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Causes of Absenteeism and Academic Performance of Low Performing Students

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 JAAR: Volume 8, Issue 1, March 2020

Journal of American Academic Research

JAAR Publishing Center
San Francisco, CA, USA
https://www.american-journals.com
ISSN: 23 28-12 27 (Print)

Causes of Absenteeism and Academic Performance of Low

Performing Students of Esperanza National High School

SAMSUDIN N. ABDULLAH, Ph. D. & Master Teacher II

Esperanza National High School, Philippines

Abstract
This study was directed to determine the effect of habitual absenteeism on the academic performance of low
performing students. Descriptive correlational research design was employed to provide good analysis and
interpretation of data. Respondents were students, close friends and parents. Student absenteeism was determined
through survey questionnaire and academic performance was gathered through document analysis. Mean, t-test,
ANOVA and Pearson r were applied to accurately describe the collected data. Absenteeism of males was
significantly higher than females. Students’ reasons of chronic absences were supported by their parents. However,
they were opposed by their friends. Student absenteeism had a negative impact on academic performance.
Keywords: Causes of Absenteeism, Academic Performance and Low Performing Students

Introduction
Background of the Study
Student absenteeism is one of the alarming problems of public high schools. School administrators,
teachers, parents and community in general are challenged on how they can deal with those students who have lack
of interest to study. Student absenteeism is a chronic nonappearance on the classroom instruction. It definitely
results to poor interaction in classroom activities and sooner it has a negative effect on peer relationship and
community involvement (Richard & Go, 2012). Students may miss some classroom activities and lessons for some
valid reasons. However, there are students who are always absent from their classes without any acceptable reason.
Lack of interest to learn is one of the students’ personal reasons why they don’t want to attend to their classes
regularly. 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, Stanca (2006) stressed that going to the school regularly is crucially important for
students’ education, mental ability and social competence. Constant absence of students will usually put them in a
state of hardship both socially and academically. Malcolm, et. al (2003) added that chronically absent students will
miss out their critical stages of social interaction and development with their peers. Absenteeism of students will
negatively impact their academic progress and it definitely results to low self-esteem, social isolation and
dissatisfaction. Receiving unsatisfactory grades due to successive absences could trigger non-attendance in other
school activities which are very crucial for personal growth and social development.
Further, student absenteeism also affects teacher’s ability to present class work in a sequential and organized
way. It can have a negative effect on the progress of all students attending the class. Abdullah (2015) stressed that
the families of the habitual absentees can suffer. They are doing everything just to provide the basic needs of the

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children and give them a good future. For a poverty-stricken family, non-attendance to academic classes may signify
a continuation of the poverty and unemployment cycle that may ruin family relationship. Family conflict is another
consequence of student absenteeism. The society also suffers as the escaping students hang around in the streets.
These students can be found just gallivanting around the public places. Some of them are smoking and shouting.
Since they have nothing to do, they often times result to petty crimes like stealing other people’s belongings and
properties. Others may resort to drug addiction, public display of affection and other juvenile delinquencies. If these
students keep on being away from school for too long, they may grow up to be liabilities of their family, of their
communities and of their country as a whole (Jones, 2006).
One of the major goals of Esperanza National High School is to have the so-called zero drop-out rate in
response to Education for All (EFA) and Millennium Development Goals (MDGs) to eradicate illiteracy and poverty.
One way of addressing this problem is to identify the causes why students become absent from the school. Once
these reasons of absenteeism 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 research is undertaken to identify the causes why the low performing students are
always absent from their classes. The effect of these factors of student absenteeism on academic performance was
investigated. That’s why, this research will encourage both the students and parents to understand their social
functions so that the former will not become liabilities of the society, rather, become assets for community
development.
Conceptual Framework
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. Torreňa (2019) and Gegone (2020) reveal
that students had significantly disliked the subjects particularly Mathematics and Science due to 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 & Go, 2012). Moreover, there are
some students who fairly assessed and commented that their performance in school is affected by their teacher’s
personality.
This study 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 sites. On the other
hand, students’ 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

