Chapter 1
THE PROBLEM
Background of The Study
School absenteeism is an alarming problem for administrators, teachers, parents,
and the society, in general, as well as for the students, in particular. It may indicate low
performance of teachers, students’ dissatisfaction of the school’s services, or lack of or
poor academic and non-academic structures or policies that address the problems or
factors influencing or reinforcing this behavior. Parents are financially burdened for having
their children to stay longer in the school, having to re-enroll them in subjects where they
fail due to excessive absences. The present study aims to determine the reason for
absenteeism among the Junior High School students of San Vicente West Integrated
School.
Statement of the Problem
Generally, this study aims to determine the reasons for absenteeism among the
Junior High School students of San Vicente West Integrated School.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Sex,
b. Age,
c. Occupation of mother,
d. Occupation of father, and
e. Monthly income of parents.
2. How often does absenteeism occur?
3. What are their reasons for absenteeism?
Significance of the Study
The students, teachers, future researchers, parents, administrators, curriculum
planner and the secondary school could benefit more on the findings of this study.
Students. The results of this study will be of great help to the students because the
factors relating to absenteeism they experience will be minimized.
Teachers. This study would certainly benefit the teachers in teaching since they could be
more aware of the interventions needed by the students to help them minimize
absenteeism.
Parents. The findings could serve as an eye-opener for them to realize their significant
roles as parents as well as a deeper understanding of the efforts given by the teachers
and schools in making their children become functionally literate and indeed are a
dignified participant in the nation building.
Schools Administrators. The result of the study will provide them the whole picture of
the reasons for student absenteeism hence, it will serve as a basis in formulating policies
for better quality of teaching and learning.
Government. It serves as an eye-opener to be very sensitive to the needs of students
and schools to have sufficient support to avoid putting the quality of education in the
Philippines to catastrophe.
Future Researchers. The result will give information which would be relevant to the
future researchers who would pursue a study similar to this.
Definition of Terms
The following terms are defined operationally and conceptually for the purpose of
clarification and understanding:
Absenteeism. Student absenteeism is defined by Teasley (2004) as a period of time
when a student does not attend school.
Truancy. From a legal perspective, a persistent and unjustifiable pattern of absence from
school is referred to as truancy.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
All students, yet for one reason or another, at one time or other time want miss to
a day of school. The general tendency to engage in such unwillingness is referred to
absenteeism. Student absenteeism is defined by Teasley (2004) as a period of time when
a student does not attend school, has become major and continuous problem among high
school students in many countries.
Indeed, numerous studies conducted to answer a question that is why high school
students miss classes. In this notion, Teasley have noted numerous risk factors that
contribute to student absenteeism such as family health, low income, poor school climate,
drug and alcohol use, transportation problems, and community attitudes towards
education.
Pehlivan (2006) found that the major reason given by students for non-attendance
at lecture or school were bored at school, dislike of school and lessons, encouragement
of friends, and lack of expectations about education.
Wilkins (2008) has reported four themes, which play important role to motivate
students to attend school such as school climate, academic environment, discipline, and
relationships with teachers.
Ingul, Klöckner, Silverman, and Nordahl (2012) found that school absenteeism
associated with internalizing and externalizing behavior, family work and health, and
school environment.
In another study, Henry (2007) has noted that parents’ education levels contribute
to students’ absenteeism. Simons, Hwang, Fitzgerald, Kielb, and Lin (2010) found that
there are an association between absenteeism of student and unfavorable school setting
conditions.
In addition, some researches argued that students’ attitude and motivation for
learning was a key factor in student absenteeism (Devadoss & Foltz, 1996; Gump, 2006;
Gökyer, 2012; Kottasz, 2005; Marburger, 2001; Paisey & Paisey, 2004). For example,
Kottasz (2005) found that student with low motivation are absent more than student with
high motivation level. Schwartz, Radcliffe, and Barakat (2009) reported that absenteeism
negatively related to future-oriented academic goals. Watkins and Watkins (1994) found
that student absenteeism was predicted by academic failure, low school effort and
previous grades.
Another group of authors argued that students’ attitude towards teacher and school
play important role in school absenteeism (Adıgüzel & Karadaş, 2013; Attwood & Croll,
2006; Gökyer, 2012; Pehlivan, 2006; Veenstra, Lindenberg, Tinga, & Ormel, 2010;
Wilkins, 2008). For example, Adıgüzel and Karadaş (2013) found that student with high
level of absenteeism reported negative attitudes towards school. Attwood and Croll
(2006) found that students’ negative attitude to teachers is related to school absenteeism.
