1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

The United Nations Educational Scientific Socio-cultural Organization (UNESCO)

reported about the low completion rates at primary school level, rising dropout rates at all

levels, and low achievement competency levels among learners. Another concern that needs to

be addressed in education is the absenteeism among the learners as it also contributes to low

academic achievement.

For education to fulfil its dynamic role and function in human society, it has to be

readily accessible to all learners, with considerations of motivating these learners to attend

classes regularly to be trained academically and become responsible leaders of the country in

future days. Most challenges in education revolve around the lack of motivation and regulation

of absenteeism in the classrooms. Both parents and the teachers are active participants in this

endeavor.

Moreover, teachers are encouraged to sustain good relations with the learners, like

treating them not only as pupils, but as friends. Teachers need to know more about them,

about their home conditions, to learn about the reasons of their absenteeism. Parents also need

to be engaged actively in regulating absenteeism, for realizing performance goals.

The young learners need to be guided in terms of controlling over their own

absenteeism. Therefore, tighter links between the absentee and the school are needed, in

relation to the implementation of the curriculum, consulting parents and guardians regarding

learners’ non-attendance to classroom activities (Bazemore et al. 2004). As parents and

teachers, together with the educational system are mindful of these challenges, regulating

absenteeism calls for urgent attention.

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In the Philippines, most parents consider education as the sole key to help eradicate

poverty, but perennial problems of children’s absenteeism are confronting the educational

system. It is for this reason that more efforts are exerted to create a framework that addresses

the clamors of target clients in classroom situations. Included in this framework are

motivational strategies, cultural considerations, in relation to the learners’ coping mechanisms

like overcoming absenteeism.

Schoolchildren’s absences are numerous and can arise both from within and outside

the school. Absenteeism can be motivationally based, where a student may not wish to attend

classes. Learners’ absenteeism is deemed voluntary and involve deliberate decisions. Whereas

other absences are structurally based, where pupils miss school days due to their life

conditions, thus beyond student’s control, or the so-called involuntary decisions. Henry

(2007) observes that absenteeism often begins in elementary schools, from Grades 1 to 8, as

this is the years when learners have more autonomy over their respective decisions whether

to be present or to be absent.

Much like the causes, the consequences of absenteeism are quite diverse, and can

include lowered academic performance, suspensions/expulsions, and dropping out of school

(Bazemore, Stinchcomb, & Leip, 2004). Due to the serious repercussions of absenteeism,

educational researchers and policymakers have recommended a number of solutions aimed at

education as possible (Ken Bain, Linda Nilson, 2004).

A body of limited researches that delve on school leaders’ strategies to improve

learners’ attendance. Yet this practice is inconsistent with the pool of researches that suggest

that pupils be given an opportunity to be heard, to be listened to, and to be recognized for

the contributions they may have to their own educational endeavors (Sather, 2006; Gunter

& Thomson, Sands et al., 2007; Smyth, 2006; Yonezawa & Jones, 2009).
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It was on this premise that this study was conceptualized and developed to

determine the parents’ and teachers’ perceptions on absenteeism among the 45 pupils in

Tomas Cabili Central School during the school year 2019-2020.

1.2 Statement of the Problem

The study aimed to determine the parents’ and teachers’ perceptions on

absenteeism among the Grade 5 pupils in Tominobo Central School, considering the

common factors that contribute to absenteeism. Since absenteeism is a perennial

problem in many schools, it is said that a high level of absence has a big impact on

student’s academic performance.

To identify the prevalent causes that contribute to absenteeism, as perceived

by parents and teachers, and to come up with strategies on how to regulate

absenteeism, this study sought to answer the following questions:

1. What are the prevalent causes that contribute to absenteeism in terms of:

1.1.=Proximity of school

1.2.=Health Condition

1.3.=Personal Attitude

1.4.=Teacher-related

1.5.=Classroom atmosphere

1.6.=Home related

2. What possible strategies are implemented by parents and teachers to increase

motivation for learners to attend classes, and decrease absenteeism?

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1.3 Significance of the Study

The present inquiry on the factors that cause absenteeism and to identify the

intervention used by the teachers in addressing among students was undertaken for the

benefits of the following:

Firstly, there may be discrepancies that need to be forced to the surface, recognized,

and bridged. Secondly, teaching methodologies, strategies, and activities may be adapted

to the different needs of the learners, thus, creating a more informed and responsive

teaching learning process. Thirdly, to benefit as much from the insight offered by this study

are the teachers, students, and administrators. Cognizant of their students’ learning styles,

needs, interests and learner centeredness is vital. More importantly, the kind of support

provided must be purpose-driven, that is, based on an actual appreciation of the realities in

the outside world.

