Chapter 1
The Problem
Introduction Education promotes the well being of every individual and enhances the capacity to learn and to be developed entirely as a person. A student life is filled with varieties of problem at the moment. It is easy to see that absenteeism has become a necessity in the nature of students (ichardson! "#11$. In today%s today%s generation! generation! these are rampant rampant among student which teachers! administrator administrators! s! facilitators and even the community are e&pected to provide solutions to the increasing rate of absenteeism. 'earning could not be achieved more when students are absent from the class sessions. Absenteeism is a perennial problem of all teachers. Every year! it is one of the problems that teachers have to attend to. tudent absenteeism has been a problem for years years in all year year level. level. It distur disturbs bs the dynami dynamicc teachi teaching) ng)lea learni rning ng enviro environme nment nt and adversely affects the overall well)being of classes (egal! "##*$. Absences creates a dead! tiresome and unpleasant classroom environment that ma+e students who come to class uncomfo uncomforta rtable ble and the teacher teacher irrita irritable ble (,arbu (,arburg rger er!! "##1$. "##1$. It affect affectss student students% s% and schools% performance performance in general. In addition! absenteeism creates e&tra)burden on the part of the teachers for spending class time in re)teaching lessons! ta+e instruction time away from students who attend class regularly! and the e&tra time spent going over to those absentee! homewor+
and class assignments ta+es time away from lecturer planning periods and time needed to provide individual assistance. Absenteeism is clearly important to be addressed. The students% physical! social! mental mental and financi financial al aspect aspectss are being being affect affected ed respect respective ively ly.. These These proble problems ms have have constraint the development of the students learning. The multi)structured factors have a great influence to students. Common observations show that learning is confronted by such factors) environmental factors! parents and the teachers themselves. -oing to school regularly regularly is crucially important important for pupil%s pupil%s education and social social s+ills. Absentee students are placed at a disadvantage both socially and academically. Absenteeism affects the student%s progress and it also affects the teacher%s reliability and effectiveness. eller (1//0$ and illiams ("###$ discussed that when students are absent from class! they missed valuable information resulting from peer)lecture interaction and the benefits of the specific e&les! lecturers use to clarify difficult concepts. This valuable part of the learning e&perience e&p erience cannot be replicated when wh en lectures re)teach the material to absentee students. hen the student is regularly absent from the class! it has an adverse effect on their academic academic performance. performance. This is because freuent absences may lead to missing missing out vital information! information! facts and instructi instructions ons that result result in partial partial understanding understanding of the topic! submission of incomplete wor+ and poor participation in class act. This is uite alarming to the teaching community! parents and especially to student%s academic progress (P'2! "#1#$.
Too often! parents and student do not reali3e how uic+ly absences can add up to academic trouble. ,issing school! at whatever level has conseuences for the children. esearches show that students who are always absent end the year with lower s+ills. The school has been established as the agent of the society to mould the habits! interests! attitudes and feelings of children and transmit the societal norms! cultures! values and traditions from one generation to another (Adeyemo! "##*$. The school is an institution and a place of learning morality and inculcate discipline to the students. The school plays an essential role in assisting students% absenteeism. 4ne role is to implem implement ent the school school discip discipli line ne inside inside the classr classroom oom and formul formulate ate strate strategie giess involving monitoring! prevention and intervention activities. As 5avier ("##1$ states that the school! ne&t to home is an institution design to the best provide programs and activities that would strongly influence the total growth and development of the youth. o! discipline in the school is becoming an increasingly serious problem. People read and hear of the crisis in the school that reuires serious attention on the part of the teachers and other educators. The most important factor in attaining uality education is the teacher for a teacher is the central figure in all teaching activities and the child is the heart of the matter (-arcia! "#16$. A ma7or goal of education is for teachers to help students learn in many ways and for them to solve problems in new situations inside and outside the classrooms. These statements are ta+en into consideration the problems appearing and present in the classroom or in the learning environment. According to ustico T. 8e 2elen in Education 'aws and 5urisprudence! teachers are committed to their obligation to help their students grow as responsible individuals. It
is li+ewise universally recogni3ed that the teacher is the +ey to the effectiveness of the teaching)learning process by drawing out and nurturing the best in the learner as a human being and a worthy member of the society (.A 99*:! ec.1$. The success of the teacher and school as a whole in carrying out its primary charge of educating and sociali3ing students is contingent on students attending school regularly. In recognition of the importance of regular attendance to uality education! attendance becomes a priority goal (At)is+ ;outh ;outh and Crisis
Teaching recogni3es the important role inherent among three elements) teacher! student! sub7ect matter and the significant interaction that occurs between and among them. The students respond either positively or negatively depending on the teacher%s attributes and s+ills in addressing students% problems (alandanan! "#11$. Teacher%s strategies in assisting and reducing or totally addressing this problem are very important! not only to develop the teachers% effectiveness but their students% social! emotional and intellectual progress as well. Teachers% interventions on absenteeism are essential to help students ta+e more responsibility for their every action and their own learning. This is what the students of 2ayog >ational ational
amboan amboanga ga del ur. ur. People People have have divers diversee family family and cultura culturall bac+gr bac+ground ounds! s!
