Professional Documents
Culture Documents
Department of Education
Region XII
City Schools Division of Tacurong
TACURONG NATIONAL HIGH SCHOOL
New Isabela, Tacurong City
MARISSA D. UY
MASTER TEACHER I
FLORO A. BELANO
TEACHER II
RESEARCH PROPONENTS
FY 2016
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TABLE OF CONTENTS
II. ABSTRACT 3
III. ACKNOWLEDGEMENT 4
a. Participants 7
IX. REFERENCES 24
X. FINANCIAL REPORT 27
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II. Abstract
structured questionnaires were prepared, validated by the experts in the field and
administered to the respondents selected for the study. Results revealed that among
the factors, the family greatly influenced the absenteeism of the students. Hence, the
absenteeism of the students. The study conducted home visitation, parents’ and
students’ seminar, and mobile communication. The data were organized, tallied,
tabulated, and presented in tables and graph. Students’ evaluation showed that HSPI
attendance.
The participation of the parents, teachers, and students on the HSPI (overall
mean=4.50) was a great influence in improving the attendance of the student. The
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III. Acknowledgement
The researchers would like to thank DepEd, Regional Office of Region XII,
City Schools Division of Tacurong, and Tacurong National High School for the
To the respondents who willingly opened their hearts and minds for the
To the family of the proponents who are very understanding and supportive
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IV. Context and Rationale
absenteeism (DeSocio et al., 2007). These students forgo opportunities to learn. When
a student does not come to school for a lengthy period of time, one may assume these
students are learning elsewhere, but unfortunately in most circumstances this is not
Student absenteeism have become a large problem with students today and
receives little attention due to the abundance of other issues and priorities that
teachers are faced with (Teasley, 2004). Absenteeism is a period of time when a
student does not attend school (Teasley, 2004). Students who do not attend school
will generally fall behind their classmates in their academic success. They have fewer
opportunities to learn the materials that will help them to succeed (Epstein & Sheldon,
2002).
main components are family factors, school factors, economic influences, and student
variables (Baker et al., 2001; Peek, 2009; Wall, 2003). Chang and Romero (2008)
add community related issues to this list. To minimize the absenteeism of the students,
Durborow (2017), research shows a gap between desired levels of school and family
connection and the current level of school and family connection. More study needs
to be done on why the gap exists and what could be done to close the gap and
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attainment of those children (Keane, 2007; Lemmer, 2009; Studsrød & Bru, 2009;
Based on the attendance records of the HUMSS academic track senior high
school of Tacurong National High School, the absences of the students were
increasing from the month of June to August. This was reasonably alarming because
senior high school has two semesters in a year, thus students must avoid being absent
in class to improve their academic performance. Hence, this study determined the
The researchers computed the absences of the students for three months.
Students who got 12 absences were considered respondents of the study, then
students to determine which factor/s truly affect their attendance at school. The tool
was validated by professionals who are experts in the field. After which, the
respondents took the survey and the researchers focused only on one factor which
got the higher average mean. Then, the researchers conducted an intervention
the students. This was participated by the school heads, guidance counselor, class
and teachers evaluated the program through survey questionnaires which were
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VI. Action Research Questions
student attendance?
a. Participants
The population of the study focused on the Grade 12 Senior High School
three months were considered respondents of this study. There were 15 students who
qualified to the criteria, nine (60%) are boys and six (40%) are girls. The
undergo HSPI program. The educational attainment of the parents are mostly
secondary graduate. Most of the parents are farmers and housekeeper with an income
7
b. Data Gathering Method
the school heads of Tacurong National High School to conduct the AR. After which,
the approved letter was given to the class advisers of Grade 12-HUMSS. The students
who accumulated 12 absences for three months were given the survey questionnaire
on the contributing factors of absenteeism. The respondents were provided the Home-
School Partnership Intervention wherein the researchers conducted programs that led
to students to minimize their absences. Then, another survey questionnaire was given
validated by three experts in the field and had undergone test-retest reliability. Using
the SPSS program the Cronbach’s alpha coefficient reliability was found to be 0.83 for
the entire scale with an implication that the questionnaires had very strong linear
expert in the field. After which all data was tallied, tabulated, processed, analyzed and
interpreted.
All the data were organized, tallied, tabulated, and presented in a series of
tables and graph. Frequency counts, percentage weight values and weighted mean
effectiveness of HSPI were organized, tallied, computed the mean using the MS Excel
2013, and presented using table. The comparison of attendance of the respondents
prior to HSPI and after the HSPI program was presented using the graph.
8
The responses on contributing factors of absenteeism and evaluation of HSPI
were analyzed using a Likert scale with the following equivalent shown in table 1 and
2 respectively.
