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Chapter I
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Background of the Study
A child or students interest is the most basic
element that makes a group learning system work in an
organize way. From the head to the base members of this
organization, the condition of one may affect the others.
This kind of educational system is comparable to a series
light connection where in the state of one greatly
affects the others. Population and the percentage within
that population which causes negative feedbacks can be
the primary reason of a poor product. The group or
classroom type of organized way of learning has given
that impact to the community being the commonly used
system. Its effectiveness has been proven and has never
been out of fashion.
The relationship between the students physical
presence on class discussions and their learning
performance are greatly relative. Class participation is
just one way of measuring a childs learning ability. In
a class, the teacher-student relationship is one of the
most fundamental units in students learning.
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Learning in a system of group collaboration is one
of the best ways in gaining knowledge. It is a teamwork
which the framework relies on an individual learning from
the others and others learning from that individual.
When a student misses a day of school he/she must
have lost the chance to hear others, interpret and
analyzing the lessons or joins the interaction within the
class. This lost is being rooted to two different courses
and varying factors under these courses. The inquiry
might be a family situation or an individual problem.
Then, under these courses are the factors that contribute
to a childs regular truancy. These may be finance
concerns, disability, psychotic imbalance, poor school
climate, family health, transportation problems, drug and
alcohol use, and differing community attitude towards
education (Savers, D. etal,2005).
Absenteeism in one angle view point is one of the
most common causes of degrading performances of the
students. Especially to those who are included in the
advance intelligence curriculum, absenteeism causes a
great lose and may result to giving up an aimed position.
It can also cause social repletion especially when a
class is composed of a great number of students. This
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habit can cause a dilemma to the school administration
when big figures are involve and may decrease the
schools performance. On the other hand, contamination of
sickness and disease can be avoidable because of the
absences of a person (Marbuger, D., 2001)
A students attendance may be the grounds of the
results of his or her learning performance. School
administration and faculty may also affect the
absenteeism rate of their student, and so as the
population of those who practice absenteeism affect the
administration and the school itself. There are so many
fruits that the root of absenteeism can produce depending
to the situation of the respondent. Hence, this research
will be conducted.
Review of Related Literature
There are a lot of factors which affect the student
performances in academic areas. One of these is
absenteeism. Absenteeism is defined to the students as a
deliberate or habitual absence from going to school.
Everybody misses a day of school activities and school
lessons now and then. But it is a problem if the students
will absent to many days in going to school, this will
cause serious problems
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(http://www.enterpreneur.com/encyclopedia/term/82042.html
).
Absenteeism in students affects their school
performances especially when they are in a group or
teamwork for their assignments and projects. Since
grouping will help develops the students cooperative and
ability to share and gain knowledge from their group
mates, likewise, the group mates will also miss the
opportunity of gaining knowledge from the absent student
(Koppenhaver, 2003).
According to Schmidt in 1983, absenteeism affects
the students ability to get high scores in examinations
which can cause the decreasing of grades or the student
may fail and will cause him/her to repeat the same year
level. Students who have spent time attending lectures or
classes have a significant, positive effect on students
performance. Students that participated exhibited higher
grades and scores in examinations that the student.
Marburger states that the difficulty inferring the
effect of absenteeism on performance because, once a
student is absent in a class, he or she may miss the
opportunity of learning other techniques. He found out
that missing in class progresses the likelihood of
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missing examination material covered that day compared to
the students who were present in the class (2001).
It indicates that persistent absentees at an inner-
city school in South Wales had significantly lower self
concept self-esteem, more deprived socioeconomic
backgrounds, lower intelligence level, and more
educational problems to control groups. Suggest that
remedial measures for absenteeism should focus on raising
self-concepts and changing attitudes toward school (Reid
k, 1982).
Absenteeism is the most significant factor to affect
the functioning of assembly lines in the development of
School Administration. Those high levels of absenteeism
have negative repression colleagues effect to the
production of quality levels of well trained students
because of work specialization. The analysis of hundred
absentees reveals hundred of instances of negative effect
of building well discipline students for the future. In
contrast to the empirical evidence it confirms that
absenteeism produce higher level of problems, that value
specialization among student has been significant reduced
in the students achievements (Mateo R, 1998).
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Students contracts influence teacher attendance
from the classroom. The teachers attendance has a
positive and negative effect on interested students
achieve. How students absences influences their
teachers-students relationship. Teacher and student
absenteeism affect the student test score performance
base on extensive data collection effect, conducted by
authors. It presents an economic analysis using data from
over 700 school district in New York State 1986-1987. It
includes that provisions plays a big rule like (the
number of unused leave day by teacher will accumulate and
cash in at retirement may simultaneously bathetic in
teachers and student (Pitkoff, 19903).
