Chapter 1

Rationale

School absenteeism refers to a student's unexcused absence from school for

a period of time. It is a major issue in the education system as it can have a

negative impact on a student's academic success, relationships with peers,

and overall well-being. Research has shown that there are many factors that

contribute to school absenteeism, such as health issues, family problems,

bullying, lack of motivation, and low academic achievement.

School absenteeism is a widespread issue across the globe. According to a

research article titled "Understanding School Absenteeism: Definitions,

Prevalence, and Correlates" by Robert M. Balfanz and Vaughan Byrnes,

published in The Journal of Education for Students Placed at Risk,

absenteeism is a significant problem that affects both students and schools.

The article states that absenteeism can lead to poor academic outcomes,

social isolation, and can contribute to a variety of negative outcomes in

adulthood. The research was conducted in the United States, but the authors

argue that the issue of absenteeism is likely a global phenomenon and

requires attention from policymakers and educators worldwide.

According to a research conducted by the Philippine Institute for Development

Studies (PIDS) in 2016, school absenteeism is a prevalent issue in the

country, particularly in rural areas. The study found that almost half of the

students in rural schools are absent at least once a month, with poverty and

distance from school being the primary factors. The report also highlighted the

negative impact of absenteeism on the students' academic performance and

overall development. To address this issue, the study recommends the

implementation of targeted programs and interventions, such as improving

school infrastructure and providing financial assistance to the families of

absentee students. The research was conducted by Dr. Celia M. Reyes, a

Senior Research Fellow at PIDS, and was based on data gathered from the

2013 Functional Literacy, Education and Mass Media Survey.

According to a research conducted by Kathleen A. Lusaya and Engracio I.

Valdez, school absenteeism among senior high school students in Mindanao,

Philippines is a pressing local issue that deserves attention. The study was

conducted in the city of Davao, specifically in the Davao del Norte State

College, and it found that the main reasons for absenteeism were health-

related concerns, family problems, and financial constraints. These factors

significantly affect the learners' academic performance and lead to a higher

risk of dropping out of school. The study suggests that interventions such as

counseling, financial assistance, and health programs should be implemented

to address the issue

Purpose of the Study

The purpose of this study is to explore the reasons why high school students

are absent from school and to identify strategies that can be implemented to

improve attendance rates. Chronic absenteeism is a significant problem in

many high schools, and it can have negative effects on academic

achievement, social and emotional development, and future success.

Through this study, the researcher aim to identify the most common reasons

for high school absenteeism, such as illness, lack of motivation, family

obligations, and mental health issues. The researcher also seek to

understand how these reasons vary by demographic factors, such as ethnicity

and socioeconomic status.

By identifying the reasons for high school absenteeism, the researcher can

develop effective interventions and strategies to improve attendance rates

and address the underlying causes of chronic absenteeism. This study has

the potential to inform policies and practices that promote a positive school

culture and support the academic success and well-being of all students.

Research Questions

1) What personal factors contribute to high school student absenteeism?

2) What social factors contribute to high school student absenteeism?

3) What academic factors contribute to high school student absenteeism?

4) How does high school student absenteeism relate to the student’s

academic performance?

5) How do frequent absences impact students academic performance in

senior high school?

Review of Related Literature

Student Absenteeism
Student absenteeism is defined as the period of not attending to school. It

also refers to the persistent absences from work, school, meeting and the

likes. According to Lannegrand-Willems et al. (2012), when a child misses

some of the classes or not present at the school with or without a valid

excuse, it falls on absenteeism. When a student has not attended school for a

long period of time, they are classified as truant or absentee. In this manner,

the constant absence of students abstains the opportunity to learn, hence, the

learning process is interrupted.

The attendance of the students in school is one variable that affect the

students’ academic performance and may not attain the success of life. One

study of Gottfried (2010) revealed that academic achievement and school

attendance has a positive relationship in attaining high scores in the chosen

field or course. When students were absent, it may lead to academic failure

and other possible risk factors (Balfanz & Byrnes, 2012, as cited in Demir &

Akman-Karabeyoglu, 2015).

