1

Chapter I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Background of the Study

A child or student’s interest is the most basic

element that makes a group learning system work in an

organize way. From the head to the base members of this

organization, the condition of one may affect the others.

This kind of educational system is comparable to a series

light connection where in the state of one greatly affects

the others. Population and the percentage within that

population which causes negative feedbacks can be the

primary reason of a poor product. The group or classroom

type of organized way of learning has given that impact to

the community being the commonly used system. Its

effectiveness has been proven and has never been out of

fashion.

The relationship between the student’s physical

presence on class discussions and their learning

performance are greatly relative. Class participation is

just one way of measuring a child’s learning ability. In a

class, the teacher-student relationship is one of the most

fundamental units in student’s learning.

 2

Learning in a system of group collaboration is one of

the best ways in gaining knowledge. It is a teamwork which

the framework relies on an individual learning from the

others and others learning from that individual.

When a student misses a day of school he/she must

have lost the chance to hear others, interpret and

analyzing the lessons or joins the interaction within the

class. This lost is being rooted to two different courses

and varying factors under these courses. The inquiry might

be a family situation or an individual problem. Then,

under these courses are the factors that contribute to a

child’s regular truancy. These may be finance concerns,

disability, psychotic imbalance, poor school climate,

family health, transportation problems, drug and alcohol

use, and differing community attitude towards education

(Savers, D. etal,2005).

Absenteeism in one angle view point is one of the

most common causes of degrading performances of the

students. Especially to those who are included in the

advance intelligence curriculum, absenteeism causes a

great lose and may result to giving up an aimed position.

It can also cause social repletion especially when a class

is composed of a great number of students. This habit can

 3

cause a dilemma to the school administration when big

figures are involve and may decrease the school’s

performance. On the other hand, contamination of sickness

and disease can be avoidable because of the absences of a

person (Marbuger, D., 2001)

A student’s attendance may be the grounds of the

results of his or her learning performance. School

administration and faculty may also affect the absenteeism

rate of their student, and so as the population of those

who practice absenteeism affect the administration and the

school itself. There are so many fruits that the root of

absenteeism can produce depending to the situation of the

respondent. Hence, this research will be conducted.

Review of Related Literature

There are a lot of factors which affect the student

performances in academic areas. One of these is

absenteeism. Absenteeism is defined to the students as a

deliberate or habitual absence from going to school.

Everybody misses a day of school activities and school

lessons now and then. But it is a problem if the students

will absent to many days in going to school, this will

cause serious problems

 4

([Link]

Absenteeism in students affects their school

performances especially when they are in a group or

teamwork for their assignments and projects. Since

grouping will help develops the students’ cooperative and

ability to share and gain knowledge from their group

mates, likewise, the group mates will also miss the

opportunity of gaining knowledge from the absent student

(Koppenhaver, 2003).

According to Schmidt in 1983, absenteeism affects the

students’ ability to get high scores in examinations which

can cause the decreasing of grades or the student may fail

and will cause him/her to repeat the same year level.

Students who have spent time attending lectures or classes

have a significant, positive effect on students’

performance. Students that participated exhibited higher

grades and scores in examinations that the student.

Marburger states that the difficulty inferring the

effect of absenteeism on performance because, once a

student is absent in a class, he or she may miss the

opportunity of learning other techniques. He found out

that missing in class progresses the likelihood of missing

 5

examination material covered that day compared to the

students who were present in the class (2001).

It indicates that persistent absentees at an inner-

city school in South Wales had significantly lower self

concept self-esteem, more deprived socioeconomic

backgrounds, lower intelligence level, and more

educational problems to control groups. Suggest that

remedial measures for absenteeism should focus on raising

self-concepts and changing attitudes toward school (Reid

k, 1982).

Absenteeism is the most significant factor to affect

the functioning of assembly lines in the development of

School Administration. Those high levels of absenteeism

have negative repression colleagues’ effect to the

production of quality levels of well trained students

because of work specialization. The analysis of hundred

absentees reveals hundred of instances of negative effect

of building well discipline students for the future. In

contrast to the empirical evidence it confirms that

absenteeism produce higher level of problems, that value

specialization among student has been significant reduced

in the students’ achievements (Mateo R, 1998).

 6

Students’ contracts influence teacher attendance from

the classroom. The teachers’ attendance has a positive and

negative effect on interested students achieve. How

students absences influences their teachers’-students’

relationship. Teacher and student absenteeism affect the

student test score performance base on extensive data

collection effect, conducted by authors. It presents an

economic analysis using data from over 700 school district

in New York State 1986-1987. It includes that provisions

plays a big rule like (the number of unused leave day by

teacher will accumulate and “cash in” at retirement may

simultaneously bathetic in teachers and student (Pitkoff,

19903).

Teachers who maid and received low performance making

tend to miss a larger number of days than those who did

not. Teachers with marks do not feel a connection to the

workplace and believe they are ineffective in the

classroom. This gives an impetus for school administration

to develop teachers’ growth plan early in the academic

years for low performing teachers than the later in year

(Pitkoff, 1993).

To prevent and correct serious attendance problems,

schools need to change the way they structured improves

 7

the quality of the courses and intensity interpersonal

relationship between teachers and students (Epstein and

Sheldon, 2002).

School refusal behavior is a term synonymously used

with absenteeism. Classifications of this are the

following manifestation: social phobia, school phobia,

anxiety and/or depression and truancy (Daleidan [Link],

1999). Of all these manifestations, truancy is one that

presents a diversity of issues of interest to school

personnel while the others need medical or counseling

interventions (Williams, 1998)

The organizational structures and culture of a school

setting contributes to how students experience the system.

School characteristics and culture can influence student

absenteeism (Epstein and Sheldon, 2002). Perhaps

organizational school structures endorse reward particular

peer groups while ignoring the others. If so, peer

identity becomes relevant in schools as the values,

attitudes and beliefs held within the peer groups

predispose those in the group to endorse or reject the

mission of schools. Haris(1996) claims that peer groups

are more powerful than parents in changing the values of

an individual. The teenagers class themselves out into

 8

peer groups varying in their attitudes towards

intellectual achievement and can even find anti-

intellectual groups in middle class neighborhoods and if

this is the case, the choice of peer group could have an

effect upon the academic outcome of a student thus,

causing absenteeism (Hartnett, 2008).

The curriculum of schools and strength of approval

against the habitual absenteeism are also cited as

contributing causes to the problem. It was cited by some

students as a reason for non-attendance the lack of

challenging and interesting course work and curriculum

(Kilpatric, [Link], 1999).Students also cited that negative

self-image and low self-esteem are reasons for

absenteeism. The negative self-images are sometimes

resulting of labeling and tracking within the school

system (Lotz and Lee, 1999).

According to Lotz and Lee that mostly of the

adolescents today receive less supervision than in the

past (1999). The contributing factors to chronic

absenteeism involve parental and school-based

responsibility. In many cases, parents actually condone

the absence by ignoring excuses when no valid reason from

school (Kilpatrick, [Link], 1996).

 9

A study presents by Unger,Morton and Laing (1997)

presents the argument that students who participate in

cooperative experiences, even the cause for this

occurrence is not conclusive. Students who already exhibit

absenteeism might be interesting to the programs that

primarily caused the students to leave school thus more

day of non-attendance. Students might disassociate

themselves more from the school setting since they are

experiencing the world of work. They may have access to

their own transportation and find easier to be absent.

This view regarding length of the school day,

implementations of Blocks Scheduling with few and longer

periods when compared to a seven period day with shorter

periods appear to reduce absenteeism. Thus school systems

implement the six or seven period day of a higher rate

experiencing absenteeism (Khazzaka, 1997/1998).