Teachers who maid and received low performance
making tend to miss a larger number of days than those
who did not. Teachers with marks do not feel a connection
to the workplace and believe they are ineffective in the
classroom. This gives an impetus for school
administration to develop teachers growth plan early in
the academic years for low performing teachers than the
later in year (Pitkoff, 1993).
To prevent and correct serious attendance problems,
schools need to change the way they structured improves
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the quality of the courses and intensity interpersonal
relationship between teachers and students (Epstein and
Sheldon, 2002).
School refusal behavior is a term synonymously used
with absenteeism. Classifications of this are the
following manifestation: social phobia, school phobia,
anxiety and/or depression and truancy (Daleidan et.al,
1999). Of all these manifestations, truancy is one that
presents a diversity of issues of interest to school
personnel while the others need medical or counseling
interventions (Williams, 1998)
The organizational structures and culture of a
school setting contributes to how students experience the
system. School characteristics and culture can influence
student absenteeism (Epstein and Sheldon, 2002). Perhaps
organizational school structures endorse reward
particular peer groups while ignoring the others. If so,
peer identity becomes relevant in schools as the values,
attitudes and beliefs held within the peer groups
predispose those in the group to endorse or reject the
mission of schools. Haris(1996) claims that peer groups
are more powerful than parents in changing the values of
an individual. The teenagers class themselves out into
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peer groups varying in their attitudes towards
intellectual achievement and can even find anti-
intellectual groups in middle class neighborhoods and if
this is the case, the choice of peer group could have an
effect upon the academic outcome of a student thus,
causing absenteeism (Hartnett, 2008).
The curriculum of schools and strength of approval
against the habitual absenteeism are also cited as
contributing causes to the problem. It was cited by some
students as a reason for non-attendance the lack of
challenging and interesting course work and curriculum
(Kilpatric, et.al, 1999).Students also cited that
negative self-image and low self-esteem are reasons for
absenteeism. The negative self-images are sometimes
resulting of labeling and tracking within the school
system (Lotz and Lee, 1999).
According to Lotz and Lee that mostly of the
adolescents today receive less supervision than in the
past (1999). The contributing factors to chronic
absenteeism involve parental and school-based
responsibility. In many cases, parents actually condone
the absence by ignoring excuses when no valid reason from
school (Kilpatrick, et.al, 1996).
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A study presents by Unger,Morton and Laing (1997)
presents the argument that students who participate in
cooperative experiences, even the cause for this
occurrence is not conclusive. Students who already
exhibit absenteeism might be interesting to the programs
that primarily caused the students to leave school thus
more day of non-attendance. Students might disassociate
themselves more from the school setting since they are
experiencing the world of work. They may have access to
their own transportation and find easier to be absent.
This view regarding length of the school day,
implementations of Blocks Scheduling with few and longer
periods when compared to a seven period day with shorter
periods appear to reduce absenteeism. Thus school systems
implement the six or seven period day of a higher rate
experiencing absenteeism (Khazzaka, 1997/1998).
Birman and Natriello (1978) categorized in possible
explanations for absenteeism into three categories. The
most common were the students lack of adequate
socialization and ignorance of appropriate behavior. The
second group of explanations, the school-level group, was
primarily concerned with peer pressure and school
organizational patterns and their adverse effects. The
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authors labeled the third group societal-level
explanations. These included changing social mores and
community values.
According to Louie F. Rodriguez and Gilberto Q.
Conchas, this case study explores how a community-based
truancy prevention program mediates against absenteeism,
truancy, and dropping out and positively transforms the
lives of Black and Latina/Latino middle school youth.
Findings suggest that community-school partnerships are
critical in the quest to combat truancy and the alarming
dropout rate among urban youth. This study also shows how
committed individuals can work to engage and empower low-
income urban youth who are disengaged from school.
Extensive interviews and observations with Latina/Latino
and Black youth demonstrate how the intervention program
mediates against social and academic failure. Using
grounded theory, this article explores four student-
identified dimensions that impact his/her (re)engagement
with school: (a) the importance of space that promotes
peer relations, (b) incentive structures within programs,
(c) the need for social networks, and (d) youth advocacy
as a mechanism for institutional accountability.
Implications for combating truancy, reducing dropout, and
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promoting student engagement are discussed. Reprinted by
permission of the publisher(2009).
A case study involving an ethnographic assessment
of adult English as a second language program at a
community center in southern Minnesota is outlined.
Findings revealed that additional curricular structure
and more effective communication between teachers and
students regarding content and outcomes were keys to
reducing absenteeism and those more attentive, respectful
estimations of students' abilities would ensure effective
communication and help students develop a sense of
ownership in their learning according to the study of
Susan L. Schalge and Kay Soga (2008). According to the
study of Dube, Shanta R and Orpinas, Pamela, they
investigated the negative and positive behavioral
reinforcement profiles of behavior related to excessive
absenteeism. Negative reinforcement involves avoidance,
and positive reinforcement involves gaining parental
attention or getting tangible benefits from not
attending. Data on school refusal behavior were obtained
from 99 upper-elementary and middle school students
referred for attendance problems. Three profiles were
identified: 17.2 percent of participants attributed
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absenteeism to both positive and negative reinforcement;
60.6 percent attributed absenteeism only to positive
reinforcement; and 22.2 percent had no profile. Findings
revealed that the three groups differed considerably in
mean scores for behavioral difficulties: participants
from the multiple profile groups had the highest level of
behavioral problems, while participants from the no-
profile group had the lowest.(2009).
