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Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

THE EFFECT OF STUDENT ABSENTEEISM ON ACADEMIC PERFORMANCE: BASIS

FOR DEVELOPING INTERVENTION PROGRAM

ACTION RESEARCH
Funded By
Basic Education Research Fund (BERF 2015)
REGION XII
Carpenter Hill, Koronadal City

SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II
(Researcher)

November 2016
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TABLE OF CONTENTS

I. TITLE PAGE 1

II. ABSTRACT 3

III. ACKNOWLEDGEMENT 3

IV. CONTEXT AND RATIONALE 5

V. CONCEPTUAL FRAMEWORK OF THE STUDY 6

VI. ACTION RESEARCH QUESTIONS 7

VII. SCOPE AND LIMITATION 9

VIII. LITERATURE REVIEW 9

IX. ACTION RESEARCH METHODS 10

Research Design 10
Participants of the Study 11
Sampling Technique 11
Data Gathering Instrument 12
Data Gathering Procedure 13
Statistical Treatment 14

X. DISCUSSION OF RESULTS AND REFLECTION 14

Student Absenteeism 14
Academic Performance 16
Attitudes of Students Towards Absenteeism 18
Student Absenteeism and Academic Performance 19
Proposed Intervention Programs 20

XI. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 23

Summary of Findings 23
Conclusions 25
Recommendations 25

XII. ACTION PLAN 27

XIII. REFERENCES 29

XIV. FINANCIAL REPORT 30

XV. SURVEY QUESTIONNAIRE 31

XVI. CURRICULUM VITAE 35

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ABSTRACT

This study was carried out among the low performing students of Esperanza

National High School for the School Year 2015-2016. It mainly concentrated on

determining the effect of habitual absenteeism on the academic performance of students.

Descriptive correlational research design was used to provide good analysis and

interpretation of the results. Respondents included 103 students, 103 close friends and 103

parents. The degree of student absenteeism was determined through survey questionnaire

and the academic performance of students was gathered through document analysis.

Means, analysis of variance (ANOVA) and Pearson r were applied to describe the collected

data and make inferences as well.

As found out, student absenteeism is Low and the academic performance of

students is Fairly Satisfactory. Attitudes of students towards absenteeism and their

academic performance are comparable by grade level and by subject area, respectively.

Students’ reasons of chronic absences on classroom instruction are opposed by their

friends and parents. The relationship of habitual absenteeism on the academic

performance of students was proven significant.

Thus, this study concluded that the higher the degree of absenteeism, the lower the

level of academic performance of students. It is indeed recommended that teachers,

parents and local government will coordinate with each other to help these struggling

students boost positive behaviors towards studies.

ACKNOWLEDGEMENT

This action research was a product of hard work, encouragement, determination

and support of many persons, whom I wish to acknowledge and cherish their invaluable

assistance for the realization of this study. Further, I would like to extend my heartfelt

thanks and gratitude to those who have also given their commitment to assist from the

preparation stage towards the realization of this study. I am also thankful to those who
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shared their time, physical and intellectual efforts, practical advice, expertise and even

financial matter for the finalization of this document. Countless thanks for the following

persons who in one way or another helped and guided me for the success of the study:

To the Basic Education Research Fund (BERF) Examining Committee

particularly to Dr. Gleen A. Bisnar, PPRD Chief, for their untiring efforts to read and revise

this manuscript.

To the working force of Performance, Planning, Review and Development (PPRD)

section particularly to Ma’am Helen A. Armada, for their untiring efforts to check the

deliverables of this study.

To Dr. Raphael C. Fontanilla, CESO V, Schools Division Superintendent of

DepED – Sultan Kudarat, my former professor when I took up my doctoral studies at Sultan

Kudarat State University, for the genuine wisdom and ideas he shared with me in

conducting a research and for his steadfast moral support to finish this undertaking.

To Dr. Ruth L. Estacio, CESO VI, for her interminable moral support and concern

for the success of this study. Her insights in conceptualizing the topics to be studied gave

me strength to be a research enthusiast.

To Dr. Eskak M. Delna, CES, Principal IV of Esperanza National High School, for

his candid and incessant concern, genuine motivation, affluent encouragement and fatherly

advice to finish this study.

To Dr. Baipina M. Balubugan, the former Division Research Coordinator, for her

inspiring comments and suggestions leading to the improvement of this study.

To Mr. Gani M. Maliga and Mr. Mohamad M. Kuday for their motivation and

encouragement in convincing the researcher to conduct an action research to improve

students’ academic performance.

And most of all, to the Almighty Allah, who provided me the needed material

resources, energy, wisdom, patience and safety during the whole duration of the study –

To all of you, SUKRAN LILLAHI TAALAH! GUIAZAKALLAHO BIHAIRIL

HAMDULILLAH.
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CONTEXT AND RATIONALE

Student absenteeism is one of the alarming problems for school administrators,

teachers, parents and community in general. It is a chronic nonappearance on the

classroom `instruction. Studies reveal that student absenteeism and truancy definitely

result to poor performance in classroom interaction that has a negative effect on peer

relationship. It cannot be denied that every now and then, students may miss some

classroom activities and lessons for some valid reasons. But there are students who are

always absent from their classes without valid reason. This scenario could cause lack of

interest to learn. If a certain student will be away from the school for many days, it

becomes a problem that must be taken into consideration.

On the other hand, going to the school regularly is crucially important for student’s

education, cognitive competence and social skills. Constant absence of students will

usually put them in a disadvantage situation both socially and academically. Absent

students will miss out on critical stages of social interaction and development with their

peers and at the same time it will negatively impact on their academic progress. This can

result to low self-esteem, social isolation and dissatisfaction that could trigger non-

attendance in the other school activities.

Further, absenteeism also affects the teacher’s ability to present class work in a

sequential and organized way. This can have an effect on the progress of all the students

attending the class. The family of the habitual absentees can also suffer. For a poverty-

stricken family, it may mean a continuation of the poverty and unemployment cycle that

may run in the family. This also contributes to family conflicts. The society also suffers as

the children of school age hang around in the streets. They can be found just gallivanting

around. Since they have nothing to do, they result to petty crimes like stealing other

people’s belongings and properties. Others may resort to drug addiction and other

behaviors that are detrimental to society. Thus, if the student keeps on being away from

school for too long, he may grow up to be a liability of his family, of community and of his

country as a whole.
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It is the major goal of every school to have the so-called zero drop-out in response

to Millennium Development Goal (MDG) to eradicate illiteracy and poverty. One way of

addressing this problem is to identify the causes why students become absent and truant

from school. Once they are singled out, understood and analysed, specific actions and

measures can be undertaken. This will eventually redound to the better performance of the

students, teachers and the school in general.

