Republic of the Philippines

Department of Education (Dep ED)

Region IV – A - CALABARZON

DIVISION OF CAVITE

District of Alfonso

KAYSUYO NATIONAL HIGH SCHOOL

ACTION RESEARCH PROPOSAL

Project Title: “Factors Attributed To Tardiness and Absenteeism Among Grade 7

Students of Kaysuyo National High School; Input For Action Research for

School Year 2019-2020”

Proponent: Judan S Fructuoso

Project Location: Kaysuyo National High School

I. Context and Rationale

Students who are always late in class not only lose valuable instruction for

themselves, they also disturb class, interfere with lessons in progress, and disrupt other

students’ concentration. They also interrupt those busy teachers who are not able on

guiding students in their remedial because they have something to do their school-

works such as grades of the students, lessons, and others.

.Educators agree that prompt and regular school attendance is an important key

to a student’s success. Students should be taught to demonstrate respect for staff and

for peers, and one way to do this is to practice prompt and regular school attendance.
In a 1999-2000 survey, student tardiness and absenteeism

were reported as problems by about 30 percent of public school principals, at 32

percent and 29 percent, respectively much higher than vandalism, theft, or student

possession of weapons.

Punctuality is a trait parents should instil in their children. Not only will this be

valuable during the elementary and secondary school years, but it will also serve your

children well in college and beyond, when punctuality is up to them alone.

Anniversario (2004) added that education plays a vital role in the progress and

development of a nation. It is a weapon of for economic progress, political

independence

and revival of culture and according to Anniversario, all those who ventured in the

educational enterprise should be sensitive and cognizant of the various problems that

beset our nation that is why there should be no obstructions in order for students to get

adequate education..

Filipinos have high regard in education and they are very positive in using it in
arts,

literature, music and other fields. So every parents’ dream of having their child finish
their

studies and therefore limit frequent absenteeism and tardiness among their children.In

this study we will try to determine what are the “Factors Attributed To Tardiness and

Absenteeism Among Grade 7 Students of Kaysuyo National High School; Input

For Action Research for School Year 2019-2020”

As teachers we must inculcate learning of the subject by using interactive

teaching-learning process, whereas, pupils are allowed to have the opportunity to learn

the subject using their own unique strengths and interest about the subject must be
sustain according to Salboro (2007) Gregore and Ward (1997) as cited by Salboro
(2007)

that if an educator wants to be successful , they need to know the needs of the
individual.

Dunn (200) as acknowledged by Salboro (2007) gaining mastery and academic

achievement is getting it from the individuals unique way of studying habits by applying

widespread change in the classroom whereas, the teacher must have different

approaches in using intellectual work in learning-teaching process like different social

groupings, alternative activities and more complex projects in order for students to have

an opportunity to use their inert strengths in dealing with Filipino as stated by Howard

Gardner (1998) and as acknowledged by Salboro. (2007) but this will never be achieved

if teachers will not know the factors that attribute to frequent absenteeism and tardiness

among their students and teachers cannot do it alone if they are not being assisted by

parents and other stakeholders who will care and be aware on why students are

frequently absent and tardy when coming to school.

Salboro (2007) also stated that teachers must provide better strategies that will
be

use to get attention and make students responsive in order for them to attain better

learning opportunities and better academic performance if we will identify those factors

that lead to frequent absences and tardiness among elementary pupils, secondary and

college students.

The problem why our students have poor performance is due to frequent
absences

and tardiness gives impact to the community due to lack of support, cooperation and

dedication of all school’s stakeholders to prevent it in order to achieve the goals that no
child shall be left behind and all children should be in school for Filipinos as mentioned

by Salsboro (2007), needs adequate and quality basic education , competent teachers

and their capacity to adapt new technologies in delivering instructions which would help

attaining students’ active participation and lessening frequent absences and tardiness

among them.

If education is considered as a tool for life long learning, then it helps the person

in the development of his talent in he field of arts and literature, share ideas, analyze the

ideas being expressed and build students capacity to analyze systematically to attain
self-

development and work habits.

As a teacher we are to make ourselves a motivator and facilitator of learning,

determine children’s individual differences to achieve better outcomes. As Aquino(2005)

stated and cited by Salboro (2007)the failure of the student is the as much of a failure of

the teacher.

Hence, this research is undertaken with the desire of the researcher to make

an effective and exhaustive assessment to find the significant factors that attribute

tardiness and absences among pupils, so this study entitled- “ Factors Attributed To

Tardiness and Absenteeism Among Grade 7 Students of Kaysuyo National High

School: Input for Action Research For School Year 2019-2020”

A. SIGNIFICANCE OF THE STUDY

The results of the study will be of great help to the following:

 A. Students.-The students would be able to go to school on time. They would

become more responsible. This study will help the students to attend their class

regularly since this will provide them factual information about the benefits that

they can acquire in attending school.

B. Parents- Parents could encourage their children to go to school on time.

C. Teachers and Principals- They could help each other in implementing plans in

helping the students to go to school early.

D. The Researchers-Through this study, the researchers would be able to know

effects of tardiness and absenteeism Grade 7 Student of Kaysuyo National High

School in the District of Alfonso, Division of Cavite Province.

E. The Future Researchers- The proposed study will benefits and help the future

researcher as their guide. The study can also open in development of this study.

They would be able to use these data for them to get the ideas and references if

they are planning to conduct the same study.

II. REVIEW TO RELATED LITERATURE

Gregorio (1998), Monino (2000) as acknowledged by Bernales (2004) noted

that teachers can produce a favorable working and/or study condition , if teachers are

able to make progressive education that will facilitate and encourage learning among

students and pupils such as, nice school activities which can be a routine so that,

pupils and students will value the meaning of routine and it will become their habit,

furthermore, they would find out the reason why a habit should be develop and it will

facilitate speed, avoid wastage of time and aids to keep pupils and students to focus

on their studies.
 According to Portugal (1983) as cited by Samonte-Vericio (1995) stated
that

of in order to create a better formation of attitudes against tardiness and absences, is

careful and honest examinations of students’ attitudes towards their subjects and with

valid instruments, teachers can identify where to start.

