THE EFFECT OF ABSENTEEISM TO THE STUDENT’S ACADEMIC

PERFORMANCE OF GRADE 10-ZAMORA, GRADE 10-DAGOHOY, AND

GRADE 10-BURGOS IN SAN ISIDRO NATIONAL HIGH SCHOOL

LEADER:

Flores, John Gerald

MEMBERS:

Alinsolorin, John Nazareth

Castor, Ashly Mae

Decena, Mary Ghelian

Glo, Raquell

Laurio, Hanna Mae

Legencio, Racquel

Marumas, Peter

1
 CHAPTER 1
INTRODUCTION

A. Brief Background of the Study

Based on the study absenteeism in school refers to the frequent or prolonged absence of

students from school without a valid reason. This can have a negative impact on the academic

achievement of the student, as well as their social and emotional development. There are many

reasons why students may be absent from school, including illness, family responsibilities, or a

lack of interest in school. In some cases, absenteeism may be a sign of deeper problems such

as learning disabilities, mental health issues, or problems at home

While occasional school absenteeism may not be problematic, excessive absenteeism

has shown to have a negative impact. Students with poor attendance records are found to be at

a disadvantage both academically and socially. Compared to their peers, these students are

more at risk of academic under-performance and early school leaving. They are also at risk of

having more restricted opportunities in terms of further education and employment, and are

likely to experience social and emotional problems in adulthood. Missing school can be a habit-

forming behavior and can be challenging to deal with despite growing awareness of the causes

of absenteeism.

When students frequently miss school, they miss out on instruction, class discussions,

and opportunities to ask questions and clarify concepts. This can lead to gaps in their

understanding of the material, which can then impact their ability to perform well on exams and

assignments. Additionally, absenteeism can also affect a student's motivation and engagement

in the learning process, as they may feel disconnected from their peers and the classroom

environment. It's important to note that absenteeism can be caused by a variety of factors,

including illness, family responsibilities, and social-emotional issues. Schools and educators can

2
work to address these issues and provide support to students who are struggling to attend

school regularly, in order to help them succeed academically.

B. Objective of the study

The objective of this study is to identify effective strategies for minimizing student

absenteeism and increasing motivation to study in order to improve academic performance.

Specifically, the study aims to:

1. Identify the main causes of student absenteeism and the factors that contribute to low

motivation to study.

2. Evaluate the effectiveness of existing programs and interventions aimed at reducing

absenteeism and improving motivation to study.

C. Significance of the Study

[To the students this study is significant of the following: to provide them with information on

how absenteeism could affect them, and create solutions to eliminate the thinking of being

absent in classes. Also, this will serve as the basis of their discipline and responsibility as a

student.

[To the teachers to give them an idea of the means of assessment by evaluating the

attendance of their students continuously whether in face-to-face classes or online distance

learning. Through this, they could enlighten their students about the effect of absenteeism on

their academic performance.

3
 [To this parent this will serve as an eye-opener for them to discipline their children to attend

classes and give them proper disciplinary actions to prevent being absent.

[To the future researchers as a stepping stone in developing more effective and efficient

ways to disseminate to their future respondents the idea of absenteeism and how it affects the

academic performances of students.

D. Review of Related Literature

According to Demir & Akman- Karabeyoglu, 2015; Reichenberg & Lofgren, (2019). A

noticeable problem especially in public schools is that those students who belong to the lower

sections acquire more absences than those who belong to the higher sections. Students in pilot

section tend to attend the class and grade conscious as compared to the students in lower

section, leading to frequent attendance rather than missing school. Reasons for not attending

and becoming disinterested in school come from the lack of interest and motivation of the

learners and the lack of desire of parents to send their kids to school.

According to Brundage et al., (2017), Chronically absent high school students may miss

school for a plethora of reasons including, but not limited to, illness, transportation issues,

mental health, family emergencies, or a negative perception of their environment.

