2023 Sdo Action Research Laysico Angel Salvador

Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE-MALABON CITY
CORRELATION BETWEEN ACADEMIC ACHIEVEMENT AND ABSENTEEISM OF STUDENTS

AND ITS FACTORS: BASIS FOR AN INTERVENTION PROGRAM
An ACTION RESEARCH
Presented to
Schools Division Research Committee (SDRC)
and Department of Education
Angel Salvador B. Laysico

Head Teacher III
Tañong National High School
Teacher-Led and Teacher-Related-Led Research
July 2023
Ninoy Aquino Elementary School Comp. Maya-maya St.,

Longos, Malabon City
((02) 83751995; 83748708; 83748729
malabon.city@deped.gov.ph http://depedmalaboncity.ph
i. ABSTRACT
School absenteeism was now a worsening and continuing problem in the
secondary school. The latest survey of the DepEd indicated that one out of ten students
was considered as constant absent in school. The purpose of the study was to determine
the different factors affecting students’ absenteeism and to test if there was a significant
relationship between the academic achievement and number of absences of the
students of Tañong National High School during school year 2022 – 2023.
A quantitative-correlational was used in the study as the research design. The
subjects of this study were selected 75 students from Grade 7 to 10, identified through
purposive sampling.
It was discovered that the prevalent reason why the students are committing
absences was because of their personal reasons. It was also found out that there is no
significant relationship between the academic achievement and the attendance of the
respondents. It signifies that the attendance of the students has nothing to do with the
academic achievement. It is clearly stated to Department of Education Order no. 8 s. 2015
that the components for grading the students were just the written work, performance task
and quarterly assessment only. The attendance of the student is no longer part of their
grades. If the students are doing performance task and written works and taking quarterly
assessments with passing scores, they can pass the academic requirements for each
learning area.
Keyword: intervention, absenteeism, academic achievement
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ii. ACKNOWLEDGEMENT
I would like to thank the Schools Division Office – Malabon City and my colleagues
from Tañong National High School through the supervision of our Principal, Dr. Proserfina I.
Cardenas and Researcher Coordinator, Mrs. Candy A. Gomboc, for the insights, assistance
and support being provided throughout the conduct of the study.
I would also like to extend my gratitude to my fellow head teachers, Dr. Reynita C.
Balilu, Mrs. Freda C. Lozanes, Mrs. Aubrey M. Arebuabo and Ms. Aileen G. Gutierrez, who
validated my questionnaire that contributed a lot in the completion of my study.
I would also like to extend my thanks to Ms. Shella Brusola who served as my
grammarian in completing my manuscript. I would also like to thank my family who served
as my source of inspiration. Lastly, to our God Almighty for the good health and strength, He
has given me in finishing my study.
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TABLE OF CONTENTS
TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
I. Context and Rationale 1
II. Innovation, Intervention, and Strategy 3
III. Action Research Questions 5
Hypothesis 6
IV. Action Research Methods 7
a. Research Design 7
b. Participants and/or other Sources of Data and Information 7
c. Data Gathering Methods 8
d. Data Analysis Plan 8
V. Discussion of Results and Recommendation 9
a. Results/Findings of the Study 9
b. Conclusions and Recommendations 28
c. Reflection 29
VI. Action Plan 31
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VII. References 31
VIII. Annexes
a. Questionnaire 34
IX. List of Figures
a. Figure 1 – Respondents of the Study 41
b. Figure 2 - Demographic Profile of the Respondents in terms
of the Number of their Absences 41
c. Figure 3 - Factors Affecting Respondents’ Absenteeism in
terms of Personal Reasons 42
d. Figure 4 - Factors Affecting Respondents’ Absenteeism in
terms of Social and Natural Reasons 44
e. Figure 5 - Factors Affecting Respondents’ Absenteeism in
terms of Subject-related Reasons 45
f. Figure 6 - Factors Affecting Respondents’ Absenteeism in
terms of Teacher-related Reasons 46
g. Figure 7 - Factors Affecting Respondents’ Absenteeism in
terms of School Administration Reasons 48
h. Figure 8 - Reasons of Students’ Absenteeism 49
i. Figure 9 - Mean of the Academic Achievement of the Respondents 49
j. Figure 10 - Test of Significant Relationship between
the Academic Achievement and the Number of Absences of the 50
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Respondents
k. Figure 11 - Intervention Program to Address the
Problem of the Students in Absenteeism 50
l. Action Plan 53
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I. Context and Rationale
One of the major and continuous issues in the field of education in the country was
school absenteeism. It has a big influence on the learning of the students because the
greater the number of absences the students obtain, the lesser lessons the students would
be able to attend in class. This would also mean that there was a possibility of lesser and
disconnected theories of learning happening to them. The students who were frequently
absent have greater tendency to cut the school at young age and will not continue formal
schooling. In future, this may lead to unemployment and will contribute to poverty in the
country.
The Philippine education system especially the enrollment of students had greatly
affected by the unexpected arrival of COVID-19 crisis. Before the pandemic entered the
country, the Department of Education (DepEd) had an average of 28 million of enrollees
both from private and public schools. During devastation of the pandemic, the number of
enrollees decreased to 25 million (Bello, 2020). The latest survey of the DepEd indicated that
one out of ten students was considered as constant absent in school. The student absences
rate was 4.5% which was quite high and increasing and was highly observable in schools
(Cepada & Grepon, 2020).
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One of the responsibilities of educators was to make sure that all the students learn
every lesson at their best. Educators played a significant role in creating an environment that
supports students’ learning. The educators’ role in motivation includes, but was not limited
to, creating an environment conducive to learning. Also, the educator's role in encouraging
support of students' autonomy, relevance, and relatedness of the material increases
motivation to learn (Johnson, 2017). They must ensure that no one was being left behind so
that good quality education will happen between the teacher and students. It may only
happen if the students were attending their classes in effective and efficient manner.
School absenteeism was now a worsening and continuing problem in the secondary
school. A visible problem especially in public schools was that those students who belong to
the low performing sections acquire more absences than those who belong to the high
performing sections. Students in cream section tend to attend the class and grade conscious
as compared to the students in low performing section which may lead to better
attendance rather than missing classes in school.
In Tañong National High School in Schools Division Office – Malabon City, school
absenteeism was one of the issues being concerned by both teachers and school
administrators. From the start of the class, based on the data of the school, there were 140
out of 790 students who have been absent habitually from their classes. It was 17.72% of the
population of students which was somehow alarming to the learning community.
This study aimed to determine the different factors affecting students’ absenteeism
and to test the significant relationship between the academic achievement and number of

