CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Cutting Classes Behavior is a term that is used usually in high schoolers;

it means to not go in class or not showing up in class. An increasing number of

individuals seek a high level of education to secure their future. Academic

performance is an essential factor in the success of post-education period

with respect to employment.

It focuses and takes deep exploration concerning the behavior of

different individuals, specifically the selected Shielded Metal Arc Welding

(SMAW) students from Pila Senior High School. Everyone knows the important

of education that's why the researcher wants to know why some students

commit cutting classes. What is the reason why it is happened and existing?

The researcher is eager to know the reason to determine why it happened.

This research also focuses on the Cutting Classes Behavior Its Effect on the

Academic Performance of the selected Shielded Metal Arc Welding (SMAW)

students should know the right thing to do for them to be able to keep their

selves away from the bad habits.

Students should know their limitation and they must realize that there is

a time to be in class, a time for study, a time for family, and to socialize. If the
 2

students apply does things on their study. It will lead them to become a

successful person someday.

The researcher will conduct this study to determine the effects of

Cutting Classes Behavior on the Academic Performance of the selected

Shielded Metal Arc Welding (SMAW) students.

Background of the Study

Cutting Classes Behavior is common happened in all school for the

reason that there is an inefficient security and relatively high number of

students that makes it hard for the school to monitor , and that this problem

affects the Students , Parents or Guardians , students himself or herself and his

or her teachers.

Paper (2009) Cutting classes are now often especially to those students

who are of one of the most prestigious schools here in the Philippines well

Education terms papers on Cutting Classes, Cutting Classes in high school has

many drawbacks, students in high school need to Sep. 19, 2009 Editorial,

Cutting Classes for basic services the Department of Education has reduced

class hours to ease congestion in Public School.

According to Ricky Chan (2011) the latest projection of Hong Kong

population related by the Census and Statistic Department shows that there

will be a steady sharp decline in the coming few years. It will fall by 21.500
 3

Students from 75.400 in 2009 to 53.900 in 2016 representing a decrease of

28.5%; we anticipate that the falling trend will only ease after 2016.

The purpose of this study is to determine the effects of Cutting Classes

Behavior on the Academic Performance of the selected Shielded Metal Arc

Welding (SMAW) students of Pila Senior High School. The Researcher is focuses

and takes deep explorations concerning the behavior of different individuals

specially the selected SMAW Students of Pila Senior High School.

Theoretical Framework

According to Silva (2014) the Cebu Provincial Board yesterday

approved on third and final reading an ordinance that prohibits students

from skipping classes. The Anti-truancy ordinance which was authored by PB

Member Antonio Miguel Magpale, also imposes fine on establishments where

these students loiter. The proposal will now be transmitted to Gov. Hilario

Davide lll for approval and enactment into a law. After the approval,

Barangay Officials and concerned citizens, aside from parents, can legally

reprimand students who cut classes. "Hopefully, with the help of LGU's and

those from the education sector, Dep. Ed (Department of Education), we

can properly implement this ordinance in the entire province”, Magpale said

the implementation will have to begin with the schools, augmented by the

participation of the Barangay and other members of the community.

 4

Nowadays depression is a very real problem for today's youth when a

teens spirit doesn't feel good, a lot of teens do what they can to make their

body feel the same. The practice of Cutting Classes is become more and

more prevalent in different schools around the country.

The goal of this study is to determine the effect of Cutting Classes

Behavior and how student will benefits by it.

Conceptual Framework

The Conceptual Framework of the study was shown below

Independent Variable Dependent Variable

A. Profile of the
respondents
 age
 gender
 Academic
Performance
A. Cutting Classes
in 2nd grading
Behavior
period
 interest on the
subject
 peer pressure
 family
background

Figure 1: Paradigm of the study

 5

Figure 1 contains lV and DV stands for Independent Variable and

Dependent Variable. Independent Variable which includes the profile of

respondents that underlies their age and gender, and the Cutting Classes

Behavior such as: Interest on the subject, Peer Pressure, and Family

Background. However Dependent Variable contains the respondents

Academic Performance and their score in Quarterly Exam.