Tardiness and absenteeism according Romero (2009) as cited by Villanueva

(2015) are habitually done by most of the students nowadays. In his school (Bacoor

Unida Evangelical School), it is a rule that any students shall be considered habitually

tardy if he/she incurs tardiness, three (3)times a month during the school year, as well

as he/she shall be considered habitually absent if he/she incurs unauthorized absences

not exceeding the allowable three (3) days in a month without submitting an excuse

letter. He/she is considered excuse if he/she submitted the same on time (Bacoor Unida

Evangelical School on Discipline Guidelines pp. 27-30).

According to Romero (2009) as cited by Villanueva (2015), Most of the students

incur tardiness if they were not able to wake up early because they were not able to

sleep on time; some were doing a lot of things at night, especially household chores.

Some were having their review late but mostly keeping their selves busy wasting time in

the internet, chatting with friends, and texting. There may, on occasion, be an illness or

emergency that causes a child to be late or absent from school. Consequently, they will

just take an absence, so every time they wake up late, they will just take another

absence, and soon to be a habit. Sometimes, students become absent for

they are afraid of their strict teachers, or if they cannot submit a project or assignment

on that day, sometimes they absent because they are tired for they helped their parents
to get extra income, played internet or watched television up to the wee hours of the

night or do not want to go to school because of nothing.

Calumpitan (1985) as acknowledged by Samonte-Vericio (1995) cited that

aside from attitudes towards school, there are factors that are related to academic

performance andall of these starts with motivation to get their interest until they attained

their desired goals, their attitudes toward their subjects, teachers and parents’ guidance

over their children at home.

In order to lessen tardiness and absences to get desired academic performance

according to Rolleda (1997) is to acquire necessary information, understanding, skills,

habits, interests and attitudes that measure a child’s achievement in his or her
academic

subjects and these are determine by his or her grades or scores which shall be

satisfactory if the child is not frequently tardy or being absent in class for the whole
school

year unless he is sick or there is an emergency wherein his or her presence is deem

necessary..

According to Lanton’s Theory of Education as cited by Rolleda (1994) that

learning is facilitated by following factors such as sex, Intelligence Quotient Level,

interests, motivation and levels of performance. Rolleda (1997) also added that school

curriculum, facilities, teachers’ competence, home and the community are factors that

can be estimated in his or her learning lifestyle.

Francisco (1998) as recognized by Rodriguez(2003) also added that he found

out that academic performance is in relation with frequent absences and tardiness is

related also to educational attainment of parents, parents’ occupation and income,

availability of learning resources at home, learning activities prepared by the child and

parents, and kind of media patronized that would motivate good academic achievement

of pupils.

In order to attain positive academic performance according to Robertson

(1994) as cited by Rodriguez (2003).the following are being given emphasis:

1. Students and pupils’ attitude towards their teacher, interest on their subject and

study habits, so if the students are absent and tardy the cause of this are
teachers,

for they are ineffective in getting the attention, motivation and interest of students

in learning and understanding the subjects being taught by them. .

2. How pupils and students’ understand the direction in order to set upright study

conditions and get the ideas of the lesson whereas, absences and tardiness

should be lessen so the students/pupils will be able to get the directions which

starts at day one and must end up to the fourth day of the lesson and can still be

recapitulated on the next week when the other lesson is connected with past

lesson..

3. Reading ability, to remember how to apply on what they read. If a student is a

poor reader it would lead to failure in academic performance that is why

absences

and tardiness should be lessen to cope up with the lesson and not be left behind.

4. High ability to a poor mark because students or pupils did not like the subject so

students will be frequently tardy or being absent in their class.

Clark and Miller (1989) as recognized by Rodriguez (2003) explained that

academic performance is intensive success attitude towards learning and the

acquisition of techniques and the factors involved according to Atkinson (1996) as

cited by Rodriguez (2003) are: comfortable classrooms, good facilities, educationally

qualified teachers that would boost better attendance rather than being tardy and
absent

in class.

III. Research Questions

The study aims to determine the Factors Attributed To Tardiness and

Absenteeism Among Grade 7 Students of Kaysuyo National High School in the

District of Alfonso for School Year 2019-2020.

Specifically it gives answers to the following questions.

1. Why do students habitually get late on school?

 
2. What correlates to excessive tardiness?

3. What are the consequences of being tardy?.

 
4. What are the factors that can help the students to overcome tardiness?.
 
5. Why do students commit habitual absences at school?.
 
6. What are the ways of lowering the rate of absences and tardiness?.
 
7. What are the consequences of being absent?.
 
8. What are the things that can help you to overcome absenteeism?
 IV. Scope and limitations of the study

The focal point of this research was to survey the perception of the selected

Grade 7 students towards the Factors Attributed To Habitual Tardiness and

Absenteeism.

Its primary concentration is bounded only to the selected Grade 7 students

of Kaysuyo National High School in the District of Alfonso for S.Y. 2019-2020. The

survey respondents consisted of one hundred (100) Grade 7 Students who experienced

being tardy and absent at school.

V. HYPOTHESES

HO1. There is no significant differences in the assessment of respondents between

male and female pupils in relation with Factors Attributed to Tardiness and

Absences Among Grade 7 students of Kaysuyo National High School for SY 2019-

2020.

HO2. There are no significant attributes that exist that lead to Tardiness and Absences

Among Grade 7 Students of Kaysuyo National High School for SY 2019-2020. .

HO3. There is no significant relationship exist between better attendance and factors

attributed to absences and tardiness among Grade 7 students of Kaysuyo National

High School for SY 2019-2020.