The British Journal of Educational Psychology states
lack of adjustment or school failure is a concern to
educators, educational and school psychologists as well
as parents, but few studies have focused on school
adjustment during late adolescence. Moreover, studies
have yet to explore associations between parenting and
school adjustment among upper secondary school students.
Aim the primary objective of this study is to explore the
relative and unique influence of parental support,
behavioral control and psychological control
(overprotection and autonomy granting) in school
adjustment among upper secondary school students. The
sample consisted of 564 students (15-18 years of age) in
vocational and general educational courses from one upper
secondary school in western Norway. The results showed
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that perceived parental practices accounted for moderate,
but statistically significant amounts of variance in
different aspects of school adjustment. The findings
indicate that perceived parental socialization practices
are only moderately associated with school adjustment
among upper secondary school students. This probably
reflects the fact that the influence of specific
parenting practices declines as children and young
adolescents mature into late adolescent students(2009).
The study of M. Scott Norton about the ABSENTEEISM
AND STUDENT ACHIEVEMENT in the year of 2009 the rate of
teacher absenteeism has been found to be highest in
elementary schools, schools with lower student
achievement, schools composed of economically
disadvantaged and minority students, and schools that do
not require teachers to speak to their immediate
supervisor about pending absence, urban school
districts ... and districts with enrollments in excess of
257,000. (Pitkoff, p. 39).In schools where students are
poorest and failing the most academically, teachers tend
to be absent more often. In one study, the percentage of
students reading below grade level was found to be the
greatest predictor of school employee absenteeism,
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followed by the percentage of students eligible to
receive free lunch (Pitkoff, 1993). Studies relating the
direct effects of teacher absenteeism on student
achievement are limited and tend to differ in their
findings. For example, in a study that focused on fourth-
grade reading results, it was determined that teacher
absenteeism adversely affected student achievement
(Summers & Raivetz, 1982). O'Brien and others (1982) also
found negative impacts of teacher absenteeism on student
learning. Yet, Ziomek and Schoenberger (1983) were unable
to establish such an association. Studies by Madden and
others (1991) and by Ehrenberg and others (1991) also did
not support the contention that student academic
performance was associated with teacher absence. In view
of Pitkoff's (1993) finding that school employees rated
as unsatisfatory tend to be absent significantly more
days than those rated satisfactory, a reasonable
conclusion might be that the absence of a "poor" teacher
does not impact negatively on student learning.
Theoretical and Conceptual Framework
The student body is the greatest contributor to the
success or the ground falling of the school. An
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individual who have habitually made absences in class may
have lost the chance of learning. He or she might have
less chances of getting an aimed position. The school who
plays an important role to a childs motivation has known
the impact of absenteeism to a student and to the school
performance its self.
The chronic spread of absenteeism may have roots
that affect the attendance of an individual. A constant
doing may lead to a constant result, just like Domino
(Asia Child Data Trend, 2008). Coping up is never easy,
especially when there is a lot of work to be done. Some
teachers are also considerate that slows down the run of
class discussion.
Absenteeism alone when a large part of the school
population is involved may not only cause a problem to
the school but also to the local administration
(Williams, L., 2001). The performances being recorded at
the diagnostic tests or midterm exams for example will
determine the schools performance. And when absences are
done, it can pull down even the highest scores.
That is why the results of absenteeism are to be
identified as so the solutions can be formulated to
materialize the aims of the school and the individuals.
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Figure 1. The Schematic Diagram of the Study
Statement of the Problem
The study aims to identify the most common effect of
absenteeism to a student and the whole body as how the
student and teachers specify each.
Specifically, the study seeks to answer the
following questions:
1. What is the profile of the teacher and student
respondent in terms of:
a. Gender
b. Age
c. Civil status
2. What are the common causes of absences done by the
students in terms of:
a. Self-Inquiry
b. Family Problem
16
Socio-Demographic
profile of the
respondent:
Gender
Age
Civil status
Common cause of absence
Self inquiry
Family problem
The effect
of
absenteeism
to students
learning andclass/school
performance.
Conduct a
Conference
Dialogue
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3. What are the effects of absenteeism as grouped
according to:
a. Students Learning Performance
b. School Performance
4. Is there a significant Difference between the
perception of the students and teachers on the
effect of absenteeism in terms of students learning
and school performance?