Factors of Absenteeism

Reasons, why students do not attend school, can be influenced by several

factors ranging from the lack of community support, unsupportive school

environment, family matters, bad weather, transportation problems, poor

health, peer pressure, and the addicted offer of social media (Ingul et al.,

2012). When students are absent from school, there is a wide range of short-

term educational consequences. First, they will miss assignments which might

lead to perform poorly and out of sync in different subjects. Moreover, they will

miss classroom activities which cause a tendency to be left behind because of

being not involved in the learning activities. In the study of Clark (2008, as

cited in Demir and Akman-Karabeyoglu, 2015), it was found out that

nonattendees generally fall behind their peers in academic achievements and

development of social competence. As students move up to the higher levels,

challenges and problems are more likely to surface causing them to be

frustrated and would cause them to escape in the form of skipping and not

attending classes, and the worst, drop out of school.

The internal problems within the family also affect student absenteeism.

Reasons such as low economic level, a conflict between parents, alcohol

problems, and students are forced to work to sustain the family needs are

some of the factors that hinder the student not to attend the class (Balkis et

al., 2016; Scungio, 2016). Also, health problems are identified as a major

contributor to student absenteeism, whether it is the student's health issue or

family health issues, as the family prohibits the students from attending the

school (Corley, 2012)

In addition to the consequences of student absenteeism, a range of factors

such as inclement or bad weather and transportation problems are some of

the reasons why the students do not attend classes in school. Severe weather

like heavy rains and storms could let the students not be able to leave their

houses. They chose to stay at home rather than going to school because of

the fear of risks such as accidents and getting wet that result in being sick.

Transportation issues such as buses not coming to the house, risky roads,

traffic, and overloaded vehicle will impart a great impact on the student's

ability not to go to school. Minor contributions such as no allowance or no

snacks are also considered a factor. This means that students' absenteeism
in high school leads to more negative effects on academic learning and social

problems (Balkis et al., 2016).

Personal Factors

Personal factors such as illness, family responsibilities, and transportation

issues have been identified as significant contributors to high school

absenteeism. According to a study by Ma, Shen, and Krenn (2019), students

who reported poor health were more likely to be absent from school. Similarly,

students who had to take care of younger siblings or elderly relatives were

also more likely to miss school.

Transportation is another personal factor that contributes to absenteeism.

According to a study by Gottfried (2011), students who rely on public

transportation are more likely to be absent from school. This is because they

are more susceptible to delays and missed connections, making it difficult for

them to arrive at school on time.

Social Factors

Social factors such as peer pressure, bullying, and lack of engagement with

school culture have also been identified as significant contributors to

absenteeism. According to a study by Kearney (2008), students who

experience bullying are more likely to miss school. Additionally, students who

do not feel a sense of belonging to the school community are more likely to be

absent.

Peer pressure is another social factor that contributes to absenteeism.

According to a study by Wehlage and Rutter (1986), students who feel

pressure to conform to the norms of their peer group are more likely to skip
school. This is because they may perceive attendance as an indication of low

social status or rejection by their peers.

Academic Factors

Academic factors such as difficulty in understanding course material, lack of

interest in the subject matter, and low grades have also been identified as

significant contributors to absenteeism. According to a study by Dorn,

Shepherd, and Darrow (2019), students who struggle academically are more

likely to miss school. Similarly, students who lack interest in the subject matter

or who perceive the class as boring are also more likely to be absent.

In addition, low grades have been linked to absenteeism. According to a study

by Christenson, Thurlow, and Sinclair (1997), students who receive poor

grades are more likely to miss school. This is because they may perceive

attendance as futile, as they do not believe they can catch up or improve their

grades.

Economic Factors

According to Hussein (2007), absenteeism has a strong connection to child

poverty. Economic deprivation contributes to excessive absences of the pupil.

Poor school attendance is concomitant to financial difficulty. Those who are in

financial difficulty are more likely to skip school often. The pupils opted to be

absent when they could not submit the projects they needed in school

(Tejada,nd).

Students from low-income families often face economic challenges that can

lead to increased absenteeism. Factors such as lack of access to healthcare,

unstable housing, and financial stress can all contribute to higher rates of
absenteeism. National Center for Children in Poverty (2018). The Impact of

Poverty on Educational Outcomes for Children.

Lastly, student absenteeism can have economic consequences for the

individual student and society as a whole. Students who miss a significant

number of classes are likely to fall behind in their studies, which can impact

their future employment prospects and earning potential. This, in turn, can

lead to reduced economic opportunities and a lower quality of life for the

individual and their community.