VI. RESEARCH METHODOLOGY

A. Research Design

The research made use of the 25 items Absences-Tardiness Causes

Questionnaire formulated by Rodriguez (2006) as cited by Rodil (2010) which

determines
the reason why pupils or students become habitually absent or tardy in class and it
consist

of Physical, Health, Personal Attitude, Teacher-Related, Classroom and Home-Related

Factors and it shall be given to selected Grade 7 Students of Kaysuyo National High

School in Alfonso District, then after answering the questionnaires, frequency

distribution

and percentage average shall be applied to get the interpretation of the data.

Then selected pupils shall undergo teaching-learning process for

the whole First Quarter they shall be check in their attendance and tardiness frequently

(using SF 5) and the results of their attendance and tardiness shall also be scrutinize

through the use of frequency distribution and percentages so that, researcher can be

able to interpret and analyze all data gathered, to correlate the coefficient so, it will help

the researcher to determine the factors attributed to tardiness and absences among
grade

5 pupils of San Luis Central Elementary School.

B. Sampling

The study was conducted among 100 out 205 selected Grade 7 students of

Kaysuyo National High School in the District of Alfonso, Division of Cavite Province

respectively from the month of June to August (First Grading Period) School Year
2019-

2020.

C. Data Collection

The subject respondents of this study are 100 Grade 7 students who are

enrolled at Kaysuyo National High School in the District of Alfonso who will
answer the 25 items Absences-Tardiness Causes Questionnaire formulated by

Rodriguez (2006) as cited by Rodil (2010) which determines the reason why pupils or

students become habitually absent or tardy in class and it consist of Physical, Health,

Personal Attitude, Teacher-Related, Classroom and Home-Related Factors and the

checking of attendance and tardiness (using SF 5) from First Grading Period only (from

June to August) School Year 2019-2020.

D. Instrument Applied for Data Collection

In order to determine the factors that attributed to absences and tardiness among

Grade 7 students of Kaysuyo National High School for First Grading Period (June
August)

SY 2019-2020, the researcher shall use the 25 items Absences-Tardiness Causes

Questionnaire formulated by Rodriguez (2006) as cited by Rodil (2010) which

determines

the reason why pupils or students become habitually absent or tardy in class and it
consist

of Physical, Health, Personal Attitude, Teacher-Related, Classroom and Home-Related

Factors and the checking of attendance and tardiness from First Grading Period only

(from June to August) School Year 2019-2020. wherein the researcher shall apply

descriptive statistics to determine mean scores, cumulative frequency and mean

percentile scores of the respondents answers in the questionnaires and get the
attendance and tardiness of Grade 7 students and also the results of the said
attendance

and tardiness (using of SF 5) shall be interpreted by using the frequency distribution

and

, percentile scores of the of the questionnaires and the attendance-tardiness checking

results.

E. Ethical Issues

The researcher seek the permission of the Public Schools’ District

Supervisor of the Municipality of Alfonso who is currently based at Alfonso Central

Elementary School, the Head Teacher I of Kaysuyo National High School and parents
of

the selected 100 pupils who were to be used for making assessment of the study.
Proper

written facsimile are being given to seek permission of the conduct of the study.

Each respondents are treated with utmost confidentiality in order to hide

their true identity and each are assisted in answering the instrument being used in the

said study.

F. Plan for Data Analysis

After getting the samples (100 grade 7 students from Kaysuyo National High

School), the researcher shall give the 25 items Absences-Tardiness Causes

Questionnaire formulated by Rodriguez (2006) as cited by Rodil (2010) which

determines

the reason why pupils or students become habitually absent or tardy in class and it
consist of Physical, Health, Personal Attitude, Teacher-Related, Classroom and Home-

Related Factors and the checking of attendance and tardiness from First Grading
Period

only (from June to August) School Year 2019-2020.and will determine the results of the

questionnaire through gender distribution (between male and female of Kaysuyo

National

High School in the District of Alfonso).

Afterwards researcher will determine the distribution of the survey questionnaires

and attendance and tardiness, males and then females (getting the class interval,

frequency and percentage).

The researcher will do the same procedure in getting the results whereas, he
shall

determine distribution of the gender from the collected answer from the Grade 7

respondents (males and females). The pupils shall undergo normal classroom
discussion

and their attendance shall be checked frequently.

The research shall be undertaken for the First Grading Period (June-August)

School Year 2019-2020 only.

G. Work Plan

Objective/s Target Date Key Persons Outcome

Involved
1. Submission of April 2019 Researcher Secured the
Letter of approval of the
Request to the PSDS and HT
Public Schools’
District
Superintenden
t of the District
of Alfonso, to
 the School
Head/Principal
of Kaysuyo
National High
School and
respective
parents of the
100 selected
grade 7
students of the
said school in
order to
undergo
treatment of
the study.
2. Checking of June to August Researcher, Conduct
Attendance 2019 Class Adviser of treatment on
using SF 5 to G7 and G7 how to minimize
monitor daily students or prevent the
attendance continuous
and tardiness absenteeism and
while teachers tardiness of G7
proceed to
motivate pupils
to study, listen
and participate
in the lesson
and give
activities to
boost interest
of the lesson.
3. Parents shall May 2019 Parents of G7 Conduct
get themselves during parents students, orientation and
involved by and students G7students, approval of G7
assisting orientation Researcher, parents in the
teachers in Teachers of conduct of
making follow- Kaysuyo NHS treatment on the
ups and Head study.
Teacher
4. Conduct post- August 2019 Researcher, Exam results are
test to see if Class Adviser of to be monitored
there is G& and G7 and record to
improvement students see if treatment
in the grades is applicable to
and reduce
performance of absenteeism and
 students after tardiness among
conducting the G& students
study and
making
treatment of
the problem
(tardiness and
absenteeism
among G7
students of
Kaysuyo NHS)

H. STATISTICAL ANALYSIS OF THE DATA

Table I shows the Distribution of Respondents by Gender

Frequency Percentage
School By Gender
N=100 (%)
Kaysuyo National High School
Male 45 45%
Female 55 55%
Total 100 100

Interpretation of the Data:

The target respondents of the study consist of 45 male students whereas it is

45%

out of 100 pupil-respondents and there are 55 females out of 100 student-respondents

which is about 55% of the total respondents.