Birman and Natriello (1978) categorized in possible

explanations for absenteeism into three categories. The

most common were the students’ lack of adequate

socialization and ignorance of appropriate behavior. The

second group of explanations, the school-level group, was

primarily concerned with peer pressure and school

organizational patterns and their adverse effects. The

 10

authors labeled the third group societal-level

explanations. These included changing social mores and

community values.

According to Louie F. Rodriguez and Gilberto Q.

Conchas, “this case study explores how a community-based

truancy prevention program mediates against absenteeism,

truancy, and dropping out and positively transforms the

lives of Black and Latina/Latino middle school youth.

Findings suggest that community-school partnerships are

critical in the quest to combat truancy and the alarming

dropout rate among urban youth. This study also shows how

committed individuals can work to engage and empower low-

income urban youth who are disengaged from school.

Extensive interviews and observations with Latina/Latino

and Black youth demonstrate how the intervention program

mediates against social and academic failure. Using

grounded theory, this article explores four student-

identified dimensions that impact his/her (re)engagement

with school: (a) the importance of space that promotes

peer relations, (b) incentive structures within programs,

(c) the need for social networks, and (d) youth advocacy

as a mechanism for institutional accountability.

Implications for combating truancy, reducing dropout, and

 11

promoting student engagement are discussed. Reprinted by

permission of the publisher”(2009).

“A case study involving an ethnographic assessment of

adult English as a second language program at a community

center in southern Minnesota is outlined. Findings

revealed that additional curricular structure and more

effective communication between teachers and students

regarding content and outcomes were keys to reducing

absenteeism and those more attentive, respectful

estimations of students' abilities would ensure effective

communication and help students develop a sense of

ownership in their learning” according to the study of

Susan L. Schalge and Kay Soga (2008). According to the

study of Dube, Shanta R and Orpinas, Pamela, they

investigated the negative and positive behavioral

reinforcement profiles of behavior related to excessive

absenteeism. “Negative reinforcement involves avoidance,

and positive reinforcement involves gaining parental

attention or getting tangible benefits from not attending.

Data on school refusal behavior were obtained from 99

upper-elementary and middle school students referred for

attendance problems. Three profiles were identified: 17.2

percent of participants attributed absenteeism to both

 12

positive and negative reinforcement; 60.6 percent

attributed absenteeism only to positive reinforcement; and

22.2 percent had no profile. Findings revealed that the

three groups differed considerably in mean scores for

behavioral difficulties: participants from the multiple

profile groups had the highest level of behavioral

problems, while participants from the no-profile group had

the lowest.”(2009).

The British Journal of Educational Psychology states

“lack of adjustment or school failure is a concern to

educators, educational and school psychologists as well as

parents, but few studies have focused on school adjustment

during late adolescence. Moreover, studies have yet to

explore associations between parenting and school

adjustment among upper secondary school students. Aim the

primary objective of this study is to explore the relative

and unique influence of parental support, behavioral

control and psychological control (overprotection and

autonomy granting) in school adjustment among upper

secondary school students. The sample consisted of 564

students (15-18 years of age) in vocational and general

educational courses from one upper secondary school in

western Norway. The results showed that perceived parental

 13

practices accounted for moderate, but statistically

significant amounts of variance in different aspects of

school adjustment. The findings indicate that perceived

parental socialization practices are only moderately

associated with school adjustment among upper secondary

school students. This probably reflects the fact that the

influence of specific parenting practices declines as

children and young adolescents mature into late adolescent

students”(2009).

The study of M. Scott Norton about the ABSENTEEISM

AND STUDENT ACHIEVEMENT in the year of 2009 “the rate of

teacher absenteeism has been found to be highest in

elementary schools, schools with lower student

achievement, schools composed of economically

disadvantaged and minority students, and schools that do

not require teachers to speak to their immediate

supervisor about pending absence, urban school

districts ... and districts with enrollments in excess of

257,000. (Pitkoff, p. 39).In schools where students are

poorest and failing the most academically, teachers tend

to be absent more often. In one study, the percentage of

students reading below grade level was found to be the

greatest predictor of school employee absenteeism,

 14

followed by the percentage of students eligible to receive

free lunch (Pitkoff, 1993). Studies relating the direct

effects of teacher absenteeism on student achievement are

limited and tend to differ in their findings. For example,

in a study that focused on fourth-grade reading results,

it was determined that teacher absenteeism adversely

affected student achievement (Summers & Raivetz, 1982).

O'Brien and others (1982) also found negative impacts of

teacher absenteeism on student learning. Yet, Ziomek and

Schoenberger (1983) were unable to establish such an

association. Studies by Madden and others (1991) and by

Ehrenberg and others (1991) also did not support the

contention that student academic performance was

associated with teacher absence. In view of Pitkoff's

(1993) finding that school employees rated as

unsatisfatory tend to be absent significantly more days

than those rated satisfactory, a reasonable conclusion

might be that the absence of a "poor" teacher does not

impact negatively on student learning”.

Theoretical and Conceptual Framework

The student body is the greatest contributor to the

success or the ground falling of the school. An individual

 15

who have habitually made absences in class may have lost

the chance of learning. He or she might have less chances

of getting an aimed position. The school who plays an

important role to a child’s motivation has known the

impact of absenteeism to a student and to the school

performance it’s self.

The chronic spread of absenteeism may have roots that

affect the attendance of an individual. “A constant doing

may lead to a constant result, just like Domino” (Asia

Child Data Trend, 2008). Coping up is never easy,

especially when there is a lot of work to be done. Some

teacher’s are also considerate that slows down the run of

class discussion.

Absenteeism alone when a large part of the school

population is involved may not only cause a problem to the

school but also to the local administration (Williams, L.,

2001). The performances being recorded at the diagnostic

tests or midterm exams for example will determine the

schools performance. And when absences are done, it can

pull down even the highest scores.

That is why the results of absenteeism are to be

identified as so the solutions can be formulated to

materialize the aims of the school and the individuals.

 16

Socio-Demographic The effect

profile of the of Conduct a
respondent: absenteeism Conference
 Gender to student’s Dialogue
 Age learning and
class/school
 Civil status
performance.
Common cause of absence
 Self inquiry
 Family problem

Figure 1. The Schematic Diagram of the Study

Statement of the Problem

The study aims to identify the most common effect of

absenteeism to a student and the whole body as how the

student and teachers specify each.

Specifically, the study seeks to answer the following

questions:

1. What is the profile of the teacher and student

respondent in terms of:

a. Gender

b. Age

c. Civil status

2. What are the common causes of absences done by the

students in terms of:

a. Self-Inquiry

b. Family Problem
 17

3. What are the effects of absenteeism as grouped

according to:

a. Students Learning Performance

b. School Performance

4. Is there a significant Difference between the

perception of the students and teachers on the effect

of absenteeism in terms of students learning and

school performance?

Hypothesis

Ho: There is no significant difference between the

perception of the students and teachers on the effect of

absenteeism in terms of students learning and school

performance.

Ha: There is a significant difference between the

perception of the students and teachers on the effect of

absenteeism in terms of students learning and school

Significance of the Study

In many ways, whether in a tiny scale or in a wide

range scale the findings of this research will benefit the

following individuals in their own respective fields:

 18

The Student. Once an individual will know the impact

of his doings, he or she will find ways and means to

lessen the damage done. It will let this individual know

the scope of his abilities and the right way of directing

things especially when he would realize the effect of his

habitual absences to the school body. To those students

who do not have the knowledge on this aspect, they will be

given chance to think, and may join the population which

influences the declining of absences ratio.