It is timely that this action research is undertaken to identify the causes why the

lower sections in the school are always absent from their classes. The effect of these

factors of student absenteeism on academic performance was investigated. That’s why,

this action research will encourage both the students and parents to understand their social

functions for their family educational growth.

CONCEPTUAL FRAMEWORK OF THE STUDY

Regular attendance and punctuality in school are some of the best qualities beyond

reproach. Much of the lessons, time and wealth will be saved if these virtues will be carried

out to the daily routine of every individual. The said qualities will encompass positive action

in all facets of life struggle. Studies reveal that students had significantly disliked the

subjects particularly in Mathematics and Science because of their intricacy of solutions.

This animosity might be the reason for laziness in their education. The aversion towards

the subject is merely on the subject and has nothing to do with the subject teacher

(Richard, 2012). Moreover, there are some students who fairly assessed their teacher and

commented that their performance in school is affected by their teacher’s personality.

This study is concentrated on the causes of student absenteeism that served as the

independent variable of the study. Among the causes of student absenteeism are

physical or school factors, health factors, personal factors, teacher-related factors, family-

related factors, subject-related factors, classroom atmosphere, financial constraints, peer

influence or camaraderie and obsession in the computer/online games/social networking

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sites. On the other hand, their academic performance in Filipino, English, Mathematics and

Science served as the dependent variable of the study.

The diagram below illustrates how the two variables were treated to determine the

effect of absenteeism of students on their academic performance for developing

intervention programs that will help the school to increase its performance indicators.

INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTCOME

Causes of Student
Absenteeism

- Physical/school factors
- health problems
Academic
- personal attitudes
Performance
- family-related issues of Students
- teacher-related reasons Intervention
- subject-related matters - Filipino Programs
- classroom atmosphere - English
- peer influence or - Mathematics
- Science
camaraderie
- financial constraints
- obsession in the
computer/online/social
networking sites.

ACTION RESEARCH QUESTIONS

This study aimed to determine the effect of habitual absenteeism on the academic

performance of low performing students of Esperanza National High School. Specifically, it

sought answers to the following questions:

1. To what degree is the student absenteeism in the following causes:

1.1 Physical/school factors,

1.2 Health problems,

1.3 Personal attitudes,

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1.4 Family-related issues,

1.5 Teacher-related reasons,

1.6 Subject-related matters,

1.7 Classroom atmosphere,

1.8 Peer relationship/camaraderie,

1.9 Financial constraints, and

1.10 Obsession in the computer/online games/social networking sites?

2. What is the level of academic performance of students in the following tool subjects:

2.1 Filipino,

2.2 English,

2.3 Mathematics, and

2.4 Science?

3. Does the performance of the struggling students in the tool subjects significantly

differ from each other?

4. Is there a significant difference in the attitudes of students towards absenteeism

when they are grouped according to:

4.1 Grade 7,

4.2 Grade 8,

4.3 Grade 9, and

4.4 Grade 10?

5. Is the assessment of the respondents towards absenteeism significantly different

according to the following types of respondents:

5.1 Low performing students,

5.2 Their respective parents or guardians, and

5.3 Their close friends?

6. Is there a significant relationship between the causes of absenteeism and academic

performance of students?
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7. What intervention programs can be proposed to minimize, if not totally eradicate

absenteeism among the low performing students?

SCOPE AND LIMITATION

This study concentrated on the prevailing factors of student absenteeism at

Esperanza National High School for the School Year 2016-2017. The effect of these

causes of absenteeism of low performing students was investigated and correlated to their

academic performance in the tool subjects: Filipino, English, Mathematics and Science.

Only four (4) tool subjects were considered since these subjects are always included in the

DEpEd National Achievement Test (NAT). Final grades of the students and record of

absences at the end of the school year were the bases for the sampling procedures.

Survey questionnaire was distributed to the respondents on June 2016 and retrieved on

July 2016.

LITERATURE REVIEW

Some teachers experienced frustrations teaching their students the basic principles

and concepts in Mathematics and other tool subjects because of excessive absences of

the students (Abdullah, 2015). In spite of the teacher’s preparations, many students are not

interested in the lesson. Effective teaching necessitates an understanding of students; how

they are motivated, how they learn and what they tend to learn (Maestry, et al 2011). They

stressed that knowing the background of the students will be a great factor to deal with

their learning struggles. He added that different teaching strategies must be tried until such

time that the best one will fit student’s level of interest. Therefore, teachers must be open-

minded, willing to accept frustrations and criticism. They must have perseverance to look

several ways and means for the benefit of the learners. Determining the causes of student

habitual truancy is a great factor to develop classroom activities that will be very friendly to
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the interest of the students. Home visitation is proven effective way of convincing the

students and parents to value the importance of education.

Richard, et al (2012) stressed that student absenteeism is one of the alarming

problems for school administrators, teachers, parents and community in general. Poor

performance in classroom interaction has a negative effect on peer relationship which

might cause lack of interest to learn and habitual absences. If this scenario will become

rampant in teaching-learning activities, deprivation of quality education could be a big

challenge in the four corners of the classrooms particularly in Science and Mathematics

that definitely tend to a discouraging and dismal school performance indicators.

Further, numerous scientific studies all over the world had been conducted to

minimize if not eliminate teaching- learning problems. High school teaching needs to be

improved due to the addition of two years in the basic education curriculum as required by

the DepEd K to 12 framework of curriculum. As the survey revealed, some high school

teachers have problems as far as excessive absences and frequent tardiness are

concerned. Continuity of the lesson is sacrificed if the students are always truant and tardy

from the class (Abdullah, 2015). Kurian (2010) added that students' success in school

depends upon their attitudes towards the importance of education. It also influences the

participation rate of learners. Positive attitudes about regular attendance in school must be

instilled to student’s mind. Students who have negative attitudes towards education have

greater problems when they enter the higher levels of learning.

ACTION RESEARCH METHODS

Research Design

This study utilized descriptive correlational research design which is a type of

research method used to get information on the current status of a certain situation. It was

used to describe the existence of the issues found in the given situation. It was also

employed in collecting data to demonstrate the relationship and collect the necessary

information needed in the study. The major purpose of employing this design was to
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determine the effect of the commonly prevailing causes or reasons of student absenteeism

on the academic performance in the tool subjects, to wit: Filipino, English, Mathematics

and Science.

The result of the survey was the basis for further enhancing the academic

performance of low performing students through intervention programs.