Teachers. Results of this study would guide them to attend to the social, personal and

academic needs of students who have been identified as at-risk of failing due to absenteeism.

Strong communication skills and the ability to relate to a diverse student constituency are

important skills, in this job. They would be able to provide a detailed documentation of

learners’ progress and develops supplementary educational materials to supplement the general

curriculum. They would be able to assess learners’ potentials and recommendation services as

regular duties to regulate absenteeism.

Parents. The result of the study would encourage them to actively participate in their

children’s learning in school and support their children as well as do reinforcement of the school

events, project, and home assignment.

Future Researchers. They may conduct a follow-up study in other schools concerning

absenteeism.
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Administrator. Action research can also be used to evaluate program effectiveness to

enhance student learning. Action research is a model that promotes inquiry, reflection of

practice, and analysis of data. It is a process that allows school administrators to address

their own professional practice and improve student learning and achievement, these could

serve as springboard for the other studies to examine in greater detail.

1.4 Scope and Limitation of the study

Due to time and financial constraints, this study will be limited to randomly selected

45 Grade V pupils in Tomas Cabili Central School, Iligan City, and delve into absenteeism

and motivation among pupil respondents, with plan to design an intervention program to

this effect.

1.5 Theoretical Framework of the Study

Effective teachers allow students the opportunity to interact, learn, succeed, and

work to their utilize potentials. In this study, the Hierarchy of Needs by Maslow was

employed in determining the parents’ and teachers’ perceptions on the absenteeism of

children.

Anchored on the Hierarchy of Needs Theory by Maslow explains motivation, that

individuals' most basic needs must be met before they become motivated to achieve higher

level of needs. Basic needs start with physiological aspects: food, clothing, and shelter. This

involves parents’ participation at home with considerations of their children’s basic needs,

in order to prepare these young individuals to enter school with satisfied basic needs.

Going in the higher ladder, safety needs must be met, to keep individuals from any

harm of illiteracy, health hazards, poverty, crime, and the like. Going higher, human beings
 6

need love and belongingness, for instance in the classroom, learners have to feel the need to

belong and be loved by teachers and classmates.

Next in the higher level is self-esteem, where the learner needs to develop self-esteem,

of self-confidence while going about his or her academic activities with classmates and

teachers. Highest level includes self-actualization where the learners become fully-human,

balancing actual life situations with problems in school, home, and the environment, thus

survive amidst challenges.

Thus, all the basic needs of the child, as well as the school needs are met in order to

ensure quality education, with less number of absenteeism, and more strategies to motivate

school attendance are framed for the same purpose.

1.6 Conceptual Framework of the study

Given the foregoing theories, this diagram guides the flow of the study, as its

conceptual framework:

Parents’ and teachers perceptions on the absenteeism of their children in school were

determined with the independent variables like proximity of school, health condition, personal
 7

attitude, teacher-related factor, classroom atmosphere, and home-related factor. Dependent

variables consists of possible strategies that would be employed to regulate absenteeism.

1.7. Conceptual and Operational Definition of Terms

For a better understanding of this study, the following terms are defined conceptually

and operationally:

Absenteeism. This term refers to the incurred absences of students for more than

twenty (20) percent. Prescribed number of class during a year or term which should be

given a failing of grades and given no credits for the course of subject (Section 73 of the

1992 Manual of regulations for Private Schools, DepEd). In this study. This refers to

students’ absenteeism in class whether excused or unexcused absences. In this

study, absenteeism is counted on the basis of the rule followed in the system of

the Department of Education (DepEd).

Chronic Absenteeism. This term refers to a learner’s habitual absence from class. In

this study, it refers to the students who missed numerous days of absences in each quarter.

Classroom atmosphere. The good classroom is characterized by a relaxed

atmosphere, by evidences of wholesome and purposeful activities, by displays of

children’s work and by the best use of available facilities. In this study, the term refers

to the physical classrooms and the atmosphere in Tominobo Central School, Iligan City.

Engaging in classroom activity. Plan for active, interactive and engaging class sessions to

rule out boredom and disinterest as causes of absenteeism. This can be done by incorporating

various active strategies like role playing, debates or through use of technologies like

smart boards, clickers, Brainstorming, Barrier game, and Circle talk. In this study, the
 8

term refers to what the teachers employ as classroom strategies in the delivery of

lessons, and where the students participate actively.

Health. A healthy classroom is about making health and wellness as part of the classroom

experience of each learner. In this study, it refers to the body or mental condition of

respondents.

Home-Related Factors. The objectives of the study were to establish: the influence

of family level of income, parents’ level of education, to establish the extent to which

child labor and family setup influences pupils’ academic performance.

Motivation. This term refers to a learner being given the drive to accomplish

something either personally or in school, due to some inspiration and pushing.