Statement of the Problem

This study was intended to determine the effects of Cutting Classes

Behavior on the Academic Performance of the selected Shielded Metal Arc

Welding (SMAW) students of Pila Senior High School.

Specifically it sought answers to the following question:

1. What is the profile of the respondents in terms of;

1.1 age;
1.2 gender?

2. How do respondents, perceived Cutting Classes Behavior in terms of;

2.1 interest on the subject;
2.2 peer pressure;
2.3 family backgrounds?

3. What is the mean level of the academic performance in 2nd grading

period?

4. Is there significant effects between Cutting Classes Behavior and the

Academic Performance of the selected SMAW Students of Pila Senior High
School?
 6

Hypothesis

There is no significant effect between Cutting Classes Behavior and the

Academic Performance of the selected Shielded Metal Arc Welding (SMAW)

students of Pila Senior High School with reference to the score in Quarterly

Exam.

Scope and Limitation

This Study is limited only to the Thirty (30) selected SMAW Students of

Pila Senior High School with the aim to know how Cutting Classes Behavior

can affect their Academic Performance with reference on their score in

Quarterly Exam. This study will be done through survey questions that will be

given to the respondents.

Significance of the Study

This study will be beneficial to the following:

Parents. For the parents to be aware and to understand the effects of

Cutting Classes Behavior on their Child's Academic Performance to help

them guide.

Teachers. The teachers are the one who act as the second parents for

their students. This research will help them understand how the Cutting

Classes Behavior can effect of their Academic Performance.

 7

Students. This study aim to provide the student knowledge on the

Cutting Classes Behavior on their Academic Performance for awareness and

to help them resolve this problem.

Principal. The principal holds the highest authority inside the school. This

study is to help them understand the effect of Cutting Classes Behavior on

their Academic Performance.

Future Researcher. To serve as a reference for the future researcher in

conducting related future studies.

Definition of terms

To give a clearer understanding of this study. The researcher defined

the following terms operationally

Age. It will describe the oldness or the time of life of the respondents.

Gender. It is the sexual category of the respondents.

Cutting Classes Behavior. It is the behavior of students during class

hour.

Interest on the Subject. It’s defined the willingness of the students.

 8

Peer Pressure. Its defined how students influence by their friends or

classmates.

Family Background. It is the situation of the students within the family.

Academic Performance. The term Academic Performance is defined

as extent to which students was achieved their Educational Goals.

 9

CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents a review of related literature and studies to gain

some insights on the conduct of the study to be reliable to enrich its content.

Related Literature

Based on Issa, et.al (2015) as cited by Fernandez (2018) when

considering gender, there are inconsistencies in the potential for fostering

academic achievement .According to a survey conducted by the pew

Research Center's Internet and American Life Project, social networking sites

such as Facebook, Pinterest, and Instagrams are most popular with women,

and that overall females have subscribe to online social network platforms to

a greater extent than men. Furthermore, female students spend more time on

social media than males and self-report higher levels of anxiety if they are not

able to access the platform

According to Bornstein (2006) gender can have ambiguity and fluidity.

The world health organization defines gender as the result of socially

constructed ideas about the behavior, actions and roles a particular sex

performs. The beliefs, values and attitude taken up and exhibited by them is

as per the agreeable norms of the society and the personal opinions of the

person is not taken into the primary consideration of assignment of gender

and imposition of gender roles as per the assigned gender. Intersections and
 10

crossing of the prescribed boundaries have no place in the arena of the

social construct of the term "gender". The assignment of gender involves

taking into account the physiological and biological attributes assigned by

nature followed by the imposition of the socially constructed conduct. The

social label of being classified into one or the other sex is necessary for the

medical stamp on Birth Certificates. Gender is a term used to exemplify the

attributes that a Culture constitutes as "masculine" or "feminine". Although a

person's sex as male or female stands as a biological fact that is identical in

any culture, what that specific sex means in reference to a person's gender

role as a woman or a man in society varies cross culturally according to what

things are considered to be masculine or feminine.

