PROFORMA FOR THE RESEARCH ENTRY

Title: Reduce Absenteeism through Non-Stop Improvement in Education

Research Proponents: Lara Mae S. Gonzales

Position:, Teacher 1

Division / District: Misamis Oriental / Tagoloan Misamis Oriental

Oral Presentation/ Kindly Check:

Theme 1; Teaching and learning

Theme 2 : Child Protection

Theme 3: Human Resource Development

Theme 4: Governance

Poster Presentation/ Kindly Check:

Theme 1; Teaching and learning

Theme 2 : Child Protection

Theme 3: Human Resource Development

Theme 4: Governance

Reviewed by the District Research Committee

______________________________________________________________________

JENEFIER DENQUE IMELDA C. EMANO

Member Member

CARNILA D. SIMACON
District Research Coordinator

ROSANA S.EMANEL
Chairman/PSDS
 Republic of the Philippines
Department Of Education
Region X
DIVISION OF MISAMIS ORIENTAL

DISTRICT OF TAGOLOAN
Name of School/District

TAGOLOAN, MISAMIS ORIENTAL

Address of the School/District

Reduce Absenteeism through Non-Stop

Improvement in Education (RAINE)

Theme: School Governance / for Oral Presentation

Prepared by:

LARA MAE S. GONZALES

Teacher -I
 ABSTRACT

Students who are always late in class not only lose valuable instruction for
themselves, they also disturb class, interfere with lessons in progress, and disrupt
other students’ concentration. They also interrupt those busy teachers who are not
able on guiding students in their remedial because they have something to do their
school-works such as grades of the students, lessons, etc.

Educators agree that prompt and regular school attendance is an important

key to a student’s success. Students should be taught to demonstrate respect for
staff and for peers, and one way to do this is to practice prompt and regular school
attendance.

In a 2014-2015 survey, student tardiness and absenteeism were reported as

problems by about 30 percent of public school principals, at 32 percent and 29
percent, respectively much higher than vandalism, theft, or student possession of
weapons, at 6 percent, 4 percent, and 1 percent.

Punctuality is a trait parents should instil in their children. Not only will this be
valuable during the elementary and secondary school years, but it will also serve
your children well in college and beyond, when punctuality is up to them alone.
 ACKNOWLEDGEMENT

I express my deep sense of gratitude to our principal, Mrs. Imelda C. Emano

for the trust, encouragement and support throughout the process of writing this

research. I sincerely appreciate the time she spent and the learning opportunities

she provided. I would also like to thank Ms. Carnila Simacon for her valuable

guidance, coaching and contributions and input towards the completion of this

study. Additionally, I want to thank my family. Their continued support throughout

this journey has been tremendous. I would not have been able to accomplish this

without them and their encouragement throughout this entire process. For that, I am

forever grateful. Above all, I would like to thank Almighty God, for the wisdom

especially in times of confusion.

II. INTRODUCTION

Tardiness and absenteeism are habitually done by most of the students

nowadays. In our school, any students shall be considered habitually tardy if he/she
incurs tardiness, three (3) times a month during the school year, as well as he/she
shall be considered habitually absent if he/she incurs unauthorized absences not
exceeding the allowable three (3) days in a month without submitting an excuse
letter. He/she is considered excuse if he/she submitted the same on time. Most of
the students incur tardiness if they were not able to wake up early because they
were not able to sleep on time; some were doing a lot of things at night, especially
household chores. Some were having their review late but mostly keeping their
selves busy wasting time in the internet, chatting with friends, and texting. There
may, on occasion, be an illness or emergency that causes your child to be late or
absent from school. Consequently, they will just take an absence, so every time they
wake up late, they will just take another absence, and soon to be a habit. Sometimes
student absents because they are afraid of something in school like strict teachers,
they do not have something that to be pass on that day, sometimes they absent
because they are tired or do not want to go to school because of nothing.

III. LITERATURE REVIEW

Early homesteading laws allowed the settlers free land on which to build schools.
Schooling was perceived as the key to success for individuals and to the excellence
of the society (Mitchell, 1993). Free and compulsory education came to England
and Wales following the Elementary Education Acts of 1870 and 1876, although not
always on a full time basis. The Education Act of 1918 finally abolished half time
schooling, and made elementary education entirely free and compulsory until the
end of the term after the child's fourteenth birthday. Nevertheless, in most parts of
the United States the problem of illegal absence dates from 1876 (Galloway, 1985).
In the 1850s urban schools suffered from an extremely high turnover of students.
Many students were needed at home to do many of the chores, especially if they
lived on a farm. Other students worked outside of the home to help support the
family. Poor attendance was a problem for teachers and parents well before school
attendance became compulsory (Pallister, 1969). Pallister notes that enthusiasm for
education varied with the standards of the school; good schools quickly obtaining the
support of parents, and similarly bad schools, least in the eyes of parents, quickly
losing support.