Hypothesis
Ho: There is no significant difference between the
perception of the students and teachers on the effect of
absenteeism in terms of students learning and school
performance.
Ha: There is a significant difference between the
perception of the students and teachers on the effect of
absenteeism in terms of students learning and school
Significance of the Study
In many ways, whether in a tiny scale or in a wide
range scale the findings of this research will benefit
the following individuals in their own respective fields:
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The Student. Once an individual will know the impact
of his doings, he or she will find ways and means to
lessen the damage done. It will let this individual know
the scope of his abilities and the right way of directing
things especially when he would realize the effect of his
habitual absences to the school body. To those students
who do not have the knowledge on this aspect, they will
be given chance to think, and may join the population
which influences the declining of absences ratio.
The Teachers. The teachers who serve as the parent
when a child is in school will be able to formulate ideas
on how to reduce the number of students who skip classes
or who habitually commit to absences. They will be the
keys of motivation and inspiration of their students.
The School Administrator. Knowing the effects of
absenteeism to a student, the school administration is
the one primarily affected. Their concerns can then be
discussed with the student body and so as the student
body sharing their troubles to the administration.
Through a conference the administration might be able to
arrive to solutions which can be applicable o different
situations.
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The DepEd Authorities. The Department of Education
main goal is to be able to produce productive citizens of
the community. Absenteeism is one of the factors that
disturb the stableness of this goal. When the results are
evident, the DepEd authorities together with the
different school administration may arrive to a step by
step planning to kill the rodents of absenteeism.
The Parent. The parents are the direct and the
baseline in communication in relation to their childs
regular truancy. Knowing the impact of absenteeism to
their childs learning performance, a parent will be at
the concerns of convincing their child to attend school
and protect them from the primary causes of their
absences.
Scope and Limitations of the Study
The study focuses mainly to the effects of
absenteeism to a students learning performance and the
schools performance as signified by the teachers and
students. The respondents are students from Agusan
National High school, Third Year Science High Curriculum
and the respective teachers who still belongs to this
scope. This will determine the impacts of absenteeism
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into an individual and the body where he or she belongs
and to arrive to simple solutions on this eye visible
dame.
The personal information needed for the study is
Gender, Age, and cause of absences such as self-inquiry
and family problem. The effects of absenteeism to
students learning and school performances are enumerated
in determining the answers of the respondents.
Definition of Terms:
Absenteeism. The regular truancy of a child; The
habit of having absences.
Family problem. The problems of the family that
greatly affects a students attendance to school. This
includes financial support (the family cant afford
education or education is not a primary necessity),
differing community attitudes towards education (The
people that surrounds home and within it education is not
given importance), transportation (The family might lived
in a very rural community where in transportation cannot
easily reach
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Individual learning performance. The variation on
the learning of a student being monitored in different
ways e.g. class interaction, test results)
Science High School Students. The students belonging
to a special curriculum on higher education. Taught
advance learning in science and mathematics
Self Inquiry. The problems of an individual or a
student that affects his attendance to school.
Specifically social phobia (dont have friends), health
(always sick), school culture shock (have a hard time
coping up, might be that the school is too advance or too
slow.), influences from outside the school gates (sees
people who cuts classes, Internet and Computer games.),
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Chapter 2
METHODOLOGY
Research Design
The use of survey approach, in particular the
utilization of descriptive method was observed in this
research study. The use of the certain approach was to
that it corresponds to the main objective of this
research that is to determine the effect of absenteeism
to school and individual learning performances among
third year Science High students of Agusan National High
School as a basis for a conference dialogue. A survey
questionnaire will be distributed that has four sets of
questions to be answered by the students and teachers.
The quantitative research techniques using Likert scale
was used to rate the individual and school performance
due to absenteeism. And also frequency test for the cause
of it whether it is self inquiry or a family problem.
Research Locale
There are several High schools in Butuan City where
the primary respondents of this research came from,
Agusan National High School in fact is the largest high
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school and also has the biggest population found in this
community, therefore it was chosen for the reality that
it can determine the impact of absenteeism. The school
grounds of this said school is found in A.D. Curato St.
corner Noli Me Tangere St. Butuan City, Philippines. And
as shown in the map below of Butuan is Area
52(Piepenbrock G.,2009).
The respondents of this study came from Agusan
National High School, specifically those who belong to
the special curriculum of the Science High School.
Briefly this curriculum was established in 1994 by the
administrators of the Department of Education Butuan
Chapter. The students of the said curriculum are chosen
especially to undergo advance learning and the teachers
are also given same importance since it was built. The
third year students and their teachers in different
subject areas will be the respondents of this study
Agusan National High School (ANHS) is one of the
leading public high school in Butuan City, Philippines.
It caters the educational needs of most of the population
in the community. The school has produced competent
graduates and many of them hold key positions in the
community.
