CAUSES OF ABSENTEEISM AS CORRELATES TO ACADEMIC

PERFORMANCE OF THE STUDENTS AT OCCIDENTAL

MINDORO STATE COLLEGE MAMBURAO CAMPUS

AN UNDERGRADUATE THESIS

Submitted to the Faculty of Bachelor of Elementary Education

Occidental Mindoro State College
Mamburao Campus

As Partial Fulfillment of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

JANN CHRISTELA S. GUILLERMO

DIANA D. PAGUNSAN
KRYZHA JANEN S. PATIU
RIZZA MAE B. LASTRA
JENNY M. BAGRO
GERALDINE P. MAMILDANG

Adviser:
NOELLYN KATE A. TAPALES, MAEd
Research Coordinator

Date to be submitted:
March 2025

Permission is given for the following people to have access to this thesis
Available to the general public YES
Available only after consultation with author/thesis NO
Available only to those bound with confidentiality agreement NO

I
 PERMISSION PAGE

We hereby grant the Occidental Mindoro State College a non-exclusive,

worldwide, royalty free license to reproduce, publish and publicly distribute copies
of this thesis or dissertation in whatever form subject to the provisions of applicable
laws, the provisions of the OMSC Intellectual Property Rights policy and any
contractual obligation, as well as more specific permission marking the Title Page.

Specifically, we grant the following rights to OMSC:

a) To upload a copy of the work in the thesis database of the
college/school/institute/department and in any other databases available on the
public internet;
b) To publish the work in the college/school/institute/department journal, both in
print and electronic or digital format and online; and
c) To give open access to the above-mentioned work, thus allowing “fair use” of
the work in accordance with the provision of the Intellectual Property Code of
the Philippines (Republic Act No. 8293), especially for teaching, scholarly, and
research purposes.

JANN CHRISTELA S. GUILLERMO

RIZZA MAE B. LASTRA

DIANA D. PAGUNSAN

GERALDINE P. MAMILDANG

JENNY M. BAGRO

KRYZHA JANEN S. PATIU

Bachelor of Elementary Education

Occidental Mindoro State College – Mamburao Campus

vii
 APPROVAL SHEET

This research paper entitled “Causes of Absenteeism in Correlates to Academic

Performance Of The Students At Occidental Mindoro State College Mamburao
Campus” prepared and submitted by Jann Christela S. Guillermo, Diana D. Pagunsan,
Kryzha Janen S. Patiu, Rizza Mae B. Lastra, Jenny M. Bagro and Geraldine P.
Mamildang in partial fulfillment of the requirements for the degree Bachelor of
Elementary Education, has been recommended for approval.

NOELLYN KATE A. TAPALES, MAEd

Adviser

Certified as to the appropriateness of data analysis and correctness of

grammar, style, and format.

MARY AZENNETH P. MASANGKAY NOELLYN KATE A. TAPALES, MAEd

Data Analyst Critic Reader

Approved as partial fulfillment of the requirements for the degree Bachelor

of Elementary Education.

Panel of Examiners

RUTH D. GUILLERMO, PhD MARILYN M. BULAONG

Member Member

MELANIE A. SADIASA, MAEd

RECO Member

NOELLYN KATE A. TAPALES, MAEd

Research Chair

Accepted on __________ as partial fulfillment of the requirements for the degree

Bachelor of Elementary Education.

JOSUE C. DELFIN, DBM

Campus Director

ARTEMIO M. GONZALES, JR., MPH, MAN

Director, Research and Development

vii
 ACKNOWLEDGEMENT

The researchers wish to express their sincerest gratitude to the following persons

who, in one way or another, have helped in the success of this study:

Mr. Artemio M. Gonzales Jr., the Director for Research and Development, who

shared his encouragement and guidance for the improvement of the research;

Dr. Josue C. Delfin, Campus Director, who shared his suggestions, concern, time,

encouragement, and support for the improvement of the research;

Ms. Noellyn kate A. Tapales, their Thesis Adviser, Critic Reader and the Research

Chair, who guided them during the accomplishment of their paper and defense, offered

professional guidance, guided them in analyzing the data and accomplishing the entire

study, and offered suggestions for the enhancement of the study;

Ms. Mary Azenneth P. Masangkay, their Data Analyst, who guided them in

analyzing the data gathered and offer suggestions for the enhancement of the study;

Ms. Melanie A. Sadiasa, the BEED RECO Member, offered suggestions for the

enhancement of the study; and

Dr. Ruth D. Guillermo and Ms. Marilyn M. Bulaong, the Members of the Panel

who gave suggestions, recommendations, and comments for the improvement of the

research.

J.C.S.G.
D.D.P
K.J.S.P.
R.M.B.L.
J.M.B.
G.P.M

vii
 DEDICATION

This research is the result of many difficult sacrifices. The following people, who acted

as an inspiration and a source of strength for the researchers, have their full devotion to

this work:

To our beloved parents:

Mr. Jun M. Guillermo and Mrs. Christal S. Guillermo

Mr. Ramil V. Pagunsan and Mrs. Ma. Cristina D. Pagunsan

Mr. Joven G. Patiu and Mrs. Jovelyn S. Patiu

Mr. Carmelo P. Lastra and Mrs. Theresita H. Lastra

Mr. Joel V. Bagro and Mrs. Ma. Dolorosa A. Maceda

Mr. Valerio A. Poog and Mrs. Ray-om B. Poog

We dedicate this research study wholeheartedly and lovingly to our family, especially to

our parents for their unwavering support in all areas—financial, emotional, moral and

spiritual—but especially their understanding on all our busy days and late-night stays.

To our cherished family members, friends, and classmates who offered their assistance

and contributed their words of wisdom and motivation to complete our research.

Above all, to Almighty God, for the blessings, guidance, strength, and wisdom that led

to the completion of this research.

J.C.S.G.
D.D.P
K.J.S.P.
R.M.B.L.
J.M.B.
G.P.M.

vii
 TABLE OF CONTENTS

Page
TITLE PAGE i
PERMISSION PAGE ii
APPROVAL SHEET iii
ACKNOWLEDGMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF PLATES xi
ABSTRACT xii

CHAPTER

I INTRODUCTION 1
Background of the study 1
Objectives of the study 3
Significance of the Study 4

II REVIEW OF RELATED LITERATURES 6

Related Literature 6
Theoretical Framework 23
Conceptual Framework 23
Operational Definition 24
Hypothesis/Assumptions 25

III RESEARCH METHODOLOGY 26

Study Design 26
Study Setting 27
Unit of Analysis and Sampling 28
Research Instrument 31
Data Collection Procedure 31
Data Processing and Analysis 31
Scope and Limitations 33
Ethical Considerations 33

IV RESULTS AND DISCUSSIONS 35

Results 35
Discussion 39

V CONCLUSIONS AND RECOMMENDATIONS 45

Conclusions 45
Recommendations 45

REFERENCES 46

vi
vii
APPENDIX

A. Communication/Permit to Conduct the Study 50

B. Research Instrument Use Permission 58
C. Research Instruments 63
D. Pictures/Plates 65
E. Originality Report 70
F. Researcher’s Profile 79

vii
vii
 LIST OF TABLES

Table Title Page

1 The sample size of students that was categorized according to their 28

year level.

2 The 4-point Likert scale that the researchers will use in measuring the 29
students’ extent of absenteeism in their academic performance

3 Content validity of the self-made survey questionnaire. 30

4 Internal consistency reliability results of gathered data using the self- 31

made questionnaire.
5 Respondents Extent of absenteeism of the student as to financial 35
stability

6 Respondents Extent of absenteeism of the student as to financial 36

stability

7 Summary of the respondents’ extent of absenteeism of the student. 37

8 Respondents’ academic performance (General Weighted Average) 38

for the first semester of academic Year 2023-2024.

9 Relationship between respondents’ extent of absenteeism their 38

academic performance.

vii
viii
 LIST OF FIGURES

Figure Title Page

1 Theoretical paradigm of the study. 23

2 Research paradigm of the study. 24

3 Location Map of Occidental Mindoro State College-Mamburao 28

campus.

vii
ix
 LIST OF PLATES

Plate Title Page

1 The researchers during their Pre-oral Defense on March 27, 2024, at 65

OMSC-Mamburao campus.

2 The researcher communicated with the respondents through Facebook 65

Messenger and administered the online survey questionnaire.

3 The researchers during their final consultation with their adviser 66

before the schedule of their Final Oral Defense.

4 The researchers together with their adviser, research coordinator, 66

RECO member, and panel members after the conduct of their final
oral defense on at Occidental Mindoro State College - Mamburao
Campus’ Science Laboratory EQ-102.

vii
x
 ABSTRACT

GUILLERMO, JANN CHRISTELA SANGALANG; PAGUNSAN, DIANA

DIMASACAT; PATIU, KRYZHA JANEN SOLINAP; LASTRA, RIZZA MAE
BUNYI.; BAGRO, JENNY MACEDA; POOG, GERALDINE BARINGAY; College
of Teacher Education, Occidental Mindoro State College - Mamburao Campus,
Mamburao, Occidental Mindoro, Philippines, May 2024. Causes of Absenteeism in
Correlates to Academic Performance Of The Students At Occidental Mindoro State
College Mamburao Campus

Adviser: NOELLYN KATE A. TAPALES, MAEd

This study was conducted to determine the students’ causes of absenteeism in

financial stability and health – related factor and its effect in academic performance.

Likewise, this also assessed the respondents’ the relationship between the respondents’

extent of absenteeism and their academic performance. A total of 364 students of

Occidental Mindoro State College Mamburao Campus under Bachelor of Elementary

Education served as respondents of the study.

The researchers employed the descriptive, difference and correlational research

design and utilized a researcher-made survey questionnaire as the research instrument

using the 4-point Likert Scale, with the interpretation of 4 as very high, 3 as high, 2 as low,

and 1 as very low. All the data gathered from the questionnaire were computed using the

Statistical Package in the Social Sciences (SPSS). Specifically, the following statistical

treatments were used: mean and standard deviation, frequency and percentage, t-test for

independent variable, and Pearson Product Moment Correlation Coefficient.