School administrators were immediately faced with new concerns considering

that in 1900 only 6 percent of Americans had a diploma (Wise, 1994; Kay, 1991). It
is clear that attendance rates varied little between 1904 and 1938, except in 1920
when lower average attendance followed the social upheaval of the First World War.
Galloway noted that there is little evidence that attendance rates over the last ten to
fifteen years (1970-1985) differ very much from those earlier in the century
(Galloway, 1985). Even with the increased attendance and the increased graduation
rates over the last 100 years, education is relatively the same. A glaring example of
this is the release of students for farm work in extremely industrialized society. Our
culture has changed but the reasons for excused absences have not changed
(Wise, 1994).

School attendance was a problem before education became free and

compulsory, and based on the researcher's knowledge and experience as an
educator, it has continued to be one ever since. The researcher notes that
attendance figures can be interpreted in different ways. There is little evidence that
school attendance rates have changed noticeably throughout the twentieth century.

Importance of Attendance

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). 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).

The statistics related to school absenteeism are staggering. Each school

day, 2,500,000 students are reported absent from school. The dropout rate is
estimated at 27 percent nationally and over 45 percent in some cities. The 27
percent dropout rate equates to 65 bus loads of students who leave United States
schools each week and do not return. In a year's time, 700,000 students will be lost.
In two years, the number will exceed one million (Person, 1990).

The Virginia Department of Education has created a system for better and
more accountable schools through what is now called the Outcome Accountability
Project (OAP). This program establishes the criteria for how schools and school
divisions will be held accountable for meeting the commitment of improving learning
for all. The data from the OAP provides a framework for analyzing the school district
by breaking the whole into some of its parts.

The attendance data for secondary students provided by the OAP for the
State of Virginia indicates that 66 percent of students in grades 9-12 during the
school year '95-'96 were absent 10 days or less from school. The OAP data further
list Newport News Public Schools as having 55 percent of its grade 9-12 students
absent 10 days or less from school (OAP Report, 1997). The school philosophy, in
general, is one that stresses to teachers, pupils, and parents the importance of
regular school attendance. This is because it is the beliefs that only through regular
school attendance can students progress academically at a successful rate (Jett &
Platt, 1979). 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 do all they can to
promote good school attendance habits among their pupils.

Anyone who has skipped or had to repeat a grade, has been placed in or
excluded from a special program, or has been denied academic credit because of
absences knows the importance of local school policies. While scholarly attention
has tended to focus on federal and state education policy, those who attend and
work in schools realize that their lives can be affected greatly by policy made at the
school and district level (Duke and Canady, 1991).

Guba (1984) identifies eight distinct conceptions of policy. They include the
following: Policy is an assertion of intents or goals.

Policy is the accumulated standing decisions of a governing body, by which it

regulates, controls, promotes, services, and otherwise influences matters within its
sphere of authority. Policy is guided to discretionary action.

 Policy is a strategy undertaken to solve or ameliorate a problem.

 Policy is sanctioned behavior. Policy is a norm of conduct characterized by
consistency and
 regularity in some substantive action area.
 Policy is the output of the policy-making system.
 Policy is the effect of the policy-making and policy-implementing system as it
is explained by the client.

The researcher believes that each of the above conceptions by Guda has
some value for the study of school district and school policy. Duke and Canady
(1991) refer to the school policy as any official action taken at the district or school
level for the purpose of encouraging or requiring consistency and regularity. They
further state that the definition implies intentionality on the part of those developing
policy.
 Pizzo (1983) refers to school policy as fitting into an ecology of public policies.
In other words, where the operation of public schools is concerned, a range of policy
sources can be identified. Pizzo further states that policies are derived from
Congress, the Department of Education, the courts, state legislatures, intermediate
agencies, school boards, and school-based personnel. To understand the
educational policy in the United States, it is necessary to understand each of these
policy making entities and the relationships among them.

Duke and Canady (1991) identify three reasons to study policy. First, many
of the education policies likely to have a direct effect on the lives of students,
parents, and teachers are local school policies. A state legislature may pass
legislation concerning the allocation of resources for education, but the legislation
does not become meaningful for clients, patrons, and employees until local policy
decisions determine how the available resources will be utilized.

