Research Paper of ABSENTEEISM OF STUDENTS
Research Paper of ABSENTEEISM OF STUDENTS
Research Paper of ABSENTEEISM OF STUDENTS
Sarmiento Campus
“Absenteeism of Students”
Principles of Teaching
Submitted by:
Jennifer L. Concepcion
BEED-2A
Submitted to:
Abstract………………………………………………………………………………………4
Introduction………………………………………………………………………………….5
Relevant theories…………………………………………………………………………….7-8
Related Literature………………………………………………………………………..….9-13
Conceptual Framework…………………………………………………………………...…17
Definition of Terms……………………………………………………………………….…17
Research Design………………………………………………….………………………...18
Research instrument………………………………………………………………………..19
Statistical treatment…………………………………………………………………………...20
Chapter IV Presentation, Analysis and Interpretation of Data ………………………....21-22
Reference……………………………………………………………………………………….
Abstract
Student absenteeism is a perennial problem of all teachers. Every curriculum year, it is one of the
problems that they have to contend to. It is not only the teachers who are concerned with this
This action research examined the causes of absenteeism of the students of Bulacan State
data contained in the daily attendance record being passed around and kept by the teacher-
leader’s office everyday and is regularly filled up by the teachers in each year level for the
whole year. Now that they are in college, some of them are still frequent absentees. It is for
this reason that this research was undertaken. It has the end in view of understanding and
correcting such undesirable student behavior. Based on the findings, methods/strategies were
Introduction
the school it is the habitual or intentional failure from going to school. It cannot be denied that
every now and then, students may miss some school activities and lessons. But it becomes a
problem if the student will be away from school for many days.
Going to school regularly is crucially important for a student’s education and social skills.
Chronic absentee students are placed at a disadvantage both socially and academically. They
miss out on critical stages of social interaction and development with their peers and at the same
time impacts negatively on their academic progress. This can result to low self-esteem, social
isolation and dissatisfaction that could well have precipitated non-attendance in the first place.
School absenteeism is an alarming problem for administrators, teachers, parents and the society
in general, as well as for the students in particular. Unaccepted absence has a negative effect on
peer relationship which could cause absence. According to Malcolm, Wilson, Davidson and Kirk
(2003) teachers identified effects of absenteeism on children as: academic under- achievement,
difficulty in making friends which could lead to boredom, loss of confidence. Also, prolonged
absence can have deleterious effects for the child in later life. Students who are absent from
Absenteeism also affects the teacher’s ability present class work in a sequential and organized
way. This can have an effect on the progress of all the students attending the class.
The families of habitual absentees can also suffer. For a poverty-stricken family, it may mean a
continuation of the poverty and unemployment cycle that may run in the family. This also
The society also suffers as the children of school age hang around in the streets. They can be
found just gallivanting around. Since they have nothing to do, they resort to petty crimes like
stealing other people’s belongings and properties. Others may resort to drug addiction and other
behavior that is detrimental to society. Thus, if the student keeps on being away from school for
too long, he may grow up to be a liability of his community and of his country as a whole.
It is the aim of every school to lessen, if not eradicate absenteeism among its students. One way
of addressing this problem is to identify the causes why students become truant from school.
Once they are singled out, understood and analyzed, specific actions and measures can be
undertaken. This will eventually redound to the better performance of the students, teachers and
It is in this context that this action research was undertaken, that is, to identify the causes why the
Bulacan State University students in this school absent themselves from their classes.
This study aimed to determine the causes of absenteeism among the Bulacan State University
student. Specifically, it sought to answer the following questions:
1. What are the common causes why pupils are absent from their classes?
The result of the study will determine the factor that makes the student absences or being late
from school.
Following:
To the parents, this study will improve the rapport of parents to their children as they support
them financially, emotionally, physically.
To the teachers, this study will serve as a guide for teachers to make for the students who have
problems.
To the students, this study will inform the student about the factors that they have to avoid to
continue their studies.
To the researchers, this will guide other researchers in conducting a study that will better provide
readers information about the factors that students absences from school.
Scope
This study was limited to the causes of absenteeism among the Bulacan State University students
for school year 2012-2013. All of the sixty (60) Bulacan State University students
were made as respondents. They were asked to accomplish a questionnaire for the purpose.
Chapter II
Theoretical Framework
Relevant theories
Tinto’s original theory involved five specific factors that contributed to student retention: (1) a
student’s pre-entry attributes (prior schooling and family background); (2) goals and
commitment (the students and faculty and peer interaction); (3) experience at the institution
(academics and faculty and peer interactions); (4) external commitments while at the institution;
(5) integration both academically and socially (Metz 4). In the second edition of his book, Tinto
argues against models of attrition that “see student departure as reflecting some shortcoming
and/or weakness in the individual” (85), further reinforcing the fifth aspect of his attribution
model: the subjective category of integration. In essence, Tinto is arguing that a student may be
passing classes with flying colors and still decide to absent for reason unrelated to “shortcoming
and/or weakness”. He suggest that the act of absences should not necessarily carry a negative
connotation.