In this study, it allows students opportunity to interact, learn, succeed, and work to

their topmost potentials, Also, an external factor such as a reward is used to boost the

learners’ morale and desire to work.

Physical Factor. The physical environment of the school speaks to the contribution that

safe, clean, and comfortable surroundings make to a positive school climate in which

students can learn. In this study, classroom condition is a top consideration.

Personal Attitude. Learners’ attitudes towards learning determine their ability and

willingness to learn. Changing students' negative attitudes towards learning is a

process that involves determining the factors driving the attitude and using this

information to bring about change. While a teacher’s attitude who are responsible for

influencing a student's learning of the subject.

School Absenteeism. It is a baseline factor in determining learners’ success. In this

study, this refers to student’s absenteeism in the classroom. In this study, it refers to the
 9

manner by which respondents allow themselves to be absent from class, due to some

reasons.

Strategies. These are ways that are carried to address important matters. In this study,

when the normal avenues of intervention for habitual truants, chronic absentees, or

habitually disruptive pupils are exhausted at the school site, refer the case to a School

Attendance Review Board (SARB).

Truancy. This term refers to a learner’s not being present in school for any valid

reason. In this study, it refers to the respondent’s action of staying away from school

without good reasons, thus called absenteeism.

Techniques. This term refers to ways by which a teacher carries on her classroom

activities. In this study, any of the statements would apply: thinking of ways to

keep the morale high. Learn students’ names as quickly as possible. Prepare lesson

plans that grab student interest. Try to tie in course material with modern real-life

examples that students can relate to. Understand students learning and create

learning environments which encourage students to achieve desired learning

outcomes.

Teacher-Related Factors. These are matters that concern the child’s condition in school,

affected by the teacher, either as a person, a professional, or as somebody to whom the

child looks up to as the More Knowledgeable Other who can provide the learner’s

educational needs. In this study, the key factors based on studies that influence students'

academic performance in Elementary Education: Principals, teachers, students, school

factors and government policies. The teacher is the number two factor that influences

students' academic performance.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

AND STUDIES

This chapter presents the various literature and related studies critically reviewed

by the researchers in the course of conducting this study following the sequence.

2.1 Introduction to Absenteeism

As mentioned by Murcia (2015), one of the most annoying experiences for teachers

is when students are absent. They prepare lesson plans with the objective that 100% of the

class will learn from the day’s classroom activities, and it is most satisfying when all

students are present on that day and the days thereafter to ensure maximum learning. Sadly,

it is very difficult to achieve perfect attendance. No matter how interesting and well-

prepared the lessons and teaching materials are negative impressions are setting bad

directions among, to miss out on the day’s activities- willingly or unwillingly.

Going to school regularly is crucially important for a student’s education and social

skills. Chronically absents students are at disadvantage both socially and academically.

They miss out critical stages of social interaction and development with their peers, while

simultaneously limiting their academic progress. This can result in low self-esteem, social

isolation, and dissatisfaction that could have precipitated non-attendance in the first place.
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School absenteeism is an alarming problem for administrators, teachers, parents,

society in general, and pupils in particular. Unaccepted absences have negative effect on peer

relationships, which can cause farther absences according to (Malcolm, Wilson, Davidson

and Kirk, 2003), teachers identified the effect of absenteeism on children as academic under-

achievement; Prolonged absence can have deleterious effects for the child in later life; and

students who are absent from school are at the greatest risk of dropping out of school early.

According to (Balfanz and Byrnes, 2012), the public educational system is based on

the assumption that students regularly attend school. Compulsory education laws backed up

this assumption. The standards and accountability movement of the past 25 years represent

an on-going attempt to make every day of school matter the assumption that except for illness

and occasional doctor’s appointment, family vacation, special event or crisis, students do in

fact attend school every day is so strong, that is not measured.

Chronic absenteeism if not acted upon, this is deeply problematic. As the report will

highlight, chronic absenteeism functions much like bacteria in a hospital - an unseen force that

wreaks havoc on efforts to improve life incomes. In fact, if the fragmentary evidence that this

report assembles is verified through more systematic data collection and analysis, the failure

to measure and act upon chronic absenteeism will be seen as a fundamental reason why the

school reform efforts of the past quarter century have not been as effective as intended. If

chronic absenteeism is not addressed it will continue to under-cut the impact of current and

future school improvement efforts in an era when the nation, its communities, and citizens are

dependent more than ever on increasing educational attainment and achievement.

Chronic absenteeism is most prevalent among low-income students, and it is low-

income students who benefit the most for being present in school every day. This indicates

that one of the most effective strategies for providing pathways out of poverty is to do what

it takes to get students who live in high-poverty neighborhoods to attend school every day,
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and that this alone, even without any additional qualitative improvements in the American

education system, will drive up achievement, high school graduation, and college attainment

rates and through them economic productivity and social progress.

