ADDRESSING CLASSROOM ABSENTEEISM AMONG

IDENTIFIED GRADE 10 STUDENTS OF LAUREANO

SALUSOD NATIONAL HIGH SCHOOL THROUGH
PROJECT LOVE

( LISTENING, OVERSEEING, VISITING ,

AND EVALUATING)

A Completed Action Research

Conducted By

REYNOLD S. TANLANGIT, EdD. - RESEARCHER

Schools Division of Zamboanga del Sur

District of Dimataling
Laureano Salusod National High School

November 2022
 I. Abstract

This study aimed to determine the extent of impact brought about by the

innovation, Project LOVE , on the manifested level of absenteeism by the

identified Grade 10 students. The study utilized a two-group research design.

In this design, participants or subjects are divided into two distinct and

unrelated groups. Each group receives a different treatment , condition , or

level of the independent variable being studied. Afterward, measurements or

observations are taken on both groups to compare their means. The results

showed a significant improvement in the manifested level of absenteeism by the

identified Grade 10 students after the implementation of Project LOVE. The

study concluded that Project LOVE was an effective intervention in addressing

the absenteeism manifested by the identified Grade 10 students. Based on the

findings, the study recommends the dissemination of the results to school

administrators and teachers, and for the purpose of evident implementation of

training programs for school administrators and teachers.

Keywords: identified Grade 10 students, absenteeism, two-group research

design, frequency, Project LOVE, survey instrument, data analysis,

effectiveness, intervention, training programs, school administrators.

 II. Acknowledgment

The researcher was humbly honored to express his deepest gratitude to

all dignified individuals who have contributed to the successful completion of

this research project. First and foremost, to the Almighty God for extending His

arms of guidance and unfading love that made this study possible. With this,

researcher would like to vouch his hundred folds of thanks also to the brain of

intelligence ,the Senior Program Specialist for Planning and Research , Ma’am

Daria Gay M. Mariquit , the Public Schools District Supervisor in the person of

Dr. Sarah A. Lumabo for her exceptional wisdom extended to the research

study , the present Public Schools District Supervisor , Dr. Maria Socorro M.

Orion in her immeasurable power of motivation and support, the District

Research Coordinator for secondary, Dr. Wingie A. Languido – HT-III, and the

District Research Coordinator for elementary, Sir Florencio S. Cais Jr.- MT-II ,

for their valuable suggestions, corrections and commendable instructions

throughout the duration of the study. The researcher also bowed his utmost

respect to the magnanimous school administrators spearheaded by the

School Principal II in the person of Dr. Pedro B. Languido Jr. , Mr. Bernabe B.

Baguia- HT-III, Mrs. Melita R. Ybańez – HT-II, for their brilliant leadership

extended particularly instructional and technical supervision, the guidance

counselor in the person of Mrs. Vesa R. Balios – HT- I for the strong

management and passion at work, and the diligent school registrar designate ,

Mrs. Maritess B. Panuncillon for the helping hands in assisting the researcher

in giving the data of attendance , the cooperative class advisers of the

identified grade 10 students , fellow competent teachers that visited the

students for the fulfillment of the assigned task , and to the identified grade 10

students and their supportive parents in sharing their open books of

experiences and thoughts and making their doors at home open for the

maximum insights of the study . The researcher is always grateful also in his

family , her wife, Mrs. Rinalyn B. Tanlangit and his son, John Reynolds B.

Tanlangit who are always at his side that sustained his burning passion on fire

in his teaching profession, and all other concerned persons who participated in

this study and shared significant and relevant ideas into the absenteeism level

manifested by the identified Grade 10 students in their daily studies. He

acknowledged also the superb guidance and splendid support provided by his

research advisor and colleagues who assisted him throughout the research

process. Lastly, he expressed his heartfelt and utmost appreciation to the

funding agency for supporting this research and making it possible to gather

and analyze the data needed to address his research questions.

REYNOLD S. TANLANGIT, EdD.

Researcher/T-III
 III. Context and Rationale

Students learn best when they actively participate in the learning

process , when they are engaged with the ability to achieve commendable ,

performance at school. By virtue of Deped Order Number 034, series of 2022 ,

stipulating the marching demand that the School Calendar and Activities for

the School Year 2022-2023 should consist 203 school days or as may be

determined by further issuance/s in case of changes in the school calendar

due to unforeseen circumstances, and with this, the students regular

attendance must be closedly monitored for them to sustain best learning

experiences and commendable academic achievements at school.

