FACTORS ASSOCIATED WITH TRUANCY: POSITIVE

DISCIPLINARY ACTIONS OF LIBERTAD

NATIONAL HIGH SCHOOL

A Quantitative Research
presented to the Faculty of Senior High School Department
LIBERTAD NATIONAL HIGH SCHOOL
Science, Technology, Engineering and Mathematics
Surallah, South Cotabato

in partial fulfilment of the requirements in

PRACTICAL RESEARCH 2

Mae T. Calixton¹, Joshua Jay B. Cataluña², Cedric V. Coronacion³, Gian

Xedrick O. Manzano⁴, Chrisel Ann S. Mashul ⁵, Veronica Hycinth B.
Sabido ⁶, Faith Love E. Sotello ⁷, Ma. Andrea E. Tison ⁸, Juliana Jane
Violanda⁹

Grade 12 STEM - Maxwell Researchers

Chester Ian S. Pineda

Research Adviser

January 2024

i
 APPROVAL SHEET

The research paper attached hereto, entitled ‘FACTOR ASSOCIATED WITH

TRUANCY: POSITIVE DISCIPLINARY ACTIONS OF LIBERTAD
NATIONAL HIGH SCHOOL’ prepared and submitted by Sabido, V., Tison,
M., et al., in partial fulfillment of the requirements in Practical Research 2, is
hereby accepted.

RESEARCH COMMITTEE

ALVIN Q. LARIDA, MST CLAIRE T. SINFUEGO, MAEd

Member Member

KRISTINE KEITH S. NAPOLITANO CHARISMA T. GARCIA

Member Member

CHESTER IAN S. PINEDA, MAEd HENRY O. ALPERITO, MAT

Chairman Member

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of ______ .

ALVIN Q. LARIDA, MST TERESA P. DAGNAOS, MAEd

Member Senior High School Coordinator

MAGDALENA S. LEGARDE RODERICK T. FRUSA

Academic Coordinator Assistant Principal

CHESTER IAN S. PINEDA, MAEd

Chairman

Accepted and approved in partial fulfillment of the requirements in Practical

Research 2.

Oral Examination: PASSED

STEPHEN S. SALAZAR
SS Principal IV

ii
 ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt thanks to the

following people who in one way or another have contributed to making this
study possible.
To the researchers' school principal, MR. STEPHEN S. SALAZAR for
letting them conduct their study.
To the researchers' adviser, MR. CHESTER IAN S. PINEDA for sharing
his knowledge, patience, and guidance.
To the researchers' research questions validator, MRS. CLAIRE T.
SINFUEGO for her dedication and commitment to providing timely and
constructive suggestions.
To the panelists, MR. ALVIN Q. LARIDA, MR. HENRY O. ALPERITO,
MS. KRISTINE ΚΕITΗ S. ΝΑPOLITANO, MRS. CLAIRE T. SINFUEGO,
and MRS. CHARISMA T. GARCIA, for their commitment, enthusiasm, and
intellectual contributions throughout the evaluation process.
To all the participants of this study, for their participation and for
sharing their knowledge and experiences on how to deal with this truancy.
To the researchers' parents MR. and MRS, RENOLITE SOTELLO, MR.
and MRS. NOEH S. SABIDO, MR. and MRS. RENATO CATALUÑA, MS.
RUTCHEL M. SALVADOR, MR. and MRS. LUDIVICO TISON, MR. and
MRS. RODEL YUSAL, MR. and MRS. KEN A. CORONACION, MR. and
MRS. WILMER C. CALIXTON SR, and MR. and MRS. JENY O. MANZANO
for their financial assistance, support, comments, and help for the improvement
of this study
And above all, to the Almighty God who showered His love, kindness,
and blessings that made everything possible.
Without them, this study would not have been possible.

iii
Calixton, Mae T., Cataluña, Joshua Jay B., Coronacion, Cedric V.,
Manzano, Gian Xedrick O., Mashul, Chrisel Ann S., Sabido,
Veronica Hycinth B., Sotello, Faith Love E., Tison, Ma. Andrea
E., Violanda, Juliana Jane. Unpublished Research Paper. Senior
High School Department, Libertad National High School,
Surallah, South Cotabato, January 2024

ABSTRACT

This study investigates how positive discipline affects student behavior and
academic performance at Libertad National High School, where absenteeism,
tardiness, and cutting classes are common issues. The research problem
involves on truancy, the biological sex differences in truancy rates, and the
positive disciplinary actions implemented by the school. The study used an
exploratory sequential mixed methods design, where quantitative data from
surveys and attendance records of 1168 students were followed by qualitative
data from interviews with the school guidance counselor. The study applied
descriptive analysis and thematic analysis to process and interpret the data,
respectively. The study found that female students are more prone to truancy
than male students with 63% to 37% and that various factors influence truancy,
such as health problems, personal reasons, transportation issues, family-related
concerns, lack of motivation, school-related stress, lack of interest, and financial
constraints. The study also finds that the school has implemented positive
disciplinary actions, such as (i) communication with parents, (ii)
implementation of contracts, (iii) close monitoring, (iv) interdisciplinary
collaborations, (v) guidance counseling sessions, and (vi) remediation. The
study concludes that there is a significant difference between the positive
discipline of the teachers and the cases of absenteeism, tardiness, and cutting
classes and that positive discipline can help create a better school climate and
foster student engagement and motivation.

Keywords: Positive discipline, absenteeism, tardiness, cutting classes

iv
 TABLE OF CONTENTS

Preliminaries Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents v

List of Figures vii

List of Appendices viii

Chapter 1- Introduction

Background of the Study 1

Statement of the Problem 3

Research Hypothesis 4

Conceptual Framework 4

Significance of the Study 5

Definition of Terms 6

Scope and Delimitation 7

Chapter 2- Review of Related Literature and Studies 9

Chapter 3- Methodology

Research Design 20

Respondents of the Study 21

Data Gathering Instrument(s) 22

Data Collection Procedure 23

Data Analysis 23

v
Chapter 4- Results and Discussion

Results 25

Discussion 32

Chapter 5- Summary of Findings, Conclusions, and Recommendations

Summary of Findings 38

Conclusions 40

Recommendations 41

References 44

Appendices 48

Curriculum Vitae 57

vi
 LIST OF FIGURES

Page

Figure 1. Conceptual Framework 4

Figure 2. Inclusion Criteria 21

Figure 3. Truancy Rate by Gender 25

Figure 4. Class Attendance Frequency Among SHS Students 26

Figure 5. Reasons for Truancy Among Students 27

vii
 LIST OF APPENDICES

Page

Appendix A. Survey Questionnaire 48

Appendix B. Interview Guide Questionnaire 49

Appendix C. Letter of Permission 50

Appendix D. Letter of Validation 52

Appendix E. Evaluation/Rating Tool of Questionnaires 53

Appendix F. Assent and Consent Form 54

Appendix G. Data Analysis 55

Appendix H. Documentation 56

viii
 CHAPTER 1
INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes

the background of the study, the statement of the problem, research hypothesis,

the conceptual framework, the theoretical framework of the study, the

significance of the study, definition of terms and scope, and delimitation of the

study.