economic status! social orientation orientation and parenting styles. There are five secondary schools in 2ayog! including Anne& and E&tension chools.
The researchers researchers recogni3e recogni3e attendance attendance issues of students students in 2ayog >ational
Conceptual Framework This study is anchored on the concept of 2owen ("##/$ which asserted that the teachers play important roles in the guidance program in their daily contact with their students. They are the +ey persons who are in positions to guide and assist the students% absences! and are the prime movers in any classroom situations! specifically the students% absences. hile absenteeism is a truant behaviour that negatively affects affects the performance performance of students (Ene3aEducation.com! "#1=$! it is also the most common problem in school! in which the curriculum in the educational system tries to find remedies and has actually done their best in implementing tools to address such problem. tudents% absences are considered as a result from the various factors? student) related! related! teacher)rel teacher)related! ated! school)rela school)related! ted! home)related home)related!! and community)r community)related elated factors. factors. These could be the bases as to why the students are freuently absent from the class.
This could be minimi3ed through the help of teachers% interventions given to the absentee student such as home visitation! conferences! counseling! rewarding and differentiated instructions. Bigure 1 illustrates the relationship of the variables considered in this study. It composes of five bo&es. The first bo& contains the students and teachers of 2ayog >ational
Students and teachers of Bayog National high School
Factors !ecting Students’ "senteeism
Fre$uency of %anifestatio ns
Teachers’ Teachers’ interventions
• •
• • • •
Student# related Teacher#related School#related Home#related Community# related
lways &sually Sometimes
• • • •
Home visitation Conferences Counselling Rewarding Conducting workshops
Seldom
Basis for 'uidance (rogram
Bigure Bigure1. 1. chema chematic tic 8iagram 8iagram of the Bactor Bactorss Affe Affecti cting ng tuden tudents% ts% Absen Absentee teeism ism and Teachers% Teachers% Interventions? 2asis for -uidance Program.
Significance of the study This study will determine the factors affecting students% absenteeism and ascertain teachers% teachers% interventi interventions ons e&tended to students of 2ayog >ational
The Future Researchers. To Researchers. To the future researchers this proposed study will benefit and help the future researcher as their guide. The study can also open in the development of other studies. They would be able to use these data and for them to get the ideas and references if they are planning to conduct c onduct the same study.
Statement of the Problem This This study study will will be condu conduct cted ed to deter determi mine ne the the fact factor orss affe affect ctin ing g stude student nts% s% absenteeism and ascertain Teachers% Teachers% interventions interventions e&tended to students of 2ayog >ational
#ypothesis$ There is no significant relationship between the factors fac tors of students% absenteeism to the freuen freuencie ciess of teacher teacherss interv intervent ention ionss e&tende e&tended d toward towardss the studen students ts of 2ayog 2ayog >ational
%elimitation of the Study This study shall be delimited to determining how often do students manifest absenteeism in terms of student)related! teacher)related! school)related! home)related and communit community) y)rel relate ated d factor factorss and the freue freuency ncy of teache teachers% rs% interve interventi ntions ons on home home visita visitati tion! on! conferen conferences ces!! counsel counseling ing!! reward rewarding ing!! and diffe differen rentia tiated ted instru instructi ctions ons as perceived by the students and teachers of 2ayog >ational
%efinition of Terms Terms The following terms defined theoretically and operationally to be able to facilitate a clear understanding of this wor+. Community.