The Teachers. The teachers who serve as the parent

when a child is in school will be able to formulate ideas

on how to reduce the number of students who skip classes

or who habitually commit to absences. They will be the

keys of motivation and inspiration of their students.

The School Administrator. Knowing the effects of

absenteeism to a student, the school administration is the

one primarily affected. Their concerns can then be

discussed with the student body and so as the student body

sharing their troubles to the administration. Through a

conference the administration might be able to arrive to

solutions which can be applicable o different situations.

The DepEd Authorities. The Department of Education

main goal is to be able to produce productive citizens of

 19

the community. Absenteeism is one of the factors that

disturb the stableness of this goal. When the results are

evident, the DepEd authorities together with the different

school administration may arrive to a step by step

planning to kill the rodents of absenteeism.

The Parent. The parents are the direct and the

baseline in communication in relation to their child’s

regular truancy. Knowing the impact of absenteeism to

their child’s learning performance, a parent will be at

the concerns of convincing their child to attend school

and protect them from the primary causes of their

absences.

Scope and Limitations of the Study

The study focuses mainly to the effects of

absenteeism to a student’s learning performance and the

schools performance as signified by the teachers and

students. The respondents are students from Agusan

National High school, Third Year Science High Curriculum

and the respective teacher’s who still belongs to this

scope. This will determine the impacts of absenteeism into

an individual and the body where he or she belongs and to

arrive to simple solutions on this eye visible dame.

 20

The personal information needed for the study is

Gender, Age, and cause of absences such as self-inquiry

and family problem. The effects of absenteeism to

student’s learning and school performances are enumerated

in determining the answers of the respondents.

Definition of Terms:

Absenteeism. The regular truancy of a child; The

habit of having absences.

Family problem. The problems of the family that

greatly affects a student’s attendance to school. This

includes financial support (the family can’t afford

education or education is not a primary necessity),

differing community attitudes towards education (The

people that surrounds home and within it education is not

given importance), transportation (The family might lived

in a very rural community where in transportation cannot

easily reach

Individual learning performance. The variation on the

learning of a student being monitored in different ways

e.g. class interaction, test results)

 21

Science High School Students. The students belonging

to a special curriculum on higher education. Taught

advance learning in science and mathematics

Self Inquiry. The problems of an individual or a

student that affects his attendance to school.

Specifically social phobia (don’t have friends), health

(always sick), school culture shock (have a hard time

coping up, might be that the school is too advance or too

slow.), influences from outside the school gates (sees

people who cuts classes, Internet and Computer games.),

Chapter 2

METHODOLOGY
 22

Research Design

The use of survey approach, in particular the

utilization of descriptive method was observed in this

research study. The use of the certain approach was to

that it corresponds to the main objective of this research

that is to determine the effect of absenteeism to school

and individual learning performances among third year

Science High students of Agusan National High School as a

basis for a conference dialogue. A survey questionnaire

will be distributed that has four sets of questions to be

answered by the students and teachers. The quantitative

research techniques using Likert scale was used to rate

the individual and school performance due to absenteeism.

And also frequency test for the cause of it whether it is

self inquiry or a family problem.

Research Locale

There are several High schools in Butuan City where

the primary respondents of this research came from, Agusan

National High School in fact is the largest high school

and also has the biggest population found in this

community, therefore it was chosen for the reality that it

can determine the impact of absenteeism. The school

 23

grounds of this said school is found in A.D. Curato St.

corner Noli Me Tangere St. Butuan City, Philippines. And

as shown in the map below of Butuan is Area 52(Piepenbrock

G.,2009).

The respondents of this study came from Agusan

National High School, specifically those who belong to the

special curriculum of the Science High School. Briefly

this curriculum was established in 1994 by the

administrators of the Department of Education Butuan

Chapter. The students of the said curriculum are chosen

especially to undergo advance learning and the teachers

are also given same importance since it was built. The

third year students and their teachers in different

subject areas will be the respondents of this study

Agusan National High School (ANHS) is one of the

leading public high school in Butuan City, Philippines. It

caters the educational needs of most of the population in

the community. The school has produced competent graduates

and many of them hold key positions in the community.

 24

AGUSAN RIVER

AGUSAN RIVER
Figure 2. The map of Butuan City showing area 52 as Agusan

National High school

The school is strategically located at the heart of

the city. It accommodates almost ten thousand students. It

has the biggest population in the whole region Caraga. It

is manned by 270 strong and competent teachers from

different fields of specialization under the supervision

of the Secondary School Principal IV.

The students are trained in order for them to face

the future. A graduate of this school is expected to be

upright in all the aspects in life. Most of all, students

are trained in order to live independent life ahead and

become a globally competent Filipino.

 25

Research Instrument

The instruments used in the study are the following:

1. Questionnaire Form. This instrument was structured

by the researchers to set up the socio-demographic

profile of the student and teacher respondents. The

said instrument will be used to determine the

gender and age of the respondents. The evidences on

the effects of absenteeism to school and individual

performances and also its causes whether it would

be a self inquiry or family problem were also

listed in different sets.

2. Survey Questionnaire for Students and Teachers.

This instrument will be used to determine the

performances of the student who has frequent

absences to his classes and his contribution to

school performance.

Data Gathering Procedure

There will be 14 teachers and 89 students who will

serve as the respondents of the study. They will be

answering the questions on the survey questionnaire

organized and distributed by the researchers. They will be

the one to determine the performances of the students who

 26

engaged to habitual absences, and its cause. They will be

also asked on how this absenteeism affects the school

performance.

When the task is duly accomplished and the

questionnaires were retrieved, processed, tabulated. It

will be submitted to the analysis of data.

Sampling Techniques

The research study made use of the purposive sampling

technique. There were 36 students and 14 teachers asked to

rate the students learning and school performance.

Table [Link] Population and Respondents of the Study

Sections Population Sample

(Third Year
Male Female Total Male Female Total
Science High)
III-Avogadro 9 29 38 4 5 9
III-Curie 8 26 34 4 5 9
III-Dalton 10 31 41 4 5 9
III-Lavosier 12 24 36 4 5 9
TOTAL 39 110 149 16 20 36

Table [Link] Population and Respondents of the Study

Section Population Sample

(Third Year
Male Female Total Male Female Total
Science High)
 27

III-Avogadro 5 10 15 2 7 9
III-Curie <Teachers are the

same>
III-Dalton 1 2 3 0 1 1
III-Lavosier 4 2 6 3 1 4
TOTAL 10 14 24 5 9 14
Note: Some teachers handle the same subject in some
sections and were not accounted twice.

Data Analysis

The researchers will hand the survey questionnaires

in a manner of strict and proper distribution. The

gathered data would undergo careful evaluation and

analysis. For the Socio demographic profile, the

researchers will make use of corresponding numerical value

to present the data as follows:

I. Socio Demographic Profile

A. Gender

Numerical Value Gender

1 Male
2 Female
 28

B. Age (Student Respondent)

Numerical Value AGE

1 13-16 YRS. OLD
2 17-20 YRS. OLD
3 21-24 YRS. OLD

C. Age (Teacher Respondent)

Numerical Value AGE

1 20-29 YRS. OLD
2 30-39 YRS. OLD
3 40-49 YRS. OLD
4 50-59 YRS. OLD
5 60-69 YRS. OLD

Civil Status for Teacher

Numerical Value Civil Status

1 Single
2 Married
3 Separated
4 Widow
The Likert scale with 5 point rating is used to

describe the performance of the students as based in their

regular truancy within the given 15 fields and points of

learning. The said scale will also be used to determine

the effect of absenteeism on the school as how its

performance is being described by the respondents.