Background of the Study

In the realm of secondary education, a prevailing challenge unfolds as

high rates of absenteeism, tardiness, and cutting classes manifest among

students. As reported by the U.S. Department of Education, the escalating

prevalence of school tardiness has emerged as a significant concern impacting

the educational environment (Gill, 2017). This widespread issue, presents

individual risks, potentially leading to future problematic behaviors like

absenteeism and school dropout (Warne et. al., 2020).

In Libertad National High School (LINHS), these issues are not exempt.

This concern resonates deeply among the school's faculties, signifying a shared

apprehension that demands immediate attention. According to previous

studies, students frequently tardy tend to have lower GPAs, scores on

standardized assessments, and graduation rates (Steel et al., 2018). Cutting

classes are also impacting academic performance, quiz and exam scores, and

overall grades of the students (Taylor, 2016). The school's primary approach in

1
addressing these behavioral issues is through the implementation of punitive

measures directed at students. These measures encompass creating behavioral

agreements, suspending students, involving parents, and assigning

community service. Despite the consistent enforcement of these measures,

there is a noticeable recurrence of undesirable student behaviors. This suggests

a potential oversight in the school's focus, as it predominantly emphasizes

punitive actions without sufficient attention to implementing positive

discipline strategies. Numerous research studies have shown the effectiveness

of positive discipline in yielding favorable outcomes. It is proven that student

motivation and engagement play a crucial role in their academic success. Leicht

and Russell (2017) found that students who were more engaged in school were

less likely to cut class and improved academic achievement. Hence, it is vital

for the school to reassess its approach and consider incorporating positive

discipline measures to observe and analyze their impact on student behavior.

This shift may lead to a more comprehensive and effective approach to creating

a positive and conducive learning environment.

The concept of positive discipline emphasizes the importance of mutual

respect between teachers and students, creating a supportive and inclusive

learning environment, and fostering social and emotional growth (Jennings,

2015). Research has shown that implementing positive discipline strategies can

lead to improved academic performance, reduced misbehavior, and increased

student engagement (Sprick et. al., 2019) ). Furthermore, studies have found

2
that positive discipline practices like fostering positive relationships, building

intrinsic motivation, and providing autonomy as contributing factors to

increased engagement ( Fredricks et. al., 2022).

Considering the unique needs and circumstances of Libertad National

High School students, this study aims to assess the impact of positive discipline

on students' behaviour and provide results that can be employed to address

the issues of absenteeism, tardiness, and cutting classes. By identifying and

discussing the equivalent positive discipline strategies, this research hopes to

provide valuable insights and recommendations that can help improve the

overall academic performance and well-being of the students.

Statement of the Problem

This research focuses on understanding student absenteeism, tardiness,

and cutting classes, specifically investigating its prevalence based on gender

and examining the influencing factors. The study aims to answer key questions

surrounding this issue.

1. What biological sex is more prone to truancy?

2. How frequently do the students commit truancy?

3. What factors contribute to students experiencing truancy?

4. What positive disciplinary actions has Libertad National High

School implemented?

3
Research Hypothesis

Ho: There is no significant difference between the positive discipline of

the teachers and the cases of absenteeism, tardiness, and cutting classes.

Ha: There is a significant difference between the positive discipline of

the teachers and the cases of absenteeism, tardiness, and cutting classes.

Conceptual Framework

Independent Variable Dependent Variable

Positive Discipline Student Attendance

Figure 1. Conceptual Framework

Figure 1 illustrates the direct relationship between the positive discipline

and the students' attendance. The independent variable in this study is positive

discipline measures implemented by the school administration. This measure

is designed to create a supportive and encouraging environment that fosters

responsible student behavior. On the other hand, the dependent variable is

student attendance, encompassing absenteeism, tardiness, and instances of

cutting classes. It serves as the outcome variable reflecting the impact of

positive disciplinary measures. The framework asserts that the application of

positive discipline directly influences student attendance. As positive

disciplinary strategies are consistently applied, the expectation is that students

will respond by modifying their behavior positively, leading to improvements

in attendance.

4
Significance of the Study

The success of this study can benefit the following:

a. Parents or Guardians: In order to engage parents in positive discipline

and to promote cooperation between the school and families in

resolving attendance concerns, the study's findings might be shared

with parents.

b. Teachers: The study's findings might provide them information about

positive discipline techniques that work well to reduce tardiness,

absenteeism, and class cutting. With this information, they can better

engage and manage their students.

c. Administration of the School: The results can assist the management of

the school in comprehending successful positive discipline techniques

designed to deal with student tardiness, absences, and cutting. An

atmosphere that is more favorable for learning can be created by putting

effective strategies into practice.

d. Community: A positive school climate benefits the entire community.

Decreases in tardiness, absenteeism, and skipping classes might result

in better academic performance, which may lessen educational-related

social problems and enhance community well-being.

5
Definition of Terms

The following words were defined for a better understanding of the study.

a. Absenteeism

Conceptual Definition: The habitual or chronic pattern of being absent

from work, school, or other obligations without a legitimate or justifiable

reason.

Operational Definition: The consistent and prolonged absence of a

student from scheduled class sessions.

b. Cutting Classes

Conceptual Definition: A deliberate and unauthorized act of avoiding

participation in scheduled academic classes or educational activities.

Operational Definition: An intentional behavior of a student repeatedly

avoiding attendance in scheduled class sessions without a valid or justifiable

reason.

c. Positive Discipline

Conceptual Definition: A philosophy and approach to behavioral

management that emphasizes fostering a positive and supportive environment,

promoting self-regulation, and teaching individuals’ skills to make responsible

choices.

Operational Definition: A supportive approach implemented by

teachers or guidance counselors aimed at fostering student improvement and

preventing undesirable behavior. This strategy emphasizes motivation,

encouragement, and constructive guidance rather than punitive measures.