A group of people people living living in the same same place or having having a particul particular ar
characteristic in common. (google.com$. In this research! community refers to the people being affected by student%s absenteeism.
Conference.
Conf Confer eren ence ce
is
a
meet meetiing
for for
cons consul ulta tati tion on
or
disc discus ussi sion on??
(http.GGr (http.GGreaearch eaearchgate.com gate.comG$. G$. In this study! conference conference refers refers to a meeting meeting with parent! teacher and student to discuss students% school performance and behaviours. Counseling . Counselling is a type of tal+ing therapy that allows a person to tal+ about about their their proble problems ms and feelin feelings gs in a confide confidenti ntial al and dependa dependable ble environ environmen ment. t. (www)nhs)uk*condition* $. In this this resear research! ch! counsel counselli ling ng refers refers to the counsel counselor) or) student conversations. Factors. 4ne that actively contributes to the production of the result. (,erriam) ebster! "#16$. In this study! factors refer to persons! activities! places! things and events that have caused cau sed students% absenteeism. absenteeism. &uidance Program. It is a comprehensive! developmental program designed to assist
individuals
in
ma+ing
and
implementing
inform
in
education
(www".ed.govGaboutofficesGlist ovalGpiGcteGcgcp.html$. In this study! guidance program serves as the basis. Students'(bsenteeism. Is the habit of staying away from school without providing a genuine or any reason for not attending classes. (ene3aeducation.comGabsenteeism)in) schoolG$. In this study students% absenteeism refers to the increasing rate of students for not attending classes. Teachers' Teachers' Inter)entions. Are the activities that contribute to the fulfilment of the need or furtherance of an effort or purpose (
Chapter " eview of literature and tudies
This chapter presents the related literature and studies after the thorough and in) depth search done by the researchers. This will also present the relation of the overall framewor+ to fully understand the research to be done. It is significant to mention the ideas of authorities and cite some studies conducted for better comprehension of the study. The The reviewed literature organi3ed according to the variables used in the study.
(. Related *iterature Hnder the Presidential decree >o. 0#= on the child and youth welfare code of the Philippines! article 1 state that the child is one of the most important assets of the nation. Every effort should be e&erted to promote the welfare and enhance the opportunities for a useful and happy life. In the study of Chronic absenteeism "#1"J researcher have identified chronic absenteeism as a persistent problem related to poor academic performance! potential behaviour and development issues. There is general agreement among researcher that bring chronically absent places student at ris+ of negative academic conseuences. (httpGGwww.utahdataalliance.org$. The phenomena of absenteeism can readily be traced to the issue of poverty in general! the lower the family income! income! and the higher absenteei absenteeism sm rates. A poor poor or low)income low)income family greatly increase the chances of being at ris+ of chronic absenteeism (omero and 'ee "##9$. ,arburger ("##1$ stated that the difficulty inferring the effect of absenteeism on performance because once a student is absent in a class! students may miss the opportunity of learning other techniue.