According to the findings, there is no significant relationship between students’

extent of absenteeism and their academic performance. With this, future researchers might

conduct longitudinal studies which can help to understand how absenteeism and its impact

on academic performance. Tracking students' absenteeism and academic performance

vii
xi
throughout their college years could also reveal trends and patterns not captured in a cross-

section.

vii
xii
 CHAPTER I

INTRODUCTION

Background of the Study

Students absenteeism poses a persistent challenge in the education sector,

impacting learning outcomes significantly impacting learning outcomes, academic

performance, and overall student development. The concept of school absenteeism refers

to a student's regular absences from classes without a valid reason, commonly known as

truancy. Initially recognize as a mere attendance issue, absenteeism in schools is now

understood as a multifaceted problem with diverse causes, effects, and evolving solutions

that are interconnected. The root causes often create substantial barriers to consistent

attendance, perpetuating a cycle of absence with far-reaching consequences. Despite the

complexity of addressing absenteeism due to its varied causes, efforts to establish a

comprehensive support system for fostering regular attendance are ongoing. While

complete eradication of absenteeism may be unattainable due to personal and familial

challenges, alternative education settings, like alternative schools, show promise in

offering flexible attendance options while ensuring academic progression, Birioukov-

Brant, (2017). Factors contributing to student absenteeism underscore the necessity of

utilizing population-level administrative data to bridge existing gaps in academic literature.

Research findings suggest that reasons such as family care duties, illness, stress,

anxiety, or depression significantly affect academic performance outcomes. Successful

reduction of absenteeism calls for a two-pronged approach: the prevention of avoidable

absences and interventions for preventable and unavoidable absences, according to

Hancock & Zubrick (2018). It's crucial to look beyond just the basic categories of excused
and unexcused absences if we want to truly tackle the reasons behind why students miss

school. Research has shown a clear link between absenteeism in both elementary and high

school and negative outcomes like lower academic performance, reduced graduation rates,

and fewer chances of completing a four-year college degree Smerillo et al. (2017). Notably,

the Philippines stands out with the highest rate of long-term student absenteeism, according

to the latest Programme for International Student Assessment (PISA) data Keppens (2023).

This ongoing trend of absenteeism is seen as a key factor contributing to the country's

stagnant results in international assessments. Alarmingly, about 30% of Filipino students

have missed school for more than three consecutive months at some point during their

education. This significant level of absenteeism not only affects attendance but also

hampers academic performance, leading to substantial knowledge gaps over time.

Additionally, absenteeism is identified to have negative impacts on the academic

performance of students, with resultant poor grades, inability to catch up with new ideas,

and giving wrong answers. This may ultimately lead to school dropouts or grade repeating,

Humm et al. (2018) Poor attendance at levels of higher learning hinders learning and

hinders students' career progression. Attending teachers plays a crucial part in improving

the attendance of learners, as the attendance of students directly mirrors their perception of

the and responsiveness of classroom teaching. The most significant causes of student

dropouts are academic underachievement, non-academic or social disengagement, e.g.,

failure to complete homework or refusal to participate in extracurricular activities,

misbehavior, drug use outside school, and truancy in high school, Simon et al. (2020).

In response to these challenges, the Department of Education (DepEd) has issued

several regulations and policies to address student attendance issues and minimize

2
absenteeism. DepEd Order No. 8, series of 2015, emphasizes the importance of habitual

attendance and prescribes standards for the monitoring and control of student absences.

Moreover, Republic Act No. 10533, or the Enhanced Basic Education Act of 2013,

emphasizes the significance of attendance by students and requires fulfillment of the

required number of school days. Moreover, the Commission on Higher Education (CHED)

has issued directives like CHED Memorandum Order No. 01, series of 2014, underlining

the importance of student attendance in higher education institutions. These legislative

frameworks serve as the groundwork for educational institutions to implement strategies

to address absenteeism and its detrimental effects on academic performance.

Objectives of the Study

The study aimed to identify the causes of absenteeism and most common effected

to their academic performance on the students.

Particularly, the research aimed to answer the following questions:

1. To know the level of absenteeism of the student in terms of the following factor:

a. Financial stability

b. Health related factors

2. To know the performance of student in terms of general weighted average

3. To test the significant relationship between the extent of absenteeism and the academic

performance on the student.

3
Significance of the Study

This research study was done with the aimed to benefit the school administrators,

parents, teachers, students, and other researchers.

School. The school can use the results of the study to develop customized strategies

and support mechanisms that address absenteeism among Bachelor of Elementary

Education students, which will result in higher student involvement and better academic

performance.

School Administrators. The study can utilize the findings of this study to establish

policies and interventions to reduce student absenteeism and enhance students' academic

performance.

Teachers. This research can benefit the teachers by learning about the determinants

that lead to student absenteeism, enabled them to improve strategies for supporting and

engaging absenting students effectively.

Parents. This research can benefit the parents where they can learn beneficial

insights into the determinants and contribute towards absenteeism and work together with

the institution to facilitate their children's attendance and academic performance being

effectively supported.

Students. This research can assist the students to comprehend the reasons behind

absenteeism and how it affects academic performance to make students more sensitive

towards the significance of attending classes and its impact on their learning results.

Future Researchers. The findings of this study will be their baseline reference in

conducted their future

research when they carry out similar studies. In addition, the findings of this study will

4
be a useful source of information for future researchers carrying out similar research

concerning causes of absenteeism and academic performance. It will be an all-

encompassing resource, giving insight into the main causes of absenteeism, effective

intervention strategies, and best practices for creating a supportive and stimulating learning

environment.

5
 CHAPTER II

REVIEW OF RELATED LITERATURES

This chapter integrated important related literature and research that exposed the

conceptualization of research by way of and exhaustive search conducted by researchers.

This comprises the impact the impact of absenteeism on financial stability, health factors

and academic performance.

Financial Stability

Financial security describes the ability of individuals, families, businesses, and

economies to manage their finances and endure economic adversity without sustaining

severe declines in their way of life or business operations. It involves living with a well-

balanced and sustainable financial status using different means such as reliable income

streams, conservative spending, judicious debt usage, and adequate savings and

investments. Having financial stability allows people to meet their financial commitments,

pay for basic expenses, save for the future (e.g., retirement or education), and absorb

unexpected financial shocks or economic downturns. When we look at the bigger picture,

financial stability plays a crucial role in driving economic growth and ensuring stability. It

boosts consumer confidence, encourages people to invest, and strengthens the overall

resilience of the economy. To achieve and maintain financial stability, it’s essential to

engage in proactive financial planning, which involves sound judgment and effective risk

management. This means developing good habits around saving, budgeting, and investing

to build a strong financial foundation. Governments and financial institutions also have a

part to play in promoting financial stability by implementing policies that regulate financial

markets, ensure banks remain stable, and provide support during tough economic times.

6
 In the end, financial stability equips both individuals and economies to better

handle uncertainties and achieve long-term financial health. Now, let’s shift gears to the

impact of family socioeconomic status (SES) on school absenteeism. According to Klein

et al. (2020), SES is a significant risk factor for students from lower SES backgrounds

when it comes to absenteeism. Similarly, Gubbels et al. (2019) point out that these students

are often overrepresented among those who miss school. Aucejo and Romano (20216) adds

depth to this discussion by highlighting the link between socioeconomic inequalities and

absenteeism, stressing how these disparities negatively affect children's educational

success. Smerillo et al. (2018) provide empirical evidence showing the severe

consequences of school absence for children from low SES backgrounds. Cooper &

Stewart (2020) delve into how parents from low SES households often lack the resources

needed for their children's education, creating additional hurdles for them. Gennetian et al.

(2018) contribute to the conversation by exploring how income volatility affects school

attendance differently, revealing its detrimental effects on educational outcomes,

particularly for economically disadvantaged groups. Lastly, Norazlan et al. (2020b) focus

on the financial challenges faced by students from low-income families and how these

difficulties impact their learning experiences According to various sources, even though

students may receive funding through loans, scholarships, or support from their families,

financial instability remains a significant barrier to their academic success. Olufemi,

Adediran, and Oyediran (2018) provide further insight, illustrating how parental income

positively impacts students' academic performance.

Their survey on the 'Impact of Financial Instability on Academic Performance'

explores the intricate relationship between financial struggles and educational

7
achievement, emphasizing how widespread financial instability affects students' ability to

succeed academically. Bowen et al. (2022) and Hussein et al. (2019) establish a clear link

between poverty and school absenteeism. Bowen et al. (2022) identifies financial

difficulties as a key reason for students' frequent absences, while Hussein et al. (2019)

points to economic hardship as a major factor contributing to unnecessary absenteeism.

Fornander and Kearney (2019) discusses poverty as a fundamental obstacle to regular

school attendance, which negatively impacts educational outcomes. Klein et al. (2022)

agree, noting that students from economically disadvantaged backgrounds are often

chronically absent, further entrenching educational inequalities across various contexts.

Hussein et al. (2019) discusses how negative parental attitudes towards learning are

responsible for absenteeism due to a lack of confidence in the education system. Singer

(2020) examines the wider consequences of parental perceptions for students' attendance

and learning, emphasizing the central role of parental attitudes in influencing educational

outcomes. Marlow and Rehman (2021) believes that absenteeism, if it is not caused by

poverty, can be tolerated by parents, indicating an underlying problem of parental priorities

when it comes to education.