6
 d. Tardiness

Conceptual Definition: The tendency or habit of consistently arriving

late for scheduled activities, indicating a lack of punctuality and adherence to

agreed-upon timelines.

Operational Definition: The consistent behavior of a student arriving

late to scheduled class sessions.

e. Truancy

Conceptual Definition: Truancy refers to the habitual or chronic pattern

of being absent from work, school, or other obligations without a legitimate or

justifiable reason.

Operational Definition: It refers the consistent behavior of a student

arriving late to scheduled class sessions and the deliberate act of missing

scheduled class sessions without authorization.

Scope and Delimitation

This study aims to analyze comparable positive discipline measures for

dealing with absenteeism, tardiness, and class cutting among senior high

school students at Libertad National High School during the academic year

2022-2023. The geographical scope of the study will be confined to Libertad

National High School. The study will focus on senior high school students,

recognizing the unique challenges and dynamics within this educational level.

The research will delve into identifying positive discipline approaches that are

effective in mitigating the issues of absenteeism, tardiness, and class cutting

7
among the selected respondents. The study will include a comparison of

several positive discipline strategies in order to determine their relative

effectiveness in treating the reported behavioral concerns. Furthermore,

because of the study's emphasis on positive discipline measures, external

factors impacting student conduct, such as socio-economic position or

community difficulties, will be addressed but not substantially studied.

8
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter of the paper presents the review of related literature and

studies.

Positive Discipline
Positive discipline involves instructing desirable behavior by engaging

with children in a gentle yet assertive manner. Caregivers employing positive

discipline strive to proactively address potential behavior issues. They guide

children in behaving appropriately through educational approaches,

established routines, empathy, and assistance (UNICEF 2017).

In the Tartari 2018 study, an examination of data revealed various

manifestations of positive and negative interactions employed by teachers

within the classroom setting. The findings indicated that fostering positive

relationships has a beneficial impact on students' academic achievements.

Furthermore, the study observed a prevalence of positive discipline in primary

education, contrasting with a higher occurrence of negative discipline in

secondary education. As a result, the study recommends that educators

cultivate a positive atmosphere of collaboration in the classroom, incorporating

elements of positive discipline. Such an approach is seen as instrumental in

enhancing students' learning experiences, shaping their education with

constructive values and principles for the betterment of society.

9
 The incorporation of a positive discipline framework within educational

settings assumes paramount significance in fostering secure and respectful

environments conducive to optimal child development. Divergent from

methods reliant on instilling compliance through fear, this approach prioritizes

the guidance of children's behavior, with educators assuming roles akin to

mentors. Concurrently, educational institutions commit to sustained

investments in the holistic development of each student. Recognizing the

pivotal role of discipline in the educational process, the imperative of a well-

established disciplinary paradigm is underscored. The introduction of a

positive discipline style within classrooms and schools emerges as a catalyst for

fortifying students' sense of belonging and self-acceptance, thereby

augmenting their self-confidence. Furthermore, the implementation of this

approach not only encourages active participation in collective activities,

fostering enhanced social interaction skills, but also cultivates a heightened

enthusiasm for learning. Consequently, students are empowered to uncover

and leverage their academic capabilities, leading to commendable academic

performance (Narvacan 2019).

The collaborative effort of the Department of Education, Save the

Children, and E-net of the Philippines (2015) provides a comprehensive insight

into Positive Discipline as an instructional approach aimed at fostering

children's success, providing necessary learning information, and supporting

their holistic development. Emphasizing respect for children's rights to healthy

10
development, protection from violence, and active participation in their

learning, the Positive Discipline Primer serves as a quick reference guide for

teachers trained in Positive Discipline in Everyday Teaching. It encourages the

application of Positive Discipline in the classroom by offering guidance on

responding to common situations, such as cutting classes and absenteeism or

tardiness.

When addressing the issue of cutting classes, the primer outlines a

systematic approach guided by Positive Discipline principles. It encourages

teachers to explore possible reasons for such behavior, including boredom,

difficulty in understanding lessons, peer pressure, or enjoyment of non-

academic activities. It underscores long-term goals, such as fostering students'

ability to express difficulties appropriately, resist peer pressure, and set

priorities. The primer provides strategies for showing warmth, like

understanding diverse interests and learning styles, and for introducing

structure, including calmly addressing students, explaining consequences, and

engaging in dialogue with parents if necessary.

Similarly, in the context of absenteeism or tardiness, the primer offers a

structured approach. It prompts teachers to consider various reasons for a

child's behavior, such as illness, family responsibilities, bullying, peer pressure,

or learning style mismatches. Long-term goals involve promoting students'

ability to seek help, resist peer pressure, be responsible, and be accountable for

their actions. The primer suggests ways to show warmth, including caring

11
gestures and private conversations, and to provide structure through proper

monitoring, home visits, rule reminders, and explanations of consequences.

The Positive Discipline response involves a calm and private conversation with

the student, understanding the reasons behind her behavior, and reinforcing

the importance of education.

In both scenarios, the primer advocates for Positive Discipline as an

alternative to punitive measures, emphasizing the importance of

understanding and addressing the root causes of student behavior. It highlights

the need for warmth, structure, and a long-term perspective in creating a

positive and supportive learning environment. The recommendations align

with broader research emphasizing the effectiveness of Positive Discipline in

promoting not only behavioral changes but also holistic child development

within educational settings.

Absenteeism

Absenteeism in schools stands as a pressing concern due to its

multifaceted negative impact on students. Beyond academic setbacks, studies

such as those conducted by Allen et al. (2018) emphasize how absenteeism

influences students' overall development, affecting their social interactions,

emotional well-being, and prospects. Kearney et al.'s (2020) research reinforces

this by illustrating the far-reaching consequences of regular attendance. It's not

merely about academic achievement but about fostering a positive trajectory

for students' lives. This correlation between consistent school attendance and a

12
brighter future underscores the significance of addressing absenteeism

comprehensively. By acknowledging absenteeism's broader implications,

allows in understanding its role in shaping students' abilities to engage with

learning and succeed in diverse facets of life.

In the educational landscape, absenteeism poses challenges that extend

beyond the surface level of non-attendance. Cepada's (2020) study delves into

how absenteeism among adolescents impedes their journey towards achieving

educational milestones, signaling the critical need for regular school

attendance. Jacobsen et al. (2016) reinforce the pivotal role of routine school

attendance in shaping competent, well-prepared citizens for future societal

contributions. Özcan's (2020) exploration into the factors influencing

absenteeism uncovers a multifaceted landscape. It sheds light on the

interconnectedness of poor academic outcomes, parental involvement, school

management, health issues, and limited social activities as catalysts for

absenteeism.

