2

Allowance is said to be the best strategy for a child to attend to

school. This also comes with specific range of amount to satisfy himself

before going ahead every morning.

All schools are mandated to record details of pupils’ attendance

and absence at school. They do so at the beginning of morning and

afternoon sessions. If a child is absent, it is required that the parent, or the

child himself must notify the class adviser of the reason(s) for the

absence.

Completing school attendance is one of the most important things a

child can do to counterpart to whatever their parents give them. When a

child makes school attendance a priority, it helps them get better grades,

develop healthy life habits, avoid dangerous behavior and have a better

chance of graduating.

Medellin National High School, situated in Poblacion, Medellin,

Cebu, is one of the public high schools near the researcher’s location

which in positive sense, brings convenience for the study.

Attendance, as they say, is said to be completed when a child

receives satisfying daily allowance from his parents or from people around

him. No allowance will guarantee them to be absent.

The willingness of the researcher to conduct this study and the

cooperation of the respondents and teachers will help determine the

results about the correlation between the allowance and attendance

 3

among the Grade XI students specializing ABM, TVL, and GAS of

Medellin National High School, S.Y. 2016-2017.

Since the Grade XI students serve as the first batch who

experience the K to 12 Enhanced Curriculum, the researchers want to

know if the amount of allowance given to them by the student’s parents

matter and affect in completing school attendance in spite of the additional

year considering additional fees.

To respond to the abovementioned-hearsay prompted the

researchers to study if there is/are any relation(s) between the everyday

allowances of the students in completing their school attendance. This

study was conducted to determine the extent to which their allowance

might give them the interest to attend classes regularly. Their attendance

will also determine their academic performance inside the room.

Conceptual Background

Philippine Education for All Plans of Action 2015, Critical task No. 5

is the expansion of the basic education. The Philippine has extended its cycle of

basic education schooling to make it twelve years. The Department of Education

(DepEd) and allied stakeholders are responding to the vital and critical need to

improve the quality of basic education in the Philippines through its major

education reform known as K to 12, which means kindergarten and the six years

of elementary and six years of secondary education. The reform includes

improving and enhancing the basic education curriculum for learners to master

basic competencies, lengthening the cycle of basic education to cover

 4

kindergarten through year 12. This reform aims for the development of holistically

developed Filipino with 21st century skills who is prepared for employment,

entrepreneurship, middle level skills development and higher education upon

graduation.

The Philippines is the last country in Asia and one of only three countries

worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other

two). Now, the Philippines embraced the 12-year program which found to be the

best period for learning under basic education. It is also the recognized standard

for students and professionals globally. We are on the fifth year of the

implementation of the K to 12 Program. Our last mile is the Senior High School.

All 221 divisions of the Department of Education (DepEd) have finished planning

and have figures on enrolment a year in advance. These plans were reviewed by

a separate team and finalized upon consultation with other stakeholders.

DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608

classrooms completed and undergoing construction in 2014. As of DepEd is

planning to establish 5,899 Senior High Schools nationwide. As of April 30, 2015,

DepEd has issued provisional permits to 1,866 private schools set to offer Senior

High School in 2016. From 2010-2014, DepEd has filled 128,105 new teacher

items. DepEd is targeting two kinds of teachers: those who will teach the core

subjects, and those who will teach the specialized subjects per track. DepEd will

hire 37,000 teachers for Senior High School for 2016 alone.
 5

PHILIPPINE EDUCATION FOR ALL PLANS OF ACTION

2015 CRITICAL TASK NO. 5

K TO 12 Basic Enhanced Curriculums

Academic Arts and Sports Technical -

Vocational
Design
Track Track Livelihood
Track Track

ABM Arts and Design Safety and Home

Appreciation First Aid Economics
Production

STEM Performing Arts Human Agri-Fishery

Movement

HUMMS Physical and Personal Fundamentals of Industrial Arts

Development in the Coaching
Arts

Developing Filipino Sports Information and

GAS Identity in the Arts Officiating Communications
Technology
Integrating the Fitness, Sports, and
Elements and Recreation
Principles of Leadership
Organization
Psychosocial
aspects of Sports
Leadership and
Management in and Exercise
Different Arts fields
Practicum
(In-campus)
Immersion and
Exploration of
Different Arts Fields Fitness Testing
and Exercise
Programming
Performing Arts
Production Apprenticeship
(Off-campus)

