SCHOOL ABSENTEEISM AMONG GRADE 8 STUDENTS:

IT’S IMPACT ON ACADEMIC PERFORMANCE

A Research Paper Submitted to the Faculty of the

Special Science Program of Bulwangan National High School,
Bulwangan, Hinoba-an, Negros Occidental
in Partial Fulfillment of the
Requirements for the Subject

RESEARCH II

ANGELICA T. BAYONA
ELLA JOHLYN C. CANTERO

MARCH 2020
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TABLE OF CONTENTS

PAGES
Title Page......................................................................................................i
Table of Contents..................................................................................................ii
List of Figures..............................................................................................iii

INTRODUCTION............................................................................................1
Background of the Study..........................................................1
Statement of the Problem........................................................3
Scope and Limitations..............................................................5
Significance of the Study..........................................................7
Definition of Terms...................................................................8
Review of Related Literature....................................................11

METHODOLOGY...........................................................................................15
Research Design .....................................................................15
Participants...............................................................................16
Instrument.................................................................................16
Procedure for Data Collection..................................................18
Data Treatment and Analysis...................................................18

REFERENCES...............................................................................................21

APPENDICES................................................................................................23
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LIST OF FIGURES PAGES

1 Schematic Diagram ………………………………………………………….6

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INTRODUCTION

Background of the Study

According to (Merriam-Webster dictionary), absenteeism is "chronic

absence." 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.

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

and social skills. Chronically absent students are at a disadvantage both socially

and academically. They miss out on 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 well have precipitated non-attendance in the first place. Students, yet

for one reason or another, at one time or other time want to miss to a day of

school.

(CC BY-SA 3.0)Absenteeism is a habitual pattern of absence from a duty

or obligation without good reason. Generally, absenteeism is unplanned

absences. Absenteeism has been viewed as an indicator of poor individual

performance, as well as a breach of an implicit contract between employee and

employer. It is seen as a management problem, and framed in economic or

quasi-economic terms. More recent scholarship seeks to understand

absenteeism as an indicator of psychological, medical, or social adjustment to

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work.

School absenteeism is an alarming problem for administrators, teachers,

parents, society in general, and pupils in particular. Unaccepted absences have a

negative effect on peer relationships, which can cause further absences.

Absenteeism also affects the teacher’s ability to present class work in a

sequential and organized way. This can have an effect on the progress of all the

students in the class.

Families of habitually absent students can also suffer. For a poverty-

stricken family, it may mean a continuation of the poverty and unemployment

cycle that may run in the family. This also contributes to family conflicts.

Society also suffers when school-age children are not in school. These

children may hang out on the streets. Since they have nothing to do, they resort

to petty crimes like stealing other people’s belongings and property. Others may

become addicted to drugs or engage in other destructive behavior. Thus, if a

student keeps away from school for too long, he may grow up to be a liability to

his community and his country as a whole.

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. Even though it is widely understood that absenteeism has

asubtantial impact on performance. And even though absenteeism has become

a highly popular metric under (ESSA)

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It is the aim of every school to lessen, if not eradicate, absenteeism

among its students. One way of addressing this problem is to identify the causes

of truancy. Once they are singled out, understood, and analyzed, these issues

may be addressed with specific actions and measures. This will eventually result

in the better performance of the students, teachers, and the school in general.

It is in this context that this research was undertaken, that is, to identify the

causes why the grade 8 students of Bulwangan National High School absent

themselves from their classes.

Statement of the Problem

The purpose of the study was to know the school absenteeism among

grade 8 student of Bulwangan National High School.

More specifically, this sought to answer the following questions:

1. What is the level of school absenteeism as to the following factors:

A. Physical factor

B. Health

C. Personal attitudes

D. Classroom atmosphere

E. Home related factors

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2. What gender appeared mostly in grade 8?

3. Is there a significant relationship of school absenteeism among grade

8 students of Bulwangan National High School?