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Figure 2. The map of Butuan City showing area 52 as
Agusan National High school
The school is strategically located at the heart of
the city. It accommodates almost ten thousand students.
It has the biggest population in the whole region Caraga.
It is manned by 270 strong and competent teachers from
different fields of specialization under the supervision
of the Secondary School Principal IV.
The students are trained in order for them to face
the future. A graduate of this school is expected to be
upright in all the aspects in life. Most of all, students
are trained in order to live independent life ahead and
become a globally competent Filipino.
24
AGUSAN
RIVER
AGUSAN
RIVER
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Research Instrument
The instruments used in the study are the following:
1. Questionnaire Form. This instrument was structured
by the researchers to set up the socio-demographic
profile of the student and teacher respondents. The
said instrument will be used to determine the
gender and age of the respondents. The evidences on
the effects of absenteeism to school and individual
performances and also its causes whether it would
be a self inquiry or family problem were also
listed in different sets.
2. Survey Questionnaire for Students and Teachers.
This instrument will be used to determine the
performances of the student who has frequent
absences to his classes and his contribution to
school performance.
Data Gathering Procedure
There will be 14 teachers and 89 students who will
serve as the respondents of the study. They will be
answering the questions on the survey questionnaire
organized and distributed by the researchers. They will
be the one to determine the performances of the students
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who engaged to habitual absences, and its cause. They
will be also asked on how this absenteeism affects the
school performance.
When the task is duly accomplished and the
questionnaires were retrieved, processed, tabulated. It
will be submitted to the analysis of data.
Sampling Techniques
The research study made use of the purposive
sampling technique. There were 36 students and 14
teachers asked to rate the students learning and school
performance.
Table 1.Student Population and Respondents of the Study
Sections
(Third Year
Science High)
Population Sample
Male Female Total Male Female Total
III-Avogadro 9 29 38 4 5 9
III-Curie 8 26 34 4 5 9
III-Dalton 10 31 41 4 5 9
III-Lavosier 12 24 36 4 5 9
TOTAL 39 110 149 16 20 36
Table 2.Teacher Population and Respondents of the Study
Section
(Third Year
Population Sample
Male Female Total Male Female Total
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Science High)
III-Avogadro 5 10 15 2 7 9
III-Curie III-Dalton 1 2 3 0 1 1
III-Lavosier 4 2 6 3 1 4
TOTAL 10 14 24 5 9 14
Note: Some teachers handle the same subject in some
sections and were not accounted twice.
Data Analysis
The researchers will hand the survey questionnaires
in a manner of strict and proper distribution. The
gathered data would undergo careful evaluation and
analysis. For the Socio demographic profile, the
researchers will make use of corresponding numerical
value to present the data as follows:
I. Socio Demographic Profile
A. Gender
Numerical Value Gender
1 Male
2 Female
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B. Age (Student Respondent)
Numerical Value AGE
1 13-16 YRS. OLD
2 17-20 YRS. OLD3 21-24 YRS. OLD
C. Age (Teacher Respondent)
Numerical Value AGE
1 20-29 YRS. OLD
2 30-39 YRS. OLD
3 40-49 YRS. OLD
4 50-59 YRS. OLD
5 60-69 YRS. OLD
Civil Status for Teacher
Numerical Value Civil Status
1 Single
2 Married3 Separated
4 Widow
The Likert scale with 5 point rating is used to
describe the performance of the students as based in
their regular truancy within the given 15 fields and
points of learning. The said scale will also be used to
determine the effect of absenteeism on the school as how
its performance is being described by the respondents.
II. Likert Scale
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Descriptive Rating Weight Scale Interval
Excellent 5 4.50-5.00
Very Good 4 3.50-4.49Good 3 2.50-3.46
Fair 2 1.50-2.49
Poor 1 1.00-1.49
Statistical Treatment
The following statistics will be used for the data
analysis:
1. Mean - The mean is used to determine the general
description of the effect of absenteeism to the
performances of a students learning and school. The mean
will ascertain the fields greatly affected by absenteeism
as perceived by the student and the teachers.
2. Chi-square (Test of Independence)- The Chi-square test
of independence was used as a treatment to this study to
verify, if any, a significant difference between the
perception of the teachers and students on the effect of
absenteeism in terms of students learning and school
performance.
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3. Frequency - The frequency is used to determine the
more frequent occurring rate in the different indicators.
This will then identify the performing levels of the
different indicators on the effect of absenteeism on
student learning and school performance.
4. Standard Deviation - The standard deviation is the
statistical measure that sheds light on historical
volatility of the study which can give a c0omprehensive
verbal description to the indicators or factors of the
research study.
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Chapter III
ANALYSIS AND RESULTS
In this chapter the researchers showed the results
and discussions on the results of the study. Specifically
it presents the organization on the problem stated in the
first chapter.
Problem 1. What is the profile of the teacher and student
respondent in terms of: Gender, Age, Civil status?