According to Ready 2010; U.S. Department of Education (2016), Poor health, parents’

nonstandard work schedules, low socioeconomic status (SES), changes in adult household

composition (e.g., adults moving into or out of the household), residential mobility, and

extensive family responsibilities (e.g., children looking after siblings)—along with inadequate

supports for students within the educational system (e.g., lack of adequate transportation,

unsafe conditions, lack of medical services, harsh disciplinary measures, etc.)—are all

4
associated with a greater likelihood of being absent, and particularly with being chronically

absent.

According to Erbstein, Olagundoye, & Hartzog, 2015; Humm Brundage, Castillo & Batsche,

(2017), Multiple surveys of chronically absent students have identified health concerns including

short-term illness, chronic illness, and medical/dental/mental health appointments as the most

frequently cited reason for missing school.

According to Korpershoek at al., (2020). Students frequently absent from school may also
feel less integrated into their class and struggle to participate in classroom activities and
Interactions with peers and teachers, which is harmful to their learning.

According to Mahoney (2015), students who are frequently absent often feel as if school is

boring or chaotic. They feel as if they are not valued as individuals and often display signs of

depression and anxiety. Students who are chronically absent often drop out of school.

According to Reid, 2003; Ozbas, 2010; Oztekin, 2013; Akuzum, Yavas, Tan, &Ucar, (2015),

Adverse socio-economic conditions of the family are among the most significant reasons

leading to absenteeism. Especially financial problems have a substantial impact in this regard.

According to Attwood & Croll, (2015), As students miss classes and/or whole days of school,

they miss valuable instructional time, fall behind their peers, and become further disengaged

from their schooling.

5
 According to Balkis (2015), revealed that student absenteeism was negatively related to

academic self-perception, attitudes towards teacher and school, motivation/self-regulation, and

academic performance. Results also showed that student absenteeism differed in respect to

parents’ educational level and income.

According to Attendance Works, (2016), Students with disabilities are also more likely to be

chronically absent than their peers without disabilities.

6
 CHAPTER II
PRESENTATION OF SURVEY DATA
I. Demographic data
A. Age
 15 years old 12%
25%
 16 years old
 17 years old 16%
 18 years old
 19 years old
21% 26%

The graph shows that 26% or 15 respondents are 15 years old, 25% or 14 respondents are 16

years old, 12% or 12 respondents are 17 years old, 16% or 9 respondents are 18 years old,

12% or 7 respondents are 19 years old.

B. GENDER
 Female
 Male

51% 49%

The graph shows that 51% or 29 respondents are male, and 49% with 28 respondents are

female.

7
II. Results
1. Students who belong to the lower sections acquired more absences than those who belong to

the higher sections.

SD
4% SA
14%

D
32%

A
51%

Interpretation

The Graph shows that there are 14% or 8 respondents that are strongly agree; 51% or 29

respondents that are Agree; 31% or 18 respondents that are Disagree; and 2% or 2

respondents that are Strongly Disagree.

Implication

Similarly, Studies with Demir & Akman- Karabeyoglu and Reichenberg & Lofgren as they stated

that Students who belong to the lower sections acquired more absences than those who belong

to the higher sections.

Weighted Mean: 2.75

8
2. Students miss school for a plethora of reasons including, but not limited to, illness,

transportation issues, mental health, family emergencies, or a negative perception of their

environment.

SD SA
D 3% 10%
10%

A
76%

Interpretation

The Graph shows that here are 10% or 6 respondents that are strongly agree; 76% or 44

respondents that are Agree; 10% or 6 respondents that are Disagree; and 4% or 1 respondents

that are Strongly Disagree.

Implication

Similarly, Studies with Brundage et al stated that Students miss school for a plethora of reasons

including, but not limited to, illness, transportation issues, mental health, family emergencies, or

a negative perception of their environment.

Weighted Mean: 2.96

9
3. The constant absence of students abstains the opportunity to learn, the learning process is
interrupted

SD
D 2%
11%
SA
26%

A
61%

Interpretation

The Graph shows that there are 26% or 15 respondents that are strongly agree; 61% or 35

respondents that are Agree; 11% or 6 respondents that are Disagree; and 2% or 1 respondents

that are Strongly Disagree.

