Education research has long suggested that broader indicators of student

behavior, student engagement, school climate, and student well-being are associated
with academic performance, educational attainment, and with the risk of dropping out.
Absenteeism is a tendency to be away from school without a good reason.
Generally, absenteeism is unplanned absences. It has been an indicator of poor
individual performance. While occasional school absenteeism may not be problematic,
habitual absenteeism, poor attendance records, has shown to have negative impact.
These students are found to be at a disadvantage both academically and socially.
Compared to their peers, these students are more at risk of academic under-
performance and early school leaving.
Absenteeism can lead to depression and also result in poor quality of education
as a result of time lost while being away from school. It could also lead to moral
degradation that leads to drug abuse, early pregnancies and unruly behavior.

Absenteeism can be remedied by providing adequate co-curricular activities to

students. It could be curbed by creating of clubs and societies to keep students busy
when they are out of class. Schools should strive to have up to date learning facilities
like libraries as well as sporting facilities to make students enhance student retention.

The aim of this study is to examine the direct and indirect relationship between
student school absenteeism, personal factors (academic self-perception, attitude
towards teachers and school, goal valuation motivation/ self-regulation), and family
factors (parent’s educational level and income).
In Inayagan National High School, 48 out 135 or 35% of the Grade 7 students
incurred absenteeism during the S.Y. 2016- 2017. It is apparent that high rates of
student absenteeism is a problem that extends much further in school. In this report, we
aim to fill some of the gaps in the analysis of data surrounding absenteeism. We first
summarize existing evidence on who misses school and how absenteeism matters for
performance. We use this information to describe how much school children are
missing, on average; which groups of children miss school most often; and whether
there have been any changes in these patterns. We also present evidence that higher
levels of absenteeism are associated with lower levels of student performance. We
focus on the characteristics and outcomes of students who missed three days of school
or more in the previous month. We also discuss data associated with children who had
perfect attendance the previous month and those who missed more than 10 days of
school.
Indeed, if absenteeism is to become a useful additional indicator of learning and
help guide effective policy interventions, it is necessary to determine who experiences
higher rates of absenteeism; why students miss school days; and how absenteeism
affects student performance
The impact of the implementation of the study made a big deal in achieving success in
their studies and achieving their goals. In the community, parents and guardians
support every endeavor of the school like the partnership in releasing the modules of
the learners. For the past three school years the school reported zero dropout rate and
zero non-reader of the learners which simply implies that learners enjoy and love
learning in Inayagan National High School.