THE CORRELATION BETWEEN THE ALLOWANCE AND THE SCHOOL

ATTENDANCE OF THE GRADE XI STUDENTSOF MEDELLIN NATIONAL HIGH
SCHOOL, MEDELLIN, CEBU: BASIS FOR PROPOSAL

Figure 1
Conceptual Framework of the Study
 6

Learning materials are being produced for elementary to junior high while

textbooks for Senior High School (which has specialized subjects) are being bid

out. The K to 12 curriculum is standards- and competence-based. It is inclusive

and built around the needs of the learners and the community. The curriculum is

done and is available on the DepEd website. It is the first time in history that the

entire curriculum is digitized and made accessible to the public. There are 2,199

private schools cleared to offer Senior High School and over 200 more being

processed.

The first batch of Filipino students to go through Grade 11 will troop to

schools in 2016. Many students and parents, though, are still unaware of a few

details as regards the new senior high school system.

Matters on the country’s K-12 program remain unclear. One of them,

however, refers to the specific tracks wherein students will choose the best skill

for them to master.

With the new educational system required by the government, Filipinos

have no other choice but to embrace it. In the first place, each one will profit from

the new scheme because it follows international standard.

Apart from the core curriculum, which has eight learning areas, the new

senior high school system comes with specific career tracks that seem like

college courses. They include certain disciplines namely: Academic, Arts and

Design, Sports and Technical-Vocational-Livelihood.

Each senior high school student must choose one track to master and

base his/her choice on how he/she wants to advance after completing high
 7

school or Grade 12. Career assessment and aptitude tests and an occupational

interest inventory, on the contrary, will show the student’s strengths and

interests. Career advocacy programs will also help and guide them in choosing

the right track for their selves.

Note, though, that school capacity, resources available in the area, and in-

demand jobs in the district are just a handful of the factors to consider in offering

the tracks. The tracks aim to advance the students’ specialization and help them

shine in areas where they excel.

Since the contents of the subjects that students will take in Grades 11 and

12 depend on their chosen career track, they must take extra care in making their

choice.

In academic track, it prepares students who plan to pursue college

education and comprises four strands which comprise Accountancy, Business,

and Management, Science, Technology, Engineering, and Mathematics,

Humanities and Social Science and General Academic Strand.

Accountancy, Business, and Management refers to the practical

application of management techniques to control and report on the financial

health of the organization. This mainly involves the analysis, planning,

implementation, and control of programs designed to provide financial data

reporting for managerial decision making. This also includes the maintenance of

bank accounts, developing financial statements, cash flow and financial

performance analysis. The process of preparing management reports and

 8

accounts provide accurate and timely financial and statistical information required

by managers in order to make day-to-day and short-term decisions.

Science, Technology, Engineering, and Mathematics, under K to 12 is

an educational program developed to prepare primary and secondary students

for college and graduate studies in the fields of science, technology, engineering

and mathematics. Moreover, STEM aims to foster inquiring minds, logical

reasoning and collaboration among students.

The Educators break STEM down into seven standards of practice for

STEM students which include the Learning and applying content, integrating

content, interpreting and communicating information, engaging in logical

reasoning, collaborating as a team and applying technology appropriately.

Humanities and Social Science offers a variety of academic choices for

all students working toward an undergraduate Engineering degree. It is designed

to provide the students with social, cultural, political and economic background.

This design is to effectively prepare students who seek to pursue a college

degree on liberal education; HUMSS will be about a variety of subjects, looking

at the world and its people from various points of view. They will learn about

ideas and beliefs that have guided human beings and shaped civilizations for

thousands of years. The learning activities are directed towards the development

of critical thinking. They will take introductory courses, which will give them a

wide knowledge of subjects and will guide them later on in choosing their major

discipline.
 9

Each program in the College identifies a certain number of credit hours of

elective courses (a minimum of 16) concerned with cultures and relationships–

generally identified as humanities and social sciences to provide a breadth of

education. Students are encouraged to select a cluster theme for their

humanities/social science electives. This is a unifying theme (such as

psychology, economics, or history) that focuses the student’s HU/SS electives.

General Academic Strand is designed to prepare students who are

more inclined to general areas of study rather than specialized fields, GAS will

present the option for students to take their electives from specialized subjects of

any other strands.

