ATTENDANCE (ABSENTEEISM) OF SELECTED
GRADE 10 SECTION (HERTZ, DARWIN, FARADAY, FLEMING AND KELVIN) IN
CINHS S.Y. 2018-12019
Name: ____________________________________________________________
Age: __________ Gender: _________________ Section: __________________
DIRECTION: Please do answer the ff. properly by putting check (✔) on each column. Each
number represent:
1 2 3 4 5
TIME
1. I sleep on time every night.
2. I have at least 8 hrs. of sleep every day.
3. I wake up early in the morning.
4. I use alarm clock to wake me up.
5. I manage my time properly every morning.
6. I prepare my things in advance.
FINANCIAL
7. I have enough allowance every day.
8. I spent my money more on transportation.
9. I have enough money for school needs.
10. I have money for my other needs such as school projects.
HEALTH
11. Do you eat properly and regularly?
12. Do you sleep 8-10 hrs. a day?
13. Do you experience illness when coming to school?
14. Do you experience headache while doing your school works?
RESEARCHER’S PROFILE
31
Alimagno, Rio Myca
Age: 16
Birthday: March 11, 2003
Birth Place: Calamba Doctor’s Hospital
Address: 380 Sala, Cabuyao City, Laguna
Citizenship: Filipino
Language Dialect: English
Name of Parent/Guardian: Amy Alimagno
Parent/Guardian’s Occupation: House Wife
Education Background:
High School: Cabuyao National High School
Elementary School: Nuigan Elementary School
32
Alegre, Neil Kervey
Age: 15
Birthday: October 25, 2003
Birth Place:
Address: Sto. Niño Cabuyao Laguna
Language Dialect: Tagalog
Name of Parent/Guardian: Erna Alegre
High School: Cabuyao Integrated National High School
Elementary School: Sala Elementary School
33
Completo, Jeannette
Age: 17
Birthday: January 5, 2002
Birth Place: Sta. Rosa Laguna
Address: Cabuyao Laguna
Name of Parent/Guardian: Genelyn Completo
High School: Cabuyao Integrated Ational High School
Elementary School: Malitlit Elementary School
34
Laynesa, Angelo
Age: 16
Birthday: November 19, 2002
Birth Place: Cabuyao Hospital
Address: Blk. 24 Lot 19 Southville Marinig, City of Cabuyao, Laguna
Name of Parent/Guardian: Romelyn Laynessa
Elementary School: North Marinig Elementary School
35
Loreto, Christine Dulce
Age: 16
Birthday: October 4, 2002
Birth Place: Altarez Cavite
Address: Cabuyao, Laguna
Name of Parent/Guardian: Rufina Blas
Parent/Guardian’s Occupation: House wife
High School: Cabuyao Integrated Nation High School
Elementary School: Banay-banay Elementary School
36
Mondal, Patrick
Age:16
Birthday: November 6, 2002:
Birth Place: Dita, Sta. Rosa, Laguna
Address: 1936 Dita, Sta. Rosa, Laguna
Name of Parent/Guardian: Janette Mondal
Parent/Guardian’s Occupation: OFW
Elementary School: Cabuyao Central
37
Salcedo, Johann Rexemei N.
Age:15
Birthday: November 16, 2003
Birth Place: Calamba Doctor’s Hospital
Address: #21 Rosario Village Sala Cabuyao Laguna
Name of Parent/Guardian: Rexcelvin B. Salcedo
Parent/Guardian’s Occupation: Forklift Operator
Elementary School: Cabuyao Central
38

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Republic of the Philippines

FACTORS THAT AFFECT POOR ATTENDANCE OF SELECTED GRADE

Alimagno, Rio Myca P.

Alegre, Neil Kervey

Loreto, Christine Dulce B.

Salcedo, Johann Rexemei N.

Crystal Noelyn Vinalay

CHAPTER 1: PROBLEM AND ITS BACKGROUND

STATEMENT OF THE PROBLEM

1. The demographic profile of the respondents in terms of:

SCOPE AND DELIMITATION

SIGNIFICANT OF THE STUDY

ASSUMPTION OF THE STUDY

Absence- the state of being away from a place or person.

Academic– relating to schools, collages, and universities, or connected with studying

Attendance- is action or state of going regularly to or being present to a place or event.

Communication – the imparting or exchanging of information or news.

Interact- act in such the way on have an impression or another; reciprocal

Management- the process of coping with or dominant things or folk.

Variables- is defined as anything that has quantity o

CHAPTER 2: Review and Related Literature

Transportation was identified as a contributing factor to missed school by 28% of chronically

4. Caring for another family member

5. Mental or emotional health issues

6. Difficulties with housing or food

CHAPTER 3: REASEARCH METHODOLOGY

STATISTICAL TREATMENT APPLIED

f = frequency of the respondents

n = total number of the respondents

n=total number of respondents

CHAPTER 4: PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

Profile of the students

AGE HERTZ DARWIN FARADAY KELVIN FLEMING FREQUENCY PERCENT

GENDER HERTZ DARWIN FARADAY KELVIN FLEMING FREQUENCY PERCENT

SECTION MALE FEMALE F M N PERCENT

Q. Questions Response Total

TIME (1) (2) (3) (4) (5)

TIME (1) (2) (3) (4) (5)

TIME (1) (2) (3) (4) (5)

TIME (1) (2) (3) (4) (5)

TIME (1) (2) (3) (4) (5)

Financial (1) (2) (3) (4) (5) 100

Financial (1) (2) (3) (4) (5) 100

Financial (1) (2) (3) (4) (5) 100

Financial (1) (2) (3) (4) (5) 100

Health (1) (2) (3) (4) (5)

Health (1) (2) (3) (4) (5)

Health (1) (2) (3) (4) (5)

Health (1) (2) (3) (4) (5)

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

1. The students are lack of time management.

1. Students should learn how to manage their time properly.

Alimagno, Rio Myca

Birthday: March 11, 2003

Birth Place: Calamba Doctor’s Hospital

Address: 380 Sala, Cabuyao City, Laguna

Language Dialect: English

Name of Parent/Guardian: Amy Alimagno

Parent/Guardian’s Occupation: House Wife

High School: Cabuyao National High School

Elementary School: Nuigan Elementary School

Alegre, Neil Kervey

Birthday: October 25, 2003

Address: Sto. Niño Cabuyao Laguna