Students who lack school supplies and cannot do their homework due to the

lack of a suitable study environment at home do not want to go to school and

are often absent from school. Again, lack of pocket money and travelling

money emerges as a cause of school absenteeism. Studies (Balfanz &

Byrnes, 2012; Koepke, Kupczynski & Holland, 2011; Nolan et al., 2013;

Petrick, 2014; Taş et al., 2013; Uysal, 2008) show that chronic absenteeism

and school dropouts are highly common among students who come from low-

income families. It can be said that particularly the obligation of boys to work

at a job and contribute to the economy of the family are important factors in

school dropout. In their study, Haberli and Güvenç (2012) found out that

factors emerging from the family such as the obligation of students to help

their parents at home, look after their younger siblings and work and bring

money home have significant effects on their absence from school. According

to Taylı (2008), working part-time during holidays and the school season has

an increasing effect on the students’ motivations and is suggested as an

effective way of getting ready for their future roles in life. However, students
who work at full-time jobs and under heavy working conditions have a higher

possibility to drop out of school.

Cultural Factors

Culture are not just abot the about the aesthetics of a building but the

intentional actions of the faculty, staff, and school administration to create a

safe, equitable environment for all students (Blum, 2017)

Students are often influenced by their peers, and the cultural norms and

behaviors within their peer groups can affect their attendance. If skipping

classes or frequent absences are considered acceptable or even encouraged

within a particular peer group or subculture, students may be more likely to

engage in absenteeism. Henry, K. L., & Huizinga, D. H. (2007).

Family Relationships & Problems

When families are dealing with these types of issues, it can be challenging for

students to focus on their education and attend school regularly.

Children of families that do not communicate with the school are absent from

school more and have higher dropout risk compared to the others. Thornton,

Darmody & McCoy (2013) state that participation in parent–teacher meetings

and other activities, monitoring the child’s school attendance and homework

supports the child’s academic progress and school attendance.

It is seen that the children of families who cannot have a good communication

with their children, who are highly oppressive or who have no authority on

their children and have accepted the failure of their children show

considerably high cases of absenteeism and school dropout. Altınkurt (2008)

found out that students’ desire to attract the attention of their parents and

parents’ putting excessive pressure on the child to go to school have a high

effect on the increase of absenteeism rates.

Love Relationships

Although some people believe that having a relationship while studying can

be beneficial, opponents of this idea would argue that teenage relationships

can cause problems on academic performance in some ways. Based on a

study at the University of the Philippines by Bernales and Colonia (2011).

when teenagers are involved in romantic relationships, they tend to pay less

attention to their academic work. The study reveals that students who engage

in relationships are unable to manage their time well and mostly spend only 1

to 4 hours per week for their studies. As love grows fonder. along with the

desire to keep the relationship going, more time is allotted to various dating

activities. leaving only a small amount of time for learning (Newman, n.d.).

This tendency then has connection with course attendance; it was reported

that students are likely to be absent for at least three times in a semester

(Schmidt & Lockwood, 2015).

Teacher-Student Relationship

Considering that students spend a large part of their time in communication

with their teachers, it is obvious that the social and emotional support that

teachers provide to students is highly important. In their study, Shute &

Cooper (2015) state that students sometimes go to school and then skip

some classes during the day and such cases are twice more than cases of

skipping whole school days.

Absenteeism Originating from Advisers & Teacher Behaviors

Despite literature demonstrating that all types of psychological control

(whether by parents or teachers) are positively associated with school

maladjustment and underachievement (Filippello et al., 2015, 2018a), teacher

control seems to play a more significant role in the development of feelings of

incompetence, helplessness, and frustration in attempting school tasks

(Filippello et al., 2014, 2017; Sorrenti et al., 2018).

Psychologically controlling teachers adopt covert behaviors (e.g., the

induction of guilt, limiting overt verbal expression, hindering the critical and

independent views of the students, exhibiting disapproval, or ignoring

students who do not reach or do not behave according to their standards) to

manipulate their students and ensure compliance with their directives

(Soenens et al., 2012; Filippello et al., 2019). In accordance with SDT,

teachers’ psychological control can hinder the satisfaction of psychological

needs, encouraging an external locus of motivation rather than intrinsic

motivation (Reeve et al., 2004; Reeve and Jang, 2006; Filippello et al., 2019).