Implication

Similarly, Studies with Korpershoek et al stated that while missing out of school. Students

frequently absent from school may also feel less integrated into their class and struggle to

participate in classroom activities.

Weighted Mean: 3.12

10
4. Students with poor health, parents nonstandard work schedules, low socioeconomic status,
and extensive family responsibilities are all associated with a greater likelihood of being absent.

D
12% SA
21%

A
67%

Interpretation

The Graph shows that there are 21% or 12 respondents that are strongly agree; 67% or 38

respondents that are Agree; 2% or 7 respondents that are Disagree; and 0% or no respondents.

Implication

Similarly, Studies with Ready and U.S. Department of Education that greater likelihood of being

absent are that Students with poor health, parents nonstandard work schedules, low

socioeconomic status, and extensive family responsibilities.

Weighted Mean: 2.96

11
5.Students who have health concerns including medical, dental, and mental health can be
frequently cited reason for missing school.

SD
5%
D SA
14% 23%

A
58%

Interpretation

The Graph shows that there are 23% or 13 respondents that are strongly agree; 58% or 33

respondents that are Agree; 17% or 8 respondents that are Disagree; and 5% or 3 respondents

that are strongly disagree.

Implication

Similarly Studies with Erbstein, Olagundoye,and Hartzog, with Humm Brundage, Castillo and

Batsche they stated that Students who have health concerns including medical, dental,

and mental health can be frequently cited reason for missing school.

.
Weighted Mean: 2.98

12
6. Students who are frequently absent often feel as if school is boring and or chaotic.

SD
9% SA
18%

D
35%

A
39%

Interpretation

The Graph shows that there are 17% or 10 respondents that are strongly agree; 39% or 22

respondents that are Agree; 35% or 20 respondents that are Disagree; and 9% or 5

respondents are strongly agree.

Implication

Similarly, studies with Mahoney as he stated that Students who are frequently absent often feel

as if school is boring and or chaotic for themselves.

Weighted Mean: 2.65

13
7. Adverse socio-economic conditions of the family are among the most significant reasons

leading to absenteeism.

SD
. 5%

D SA
21% 32%

A
42%

Interpretation

The Graph shows that there are 32% or 18 respondents that are strongly agree; 42% or 24

respondents that are Agree; 21% or 12 respondents that are Disagree; and 5% or 3

respondents are strongly agree.

Implication

Similarly, studies with Reid, Ozbas, Oztekin, Akuzum, Yavas, Tan, and Ucar as they stated that

Students who are Adverse socioeconomic conditions of the family are among the most

significant reasons leading to absenteeism.

Weighted Mean: 2.95

14
8. Students who are absent fall behind their peers and become disengaged from their schooling.

SD
2% SA
D 18%
19%

A
61%

Interpretation

The Graph shows that there are 18% or 10 respondents that are strongly agree; 61% or 35

respondents that are Agree; 19% or 11 respondents that are Disagree; and 2% or 1

respondents are strongly agree.

Implication

Similarly, studies of Attwood and Croll stated as students miss classes and/or whole days of

school, they miss valuable instructional time and fall behind their peers.

Weighted Mean: 2.95

15
9. Student absenteeism was negatively related to academic self-perception, attitudes towards

teacher and school, motivation/self-regulation, and academic performance.

SD
D 2%
11% SA
22%

A
65%

Interpretation

The Graph shows that there are 22% or 12 respondents that are strongly agree; 65% or 35

respondents that are Agree; 11% or 6 respondents that are Disagree; and 2% or 4 respondents

are strongly agree.

Implication

Similarly, studies of Balkis its revealed that student absenteeism was negatively related to

academic self-perception, attitudes towards teacher and school, motivation or self- regulation,

and academic performance.

Weighted Mean: 2.96

16
10. Students who have disabilities are more likely to be absent than their peers without

disabilities.

SD
4%
SA
20%
D
24%

A
53%

Interpretation

The Graph shows that there are 20% or 10 respondents that are strongly agree; 54% or 27

respondents that are Agree; 24% or 12 respondents that are Disagree; and 2% or 2

respondents are strongly agree.