The next three tracks aim to equip students with the skills needed to

secure jobs in the field they want arts and design track, sports track and

technology vocational and livelihood track.

In arts and design track covers nine subjects, eight of which require 80

hours each per semester.

Arts and Design Appreciation and Production focus on the production

of secondary senior students with emphasis on the knowledge of the different

arts and design forms, materials, media, and production in creative industries. It

will also include significant and influential artists and their works across time and

place.

Performing Arts emphasize the practical application of the different

principles of theater, music, and dance in the local and global market.
 10

Physical and Personal Development in the Arts provide students with a

comprehensive discussion and practical studies on the proper care of their

bodies through proper exercise, good hygiene and proper industry practices - as

the instrument for their art

Developing Filipino Identity in the Arts highlight student’s perception of

art in his/her community and the rest of the nation and allows him/her to explore

ways in which he/she.

Integrating the Elements and Principles of Organization in the Arts

deepens the learner’s understanding of the various forms of creative expressions

through a series of applications with the elements and principles of organization

in the arts in: creative works, and artistic endeavors for personal development;

advancement of cultural identity and of one - self; promotion of cultural identity;

and expansion of discipline.

Leadership and Management in Different Arts and Fields develop self

mastery for leadership in the arts through understanding the basic concepts,

elements and processes in arts management with appreciation, analysis and

practical application as well.

Production in the Performing Arts enhanced and developed of

performing arts skills through a program of apprenticeship.

In sports track, it has nine subjects, which include Safety and First Aid,

Human Movement, Coaching, Sports Officiating, and Sports Leadership.

Safety and First Aid will help the learners use the life skills and

competencies in various sports and exercise settings for prompt and proper
 11

response during emergencies in safety, injury prevention and management. It will

lead to a certification from the Philippine Red Cross.

Human Movement let the students learn the concepts on the origin,

control, and learning of motor skills which covers the topics on the origin,

control,and learning of motor skills appropriate for various skill levels.

Fundamentals of Coaching covers the key concepts and principles of

coaching.

Sports Officiating and Activity Management cover the different

elements of a specific sports like the concepts, rules, principles, and mechanics

officiating the said sport. It also covers management of fitness, sports and

recreation events. Through these things, the learner will be certified by National

Sports Associations (NSAs) and TESDA.

Fitness, Sports and Recreation Leadership help the learners carry out

safe and effective programs in exercise, sports, and recreation with prerequisite

competencies.

Psychosocial Aspects of Sports and Exercise will show the way the

students understand individual and social factors which influence their

participation, performance, adherence and psychological well - being in sports

and exercise.

Practicum (In-campus) provides the learner with realistic experience on

the school setting in his/her area of specialization: student athlete enhancement,

practice coaching, practice officiating and tournament management or

fitness/sports and recreation leadership.

 12

Fitness Testing and Basic Exercise Programming will allow the learner

to administer tests and programs for physical fitness and performance

enhancement.

Apprenticeship (Off-campus) provides the learner to apply the principles

of teaching in various ways which focuses with on the hands-on off-campus

experience in his/her area of specialization: student-athlete enhancement,

practice coaching, practice officiating and tournament management or

fitness/sports/recreation leadership. This course will allow the learner to explore

opportunities for advanced certification.

In technology vocational and livelihood track contains nine subjects

and technical skills and development authority specialized subjects which consist

of Home Economics, Agri-Fishery, Industrial Arts and Information and

Communications Technology.

Home Economics or domestic science is the profession and field of

study that deals with the economics and management of the home and

community. The field deals with the relationship between individuals, families,

and communities, and the environment in which they live.

The field represents many disciplines including food preparation,

parenting, consumer science, nutrition, early childhood education, family

economics, human development, interior design, textiles, apparel design, as well

as other related subjects. Other topics such as sexual education and fire

prevention may also be covered.

 13

As an academic profession, it includes educators in the field and human

services professionals. It is taught in secondary schools, colleges and

universities, vocational schools, and in adult education centers; students include

women and men. It prepares students for homemaking or professional careers,

or to assist in preparing to fulfill real-life responsibilities at home.

Agriculture is the cultivation of animals, fungi and plants, as well as other

life forms that are used for the sake of food and fiber, as well as other kinds of

products that are used to maintain. Like fishing, can be seen as an art.