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absences of the students in Tañong National High School. Also, it aimed to help the teachers
and school administrators to understand students’ reason for absenteeism and devise
strategies, plan of action and intervention program to motivate the students to attend
classes. Furthermore, provision of the possible effective solutions and preventive measures to
minimize absenteeism of students and give educators the opportunity to know what and
how to improve the student attendance.
II. Innovation, Intervention, and Strategy
The study is anchored under Maslow’s Hierarchy of Needs Theory. This theory
comprises of five levels of needs including physiological, safety, social, esteem, and self-
actualization. The basic needs such as food, shelter and clothing belong to the
physiological needs. If the needs of the students are satisfied and sufficient, then they will
be encouraged to attend class in school. Also, the safety needs which fall under the
security from basic needs. Safety in the environment of students is necessary to let them go
to school with no fear. Social needs are the acceptance of the people around and sense
of belongingness. The affection and care of teachers and parents allow the students
attend the class and be progressive. Self-esteem and ego refer to the positive and
validation reflection from other people. The support and care from the peers, friends and
family boosts the confidence of students to make every effort harder in school. Lastly, self-
actualization is expanding the potential talent and ability of students. Skills and talents of
students are improved by remediation and giving support that could be of great help in
ensuring the future. Through this, students are encouraged to continue schooling to reach
the goal which may incline to success (Senyametor et al., 2018).

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Given that the more schools are experiencing absenteeism, the academic
achievement of the students might also suffer. The worsening concern in the academe
should be taken seriously to address the status of the students. To eradicate the cases of
absenteeism is a collaborative responsibility of the school administrators, teachers, parents
and of them as well.
Last January 2023, this strategy was implemented to the school which aimed to
identify the different factors affecting students’ absenteeism. The study was headed by the
Head Teacher III in Mathematics which focused on the significant relationship between the
academic achievement and number of absences of the students in Tañong National High
School.
The strategy started with the advisers as they submitted a list of students who were
had case of absenteeism. The researcher then sought necessary assistance from other
school personnel such as grade leaders and guidance teacher for students identified with
such case each quarter.
Last May 2023, the guidance teacher, advisers and grade leaders administered the
survey questionnaire to the students to identify the root cause of their absenteeism. A
monitoring tool was also used to record number of absences, submitted activities and
assessment that was submitted by each student. Moreover, the advisers and subject
teachers conducted a deliberation wherein further assistance and considerations were
discussed. The parents and students were updated regarding the status of the learners.

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This study aimed to help the teachers and school administrators to understand
students’ reason for absenteeism. Last July 2023, the researcher devised strategies, planned
action plan and intervention program to motivate the students to attend classes for the next
school year. Moreover, provision of the possible effective solutions and preventive measures
to minimize absenteeism of students and give educators the opportunity to know what and
how to improve the student attendance.
To resolve this issue, the researcher would like to develop an intervention program on
how to address the rampant cases of absenteeism in the school. Through this intervention
program, the school community will be a place wherein a productive teaching and learning
can happen. The intervention program is named as Project SAVE (Solving Absenteeism Via
intErvention). This intervention aims to addresses the concern of the students in absenteeism.
It includes different activities like conformance/home visitations and parent - teacher
conferences to determine the root causes of being not able to attend to their classes,
remediation sessions and thorough monitoring of attendance of the students.
III. Action Research Questions
This action research aimed to determine the different factors affecting students’
absenteeism and to test if there was a significant relationship between the academic
achievement and number of absences of the students of Tañong National High School
during school year 2022 – 2023.
Specifically, it sought to answer the following questions:

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1. What is the demographic profile of the respondents in terms of the number of their
absences?
2. What are the factors affecting respondents’ absenteeism from a public high school
in terms of:
a. personal reason,
b. social and natural reason,
c. subject-related reason,
d. teacher-related reason, and
e. school administration reason?
3. Which among the reasons of students’ absenteeism are more prevalent in a public
high school?
4. What is the mean of the academic achievement of the respondents?
5. Is there a significant relationship between the academic achievement and the
attendance of the respondents?
6. What intervention program can be proposed to address the problem of the students
in absenteeism?
Hypothesis
Ho: There is no significant relationship between academic achievement and the
number of absences of the respondents.
Ha: There is significant relationship between academic achievement and the number
of absences of the respondents.

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IV. Action Research Methods
A. Research Design
The researcher used quantitative-correlational as its research design. This research
design investigates relationships between variables without the researcher controlling or
manipulating any of them. It reflects the strength and/or direction of the relationship
between two variables. The direction of a correlation can be either positive or negative
(Bhandari, 2023).
According to Pallister (2023), the main goal of correlational research is to identify
relationships between variables and understand how they relate. This type of research can
be used to explore cause-and-effect relationships or observe data patterns. Correlational
studies can be conducted using both quantitative and qualitative methods, depending on
the nature of the data being studied.
B. Participants and/or other Sources of Data and Information
The subjects of this study were selected 75 students from Grade 7 to 10, identified
through purposive sampling. In this sampling technique, the researcher relied on own
judgment when choosing members of the population to participate in study. It produced
strong estimates of the population and provided simple sample design and interpretation.
Figure 1
Respondents of the Study

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Number of Students with
Grade Level Frequent Case of Absences
Grade 7 29
Grade 8 16
Grade 9 15
Grade 10 15
Total 75
C. Data Gathering Methods
The researcher sought the approval of the school principal to conduct the study. The
researcher crafted a questionnaire to be administered respondents of the study.
Questionnaire was composed of five parts which contain the different reasons of the
students on being not able to attend their classes. First part of the questionnaire was for
personal reasons. It was followed by social and natural reasons, subject-related reasons,
teacher-related reasons, and school administration reasons.
D. Data Analysis
The results of the study were expressed in numeric figures which calculated using
statistical tools to determine the different factors affecting students’ absenteeism and to test