Causes of Student Absenteeism

- Physical/school factors
- Health problems Academic Performance
- Personal attitudes of Students
- Family-related issues
- Teacher-related reasons - Filipino
- Subject-related matters - English
- Classroom atmosphere - Mathematics
- Peer influence or camaraderie - Science
- Financial constraints
- Obsession in the
computer/online/social
networking sites

Figure 1. Research Paradigm

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 JAAR: Volume 8, Issue 1, March 2020

Statement of the Problem

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 extent is the student absenteeism in the following causes:
1.1 Physical/school factors,
1.2 Health problems,
1.3 Personal attitudes,
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. To what extent is the academic performance of students in the following tool subjects:
2.1 Filipino,
2.2 English,
2.3 Mathematics, and
2.4 Science?
3. Is there a significant difference in the academic performance of students by subject areas?
4. Is there a significant difference on the absenteeism of male and female students?
5. Is there a significant difference in the absenteeism of students when they are grouped according to:
5.1 Grade 7,
5.2 Grade 8,
5.3 Grade 9, and
5.4 Grade 10?
6. Is the assessment of the respondents towards absenteeism significantly different according to the following
types of respondents:
6.1 Low performing students,
6.2 Their respective parents, and
6.3 Their close friends?
7. Is there a significant relationship between the causes of absenteeism and academic performance of students?
Methodology
Research Design
This study utilized descriptive correlational research design which had the major purpose of determining the
effect of absenteeism on the academic performance of low performing students in Filipino, English, Mathematics
and Science.
Respondents of the Study
There were three (3) types of respondents in this study. Students who were identified by their class advisers
to have incurred 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 and the third type of
respondents was their close friends who are also students of the school. There were 103 students, 103 close friends
and 103 parents, a total of 309 respondents of the study.
Sample size of the main respondents of the study was computed using Raosoft Formula. Sample size per
grade level was obtained using Proportional Allocation Formula. Close friends and parents were purposively chosen
based on the set criteria to get a reliable source of data.
Research Instrument
To describe student absenteeism, a researcher-made survey questionnaire was employed. Survey
questionnaire was composed of 10 indicators in which each indicator had 6 statements. Research experts were
consulted for its content and face validity. Validation instrument established by Good and Scates (1972) and
modified by Abdullah and Cerado (2015) was distributed to the panel of jurors to give their insights about the
research instrument. The answers of five (5) jurors were tabulated and computed to get the overall mean score.
Survey questionnaire on student absenteeism was pilot-tested to the Grade 11 students and parents to
describe its internal consistency using Cronbach’s alpha. Document analysis like getting the Grading Sheets and

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 JAAR: Volume 8, Issue 1, March 2020

Attendance Notebooks from the advisers was done. From these documents, final grades of low performing students
were identified. Students and parents who were used for the reliability test of the survey questionnaire were not part
of the final respondents of the study.
Analysis of Data
To determine the extent of student absenteeism, weighted mean was used. To determine the extent of
academic performance of low performing students, simple mean was employed. To determine if there is a
significant difference on absenteeism of males and females, t-test was applied. To determine if there is a significant
difference on the academic performance of students by subject areas and by grade levels, ANOVA was used. To
determine if there is a significant difference among the assessment of respondents on student absenteeism, ANOVA
was also applied. To determine the effect of student absenteeism on the academic performance, Pearson r was
employed.
Results and Discussion
Student Absenteeism
Student absenteeism is a repeated nonappearance on the classroom instruction. The extent of student
absenteeism is presented in Table 1.
Table 1. Extent of Student Absenteeism
Causes of Absenteeism Students’ Assessment Friends’ Assessment Parents’ Assessment Overall Assessment
Mean Descriptio Mean Description Mean Description Mean Description
n
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 attitudes 2.20 Low 2.81 High 2.56 High 2.52 High
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 2.55 High 2.01 Low 2.16 Low
online games or
social networking
sites
Overall Mean 2.02 Low 2.31 Low 2.13 Low 2.15 Low
Legend: 3.25 – 4.00 – Very High
2.50 – 3.24 – High
1.75 – 2.59 – Low
1.00 – 1.74 – Very Low
As shown in Table 1, student absenteeism at Esperanza National High School was manageable as
indicated by the overall mean of 2.15 described as “Low”. This low extent of absenteeism among the low
performing students was affirmed by the three types of respondents such as students themselves ( = 2.02), their
close friends ( = 2.31) and their parents ( = 2.13).
In particular, students considered “Personal Attitudes” as a minor reason of their absences in the school as
manifested by the mean of 2.20 described as “Low”. However, their friends and parents opposed them and agreed
that “Personal Attitudes” is the major cause of student absenteeism as evident by the means of 2.81 (friends’
assessment) and 2.52 (parents’ assessment) all described 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 were the two other major factors of student absenteeism. However, students themselves and
their parents denied it. This was confirmed by the means all described as “Low”.
Combining the three types of assessment, the highest rated factor of student absenteeism was “Personal
Attitudes” as shown by the mean of 2.52 described as “High”. Further, physical/school factors ( = 2.30), peer