Psychological teaching control produces, in fact, a learning context

characterized by control, obligation, and coercion, eliciting in the students

shame, guilt, anxiety (Soenens et al., 2012), insecurity, and fear of failure

(Ryan et al., 1992; Filippello et al., 2017). Several studies have found that the

negative emotions arising from perceived controlling teaching related, in turn,

to low school engagement, less use of learning strategies, and lower grades

(Assor et al., 2005; Reeve, 2009; Soenens et al., 2012; Filippello et al., 2017).

Adaptation to School
Researchers have recently used the term engagement to refer to the extent to

which students identify with and value schooling outcomes, and participate in

academic and non-academic school activities. Its definition usually comprises

a psychological component pertaining to students' sense of belonging at

school and acceptance of school values, and a behavioural component

pertaining to participation in school activities (Finn, 1989, 1993; Fun and

Rock, 1997; Goodenow, 1993; Goodenow and Grady, 1993; Voelkl, 1995,

1996, 1997; Wchlage et al., 1989).

The psychological component emphasises students' sense of belonging or

attachment to school, which has to do with feelings of being accepted and

valued by their peers, and by others at their school. Another aspect of the

psychological component concerns whether or not students value school

success - do they believe that education will benefit them personally and

economically (Johnson et al., 2001). Students who do not feel they belong at

school, or reject school values, are often referred to in the literature as

alienated or disaffected. The participation component of engagement is

characterised by factors such as school and class attendance, being prepared

for class, completing homework, attending lessons, and being involved in

extra-curricular sports or hobby clubs.

Ignoring Absenteeism

Studying ignorance invites bad puns and awkward moments of self-reflection.

Proctor (1995) claims that we “know very little about ignorance” (p. 1), and the

case studies in the important volume Agnotology: The Making and Unmaking

of Ignorance (Proctor & Schiebinger, 2008) are meant to encourage thinking

about the “structural production of ignorance” (p. 3). Like new work “making

ignorance an ethnographic object” (Mair, Kelly, & High, 2012, p. 1), this

chapter is meant to be a continuation of that inquiry, another contribution to

the conversation on ignorance. It is meant, however, to expand the problems

of ignorance, particularly those which are matters of absent knowledge , to be

a more specific set of cases in the consideration of absences more generally.

Or conversely, considering other things that aren’t there sheds light on some

finer distinctions that might be made within the emerging framework of

agnotology, particularly the distinction between absent knowledges as forms

of non-knowledge in relation to other agnoses, such as alternative,

controversial, illusive, rejected, or otherwise erroneous knowledges (see

Machlup, 1980, pp. 144−152, for these categories of what he terms “negative

knowledge ”) which are not matters of absence per se. This chapter is

organized into two parts: The first considers agnotology and other studies of

ignorance from their various disciplinary origins, continuing with a discussion

of privatives and other forms of absence. The end result is a set of

clarifications that are meant to enhance the study of ignorance and absences

through examining their points of contact and divergence,

View of Education

As stakeholders develop new view of education and school

attendance/absenteeism for the future, several key fundamental shifts must

be considered. One key fundamental shift worldwide involves demographic

changes such as uneven (rising and declining) birthrates, more frequent

migration patterns between regional countries and especially from south to

north, and increased urbanization. Population growth is expected to largely

emanate from African and Indo-Pacific countries and population decline is

expected to be most acute for European and eastern Asian countries (United

Nations Department of Economic and Social Affairs, Population Division,

2022). In addition, older age groups will grow fastest and will eventually

outnumber children and adolescents.

Perceptions of High School Students, Parents, & Teachers

The perceptions of high school students, parents, and teachers regarding

absenteeism can also provide valuable insights into this issue. A study by

Hsieh, Wang, and Liu (2018) found that high school students perceived

absenteeism as a way to reduce stress and avoid academic pressure.

Parents, on the other hand, were more likely to attribute absenteeism to

personal or family issues (Jia & Cheng, 2016). Teachers often viewed

absenteeism as a lack of motivation or engagement with school (Wang, Chen,

Chen, & Chen, 2018).

Strategies for Addressing High School Absenteeism

Several strategies have been proposed to address high school absenteeism.