2.2 Motivation

Schools should promote positive relationships among students, staff, and

parents. Anti-bullying strategies and programs that develop social and emotional skills can help

nurture a safe, caring and connected school environment. Positive relationships with parents

can also assist in supporting their children’s attendance at school.

Attendance reward schemes are among a mix of strategies implemented by many

schools that have achieved significant improvements in attendance. These programs can help

in building a sense of community and creating a positive school environment that students

want to be a part of. Attendance in classroom is made compulsory to ensure continuity in the

students learning process. When a student is regularly absent from class, it has an adverse

effect on their academic performance. This is because frequent absences may lead to missing

out on vital information, facts and instructions that result in partial understanding of a topic,

submission of incomplete work and poor participation in class activities. Some schools also

dictate that students should have a particular attendance percentage in order to appear for

exams. It is of utmost importance that parents ensure that their children attend classes.

Therefore, there is a need to create an environment of fun and learning and in still on students

a positive feel towards studies and class activities, which in turn will reduce absenteeism.

One of the first steps towards improving student attendance requires developing

some form of effective monitoring system. Schools, parents, and communities cannot act

to improve student attendance unless they understand which students are missing school.

Effective monitoring helps educators and communities effectively identify students who
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are most at-risk of becoming chronically absent. Researchers and policymakers have

increasingly focused on early warning system as an important measure in preventing

student absenteeism and truancy. Early warning systems “use routinely available data

housed at the school that are good predictors of whether a student is likely to drop out of

school” (Heppen and Therriault, 2008, p. 2).

As researchers and future teachers, we want to create a school environment that

promotes a feeling of community, a place where the school, parents and the students work

together towards a common goal of promoting life-long learning. In order to accomplish

this, we need to recognize students’ individual needs and meet those needs by building

upon their strength. For students, these needs may be academic, social, emotional or

physical in nature. They may stem from their genetic makeup or even their family,

community, or school environment. Once again, this makes a case for not only

understanding the cause of absenteeism or truancy, but the prevention and early assessment

of absenteeism and motivation: basis for teacher’s intervention.

2.3 Related Studies

From the study of Hubbard (2003), consensus was parenting style, where 28

(82.4%) of the teachers agreed. According to the sample of teachers in the school district,

the top five reasons that children were truant from school were related to the student’s

home environment. They were as follows: 1) parenting style – 82.4%; 2) parental abuse of

alcohol and/or drugs – 64.7%; 3) parent-child relations – 64.7%; 4) child abuse/neglect –

61.8% 5) low SES – 52.9%. It was interesting to note that the schools with the highest

percentages of students receiving free reduced lunch and therefore having more families

with low SES, did not view low SES as great as an issue as those schools with middle and

high SES.
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Perfect attendance awards and certificate are used as an incentive to student’s

attendance. This type of incentive helps to encourage students by a school wide recognition

as well as a personal certificate or award. In some instances, the principal read student names

over the public announcement system (Ford and Sutphen, 1996.). Other ways of using a

reward incentive to increase daily attendance has been done through parties, gift certificates,

recognition at assemblies and small items that a student can receive if they attend school

(Epstein and Sheldon, 2002.) “It may be that official recognition

of improved attendance motivates some students to attend school more regularly” (Epstein

and Sheldon, 2002.).

Family interventions have also been implemented to link the family, student and school

as one unit. Family-based intervention consist of home visits or telephone contact with parents

encouraging parents to be more actively involved in getting their children to school. Family-

based services help parents to set some fixed schedules for students to follow and help their

families to identify and deal with the problems that are surrounding them child’s low

attendance (Ford and Sutphen, 1996.). Within family interventions, the schools are really

encouraging a family-school collaboration. Within this collaboration the schools are looking

for the families to support their decisions with regards to discipline for low attendance. The

school are looking for the families to work with them to figure out ways in which they can

get these children to attend school regularly. Also, within this group effort, schools are

constantly in contact with the family regarding student’s attendance (Teasley, 2004.).

Community and neighborhood intervention are also important to increasing student’s

attendance. Community organizations and getting students involved outside of their home and

within their community have shown to be effective in motivating students. After school

community organization are available to help students with their schoolwork and to provide
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a healthy atmosphere for success, weekend programs help them to set goals and provide

procedures and promote the consistency of attending school every day. Within the

community, there is leadership and community-based activities which give students a sense

of pride and make them feel a sense of achievement for being a leader. Having a community

around a student’s home that is supportive to their needs is essential, and a place near their

home would most likely have the same socio-economic and ethnic makeup which would not

intimidate the students or make them feel out of place (Teasley, 2002.).

