Revised & Printed

Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Cong. Mariano M. Yulo Campus
Hinigaran, Negros Occidental
ABSENTEEISM OF GRADE 2 PUPILS IN RELATION TO THEIR ACADEMIC

PERFORMANCE
MANDIN, KENLIE JEAN G.
MOCON, JEAN ROSE M.
TUPAS, GINELYN N.
SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF OF THE

IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE
DEGREE
BACHELOR OF ELEMENTARY EDUCATION
(BEED)
MARCH 2015
APPROVAL SHEET
This thesis study Entitled ABSENTEEISM OF GRADE 2 PUPILS IN
RELATION TO THEIR ACADEMIC PERFORMANCE prepared and submitted by
KENLIE JEAN G. MANDIN, JEAN ROSE M. MOCON, and GINELYN N. TUPAS in
partial fulfilment of requirements of the subject Educational Research 2 is hereby
recommended for acceptance.
PAUL DRAKE P. PELAGIO
Adviser
Date signed

JOHN REY L. GONZAGA
Statistician
Date signed
JUANITO E. LADEMORA
English Critic
Date signed
Accepted as partial fulfilment of the requirements of the subject Educational
Research 2 with the rating of
DEMER G. PAGLOMUTAN MAED
Member-Interrogation Board
FLORA CARPIO Ph. D

Date signed
Date signed
SALVACION ESPAOLA Ph. D
Chairman-Interrogation Board
Date signed
Recommending Approval:
CHRISTOPHER D. MANDIN MAED
Campus Administrator CPSU-Hinigaran
Affairs
JOEL A. PEREZ Ph. D

Vice President for Academic
Date signed
Approved:
Date signed
FREDDIE C. MANINGO, Ph. D., CPA
President
Date signed
ACKNOWLEDGEMENT
This paper may not have been possible without the people in one way or the other
helped the researchers and served as inspiration in their conquest to complete this book.
Above anything else, to the almighty God fort all the blessing He had given upon
the authors and for the blessing them with wonderful people to whom they will forever be
grateful.

To their ever dearest supportive families for love, care, support, and financial
assistance through all these years;
To the panellist, Dr. Salvacion N. Espaola, Dr.Flora M. Carpio and Mr. Demer
Paglumotan for sharing their time and expertise for the improvement of this book;
To their adviser, Mr. Paul P. Drake Pelagio, for his guidance and for time vested
for the improvement of this book;
To their English critic, Mr. Juanito E. Lademora, for his time and effort in
correcting this research work;
To their statistician, Mr. John Rey L. Gonzaga, for his time and patience in doing
statistical work of this book.
To Mr. Rodrigo Paglumotan, for his kindness and help improving this book.
To the Chairman for research, Joel A. Perez, Ph.D., for the guidance in the
improvement of their research work;
To all their classmates and friends, for the happiness and experiences shared.
To CPSU-Hinigaran Family, for the contribution in the success of this book.
To all of you, Thank you very much.

DEDICATION
Every challenging work needs self-efforts as well as guidance of elders
especially who were very close to their hearths.
These researchers dedicate this paper work first to the Almighty God, who have
been a provider to all their needs.
The humble effort the researchers dedicate to their sweet and loving families,
whose affection, love, encouragement and prays of day and night make them able to get
such success, along with their hard work and respected teachers.

ABSTRACT
Mandin, Kenlie Jean G., Mocon, Jean Rose M., and Tupas, Ginelyn N., Central
Philippines State University, Hinigaran Campus, Hinigaran, Negros Occidental,
December 2014. Absenteeism: Its relation to Grade 2 Pupils of Narauis-Paticui
Elementary School Academic Performance.
Adviser: Mr Paul Drake Pelagio
This Study Aimed to determine the Factors of Absenteeism its relation to pupils
academic performance. Thirty (30) grade 2 pupils were the respondents from the school
year 2014-2015.

Specifically, this study was conducted to answer the following: (1) what is the
socio demographic profile of the Grade 2 pupils of Narauis-Paticui Elementary School as
to: Age, Gender, Family Monthly Income and Nutritional status. (2) What are the factors
of Absenteeism among Grade 2 Pupils of Narauis- Paticui Elementary School as to:
Physical Factors, Health Factors, Personal Attitude, Teachers Related Reasons,
Classroom Atmosphere, Home Related Factors. (3) Is there a significant Relationship
between the factors of absenteeism to the academic performance of the Grade 2 pupils of
Narauis - Paticui Elementary as to: Age, Gender, Family Monthly Income, and
Nutritional status.
The researcher found out that, there was no significant relationship of the
respondents based on the different factors of absenteeism when grouped according to
their profile. Respondents were homogeneous on their response.

TABLE OF CONTENTS
Page Numbers
TITLE PAGE
APPROVAL SHEET
i
ii
AKNOWLEDGEMENT
iii
DEDICATION
ASTRACT
vi
TABLE OF CONTENTS
viii
LIST OF TABLES
xi
LIST OF FIGURES
xiii

LIST OF APPENDICES
xiv
CHAPTER
1. INTRODUCTION
Statement of the Problem
Hypotheses
Theoretical and Conceptual Framework
Schematic Diagram
Scope and Limitations of the Study
Significance of the Study
Definition of Terms
CHAPTER II. REVIEW OF RELATED LITERATURE
12
Significance of Absenteeism
13
Factors of Absenteeism
13
Age and Gender
17
Nutritional Status
17
Family Monthly Income
18

CHAPTER III. RESEARCH METHODOLOGY
19
Research Design
19
Locale of the Study
20
Respondents of the Study
21
Samples and Sampling Procedure and Techniques
21
Data Gathering Instrument
21
Validity and Reliability of the Instrument
22
Data Gathering Procedure
23
Data Analyses
24
CHAPTER IV. RESULTS AND DISCUSIONS
25
CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
33
Summary of findings
33
Conclusions
34
Recommendations
35
BIBLIOGRAPHY
37
APPENDIX A
39

CURRICULUM VITAE
56
LIST OF TABLES
TABLE
PAGE
Frequency and percentage distribution
25
of the respondents according to age.
25
of the respondents according to gender.
26
of the respondents according to Nutritional Status.
Frequency and percentage distribution of the
26
respondents according to Family Monthly Income.
Frequency and percentage distribution of the
27
respondents according to their Academic performance.
factors of Absenteeism of the respondents when
28
categorized according to, Physical factor, Health factor,
7
8
9
10

Personal attitude, Teacher Related Reasons,
Classroom Atmosphere, and Home Related Factors.
Chi-square test of significant relationship among
the factors of absenteeism according to age.
the factors of absenteeism according to gender.
the factors of absenteeism according to Nutritional status.
the factors of absenteeism according to
Family Monthly Income.
29
30
31
32

LIST OF FIGURES
FIGURE
PAGE
Schematic Diagram showing the
4
Socio-Demographic Profile of the
Respondents and the Factors of
Absenteeism.
LIST OF APPENDICES

FIGURE
PAGE
Mean and Frequency distribution

Of Age, Gender, Family Monthly Income
And Nutritional Status.
39
Mean and Standard Deviation of

The Factors of Absenteeism.
40
Reliability Statistics/ Chronbachs Alpha.
40
Academic Performance of the Grade 2 Pupils.
40
Chi-Square Results of the factors of absenteeism

according to Age.
41

according to Gender.
42

according to Family Monthly Income.
43

according to Nutritional Status.
44

according to pupils Socio Demographic Profile.
45
Request for Pre-Oral.
46
Approval Sheet.
47
Permission to Conduct of the Study.
48
Research Instrument Evaluation Form.
49
Mga Pamangkot part 1 & 2.