Second, schools serving similar groups of students can differ greatly in areas such
as student achievement, attendance, dropped rate, teacher morale, and school
climate. The third reason to study school policies according to Duke and Canady
(1991) is the fact that the number of locally developed policies is likely to increase in
the future. Interest in shared decision making, teacher empowerment, school-site
management, and the restructuring of schools suggests that the locus of educational
policy making may be shifting.

Duke and Canady point out that ample justification exists for the systematic
study of local school policy. Such study promises to shed light on school
effectiveness, the process of school improvement, and local control of education. In
addition, Duke and Canady state as interest in at-risk students grows, questions
need to be raised regarding the extent to which local school policies enhance or
impede these youngsters’ chances for success.

So frequent and so complicated have problems related to student attendance

become that many school systems consider them to be separate from other
discipline problems. This fact may be explained, in part, by the relationship between
school attendance and state aid to education and the link between attendance and a
student’s constitutional right to an education. Attendance rules include those
pertaining to unexcused absence from school and class, tardiness, and leaving
school without permission. Since, by law, students must attend school up to the
state-mandated school-leaving age, attendance-related issues for local policymakers
do not concern rules so much as the consequences for absenteeism and attendance
practices (Duke and Canady, 1991). In recent years, school policymakers
concerned about the relationship between the time spent in school and student
learning have begun to condone denying course credit and awarding failing grades
for chronic absenteeism. The number of absences resulting in denial of credit or a
failing grade usually ranges from 10 to 24 in a semester (Sedlak et al, 1986).

According to Eastwold (1989), the tyrant is likely to be a boy and to be in the

eleventh or twelfth grade. The student is truant more often as the year progresses,
and skips some classes more often than others. He says he skipped because he
dislikes the classes or considers them to be too boring to attend. However, he does
not necessarily intend to drop out of school. This student may have a job, or may
have been asked by parents to work at home or care for children.

Rood (1989) views absenteeism as a constant interruption of the learning

process. The more absences a student accumulates, the less he or she can be
expected to adequately participate in and understand classroom activities. Rood
continues by stating that it is no secret that the skill levels of many high school
students have declined while absenteeism continues to increase. He writes that on
an average Monday, many urban high schools have an absence rate of more than
30 percent. It is common for many secondary students to miss 20 to 90 days of
school in an academic year. 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.
 Race – minority students are more likely to be absent than whites.
 School success – students with higher grades and/or IQs have better
attendance.
 Program – students in college preparatory programs are present more
often than those in vocational, general, or business programs.
 Family setting – students from a one-parent family has poorer attendance
rates than those of the more traditional family.
 School involvement – participants in a variety of co-curricular activities will
generally be in attendance more often than willing non-participants.

Eastwold (1989) indicates that some researchers believe that truancy

problems can be blamed on ineffective school attendance policies. In some cases
the costs in time and energy to enforce compulsory education statutes seem to
outweigh the benefits. As a result school will develop policies that devote the most
energy to those students expected to have the best chance of success.

Eastwold (1989) indicates that the burden of reducing truancy rates rests
primarily with schools, and a message that can be drawn from the research is that
schools can affect the truancy rate whenever they give high priority to effective
attendance policies. Eastwold identified the most effective policies as those that
have the following elements:

 Expectations and outcomes are clear and well publicized

 Policies are followed consistently by everyone
 Students are held responsible for their actions.
o If the revision of the district/building attendance policy seems a
necessary part of the solution, there is no dearth of literature dealing
with the subject. School authorities generally utilize one of these types
of policies:
 Policies that attempt to provide incentives for good attendance.
  Policies that dispense punitive, administrative consequences, such as
detentions or suspensions.
 Restrictive and punitive policies that penalize students academically by
withholding credit or lowering grades when a number of predetermined
absences are reached (Rood, 1989).

Causes or Predictors of Student Absenteeism

According to Woog (1992), three theoretical categories identify the causes or

predictors of student attendance specifically are: those which identify the cause of
the absenteeism with the student or his/her family characteristics, those which
identify the student's social or economic environment as the causal factor, and those
which examine the effect of various school characteristics as influential in the
absentee rate of students.

The 1977 Educational Research Service report identifies age, IQ,

achievement, religion, and co-curricular activities as associated with various rates of
absenteeism. Older students, students living with one parent, students with lower IQ
scores, students with lower grades, students who did not participate in school
activities, and non-Jewish students all were noted to have higher absentee rates
than did their counterparts.