The foregoing literature and studies had shed light on this current study as they delved

on absenteeism, the reasons why learners are absent from class, and the manners by which

that absenteeism was done, either decided upon by the child himself or herself, or because of

parents’ reasons, or because of teacher factor. Any other factor that might have affected

truancy or absenteeism were mentioned in these literature and studies.

CHAPTER III

METHODOLOGY

This chapter presents the research methods and design, the respondents, locale of the

study and the instrument that was used. It also describes the procedures used in gathering

and analyzing of the data.

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3.1 Research Design

This study used the descriptive method of research, particularly the survey design in

order to address the existing problem concerning absenteeism among the students and how

the teacher address this problem of their students.

3.2 Research Respondents

Forty-five (45) purposively selected parents and teachers of the Grade V learners

in Tomas Cabili Central School, Tominobo, Iligan City were chosen as participants of the

study. The rural school district where the study was conducted is located in Tomas Cabili

Central School, Iligan City, Philippines.

3.3 Research Instrument

The survey questionnaire consisted of a checklist that was designed to ascertain the

respondents’ responses guided by the five-point Likert scale with options: Strongly

Disagree, Disagree, Neutral, Agree, and Strongly agree. The respondents were asked to

choose among these possible answers that would correspond to their responses that closely

represented his/her observation or assessment. It was used to determine the cause of

absenteeism among the learners where they rated each situation/reason/cause presented.

3.4 Data Gathering Procedures

The following steps were taken in gathering the data for the research study: Two

(2) different letters were prepared for the respondents. One was for the school district

superintendent and the school principal, asking permission for the conduct of the survey

with the Tomas Cabili Central School, teachers, parents and students who served as
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respondents. The second letter was for the teachers and parents to secure permission for

the interview with their students. The first and the second letters signed by the researchers

were both noted by the undergraduate thesis adviser the second letter was signed by the

researchers, noted by the thesis adviser and approved by the school district superintendent

and the school principal. The questionnaires were distributed to the selected elementary

teachers and parents of Tomas Cabili Central School who answered the questionnaire. The

questionnaires that were distributed to the respondents were retrieved. After retrieving the

questionnaires, the responses were tabulated and analyzed.

3.5 Treatment and Analysis of Data

To interpret the quantitative data effectively, the following tools were employed :

1. Frequency and percentage – this will be used to determine the percentage of the

respondents’ profile

2. Weighted Mean – this will be used to determine the Reponses of the respondents

on the reasons to assess absenteeism and motivation.

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CHAPTER IV

FINDINGS, RESULTS, AND DISCUSSION

This chapter presents the findings, results and discussion of the gathered data, as

perceived by the parents and teachers of the grade 5 pupils, with possible strategies to be

employed to minimize, if not eradicate absenteeism

4.1.=Factors Contributing to Absenteeism as Perceived by the Pupils’

Parents and Teachers

Table 4.1. Frequencies, Percentage and Means of the First Dimension

Items F 1 2 3 4 5 X
I am absent from school because…
F 15 4 12 5
` It’s noisy inside our 9 33.3 8.89 36.68 11.11
1 classroom % 1.9
20
2 Peers influence me to be f 31 8 3 3
absent % 68.88 17.78 6.670 6.67 1
3 My classmates bully me f 10 3 8
% 22.22 6.67 35.55 17.78 1
17.78
4 My parents don’t care f 32 6 2 2
3
% 71.11 13.33 4.44 4.44
1.0012
5 Parents cause absence f 5 0 12 1
without reason 27
% 11.11 0 26.67 2.22
60

6 Parents say be absent with f 24 4 4 1

reason 12
% 53.33 8.88 8.88 2.22
26.67
7 I dislike my teacher f 71.11 8.88 6.88 2.22 1
%
1.0004

8 My teacher scolds me F 19 5 17 2 5
% 33.33 11.11 37.78 4.44 11.11
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1.023
9 I can’t understand my f 19 7 4 0 15
teacher’s lessons % 42.22 15.56 8.88 0 33.33

Table 4.1 shows the mean of 1.3. It was evident that the children did not remain

absent from school because of the causes sourced from the classroom atmosphere because

most of the respondents answered items in “neutral” interval in this sub-dimension. For

instance, 36.68% of the learners never skip school because “it’s noisy inside the

classroom”, referring to the data found in the study of Ocak & Baysal (2017) where it was

evident that there were several factors that contributed to the absenteeism of learners in

school such as physical attitudes and the influence of peers to the respondents’ possible

strategies to be employed to minimize, if not eradicate absenteeism.

With the mean 1.0004, it was evident that the home related factors on the student’s

absenteeism. Basically, data show that 60% of the respondents are committing absences

based on their parents’ prerogative. However, there was a huge percentage that parents

showed care towards their children’s studies.