49
Questionnaire Part 1 & 2.
52
CHAPTER I

INTRODUCTION
Absenteeism is one of the worlds oldest issues that an establishment or institution
can face, yet there has been little evidence to show the ability to control this ever growing
issue. Absenteeism means either habitual evasion of work, or willful absence in a strike
action. It does not include involuntary or occasional absence due to valid causes or
reasons beyond ones control, such as accident or sickness. Pupils absenteeism has been
a problem in educational system. Students who miss school fall behind their peers in the
classroom. Thus, in turn, it leads to lower self-esteem and increases the likehood that at
risk, students will drop-out of school. It comes as no surprise that students with high
absence rates earn lower grades than students with better attendance (Redick & Nicoll
1990). In recognition of the importance of regular school attendance to quality education,
attendance becomes a priority goal (At-Risk Youth in Crisis Handbook, 1993).
Educators have long emphasized the importance of class attendance. Only in the
classroom may the student hear the teacher's presentation, participate in class discussions,
and enjoy the benefits of spontaneous interactions between the students and teacher.
Statement of the Problem

This study aims to determine the factors of absenteeism among grade two pupils
in Narauis-Paticui Elementary School.
Specifically the objectives of this study will aim to answer the following
questions:
1. What is the socio demographic profile of the Grade 2 pupils of Narauis-Paticui
Elementary School as to:
a.) Age
b.) Gender
c.) Family Monthly Income
d.) Nutritional status
2. What are the factors of Absenteeism among Grade 2 Pupils of Narauis- Paticui
Elementary School as to:
a. Physical Factors
b. Health Factors
c. Personal Attitude
d. Teachers Related Reasons
e. Classroom Atmosphere
f. Home Related Factors
3. Is there a significant Relationship between the factors of absenteeism to the academic
performance of the Grade 2 pupils of Narauis - Paticui Elementary as to:
a.) Age

b.) Gender
c.) Family Monthly Income
d.) Nutritional status
4. What is the Academic Performance of the Grade 2 Pupils of Narauis-Paticui
Elementary School.
Hypotheses
There was no significant Relationship in the factors of absenteeism among Grade
2 pupils of Narauis-Paticui Elementary School as to: Age, Gender, Family Monthly
Income, and Nutritional Status.
Theoretical / Conceptual Framework

Motivation is usually considered as being related to human needs, which in turn
motivates behavior. The classical management view of motivation is based on the belief

that people need money, so if the employer pays them well, they will be motivated to
work hard. Conversely, those who are lazy are penalized by receiving a lower pay rate.
The premise behind this theory is that a carrot (incentive of extra pay) and stick (penalty
of lower pay) will motivate the worker to do the job well (Owens, 1987). As further
explained by Owens (1987), once the lowest order of needs on the hierarchy is met, a
higher order need appears and the individual has a desire to satisfy that need. The
hierarchy of needs as used in Maslow's theory of motivation are as follows: basic
physiological needs (food, water, shelter); security and safety; social affiliation esteem;
and self-actualization (Owens, 1987). Ames (1990) views motivation as a process aimed
at creating motivational thought patterns that contribute to self-regulating action.
Students are motivated for different reasons. Motivation isn't synonymous with
achievement, but a positive feeling of self-worth that is a strong motivational construct.
Ames defines self-worth as an expectation or belief that one is capable of performing a
specific task, organizing and carrying out required behaviors in a situation. Glasser
(1990) in his work on what he deems to be the quality school has created what he refers
to as the control theory. This theory is based on the belief that no one can make anyone
do anything--it is the job of the manager (teacher) to make it easy for the workers
(students) to see a strong connection between what they are asked to do and what they
believe to be worth doing. Glasser makes an industrial analogy between school and the
workplace, stating that school should be made relevant and interesting because bored
workers won't produce high quality work. Shanker (1990) adapted the principles of
economics to the theories of student motivation. The free market theory (capitalism) and

the theory of the planned or command economy (communism), according to Shanker, can
be utilized in directing people toward action. Shanker further stated that school incentives
are aligned incorrectly and teachers are not rewarded for improving student outcomes.
The students have only one incentive--a diploma. Shanker writes that incentives do work;
they are a major motivator of the behavior of individuals and systems. School should be
designed to use competition and teamwork to achieve established goals. Shanker writes
just as in a free market system, this will result in a high level of production. All of the
motivational theories discussed showed the common elements of the importance of
intrinsic sense of belonging and self-worth to motivation. Individuals need to feel a sense
of achievement and are motivated by extrinsic acknowledgements of this achievement
(Person, 1990).
Absenteeism being the root or the center of our research is said to be the
A. Pupils Socio - demographic Variables
prolonged absence of an individual from school or work. Increasingly, educators are
1. Age
looking at attendance, even in the early grades, as a key factor in school success. In this
2.
Gender
study,
the pupils socio demographic profile such as age, gender, family Monthly
income,
and
Nutritional
Status is determined. The factors of absenteeism such as Physical
3.
Family
Monthly
Income
Factors, Health Factors, Personal Attitude, Teachers Related Reasons,
Classroom
Pupils Academic
4. Nutritional status
Performance
Atmosphere, Home Related Factors is determined, will be serves as independent
B.
FactorsWhile
of Absenteeism
variables.
the pupils Academic Performance will served as the dependent variables.
1. Physical Factors
2. Health Factors
Independent Variables
Dependent Variables
3. Personal Attitude
4. Teachers Related Reasons
5. Classroom Atmosphere
6. Home Related Factors

Figure 1. Schematic Diagram of the Study showing the relationship between Independent
and Dependent Variables of the Study.
Scope and Limitation of the Study

This study focused on the absenteeism and its relation to pupils academic
performance which will be conducted at Narauis-Paticui Elementary School and the
Respondents were the Grade 2 pupils of the school during the School year 2014-2015.
Significance of the Study

The School Principals, the result of this study would be a useful reference for them to
find ways to improve the pupils attitudes to attend classes daily. Likewise the Principal
could also create an atmosphere that will motivate pupils to attend classes regularly.
To the teachers, whose task is to build and educate the Pupils and make them more
responsible member of the society. There is a need to provide a practical oriented work
and meaningful educational activities to motivate them and develop their enthusiasm for
active involvement in school activities to arouse their interest to report to school
regularly.
To Parents, who have great responsibility in supporting their childrens potentials,
thereby encouraging them to attend classes regularly.
Pupils, to let them develop awareness and to realize that they are the losers when they
frequently commit absences in school and to show that their absences could trigger a
huge impact in their academic performance as well as their future.
To the future researchers, this study will serve as a source of information and basis to
continue this study.
Definition of terms
The items below cover the terms that are defined conceptually and operationally
to facilitate better understanding of the study.
Absenteeism. is a habitual of absence from a duty or obligation. Traditionally,
absenteeism has been viewed as an indicator of poor individual performance, as well as a