This first theory has, of course, since been criticized and manipulated to fit later theories in the
collective effort to create a single unifying attrition model. In his “involvement theory,” Astin
suggested that “certain variables influence student persistence, notably various forms of financial
aid,” and that “students learn by becoming involved” in college-sponsored activities (Metz 5).
Although Tinto certainly includes the latter in his theory, he clearly ignores the former argument
of Astin. John Bean further “expanded on the previous work of Tinto and Astin by integrating
academic variables, student intent, goals, expectations, and external and internal environmental
factors into a revised model of persistence” (Metz 8). Bean’s attrition model includes another set
of five facets: (1) reutilization – the idea that student life becomes routine; (2) instrumental
communication – how well an institution distributes information about student life; (3)
participation in classroom decisions; (4) integration; (5) distributive justice – whether rewards
are consistent with effort expended (Ishitani and Desjardin 6-7. Both Metz and Ishitani and
Desjardins agree that “most researchers have continued to criticize other aspects of Tinto’s
theory. Tierney argues against Tinto’s reliance on a traditional age for college students, which
ignores a large number of older, returning students (Metz 9). Others have argued against the
theory for its ignorance of the two-year against Tinto’s reliance on a traditional age for college
students, which ignores a large number of older, returning students (Metz 9). Others have argued
against the theory for its ignorance of the two-year college, and its failure to take into account the
differing circumstances of minority students.
Chapter III
Methods of Research
Research Design
This paper described the topic in descriptive form; all the details were discussed all over the
paper with given supportive details and citation to make the information concrete.
The respondents consist of (60) selected students at Bulacan State University Sarmiento Campus,
Methods of Research
Data were gathered through gathering necessary data and conducting a survey. Statistical survey
is an important and useful method of data collection. It is used to collect information about items
in a population.
Conducting the survey, the surveys questionnaires were given to the respondents and were given
by the researcher. Questionnaires provide answers using the 5 pt and 3 pt. Likert Scale for the
that employs questionnaires. It is the most widely approach to scaling responses in survey
research. When responding to a Liker questionnaire item, respondents specify their level of
Research Instruments
In this research, the researcher used a survey-questionnaire as an instrument. The survey method
has been selected because it is well organized, easily understood, and less expensive.
Name: (optional)
Instructions: Check the box that describes your answer the following questions.
5-always
4-very
3-sometimes
2-rarely
1-never
Statistical treatment
A statistical treatment will be used to describe the collected information and the analysis of the
existing facts. A frequency distribution shows us a summarized grouping of data divided into
mutually exclusive classes and the number of occurrences in a class. Univar ate frequency
distributions are often presented as lists ordered by quality showing the number of times each
value appears.
Percentage was utilized to analyze the gathered data. Below is the formula use:
% f = + f/n x 100
Where:
f= frequency
n=total of respondents
Chapter IV
Presentation, Analysis, and Interpretation of Data
This study used the descriptive survey method. A questionnaire was used to determine the causes
of absenteeism among the students where they rated each situation/reason/cause presented.
All the data gathered from the respondents were organized, tallied, tabulated and presented in a
series of tables and graphs. Frequency counts, percentage weight values and weighted mean were
The responses of the pupils were analyzed using a 5-point Likert Scale with the following
equivalent:
1 -Never
2 -Rarely
3 -Sometimes
4 -Very Often
5 -Always
It is be to be noted that the questionnaire given to the students were given in their native dialect
in order for them to understand better what they were answering, thus, giving more chances of
accurate responses.
The rounding of figures was done to signify classification of responses. The measure of central
tendency specifically the mean was used to determine the average value of response or response
This survey happened from March 11 to March 15, 2013. The Researcher asked 60 students from
Bulacan State University Sarmiento Campus. Sixty student from education student fill out the
survey form.
Frequency Distribution
Figure 1
A. Physical Factors
Among the items cited, the distance of their house to the school and the danger posed by walking
to the school has the same response average or a mean of 1.04. It means that both are not reasons
Fever/flu is the most common reason of students for being absent. It has the highest response
average of 2.4. It is followed by headache with an average response of 1.67. Other diseases like
diarrhea come in third with 1.61 average responses. The least common reason for them for being
C. Personal Attitude
That the student doesn’t wake up early is the most common reason why he/she is absent. This
account for 1.91 mean. Another reason commonly cited is that they can’t concentrate on their
studies and that they were not able to study their lessons. This resulted from 1.45 and 1.37 mean
respectively. Feeling lazy and playing computer games also keep them away from school. The
former has a response average of 1.26 while the latter has 1.22.
D. Teacher-Related
When the students are scolded for their bad behavior by the teacher, this tends to make them be
absent from their classes. It has the highest average response of 1.38 while the reason that they
can’t understand their lessons follow close behind with 1.32 mean.