Effective teaching is the ability to produce gains on student

achievement scores , taking account of a baseline measure of student’s prior

attainment and other characteristics of students intake , the effect is identified

in relation to student’s progress measured by later attainment.

(https://www.igi-global.com/dictionary/the-impact-of-a-learning-

management-system-on-student-evaluation-of-teaching/47318).

With this principles of learning process mentioned, the problems of

students learning habits will be addressed. One of these concerns is

absenteeism or the irregularity of attending classes at school.

Furthermore , some of the ways on addressing to absenteeism,

namely punitive plans, parental involvement: programs, student-centered

agreements, counseling approaches, community agency programs, and

nontraditional methods like-open campuses or special classes . (Author /RN,

James Mervilde)

Student absenteeism - is one of the fundamental concerns for

secondary- school educators. Moreover , absenteeism, in distinguishing

student-level causes, such as personal characteristics or backgrounds, lion

school- and societal-level causes like school organization, teacher skills, peer

pressure, or community values. Some of the effects of absenteeism show that

it hurts both students academic achievement and -the school, where it can

cause. the loss and morale problems. (De Leonibus:2). (www.google.com.ph)

However, the solutions with this fundamental concern: suggested yield

sized results, depending upon the specific circumstances and the educational

philosophy used, and the frequency of courage for pursuing ones’ dreams to

achieve.

Various reasons along the way to be taken into considerations of why

this concern should be solved is for us to be more aware and more awakened

in performing the task of teaching profession, bearing the torch of success for

the challenging community. As Dr. Jose Rizal stated that, ‘’ Youth is the hope

of the motherland’’ , the hope to continue in generating the values of good

character for brighter tomorrow and this will not be possible unless a concern

like this study will be given immediate response.

 IV. Innovation , Intervention, and Strategy

School heads, principals , TIC’s and other designation of school

leaders must consistently initiate productive rooms for learning improvements

and convenient areas for teaching disciplines so identified Grade 10 students

will be able to capacitate themselves to address concerns , issues and

challenges they may encounter in their learning environment so that by one

way or another, they will become gradually effective and efficient in classroom

tasks and activities designated for them to perform in the world of face to face

classes.

With the power of optimism, the researcher – proponent created an

intervention entitled Project LOVE or short for Listening, Overseeing, Visiting

and Evaluating.

The objective of Project LOVE is to make a regular monitoring of best

practices for learning habits and sustaining a constant mentoring of school

heads to teachers , and providing maximum affirmation for parents and

students in terms of evident effort and quality time ,by about 80% and by

improving an avenue for Grade 10 students to work together and share

thoughts, opinions and suggestions among themselves through listening one

another by feedbacking during PTA Conference, Overseeing initiatives by

creating group chats, messenger accounts and facebook page, conducting

quarterly Home Visitations, and creating evaluable activities to affirm and

appreciate students’ learning progress.

 The materials or resources needed are a facebook accounts,

communication letter and PTA Conference letter as a receipt of their

attendance, minutes of the meeting, and memorandum of agreement, pictures

and letter permission from the approval of the school principal.

Home Visitation forms and pictorials during the visit should be

prepared and letter approval from the principal. The administrative leadership

must be open at all times for consultations and resources to address the indire

needs for total evaluable activities that is fun, appreciative and comfortable

atmosphere for all inorder to attain the success of learning habits.

LAC sessions are also welcoming for the road of improvements. This is

the time for sharing and feedbacking among teachers and school heads. This

will be conducted by comprising such as;

1. Group Name
2. LAC Leader
3. LAC Secretary
4. LAC Documenter
5. Agenda
6. Number of Attendance
7. A summary of recommendations or resolutions
8. Record keeping of the minutes of the meeting
9. Pictorials for MOV( Mode of Verifications)

To be accurate, the school heads should check and collect the LAC

Reports and give follow-up for the revision of the submitted outputs.
Here are the steps to do during pre-implementation,

1. The teacher will make a request letter addressing to the school head for the

approval of the proposed activity and the school head will ask permission from

the Public Schools District Supervisor to conduct the said innovation,

presenting the action research plan and matrix.

2. The teacher will ask a short conference with the school head for the

preparation in conducting an orientation among teachers virtually or through

cluster face-to-face regarding the implementation of the said innovation.