Participants of the Study

There were three (3) types of participants in this study. Students who were

identified by their class advisers of incurring excessive absences belong to the first type or

main respondents of the study. Students who had at least one failing grade in the tool

subjects in any grading period were automatically included as the main respondents of the

study. The second type of respondents was their respective parents or guardians and the

third type of respondents was their close friends who are also students of the school.

Sampling Technique

All students who were identified by their class advisers, guidance councillors and

registrar to have registered excessive absences and those who had at least one failing

grade in Filipino, English, Mathematics and Science in any grading period were grouped by

grade level. After getting the exact number of the concerned students who were qualified in

the set criteria, percentage sampling was utilized to determine the total number of sample.

To get the sample per grade level, proportional percentage formula was used. Then,

simple random sampling was done to determine the main respondents of the study.

The table below shows the actual number of identified low performing students and

number of sample per grade level.

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Table 1. Number of Actual Low Performing Students and Number of Sample per
Grade Level

Grade Level Number of Sample Number of Number of

Population Total
(Main Respondents) Parents/Guardians Close Friends
Grade 7 113 31 31 31 93
Grade 8 110 30 30 30 90
Grade 9 95 22 22 22 66
Grade 10 89 20 20 20 60
Grand Total 407 103 103 103 309

The table reveals that the largest sample of 31 main respondents was registered in

the Grade 7, followed by Grade 8 which had a sample of 30, Grade 9 having a sample of

22 and the lowest number of sample was observed in the Grade 10 which obtained a

sample of 20. Considering their corresponding parents and close friends, a grand total of

309 served as the respondents of the study.

Data Gathering Instrument

A survey questionnaire was used to determine the extent of student absenteeism

among the low performing students where the respondents rated each

situation/reason/cause presented. The responses of the respondents in each question

were initially analysed using the Likert Scale with the following description:

Numerical Qualitative Descriptive

Rating Rating Interpretation

5 Always Respondent always considers the given situation as a

reason of student absenteeism.

4 Often Respondent often considers the given situation as a

reason of his absence.

3 Sometimes Respondent sometimes considers the given situation

as a reason of student absenteeism.

2 Seldom Respondent seldom considers the given situation as a

reason of student absenteeism.

1 Never Respondent never considers the given situation as a

reason of student absenteeism.
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Along this line, a revised rating scale process of Abdullah (2015) was used to

determine and construe the perceptions of the respondents regarding the reasons of the

habitual absences. The scale was the basis to interpret the obtained weighted mean for

each cause (reason) of the absenteeism. The rating scale indicates that the higher the

weighted mean, the higher the extent of absenteeism of the students.

Range Verbal Description

3.68 – 5.00 Very High

2.34 – 3.67 High

1.00 – 2.33 Low

Further, the level of academic performance of the students was determined using
the criteria adopted from DepED K to 12 Grading System. The criteria are as follows:

Grading Scale Descriptors

90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

Data Gathering Procedure

It was noted that before the distribution of the questionnaire, the researcher

explicitly explained the contents and purpose of the survey questionnaire in order for the

respondents to understand better what they answered, thus, giving more chances of

accurate responses.

Review of records like getting the Grading Sheets and Attendance Notebook from

the advisers was done. From these documents, low performing students was identified.

Series of interviews was done to identify the close friends of the concerned students.

Focus Group Discussion (FGD) for the parents and friends of the identified students were

done before the distribution of the survey questionnaire.

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Statistical Treatment

The responses gathered from the respondents were tallied using the Microsoft

Excel with the help of Social Packages for Social Sciences (SPSS) in order to obtain

computer – generated analyses. Descriptive statistics like weighted mean and inferential

statistics such as One-way ANOVA and Pearson r were employed.

Weighted mean was used to determine the level of student absenteeism (for

research question 1). Simple mean was utilized to determine the level of academic

performance of students in the tool subjects (for research question 2). One-way ANOVA

was applied to determine if there was a significant difference on the academic performance

of students by subject area as well as attitudes of students towards absenteeism by grade

level (for research questions 3 and 4). It was also used to determine if the assessment of

the types of respondents was significantly different (for research question 5). Pearson r

was employed to determine the relationship between student absenteeism and academic

performance (for research question 6).

DISCUSSION OF RESULTS AND REFLECTION

This section deals with the presentation, analysis, and interpretation of data taking

consideration on the research questions which sought to answer the main problem of the

research. The data were sequentially presented below in the form of tables for the

systematic and comprehensive analysis.

Student Absenteeism

Student absenteeism is a repeated nonappearance on the classroom instruction.

The level of student absenteeism is revealed in Table 2.

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Table 2. Level of Student Absenteeism

Causes of Students’ Friends’ Parents’ Overall

Absenteeism Assessment Assessment Assessment Assessment
Mean Description Mean Description Mean Description Mean Description

1 Physical/school 2.33 Low 2.29 Low 2.27 Low 2.30 Low

factors
2 Health problems 2.03 Low 1.92 Low 1.94 Low 1.96 Low
3 Personal 2.20 Low 2.71 High 2.36 High 2.42 High
attitudes
4 Family-related 2.09 Low 2.20 Low 2.12 Low 2.14 Low
issues
5 Teacher-related 1.95 Low 2.07 Low 1.93 Low 1.98 Low
reasons
6 Subject-related 1.89 Low 2.32 Low 2.08 Low 2.10 Low
matters
7 Classroom 1.92 Low 2.07 Low 2.02 Low 2.00 Low
atmosphere
8 Peer relationship 1.94 Low 2.58 High 2.15 Low 2.22 Low
9 Financial 1.94 Low 2.24 Low 2.18 Low 2.12 Low
constraints
10 Obsession in the 1.91 Low 2.35 High 2.01 Low 2.09 Low
online games or
social networking
sites
Weighted Mean 2.02 Low 2.28 Low 2.11 Low 2.13 Low

The table shows that students considered Personal Attitudes as a minor reason of

their chronic absence in school as manifested by the mean of 2.20 described as Low but

their friends and parents opposed them and agreed that Personal Attitudes is the major

cause of student absenteeism as evident by the respective means of 2.36 and 2.42 all

verbally interpreted as High. Friends who always personally observe the attitudes of

students in the school premises believed that peer relationship and obsession in the online

game and social networking sites are the two other major factors of student absenteeism.