Absenteeism affect the pupils performance especially when they were in a group or teamwor+ in doing their assignment and pro7ects! since grouping will help the pupils to develop cooperation and ability to share and gain +nowledge from their group mates. 'i+ewise the group mates will also miss the opportunity of gaining +nowledge from the absent (@oppenhaver! "##=$. According to oolfol+ ("##:$ students may develop absenteeism because of their desire to belong but the nature of their peer in advertently determining their behaviour. 2elonging to a social group and maintaining self) esteem with a group. cho chool ol abse absent ntee eeis ism m is incr increa easi sing ngly ly bein being g reco recogn gni3 i3ed ed as a comp comple le& & and and heterogeneous problem that can be influenced by a number of factors (@earney "##*! @im and treeter "##0! lauchlan! "##=$. esearchers and petitioners have developed variou variouss strate strategie giess target targeting ing a number number of ris+ ris+ factor factorss that that have been been associ associate ated d with with absenteeism resulting in diverse intervention strategies being implemented in various settings. Individual ris+ factors associated with absentee youth include lower academic self)c self)conc oncept epts! s! lower lower self)e self)este steem! em! less less compet competent ent social social relati relations ons!! phobia! phobia! an&iet an&iety y! personality traits! raceGethnicity and an d learning disabilities(Corville)mith! disabilities(Corville)mith! yan! adam and 8alica 8alicandr ndro! o! 1//*? 1//*? 'ounsb 'ounsbury ury!! teel! teel! 'ovela 'oveland nd and -ibson -ibson!! "##:? "##:? ,alcom ,alcom!! ils ilson! on! 8avidson and +ir+! "##=? omero and 'ee! "##*? heppard! "##6? outhwell! "##0$. chool factors identified as causal or correlational to absenteeism include school culture! curriculum! poor teaching! negative school environment! interpersonal conflict or poor relationship with teachers! dissatisfaction d issatisfaction with school! school disciplinary d isciplinary practices
and threats to physical such as bullying (Corville)mith et al 1//*? Enomote! 1//:? ,alcom et al! "##=$. Bamily Bamily factor factors! s! such such as family family conflic conflict! t! poorGu poorGunhea nhealthy lthy family family relati relations onship hips! s! parental attitudes and values towards education! lac+ of cohesion! inconsistent and ineffective discipline! sanctioningGcolluding of school absences by parents! parent)child interactions! parental involvement in school! family poverty and family structure have been implicated as causalGcorrelational factors in absenteeism research (Corville)mith et al.! 1//*? ,alcolm et al! "##=? ,c >eal! 1///? omero K 'ee! "##*$. CommunityGconte&tual factors have also been found to have effects on school absenteeism. These factors include raceGethnicity! socio)economic status! employment and other opportunities in the community! neighbourhood! characteristics and level of organi organi3at 3ation ion!! levels levels of social social suppor support! t! commun community ity norms! norms! and communi community ty violen violence ce (2owen! 2owenK a are!"##"? re!"##"? 'yon 'yon K Colter! "##9? ,ac8onald K ,arsh!"##9$. chool chool cultur culturee is relate related d to school school avoidanc avoidancee behavio behaviours urs as well well as studen studentt perceptions of the school. As stated previously! school avoidance and refusal behaviour has a noticeable effect on rates of chronic absenteeism and truancy (@earney! "##*$. In orde orderr to reduc reducee absent absentee eeis ism m and and trua truancy ncy due to avoi avoida dance nce and and refu refusa sall behaviour @earney! ("##*$ proposed the use of medical and clinical intervention. ,edical intervention is used for those with a diagnoses! commonly an&iety or depression that contributes to school avoidance or school refusal behaviours. These clinical treatments include the use of meditation! teaching of stress and an&iety reduction methods! and e&plosive)based practices based on reasons why the
stud student ent was was avoi avoidi ding ng or refu refusi sing ng schoo schooll base based d on info inform rmat atio ion n obta obtain ined ed thro throug ugh h interviews! observation and score on chool efusal Assessment Assessment cale(@earney! "##*$. Changing Changing instructi instructional onal practices practices and emphasi3ing emphasi3ing greater personali3a personali3ation tion and student engagement might also improve attendance as it results in increased levels of student engagement. The literature on student engagement indicates that there are five strategies classroom teachers can adopt to promote higher levels of student engagement (amaley K in! "##6$. Birst! teachers can wor+ to promote learning that is relevant to the students and the world that they live in. econd! teachers can improve student engagement engagement by introducing introducing various forms of instructi instructional onal technology. technology. This includes computers! as well as scientific euipment! multi)media! internet resources! industrial tools! and other forms of portable communication euipment. Third! (amaley K in! "##6$ "##6$ sugg sugges estt that that stude student ntss are are most most enga engaged ged in clas classr sroom oomss what what are are posi positi tive ve!! challenging! and open. They refer to these classrooms as transparent learning climates which describes conditions that promote ris+)ta+ing in learning. Bourth! classrooms that featur featuree positi positive ve peer peer to peer peer relati relations onship hipss betwee between n studen students ts and teache teachers rs promot promotee improved student engagement. Binally! teachers can facilitate student engagement by modelling! learning for the students)showing them that they! too! are learners.