Each factor intricately intertwines with a student's decision to attend or

skip school, shaping their educational experiences. Moreover, Anderson &

Romm's (2020) research expands the scope by identifying the correlation

between absenteeism, gender differences, and socioeconomic status,

showcasing how early educational experiences significantly impact long-term

academic achievements.

13
 The impact of absenteeism on educational trajectories is profound.

Students who are chronically absent not only face academic hurdles but also

struggle with social integration and emotional well-being. Kearney et al. (2020)

emphasize that consistent school attendance is a fundamental element in

enhancing a student's quality of life. Moreover, absenteeism is a barrier to

creating a conducive learning environment, affecting not only individual

students but also the collective dynamics of classrooms and schools.

Addressing absenteeism isn't just about mitigating individual consequences

but also about fostering a supportive educational ecosystem that enables every

student to thrive. As highlighted by Jacobsen et al. (2016), a school environment

that prioritizes regular attendance fosters a culture of commitment,

engagement, and holistic development. Hence, the ripple effects of absenteeism

extend far beyond the immediate academic sphere, shaping societal outcomes

and the future workforce.

Tardiness

The escalating prevalence of school tardiness, as reported by the U.S.

Department of Education, has emerged as a significant concern impacting the

educational environment. This trend not only disrupts individual students but

also has broader repercussions, affecting classroom dynamics, teacher

attention, and contributing to disciplinary issues (Gill, 2017). Tardiness, a

widespread issue, presents individual risks, potentially leading to future

problematic behaviors like absenteeism, school dropout, and health problems.

14
A social-ecological perspective on tardiness reveals its extensive impact on both

health and educational outcomes. Notably, late arrival correlates with teachers'

signals, reactions, and responses, underscoring the necessity for predictable

school organization. This emphasizes the crucial need for developing

guidelines that address students' late arrival, focusing on predictability,

fostering students' sense of belonging, and enhancing motivation for attending

school. (Warne et. al., 2020).

Chronic tardiness, as outlined by Athlos Academy of Utah in 2022,

denotes a consistent pattern of students being late to class, and this behavior

carries significant implications for their future educational and career

prospects. Likewise, departing school prematurely denies students valuable

instructional time, impacting their overall learning experience. At Athlos,

students who habitually arrive late or leave early miss out on essential

components of their academic day, including morning huddles,

announcements, academic activities, tests, quizzes, and vital social interactions

with their peers. This chronic lateness not only communicates a tolerance for

absences but can also contribute to a broader issue of chronic absenteeism,

reflecting poorly on both the individual students and the school as a whole.

Research supports the notion that students consistently arriving late not only

exhibit lower performance on tests but also influence the academic outcomes

of their punctual peers. The reduced time spent in the classroom restricts their

ability to contribute effectively, leading to disruptions in class, delays in group

15
and class projects, and diminished opportunities for meaningful peer

connections. This underscores the far-reaching consequences of chronic

tardiness, affecting not only individual students but the broader classroom

dynamics and learning environment.

Students nowadays have a problem managing their time when

attending school, with tardiness representing the habit of consistently arriving

late. Tardiness, defined as the act of not adhering to the specified school

schedule, often stems from issues related to transportation, health concerns, or

family problems. This tendency to be late is considered disruptive behavior and

can become a learned practice passed down among students. It signifies a delay

in response or sluggishness, indicating a failure to meet standard timing (n/a,

2013). Being consistently late to school implies a lack of responsibility or

laziness, hindering students from completing assignments, tasks, and projects

on time.

In the Philippines, the cultural norm of being late and commencing

activities behind schedule is deeply ingrained. This practice is so prevalent that

the term "Filipino Time" was coined to describe the societal acceptance or

adherence to this behavior (Tan, 2020).

Abalaing et al. 2019 found that students often exhibit tardiness for four

main reasons: experiencing anxiety, dedicating excessive time to online games

and social media, facing family issues, and managing household chores. The

study also emphasized three crucial academic aspects affected by students'

16
tardiness: completing projects, submitting homework promptly, and achieving

success in written exams. These findings underscore the substantial impact of

tardiness on the academic performance of students.

The research revealed that tardiness poses challenges for students in

completing and submitting projects on time. It also leads to delays in handing

in homework, with some students resorting to copying their classmates' work

due to the difficulty in completing assignments independently. Additionally,

the study indicated that tardiness negatively influences students' performance

in written exams by hindering their note-taking during lectures, resulting in a

lack of comprehensive study materials and reliance on classmates for notes.

The study underscored that spending excessive time on social media and

online games stands out as the most prevalent cause of tardiness among

students. These findings highlight the intricate connection between personal

and academic challenges and habitual tardiness among students.

Cutting Classes

In response to Scott Travis's August 27 article, "More students are

skipping classes," it is crucial to delve into individual student situations to

uncover the root causes and propose effective solutions. The reasons behind

students skipping classes are diverse, ranging from academic struggles, chronic

illnesses, and babysitting responsibilities to school anxiety and bullying

(Tribune, 2017).

17
 According to Managa (2016), "cutting class" refers to purposefully

skipping necessary classes without a valid reason, a prevalent issue in

Philippine public schools due to insufficient security and a large student body.

The challenges of monitoring every student contribute to the common

occurrence of cutting classes in such environments.

Many students decide to cut classes for various reasons, such as

dissatisfaction with teaching methods, disliking certain subjects or teachers,

unpreparedness for tests, incomplete requirements, or simply to engage in

activities like playing computer games. Some students may view it as a form of

rebellion against their parents, while others lack the motivation for school and

learning. Despite the myriad of justifications, the negative repercussions of

cutting classes are clear, impacting academic performance, quiz and exam

scores, and overall grades (Taylor, 2016). Understanding these factors is

essential for devising strategies to mitigate the detrimental effects and foster a

more conducive learning environment.

In a study conducted by Dela Isla et al. 2023, students shared reasons for

skipping classes. Many students mentioned having too much homework as a

significant factor. They agreed that the workload sometimes leads them to miss

classes. Another common reason was the distance from school; students felt

that the long commute made it challenging to attend classes regularly.

Additionally, students mentioned finding lessons boring as a reason for

skipping classes. The study also looked at when students typically start

18
skipping classes, revealing that a considerable number started between ages 15

and 17, while some never skipped at all. Interestingly, having a part-time job

did not emerge as a major factor in students missing classes.