According to Poul (2013) as cited by Ulep et.al (2018)interest helps

someone understand more deeply and remember it accurately. Being

interested in something gives you the motivation to do your best in that field.

It can transform someone from struggling to high achieving person.

McCarthy(2014)as cited by Ulep et.al (2018) a student being interested

in the topic or the topic is connected to what the student like it makes them

willingly spend time to it and create more ideas while enjoying what they do.

Being interested holds so much power.

According to Brenton (2016) as cited by Ulep et.al(2018)lack of interest

in something can be caused by different factors such as difficulty in

 11

concentrating, family problem sometimes it just shows that the student is

getting bored

Student interest to their subject could help them to become better

and to understand the subject matter. Student will become productive and

knowledgeable because of their interest.

According to Kleinschmidt (2017) as cited by Ulep et.al (2018) some

teenager begin to spend less of their free time to their family and spend more

time in different Activities with their friends. Peer pressure can have positive

and negative effects on a teenager.

According to Oswalt (2010) as cited by Ulep et.al (2018) if a student

based their decision or behavior on their friend’s wants they are answering to

peer pressure. Peer pressure is often associated with negative outcomes such

as making harmful decision but some parents don't recognize the positive

influence of peer pressure where they encourage each other to make wise

decision.

According to Witmer (2017) as cited by Ulep et.al (2018) stated that

peer pressure differs in their outcomes. If the students do something that turns

out to be healthy for his/her the peer pressure is positive but if she do things

that is unhealthy for his/her the peer pressure is negative.

 12

Friends can have a good and bad relationship this can affect their

peer relation with one another. The decision of a person depends on how

he/she will handle the peer pressure.

According to Coleman (2008) as cited by Matienzo et.al (2018) Family

Background can be analytically separated into at least three distinct

components. These are Financial (physical) Capital (family income wealth),

Human Capital (parent education) and Social Capital (relationship among

actors)

As cited by Paul (2012) as cited by Ulep et.al (2018) parents matter in a

child education. Parents don't need to by expensive educational toys of

digital devices for their child what they just need to do is to talk to their child

and give them encouragement and motivation to do well in their study.

According to Bennett (2017) as cited by Ulep et.al (2018) mentioned

that if a student fails at school , The student home and family should be

considered . There are several factors that affect a student performance at

school such as economic stability, changes in family relationships, parental

attitude towards education and incident of child abuse.

Family is one of the important things that people can have, especially

for their education. It gives them encouragement, motivation, and support, a

student do the right thing inside the school. Having some issues in a family

can affect a student academic performance at school.

 13

Related Studies

According to Goulart et.al (2011) as cited by Ulep et.al (2018) about

the impact of interest in school on educational success in Portugal. This paper

examines whether a child's interest in school has any bearing on educational

success. This study suggests that there is little support for the idea that prior

interest in school has a bearing on future educational success.

From the study conducted by Essien (2015) as cited by Ulep et.al

(2018) on students' interest in social studies and academic achievement in

tertiary institution in cross river state, Nigeria . The results of the analysis

revealed that students interest in social studies significantly relate to their

academic achievement in the subject. This research suggested that

teachers/facilitators should explain all subjects matter in a way that each

student can comprehend in order to arouse their interest in the subject

among others.

According to Kpolouie et.al (2013) cited by Ulep et.al (2018) on

academic achievement prediction: Role of interest in learning and attitudes

toward school results showed significant correlation and multiple prediction

of student's academic achievement with the predictor variables. This

research recommends that improvement of student's interest in learning and

attitudes to school could contribute in boosting their performance

academically.
 14

The teacher’s must have strategies to catch the attention and the

interest of student for them to avoid cutting classes.

