THE EFFECTS OF ABSENTEEISM IN GRADE 10 STUDENTS

IN DUMOY NATIONAL HIGH SCHOOL

A Research Paper Presented to the Faculty

of the Senior High School Department
DUMOY NATIONAL HIGH SCHOOL
Farland Ville 1, Barangay, Dumoy, Davao City

In partial fulfillment of the Requirements for the Subject

Practical Research 1

Leah Mae Tabañag

Ephraim Joseph Mesada

John Mark C. Arellano

Jaymae Lou R. Lagang

Leah A. Alacre

Riza Mae Bustamante

Jomarie Imperial

Shane Selfaison
OBJECTIVES

a. Investigate the root causes of absenteeism among Grade 10 students at

Dumoy National High School.

b. Examine the impact of absenteeism on academic performance, social

development, and the risk of dropping out among Grade 10 students.

c. Identify effective strategies and interventions to address and reduce

absenteeism, aiming to improve overall student engagement and well-being in
the learning environment.

Method: Qualitative Research:

The mission for this qualitative study and it is form of phenomenology is to

gain a comprehensive understanding of the factors contributing to absenteeism
among Grade 10 students at Dumoy National High School. Through in-depth
exploration, the study aims to uncover the nuances of how absenteeism affects
academic performance, social development, and the risk of dropping out. The
ultimate goal is to inform the development of effective strategies and
interventions that can be implemented to address and mitigate absenteeism,
fostering a positive and engaging learning environment for Grade 10 students at
the school.

Participant:

The Participant of this research paper are limited only 3-5 students that
belongs to Grade 10 of Dumoy National High School who have experienced the
effect and impact of absenteeism, in order to explore the in-depth individual's
lived experiences of this issue.
Methods in Gathering Data:

In collecting our data, First we identified the participants of our study. We

made sure that the participants are fit for the criteria we have set that were
mentioned in our research respondents. To be participant of our study, they
should be a Grade 10 Students on Dumoy National High School. Second we ask
our research adviser to check and to validate our research questions will be
answered and does not contain anything that causes uneasiness to the
participants. Third before conducting survey, we asked the participants for
permission and gave out an informed consent. We made sure that they were
willing to be a participant of our study and that they genuinely agreed to answer
the survey questionnaire without being forced.

Review Related Literature

According to (Balkis & Gökmen 2016), Absenteeism is a chronic behavior

among students. In the context of school, it is the habitual or intentional failure to
attend school. While every student may miss some school activities now and
then, absence becomes a problem when the student is away from school for
many days. The less they attend in school, the less they will learn, and it will
negatively affect the performance of a students. It depends for some students
how they will like the environment or the teacher when attending school.

These is also evidence of a pattern of non-attendance among university

students, with most absenteeism accusing on Monday and Fridays being of one
day induration (Timmins,2002, Rodgers, 2002)

Further, research found that several family and community enrollment

practices were associated with student attendance including rewarding. Student
for good attendance communicating with families about student attendance,
providing families with information about people to contact at school or intuitions,
conducting worship on attendance, and providing afterschool programs for
student (Epecin and Sheldon,2002).
 In addition, Henry (2007) has noted that parents education levels contribute
to student’s absenteeism. Simons, Hwang Fitz Gerald, kielb, and lin (2010) found
that there are an association between absenteeism of student and unfavorable
school conditions. In addition, some researchers argued that student’s attitude
and motivation for learning was a key factor in student.

Issues related to the student’s physical and mental health appears directly
related to student attendance (Kearney,2008).

Then, Walters (2008) states that attending school regularly is a vital factor
in school success for both students and teachers. School absenteeism is often
linked to poor school academic achievement, so school attendance by both
teachers and students plays an integral role in the success and education
advancement levels of any academic institution and all students plays an integral
role in the success and education advancement levels of any academic institution
and all student enrolled.

Researchers suggest that other health issues influence student attendance,

as well. For example, obesity, chronic illness, and chronic pain all appear to
significantly predict higher levels of student absenteeism (Palermo,2000); Sato,
et al.,2007).

In addition, researchers have found that teen pregnancy (Kirby,2002) and

drug/alcohol use (Roebuck, French, & Dennis,2004) are also significant
predictors of student absenteeism.

Academic dishonesty is a significant problem among students from

elementary school through college. the desire to succeed in school through
dishonesty is in creased when there is a breakdown in the norms associated with
conventional academic attitudes. The authors conducted a survey research study
to examine academic performance. They hypothesized that the inverse
performance is moderated by school identification and academic self-efficacy.
The results show that cheating is more likely among lower achieving students
when they do not identify with school, and among higher achieving students with
low levels of academic self-efficacy.
 Wenzel (2001) states that adolescent’s supportive relationships with parents,
teachers, and peers were examined in relation to motivation at school (School
and class-related interest, academic goal orientations, and social goal pursuit).
Perceived support from parents and peers also was related to interest in school
directly by way of negative relations with emotional distress.

Furthermore, successful school cannot survive without physical present

students. According to the “Excessive Absences Intervention” research study by
author Linda L. Williams, excessive absenteeism by students may result in
unlearned course material from fewer hours at class instruction for teachers who
must administer remediation for the absent student when he returns in school.