breach of an implicit contract between employee and employer; it was seen as a
management problem, and framed in economic or quasi-economic terms. More recent
scholarship seeks to understand absenteeism as an indicator of psychological, medical, or
social adjustment to work. (Johns 2007). As used in this study, this term is operationally
attributed as the act of being absent in school so as perceived by physical absence.
Age. Ageing (British English) or aging (American English) is the accumulation of
changes in a person over time. Bowen, Richard L.; Atwood, Craig S. (2004). Age is
measured chronologically, and a person's birthday is often an important event. (Phillips,
Judith, Kristine Ajrouch, and Sarah Hillcoat-Nalltamby, Key Concepts in Social
Gerontology SAGE Publications, 2010). In this study, age is an independent variable that
is included in the pupils socio-demographic profile which measures how old they are.
Family Income. Total compensation received by all family member age 15 or
older living in the same household. Compensation may include wages, social
security, child support, pensions capital gains, and dividend. (Business dictionary). In this
study, it is the income that the family received monthly which is categorized into: (Php
20,000 and above), (Php 10,000-19,000) and (Php 9,000 and below).
Gender. is the range of characteristics pertaining to, and differentiating
between, Masculinity and Femininity Depending on the context, these characteristics may
include biological Sex (i.e. the state of being male, female or ), sex-based socialstructure (including Gender Role and other social Roles), or Gender Identity. (Udry, J.
Richard 1994, David Haig 2004, Ann-Maree Nobelius 2004). In this study, this term is an

independent variable included in pupils socio-demographic profile that determines
whether the respondents are male or female.
Grade Level. This is conceptually defined as a stage or degree of inclination of
elementary pupils ( Mifflin, 2000). In this study, this is the stage or phase they are in their
elementary education which is grade 2.
Narauis-Paticui Elementary School. A school is an organization that provides
instruction as an institution for the teaching of the children. Located at Brgy. Paticui
Hinigaran Negros Occidental (Merriam Webster Dictionary). In this study, this is the
school where the study will be conducted.
Nutritional Status. is the current body status, of a person or a population group,

related to their state of nourishment/ the consumption and utilization of nutrients. (Qurrot
Ulain taher 2011). In this study, this is the rank where a pupil is said to be, underweight,
normal, or overweight in terms of their nutrition.
Parents. Is a caretaker of their own species. In humans, a parent is a child (where
"child" refers to offspring, not necessarily age). A biological parent consists of a person
whose gamete resulted in a child, a male through his sperm, and a woman through her
ovum. Parents are first-degree relatives and have 50% genetic overlap. A woman can also
become a parent through surrogacy. However, some parents may not be biologically
related to their children. An adoptive parent is one who nurtures and raises the offspring

of the biological parents but is not actually biologically related to the child. Children
without adoptive parents can be raised by their grandparents or other family members.
( 2013, Nadine Taub, Beth Anne Wolfson, Carla M. Palumbo, Browne C. Lewis
2012). In this study, Parents, being the one that is responsible in ensuring that their
children receive a high quality of education. The role of the parents is to make sure that
their children will go to school every day or regularly.
Pupils. a child or young person in school or in the charge of a tutor or instructor ,
one who has been taught or influenced by a famous or distinguished person (Merriam
Webster Dictionary). In this study the pupils, playing an important part of education, will
be the beneficiary this study which will help them to realize the effects of absenteeism in
their academic performance. The pupils are also the center or the respondents of this
study.
Teacher. A person or thing that teaches something especially a person whose job
is to teach students about certain subjects (Merriam Webster Dictionary). In this study the
teacher is the person who supervises and manage the class to actively participate in class
discussion and motivate his/her pupils to go to school every day.

CHAPTER II
REVIEW OF RELATED LITERATURE
A literature review is a body of text that aims to review the critical points
of current knowledge including substantive findings as well as theoretical and
methodological
contributions
to
particular
topic. There
are
few
available
recommendations in the literature to guide the students assessment and treatment of this
problem. High rates of student absenteeism are believed to affect regular attenders as
well, because teachers must accommodate non-attenders in the same class. It has been
suggested that chronic absenteeism is not a cause of academic failure and departure from
formal education, but rather one of many symptoms of alienation from school. Chronic
absenteeism, truancy and academic failure may be evidence of a dysfunctional
relationship between student and school, suggesting that schools need to be more student-

centred and supportive of students with different needs. This argument is supported by
research that highlights significant associations between student background factors, poor
attendance, and early school leaving (Altenbaugh, et al. 1995; Bryk & Thum 1989;
Fernandez & Velez 1989).
Significance of Absenteeism
Attendance is part of a pupil's cumulative record. It is important that good school
attendance habits be established for later years when pupils seek employment (Jett &
Platt, 1979). Jett and Platt conclude that attendance and its importance should be taught
to students. Basic to that philosophy is the belief that poor student attendance and truancy
are some of the first signs of decay of a school and school system. Therefore, it is
incumbent upon educators to do all they can to promote good school attendance habits
among their pupils.
Poor school attendance arouses strong feelings in teachers, parents, members of
the educational support services, educational administrators, politicians, and pupils.
These strong feelings are expressed in different and often contradictory ways, depending
on the individual's own perspective (Galloway, 1985).
Government officials, teachers' groups, and individual parents all have voiced
their concerns over the need to develop policies and practices to counteract the problems

facing our nation's schools today such as the dropout rate, drug abuse, and declining
education performance (Bernstein, 1990).
According to Galloways research, frequently absent students have a fear of
teachers or specific subjects. Also, that the families of the pupils were noted as much
higher on measurements of family illness and had experiences financial problems.
Galloway's (1985) research showed excessive absentees as students whose families had
experienced financial problems or whose parents experienced poor health. Galloway
suggests that the poor economic condition of the family may generate a negative attitude
toward school either because the family needs the student to work and contribute to the
family income or because education is not perceived to be an avenue to increase
economic status.
Studies investigating family practice have suggested that not all parental
involvement activities are associated with attendance (Lee, 1994) for example; parent
involvement that requires checking homework and reading with a child is associated
with improved report card grades, achievement scores, and subject-specific skills
(Epstein 1991; Epstein, Simon, & Salinas, 1997; Muller, 1993). Other researchers have
reported that specific family involvement practice such as parental monitoring, parentchild discussions, parent participation at the school PTA membership are linked to student
attendance (Astone & McLanahan, 1991; Ducwork & Dejong, 199l Lee, 1994, McNeal,
1999). Research shows that some parent activities are more likely than others to affect
attendance. Furthermore studies show that schools who want to increase daily attendance

need to reach out and work with parents to encourage parental involvement in specific
ways to address this problem.
Students who are not in school are not learning and are not being adequately
prepared to be successful in school and in life. Research on truancy and absenteeism
suggests that students with better attendance score higher on achievement tests than their
more frequently absent peers (Lamdin, 1998).
According to Lorenmurcia(2010) Causes of Absenteeism among the Grade VI
Students of Zapote Elementary School, school Year 2010-2011. 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 problem but the school administrators as well.
This action research examined the causes of absenteeism of the Grade VI students
of Zapote Elementary School for the school year 2010-2011. When they were in Grade V,
they were the class which has the most number of absentees every day. This was gathered
from the data contained in the daily attendance record being passed around and kept by
the teacher-leaders office everyday and is regularly filled up by the teachers in each
grade level for the whole year. Now that they are in Grade VI, 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 pupil behaviour. Based on the
findings, methods/strategies were recommended to minimize, if not eradicate
absenteeism or truancy. The most common causes of the child to be absent are as follows:

a. Physical factors
1. 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 factors
1. I have a toothache. 2. My stomach hurts. 3. I have a headache 4. Im 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 cant 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 reasons
1. My teacher scolded me. 2. I cant understand my teachers lessons. 3. I dont like my
teacher.
e. Classroom atmosphere
1. Our classroom is hot and uncomfortable. 2. its 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 quarrelled. 3. My parents
dont care about my studies. 4. I do many household chores. 5. I have no money to buy
snacks in school. 6. We have no food/I did not eat.
Age and Gender
Rood (1989), Levanto (1975), and Hegner (1987) have identified the following
characteristics of non-attenders: Age absenteeism increases as a student progresses
through high school. Gender in the first three years of high school, girls will have
higher rates of absenteeism than boys will.
Nutritional Status
In Manila, Philippines, the department of education (DepEd) aims to cut by half
the incidence of infectious diseases among pre-school and elementary pupils and stop
absenteeism. The Department of Education pilot tested in Tarlac a comprehensive oral
health care and general hygiene program for school children to keep them in school by
reducing infectious diseases by 30 to 50 percent and dental problems by 40 to 50 percent.
Toothache, diarrhea, respiratory ailments and soil-transmitted worm infections were
prevalent in school children causing absenteeism and dropping-out of school. Most were
caused by hygiene problems and studies by DepEd showed that these diseases could be
controlled by simple, cost-effective preventive measures implemented in schools. DepEd
partnered with local government units and private sectors for essential health care
package (EHCP) program benefited some 600,000 children in 20 provinces. For school
year 2009-2010, the EHCP program of the DepEds Health and nutrition center in Cristo
Rey east elementary School had distributed packages to pupils, containing toothbrush,

Toothpaste and soap to make personal hygiene and oral health an unshakable habit among
school children had dental caries. The school systems well-organized administrative
structure and teaching personnel have been tapped to implement health programs
focusing on the behaviour change. The health improvement measures are intended to
increase school attendance, improve school performance and to help the government
achieve its millennium Development Goals.
The poor economic condition of the family may generate a negative attitude
toward school either because the family needs the pupils to work and contribute to the
family income. School climate and organization characteristics of the school have also
been suggested as predictive factors in student absenteeism (Woog 1992).
In conclusion, research reveals a lot of important information about student
attendance. Identifying students early on who show signs of absenteeism is a predicator
of warning signs of students dropping out. Even though truancy is a major issue in
middle school and high school, perhaps students should be identified and monitored early
on in elementary school. Educators need to continue to find innovative ways to bridge
the gap between home and school to communicate with parents the need for a strong
partnership so students can find success. Students need to know that coming to school on
time, every day is important. Educators, when faced with schools that have attendance
problems may need to venture out beyond the wall of the school, into the community to
involve families and work together.

CHAPTER III
Research Methodology
This chapter presents the research design, Locale of the Study, respondents of the
study, samples and sampling procedure or techniques, data gathering instruments, validity
and reliability of the instruments, data gathering procedure and data analyses.
Research Design
Since the study aims to know the factors of Absenteeism among the Grade 2
Pupils of Narauis- Paticui Elementary School, Descriptive method was used in this study.
The Descriptive Research may focus to the individual subjects and go into Great depth
and detail in describing them. The data collection and analysis procedures such as
surveys may employ, descriptive research can also investigate large group of subjects. In
these cases, the analytical procedures tend to produce results that show Average
behaviour for the Group. The research also may operate on the basis of hypothesis often
Generating through Previous, qualitative research. The used of the certain approach was
to correspond to the main objective of this research that was to determine the Factors of
absenteeism of the Grade 2 pupils of Narauis-Paticui Elementary School for the academic
year 2014-2015.
Locale of the Study

The study was conducted in Narauis-Paticui Elementary School in the
Municipality of Hinigaran, Province of Negros Occidental. It was specifically chosen
because it is a public elementary school in the Municipality and it represents a various
type of respondents. The pupils are trained in order for them to save the future. A
graduate of this school is expected to be upright in all aspects in life. Most of all, pupils
are trained in order to live independent in life that are ahead and become a globally
competent Filipino.
Respondents of the Study

The respondents of this study were the Grade 2 Pupils of the Narauis-Paticui
Elementary School for the Academic Year 2014-2015. The total population of Grade 2 of
the said school is 115 pupils with 3 sections and with a sample population of 30 pupils.
Samples and Sampling Procedures or Techniques
Convenience sampling was used in this study because the Teachers are the one
who choose the respondents of the study. This sampling technique was used to choose the
sample based on who they think are be appropriate for the study.
There were specific choices that were provided for each question that were
checked by the respondents. Their answers were determined which was the causes of
absenteeism. The questionnaire was in Mother tongue Base wherein the grade 2 pupils
utilized this kind of subject and for better understanding due to our respondents.
Data Gathering Instrument
In this study survey questionnaire was used. The question was based in the
statement of the problem. There were questions that were raised using survey
questionnaires that were used to determine the factors of absenteeism of the pupil.
The questionnaires were divided into two parts. The first part or part I include the
respondents data on the following; name, Age, gender, family Monthly Income, and
Nutritional Status, on the part II includes the factors of absenteeism that the respondents
answered.
Validity and Reliability of the Instrument

The prepared questionnaires were submitted to the three (3) experts in the college
for comments and suggestion. The validity instrument developed by Good and Scates was
used to establish the validity of the research instrument. This was done in order to
improve the questionnaire. After the validation sheets were return the researchers will
took note of the corrections, suggestions, and recommendations and incorporated these
on the final draft of the questionnaire.
The result of the validity was 3.84 which are very good.
Reliability Statistics
Chronbachs Alpha
N of Items
.920
30
One shot reliability test and Cronbachs Alpha was used in this study. Since the
result is .920 percent the questionnaire is reliable.
Data Gathering Procedure

The Permission to conduct the study was secured to the office of the Principal of
Narauis - Paticui Elementary School for the approval. The permission was granted. The
researcher distributes the survey questionnaires to all of the respondents. Each respondent
was given enough time to answer by checking the choices that they think are the best

answers to the questions. Since the topic of the study was about Absenteeism its relation
to Grade 2 pupils of Narauis-Paticui Elementary School for the academic year 2014 2015, the researcher assured to the respondents that their answers were kept confidential.
The questionnaires were collected and enclosed them in a folder after the respondents
have answered them. The questionnaires were already checked, interpret, and analyzed
the data that was collected.
Data Analyses
The statistical analysis and the subsequent interpretation of the results will be
guided by the sequence in which the research problems are stated in Chapter 1.
For problem 1, which stated that, What is the socio demographic profile of the
Grade 2 pupils of Narauis-Paticui Elementary School when taken as a whole and when

group as to: Age, Gender, Family Monthly Income, and nutritional Status? frequency
and percentage distribution was used.
For problem no 2, what are the factors of Absenteeism among Grade 2 Pupils of
Narauis- Paticui Elementary School when taken as a whole and when grouped as to: a.
Physical Factors, b. Health Factors, c. Personal Attitude, d. Teachers Related Reasons, e.
Classroom Atmosphere, f. Home Related Factors.? Mean and Standard deviation was
used.
For the problem no 3, Is there a significant difference in the factors of
absenteeism among the Grade 2 pupils of Narauis-Paticui Elementary School when taken
as a whole and grouped as to: Age, Gender, Family monthly Income, and nutritional
Status? Pearson Chi-square was used.
For Problem no 4, What is the Academic Performance of the Grade 2 Pupils of
Narauis-Paticui Elementary School. Mean and Standard Deviation was used.
CHAPTER IV
PRESENTATION, ANALYSIS AND THE INTERPRETATION
This chapter shows the presentation, analysis and the interpretation that gathered
from the respondents. The analysis was based on the responses through the questionnaires
answered by them.
Table I. Frequency and percentage distribution of the respondents according to age.