Galloway (1985) reports that frequently absent students have a fear of

teachers or specific subjects. He also reports that the families of absent students
were noted as scoring much higher on measurements of familial stress. Both of
Gallaway's reports identified an unfavourable parental attitude toward school as a
significant influence on the absence rate of their children. 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
increased economic status.
 The largest factor in the average daily attendance of a school is generated
from influences which occur independently of the school's organizational or
attendance policy characteristics (Petzko 1990). Petzko's research concluded that
student absenteeism is related to familial or cultural characteristics.

School climate and organizational characteristics of the school have also

been suggested as predictive factors in student absenteeism (Woog 1992). The
Education Research Services Report (1977) suggests that staff/student relationship,
quality of instruction, curriculum standards, and attendance procedures may affect
absenteeism. Duke and Meckel (1980) studied two California high schools and
identified five organizational variables potentially related to student attendance.
Duke and Meckel conclude that division of labor, micro-level decision making,
rewards and sanctions, macro-level decision making, training, and selection play a
large part in the cause of attendance problems at the two schools.30

An investigation by Greene (1963) attempted to determine if a significant

difference existed between students having favourable and unfavourable attendance
records and whether absenteeism varied significantly between economically
advantaged and disadvantaged school communities. A variety of assessment
instruments were used to compare the top and bottom 10 percent of attendance in
two economically distinct high schools. Greene found that in both schools favourable
attendees earned consistently higher marks than unfavourable attendees. In the
economically disadvantaged school, favourable attendance was associated reliably
with high IQ scores, high socioeconomic status, and parental opinion of the school.
Greene concluded that absenteeism is a behaviour which is individually symptomatic
of an unfavourable adjustment between the learner and the educational and social
environment in which he/she is functioning.

Description of Related Attendance Policies/Programs

 The decisions that are made when attendance policies are formed and the
administering of these policies sometimes makes the idea of compulsory attendance
an expensive one (Woog, 1992). Woog further suggests that administrators are
confronted frequently by differing philosophies of teachers as they try to enforce
attendance policies in a consistent manner. Teachers who do not feel a need to
state, review, and implement age-appropriate attendance expectations make the
implementation and administration of an attendance policy difficult for administrators.
Woog (1992) reports that students also will not comply with policies. Woog further
reports that rewards and/or consequences used in the attendance policies can be
adjusted and improved in an attempt to reduce school attendance problems.

Attendance policies address excused and unexcused absences and truancy.

Numerous school district policies have a grade or course credit consequence for
unexcused attendance. Academic sanctions deny the offender course credit or
grade after a number of unexcused absences have been collected and deemed
excessive.

Bredahl (1981) discusses the effects of a new attendance policy in a rural

school of 540 students. Students earned a credit if they satisfactorily completed
course requirements and if they had regular attendance. If students were absent for
more than 15 days, they would not receive credit for the course. Bredahl (1981)
reports that the absence rate was reduced by 30 percent. The results of the
implementation showed a decrease in the failure rate and also an increase in the
attendance rate.

Suprina (1979) reported that there was a drastic decline in the amount of
class cutting as a result of the implementation of an attendance policy that withdrew
a student from a class after three unexcused absences. Suprina (1979) discussed
another policy which instituted a mandatory failing grade upon the seventh
unexcused absence in a quarter. Suprina explained that parents were informed
after the third, sixth, and seventh absences. Also a review board was established
for appeal purposes. Suprina (1979) reports that the new policy implementation led
to attendance being increased on an average of six additional school days

per student, with failing students gaining an average of 10 school days.

In the fall of 1974 a West Chicago high school established attendance as a

top priority in the school. Daily calls were made to parents on all absences.
Disciplinary consequences were initiated towards any student who had an unverified
absence. Incentives were established for good attendance, including use of a
student lounge, an unscheduled class period, off-campus lunch, and early dismissal.
Attendance was charted and weekly meetings were held with all personnel involved
in the attendance procedures (DuFours, 1983). Attendance increased from 87
percent in 1974 to 97 percent in 1982. DuFours (1983) further reports that
improvement in attendance appeared to improve climate, attitude, and achievement.

Perceptions/Attitudes of Attendance

The performance or effectiveness of parents is affected by varying family

conditions, the changing structure, mobility of family and poor socioeconomic
circumstances. However, even where two parents are present in the home, they
may not be effective parents. The character of the parents themselves, their family
attitudes and attitudes towards their children, especially in the exercise of parenting
skills, and their attitude towards and involvement

in school, especially in support for the child, convey strong messages (Harte, 1995).

The parents' skills in the home and their attitudes towards the child in the
school and towards school in general are linked to attendance performance.
Parents of students with low attendance rates are often described as being only
nominally interested in school, as rarely inquiring about studies, as never budgeting
home study time, as fearing school and as avoiding teacher-parent interviews
(Harte, 1995).

