The Impact of Absenteeism On the Class Performance of Grade

12 General Academic Strand Students at Arellano

University-Andres Bonifacio Campus

A Partial Fulfillment in
Practical Research II

Submitted to:
Ms. Nikki Quilon

By:
Baccay, Ma. Jhiechelle
Concio, Joaquin
Egipto, Stephanie
Escote, Kurt
Nartates, Axl
Orillo, Mae
Ponong, Jonas
Ruiz, Jhonyca
Reyes Jericho
Samuel, Ian
Toribio, Nicole
 CHAPTER 2

Related Studies and Literatures

Absences from school can have a significant impact on a student's

academic performance, and as such, the topic of absenteeism has been the

subject of numerous studies and literature. Researchers have explored the

effects of absenteeism on academic achievement, as well as the reasons behind

student absences and the interventions that can be used to reduce absenteeism.

These studies have highlighted the negative consequences of absenteeism, such

as lower grades, decreased motivation, and an increased likelihood of dropping

out of school. In this context, it is important to review the existing literature to

gain a deeper understanding of the impact of absenteeism on student academic

performance and to identify effective interventions to address this issue.

Local Literature

The study was undertaken to examine the factor influencing the academic factor on the

Impact of Absenteeism on Academic performance When a student skips a day of class, he

or she must have missed the opportunity to listen to others, evaluate and analyze the

lessons, or participate in class discussion. Hence, the primary cause of a student's absence,

as noticed by other students , is self-inquiry. However The teacher responders approach

the matter from a different perspective, and the majority of them concur that self-inquiry

has contributed to their pupils' absenteeism. In conclusion, the majority of respondents

believe that absenteeism reached its current level because of the lack of family support.

Both teachers and students agree that students perform poorly in class, with social

interactions with classmates and teachers coming in second and third. For the purpose of

considering the impact of absenteeism on academic performance, all the variables pointed

to a negative outcome as the primary determinant. (Elis J, 2016)

Synthesis: This study aimed to investigate the factors that influence academic performance in

relation to absenteeism. The impact of absenteeism on academic performance was explored,

with a focus on how missing a day of class can result in missed opportunities for listening to

lectures, engaging in class discussions, and evaluating and analyzing course materials. Self-

inquiry was identified as a primary cause of absenteeism, as observed by other students.

Overall, the study aimed to shed light on the complex relationship between absenteeism and

academic performance, and to identify potential strategies for addressing this issue.
 According to the study, low performance is substantially correlated with

missing three days in a row. It is critical for instructors to be aware of the threshold.

Drawing guidelines on where to draw the line when drafting rules on school intervention

about absence is necessary. Policies can't just appear out of nothing. For teachers and

school administrators, the research finding that there are three days in a month is a

valuable guidance. The article's description of the study only includes a preliminary

analysis of the data. The purpose of the study, according to newman wadesangi and

severino machinggambi (2012), was to determine how widespread student absenteeism

was in a few particular regions.

Synthesis: The study found a significant correlation between low academic performance and

consecutive absences of three days or more. This highlights the importance for instructors to

be aware of this threshold when considering school intervention policies related to

absenteeism. It is crucial to establish guidelines and appropriate rules to address absenteeism

in schools, and the research findings provide useful guidance for teachers and school

administrators. Specifically, the research suggests that a limit of three days of absence per

month may be a valuable benchmark for policies aimed at improving academic performance

by addressing absenteeism. Overall, the study emphasizes the importance of considering

empirical evidence when developing effective policies and interventions related to

absenteeism in schools.

According to (Menia, A 2014)To receive counseling, all suggested students

must appear in person at the office of the Counseling and Testing Centre. the profiles of

the referred students, that the majority of truants are in first-year classes. It appears that
 the factors that cause truancy, the majority of pupils missed class because of illness and

personal circumstances. In Connection with that, some of them missed class because of

personal issues, tardiness or being late, fatigue, money worries, or school-related issues.