Combining the three types of assessment, the highest rated factor of student absenteeism

is Personal Attitudes as shown by the mean of 2.42 described as High. Further,

Physical/School Factors, Peer Relationship, Family-Related Issues and Financial

Constraints are the four other major causes of student absenteeism as revealed by their

respective means of 2.30, 2.22, 2.14 and 2.12 all construed as Low.
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Overall, students obtained a weighted mean of 2.30 described as Low. This implies

that the extent of student absenteeism in Esperanza National High School is very

manageable. This finding is consistent with the study of David and Kirk (2003) who stated

that personal attitude is among the top three reasons of student absenteeism. The first-two

factors of student absenteeism they stated are health problems and classroom

atmosphere. They also found out that chronic absence from classroom instruction definitely

results to academic under-achievement, difficulty of making friends which could lead to

boredom and loss of self-confidence and most especially the risk of dropping out of school

early.

This suggests that class advisers, teachers and parents with the close supervision

of the school administration will design preventive measures to lessen student

absenteeism before it will cause severe effect on the performance indicators of the school.

Parents are advised to have a surprise visit to the school to monitor the behaviors of their

children. Teachers should always emphasize that academic success is very much

dependent on student attitudes towards school. Informing the parents about the benefit of

keeping their children in school can be done through home visitation.

Academic Performance of Students

Academic performance is the degree to which students have achieved their

educational goals. Students’ level of academic performance in the tool subjects is

presented in Table 3.

Table 3. Level of Academic Performance of Students by Subject Area

Subjects Average Verbal Description

1 Filipino 77.77 Fairly Satisfactory
2 English 77.60 Fairly Satisfactory
3 Mathematics 77.37 Fairly Satisfactory
4 Science 77.59 Fairly Satisfactory
Overall Average 77.58 Fairly Satisfactory
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It is reflected in the table that when students incur excessive absences,

Mathematics and Science are the most sacrificed subjects as registered by the two lowest

respective average grades of 77.37% and 77.59% all described as Fairly Satisfactory.

Further, students got a highest average grade of 77.77% in Filipino verbally described as

Fairly Satisfactory also.

Generally, students got an overall average grade of 77.58% described as Fairly

Satisfactory. This means that when students seldom enter their classes, they have a

greater chance of getting unsatisfactory remarks in the tool subjects.

To determine if there is a significant difference on the academic performance of

students by subject area, Table 4 is presented.

Table 4. Analysis of Variance on the Academic Performance of Students

by Subject Area

Tool Subjects Mean Fratio Fcritical Interpretation

value
1 Filipino 77.77 0.250 2.623 Not Significant
2 English 77.60
3 Mathematics 77.37
4 Science 77.56
∝ = 0.05, two – test

As can be glimpsed from Table 4, there is no significant difference on the academic

performance of students by subject area as indicated by the F ratio of 0.250 which is less

than the Fcritical value of 2.623. This connotes that when students are always absent from

their classes, all the tool subjects such as Filipino, English, Mathematics and Science are

equally affected.

It is indeed suggested that teachers particularly the class advisers should devise an

attendance monitoring scheme especially in Filipino, English, Mathematics and Science

since these subjects are commonly included in the National Achievement Test (NAT).

Thus, effective teachers continually reinforce positive attitudes and perceptions towards

school activities for the students to learn proficiently.

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Attitudes of Students towards Absenteeism

Setting the pattern of positive attitudes in school attendance will strengthen

students’ ability to persist as they pursue their educational goals they have set for

themselves. To determine if there is a significant difference on the attitudes of students

towards absenteeism by grade level, Table 5 is shown.

Table 5. Analysis of Variance on the Attitudes of Students towards Absenteeism by

Grade Level

Grade Level Mean Fratio Fcritical value Interpretation

1 Grade 7 2.16 1.324 2.649 Not Significant
2 Grade 8 2.02
3 Grade 9 2.24
4 Grade 10 2.17
∝ = 0.05, two – test

The Fratio of 1.324 which is less than the F critical value of 2.649 indicates that there is

no significant difference on the attitudes of students towards absenteeism by grade level.

This simply means that students have the same degree of absence regardless of grade

level they belong. In other words, their behaviors towards studies are comparable.

On the other hand, Abdullah (2015) emphasized that self-rating is significantly

different from peer’s assessment. Table 6 validates this notion.

Table 6. Analysis of Variance on the Assessment of Respondents

Types of Respondents Mean Fratio Fcritical value Interpretation

a
1 Students 2.04 3.927 3.034 Significant
b
2 Friends 2.28
a,b
3 Parents 2.10
Means of distinct superscripts are significantly different using LSD0.05. = 0.18

It can be gleaned in the above table that the three types of assessment concerning

student absenteeism such as students’, friends’ and parents’ assessment are significantly

different as shown by the Fratio of 3.927 which is greater than the Fcritical value of 3.034.
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Post-hoc analysis using the Least Significant Difference (LSD) indicates that students’

assessment and friends’ assessment contradict from each other as indicated by the distinct

superscripts. This means that friends oppose the reasons given by the students about their

habitual absences. In other words, friends do not agree with the students regarding the

details of their nonappearance on classroom instruction. On the other hand, students’

assessment versus parents’ assessment as well as friends’ assessment versus parents’

assessment is closely related with each other as shown by the same superscript. In

layman’s language, friends and parents do agree in many aspects regarding the reasons of

student absenteeism. This goes to imply that students hide the real reasons of their

habitual absences.

It is indeed suggested that parents should always coordinate with the advisers and

teachers to know their children’s real status in school. They should also ask the friends and

classmates of their children to get reliable information about their sons or daughters’ school

attendance.

Student Absenteeism and Academic Performance

There were foreign and local studies that had been conducted to determine the

relationship between student absenteeism and academic performance. These researches

had reported similar mixed results depending on the research tools being employed (Hite,

2009 and Abdullah, 2015). This study utilizes a modified research instrument and Pearson

r as a major statistical tool to investigate the link between the variables involved. Table 7

shows the results.

Table 7. Correlation Analysis between Student Absenteeism and

Academic Performance

Variables r tcomp value tcritical value Interpretation

1. Student Absenteeism - 0.695 -9.322 -1.98 Significant
2. Academic Performance
∝ = 0.05, two-tailed
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Correlation analysis shows that there’s a significant relationship between student

absenteeism and academic performance of students as evident by the tcomputed value of -

9.322 which is to the left of tcritical value of -1.98. This value falls under the rejection area of

the normal curve. This goes to imply that students’ absenteeism significantly affects their

academic performance. In other words, the higher the level of student absenteeism, the

lower the chance of getting high grades in the tool subjects.

The result of the current study is supported by Jones (2006) who stated that regular

attendance is an important factor in school success. She added that direct relationship

between good attendance and success in student achievement and poor attendance has

been linked to low academic achievement. Stanca (2006) added that consistent class

attendance is a key factor in the academic success of students, and class absenteeism

negatively impacts students’ ultimate course results. Studies reveal that better attendance

is related to higher academic achievement for students of all backgrounds (Richard, 2012).