Table II. Tally of Factors That Attributed to Attendance and Tardiness Among Grade 7
Students of Kaysuyo National High School (For Male) N=45
 Very Total %
  Always Sometimes Rarely Never
Often
A. Physical Factor          
1. Our house is far
25 5 10 10 0 45 100%
from the school.
2. It is unsafe to go to
0 0 28 10 7 45 100%
school.
3. Nobody
accompanies me in
0 6 35 3 2 45 100%
going to school since
it is far.
B. Health
1. I have a toothache. 1 1 12 10 21 45 100%
2. My stomach hurts. 0 0 17 18 10 45 100%
3. I have a headache 8 7 20 6 4 45 100%
4. I'm down with
0 10 22 10 3 45 100%
fever/flu.
5. I have other
diseases like 0 0 27 10 8 45 100%
diarrhea, etc.
C.Personal Attitude
1. I am not interested
1 12 8 20 4 45 100%
in my studies.
2. I feel lazy. 10 2 20 7 6 45 100%
3. My friends
influence me to be
10 10 12 8 5 45 100%
absent from my
classes.
4. I can't concentrate
5 17 8 15 0 45 100%
in my studies.
5. I didn't wake up
8 20 12 0 5 45 100%
early.
6. I did not
study/make my
23 12 5 0 5 45 100%
assignments the night
before.
7. I got fond of
playing computer 12 13 10 10 0 45 100%
games.
D. Teacher-Related
Factors
1. My teacher
7 10 12 7 9 45 100%
scolded me.
2. I can't understand
9 15 15 6 0 45 100%
my teacher's lessons.
 Very Total %
  Always Sometimes Rarely Never
Often
3. I don't like my
2 3 5 20 15 45 100%
teacher.
E. Classroom
atmosphere
1.Our classroom is
hot and 12 12 5 8 8 45 100%
uncomfortable.
2. It's noisy inside our
13 12 10 10 10 45 100%
classroom.
3. A
classmate/classmates 12 10 15 4 4 45 100%
bully me.
4. I have no friends in
12 10 12 11 0 45 100%
our class.
F. Home-Related
Factors
1. My parents ask me
to be absent from 2 12 13 8 10 45 100%
class.
2. My parents
0 2 15 27 1 45 100%
quarreled.
3. My parents don't
care about my 12 15 18 0 0 45 100%
studies.
4. I'm too pre-
occupied with 15 17 10 0 3 45 100%
household chores.
5. I have no money to
15 22 4 4 0 45 100%
buy snacks in school.
6. We have no food/I
12 12 17 3 1 45 100%
did not eat.

Interpretation

The response of the male pupils regarding Physical Factors that attribute

to tardiness and absenteeism, in item no.1, 25 respondents or 56% out of 45 grade 7

pupils answered always, 5 out of 45 or 2% stated very often, while 10 out of 45 or 22%
stated sometimes and the remaining 10 out of 45 answered rarely of being absent or

being tardy in school because their house is far from school.

For item no. 2- 28 out of 45 or 62% stated sometimes, while 10 out of 45

or

22% stated rarely and remaining 7 out of 45 or 16% stated that they are being absent or

being late due to reason of being unsafe in going to school.

For item no. 3- 6 out of 45 or 13% answered very often,35 out of 45 or

78%

answered sometimes, 3 out of 45 or 7% answered rarely and 2out of 45 or 2%

answered

never in terms of being absent or tardy because nobody accompanies them in going

home

due to their place of residences is very far from school.

In Health Category, for item no. 1, 1 out of 45 grade 7 student-respondents or 2%

answered they always got absent due to toothache, while 1 out of 45 or also 2% stated

that they get absent very often. About 12 out of 45 or 27% stated they get absent

sometimes, while 10 out of 45 or 22% rarely get absent and 21 out of 45 or 47% never

get absent or being late because of tooth ache.

For item no. 2, 17 out of 45 grade 7 student-respondents or 38% answered they

are absent or being late sometimes because their stomach aches, while 18 out of 45 or

40% answered rarely they are absent or being late because of stomach ache ,
 For item no. 3, 8 out of 45 or 17% got always absent due to headache, 7 out 45

or

16% answered very often, while 20 out of 45 or 44% answered sometimes, 6 out 45 or

13% answered rarely they absent because of head ache and 4 out of 45 or 10%

answered

they never go absent or late due to headache.

For item 4, 10 out of 45 or 22% said they go absent or late very often if they have

a flu or fever, 22 out of 45 or 49% said they sometimes go absent, 10 out of 45 or 22%

answered rarely and 3 out of 45 or 7% answered they never go absent even if they

have

flu or fever.

For item no. 5, 27 out of 45 or 60% answered sometimes they go absent

because

Of having diarrhea or other diseases, while 10 out of 45 or 22% answered rarely they

went absent or being late and 8 out of 45 or 18% stated that they never go absent and

being late even if they have diseases and diarrhea.

For personal attitude, item no. 1, 1 out of 45 pupil-respondents or 2% stated

always

that they are always being absent or being late for they are not interested in his studies,

while 12 out of 45 or 27% stated they are very often being late or being absent, because

they don’t like the subject, 8 out of 45 or 18% stated sometimes, 20 out of 45 or 44%

answered rarely and 4 out of 45 or 9% answered never for being absent or late because

they are not interested in their studies.