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relationship ( = 2.22), obsession in the online games or social networking sites ( = 2.16), family-related issues (
= 2.14) and financial constraints ( = 2.12) are the five other major causes of student absenteeism.
This finding is consistent with the study of Malcolm, et. al (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.
Thus, this study suggests that class advisers, teachers and parents with the close supervision of the school
administration should 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 help
a lot to early check the misbehaviors of students and this can be done through home visitation and regular
conference with the concerned parents and students.
Academic Performance of Students
Academic performance is the degree to which students have achieved their educational goals. Students’
extent of academic performance in the tool subjects is presented in Table 2.
Table 2. Extent 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 74.87 Did Not Meet Expectations
4 Science 75.05 Fairly Satisfactory
Overall Average 76.32 Fairly Satisfactory
Legend (Taken from DepEd Form 138-A):
90 – 100 – Outstanding
85 – 89 – Very Satisfactory
80 – 84 – Satisfactory
75 – 79 – Fairly Satisfactory
Below 75 – Did Not Meet Expectations
Generally, as shown in Table 2, low performing students got an overall average grade of 76.32% described
as “Fairly Satisfactory”. This means that when students seldom enter to their classes, they have a greater chance of
getting unsatisfactory remarks in the tool subjects. Most of the subjects, 50% of the grading system was obtained
from class or oral recitation. Students who were always absent, of course, were not able to join the class
participation. This was the major reason why students received only a fairly satisfactory performance in their
academic performance.
Specifically, when students incurred excessive absences, Mathematics and Science were the most affected
subjects. This was proven by the two lowest average grades of 74.87% in Mathematics described as “Did Not Meet
Expectations” and 75.05% in Science described as “Fairly Satisfactory”. In other words, students who were always
absent in the class were vulnerable to receive failing grades in Mathematics. Further, students got a highest average
grade of 77.77% in Filipino described as “Fairly Satisfactory”. Although they obtained a highest average grade in
Filipino, it was still an indication of absenteeism and non-participation to class activities since the average grade
they acquired in the said subject still belonged to the poor academic performance.
To determine if there is a significant difference on the academic performance of students by subject areas,
Table 3 is presented.
Table 3. Analysis of Variance on the Academic Performance of Students by Subject Areas
Tool Subjects Mean Comp F-ratio Critical F-value
1 Filipino 77.77a 123.877** 2.627
2 English 77.60a
3 Science 75.06b
4 Mathematics 74.87b
Means of the distinct superscripts are significantly different using LSD0.01 = 2.18.
** - significant @ 0.01 level

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 JAAR: Volume 8, Issue 1, March 2020