II. Likert Scale

 29

Descriptive Rating Weight Scale Interval

Excellent 5 4.50-5.00
Very Good 4 3.50-4.49
Good 3 2.50-3.46
Fair 2 1.50-2.49
Poor 1 1.00-1.49

Statistical Treatment

The following statistics will be used for the data

analysis:

1. Mean - The mean is used to determine the general

description of the effect of absenteeism to the

performances of a student’s learning and school. The mean

will ascertain the fields greatly affected by absenteeism

as perceived by the student and the teachers.

2. Chi-square (Test of Independence)- The Chi-square test

of independence was used as a treatment to this study to

verify, if any, a significant difference between the

perception of the teachers and students on the effect of

absenteeism in terms of students learning and school

performance.
 30

3. Frequency - The frequency is used to determine the more

frequent occurring rate in the different indicators. This

will then identify the performing levels of the different

indicators on the effect of absenteeism on student

learning and school performance.

4. Standard Deviation - The standard deviation is the

statistical measure that sheds light on historical

volatility of the study which can give a c0omprehensive

verbal description to the indicators or factors of the

research study.
 31

Chapter III

ANALYSIS AND RESULTS

In this chapter the researchers showed the results

and discussions on the results of the study. Specifically

it presents the organization on the problem stated in the

first chapter.

Problem 1. What is the profile of the teacher and student

respondent in terms of: Gender, Age, Civil status?

Table [Link] According to Gender

STUDENT TEACHER
GENDER
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
MALE 16 44% 5 36%
FEMALE 20 56% 9 64%
TOTAL 36 100% 14 100%

As shown in Table 3 majority of the student

respondents are female which is composed of 20 individuals

or the 56% of the100%. The table also shows the greater

 32

number of females of the teacher respondents which totaled

9 or 64% of the 100%.

In further discussions the population of both

students and teachers are composed of more female

respondents with a fraction corresponding to males number

of respondents.

Table [Link] Respondents According to Age

AGE FREQUENCY PERCENTAGE

13-16 YRS. OLD 36 100%
17-20 YRS. OLD 0 0%
21-24 YRS. OLD 0 0%
TOTAL 36 100%

Table 4 shows that all of the student respondents

which is 36 in number belonged to the age bracket of 13-16

years old. This is then interpreted that 100% of the

students belong to the Third year of High school that

corresponds to the scope of the study.

 33

Table [Link] Respondents According to Age

AGE FREQUENCY PERCENTAGE

20-29 YRS. OLD 1 7%
30-39 YRS. OLD 5 36%
40-49 YRS. OLD 2 14%
50-59 YRS. OLD 5 36%
60-69 YRS. OLD 1 7%
TOTAL 14 100%

In Table 5 the data shows that most of the teachers

belonged to the 30-39 years old bracket and 50-59 years

old age bracket. In the following classification, each

have 5 respondents or each had 36% of the total population

as the research was being conducted.

Table [Link] Respondents According to Civil Status

CIVIL STATUS FREQUENCY PERCENTAGE

SINGLE 3 21%
MARRIED 11 79%
SEPARATED 0 0%
WIDOW 0 0%
TOTAL 14 100%

As being shown in the table above, most of the teacher

respondents were married at a population of 11 out of 14

or 79% of the total 100%. The rest of the respondents were

classified single which is 3 in number or 21% of the

total.
 34

Problem 2. What are the common causes of absences done by

the students in terms of: Self-Inquiry or Family Problem?

Table [Link] Cause of a Student’s Truancy as Perceived by the Students and

Teachers
STUDENT TEACHER
CAUSE
FREQUENCY PRRCENTAGE FREQUENCY PERCENTAGE
SELF

INQUIRY 21 58% 6 43%

FAMILY

PROBLEM 15 42% 8 57%

TOTAL 36 100% 14 100%

Self- inquiry is the main reason for a student to

make an absence as what is being taken notice by other

students that is being certified by Table 7. The resulting

calculation shows that 21 students agreed to the fact to

the said hindrance or the 58% out of the 100%.

The teacher respondents look at the situation in a

different angle, and most have agreed that family problem

have caused the truancy of their students. Out of 14

respondents, 8 sees that the lack of family support had

pushed absenteeism to what it is now. Statistically these

8 respondents compose the 57% of the total 100% population

of teacher respondents.
 35

According to Williams, the student’s decision on a

school based problem will not be taken responsibility by

the school or the family. His regular absences will take a

part on what he learns and because of some conditions,

like social phobia or unsustainable community practice he

will have the reason to quit school.

Another claim from Haris was to be given attention

for as far as his research had shared; he claimed that

peer groups are more powerful influences in changing an

individual than thy very own parents. And influences like

this especially the not so good ones must have been

provoking such individual in skipping school. But his

research also discussed that there are times that the

condition of oneself must be a priority. Sickness can be a

factor to a self-inquired reason on absenteeism that must

address an urgent action. Furthermore this citation agrees

to the side of the student respondents that self-inquiry

is a justified reason and adequate enough to be a basis of

absences.

Other authors, like Hartnett have seen another

breakthrough to similar studies such as this. He have

witnessed some occasions where in the family itself cannot

provide a good education for its younger members. The lack

 36

of enthusiasm in some communities towards education has

also influenced the attitude of a certain group of people

towards educational link, thus absenteeism was observed.

This is true to what the teacher respondents have observed

in their school.

Problem 3. What are the effects of absenteeism as grouped

according to: Students Learning and School Performance?

Table 8. Effect of Absenteeism to Students Learning Performance as Perceived by

Student and Teacher Respondents
Student Teacher
Indicators
Mean VD SD VD Mean VD SD VD

1. The students participation on

oral discussions. 2.14 F 1.05 VG 1.86 F 0.86 G

2. Performances in group work. 2.33 F 1.07 VG 2.07 F 0.92 G
3. Scores in Quizzes. 2.31 F 0.89 G 2.36 F 1.22 VG
4. Techniques in coping up. 2.39 F 0.93 G 1.71 F 0.73 G
5. Social relation with Teachers. 2.50 G 1.06 VG 2.00 F 1.18 VG
6. Social Relation with classmates. 2.92 G 1.20 VG 2.14 F 1.23 VG
7. Contribution to lesson

application. 2.14 F 0.90 G 2.14 F 1.03 VG

8. General Average. 2.17 F 0.88 G 1.93 F 0.92 G
 37

9. Speed of analysis and

comprehension. 2.42 F 1.08 VG 1.71 F 0.83 G

10. Expressing ideas clearly

through writing 2.47 F 1.03 VG 2.00 F 0.96 VG

11. Discuss topics convincingly. 2.08 F 1.05 VG 1.93 F 0.83 G
12. Transform ideas through graphic

organizers 2.11 F 0.95 G 1.93 F 1.00 VG

13. Total exam points. 2.03 F 0.97 G 1.86 F 1.10 VG
14. Coverage of topics being

organized in class. 2.14 F 0.93 G 2.00 F 0.88 G

15. Variation on student's

abilities. 2.25 F 1.05 VG 2.36 F 0.74 G

TOTAL 34.39 F 15.04 G 30.00 F 14.41 G

Table 8 above shows the result on the respondents

reply to the problem being brought to them by the study on

what is the effect of absenteeism to a students learning

performance. The table summarizes the results tabulated

data.

As shown by the table, both teacher and student

population agreed that students perform fairly in class

even if they go through regular truancy. Furthermore it

can be recognizable that in a total of 34.39 at a verbal

description of fair and at a total standard deviation of

15.04 at a verbal description of good the students look at

absenteeism as a fairly hindrance to a good education.

This conclusion is not so far to what the teachers

have perceived. At a total mean of 30.00 at a verbal

 38

description of fair and a total standard deviation of

14.41 at verbal description of good, the teachers also

sees absenteeism as not good nor too bad for a students

learning performance.