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if there was a significant relationship between the academic achievement and the number
of absences of the students in Tañong National High School.
Mean was used in determining the academic achievement of the respondents.
Weighted mean was used in this study to determine the reasons why the students can
not attend their classes in the school.
Pearson r was used to test if there is a significant relationship between the academic
achievement and the number of absences of the students in the school.
IV. Discussion of Results and Reflection
A. Research Results/Findings
Figure 2
Demographic Profile of the Respondents in terms of the Number of their Absences
Type of Absenteeism Frequency Percentage
Significant Chronic
56
Absenteeism 74.67%
Modest Chronic
19
Absenteeism 25.33%

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Total 75 100.00%
Figure 2 presents the demographic profile of the respondents in terms of the number
of their absences. It can be noticed that the majority or 56 of respondents belong to
significant chronic absenteeism wherein they committed a range of absences from 20 to
39 days or 10% to 19% of days in the whole school year. It was followed by modest chronic
absenteeism with 19 respondents. It means that 25.33% of the respondents committed 10
to 19 absences or 5% to 9% of days in the whole school year.
Figure 3
Factors Affecting Respondents’ Absenteeism in terms of Personal Reasons
Verbal
Personal Reasons Mean Rank
Interpretation
1. I was with my friends doing not related
activities in school.
(Ako po ang kasama ng aking mga 3.49 Neither 8
kaibigan na gumagawa ng gawaing
walang kinalaman sa paaralan.)
2. I was needed in the house for

4.17 Agree 1
household chores.

10
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(Ako po ay gumagawa ng mga gawaing-
bahay.)
3. I had no allowance.
3.76 Agree 6
(Ako po ay walang baon.)
4. I was sick.
2.57 Neither 9
(Ako po ay may sakit.)
5. I have a job-related conflict.
(Ako po ay may suliraning may kinalaman 3.83 Agree 4
sa aking trabaho.)
6. The school is far from our house.

3.84 Agree 3
(Ako po ay nakatira malayo sa paaralan.)
7. I have not done my
assignment/projects to one/several
subjects.
2.51 Neither 10
(Ako po ay hindi gumagawa ng gawaing-
bahay at proyekto sa aking mga
asignatura.)
8. I overslept because I had fun the night

3.79 Agree 5
before.

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(Ako po ay hindi nagising dahil sa
kasiyahang nangyari noong nakaraang
gabi.)
9. I wanted to take a break.

4.08 Agree 2
(Ako po ay kailangang magpahinga.)
10. I attended an important occasion.
(Ako po ay dumalo sa mahalagang 3.72 Agree 7
okasyon.)
General Weighted Mean 3.58 Agree
Figure 3 presents the factors that affect the absenteeism of the respondents in
terms of their personal reasons. It can be noticed that the indicator 2 which states "I was
needed in the house for household chores." ranked first with a weighted mean of 4.17. It
was followed by indicator 9 that states that ""I wanted to take a break."" with mean of
4.08. Indicator 6 that states ""The school is far from our house."" ranked third with a mean
of 3.84. It was followed by indicator 5 that states ""I have a job-related conflict."" with a
mean of 3.83. Indicators 8 and 3 that states ""I overslept because I had fun the night
before."" with a mean of 3.79 and ""I had no allowance."" with a mean of 3.76
respectively were followed. All these reasons were agreed upon by the respondents why
absenteeism occurred on them.

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In general, personal reasons had a weighted mean of 3.58 which means that they
agreed with the mentioned reasons."
The findings in this study were related to Senyametor et al. (2018), who indicated
that students became absent in school because the parents obliged their children to
finish the task and household chores. Also, Loren (2011) found that the majority cause of
absenteeism is rooted in parental or family-related matters such as financial issues and
others. These conflicting findings could be due to the differences in students '
demographic profiles and geographical locations.
Figure 4
Factors Affecting Respondents’ Absenteeism in terms of Social and Natural Reasons
Verbal
Social and Natural Reasons Mean Rank
Interpretation
1. I had to take care for someone else.
(Ako po ay kailangang mag-alaga ng

3.89 Agree 1
nakababatang kapatid o kamag-anak na
may sakit.)
2. The weather was bad.

3.71 Agree 2
(Masama po ang panahon.)

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3. I had campus related appointment
like to participate in a contest, seminar,
and others.
2.44 Disagree 4
(Ako po ay may gawain na dapat
daluhan katulad ng paligsahan, seminar at
iba pa.)
4. It was religious holiday.
(Ako po ay may gawaing may kinalaman 2.73 Neither 3
sa relihiyon.)
5. I dislike the school.

2.04 Disagree 6
(Hindi ko po gusto pumasok sa paaralan.)
6. I dislike my classmates.
(Hindi ko po gusto ang aking mga kamag- 1.84 Disagree 7
aral.)
7. A needed ride or vehicle wasn’t
available.
2.28 Disagree 5
(Wala po akong masakyan papasok sa
paaralan.)
General Weighted Mean 2.70 Disagree

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terms of their social and natural reasons. It can be noticed that indicator 1 which states
that ""I had to take care for someone else."" ranked first with a mean of 3.89. It was
followed by indicator 2 that states ""The weather was bad."" with a mean of 3.71. These
two indicators were agreed upon by the respondents that affected their absenteeism.
In general, social and natural reasons had a weighted mean of 2.70 which means
that disagreed by the respondents as reasons for their absenteeism.
The abovementioned results agreed with Martin et al. (2019), that severe weather
could contribute to skipping class as students were encouraged to stay home for safety
and to avoid the diseases obtained from clogged canals due to flooding. Also,
Henderson and Norton (2014) declared that families with health-related issues are more
likely at risk of not attending the class that will lead to dropping out of school.
Figure 5
Factors Affecting Respondents’ Absenteeism in terms of Subject-related Reasons
Verbal
Subject-related Reasons Mean Rank
Interpretation
1. The subject content is available from

1
another sources like books, internet, 3.15 Neither
2
tutorial, classmates’ notes and others.

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(Ang mga pinag-aaralan po sa mga
asignatura ay makikita sa ilang libro,
internet, pagtututor at sulat ng aking mga
kamag-aral.)
2. The subject/s is/are easy, and I don’t
need to attend the class to know it.