Synthesis

This review, titled "Revealing the Equivalent Positive Discipline in Cases

of Absenteeism, Tardiness, and Cutting Classes among Libertad National High

School Students," focuses on how positive discipline can help solve issues like

students being absent, tardiness, and cutting classes. Positive discipline, which

involves understanding and guiding students rather than punishing them, has

been shown to improve both their behavior and academic performance. The

related studies point out that not coming to school, tardiness, and cutting

classes are complex problems. These behaviors don't just affect learning; they

also influence how students feel and interact with others. The study suggests

that understanding the deeper reasons behind these behaviors is key. By using

positive discipline, which is caring and supportive, schools can better engage

with students and address these challenges effectively. Overall, the review

emphasizes the need for a compassionate and comprehensive approach in

education to improve student participation and success.

19
 CHAPTER 3
METHODOLOGY

This chapter includes the research design, respondents of the study, the

data gathering instruments, the data collection procedure, and data analysis.

Research Design

The study adopted an Exploratory Sequential research design, a mixed

methods approach where the quantitative phase of data collection and analysis

followed the qualitative phase (Fetters, Curry, & Creswell, 2013). This design

aimed to describe and evaluate the development and implementation process

of positive discipline in students.

In this exploratory sequential design, the quantitative data collection,

including surveys and attendance records, served as a foundation for the

subsequent qualitative phase. The themes and insights identified in the

quantitative analysis guided and informed the qualitative exploration,

providing a comprehensive understanding of the positive discipline's influence

on student behavior. This integrated approach enabled a thorough examination

of the development, implementation, and impact of positive disciplinary

measures within the school context.

20
Respondents of the Study

PARAMETERS INCLUSION CRITERIA

Age The respondents were required to be 16-18

years old

Grade Level The respondents were required to be Grade

11 and 12

Strand Any strand

Location The participants were required to be

officially enrolled in Libertad National High
School

Frequency of Truancy The participants were required to have 3 or

more records of truancy

Figure 2. Inclusion Criteria

The study involved two groups of respondents, the Senior High School

students, and school personnel, including counselors, disciplinarians, and

teachers at Libertad National High School (LINHS). For the Senior High School

students, a purposive sampling approach was used to select those who

consistently displayed absenteeism, tardiness, or class cutting. These selected

students were surveyed to identify factors contributing to their behaviors

during the LINHS school year 2023-2024. Simultaneously, school personnel,

including counselors, disciplinarians, and teachers, underwent interviews.

These interviews focused on gaining insights into the positive disciplinary

measures implemented within the school. Topics covered included the nature

21
of disciplinary strategies, the rationale behind their implementation, and the

anticipated impact on student behavior. This approach aimed to gather

perspectives from both students and school faculty, offering a comprehensive

understanding of the effectiveness and impact of positive discipline at LINHS.

Data Gathering Instrument(s)

The data-gathering instruments for this quantitative research study

involved employing a structured survey questionnaire for students and

conducting one-to-one interviews with guidance counselors, disciplinarians,

and teachers. The objective was to investigate perceived factors linked to

absenteeism, tardiness, and class-cutting among senior high school students at

Libertad National High School. The instrument consisted of two components:

the initial section gathered demographic information, including optional

personal details and essential identifiers, while the second section included

multiple-choice and open-ended questions focusing on the frequency and

reasons behind absenteeism, factors contributing to tardiness, and primary

reasons for class-cutting. Furthermore, the interview component provided an

opportunity for in-depth exploration of individual perspectives and

experiences related to the disciplinary issues under investigation. The

combined survey and interview approach aimed to quantitatively measure and

analyze student perceptions, offering statistical insights into the prevalence

and underlying factors of these disciplinary issues. The instrument prioritized

respondent privacy and confidentiality in both the survey and interview,

22
fostering an environment conducive to honest self-reporting and open

discussion.

Data Collection Procedure

The initial step in the data collection process necessitated obtaining

approval from the school administration, specifically from the school principal

and other relevant authorities, to conduct the study at Libertad National High

School. This involved securing permissions for both interviewing the school

guidance counselor and surveying selected respondents. Once approval was

granted, the data collection proceeded in two distinct phases. In the first phase,

the researchers conducted an interview and data retrieval session with the

school guidance counselor, presenting and explaining the study's objectives to

obtain the necessary information. This interview aimed to fulfill two out of the

three study objectives. Subsequently, the collected data from this phase

informed the selection of respondents for the second phase. In the second

phase, the researchers conducted a survey on the chosen respondents based on

the data acquired during the initial interview with the guidance counselor. This

survey addressed the final objective of the study.

Data Analysis

In this mixed-methods research, the quantitative phase employed

Descriptive Analysis for processing and analyzing data collected on

absenteeism, tardiness, and cutting classes among Libertad National High

23
School students. Utilizing Excel, the mean was calculated to distill central

tendencies, offering statistical insights into the phenomenon. The chosen

Descriptive Analysis method provided versatility in sensory analysis,

revealing essential features without making premature forecasts. Averages and

variability, computed through Excel, contributed to a nuanced understanding

of the variability within the investigated disciplinary context.

Concurrently, the qualitative phase employed Thematic Analysis (TA)

to explore patterns and themes within interview data from guidance

counselors. According to Crosley (2021), TA involved studying patterns to

uncover meaning in qualitative data. This process was driven by research aims

and questions, allowing for an exploratory approach where themes evolved as

coding progressed. In this instance, the researchers sought to understand the

perception of guidance counselors regarding positive discipline practices.

Through interviews, thematic analysis aimed to identify and interpret

recurring patterns, shedding light on the underlying meaning and perspectives

within the qualitative data.

This mixed-methods approach combined the strengths of quantitative

and qualitative methods, providing a holistic understanding of positive

discipline in the context of student behavior. The Descriptive Analysis offered

numerical insights, while Thematic Analysis delved into the perceptions of

guidance counselors, enriching the overall interpretation.

24
 CHAPTER 4
RESULTS AND DISCUSSION

In this chapter, the results of the study are presented and discussed with

reference to the general problem and specific research questions.

Students Prone to Truancy by Biological Sex

The following figure shows the results obtained from the truancy rates

among Senior High School students, differentiating between biological sex. It

shows that females are more prone to truancy with 63%.