According to Ezzarrouki (2016) as cited by Ulep et.al (2018) on peer

influence on academic performance; Peer influence has been found to

have a greater impact on the academic performance both positively and

negatively depending on the makeup of the group.

According to Temitope (2016) as cited by Ulep et.al (2018) about

influence of peer group on academic performance of secondary school

students in Ekiti state. The results of this study suggest that Age, Gender and

Religion difference does not matter in determining academic performance

among secondary school students. The results further suggest that peers

Relationship, Socialization, Location, Motivation and Drugs use have a great

influence in determining academic performance of secondary school

students.

According to Akomolafe et.al (2016) as cited by Ulep (2018)

conducted a study on peer group and parental support as correlates of

academic performance of senior secondary school students in south west,

Nigeria. The findings of the study revealed that there was a positive significant

relationship between peer group, and parental support, and the academic

performance of students.
 15

Student’s commit cutting classes because of peer pressure that

encourage them to made a wrong decision.

According to Keseler (2013) as cited by Matienzo et.al (2018) blamed

poor Academic Performance to another family type known as step family.

Individual who divorce, most time chooses to remarry. This type of family

constitutes two separate families merging in to one unit (new husband and

new wife and their children from previous marriage relationship).

According to Muthoni (2013) as cited by Ulep et.al (2018) about the

relationship between family background and academic performance of

secondary school students; The findings of the study showed that parental

marital status, family size, parent's education level and family financial status

had a positive relationships with academic performance of student.

Ogbugo - Ololube (2016) conducted a study on impact of student

parental background on academic achievement in secondary school. The

results showed positive relationships between parent’s socioeconomic status,

educational status, and parent’s level of income, family size and student

Academic achievement.

Some of student’s didn’t received help and support from their family,

when it comes to their education. In that situation it gives them a difficult time

to balance their education and family problem. It can affecttheir academic

performance.
 16

CHAPTER 3

RESEARCH METHODOLOGY

This study presents the Methodology of the study, which includes the

Research Design, Respondents of the Study, Sampling Technique, Data

Gathering Procedure, Research Procedure, Research Instrument and the

statistical treatment of data.

Research Design

This descriptive method of research was used in this study, as stated by

Shuttleworth (2008) and as cited by: Bolilan et.al, Descriptive research is a

scientific method which involves observing and describing the behavior of a

subject without influencing it in any way. The Descriptive Method was used in

this study to Analyze, Evaluate, and Observe the Cutting Classes Behavior: Its

effect on the Academic Performance of the selected SMAW students of Pila

Senior High School.

Respondents of the Study

The respondents in this study were the selected SMAW students of Pila

Senior High School consisted of thirty (30) students. Permission from the school

principal and their advisers of selected SMAW students for their participation

in the study.
 17

Sampling Technique

Thirty (30) samples were selected in this study from the selected SMAW

students. The researchers used the purposive sampling technique. A

purposive sampling is a Non-Probability sample. This technique was employed

to ensure fairly equal presentation of the variables for the study.

Data Gathering Procedure

The following procedures were done by the researchers during the

conduct of the study.

A letter of request was validated by the thesis adviser, then submitted

afterwards to the office of the principal for the approval of the principal, the

researcher immediately distributes the questionnaires to the respondents.

Date were collected and completed for the interpretation of the data. Lastly

Consultation with the thesis advisers was done for the improvement of the

study.

Research Procedure

The researchers formulate first the title for their research and ask the

approval of their Practical Research 2 (PR2) adviser. Then, they proceed to

the construction of Chapter 1, 2, 3.

The researcher used Books, Journals, Articles, Studies and Internet as

reference for knowledge and information about the topic and picked out
 18

the appropriate respondents. The researcher moreover asked the help from

their research adviser for the approval before conducting a survey. Then, the

researcher formulated the permission letter to be approved by the research

adviser to conduct the study.