Therefore, Most of the referred students have received counseling as a result of their

truancy, and all of their parents have been notified via letter and phone call

Synthesis: Based on the given information, truancy seems to be caused by a variety of

factors, including illness, personal circumstances, personal issues, tardiness, fatigue,

money worries, and school-related issues. It appears that the majority of pupils missed

class due to illness and personal circumstances. However, some students missed class due

to personal issues, tardiness, fatigue, money worries, or school-related issues. It is also

mentioned that most of the referred students have received counseling as a result of their

truancy. This suggests that schools and educators are taking a proactive approach to

address truancy and its underlying causes. Additionally, all parents of referred students

have been notified via letter and phone call, indicating that schools are involving parents

in the process of addressing absenteeism. Overall, it can be concluded that truancy is a

complex issue that can have various underlying causes. However, schools and educators

are taking steps to address truancy and provide support to students who may be struggling

with attendance.

According to Michael A. Clores in 2015, absenteeism indicates low performance of teachers,

students’ dissatisfaction of the school’s services, or lack of poor academic and non-academic

structures or policies that address the problems or factors influencing or the reinforcing this behavior.

Parents are financially burdened for having their children to stay longer in the school, having to re-

enroll them in subjects where they fail due to excessive absences. The present study aimed to explore

the process by which the phenomenon of the schools’ absenteeism evolves or is experienced by the

college students.

Synthesis: Absenteeism among students and teachers can be a significant indicator of low

performance and dissatisfaction with the school's services. It can also be a symptom of poor

academic and non-academic structures or policies within the school, such as lacks of adequate

support services for struggling students, inadequate policies for dealing with issues such as bullying,

and financial burdens for parents. To address absenteeism, schools may need to implement policies

and structures that address the underlying factors that contribute to this behavior, such as providing

additional support services for struggling students, implementing anti-bullying policies and

programs, and addressing issues related to school climate and culture. These policies can help to

reduce absenteeism and improve academic outcomes for students.

Foreign Literature

Absenteeism is a student behaviour grounded on physical, psychological and social reasons and

affecting students' development negatively. Absenteeism can be not only a symptom of students'

negative feelings about school but also sourced by many different reasons (Gökyer, 2012).

Absenteeism is typically based on total days of school missed, including both excused and
unexcused absences (Balfanz & Byrnes, 2012). The State Board of Education (2013) adopted

definitions for excused and unexcused absences for use by schools and districts in order to

implement the statutory policies and procedures concerning truants, and the reporting of truancy

offers the three forms students’ absenteeism.In fact, students need to attend school daily to

succeed

Synthesis: The statement highlights the negative impact of absenteeism on the development

of students, which is based on the total days of school missed, including both excused and

unexcused absences. It also mentions the definitions of excused and unexcused absences

adopted by the State Board of Education in 2013 to address truancy and the reporting of

absenteeism . The statement further emphasizes that students need to attend school daily to

succeed. In essence, the statement underscores the importance of regular school attendance

for academic success and highlights the need for clear policies and procedures to address

absenteeism.

Numerous important student outcomes are predicted by and/or directly caused by student

absenteeism, which is often gauged by full-day absences. Fewer days of attendance may result in

less learning, according to quasi-experimental research (Goodman, 2014; Hansen, 2011; Marcotte

& Hemelt, 2008). Absences can also result in lower achievement among non-absent students

because of the teacher's "coordination problem," which means that when a student returns from an

absence, the teacher will likely need to devote instructional time to making up for what was

missed (Goodman, 2014). Even less accurate studies that are susceptible to omitted-variable bias,

including those that compare absences across siblings, support absence as a crucial sign of student

risk.
Synthesis: The statement suggests that absences can have a significant impact on student

outcomes, including less learning and lower achievement, not only for absent students but

also for non-absent students due to a "coordination problem" among teachers. The statement

also highlights that even less accurate studies, such as those that compare absences across

siblings, support the notion that absenteeism is an indicator of student risk. In essence, the

statement underscores the negative consequences of absenteeism on student outcomes and

suggests that absenteeism should be taken seriously as an indicator of student risk, even when

using less rigorous research methods.

