Absenteeism - Research
Absenteeism - Research
Absenteeism - Research
School Absenteeism:
Causes,
Consequences, and
Solutions
By: Grade 10 Azalea (SY 2022-2023)
This study, conducted by researchers at Lazi National Agricultural School, aims to educate
students practicing absenteeism about the negative impacts of their habit. Using a qualitative
research design, individual interviews were conducted with students who habitually missed
school. The majority of participants identified individual factors, such as disengagement and
adjusting to the curriculum, were also mentioned. Short-term consequences included missed
included increased dropout risk and limited future prospects. Effective interventions and
involving parents and the community, implementing clear attendance policies, and utilizing
data monitoring. These findings contribute to understanding absenteeism and provide insights
measures
Chapter I
INTRODUCTION
implications for both individual students and the overall educational system. When students
are frequently absent from school, they miss out on crucial learning opportunities, which can
hinder their academic progress and personal development. Moreover, absenteeism has
detrimental effects on schools, teachers, and fellow students, disrupting the learning
importance of addressing this issue, this research paper aims to understand the causes,
consequences, and potential solutions to the problem of student absenteeism that affects
foundation by defining absenteeism and understanding its various forms. Absenteeism is the
practice or habit of an absentee (Library of Universal Knowledge). Derived from the word
“absence” which is the state of being awanting. Absence is from the Latin word “absentia”
which means absent or to be absent. It includes both excused and unexcused absences,
ranging from medical reasons to truancy or disengagement. By exploring the different types
of absenteeism, we can gain insight into the diverse reasons behind students' absence from
school.
Importance of Studying Absenteeism
Understanding and addressing school absenteeism is crucial for several reasons. First,
it directly impacts students' academic achievement and overall educational outcomes. Regular
school attendance plays a fundamental role in acquiring knowledge, developing skills, and
fostering a sense of belonging and engagement within the educational community. High
levels of absenteeism have been linked to lower academic performance, increased dropout
Second, absenteeism also affects the broader educational ecosystem. Schools and
absenteeism has financial implications for educational institutions, as they may experience
decreased funding or penalties for low attendance rates. It is, therefore, imperative to explore
investigating its causes, consequences, and potential solutions. By examining the factors
contributing to absenteeism, we can identify the underlying triggers and risk factors
academic performance, social development, and long-term outcomes will provide valuable
insights into the magnitude of the issue and the urgency for intervention. Finally, by
1. What are the primary causes and risk factors contributing to school absenteeism?
2. What are the short-term and long-term consequences of school absenteeism for
school absenteeism, provide practical recommendations for educators and policymakers, and
LITERATURE REVIEW
This chapter aims to provide an overview of the related literature and related studies
that will validate the outcome of the study. This is based on our research from multiple
A. Individual factors
2. Disengagement and lack of motivation: Students who feel disconnected from school,
absent.
B. School-related factors
1. School climate and safety: Schools with poor safety measures, lack of supportive
absences.
3. School policies and practices: Inconsistent enforcement of attendance policies,
3. Social norms and cultural beliefs: Societal attitudes towards education, prevailing
cultural norms, or beliefs about the value of school attendance can influence
absenteeism.
2. Increased dropout risk: Absenteeism has been linked to higher dropout rates and
1. Social isolation: Chronic absenteeism can result in limited social interactions, reduced
2. Emotional well-being: Students who are frequently absent may experience increased
C. Organizational Consequences
impede lesson progression, and create challenges for teachers and peers.
2. Financial implications: Schools may face reduced funding or financial penalties for
B. Social Cognitive Theory: This theory explores how individual beliefs, self-efficacy, and
METHODOLOGY
respondents, research instruments, and the research procedure of the conducted study.
Research Design
conducting interviews, we aim to gather rich and detailed data that can provide insights into
Research Environment
The research was conducted at Lazi National Agricultural School. The participants are
Research Respondents
The study intended to survey 8 total student who has a habit of absenteeism within
Grade 10 Azalea through the use of purposive sampling. Confidential information that the
participants wish to keep in private was not further questioned by the researchers.
Research Instrument
A descriptive method design was used in the study. The researchers conducted
unstructured interviews to gather data from selected participants. It is made easier for the
RESULTS
This chapter presents the findings, analysis, discussion, and interpretation of data
gathered wherein the objective is to know the reasons or cause of absenteeism among
students.
Illustration of Results
Individual Factors School-related factors Community and social factors
13%
25%
63%
(e.g. Disengagement and lack of motivation) were the reason for their absenteeism.
(e.g. Difficulty adjusting to curriculum) were the reason for their absenteeism.
Only 1 out of 8 (13%) of the participants interviewed, claimed that Community and
Social Factors (e.g. High poverty rates) was the reason for his/her absenteeism.
Chapter V
This research paper aims to deepen our understanding of school absenteeism by investigating
1. What are the primary causes and risk factors contributing to school absenteeism?
2. What are the short-term and long-term consequences of school absenteeism for students,
3. What effective interventions and preventive measures can be implemented to address school
Based on the findings, the primary causes and risk factors contributing to school
A. Individual Factors:
have low academic self-efficacy, or face bullying, they may be more likely to
be absent.
B. School-Related Factors:
absences.
important to consider their potential influence. High poverty rates and other
Students:
Short-term consequences: Missed learning opportunities, gaps in knowledge
and skills, reduced academic performance, and difficulty catching up with
peers.
Long-term consequences: Increased dropout risk, limited educational and
career opportunities, lower educational attainment, and potential negative
impact on future success and well-being.
Schools:
Short-term consequences: Disrupted classroom dynamics, compromised
learning environment, and challenges in maintaining consistent instructional
pace.
Long-term consequences: Decreased overall academic performance, lower
school ratings and rankings, financial implications, and potential penalties for
low attendance rates.
Educational system:
Short-term consequences: Decreased funding or resources for schools with
low attendance rates, increased burden on teachers and staff to address
absenteeism, and compromised educational goals.
Long-term consequences: Adverse effects on educational outcomes
and quality, reduced workforce preparedness.
3. Effective interventions and preventive measures that can be implemented to
promote regular school attendance include fostering a positive school climate, building
involving parents and the community, implementing clear attendance policies, and
utilizing data monitoring and analysis. These measures aim to create a supportive and
engaging environment, address barriers to attendance, and ensure that every student has
International Journal of Psychology and Educational Studies, 2022, 9(Special Issue), 978-997
Bazemore, G., Stinchcomb, J.B., Leip, L.A. (2004). Scared smart or bored straight? Testing
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