Research Instrument

The researcher used a set of questionnaire as an instrument for the

data gathering procedure. The primary aim of the questionnaire was to

determine the effect of Cutting Classes Behavior on the Academic

Performance of the selected SMAW students of Pila Senior High School; the

questionnaire was divided into two (2)parts. The first part contains the

information of the respondents and the second one was the questions

containing the ideas with regards to the students’ Academic Performance.

The questionnaires contents were answered by the selected SMAW

students of Pila Senior High School.

The following legend was used:

4.21 - 5.00 Strongly Agree

3.41 - 4.20 Agree

2.61 - 3.40 Moderately Agree

1.81 - 2.60 Disagree

1.00 - 1.80 Strongly Disagree

 19

Statistical Treatment of Data

The collected data from thirty (30) selected SMAW students of Pila

Senior High School were valuable and important because it contained all the

relevant information needed to fulfill the objectives of the research.

After the tabulation process of data, the analysis of data was

performed by applying various statistical tools depending upon their

applicability were percentage, Mean and Standard Deviation Computed.

The selection of tools was done on the basis of objectives of the

research work and the nature of respondents.

 20

CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered based on the research

questions, the analysis and interpretation relative to the sub problems and the

hypothesis stated in Chapter 1. The study was conducted to validate the

variables affecting the academic performance as evaluated by thirty (30)

selected Shielded Metal Arc Welding (SMAW) students of Pila Senior High

School.

Age

10%
10%
15
16
30%
17
43.33%
18
19
20

Figure 2. Description of respondent’s profile in terms of Age

Figure 2. represent the age of the respondents. This figure shows that

13(43.33%) of the respondents were 17 years old, 9(30%) of the respondents

 21

were 18 years old, 3(10%) of the respondents were 16 years old, 3(10%) of the

respondents were 20 years old, 1(3.33%) of the respondents were 15 years

old, and 1(3.33%) of the respondents were 19 years old.

Based upon the figure 2 in terms of age revealed that the most

dominant number of the respondents is 17 years old, and the least number of

the respondents is between the age of 15 and 19 years old.

Gender

13.33%

86.67% Male
Female

Figure 3. Description of respondent’s profile in terms of Gender

Figure 3. reveals the gender of the respondents. This figure shows that

26 (86.67%) of the respondents were male and 4 (13.33%) were female.

Based upon the figure 3 in terms of gender revealed the largest

numbers of the respondents are male, and the least number of the

respondents are female.

 22

Table 1. Description Sof the Cutting Classes Behavior in terms of Interest on the
subject.
INDICATORS MEAN SD REMARKS

1. I prefer to work on my 3.73 0.19 Agree

subjects than doing other
thing.
2. I want to get a high grade 4.13 1.22 Agree
on my subjects.
3. I actively participate in 3.9 1.10 Moderately Agree
class.
4. I clarify things that I didn’t 3.7 0.84 Moderately Agree
understand in our lesson.
5. I listen carefully in our class 4.17 1.05 Agree
discussion.
Overall Weighted Mean 3.93 1.02 Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Moderately Agree
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

As projected in the table 1, item number 5, about the “Interest on the

subject that I listen carefully in our class discussion,” obtained an X = 4.17, SD

= 1.05 and was interpreted as agree. Next is item number 2, “I want to have a

high grade on my subjects” an X = 4.13, SD = 1.22, and was interpreted as

Agree. Item number 1, “I prefer to work on my subject than doing other

thing,” an X = 3.73, SD = 0.91, and was interpreted as Agree. Next item is

number 3, “I actively participate in class” an X = 3.9, SD = 1.10, and was

interpreted as Moderately Agree. Last item is number 4, “I clarify things that I

didn’t understand in our lesson,” an X = 3.7, SD = 0.84, and was interpreted as

Moderately Agree.
 23

The grand mean from the student’s response on the interest on the

subject revealed 3.93 respectively. The result shown that the students were

Agree that student interest on the subject was one of the factors affecting

Cutting Classes Behavior.