Hypotheses

1. There is no significant relationship in the no. of absences in the

academic performances of the students.

Theoretical and Conceptual Framework

Since the main objective of the present research is to find out whether or

not any association exists between the absences in the academic activities of

their children and academic achievement of children. Therefore, it is assumed

that more the absences in children’s academic activities, the lower the level of

academic achievement of their children. This assumption seems to be partly

consistent with the theoretical schema of Epstein’s (1995), frame work of six

types of parental involvement. A theoretical framework is collection of interrelated

concepts, like a theory but not necessarily so well worked out. A theoretical

frame work guides your research, determining what things you will measure, and

what statistical relationships you will look for. Researchers have made an attempt

to see the validation of Epstein’s (1995) theory specifically in Pakistani social

setup. Joyce Epstein has developed a frame work for defining six different types

of parental involvement. This frame work assist educators in developing school

and family partnership programs there are many reasons for developing school,
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family, and community partnerships, she writes, “the main reason to create such

partnerships is to help all youngsters succeed in school and in later life”.

Students absences has been shown to be an important variable that negatively

influences children’s education. More and more schools are observing the

importance and are encouraging families to become more involved. Because of

this recent trend, it has become essential to understand what is meant by

students absences and in what ways it has an influence on children’s education.

A comprehensive view of involvement is presented by Epstein’s model. Epstein

(1995) discussed how children learn and grow through three overlapping spheres

of influence: family, school, and community. These three spheres must form

partnerships to best meet the needs of the child. Epstein defined six types of

involvement based on the relationships between the family, school, and

community: parenting (skills), communicating, volunteering, learning at home,

decision making, and collaborating with the community. Epstein stressed the fact

that all of these six types of involvement need to be included to have successful

partnerships.

From this theory of overlapping spheres of influence comes a framework

of six major types of involvement which evolves from many years of continuous

studies. This framework has been a great help for educators around the world in

developing home-school partnership programs and for researchers as well in

finding ways on how to lessen students absences. Epstein typology of PI

comprises absences. Assist families with parenting skills, family support,

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understanding child and adolescent development, and setting home conditions to

support learning at each age and grade level; Communicating. Communicate

with families about school programs and student progress and create two-way

communication channels between school and home; Volunteering. Improve

recruitment, training, activities, and schedules to involve families as volunteers

and as audiences at the school or in other locations that enable educators to

work with volunteers who support students and the school; Learning at Home.

Involve families with their children in academic learning at home, including

homework, goal setting, and other curriculum-related activities; Decision-Making.

Include families as participants in school decisions, governance, and advocacy

activities through school councils or improvement teams, committees, and parent

organizations; and Collaborating with the Community. Coordinate resources and

services for families, students, and the school with community groups, including

businesses, agencies, cultural and civic organizations, and colleges or

universities. Enable all to contribute service to the community.

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INDEPENDENT DEPENDENT
VARIABLE VARIABLE

ABSENTEEISM
STUDENTS’
1. Physical Factor ACADEMIC
2. Health Personal PERFORMANCE
Attitudes
3. Classroom
Atmosphere
4. Home Related
Factors

Figure 1: Schematic Diagram Showing the Relationships of the Absences

and Its Impact to Students’ Academic Performance.
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Scope and Limitations of the Study

This study is intended only for selected grade 8 students of Bulwangan

National High School. The researchers focus on grade 8 so that it’s easy for the

researchers to find their participants. And also they have noticed that many

students in grade 8 are always absent.

Significance of the Study

This study will be significant to the following:

School Administrators. They will be provided with the insight to devise

plan on how to decrease the absences of the students. They should tell the

parents so that they will be inform and aware on what their does at school

especially in class.

Teachers. They will be provided with useful insights to plan on how to

decrease the level of absences in school to help improve the students

attendance and to participate in class.

Parents. They will be warned that they should guide, teach and advise

their children.So that their children will always go to school and perform well in

class.