As can be glimpsed from Table 3, there was a significant difference on the academic performance of low
performing students by subject areas as shown by the computed F-ratio of 123.877 which is greater than the critical
F-value of 2.627. Result of ANOVA test was highly significant, thus, mean separation (post-hoc analysis) using
Least Significant Difference (LSD0.01) was employed. Findings of the post-hoc analysis are shown by the distinct
superscripts received by Filipino and Science; Filipino and Mathematics; English and Science; and English and
Mathematics. This means that significant difference was evident between Filipino and Science; Filipino and
Mathematics; English and Science and English and Mathematics. If the difference is equal to or greater than 2.18,
the two subjects are significantly different. On the other hand, Filipino and English, being the two getting the highest
means, were comparable as indicated by the same superscript “a” since their mean difference is less than 2.18. If the
difference of the paired subjects is less 2.18, the two subjects are comparable. The two subjects that received the
lowest average grades were Science and Mathematics receiving the same superscript “b”. This implies that academic
performance of students in Science and Mathematics was comparable and was very poor.
This study is supported by Abdullah (2015) who stated that students who were absent from the classes
usually got failing grades in Mathematics. He recommended that Mathematics teachers should always coordinate
with the advisers of the habitually absent students so that they can talk about the intervention programs before these
students will totally lose their interest to go to school. He added that effective teachers are those who continually
reinforce positive attitudes and perceptions towards school activities and those who are always tracking the
attendance and scholastic records of their students particularly the struggling students in the lower sections.
To effectively track the attendance of the students, 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). Further, Mathematics, Science and Reading are the
subjects included in the Programme for International Student Assessment (PISA) in which the Department of
Education (DepEd) is planning to join the 2021 PISA. That’s why, the tool subjects should be given emphasis by the
teachers and this will start from encouraging students to regularly attend their classes.
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
student absenteeism by gender, Table 4 is presented.

Table 4. t-test Analysis on Student Absenteeism by Gender

Gender Mean Comp t-value Critical t-value
1 Male 2.16 2.025** 1.960
2 Female 1.98
Mean Difference 0.18
** - significant @ 0.01

Table 4 shows that the computed t-value of 2.025 is greater than the critical t-value of 1.960 means that
male absenteeism was significantly higher than females. In other words, the mean difference of 0.18 was proven
highly significant. This implies that male students had greater instances of chronic absenteeism than female students.
This finding can be attributed to the fact that males were more exposed with peer relationship and online gaming
which really interrupted their interest to study.
This finding is consistent with the research finding of Abubakar (2019) who found out that male students
registered higher number of absences compared with female students. He also stated that more female students
received perfect attendance compared with male students. He also explained that one of the major reasons why male
students were inattentive to their classes was addiction to online games. Many of male students were present in the
morning. However, they were already absent in the afternoon. He further suggested that internet cafě beside the
school premises should be regulated so that no students will be allowed to play online games during class hours.
Further, Ocak, et. al (2017) support this study. Their study found out that the mean of female students was
17.50 while that of males was 23.13. This finding led to the conclusion that male students incurred higher level of
absenteeism compared with female students. In contrast with this finding, Malcolm, et. al (2003) found out that
female students in the 7th, 8th and 9th grades remained absent from school more than male students in the same grades.
Their study concluded that female absenteeism was higher than males. Their finding doesn’t conform to the finding
of the present study. In other words, gender difference on student absenteeism is influenced by the geographical
location of the school and some other factors. To determine if there is a significant difference on student
absenteeism by grade levels, Table 5 is presented.

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Table 5. Analysis of Variance on Student Absenteeism by Grade Levels

Grade Level Mean Comp F-ratio Critical F-value
1 Grade 7 2.16 1.324ns 2.649
2 Grade 8 2.02
3 Grade 9 2.24
4 Grade 10 2.17
ns – not significant @ 0.05 level