Table 2. Description of the Cutting Classes Behavior in terms of Peer Pressure

INDICATORS MEAN SD REMARKS

1. My friends motivate me to 3.57 0.93 Agree

do well in class.
2. My friends encourage me 3.67 1.10 Agree
to participate in school
activities.
3. My friends pressured me to 3.4 1.04 Moderately Agree
do things that I am not
comfortable.
4. I choose to go with my 3.3 1.34 Moderately Agree
friends than studying and
finishing my assignment.
5. My friends influence me in 3.83 1.20 Agree
positive way.
Overall Weighted Mean 3.55 1.12 Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Moderately Agree
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

As projected in the table 2, item number 5, about the “Peer pressure

that my friends influence me in positive way,” obtained an X=3.83, SD=1.20

and was interpreted as Agree. Next is item number 2, “My friends encourage

me to participate in school activities,” an X=3.67, SD=1.10 and was

interpreted as Agree. Item number 1, “My friends motivate me to do well in

 24

class,” an X=3.57, SD=0.93 and was interpreted as Agree. Next item is number

3, “My friends pressured me to do things that I am not comfortable,” an X=3.4,

SD=1.04 and was interpreted as Moderately Agree. Last is item number 4, “I

choose to go with my friends than studying and finishing my assignments,” an

X=3.3, SD= 1.34 and was interpreted as Moderately Agree.

The grand mean form the student’s response on the peer pressure

revealed 3.55 respectively. The results implied that the student were Agree

that peer pressure was one of the factors affecting Cutting Classes Behavior.

Table 3. Description of the Cutting Classes Behavior in terms of Family

Background
INDICATORS MEAN SD REMARKS

1. My parent’s let me join in 4.03 1.16 Agree

school activities.
2. My parent’s provide 4.2 1.10 Agree
financial support on my study.
3. My parent’s encourage me 4.27 0.87 Strongly Agree
to develop my self-
confidence.
4.My family give their full 4.23 1.00 Strongly Agree
moral support in my study.
5. I am able to pursue my 4.47 0.77 Strongly Agree
education because of my
family.
Overall Weighted Mean 4.24 0.98 Strongly Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Moderately Agree
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

As projected in the table 3, item number 5, about the “Family

Background that I am able to pursue my education because of my family,”

 25

obtained an X=4.47, SD=0.77 and was interpreted as Strongly Agree. Next

item number 3, “My parents encourage me to develop my self-confidence,”

an X=4.27, SD=0.87 and was interpreted as Strongly Agree. Item number 4,

“My family give their full moral support in my study,” an X=4.23, SD=1.00 and

was interpreted as Strongly Agree. Second to the last is number 2, “My

parents provide financial support on my study,” an X=4.2, SD=1.10 and was

interpreted as Agree. Last is item number 1, “My parents let me join in school

activities,” an X=4.03, SD=1.16 and was interpreted as Agree.

The grand mean form the student’s response on the family

background revealed 4.24 respectively. The results implied that the students

were Strongly Agree that family background was one of the factors affecting

Cutting Classes Behavior.

 26

Mean Level of the Academic Performance

in 2nd grading period
6.67%
16.67%

96-100
26.67% 50% 91-95
86-90
81-85
76-80

x̅ = 85.33 SD = 4.30

Figure 4. Description of the respondents Mean level of academic

performance in 2nd grading period

Figure 4. present the mean level of the academic performance in 2nd

grading period. This figure shows that 50% of the respondent’s average are

86-90, 26.67% of the respondent’s average are 81-85, 16.67% of the

respondent’s average are 76-80, 6.67% of the respondent’s average are 91-

95, 0% of the respondent’s average are 96-100.