Table 3.Respondents According to Gender
GENDERSTUDENT TEACHER
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
MALE 16 44% 5 36%
FEMALE 20 56% 9 64%
TOTAL 36 100% 14 100%
As shown in Table 3 majority of the student
respondents are female which is composed of 20
individuals or the 56% of the100%. The table also shows
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the greater number of females of the teacher respondents
which totaled 9 or 64% of the 100%.
In further discussions the population of both
students and teachers are composed of more female
respondents with a fraction corresponding to males number
of respondents.
Table 4.Student Respondents According to Age
AGE FREQUENCY PERCENTAGE
13-16 YRS. OLD 36 100%
17-20 YRS. OLD 0 0%
21-24 YRS. OLD 0 0%
TOTAL 36 100%
Table 4 shows that all of the student respondents
which is 36 in number belonged to the age bracket of 13-
16 years old. This is then interpreted that 100% of the
students belong to the Third year of High school that
corresponds to the scope of the study.
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Table 5.Teacher Respondents According to Age
AGE FREQUENCY PERCENTAGE20-29 YRS. OLD 1 7%
30-39 YRS. OLD 5 36%
40-49 YRS. OLD 2 14%
50-59 YRS. OLD 5 36%
60-69 YRS. OLD 1 7%
TOTAL 14 100%
In Table 5 the data shows that most of the teachers
belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each
have 5 respondents or each had 36% of the total
population as the research was being conducted.
Table 6.Teacher Respondents According to Civil Status
CIVIL STATUS FREQUENCY PERCENTAGE
SINGLE 3 21%
MARRIED 11 79%
SEPARATED 0 0%
WIDOW 0 0%
TOTAL 14 100%
As being shown in the table above, most of the teacher
respondents were married at a population of 11 out of 14
or 79% of the total 100%. The rest of the respondents
were classified single which is 3 in number or 21% of the
total.
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Problem 2. What are the common causes of absences done by
the students in terms of: Self-Inquiry or Family Problem?
Table 7.Primary Cause of a Students Truancy as
Perceived by the Students and Teachers
CAUSESTUDENT TEACHER
FREQUENCY PRRCENTAGE FREQUENCY PERCENTAGE
SELF
INQUIRY 21 58% 6 43%
FAMILY
PROBLEM 15 42% 8 57%
TOTAL 36 100% 14 100%
Self- inquiry is the main reason for a student to
make an absence as what is being taken notice by other
students that is being certified by Table 7. The
resulting calculation shows that 21 students agreed to
the fact to the said hindrance or the 58% out of the
100%.
The teacher respondents look at the situation in a
different angle, and most have agreed that family problem
have caused the truancy of their students. Out of 14
respondents, 8 sees that the lack of family support had
pushed absenteeism to what it is now. Statistically these
8 respondents compose the 57% of the total 100%
population of teacher respondents.
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According to Williams, the students decision on a
school based problem will not be taken responsibility by
the school or the family. His regular absences will take
a part on what he learns and because of some conditions,
like social phobia or unsustainable community practice he
will have the reason to quit school.
Another claim from Haris was to be given attention
for as far as his research had shared; he claimed that
peer groups are more powerful influences in changing an
individual than thy very own parents. And influences like
this especially the not so good ones must have been
provoking such individual in skipping school. But his
research also discussed that there are times that the
condition of oneself must be a priority. Sickness can be
a factor to a self-inquired reason on absenteeism that
must address an urgent action. Furthermore this citation
agrees to the side of the student respondents that self-
inquiry is a justified reason and adequate enough to be a
basis of absences.
Other authors, like Hartnett have seen another
breakthrough to similar studies such as this. He have
witnessed some occasions where in the family itself
cannot provide a good education for its younger members.
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The lack of enthusiasm in some communities towards
education has also influenced the attitude of a certain
group of people towards educational link, thus
absenteeism was observed. This is true to what the
teacher respondents have observed in their school.
Problem 3. What are the effects of absenteeism as groupedaccording to: Students Learning and School Performance?