Health-Related Factors

Health-related factors involve a wide array of factors that affect an individual's

general health and well-being. Such factors involve physical, mental, emotional, and social

aspects of health. Physical factors of health involve genetics, age, diet, physical activity

levels, and the ability to access health services. To maintain good physical health and steer

clear of chronic diseases, it's essential to focus on a proper diet, regular exercise, and

appropriate medical care. When it comes to mental health, we need to consider emotional

8
resilience, stress management, and access to mental health services. Our emotional well-

being plays a crucial role in our overall health, affecting our mood, cognitive functions,

and how we interact with others. Additionally, social factors like economic status,

education level, work conditions, and social connections significantly impact health

outcomes. Key elements such as safe housing, clean water, adequate sanitation, and

environmental aspects like air quality and exposure to pollutants also play a major role in

our health. Achieving better health requires a holistic approach that includes preventive

measures, health awareness, access to healthcare, and policies that promote fair resource

distribution. By taking an integrated approach to these factors, both individuals and

communities can improve their well-being and quality of life, ultimately reducing disease

burdens and fostering sustainable health across various populations. It's important to note

that current research doesn't definitively prove that chronic absenteeism directly leads to

poorer academic performance. For instance, it could be that students with low academic

performance choose to skip school rather than the other way around. There might also be

a third factor at play, like lack of sleep causing a student to miss the bus in the morning,

which leads to low attendance and difficulties concentrating during exams, resulting in

poor grades. Nevertheless, the intuitive connection between school attendance and learning

is strong, as are the correlations between absenteeism, nutrition, exercise habits, and access

to healthcare services. To promote physical health and prevent chronic diseases,

maintaining a balanced diet, engaging in regular physical activity, and receiving proper

medical care are all vital. Mental health conditions encompass emotional resilience, the

ability to manage stress, and the accessibility of mental health support services. Emotional

well-being plays a crucial role in our overall health, affecting our mood, cognitive abilities,

9
and relationships with others. Various social factors, like socioeconomic status, education

level, work conditions, and the strength of social support networks, significantly influence

health outcomes.

Elements such as safe housing, access to clean water, proper sanitation, and

environmental aspects like air quality and exposure to harmful substances greatly impact

an individual's health. To foster better health, we need a comprehensive approach that

includes preventive strategies, health education initiatives, improved access to healthcare,

and policies that ensure resources are distributed fairly. By integrating a multi-faceted

approach to these areas, individuals and communities are able to enhance their health and

quality of life, reducing the burden of disease and promoting sustainable health and well-

being among diverse groups. It should be noted that existing research cannot conclusively

show that chronic absenteeism will lead to students having worse academic performance.

It may be the case, for example, that poor academic achievement leads a student to opt

avoid going to school, not the other. Or alternatively, there is a third variable that affects

both, e.g., lack of sleep resulting in a student arriving late for school and missing the bus

in the morning, meaning low attendance and having difficulty sitting still during exams,

meaning low achievement. Though, in any case, despite this, intuitive connection between

school attendance and school learning, and the high relationships between absenteeism

diet, exercise behavior, and access to medical care services. To truly thrive, it's essential to

maintain a balanced diet, stay active, and have timely access to medical care. These

elements play a vital role in promoting physical health and preventing chronic illnesses.

On the mental side, factors like emotional intelligence, stress management, and mental

health support are equally important. Our emotional well-being has a profound effect on

10
our overall health, influencing everything from our mood and cognitive abilities to our

relationships with others. Additionally, social factors such as income level, education, job

conditions, and community connections significantly shape our health outcomes. Having

stable housing, access to clean water, proper sanitation, and a healthy environment—free

from pollutants—are crucial for maintaining good health. Achieving better health requires

a holistic approach that includes preventive care, health education, accessible healthcare

services, and policies that ensure fair distribution of resources. By addressing these areas

through an integrated approach, individuals and communities are able to enhance their

well-being and quality of life, reducing the burden of disease and promoting sustainable

health and well-being across populations. It should be noted that existing evidence cannot

conclusively establish that chronic absenteeism has a direct effect on students having worse

academic performance. Perhaps, for example, poor academic performance leads to a

student opting to avoid school, and not vice versa. Or maybe there is some third factor

influencing both, like lack of sleep causing a student to miss the bus in the morning, leading

to low attendance, and being unable to focus in class tests, resulting in low performance.

Yet, even with this, the natural connection between attendance at school and education, as

well as the high correlation between absenteeism and achievement, suggests that

remedying chronic absenteeism is a good investment Jacob and Lovett (2017).

Chronic illnesses have a significant effect on student absenteeism, influencing their

performance and educational attainment, especially within colleges. Lukman (2021) also

did a study that focused on the incidence of chronic health conditions in college students

and its relationship to absenteeism. They found that compared to their healthy peers,

students with long-term conditions like epilepsy, diabetes, and asthma were more likely to

11
miss school. Absences due to illness frequently lead to lost instructional time and hampered

academic progress, especially in demanding college environments. Colleges can help

address this issue by providing accommodations, facilitating access to health care services,

and fostering a supportive learning environment for students with chronic illnesses. This

will help mitigate the negative impact of absenteeism on academic performance. Mental

illness, including anxiety and depression, are major causes of academic absenteeism among

college students. Borela et al. (2019) explored the connection between mental illness

disorders and school presence in their research centered on college students. They

discovered that students with mental health issues tended to be absent from school because

of symptoms like fatigue, lack of motivation, and inability to focus. Mental health absences

not only interfere with learning but also with social and emotional development, which in

turn influences overall academic achievement. Schools have to address mental health care

services specifically for college students, such as counseling, therapy, and awareness

sessions, to deal with the root of absenteeism and enhance student welfare. And

performance, a study reveals that tackling chronic absenteeism is a worthy cause Jacob and

Lovett (2017). Chronic diseases greatly affect absenteeism among students, influencing

their academic performance and educational attainment, especially in college

environments. Lukman (2021) also carried out a study on the prevalence of chronic health

conditions among college students and how it relates to absenteeism. They discovered that

students with chronic conditions like asthma, diabetes, and epilepsy had greater levels of

absenteeism than their counterparts.

Absences due to health concerns often result in lost instructional time and decreased

academic performance, especially in demanding college settings. Students with chronic

12
illnesses can overcome this challenge and lessen the detrimental effects of absence on

academic performance if schools make accommodations, make healthcare services more

accessible, and maintain a positive learning environment. Mental health conditions like

depression and anxiety are among the primary reasons why college students miss class.

Borela et al. (2019) examined the connection between mental health issues and school

attendance in their study of college-aged individuals. They found that children with mental

health conditions were more likely to miss school due to symptoms like fatigue, lack of

enthusiasm, and difficulty focusing. In addition to interfering with education, mental health

absences also impede social and emotional development and general academic

achievement. Schools must place a high priority on offering college-specific mental health

support services, like counseling, therapy, and awareness campaigns, in order to address

the root causes of absenteeism and enhance patient wellbeing.

One of the main causes of college students' absence and poor academic

performance is sleep difficulties. The incidence of sleep problems among college-aged

people and their educational and social impacts on school attendance were investigated in

a study conducted by Ilter (2021). They found that students with sleep disorders—such as

insomnia and sleep apnea—reported higher absenteeism due to daytime weariness,

diminished motivation, and difficulty concentrating. Sleep-related daytime absences

disrupt cognitive and learning processes, which lowers academic performance and

achievement, especially in the demanding college environment.

School-based interventions of promoting sleep hygiene, managing stress, and

relaxation strategies are critical to counteract the underlying sleep disorder causes and

encourage healthy sleeping habits among college students. Regular physical activity is

13
associated with improved college attendance and academic performance among students.

In their study, Sahin (2023) examined the relationship between physical activity levels and

absenteeism in college students. They found that students who engaged in regular physical

activity had higher attendance rates compared to their sedentary peers. Physical activity

promotes overall health and well-being, reduces stress, and enhances cognitive function,

leading to increased college engagement and reduced absenteeism. Colleges can promote

physical activity through fitness programs, intramural sports, and initiatives that encourage

active lifestyles to support student attendance and academic success.

A student's school attendance is intricately linked to their well-being. Chronic

disability, inadequate mental or physical health of the student or caregiver, and teenage

pregnancy often lead to substantial absenteeism. Students grappling with chronic illnesses

and disabilities are predisposed to grade repetition, academic difficulties as reported by

parents, illness-induced school absences, and poorer mental health when compared to their

healthier counterparts. Childhood asthma emerges as a prevalent medical factor

contributing to student absences Moldero et al. (2024). The intricate relationship between

health and education has been extensively studied. Research has illustrated that childhood

health plays a vital role in a student's learning abilities. Notably, completed years of formal

education serve as a strong predictor of good health later in life Michael et al. (2015).

Skipping school may not always be attributed to bucking truancy rules. It may also be

related to some health-related reasons like asthma, dental problems, learning difficulties,

and even trauma and community violence impacted mental health issues. According to The

Healthy Schools Campaign, numerous justified or unjustified absences may obstruct

success in school.

14
 Studies point toward a correlation between school absenteeism and various adverse

consequences including risky health behaviors such as smoking, drinking, and unsafe sex,

along with an increased number of major depressive episodes Finning et al. (2019). The

impact of school absenteeism on health-related quality of life and overall happiness

remains to be researched. The short-term consequences of truancy or using school days as

a sick day includes lower grades, physical illness, and feeling emotionally distressed

Larcena et al. (2020). Statistical data reveal a shocking figure of chronic absenteeism of

pupils, with approximately 16% of pupils or approximately 8 million students being classed

as ‘chronically absent’ which is defined as being absent from school for 15 or more days

in a semester Simon et al. (2020). This phenomenon of chronic absenteeism has been

observed within multiple years, having the MDE report that 12-13% of students from grade

1-12 have missed over 10% of school days since 2011 (MDE, 2018b). Furthermore,

research indicates that older adolescents between the ages of 15 and 17 have higher rates

of school absences compared to younger adolescents aged 12 to 14 Whitney and Liu

(2017). The connections between key components of major depression, their

accompanying risk health behaviors, and school absenteeism indicate that there may be a

need for an integrated response to these complex issues in both educational and health

settings.

Academic Performance

Academic performance referred to the achievement and outcome of students in

educational settings, typically represented as metrics, grades, standardized assessments,

15
and overall educational success. And it has lots of different parts including knowledge

acquisition, analytical skills, problem-solving ability, and academic behavior e.g.

attendance and participation. There are factors that affect academic performance based on

individual characteristics, such as intelligence, motivation and learning style.

