Factors Associated with Absenteeism of Grade Nine Learners in

Bienvenido Guillera Celebre National High School

__________________________________________________

A Research Proposal

Presented to the faculty of the Senior High School

Bienvenido Guillera Celebre National High School

Uguiao. Jaro, Leyte

__________________________________________________

In Partial fulfillment

Of the requirement for the subject

Inquiry, Investigation, Immersion

______________________________________________________

Aborita Lionel

Amado Danica P.

Corton, Jay Ryan

Reuyan Marivel

Pedotera Sheryl Ann

Reyes Adrian

July 2023
 Chapter 1

Factors Associated with Absenteeism of Grade Nine Learners, in

Bienvenido Guillera Celebre National High School

Student absenteeism is a period of time wherein a student does not

attend school. Absenteeism has become major and continuous issues in the

field of academic in the country. Indeed, numerous studies conducted to

answer a question why High School Students missed classes. (Teasly, 2004)

There were several factors to consider that the students were not willing

to attend classes. These factors include conflict in the family, health

emergency, inability to maintain everyday expenses, weather disturbances, use

of alcohol, and unavailability of transportation (Teasley 2004, as cited in Balkis

et. al 2020).

Because of absenteeism many students missed opportunities to learn

the material that enable them to succeed later in school and fall behind their

classmates in academic achievements. In this nation, previous studies has

revealed that student absenteeism is related in academic failure performances.

In this regard, the researcher seeks to consolidate the different factors

affecting student’s absenteeism. Also, it aims to determine the factors of Grade

9 students that are more prevalent. Simultaneously, this would help the

teacher and school administrators to understand students’ reasons for their

absences and devise strategies and plans of action to motivate the students to

attend the class. Moreover, provision of the possibly effective solution and

preventive measures to minimize absenteeism of students.

CONCEPTUAL FRAMEWORK

The figure shows the conceptual paradigm of the study including the

independent and dependent variables.

Input Process Output

Level of awareness of crafted survey Identified factors

junior high students questionnaire of absenteeism

on the factor of absen- to junior high

teeism school student

The profile of the Survey

respondent student. questionnaire

according to their age,

sex, and family back-

ground.

The figure shows the conceptual framework of the study.

The first frame enumerates the Demographic profile of the student in

terms of age, sex, and family background.

The conceptual framework showed input, process and output to begin

with the input including the level of awareness on the factors of absenteeism to

the grade 9 student in process, crafted survey questionnaire and data were

included. In output it determined the level of awareness on the factors of

absenteeism and proposed recommendations were included.

HYPHOTESIS

1. HO: Factors associated with absenteeism is not affect to the

performance of grade nine student

HI: factors associated with absenteeism affect to the performance of

grade nine students.

2. HO: There is no strategies made to address student absenteeism

HI: There is an attendance made to address student absenteeism

STATEMENT OF THE PROBLEM

This study seek to determine the level of awareness on the

different factors of absenteeism of the junior high school student of Beinvenido

Guillera Celebre national high school

Specially this study aims to answer the following:

1. What is the profile of the student in terms of:

1.1 Age

1.2 Gender

2. What are the factors associated to grade nine student absenteeism?

3. What are the strategies made to address student’s Absenteeism?

SIGNIFICANCE OF THE STUDY

This study must be conducted to determine the level of awareness

on the different factors of absenteeism. The result of this study would be

beneficial to the school administrators, student and future researchers.

The school administrator. It would provide the information on how

to raise awareness regarding absenteeism in the school.

The students, in particular they would be able to have broad

knowledge about the different factors of absenteeism thus, they would be able

to deal with other students who knows the different factors of absenteeism.

The future researchers could use this research study as their basis

or guide if ever they conduct that same study in the future and if necessary.
SCOPE AND DELIMITATION:

This study will focus on the level of awareness on the different

factors of absenteeism. The primary subject of this research study was student

of Bienvenido Guillera Celebre National High School.