On teacher-related factors were discussed, there was a very low percentage on

students’ disliking their teacher and being absent because of being reprimanded. However,

although not the majority, there was at least 15% of learners having difficulty on

understanding their teacher’s lessons which affected their school attendance, evidenced by

mean the mean 1.008, referring to Henry (2007) observation that absenteeism often begins in

elementary schools, from Grades 1 to 8, as this is the years when learners have more autonomy

over their respective decisions whether to be present or to be absent.

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4.2.=Parents’ Attitudes Towards the Child’s Absenteeism

Table 4.2. Frequencies, Percentage and Means of the First Dimension

Items F 1 2 3 4 5 X
Do you…
f 15 4 12 5
` Know that your child is 1 7 0 2 35
1 absent 2.22 15.56 0 4.44 77.78 1
2 Take your child to school 0 7 0 17 37.78
or let him/her commute? 46.67 0 15.56 0
1.0001
3 Escort your child to 19 0 5 3 18
his/her classroom? 42.22 0 1.11 6.67 40
0.9

4 Are you separated from 34 2 1 0 8

your spouse? 75.56 4.44 2.22 0 17.78
1
5 Give enough allowance to 0 0 22 2 21
your child? 0 0 48.89 4.44 46.67
1

6 Impose discipline to your 0 0 0 0 45

child? 0 0 0 0 100
0.2
7 Receive sms when child is 6 0 22 0 17
absent? 13.33 0 48.48 0 37.78
1.10 9

Table 4.2 shows the mean 1.24 concerning parents’ or home-related contributions

on absenteeism. The data show the involvement of parents’ in their children’s education

which was vivid because 77.78% of the parents were aware when their children were absent

and majority of them were disciplining their child. However, majority of them were neutral

when it came to allowances since the respondents were not aware if the given allowances

were enough for their child. This was because of the financial constraints of the parents.

McLeod’ (2018) citation of Maslow’s hierarchy of needs that has bearing with the child’s

absenteeism having a rising level, all because their basic needs were not met.

4.3.=Teachers’ Strategies to Counter Absenteeism

Table 4.3. Frequencies, Percentage and Means of the Teacher’s Strategies

to Counter Absenteeism

Items F 1 2 3 4 5 X
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Are your/Do you…

f 1 2 3 4 5
1 Instructional materials 0 0 0 4 2 1
appealing? 0 0 0 66.67 33.33
2 Providing a conducive 0 0 0 4 2 1
learning space? 0 0 66.67 33.33
3 Motivate your 0 0 0 2 4 1
learners? 0 0 0 33.33 66.67
4 Find your learners 0 0 0 4 2 1
attentive? 0 0 0 66.67 33.33
5 Encourage learners’ 0 0 0
participation? 0 0 0
6 Impose discipline on 0 0 0 2 4 1
your learners? 0 0 0 33.33 66.67
7 Motivate your 0 1 4 0 1.0001
learners? 0 16.67 66.67 0
8 Find your learners 0 0 0 1 1
attentive? 0 0 16.67 83.33
9 Encourage learners’ 0 0 0 0 1
participation? 0 0
10 Impose discipline on 0 0 0 1
your learners? 0 0 16.67

Table 4.3 shows that majority of the teachers provided the best learning experiences for

their children, referring to Murcia (2015), that teachers and school personnel have the

objective that majority of the class will learn from the day’s classroom activities. In this study,

the mean of 2.0 showed as evidence.

Causes of absenteeism sourced from school, according to Gökyer (2012), the students

either agreed or partly agreed on the items related to the causes of absenteeism, supported by

Wadesango and Machingambi (2011) findings that poor teaching strategies resulted to a

boring learning environment, poor social economic situations and weak student-teacher

relationship, thus resulted to absenteeism.

In relation to this literature, the teachers were asked whether or not programs to

counter students’ absenteeism should be crafted and implemented four (4) of them answered

yes which constitutes 66.67 in percentage and only two (2) of the respondents answered no

which establishes 33.33 in percentage. One of the intervening programs is the establishment

of a strict monitoring program to monitor children’s attendance and absences and the

creation of a healthy community where students can learn by providing incentives.

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4.4 Analysis
The data have shown different factors that affects absenteeism on students. And the

willingness of the teachers to create, implement and conduct a series of programs and

activities to solve this problem. This corroborates the study of Murcia (2015), it is

frustrating for teachers when students are absent and they have prepared lesson plans with

the objective that 100% of the class will learn from the day’s classroom activities, and it is

most satisfying when all students are present on that day and the days thereafter to ensure

maximum learning. Unfortunately, it is challenging to achieve perfect attendance due to

different factors. No matter how interesting and well-prepared the lessons and teaching

materials are negative impressions are setting bad directions among, to miss out on the

day’s activities willingly or unwillingly.