Evidently, the indicator of the highest mean for the

students is number 2 which is the social relation with

classmates, which has a numerical mean of 2.92 and is

described to be good. Due to the said statement we can

draw out a line of judgment that a student who commits

absenteeism is sought to be still socially connected with

his fellow student. It can also be observed that the

student respondents see that an individual who commits to

such habit have low performances in total exam scores at a

2.03 total mean and a description of fair.

On what is also evident on that table the teacher

respondents have given a comprehensive result. Indicators

3 and 15 achieved a fairly high performance. Both the

students’ scores in quizzes and variation on abilities

have a total mean of 2.36 with a verbal description of

fair. And that indicator 4 and 9 got the peak of the

lowest that had a total mean of 1.71 at a description of

fair each. It can then be derived from the results that

the teachers sees a great difference in the techniques of

 39

coping up and speed of analysis and comprehension of a

student who commits to regular truancy.

According to Schmidt, absenteeism affects the ability

of the student to get high scores in examinations

especially when the day before that, he was gone. Coping

up with such situation on a high standard curriculum is no

easy task and difficult in so many aspects.

Marbuger stated in one of his published material that

inferring and coping up in a state of absenteeism is

practically low than other tributes of a supposed to be

high standard student. He also stated indirectly that

other than any other capacities’ of a student like those

which are naturally inherited or inhibited are not so much

affected by absenteeism, an example is socialization.

“Though most see socialization a big problem in

absenteeism, it not actually applicable to all, such that

it can be a talent being outgoing”, Koppenhaver quoted in

one of his research with Marbuger.

 40

Table [Link] of Absenteeism to School Performance as

Perceived by Student and Teacher Respondents

Student Teacher
Indicators
Mean VD SD VD Mean VD SD VD

1. Performance in Diagnostic Tests. 2.33 F 0.83 G 1.79 F 0.89 G

2. Performance of the class. 2.42 F 1.00 VG 1.79 F 0.80 G
3. Mean result. 2.25 F 0.91 G 1.79 F 0.97 VG
4. Teachers performance. 2.81 G 1.04 VG 2.21 F 1.05 VG
5. Educational problems in groups 2.39 F 0.69 G 1.86 F 0.95 G
6. Functioning and assembly of the

School administration. 2.53 G 0.91 G 1.79 F 0.97 VG

7. Disciplining of other students

who have been influenced by

absenteeism. 2.58 G 0.91 G 2.21 F 1.19 VG

8. Performance in quarter

examination. 2.22 F 0.87 G 1.79 F 1.05 VG

9. Drop-out rates. 2.19 F 1.04 VG 1.79 F 1.12 VG
10. Teacher interests on teaching. 3.11 G 1.21 VG 2.71 G 1.44 E
TOTAL 24.83 F 9.39 G 19.71 F 10.44 VG

Students, as what is evident on Table 9 above have

generally voiced out a fair performance on the school

performance as absenteeism is being observed as a main

factor. A total mean of 24.83 can be taken from the said

table that represented the rate of the student respondent.

 41

On the other hand, the teacher respondents where

honest enough to give a comprehensive result of total mean

19.71 and is described fair in school performance with

absenteeism as a factor.

Among the student responses the highest performing

indicator is the teacher’s interest in teaching which

obtained a mean of 3. 11 and had a verbal description of

good. But, along with this, the students gave the lowest

mean or the fairly performing indicator to the school’s

performance in quarter examination with a mean of 2.22.

As what can be observed on the table above, the

teacher respondents also have their own opinions on how

absenteeism affects the school performance. To them, like

the students, the teacher’s interest in teaching is not so

much affected by absenteeism on a class. It can be

observed that a verbal description of good at a mean of

2.71. More indicators above were rated lower at a mean of

1.79 at verbal description of fair. These are the

performance in diagnostic tests, performance of the class,

mean results, functioning and assembly of the school

administration, performance in quarter examination and

drop-out rates.
 42

According to Mateo in year 1998, absenteeism is the

most significant factor to affect the functioning of the

school assembly and development. The observed absenteeism

among students greatly decreased their academic

performance and thus affects the output of the school

reports in every year end. But these would not mean that

the faculty’s interest will be affected, absenteeism

mainly concentrates it negativity on the resulting

performance.

Problem 4. Is there a significant Difference between the

perception of the students and teachers on the effect of
absenteeism in terms of students learning and school
performance?
Through the effective formula of chi-square test

of independence, the researchers were able to draw the

conclusion that there is no significant difference between

the perception of the students and teachers on the effect

of absenteeism in terms of students learning and school

performance(See Appendix D).

 43

Table 10. Effect of Absenteeism in Terms of Students

Learning and School Performance among the perspective of
the students and teacher respondent.
School Student Learning Performance
Pterformance Student Teacher
Decision Decision
X2c CV Conclusion X2c CV Conclusion
on Ho on Ho

Student 1.4 < 3.84 Reject Not Significant 1.4 < 3.84 Reject Not Significant

Teacher 1.4 < 3.84 Reject Not significant 1.4 < 3.84 Reject Not significant

Through the analysis of data, Chi-square Test of

Independence the researchers were able to derive the

conclusion that the X2c 5.6 > 3.84 X2t which means that

there is a significant difference between the perception

of the students and teachers on the effect of absenteeism

in terms of students learning and school performance.

Students and Teachers perception in this study have

differed. The environment, position and angle of view on

the effect of absenteeism to students learning and school

performance of a student and a teacher may affect his and

her opinion or stand in the situation. Teachers and

students are of different groups which decisions may

depend on.
 44

Chapter IV

SUMMARY, CONCLUSION AND RECOMENDATIONS

In this chapter the researchers will be giving the

summary of the findings of their study. The conclusions on

the different problems that arose and to the

recommendations on the kinds of improvement their readers

can do in the near future.

Summary of Findings

The study Effects of Absenteeism to Students Learning

and School Performance used the survey approach on

research especially in the area covered by descriptive

research.

The study made use of survey questionnaires with a

four part test that was given to teacher and student

respondents to fill up the socio-demographic profile for

part 1, cause of absenteeism for part 2 and for them to

answer the 15 item test on the effect of absenteeism to

individual performance as part 3 and another set composed

of 10 questions that rates the performance of the school

with absenteeism as a primary factor which is for part 4.

 45

Majority of the student respondents are female which

is composed of 20 individuals or the 56%. Also, there is

greater number of females of the teacher respondents which

totaled 9 or 64%. In further discussions the population of

both students and teachers are composed of more female

respondents with a fraction corresponding to males’ number

of respondents.

It was also found out that all of the student

respondents which are 36 in number belonged to the age

bracket of 13-16 years old. This is then interpreted that

100% of the students belong to the Third year of High

school that corresponds to the scope of the study. And

that among teachers the data shows that most of them

belonged to the 30-39 years old bracket and 50-59 years

old age bracket. In the following classification, each has

5 respondents or each had 36% of the total population as

the research was being conducted.

And lastly, for the socio-demographic profile it is

evident that most of the teacher respondents were married

at a population of 11 out of 14 or 79%. The rest of the

respondents were classified single which is 3 in number or

21% of the total.

 46

In part 2 it was observed that self- inquiry is the

main reason for a student to make an absence as what is

being taken notice by other students. The resulting

calculation shows that 21 students agreed to the fact to

the said hindrance or the 58% out of the 100%. The teacher

respondents look at the situation in a different angle,

and most have agreed that family problem have caused the

truancy of their students. Out of 14 respondents, 8 sees

that the lack of family support had pushed absenteeism to

what it is now. Statistically these 8 respondents compose

the 57% of the total 100% population of teacher

respondents.

