FOREIGN

According to Ahmad, N., et. al. (2018), it states that the student absenteeism is not just a

Malaysian problem, it is now a global problem. Various studies on absenteeism have focused

solely on absenteeism, but the association between student class attendance and academic

performance is unclear. As a result, the most significant finding was that a student's final exam

score dropped 2.11% of hers when the student did not attend the calculus class. The results of

this study will help colleges plan for their students to graduate on time. Additionally, the study

will make students aware of the disadvantages of not participating in courses because of their

academic performance.

REFERENCE: Ahmad, N., et. al. (2018). The impact of class absenteeism on student’s

academic performance using regression models. https://doi.org/10.1063/1.5041712

Based on Murat, A. & Sakir, C. (2022), the student absenteeism is one of the biggest

obstacles preventing educational institutions from achieving their goals. This study aimed to

assess the current status of student absenteeism, its impact on the educational environment, and

the relevant strategies available. According to participants, absenteeism negatively affects

students' academic and social development. Relationships between students and teachers and

between schools and parents are compromised. Teachers face difficulties in classroom

management due to lack of learning and deviation from school goals. Resources are wasted as

school administrators spend time processing absenteeism instead of dealing with educational

issues. To prevent absenteeism, an early warning system should be used, especially for students

at risk, precautions appropriate to the region should be taken, and cooperation with stakeholders

should be encouraged. Furthermore, the implementation of scholarships, boarding schools,

conditional cash transfers for education (CCTE), etc. should be maintained to reduce the impact

of socio-economic disadvantages.

REFERENCE: Murat, A. & Sakir, C. (2022). The Problem of Student Absenteeism, Its Impact

on Educational Environments, and The Evaluation of Current Policies. International Journal of

Psychology and Educational Studies. 978-997. https://files.eric.ed.gov/fulltext/EJ1355069.pdf

Policies aiming to improve educational outcomes are typically based on academic testing data.

However, such data only reflect the performance of students who completed the tests. It is

possible that students who were absent have shared characteristics. The proportion of students

absent out of all eligible school students and whether they have shared characteristics has not

been investigated, as this is only possible through the use of linked administrative data.

Participants were born in Western Australia in 1994 and 1995, and their birth records were

linked to participation status in the Year 9 academic tests to determine the proportion of students

who were absent. Logistic regression was conducted to investigate characteristics which

predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students

(21.9 %) were absent on test day. Risk factors which predicted the absence included contact with

Child Protection and Family Services, history of maternal mental health problems, and fathers

aged below 20 years at the time of their child’s birth. A significant proportion of students was

absent and therefore not represented in academic achievement information. These students were

more likely to have experienced adverse events and therefore are not randomly absent. As these

data are typically used to inform policies which aim to improve educational outcomes, they may

lack the necessary information to adequately address the complex needs of students who are
absent on test day. However, findings suggest that service providers, as well as schools may play

an important role in encouraging participation in school.

REFERENCE:Australian Curriculum Assessment and Reporting Authority. (2013). Student

participation. http://www.nap.edu.au/naplan/school-support/student-

participation/student-participation.html

Despite mandatory school attendance policies, many students in Canada are frequently absent

from school. Absenteeism is linked to numerous negative educational outcomes and is a growing

educational issue internationally. This has lead universities in many countries to study the factors

associated with absenteeism in order to reduce it. However, the Canadian educational discourse

is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian

educational scholar investigates absenteeism as their primary area of research. The lack of

empirical knowledge concerning student absenteeism is a contributing factor to the high levels of

absenteeism evident in Canada. This article serves as a call to action for Canadian academics to

research student absenteeism in order to alleviate the behaviour

REFERENCE: Canadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021)

©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de

l’éducation https://eric.ed.gov/?q=student+absent&ff1=subForeign+Countries&id=EJ1316718
Student absenteeism at higher education institutions (HEIs) is a cause for concern as it has

implications for students' academic performance and therefore graduation rates. Graduation rates

to some extent influence funding to which universities are entitled. This study aimed to establish

the contextual factors that influenced student absenteeism at the Durban University of

Technology (DUT), South Africa. A cross-sectional, quantitative study was conducted amongst

140 students in a single discipline in the management cluster. First-year students were found to

have a greater tendency to be late for the first period (08:00) than second-year or third-year

students. Furthermore, the students chose to absent themselves from class to study for tests;

complete assignments; or engage in group work. The majority of the students absented

themselves from classes on the day before a test as well as on the day of the test. The

recommendations that emanated include the need to dedicate time for testing, during which no

lectures are scheduled and to plan the timetable so that first-year lectures start in the second

period (09:00).