Absenteeism from school is a problem that impacts thesocial,emotional and

educational development of the children Hear man (2011). Previous studies
reported among factors contributed to this phenomenon were teaching method,
competency of the teacher and student-teacher interaction (lopez-bonilla & lopez-
binilla, 2013),weekend scheduled classes and graded assignment completion
(khong, Dunn,Lim, & Yap, 2016). Additionally, it results in poor academic
achievement because they already missed out receiving instruction on a
consecutive basis.

School attendance is recognized as contributing to academic achievement

and the development of social and work-related skills (Skedgell & Kearny, 2018).
This research clearly confirms that school absenteeism can be linked to lower
academic achievement and engagement that also affects social development
(Balkins, Arlans, &Duru,2016). While high levels of absenteeism can be
detrimental to those failing grades to attend school, it can have broader
implications.

Nonetheless, attendance is remained perceive as contributor to academic

development especially to students with non-traditional background; who are
unable to success knowledge elsewhere except from lectures and for those who
have lack of independent characters in university environment (Moore,
Armstrong, Pearson, 2008).Students who attend class regularly achieved higher
grades than those with higher absentees, and previous absenteeism resulted to
poor academic performance which turn increases current absenteeism (Balkis et
al., 2016).

Absenteeism in studies affects their school performance especially when they

are in a group or teamwork for their assignments and projects. Since the
grouping will help develops the students cooperative and ability to share and gain
knowledge from their groupmates. Likewise, the groupmates will also miss the
opportunity of gaining or learning knowledge from students who are absent
(Koppen haver, 2003). Other studies indicated that socioeconomic status and
enrollment in the exceptional education program maybe be indicators for
absenteeism (FDOE, 2004).

Absenteeism and dropping out tendencies are rampant behaviors among high
school students nowadays and these causes more headaches in the education
sector. There are various identified reasons why students keep on absenting and
quitting the school in the end. Among these are personal, teacher, home, school,
and community-related factors. Such causes vary from people’s perspectives.
But one thing is for sure, students are at-risk too such tendencies.

In the Philippines, based on 2008 data from the Commission on Higher

Education (CHED), out of 100 grade One pupils, only 66 finish Grade Six. Only
58 of the 66 go on to enroll in first-year high school. Of the 43 who finished high
school, only23 enroll in college and only 14 of the 23 graduates from college
(Muzones and DeJesus, 2009).

Fortunately, the drop-out rates among high school students in the country have
been significantly reduced, according to the Department of Education
(DepEd).Secretary Armin Luistro attributed the decreased drop-outs rates to the
department’s Dropout Reduction Program (DORP), which provides alternative
delivery programs to keep students in school and finish basic education ,to retain
the poorly schooled and those those who are in danger of dropping out because
of difficult social and economic situation and provide them quality education.
DepEd record shows that the DORP haver educed the high school dropout rate
from 12.51 percent in 2005-2006 to 8.55 percent in school year 2006-2007, and
even a lower 7.45 percent school year 2007-2008 and2008-2009 (Carcamo,
2011).

These findings, derived from administrative records of secondary education,

reveal that there is a rapid increase at absenteeism at this stage. Data related to
absenteeism shared by the Ministry of Education shows that there is a rapid
increase in absenteeism at 2009-2010 compared to 2008-2009.

Education research has long suggested that broader indicators of student

behavior, student engagement, school climate, and student well-being are
associated with academic performance, educational attainment, and with the risk
of dropping out.

According to Green et. al (2007), family conditions and parents’ work situations
could be major barriers to parental involvement. Examples would include a solo
parent, those with young families, or large families who would find it harder to get
involved in parental involvement because of their caretaking responsibilities.
When parents were unemployed, money could be an issue as they would not be
able to afford to pay babysitters in order to attend to school meetings. For
gainfully employed parents, regardless if both parents work, there would be less
time available for both home-based and school-based parental involvement

Research specific to Mindanao and Davao has emphasized the impact of

socio-economic factors on student absenteeism. Economic disparities, lack of
access to transportation, and distance from schools have been identified as
significant barriers to regular school attendance in rural areas of Mindanao.
Understanding these socio-economic dynamics is essential for developing
targeted interventions to address absenteeism effectively.

The relationship between absenteeism and academic achievement is well-

documented in the literature. High levels of absenteeism have been consistently
associated with lower academic performance, grade retention, and increased
dropout rates. In the context of Mindanao and Davao, where access to quality
education may already be limited in certain areas, addressing absenteeism is
crucial for improving educational outcomes and narrowing achievement gaps.
 School-based interventions play a critical role in addressing absenteeism
and promoting regular school attendance. Strategies such as implementing
attendance monitoring systems, providing incentives for good attendance,
offering counseling and support services for at-risk students, and fostering a
positive school climate have shown promising results in reducing absenteeism
rates. However, the effectiveness of these interventions may vary based on
contextual factors unique to Mindanao and Davao, emphasizing the need for
localized approaches to address absenteeism in educational setting.

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