And the program for teaching, school materials, curriculum construction, and

classroom climate are also deciding factors that impact academic achievements. Academic

success is not just about understanding courses of study, but also learning skills for future

study and professional success. Well, good study habits, effective time management, and

support from parents, teachers, and peers lead to success in education. Furthermore,

classroom factors such as SES, family background, access to education resources, and

community support are all capable of having a significant impact on students’ academic

achievements. To tackle these issues, we need interventions that address them, equitable

access to educational opportunities, and favorable learning environments to improve

healthy academic performances and education equity for students. A very important point

that needs to be made while calculating a weighted average grade is that not all grades are

of the same importance. This approach looks at how different assignments or tests can

affect the final grade. High schools, colleges and universities are examples of institutions

that use weighted average grades to calculate a student’s overall performance in a subject.

The Grade Weighted Average (GWA) is a measure of a student's academic performance in

different areas, and shows their cumulative performance over a particular academic term,

semester or year. The result of the research is that a higher GWA is linked with higher

academic achievement among college students, indicating better study habits and higher

levels of achievement Zhu et al. (2022).

16
 Moreover, GWA is a significant predictor of first-year academic performance; high

school GWA is a significant predictor of academic success Magpily (2015). While the

impact of GWA on financial outcomes remains unclear, we need more research to

understand this link among students. It's worth noting that GWA can have an influence on

entry to specific education programs pushing students to boost their grades and

performance Robinson et al. (2018). In recent years, we've seen a big shift in education,

with schools now embracing more well-rounded ways to figure out the Grade Weighted

Average (GWA). Most prominently recognized in recent times for this method of moving

away from traditional exam and standardized test-driven grading techniques. Jones et al.

They also highlight the need to include multiple types of assessment tools in order not only

to provide a more-rounded picture, but also a less singular representation about students'

competencies Conel (2022). This shift in thinking is recognition of the fact that our

traditional assessment practices often do not come close to capturing a true picture of how

each individual student has experienced their learning. Project-based assessments erupting

on the assessment scene as a maturing new alternative approach of creating significant

markers of tablet, mini-board success. For example, research done by Nguyen (2020).

They also showcase the way project-based assessments suit in giving a 360-degree view

of learning, (2020) Actively participating in experiential projects involving critical

thinking, problem-solving and creativity allows students to apply their knowledge and

skills under real conditions. This approach does not only test students' understanding of

concepts but also their ability to apply them successfully hence with a much better

representation of what they can do. Garcia -Martinez et al. (2021) also stress presentations

as they have become an essential form of assessment. Oral presentations may reassure

17
students regarding their understanding of the material and build oral communication skills.

Through presentations, students learn to think on their feet, have thorough discussions and

effectively convey ideas; skills that are highly valued across many professional platforms.

Therefore, presentations serve as an excellent measure of student learning and at the same

time acts as one mode to teach soft skills. Portfolio as assessment Portfolios have

generated increasing interest in their use for evaluation. Kalberg et al. (2020) discuss the

power of a portfolio, in which students can be shown their growth and improvement across

time.

Collecting a body of their work allows students to reflect on the learning process

with fresh eyes, and have some agency over where they are taking things next in order to

improve. Portfolios serve as a valuable tool for self-assessment and feedback on personal

improvement in addition to developing goals that continue to keep students engaged and

reflect critically. The methodology proposed by Kim et al. (2017) which involves adopting

holistic assessment approaches, allows teachers to objectify the learning and growth

process of their students. (2018). Verifying students' knowledge and understanding of the

subject, an innovative GWA calculation approach could measure a students' thinking

process, problem-solving tactics, and skills such as creativity, communication, and self-

awareness—skills that are highly demanded in the current century labor market. Therefore,

integrating the assessment approach and its requirement with the demands of the changing

and continually progressing global economy that is existing at that particular time becomes

a necessity. Different elements contribute to the Grade Weighted Average (GWA) results

including the SES of the students and the effectiveness of the teachers. The studies

conducted by Kim et al. (201)7 substantiate the fact that SES has a significant impact on

18
student performance, implying that individuals who studied underprivileged background

encounter a bunch of challenges that worsen their GWAs. The unique standing of such

learners in terms of education is due to their absence of essential resources and deficient

support systems to accompany their low-income status which is a circumstance that can

bring along socioeconomic inequalities all of which together could prevent them from

being academically successful. Moreover, Nguyen (2020) stress the irreplaceable role of

teacher quality in the academic achievements of students. Quality pedagogy and the

instructional activities developed by proficient teachers are of main importance in the

enhancing of the students' outcomes. Teachers who conduct interactive methods of

learning, give individualized help, and establish a classroom atmosphere are the ones who

are to be credited the most for the increased GWAs of students. Along with socioeconomic

status and teacher quality, there are other variables that may affect GWA outcomes. For

example, the amount of parents' social and emotional support and involvement in a

student's education has a direct relationship with the increase in GWA, Eklund et al. (2020).

Parental support, directions, and involvement in the student's academic process are the key

roles. It can make a good impact on them in terms of their motivation, study habits, and the

extent of their academic achievement. The presence and state of the learning facility and

human aspect educational resources in schools play a contributing greatly to wider GWA

success. The more advanced schools, such as those with up-to-date technology, complete

libraries, and adequate learning tools, can ensure that kids' learning times are fulfilled and

their GWA results get improved Sosu et al. (2021). Strikingly, resource-limited schools are

not able to endow students with indispensable items and opportunities for academic

achievement. The influence of peer interaction on GWA success needs to be deeply

19
examined. As it appeared in the study by Thompson et al. (2019), cooperative peer

interactions and the support of peers can have a motivating impact on the students, which

can leave the motivation of the students alone the path to higher GWA. On the other hand,

peer pressure and social influence may disrupt the learning process while retaining the

GWA scores. Individual idiosyncrasies like interest, perseverance, self-discipline, and

study behavior are the main determinant of GWA assessment results. The students who

demonstrate the essential motivation, set the goals, schedule the time properly, and practice

the useful study skills are more likely to be at the higher GWAs, Robinson et al. (2018b).

Moreover, students who lack motivation, problems in taste, or do not develop effective

study habits could be subjected to low GWAs.

The curriculum as well as the teaching methods that are used by the schools can

determine the GWA results. A proper curriculum that is fitting to the learners' needs,

interests, and skills can do wonders to students’ motivation and engagement The end effect

is better GWAs, Hongyun et al (2024). Correspondingly, other interactive learning

procedures that involve collaborative learning, critical thinking, and problem-solving

capabilities are considered as the ways that lead to higher GWAs Garcia- Martinez et al.

(2021). The cultural and societal settings in which students are being educated may as well

have an effect on the GWA results. The societal norms as well as the cultural aspects of a

certain community can shape the education attitudes, aims, and school performance of

students. While a study conducted by Park et al. (2018) shows that such cultural pressures

as the emphasis on academic achievement and the belief in the value of education have a

bearing on students' motivation, education is an important issue and social and political

aspects are closely associated with it. The results of GWA depend on several factors. The

20
economic condition of the society, the teacher's quality, the parent's participants, the access

to resources, the student's peer relations, personal characteristics of the students, true

curriculum administration, and cultural background are the factors that are essential in

influencing GWAs in students. Diagnosis of these factors and intervention in the process

of their causes might be a way to create efficient strategies and interventions that can help

in the perdition of not only GWA but also in achieving education equity

Relationship Between the Respondents’

Extent of Absenteeism and their Academic Performance

The study under examination by Santibanez and Guarino (2021) scrutinizes the

influence of absenteeism on pupil's academic performance in various levels of education

thus offering a broader view of the subtle correlation of academic attendance and student

performance. To conduct a null hypothesis test, the investigation puts aside popular

misconceptions which is because the shaping of the academic success is a very delicate

procedure. Likewise, Kearney et al (2022) found that higher education outcomes showed

that the absenteeism could also not be considered as an authentic sign of the student's

academic performance. Balkış and Daru (2015) also tried this by looking at the number of

student absences in the primary classes and found that the relationship between them was

not that evident. That is, such studies remind us that ticket punching results in only a partial

view of the situation since besides this several other factors should be considered as well.

Theoretical Framework

This study is grounded on the two theories referred to as Ecological Systems

Theory, and Self-Determination Theory. The Ecological Systems Theory, which was

21
created by using Urie Bronfenbrenner, is extra worried with the effect of the surroundings

on student behavior and performance, from person to society tiers. It emphasizes the

interrelatedness of such elements as family dynamics, college weather, and society

expectancies in instigating absenteeism. By offering a general framework, this theory

highlights the significance of environmental elements within the dedication of scholar

conduct and educational achievement. The Self-Determination Theory, evolved by way of

Edward L. Deci and Richard M. Ryan, focuses on intrinsic motivation and autonomy in

determining scholar behavior and educational overall performance. Its locations emphasis

on students experiencing a feel autonomy and competence in their research. Intrinsically

motivated college students who sense they may be competent are much more likely to come

back to magnificence often, participate in getting to know activities, and carry out nicely

academically. This principle explains the have an impact on of scholar motivation and

perceived price of schooling on absenteeism and academic fulfillment. Comparing these

two theories, we see a complementary relationship between the Self-Determination Theory

and the Ecological Systems Theory. While the previous emphasizes environmental factors,

the latter explores character motivations and autonomy. Through the combination of these

views, researchers could have a holistic expertise of the different factors leading to

absenteeism and can create accurate interventions to useful resource pupil fulfillment

Essentially, the integration of these theories provides.

Researchers a holistic framework to decipher the complex forces that affect the

dynamics of absenteeism and academic achievement. By taking into account both

environmental conditions and intrinsic drives, researchers can create a subtle strategy to

address absenteeism effectively and improve academic success among students.

22
 Respondents’ causes of absenteeism on their academic performance

Ecological Systems Self-Determination

Theory Theory

Fig. 1. Theoretical paradigm of the study.