2.19 Neither 3
(Ako po ay nadadalian sa mga aralin at
hindi na kailangan pang dumalo sa klase.)
3. The topic is/are boring.
(Ang mga pinag-aaralan po ay 1.95 Disagree 4
nakakainip.)
4. The topics are confusing/hard to deal
with.
2.59 Neither 2
(Ang mga pinag-aaralan po ay nakakalito
at mahirap pag-aralan.)
terms of subject-related reasons. It can be noticed that indicator 1 which states that ""
the subject content is available from another sources like books, internet, tutorial,
classmates' notes and others."" ranked first with a mean of 3.15. It was followed by

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indicator 2 which states that ""The topics are confusing/hard to deal."" with a mean of
2.59. Then, indicator 3 that states "The subject is/are easy, and I don't need to attend the
class to know it." was followed with a mean of 2.19. These three indicators were neither
agreed nor disagreed affected their absenteeism.
It can also be noticed that the indicator 4 which states that ""The topic is/are
boring." ranked last with a mean of 1.95. It means that the respondents disagreed with
this reason of their absenteeism.
In general, the subject-related reasons had a weighted mean of 2.47 which means
that disagreed by the respondents as reasons of their absenteeism.
The study of Abdullah (2020) agreed on the above-stated result. It was revealed
that subject-related factor has manifested a low or minor reason of absences in school.
Contact of students to mobile phones and computers as an excuse of availing the
lessons may tend to be addicted to the use of social media and online games which is
the cause of absenteeism and lack of focus in school. Balkis et al. (2016) stated that if
the students find difficulty in the subject, interventions such as peer tutoring and
mentoring will alleviate and improve student's attendance in school.
Figure 6
Factors Affecting Respondents’ Absenteeism in terms of Teacher-related Reasons

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Verbal
Teacher-related Reasons Mean Rank
Interpretation
1. The teacher is/are biased to some
students.
2.11 Disgaree 1
(Ang aking guro ay may kinakampihan o
pinapanigan.)
2. The teachers are confusing or jump
quickly to other topics, so I don’t learn
much when I attend the class.

2.00 Disagree 3
(Ang aking guro ay nakakalito at hindi
organisado sa pagtuturo kung kaya ako
ay walang natututunan sa klase.)
3. The teachers are boring.

1.87 Disagree 6
(Ang aking guro ay nakakainip.)
4. The teachers’ speech is not clear, and
audible.
(Ang aking guro ay hindi maayos 1.99 Disagree 4
magsalita at hindi gaanong marinig ang
mga sinasabi.)
5. The teacher/s doesn’t/don’t like me.

2.01 Disagree 2
(Ayaw ng aking guro sa akin.)

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6. The teacher/s is/are not delivering the
lessons effectively.
1.88 Disagree 5
(Ang aking guro ay hindi maayos
magpaliwanag ng aming aralin.)
Figure 6 presents the factors that affect the absenteeism of the respondents in terms
of teacher-related reasons. It can be noticed that indicator 1 which states that "The teacher
is/are biased to some students." ranked first with a mean of 2.11. It was followed by indicator
5 that states "The teacher/s doesn’t/don't like me." with a mean 2.01. Last on the list was the
indicator 3 which states that "The teachers are boring." All these indicators were disagreed
upon by the respondents as reasons of their absenteeism.
In general, teacher-related reasons had a weighted mean of 1.98 which means that
disagreed by the respondents as reasons for their absenteeism.
The findings of the study were like the results of the study conducted by Abdullah
(2020) which revealed that teacher-related factor has low or minor reason of absences of
students in school. Also, Senyametor et al. (2018) indicated that teacher-related reason is
not a contributing factor on students’ absenteeism.
Figure 7
Factors Affecting Respondents’ Absenteeism in terms of School Administration Reasons

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Verbal
School Administration Reasons Mean Rank
Interpretation
1. The administration is not strict so I can
go out of the school easily and go
anywhere.
(Ang administrators ay hindi mahigpit sa 2.31 Disagree 1
disiplina at patakaran kung kaya
nakakapunta ako kahit saang bahagi ng
paaralan.)
2. The administration has discrimination
among students.
(Ang administrators ay may diskriminasyon 2.23 Disagree 2
o hindi pantay na pagtingin sa mga mag-
aaral.)
3. The administration closes the school
gate, and I will not be able to enter the
school, so I will just go somewhere else.

2.08 Disagree 3
(Ang administrators ay sinasara kaagad
ang gate kung kaya hindi na po ako
nakakapasok sa paaralan at pupunta na

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lamang sa ibang lugar sa pagkakataon na
nahuli sa oras ng pagpasok.)
Figure 7 presents the factors that affect the absenteeism in terms of school
administration reasons. Indicator 1 which states that "The administration is not strict so I can
go out of the school easily and go anywhere" ranked first with a mean of 2.31. It was followed
by the indicator 2 that states "The administration has discrimination among students: with a
mean of 2.23. Lastly, the indicator 3 which states that "The administration closes the school
gate, and I will not be able to enter the school, so I will just go somewhere else." with a mean
of 2.08. All these indicators were disagreed upon by the respondents as reasons of their
absenteeism.
In general, school administration reasons had a weighted mean of 2.20 which means
that disagreed by the respondents as reasons for their absenteeism.
Based on the result of the study, Senyametor et al. (2018) found that commitment in
school to become clear, secure, and strict in policy will translate the students' attendance
to increase. If the school is committed to care and open to the needs of students, it would
result to increase in the feeling of belongingness and students will attend regularly to classes.

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Figure 8
Reasons of Students’ Absenteeism
Factors Affecting Absenteeism Mean Verbal Interpretation Rank
Personal Reasons 3.58 Agree 1
Social and Natural Reasons 2.7 Neither 2
Subject-related Reasons 2.47 Disagree 3
Teacher-related Reasons 1.98 Disagree 5
School Administration Reasons 2.2 Disagree 4
Figure 8 presents the reasons of absenteeism in a public high school. It can be
noticed that the most frequent reason was personal reasons wherein it ranked first with a
mean of 3.58. It means that the respondents of the study agreed that they are committing
absences because of their different personal reasons.
It was followed by social and natural reasons with a mean of 2.70 which means that
the respondents neither agreed nor disagreed to these reasons. Lastly were the subject-
related, school administration-related and teacher-related reasons wherein the respondents
disagreed that these were the reasons why they are committing absences.