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VIII. DISCUSSION OF RESULTS AND REFLECTION
The profile of the respondents are described in terms of age, gender, Parent’s
Age
17 4 26.67
18 4 26.67
19 4 26.67
20 2 13.33
22 1 6.67
Gender
Male 9 60.00
Female 6 40.00
Parents’ Income
5,000 below 6 40.00
5001- 10000 5 33.33
10001-15000 1 6.67
15001 above 3 20.00
Father’s Educational Attainment
Elementary Level 0 0.00
Elementary Graduate 2 13.33
Secondary Level 0 0.00
Secondary Graduate 10 66.67
College Level 2 13.33
College Graduate 1 6.67
Mother’s Educational Attainment
Elementary Level 0 0.00
Elementary Graduate 5 33.33
Secondary Level 0 0.00
Secondary Graduate 8 53.33
College Level 1 6.67
College Graduate 1 6.67
Father’s Occupation
Farmer 7 46.67
Driver 2 13.33
OFW 1 6.67
Carpenter 1 6.67
Army 1 6.67
Brgy. Kagawad 1 6.67
Business Man 1 6.67
Arabic Teacher 1 6.67
Mother’s Occupation
Housekeeper 10 66.67
OFW 3 20.00
Cashier 1 6.67
Farmer 1 6.67
Parents’ Status
Living Together 4 26.67
Single parent 3 20.00
Separated 4 26.67
Widowed 4 26.67
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The table 3 shows the socio-demographic profile of the respondents. The age
of the students (17-19) commensurate to those who should be in Grade 12, the males
are more dominant than females. The educational attainment of the parents are mostly
high school graduates. Most of the parents are farmers and housekeeper with an
The first objective of this study is to identify the contributing factors or the root
causes that have led students to become absent. Table 4 below shows the distribution
of mean to indicate the factors that influence absenteeism among students. The family
factor got the highest average mean of 3.65. This is followed by the financial factor
(mean=1.77).
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Family Factor
The family factor was found to be the most influential factor related to
absenteeism, with an average mean of 3.65. This an evident that the family influenced
the absenteeism promoting to 61-80%. This support the findings of Asmawati Suhid,
et al (2012) wherein family factor ranked second in their study with an average mean
of 3.01. The most influential item related to the family factor is "My parents/guardians
are not supportive in my studies" (mean = 4.13). Details of items for the family factor
Financial Factor
the financial. The item related to this factor that has the highest mean score is " My
allowance is not enough to buy my requirements and projects in school " (mean=3.13).
This indicate that financial may also affect the attendance of the students at school.
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Table 6. Distribution of Mean Scores for Financial Factor
Behavior/Attitude Factor
The findings of this research show that the overall mean obtained for the
behavior/attitude factor is 2.32 shown in table 5. This means that the attitude of the
students is also not a very strong factor in influencing absenteeism among students.
The item “I have low self –esteem” scores the highest mean of 2.73.
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Health Factor
The results shown in table 6 implies that health related issues do not strongly
affect the absenteeism of the students. The item “I am suffering from illness( e.g.
headache, toothache, stomach ache ,etc.)” scores the highest mean of 2.87.
Entertainment Factor
The results shows that entertainment factor ranked 5th on the factors affecting
to students’ attendance which scores to 1.96 grand mean. This indicates that
entertainment factor do not much affect the students attendance. The item “I am fun
of going to parks and department stores” scores the highest mean of 2.67.
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Table 9. Distribution of Mean Scores for Entertainment Factor
Based on the results shown in table 8 electronic media factor do not strongly
affect the students’ attendance with a grand mean of 1.95. The item “I am hooked in
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Classroom Environment Factor
The grand mean of classroom environment is 1.95 which indicates, this factor
classmates/friends are very noisy” scores the highest mean of 2.53 as shown on the
table 9.
Peer Factor
The results indicate that peer factor (grand mean =1.80) do not influenced the
absenteeism of the students. The item “I feel that I don’t belong with my peers” scores
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Teachers’ Factor
The results on teachers’ factor scores the lowest grand mean of 1.77 which
implies, this factor do not strongly influenced the absenteeism of the students. The
item “My teachers give difficult projects and requirements” scores the highest mean of
2.33.
found out that family affects the attendance of the students. Scholars have also
suggested that it may be effective to engage parents as part of the team working in
aimed at developing family and school partnerships has proven effective in increasing
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Thus the researchers came up with a possible solution called Home-School
Partnership Intervention.