Table 8. Effect of Absenteeism to Students Learning
Performance as Perceived by Student and Teacher
Respondents
Indicators
Student Teacher
Mean VD SD VD Mean VD SD VD
1. The students participation on
oral discussions. 2.14 F 1.05 VG 1.86 F 0.86 G
2. Performances in group work. 2.33 F 1.07 VG 2.07 F 0.92 G3. Scores in Quizzes. 2.31 F 0.89 G 2.36 F 1.22 VG
4. Techniques in coping up. 2.39 F 0.93 G 1.71 F 0.73 G
5. Social relation with Teachers. 2.50 G 1.06 VG 2.00 F 1.18 VG
6. Social Relation with classmates. 2.92 G 1.20 VG 2.14 F 1.23 VG
7. Contribution to lesson
application. 2.14 F 0.90 G 2.14 F 1.03 VG
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8. General Average. 2.17 F 0.88 G 1.93 F 0.92 G
9. Speed of analysis and
comprehension. 2.42 F 1.08 VG 1.71 F 0.83 G
10. Expressing ideas clearly
through writing 2.47 F 1.03 VG 2.00 F 0.96 VG11. Discuss topics convincingly. 2.08 F 1.05 VG 1.93 F 0.83 G
12. Transform ideas through graphic
organizers 2.11 F 0.95 G 1.93 F 1.00 VG
13. Total exam points. 2.03 F 0.97 G 1.86 F 1.10 VG
14. Coverage of topics being
organized in class. 2.14 F 0.93 G 2.00 F 0.88 G
15. Variation on student's
abilities. 2.25 F 1.05 VG 2.36 F 0.74 G
TOTAL 34.39 F 15.04 G 30.00 F 14.41 G
Table 8 above shows the result on the respondents
reply to the problem being brought to them by the study
on what is the effect of absenteeism to a students
learning performance. The table summarizes the results
tabulated data.
As shown by the table, both teacher and student
population agreed that students perform fairly in class
even if they go through regular truancy. Furthermore it
can be recognizable that in a total of 34.39 at a verbal
description of fair and at a total standard deviation of
15.04 at a verbal description of good the students look
at absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers
have perceived. At a total mean of 30.00 at a verbal
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description of fair and a total standard deviation of
14.41 at verbal description of good, the teachers also
sees absenteeism as not good nor too bad for a students
learning performance.
Evidently, the indicator of the highest mean for the
students is number 2 which is the social relation with
classmates, which has a numerical mean of 2.92 and is
described to be good. Due to the said statement we can
draw out a line of judgment that a student who commits
absenteeism is sought to be still socially connected with
his fellow student. It can also be observed that the
student respondents see that an individual who commits to
such habit have low performances in total exam scores at
a 2.03 total mean and a description of fair.
On what is also evident on that table the teacher
respondents have given a comprehensive result. Indicators
3 and 15 achieved a fairly high performance. Both the
students scores in quizzes and variation on abilities
have a total mean of 2.36 with a verbal description of
fair. And that indicator 4 and 9 got the peak of the
lowest that had a total mean of 1.71 at a description of
fair each. It can then be derived from the results that
the teachers sees a great difference in the techniques of
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coping up and speed of analysis and comprehension of a
student who commits to regular truancy.
According to Schmidt, absenteeism affects the
ability of the student to get high scores in examinations
especially when the day before that, he was gone. Coping
up with such situation on a high standard curriculum is
no easy task and difficult in so many aspects.
Marbuger stated in one of his published material
that inferring and coping up in a state of absenteeism is
practically low than other tributes of a supposed to be
high standard student. He also stated indirectly that
other than any other capacities of a student like those
which are naturally inherited or inhibited are not so
much affected by absenteeism, an example is
socialization.
Though most see socialization a big problem in
absenteeism, it not actually applicable to all, such that
it can be a talent being outgoing, Koppenhaver quoted in
one of his research with Marbuger.
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Table 9.Effect of Absenteeism to School Performance as
Perceived by Student and Teacher Respondents
Indicators
Student Teacher
Mean VD SD VD Mean VD SD VD
1. Performance in Diagnostic Tests. 2.33 F 0.83 G 1.79 F 0.89 G
2. Performance of the class. 2.42 F 1.00 VG 1.79 F 0.80 G
3. Mean result. 2.25 F 0.91 G 1.79 F 0.97 VG
4. Teachers performance. 2.81 G 1.04 VG 2.21 F 1.05 VG
5. Educational problems in groups 2.39 F 0.69 G 1.86 F 0.95 G
6. Functioning and assembly of the
School administration. 2.53 G 0.91 G 1.79 F 0.97 VG
7. Disciplining of other students
who have been influenced by
absenteeism. 2.58 G 0.91 G 2.21 F 1.19 VG
8. Performance in quarter
examination. 2.22 F 0.87 G 1.79 F 1.05 VG
9. Drop-out rates. 2.19 F 1.04 VG 1.79 F 1.12 VG
10. Teacher interests on teaching. 3.11 G 1.21 VG 2.71 G 1.44 E
TOTAL 24.83 F 9.39 G 19.71 F 10.44 VG
Students, as what is evident on Table 9 above have
generally voiced out a fair performance on the school
performance as absenteeism is being observed as a main
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factor. A total mean of 24.83 can be taken from the said
table that represented the rate of the student respondent.
On the other hand, the teacher respondents where
honest enough to give a comprehensive result of total
mean 19.71 and is described fair in school performance
with absenteeism as a factor.
Among the student responses the highest performing
indicator is the teachers interest in teaching which
obtained a mean of 3. 11 and had a verbal description of
good. But, along with this, the students gave the lowest
mean or the fairly performing indicator to the schools
performance in quarter examination with a mean of 2.22.