For the effect of absenteeism to student individual

learning performance, both teacher and student population

agreed that students perform fairly in class even if they

go through regular truancy. Furthermore it can be

recognizable that in a total of 34.39 at a verbal

description of Fair and at a total standard deviation of

15.04 at a verbal description of Good the students look at

absenteeism as a fairly hindrance to a good education.

This conclusion is not so far to what the teachers have

perceived. At a total mean of 30.00 at a verbal

description of fair and a total standard deviation of

 47

14.41 at verbal description of Good, the teachers also

sees absenteeism as not good nor too bad for a students

learning performance.

Evidently, the social relation with classmates is the

highest in mean which has a numerical mean of 2.92 and is

described to be Good. Due to the said statement we can

draw out a line of judgment that a student who commits

absenteeism is sought to be still socially connected with

his fellow student. It can also be observed that the

student respondents see that an individual who commits to

such habit have low performances in total exam scores at a

2.03 total mean and a description of Fair.

As the summary for the teacher’s comprehensive

result, the students’ scores in quizzes and variation on

abilities have a total mean of 2.36 with a verbal

description of fair. And that indicator 4 and 9 got the

peak of the lowest that had a total mean of 1.71 at a

description of fair each. It can then be derived from the

results that the teachers sees a great difference in the

techniques of coping up and speed of analysis and

comprehension of a student who commits to regular truancy.

 48

Students have generally voiced out a fair performance

on the school performance as absenteeism is being observed

as a main factor. A total mean of 24.83 can be taken from

the said table that represented the rate of the student

respondent. On the other hand, the teacher respondents

where honest enough to give a comprehensive result of

total mean 19.71 and is described fair in school

performance with absenteeism as a factor.

Among the student responses the highest performing

indicator is the teacher’s interest in teaching which

obtained a mean of 3.11 and had a verbal description of

good. But, along with this, the students gave the lowest

mean or the fairly performing indicator to the school’s

performance in quarter examination with a mean of 2.22.

The teacher respondents also have their own opinions

on how absenteeism affects the school performance. To

them, like the students, the teacher’s interest in

teaching is not so much affected by absenteeism on a

class. It can be observed that a verbal description of

Good at a mean of 2.71. More indicators above were rated

lower at a mean of 1.79 at verbal description of Fair.

These are the performance in diagnostic tests, performance

of the class, mean results, functioning and assembly of

 49

the school administration, performance in quarter

examination and drop-out rates.

Therefore it can be derived from the different ideas

that the impact of absenteeism to the student learning and

school performance is evident.

Conclusions

Based from the findings of the study, the following

conclusions were drawn:

1. Majority of the student respondents are female

which is composed of 20 individuals or the 56% of the100%.

Also, greater number of females of the teacher respondents

which totaled 9 or 64% of the 100%

2. All of the student respondents which are 36 in

number belonged to the age bracket of 13-16 years old. And

that among teachers the data shows that most of them

belonged to the 30-39 years old bracket and 50-59 years

old age bracket. In the following classification, each has

5 respondents or each had 36% of the total population as

the research was being conducted.

3. Most of the teacher respondents were married at a

population of 11 out of 14 or 79% of the total 100%. The

 50

rest of the respondents were classified single which is 3

in number or 21% of the total.

4. Self- inquiry is the main reason for a student to

make an absence as what is being taken notice by other

students. The resulting calculation shows that 21 students

agreed to the fact to the said hindrance or the 58% out of

the 100%. The teacher respondents look at the situation in

a different angle, and most have agreed that family

problem have caused the truancy of their students. Out of

14 respondents, 8 sees that the lack of family support had

pushed absenteeism to what it is now. Statistically these

8 respondents compose the 57% of the total 100% population

of teacher respondents.

5. For the effect of absenteeism to student

individual learning performance, both teacher and student

population agreed that students perform fairly in class

even if they go through regular truancy. Furthermore it

can be recognizable that in a total of 34.39 at a verbal

description of fair and at a total standard deviation of

15.04 at a verbal description of good the students look at

absenteeism as a fairly hindrance to a good education.

This conclusion is not so far to what the teachers have

perceived. At a total mean of 30.00 at a verbal

 51

description of fair and a total standard deviation of

14.41 at verbal description of good, the teachers also

sees absenteeism as not good nor too bad for a students

learning performance.

6. Students have generally voiced out a fair

performance on the school performance as absenteeism is

being observed as a main factor. A total mean of 24.83 can

be taken from the said table that represented the rate of

the student respondent. On the other hand, the teacher

respondents where honest enough to give a comprehensive

result of total mean 19.71 and is described fair in school

performance with absenteeism as a factor.

7. Through the analysis of data, Chi-square Test of

Independence the researchers were able to derive the

conclusion that the X2c 5.6 > 3.84 X2t which means that

there is a significant difference between the perception

of the students and teachers on the effect of absenteeism

in terms of students learning and school performance.

Recommendations
 52

Having the basis from the findings and conclusion the

researchers offer the following recommendations that can

be taken into considerations:

1. The school administration with the parents of the

concerned students must conduct and effective conference

dialogue with the help of the findings of the study.

2. Solutions to the different areas of difficulty due

to absenteeism can be taken action by the responsible

organizations and individuals in their respective fields.

3. Orientation and briefing on these students might

be conducted to at all least they would commit to

absenteeism with the help of the study.

BIBLIOGRAPHY
 53

A. Books

2003, Koppenhaver A., “The Faculty and Students”

1983, Schmidt F., “Office: Absenteeism”

1982, Ried K. , “(not mentioned)”

1993, Pittkoff, “Causes and effects of Truancy”

1998, Williams, “News Week”

1996, Haris, “(not mentioned)”

B. Internet Sources

1999, Lotz and Lee

[Link]

C. Published Materials

2005, Savers, D. etal, Effect of Absenteeism in The

Collage of Law.

2009, Marbuger, D. , Absenteeism and Turn over

2002. Epstein ans Sheldon, Everyday Life

APPENDIX A
Letter to the Respondents
 54

Republic of the Philippines

Department of Education
Division of Butuan
AGUSAN NATIONAL HIGH SCHOOL
Butuan City

September 11, 2009

Dear Respondents,

A student’s interest is the most basic element that makes a group learning system work in an
organize way. From the head to the base members of this organization, the condition of one may affect
the others. This kind of educational system is comparable to a series light connection where in the state
of one greatly affects the others. Population and the percentage within that populace which causes
negative feedbacks can be the primary reason of a poor product. The group or classroom type of
organized way of learning has given that impact to the community being the commonly used system.
The researchers are students of Agusan National High School of Section III-Avogadro. The
study is entitled “THE EFFECT OF ABSENTEEISM TO SCHOOL AND INDIVIDUAL
LEARNING PERFORMANCES AMONG THIRD YEAR SCIENCE HIGH STUDENTS OF
AGUSAN NATIONAL HIGH SCHOOL: BASIS FOR A CONFERENCE DIALOGUE”. This
research will verify the most common effect of absenteeism to a student and the whole body as how the
student and teachers specify each.
In this link, we would like to request your honest and sincere answers to the attached
questionnaires. We assure you that information shared will be treated in the strictest level of confidence.
Thank you very much for your cooperation.

Very truly yours,

Mhizelie Jave F. Gonzaga

Charissa L. Abingosa
April Jobeth G. Barrot
Gea Anne I. Makinano
Raniana C. Valencia
Ben Jay A. Felizarta
Researchers

Noted:

(SGD) EDMUND D. MENDOZA

Adviser

(SGD) MARIA RITA D. CALO

Head, Mathematics Department
(SGD)PETER G. ESTERIOSO
Principal IV

APPENDIX B
Survey Questionnaires
 55

Sample Questionnaire

Part I. Socio-Demographic Profile

Instruction: On the “gender” write F if female and M if male on the space provided. On the
“age” write you corresponding age.