As a result, school absenteeism has a complex nature that includes risk factors
associated with personal, academic, family, school environment, and social variables.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design and sampling technique, the
respondents or description of subject, the instruments of the study, validation and
administration of questionnaire, other sources of data and information gathered and
statistical treatment of the data employed in the study.
Instruments
Demographics information sheet and Focus Group Discussion were used to
gather data. The Demographic information sheet was prepared for this study includes
personal information such as gender, age, parents’ educational level, income, and
frequency of absenteeism.
Respondents of the Study
This study included 30 students from Grade 7 to 10 that has a history of truancy.
Data Collection and Analysis
Questions were prepared before the actual interview. Tape-recorded interviews of
the informants were listened to and checked for audibility and completeness immediately
after the interview. All interviews were later transcribed.
Ethical Considerations
Ethics was observed in the execution of the design. All the participants were asked
to sign a document that states their consent of their voluntary participation and the same
document that responses would be taken with confidentiality. All data, e.g., participants’
information sheet, audiotape recordings and interview transcripts, were safely kept. No
identifying information was included in the results section of this study.
Demographic Information Sheet
Demographic information sheet was prepared for this study includes personal
information such as gender, age, parents’ educational level, income, academic
achievement, previous absenteeism and current absenteeism.
Chapter 4
PRESENTATION, ANALYSIS OF DATA AND
INTERPRETATION OF FINDINGS
Table 1 shows that of all the students incurring absenteeism 23 (76.7%) are male
and 7 (23.3%) are female. 3 (10.0%) are aged 12-15, 17 (23.3%) are aged 14-15, 16
(53.3%) are 16-17 years old and 4 (13.3%) are 18 years old and above.
________________________________________________________________
Variable
f
%
Male
Female
23
7
76.7
23.3
12-13
14-15
16-17
18 and above
3
7
16
4
10.0
23.3
53.3
13.3
Mother’s Educational Attainment:
Elementary
Elementary Graduate
High School
High School Graduate
College Unit Earner
College Graduate
Post Graduate Studies
0
0
1
15
10
3
1
0
0
3.3
50.0
33.3
10.0
3.3
Father’s Educational Attainment:
Elementary
Elementary Graduate
High School
High School Graduate
College Unit Earner
College Graduate
Post Graduate Studies
0
0
1
17
9
3
0
0
0
3.3
56.7
33.3
10.0
0
7
23.3
Sex:
Age:
Monthly Income:
Below 1,000
Php 1,001-2,500
Php 2,501-5,000
Php 5,001-8,000
Php 8,001-15,000
Php 15,000 and above
12
3
6
1
1
40.0
10.0
20.0
3.3
3.3
Frequency of Absenteeism:
Once a week
4
13.3
Twice a week
15
50.0
Thrice or more a week
11
36.7
___________________________________________________________________
Table 1. Profile of the Junior High School Students
As for their Mother’s Educational Attainment 1 (3.3%) went to High School
but never graduated, 15 (50.0%) are High School Graduates, 10 (33.3%) are College Unit
Earners, 3 (10.0%) are College Graduates and 1 (3.3%) has underwent Post Graduate
Studies.
In the case of their Father’s Educational Attainment, 1(3.3%) went to High School,
17 (56.7%) are High School Graduates, 9 (33.3%) are College Unit Earners, 3(10.0%)
are College Graduates but none of them pursued Post Graduate Studies.
In terms of Monthly Income, 7 (23.3%) has an income below Php 1,000, 12 (40.0%)
earns Php 1,001-2,500, 3 (10%) roughly Php 5,000-8,000, 1 (3.3%) is from Php 8,00115,000 and 1 (3.3%) earns Php 15,000 and above monthly.
As for the frequency of absenteeism, 4(13.3%) are absent once every week, 15
%50.0) incurs an absence of twice a week and 11 (36.7%) of them are absent thrice or
more a week.
School absenteeism appears to be related to a number of diverse factors. Recent
studies have suggested that factors from three major domains contribute to higher rates
of absenteeism (CorvilleSmith, Ryan, Adams, & Dalicandro, 1998; Southworth, 1992).
Both of these studies have categorized mediating factors in terms of school-related
variables, family environment, and personal characteristics of the student. Table 2
summarizes factors related to school absenteeism.