Truancy Rate by Gender

37%

FEMALE

63% MALE

Figure 3. Truancy Rate by Gender

The pie chart illustrates truancy rates among Senior High School

students based on biological sex. In a sample of 1168 respondents from five

sections, we used the mean as a statistical method, calculated with Microsoft

Excel. The chart visually shows that 37% of students are male, while 63% are

female. The data was analyzed separately for each gender to determine these

25
percentages. The sample includes 735 females and 433 males, randomly

selected from the five sections to represent the school population. This chart

highlights a clear difference in truancy rates between male and female students,

providing insights for targeted interventions to improve attendance.

Senior High School Student Class Attendance Frequency

The following figure shows the results derived from the students'

responses revealing that 65% of the students rarely miss classes (1-5 days).

Class Attendance Frequency Among Senior High

School Students

17%

12% RARELY
6% OCCASIONALLY

65% FREQUENTLY
ALWAYS

Figure 4. Class Attendance Frequency Among Senior High School Students

The pie chart shows the frequency of students missing classes in a month

based on a survey of 17 respondents. The researcher gathered the data, and the

results indicate that 65% of the students rarely miss classes (1-5 days), 6%

occasionally miss classes (6-10 days), 12% frequently miss classes (11-15 days),

and 17% always miss classes (16 or more days). These percentages were

obtained by adding up the responses from the surveyed students. The chart

provides a clear visual representation of the distribution, highlighting that the

26
majority of students tend to rarely miss their classes, while a smaller proportion

falls into the occasional, frequent, or always categories.

Factors Contributing to Students’ Truancy

The following figures summarizes the primary reasons for truancy by

aggregating data. The acquired data indicates that 10 out of the 17 respondents

struggle to wake up in the morning, the same with having personal reasons for

truancy.

Reasons for Truancy Among Students

FINANCIAL REASONS 1
SCHOOL-RELATED STRESS 2
LACK OF MOTIVATION 5
PERSONAL REASONS 10
DIFFICULTY WAKING UP IN THE MORNING 10
TRANSPORTATION PROBLEMS 7
FAMILY REASONS 5
HEALTH ISSUES 9
LACK OF INTEREST IN THE SUBJECT 1

Figure 5. Reasons for Truancy Among Students

The figure shows the results of a survey conducted among 17 students

to identify the main reasons for their truancy. The researcher’s aggregated the

data by summing up the information collected. The chart reveals a breakdown

of the chosen reasons, providing insights into the various factors contributing

to truancy. Among the respondents, 9 students attributed their truancy to

health issues, 10 students cited difficulty waking up in the morning, and

another 10 students mentioned personal reasons. Additionally, 7 students

27
pointed to transportation problems, 5 students selected family reasons, and the

same number chose lack of motivation. Meanwhile, 2 students attributed their

truancy to school-related stress, and only 1 student each cited lack of interest

in the subject and financial reasons. This pie chart offers a comprehensive view

of the multifaceted reasons behind student truancy, highlighting the diverse

challenges students face in maintaining consistent attendance.

Positive Disciplinary Actions Implemented by Libertad National High

School

The obtained data shows that collaborative efforts among teachers,

disciplinarians, and guidance counselors in implementing positive disciplinary

actions, emphasizing proactive measures like parent communication and close

monitoring, also focuses on collaborative efforts and delves into tailored

professional development initiatives.

1. Theme: Positive Disciplinary Actions

Theme 1 emphasizes cooperative efforts between teachers, guidance

counselors, and disciplinarians while highlighting constructive disciplinary

acts at Senior High School. The interview with the disciplinarian highlights the

proactive actions used by these stakeholders in addressing student difficulties,

with an emphasis on effective techniques such as: (1) Contacting parents, based

on the interview with a Senior High School teacher, it is crucial to include

regular communication with parents for promptly addressing and assessing

28
various student issues. This approach enhances collaboration between

educators and parents, fostering a supportive environment for effective

problem resolution. (2) Implementing contracts, based on the interview, SHS

implements contracts collaboratively to address absenteeism, focusing on

positive approaches aligned with DepEd's vision. Referral to the disciplinarian

after three consecutive cases ensures intervention, balancing discipline with

guidance under CPP (Child Protection Policy) and GAD (Gender and

Development) guidelines. Continuous evaluation emphasizes a firm yet

compassionate approach in a large school setting. (3) Close monitoring by

advisers, based on the interview, advisers play a role in close monitoring,

focusing on the 10% of students with continuous absences, particularly in TVL

sections. Advisers closely monitor their advisory class records, promptly

addressing successive absences. A positive approach is emphasized, aligning

with DEPED's vision of "no student left behind." Referrals to the disciplinarian

occur after three consecutive cases, with major offenses leading to advice for

transfer. These perspectives showcase a holistic approach by teachers,

disciplinarians, and guidance counselors in implementing and evaluating

positive disciplinary measures within the school setting

2. Theme: Interdisciplinary Collaboration

Theme 2 revolves around the interdisciplinary collaboration at the

Senior High School focuses on addressing truancy. Teachers, disciplinarians,

and guidance counselors work together to implement strategies such as

29
contacting parents, employing contracts, and closely monitoring student

records. The collaborative efforts of these key stakeholders are evident in the

active involvement of advisers who report to the guidance office, schedule

counseling sessions, and assess the need for remedial actions. This collective

strategy emphasizes inclusivity, ensuring that no student is left behind,

particularly those facing challenges like numerous absences or hailing from

disadvantaged backgrounds. The theme underscores a holistic commitment to

students’ well-being and development through a unified and positive

disciplinary approach implemented by the teaching staff, disciplinarian, and

guidance counselor.

3. Theme: Guidance Counseling

Themes 3 emphasizes that the school's guidance counseling theme is

underscored by a collaborative and understanding approach toward student

well-being. The guidance counselor emphasizes the effectiveness of private

meetings, creating a space for open dialogue with students, parents, and

concerned teachers to comprehensively understand unique behaviors. This

commitment to understanding precedes immediate punishment, fostering

trust among stakeholders. The emphasis on building trust aligns with the

theme, creating a foundation for cooperation in addressing issues

collaboratively. Furthermore, the collaboration extends beyond the school's

internal team, involving external stakeholders such as psychologists, PNP, and

health units, highlighting a commitment to providing comprehensive support.

30
The positive disciplinary actions implemented by advisers and subject teachers

align seamlessly with the guidance counseling theme, emphasizing regular

communication with parents and addressing the reasons behind student

absences promptly. This holistic and inclusive approach ensures that no

student is left behind, even those facing challenges from disadvantaged

backgrounds, reflecting the school's dedication to the overall well-being and

success of each student in the guidance counseling framework.