Chapter V

SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATIONS

This chapter presents the conclusion of the study. It also includes the summary,

implications to the theory used in analyzing the study, implications to practice and the

recommendations of the study.

5.1 Summary

The study aimed to describe the common factors affecting absenteeism of grade V

pupils of Tomas Cabili Central School. In addition, the study determined the common

factors that causes absenteeism among the respondents. Furthermore, the study also
 23

described the academic performance of the students and the possible programs that would

aim to intervene and counter chronic absenteeism among the students.

The findings of the study showed that there are different factors contributing to the

absences of the students. In addition, majority of the respondents have pointed out that one of

the reasons why skipping classes has become a trend is because of the difficulty understanding

the lessons presented by the teachers. Furthermore, the data gathered through the parents’, it

has been concluded that parent-child relationship is a key factor why students take absences.

Lastly, one of the intervening programs recommended is the establishment of a

strict monitoring program to monitor children’s attendance and absences and a healthy

community where incentives are given.

5.2 Conclusions

Based on the findings, results, and discussion of the gathered data, it could be

concluded that due to home-related factors, teacher-related factors, and the atmosphere

where the classes were held, absenteeism increased among the Grade 5 pupils. The

children’s basic needs like allowance, good health, guidance from parents, and motivation

to learn from teachers, had to be taken into top priority in order to reduce absenteeism.

The teachers who responded during the data gathering phase also believes that

every student has a different learning needs and everyone should be address. This could

only be addressed through enforcing different types of intervention through monitoring

and incentives. This result is corroborated by the Choice Theory, in which

teachers/managers has the role to that students are working hard and performing in the best

of their abilities.
 24

5.3 Implications

5.3.1 Implications to Theory

Most of the related studies are focused on the secondary level. Given the findings,

there is a research gap that focuses on absenteeism at the elementary level. This study will

be a great contribution on the scarce literature discussing absenteeism and on the

elementary level.

Nevertheless, research findings supported the Self Determination Theory, choice

theory and the Hierarchy of needs on which basic conditions must be first met in order to

nurture the potential of the students and strengthen their holistic development.

5.3.2 Implications to Practice

The findings of the study suggest that there must be an awareness and a deliberative

action from the educational institutions in order to counter the growing problem of chronic

absenteeism among elementary students. In addition, there must be a strong and

institutionalized venue where parents, teachers and learners can build stronger relationships,

thus absenteeism among learners would be minimized, if not eradicated.

5.4 Recommendations

1)To the future researchers: It is recommended to consider gathering respondents from

different levels in grade school to strengthen the validity of the conclusion and

generational differences of the issues and understanding of the respondents may

deliver varying results.

2)Teaching Professionals. To design a comprehensive Intervention Program to

minimize absenteeism, if not, eliminate it. Example would be: a)house to house

visitation; and b)conduct a team- building to focus on intervention on absenteeism

 25

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APPENDICES

APPENDIX A: LETTER AND QUESTIONNAIRE FOR THE

RESPONDENT
 28

Dear Respondent:

Greetings of peace! The undersigned are 4 th year Bachelor of Elementary Education Major in
English students of the College of Education in Mindanao State University – Iligan Institute
of Technology currently conducting a study entitled ABSENTEEISM AMONG GRADE V
PUPILS AND TEACHERS’ INTERVENTION, in partial fulfillment of our degree.
In this connection, we would like to ask for your kind consideration in answering the questions
listed in the following pages and during the course of our interview. We assure genuine
confidentiality in the data that you would provide and that they would only be used for the
purposes of this study.
Thank you very much!

Respectfully yours,

ELLA ROSE M. AGBAY

MICHELLE D. REGALADO

Noted by:

Prof. JULIET C. TERO, Ph. D.

Thesis Adviser

Prof. MA. FAYE M. FAJARDO, Ph. D.

Chairperson of the Faculty

The Questionnaire

4.1.=Factors Contributing to Absenteeism as Perceived by the Pupils’

Parents and Teachers

Directions: Please pub a checkmark (√) on the box that corresponds to your
choice of answer. Guided by this 4-point Likert Scale, 4 is the highest, 1 is the
lowest.

Items
As parent/ teacher, this is I perceive
concerning child’s absenteeism
I am absent from school because…
4 3 2 1
Strongly Agree Dis- Strong-
Agree agree ly Dis-
agree
` It’s noisy inside our classroom
1
2 Peers influence me to be absent
3 My classmates bully me
4 My parents don’t care
5 Parents cause absence without reason
6 Parents say be absent with reason
 29

7 I dislike my teacher

8 My teacher scolds me
9 I can’t understand my teacher’s lessons

4.2.=Parents’ Attitudes Towards the Child’s Absenteeism

As a parent, 4 3 2 1
Strongly Agree Dis- Strong-
Agree agree ly Dis-
agree
Do you…

1 Know that your child is absent?

2 Take your child to school or let him/her
commute?
3 Escort your child to his/her classroom?
4 Are you separated from your spouse?
5 Give enough allowance to your child?
6 Impose discipline to your child?
7 Receive sms when child is absent?