This study covered the profile of the students. The students-

researcher conducted the study using the validated self-structured survey

questionnaire to gather the response of the student.

 DEFINITION OF TERMS

Absenteeism. Is a period of time wherein the student does not attend schools

Grade 9. It is the respondent of this study that are more prevalent on

absenteeism
 Chapter II

REVIEW OF RELATED LITERATURE

CHAPTER II

Presented in this Chapter 2 is a synthesis that supports the evaluation on

the different factors of absenteeism.

Attending school regularly is a vital factor in school success for both

student and teachers. Excessive school absenteeism can lead to poor school

academic achievement, so school attendance by both teacher and student

plays a vital role in the success and educational advancement to the student.

Excessive absenteeism of a student can lead to disinterest in school and

academics in general. According to Author Jason A Schaereberger's "longitude

attendance patterns" study, excessive absenteeism increase the chances a

student to drap out in school, which can lead to long term consequences to

higher incidence of unemployment due to their lack of education.

The causes of student absenteeism are complex and multi-faceted. The

factors associated with absenteeism are classified in the literature into three

fundamental areas: individual, family and schools (McCluskey, Bynum &

Patch, 2004; Eastman et al., 2007; Clark, 2008, Robinson, 2009):

Individual Factors. Students' individual factors may negatively affect

school attendance. Research indicates that absenteeism increases by seniority

in high school (Rood, 1989) and most frequently happens at age 15. Absentee

students usually do not feel safe at school. They feel academically or socially

inadequate. They find classes boring and their positive experiences related to

school are less than those who attend school regularly (Clarke, 2008; Corville-

Smith, Ryan Adams, & Dalicandro, 1998; Williams, 2001). Thus, self-esteem,

confidence, concentration, self-management and social skills of these students

are low. They feel powerless in the school and think other students do not

respect them (Eastwold, 1989; Wall, 2003; Eastman et al., 2007).

According to Reid (2000) and Gentle-Genitty (2008), other results include

not wanting to get up in the morning, receiving strict punishment, sleeping

late, not completing homework, being in a grade that is one above or one below

the regular grade level, switching to another school in the middle or the

beginning of the school year, feeling extreme test pressure, feeling constantly

ill, and having siblings who are regularly absent. Participating in fun activities

and socializing with their peers outside of school are also among the reasons

(Williams, 2001). Interestingly, as Clark (2008) indicated, some students are

absent since they find something studying difficult and some others are absent

because they find the school boring.

Family factors. Another major reason for absenteeism is "family factors". A

student's parent has a significant impact on his attendance in school (Clark,

2008). Research indicates the following reasons for student absenteeism

arising from the family: family's socio-economic level; family's need for student

to work; parenting skills; psychological problems; support or neglect; alcohol or

drug problems; criminal behavior (McCluskey et al., 2004; Clark, 2008; Reed,

2000); the lack of consistency; divorce; inter-parent conflicts; family structure,

such as a single parent; interest or control level for the student's behavior;

parents have low education level; negative past school experiences; lack of

participation in school or not understanding procedures; and not providing

environment for the student to do homework.

The primary responsibility of parents is to ensure their children regularly

attend school. Conditions at home have a significant impact on children’s

attendance and on their promptness. Poor family control and lack of

persistence is perhaps one of the most important factors behind school

absenteeism (Pehlivan, 2006). Family control can be defined as parents'

knowledge about their child's activities, friends and the information regarding

his whereabouts (Cetin & Cok, 2011). Disinterested families are often seldom

concerned with their children’s success or failure. They do not help in solving

the problems at school and they rarely attend parent-school meetings. These

families are unlikely to create a disciplined environment for children at home

(Hallam and Rogers, 2008).

According to Williams (2001), today's high school students are controlled

less than their parents were in the past. As well as lack of control and lack of

monitoring, some parents ignore the excuses with less than a valid reason. In

so doing, they are supporting and justifying the absenteeism.