3. The teacher will secure the communication letter and ask the school head

for the approval to conduct Homeroom PTA Conference and remind all

students to inform their parents to bring the communication letter as a receipt

of their attendance.

4. The teacher will create group chats and encourage the students to have

their own facebook or messenger accounts to be added in group chats.

5. The teacher will ask the school head for the validation of the home visitation

forms, students record forms , and make revisions if needed, and after

consolidating all the suggestions and corrections, print all the needed forms,

and afterwards, secure letter request to be approved by the school head.

6. The teacher will then make a proposed evaluable and comprehensive plan to

assess the progress of the provided interventions and make all the relevant

strategies to showcase their ability to learn ,and create affirmative activities

that the school world is for all, free and enjoyable.

For the implementation phase,

1.The teacher will prepare the room of the activities with conducive learning

environment.

2.The teacher will set himself prepared, cool and relax to secure self confidence

and mastery of the organized plans.

3.The teacher will retrieve the approved communication letters and distribute

to the students.

4.The teacher must follow-up the students for the communication letters

provided in the group chats that the communication letter should be returned

back to the teacher as a receipt of their attendance.

5.The teacher will now check and make an inventory list if all the needed home

visitation forms are intact and organized.

6.The teacher will then make a preparation lists for the recognition program at

all cause that motivates , appreciates and inspires the totality of well-being of

the students.

Here are the steps for post-implementation:

1.The teacher will now evaluate if the prepared plans are thoroughly followed,

and if the expected outcomes are met..

2. The teacher must not forget to sign the home visitation forms and ask for

the principal’s signature for the approval.

3.The teacher will check the attendance of the parents, collect the prepared

minutes from the secretary, retrieve the communication letter as an

attendance receipt, and have a pictorials and ask the school principal and PTA

President’s signature to be evidently reflected in the minutes.

4.The teacher will print the screenshots of the groupchat activities, and

communications in personal messages , and even facebook page as an evident

of consistent overseeing towards the learning attendance of the students.

5.The teacher will then make an assessment and evaluations what activities

are necessary to be pursued and what activities are to be deferred.

6.The school head will gather feedback to use to improve or enhance the

improvement or enhancement of the newly invented tool and create a

consistency plan.

7. It is also the role of the proponent to coordinate with the school heads from

other secondary schools.

V. Action Research Questions

The researcher’s objective is to determine the extent of impact brought

about by the innovation , Project LOVE on the perceived level of absenteeism
manifested by the identified Grade 10 students of Laureano Salusod National
High School.

1. What is the level of absenteeism manifested by the identified Grade 10

students with no intervention (Control Group), Project LOVE?
2. What is the level of absenteeism manifested by the identified Grade 10
students with the intervention(Experimental Group), Project LOVE?
3. Is there a significant difference between the absenteeism manifested by
the identified Grade 10 students with no intervention(Control Group),
and with the implemented intervention(Experimental Group), Project
LOVE?
VI. Action Research Methods

A. Research Design

The research design used in this study is a two-group research design,

specifically the control and experimental group. This design is justified by the

fact that the study aims to determine the extent of impact brought about by the

innovation, Project LOVE, on the manifested level of absenteeism by the

identified Grade 10 students. As such, it is necessary to conduct observations

and other scientific methods or strategies of the study towards no intervention

and with the implemented intervention, to measure the changes in their

perceived level of absenteeism.

B. Participants and other sources of data and information

The study participants shall be the identified Grade 10 students from

Laureano Salusod National High School , Kagawasan Dimataling Zamboanga

del Sur and the list of students identified were officially taken from the office of

the guidance counselor and the SF 2 where the attendance reflected from

November-January during the Second Quarter were taken from the school

registrar designate . These students shall be selected as the subject of the

study because of their low turnout of regular attendance resulting their low

academic performance during the Second Quarter.

The researcher chose the purposive sampling design (also known as

judgment, selective or subjective sampling) is a sampling technique in which

researcher relies on his or her own judgment when choosing members of

population to participate in the

study.(https://research-methodology.net/sampling-in-primary-data-

collection/purposive-sampling/).

The distribution of respondents is as follows:

Table 1. Distribution of Respondents

Group Number of Respondents

No Project Love Intervention 49

( Control Group)

With the Project Love Intervention 49

( Experimental Group)

B.1 Research Instrument

The research instrument used in this study is an absenteeism survey, in

the form of a survey instrument, to evaluate the level of absenteeism displayed by two

groups of identified Grade 10 students: the control group and the experimental group.