 For item no. 2, 10 out 45 or 26% answered they are always absent or late for

they

feel lazy in attending their classes, then 2 out of 45 or 16% answered very often, while

20

out of 45 or 44% answered sometimes, 7 out of 45 or 16% answered rarely and 6 out of

45 or 10% answered never they go absent or being late because of laziness.

For item no. 3, 10 out of 45 or 25% always become absent or late due to

influence

of classmates and peers, another 10 out of 45 answered very often, 12 out of 45 or 27%

answered sometimes, 8 out of 45 or 20% answered rarely and 4 out 45 or 1% answered

never.

For item no. 4, Five out of 45 pupil respondents or 11% answered always, 17 out

of 45 or 38% answered very often, while 8 out of 45 or 18% answered sometimes and

15

out of 45 or 33% answered rarely that they go absent or being late because they can’t

concentrate on their studies.

For item no. 5, eight out of 45 pupils or 18% answered always they get late

because they can’t wake up early, 20 out of 45 or 44% answered very often they are

late or being absent because they can’t wake up early, while 12 out of 45 or 27%

answered sometimes and 5 out of 45 or 11% answered they never get absent or late

because of the burden of waking up early.

 For item no. 6, 23 out of 45 male pupil respondents or 51% answered that the

reason why they are late or being absent is by not studying or not making the

assignments the night before, while 12 out of 45 male pupil-respondents or 27%

answered very often, 5 out of 45 or 11% answered sometimes and another 5 out of 45

or 11% answered they never went absent or being late because they did not study nor

done the assignments the night before.

For item no. 7, 12 out of 45 or 27% answered always they are being late or being

absent because they are fond of playing computers even at night, while 13 out of 45 or

27% answered very often, 10 out of 45 or 22% answered sometimes and another 10

out of 45 or 22% answered rarely they go absent or being late because of fond playing

of computers even at night.

For Teacher-Related Factors, Item no. 1, 7 out of 45 or 16% of the grade 7 male

student respondents answered always they go absent or went late because their

teacher/s scolded them, 10 out of 45 or 21% answered very often, 12 out of 45 or 27%

answered sometimes, while another 7 out of 45 or 16% answered rarely they go absent

or went late because they are being scolded by their teacher/s and 9 out of 45 or 20%

answered never.

For item no. 2, nine out of 45 or 21% of the grade 7 male student-respondents

answered always they went absent or being late because they can’t understand the

teacher/s lesson, while 15 out of 45 or 33% answered sometimes and 6 out of 45 or

13% answered they rarely absent if they don’t understand their teacher/s lesson.

For item no. 3, 2 out of 45 or 5% of the grade 7 male student-respondents

answered they always went absent or being late for they don’t like their teacher/s, while
3 out of 45 or 7% answered very often, while 5 out of 45 or 11% answered sometimes,

while 20 out of 45 or 44% answered rarely and 15 out of 45 or 33% answered they

never go absent or being late just because they don’t like their teacher/s.

For classroom atmosphere category, in Item no. 1, 12 out of 45 grade 7 male

student-respondents or 27% answered always they prefer to go late or being absent

because their classroom is hot and uncomfortable, while another 12 out of 45 or 27%

answered very often, while 5 out of 45 or 10% answered sometimes, while 8 out of 45

or 18% answered rarely and another 8 out of 45 or 18% answered never they go absent

or being late just because their classroom is very hot and uncomfortable.

For item no. 2, 13 out of 45 or 24% of the grade 7 male student-respondents

answered they always go absent or being late because their classmates inside the

classroom are very noisy, while12 out of 45 or 23% answered very often, while 10 out of

45 or 21% answered sometimes, another 10 out of 45 or 21% answered rarely and

another 10 out of 45 or 21% answered they never go absent or being late because of

the noisiness of their classmates inside the classroom.

For item no. 3, 12 out of 45 or 27% of the grade 7 male student-respondents

answered they always went absent or being late because their classmate/e bully them

inside the class, while 10 out of 45 or 22% answered very often, while 15 out of 45 or

33% answered sometimes while 4 out of 45 or 9% answered rarely and another 4 out of

45 or 9% answered they never went absent just because they are being bullied by their

classmate/s.

For item no. 4, 12 out of 45 or 27% of the Grade 7 male student-respondents

answered they always went absent or being late for they don’t have friends inside the
classroom, while 10 out of 45 or 22% answered very often, while 12 out of 45 or 27%

answered sometimes, while 11 out of 45 or 24% answered they rarely went absent or

being late just because they don’t have friends.

For Home-related factors, item no. 1, about 2 out of 45 or 4% of the grade 7 male

student-respondents answered they are always being absent because their parents

asked them to be absent in going to school, while 12 out of 45 or 27% answered very

often, while 13 out of 45 or 29% answered sometimes, while 8 out of 45 or 18%

answered rarely and 10 out of 45 or 22% answered they never go absent or being late

even if their parents asked them to do so.

For item no. 2, 2 out of 45 or 5% answered they very often go absent because

their parents quarreled, while 15 out of 45 or 33% answered sometimes, while 27 out of

45 or 60% answered rarely and 1 out of 45 or 2% answered never.

For item no. 3, 12 out of 45 or 27% answered always whereas, the student-

respondents went absent or being late because their parents do not care about their

studies, while 17 out of 45 or 38% answered very often they went absent or being late

for their parents do not care about their studies and 18 out of 45 or 40% of the grade 7

student-respondents answered rarely they go absent or being late because their

parents’ do not care of their studies.

For item no. 4, 15 out of 45 or 33% of the grade 7 male student-respondents

answered they always went absent or being late for they are pre-occupied with

household chores, while 17 out of 45 or 38% answered very often, while 10 out of 45 or

22% answered rarely and 3 out of 45 or 7% answered never they go absent or being

late just because of being pre-occupied with their household chores.