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The result of the study is aligned to the results of the study conducted by Balkis et. al
(2016), wherein it revealed that student absenteeism is negatively related to personal factors
such as academic self- perception, attitudes towards teacher and school, goal valuation
and motivation/self-regulation. Personal factors are positively related with academic
achievement. All personal factors predicted student absenteeism and academic
achievement.
Figure 9
Mean of the Academic Achievement of the Respondents
Mean Verbal Description
Students 79.40 Fairly Satisfactory
Figure 9 shows the mean of academic achievement of the respondents for the
school year 2022 – 2023. It can be noticed that the mean of grades of the students is 79.40.
Generally, it means that the students are fairly satisfactory for the whole school year.
Students who receive fewer hours of instruction during the school year are
disadvantaged in their learning, perform more poorly on exams, receive lower grades and
at the end are more likely to drop out of school before reaching compulsory education
(Attendance Works, 2022).

23
((02) 83751995; 83748708; 83748729
Figure 10
Test of Significant Relationship between the Academic Achievement and the Number of
Absences of the Respondents
Variables Mean SD Pearson r Decision Interpretation
General
Average 79.40 2.79

Accept Not
Attendance 178.89 4.38 -0.057 Ho significant
Figure 10 presents the test of significant relationship between the academic
achievement and the attendance of the respondents. It can be noticed that the computed
r value is -0.057 which implies negligible correlation between the two variables. The null
hypothesis is accepted. Thus, there is no significant difference between the academic
achievement and the attendance of the respondents.
It is clearly stated to Department of Education Order no. 8 s. 2015 that the
components for grading the students were just the written work, performance task and
quarterly assessment only. The attendance of the student is no longer part of their grades.
The result of the study is contrary to several studies have shown that missing school,
even for a limited number of days and regardless of the reason, negatively affects students'

((02) 83751995; 83748708; 83748729
student's test performances and grade (Klein et al., 2022). The effect of absenteeism on
achievement is found to be linear and similar in magnitude across student and school. On
average, each additional absence seems to lead towards a decrease in student's test
performance.
Figure 11
Intervention Program to Address the Problem of the Students in Absenteeism
Objectives Activities/ Person Involved Time Frame
Strategies
• Identify • Accomplish • Advisers August 2023-
students that the Individual • Subject January 2024
that has an Monitoring Teachers
alarming Report and
number of indicate the
absences for status of each
the first two student in
quarters every subject.
• Identify the root • Conduct of • Advisers • December
cause of the home visitation. • Subject teachers 2023 –
problem that • Prepare an • Guidance February 2024
causes students anecdotal Teacher

((02) 83751995; 83748708; 83748729
to absent from record of each
classes student,
indicating the
results of the
conducted
home visitation.
• Conduct
counseling for
students and
parents of the
importance of
attending
classes
• Provide • Disseminate • School head • February 2024
opportunities information • Guidance - May 2024
for students to through a Teacher
improve their written letter • Adviser
achievement to concerned • Subject Teacher
in each parents/ • Parent
subject. guardian on
the

((02) 83751995; 83748708; 83748729
intervention
program for
their children.
• Massive
monitoring of
the student’s
performance
and
conference
with parents
and
guardians.
• Evaluate the • Track down the • Guidance June 2024
remediation numbers of Teacher
program students and • Adviser
implemented. compare them • Researchers
to the base line
data.

((02) 83751995; 83748708; 83748729
B. Conclusion and Recommendations
The findings based on the statistical analysis of data led to the following conclusions:
1. Majority of respondents belong to significant chronic absenteeism wherein they
committed a range of absences from 20 to 39 days or 10% to 19% of days in the whole school
year.
2. The respondents committed absences due to personal reasons such as doing household
chores in house, distance of their houses to school, job-related conflict, and lack of
resources like allowance while in social and natural reasons such as the bad weather and
having a responsibility to take care for other family member.
3. The most prevalent factor why the respondents’ committed absences were because of
personal reasons.
4. The academic achievement of the respondents can be described as fairly satisfactory.
5. There is no significant difference between the academic achievement and the
attendance of the respondents.
Based on the findings and conclusions, the researcher recommends the:
1. Students should realize the importance of education as well as attending classes in the
school. Attending and participating in class shows that students are serious in taking
responsibility for quality education and trying to learn.

((02) 83751995; 83748708; 83748729
2. Parents should properly guide the students to their education from attending to their
classes to doing their school-related activities and support them to other needs in school.
3. Guidance teacher or designate should conduct counselling and coaching about
development of the students in holistic approach for them to be a more responsible and
productive citizens of the society.
4. Teachers should conduct remediation program for the students who tend to commit
habitual absences for them to cope up with the missed lessons and meet the academic
requirements within the grade level.
5. School administrators should motivate the teachers and students to make a good quality
teaching and learning process flow between them. Through this, both the students and
teachers will be inspired to come to school regularly.
C. Reflection
Implementing intervention programs for students who have fallen behind has been a
challenge for the school. Though Project SAVE was successful in reaching and helping many
of the students with frequent number of absences at Tañong National High School, there
were still students who were left behind. Upon conducting this study, the researcher
discovered that there is no one-size-fits-all approach to intervention. Many of the problems
that students confront in school are interconnected. Indeed, knowing the fundamental
cause of having students with frequent number of absences is essential for developing the

((02) 83751995; 83748708; 83748729
best intervention for each student. Moreover, the success of the intervention and the
progress of students are not guaranteed if one of the parties would not cooperate.
Students at risk of dropping out frequently have poor attendance, low academic
achievement, and unfavourable attitudes toward learning. Others could experience issues
at home, while some students might feel they are too far behind academically to catch up.
In addition to the situations and concerns that led to them becoming students with frequent
number of absences, the intervention and follow-ups may be too much to manage. When
students receive more assistance from teachers, parents, and peers, they learn more. In
addition to the intervention, students also need to learn how to ask for assistance, manage
their time, develop study habits, and take care of their health.
Teachers have the most important and difficult role in the intervention, from identifying
early areas of need to preventing learning issues and reasons of committing absences, from
becoming larger barriers to education to maintaining constant communication, follow ups
and guidance to the students and parents.
Creating an intervention in school can seem challenging, monitoring, and data. The
odds of success are substantially higher if the program is designed in a planned and strategic
manner. Furthermore, these interventions and programs have the potential to improve
students' general well-being in the long run.