Additionally, the study of agriculture is actually a science, known as agricultural

science. Agriculture can be observed in particular species of ant and termite,

amazingly, but generally the term will actually only be referring to human activity.

A fishery is usually just an entity that is engaged in raising and then

harvesting fish. It is essentially just another form of agriculture, but involves very

different means of raising and harvesting the livestock.

The FAO says that a fishery can be typically defined in the terms of the

people that are involved, the species or kind of fish, and whether it is an area of

water or a seabed. The method of fishing, the class of the boats and the purpose

of the activities that take place all combine to create the characteristics of a

fishery.

Fisheries can involve either the capture of wild fish, as is done in boats in

the ocean, or through raising fish using fish farming or aquaculture methods.

More than half a million people within developing countries depend on fisheries

and aquaculture to live and make a living.

 14

Industrial Arts is an educational program which features fabrication of

objects in wood or metal using a variety of hand, power, or machine tools. It may

include small engine repair and automobile maintenance, and all programs

usually cover technical drawing as part of the curricula. Most Industrial Arts

programs were established in comprehensive rather than dedicated vocational

schools and focused on a broad range of skills rather than on a specific

vocational training.

ICT or Information and Communications Technology is an umbrella

term that includes any communication device or application which comprises

radio, television, cellular phones, computer and network hardware and software,

satellite systems and so on, as well as the various services and applications

associated with them, such as videoconferencing and distance learning.

These career tracks prove that the Philippines’ K12 program is likely to

succeed.

An allowance is an amount of money allotted usually at regular intervals

for a specific purpose. In the context of children, parents may provide an

allowance to their child for their miscellaneous and personal spending.

A student allowance is a weekly payment that can help with your living

expenses while you’re studying.

The allowance of the students may consider as money or meal provided

by their parents. The amount of money they will receive from their parents

whether it’s big or small may or may not affect their school attendance depending
 15

on the level of interest and motivation they have on themselves in attending the

classes regularly.

There are three types of allowances that differ on how it is being used in

its specific context of environment:

1. Allowances in business

In the field of construction, an allowance is an amount specified and

included in the construction contract for a certain work (e.g., appliances,

lighting, etc.) whose details are not yet determined at the time of contracting. On

the other hand, the allowance amount covers all the cost of the contractor's

material and equipment delivered to the project plus all the taxes less in any

trade discounts to which the contractor may be entitled with respect to the item of

work.

The contractor's costs for labor (installation), profit and other expenses are

included in the base contract amount and not in the allowance amount.

The allowance provisions handled in the contract like the flooring

allowance may state that installation costs are part of the allowance. The

contractor may be required to produce the original records or estimate the costs

for each allowance item so that each of them have the knowledge to where the

allowance is used.

2. Allowances for children

Parents often give allowance to their children for their various personal

usages. And also to teach them how to manage the money at an early age

because it is very helpful for those to learn how to manage everything while they
 16

still have it. Managing money at an early age is a good practice so that when

they grow up, they will know how to value the importance of money. For some

parents, when their children are old enough to start doing the household chores,

an allowance becomes "exchange" money. Later, as their child grows older,

some parents give their children projects that they can choose or ignore, and this

type of allowance is called "entrepreneurial."

3. Allowances for adults

In Japan, three quarters of men acquire a monthly allowance from their

wives. Shinsei Bank has been studying the amount of spending money given to

the husbands by their wives since 1979. In 2011, it is 39,600 Yen or about $US

500[A 1]. This compares before the bubble burst when the allowance was 76,000

Yen in 1990 ($530 1990 dollars [A 2] or US$ 970 in 2017).

School attendance refers to the total number of days students spend

during school days or the amount of time they are present at school.

Researchers have also evaluated whether school-level factors influence

student attendance. Research suggests that a variety of school-level factors

influence student attendance. The factors relate to the culture and climate of

the school; the condition of the school facility, particularly the school's ventilation

system; as well as the rigor and relevance of the school's instructional program.

Moreover, the physical condition of the school impacts student health and thus

influences whether the child feels well enough to attend school.

The culture and climate of the school, particularly as it relates to

teacher-student relationships and more broadly to issues of student safety, has

 17

been moderately associated with student absenteeism. The likelihood that a

student will not attend school increases when students feel unsafe or threatened

by the school community. Stewart (2008), drawing upon National Educational

Longitudinal Survey (NELS) data, disclosed that student outcomes were related

to the student's sense of belongingness or connection to the community.