 For item no. 5, 15 out of 45 or 33% of the grade 7 male respondents answered

that they always went absent for they don’t have money to buy food or snacks in school,

while 22 out 45 or 49% answered very often, 4 out of 45 or 9% answered rarely and 4

out of 45 or 9% answered they never went absent just because they don’t have money

to buy food or snacks in school.

For item no. 6, 12 out of 45 or 27% answered they are always absent for they

don’t have money to buy food, another 12 out of 45 or 27% answered very often, while

17 out of 45 or 38% answered rarely and 1 out of 45 or 1% answered never.

Table III. Tally of Factors That Attributed to Attendance and Tardiness Among Grade 7
Students of Alfonso National High School (For Female) N=55
Very Total %
Always Sometimes Rarely Never
Often
A. Physical Factor          
1. Our house is far
12 10 13 10 10 55 100
from the school.
2. It is unsafe to go to
5 25 10 10 5 55 100
school.
3. Nobody
accompanies me in
7 12 21 7 8 55 100
going to school since
it is far.
B. Health
1. I have a toothache. 12 19 17 3 4 55 100
2. My stomach hurts. 10 10 15 10 10 55 100
3. I have a headache 17 28 5 5 0 55 100
4. I'm down with
28 17 0 5 5 55 100
fever/flu.
5. I have other
diseases like 30 10 12 3 0 55 100
diarrhea, etc.
C.Personal Attitude
1. I am not interested
12 11 17 10 5 55 100
in my studies.
2. I feel lazy. 15 10 19 6 5 55 100
3. My friends 20 13 13 5 4 55 100
influence me to be
absent from my
 Very Total %
Always Sometimes Rarely Never
Often
classes.
4. I can't concentrate
25 10 14 3 3 55 100
in my studies.
5. I didn't wake up
20 15 10 10 0 55 100
early.
6. I did not
study/make my
27 10 3 10 5 55 100
assignments the night
before.
7. I got fond of
playing computer 14 16 20 5 0 55 100
games.
D. Teacher-Related
Factors
1. My teacher
13 17 10 15 0 55 100
scolded me.
2. I can't understand
24 23 0 4 4 55 100
my teacher's lessons.
3. I don't like my
13 18 7 10 7 55 100
teacher.
E. Classroom
atmosphere
1.Our classroom is
hot and 29 7 5 4 10 55 100
uncomfortable.
2. It's noisy inside our
30 8 7 5 5 55 100
classroom.
3. A
classmate/classmates 23 23 5 4 0 55 100
bully me.
4. I have no friends in
12 13 13 10 7 55 100
our class.
F. Home-Related
Factors
1. My parents ask me
to be absent from 26 14 10 5 0 55 100
class.
2. My parents
0 15 25 10 5 55 100
quarreled.
3. My parents don't
care about my 12 17 6 10 10 55 100
studies.
4. I'm too pre- 17 15 8 10 5 55 100
occupied with
 Very Total %
Always Sometimes Rarely Never
Often
household chores.
5. I have no money to
23 23 5 4 0 55 100
buy snacks in school.
6. We have no food/I
17 18 6 10 4 55 100
did not eat.

Interpretation

The response of the female students regarding Physical Factors that

attribute to tardiness and absenteeism, in item no.1, 12 respondents or 22% out of 55

grade 7 students answered always, 10 out of 55 or 18% stated very often, while 13 out

of 55 or 24% stated sometimes, 10 out of 55 pupils or 18% stated rarely and the

remaining 10 out of 55 answered never of being absent or being tardy in school

because their house is very far from school.

For item no. 2, 5 out of 55 or 9% stated always, while 25 out of 55 or

46% stated very often, 10 out of 55 answered sometimes, while another 10 out of 55 or

18% answered rarely and remaining 5 out of 55 or 9% stated never that they are being

absent or being late due to reason of being unsafe in going to school.

For item no. 3, 7 out of 55 or 13% answered always, 12 out of 55 or 22%

answered very often, 21 out of 55 or 38% answered sometimes, 7 out of 55 or 13%

answered rarely and 8 out of 55 or 14% answered never of being absent or tardy just

because nobody accompanies them in going home due to their place of residences is

very far from school.

In Health Category, for item no. 1, 12 out of 55 grade 7 female students-

respondents or 22% answered they always got absent due to toothache, while 19 out of

55 or 35% stated that they get absent very often. About 17 out of 55 or 31% stated they
get absent sometimes, while 3 out of 55 or 5% rarely get absent and 4 out of 55 or 7%

answered never that they get absent or being late because of their tooth ache

For item no. 2, 10 out of 55 female grade 7 student-respondents or 18%

answered they are absent or being late always because their stomach aches, while 10

out of 55 or 18% answered very often, 15 out of 55 answered sometimes, 10 out of 55

or 18% answered they rarely got absent because of stomach ache, while another 10 out

of 55 or 18% answered they never got absent or being late just because of their

stomach ache. For item no. 3, 17 out of 55 or 31% got always absent due to

headache, 28 out 55 or 51% answered very often, while 5 out of 55 or 9% answered

sometimes and another 5 out 55 or 9% answered rarely they absent because of head

ache.

For item 4, 28 out of 55 or 51% said they go absent or late always if they have

a flu or fever, 17 out of 55 or 31% said they go absent or being late very often, 5 out of

55 or 9% answered rarely and 5 out of 55 or 9% answered they never go absent even if

they have flu or fever.

For item no. 5, 30 out of 55 or 55% answered always they go absent because

of having diarrhea or other diseases, while 10 out of 55 or 18% answered very often,

while 12 out of 55 or 22% stated sometimes that they went absent or being late or being

absent because of flu and fever and 3 out of 55 or 5% stated that they rarely go absent

and being late even if they have diseases and diarrhea.