GENDER: __________ CIVIL STATUS:_______ AGE: ___________

___________________________________________________________________________
Part II. The Common Causes of Absenteeism
Instruction: Put a check ( ) on the blank provided if the statement given is the common
cause of absenteeism.

A. SELF INQUIRY: ______

Which includes:
 Social phobia (don’t have friends)
 Health (always sick)
 School culture shock (have a hard time coping up, might be that the school is
too advance or too slow.)
 Influences from outside the school gates (sees people who cuts classes,
Internet and Computer games.)

B. FAMILY PROBLEM: ______

Which Includes:
 Financial support (the family can’t afford education or education is not a
primary necessity)
 Differing Community Attitudes towards Education (The people that
surrounds your home and within it education is not given importance)
 Transportation (The family might lived in a very rural community where in
transportation cannot easily reach
___________________________________________________________________________
Part III. Effect of Absenteeism in Students Learning Porformance
Instruction: Put the corresponding number that rates the students learning performance in
specific fields when he is regularly absent on the blank provided.
LEGEND:
5 – EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR

_______ The students participation to oral discussions

_______ Performance in group works.
_______ Scores in Quizzes
_______ Techniques in coping up
_______ Social relation with Teachers
_______ Social relations with classmates
_______ Contribution to lesson application
_______ General Average
_______ Speed of analysis and comprehension
_______ Expressing ideas clearly through writing
_______ Discuss topics convincingly
 56

_______ Transform ideas through graphic organizers

_______ Total exam points
_______ Coverage of topics through graphic organizers
_______ Variation in student’s abilities
___________________________________________________________________________
Part IV. Effect of Absenteeism in School Performance
Instruction: Put the corresponding number that rates the school’s performance in specific
fields when absenteeism is observed in high percentage at the blanks provided.
LEGEND:
5 – EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR

_______ Performance in Diagnostic Tests

_______ Performance of the class
_______ Mean results
_______ Teachers performance
_______ Educational problems in groups
_______ Functioning and assembly of the School administration
_______ Disciplining of other students who have been influenced by absenteeism
_______ Performance in quarter examination
_______ Drop-out rates
_______ Teachers interests on teaching.
 57

APPENDIX C
Statistical Data

APPENDIX D
Statistical Treatment
 58

Student Learning
School
Performance TOTAL
Performance
Student Teacher
Student 2132 1314 3446
Teachers 1514 696 2210
TOTAL 3646 2010 5656

1.) df = (r-1)(c-1)
= (2-1)(2-1)
= (1)(1)
= 1

Level of Significance = 5%
X2t = 3.84

Expected value:

Cell 1:EV = [(VT)(HT)]/ GT

= [(3646)(3446)]/ 5656
= (12564116)/ 5656
= 2221.38

Cell 2:EV = [(VT)(HT)]/ GT

= [(2010)(3446)]/5656
= (6926460)
= 1224.62

Cell 3:EV = [(VT)(HT)]/ GT

= [(3646)(2210)]/5656
= (8057660)/5656
= 1424.62

Cell 4:EV = [(VT)(HT)]/ GT

= [(2010)(2210)]/5656
= (4442100)/5656
= 785.38

Cell O E (|O-E|-0.5)2 (|O-E|-0.5)2 /E

1 2132 2221.38 7899.65 1.40
 59

2 1314 1224.62 7899.65 1.40

3 1514 1424.62 7899.65 1.40
4 696 785.38 7899.65 1.40
N= 5656 N= 5656 5.6

CONCLUSION:

| X2C | | X2t |

| 5.6 | | 3.84 |

5.6 > 3.84

Reject Ho, Accept Ha

There is a significant difference between the

perception of the students and teachers on the effect of

absenteeism in terms of students learning and school

CURRICULUM VITAE
 60

I. PERSONAL BACKGROUND
Name: April Jobeth G. Barrot
Age: 15 yrs. old
City Address: 241 P-1 Obrero, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: April 9, 1994
Height: 150 cm
Weight: 37 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact#: 2257130/09102442074
Fathers Name: Job R. Barrot
Age 49 yrs. old
Occupation: Seaman
Mothers Name: Elizabeth G. Barrot
Age: 46 yrs. old
Occupation: Pharmacist
Brothers Name: Jeb G. Barrot Age: 17 yrs. old
Steven Ellie G. Barrot Age: 1 yr. old
Frankie Job G. Barrot Age: 1 yr. old
Sisters Name: Jobelle Beth G. Barrot Age: 8 yrs. old

II. EDUCATIONAL BACKGROUND

Preschool - Child Learning Development School – S.Y.: 1999-2001
Primary Level – Butuan Central Elementary School – S.Y.: 2001-2007
Secondary Level – Agusan National High School – S.Y.: 2007-Present

III. HONORS, SCHOLARSHIP AND AWARDS

Preschool
Kinder I
Honors: Best in Math, Best in Filipino, and Best in English
Award: Most Neat
Kinder II
Honors: Best in Math, Best in Science, Best in English, Best in
Filipino
 61

Award: Most Neat

Primary Level
Grade 1
Honors: 8th Honors
Award: Most Patients
Grade 2
Honors: 6th Honors
Award: Most Neat
Grade 3
Honors: 9th Honors
Award: Most Neat
Grade 4
Honors: 14th Honors
Award: Most Clean
Grade 5
Honors: 8th Honors
Awards: Dancer of the Year and Most Cooperative
Grade 6
Honors: 6th Honors
Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance
Competition (Champion), Outstanding Pupil Government
Officers, Outstanding Choir Member and Outstanding Dance
Troupe Members

Secondary Level
1st Year Level
Honor: 9th Honors
2nd Year Level
Honor: 5th Honors

IV. SEMINAR, CONFERENCE ATTENDED

Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Senior/Cadet Scouts Conference, August 15, 2009, at GSP
Headquarters, Capitol Site, Butuan City
 62

Chief Girl Scout Medal Scheme Orientation and Workshop at

GSP Headquarters, Capitol Site, Butuan City, July 25, 2009
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009

CURRICULUM VITAE
 63

I. PERSONAL BACKGROUND
Name: Raniana Cabonce Valencia
Age: 15 yrs. old
Provincial Address: Agusan Del Norte
Date of Birth: July 3, 1994
Height: 145 cm
Weight: 35 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Robert G. Valencia
Occupation:Poultry Raiser
Mothers Name: Rosario C. Valencia
Occupation: High School Teacher

II. EDUCATIONAL BACKGROUND

Primary Level – Butuan Central Elementary School – S.Y.: 2001-2007
Secondary Level – Agusan National High School – S.Y.: 2007-Present

III. HONORS, SCHOLARSHIP AND AWARDS

Preschool
2nd Honors
Outstanding Pupil
Best in Writing
Best in Math
2nd Place Spelling Bee

Primary Level
Grade 1
Honors: 9th Honors
Grade 2
Honors: 6th Honors
Grade 3
Honors: 4th Honors
Grade 4
Honors: 6th Honors
 64

Grade 5
Honors: 3rd Honors
Award: 1st Place Filipino Quiz Bee
Grade 6
Honors: 2nd Honorable Mention
Awards: 3rd Place in Napkin Folding
-5th Place Investigatory Project
-6th Place Editorial Cartooning
- Outstanding Choir Member

Secondary Level
1st Year Level
Honor: 1st Honors
Award: APEC 2008 Academy Award First Place
- 3rd Place Essay Writing
2nd Year Level
Honor: 10th Honors