4. Theme: Remediation

Themes 4 emphasizes that the school's commitment to remediation is

evident through its comprehensive training initiatives and collaborative efforts

among various stakeholders, including guidance counselors, teachers, subject

teachers, and disciplinarians. The regular symposiums and seminars, monthly

"slucks" sessions, and exposure activities contribute to bridging generational

gaps and equipping staff with strategies for effective student handling. The

emphasis on positive disciplinary actions, aligned with DEPED orders and

child protection policies, reflects a commitment to legal and best practice

standards. Notably, the example of a Grade 12 student facing dismissal due to

threatening behavior underscores the school's dedication to a positive

approach in addressing severe issues. The continuous training, coordination,

and communication among personnel reinforce a unified and constructive

disciplinary approach, ensuring that remediation remains at the forefront of

31
the school's efforts to guide and support students, promoting a positive and

inclusive learning environment.

Discussion

Figure 3 presents truancy rates among Senior High School students,

drawing from a sample of 1168 respondents across five sections and analyzed

using Microsoft Excel. The statistical method employed, the mean, underscores

a significant biological sex disparity, revealing that 63% of the sampled

students are female, while only 37% are male. This unexpected revelation

suggests a higher truancy rate among females. Upon closer examination, the

mean was separately calculated for male and female respondents, uncovering

a larger-than-anticipated biological sex gap. This emphasizes the necessity for

further exploration into the factors contributing to these biological sex

differences in truancy rates and implies a potential need for targeted, biological

sex-specific interventions to effectively address truancy. Comparing these

findings with existing literature on truancy, this study stands out for its explicit

focus on gender-specific patterns, providing a more nuanced understanding by

highlighting distinct male and female percentages. The observed biological sex

differences in truancy rates may either align or deviate from prior research,

emphasizing the importance of additional comparative analyses to enrich the

broader discourse on truancy in educational settings. Overall, the analysis not

only underscores the prevalence of truancy in Senior High School but also

32
brings attention to the unexpected magnitude of the biological sex gap, urging

further exploration and tailored interventions for male and female students.

In figure 4, derived from a survey of 17 students, illustrates the

frequency of missing classes in a month. Notably, 65% of the respondents

reported rarely missing classes (1-5 days), indicating a strong commitment to

regular attendance. However, the chart also reveals a significant portion of

students who occasionally (6-10 days), frequently (11-15 days), or always (16 or

more days) miss classes, constituting 6%, 12%, and 17% of the surveyed group,

respectively. This diversity in responses underscores the range of attendance

behaviors among the student population, emphasizing the importance of

tailored strategies to address varying levels of truancy. Comparing these

findings with existing literature, the study contributes a nuanced perspective

by specifically examining the distribution of absence frequencies. While prior

research may have focused on overall attendance rates, this analysis delves into

the detailed spectrum of attendance habits among the surveyed students. The

results highlight both positive trends in regular attendance and areas for

concern regarding higher levels of truancy, providing valuable insights for

educators and researchers aiming to understand and address class attendance

patterns.

The analysis of Figure 5 reveals several noteworthy findings regarding

the main reasons for student truancy. One interesting observation is the

prevalence of factors related to personal habits, as both difficulty waking up in

33
the morning and personal reasons were each chosen by 10 students. This

indicates that intrinsic challenges, such as sleep patterns and individual

motivations, play a significant role in influencing attendance. Additionally, the

relatively high number of students citing health issues (9 students) as a reason

for truancy underscores the impact of well-being on students' ability to attend

classes regularly. These findings highlight the multifaceted nature of truancy,

encompassing not only external factors but also personal and health-related

aspects. In comparison to existing literature, while some studies have explored

generic reasons for truancy, the specificity of personal habits and health issues

as prominent factors may distinguish this research. The emphasis on factors

like difficulty waking up and personal reasons might provide a more nuanced

understanding of the individual challenges students face. The findings of the

study are consistent with existing literature on student truancy. Dela Isla et al.

(2023) found that excessive homework and the distance from school were

significant reasons for skipping classes, aligning with our results where

personal reasons and difficulty waking up were prevalent factors. Similarly,

Abalaing et al. (2019) identified anxiety and engagement in online activities as

contributors to tardiness, echoing our findings regarding health issues and

personal reasons. These correlations underscore the multifaceted nature of

truancy and highlight common themes across studies, emphasizing the

importance of addressing various challenges to promote consistent attendance.

These aligns with the broader literature on student absenteeism, emphasizing

34
the importance of addressing both external and internal factors to develop

effective interventions. Overall, the findings from this survey contribute

valuable insights into the varied reasons behind student truancy, offering a

nuanced perspective that may complement and extend existing research in the

field.

The presented themes in SOP 4 provide a comprehensive overview of

positive disciplinary actions and approaches employed by educators and

disciplinary personnel in a Senior High School setting. In Theme 1, Positive

Disciplinary Actions are highlighted, showcasing proactive measures such as

contacting parents, implementing contracts, and close monitoring by advisers

taken to address student issues effectively. Theme 2 underscores the

Interdisciplinary collaboration by the disciplinarian, advisers, and guidance

counselor on addressing truancy. Theme 3 delves into the role of Guidance

counseling that emphasizes the effectiveness of private meetings, creating a

space for open dialogue with students, parents, and concerned teachers to

comprehensively understand unique behaviors. Finally, Theme 4 sheds light

on Remediation that underscores the school's dedication to a positive approach

in addressing severe issues. The positive disciplinary actions observed at

Libertad National High School align closely with Narvacan's (2019) emphasis

on a well-established disciplinary paradigm that guides children's behavior

and promotes holistic development. The collaborative efforts among teachers,

disciplinarians, and guidance counselors at the school resonate with the holistic

35
approach promoted in Positive Discipline. Additionally, insights from the

Department of Education, Save the Children, and E-net of the Philippines

(2015) support the findings, as their collaborative effort provides valuable

insights into Positive Discipline as an instructional approach. The emphasis on

respecting children's rights, protecting them from violence, and involving them

in the learning process aligns with Libertad National High School's

commitment to maintaining a conducive learning environment. Furthermore,

both the Positive Discipline Primer and the study at Libertad National High

School highlight the importance of understanding students' needs,

encouraging dialogue, and setting long-term goals for behavioral

improvement. The systematic approach outlined in the primer, addressing

issues like cutting classes and fostering students' ability to express difficulties

appropriately, reflects the strategies identified in the study. These themes

reveal a holistic and coordinated effort to foster a conducive learning

environment and address common student problems within the school

community.