The survey instrument is a survey research instrument may be a

questionnaire or an interview; it depends on the survey research , and here the

response structure is the format of the item.

(https://www.statisticssolutions.com/dissertation-resources/survey-research-

andadministration/#:~:text=Key%20Terms%20and%20Concepts%3A

%20Survey,depends%20on%20the%20survey%20research) . In this research

study, the researcher used the table presentation to count the number of

frequency inorder to measure the manifested level of absenteeism of identified

Grade 10 students with no implementation ( Control Group) and with the

intervened implementation ( Experimental Group) of Project LOVE.

This survey instrument furthermore, can be used to measure the

perceived level of absenteeism manifested by the identified Grade 10 students

because the data are transparently reflected based on the gathered School

Form 2 from the months of November to January during the Second Quarter

and the tables presented are meticulously discussed and comprehensively

justified.

C. Data Gathering Procedure

The researchers situated the study within the framework of two-group

research design. In this design, participants or subjects are divided into two

distinct and unrelated groups. Each group receives a different treatment ,

condition , or level of the independent variable being studied. Afterward,

measurements or observations are taken on both groups to compare their

means.

C.1- TABULATED RESULTS OF FREQUENCY ON PERCEIVED LEVEL OF

ABSENCES BASED ON SF 2 FOR SECOND QUARTER ATTENDANCE

Survey Instrument Table

(Based on Deped Order No. 11, s. 2018 –
Guidelines on the Preparation and Checking of School Forms)

WITH
NO INTERVENTION
INTERVENTION (Experimental
Respondent NOV-JAN (Control Group) NOV-JAN Group)
1 11 high 6 moderate

2 7 moderate 2 very low

3 11 high 6 moderate

4 1 very low 2 very low

5 11 high 6 moderate

6 2 very low 1 very low

7 11 high 6 moderate

8 11 high 6 moderate

9 11 high 6 moderate

10 11 high 6 moderate

11 11 high 7 moderate

12 11 high 7 moderate

13 1 very low 1 very low

14 11 high 7 moderate

15 11 high 7 moderate

16 11 high 7 moderate

17 11 high 7 moderate

18 11 high 7 moderate

19 11 high 7 moderate

20 11 high 7 moderate

21 6 moderate 4 low

22 11 high 7 moderate

23 11 high 7 moderate

24 2 very low 1 very low

25 3 low 1 very low

26 11 high 8 moderate

27 11 high 8 moderate

28 8 moderate 3 low

29 9 moderate 3 low

30 9 moderate 3 low

31 9 moderate 4 low

32 9 moderate 4 low

33 9 moderate 4 low

34 12 high 8 moderate

35 12 high 8 moderate

36 12 high 8 moderate

37 12 high 8 moderate

38 12 high 8 moderate

39 2 very low 1 very low

40 4 low 1 very low

41 9 moderate 4 low

42 4 low 2 very low

43 12 high 9 moderate

44 12 high 9 moderate

45 12 high 5 low

46 13 high 9 moderate
 47 12 high 9 moderate

48 12 high 9 moderate

49 12 high 9 moderate

C.2 DATA ANALYSIS

The researchers used various data analysis methods, such as descriptive

statistics and tests of significance. Means from the categorized data in the table below

were utilized to answer questions 1 and 2.

Qualitative Description for the Absences of Students.

Level of Frequency Absenteeism Qualitative Description

11 and above High

6-10 Moderate

3-5 Low

0-2 Very Low

The researchers utilized the independent sample t-test, along with

statistical tools such as mean, standard deviation, and t-statistics.

C.3 Statistical Treatment

The following statistical procedures will be used to interpret the data

gathered from the respondents of the study.