For personal attitude, item no. 1, 12 out of 55 student-respondents or 22% stated

that they are always being absent or late for they are not interested in his studies, while

11 out of 55 or 20% stated they are very often being late or being absent, because they
don’t like the subject, 17 out of 55 or 31% stated sometimes, 10 out of 55 or 9%

answered rarely and 5 out of 55 or 9% answered never for being absent or late because

they are not interested in their studies.

For item no. 2, 15 out 55 or 27% answered they are always absent or late for

they

feel lazy in attending their classes, then 10 out of 55 or 1% answered very often, while

19

out of 55 or 35% answered sometimes, 6 out of 55 or 11% answered rarely and 5 out of

55 or 9% answered never they go absent or being late because of laziness.

For item no. 3, 20 out of 55 or 36% answered always they become absent or late

due to influence of classmates and peers, while 13 out of 55 or 24% answered very

often, another 13 out of 55 or 24% answered sometimes, while 5 out of 55 or 9%

answered rarely and 4 out of 55 or 7% answered never that they are late or absent due

to influence of peers and classmates.

For item no. 4, 25 out of 55 grade V female pupil respondents or 45% answered

always, 10 out of 55 or 18% answered very often, while 14 out of 55 or 23% answered

sometimes, 4 out of 55 or 7% answered rarely and 5 out of 55 or 9% answered never

that they go absent or being late because they can’t concentrate on their studies.

For item no. 5, 20 out of 55 pupils or 36% answered always they get late

because they can’t wake up early, 15 out of 55 or 28% answered very often they are

late or being absent because they can’t wake up early, while 10 out of 55 or 18%

answered sometimes and 10 out of 55 or 18% answered they never get absent or late

because of the burden of waking up early.

 For item no. 6, 27 out of 55 female student respondents or 49% answered that

the reason why they are always late or being absent is by not studying or not making

the assignments the night before, while 10 out of 55 female student-respondents or

18% answered very often, 3 out of 55 or 6% answered sometimes and another 10 out of

55 or 18% answered they rarely went absent or being late because they did not study

nor done the assignments the night before and 5 out of 55 or 9% answered that they

never get absent or being late just because they did not study or making their

assignments..

For item no. 7, 14 out of 55 or 26% answered always they are being late or being

absent because they are fond of playing computers even at night, while 16 out of 55 or

29% answered very often, 20 out of 55 or 36% answered sometimes and another 5 out

of 55 or 9% answered rarely they go absent or being late because of fond playing of

computers even at night.

For Teacher-Related Factors, Item no. 1, 13 out of 55 or 25% of the grade 7

female student respondents answered always they go absent or went late because their

teacher/s scolded them, 17 out of 55 or 31% answered very often, 10 out of 55 or 18%

answered sometimes, while another 15 out of 55 or 27%answered rarely they go absent

or went late because they are being scolded by their teacher/s..

For item no. 2, 24 out of 55 or 44% of the grade 7 female student-respondents

answered always they went absent or being late because they can’t understand the

teacher/s lesson, while 23 out of 55 or 23% answered sometimes and 4 out of 55 or 7%

answered they rarely absent if they don’t understand their teacher/s lesson and another
4 out of 55 or 7% answered never that they goet absent or being late just because they

don’t understand the lesson discussed by their teacher/s..

For item no. 3, 13 out of 55 or 23% of the grade 7 female student-respondents

answered they always went absent or being late for they don’t like their teacher/s, while

18 out of 55 or 33% answered very often, while 7 out of 55 or 13% answered

sometimes, while 10 out of 55 or 18% answered rarely and 7 out of 55 or 13%

answered they never go absent or being late just because they don’t like their teacher/s.

For classroom atmosphere category, in Item no. 1, 29 out of 55 grade 7 female

student-respondents or 29% answered always they prefer to go late or being absent

because their classroom is hot and uncomfortable, while 7 out of 55 or 13% answered

very often, while 5 out of 55 or 9% answered sometimes, while 4 out of 55 or 7%

answered rarely and another 10 out of 55 or 18% answered never they go absent or

being late just because their classroom is very hot and uncomfortable.

For item no. 2, 30 out of 55 or 55% of the grade 7 female student-respondents

answered they always go absent or being late because their classmates inside the

classroom are very noisy, while 8 out of 55 or 14% answered very often, while 7 out of

55 or 13% answered sometimes, another 5 out of 55 or 9% answered rarely and

another 5 out of 55 or 9% answered they never go absent or being late because of the

noisiness of their classmates inside the classroom.

For item no. 3, 23 out of 55 or 42% of the grade 7 female student-respondents

answered they always went absent or being late because their classmate/e bully them

inside the class, while 23 out of 55 or 42% answered very often, while 5 out of 55 or 9%
answered sometimes while 4 out of 55 or 7% answered rarely they went absent just

because they are being bullied by their classmate/s.

For item no. 4, 12 out of 55 or 27% of the Grade 7 female student-respondents

answered they always went absent or being late for they don’t have friends inside the

classroom, while 13 out of 55 or 24% answered very often, while another 13 out of 55 or

24% answered sometimes, while 10 out of 55 or 18% answered rarely and 7 out of 55

or 12% answered never that they went absent or being late just because they don’t

have friends.

For Home-related factors, item no. 1, about 26 out of 55 or 47% of the grade 7 female

student-respondents answered they are always being absent because their parents

asked them to be absent in going to school, while 14 out of 55 or 26% answered very

often, while 10 out of 55 or 18% answered sometimes, while 5 out of 55 or 9%

answered rarely they absent or being late even if their parents asked them to do so.

For item no. 2, 15 out of 55 or 28% answered they very often go absent because

their parents quarreled, while 25 out of 55 or 45% answered sometimes, while 10 out of

55 or 18% answered rarely and 5 out of 55 or 9% answered never.