Tardiness and Absences in the School Environment

Many researchers have developed checklists of “deviant” school behaviors

which are associated with poor school performance. In 1963 a Background Paper on
Dropouts and Youth Employment stated that potential dropouts could be described
and identified at least five years before they dropped out. Irregular attendance and
frequent tardiness were two of the five drop-out indicators. Mizell (1987) included
tardiness and excessive absences as part of twenty-one criteria which predict the
likelihood of dropping out of school. Stradford (1993) found that tardiness and
absences are characteristics of potential 9th and 10th grade at-risk students. Ligon
and Jackson (1988) discovered that excessive absences and tardiness constituted
the 3rd most common reason for student failure in school. Low attendants and
habitual tardiness were among the common characteristics of low-achieving
Hispanic high school students (Cuellar, 1992). Estcourt (1986) found that low
achievement correlated with chronic absenteeism in high school students. Ediger
(1987) included “cutting classes and frequent tardiness in school” among the
indicators of at-risk students with drug and alcohol abuse problems.
 Like businesses, schools collect data on student tardiness and absences to
learn about their populations. These behaviors are a barometer indicating the
likelihood of student success. Many school interventions to improve student
performance use tardiness and absences as indicators of success or failure of the
intervention.

However, the relationship among tardiness, absences, and grades and

dropping-out or school failure is complex. Hotchkiss and Dorsten (1985) conducted a
large, longitudinal study which provided part of the data for the High School and
Beyond data base. In 1980 the answers of 58,000 sophomores and seniors
generated data for the base year. The researchers did subsequent follow-up surveys
in 1982 and 1984. After extensive analysis they found that, “Poor grades stimulate
misbehavior and dropping out. Similarly, time spent with friends stimulates
misbehavior and dropping out.... The predominant paths in these findings can be
reduced to the following parsimonious model”.

Home Influence on School Tardiness and Absences

Students are products not only of their school but also of their community,
and most especially their home environment. Within one school the family
circumstances of the student population can vary greatly. Family stability,
economics, and values are all intertwined and have an effect on the children.

Family composition appears to have a substantial impact on student

performance. Featherstone et al. (1992) studied 530 middle school students and
found that, “...students from intact, two-parent families had fewer absences and
tardies, higher grade point averages, and fewer negative and more positive teacher
behavioral ratings than did those from reconstituted and single-parent families”

In the book Bridges Out of Poverty (2001) Payne, DeVol and Smith contend
that children and adults come to school and the workplace with values they learned
at home. The authors postulate that there are certain values associated with the
poverty, middle and wealthy classes. Schools and businesses operate with values
from the middle class culture. Parents from the poverty class may sanction,
condone, and reward attitudes and behaviors which may not reinforce school
policies based upon middle class standards. Being poor also increases the likelihood
that families are evicted from their homes or may need to move frequently. Single-
parent households generally have lower incomes than two parent households. Of
necessity, the custodial parent may be at work when the children are getting ready
for or coming home from school. All of these factors - values, instability and lack of
supervision - can affect students’ school attendance and punctuality.

The U.S. Department of Education, National Center for Educational Statistics

(1995) has documented the relationship of family income and absenteeism. In
central-city high schools twelve percent of the students were absent per day; in
public high schools with forty percent or more of the student population receiving
free or reduced lunch ten percent were absent; and in schools with a lower free and
reduced lunch rate seven to eight percent were absent. Lerman (2000) found that
high school students from low-income and welfare families do less homework, have
much higher rates of expulsion and suspension, and are absent from school more.

IV. RESEARCH QUESTIONS

The main topic of the research is: Reducing Absenteeism through Non-stop
Improvement in Education among pupils of Tagoloan National High School School
Year 2018-2019

The study aims to answer the following:

1. How often do students get late on school?

2. What correlates to excessive tardiness?

3. What are the consequences of being tardy?

4. What are the factors that can help the students to overcome tardiness?
 5. How often do students commit absence at school?

6. What are the common causes of being absent?

7. What are the consequences of being absent?

8. What are the things that can help you to overcome absenteeism?

V. SCOPE AND LIMITATION

The scope of this study focused on “Reducing Absenteeism through Non-stop

Improvement in Educaton”. The study was limited only to Grades 5-12 students. The

272 respondents were selected randomly.