2. Related 2. Related study The Study of #enry The study conducted by
attendance is related to higher academic achievement for students of all bac+grounds! but particularly for children with lower socioeconomic status. esearch suggests that the familyLs socioeconomic status wield a significant influence on the li+elihood that students will attend school regularly .tudent attendance is very important to ensure that they will be able to understand what they learned and it can lead to better result for students.
the
of
8eoc ociio
et
al
("##9 #9$$
Contribut utiing
Bactors
to
tude dent nt
AbsenteeismGTruancy and the Effectiveness of ocial ervices and InterventionsJ stated that the ma7or problem facing schools is to effectively deal with student absenteeism and truancy. hen student has not attended to school for a long period of time or freuently misses a school! they classified as a truant. These students miss opportunities to learn. tudents face serious academic difficulty and fall behind greatly in their school wor+. It was found that within the sample of students! 06M of students were failing si& or more of their eight class periodsJ and their grade point averages range from #.# to "."/! creating creating a mean of a .=# grade point average. >on)attendees >on)attendees generally generally fall behind their peers in academic achievement and the development of social competence Teacher or administrative mentors are also an approach at intervening with students with attendance issues. ,entors provide students with opportunities for prosocial identification.J They provide empathic support in helping to activate self)development! and they also promote e&periences that contest students% lowered academic ambitions. The study of RI +ids Count
The study of I @ids Count ("##9$ tudent AbsenteeismGTruancy and Bactors Influencing tudents AbsenteeismJ AbsenteeismJ stated that when students does not come to school for a lengthy period of time one may assume these students are learning elsewhere! but unfortunately in most circumstances this is not the case .,any factors can contribute to student absenteeism. Community N related factor! home N related factor! school N related factor fac tor!! st studen udentt rel relate ated d Nfa Nfacto ctorr and comm communi unity ty N rel relate ated d fac factor tor dif differ fering ing com commun munity ity attitudes towards education are among the conditions that are often associated with a child%s freuent absence from school.
also important to increasing student attendance. Community organi3ations and getting students involved outside of their home and within their community have shown to be effect effective ive in motiva motivatin ting g student students. s. ee+en ee+end d progra programs ms help help studen students ts to set goals goals and provide procedures to help students feel a consistency which will promote the consistency of attending school every day. ithin the community there is leadership and community)based activities which give students a sense of pride and ma+e them feel a sense of achievement for being a leader.
C. Relatedness C. Relatedness of the re)iew of Related *iterature *iterature 2ased on related literature and studies! researchers found out that their studies have significant and correlation to the present study to conduct. There are studies which are similar to this study entitled Bactors Affecting tudents Absenteeism and Teachers% Interventions in 2ayog >ational
tudents% absenteeism is present in different year level! a ma7or problem facing at school schoolss is to effec effectiv tively ely deal with with the absenc absences es and truanc truancy y. Common Common behavio behavioura urall problems have been defined d efined as students% action that destructs from absenteeism dropouts compete with or threatens learning on the classroom -einger! "###$. It is increasingly being recogni3ed as a comple& and heterogeneous problem that can be influenced by a number of factors (@earney! "##*? @im and treeter! "##0? 'ancher! "##=$. These factors that lead to students% students% absenteeism absenteeism are student)rel student)related! ated! home)relat home)related! ed! school)rela school)related! ted! teacher)related and community)related factors. These factors affect the interest of the students to go to school and attend classes. 4ver the years! psychologist! socialGcriminal 7ustice e&perts! educators! medical e&perts! and other researchers have studied students% absenteeism with some suggesting defini definitio tions. ns. There There is discre discrepanc pancy y across across liter literatu ature re in how relate related d termin terminolo ologie giess are defined and used. Psychologists tend to use terms such as school phobia! separate an&iety! school refusal! refusal! and school refusal behaviour when describing describing absenteeism absenteeism (@earney (@earney!! "##*$. chool phobia described as absenteeism driven by fears! which are often times lin+ed to circumstance within the school setting. eparation an&iety often stems from the fear of being away from a parent or caregiver. tudents e&periencing separation an&iety may often times come to school but return home! because they are challenged by leaving the side of their parent or caregiver when they enter the school. chool refusal and school refusa refusall behavi behaviour our are charact characteri eri3ed 3ed by an an&iet an&iety y based based or child) child)bas based ed absent absenteei eeism sm causing a general feeling of unrest across the entire school day beyond the fear of an isolated circumstance at school.