As Studied by Ramberg et al. (2019) states that absenteeism s a problem that has a range of

detrimental short- and long-term effects on individuals and society. Based on the researchers

made the study is to examine the connections between three aspects of school effectiveness as

perceived by teachers: school leadership, teacher collaboration and agreement, school ethos, and

student-reported absenteeism

Synthesis: The statement highlights that absenteeism is a problem that has a range of

detrimental short- and long-term effects on individuals and society. It suggests that

addressing absenteeism is crucial for promoting positive outcomes for students and society as

a whole. The statement further emphasizes that the study aims to examine the connections

between three aspects of school effectiveness as perceived by teachers (school leadership,

teacher collaboration and agreement, school ethos) and student-reported absenteeism. In

essence, the statement underscores the importance of understanding the factors that

contribute to absenteeism and the need for effective strategies to address this issue. It also
highlights the role of teachers, school leaders, and school culture in promoting regular school

attendance.

In particular, despite the intuitive appeal of the notion that parental beliefs influence parenting

behaviors and consequently student outcomes, no causal research explicitly examines whether

changing parental beliefs actually changes parenting behaviors (e.g., Shechter, Durik, Miyamoto,

& Harackiewicz, 2011). Rather, prior experimental research suggests that simply providing

information about a topic's value can promote its perceived utility value. That instance, by

examining parental views and student results, researchers frequently draw conclusions about

changes in parenting actions. According to the study, there is a connection between parental

attitudes and children's attendance. Parents who strongly believed in the value of regular

attendance in the early grades also had kids with greater attendance. Children whose parents

thought that regular attendance in the early grades was important had absence rates that were 43%

lower (7.5% vs. 13.2%, respectively) than children whose parents did not think that regular

attendance in the early grades was important (Ehrlich et al., 2014).

Synthesis : The statement suggests that there is currently no causal research that has investigated

whether changing parental beliefs actually leads to changes in parenting behaviors. However,

previous experimental research has indicated that providing information about the value of a

particular behavior can increase its perceived utility value, and may therefore lead to changes in

behavior. Overall, while there is a lack of research on the causal relationship between parental

beliefs and parenting behaviors, this statement suggests that providing parents with information

about the value of certain behaviors may be effective in promoting changes in parenting
behaviors. This finding highlights the potential importance of educating parents about the benefits

of certain behaviors to encourage positive parenting practices.

Local Studies

The study by Reyes and Prudente (2017) on chronic absenteeism among high school students in

Metro Manila sheds light on the prevalence and underlying causes of this issue in the local

context. The researchers conducted a survey of 603 high school students from four public schools

in Metro Manila, and found that 21% of the respondents reported chronic absenteeism, defined as

missing more than 10% of school days in a school year. The study identified family-related issues

as the most common cause of chronic absenteeism among high school students in Metro Manila,

with 47% of the respondents citing family-related issues as a reason for their absences. This is

consistent with previous research on absenteeism in the Philippines, which has shown that family-

related issues, such as illness of a family member or lack of support from parents, can

significantly affect student attendance (Carreon & Angeles, 2015). Health problems were also

identified as a significant cause of chronic absenteeism in the study, with 29% of the respondents

citing health problems as a reason for their absences. This is consistent with previous research on

absenteeism in the Philippines, which has shown that poor health and lack of access to healthcare
can contribute to high rates of absenteeism among students (Gamido & Garcia, 2018). Finally,

academic-related issues were identified as another significant cause of chronic absenteeism among

high school students in Metro Manila, with 24% of the respondents citing academic-related issues

as a reason for their absences. This is consistent with previous research on absenteeism in the

Philippines, which has shown that academic-related issues, such as low motivation and lack of

interest in school, can contribute to high rates of absenteeism among students (Carreon &

Angeles, 2015).

Synthesis: the study highlights the complex nature of chronic absenteeism and the importance of

understanding the underlying reasons for it. The findings suggest that addressing family-related

issues, health problems, and academic-related issues could potentially reduce chronic absenteeism

among high school students. Effective interventions would need to be tailored to address the

specific needs of students and their families, and may require collaboration between schools,

families, and healthcare professionals to identify and address the root causes of absenteeism.