 1. Simple Percentage. The student’s levels of absenteeism for control

group and experimental group will be analyzed using the simple percentage

with the following formula:

F
P= (100)
N

Where:
P = Percentage

F = Frequency of each category

N = Total number of respondents

100 Constant Multiplier

2. Mean. This is used to compute for student’s levels of absenteeism

for the control group and experimental group during the actual gathering

procedure. The formula for the mean is as follows:

X =
∑x
N

Where:

X = Mean

Σ = Summation symbol

x = Individual response/score

N = Total number of frequencies

Table 4. Qualitative Description for the Absences of Students.
Level of Frequency Absenteeism Qualitative

Description

11 and above High

6-10 Moderate

3-5 Low

0-2 Very Low

3. T test for Independent Samples. This is utilized to test the null

hypothesis stated in this study using the computed T value.

x1 - x2

√
2 2
t= s1 s2
+
n1 n 2

Where:

t = t statistics
x1 = mean value of the first group

x2 = mean value of the second group

n 1 = size of the first group

n 2 = size of the second group

s 1 = standard deviation of the first group

s 2 = standard deviation of the second group

4. Standard deviation - a measure of the dispersion or variability of a set of

data points. It quantifies how much the values in a dataset deviate from

the mean.

s=
√ ∑ ( X- x )2
n-1

Where:

s = standard deviation

X = the value in the data distribution

x = the sample mean

n = the total number of observations

5. Degree of Freedom - refers to the number of values in the calculation

that are free to vary. It determines the distribution of the T-statistic and

plays a role in assessing the significance of the test results.

df = n1 + n2 – 2

Where:

df = degrees of freedom

n1 = total number of observations in the first sample

n2 = total number of observations in the second sample

6. Level of Significance - a predetermined threshold used to determine

whether to accept or reject a null hypothesis in hypothesis testing. It

represents the maximum probability of making a Type I error, which is

 rejecting the null hypothesis when it is actually true. It is denoted by the

Greek letter alpha (α) and is expressed as a probability or a percentage.

The level of significance used in this study is at 0.05.

7. P-value - a measure of the probability of obtaining a test statistic as

extreme as or more extreme than the observed value, assuming that the

null hypothesis is true. It quantifies the strength of evidence against the

null hypothesis in hypothesis testing.

8. Control Group - refers to a group of participants who do not receive the

intervention or treatment being studied. It serves as a baseline

comparison group against which the effects of an intervention or

treatment can be assessed. In the given context of Project LOVE, a

control group would consist of students who do not receive any

intervention or involvement in Project LOVE. They would not be exposed

to the program's activities, teachings, or any other aspects of the

intervention.

9. Experimental Group - refers to a group of participants who receive the

intervention or treatment being studied. In the case of Project LOVE, the

experimental group would consist of students who actively participate in

and receive the intervention provided by the Project LOVE program.

10. Equal Variance - also known as the assumption of homogeneity of

variances, means that the variances of the two populations from which

the samples are drawn are approximately equal. The assumption of equal

variance is necessary to ensure the validity of the test and accurate

 interpretation of the results. The assumption is important because the T-

test statistic and its associated degrees of freedom depend on the

assumption of equal variance. If the assumption of equal variance holds,

it means that the variability within each group (sample) is roughly the

same. This assumption allows for a pooled variance estimate, which

combines the variances of the two samples, resulting in a more precise

estimate of the common population variance.

11. Independent Samples Test - also known as independent samples t-

test, is a statistical hypothesis test used to compare the means of two

independent groups or samples. It assesses whether there is a

statistically significant difference between the means of the two groups.

12. Significant Two-Tailed -refers to a statistical test in which the

significance level or p-value is evaluated for both tails of the distribution.

It is used when testing a hypothesis where the alternative hypothesis

suggests a difference or effect in either direction (positive or negative).

VII. RESULTS AND DISCUSSION

The researchers employed an absenteeism survey, in a tabular form

survey instrument, to assess the level of absenteeism displayed by two groups

of identified Grade 10 students: the control group and the experimental group.

Research Question 1: What is the level of absenteeism manifested by the

identified Grade 10 students with no intervention (Control Group) of Project

LOVE?
Table for Qualitative Description for the Absences of Students.

Level of Frequency Absenteeism Qualitative

Description
11 and above High
6-10 Moderate
3-5 Low
0-2 Very Low

Table 1 .Level of Absenteeism of the Control Group

Valid Cumulati

Frequen Perce Perce ve

cy nt nt Percent

Vali 1 2 1.9 4.1 4.1

d 2 3 2.9 6.1 10.2

3 1 1.0 2.0 12.2

4 2 1.9 4.1 16.3

6 1 1.0 2.0 18.4

7 1 1.0 2.0 20.4

8 1 1.0 2.0 22.4

9 6 5.7 12.2 34.7

11 20 19.0 40.8 75.5

 12 11 10.5 22.4 98.0

13 1 1.0 2.0 100.0

Total 49 46.7 100.0

Table 1.1 Descriptive Statistics

Std.