Home Visitation: According to Okeke (2014) that home visits are very
dealing with the student’s academic and other learning needs and/or
difficulties. The researchers visited the house of the respondents for two
the roles and responsibilities of the students and parents. This is the
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of communication saved time, effort, and money. This is also a great
by the students’, parents’, and teachers’ it’s evident that the HSPI is very effective in
improving the attendance of the student in class. The parents’ and students’ seminar
(overall mean= 4.60) was also found very effective in improving the attendance of the
students. This is an implication that students were enlightened in their roles and
The findings of HSPI support the studies of Epstein (2007) that family
involvement at the high school level is important to improve students’ attendance and
Home Visitation 4.32 Strongly 4.56 Strongly 4.83 Strongly 4.57 Strongly
Agree Agree Agree Agree
Parents’ and
Students’ Seminar 4.34 Strongly 4.57 Strongly 4.89 Strongly 4.60 Strongly
Agree Agree Agree Agree
Mobile
Communication 4.17 Agree 4.37 Strongly 4.43 Strongly 4.32 Strongly
Agree Agree Agree
Weighted Mean 4.28 Strongly 4.50 Strongly 4.72 Strongly 4.50 Strongly
Agree Agree Agree Agree
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The graph shown below is an evident of the improvement of the attendance of
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
The researchers found out different situations and scenarios regarding the life
on real background of the respondents in terms of their family status, income, and
source of living. The presence of the teachers at their home gave positive impact to
the parents/family that their son/daughter is valued and love in school. It was a great
experienced for the researchers to reach out those students who are at risk of dropping
roles and responsibilities of the students and parents to improve students’ attendance
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in school. The researchers realized that parents/guardians need to be updated with
the new trends of parenting style in dealing with their millennial sons/daughters.
Hence, the researchers found out that HSPI is very effective in promoting
strong partnership with the parents or guardians in the school in order to have a better
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factors of Snacks and 790.00
absenteeism) lunch
22
Invited
parents/guardi
ans and
students.
Home Proponents October Laptop Informed
Visitation and 7-8, 2017 Cell phone parents/guardi
follow-up Home visitation ans regarding
Parents’ and form and other the attendance
Students’ school supplies of their
Smart and son/daughter
Globe load 500.00 in school.
Fuel 1,500.00
Snacks and 571.00
lunch
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computation tables of the
and analysis results
X. REFERENCES
Baker, M., Sigmon, J., & Nugent, M. (2001). Truancy reduction: Keeping students
in school. Rockville, MD: National Criminal Justice Reference Service.
Retrieved from http://www.ncjrs.gov/html/ojjdp/jjbul2001_9_1/ contents.html
Chang, H., & Romero, M. (2008). Present, engaged and accounted for: The critical
importance of addressing chronic absence in the early grades. National Center
for Children in Poverty. Retrieved from http://www. nccp.org/publications/pub
_837.html
DeSocio, J., VanCura, M., Nelson, L. A., Hewitt, G., Kitzman, H., & Cole, R. (2007).
Engaging truant adolescents: Results from a multifaceted intervention pilot
[Electronic version]. Preventing School Failure, 51(3), 3-11.
24
Durborow, A.( 2017). "Factors Contributing to the Problem of Student
Absenteeism in a Rural School”.Theses and Dissertations. 1887.
http://scholarworks.uark.edu/etd/1887
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving
student attendance through family and community involvement [Electronic
version]. The Journal of Educational Research, 95(5), 308-319.
Mills, G. E., (2011). Action research: A guide for the teacher researcher (4th ed.).
Upper Saddle River, NJ: Merrill Prentice Hall.
.
Okeke, C. I. (2014). Effective home-school partnership: Some strategies to help
strengthen parental involvement. South African Journal of Education,
34(3),1-9
Sheldon, S. B., & Epstein, J. L. (2004). Getting students to school: Using family and
community involvement to reduce chronic absenteeism. School Community
Journal, 4(2), 39-56.
Sheverbush, R.L., Smith, J.V., & DeGruson, M. (2000). A truancy program: The
successful partnering of schools, parents, and community systems.
25
Unpublished manuscript, Pittsburg State University, Pittsburg, KS. (ERIC
Document Reproduction Service No. ED444102)
Studsrød I & Bru E 2009. The role of perceived parental socialization practices in
school adjustment among Norwegian upper secondary school students.
British Journal of Educational Psychology, 79(3):529-546. doi:
10.1348/000709908X381771
Teasley, M. L. (2004). Absenteeism and truancy: Risk, protection, and best practice
implications for school social workers. Children & Schools, 26(2), 117-127.
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X. FINANCIAL REPORT
The table below summarizes the expenses incurred before, during and after the
Transportation 3,500.00
Binding 1,000.00
TOTAL 30,000.00
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