FACTORS CONTRIBUTING TO

TRUANCY AMONG GRADE 12

STUDENTS OF WESTBRIDGE
INSTITUTE OF TECHNOLOGY

A Concept paper by: Ms. Karizza Joy A. Daran, LPT

 I. Introduction and Rationale
Truancy in school is the habit of staying away from school without
providing permission and any reason for not attending class and not passing
activities. It may also refer to those students academic performance of a
student. Frequently absence from the classes may lead to improper learning
and poor performance in the exams who attend school but do not take their
classes. Truancy is regarded as irregular and nonschool attendance behavior
and also considered as a delinquent and anti-social behavior (Animasahun,
2009). It is truant behavior that negatively affects the academic performance
of a student. Frequently absence from the classes may lead to improper
learning and poor performance in the exams.
 One of the common problems in education is the truancy of the
students. This occurs frequently in school, particularly among high
school students. It is a prevalent issue at school to skip classes
without providing any explanation or requesting permission. People
attend school in order to acquire greater knowledge that they can
apply in their daily lives or pass on to future generations. It is a
missed opportunity to learn if you failed to attend classes. The
students who are regularly absent have greater tendency to drop the
school at an early age and will not continue schooling, and this might
lead to unemployment, low average incomes, and poverty in the
country (Conel, E., 2021).
 Truancy in school will affect the students academic performance
especially when they are in a group or teamwork for their assignments and
projects. Since groupings develop the student’s cooperative and ability to share
and gain knowledge from their group mates, likewise, the group mates will
also miss the opportunity of gaining knowledge from the absent student.
(Koppenhaver, 2003). Truancy not only affects the academic performance of a
student, but may also affect teachers, parents, and other students in terms of
motivation in class.
Hence, this study sought to determine the different factors that
contribute to the truancy of Grade 12 Students. It is indeed
interesting to know the reason for the student’s truancy. Another
purpose of this study is to know the possible way to avoid truancy
and also the researcher wants to know the possible recommendation
to address the issue of truancy.
II. RESEARCH QUESTIONS
 This study aims to determine truancy and the factors that contributing
to the truancy among Grade 11 students of Westbridge Institute of
Technology A.Y 2023-2024:

1. What are the factors that contributing to the truancy of Grade 11

Students of Westbridge Institute of Technology in terms of;
1.1. Home Factors
1.2. School Factors
1.3. Peer Factors
1.4. Financial Factors
2. What are the effects of truancy to the Grade 12 students?

3. Based on the finding, what recommendation can be made to

address the truancy among Grade 12 students?
III. LITERATURE REVIEW
 Foreign Literature
According to Jerrim, J and Moss, G (2019) Children who read
more tend to achieve higher scores in academic reading tests.
Much less is known, however, about the link between reading
different types of text and young people's reading performance. We
investigate this issue using the Programme for International
Student Assessment (PISA) 2009 database, exploring the
association between the frequency with which teenagers read five
different types of text (magazines, non‐fiction, fiction, newspapers
and comics) and their PISA reading scores.
 Analysing data from more than 250,000 teenagers from across 35
industrialized countries, They find evidence of a sizeable ‘fiction effect’;
young people who read this type of text frequently have significantly
stronger reading skills than their peers who do not. In contrast, the same
does not hold true for the four other text types. They therefore conclude
that encouraging young people to read fiction may be particularly
beneficial for their reading skills. Interventions encouraging fiction
reading may be especially important for boys from disadvantaged socio‐
economic backgrounds, who are less likely to read this text type.
 Local Literature