((02) 83751995; 83748708; 83748729
VI. Action Plan
Objectives Activities/Strategies Persons Involved Time Frame
To share the results
of the research to
All teaching and
other teachers or
School Learning non-teaching October 2023 –
school
Action Cell speaker personnel in our February 2024
administrators
school
through school
learning action cell

Be a research
of the research in a Other research January 2024 – April
presenter in a
research enthusiasts 2024
research conference
conference
VII. References
Attendance Works (2022). Attendance awareness campaign. Retrieved from
https://awareness.attendanceworks.org/resources/toolkit/ (2022), Accessed 13th Dec
2022.

((02) 83751995; 83748708; 83748729
Balkıs, M., Arslan, G., & Duru, E. (2016). The school absenteeism among high school students:
Contributing factors. Educational Sciences: Theory & Practice, 16, 1819–1831.
https://doi.org/10.12738/estp.2016.6.0125
Bello, R. (2020). Why some students chose to file a leave of absence during the COVID crisis.
CNN Philippines. https://cnnphilippines.com/life/culture/2020/12/10/leave-of-
absence-schoolpandemic.html.
Bhandari, P. (2023). Correlational Research | When & How to Use. Retrieved from
https://www.scribbr.com/methodology/correlational-research/
Cepada, C. M., & Grepon G. S. (2020). Absenteeism and parental involvement in home and
school among middle school students of public school in Northern Mindanao,
Philippines: Basis for Intervention. Asian Journal of Educational Research, 8(2), 17-37.
https://doi.org/10.5281/zenodo.4459797.
Department of Education (2015). Policy Guidelines on Classroom Assessment for the K to 12

Basic Education Program. Retrieved from https://www.deped.gov.ph/2015/04/01/do-
8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-
program/
Henderson, T., Hill, C., & Norton, K. (2014). The connection between missing school and
health: A review of chronic absenteeism and student health in Oregon. Retrieved from
http://www.opstreampublichealth.org/sites/Default/files/chronic%Ansence%20and2
0health%Review%20FINAL%2010.10.2014.pdf
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1230415.pdf.
Klein et al. (2022). School Absenteeism and Academic Achievement: Does the reason for
absence Matter?. Retrieved from
https://journals.sagepub.com/doi/full/10.1177/23328584211071115

((02) 83751995; 83748708; 83748729
Loren, M. (2011). Action research on student and pupil absenteeism in school. Retrieved from
https://owlcation.com/academia/action-research-on-student-absenteeism.
Martin, N.A., Patacsil, D., & Retuerne, R. (2019). The Causes of Absenteeism and Truancy in
Senior High School of Don Eulogio de Guzman Memorial National High School Towards
A Proposed School Solution Strategies. https://www.semanticscholar.org/paper/The-
Causes-of-Absenteeism-and-Truancyin-Senior-of-Martin-
Patacsil/cde514036e8bace00b7a0dc506d3d812172f625a#references
Pallister, B. (2023). What is Correlational Research Design?. Retrieved from https://innovolo-

group.com/market-research-terminology/market-research-glossary-c/what-is-
correlational-research-design/
Senyametor, F., et al. (2018). Factors Affecting Pupils’ Absenteeism at Felicormfort Junior High
School (JHS) in Cape Coast, Ghana. Journal of Education and Learning, 7(6), 138–149.
https://doi.org/10.5539/jel.v7n6p138
PREPARED BY:
ANGEL SALVADOR B. LAYSICO
Researcher
CHECKED BY:
MS. MUTYA R. DADIZON
SEPS, Planning and Research

((02) 83751995; 83748708; 83748729
IX. Annexes.
a. Questionnaire
Dear Respondents:
Greetings!
I, the undersigned, am currently conducting a study on Correlation Between
Academic Achievement and Absenteeism of Students and its Factors: Basis for an
Intervention Program. I would like to ask your participation in the study by answering the
questionnaire on the possible reasons of the students on being not able to attend their
classes. Your responses will be treated with the utmost confidentiality.
Kindly furnish the answers desired and do not leave any item blank.
Very truly yours,
ANGEL SALVADOR B. LAYSICO

Researcher
Respondent Agreement
All data gathered will be kept confidential in compliance with Republic Act 10173
otherwise known as the Data Privacy Act of 2012 and shall only be used for school recorded
purposes and shall be accessed only by authorized school personnel. Do you agree?
o Yes, I have read and agree to the Terms and Policy of the Paper
o No, I have read and disagree to the Terms and Policy of the Paper
Survey Questionnaire for Students
Part I. Personal Information

Direction: Please check the most appropriate response.
Name (Optional): _______________________________________

((02) 83751995; 83748708; 83748729
Part II. Possible Reasons of the Students on Not being able to Attend to Class
Direction: Please rate the following items related to the possible reasons of the students on
not being able to attend to class. Use the rating scale provided below to show your
agreement to the situation.
Option Scale Range Verbal Description Symbol

5 4.50 – 5.00 Strongly Agree/ SA
(Higit na Sumasang-ayon)
4 3.50 – 4.49 Agree A
(Sumasang-ayon)
3 2.50 – 3.49 Neither N
(Alinma’y hindi)
2 1.50 – 2.49 Disagree D
(Hindi sumasang-ayon)
1 1.00 – 1.49 Strongly Disagree SD
(Higit na hindi sumasang-ayon)
A. Personal Reasons
SA A N D SD
Personal Reasons
5 4 3 2 1

(Ako po ang kasama ng aking mga
household chores.

((02) 83751995; 83748708; 83748729
(Ako po ay gumagawa ng mga
gawaing-bahay.)
4. I was sick.
(Ako po ay may suliraning may
kinalaman sa aking trabaho.)
(Ako po ay nakatira malayo sa
paaralan.)
subjects.
(Ako po ay hindi gumagawa ng
gawaing-bahay at proyekto sa aking
mga asignatura.)
before.
(Ako po ay hindi nagising dahil sa
gabi.)
(Ako po ay dumalo sa mahalagang
okasyon.)