Implication

Similarly, studies with Attendance Works stated that Students who have disabilities are more

likely to be absent than their peers without disabilities.

Weighted Mean: 2.89

17
 CHAPTER III
CONCLUSION

A. Findings
This research, we found out that there are so many students that are in chronic absence one of

the most reasons is low socioeconomic status, work schedule, health problems, and extensive

family responsibilities. There are many factors that contribute to student absenteeism, including

health issues, family responsibilities, transportation challenges, and lack of engagement with

school. Schools can take a variety of approaches to address absenteeism, including improving

school culture and engagement, implementing attendance policies and incentives, providing

resources and support for families, and using data to identify and intervene with at-risk students.

Overall, addressing student absenteeism requires a holistic approach that involves students,

families, schools, and communities working together to ensure that students are attending

school regularly and have the support they need to succeed.

B. Recommendation
For Students. Try to attend school regularly and make a habit of being punctual. Talk to

your teacher or school counselor if you are facing any problems that are affecting your

attendance. Make up missed work and assignments as soon as possible to avoid falling behind.

Stay engaged in your classes and participate in classroom activities to make the most of your

school experience.

For Teachers. Foster a positive and inclusive classroom environment that motivates

students to attend regularly. Communicate with students and parents about the importance of

attendance and the consequences of frequent absences. Provide students with opportunities to

make up missed work and assignments. Develop strategies to engage students who may be

struggling with attendance.

18
 For Parents. Encourage your child to attend school regularly and make sure they

understand the importance of attendance. Monitor your child's attendance and communicate

with the school if there are any concerns. Work with the school to develop strategies to improve

your child's attendance. Support your child's learning at home through reading, homework help,

and other activities.

For Future Researchers. Conduct studies to identify the reasons behind student

absenteeism and develop effective strategies to address it. Explore the impact of absenteeism

on student achievement, mental health, and other outcomes. Investigate the role of school

policies, family background, and other factors in shaping attendance patterns. Consider the

effectiveness of different interventions and approaches for improving attendance rates.

19
 Chapter IV
APPENDICES

Article Source a Author Year Note

s
Factors Www.ijses.net Edwin
Affecting Conel
Absenteeism
among Junior
High School
Studenta in a
Public
School /
Conel, E.
(2022).
Factors
affecting
absenteeism
among junior
high school
students I a
public school.
InternationaL
Journal of
Studies in
Education and
Science
(IJSES) 3(2),
105-118.

Absenteeism: https://www.scribd.com/document/ L. 2018

A Descriptive 433850107 Sullivan
Study of
Student and
Staff
Perceptions
Who misses epi.org/152438 Emma Septembe
school ang Garcia r 25,2018
how missing and
school matter Elaine
for Waiss
performance
School https://journals.sagepub.com Markus 2022
Absenteeism Klein,
and Academic Edward
Achievement: M. Sosu,
Does the And

20
Reason for Shadrac
Absence h Dare
Matter?
An https://scholarworks.gvsu.edu/ Rachel 2022
Examination gradprojects/147 Pini
of Chronic
Absenteeism
and the
Impacts on
Student
Success.
Attendance Internet Humm 2018
and Chronic: Patnode,
University of A.,
Minnesota, Gibbons,
College of K., &
Education and Edmunds
Human , R. R.
Development,
Center for
Applied
Research and
Educational
Improvement.
Absenteeism https://doi.org/10.5281/zenodo.4459797 :Charry 2020
and parental Mae P.
involvement in Cepada
home and and
school among Benzar
middle school Glen S.
students of Grepon
public school
in northern
mindanao,
philippines:
basis for
intervention
Exploring https://go.usa.gov/xFzZw Heather 2021
Implementatio https://go.usa.gov/xFzZw Lavigne,
n of Meg
Attendance Caven,
Supports to Georgia
Reduce Bock,
Chronic Xinxin
Absenteeism Zhang
in the and
Providence
Emily
Public School
Braham
District
Absent on :www.cje-rce.ca :Anton 2021

21
 Absenteeism: Birioukov
Academic
Silence on
Student
Absenteeism
in Canadian
Education.
The Problem :www.ijpes.com Murat 2022
of Student AKKUŞ1
Absenteeism, , and
Its Impact on Şakir
Educational ÇINKIR2
Environments,
and The
Evaluation of
Current
Policies.