One approach is to provide targeted support for students who are at risk of

absenteeism, such as those with chronic illnesses or family responsibilities

(García-Sánchez, Martín-Monje, & Cañada-Cañada, 2020). Another strategy

is to improve engagement with school culture by offering extracurricular

activities and events (Carter, Skiba, Arredondo, & Pollock, 2016). Additionally,

implementing early warning systems that identify students at risk of

absenteeism and providing interventions such as mentoring and academic

support can help improve attendance rates (Rosiek, Frąckowiak-Maciejewska,

& Leksowski, 2018).

Theoretical Lens

The researcher will be using the Social Learning Theory, developed by Albert

Bandura, that suggests individuals learn through observation, modeling, and

imitation of the behaviors and attitudes of others in their social environment.

This theory posits that behavior is not only shaped by personal factors, such

as personality and motivation, but also by external factors, such as social

influences and environmental factors.

Using the lens of Social Learning Theory, the researcher will explore the ways

in which high school absenteeism is influenced by social and environmental

factors. For example, a student who regularly misses school may have

learned this behavior from their peers, parents, or other members of their

social network who do not prioritize attendance. Alternatively, a student who

has experienced negative social interactions, such as bullying or exclusion, at

school may be more likely to avoid attending school in order to avoid these

experiences.

By examining the social and environmental factors that contribute to high

school absenteeism, a Social Learning Theory approach can provide insights

into how to address this problem by identifying opportunities for intervention

and prevention. For example, strategies could be developed to encourage

positive social norms around attendance, provide mentor ship or counseling to

students who have experienced social difficulties, or create more supportive

and inclusive school environments.

Importance of the Study

High school absenteeism is a significant problem that can have long-term

consequences for students' academic success and overall well-being. Despite

efforts to address the issue, high school absenteeism rates remain high in

many communities, and the reasons for absenteeism are often complex and

multifaceted.

This study is important because it seeks to gain a deeper understanding of

the reasons for high school absenteeism through the perspectives of the

students themselves. By using a qualitative approach, this study aims to

capture the rich and nuanced experiences of high school students who

struggle with attendance, including their attitudes toward school, family and

community factors that may contribute to absenteeism, and potential

strategies for improving attendance.

The findings of this study will be valuable for educators, advisers, and parents

who are committed to reducing absenteeism and promoting student success.

By identifying the underlying reasons for absenteeism and developing

targeted interventions to address these factors, schools and communities can

better support students who are at risk of falling behind or disengaging from

school.
Ultimately, this study has the potential to contribute to the development of

more effective strategies for improving high school attendance and promoting

positive outcomes for all students.

Delimitation of the Study

This study is focused on exploring the reasons for high school absenteeism

from the perspective of students, parents, and teachers in Tagum National

Trade School. The study will use a qualitative research design and data will

be collected through semi-structured interviews with a purposive sample of

participants.

The study will be limited to high school students in the 11 th grade who has a

history of chronic absenteeism (defined as missing 10% or more of school

days in a given academic year). Parents and teachers of these students will

also be invited to participate in the study. The study will not include students

who have dropped out of school or who are currently enrolled in alternative

education programs.

Additionally, the study will focus on the perspectives of participants within only

Tagum National Trade School and will not explore regional or national trends

in high school absenteeism. The study will not examine the effectiveness of

specific interventions or policies aimed at reducing absenteeism, but rather

will focus on understanding the underlying reasons for absenteeism from the

perspectives of students, parents, and teachers.

Definition of Terms

1) School absenteeism: Refers to the habitual and intentional absence

from school by students without a valid or acceptable excuse

2) Truancy: Refers to unexcused absences from school, usually repeated

and deliberate, and often associated with other behavioral problem

3) Chronic absenteeism: Refers to students who miss 10% or more of

school days for any reason, excused or unexcused.

4) Dropout: Refers to students who permanently withdraw from school

before completing their education.

Organization of the Study

The study is divided into two (2) chapters. Chapter one of the study consists

of the Introduction which include the: Rationale, Purpose of the Study,

Research Questions, Review of Related Literature, Theoretical Lens,

Importance of the Study, Delimitation of the Study, Definition of Terms, and

the Organization of the study. Chapter two will consist of the Methodology

which includes the: Research Design, Research Participants, Role of the

Researcher, Data Sources, Data Collection Procedure, Trustworthiness and

Credibility, Ethical Considerations, and Data Analysis.