Similarly, Rumberger and Palardy (2005) reported that students who perceived

that their school was unsafe had higher rates of attribution. In particular, students

who experience bullying and victimization by peers or their teachers tend to miss

more school than peers who do not experience these conditions (Glew, Fan,

Katon, Rivara, & Kernic, 2005). Dinkes, Kemp, and Baum (2009) reported that

seven percent of students age 12 to 18 who participated in the 2007 National

Crime Victimization Survey reported that they "avoided school activities or one or

more places in school because they thought someone might attack or harm

them" (p. 56). The same survey revealed that "approximately five percent of

students ages 12-18 reported that they were afraid of attack or harm at school,

compared with three percent of students who reported that they were afraid of

attack or harm away from school" (p. 54). The prevalence of fear and avoidance

among students appeared greatest among middle school students and high

school freshman and sophomores (Dinkes, et al., 2009). These are also the

grade levels which research suggests are most likely to predict student

absenteeism, truancy, and high school dropout (Balfanz & Byrne, 2012; Gottfried,

2013).
 18

Bullying appears to be a significant predictor of student absenteeism and,

at the high school level, a significant predictor for students who ultimately drop

out of school. Recent research indicates that bullying (including adversarial

relationships with education professionals) is now widely recognized as a

significant factor in student academic performance and student attendance as

manifest through school avoidance behaviors (Kearney, 2008; Roberts, Zang,

Truman, & Snyder, 2012; Swearer, Espelage, Vaillancourt, & Hymel, 2010).

The academic program also influences whether students attend school.

There is a growing body of research that suggests that school culture influences

student learning, engagement, and achievement (Cohen, McCabe, Michelli, &

Pickeral, 2009). Researchers note that disengagement can lead to a significant

increase in 'deviant behavior' – including truancy (Appleton, Christenson, &

Furlong, 2008).Klem and Connell (2004) noted that "Students who perceive

teachers as creating a caring, well-structured learning environment in which

expectations are high, clear, and fair are more likely to report engagement in

school" (p. 270). Higher-levels of student engagement reduce the risk of students

missing school or dropping out of school (Appleton, et al., 2008). This perception

can be achieved through lower student-to-teacher ratios (Catalano, Oesterle,

Fleming, & Hawkins, 2004) as well as other school-based programs (i.e., Check

and Connect) that increase student-teacher contact through mentoring (Sinclair,

Christenson, Lehr, & Anderson, 2003).

Researchers have also associated the conditions of the school facility,

particularly the school's ventilation system, with student attendance. Poor

 19

ventilation systems introduce students – particularly those with respiratory health

challenges including asthma – to conditions that promote chronic illness

(Shendell, et al., 2004). In one study that examined indoor CO2 concentrations in

traditional and portable classrooms, Shendell and colleagues (2004) disclosed

that student attendance in portable classrooms was 2 percent lower than

students who attended class in traditional classroom settings. More broadly,

Branham (2004) analyzed data for 226 schools in the Houston Independent

School District using a Tobit analysis, he determined that students were less

likely to attend schools that were in need of structural repairs, used temporary

structures (i.e., portables), and had understaffed janitorial services (presumably

impacting the cleanliness of the school facility). Studies using similar data have

not been conducted nor have the results of Branham's (2004) analysis been

replicated in other settings.

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.

 20

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.

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).

Students find inspiration from multiple sources. Just as there is no single cause

for absenteeism, there is not a single support or aspect of school that appeals to

all students. But there are a number of different features that can make a

difference in a student’s or family’s ability or desire to attend which referred to as

motivators for attendance.

While relationship issues were noted as a challenge for one in five

chronically absent students, relationships were also identified as the top

inspiration for attendance. 81% of chronically absent students were found to

have been inspired to attend school by the relationships that they have with

teachers, friends, mentors, role models, and others.

People as the motivational factor for attendance was highest among 7th –

8th grade students, with 97% crediting people as the key inspiration for
 21

attendance. Chronically absent students in special education and Latino students

were also particularly inspired to attend due to their relationships with other

people (at 88% and 89%, respectively). The school setting is a very effective

social network that can encourage attendance through both peer and adult

influence.