Students. They will be motivated to lessen their absences. And train

themselves that they should be responsible in school and be participative in

class.
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Future Researchers. They will be guided in including other variables that

can contribute meaningfully to improve the teaching-learning process.

Definition of Terms

For the purpose of this study, the following terms are defined operationally

and conceptually to have clearer idea and better understanding of the content of

this research.

Physical Factor.

Health. It is the condition of being sound in body, mind or spirit.

The general condition of the body. ( Merriam Webster)

Personal Attitudes. A predisposition or a tendency to respond positively or

negatively towards a certain idea, object,person, or a situation. Attitude

influences an individuals choice of action, and responses to challenges,

incentives, and rewards (together called stimuli). (Business Dictionary)

Classroom Atmosphere. is often equated with classroom climate or

classroom environment, which refers to the social, psychological, and

emotional features of the atmosphere or environment of the classroom.

(Schunk, Pintrich,& Meese, 2008)

Home Related Factors. Most of the factors are home related: family, size,

financial burden, work at home, parental attitude towards education and

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parenting style. When it comes to school, the relationship between the

teacher and the student and the distance of the school from home are some

factors that affect . (Press Reader)

Absenteeism. It is the practice or habit of being absent in work or school. It

is a very bad practice especially in school.(Merriam Webster).

Review of Related Literature

All students, yet for one reason or another, at one time or other time want

miss to a day of school. The general tendency to engage in such unwillingness is

referred to absenteeism. Student absenteeism is defined by Teasley (2004) as a

period of time when a student does not attend school, has become major and

continuous problem among high school students in many countries. Indeed,

numerous studies conducted to answer a question that is why high school

students miss classes.

In this notion, Teasley have noted numerous risk factors that contribute to

student absenteeism such as family health, low income, poor school climate,

drug and alcohol use, transportation problems, and community attitudes towards

education. Pehlivan (2006) found that the major reason given by students for

non-attendance at lecture or school were bored at school, dislike of school and

lessons, encouragement of friends, and lack of expectations about education.

Wilkins (2008) has reported four themes, which play important role to motivate
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students to attend school such as school climate, academic environment,

discipline, and relationships with teachers.

Ingul, Klöckner, Silverman, and Nordahl (2012) found that school

absenteeism associated with internalizing and externalizing behavior, family work

and health, and school environment. In another study, Henry (2007) has noted

that parents’ education levels contribute to students’ absenteeism. Simons,

Hwang, Fitzgerald, Kielb, and Lin (2010) found that there are an association

between absenteeism of student and unfavorable school setting conditions. In

addition, some researches argued that students’ attitude and motivation for

learning was a key factor in student absenteeism (Devadoss & Foltz, 1996;

Gump, 2006; Gökyer, 2012; Kottasz, 2005; Marburger, 2001; Paisey & Paisey,

2004). For Example, Kottasz (2005) found that student with low motivation are

absent more than student with high motivation level. Schwartz, Radcliffe, and

Barakat (2009) reported that absenteeism negatively related to future-oriented

academic goals. Watkins and Watkins (1994) found that student absenteeism

was predicted by academic failure, low school effort and previous grades.

Another group authors argued that students’ attitude towards teacher and school

play important role in school absenteeism (Adıgüzel & Karadaş, 2013; Attwood &

Croll, 2006; Gökyer, 2012; Pehlivan, 2006;

Veenstra, Lindenberg, Tinga, & Ormel, 2010; Wilkins, 2008). For example,

Adıgüzel and Karadaş (2013) found that student with high level of absenteeism

reported negative attitudes towards school. Attwood and Croll (2006) found that
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students’ negative attitude to teachers is related to school absenteeism. As a