4n the contra contrary ry!! social socialGcr Gcrimi iminal nal 7ustic 7usticee e&perts e&perts place place a greate greaterr emphasi emphasiss on loo+ing at behaviours and e&ternal factors related to truancy and delinuency when describing absenteeism (Attwood and Croll! "##0?
o! the teacher finds
remedies to assist the needs of the students. It is important for teachers to +now not 7ust how to change the behavioural problems but to prevent the misbehaviours from ever happening. Ta+ing proactive is the best way to prevent absenteeism in the classroom (2rownell and a alter)Thomas! lter)Thomas! "##1$. The teache teacherr gives gives interve interventi ntions ons to minimi minimi3e 3e studen students% ts% absente absenteeis eism m such such as differentiated instructions! conferences! counseling! home visitation! and rewarding. The absentee students are given assistance by the teacher for the students to cope) up the discussions that have already discussed by the teacher. ome also are being reuired to pass a pro7ectG written activities depend on students to wor+ with the teachers. 8efinitely! teachers will provide an e&tra time to those absentee students for them to motivate the learners. In this way! students more li+ely go to school and minimi3e absents from the class.
mith and Teasley have a relevant study on the factors of student%s absenteeism. absenteeism. It has has been been stat stated ed that that abse absent ntee eeis ism m is a resu result lt from from poor poor teach teachin ing! g! negat negativ ivee schoo schooll environment! interpersonal conflict or poor relationship with teachers. The conduciveness of the environment affects the students% interest in schooling. A non) threatening classroom will prevent student%s absences. A number of interventions are implemented within the schools! families and the community. The peer tutoring in school school has become an interv interventi ention on where where studen students ts are able able to social sociali3e i3e with with their their companion. The teachers are the main proponent with regards to the attendance issue. They will will prov provid idee supp suppor ortt and and plan plan inno innova vati tive ve way ways to prom promot otee stud studen ents ts acad academ emic ic achievement. tudents involvement in the school community organi3ations will ma+e them feel the sense of belongingness where it would be bring out to the school. This sense of belongingness will develop their eagerness to be participative in any programs or school activities. Epstein and heldon stated stated that the official recognition recognition of improved attendance attendance motiva motivates tes some some studen students ts to attend attend school school more more regula regularly rly.. The reward rewardss inclin inclinee the students% daily attendance. It is a motivational way on arousing students% interest where it lessens their tardiness not to go to school.
Chapter =
,ethodology
This chapter presents research design! research locale! the sub7ect) respondents! and and the the rese resear arch ch inst instru rume ment nt!! the the admi admini nist stra rati tion on of uest uestio ionna nnair ires es!! the the samp sampli ling ng procedure! the scoring procedure and the treatment of data that will be employed in this study. The Research %esign
The study will employ the descriptive method of research with the uestionnaire) chec+li chec+list st as instru instrumen mentt for gathering gathering the needed needed data data about about the absent absenteei eeism sm of the students and the intervention e&tended to students by the teachers of 2ayog >ational ational ational orth by iayan? East by 'a+ewood? on the outh by @umalarang! 2uug and 8iplahan? and on the e est st by @abasalan. The town is partly situated in the ibuguey ibugu ey alley alley watered by ibuguey ibugu ey iver and 8ipili iver. eventy five percent (96M$ of the land lies on the rugged terrain with the elevation up to 1### feet (=## masl$. The people largely depend on agriculture and business. 2ayog >ational ational
of reading materials to cater all the students% enrolled in the school. There is a big ground for students% recreation recreation and different school activities. There are sports playing ground for bas+etball! sepa+ ta+raw! volleyball! soccer and baseball. b aseball. There are "6 sections of which were named after the name of Philippine heroes. The chool has lots of activities li+e sports fest! student%s organi3ations and school publications mandated by the 8epartment of Education. 4ther activities li+e 'inggo ng i+a! >utrition ,onth! Career -uidance ee+! 8eworming ,onth! cience ,onth and various schools and division competitions are also observed. The Sampling Samp ling Procedure In choosi choosing ng the responden respondents! ts! the resear researche chers rs will will use the purposi)e sampling method. There are :* teachers and all of them will be the participants of this study because they are the most capable in giving response to the researchers need in this study.