REFERENCE: Ramchander, Manduth Africa Education Review, v14 n2 p1-14 2017

http://dx.doi.org/10.1080/18146627.2016.1224594
LOCAL

According to Bantasan, B. J., et. al. (2019), it states that Absenteeism can be defined as

persistent, habitual and unexplained absence from school. In addition to this, absenteeism as the

period during which an absent student generally lags behind his classmates in academic

performance. In fact, numerous studies have been conducted to answer the question of why

students miss class. Furthermore, it was added that there are many risk factors contributing to

student absenteeism, including: B. Family health, low income, poor school conditions, drug and

alcohol use, transportation problems, community attitudes towards education. Moreover, it was

found that the main reasons for not attending school lectures were school boredom, school

aversion, encouragement from friends, and lack of educational expectations.

REFERENCE: Bantasan, B. J., et. al. (2019). The Effects of Absenteeism to the Academic

Performance of Grade XI SeniorHigh School Students in Siargao Island Institute of Technology.

https://www.studocu.com/ph/document/siargao-island-institute-of-technology/college-of

criminology-and-justice-education/practical-research-1/28777572

Based on Conel, E. (2022), it states that the absenteeism is one of the most important and

persistent problems in science in this country. The more absenteeism students have, the less

classes they can attend, which has a greater impact on their learning. This also means that the
concept of learning will become less and more disconnected. Students who regularly miss school

are more likely to drop out of school early and stay out of school, which can lead to

unemployment, lower median income and poverty within the country. The survey found that

participating in homework for personal reasons, illness or bad weather in the family for natural

and social reasons, availability of classes on the Internet or peer notebooks for subject-related

reasons, students as teacher’s recognition became clear. Teaching is biased for teacher-related

reasons. The highest consensus responses were from students who did not attend instruction. The

most common factors influencing student absenteeism are personal, natural and social, and

subject-related reasons, while teacher-related and school administrative reasons account for

student absenteeism. not considered a major factor.

REFERENCE: Conel, E. (2022). Factors affecting absenteeism among junior high school

students in a public school. International Journal of Studies in Education and Science (IJSES),

3(2), 105-118.
A lot of studies have been conducted on students’ absenteeism.

Bruner et al. (2011) in his study stated that helping children at the beginning of their academic
careers specifically getting them into the habit of attending school every day is the most
important in determining success in school. Unfortunately, although teachers take roll every day,
most schools currently do not use their data to monitor if they have a problem with chronic
absence. However, it also stated that while the definition of truancy is left to states to determine,
in most places it only refers to unexcused absences and is associated with student’s willfully
missing school without the permission of an adult.

Chronic absenteeism was defined by Balfanz (2012) as the typical missed school days with both
excused and unexcused absences. It is the missing 10 percent or in the practical term, it translates
to 18 days a year. In other words, the detrimental impacts of missing school occur if a student is
absent caused by illness, suspension, the need to care for a family member, or any other reason.
The study revealed that the rate of chronic absenteeism steadily and substantially increases
throughout high school. The highest rate is often observed in 12th grade.

Based on Brundage et al. (2017) study, top reported reasons among students' absenteeism were
related to health with 92.6%, transportation with 53%, personal stress like sadness, depression
and family emergencies with 41.8%, preferred activity outside the school like hanging out with
friends and family with 41%, and school value with 38.8% ratings. The students presented ideas
to improve their attendance in school which includes: decreased level of difficulty/strictness (less
homework, more fair/consistent rules, more lenient dress codes), illness prevention (not getting
sick), engaging environments (more interesting/fun/relevant/hands-on classes or instruction),
improved climate/relationships (nicer peers or adults, less “drama”, less bullying), and school
schedule (later start time, shorter classes, more time to pass between classes).

Siena (2015) recommended that the government should investigate implementing policies and
programs that are comprehensive enough to consider all the capitals for better livelihoods.
Nevertheless, the program had been successful in improving the human asset and became
instrumental in improving the social, physical, and financial assets of its recipients. It was
concluded that the Pantawid Pamilyang Pilipino Program (4Ps) was a successful intervention that
brought about a positive impact on the live lihoods of its recipients.