Conceptual Framework

The conceptual Framework of the study is in from IVDV format (independent

Variable and Dependent Variables) Fig. 2, the research paradigm, illustrates the dependent

and independent variables in this study. However, the significant relationship between the

respondents' reasons for absenteeism and their performance, reasons for absenteeism is the

independent variable and independent variable is the academic performance. Also, the

arrow pointing to forward the academic performance denotes the potential link between

the reasons for absenteeism and their performance academically.

IV/DV DV

Extent of
absenteeism of the
student academic
performance: Academic
23 performance
a. Financial
.

Fig. 2. Research paradigm of the study.

Operational Definition

Important terms such as research variables and sub-variables are defined

operationally in this part.

Extent of absenteeism on their Academic Performance. This refers to their

extent of absenteeism on their academic performance. This will measure the student extent

of absenteeism in terms of financial stability and health-related factors the 4-point likert

scale with the interval of 1.00-1.50, 1.52-2.50, 2.51-3.50, and 3.51-4.00 using the verbal

description of very high, high, low and very low.

Financial Stability. This term referred to the ability of individuals to maintain a

consistent and secure financial situation which may impact absenteeism and academic

performance.

Health-Related Factors. This term referred to may include physical, mental and

emotional element that impact individuals’ overall health.

Academic Performance. This term referred to the measurable outcomes and

achievements of respondents in the context of their educational pursuits through their

general weighted average from lowest (65%) to highest (100%).

24
 Hypothesis/Assumptions

The following are the null hypotheses in this study:

1. There is no significant relationship between the absenteeism and academic performance

CHAPTER III

RESEARCH METHODOLOY

Study Design

25
 In the present study, a descriptive research design is chosen as the most appropriate

approach to identify the most common effects of absenteeism on students. This version

enables researchers to seize complete facts at the different dimensions of lifestyles, non-

public reasons, and environmental elements which are chargeable for absenteeism. The

researchers used questionnaires to gain statistics from college students if you want to

research more about their experiences and perceptions of absenteeism. Through the

analysis of the facts acquired, the researchers will be capable of determining the most

common dimensions of life, including bodily, intellectual, nonsecular, and emotional

elements, that are linked with absenteeism. Surveys may also be done to decide the non-

public reasons affecting absenteeism, such as circle of relative’s reasons and fitness

troubles. From the records amassed thru descriptive studies, the researchers could have the

potential to give you a course of action and measures to mitigate or save you absenteeism

a few of the students. They will very well bear in mind the elements established, including

the regions of lifestyles, non-public factors, and environmental factors associated with

absenteeism. Targeted interventions could be formulated based on this overview to

interfere in those specific factors and counteract the effects of absenteeism. These

interventions can consist of enacting aid projects for bodily and intellectual fitness,

supplying sources to families in misery, improving the college weather, and encouraging

community involvement. The success of these measures will be assessed through

subsequent data collection and analysis to enable ongoing improvement and development

of the prevention and reduction efforts. By utilizing a descriptive research design, the study

will provided valuable insights into the causes and impacts of absenteeism, enabling the

26
development of evidence-based strategies to effectively address this issue and support the

overall well-being and academic success of students.

Study Setting

This study was conducted at Occidental Mindoro State College- Mamburao

Campus. Located at Sitio Mabuhay, Barangay Tayamaan, Mamburao Occidental Mindoro

near at Occidental Mindoro Provincial Hospital. OMSC Mamburao Campus is 170

kilometers away from the Main Campus. The Campus offers Bachelor of Science in

Business Administration (BSBA) major in Operations Management (OM) and Financial

Management (FM); Bachelor of Science in Office Administration (BSOA), Bachelor of

Science in Information Technology (BSIT); and Bachelor of Elementary Education

(BEEd)

Fig. 3. Location map of Occidental Mindoro State College-Mamburao campus

(Source: https://maps.app.goo.gl/czkR5yeXReENw1FB6)

Unit of Analysis and Sampling

27
 The respondents of this study were the students from College of Teachers

Education in Academic Year 2023-2024. The unit of analysis for the sampling of

respondents in the survey includes 99 first-year students, 93 second-year students, and 172

third-year students, all of whom actively participated in the research study.

Table 1. Respondents of the study.

Year Level First Year Second Year Third Year
Population 99 93 172

Research Instrument

Researcher-made survey questionnaire was the instrument that the researcher used

in this study. Researcher-made questionnaires, according to Canonizado (2021), are

instruments specifically designed by the researcher, drawing on information from

colleagues, experts, and their own knowledge, to gather data directly relevant to their

research. It will be composed of one part, part two is for the extent of absenteeism of the

student. The researchers used 4-point Likert scale for scoring. According to Bhandria &

Nikolopoulou (2023), A Likert scale is a rating scale used to measure opinions, attitudes,

or behaviors. It consists of a statement or a question, followed by a series of five or seven

answer statements. Respondents choose the option that best corresponds with how they

feel about the statement or question.

The score 1 with interval of 1.00 – 1.50 has verbal interpretation of strongly

disagree. For the score 2 with interval of 1.51 – 2.50 has verbal interpretation of disagree.

Meanwhile, the score with the interval of 2.51 – 3.50 has verbal interpretation of agree.

28
Lastly, the score 4 with the interval of 3.51 – 4.00 has verbal interpretation of strongly

agree.

Table 2. The 4-point Likert scale that the researchers will use in measuring the students’
extent of absenteeism on their academic performance
Point Interval Verbal Interpretation
4 4.00 – 3.51 Very High
3 3.50 – 2.51 High
2 2.50 – 1.51 Low
1 1.50 – 1.00 Interval

After the construction of the research instrument, the researchers consulted their

adviser, data analyst, critic reader and panel members to verify the instrument they used

for the conduct of the study. The researchers examined their checked instrument to revise

it with the comments and suggestions given by their adviser, data analyst and critic reader.

For the content validity, the research instrument was validated through the help of

the persons knowledge of the research topic where the relevance and clarity of statements

were checked using a content validity checklist. Then they gave comments and suggestions

which the researchers included in the questionnaire to make it valid and reliable.

Table 3 presents the results of the content validity. Extent of absenteeism in their

academic performance in financial stability and health-related factors (1) which is

interpreted as valid. It means that the indicators in this area were found to be relevant, clear

and easy to understand by the respondents.

Table 3. Content validity of the self-made survey questionnaire.

Variables Content Validity Result Interpretation

Financial stability 1 Valid

Health-related factors 1 Valid
Content Validity Value: 1 valid if Experts are 3-5

29
 Lastly, the researchers assessed the reliability of the research instrument utilized in

the study using Cronbach’s Alpha. Reliability testing was done by conducted a pilot test

with 50 students who won’t be included as respondents. This used internal consistency

reliability testing using Cronbach’s Alpha.

Table 4 shows the result of the reliability test where students’ extent of absenteeism

on their academic performance in terms of financial stability and health-related factors got

the score of 0.90, which is interpreted as reliable. This means that the indicators/statements

provided in each part of the instrument are consistent, reliable and related to one another.

The Internal Consistency Reliability showed the results of the data gathered in the pilot

testing to figure out if there is a relationship between the respondents’ extent of

absenteeism on their academic performance.

Table 4. Internal consistency reliability results of gathered data using the self-made
questionnaire.
Variables Content Reliability Result Interpretation
Financial Stability 0.92 Excellent
Health-related Factors 0.92 Excellent
Internal Consistency Value: 0.90 and above Excellent; 0.80 – 0.89 Good; 0.70 – 0.79
Acceptable; 0.60 – 0.69 Questionable; 0.50 – 0.59 Poor; below 0.50 Unacceptable

Data Collection Procedure

The researchers wrote a letter of request to the registrar’s office for the general

weighted average (GWA) of the students enrolled at Occidental Mindoro State College-

Mamburao Campus, which served as the academic performance of the respondents. Then

followed by writing the letter to secure permit or approval to conduct the gathered data

study from for the Campus Director and program chair from Bachelor of Elementary

Education (BEEd). The researchers used survey questionnaires in Google Form to collect

30
data. They started by sending the link into the designated presidents of every classroom for

first year, second year and third year in the department, followed by sending out the form

to the respondents using the list provide by the registrar, and then giving them instructions

or assistance in answering the Researcher-Made Survey Questionnaire. Lastly, the

researchers waited until all of the respondents have finished answering the questionnaire

so that they can collect them.

Data Processing and Analysis

The researchers used SPSS for the statistical treatment of data. To compute the data

gathered, they were statistically treated using the different formulas below.

Frequency and Percentage Distribution. Frequency analysis is a part of

descriptive statistics that deals with the number of times an event occurs. While percentage

is the display of data that specifies the percentage of observation that exist for each data

point.

Mean and Standard Deviation. The mean known as the arithmetic mean of a data

set is the sum of all values divided by the total number of values in the collection. While

standard deviation, however, is a quantitative measure of the spread or dispersion of values

in the data set. It reflects the amount the individual values deviate from the mean. A low

means that the values are near the mean, whereas a high standard deviation implies that the

values are distributed over a larger range.

Pearson Product Moment Correlation Coefficient. It is a type of correlation

coefficient that represents the relationship between two variables that are measured on the

same interval or ratio scale. The Pearson coefficient is a measure of the strength of the

association between two continuous variables.

31
 The following statistical treatments that are listed below was used to achieve the

following objectives of the study.

1. To determined the profile, frequency and percentage distribution that was used.

2. To measure the respondents' extent of absenteeism on their academic performance, mean

and standard deviation that was employed.

3. To assess the respondents' academic performance, frequency and percentage distribution

used.

4. To test if there is a significant relationship between the respondents' extent of absenteeism

and their academic performance, Pearson product moment correlation coefficient was

employed.

Scope and Limitation

This study was conducted at Occidental Mindoro State College-Mamburao

Campus. It is located in a two-hectare land in Sitio Mabuhay, Barangay Tayamaan,

Mamburao, Occidental Mindoro near DPWH Super Area Shop. As shown in Table 1, the

respondents were the 364 students of first year, second year and third year under the

Bachelor of Elementary Education. The researchers conducted the study to determine the

causes of absenteeism on financial stability and health-related factors in academic

performance of respondents. The study will be conducted at the second semester of

Academic Year 2023-2024.