Fortunately, several academic-related issues were highlighted as

motivating factors for chronically absent students. First and foremost was the

desire to learn. The opportunity to learn was highlighted as an inspiration for

attendance for nearly two-thirds of chronically absent students. It was noted that

students like to learn, often enjoy specific classes, and like to be challenged.

Learning as a motivational factor for attendance was particularly strong in

the earlier grades, with almost seven out of every ten K – 6th graders being

inspired by learning. Learning was also frequently mentioned as a motivator for

attendance for chronically absent Special Education students (63%), Latino

students (70%) and White students (67%). Student performance and non-

academic programs were also reported as issues that encourage attendance.

These opportunities were reported as motivators for nearly half of the chronically

absent students assessed.

Student attendance is clearly influenced by the compulsory nature of

education. The attendance mandate was reported as a motivating factor for

nearly two-thirds of chronically absent students.

The ability of schools to offer an environment that supports social and

emotional well-being was frequently cited as another motivating factor. The

 22

stability that school provides was identified as an inspiration for attendance by

more than half of chronically absent students. It was reported that students found

comfort in the daily routine of school, the safe, consistent environment provided

by school, and the fun atmosphere experienced at school.

Many chronically absent students attend school because they have

aspirations that school can help them achieve. Life aspirations were identified

as an inspiration for attendance for nearly half of chronically absent students.

These students wanted to go to college, prepare for a job, or to serve as a role

model for a sibling. This finding indicates that despite missing a large amount of

school, many chronically absent students recognize the value and importance

that education has for future life success.

 23

THE PROBLEM

Statement of the Problem

The main goal of the study was to find out if there was any relation

between the everyday allowance towards the school attendance among the

Grade - XI students specializing ABM, TVL, and GAS in Medellin National High

School, during the first semester of the academic year 2016-2017. The findings

of which will be the basis on determining whether the presence and range of their

allowance matters.

Specifically, this study sought answers to the following queries:

1. What is the mean allowance of the students under the strand of:

a. ABM,

b. TVL; and

c. GAS

2. What is the mean attendance of the students having an allowance under

category:

a) PhP 1 – Php 10

b) PhP 11 – Php 20

c) PhP 21 – Php 30

d) PhP 31 – Php 40

e) PhP 41 – Php 50

f) PhP 51 – Php 60

g) PhP 61 – Php 70

h) PhP 70 above
 24

3. Is there a significant difference in the mean attendance of the students across

allowance categories?

4. Is there a correlation between the allowance and the attendance of the

students?

Statement of Hypothesis

Based on the above-mentioned questions, the following hypotheses was

formulated.

Ho : There is no correlation between the allowance and the attendance of

the students.

Ha : There is significant correlation between the allowance and the

attendance of the students.

Significance of the Study

This study was designed to benefit the following sectors of the educational

institution.

DepEd. This will help them in minimizing, if not solving, the problem of

school performance with regards to the school attendance.

Teachers. They will be much informed of the possibility that one of the

reasons in completing student’s attendance is through their allowance.

 25

Students. They will be aware that in completing their school attendance,

their performance might or might not be affected.

Parents: They will have a control in the giving of any amount of allowance

to their child.

Future researchers. This study could be a help to future researchers who

will conduct related studies regarding the correlation between the ranges of

allowance and the school attendance.

Definition of Terms

To provide a clearer and better understanding of the study, the following

terms were hereby operationally defined.

Allowance

It is in any amount of money given or allotted at regular intervals for

specific and random purposes.

Attendance

A record of how often the students go to school with regards to the

amount of their allowance.

Correlation

It is the relationship between the allowance and the attendance of the

students.

Descriptive Survey Method

It is a type of survey method providing facts about the relationship of the

allowance and attendance.

 26

Hedonic Scale

An instrument used by the students where it indicates the range of the

amount of allowance they receive from their parents.

Parent

It is a person who is a father or mother who supports their child.

Range

This shows the different interval of amounts that the students receive.

School

It is an establishment where students receive teaching instructions.

School Registrar

It is an office that holds the important records of the school.

Pearson R

It is the covariance of the two variables divided by the product of their

standard deviations.

Arithmetic Mean

It is used to measure the central tendency. This was used to gauge the

average value of responses to items on the descriptive survey questionnaire.

ANOVA (Analysis of Variance)

It is used to determine the significant mean between treatments (both

allowance and attendance). The statistical treatments of contributing factors were

subjected to P-value and F critical value.