As shown in Table 5, the computed F-ratio of 1.324 is less than the critical F-value of 2.649. This means
that there was no significant difference on student absenteeism by grade levels. In layman’s terms, absenteeism of
Grades 7, 8, 9 and 10 was comparable. The difference of the means of their absenteeism was negligible.
In relation to this research finding, Garcia and Weiss (2018) found out that no significant differences in
rates of absenteeism by grade levels. They also emphasized that the patterns of this absenteeism among students
were relatively stable from 2003 to 2015. Abubakar (2019), when he conducted an interview about the status of the
absenteeism and performance of struggling students, found out that absenteeism and poor academic performance
occurred from Grade 7 to Grade 12. This comparable extent of absenteeism from Grades 7 to 12 was found to be
one of the major problems of the big schools like Esperanza National High School with 5,956 student population.
Torreňa (2019) found out that science, technology, engineering and mathematics (STEM) students who could not
help incurring minimal absences due to valid reason hardly coped up with the present lessons particularly in
Mathematics. Gegone (2020) stressed that one of the major reasons why some Chemistry students got difficulties in
solving problems in Gas Laws was their poor attendance status.
In different manner, Abdullah and Cerado (2015) conducted a study on the influence of emotional
intelligence (EI) and social competence (SC) on the transformational leadership qualities (TLQ) of school
administrators. They found out that self-rating (school administrators’ assessment) was significantly different from
peer’s evaluation (teachers’ assessment). Table 6 validates this research finding.
Table 6. Analysis of Variance on the Assessment of Respondents
Types of Respondents Mean Comp F-ratio Critical F-value
1 Friends 2.28a 3.927** 3.034
2 Parents 2.16 b

3 Students 2.04b
Means of distinct superscripts are significantly different @ LSD0.01 = 0.18
** - significant @ 0.01 level

It can be gleaned in Table 6 that the three types of assessment concerning student absenteeism such as
students’, friends’ and parents’ assessment were significantly different from each other as shown by the computed F-
ratio of 3.927 which is greater than the critical F-value of 3.034. This simply means that students, friends and
parents had different perspectives on student absenteeism. Post-hoc analysis using the Least Significant Difference
(LSD) indicates that students’ assessment and friends’ assessment contradicted from each other as indicated by the
distinct superscripts since their mean difference = 0.24 which is greater than HSD0.01 = 0.18. This means that friends
opposed the reasons given by the students about their habitual absences. In other words, friends didn’t agree with the
students regarding the details of their nonappearance on classroom instruction. On the other hand, parents’
assessment was comparable with students’ assessment since their mean difference = 0.12 is less than HSD0.01 = 0.18.
In other words, students’ rating and parents’ rating was closely related with each other as shown by the same
superscript. In layman’s language, students and parents agreed in many aspects regarding the reasons of former’s
absenteeism. This goes to imply that students hid the real reasons of their habitual absences and most of the time;
parents tolerated their children by always believing on the reasons given by their children. Parents didn’t consult the
close friends and classmates of their children to know the real reasons of having habitual absences. As shown, the
highest assessment of student absenteeism was registered by the close friends and the lowest rating was acquired by
the students themselves (main respondents of the study). This research validated the finding of Abdullah and Cerado
(2015) who stated that self-assessment was not comparable with peer assessment.
This finding is supported by Abdullah (2015) when he found out that some parents tolerated the bad
behavior of their children. Consistent with this study, interview conducted by Abubakar (2019) revealed that “Iba

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na ang ugali ng mga bata ngayon kumpara noon unang panahon. Ngunit hindi naman lahat, madami pa ding
matitinong students. Kapag pinagalitan mo sila dahil may masamang ginawa sa paaralan, magsusumbong agad sa
magulang at hindi nila sasabihin ang kasalanan kung bakit sila napagalitan. Ang ipapalabas nila ay nagalit si guro
kahit walang dahilan. Ito naman si parents ay kunsintidor. Hindi man lang mag-validate at agad agad nang magalit
kahit hindi pa alam ang totoong nangyari. Kung may home visitation naman, itinatanggi nila na nag-a-absent ang
kanilang anak kasi gina-insist nila na araw-araw daw pumapasok sa paaralan ang anak nila. Ang totoo, hindi
pumapasok ang anak nila dahil nasa internet cafě. Sumasabay lang sila sa pag-uwi sa hapon at kunwari ay nag-
pasok din sa paaralan.”(Students’ attitudes now are very far different from students’ attitudes several years ago. But
not all, there are still many students who demonstrate very good behaviors inside the classroom. If the teacher got
mad at them because they did something wrong in the class, they walked away and reported to the parents. Students
didn’t narrate the real scenario why the teacher got mad at them. Parents didn’t validate the situation. They
automatically believed on the unverified story created by their sons/daughters. During home visitation, parents
insisted that their children always left home for school. However, these students didn’t enter to their classes. Instead,
they just only stayed for the half or whole day in the internet cafě. What the students do is to wait for the dismissal
in the afternoon before they go home. Parents think that their children attend to their classes. )
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 and bahaviors.
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 causes of absenteeism and
their academic performance. Table 7 shows the results.
Table 7. Correlation Analysis Between Student Absenteeism and Academic Performance
Variables r Comp t-value Critical t-value
1 Causes of Absenteeism -0.695** -22.901 -1.96
2 Academic Performance