32
Ethical Considerations

Research ethics are crucial for ensuring scientific integrity, respecting human rights

and dignity, and fostering collaboration between science and society. These principles

guarantee that research participants volunteer willingly, are fully informed, and remain safe

throughout the study. Conducting research ethically requires careful consideration to avoid

any issues. Researchers must uphold ethical guidelines and treat participants with respect,

ensuring their privacy and the confidentiality of their information. Before participating,

individuals should have a clear understanding of the research, its potential benefits

(including improved well-being), and any additional treatment options available.

Additionally, protecting vulnerable participants is paramount. Researchers must

maintain confidentiality and safeguard personal information. During the study, randomly

selected participants should receive a fair share of both risks and benefits. They should be

clearly and concisely informed about the research methods and procedures. Plagiarism of

any research information is strictly prohibited. Only researchers, advisors, and relevant

experts should be privy to the study's details and progress, preventing potential problems

and misconduct.

33
 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter contains the data collected, the results of the statistical analysis, and

the interpretation of the findings. These are provided in tables in the order in which the

problem statement is delivered the students’ extent of absenteeism and its effect in

academic performance of the students at Occidental Mindoro State College Mamburao

Campus of first semester Academic Year 2023 - 2024.

Results

Financial Stability

Table 5 shows the respondent extent of absenteeism on Financial Stability (M=

2.83, SD= .702) was interpreted as high. Wherein, as the respondent extent of absenteeism

in terms of financial transportation constraints got the highest mean (M= 2.92, SD= .822)

and with same equivalent of respondent extent of absenteeism in term family financial

obligations got highest mean (M= 2.92, SD= .822). Meanwhile, rarely missed classes

because due financial constraints got the lowest mean (M= 2.70, SD= .858)

Table 5. Respondents Extent of absenteeism of the student as to financial stability

Statement Mean Std. Deviation
I rarely missed classes even if I couldn't afford 2.92 .822
transportation fees.
I rarely missed classes regardless if I needed to work to 2.92 .822
help my family financially
I rarely missed classes regardless if I couldn't afford of any 2.85 .787
expenses at home.
I rarely missed classes however I had to take care of my 2.70 .858
siblings due to financial constraints.
I rarely missed classes even if I needed to help my family 2.84 .799
with household chores to save money.

34
 Table 5 (Continue)
I rarely missed classes regardless if I have unpaid bills or 2.76 .845
utilities at boarding house.
I rarely missed classes even if I had to work extra hours 2.77 .847
for my expenses.
I rarely missed classes however I couldn't afford meals or 2.77 .861
snacks during school hours.
I rarely missed classes even if I needed to attend to a 2.85 .791
family emergency that required financial assistance.
I rarely missed classes even if I having shortage in 2.88 .801
allowance.
Composite Mean 2.82 .702
Scale: 4:00-3.51 Very High; 3.50-2.51 High; 2.50-1.51 Low; 1.50-1.00 Very Low

`Health-Related Factors

Table 6 shows the respondent extent of absenteeism on Health-Related Factors (M=

2.87, SD= .613) was interpreted as high. Wherein, the respondent extent of absenteeism on

Health-related Factors struggles with health and attendance got the highest mean (M= 2.95,

SD= .818) and interpreted as high. However, the respondent extent of absenteeism on

Health-Related Factors about go attendance despite health conditions the lowest mean

(M=2.83, SD= .914) with same equivalent of rarely missed classes even if untreated vision

problem got similar if lowest mean (M=2.83, SD= .909).

Table 6. Respondents Extent of absenteeism of the student as to financial stability

Statement Mean Std.
Deviation
I rarely missed classes even if I couldn't afford transportation 2.92 .822
fees.
I rarely missed classes regardless if I needed to work to help 2.92 .822
my family financially
I rarely missed classes regardless if I couldn't afford of any 2.85 .787
expenses at home.
I rarely missed classes however I had to take care of my 2.70 .858
siblings due to financial constraints.
I rarely missed classes even if I needed to help my family 2.84 .799
with household chores to save money.
I rarely missed classes regardless if I have unpaid bills or 2.76 .845
utilities at boarding house.

35
Table 6 (Continue)
I rarely missed classes even if I had to work extra hours for 2.77 .847
my expenses.
I rarely missed classes however I couldn't afford meals or 2.77 .861
snacks during school hours.
I rarely missed classes even if I needed to attend to a family 2.85 .791
emergency that required financial assistance.
I rarely missed classes even if I having shortage in allowance. 2.88 .801
Composite Mean 2.82 .702
Scale: 4:00-3.51 Very High; 3.50-2.51 High; 2.50-1.51 Low; 1.50-1.00 Very Low

Summary of the extent of absenteeism

on their Academic Performance

Table 7 shows the summary on the respondents’ extent of absenteeism of the

student. The table shows that the respondents’ extent of absenteeism of the student was
interpreted as high (M= 2.85, SD= .557)

Therefore, the respondents’ extent of absenteeism of the student in term of health-

related factors got the highest mean (M=2.87, SD= .615) and interpreted as high. Likewise,
the respondents’ extent of absenteeism of the student in term of financial stability which is
the lowest mean (M= 2.82, SD= .702) was also interpreted high.

Table 7. Summary of the respondents’ extent of absenteeism of the student.

Variables Composite Mean Std. Deviation
Financial Stability 2.82 .702
Health-Related Factor 2.87 .615
Grand Composite Mean 2.85 .557
Scale: 4:00-3.51 Very High; 3.50-2.51 High; 2.50-1.51 Low; 1.50-1.00 Very Low

Academic Performance
Table 8 shows the general weighted average that represents the academic

performance of the Occidental Mindoro State College of the Bachelor Elementary

Education students for the first semester of academic year 2023-2024. As shown in the

table, most of the respondent have general weighted average 88% - 90% (f=174, p- 47.8)

which was interpreted good, followed by 91% - 93% (f143, p= 39.9) was interpreted a very

36
 good. It also shows the next is 85% - 87% (f= 35, p= 9.6) was interpreted passing and it

shows that least number of respondents have general weighted average are the 94% - 96%

(f= 6, p= 1.6) was interpreted as superior and 82% -84% (f=6, p= 1.6) interpreted as average

in the semester.

Table 8. Respondents’ academic performance (General Weighted Average) for the first
semester of academic Year 2023-2024.
Academic Performance Groupings Frequency (n=334) Percentage
(%)
94% - 96% 6 1.6
91% - 93% 143 39.3
88% - 90% 174 47.8
85% - 87% 35 9.6
84% - 82% 6 1.6
Scale: 100% - 97% Excellent; 96% - 94% Superior; 93% - 91% Very Good; 90% - 88%
Good; 87% - 85% Passing; 84% - 82% Average

Relationship between respondents’ Extent of Absenteeism

on their Academic Performance

Table 9 shows relationship between respondents’ extent of absenteeism on their

academic performance. As table shown in the table, there is no significant relationship

between the absenteeism and academic performance in terms of financial stability (r(364)=

-.039, p=>.456), health-related factors (r(364)= -.052, p=>.318) and their academic

performance (r(365)= -.054, p>.307). Thus, the null hypothesis stating that there is no

significant relationship between the absenteeism and academic performance is accepted.

Table 9. Relationship between respondents’ extent of absenteeism their academic

performance.
Variable N M SD 1 2 3
1. Financial Stability 364 2.82 .702 -
2. Health-Related Factors 364 2.87 .615 .433** -
3. Academic Performance 364 3.30 .730 -.039 -.052 -
Scale: 1.000 - 0.876 Perfect; 0.875 – 0.626 Strong; 0.625 – 0.376 Moderate; 0.375 – 0.126
Weak; 0.125 – 0.000 Negligible * p > .05, ** p > 0.01

37
Discussions

Financial Stability

The findings indicate that absenteeism resulting from financial constraints

significantly influences financial stability. The elevated mean values for missing classes

due to transportation costs and assisting family financially suggest a clear link between

financial challenges and class attendance. On the alternative hand, the decrease imply

rating for absenteeism handiest because of financial reasons indicates that different

elements could be contributing to class absenteeism in this context.

The impact of economic stability on absenteeism and grades is a critical area of

study that illuminates the difficulties of college students in school environments. It is

important to apprehend the connection among financial misery and absenteeism vital to

building effective interventions for scholar support. Gottfried et al. (2024b) studies not

handiest emphasized the role of obstacles which include loss of transportation and a lack

of budget in absenteeism, but also the importance of targeted monetary help tasks in

enhancing student attendance and success.

Similarly, evaluation of monetary instability's impact on absenteeism on high

college and center college students prioritized the vulnerabilities of students from

economically struggling households. Results in their studies over several years highlighted

the negative function of economic lack of confidence on academic information, underlining

the seriousness of imparting economic help to lower absenteeism as well as improve

educational effects. It supports the truth that economic instability wishes to be addressed

to create surroundings conducive for studying for students of all strata, Ancheta et al.

(2021).

38
 In addition, exam of monetary problems inside the have an impact on of student

attendance and academic overall performance unveiled the bad impact of monetary

uncertainty on pupil fulfillment. Their consciousness on the relationship amongst financial

problems, heightened strain, and reduced instructional assistance at domestic locations

importance on the use of financial help applications in schools to a significant diploma. By

assembly monetary difficulties head-on, colleges can set up an environment that helps

scholar attendance and scholarly achievement, Evans and Acosta (2023)

Health -Related Factors

The analysis of absenteeism based on health issues brings to the fore the substantial

impact of fitness issues at the attendance and overall performance of college students. The

high level of absenteeism due to health issues emphasizes the issue encountered through

college students in having everyday attendance. The variant in styles of absenteeism also

serves to emphasize the distinctive health issues influencing the capacity of students to wait

training often. The facts indicating accelerated costs of absenteeism when college students

rarely omit instructions because of health troubles highlights the large have an impact on

of fitness problems on students' attendance styles. In evaluation, the decrease charges of

absenteeism in instances wherein students rarely miss instructions despite the fact that they

have hypersensitive reactions, breathing disorders, or uncorrected vision troubles reflect a

probable decline in absenteeism underneath a few fitness conditions. These versions in

absenteeism patterns offer insightful information about the complex between health

problems and pupil attendance. Chronic situations which include asthma, diabetes, and

epilepsy are determined to be principal causes of growing prices of absenteeism amongst

students. Literature is clear of the poor impact of chronic fitness problems on college

39
students' faculty attendance and educational fulfillment, Suárez and Tejero (2021).