Frequency
2
23
5
30
Age
6
7
8
30
Percent
7%
76%
17%
100%
Table shows that, out of thirty (30) respondents, two (2) or 7% of the respondents
are aging 6 years old , twenty-three (23) or 76% of the respondents are aging 7 years old,
and five (5) or 17% of the respondents are aging 8 years old. This indicates that most of
the respondents were aging 7 years old.
Table 2. . Frequency and percentage distribution of the respondents according to gender.
Gender
Male
Female
Total
Frequency
11
19
30
Percent
37%
63%
100%
Table 2 shows that, out of thirty (30) respondents, eleven (11) or 37% of the
respondents are male and nineteen or 63 % of the respondents were female, this indicates
that, majority of the respondents were female.
Table 3 .Frequency and Percentage distribution of the respondents according to
Nutritional status.
Nutritional Status
Normal
Overweight
Total
Frequency
29
1
30
Percent
97%
3%
100%

Table 3 shows that, out of 30 respondents ,twenty-nine (29) or 97 % of the
respondents are weighing normal and one 1 or 3 % of the respondents are weighing
normal, this indicates that, majority of the respondents is normal which regards to their
Nutritional Status.
Table 4.Frequency and Percentage distribution of the respondents according to Family
Monthly Income.
20,000-above
10,000-19,000
9,000-below
Total
Frequency
5
4
21
30
Percent
17%
3%
70%
100%
Table 4 shows that, out of thirty (30) respondents, five (5) or 17% percent of the
respondents their family earns 20,000-above, four (4) or 13% of the respondents their
family earns 10,000 till 19,000, and twenty-one (21) or 70% of the respondents their
family earns 9,000-below. This indicates that, majority of the respondents their family
monthly income are ranging 9,000 below.
Table 5. Frequency and Percentage Distribution of the respondents according to their

Academic Performance.
Average Grades
Frequency
96
Percentage
`
3.33%
95

2
6.67%
94
10.00%
93
13.33%
92
10.00%
91
10.00%
90
6.67%
89
6.67%
88
10.00%
87
10.00%
86
3.33%
85
10.00%
Total
30
100%
Table 5 shows that, out of thirty 30 respondents, one ( 1) or 3.33% of the

respondents got an average grades of 96%, out of thirty 30 respondents, two (2) or
6.67% of the respondents got an average grades of 95%, out of thirty 30 respondents,
three (3) or 10.00% of the respondents got an average grades of 94%, out of thirty 30
respondents, four (4) or 13.33% of the respondents got an average grades of 93%, out of
thirty 30 respondents, Three (3) or 10.00% of the respondents got an average grades of
92, out of thirty 30 respondents, three (3) or 10.00% of the respondents got an average
grades of 91%, , out of thirty 30 respondents, two (2) or 6.67% of the respondents got an
average grades of 90%, out of thirty 30 respondents, two (2) or 6.67% of the respondents
got an average grades of 89%, out of thirty 30 respondents, three (3) or 10.00% of the
respondents got an average grades of 88%, out of thirty 30 respondents, three (3) or
10.00% of the respondents got an average grades of 87%, out of thirty 30 respondents,

one (1) or 3.33% of the respondents got an average grades of 86%, and out of thirty 30
respondents, three (3) or 10.00% of the respondents got an average grades of 85%. This
indicates that majority of the respondents got an average grades of 93%. The grades got
its mean percentage of 90.43 with the standard deviation of 3.28.
It implies that Majority of the respondents got average grades of 93%.
Table 6, Factors of Absenteeism of the respondents when categorized according to,
Physical Factor, Health factors, Personal Attitude, Teacher Related Reasons, Classroom
Atmosphere, and Home related Factors.
Mean
Standard Deviation
Interpretation
Physical Factor
4.83
.202
Never
Health Factor
3.27
304
Sometimes
Personal Attitude
4.97
.101
Never
Teacher Related Reasons
4.97
.101
Never
Classroom Atmosphere
5.00
.000
Never
Home Related Factors
4.97
.101
Never
Factors of Absenteeism: Its Relation to Pupils Academic Performance was shown

in Table 6. The Physical Factors got the mean of 4.83, Health Factors got the mean 3.27,
Personal Attitude got the mean of 4.97, Teacher Related Reason got the mean of 4.97,
Classroom Atmosphere got the mean of 5.00, and Home Related Factors got the mean of
4.97. Based on the result, it implies that among of the factors of absenteeism, Health
factors the respondents responds Sometimes and the rest responds Never.

Table 7, Chi-square test of significant relationship among the Factors of Absenteeism
according to Age.
Pearsons Chi-Square
P-Value
Interpretation
Physical Factor
2.095
.351
Not-Significant
Health Factor
10.060
.261
Not-Significant
Personal Attitude
9.107
.011
Not-Significant
.315
.854
Not-Significant
6.592
.037
Not-Significant
Table 7, shows the significant Relationship of the Factors of Absenteeism

perceived by the respondents as categorized according to Age, in terms of Physical
Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home Related
Factors were homogeneous on their response. No statistics Value are computed on
Classroom Atmosphere because Classroom Atmosphere is Constant.
It implies that all variables were independent with each other. Pearson Chi-Square
was used.
according to Gender.
Pearsons Chi-Square
P-Value
Interpretation
Physical Factor
1.833
.176
Not-Significant
Health Factor
2.902
.574
Not-Significant
Personal Attitude
1.429
.232
Not-Significant
1.552
.213
Not-Significant
1.429
.233
Not-Significant

perceived by the respondents as categorized according to Gender, in terms of Physical
Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home Related
Factors were homogeneous on their response. No statistics Value are computed on
Classroom Atmosphere because Classroom Atmosphere is Constant.
was used.

according to Family Monthly Income.
Pearsons Chi-Square
P-Value
Interpretation
Physical Factor
.873
.646
Not-Significant
Health Factor
10.013
.264
Not-Significant
Personal Attitude
2.640
.267
Not-Significant
6.724
.035
Not-Significant
1.837
.399
Not-Significant

perceived by the respondents as categorized according to Family Monthly Income, in
terms of Physical Factors, Health Factors, Personal Attitude, Teacher Related Reasons,
and Home Related Factors were homogeneous on their response. No statistics Value are
computed on Classroom Atmosphere because Classroom Atmosphere is Constant.
was used.
according to Nutritional Status.
Pearsons Chi-Square
P-Value
Interpretation
Physical Factor
1.353
.245
Not-Significant
Health Factor
5.172
.270
Not-Significant
Personal Attitude
0.074
.786
Not-Significant
0.036
.850
Not-Significant
0.074
.786
Not-Significant

perceived by the respondents as categorized according to Nutritional Status, in terms of

Physical Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home
Related Factors were homogeneous on their response. No statistics Value are computed
on Classroom Atmosphere because Classroom Atmosphere is Constant.
was used.
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
There were 30 Grade 2 Pupils as respondents that were chosen by their teachers.
In terms of Age, Most of the respondents were 7 years old, second were 8 years old and
lastly 6 years old. Most of the respondents were female. The study also shows that most
of the respondents were normal in terms of their nutritional status. Also, this study shows
that more respondents has a family monthly income ranging from Php.9,000-below,
second the family monthly income of Php.20,00-Above, and lastly the family monthly
income of Php.10,000-Php.19,000. Majority of the respondents average grades was 93%

and has a total population percentage of 13.33%, the highest average grades was 96% and
the lowest average grades was 85%. This means that the academic Performance of the
pupils was ranging 85% till 96%. The factor of absenteeism that the respondents agreed
was that the Health Factor was a factor of absenteeism based on their overall result. The
Physical Factors got the mean of 4.83, Health Factors got the mean 3.27, Personal
Attitude got the mean of 4.97, Teacher Related Reason got the mean of 4.97, Classroom
Atmosphere got the mean of 5.00, and Home Related Factors got the mean of 4.97. Based
on the result, it says that among of the factors of absenteeism, Health factors were the
factors of absenteeism based on the response on the respondents.
Conclusions
Based on the findings obtained by the researchers, the following conclusions were
formulated:
1. Absenteeism: its relation to grade 2 pupils of Narauis-Paticui Elementary School

academic performance indicates that most of the respondents were female, 7 years
old according to age, most of the respondents were normal in terms of their
economic status. And most of the respondents Family monthly income were
Php.9,000-below
2. The result showed that most of the respondents respond sometimes in Health
Factors of Absenteeism. And the respondents respond never to Physical Factor,
Personal Attitude, Teacher Related Reasons, Classroom Atmosphere, and Home

related Factors. This means that the factor of absenteeism according to the
3.
respondents were Health Factors.