SCHOOL ENVIRONMENT
HOME ENVIRONMENT
1. Teacher/student conflict
1.Parental
divorce/separation
2. Parental unemployment
2. Negative perceptions of
school
3. High competition
4. High teacher control
5. Low teacher support
6. Stringent rules and
grading
7. Bullying
3. Illness
4. Alcohol/substance
abuse
5. Family conflict
6. Moving
INDIVIDUAL
CHARACTERISTICS
1. Low IQ
2. Poor academic
performance
3. Few friends
4. low social competence
5. Low self-esteem
6. High levels of anxiety
7. Low parental education
level
8. Inconsistent parental
discipline
Table 2. Factors Related to School Absenteeism
School Environment. A number of studies have examined elements specifically related
to schools. Eaton (1979), for example, found relationships between teachers and students
as the most significant factor related to absenteeism. Other studies have supported this
notion, suggesting that conflict in teacher/student relationships contributes to
absenteeism (Bealing, 1990; Harte, 1994). Corville-Smith and colleagues (1998) found
evidence that a student’s negative perception of school and school personnel may be a
predictor of future absenteeism. Moos and Moos (1978) found similar results citing
classroom environment as a major factor involved in absenteeism. Specifically, their study
showed that classes with high absenteeism rates were perceived by students as high in
competition and teacher control, and low in teacher support. This means that the overall
climates of these classrooms were viewed as more competitive among classmates, there
were more stringent rules and grading policies, and the teacher was perceived as less
supportive of students’ individual needs.
Neilson and Gerber (1979) conducted a study on truancy in junior high school.
They examined chronic absenteeism from the perspective of the truant, conducting
structured interviews with 33 persistent truants. When asked, 70% of truants cited
elements related to the school as the major cause of their truancy. Seventy-three percent
disliked school, and 21% had mixed feelings toward school. Seventy-five percent of the
sample noted experiences with classroom teachers as being the worst aspect of school.
Much of the conflict was related to schoolwork, and a frequent complaint was that
teachers did not provide enough personal attention and help with schoolwork. Although
the grades of these truants declined only slightly from first grade, achievement test scores
(on or near grade level during elementary school) fell drastically during junior high school.
Neilson and Gerber (1979) also found that truants perceived the school’s response
to their truancy as punitive and ineffective for diminishing future truancy. Truants in this
particular school were sent to the assistant principal’s office where they were lectured
and at times given detention. Consistent with this finding, Frease (1979) found that
schools’ responses to inappropriate behavior may actually serve as a stimulus for future
deviant acts.
Additionally, Wright (1978) found better attendance rates when school staff was
younger, and when schools had lower pupil to teacher ratios. There has been
considerable debate as to whether school size plays a role in education quality.
Proponents of larger schools argue that they are less expensive to run than many smaller
schools. They also suggest that greater resources, specialized services, higher quality
teachers, and better facilities lead to higher test scores (Conant, 1967; Ornstein, 1990).
Although standardized test scores have more often (but inconsistently) been found to be
lower in smaller schools, supporters of smaller schools argue that there are lower rates
of absenteeism and dropout, and higher rates of parental involvement, student
satisfaction, and student involvement in extracurricular activities (Finn & Voelkl, 1993;
Fowler & Walberg, 1991; Gardner, Ritblatt, & Beatty, 2000).
Home Environment. Neilson and Gerber (1979) also found factors related to students’
home environments that may have contributed to their absenteeism. They found that
truants had a number of family-related psychosocial stressors. For example, 40% had
experienced the divorce or separation of their parents; 27% were from single-parent
families; 40% had moved within the past 2 years; 38% had unemployed parents; 41%
had a family member with a serious illness; and alcoholism was present in 19% of families
in the sample. In fact, 76% of the families in their sample experienced three or more of
the above stressors. Only 35% of the truants ate regularly with their family, and 57% had
at least one parent who did not graduate from high school. It did not appear to the authors,
however, that parents were directly encouraging truancy, as 90% of the parents were
angry about their children’s truancy. Despite these students’ home stressors and
difficulties within the school environment, most of the students and their families believed
that receiving an education was important for future success.
Other studies have also explored factors related to students’ home environments.
For example, Huffington and Sevitt (1989) examined the families of truants, school
phobics, and nonpsychiatric controls. They found that both absentee groups scored lower
on measures of healthy family functioning. York and Kearney (1993) found greater levels
of family conflict in families of school avoiders compared to normative controls.