School factors. School-related factors influence students' decisions toward

school attendance. A school’s attitude and rules against absenteeism are

factors that are contribute to the absenteeism problem (Eastman et al, 2007).

According to Robinson (2009), schools’ procedures are inconsistent and do

not produce meaningful results in reducing absenteeism. Students are not

receiving clear messages from the school about the importance of attendance.

Tolerant policies or lack of firm implementation for existing policies gives the

wrong message to students and parents about the importance of attendance

(Clarke, 2008). Wall (2000) also indicated that inconsistency of policies, lack of

meaningful results and poor school record keeping have a negative effect on

students. Although there are various reasons for absenteeism, one of the most

important of these reasons is "not liking the school" (Pehlivan, 2006). If the

school is cold, not secure, or if there is a climate of tolerance for bullying,

students will prefer not to be in school (Clark, 2008; Corley, 2012). In

particular, conflicts with peers and teachers, exposure to bullying, and dislike

of teachers are important causes of absenteeism (Eastman et al., 2007; Reid,

2000; Gentle-Genitty, 2008). In a school environment where students do not

feel a commitment to school, they would not want to attend, resulting in

increased feelings of alienation. As Hamm and Faircloth (2005) stated,

commitment to the school is formed by the student’s perceptions about

respect, love and values they receive in the school. In the school environment

where there is a perceived value and an emotional commitment, there will be a

sense of security. Therefore, in such a school environment, students'

attendance and participation increases.

The factors taken into consideration the reviewed literature emphasizes

the factors of absenteeism among Grade 9 student. By taking the necessary

commitment to school in order to reduce student absenteeism. Efforts must be

in a direction to convey the message that student at the school are considered

important as student as well as individuals. Thus, their attendance level will

increase unwanted behaviors will decrease and academic success will improve.

One effective way of reducing absenteeism is to encourage student to

participate in school activities. The school management should attempt to

ensure participation of parents in order to ensure that student attend school.

Parents of children should be informed about the importance of good

attendance for achieving success and protection for risk factors not only in

school life but also in the future.

 Chapter III

Research Methodology

Research Design

The aim of this study is to obtain pertinent data to achieve the research

objective which is determining the topmost reasons for students committing

too many absences. The site of the study is Bienvenido Guillera Celebre

National High School where the student participants are currently enrolled.

Representative samples were taken using a approach. In this

research study the responses, observation and approval of the student

participants toward the questions in the questionnaire will be evaluated.

Research Locale

The research locale is Bienvenido Guillera Celebre National High School

in Jaro, Leyte. This study would select the respondents from junior high school

students to obtain the needed information of this study. The Bienvenido

Guillera Celebre National High School has an area of hectares and is

located at Barangay Uguiao Jaro, Leyte.

Research Participants

The respondents of this study are the junior high school students of

Bienvenido Guillera Celebre National High School. This research is being

conducted to determine the different Factors Associated with Absenteeism. The

respondents answer the questionnaires given to them by the researchers. The

junior high school student has the population of (77) and the researchers

choose (15) respondents to provide information in conducting a survey and

asking some information.

Research Instruments

his study used the survey questionnaire as the instrument since it is the most

efficient and effective way that would answer the problem of this study. The

survey questionnaire used the following approaches: (1) scale (a Likert scale);

and (2) conversion of the responses into numerical values that indicated if the

respondents are; Always (5), Often (4), Sometimes (3), Rarely (2), Never (1). Also

the survey questionnaire includes the demographic profile of the respondents

(i.e.., name (optional), grade, section, age, and gender). The research questions

would serve as the basis of the research instrument of the researchers to

gather data from the respondents of Bienvenido Guillera Celebre National High

School. With the use of the relevant questions of the study, this would

determine the different factors associated with absenteeism.

Research Procedure

The instrument used was a researcher-made; survey questionnaire it

is a questionnaire checklist to gather the needed data for the research. In the

preparation of the instrument, the requirements in the designing of good data

collection instrument were considered.