((02) 83751995; 83748708; 83748729
B. Social and Natural Reasons
SA A N D SD
Social and Natural Reasons
5 4 3 2 1

nakababatang kapatid o kamag-anak
na may sakit.)
3. I had campus related appointment like
to participate in a contest, seminar and
others.
daluhan katulad ng paligsahan,
seminar at iba pa.)
(Ako po ay may gawaing may
kinalaman sa relihiyon.)
(Hindi ko po gusto pumasok sa
paaralan.)
(Hindi ko po gusto ang aking mga
kamag-aral.)
available.
paaralan.)

((02) 83751995; 83748708; 83748729
C. Subject-related Reasons
SA A N D SD
Subject-related Reasons
5 4 3 2 1

another sources like books, internet,
tutorial, classmates’ notes and others.
internet, pagtututor at sulat ng aking
mga kamag-aral.)

(Ako po ay nadadalian sa mga aralin
at hindi na kailangan pang dumalo sa
klase.)

(Ang mga pinag-aaralan po ay
nakakainip.)

with.
(Ang mga pinag-aaralan po ay
nakakalito at mahirap pag-aralan.)
D. Teacher-related Reasons
Teacher-related Reasons SA A N D SD

((02) 83751995; 83748708; 83748729
5 4 3 2 1

students.
(Ang aking guro ay may kinakampihan
o pinapanigan.)
organisado sa pagtuturo kung kaya
ako ay walang natututunan sa klase.)
audible.
magsalita at hindi gaanong marinig
ang mga sinasabi.)
E. School Administration Reasons

SA A N D SD
School Administration Reasons
5 4 3 2 1

((02) 83751995; 83748708; 83748729
1. The administration is not strict so I can go
out of the school easily and go
anywhere.
(Ang administrators ay hindi mahigpit sa
nakakapunta ako kahit saang bahagi
ng paaralan.)
among students.
(Ang administrators ay may
diskriminasyon o hindi pantay na
pagtingin sa mga mag-aaral.)
nakakapasok sa paaralan at pupunta
na lamang sa ibang lugar sa
pagkakataon na nahuli sa oras ng
pagpasok.)

((02) 83751995; 83748708; 83748729
X. List of Figures.
a. Figure 1 – Respondents of the Study
Number of Students with
Grade Level Frequent Case of Absences
Grade 7 29
Grade 8 16
Grade 9 15
Grade 10 15
Total 75
b. Figure 2 - Demographic Profile of the Respondents in terms of the Number of their
Absences
Type of Absenteeism Frequency Percentage
Significant Chronic
56
Absenteeism 74.67%

((02) 83751995; 83748708; 83748729
Modest Chronic
19
Absenteeism 25.33%
Total 75 100.00%
c. Figure 3 - Factors Affecting Respondents’ Absenteeism in terms of Personal Reasons
Verbal
Personal Reasons Mean Rank
Interpretation
(Ako po ang kasama ng aking mga 3.49 Neither 8
household chores.
4.17 Agree 1
(Ako po ay gumagawa ng mga gawaing-
bahay.)
3.76 Agree 6
4. I was sick.
2.57 Neither 9

((02) 83751995; 83748708; 83748729
(Ako po ay may suliraning may kinalaman 3.83 Agree 4
sa aking trabaho.)

3.84 Agree 3
(Ako po ay nakatira malayo sa paaralan.)
subjects.
2.51 Neither 10
(Ako po ay hindi gumagawa ng gawaing-
bahay at proyekto sa aking mga
asignatura.)
before.
(Ako po ay hindi nagising dahil sa 3.79 Agree 5
gabi.)

4.08 Agree 2
(Ako po ay dumalo sa mahalagang 3.72 Agree 7
okasyon.)

((02) 83751995; 83748708; 83748729
General Weighted Mean 3.58 Agree
d. Figure 4 - Factors Affecting Respondents’ Absenteeism in terms of Social and Natural
Reasons
Verbal
Social and Natural Reasons Mean Rank
Interpretation

3.89 Agree 1
nakababatang kapatid o kamag-anak na
may sakit.)

3.71 Agree 2
3. I had campus related appointment
like to participate in a contest, seminar,
and others.
2.44 Disagree 4
daluhan katulad ng paligsahan, seminar at
iba pa.)
(Ako po ay may gawaing may kinalaman 2.73 Neither 3
sa relihiyon.)

((02) 83751995; 83748708; 83748729
2.04 Disagree 6
(Hindi ko po gusto pumasok sa paaralan.)
(Hindi ko po gusto ang aking mga kamag- 1.84 Disagree 7
aral.)
available.
2.28 Disagree 5
paaralan.)
e. Figure 5 - Factors Affecting Respondents’ Absenteeism in terms of Subject-related
Reasons
Verbal
Subject-related Reasons Mean Rank
Interpretation
another sources like books, internet,
tutorial, classmates’ notes and others. 3.15 Neither 1

((02) 83751995; 83748708; 83748729
internet, pagtututor at sulat ng aking mga
kamag-aral.)

2.19 Neither 3
(Ako po ay nadadalian sa mga aralin at
hindi na kailangan pang dumalo sa klase.)
(Ang mga pinag-aaralan po ay 1.95 Disagree 4
nakakainip.)
with.
2.59 Neither 2
(Ang mga pinag-aaralan po ay nakakalito
at mahirap pag-aralan.)
f. Figure 6 - Factors Affecting Respondents’ Absenteeism in terms of Teacher-related
Reasons
Verbal
Teacher-related Reasons Mean Rank
Interpretation

((02) 83751995; 83748708; 83748729
students.
2.11 Disgaree 1
(Ang aking guro ay may kinakampihan o
pinapanigan.)

2.00 Disagree 3
organisado sa pagtuturo kung kaya ako
ay walang natututunan sa klase.)

1.87 Disagree 6
audible.
(Ang aking guro ay hindi maayos 1.99 Disagree 4
magsalita at hindi gaanong marinig ang
mga sinasabi.)

2.01 Disagree 2

1.88 Disagree 5

((02) 83751995; 83748708; 83748729
g. Figure 7 - Factors Affecting Respondents’ Absenteeism in terms of School
Administration Reasons
Verbal
School Administration Reasons Mean Rank
Interpretation
1. The administration is not strict so I can
go out of the school easily and go
anywhere.
(Ang administrators ay hindi mahigpit sa 2.31 Disagree 1
nakakapunta ako kahit saang bahagi ng
paaralan.)
among students.
(Ang administrators ay may diskriminasyon 2.23 Disagree 2
o hindi pantay na pagtingin sa mga mag-
aaral.)