Based upon the figure 4 in terms of the mean level of the academic

performance in 2nd grading period. The most high average are between 86-

90 and the least average are between 96-100.

 27

Table 4. Significant Effect of Cutting Classes Behavior to the Academic

Performance of the students
Criteria T-value P-Value Remarks

Interest on the subject 100.8857 0.0001 S

Peer Pressure 100.8059 0.0001 S
Family Background 100.7079 0.0001 S
Legend:
NS=Not Significant
S=Significant

As reflected in the table, the computed t-value of 100.8857,

100.8059, and 100.7079 with their corresponding p-value of 0.0001 which is less

than the level of significance of 0.05 and it is interpreted as Significant.

Therefore the null hypothesis was rejected.

 28

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusion, and recommendation

based on the data gathered.

Summary

The purpose of the study was to validate the variables affecting the

Cutting Classes Behavior. Thirty (30) selected Shielded Metal Arc Welding

(SMAW) students from Pila Senior High School.

The descriptive method of research was used in conducting this study,

to determine the significant effect of Cutting Classes Behavior to the

academic performance of the selected SMAW students.

The study used questionnaire as the research instrument. A set of

questionnaire for the students to answer the research instrument undergo

series of validation.

To determine the variables that affect the Cutting Classes Behavior,

weighted. Mean, standard deviation and t-test was used in establishing the

significant difference of the variables.

 29

1.1 Description of students in terms of Age

It shows that 13(43.33%) of the respondents were 17 years old, 9(30%)

of the respondents were 18 years old, 3(10%) of the respondents were 16

years old, 3(10%) of the respondents were 20 years old, 1(3.33%) of the

respondents were 15 years old, and 1(3.33%) of the respondents were 19

years old respectively.

1.2 Description of students in terms of Gender

It shows that 26 (86.67%) of the respondents were male and 4 (13.33%)

were female.

2. Perceive Cutting Classes Behavior in terms of its variables

The overall weighted mean of 3.93, 3.55 and 4.24 rated by the students

that the Cutting Classes Behavior in terms of interest on the subject, peer

pressure and family background were Agree and Strongly Agree.

3. Description of the Mean Level in Academic Performance in 2nd grading

period

It shows that the mean level of the academic performance in 2nd

grading period. This figure shows that 50% of the respondent’s average are

86-90, 26.67% of the respondent’s average are 81-85, 16.67% of the

respondent’s average are 76-80, 6.67% of the respondent’s average are 91-

95, 0% of the respondent’s average are 96-100.

 30

4. Significant effect of the Cutting Classes Behavior in terms of its variables

As reflected on the computed t-test of 0.1074, -1.7614 and 1.8453 have

tabular value of 2.045 respectively was all less than the alpha 0.05 levels of

significance with verbal interpretation of not significant. Based on the analysis

of the given above, there is no significant effect between Cutting Classes

Behavior and academic performance of the selected SMAW students of Pila

Senior High School.

Conclusion

Based on the mentioned findings the following conclusion made:

1. The respondents profile shown that the majority of them are at age of 17

and most of them are male.

2. The respondents rated the variables that affecting the Cutting Classes

Behavior on their academic performance in terms of interest on the subject,

peer pressure and family background as Agree and Strongly Agree.

3. The mean level of the respondents in the academic performance in 2nd

grading period. The most high average are between 86-90 and the least

average are between 96-100.

 31

4. There is significant effect between Cutting Classes Behavior and the

academic performance of the selected SMAW students of Pila Senior High

School.

Recommendation

Based on the findings and conclusion drawn, the following are hereby

recommended:

1. Teachers can still make their part on the learning process of the students

through guiding them.

2. Future researchers can use this study as basis and might add more

respondents to make a broad understanding of the topic.

3. Teachers can further motivate their students in order to grow and develop

in a way they used to be.

 32

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