VI. RESEARCH METHODOLOGY

a. Sampling

The respondents of this study are the 272 Grade 6-12 pupils of Tagoloan

Central School who were chosen through simple random sampling. Sampling is

the method by which a researcher chooses a group of respondents (the sample

from a larger population and then formulating a universal assertion about the

whole matter). A simple random sample is meant to be an unbiased representation

of a group. It is considered a fair way to select a sample from a larger population,

since every member of the population has an equal chance of getting selected.
 According to Tan (2006) simple random sampling is the selection on random

basis of elements from sampling frame, wherein each element has an equal chance

or probability of being chosen as subject of the study.

b. Data Gathering Methods

The materials and instruments to be used for gathering data are the

questionnaire-checklist and interview.

Questionnaire-Checklist. The questionnaire-checklist is the main

instruments used in the gathering data. It was employed primarily to come up with

the perception of respondents concerning the subject matter Good (2009). A

questionnaire is a list of planned, written questions related to a particular topic, with

space provided for indicating the response to each questions, intended for

submission to a number of persons for reply; commonly used in normative survey

studies and in the measurement of attitudes and opinions.

Interview. The Interview technique will also be used to complement the

gathering of data for the study. Interview provide information which may be

confidential that may not ordinarily be given in writing. The interview according to

Vockell (2000) is a technique in which the researcher stimulates the respondents to

give the needed information for the study.

The researcher prepared the instruments used through readings of the

questionnaire-checklist of other studies just to obtain some ideas. The responses

of the respondents to the questionnaire checklist were carefully tallied, tabulated and

organized including those derive from interviews, observation and documentary

analysis. The data presented, analyzed and interpreted with the use of weighted

mean, frequency counts, percentage and ranking system.

The presentation, analysis and interpretation of the data will be based on the

weighted mean as shown by the scale ranges as follows (Calderon, 1993).

1. For percentage computation is:

% = f/n x 100
Where:

% = percentage

f = number of respondents for every item

N = total number of respondents

2. For weighted mean:

TWF
WM = ---------
N

Where:

WM = stands for weighted mean

F = stands for frequencies

W = stands for weighted

TWF = stands for weighted frequency

N = total number of respondents

The table of equivalent which is the basis of the interpretation of the data will

be :(Tan 2006)
 Weight Scale Verbal Interpretation

4.50 above 5 Strongly agree

3.50-4.49 4 Agree

2.50-3.49 3 Moderately agree

1.50-2.49 2 Disagree

below 1.50 1 Strongly Disagree

VII. DISCUSSION OF RESULTS AND RECOMMENDATION

Number of Students Who Committed Absences and Tardiness

Number of Students
Number of Students Who
Who Committed
Year & Sections Committed Absences and
Absences and
Tardiness
Tardiness

II-ISAIAH 12 (60%) 12 (60%)

II-DANIEL 12 (60%) 11 (55%)

III-ELIJAH 20 (91%) 16 (73%)

III-ZECHARIAH 14 (78%) 10 (56%)

Table 2 represents the total number of sophomore and junior high school
students of BUES who committed the most absences and tardiness. In Absences, II-
Isaiah and II-Daniel have least percentage of students who committed absences
with 60%. III-Elijah, on the other hand, got the most number of students who absent,
having a percentage of 91%. In Late, II-Daniel got the least percentage with 55%. III-
Elijah, meanwhile, had the highest percentage of students who go to school late with
a total percentage of 73%.
 Survey Results

Figure 1

Once a month
1, 1% 23, 29% 36, 45% Twice a month
20, 25%
Thrice a month
Others

1. Among the 80 respondents, 45% of them get late once a month, 25% for
twice a month, 1% for thrice a month and 29% for Others.

Figure 2

8, 10%
6, 7% 19, 24%

Heavy Traffic
Waking up late
Doing household chores
Others
47, 59%

2. Among 80 respondents, 59% of them answered that waking up late causes

them to become late at school, 24% for the heavy traffic, 7% for doing
household chores and 10% for Others.
 Figure 3

9, 11% 15, 19% Not attending the first class

25, 31% Can't cope up with the lessons

31, 39% Leads to suspension/warning due

to loitering
Others

3. Among the 80 students, 39% of them said that being tardy makes them
unable to cope up with the lessons. 19% answered failing to attend their first
class. 31% agreed that it leads to suspension/warning due to loitering and
11% responded for other consequences.