** - significant @ 0.01 level

As shown in Table 7, correlation analysis shows that there was a negative relationship between the causes
of absenteeism and academic performance of students as evident by the computed t-value of -22.901 which is less
than the critical t-value of -1.96. This computed t-value falls under the rejection area of the t-distribution curve. This
goes to imply that students’ absenteeism significantly affects their academic performance. In other words, student
absenteeism had a negative impact on academic performance. To elaborate, high level of student absenteeism tends
to have low chance of getting good 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. Richard and Go (2012) also found out that better attendance is related to
higher academic achievement for students of all backgrounds.
Further, Williams (2003) also collaborates with the above finding when she stressed that decreased student
academic achievement was due to chronic absenteeism. She added that lower achievement creates a ripple effect of
other issues such as increased risk of retention, lower self-esteem and decrease future opportunities. Balkis, et. al
(2016) stressed that absenteeism has a complex nature that includes risk factors associated with personal, academic,
family, school environment and social interactions. They added that absenteeism can lead to more negative effects
such as low academic performance and many social problems. In other words, absenteeism impacts not only
students’ educational progress but also affects their social development.
Conclusions
Based on the findings of the study, the following conclusions were hereby drawn:
Low performing students of Esperanza National High School, Esperanza, Sultan Kudarat, Region XII,
Philippines registered a low level of absenteeism. They 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 attitude
is the major reason of student absenteeism. The five highest rated factors of student absenteeism are personal

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attitudes, physical/school factors, peer relationship, obsession in the online games or social networking sites and
family-related issues. 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.
Low performing students acquired a fairly satisfactory academic performance in Filipino, English and
Science. However, their academic performance in Mathematics had a very dismal result. The most affected
academic performance of habitual absentees was Mathematics and Science. Absenteeism of male students was
significantly higher than females. Student absenteeism was found to be comparable by grade level. Friends opposed
the reasons given by the students about their habitual absences. However, their parents always believed to the
reasons of their children without validation from the teachers and classmates of their children.
Correlation analysis shows that student absenteeism had a negative impact on the academic performance.
The higher the level of student absenteeism, the lower the chance of getting high grades in Mathematics, Science,
English and Filipino. 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 advisers as to the attendance and
learning development of their children. They are encouraged to have a surprise visit to the school so that
they will be the ones to discover what their children are 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. 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.
3. 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.
4. Teachers should instil in the mind of the children that their academic success is very much dependent on
their attitude towards school. They should motivate the students so they will be looking forward to
attending their classes regularly.
5. 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.
6. 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.
7. The research instrument developed in this study can be adopted with necessary revisions based on the
objectives of the inquiry. If there is a researcher who wants to use the survey questionnaire developed in
this study, the email address of the author is samsudinabdullah42@yahoo.com.

ACKNOWLEDGEMENT
The author deeply acknowledges the Basic Education Research Fund (BERF) Committee particularly to the
current Regional Director Dr. Allan G. Farnazo, CESO V, former Regional Director, Dr. Arturo B. Bayucot,
CESO V and the Chief of Policy, Planning and Research Division (PPRD), Dr. Glenn A. Bisnar, DepEd-Regional
Office of SOCCSKSARGEN Region, Philippines which funded this research.

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