N Sum Mean Deviation

Control Group 49 459 9.37 3.426

Valid N (listwise) 49

Based on the analysis of absenteeism levels among the control group of

49 students, the data shows that 5 out of the 49 students (approximately 10%)

have a very low level of absenteeism, with an absence range of 0-2. This

indicates that these students have attended school regularly, with minimal

absences.

Additionally, 3 students (approximately 6%) fall under the low level of

absenteeism, with an absence range of 3-5. While they have missed a few more

days compared to the very low-level group, their absences are still relatively

infrequent.

Furthermore, 9 students (approximately 18%) are classified under the

moderate level of absenteeism, with an absence range of 6-10. These students

have missed a moderate number of days, indicating a somewhat higher level of

absenteeism compared to the previous groups.

 The majority of the students, 32 out of 49 (approximately 65%), fall

under the high level of absenteeism, with an absence range of 11 and above.

This group has the highest number of absences, suggesting a significant level

of absenteeism among these students.

Considering the overall average absence of 9.37 days (with a standard

deviation of 3.426), the data falls within the moderate level of absenteeism.

This suggests that, on average, the students in this group have missed a

moderate number of days, aligning with the findings of the moderate level

group.

Research Question 2: What is the level of absenteeism manifested by the

identified Grade 10 students with intervention (Experimental Group) of Project

LOVE?

Table 2. Level of Absenteeism of the Experimental Group

(With Project Love)

Valid Cumulati
Frequen Perce Perce ve
cy nt nt Percent
Vali 1 6 5.7 12.2 12.2
d 2 3 2.9 6.1 18.4
3 3 2.9 6.1 24.5
4 5 4.8 10.2 34.7
5 1 1.0 2.0 36.7
6 7 6.7 14.3 51.0
7 11 10.5 22.4 73.5
 8 7 6.7 14.3 87.8
9 6 5.7 12.2 100.0
Total 49 46.7 100.0
Based on the analysis of absenteeism levels among the experimental

group of 49 students, the following interpretation can be provided:

Out of the 49 students, 9 students (approximately 18%) fall under the

very low level of absenteeism, with an absence range of 0-2. This indicates that

these students have demonstrated excellent attendance, with very few

absences throughout the observed period.

Moreover, 8 students (approximately 16%) are classified under the low

level of absenteeism, with an absence range of 3-5. Although these students

have missed slightly more days compared to the very low-level group, their

absences are still relatively infrequent.

Furthermore, the majority of the students, 32 out of 49 (approximately

65%), fall under the moderate level of absenteeism, with an absence range of 6-

10. This suggests that these students have missed a moderate number of days,

indicating a somewhat higher level of absenteeism compared to the previous

groups.

Notably, there are no students in the experimental group who fall under

the high level of absenteeism, with an absence range of 11 and above. This

suggests that none of the students in this group have missed an excessive

number of days.
 Considering the overall average absence of 5.61 days (with a standard

deviation of 2.629), the data falls within the low level of absenteeism. This

indicates that, on average, the students in the experimental group have missed

a relatively low number of days, aligning with the findings of the low-level

group.

These results suggest that the experimental group has generally

exhibited good attendance and a low level of absenteeism. This is a positive

outcome, as consistent attendance can positively impact academic performance

and overall student success.

Table for the Control Group vs Experimental Group

Independent Samples Test

Sig. (2- Mean

t df tailed) Difference
Absenteeism Equal 5.221 96 0.000 3.755
variances
assumed

The T test for Independent Samples was conducted to assess the

significant difference in the number of absences between the Control Group

and the Experimental Group, specifically in the context of the Project LOVE

intervention.

The obtained p-value of 0.000 indicates that there is a statistically

significant difference in the number of absences between the two groups. This

means that the difference observed is unlikely to have occurred by chance.

 The T test coefficient of 6.087 represents the calculated value of the test

statistic. This coefficient helps determine the magnitude and direction of the

difference between the groups. In this case, the coefficient of 6.087 suggests a

substantial difference in the number of absences between the Control Group

and the Experimental Group.

The mean difference of 3.755 indicates that, on average, the

Experimental Group had 3.755 fewer absences compared to the Control Group.