In employing an Exploratory Sequential research design for quantitative

research, the identified themes—Positive Disciplinary Actions,

Interdisciplinary Collaboration, Guidance Counseling, and Remediation—

offer a framework for understanding truancy reasons at Libertad National

High School. The data align with these themes; for instance, difficulty waking

up corresponds to Positive Disciplinary Actions, while health issues connect

36
with Guidance Counseling. The role of the Disciplinarian is reflected in

personal reasons, school-related stress, and transportation problems tied in

with Interdisciplinary collaboration. Lack of motivation and financial reasons

align with the theme of Remediation. These findings underscore the need for

targeted strategies to address truancy effectively at the school level.

37
 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

This chapter, Summary of Findings, states the salient point and results

of the study, Conclusions present the inferences drawn from the results of the

study, and Recommendations offers some suggestions for further

improvement of the study in terms of the findings and conclusions.

Summary of Findings

The following were the salient points and results of the study:

1. Truancy Rate by Biological Sex: The study illuminated a notable

biological sex disparity in truancy rates among Senior High School

(SHS) students at Libertad National High School. Out of 1168

respondents, the analysis unveiled that 37% were male, while a

significant 63% were female. This marked difference underscores the

importance of biological sex-specific interventions to address the

distinctive challenges faced by male and female students in maintaining

regular attendance.

2. Class Attendance Frequency Among Senior High School Students: A

survey involving 17 students provided valuable insights into the

frequency of class attendance patterns. The results indicated that a

majority of students (65%) rarely missed classes (1-5 days), showcasing

38
 a commitment to regular attendance. However, a nuanced distribution

revealed that 6% occasionally missed classes (6-10 days), 12% frequently

missed classes (11-15 days), and 17% always missed classes (16 or more

days). This spectrum highlights the diverse attendance behaviors among

the student population, emphasizing the need for tailored strategies to

address varying levels of truancy effectively.

3. Reasons for Truancy Among Students: Exploring the main reasons for

student truancy uncovered a range of contributing factors. Health

problems, difficulty waking up, personal reasons, transportation issues,

family-related concerns, lack of motivation, school-related stress, lack of

interest, and financial constraints emerged as significant influences on

students' attendance. The multifaceted nature of these reasons suggests

the need for comprehensive interventions that address both external and

internal factors to improve overall attendance.

4. Positive Disciplinary Actions Implemented in Libertad National High

School: The positive disciplinary actions implemented at Libertad

National High School were revealed through collaborative efforts

among teachers, disciplinarians, and guidance counselors. Positive

disciplinary actions, such as communication with parents,

implementation of contracts, close monitoring, interdisciplinary

collaborations, guidance counseling sessions, and remediation were

identified as key strategies. These positive disciplinary actions

underscore the school's commitment to maintaining a conducive

39
 learning environment and highlight a holistic and collaborative

approach to fostering discipline. The findings provide valuable insights

for shaping comprehensive strategies that effectively address truancy

issues and contribute to cultivating a positive and disciplined school

atmosphere.

Conclusions

The study reveals a significant biological sex disparity in truancy rates

at Libertad National High School, with 63% of students being female and 37%

male, indicating a higher susceptibility to truancy among female students.

Class attendance frequency varies, with 65% rarely missing classes, 6%

occasionally, 12% frequently, and 17% always absent, necessitating tailored

strategies to effectively address the diverse truancy levels. Various factors

contribute to truancy, including health issues, difficulty waking up, personal

reasons, transportation problems, family issues, lack of motivation, school-

related stress, lack of interest, and financial constraints. Libertad National High

School has implemented positive disciplinary actions, such as communication

with parents, implementation of contracts, close monitoring, interdisciplinary

collaborations, guidance counseling sessions, and remediation, fostering a

positive and disciplined school atmosphere. These interventions aim to address

biological sex-specific challenges, diverse truancy frequencies, and

40
multifaceted influences contributing to truancy among students.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are given:

1. Parent and Guardian Engagement: Parents and guardians are strongly

encouraged to actively engage in gender-specific support programs,

reinforcing positive disciplinary actions at home. Additionally, fostering

transparent lines of communication with educators and participating in

regular discussions concerning their child's academic progress and

attendance is crucial.

2. Parenting Workshops: To provide supplementary support, the school

should organize workshops designed to impart effective parenting

strategies, emphasizing the significance of consistent involvement in

their child's educational pursuits.

3. Educator Strategies: Educators are urged to implement personalized

strategies addressing the diverse attendance patterns observed among

students. Alongside regular communication with parents, teachers

should consider integrating innovative teaching methodologies and

captivating classroom activities to enhance the allure of the learning

environment.

41
4. Professional Development for Educators: Access to professional

development opportunities centered on recognizing and effectively

addressing potential truancy indicators is pivotal in empowering

educators to proactively identify and intervene.

5. School Administration Initiatives: The school administration is

strongly urged to develop comprehensive truancy intervention

programs, conscientiously considering gender-specific challenges,

diverse attendance frequencies, and identified contributing factors. This

includes implementing a transparent and easily accessible attendance

tracking system for educators and parents alike.

6. Task Force Establishment: Furthermore, the administration is advised

to establish a dedicated task force tasked with the routine review and

refinement of truancy intervention strategies, ensuring their ongoing

adaptability to the evolving challenges faced.

7. Community Collaboration: With the broader community, fostering

collaboration between the school and local organizations remains

imperative. Community members are encouraged to provide

mentorship opportunities, organize extracurricular activities, and

extend scholarships or incentives for academic achievement.

8. Community-Wide Awareness Campaigns: Participation in

community-wide awareness campaigns elucidating the importance of

education and addressing underlying community-specific challenges

42
can significantly contribute to the cultivation of a supportive

environment for students at Libertad National High School.

43
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 APPENDICES

Appendix A. Survey Questionnaire

48
Appendix B. Interview Guide Questionnaire

49
Appendix C. Letter of Permission

50
51
Appendix D. Letter of Validation

52
Appendix E. Evaluation/Rating Tool of Questionnaires

53
Appendix F. Assent and Consent Form

54
 Appendix G. Data Analysis

Truancy Rate by Gender

Class Attendance Frequency Among SHS Students

. Reasons for Truancy Among Students

55
Appendix H. Documentation

56
CURRICULUM VITAE

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