The researchers used survey questionnaire to collect data to the

respondents. The researchers prepare the researcher instrument that would be

used in the survey. The researchers constructed a questionnaire checklist, and

validated by the validators and distributed to the respondents personally.

The researchers would collect the data in preparing for data analysis

and interpretation. After collecting the data, the researchers would tally the

data to be able to gain the mean, average, standard deviation, to successfully

know the Factors Associated with Absenteeism. The result was analyzed based

on the presentation. The discussion, conclusion, and recommendation were

based on the result. This study would conduct at their respected rooms, to

provide comfort and privacy. The data collected was treated with highest

confidentiality.
Data Collection

The data will be collected in Grade 9 Students of Bienvenido Guillera

Celebre National High School through the Survey questionnaire that will be

given to students. The data collection will be the following. Firstly, the

researcher will ask a Permission letter from the office of the school principal to

allow them to conduct their study inside the school. Secondly, the researcher

the Researcher will also send a permission letter the Inquiry, Investigation, and

Immersion (III) adviser for an approval to conduct the study. And Lastly, the

collection of data the student participants.

Data Analysis

After collecting the data, the researchers will analyze the data that

was collected. The steps to analyze the data are the following; 1. The researcher

will check first if the questionnaires are complete and answered. 2. The

questionnaires will be decided according to their sections and will be caked

separately. 3. After checking the survey questionnaires the researcher will now

compute the data and present it in a bar graph.

Ethical Consideration

These are the factors that the researcher will take into account and

should not take for granted while doing the research. The researcher should

give first a Permission Letter to the School Principal for them to know if they

are allowed to the conduct their study, as well as to the participants to inform

them that they will be the participants. And lastly, the researcher should keep

the information of the participants confidentially.

 Chapter IV

This chapter presents the results of data and followed by

discussion of the research findings. The findings relate to the

research questions that guided the study.

Physical Factor

Table 1. Rating score for Physical Factor as reasons for student

Absenteeism.

Reasons Mean Interpretations

1. Our house is far

from school.
3 Neither disagree

2. It is unsafe to go

to school.
1.6 Disagree

3. Nobody

accompanies me

in going to
1.2 Strongly
school since it is
disagree
far.

Out of 15 students, most agreed that they can’t come to school

because their home is far from school. While, most students
answered rarely that it is unsafe to go to school. Thus we can say
that considering the Physical Factor as cause for students.
absenteeism, distance from home to school is the leading indicator
of absenteeism when it comes to physical factor.
ECONOMIC FACTOR

Table 2. Mean Rating Score for Economic Factor as Reason for

Student’s Absenteeism.

Indicators Mean interpretations

1. I have a part-

time job that

2 Disagree
affects my

ability to attend

schools

regularly.

2. The distance

between my
2.8 Neither disagree
home and

school makes it

difficult to

attend it

regularly.

3. I have

significant
2.6 Sometimes
responsibilities

at home, such

us taking care

of my younger

siblings, affects

my attendance
 at school.

4. The instability

of my parents’
2.5 agree
employment

affects my

attendance in

school.

This table shows the mean score for Economic Factor as reason for Student’s

Absenteeism. Among 15 students surveyed, a minority of 2.8 individuals

responded with "neither disagree" regarding the notion that the distance

between their home and school poses challenges for regular class attendance.

Similarly, 2.6 students indicated "sometimes" when asked if they have significant

household responsibilities. Additionally, some students expressed agreement with

the statement that their parents' employment instability impacts their school

attendance. Conversely, there were students who disagreed with the idea that a

part-time job hampers their ability to attend school consistently.

FINANCIAL FACTOR

Table 3. Mean Rating Score for Financial Factor as Reasons for

Student’s Absenteeism.

Indicators Mean Interpretation

1. I prioritize

working to earn
1.4 agree
money over
 attending classes.

2. My family's

financial situation
2.1 agree
affects my

motivation to

attend school

regularly.