E. Classroom Atmosphere
The highest mean of 1.77 was accorded to noise inside the classroom which means that this is the
primary reason why they tend to be truant. Bullying by fellow student follows with 1.39 response
average.
F. Home-Related
“My parents ask me to be absent from school” reason resulted to the highest mean of 1.52.
Household chores come second with a response average of 1.47. The other reasons ranged from
1.08 to 1.39 include having no money to spend for snacks and other small expenses in school, no
the equivalent value of each frequency and then adding them all.
Chapter V
Conclusions
Among all the causes presented, health is the primary reason why students are absent from their
classes. Flu/fever is the leading culprit in this category. Oral health, which according to the
Department of Education is the main reason why pupils are absent, is just third among the
reasons cited in the said category by the Grade VI students studying in Zapote Elementary
Classroom atmosphere, personal attitude, teacher factor and home-related reasons follow in that
order. The least reason they give is related to their physical environment.
Considering all the factors/categories cited, the top 10 reasons of student absenteeism are as
follows:
1) Flu/fever
8.3) Toothache
Recommendations
The following are recommended to limit the students’ absenteeism and prevent their
occurrences:
1. Educate the students on how to take care of their overall well-being. Emphasis should be given
to oral health and over-all body wellness. Teach them how to avoid communicable diseases as
well. Give them information on how to properly wash their hands which is the main source of
Let them develop proper eating habits. Since most of the children in the school come from poor
families, point out to them the cheap but healthy foods. Ask them to pass on this information to
their parents.
2. Time and again, classroom atmosphere should be made conducive to learning. Noise-
reduction among students should be a priority as this really affects them. Students tend to have
louder voices so it should be inculcated in them how to speak
softly and without needing to shout. The key here is discipline. The teacher must also see to it
that the students are comfortable and have no other concerns except the lesson at hand. There
should be a lively interaction between the teacher and the students but the teacher should see to it
that it will be in modulated voices so as not to impair the hearing of the students due to too much
noise when doing classroom activities.
Include proper room ventilation and lighting so as not to distract pupils from their learning.
3. During parents conferences, inform the parents about the benefit of keeping their children in
school at all times when there are classes. Emphasize to them that if they keep on asking their
children to be absent, this will set a bad precedence to the child. If the parents themselves will be
the one to keep them away from school, they will think that household concerns are more
important than their education, thus the children will take for granted their coming to school
4. Although it can’t be avoided that the teacher gets peeved with students’ bad behavior, he/she
should refrain from scolding the erring pupils. As much as possible, remind them of their wrong
doing in a most diplomatic manner. Self-control should be a virtue which the teacher should
5. Give extra attention to those who are left behind in the lessons. Tap the bright tudents to teach
their slower classmates, for all we know, these slow students might learn/understand better if
persons of their same age are the ones explaining to them. In other words, cooperative learning
should be practiced in the teaching-learning process. Once a slow student fully understands the
lesson, he/she can keep up with his/her other classmates, thus self-confidence is gained. This
6. Imbibe in the mind of the children that their academic success is very much dependent on their
attitude towards school. Motivate them so they will be looking forward to attending their classes
regularly. For those who wake up late, encourage them to have an alarm clock. Do not scold the
pupils who come late. Give them a time-table to change their sleeping habit for the better. In line
will this, studying before retiring to bed instead of watching TV should be prioritized and
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APPENDIX
STUDENT’S PROFILE
Name: (optional)
Instruction: check the box that describes your answer on the following questions.
A. Physical Factor
1. Our house is far from the school.
2. It is unsafe to go to school.
3. Nobody accompanies me in going
to school since it is far.
B. Health
1. I have a toothache.
2. My stomach hurts.
3. I have a headache
4. I'm down with fever/flu.
5. I have other diseases like diarrhea,
etc.
C.Personal Attitude
1. I am not interested in my studies.
2. I feel lazy.
3. My friends influence me to be
absent from my classes.
4. I can't concentrate in my studies.
5. I didn't wake up early.
6. I did not study/make my
assignments the night before.
7. I got fond of playing computer
games.
D. Teacher-Related Factors
1. My teacher scolded me.
2. I can't understand my teacher's
lessons.
3. I don't like my teacher.
E. Classroom atmosphere
1. Our classroom is hot and
uncomfortable.
2. It's noisy inside our classroom.
3. A classmate/classmates bully me.
4. I have no friends in our class.
F. Home-Related Factors
1. My parents ask me to be absent
from class.
2. My parents quarreled.
3. My parents don't care about my
studies.
4. I'm too pre-occupied with
household chores.
5. I have no money to buy snacks in
school.
6. We have no food/I did not eat.
Jennifer L. Concepcion
jenconcepcion12@yahoo.com
PERSONAL BACKGROUND
Gender: Female
Nationality: Filipino
Educational Background:
(Present)
Secondary: Sapang Palay National High School
(Class 2011)
(Class 2007)
I hereby certify that the above information is true and correct to the best of my knowledge and
belief.
Jennifer L. Concepcion