Figure 4
1, 1%

12, 15%
Attending programs how to
overcome tardiness
Avoid sleeping late
22, 28%
45, 56%
Be Responsible

Others

4. Among the 80 students, 56% suggested that avoiding sleeping late at night
would help overcome tardiness. 28% went for the “Be Responsible”
campaign. 1% responded for attending programs to overcome tardiness and
15% chose for other factors.
 Figure 5

24, 30%

Yes
56, 70% No

5. Among the 80 students, 70% agreed that tardiness is equal to laziness, while
30% did not.

Figure 6

14, 18%

2, 3%
Once a month
42, 52%
Twice a month
22, 27%
Thrice a month
Others

6. Among the 80 students, 52% of them commit absence once a month, 27% for
twice a month, 3% for thrice a month and 18% for Others.
 Figure 7

6, 8% 4, 5%

9, 11%
Sick
Woke up late
Doing household chores
61, 76%
Others

7. Among the 80 students, 76% had absences due to becoming sick. 11% woke
up late. 8% did household chores and 5% for Others.

Figure 8

3, 3%

22, 26% Can't cope up with lessons

Having low/fail grades

49, 58% 11, 13%
Miss quizzes/seatworks/assignment

Others

8. Among the 80 students, 58% of the students miss

quizzes/seatwork/assignments due to absences. 26% can’t cope up with
lessons. 13% had low/failing grades and 3% for others consequences.
 Figure 9

9, 11% 5, 6%
Attending programs how to
overcome being absent
27, 34%
Avoid sleeping late

39, 49% Be responsible

Others

9. Among the 80 students, 34% suggested that avoiding sleeping late would
help lessen, if not avoid, committing absences. 49% responded for the “Be
Responsible” campaign. 6% answered for attending programs that help
overcome being absent and 11% for others.

Figure 10

11, 14% Attendance Management Program

13, 16%
Effects of Absenteeism and
42, 53%
Tardiness

14, 17% How to Overcome Absenteeism

and Tardiness
Being Responsible in School

10. Among the 80 students, 53% agreed that a “Being Responsible in School”
program could help in remediating excessive tardiness and absenteeism.
17% chose for “How to Overcome Absenteeism and Tardiness.” 16%
 answered for “Effects of Absenteeism and Tardiness.” 14% responded for
“Attendance Management Programs.”

VIII. DISSEMINATION AND ADVOCACY PLANS

Considering the findings and the conclusions of the study, the researcher

recommends the following:

1. Share the result and recommendation to all school heads and teachers

through District memorandum and share result during Inset and Trainings.

2. Inform school heads and teachers about the findings through conducting

School base LAC sessions.

3. Nationwide/ Division/ District Training of Teachers in reducing absenteeism

in schools.

4. Give appropriate and standard measures in reducing absenteeism in

school.

5. Open – line system among the teachers and school head should be

implemented in order to maintain the support system among all the

teachers nationwide/ division wide or even district wide in reducing the

absenteeism in schools.

IX. REFERENCES

“Exploring the Theory/Practice Link in Special Education” at the Annual Convention

of the Council for Exceptional Children, San Francisco, CA. Abernathy, T. (1989,
April).

Thinking outside the evaluation box. Training & Development, 53(2), 18-23.
Abernathy, D. J. (1999).
Background Paper on Dropouts and Youth Employment. (1963). Abstract retrieved
March 30, 2003 from ERIC. Anderson, C., & Windeatt, D. (1995).

Aid to Families with Dependent Children. Britannica Student Encyclopedia.

Retrieved August 5, 2003, Encyclopaedia Britannica Premium Service. Britannica.

<http://www.britannica.com/ebi/article?ed=333279>

Britt, P. M. (1998). Listen to the children: Children at risk for failure speak out
(UD032669).

Urban Education. Catalog of Federal Domestic Assistance. 93.558 Temporary

Assistance for Needy Families. Retrieved August 5, 2003.

<http://www.cfda.gov/public/viewprogram.asp?progid=1267>

Central Sands, WI: Central Sands Area School District. 67. Central Sands* High
School Student Handbook. (2001).

Paper presented at the Annual Meeting of the American Educational Research

Association, Seattle, WA. Cordogan, S. (2001, April).

The route to graduation: Perceptions of general curriculum students. Final report.

(STAR-89-041). Florida: Florida Institute of Government. Damico, S. B., et al.
(1990).

School Dropouts, Absenteeism, and Tardiness. (CGO019750). Counseling and

Personnel Services. Ediger, M. (1987).

Final report of the evaluation of the 1970-71 school-home contact program. New
York state urban education. Abstract retrieved March 9, 2003 from ERIC. Erickson,
E., et al. (1971).

Chronic absentee committee report at Centennial High School (CGO020358).

Counseling and Personnel Services. Estcourt, C., et al. (1986).
Differences in school behavior and achievement between children from intact,
reconstituted and single-parent families. Adolescence, 27(105), 1-12. 68
Featherston, D. R., et al. (1992).