Likewise, mental issues, consisting of tension and depression, have grow to be powerful

determinants of absenteeism, Thompson (2019). Dealing with intellectual health problems

is key in preventing absenteeism and growing better educational effects for college kids.

Moreover, quick-time period health troubles like seasonal illnesses together with flu and

colds additionally make a contribution considerably closer to costs of absenteeism,

commonly among more youthful pupils. Highlights the role of acute fitness issues closer

to college students' patterns of attendance and the want to cope with health associated

absenteeism using proactive interventions. By spotting and addressing the numerous

components of fitness related absenteeism, faculties can create supportive settings that

location a priority on college students' health and nicely-being, ultimately improving their

educational fulfillment and standard improvement.

Summary of the Respondents’ Extent of Absenteeism

on their Academic Performance

The participants of the look at talked about a high charge of scholar absenteeism,

with health-related problems garnering the very best imply score. Absenteeism related to

economic balance, even though relatively decrease, become nevertheless observed to be

large. This factors to the pressing necessity of addressing health-associated problems and

financial stability a good way to lessen absenteeism and enhance college students'

educational overall performance and attendance. The impact of circle of relative’s duties

on pupil absenteeism. Their examine located that students from low-profits backgrounds

are normally liable for caregiving for younger brothers or elderly family, contributing to

40
extra absenteeism, Akkus and Cinkir (2022). Such added duty may make college students

opt for extra own family duties than attending college, adversely impacting their academic

development. Further, the significance of faculties offering now not simply get right of

entry to healthcare offerings however also quality mental health guide. There has a look at

found out that scholars experiencing mental troubles like tension and despair were most in

all likelihood to absent themselves. The implementation of mental fitness packages in

schools can assist in mitigating those mental boundaries, creating permitting surroundings

for college kids to improve their attendance and educational performance, McDonald et al.

(2023). Shed light on the relationship between absence of motivation and student

absenteeism in high schools. Their research proved that demotivated college students were

much more likely to skip training, and their educational overall performance might

deteriorate. Through identifying and addressing motivational problems, schools can

undertake techniques to efficaciously engage students and build a good learning

environment that supports common attendance and educational achievement, Gallego and

Hernandez (2019). Overall, the findings from those studies highlights the significance of

addressing no longer simplest fiscal stability, fitness-related problems, and circle of

relative’s obligations but also mental elements inclusive of motivation deficiency in

responding to pupil absenteeism. By targeted interventions and support tasks, faculties may

also create an environment that promotes attendance and enhances educational overall

performance for all college students.

41
Relationship between Respondents’ Extent of absenteeism
and their Academic Performance

The proof amassed from the studies sincerely supports the assertion that no full-size

relationship exists between the degree of absenteeism among the respondents and their

universal educational fulfillment. In truth, the findings imply that absenteeism, whether or

not taken into consideration in isolation or alongside different variables, has little to no

giant have an effect on essential factors inclusive of financial stability, health issues, or,

importantly, usual academic achievement. This shows that, in spite of the not unusual

perception that being absent from faculty negatively influences instructional consequences,

the relationship is a long way greater complex and won't be as direct as previously concept.

For financial stability, evidence indicates that absenteeism exerts little influence on the

finances of the students in with regard to their performance. In the same manner, the

evidence reveals that absenteeism is not a key variable in influencing health-related

outcomes that can contribute to academic success. In addition, the findings reveal that

absenteeism is not a key determinant of students' general performance. This means that

differences in attendance levels do not significantly impact students' success in their

studies. The effect of absenteeism on student performance at different levels of study. The

research explains the complex relationship between absenteeism and academic

performance, finally accepting the null hypothesis that there is no significant relationship

between absenteeism and academic performance, Santibanez and Guarino (2021). The

effect of absenteeism on academic achievement in higher education institutions and found

no significant relationship between student absence and academic performance, Kearney

et al. (2019). Patterns of absenteeism in elementary schools and their effects on academic

42
performance. The research enlightens us on the ways in which various patterns of student

absenteeism influence academic performance and conforms to the acceptance of the null

hypothesis, reflecting no significant correlation between absenteeism and academic

performance, Balkıs and Daru (2015). The findings of these studies cumulatively highlight

that irrespective of the academic level—whether elementary, college, or among different

levels—no substantial connection is found between academic achievement and

absenteeism. The steady finding thus accentuates the role of attendance but also points out

that possibly there are other forces that go further in the prediction of students' academic

success. With an acceptance of the null hypothesis, the authors conclude that absenteeism

in itself perhaps might not be a potent predictor of academic performance and that

additional factors need to be considered when assessing student achievement.

43
 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter provided the findings and recommendation on the degree of

absenteeism o their learning performance of the student at Occidental Mindoro State

College- Mamburao Campus of first semester Academic Year 2023 – 2024.

Conclusions

According to the finding of the study, the following conclusion were drawn and

asserted.

1. The respondents’ level of absenteeism of the student are in high extent in terms of

financial stability and Health related factors.

2. The majority of the respondents had a weighted average of 88% to 90%, which is

considered a good grade.

3. There is no significant relationship between the extent of absenteeism and the academic

performance on the student. It indicates that the increase of the extent of absenteeism of

the students has nothing to do with their academic performance vice versa, the increase in

academic performance has nothing to do with the extent of absenteeism of the students.

Recommendations

Based on the finding and conclusions, the researchers provide the following

recommendation:

1. Schools and administrators should use this study's findings to create support

systems and interventions that reduce absenteeism among Bachelor of Elementary

44
 Education students. Improved student engagement and academic achievement

benefit students, teachers, administrators, parents, and future researchers. Effective

policies and interventions are key to success.

2. Teachers should use this research to understand the causes of student absenteeism

and develop strategies to re-engage absent students. Improved attendance and

academic achievement benefit students, administrators, parents, and researchers.

Collaborative, creative strategies are vital for a positive learning environment.

3. Parents should work closely with schools to support their children's attendance and

academic success. This collaboration benefits students and supports teachers,

administrators, and researchers in addressing absenteeism. Open communication is

crucial for student achievement and well-being.

4. Students should recognize the importance of attendance for academic success and

take responsibility for their education. Consistent attendance fosters a positive

learning environment for everyone involved. Active student engagement is key to

solving absenteeism issues.

5. Future researchers should build upon these findings to explore absenteeism's

complexities and develop evidence-based solutions. Further research will improved

understanding and lead to better support systems and interventions.

Multidisciplinary collaboration is crucial for shaping the future of education.

45
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51
APPENDICES

52
 APPENDIX “A”

COMMUNICATION/PERMIT TO CONDUCT THE STUDY

53
54
55
56
57
58
59
60
 APPENDIX “B”
RESEARCH INSTRUMENT USE PERMISSION

61
62
63
64
65
66
 APPENDIX “C”
RESEARCH INSTRUMENT

DATA PRIVACY:

In Occidental Mindoro State College-Mamburao Campus, particularly the

Research Development and Extension Unit value your privacy and aim to uphold the same
when processing your data. The Research in line with the Data Privacy Act of 2012, is
committed to protect and secure personal information obtained in the process of
performance of its mandate. The information you provide, including your general weighted
average (GWA), will only be used for this research and kept confidential. No information
will be shared with anyone outside the research team without your written permission. By
affirming this, you agree to answer the following survey and allows the researchers to have
access to your general weighted average (GWA) with utmost willingness to take this study.
By affirming this, I agree to answer the following survey.

Agree

Name: __________________________________________

Instructions:

This is a survey on the students’ satisfaction on library resources, facilities and

services and its effect in academic performance of the students. Read and analyze the
statements carefully and answer it accurately and honestly. All your responses will be held
strictly confidential.
Using the scale below, react to these statements. Put a (/) checkmark to the
number/option that corresponds to your rating/answer. Make sure that all items are
answered.
Point Verbal Interpretation
4 Very High
3 High
2 Low
1 Very Low

PART I. EXTENT OF ABSENTEEISM OF THE STUDENT

Satisfaction Level
Statement Very Very
High Low
high low
Financial Stability
1. I rarely missed classes even if I couldn't afford
transportation fees.

67
2. I rarely missed classes regardless if I needed to work
to help my family financially.
3. I rarely missed classes regardless if I couldn't afford
of any expenses at home
4. I rarely missed classes however I had to take care of
my siblings due to financial constraints.
5. I rarely missed classes even if I needed to help my
family with household chores to save money.
6. I rarely missed classes regardless if I have unpaid
bills or utilities at boarding house.
7. I rarely missed classes even if I had to work extra
hours for my expenses.
8. I rarely missed classes however I couldn't afford
meals or snacks during school hours.
9. I rarely missed classes even if I needed to attend to a
family emergency that required financial assistance.
10. I rarely missed classes even if I having shortage in
allowance.
Health – Related Factors
1. I rarely missed classes due to a prolonged illnesses.

2. I rarely missed classes with my health concern or

issues.
3. I rarely missed classes due to injuries or accidents.
4. I rarely missed classes even if I have mental health
issues such as anxiety or depression.
5. I rarely missed school even if I have a contagious
illness like the flu.
6. I rarely missed classes regardless if I dental
problems or toothache.
7. I rarely missed classes even if I have a allergies or
respiratory issues..
8. I rarely missed classes due to sudden illnesses
9. I rarely missed classes regardless if I have side
effect from taking medications.
10. I rarely missed classes even if untreated vision
problem.