However, it was found in the results of the study of Mella et al. (2013) that 4Ps is not the perfect
solution to resolve the economic problem for there are many insufficiencies that the program
faces and need further revisions. Reyes et al. (2015) stated that since 4Ps families are classified
as poor, they are usually the one with less capability of sending their children to school. The
largest share of their household budget is spent on food and other daily basic needs with a
smaller share being left for education. This reason is more common among the secondary school-
age children, which suggested that 4Ps families can send their children to school but only up to
the elementary level. Since their families do not have enough income to support their daily basic
needs, there is a pressure on the part of the children to earn for their families at a young age.
Other reported reasons include housekeeping and taking care of siblings, cannot cope with
school works, and supply-side factors like absence of school nearby or within the barangay.
In addition, Montilla et al. (2015) revealed that there were difficulties encountered by the
teachers in handling 4Ps beneficiaries. Their findings showed 3 out of 11 (27%) encountered
difficulties like absenteeism which is the most occurring reason, submitting projects, adequate
school supplies and lack of attention. Murcia (2015) found out that the primary reason for the
student’s absences is about their health status followed by classroom atmosphere, personal
attitude, teacher factor and home-related reasons and the least reason that the students give was
the physical environment.

From the reviewed studies, the results identified the different reasons for the students’
absenteeism whether they are 4Ps beneficiaries or not. Likewise, it discussed the implication of
absences to the different fields and some aids to lessen cases of absenteeism, which are found to
have a bearing in this study. Though Pantawaid Pamilyang Pilipino Program helps poor families
in providing financial support for education, there is still a considerable number of students who
miss 85% attendance because of different reasons.

REFERENCE: Manit Dapadap (Author)Jolina Mae D. Biasong (Author)Jesabel S. Samson

(Author), 2019, A Case Study on Absenteeism among 4Ps Students, Munich, GRIN Verlag,

https://www.grin.com/document/464208
Published by American Journals Publishing Center, USA (Website: https://www.american-

journals.com/americanjournals). This study was directed to determine the effect of habitual

absenteeism on the academic performance of low performing students. Descriptive correlational

research design was employed to provide good analysis and interpretation of data. Respondents

were students, close friends and parents. Student absenteeism was determined through survey

questionnaire and academic performance was gathered through document analysis. Mean, t-test,

ANOVA and Pearson r were applied to accurately describe the collected data. Absenteeism of

males was significantly higher than females. Students’ reasons of chronic absences were

supported by their parents. However, they were opposed by their friends. Student absenteeism

had a negative impact on academic performance. **Statement** **Dear scholars, Dr. Allison

Qiu is a director at Journal of American Academic Research, USA (JAAR publishing center):

www.american-journals.com **She is also the administrator for the ResearchGate account at

JAAR publishing center, so she is not one of the authors of any listed articles (published at

JAAR) at ResearchGate. **Please don't misunderstand it because her name will show in all

articles ( published at JAAR publishing center) listed in ResearchGate

REFERENCE: SAMSUDIN N. ABDULLAH Causes of Absenteeism and Academic

Performance of Low Performing Students of Esperanza National High School
One of the major barriers to learning faced by the students and teachers in schools today is lack

of consistent attendance. Poor student attendance has a far-reaching effect on the individual

student especially on their academic performance in the school. This problem is caused by this

major perennial problem—absenteeism. Absenteeism is a chronic absence in nature. It is habitual

failure to attend school. When students regularly miss out classes consistently would entail

disadvantages academically. However, the main purpose of this study was to identify the causes

and effects of absenteeism among first year college students of the Mindanao State University-

Sulu, as well as to determine and figure out possible remedies to address this problem. In

analyzing and computing the data, the researcher used SPSS version 21.0, and utilized checklist

questionnaire and an open-ended questionnaire, respondents were consisted of 100 first year

college students and 9 faculty members the researcher was able to find out the leading cause of

absenteeism among the first year college students of MSU-Sulu and that is ‘school is far from

home’ with (3.06) mean value . While low grade point average (GPA) with mean value (3.78) 

was the leading effect of absenteeism followed by poor critical thinking skills, other effects of

absenteeism were, poor classroom performance, low examination results, poor oral recitation,

poor creative skills, poor communication skills, lack of self-confidence, low comprehension and

high risk of dropouts. The researcher was able to figure out remedies that can be applied to

address the problem on absenteeism. The remedies include (a) there must be a student dormitory

inside the campus to house the students since majority of the students enrolled in the university 

are from distant island municipalities (b) conduct orientation to students and parents prior to the

opening of regular classes (c) the university must have a strict policy dealing with students’

absenteeism (d) teacher or instructor should conduct regular assessment in the form of quiz at the

end of the session (e) motivate and encourage the students to give more attention and emphasize
the importance of education in their future (f) classroom atmosphere should be conducive to

learning.

REFERENCE:  Adamel K. Lukman Mindanao State University-Sulu Capitol Site, Jolo, Sulu,

Philippines