Turnover: A silent profit killer. Information Systems Management, 20(2), 14-18.

Hacker, C. A. (2003).

Developing a procedures for accountability of student absenteeism(EA023619).

Hernan, J.L. (1991).

Effects of work time on school activities and career expectations. Technical report.
Studies in employment and training policy: No. 4. (NIE-G-81-0022).

Washington, DC: National Institute of Education. Hotchkiss, L. (1982).

http://factfinder.census.gov/servlet/GCTTable?ds_name=DEC_2000_SF1_U&geo_i
d=04

Restructuring schools for young adolescents. Issues in Education. (EDD00036 &

OERI-AS-90-002). Washington, DC: Office of Educational Research and
Improvement, U. S. Department of Education, National Center for Educational
Statistics. (1996).

Student absenteeism and tardiness. Indicator of the month (EA027757). District of

Columbia. U. S. Department of Health and Human Services.

Characteristics and Financial Circumstances of TANF Recipients October 1999

September 2000. Retrieved August 6, 2003. U. S. Department of Education.
(1990).

<http://www.acf.dhhs.gov/program/opre/characteristics/fy20000/analysis.htm>

Labor force statistics from the current population survey. Retrieved

 August 6, 2003. <http://data.bls.gov/cgi-bin/surveymost>Weidenbaum, M. (1995). A
new social contract for the American workplace. Challenge, Jan. - Feb., 51-55. U. S.
Department of Labor.

Development and implementation of a structured program for the systematic

reduction of factors contributing to students dropping out of school. (CG012417).
Counseling and Personnel Services. Wilson, A. Jr. (1977).

Wisconsin school performance report. Changes to the SPR beginning with the 1998-
99 school year. Retrieved September 19, 2003. Wisconsin Department of Public
Instruction.

http://www.dpi.state.wi.us/dpi/spr/change99.html

http://www2.uwstout.edu/content/lib/thesis/2004/2004weadeb.pdf

X. FINANCIAL REPORT

Objectives Time Activity Person Fund Resour Expected

Frame Involved Needed ces Output

Submission of an June Handed Schools None Persona Successful

action research 2018 the District l submission
proposal (1st proposed Superviso Expens of an
week) action r, Pupils, es action
Making of Survey research Teachers, research
and Test School proposal
Questionnaires Formulated Head, and
the making
Pilot testing for the appropriate and pilot
validation of test survey and testing of
questions test the survey
questionnai and test
res questionna
 ires
Pilot tested
the test
questions
for
validation
purposes
Administration of June Researche Pupils, None Persona
Survey and Test 2018 r Teachers, l Successfu
Questionnaires (2nd distributed School Expens lly
(Pre-test) week) the Survey Head es completed
and Test the
Questionna distributio
ires to the n to the
randomly total
selected number of
grade six pupils
pupils involved
in the
study
Retrieval and June Researche Pupils, None Persona Retrieved
Gathering of Survey 2018 r collected Teachers, l all the
and Test ( 3rd the School Expens survey and
Questionnaires week) questionnai Head, es test
res for data Research questionna
analysis as er ires with
basis for
interventio
n
Analysis of the June Survey and Research None None Data was
information 2018 Test er successfull
gathered (4th Questionna y
week) ires were interpreted
checked, and
recorded, analyzed
evaluated,
interpreted
and
analyzed
Implementation of July The Research None None Pupils
the Various 2018 to researcher er ,Pupils were made
Intervention Septemb conducted to
Program er 2018 the various participate
interventio with the
n programs interventio
n
 programs

Distribution of Septemb Made the Pupils, None Persona

Survey and Test er 2018 pupils Teachers, l Distributed
Questionnaires (1st answer the School Expens the Survey
(Post-test) week) post- Head es and Test
interventio Questionn
n survey aires with
questionnai the needed
res information
Collection of Survey Septemb Survey and Pupils None None Needed
and Test er 2018 test Teachers, data were
Questionnaires (2nd questionnai School completely
week) res were Head handed in
gathered Research for
er analysis
and
interpretati
on
Evaluation, Septemb Proper Research None None Data
Analysis, and er and honest er gathered
Interpretation of the 2018(2nd evaluation, were
data gathered week) analysis,, carefully
and analysed,
interpretati evaluated,
on of data interpreted
was , and
gathere treated for
a valid
result and
conclusion
Submission of final Septemb Proper Research None Persona Submitted
action research to er 2018 protocol in er l properly
the division office (3rd the Expens
week) submission es
of final
action
research