Table Table 1.8istribution of the ub7ect ub7ect -rade 'evel 9 * / 1# Total
tudents Enrolled =/0 =61 =#0 "9" 1!="6
>o. 4f espondent 1: 1: 1: 1: 60
Table Table ".espondents of the tudy ub7ect Taught English
>o. 4f Teachers 1#
,ath cience Bilipino ,a+abayanGT'E Edu+asyon a Pagpahalaga
6 * 6 * =
,APE<
=
Araling Panlipunan
0
Total
:*
-alidation of the Instrument The research instrument shall be validated through sub7ecting it to dry) run to at least eleven (11$ administrative staffs of 2ayog >ational
teachers% teachers%
interventions e&tended by their respective advisers. It is composed of factors affecting student students% s% absentee absenteeism ism such such as commun community ity N relate related d factor factors! s! home home N relate related d factor factors! s! teacher N related N factors! school N related factors! student N related factors and the freuency of manifestations. The Subect / Respondents
The respondents of this study are the forty eight (:*$ teachers of 2ayog >ational ational
A.
Fre0uency and ean %istribution of Factors (ffecting (ffecting Students' (bsenteeism
'imits :
,ean Interval
Breuency of Absenteeism
Oualifying tatement
=."6):.##
Always
The home! teacher! student! school! and community ) related factors have a greatest effect on students% absenteeism. They need prior attention and immediate action.
=
".6#)=.":
Hsually
The home! teacher! student! school and community) related factors have a greater effect on students% absenteeism. They need enhancement and reinforcement.
"
1.96)".:/
ometimes
The home! teacher! student! school and community ) related factor factorss have have a great effect on students% absenteeism. They need to be maintained and developed.
eldom
The home! teacher! student! school! and community) related factorshave a less effectstudents% abse absent ntee eeiism. sm. They hey need to be sustained sustained and continuously developed.
1
1.##)1.9:
2. Fre0uency and ean %istribution of Teachers' Teachers' Inter)ention 'imits
,ean
Breuency of Intervention
Oualifying statement
:
=."6):.##
Always
Theteachers%inter) ventions? ventions? counseling! counseling! rewa reward rdin ing! g! home home N visitation! conferences and differenti differentiated ated instructions will have a greatest response in students% absenteeism.
=
".6#)=.":
Hsually
The teacher%s inter) ventionscounseling! rewar ewardi ding ng!! hom home N visitation! conferences and differenti differentiated ated instru instructi ctions ons have have a greater response in students% absenteeism.
"
1.96)".:/
ometimes
Theteachers% inter N ventionrewarding! home ome) visitation! conferencesand differentiated instructions have a gre great at resp respon onse se in students absenteeism.
1
1.##)1.9:
eldom
The teachers%inter) ventions? counseling rewarding! home visitation! conferences and differentiated instructionswill have a poor response in students% absenteeism.
C. In Correlating2 the Table of %alean 314546 is being used. Coefficient of Correlation
E&tent of elationship
#./# N 1.##
ery ery high relationship
#.9# N #.*/
#.:# N #.0/
,oderate relationship
#."# N #.=/
'ow relationship
'ess than #."#
ery ery low relationship
relationship
The formulation and adaptation of the stated boundary of numbers and ob7ectives classification of factors affecting students% absenteeism from 2ayog econdary chools will serve the purpose of the study. The Statistical Treatment The following treatment will be employed to analy3e the data for each sub) problem of the study 1. ,ean answers the sub)problem one! which determines the freuency of various factors which lead to students% absenteeism. ". ,ean answers the sub)problem two! which determines the freuency of teachers% interventions in respond to the factors affecting absenteeism of students. =. Pearson Product ,oment Coefficient of Correlation will be used to determine the significant relationship between the Bactors Affecting tudents% Absenteeism and The Teachers% Interventions.