For item no. 3, 12 out of 55 or 22% answered always whereas, the student-

respondents went absent or being late because their parents do not care about their

studies, while 17 out of 55 or 31% answered very often they went absent or being late

for their parents do not care about their studies and 6 out of 55 or 11% of the grade 7

student-respondents answered sometimes, 10 out of 55 answered rarely and another

10 out of 55 answered never that they go absent or being late because their parents’ do

not care of their studies.

 For item no. 4, 17 out of 55 or 31% of the grade 7 female student-respondents

answered they always went absent or being late for they are pre-occupied with

household chores, while 15 out of 55 or 33% answered very often, while 8 out of 55 or

11% answered sometimes, 10 out of 55 or 18% answered rarely and 5 out of 55 or 7%

answered never they go absent or being late just because of being pre-occupied with

their household chores.

For item no. 5, 23 out of 55 or 42% of the grade 7 female student respondents

answered that they always went absent for they don’t have money to buy food or

snacks in school, while another 23 out 55 or 42% answered very often, 5 out of 55 or

9% answered rarely and 4 out of 55 or 7% answered they never went absent just

because they don’t have money to buy food or snacks in school.

For item no. 6, 17 out of 55 or 31% answered they are always absent for

they don’t have money to buy food, 18 out of 55 or 33% answered very often, while 6

out of 55 or 11% answered sometimes while 10 out of 55 or 18% answered rarely and 4

out of 55 or 7% answered never

Conclusion, Suggestions and Recommendations

Based on the Study made it is found out that some factors that are related to the

absenteeism and tardiness of Grade 7 student of Kaysuyo National High School in

Alfonso District for School Year 2019-2020, and some of the actions that should be

done and these are as follows;

1. Distance from coming home to school, safety and the parents’ time to bring their

children back and forth from home to school vice versa should be given attention

by parents who must guide their children in coming home to school.

2. Diseases and common ailments that affect students’ performance regarding their

health should be given attention by making sure that medicine is available and

safe for medication and the school’s clinic should always be open to cater pupils’

needs if ever they have symptoms.

3. Home visitation should be given most priority in order why students are

frequently absent, giving of modules to study should be given emphasis.

4. Parent-teacher cooperation should be strengthened and frequent discussion with

parents regarding their children’s performance in attendance should be given

emphasis, if parents oversee their children and their study habits, it would lead

from moving away from frequent absences and tardiness.

5. Teachers should help motivate their students/pupils from moving away from

frequent absences and tardiness, teachers must make innovative lessons to

make students enjoy and participate in class, a simple smile and care must be

shown among teachers in order for their students from absenteeism or leaving

the school. Intervention must be given especially for those who are academically

challenged so they can cope up with the average and fast learners.

6. Make sure that schools are child friendly and moving away from bullying,

counselling must be given to those who are committing bullying and to the

victims to remove leavers or dropped outs.

 7. Counselling parents that education is important and telling them not to let their

children to be absent. Make parents realize that education is important for their

children and motivate parents that their child’s future is at stake if their children

did not finish their schooling.

8. Feeding program should be implemented, schools should ask help from Local

Government Units to provide food and nourishment for children for they will not

learned if they have an empty stomach.

9. We teachers need to see that our students are doing well by not being absent or

late in class what we do is for the betterment of the “Kabataang Caviteno”

10. We also need to tell parents to refrain from quarrelling for it will not help their

children to study well, hence, it will only grow into rebellion and stress and their

focus on their study will only deviate from trying to make their future better.

References of the Study

Anniversario, Luzviminda (2004) “Classroom Management and Academic Performance

of Junior and Senior High School in Science in Dasmarinas City National
High School” (Unpublished Master’s Thesis, Dela Salle University-
Dasmarinas City Campus, Cavite)

Barnales, Felipa (2004) “Teachers’ Classroom Management Skills and Teaching

Strategies; Their Influences On Pupils Academic Achievements” (Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus,
Cavite).

Bayan, Elena Paragas- (2005) “ Teachers’ Attitude And Perception Towards The Use
Of
Portfolios And Their Influence On Pupils’ Academic Performance” (Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus-Cavite).

Ercia, Corazon (1998) Academic Achievement of Among Junior and Senior High School
 Students And Teaching Effectiveness Of Secondary School Teachers”
(Unpublished
Master’s Thesis, Philippine Christian University-Dasmariñas City Campus, Cavite)

Espejo, Zenaida (1997) “Learning Styles and Academic Performance Of Computer

Students In Integral Calculus” (Unpublished Master’s Thesis, Philippine Christian
University-Dasmariñas City Campus, Cavite)

Mercado, Isidro (2005) “ Influence of Study Skills On Students’ Academic Performance

In Language Subjects In The Tertiary Level” (Unpublished Master’s Thesis,
Philippine Christian University, Dasmariñas City Campus, Cavite)

Paiton, Emelyn (1996) “Academic Achievement Of Grade VI Pupils And Some Personal
Factors In The Urban Community” (Unpublished Master’s Thesis, Philippine
Christian University, Dasmariñas City Campus, Cavite)

Rodriguez, Elsie (1997) “Correlates Of Performance In English Among Grade IV

Pupils in Indang, Cavite” (Unpublished Master’s Thesis, Philippine Christian
University, Dasmarinas City Campus, Cavite)

Rolleda, Luzviminda (1997) “Achievement Level In Science And Health Of Grade VI

Pupils In Silang II And Some Non-Intellective Variables” (Unpublished Master’s
Thesis, Philippine Christian University, Dasmariñas City Campus, Cavite)

Villanueva, Carlos (2015) “Common Factors Affecting the Habitual Tardiness

and Absenteeism of Sophomore and Junior High School Students of
Bacoor Unida Evangelical School Academic Year 2012-2013 (Unpublished
Master’s Thesis, National Teachers’ College, Manila)

Internet References

Tables @ hhttp:www.tables.google.com
Tardiness and Absenteeism Questionnaires
by Linda Romero@http:questionnaires.google.com