result, school absenteeism has a complex nature that includes risk factors

associated with personal, academic, family, school environment, and social

variables.Because of absenteeism has a complex nature, the consequences of

high level school absenteeism can be detrimental for students. In the other

words, the absenteeism among high school students can lead to more negative

effect such as low academic performance and many social problems. In

regarding relationship between student absenteeism and academic achievement,

Epstein and Sheldon (2002) stated that student 7 Balkıs, Arslan, Duru / The

School Absenteeism among High School Students: Contributing Factorswith

absenteeism miss opportunities to learn the material that enables them to

succeed later in school and; fall behind their classmates in academic

achievement. In this notion, previous studies has revealed that student

absenteeism is related academic failure and academic performance (Adıgüzel &

Karadaş, 2013; Altınkurt, 2008; Gottfried, 2009; Klem & Connell, 2004; Korir,

Charo, Ogichi, & Thinguri, 2014; McCluskey, Bynum, & Putchin, 2004; Moonie,

Streling, Figgs, & Castro, 2008; Nichols, 2003; Morrissey,

Hutchison, & Winsler, 2014; Yakovlev & Kinney, 2008). In addition some authors

believed that level of academic achievement lead school absenteeism (Devadoss

& Foltz 2001; Watkins & Watkins, 1994; Wayt, 1990). Student absenteeism is

also associated with social problems.

In this notion, Smink and Reimer (2005) stated that student with
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absenteeism often engage in high-risk behaviors that lead to referral to the

juvenile justice system. Indeed, research has revealed that student absenteeism

is related to juvenile delinquency (McCray, 2006; McCluskey et al., 2004; Smink

& Reimer, 2005). Previous studies noticed that there is strong relationship

between student absenteeism and school dropout (Battin-Pearson et al., 2000;

Alexander et al., 2001 as cited in Tanner-Smith & Wilson, 2013, p. 469). In

conclusion, student absenteeism impacts not only students’ educational progress

but also affects their social development, Being always present in class in getting

to school are two of the crucial determining factors of a student’s success.

One in five eight-graders was chronically absent.Typically, in 2015, About

one in five eight-graders(19.25%) missed school three days or more in the month

before the NAEP assessment and would be at risk of chronically absent if that

pattern were sustained over the school year.

 About 13 percent missed 3-4 days of school in 2015;about 5% missed 5-10

days of school (between a quarter and a half of the month); and a small

minority, less than 2%, missed more than 10 days of school, or half or more

of the school days that month.

 We find no significant differences in rates of absenteeism and chronic

absenteeism by grade (similar shares of fourth-graders and eight-graders

were absent), and the patterns were relatively stable between 2003 and

2015.

 While, on average, there was no significant change in absenteeism levels

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between 2003 and 2015, there was a significant decrease over this period in

the share of students missing more than 10 days of school.

Absenteeism varied substantially among the groups we analyzed. In our

analysis, we look at absenteeism by gender, race/ethnicity and language status,

FRPL(free or reduced-price lunch) eligibility( our proxy for poverty status), and

IEP(individualized education program) status( our proxy for disability status).

some groups had much higher shares of students missing in school than others.

 Absenteeism by poverty and disability status. Poor and somewhat poor

students ( those who qualified for free launch or for reduced-price lunch) ans

students with disabilities(those who had individualized education programs,

or IEP’s)were such more likely than their more affluent or non-IEP peers to

miss a lot of school.

 Twenty-six % of IEP students missed three school days or more, compared

with 18.3% of non-IEP students.

 Looking of poverty-status groups, 23.2% percent of students eligible for free

lunch, and 17.9% of students eligible for reduced-price lunch, missed three

school days or more, compared with 15.4% of students who were not FRPL-

eligible ( that is, eligible for neither free lunch nor reduced-price lunch).

 Among students missing more than 10 days of school, the share of free-

lunch eligible students was more than twice as large as the share of non-

FRPL-eligible students(2.3% vs. 1.5%). (Emma Garcia and Elaine Weiss,

Sep. 2018)
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METHOD

This research study will be processed with proper guidelines in research

methodology through research design, locale, and respondents of the study, the

research instrument with its validity and reliability. This will commence on the

data gathering procedure and statistical tools that will be utilized for the data

analyses.