Additionally, Corville-Smith and colleagues (1998) found that absentee subjects were
more likely to perceive parental discipline as lax or inconsistent, were more likely to
perceive stronger attempts by parents at control, and were more likely to experience
family conflict.
Socioeconomic status (SES) has also been examined in relation to attendance and
school performance. A number of studies have found that economically disadvantaged
individuals have lower attendance rates and lower grades (Alexander, Entwisle, &
Bedinger, 1994; Greene, 1963; Reid, 1984). Alexander and colleagues hypothesized that
this may be due to an unclear understanding of the “meansend” or “antecedentconsequence” relationship between school success and later goal attainment. These
researchers examined parents’ and students’ recall of previous grades, expectation of
future grades, and actual grades attained. Their sample consisted of 423 fourth grade
students and their parents. When asked to recall the marks on their previous progress
report, they found that low SES students overestimated to a larger degree than high SES
students. Parents of low SES students also overestimated to a larger degree than parents
of high SES students. The same trend held when they were asked to estimate the marks
they would receive on their upcoming report card. Alexander and colleagues suggested
that these parents and children are not using relevant feedback appropriately to improve
and to form future expectations. Additionally, poorer families have considerably more
social stressors than their middle class counterparts, which may affect school attendance.
Individual Characteristics. A number of child related factors appear to be associated
with truancy, as well. For example, Greene (1963) found correlations between IQ, grades,
and absenteeism. Children with lower IQs tended to have higher rates of absenteeism,
and children with lower grades also had higher rates of absenteeism.
Platt (1943) found that children who had more friends were found to have lower
degrees of absenteeism. Other researchers have also found that children who have lower
degrees of social competence in their relationships with peers have higher rates of
absenteeism (Corville-Smith, et al., 1998; Eaton, 1979; Reid, 1984; Southworth, 1992).
Additionally, Lietz (1976) found that children who had more discipline problems at school
were more likely to have lower attendance rates. More recently, DeRosier et al. (1994)
conducted research indicating that rejected peers tend to have more externalizing
behavior problems, more teacher-rated internalizing problems, and higher degrees of
absenteeism. In terms of harassment and bullying, Rivers (2000) has suggested an
association between harassment of lesbian/gay/bisexual youth and absenteeism.
Similarly peer harassment/bullying may also lead to higher rates of absenteeism
(Juvonen, Nishina, & Graham, 2000). In a study conducted with a sample of middle school
students, these authors found that peer harassment predicted psychological adjustment,
which in turn moderated school outcomes (e.g., absenteeism). Indeed, students with
lower self-esteem and poorer academic self-concepts have been found to have higher
absenteeism rates (Corville-Smith et al.; Reid, 1984; Southworth, 1992) and truants are
more likely than nontruants to have higher levels of anxiety (Reid; Southworth).
Chapter 5
CONCLUSIONS AND RECOMMENDATION
On the basis of findings, the following conclusions are drawn:
1. Students who are habitually absent are mostly male, aged 16-17, with mothers who
are High School Graduates and with fathers who went to High School but has not
graduated. Their monthly income ranges from Php 1,001-2500.
2. Students who are habitually absent incurs an absence of 2 days per week.
3. Based on the data gathered the factors associated with absenteeism are
heterogeneous in nature. The school environment, home environment and individual
characteristics of the student all play a role in absenteeism.
Recommendations
Future Research
Future research should be directed not only toward developing effective
interventions in the schools, but also toward community-based approaches. With
improved community-school relations and improved community awareness of the
benefits of education, it may be possible to improve attendance rates from multiple
vantage points. Effective programs based in schools and in communities have the
potential for improving not only attendance rates, but also known correlates of attendance
rates and long-term quality of life.
Regarding school-based behavioral approaches, future researchers should
attempt to gain a wide base of archival data from their target school. For example, it may
be useful to determine specific information regarding when the majority of absences are
occurring during the school year. It would also be important to know what proportion of
children is contributing to the majority of absences. Additional studies could also focus on
collection of information about school policies on attendance across a variety of schools.
Rates of attendance could then be compared with these policies.
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ABSENTEEISM AMONG THE JUNIOR HIGH SCHOOL STUDENTS OF SAN
VICENTE WEST INTEGRATED SCHOOL
In Partial Fulfilment of the
Requirements for Qualitative Methods of Research
Vina Carmela C. Taganas