Proposed Intervention Programs

Intervention is a combination of program elements or strategies to produce

bahavior changes among students of Esperanza National High School. The

following are the proposed intervention programs based from the result of this study

to help the low performing students boost their academic performance.

1. INVITING SUCCESSFUL ALUMNI DURING SCHOOL PROGRAMS. During

Convocation and other academic programs, successful alumni of the school

will be invited as Guest Speakers. They will talk about their struggles and

sacrifices before they attained the success they are experiencing right now.

This will encourage the students to do the same for better career in the

coming years.

2. STRENGTHENING OF VALUES INTEGRATION IN ALL SUBJECTS.

Values integration particularly the Good Study Habits will be strengthened in

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all subjects. This will inspire the students to study harder to achieve success

in life. Proper discipline will be inculcated in the minds of the students.

3. FREE RIDE PROGRAM. The school administration will invite the key

stakeholders and inform them that one of the prevailing factors of student

absenteeism is the distance of the school from the far Barangays. The

Barangay Captains with the leadership of the School Governing Council

(SGC) President will be called for a meeting to talk about the possible

solutions they could extend to help the commuting students from far

Barangays. Free ride will be proposed.

4. ORIENTATION FOR THE SECURITY GUARDS. The Guidance Councillors

with the approval of the School Principal will conduct an orientation to be

attended by the Security Guards and they will be informed that one of the

major factors of student absenteeism is their attitudes in dealing with hard-

headed, tardy and loitering students. The result of the survey questionnaires

answered by the students will be discussed to them to make necessary

adjustment in dealing with the concerned students. They will be oriented of

the positive-disciplinary actions.

5. ADOPT-A-STUDENT PROGRAM AND SCHOLARSHIP GRANTS. Each

teacher is encouraged to sponsor the miscellaneous and other PTA legal

fees of at least one indigent student. The school administration with the

leadership of the Faculty Club Officer will tap some local politicians to

sponsor scholarships for the indigent but deserving students.

6. GUIDANCE AND COUNSELLING PROGRAM. The Guidance Councillors

will devise an attendance monitoring scheme per class so that students with

excessive absences will immediately be identified. After identifying these

concerned students, counselling session will be done. Students will be

 22

oriented of the negative impact of chronic absences from classroom

instructions. Pieces of advice will be given to them to develop good study

habits.

7. CONFERENCE WITH THE PARENTS AND HOME VISITATION. Each

class adviser is encouraged to immediately call the attention of the parents

of the Students-At-Risk of Dropping Out (SARDO’s) or those identified with

excessive absences. Parents will be oriented of the possible ways to help

their children to gain interest in attending their classes. Advisers of the

identified students-at-risk of dropping out will be required to do the Home

Visitation to talk about the possible assistance the school can give to them

just to let them be back in school.

8. CLOSE COORDINATION WITH THE POLICE STATION FOR THE

INTERNET CAFÉ . The Chairman of the Prefect of Discipline will closely

coordinate with the Police Station to monitor the Interne Cafĕ in

implementing the municipal ordinance of not allowing students to get inside

the cafĕ during class hours. One of alumni who is now a police officer of the

Esperanza Police Station will be the in-charge of the program.

9. REMEDIAL INSTRUCTION IN MATHEMATICS, SCIENCE, ENGLISH and

FILIPINO. Remedial instruction for the slow learners will be conducted every

Friday from 3:00pm to 5:00pm in the tool subjects. Teachers who will be

conducting the remedial instructions will be given service credits. The

Department Head will be the one to identify those teachers who will be doing

the remedial instruction.

 23

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The summary of findings, conclusions and recommendations of the study

are herein presented.

Summary of Findings

This study generally examined the relationship of habitual absenteeism of students

and their academic performance. The data were gathered using survey questionnaires

answered by the three types of respondents: 103 students, 103 close friends and 103

parents, a total of 309 respondents of the study for the School Year 2015 – 2016.

Descriptive correlational research design with the aid of statistical tools like means,

ANOVA and Pearson r was employed to give appropriate investigation, interpretation and

inferences. The following findings were drawn from the study:

1. Students considered Personal Attitudes as a minor reason of their chronic

absence in school as manifested by the mean of 2.20 described as Low while

their friends and parents agreed that Personal Attitudes is the major reason of

their habitual absences as evident by the respective means of 2.36 and 2.42 all

verbally interpreted as High. The five highest rated factors of student

absenteeism are Personal Attitudes, Physical/School Factors, Peer

Relationship, Family-Related Issues and Financial Constraints as revealed by

their respective means of 2.42, 2.30, 2.22, 2.14 and 2.12 all construed as Low.

Overall, students obtained a weighted mean of 2.30 described as Low. This

implies that the extent of student absenteeism in Esperanza National High

School is very manageable.

2. When students incur excessive absences, Mathematics and Science are the

most sacrificed subjects as registered by the two lowest respective average

grades of 77.37% and 77.59% all described as Fairly Satisfactory. Further,

students got a highest average grade of 77.77% in Filipino verbally described as

 24

Fairly Satisfactory also. Generally, students got an overall average grade of

77.58% described as Fairly Satisfactory.

3. There is no significant difference on the academic performance of students by

subject area as indicated by the Fratio of 0.250 which is less than the F critical value

of 2.623. This connotes that when students are always absent from their

classes, all the tool subjects such as Filipino, English, Mathematics and Science

are equally affected.

4. The attitudes of students by grade level towards absenteeism are not significant

as shown by the Fratio of 1.324 which is less than the Fcritical value of 2.649. In

other words, their behaviors towards studies are comparable.

5. The Fratio of 3.927 which is greater than the Fcritical value of 3.034 indicates that

the three types of assessment such as students’, friends’ and parents’

assessment towards absenteeism are not comparable. Post-hoc analysis using

the Least Significant Difference (LSD) indicates that friends oppose the reasons

given by the students about their habitual absences. In other words, friends do

not agree with the students regarding the details of their nonappearance on

classroom instruction. Further, friends and parents do agree in many aspects

regarding the reasons of student absenteeism. This goes to imply that students

hide the real reasons of their habitual absences.

6. Correlation analysis shows that there is a significant relationship between

student absenteeism and academic performance of students as evident by the

tcomputed value of -9.322 which is to the left of tcritical value of -1.98. This value falls

under the rejection area of the normal curve. This goes to imply that students’

absenteeism significantly affect their academic performance. In other words, the

higher the level of student absenteeism, the lower the chance of getting high

grades in the tool subjects.