This difference may be attributed to the effect of the Project LOVE intervention,

suggesting that the intervention has been successful in reducing absenteeism.

Overall, the T test results provide strong evidence of a significant

difference in the number of absences between the Control Group and the

Experimental Group. The Project LOVE intervention appears to have had a

positive impact on reducing absenteeism, as reflected in the substantial mean

difference and the statistically significant results.

VII.1 - Findings

The findings of this study support the hypothesis that the intervention

Project LOVE has a significant impact on the perceived level of absenteeism

manifested by the identified Grade 10 students. The results suggest that the

intervention helped students to cope with the absenteeism manifested in their

studies, leading to a lower level of perceived absenteeism. These findings are

consistent with previous research that shows that teacher trainings, seminars

and support can positively impact teachers’ efficiency at work and reduce the

level of absenteeism manifested by the students.

 Overall, the results of this study suggest that the Project LOVE

intervention is effective in addressing the absenteeism manifested by the

identified Grade 10 students . The findings have important implications for

teacher training and support programs, as well as for educational policies

aimed at improving the quality of education, and the consistency of the best

practices of the administrative leadership styles in school.

VIII. CONCLUSION AND RECOMMENDATIONS

Conclusion

Based on the findings of the study, it can be concluded that the

implementation of Project LOVE has significantly decreased the level of

absenteeism manifested by the identified Grade 10 students in the school

setting.

With no intervention (Control Group), identified Grade 10 students

perceived a high level of absenteeism due to distance from home to school,

teachers’ leadership styles, classroom management, peer behaviors, parental

guidance and support, social media effects, biological status, and even

engaging relationships. However, after the intervention, the perceived level of

absenteeism significantly decreased, indicating the effectiveness of Project

LOVE in addressing absenteeism concern.

The study also supports the findings of previous studies that effective

professional development programs can enhance teacher performance and

improve student learning outcomes. In this case, the implementation of Project

LOVE has not only decreased the perceived level of absenteeism but has also

positively contributed progress to the teaching performance of proficient

teachers.

Recommendations:

Based on the results of the study, the following recommendations are

suggested:

The school administration should continue to provide opportunities

for professional development programs that are tailored to the specific needs of

the teachers, such as Project LOVE . The program has shown to be effective in

addressing the absenteeism manifested by the identified Grade 10 students

and improving their academic performance.

The school administration should consider consistent implementation

and closed monitoring and evaluation system to assess the effectiveness of

professional development programs. This will allow for continuous

improvement and refinement of the programs to ensure that they meet the

needs of the teachers and have a positive impact on their teaching

performance.

Future studies may consider using a randomized controlled design to

assess the effectiveness of Project LOVE in comparison to other professional

development programs. This will provide more relevant evidence of the

effectiveness of the program and contribute to the broader and deeper body of

knowledge on effective professional development programs.

 Overall, the study highlights also the importance of providing effective

professional development programs that are tailored to the specific needs of

students in addressing the absenteeism they behave in the school setting. The

findings of this study contribute to the broader body of knowledge on effective

professional development programs and can inform the development of future

programs aimed at improving teacher performance and student learning

outcomes.

IX. ACTION PLAN

Here is an Action Plan:

Action Item Responsible Timeline Resources Expected Outcome

Party Needed
Disseminate Research Within 1 Printing and Increased knowledge
the team month of digital and optimized
research completion dissemination awareness of the
findings materials impact of Project Love
on proficient teachers,
school administrators,
students and parents
Incorporate Department Within 6 Curriculum Enhanced teaching
the Project of Education months of development practices and increased
LOVE officials completion materials and student outcomes
approach training
into teacher programs
training
programs
Implement Department Within 12 Funding, Developed the proper
Project of Education months of training use of Project LOVE in
LOVE in officials and completion programs, and schools and improved
additional school evaluation students performance
schools administrato metrics
rs
Conduct Research Within 1 Funding and A wider and better
follow-up team years of research understanding of the
research to completion materials sustained impact of
measure Project LOVE on
the long- proficient teachers,
term school administrators,
impact of and student outcomes
Project
LOVE

PLANS FOR DISSEMINATION AND UTILIZATION

School administrators should take note and consider of the findings. It

will be put to good use in the development of instructional methods, the

creation of curriculum, and the coordination of school governance and

administration. As a result, it should only be shared with the following people:

A. Participate research conferences, forums, and policy forums at the

division or district level to share and discuss research findings and

recommendations. Our peers in academics can assist us in getting our

students' work peer-reviewed.