The Academic Performance of the respondents was ranging 96% till 85%. The
4.
result also showed that majority of the respondents got an average grade of 93%.
There was no significant relationship of the respondents based on the different
factors of Absenteeism when taken as a whole according to their profile.
Respondents were homogeneous in their response.
Recommendations
1. It is suggested that parents should continue monitoring their Childrens means
of transportation in going to school and returning to their respective homes
safely. 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(Murcia 2012).
2. It is also suggested that parents must monitor their childrens activity at
school. They should monitor the foods that their children are taking and must
prepare foods that are in high nutritious in-order for them to maintain the
normal nutritional status of their child, and to avoid sickness and illnesses.
3. It is also suggested that Although it cant be avoided that the teacher gets
peeved with pupils bad behaviour, he/she should refrain from scolding the
erring pupils. As much as possible, remind them of their wrong doing in a
most diplomatic manner (Murcia 2012).

4. It is suggested that teacher and parent should have connection with each other,
or set themselves as a good example to their children and they should teach
them good values to be aware on how their children respond to school
absenteeism.
5. It is also suggested that teacher should maintain their positive influence which
will encourage the pupils to go to school regularly.
6. It is suggested that 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. It is also suggested that parents must
have a full pledge support to their children and set a good example by
encouraging them to go to school regularly (Murcia 2012).
7. The researchers recommend further studies to be done in different schools and
respondents.

Age
Frequency
Valid
Percent
29
1
30
1
3
Total
Valid Percent
96.7
3.3
100.0
Cumulative Percent
96.7
3.3
100.0
96.7
100.0
APPENDICES
income
Frequency
Valid
Percent
Valid Percent
Cumulative Percent
5
4
16.7
13.3
16.7
13.3
16.7
30.0
21
70.0
70.0
100.0
Total
30
100.0
100.0

gender
Frequency
Valid
Percent
Valid Percent
Cumulative Percent
12
40.0
40.0
40.0
18
30
60.0
100.0
60.0
100.0
100.0
Total
nutrition
Frequency
Percent
29
1
30
1
Valid
3
Total
Valid Percent
96.7
3.3
100.0
Cumulative Percent
96.7
3.3
100.0
96.7
100.0
Descriptive Statistics
N
Minimum
f6
30
30
30
30
30
30
Valid N
(listwise)
30
f1
f2
f3
f4
f5
factors
f1
f2
f3
f4
Maximum
4.60
3.00
4.60
4.20
5.00
4.60
Mean
Mean
5.00
3.80
5.00
5.00
5.00
5.00
Std. Deviation
4.8267
3.2733
4.9733
4.9733
5.0000
4.9733
Std. Deviation
4.83
3.27
4.97
4.97
.202
.304
.101
.146
.20160
.30392
.10148
.14606
.00000
.10148

f5
5.00
.000
f6
4.97
.101
Reliability Statistics
Cronbach's Alpha
N of Items
.920
30

Academic Performance of the Grade 2 pupils
N
Minimum
grades
30
Valid N (listwise)
30
age * f1
Value
Likelihood Ratio
Linear-by-Linear Association
age * f2
df
2
2
.351
.243
1.698
.193
Value
df
10.060a
9.247
.621
30
Likelihood Ratio
N of Valid Cases
age * f3
Value
df
9.107a
6.919
.093
Likelihood Ratio
.261
.322
.431
Asymp. Sig. (2-sided)
2
2
1
.011
.031
.761
30
N of Valid Cases
age * f4
Chi-Square Tests
Value
age * f5
8
8
1
Chi-Square Tests
Pearson Chi-Square
N of Valid Cases
2.095a
2.831
Chi-Square Tests
Pearson Chi-Square
3.27670
30
N of Valid Cases
Likelihood Ratio
Std. Deviation
90.4333
Chi-Square Tests
Pearson Chi-Square
Pearson Chi-Square
Mean
85.00
df
.315a
.542
.045
2
2
1
30
Chi-Square Tests
Value
.854
.763
.832

.a
Pearson Chi-Square
30
N of Valid Cases
age * f6
Chi-Square Tests
Value
df
6.592a
3.696
3.339
30
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases
f1 * gender
2
2
1
Chi-Square Tests
Value
a
.176
.956
.328
1.839
.175
Continuity Correctionb
Likelihood Ratio
Asymp. Sig. (2sided)
df
1.833
Pearson Chi-Square
Exact Sig. (2-sided)
Linear-by-Linear
Association
1.771
N of Valid Cases
30
f2 * gender
Likelihood Ratio
2.902a
.574
3.944
.414
.022
.883
30
N of Valid Cases
f3 * gender
Chi-Square Tests
Value
Fisher's Exact Test
.183
df
Pearson Chi-Square
Likelihood Ratio
.164
Chi-Square Tests
Value
.264
Fisher's Exact Test
Pearson Chi-Square
.037
.158
.068
df
1.429a
.232
.201
.654
2.138
.144
.503
.352

Linear-by-Linear
Association
1.381
N of Valid Cases
30
f4 * gender
.240
Chi-Square Tests
Value
a
.213
.043
.836
1.885
.170
1.552
Pearson Chi-Square
Likelihood Ratio
df
.400
Fisher's Exact Test

Linear-by-Linear
Association
1.500
N of Valid Cases
30
.400
.221
f5 * gender
Chi-Square Tests
Value
.a
Pearson Chi-Square
30
N of Valid Cases
f6 * gender
Chi-Square Tests
Value
Pearson Chi-Square
Likelihood Ratio
df
a
.232
.201
.654
2.138
.144
1.429
.503
Fisher's Exact Test

Linear-by-Linear
Association
1.381
N of Valid Cases
30
f1 * income
Likelihood Ratio
N of Valid Cases
.352
.240
Chi-Square Tests
Value
Pearson Chi-Square
df
.873a
.868
.842
30
2
2
1
.646
.648
.359

f2 * income
Chi-Square Tests
Value
df
10.013a
10.562
.587
30
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases
8
8
1
f3 * income
.264
.228
.444
Chi-Square Tests
Value
df
2.640a
2.156
.004
30
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases
2
2
1
f4 * income
.267
.340
.950
Chi-Square Tests
Value
df
6.724a
4.270
.489
30
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases
2
2
1
f5 * income
.035
.118
.485
Chi-Square Tests
Value
.a
Pearson Chi-Square
30
N of Valid Cases
f6 * income
Chi-Square Tests
Value
df
Likelihood Ratio
N of Valid Cases
f1 * nutrition
2
2
1
.399
.438
.314
Chi-Square Tests
Value
Pearson Chi-Square
1.837a
1.651
1.012
30
Pearson Chi-Square
df
1.353
.245