68
 APPENDIX “D”
PICTURES/PLATES

Plate 1. The researchers during their pre-oral defense on March 27, 2024 at Occidental
Mindoro State College- Mamburao Campus.

Plate 2. The researcher communicated with the respondents through Facebook Messenger
and administered the online survey questionnaire.

69
Plate 3. The researchers during their final consultation with their adviser before the
schedule of their Final Oral Defense.

Plate 4. The researchers together with their Adviser, Research Coordinator, Reco Member
and panel members after the conduct of their final oral defense at Occidental
Mindoro State College- Mamburao Campus’ Science Laboratory EQ-102.

70
 APPENDIX “E”

ORIGINALITY REPORT

71
72
73
74
75
76
77
78
79
 APPENDIX “F”

RESEARCHER’S PROFILE

Personal Information

Name : Jann Christela S. Guillermo

Date of Birth : February 8, 2003
Place of Birth : San Jose, Occidental Mindoro
Sex : Female
Civil Status : Single
Religion : Iglesia Ni Cristo
Email Address : christelaguillermo4@gmail.com
Father’s Name : Jun M. Guillermo
Occupation : Farmer
Mother’s Name : Christal S. Guillermo
Occupation : Teacher

Educational Background

Elementary Education : Name of School : Mendiola Elementary School

Address : Sitio Mendiola, Barangay Pinagturilan,
Sta. Cruz Occidental Mindoro
Year Graduated : S.Y. 2014-2015

Secondary Education : Name of School : Pinagturilan National High

School (Junior High School)
Address : Brgy. Pinagturilan, Sta. Cruz,
Occidental Mindoro
Year Graduated : S.Y. 2018-2019

Name of School : Pinagturilan National High

School (Senior High School)
Address : Brgy. Pinagturilan, Sta. Cruz,
Occidental Mindoro
Year Graduated : S.Y. 2020 – 2021

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao
Occidental Mindoro

80
Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

Title Date Conducted/ Venue
Sponsored By
1-Day DRRM April 24, 2019 Office of Civil Defense Mindorenos Hotel –
for Youth and MIMAROPA Barangay
Students Sector Payompon
of Occidental
Mindoro

Empowering November 17, 2022 BEED Students Occidental Mindoro

Young Minds State College -
of the 21st Gymnasium
Century
Educators

Symposium: March 1, 2024 BEED Students Occidental Mindoro

Navigating State College -
Diversity: Gymnasium
Strategies for
Success in
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental Mindoro

of the 21st State College -
Century Gymnasium
Educators

81
Personal Information

Name : Diana D. Pagunsan

Date of Birth : March 12, 2003
Place of Birth : Tangakan , Mamburao Occidental
Mindoro
Sex : Female
Civil Status : Single
Religion : Baptist
Email Address : pagunsandiana8@gmail.com
Father’s Name : Ramil V. Pagunsan
Occupation : Farmer
Mother’s Name : Ma. Cristina D. Pagunsan
Occupation : Plain Housewife

Educational Background

Elementary Education : Name of School : Tangkalan Elementary School

Address : Tangkalan,Mamburao
Year Graduated : S.Y. 2014-2015

Secondary Education : Name of School : Occidental Mindoro National High

School (Junior High School)
Address : Brgy. Payompon, Mamburao,
Occidental Mindoro
Year Graduated : S.Y. 2018-2019

Name of School : Occidental Mindoro National High

School (Senior High School)
Address : Brgy. Payompon, Mamburao,
Occidental Mindoro
Year Graduated : S.Y. 2020 – 2021

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao
Occidental Mindoro

82
Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

Title Date Conducted/ Sponsored Venue
By
Empowering November 17, BEED Students Occidental Mindoro
Young Minds 2022 State College -
of the 21st Gymnasium
Century
Educators

Navigating March 1, 2024 BEED Students Occidental Mindoro

Diversity: State College -
Strategies for Gymnasium
Success in
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental Mindoro

of the 21st State College -
Century Gymnasium
Educators

83
Personal Information

Name : Kryzha Janen S. Patiu

Date of Birth : September 1, 2002
Place of Birth : Sitio Ilaya, Barangay Cabacao
Occidental Mindoro
Sex : Female
Civil Status : Single
Religion : Iglesia Ni Cristo
Email Address : kryzhajanen.patiu01@gmail.com
Father’s Name : Joven G. Patiu
Occupation : Tricycle Driver
Mother’s Name : Jovelyn S. Patiu
Occupation : Plain Housewife

Educational Background

Elementary Education : Name of School : Cabacao Elementary School

Address : Brgy. Cabacao, Abra De Ilog
Occidental Mindoro
Year Graduated : S.Y 2013-2014

Secondary Education : Name of School : Cabacao National High

School (Junior High School)
Address : Brgy. Cabacao, Abra De Ilog
Occidental Mindoro
Occidental Mindoro
Year Graduated : S.Y 2018-2019

Name of School : Occidental Mindoro National High

School (Senior High School)
Address : Brgy. Payompon, Mamburao,
Occidental Mindoro
Year Graduated : S.Y. 2020 – 2021

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao
Occidental Mindoro

84
Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

Title Date Conducted/ Sponsored Venue
By
1-Day DRRM April 24, 2019 Office of Civil Defense Mindorenos Hotel –
for Youth and MIMAROPA Barangay
Students Sector Payompon
of Occidental
Mindoro

Empowering November 17, BEED Students Occidental

Young Minds 2022 Mindoro State
of the 21st College -
Century Gymnasium
Educators

Navigating March 1, 2024 BEED Students Occidental

Diversity: Mindoro State
Strategies for College -
Success in Gymnasium
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental

of the 21st Mindoro State
Century College -
Educators Gymnasium

85
Personal Information

Name : Rizza Mae B. Lastra

Date of Birth : October 17, 2003
Place of Birth : Sitio Baclaran, Bryg. Cabacao,
Abra de Ilog Occidental Mindoro
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Email Address : rizzamaelastra@gmail.com
Father’s Name : Carmelo P. Lastra
Occupation : Farmer
Mother’s Name : Theresita H. Lastra
Occupation : Plain Housewife

Educational Background

Elementary Education : Name of School : Kulanguan Elemantary School

Address : Sitio Kulanguan Brgy. Cabacao
Abre de Ilog Occidental Mindoro
Year Graduated : S.Y 2013-2014

Secondary Education : Name of School : Cabacao National High

School (Junior High School)
Address : Brgy. Payompon Mamburao,
Occidental Mindoro
Year Graduated : S.Y 2018-2019

Name of School : Occidental Mindoro National High

School (Senior High School)
Address : Brgy. Payompon, Mamburao,
Occidental Mindoro
Year Graduated : S.Y. 2020 - 2021

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao
Occidental Mindoro

86
Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

Title Date Conducted/ Venue
Sponsored By
Empowering November 17, 2022 BEED Students Occidental Mindoro
Young Minds State College –
of the 21st Gymnasium
Century
Educators

Navigating March 1, 2024 BEED Students Occidental Mindoro

Diversity: State College –
Strategies for Gymnasium
Success in
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental Mindoro

of the 21st State College –
Century Gymnasium
Educators

87
Personal Information

Name : Jenny M. Bagro

Date of Birth : July 22, 2003
Place of Birth : Sta. Cruz, Occidental Mindoro
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Email Address : jennybagro@gmail.com
Father’s Name : Joel V. Bagro
Occupation : N/A
Mother’s Name : Ma. Dolorosa A. Maceda
Occupation : Plain Housewife

Educational Background

Elementary Education : Name of School : Mamaburao Central School

Address : Mamburao, Occidental Mindoro
Year Graduated : S.Y 2014-2015

Secondary Education : Name of School : Occidental Mindoro National High

School (Junior High School)
Address : Brgy. Payompon Mamburao,
Occidental Mindoro
Year Graduated : S.Y 2018-2019

Name of School : Occidental Mindoro National High

School (Senior High School)
Address : Brgy. Payompon, Mamburao,
Occidental Mindoro
Year Graduated : S.Y. 2020 – 2021

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao,
Occidental
Mindoro

88
Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

Title Date Conducted/ Venue
Sponsored By
Empowering November 17, 2022 BEED Students Occidental Mindoro
Young Minds State College -
of the 21st Gymnasium
Century
Educators

Navigating March 1, 2024 BEED Students Occidental Mindoro

Diversity: State College -
Strategies for Gymnasium
Success in
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental Mindoro

of the 21st State College -
Century Gymnasium
Educators

89
Personal Information
Name : Geraldine P. Mamildang
Date of Birth : March 13, 1994
Place of Birth : Brgy. Cabalwa, Mansalay
Occidental Mindoro
Sex : Female
Civil Status : Married
Religion : UCCp
Email Address : niedinemamildan2@gmail.com
Father’s Name : Valerio A. Poog
Occupation : Farmer
Mother’s Name : Ray-om B. Poog
Occupation : Housewife

Educational Background

Elementary Education : Name of School : Cabalwa Elementary School

Address : Brgy. Cabalwa, Mansalay, Oriental
Mindoro
Year Graduated : S.Y 2005-2006

Secondary Education : Name of School : Manual National Highschool

School (Junior High School)
Address : Brgy. Manual, Mansalay, Oriental
Mindoro
Year Graduated : S.Y 2010-2011

Tertiary Education : Degree : Bachelor of Elementary Education

Name of School : Occidental Mindoro State College
Address : Brgy. Tayamaan, Mamburao,
Occidental
Mindoro

Eligibilities/Skill/Competencies
Type Venue Date Taken
None None None

Trainings and Seminars Attended

90
 Title Date Conducted/ Venue
Sponsored By
Empowering November 17, 2022 BEED Students Occidental Mindoro
Young Minds State College -
of the 21st Gymnasium
Century
Educators
Navigating March 1, 2024 BEED Students Occidental Mindoro
Diversity: State College -
Strategies for Gymnasium
Success in
Multigrade
Classrooms

The Challenges March 9, 2023 BEED Students Occidental Mindoro

of the 21st State College -
Century Gymnasium
Educators

91
92