 B. Publishing research papers and bulletins are a great way to spread the

word about technology integration and training among educators. As a

result, it will benefit children's education and development.

C. Make sure the SIP and AIP have enough money allocated to the project.

D. We can participate in discussions in LAC sessions or In-Service Training.

A different sort of in-service training may allow us to assist other schools in

improving their grading methods by sharing our expertise.

X.REFERENCES

(https://www.igi-global.com/dictionary/the-impact-of-a-learning-
management-system-on-student-evaluation-of-teaching/47318).

(Author /RN, James Mervilde)

(De Leonibus:2). (www.google.com.ph)

10 Challenges of Teaching | How to Overcome Them. (2022, May 10). Care

Check. https://www.carecheck.co.uk/10-challenges-of-teaching/

Lochmiller, C. R., & Karnopp, J. R. (2016). The politics of coaching assistant

principals: exploring central control. International Journal of Mentoring

and Coaching in Education, 5(3), 203–220.

https://doi.org/10.1108/ijmce-02-2016-0015

Republic Act No. 9155 | GOVPH. (2001, August 11). Official Gazette of the

Republic of the Philippines.

https://mirror.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Villas, A. M. (2021). Learning Action Cell. Scribd.

https://www.scribd.com/document/317086301/Learning-Action-Cell#:

%7E:text=School%20Learning%20Action%20Cell%2C%20commonly

%20known%20as%20LAC,school%20head%20or%20from%20peer%20to

%20peer%20mentoring.

https://www.youtube.com/watch?v=by4c3h3WXQc

https://statisticsbyjim.com/hypothesis-testing/t-tests-excel/

https://research-methodology.net/sampling-in-primary-data

collection/collection/purposive-sampling/

https://www.statisticssolutions.com/dissertation-resources/survey-research-and

administration/#:~:text=Key%20Terms%20and%20Concepts%3A%20Survey,depends
%20on%20the%20survey%20research

XI. Financial Report

Shown below are the expenses throughout this action research.

Category A

Expenses for Supplies and Materials

Unit Quantity Description Unit Cost Amount

ream 2 Short Bond paper 170 340

ream 2 A4 Bond paper 225 450

bottle 1 Ink L3110 black 280 280

TOTAL 1070

Category B

Travel expenses for the Submission of Completed Action Research to the

Division

Destination Transportation Amount

School to Pagadian Terminal Van 150

Purpose of Pagadian Terminal to Division

Tricycle 50
Travel Office

Division Office to Pagadian

Tricycle 50
Terminal

Pagadian Terminal to School Van 150

TOTAL 400

Category C- Other Expenses

Unit
Unit Quantity Description Amount
Cost

Bound 1 Binding 350 350

Internet and Communication Load

Person 18 100 1800
Allowance

Total 2150
 Category D

Summary of Expenses

Description Amount

A. Supplies and Material   P1, 070.00

B. Travel Expenses              P 400.00

C. Other Expenses       P 2, 150.00

Grand Total   P 3, 620.00

Submitted by: REYNOLD S. TANLANGIT, Ed.D.

Researcher/Teacher III
 SURVEY QUESTIONNAIRE
This survey instrument is intended to determine the level of the manifested
absenteeism of grade 10 students , before and after Project LOVE was
implemented.
Name : ___________________________ ( Option)
Instruction: Check the column that is most appropriate to your response. Refer
your answers to the table below;
5 Highly Agree
4 Agree
3 Neutral
2 Disagree
1 Highly Disagree

Indicators 5 4 3 2 1
1. I am affected with
my teachers’
leadership styles
and attitudes.
2. I don’t have
facebook account.
3. I am destructed with
my peer pressures.
4. I am not staying
with my parents and
family at home.
5. My family is not
financially stable.
6. Our house is too
far towards the
school I am
enrolling.
7. I am a self-
supporting or
working student.
8. I am married.
9. I am not physically,
and emotionally
well.
10. Our classroom
is conducive to
learning.
11. I am afraid of my
teachers .
12. I am afraid of my
classmates.
13. I don’t have
cellphone.
14. I need
inspirations in my
studies.
15. I need parental
guidance and
spiritual motivation
in my studies.
-end-