 25

Conclusions

Based on the findings of the study, the following conclusions were hereby drawn:

The students considered Personal Attitudes as a minor reason of their chronic

absence in school but their friends and parents opposed it. Friends and parents agreed

that Personal Attitudes is the major reason of student absenteeism. The five highest rated

factors of student absenteeism are Personal Attitudes, Physical/School Factors, Peer

Relationship, Family-Related Issues and Financial Constraints. Overall, students registered

a Low level of student absenteeism. This implies that the extent of student absenteeism in

Esperanza National High School is Low and is very manageable.

When students incur excessive absences, Mathematics and Science are the most

sacrificed subjects. Generally, students obtained as Fairly Satisfactory level of academic

performance in the tool subjects.

Analysis of Variance (ANOVA) reveals that (1) When students are always absent

from their classes, all the tool subjects such as Filipino, English, Mathematics and Science

are equally affected; (2) Students have the same degree of absenteeism regardless of

grade level they belong; and (3) Friends and parents oppose the reasons given by the

students about their habitual absences.

Correlation analysis shows that the higher the level of student absenteeism, the

lower the chance of getting high grades in the tool subjects.

Thus, student absenteeism greatly affects students’ academic performance.

Recommendations

This study found out that students’ absenteeism really affects their academic

performance particularly in Mathematics and Science. Thus, the following are

recommended.

1. Parents should always coordinate with the teachers particularly the adviser as to

the learning development of their children. They are encouraged to have a surprise

visit to the school so that they will be the one to discover what their children are
 26

doing outside of their homes. They are advised to regularly monitor their children

from their classmates and friends and immediate action will be undertaken before

the situation will become worse.

2. During PTA conferences, advisers must inform the parents about the benefit of

keeping their children in school at all times when there are classes. They must

emphasize to them that if they keep on asking their children to be absent, many

school activities will be missed by their children. This will set a bad precedence to

the children. If the parents themselves will be the one to keep them away from the

school, they will think that household concerns are more important than their

education. Thus the children will take for granted their coming to school regularly

and suffer the consequences of it.

3. Although it can’t be avoided that the security guards and other school personnel get

peeved with students’ bad behavior, they should refrain from shouting and scolding

the erring students. As much as possible, they should remind them of their wrong

doing in a most diplomatic manner. Self-control should be a virtue which the school

personnel should practice in the course of their duties and responsibilities every day

of the week.

4. Teachers should give extra attention to those who are left behind in the lessons.

They should tap the bright students to teach their low performing classmates, for all

we know, these slow students might learn/understand better if persons of their

same age are the ones explaining to them. In other words, cooperative learning

should be practiced in the teaching-learning process. Once a slow student fully

understand the lesson, he should keep up with his other classmates, thus self-

confidence is gained. This way, they will be more motivated to come to school

regularly.

5. Teachers must instil in the mind of the children that their academic success is very

much dependent on their attitude towards school. They must motivate the students

so they will be looking forward to attending their classes regularly. For those who
 27

wake-up late, they must be encouraged to have an alarm clock. Teachers should

not scold the students who came late. They should give them a time-table to

change their sleeping habit for the better. In line with this, studying before retiring to

bed instead of watching TV should be prioritized and instilled to the students.

6. The advisers with the back-up plan of the school administration should coordinate

with the parents of the students who are coming from far places as well as the

indigent students to talk about the possible assistance given to the commuting and

needy students. Adopt-a-child program for each teacher is encouraged.

7. The school administration will coordinate with the local government regarding the

policy which regulates the Internet Café owners not to allow students to inter the

café during class hours.

8. This action research can be replicated with permission from the author. The

research instrument developed in this study can be adopted with necessary

revisions based on the objectives of the inquiry.

ACTION PLAN

The following actions and initiatives will be taken to effectively implement the result

of the action research.

Activities Persons Target Resources Possible Result

Involved Date or Materials
Needed
Orientation with Researcher, 2nd week of Summary of The principal and guidance
the Principal and Principal, October Findings councillors will be acquainted
Guidance and 2016 of the results of the study
Councillors about Guidance (First Day and can suggest what will be
the findings and Councillors of the the next step to utilize the
proposed week) results of the study in
intervention improving the academic
programs of the performance of the
study struggling students.
Orientation with Researcher, 2rd Week of Summary of The class advisers will be able
the class advisers Guidance October Findings to know the top prevailing
about the Councillors 2016 factors of absenteeism and
findings and and Class (Last day of they will be able to reflect on
proposed Advisers the week) how they will help the school
 28

intervention to resolve this problem of

programs of the absenteeism.
study
Orientation with Researcher, 3rd Week of Summary of The students and their
the first two Guidance October Findings parents will be able to
types of Councillors 2016 determine the real reasons of
respondents and Some of (First day student absenteeism and
(students and the Class of the they can reflect on how they
their parents) Advisers week) will improve the attendance
about the and academic performance
significant of the students.
findings of the
study
Exclusive Researcher, 3rd week of Result of the The security guards will be
dissemination of Principal, October survey aware that the way they deal
the results of the Guidance 2016 questionnaires with the hard-headed
study to the Councillors (Last day of answered by students are not appreciated
security guards and all the week) the main by the main respondents of
whose security respondents of the study
behaviours are guards the study
believed to be
one of the
prevailing factors
of escaping and
cutting classes
due to their
unfriendly
behaviour with
the hard-headed
students
Dissemination of Researcher, 1st week of The whole The teachers will be able to
the significant Principal, November manuscript suggest what will be the
findings, Guidance 2016 (Each possible intervention
conclusion, Councillors, Department programs to minimize
recommendation Class will be given absenteeism and boost the
s and proposed Advisers one copy) academic performance of the
intervention and struggling students.
programs to all Relieving
the members of Teachers
the faculty and and Staff
staff of the
school during
faculty meeting
Revision of the Researcher 2nd week of School Supplies The proposed intervention
Proposed and his November programs will be developed
Intervention Teacher- 2016 and put into action or
Programs Assistants implementation.
Submission of Researcher 2nd week of The Final The teachers will be able to
the manuscript and November Manuscript access the findings of the
to the School Librarian 2016 research for future action
Library researches.
Submission of Researcher 3rd week of The Final The Division Office can use
 29

the manuscript November Manuscript the findings of the study for

to the Division 2016 replication.
Office
Submission of Researcher 3rd week of The Final The Regional Office can
the manuscript November Manuscript utilize the findings of the
to the Regional 2016 study for replication.
Office
Joining a Researcher June 2017 The Final Salient findings of this
Research Manuscript research will effectively be
Conference as and Power- disseminated.
approved by the point
BERF Committee Presentation

