Abstract

Student Attendance is an essential connection in assessing student attainment in school. Of

course, once these students are not in school, they will miss multifarious lessons imparted by the
teachers. Without it, it would be very difficult to achieve the task needed to succeed in class.

This action research will explore the problem of student absenteeism in Grade VI students of
Mactan Air Base Elementary School. The study was conducted applying mixed methods research
methodology, particularly a sequential mixed methods research design.

The research questions employed used the language easily understood by the parents and
teachers who are respondents of this Action Research in order to get the desired response from the
latter. The research questions are as follows: 1) Unsa ang klarong mensahe nga gipadangat sa ginikanan
ug eskwelahan parte sa attendance? 2) Unsa ang napanglantawan nga ka epektibo sa kasamtangang
palisiya sa eskwelahan parte sa attendance? 3) Unsa ang kinaiya ug bili ang gipakita sa maestra ug sa
ginikinanan parte sa attendance sa bata sa eskwelahan?

Quantitative data was collated to answer the question of whether or not the school had an
attendance problem and to create a demographic profile of students who elicit chronic absenteeism. It
was collected to better comprehend the nature and character of the problem, primary causes of the
problem, and how to possibly draw interventions to help solve the problem.

In answering the research questions, the findings imply that Mactan Air Base Elementary School
does have a problem in student attendance which may conform to these three topics: 1) The messages
sent and received by families and teachers of the school, 2) the frustrating character of an unenforced
attendance policy, 3) the attitudes and values of parents and employees of the school regarding
attendance and how they communicate those values with students.

In light of this view, specific recommendations are formulated to address the effect of
implementing with an attendance policy perceived to be ineffective and that the interventions may be
successful at regulating chronic absenteeism of Grade VI students of Mactan Air Base Elementary
School.
Context and Rationale

According to Woody Allen, 80% of success is showing up. When students are not in school, it is
one of the major problems that may affect their achievement, apparently because students who would
not show up in class are those who miss tons of lessons that are valuable to learning and development.
Hence, student attendance is essential because it benefits students with opportunities to acquire
concepts and skills that are necessary for learning and development.

Likewise, students who are consistently absent may not have had opportunities to develop
noncognitive skills that would make attending school easier and more rewarding (Nolan Cole, 2013).

Student absenteeism is a problem when it becomes excessive. Based on the School Report on
student performance in the school year 2017-2018, there were 7 Grade VI students who failed to be
promoted in the next grade level because of excessive absences. According to Shannon and Bylsma
(2003), those students exhibiting chronic absenteeism may have an increased risk on dropping out of
school in the midst of school year,

According to the Union of International Associations on Encyclopedia of World Problems and

Human Potential (2000), several nations experienced the same problem on chronic absenteeism. In the
UK, it was estimated that 20% of schools experiences serious truancy problems. In Italy, it was estimated
that up to 30% of pupils enrolled are staying away from schools regularly. In Philadelphia, 27,000 out of
the 191,000 school pupils are reported as truants on any one dasy.

Thus, this Action research posits international relevance which means that not only the
Department of Education in the Country is experiencing the problem, but also other schools worldwide.

Chronic absenteeism has social relevance which Fantuzzo et al. (2005) described that students
who are not in school may create problems for families, schools and communities. It may well be
inferred in situations, based on experience as a teacher in Home Visitation, where the parent and a
student who suffers chronic absenteeism would lead to frequent quarrels. In situations also where the
school, especially the teacher concerned, met a lot of difficulty in dealing with the student with chronic
absenteeism problem.

In light of the foregoing, the researchers felt the need to pursue the conduct of this Action
Research on Chronic Absenteeism: Basis for Intervention and Diversion Program.

The formulation of intervention program of this Action Research will be undertaken based on
the findings that conform to the 3 major themes: 1) The messages sent and received by families and
teachers of the school, 2) the frustrating character of an unenforced attendance policy, 3) the attitudes
and values of parents and employees of the school regarding attendance and how they communicate
those values with students.

The first theme involves the messages sent by families and teachers regarding School
Attendance in line with the Guidelines in Attendance and Punctuality, as stated in Par. 1.2, section 1,
chapter III, Part IV of 2000 DECS Service Manual.

The second theme shows the perceived effectiveness of the School’s Attendance Policy,
whether or not the enforcement of such policy leads to frustration among the school, teachers, parents
and the student.

The third theme shows the perceived value held by teachers, administrators and parents of
student attendance in school which enunciates the attitudes of parents and teachers regarding
attendance and how they communicate those attitudes and values with students.

This Action Research will address the problem on Chronic Absenteeism, thus provide for the
intervention program that will slow down the tide of chronic absenteeism of the Grade VI students in
Mactan Air Base Elementary School.
Innovation, Intervention and Strategy

Scope and Limitations

The descriptive method of research was used in this study employing the sequential mixed
method research design in the treatment of the gathered qualitative responses. It intends to assess the
intervention program on Chronic absenteeism of the Grade VI Students of Mactan Air Base Elementary
School.

This study also sought the extent of intervention programs that will prescribe the activities for
the students whose absences fall under Chronic Absenteeism.

A 4-point Likert Scale will be undertaken to treat the quantitative data, that will be the basis for
the proposing of Intervention programs fit for those students whose absences fall under Chronic
Absenteeism.

Furthermore, it also provided for constructive feedback of the Proposed Action Plan.

Intervention

The following intervention programs proposed in the Action Plan:

 Feeding Program
 Remedial Classes on Education Entertainment using the ICT
 Intensive application of ICT in class discussion
 Design Recreational activities funded by the Parents-Teachers Association
 Making intensive Home Visitations
 Rewarding students to improve attendance
 Conducting workshops for parents about attendance

Strategy

The questionnaires of this Action Research will be pilot-tested to the parents and teachers of
concerned student whose absences fall under Chronic Absenteeism. They will be given questionnaires
that will elicit the three major themes employed in this Action Research. The qualitative responses to
these questions will be formulated into Likert questions which will determine the weighted mean and
the quantitative data will be the basis for the intervention program for the students who are Chronic
Absentees.
Research questions

This action research aimed to assess the Chronic Absenteeism of the Grade VI Students of
Mactan Air Base Elementary Schoolo. The findings of the study will be the bases for the Intervention
Programs.

Specifically, this study sought to answer the following objectives:

1. To determine the profile of the following:

1.1 Name of Parents

1.1.1 Age
1.1.2 Sex
1.1.3 Educational Attainment

1.2 Name of Teacher

1.2.1 Age
1.2.2 Sex
1.2.3 Educational Attainment

2. To determine their answers in relation to the 3 major themes:

2.1 Unsa ang klarong mensahe nga gipadangat sa ginikanan ug eskwelahan parte sa attendance?

2.2 Unsa ang napanglantawan nga ka epektibo sa kasamtangang palisiya sa eskwelahan parte sa
attendance?

2.3 Unsa ang kinaiya ug bili ang gipakita sa maestra ug sa ginikinanan parte sa attendance sa
bata sa eskwelahan?

3. To determine the intervention program.