IV. SEMINAR, CONFERENCE ATTENDED

Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
School Press Conference, Butuan Central Elem. School,
Butuan City, S.Y. 2007-2008
Symposiums, Agusan National High School, Butuan City,
S.Y. 2008- 2009
Red Cross Youth Seminar, Agusan National High School,
February 13, 2009
School Disaster Management: First Aid Training, Ausan
National High School, September 11-12, 2009

CURRICULUM VITAE
 65

I. PERSONAL BACKGROUND
Name: Gea Anne I. Makinano
Age: 15 yrs. old
City Address: P-6 Brgy. 16, Ong Yu, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: October 12, 1994
Height: 151 cm
Weight: 39 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Felixberto L. Makinano
Occupation: deceased
Mothers Name: Elvira I. Makinano
Occupation: OFW

II. EDUCATIONAL BACKGROUND

Preschool –Balay Silonganan Learning Center – S.Y.: 1999-2001
Primary Level – Butuan Central Elementary School – S.Y.: 2001-2007
Secondary Level – Agusan National High School – S.Y.: 2007-Present

III. HONORS, SCHOLARSHIP AND AWARDS

Preschool
Kinder II
Honors: Salutatorian
Awards: Best in Writing, Most Neat and Clean

Primary Level
Grade 1
Honors: 1st Honors
Award: Best in Writing, Most Punctual, Most Neat and Clean, Best
in Science
Grade 2
Honors: 4th Honors
Award: Most Polite
Grade 3
 66

Honors: 4th Honors

Award: Most Neat and Clean, Most Polite
Grade 4
Honors: 2nd Honors

Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd
Place Science Quiz Bee Division Level
Grade 5
Honors: 2nd Honors
Awards: Participant- Water District Quiz Bee District Level
Grade 6
Honors: Salutatorian
Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3 rd
Place MTAP Division Level
Secondary Level
1st Year Level
Honor: 6th Honors
Award: Model Student
2nd Year Level
Honor: 14th Honors

IV. SEMINAR, CONFERENCE ATTENDED

Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
Symposiums, Agusan National High School, Butuan
City, S.Y. 2008-2009

CURRICULUM VITAE
 67

I. PERSONAL BACKGROUND
Name: Charissa L. Abingosa
Age: 15 yrs. old
City Address: Employees Village, Libertad
Provincial Address: Agusan Del Norte
Date of Birth: April 4, 1994
Height: 164 cm
Weight: 52.5 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Manuel Q. Abingosa
Age 47 yrs. old
Occupation: Motor Cycle Driver
Mothers Name: Nerlita L. Abingosa
Age: 46 yrs. old
Occupation: Government Employee
Brothers Name: Emmanuel L. Abingosa
Age: 14 yrs. old

II. EDUCATIONAL BACKGROUND

Preschool –Sacred Heart– S.Y.: 1999-2001
Primary Level – Butuan Central Elementary School – S.Y.: 2001-2007
Secondary Level – Agusan National High School – S.Y.: 2007-Present

III. HONORS, SCHOLARSHIP AND AWARDS

Primary Level
Grade 1
Honors: 6th Honors
Grade 2
Honors: 1st Honors
Grade 3
Honors: 14th Honors
Grade 4
Honors: 8th Honors
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Grade 5
Honors: 8th Honors
Grade 6
Honors: 3rd Honors

Secondary Level
1st Year Level
Honor: 5th Honors
2nd Year Level
Honor: 21st Honors
Awards: 1st place in Division and District 2nd Year Level Suduko
2nd Place in 1st Regional Math Festival

IV. SEMINAR, CONFERENCE ATTENDED

Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Senior/Cadet Scouts Conference, August 15, 2009, at GSP
Headquarters, Capitol Site, Butuan City
Chief Girl Scout Medal Scheme Orientation and Workshop at
GSP Headquarters, Capitol Site, Butuan City, July 25, 2009
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009

CURRICULUM VITAE
 69

I. PERSONAL BACKGROUND

Name: Gonzaga, Mhizelie Jave F.

Age: 15 yrs. old

Address: P-10 Ong Yiu Dist. Butuan City

Birth date: February 21, 1994

Gender: Female

Status: Single

Parents Information:

Mothers Name: Ma. Jovelin V. Forrosuelo

Occupation: Public School Teacher

Fathers Name: Jose Bayani L. Gonzaga

Occupation: Owner Type Jeepney Driver

No. of Siblings: 1

Position in Family: Eldest

II. EDUCATIONAL BACKGROUND

Schools Attended:

Preschool: Angelicum Montessori School; S.Y. 1998-2000

Elementary: Butuan City SPED Center FL; S.Y. 2001-2006

High School: Agusan national High School; S.Y 2007- present

III. HONOR SCHOLARSHIPS AND AWARDS

Preschool:

Graduated as a Salutatorian

Awards:

Proficiency in Science

Best in Oral Expression (Filipino)

 70

Best in Writing

Best in Reading

Best in Spelling

Most Neat and Clean

Best in Music and Rhythm

Elementary:

Graduated as a Salutatorian

Awards:

S.Y. 2006-2007

1st Place Regional Quiz Bee, SPED Schools Category

3rd Place, Regional Science Quiz Bee, Over All

1st Placer Division Science Quiz Bee

2nd Placer Division Science Fair “Comparing Metal Elements

Found in Leaves of Different Mango Varieties”

3rd Honors, Division MTAP Math Challenge, Individual

Category

3rd Runner up, Division MTAP Math Challenge, Team

Competition

Qualifier, Philippine Science High School Scholarship

Exam, Davao Campus

Contributor, “Ang Manaol” Official School Paper of BCSC

(Filipino)

Active Girl Scout

Red Cross Member

Class Auditor

Best in Science

Most Diligent
 71

Academic Excellence Awardee, Green Bank CARAGA Chapter

Academic Excellence Awardee, M. Lurielle, Butauan City

Branch

S.Y. 2005-2006

3rd Honors, Division MTAP Math Challenge, Individual

Category

1st Placer, Division MTAP Math Challenge, Team category

S.Y. 2004-2005

2nd Placer, Regional Science Quiz Bee, Over All

S.Y. 2003-2004

1st Placer, Division MTAP Math Challenge, Team category

S.Y. 2002-2003

1st Placer, Division MTAP Math Challenge, Team Category

High School:

Awards:

S.Y. 2007-2008

1st Placer, Division Science Quiz Bee

1st Placer, Division MTAP Math Challenge, Team Category

S.Y. 2008-2009

3rd Placer, Schools Science Fair, “Copper and Tin Alloy As

Substitute to Silicon in Photovoltaic Cell”

3rd Placer, Regional Science Fair, “Copper and Tin Alloy

as substitute to Silicon in Photovoltaic Cell”

IV. SEMINAR, CONFERENCE ATTENDED

 72

Philippine Society of Youth Science Club, September 6-7,

2008, Agusan National High School
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009

CURRICULUM VITAE
 73

I. PERSONAL BACKGROUND
Name: Ben Jay Felizarta
Age: 15 years old
Address: New Asia R. Calo, Butuan City
B-day: July 9, 1994
Mother’s Name: Rosanna Felizarta
Occupation: House Keeper
Father’s Name: Bilarmino Ocay
Occupation: Tailor

II. EDUCATIONAL BACKGROUND

Pre-School:
Honor Received-1st Honor
Primary Level: Obrero Elementary School
Honor Received- Gr. 1 – 1st Honor
Gr. 2 – 1st Honor
Gr. 3 – 2nd Honor
Gr. 4 – 1st Honor
Gr. 5 – 2nd Honor
Gr. 6 – 1st Honorable Mention
Secondary Level: Agusan National High School
Honor Received- None so far