REFERENCES

Action Researches

Abdullah, S. N. (2015). Reducing Absenteeism in Classroom: Key to Minimize Drop-

Outs in School, Esperanza National High School, Esperanza, Sultan Kudarat

Richard, M. K. and D. A. W. Go (2012). Students Absenteeism and its Effects on

Academic Performance, Ol-Kalou, Nyandarua Country, Kenya, LAP Lambert
Academic Publishing

___________(2015). The Causes and Effects of Tardiness on Academic Performance of

Students, Kidapawan National High School, Kidapawan City

Jones, Doris Jean. (2006). The Impact of Student Attendance, Socio-Economic Status
and
Mobility on Student Achievement. Blacksburg, Virginia, USA

Stanca, L. (2006). The Effects of Attendance on Academic Performance: Panel Data

Evidence for Introductory Microeconomics. Journal of Economic Education, Volume
37, Number 3/ Summer 2006, 251 - 266

Other References
1. Mestry, R, Moloi, K.C. and Mahomed, A.N. (2011) Perspectives on zero-tolerance
to discipline: towards maintaining a nurturing and secure school environment.
2. Kurian, V.J. (2010) Management strategies to improve the academic performance
of previously disadvantaged secondary schools in the grade 12 examination, 2008.
3. Clarke, P. (2009) Learning Schools, Learning systems. London Continuum, 2001.
4. Department of Education. Screening, Identification, Assessment and Support.
Government Printers. Pretoria,2008.
5. Department of Education . Education White Paper No. 6.Bulding an Inclusive
Education and Training Systems, Pretoria, Government Printers,2001.
6. Department of Education. FET Act 98. Government Printers, Pretoria,1998
 30

Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

FINANCIAL REPORT

The following were the expenditures that had been incurred for the successful

conduct of the study and the implementation of the action plan to disseminate findings of

this research.

No. Particulars Amount

1 Meals and Snacks of the Respondents, Research 10,440.00
Consultants and Critic Readers
2 Assorted School Supplies (Bond papers, Printer Ink, Ball 13,218.00
pens, Folders , Sign Pens and Other Related School
Supplies)
3 Bookbinding, Printing and Photocopying Services 3,345.00
4 Pocket Wifi Load 2,997.00
Total 30,000.00

Prepared:

SAMSUDIN N. ABDULLAH, Ph.D.

Researcher
 31

Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

Action Research Title:

THE EFFECT OF STUDENT ABSENTEEISM ON ACADEMIC PERFORMANCE: BASIS FOR
DEVELOPING INTERVENTION PROGRAM
Main Objectives of the Research:
1. To determine the prevailing factors that influence your attitudes why you incur
excessive absences
2. To develop an intervention program that will help you to minimize absenteeism
and to boost your academic performance in the tool subjects (Filipino, English,
Mathematics and Science)
Proponent: SAMSUDIN N. ABDULLAH, Ph.D.

Survey Questionnaire on Student Absenteeism

(To be answered by the Main Respondents of the study)

Instruction: Kindly respond to the following questions regarding your reaction to each
situation that influences your situation in school or at home. Use the Likert Scale below
together with its verbal description and provision to accurately give your perceptions
regarding the reasons of your absences. Encircle the number that corresponds to your
choice.
Numerical Rating Verbal Description Provision
5 Always The given situation is always considered as a
reason of my absence.
4 Very Often The given situation is very often considered as a
reason of my absence.
3 Sometimes The given situation is sometimes considered as a
reason of my absence.
2 Seldom The given situation is seldom considered as a
reason of my absence.
1 Never The given situation is never considered as a reason
of my absence.

My Grade Level: ___________________

Always Often Sometimes Seldom Never

(5) (4) (3) (2) (1)
Common Causes of Students’ Absenteeism
Physical/School Factors
1 Our house is very far from the school. 5 4 3 2 1
2 It is unsafe to go to school because of the peace and 5 4 3 2 1
 32

order situation along the way.

3 The means of transportation are not accessible. 5 4 3 2 1
4 Transportation trouble cannot be avoided. 5 4 3 2 1
5 I am not comfortable with the physical facilities of the 5 4 3 2 1
school.
6 The school security personnel are not friendly or rude. 5 4 3 2 1
7 I do not feel safe and secured in the school. 5 4 3 2 1
8 The school has lack of recreational facilities like 5 4 3 2 1
basketball court or even gymnasium.
9 Troubles of the students occur in the school premises. 5 4 3 2 1
Health Problems
1 I have a toothache. 5 4 3 2 1
2 My stomach hurts. 5 4 3 2 1
3 I have a headache. 5 4 3 2 1
4 I'm down with fever/flu. 5 4 3 2 1
5 My immune system is very weak. 5 4 3 2 1
6 I have Urinalysis Track Infection (UTI). 5 4 3 2 1
7 I have a diarrhea. 5 4 3 2 1
8 I have sore eyes. 5 4 3 2 1
Personal Attitudes
1 I am not motivated in my studies. 5 4 3 2 1
2 I don’t have the basic skills that will enable me to learn 5 4 3 2 1
(e.g. reading, writing, arithmetic).
3 I feel lazy going to school. 5 4 3 2 1
4 I feel lost or having trouble with feelings. 5 4 3 2 1
5 I feel lonely inside the class. 5 4 3 2 1
6 I am not comfortable dealing with different types of 5 4 3 2 1
school mates.
7 I don’t have concentration in my studies. 5 4 3 2 1
8 I don't want to wake up early. 5 4 3 2 1
9 I am lazy to do my assignments the night before. 5 4 3 2 1
10 I have an emotional problem. 5 4 3 2 1
Family-Related Issues
1 My parents’ quarrel is destructive that’s why I cannot 5 4 3 2 1
concentrate on my studies.
2 My parents are separated and I feel abandoned. 5 4 3 2 1
3 My parents are not supportive of my studies. 5 4 3 2 1
4 I am rebellious to get the attention of my parents. 5 4 3 2 1
5 I am jealous of my siblings because they are sent to 5 4 3 2 1
private schools.
6 I help my parents/guardian to work in the farm/house. 5 4 3 2 1
Teacher-Related Reasons
1 My teacher scolds me. 5 4 3 2 1
2 I don't understand my teacher's lessons. 5 4 3 2 1
3 I don't like my teacher. 5 4 3 2 1
4 My teacher is very strict. 5 4 3 2 1
5 I am afraid of my teacher. 5 4 3 2 1
6 My teacher doesn’t know how to teach. 5 4 3 2 1
7 My teacher is unfair in giving grades. 5 4 3 2 1
8 My teacher gives many requirements/projects that 5 4 3 2 1
 33

require financial contribution.