According to Suarez, G. (2015), reading is the true foundation

of most learning. All subjects, including math, physics, and even
home economics, begin with the written word. Higher-level courses
typically demand more reading since they are harder and more
complex.
 Moreover, according to Collins (2017) reading comprehension
is a text and a tool for the improvement of reading skills by reading it
and answering question related to the text. It is sometimes used as an
examination for reading skills while Webster’s College Dictionary
(2017), offers the definition of reading comprehension as the capacity
of the mind to perceive and understand the meaning of text.
Furthermore, Horowitz (2014) proposed that reading comprehension
is a metacognitive process of understanding what has been read.
Readers must be aware of their thoughts while reading in order to
comprehend and learn the material.
 According to Sanopao (2016) reading plays an important role in one’s
success in school. Reading is also one of the most important skills in
English that an individual must need to master. It is perquisite of all
learning areas. Reading serves as a gateway for every students to learn
different subjects because when a students has a difficulty in reading,
he/she may encounter difficulties in all subject areas.
According to Geske & Ozola (2008) reading is a literacy and it is essential for
students to learn not only languages and literature but also other disciplines.
Literacy is the foundation of practically all learning processes. The majority of
the time, learning multiple other topics is challenging for students whose
literacy ability is low. blog, L. (2015) discovered a very strong or perfect
correlation between the students' responders' reading frequency and
vocabulary gains; the examination of the association between the two
variables shows a 1% level of significance.
 In the study about the vocabulary and reading comprehension as a
measure of reading skills of Filipino children at the University of Santo
Tomas, Cayubit (2012) supported the finding of Ablog's study by claiming
that literature for vocabulary are less when compared with reading
comprehension, but if one would analyze the nature of both aspects of
reading, vocabulary, and comprehension appear supplementary because
vocabulary can be a predictor of an overall reading ability (UST).
According to Ablog (2015), one of the criteria predicting a learner's
success in reading comprehension and vocabulary development is the habit
of reading. Consequently, it's important to develop kids' reading habits in
order to improve their vocabulary and reading comprehension abilities.
 III. SCOPE AND LIMITATIONS
The main purpose of this study is to find out the different
factors that contributing to the truancy among limited Grade 12
students of Westbridge Institute of Technology, Inc. Specifically, this
study wants to determine the effects of truancy to the Academic
Performance of Grade 11 Students and To identify the possible
recommendation to address the issue of truancy. The researcher will
use stratified random sampling to determine the respondents of the
study. The researcher will gather data by providing a survey-
questionnaire that will use to determine the vocabulary of the
respondents.
 IV. RESEARCH METHODOLOGY
(SAMPLING)

This chapter will presents the research methodology and

techniques that the researchers will utilize in conducting the
research. It concludes the research design, research locale,
respondents of the study, research instrumentation, validation of
instruments, data gathering procedure and statistical treatment of
data.
 DATA COLLECTION AND ETHICAL
ISSUES
The main goal of the study is to determine the relationship between English
Reading Frequency and Vocabulary Development of Grade 12 Students of
Westbridge Institute of Technology, Inc. The data that will collect will analyze and
interpret through statistical treatment such as Frequency and Percentage Distribution
to determine the demographic of the respondents, Frequency and percentage
distribution will also use to analyze the answer of the respondents and Pearson
Product Moment Correlation will use to determine the significant relationship
between English Reading Frequency and Vocabulary Development.
 PLAN FOR DATA ANALYSIS
This study will deal with the collection and analysis of data on Grade 12
students. The input variables that will consider are Demographic profile of
respondents including (1) Age (2) Gender. Also, what is the English reading
frequency of students to the vocabulary development in learning: comprehension,
pronunciation, and construction. Lastly, Is there any significant relationship between
English Reading Frequency and Vocabulary Development of Grade 12 students. To
determine the expected output, the researcher will use the following process such as
distributing survey-questionnaire and analyzing gathered data through statistical
method. And by means of examining all the processes the researcher will be able to
determine English reading frequency in relation to vocabulary development of grade
12 students of Westbridge Institute of Technology, Inc.
 CHART
STEPS MONTH 1 MONTH 2 MONTH 3 MONTH 4 MONTH 5
ONWARDS

SURVEY TEST
•Comprehension
• Pronunciation
• Construction

Data Collection

Analysis and
Interpretation of Data

Recommendation and
Implementation
 COST ESTIMATES
ITEM QUANTITY AMOUNT

PRINTING 3,000

MAN POWER 2,000

PUBLISHING AND 5,000

MISCELLANEOUS
 REFERENCES
• Ablog, L. (2015). Correlation of Students Habits to their Vocabulary
Knowledge and Reading Comprehension. Tarlac State University,
Tarlac City
https://files.eric.ed.gov/fulltext/EJ1266046.pdf
• Alsharif, R. (2022). Relationship between Vocabulary Learning
Strategies and Vocabulary Size: Evidence from Saudi Female EFL
Learners
https://files.eric.ed.gov/fulltext/EJ1328949.pdf
• Barbara A. Wasik, Annemarie H. Hindman, Emily K. Snell, (2016),
Book reading and vocabulary development: A systematic review,
Early Childhood Research Quarterly. https://
sites.temple.edu/emilyksnell/files/2017/08/Wasik-Hindman-Snell-20
16.pdf

• Cayubit, R. (2019), Vocabulary and reading comprehension as a

measure of reading skills of Filipino children.

• Ediger,Marlow (1998), Reading and Vocabulary Development.

https://eric.ed.gov/?id=ED422561