4.3.=Teachers’ Strategies to Counter Absenteeism

Table 4.3. Frequencies, Percentage and Means of the Teacher’s Strategies

to Counter Absenteeism

Items
As a teacher,
Are your/Do you… 4 3 2 1
Strongly Agree Dis- Strong-
Agree agree ly Dis-
agree
1 Instructional materials appealing?
2 Providing a conducive learning space?
3 Motivate your learners?
4 Find your learners attentive?
5 Encourage learners’ participation?
6 Impose discipline on your learners?
7 Motivate your learners?
8 Find your learners attentive?
9 Encourage learners’ participation?
10 Impose discipline on your learners?

=end of questionnaire= Thank you for your full cooperation.

30
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 32

Oral Consent:

When written consent is inappropriate for cultural/political reasons or if a participant cannot

read/write, researchers will verbally explain the nature and purpose of the research and request

him/her to affix his/her thumb mark in the space indicated below as a sign of voluntary consent,

as well as the signature of a witness.

Participant’s Right Thumbmark

Participant
Name and Signature of Witness

__________________________

Date (Day/Month/Year)
 33

CERTIFICATE OF AUTHENTIC CO-AUTHORSHIP

We hereby declare that this submission is our own work and product of our own effort,
patience, and knowledge. It contains no materials previously published or written by another
person. This work does not also contain material which to a substantial extent, has been
accepted for an award of any other degree or diploma, except where due acknowledgement is
made in the manuscript. Any contribution made to the research by others, with whom we have
worked at MSU-IIT or elsewhere, is explicitly acknowledged in the manuscript.

We also declare that the intellectual content of this manuscript is the product of our own work,
except the assistance that we received in the project’s design, conception and style, and
presentation which we also acknowledged.

ELLA ROSE M. AGBAY

MICHELLE D. REGALADO

JULIET C. TERO, LPT, MA

Thesis Adviser
 34

CURRICULUM VITAE

Prk.3, Luinab Iligan City

Mobile: +639057187681
Email: ellarose.agbay@g.msuiit.edu.ph
ELLA ROSE M. AGBAY

PERSONAL DATA

Date of Birth November 23, 1998

Place of Birth Luinab, Iligan City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Weight 78 kg.
Height 5’4
Father’s Name Alexander B. Agbay
Mother’s Name Gerlie M. Agbay

EDUCATIONAL ATTAINMENT

Kindergarten Luinab Day Care Center

Sy.2003-2004
Elementary Luinab Elementary School
Sy.2004-2011
Secondary Iligan City National High School
Sy.2014-2015
Tertiary Mindanao State University Iligan Institute of Technology

SEMINAR ATTENDED
2017 Sambisig Colloquium
2018 Political Science Seminar
2020 Seminar-Workshop on Inclusive Education

ORGANIZATIONAL EXPERIENCES

2014-Present Student Peer Facilitator Member

 35

CURRICULUM VITAE

MICHELLE D. REGALADO
Purok 3 Nangka, Balo-i Lanao Del Norte
Mobile: +639068770645
Email: michelle.regalado@g.msuiit.edu.ph

PERSONAL DATA

Date of Birth February 22, 1999

Place of Birth Nangka, Balo-i Lanao Del Norte
Civil Status Single
Citizenship Filipino
Religion Lutheran
Weight 58 kg
Height 5’4
Father’s Name Marifred M. Regalado
Mother’s Name Margie C. Regalado

EDUCATIONAL ATTAINMENT
Kindergarten Engineering Day Care Center
SY.2003-2004
Elementary Shekinah Hope Foundation Academy Inc.
SY.2004-2006
Quitoras Foundation College Inc.
SY.2006-2011
Secondary Quitoras Foundation College Inc.
SY. 2011-2013
Iligan City National High School
SY.2013-2015
Tertiary Mindanao State University Iligan Institute of Technology

SEMINAR ATTENDED
2011 Redeemer Lutheran Church Youth Training
2013 Redeemer Lutheran Church Youth Leadership Training
2015 Redeemer Lutheran Church Youth Leadership Training
2017 Sambisig Colloquium
2018 Political Science Seminar
2020 Seminar-Workshop on Inclusive Education
ORGANIZATIONAL EXPERIENCES
2011-Present Redeemer Lutheran Church Choir
Member
2020-2021 Christian Lutheran Church Secretary
2017-Present One Million dance troupe CED-IDS
Member