Likelihood Ratio
.019
.891
1.718
.190
.433
Fisher's Exact Test

Linear-by-Linear
Association
1.308
N of Valid Cases
30
.433
.253
f2 * nutrition
Chi-Square Tests
Value
df
.270
Likelihood Ratio
3.765
.439
3.107
.078
5.172
Pearson Chi-Square
30
N of Valid Cases
f3 * nutrition
Chi-Square Tests
Value
df
a
.786
.000
1.000
Likelihood Ratio
.140
.708
.074
Pearson Chi-Square
1.000
Fisher's Exact Test

Linear-by-Linear
Association
.071
N of Valid Cases
30
f4 * nutrition
.933
.789
Chi-Square Tests
Value
df
a
.850
.000
1.000
Likelihood Ratio
.069
.793
Pearson Chi-Square
.036
1.000
Fisher's Exact Test

Linear-by-Linear
Association
.034
N of Valid Cases
30
.853
.967

f5 * nutrition
Chi-Square Tests
Value
.a
Pearson Chi-Square
30
N of Valid Cases
f6 * nutrition
Chi-Square Tests
Value
Pearson Chi-Square
Likelihood Ratio
Fisher's Exact Test
Linear-by-Linear
Association
N of Valid Cases
df
.074a
.000
.140
1
1
1
1.000
.071
.789
30
factor 1 as to their
demographic
factors
chi - square
p - value
1.833
gender
ns
.646 ns
.574 ns
.873
2.902a
income
interpretation
.176
nutritional status
demographic
factors
chi - square
p - value
2.902a
5.172a
gender
nutritional status
interpretation
.574
.270
ns
ns
demographic
factors
gender
nutritional status
income
.786
1.000
.708
chi - square
p - value
1.429a
.074a
2.640a
interpretation
.232
.786
.267
ns
ns
ns
.933

demographic
factors
chi - square
p - value
interpretation
1.552a
.036a
6.724a
gender
nutritional status
income
.213
.850
.035
ns
ns
s
demographic
factors
gender
nutritional status
income
chi - square
p - value
interpretation
1.429a
.074a
1.837a
.232
.786
.399
Joel A. Perez, Ph. D.

Chairman
Student Research section
CPSU, Kabankalan City
Sir,
I/We have the honor to request for Pre-Oral examination of my/our Thesis outline
entitled:. SCHOOL-BASED FEEDING PROGRAM AN ASSESSMENT TO PUPILS
ACADEMIC PERFORMANCE OF NARAUIS-PATICUI ELEMENTARY SCHOOL
Venue: CPSU-Cong. Mariano M. Yulo Campus. Date: January 02, 2015 Time: 8:00
KENLIE JEAN G. MANDIN
Student
JEAN ROSE M. MOCON

Student
GINELYN N. TUPAS
Student
Endorsed by:
Mr. Paul Drake Pelagio
Adviser
Mr. Juanito Lademora

English Critic
Mr. John Rey Gonzaga

Statistician
Recommending:
Mr. Demer Paglomutan
Dr. Salvacion Espaola

Chairman-Interrogation Board
Dr. Flora Carpio


Noted:
Ms. Cloris Bordaje
Acting Research Coordinator
Approved:
DR. JOEL A PEREZ Ph. D.
Chairman
Student Research Section
Date
The Coordinator:
This is to certify that KENLIE JEAN G. MANDIN, JEAN ROSE M. MOCON
and GINELYN N. TUPAS are now ready for the conduct of their thesis as per approved
thesis outline here to attach.
Please see to it that he/she has appropriate number of questionnaires for the
respondents.
For your information and appropriate action.
JOEL A. PEREZ, Ph. D.

Chairman, Student research Section
Note:
This note shall be attached to the approval outline. No student is allowed to
conduct his/her thesis without an approved thesis outline. The panel of research
coordinator upon approval of the research Chairman reserved to the right to declare the
conduct of research void without prior approval to conduct the study.

September 25, 2014

Mrs. Arlene G. Acosta
Principal II
Narauis-Paticui Elementary School,
Brgy. Paticui Hinigaran Negros Occidental
PERMISSION FOR THE CONDUCT OF THE RESEARCH STUDY
Dear: Sir/Madam,
We Kenlie Jean G. Mandin, Jean Rose M. Mocon, and Ginelyn N. Tupas, a Bachelor of
Elementary Education Students of Central Philippines State University, Cong. Mariano M. Yulo
Campus requesting your good office to grant us the permission to conduct our research study
about ABSENTEEISM ITS RELATION TO GRADE 2 PUPILS OF NARAUIS-PATICUI
ELEMENTARY SCHOOL ACADEMIC PERFORMANCE. This study aims to determine the
factors of absenteeism and its relation to grade 2 pupils academic performance of the said school.
Together with this we provide you a copy of the compliance for the conduct of the study
signed and approved by our English critic, thesis adviser, statistician, panel of examiner, Vice
president for academic affairs and CPSU Hinigaran Campus Administrator.
Thank you so much and God Bless You.
Noted:
JUANITO LADEMORA
PAUL DRAKE PELAGIO
JOHN REY GONZAGA

English Critic
Thesis Adviser
Statistician
Approved by:
CHRISTOPHER D. MANDIN
CPSU-Hinigaran Campus Administrator
MGA PAMANGKOT
Direksyon: Basahon kag isulat sa papel ang mga husto nga sabat sa mga pamangkot.
Pangalan:
(apilyedo)
Edad:
(pangalan)
[6]
[7]
[8]
Hiyas sa Pagkatawo:
Lalake
Babaye
Nutritional Status:
Normal
Underweight
Overweight
Binulan nga kita sang ginikanan:

Duha ka napulo kalibo ( Php. 20,000.00) kag pataas.
Napulo kalibo (Php. 10,000.00) asta sa Napulo kag siam kalibo

(Php.19,000.00).
Napulo kalibo (Php. 10,000.00) panubo.

Direksyon:Basahon sang mayo ang mga dinalan kag butangan sang tsek ang
husto nga sabat.
Pirme
1. Naga absent ako kay naga lakat
lang ako pakadto sa buluthuan.
2. Naga absent ako kay delikado ang
dalan pakadto sa amon buluthuan.
3. Naga absent ako kay wala ako
upod lakat sa amon buluthuan.
4. Naga absent ako kung nagabaha.
5. Naga absent ako ky malaka ang
salakyan pakadto sa buluthuan.
6. Naga absent ako kung naga sakit
akon ngipon.
akon tyan.
akon ulo.
9. Naga absent ako kung gina
trangkaso ako.
10. Naga absent ako kung may gina
batyag ako nga iban pagid nga
masakit sa akon kalawasan.
11. Naga absent ako kay indi ako
interesado sa akon nga leksyon.
12. Naga absent ako kay indi ako ka
concentrate sa akon pagtu-on.
13. Naga absent ako kay indi ako ka
mat-on mag bugtaw sa aga.
nakabuhat sang akon hili kuton
sabalay sang gab-e palang nga daan.
15. Naga absent ako kay naga
kalingaw ako sang hampang sa
kompyuter.
16. Naga absent ako kay ginakigan
Talagsa
Kis-a
Malaka
Wala

ako pirmi sang akon maestra.
kainchindi sang leksyon sang akon
maestra.
nanami-an sang akon maestra.
19. Naga absent ako kay nahadlok
ako sa akon maestra.
20. Naga absent ako ky kaistrikta
sang amon maestra.
21. Naga absent ako kay nainitan ako
kag indi ako komportable sang amon
kwarto sa amon buluthuan.
22. Naga absent ako kay kagahod sa
sulod sang amon kwarto.
23. Naga absent ako kay ginapulihan
ako sunlog sang akon mga kabutho sa
buluthuan.
abyan sa amon buluthuan.
25. Naga absent ako kay kahigko
sang amon kwarto.
26. Naga absent ako kay gina
paabsent ako ni nanay ukon ni tatay.
27. Naga absent ako kay gainaway
ang akon ginikanan.
28. Naga absent ako kay wala
nagapasilabot ang akon ginikanan sa
akon pagtoun.
29. Naga absent ako kay damo
ulubrahon sa balay.
kalan-on kag wala inug bakal sang
pagkaon sa amon buluthuan.