((02) 83751995; 83748708; 83748729

2.08 Disagree 3
nakakapasok sa paaralan at pupunta na
lamang sa ibang lugar sa pagkakataon na
nahuli sa oras ng pagpasok.)
h. Figure 8 - Reasons of Students’ Absenteeism
Factors Affecting Absenteeism Mean Verbal Interpretation Rank
Personal Reasons 3.58 Agree 1
Social and Natural Reasons 2.7 Neither 2
Subject-related Reasons 2.47 Disagree 3
Teacher-related Reasons 1.98 Disagree 5
School Administration Reasons 2.2 Disagree 4

((02) 83751995; 83748708; 83748729
i. Figure 9 - Mean of the Academic Achievement of the Respondents
Mean Verbal Description
Students 79.40 Fairly Satisfactory
j. Figure 10 - Test of Significant Relationship between the Academic Achievement and
the Number of Absences of the Respondents
Variables Mean SD Pearson r Decision Interpretation
General Accept Not
Average 79.40 2.79 -0.057 Ho significant
k. Figure 11 - Intervention Program to Address the Problem of the Students in
Absenteeism
Objectives Activities/ Person Involved Time Frame
Strategies
• Identify • Accomplish • Advisers August 2023-
students that the Individual • Subject January 2024
that has an Monitoring Teachers

((02) 83751995; 83748708; 83748729
alarming Report and
number of indicate the
absences for status of each
the first two student in
quarters every subject.
• Identify the root • Conduct of • Advisers • December
cause of the home visitation. • Subject teachers 2023 –
problem that • Prepare an • Guidance February 2024
causes students anecdotal Teacher
to absent from record of each
classes student,
indicating the
results of the
conducted
home visitation.
• Conduct
counseling for
students and
parents of the
importance of

((02) 83751995; 83748708; 83748729
attending
classes
• Provide • Disseminate • School head • February 2024
opportunities information • Guidance - May 2024
for students to through a Teacher
improve their written letter • Adviser
achievement to concerned • Subject Teacher
in each parents/ • Parent
subject. guardian on
the
intervention
program for
their children.
• Massive
monitoring of
the student’s
performance
and
conference
with parents

((02) 83751995; 83748708; 83748729
and
guardians.
• Evaluate the • Track down the • Guidance June 2024
remediation numbers of Teacher
program students and • Adviser
implemented. compare them • Researchers
to the base line
data.
l. Action Plan
Objectives Activities/Strategies Persons Involved Time Frame
of the research to
All teaching and
other teachers or
School Learning non-teaching October 2023 –
school
Action Cell speaker personnel in our February 2024
administrators
school
through school
learning action cell

((02) 83751995; 83748708; 83748729
Be a research
of the research in a Other research January 2024 – April
presenter in a
research enthusiasts 2024
research conference
conference

((02) 83751995; 83748708; 83748729

2023 Sdo Action Research Laysico Angel Salvador

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Republic of the Philippines

CORRELATION BETWEEN ACADEMIC ACHIEVEMENT AND ABSENTEEISM OF STUDENTS

Angel Salvador B. Laysico

Teacher-Led and Teacher-Related-Led Research

Ninoy Aquino Elementary School Comp. Maya-maya St.,

School absenteeism was now a worsening and continuing problem in the

relationship between the academic achievement and number of absences of the

A quantitative-correlational was used in the study as the research design. The

academic achievement. It is clearly stated to Department of Education Order no. 8 s. 2015

Keyword: intervention, absenteeism, academic achievement

Ninoy Aquino Elementary School Comp. Maya-maya St., ii

and support being provided throughout the conduct of the study.

validated my questionnaire that contributed a lot in the completion of my study.

has given me in finishing my study.

Ninoy Aquino Elementary School Comp. Maya-maya St., iii

I. Context and Rationale 1

II. Innovation, Intervention, and Strategy 3

III. Action Research Questions 5

IV. Action Research Methods 7

b. Participants and/or other Sources of Data and Information 7

c. Data Gathering Methods 8

d. Data Analysis Plan 8

V. Discussion of Results and Recommendation 9

a. Results/Findings of the Study 9

b. Conclusions and Recommendations 28

VI. Action Plan 31

Ninoy Aquino Elementary School Comp. Maya-maya St., iv

IX. List of Figures

a. Figure 1 – Respondents of the Study 41

b. Figure 2 - Demographic Profile of the Respondents in terms

of the Number of their Absences 41

c. Figure 3 - Factors Affecting Respondents’ Absenteeism in

terms of Personal Reasons 42

d. Figure 4 - Factors Affecting Respondents’ Absenteeism in

terms of Social and Natural Reasons 44

e. Figure 5 - Factors Affecting Respondents’ Absenteeism in

terms of Subject-related Reasons 45

f. Figure 6 - Factors Affecting Respondents’ Absenteeism in

terms of Teacher-related Reasons 46

g. Figure 7 - Factors Affecting Respondents’ Absenteeism in

terms of School Administration Reasons 48

h. Figure 8 - Reasons of Students’ Absenteeism 49

i. Figure 9 - Mean of the Academic Achievement of the Respondents 49

j. Figure 10 - Test of Significant Relationship between

the Academic Achievement and the Number of Absences of the 50

Ninoy Aquino Elementary School Comp. Maya-maya St., v

k. Figure 11 - Intervention Program to Address the

Problem of the Students in Absenteeism 50

Ninoy Aquino Elementary School Comp. Maya-maya St., vi

I. Context and Rationale

country, the Department of Education (DepEd) had an average of 28 million of enrollees

(Cepada & Grepon, 2020).

Ninoy Aquino Elementary School Comp. Maya-maya St., 1

support of students' autonomy, relevance, and relatedness of the material increases

attendance rather than missing classes in school.

population of students which was somehow alarming to the learning community.

Ninoy Aquino Elementary School Comp. Maya-maya St., 2

how to improve the student attendance.

II. Innovation, Intervention, and Strategy

the goal which may incline to success (Senyametor et al., 2018).

Ninoy Aquino Elementary School Comp. Maya-maya St., 3

absenteeism is a collaborative responsibility of the school administrators, teachers, parents

and of them as well.