Research Design

This study has been conducted using the descriptive correlational as the

research design. All of the fifty grade 8 students were asked to complete a

questionnaire. They rated various situations, reasons, and causes for being

absent from school.

Participants

The participants of the study are the selected grade 8 students of

Bulwangan National High School. This study included a total of 50 high school

students studying in grades 8. 25 are girls and 25 are boys. Participants’ age

ranged from 14 to 18 years. Students who are volunteers to participate in the

study. All participants completed the survey approximately 25 minutes.

Research Instrument

Demographics information sheet and School Attitude Assessment were

used to gather data. Demographic information sheet was prepared for this study

includes personal information such as gender, age, parents’ educational level,

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income, academic achievement, previous absenteeism and current absenteeism.

All the the data was then organized, tallied, tabulated, and presented in a series

of tables. Frequency counts, percentage weight values and weighted mean were

used in the analysis and interpretation of data.

The responses were analyzed using a five-point Likert’s scale with the

following equivalent:

1. never

2. rarely

3. sometimes

4. very often

5. always

The researchers use table to collect the data.

Procedure for Data Collection

The researchers make the table and questions for data collection. Then

the researchers find their participants which is the grade 8 selected students. The

researchers gave each participants a questionnaire which they have to answer.

The researchers collected the answers based on the questions they have

surveyed. And lastly, the researchers analyze all the data they have collected.

Data Treatment and Analysis

The profile of students in terms of gender will be determined by frequency

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and percent distributions.

To determine the level of school absenteeism, mean will be used and

descriptively interpreted using the assigned scale.

The obtained mean scores were interpreted according to the following

interpretative guide known as Likert’s Scale (Calmorin, 2010):

Mean Score Range Interpretation

4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree

2.61 – 3.40 Neutral

1.81 – 2.60 Disagree

1.00 – 1.80 Strongly Disagree

The 0.05 level of significance will be used as basis for accepting or

rejecting the null hypotheses.

To determine the significant relationship between the absences and

students’ academic performance, utilizing a quantitative correlational statistics

design with a Pearson’s r test. The Pearson’s r test will be used to measure the

“linear relationship between two continuous variables (measured on an interval or

ratio scale). Pearson’s r can range from -1.00 (a perfect negative correlation), to

0.00 (no correlation) to +1.00 (perfect positive)” (Rayvid, 2011).

Ethical Considerations
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Ethics was observed in the execution of the design. All the participants were

asked to sign a document that states their consent of their voluntary participation

and the same document that responses would be taken with confidentiality. All

data, e.g., participants’ information sheet and interview transcripts,were safely

kept. No identifying information was included in the results section of this study.
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APPENDIX A
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DATA GATHERING INSTRUMENT

Name: __________________________________ Grade/Section: __________

A. Physical Factor 5 4 3 2 1
1. Our house is far from the school.
2. It is unsafe to go to school.
3. Nobody accompanies me in going to school since it is
far.
B. Health
1. I have a toothache.
2. My stomach hurts.
3. I have a headache
4. I'm down with fever/flu.
5. I have other diseases like diarrhea, etc.
C. Personal Attitude
1. I am not interested in my studies.
2. I feel lazy.
3. My friends influence me to be absent from my classes.
4. I can't concentrate in my studies.
5. I didn't wake up early.
6. I did not study/make my assignments the night before.
7. I got fond of playing computer games.
D. Teacher-Related Factors
1. My teacher scolded me.
2. I can't understand my teacher's lessons.
3. I don't like my teacher.
E. Classroom atmosphere
1.Our classroom is hot and uncomfortable.
2. It's noisy inside our classroom.
3. A classmate/classmates bully me.
4. I have no friends in our class.
F. Home-Related Factors
1. My parents ask me to be absent from class.
2. My parents quarreled.
3. My parents don't care about my studies.
4. I'm too pre-occupied with household chores.
5. I have no money to buy snacks in school.
6. We have no food/I did not eat.