A study conducted by D. Esteban and R. Gomez (2019) examined the impact of absenteeism on

the academic performance of elementary school students in a rural area in the Philippines. The

study found that absenteeism negatively affected student performance, particularly in mathematics

and science subjects. Another study by R. Magadia and E. Jimenez (2020) explored the

relationship between family-related factors and absenteeism among junior high school students in

the Philippines. The study identified parental involvement, family income, and family size as

significant predictors of student absenteeism. Additionally, a study by J. Cabero and J. Ortega

(2018) investigated the effect of student motivation on absenteeism among college students in the

Philippines. The study found that students who reported higher levels of motivation were less
likely to miss classes, highlighting the importance of motivation in preventing absenteeism.

Another study aimed to determine the level of absenteeism among senior high school students in a

private Catholic school in Cavite and to identify the factors that contribute to their absences was

the study on Absenteeism among Senior High School Students in a Private Catholic School in

Cavite" by J. Dizon and J. Lazona (2018).

Synthesis: The studies conducted by R. Magadia and E. Jimenez (2020), J. Cabero and J. Ortega

(2018), and J. Dizon and J. Lazona (2018) investigated the factors that contribute to absenteeism

among junior high school and senior high school students in the Philippines. These studies

highlight the importance of addressing both family-related factors and student motivation in

preventing absenteeism among junior high and senior high school students in the Philippines. By

addressing these factors, schools and educators can work towards promoting regular attendance

and encouraging academic success for all students.

Dropout rates can have long-term effects, including lower average salaries, unemployment, and a

greater percentage of imprisonment. Additionally, it is claimed that students who drop out of

school are more likely to become poor because they lack the education and resources necessary to

find good-paying employment (Obrador, 2014). According to recent statistics from the

Department of Education, the average student absence rate in the Philippines is 4.5%. This

indicates that 1 in 10 students are considered to be "persistently absent".As a result, middle

schools saw a greater prevalence of chronic absenteeism than did elementary schools.

Additionally, whether persistent or not, unlawful absence expanded as well. Surveyors thus

questioned students why they missed class. The respondents listed a number of factors that

contributed to their absences from class, including anxiety, depression, bullying, and a lack of
 interest in the subjects they were being taught. Absenteeism is the tendency, chronic absence,

practice, or habit of missing school without a valid excuse.

Synthesis: The effects of absenteeism and dropping out of school are not limited to individuals but

can also have a significant impact on society as a whole. When large numbers of students drop out

of school or are chronically absent, it can lead to a less educated workforce, which can negatively

affect the economy. Additionally, individuals who do not complete their education may be more

likely to engage in criminal activity, which can put a strain on law enforcement resources and lead

to higher rates of imprisonment. dropout rates and absenteeism have significant long-term effects

on individuals and society as a whole. It is essential to address these issues through targeted

interventions and support programs to ensure that all students have access to quality education.

Foreign Studies

According to the article of Camille R Whitney & Jing Liu (2017)Kids must attend class in

order for professors and schools to be able to assist students in learning new information and

skills.He said that absenteeism is a common problem, particularly in secondary institutions. in his

study, nearly 50,000 middle and high school students from an urban district were tracked over the

academic years 2007–2008–2012–2013 he used a rich data collection that tracked class attendance by

day. He found and modified the existing absenteeism research, which has largely focused on full-day

absences and missed class-by-class absence. Which means the chronic absenteeism disparity between

underrepresented minority students and their classmates is notably widened by the inclusion of part-

day absences. Absenteeism on both full and partial days exhibits a distinct jump at the moment of
entry into high school, but after that, full-day absences start to fall while part-day absences are still

high in Grades 10 and 11 and rise once more in Grade 12.

Synthesis: The study conducted by Camille R Whitney and Jing Liu in 2017 revealed that

absenteeism is a prevalent issue in secondary educational institutions, with

underrepresented minority students being particularly affected. The researchers found that

part-day absenteeism was a significant contributing factor to the disparity between

underrepresented minority students and their classmates. In other words, underrepresented

minority students were more likely to miss part of a school day, and this absence was

widening the gap between their attendance and that of their classmates. The study's

findings suggest that addressing absenteeism in secondary schools, particularly among

underrepresented minority students, is crucial to promoting educational equity. Schools

and policymakers may need to explore targeted interventions to address the root causes of

absenteeism, such as transportation issues, health concerns, or lack of engagement with

the curriculum. Additionally, schools may need to consider more flexible attendance

policies that accommodate the unique needs of underrepresented minority students.