A. Bibliography

22
Mahoney, J. (2015). Daily, monthly, yearly attendance data charts: Improved attendance
equalsimproved achievement scores. Children & Schools,
37
(2), 125-128. doi:10.1093/cs/cdv002Mallett, C.
Demir, K., & Akman-Karabeyoglu, Y. (2015). Factors associated with absenteeism in high
schools. Eurasian Journal of Educational Research, 62, 37-56
http://dx.doi.org/10.14689/ejer.2016.62.4
Reichenberg, M. & Lofgren, K. (2019). On the Relationship Between Swedish Special
Educators’ Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education.
International Journal of Research in Education and Science (IJRES), 5(2), 615-627.
Ready, Douglas D. 2010. “Socioeconomic Disadvantage, School Attendance, and Early
Cognitive Development:
The Differential Effects of School Exposure.” Sociology of Education
83, no. 4:
271–286.https://doi.org/10.1177/0038040710383520.

https://doi.org/10.1177/0038040710383520. U.S. Department of Education. 2016. Chronic

Absenteeism in the Nation’s Schools: An Unprecedented Look at a Hidden Educational Crisis
(online fact sheet).
Attwood, G., & Croll, P. (2015). Truancy and well-being among secondary pupils in England.
Education Studies, 31(1-2), 14–28.
Attendance Works. (2016). Portraits of change: Aligning school and community resources to
reduce chronic absenteeism. Johns Hopkins University, Center for Social Organization of
Schools. Retrieved October 14, 2020, from https://www.attendanceworks.org/portraits-of-
change/.
Demir, K., & Akman-Karabeyoglu, Y. (2015). Factors associated with absenteeism in high
schools. Eurasian Journal of Educational Research, 62, 37-56
http://dx.doi.org/10.14689/ejer.2016.62.4
Reichenberg, M. & Lofgren, K. (2019). On the Relationship Between Swedish Special
Educators’ Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education.
International Journal of Research in Education and Science (IJRES), 5(2), 615-627.
Reid, K. (2003). Truancy and schools. Routledge Oztekin, O. (2013). Lise öğrencilerinin
devamsızlık nedenlerinin incelenmesi [An examination of the reasons of high
school students' absenteeism] [Master's thesis]. Osmangazi University, Eskişehir. Ozbas, M.
(2010). The reasons of absenteeism in primary schools. Education and Science, 35(156), 32-
44.
Akuzum, C., Yavas, T., Tan, Ç., & Ucar, M.B. (2015). Reasons of school absenteeism and
dropout of primary school students. Usak Unıversity Journal of social Sciences, 8(2), 167-192.

23
Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationship
between school belonging and students’ motivational, social-emotional, behavioural and
academic outcomes in secondary education: A meta-analytic review. Research Papers in
Education, 35(6), 641–680. https:// doi.org/10.1080/02671522.2019.1615116
Erbstein, N., Olagundoye, S., Hartzog, C. (2015). Chronic absenteeism in Sacramento City
Unified
School District: Emerging lessons from four learning collaborative sites. Davis, CA: UC Davis
Center for Regional Change.
Humm Brundage, A., Castillo, J. M., & Batsche, G. M. (2017). Reasons for chronic absenteeism
among secondary students: Survey summary report. Tampa, FL: Florida’s Problem Solving &
Response to Intervention Project.
Brundage, A. H., Castillo, J. M., & Batsche, G. M. (2017). Reasons for chronic absenteeism
among secondary students. Florida Problem-Solving and Response to Intervention Project.
Balkis, M. et.al. (2016). The School Absenteeism among High School Students: Contributing
Factors. Research Article. Retrieved. October 12, 2018 from
https://www.researchgate.net/publication/307088341_The_School_Absenteeism_among_
High_School_Students_Contributing_Factors.

24