3. I skip classes because .

I cannot afford meals

2.3 Disagree
during the day.

4. I don't receive .

adequate financial
2.6 Sometimes
support to cover

educational expenses,

resulting in absenteeism.

The table presents the average score indicating the significance of financial

factors as causes for student absenteeism. Among the 15 students surveyed, 2.6

students responded "sometimes" when asked if they receive sufficient financial

support to cover their educational expenses. Additionally, a few students

disagreed that they miss classes due to their inability to afford meals during the

day. Conversely, the majority of students agreed that they prioritize working to

earn money over attending classes, and they also stated that their family's

financial situation affects their motivation negatively.

 PSYCHOLOGICAL FACTOR

Table 4. Mean Rating Score for Psychological Factor for Students

Absenteeism.

Indicators . Mean Interpretations

1. I struggle with time

management,
1.1 Strongly
causing me to miss disagree
classes.

2. I experience low self-

esteem, which
1.7 Rarely
affects my

willingness to attend

classes.

3. I don't feel .

motivated to learn
1.6 Disagree
and acquire new

knowledge.

The table displays the average rating score representing the psychological factors

associated with student absenteeism. Among the 15 students surveyed, 1.7

students responded "rarely" to the statement indicating that they experience low

self-esteem, which impacts their inclination to attend classes. Conversely, some

students disagreed with this statement, expressing their motivation to learn and

acquire new knowledge. Additionally, a few students strongly disagreed with the

notion of struggling with time management, which leads to class absences.

Home-Related Factors

Table 5. Mean Rating Score for Home Related Factors as Reasons

for Students Absenteeism.

Indicators . Mean . Interpretation

1. I’m too pre-

occupied with
1.4 Strongly
household
disagree
chores.

2. I have no .

money to buy
1.2 Strongly
snack in
disagree
school.

3. My parents ask
 me to absent 1.8 Disagree

from school.

4. My parents

don’t care
1.6
about my
Disagree
studies.

5. We have no .

food/I did not

eat.
1.2 Strongly disagree

We can say that considering the Home-Related Factors as cause for

Absenteeism, their parents ask them to absent from school due to

some errands is the main reason for their absences.

Chapter V

Conclusion and Recommendation

Conclusion
 The research on factors associated with absenteeism of Grade Nine learners in

Bienvenido Guillera Celebre National High School sheds light on the underlying causes and

potential interventions for addressing this issue. The study revealed several key findings

regarding the factors influencing absenteeism among Grade Nine students. These findings

provide valuable insights for educators, policymakers, and stakeholders in developing effective

strategies to improve attendance rates and enhance student engagement.

Based on the research findings, it can be concluded that absenteeism among Grade Nine

learners in Bienvenido Guillera Celebre National High School is influenced by a combination of

factors. These factors may include physical factor, economic factor, financial factor, home-

related factor, and psychological factor. Addressing these factors is crucial in reducing

absenteeism and promoting a positive learning environment.

Recommendation

In order to reduce absenteeism among Grade Nine learners in Bienvenido Guillera

Celebre National High School, the following recommendations are proposed. Firstly, it is crucial

to strengthen the school-home partnership by improving communication channels and

involving parents/guardians in their child's education through regular updates, parent-teacher

conferences, and workshops. Additionally, early intervention programs should be implemented

to identify and support at-risk students, providing mentoring, counseling, and targeted

interventions to address specific barriers to attendance.

Furthermore, creating a positive school climate is vital. This can be achieved by fostering a

supportive and inclusive environment that encourages student engagement and reduces

absenteeism. Implementing extracurricular activities, character development programs, and

positive behavior reinforcement initiatives can enhance student motivation and attachment to

the school. Moreover, providing targeted support for at-risk students, enhancing parental

involvement, conducting awareness campaigns, monitoring attendance data, fostering positive

teacher-student relationships, collaborating with community organizations, and continuously

evaluating and adjusting strategies are all essential components to effectively address

absenteeism and create a conducive learning environment for Grade Nine learners.