9 My teacher is so boring. 5 4 3 2 1
10 My teacher is bullying me. 5 4 3 2 1
Subject-Related Matters
1 I am not interested in that subject. 5 4 3 2 1
2 I do not understand our lessons. 5 4 3 2 1
3 I do not like the timing of our class schedule. 5 4 3 2 1
4 Our subject is very expensive. 5 4 3 2 1
5 Our subject is not important and not useful in daily life 5 4 3 2 1
activities.
6 The topics are so boring dull and not relevant. 5 4 3 2 1
Classroom Atmosphere
1 Our classroom is hot and uncomfortable. 5 4 3 2 1
2 It's noisy/destructive inside our classroom. 5 4 3 2 1
3 My classmate is bullying me. 5 4 3 2 1
4 I have no friends in our class. 5 4 3 2 1
5 I feel isolated inside the classroom. 5 4 3 2 1
6 I don’t like my classmates. 5 4 3 2 1
7 Our classroom is very behind compared to other 5 4 3 2 1
classrooms.
8 Our classroom has no Comfort Room. 5 4 3 2 1
9 Our classroom lacks armed chairs.
Peer Relationship/Camaraderie
1 My friends influence me to be absent from my classes. 5 4 3 2 1
2 I want to spend quality time with my 5 4 3 2 1
boyfriend/girlfriend.
3 I enjoy roaming around the campus with my friends. 5 4 3 2 1
4 I prefer to stay in the boarding house of my friend 5 4 3 2 1
during class hour.
5 I enjoy going out with my friends. 5 4 3 2 1
6 My friends discourage me to go to school. 5 4 3 2 1
7 My friends encourage me to try drugs.
Financial Constraints
1 I don’t have enough money for transportation 5 4 3 2 1
purposes.
2 I go home because I don’t have food and snacks to eat 5 4 3 2 1
during lunch time and recess time, respectively.
3 My parents’ income is not enough to sustain my 5 4 3 2 1
studies.
4 I am ashamed of not paying my PTA legal fees. 5 4 3 2 1
5 I have only one set of school uniform. 5 4 3 2 1
6 I don’t have money to pay school contribution.
Obsession in the computer/online games/social networking sites
1 I play “dota”, Clash of Clans (CoC) and other online 5 4 3 2 1
games.
2 I am an active user of social media accounts like 5 4 3 2 1
“facebook, twitter or instagram”.
3 I prefer to explore many things in the internet than 5 4 3 2 1
entering my class.
4 Skipping online games is a big loss in my part. 5 4 3 2 1
5 I feel accomplished when I win an on line game. 5 4 3 2 1
 34

6 Playing online games lets me to experience virtual life 5 4 3 2 1

real.
7 Online game is my inspiration in life. 5 4 3 2 1
8 Online games can help me to distress. 5 4 3 2 1
9 I am able to interact with my friends when gaming. 5 4 3 2 1
 35

CURRICULUM VITAE
Name :SAMSUDIN N. ABDULLAH
Address :Prk. Cahilig, Poblacion, Esperanza,
Sultan Kudarat

Birth Day : November 10, 1979

Birth Place : Pimbalakan, Shariff Aguak,
Maguindanao
Civil Status : Single

EDUCATIONAL ATTAINMENT
Post Graduate Education: DOCTOR OF PHILOSOPHY
IN EDUCATIONAL MANAGEMENT
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2012 – 2015

Master of Arts in Mathematics (Not Completed)

Notre Dame of Marbel University (NDMU),
Koronadal City, South Cotabato
Academic Year: 2004 – 2005
Master of Arts in Teaching Mathematics
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2009 – 2012

College Education : Bachelor of Secondary Education (BSE-Math)

Mindanao State University – Maguindanao
Academic Year: 1998 – 2002
Honors Received: CUM LAUDE
University Service Award

Secondary Education : Maguindanao National High School

Labu – Labu, ShariffAguak, Maguindanao
School Year: 1994 – 1998
Honors Received: SALUTATORIAN
Academic Excellence Award

Elementary Education : Dimampao Elementary School

Dimampao, Datu Abdullah Sangki, Maguindanao
School Year: 1989 – 1994
Honors Received: VALEDICTORIAN
Academic Excellence Award
Leadership Award
Eligibilities : Licensure Examination for Teachers (LET)
August 25, 2002
Presidential Decree (P. D. 907)
Date Awarded: April 2, 2002
 36

Teaching Experience: Lutayan National High School

Tamnag, Lutayan, Sultan Kudarat
Teacher I (June 23, 2003 – August 31, 2006)

Esperanza National High School

Poblacion, Esperanza, Sultan Kudarat
Teacher I (September 1, 2006 – August 25, 2011)
Teacher II (August 26, 20011 – June 30, 2013)
Teacher III (July 1, 2013 to September 15, 2015)
Master Teacher I (September 16 – May 15, 2016)
Master Teacher II (May 16, 2016 to Present)
Some of his Awards and Achievements
International Conference on MULTIDISCIPLINARY INNOVATION IN BUSINESS
ENGINEERING SCIENCE & TECHNOLOGY (MI-BEST) Research Presenter
at Baguio City, Philippines on February 26 – 27, 2015 for the study titled “EMOTIONAL
INTELLIGENCE AND SOCIAL COMPETENCE: ANTECEDENTS OF SCHOOL
ADMINISTRATORS’ TRANSFORMATIONAL LEADERSHIP QUALITIES”
BIMP – EAGA International Research Presenter
Palawan State University, Palawan, Philippines on his study titled
“KULINTANG ENSEMBLE OF MAGUINDANAON: REFLECTION AND
PRESERVATION OF THEIR CULTURES AND TRADITIONS”

BEST PRESENTER (National Level)

rd
during the 3 National Multidisciplinary Research Conference on April 27 – 29, 2015
at University of Northern Philippines, Vigan City
2016 OUTSTANDING MASTER TEACHER IN REGION XII
2013 OUTSTANDING SECONDARY SCHOOL TEACHER III IN SULTAN KUDARAT

REGION XII and SULTAN KUDARAT DIVISION MATHEMATICS OLYMPICS and

MTAP-MATH CHALLENGE WINNING COACH and FACILITATOR
Best Research Paper
Best Presenter
Sultan Kudarat State University
2013 SKSU-College of Graduate Studies Research Forum