Overall, the study highlights the importance of identifying and addressing absenteeism as

a critical component of efforts to promote equity in education. By understanding the

factors contributing to absenteeism and implementing targeted interventions, schools can

help ensure that all students have equal access to educational opportunities and are set up

for success.
 According to the article entitled Addressing Absenteeism in

Middle School a cost. Effective approach April (2020) by Sharon Young, Many schools

across the country are very concerned about increasing student attendance. Supporting

students who exhibit persistent absences is a key responsibility of school social workers as

well as other pupil personnel service (PPS) specialists like school psychologists and

school counselors. The Perfect Attendance Wins Stuff (PAWS) program was created by

the school social worker at an urban middle school in Connecticut in order to effectively

help these pupils improve their attendance. Hence, PAWS program used a multilevel

strategy that includes kids, parents and guardians, educators, and community service

providers to guarantee that pupils maintain regular daily attendance at school, boosting

their capacity to benefit from their education. In order to identify kids who were not

reaching the state attendance benchmark, the initiative started with a detailed analysis of

the attendance data.,therefore Paws Perfect Attendance Wins Stuff is very helpful to the

students to lessen

Absenteeism .

Synthesis: The Perfect Attendance Wins Stuff (PAWS) program was designed to address

absenteeism among students. It involves students, parents, educators, and community

service providers to identify those who are not meeting the state attendance benchmark.

Rewards are offered for perfect attendance and improved attendance. Parents and

educators are encouraged to monitor their child's attendance and work with the school to

develop strategies. Community service providers provide support services for families

struggling with issues.

 According to the article of Cassandra Henderson entitled Challenging The core

Assumption of chronic Absenteeism : Do excused and unexcused absences equally contribute

to the effective early identification of students at risk for future achievement problem that The

Every Student Succeeds Act (ESSA) of 2015 prompted 36 U.S. states to embrace chronic

absenteeism as a measure of educational progress and school quality. Since early absences are

regularly linked to later achievement problems, it is also being used in schools to identify

pupils who are at risk for future academic difficulties. Schools can identify children at risk of

poor results early in their educational careers by utilizing easily accessible attendance records,

and they can offer them resources before difficulties deepen. Major theoretical presumptions

underlying this indicator have never been confirmed, despite its widespread use. The most

fundamental presumption of chronic absenteeism—that all absences from school are equally

beneficial in giving diagnostic information—is empirically tested for the first time in the

current study. Therefore absenteeism is the indicator of school quality and student success.

Synthesis: These findings support the use of absenteeism as a measure of educational

progress and school quality. By identifying students who are at risk for future academic

difficulties, schools and policymakers can take targeted interventions to support these

students and ensure that they have equal access to educational opportunities. However, it is

important to note that chronic absenteeism is not the only factor that contributes to academic

risk, and schools must take a holistic approach to supporting their students' academic success.

According to the article by Jang &Genitty August (2020), Transformative School Community

Collaboration as positive School Climate to prevent School Absenteeism The issue of student
absenteeism from school has spread and now has an impact on future societies around the globe.

Anticipating the weather and how the transformational school-community cooperation (TSCC)

paradigm may be used to successfully lower absenteeism from class. In order to accomplish this the

researchers are looking for clustered data involving 3428 children from 14 schools that worked with

local communities to offer after-school programs. According to a generalized analysis with clustered

standard errors, TSCC greatly reduced the risk that students would miss class. The collaboration's

democratic and empowering arrangements were especially important for bringing down the increased

percentage of absenteeism from school.

Synthesis: This article concludes with practical implications to help reduce absenteeism. One key

recommendation is to create a culture of attendance, where attendance is seen as a priority and

celebrated when achieved. Another recommendation is to use data to identify patterns and root

causes of absenteeism, so that targeted interventions can be developed. Additionally, the article

suggests involving parents and community members in addressing absenteeism, as they can

provide support and resources to help ensure that students attend school regularly. Overall, the

TSCC approach can be a powerful tool for reducing absenteeism in schools. By creating

democratic and empowering arrangements that involve all members of the school community,

schools can develop effective and sustainable solutions to address absenteeism and improve

educational outcomes for all students.