QUESTIONNAIRE
PART I
Direction: Please supply and check the option that corresponds to your personal data.
Name:
(Surname)
Age:
(Last name)
[6]
[7]
[8]
Gender:
Male
Female
Nutritional Status:
Normal
Underweight
Parents Monthly Income:

Php. 20,000.00 above.
Php. 10,000.00 toPhp. 19,000.00.
Php. 9,000.00below.
Overweight

QUESTIONNAIRE
PART II
Directions: Read the statements carefully and check the option that best describes your
response to the statement.
Always Very Often Sometimes
A. Physical Factor
1. I am walking in going to
school.
2. It is unsafe to go to school.
3. Nobody accompanies me in
going to school since it is far.
4. It is flooding.
5. Transportation is rare.
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 can't concentrate in my
studies.
3. I didn't wake up early.
4. I did not study/make my
assignments the night before.
5. 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.
Rarely
Never

Always Very Often Sometimes
4. I am afraid in my teacher
5. My teacher is strict.
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.
5. our classroom is dirty
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 food to eat and no
money to buy snacks in
school.
COMPLIANCE FOR BOOK BINDING
Rarely
Never

______________
Date
I/We have the honor to submit my/our proposal with the suggestions and
recommendations during the Final-Oral Examination.
MANDIN
MOCON
TUPAS
KENLIE JEAN
JEAN ROSE
GINELYN
GORGONIO
MUAL
NEMENZO
BACHELOR OF ELEMENTARY EDUCATION
GENERAL
(Course)
EDUCATION
(Major)
________________________
(Place of Examination)
Noted:
PAUL DRAKE PELAGIO
Thesis Adviser
JUANITO LADEMORA
GONZAGA
English Critic
__________________
(Date Examination)
JOHN
REY
Statistician
Recommending Approval:
CLORIS BORDAJE
Acting Research Coordinator
CHRISTOPHER D. MANDIN (MAED)

CPSU-HINIGARAN
Campus Director
Panel of Examiners
Remarks
SALVACION N. ESPANOLA (Ph.D)

FLORA L. CARPIO (Ph.D)
DEMER G. PAGLOMUTAN (MAED)
Chairman _____________________
Member _____________________
Member _____________________
Concurred:
JOEL A. PEREZ, Ph.D.
Chairman, Student Research Section

CURRICULUM VITAE
Personal Information
Name:
KENLIE JEAN GORGONIO MANDIN
Nick name:
Ken
Address:
Sitio litud, Brgy. Paticui Hinigaran Negros Occidental
Birth Date:
March 19, 1995
Birth Place:
Age:
19 years old
Civil Status:
Single
Sex:
Female
Height:
50
Weight:
55 kl.
Father:
Kennedy D. Mandin
Mother:
Lea G. Mandin

Educational Attainment
Year
Tertiary:
2014-2015
Bachelor of Elementary Education

Central Philippines State University
Secondary:
Hinigaran Institute Inc.
2010-2011
Riverside, Hinigaran Negros Occidental

Elementary:
Narauis-Paticui Elementary School
2006-2007
Paticui, Hinigaran Negros Occidental

Organizational Affiliation and Position
Name of Organization
Position
Year
Supreme Student Government
Senator
2011-2012
Seminars Attended:
LEARNING RESEARCH FOR GREATER EDUCATIONAL PRODUCTIVITY
March 23, 2014

K TO 12 ORIENTATION AND GRADES 1-VII CURRICULUM DEVELOPMENT
SEMINAR
October 17, 2014

CURRICULUM VITAE
Name:
JEAN ROSE MUAL MOCON
Nick name:
Jean
Address:
Burgos St. Brgy. III, Hinigaran Negros Occidental
Birth Date:
November 17, 1994
Birth Place:
Age:
20 years old
Civil Status:
Single
Sex:
Female
Height:
52
Weight:
58 kl.
Father:
Jose Maria T. Mocon
Mother:
Rose Mary M. Mocon

Year
Tertiary:
2014-2015

Secondary:
Hinigaran Institute Inc.
2010-2011

Elementary:
Hinigaran Elementary School-A
2006-2007
Hinigaran Negros Occidental
Seminars Attended:
March 23, 2014
SEMINAR
October 17, 2014

CURRICULUM VITAE
Name:
GINELYN NEMENZO TUPAS
Nick name:
gen
Address:
Brgy. Nanunga, Hinigaran Negros Occidental
Birth Date:
December 1, 1988
Birth Place:
Himamaylan City, Negros Occidental
Age:
26 years old
Civil Status:
Single
Sex:
Female
Height:
52
Weight:
60 kl.
Father:
Gloria N. Tupas
Mother:
Wilfredo M. Tupas

Year
Tertiary:
2014-2015

Secondary:
Hinigaran National High school
2004-2005

Elementary:
Nanunga Elementary School-A
2000-2001
Brgy. Nanunga, Hinigaran Negros Occidental
Seminars Attended:
March 23, 2014
SEMINAR
October 17, 2014


Revised & Printed

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Revised & Printed

Transféré par

Droits d'auteur :

Formats disponibles

Republic of the Philippines

CENTRAL PHILIPPINES STATE UNIVERSITY

ABSENTEEISM OF GRADE 2 PUPILS IN RELATION TO THEIR ACADEMIC

SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF OF THE

Republic of the Philippines

FLORA CARPIO Ph. D

JOEL A. PEREZ Ph. D

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Statement of the Problem

Theoretical and Conceptual Framework

Scope and Limitations of the Study

Significance of the Study

CHAPTER II. REVIEW OF RELATED LITERATURE

Age and Gender

Family Monthly Income

Republic of the Philippines

Locale of the Study

Respondents of the Study

Samples and Sampling Procedure and Techniques

Data Gathering Instrument

Validity and Reliability of the Instrument

Data Gathering Procedure

CHAPTER IV. RESULTS AND DISCUSIONS

CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS AND

Republic of the Philippines

Frequency and percentage distribution

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Mean and Frequency distribution

Mean and Standard Deviation of

Reliability Statistics/ Chronbachs Alpha.

Academic Performance of the Grade 2 Pupils.

Chi-Square Results of the factors of absenteeism

Chi-Square Results of the factors of absenteeism

Chi-Square Results of the factors of absenteeism

Chi-Square Results of the factors of absenteeism

Chi-Square Results of the factors of absenteeism

Request for Pre-Oral.

Permission to Conduct of the Study.

Research Instrument Evaluation Form.

Mga Pamangkot part 1 & 2.

Republic of the Philippines

Statement of the Problem

Republic of the Philippines

Republic of the Philippines

Theoretical / Conceptual Framework

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Scope and Limitation of the Study

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

Nutritional Status. is the current body status, of a person or a population group,

Republic of the Philippines

Republic of the Philippines