As what can be observed on the table above, the
teacher respondents also have their own opinions on how
absenteeism affects the school performance. To them, like
the students, the teachers interest in teaching is not
so much affected by absenteeism on a class. It can be
observed that a verbal description of good at a mean of
2.71. More indicators above were rated lower at a mean of
1.79 at verbal description of fair. These are the
performance in diagnostic tests,performance of the class,
mean results, functioning and assembly of the school
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administration, performance in quarter examination and
drop-out rates.
According to Mateo in year 1998, absenteeism is the
most significant factor to affect the functioning of the
school assembly and development. The observed absenteeism
among students greatly decreased their academic
performance and thus affects the output of the school
reports in every year end. But these would not mean that
the facultys interest will be affected, absenteeism
mainly concentrates it negativity on the resulting
performance.
Problem 4. Is there a significant Difference between the
perception of the students and teachers on the effect ofabsenteeism in terms of students learning and school
performance?
Through the effective formula of chi-square
test of independence, the researchers were able to draw
the conclusion that there is no significant difference
between the perception of the students and teachers on
the effect of absenteeism in terms of students learning
and school performance(See Appendix D).
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Table 10. Effect of Absenteeism in Terms of Students
Learning and School Performance among the perspective of
the students and teacher respondent.
School
Pterformance
Student Learning Performance
Student Teacher
X2c CVDecision
on HoConclusion X2c CV
Decision
on HoConclusion
Student 1.4 < 3.84 Reject Not Significant 1.4 < 3.84 Reject Not Significant
Teacher 1.4 < 3.84 Reject Not significant 1.4 < 3.84 Reject Not significant
Through the analysis of data, Chi-square Test of
Independence the researchers were able to derive the
conclusion that the X2c 5.6 > 3.84 X2t which means that
there is a significant difference between the perception
of the students and teachers on the effect of absenteeism
in terms of students learning and school performance.
Students and Teachers perception in this study have
differed. The environment, position and angle of view on
the effect of absenteeism to students learning and school
performance of a student and a teacher may affect his and
her opinion or stand in the situation. Teachers and
students are of different groups which decisions may
depend on.
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Chapter IV
SUMMARY, CONCLUSION AND RECOMENDATIONS
In this chapter the researchers will be giving the
summary of the findings of their study. The conclusions
on the different problems that arose and to the
recommendations on the kinds of improvement their readers
can do in the near future.
Summary of Findings
The study Effects of Absenteeism to Students
Learning and School Performance used the survey approach
on research especially in the area covered by descriptive
research.
The study made use of survey questionnaires with a
four part test that was given to teacher and student
respondents to fill up the socio-demographic profile for
part 1, cause of absenteeism for part 2 and for them to
answer the 15 item test on the effect of absenteeism to
individual performance as part 3 and another set composed
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of 10 questions that rates the performance of the school
with absenteeism as a primary factor which is for part 4.
Majority of the student respondents are female which
is composed of 20 individuals or the 56%. Also, there is
greater number of females of the teacher respondents
which totaled 9 or 64%. In further discussions the
population of both students and teachers are composed of
more female respondents with a fraction corresponding to
males number of respondents.
It was also found out that all of the student
respondents which are 36 in number belonged to the age
bracket of 13-16 years old. This is then interpreted that
100% of the students belong to the Third year of High
school that corresponds to the scope of the study. And
that among teachers the data shows that most of them
belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each
has 5 respondents or each had 36% of the total population
as the research was being conducted.
And lastly, for the socio-demographic profile it is
evident that most of the teacher respondents were married
at a population of 11 out of 14 or 79%. The rest of the
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respondents were classified single which is 3 in number
or 21% of the total.
In part 2 it was observed that self- inquiry is the
main reason for a student to make an absence as what is
being taken notice by other students. The resulting
calculation shows that 21 students agreed to the fact to
the said hindrance or the 58% out of the 100%. The
teacher respondents look at the situation in a different
angle, and most have agreed that family problem have
caused the truancy of their students. Out of 14
respondents, 8 sees that the lack of family support had
pushed absenteeism to what it is now. Statistically these
8 respondents compose the 57% of the total 100%
population of teacher respondents.
For the effect of absenteeism to student individual
learning performance, both teacher and student population
agreed that students perform fairly in class even if they
go through regular truancy. Furthermore it can be
recognizable that in a total of 34.39 at a verbal
description of Fair and at a total standard deviation of
15.04 at a verbal description of Good the students look
at absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers have
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perceived. At a total mean of 30.00 at a verbal
description of fair and a total standard deviation of
14.41 at verbal description of Good, the teachers also
sees absenteeism as not good nor too bad for a students
learning performance.
Evidently, the social relation with classmates is
the highest in mean which has a numerical mean of 2.92
and is described to be Good. Due to the said statement we
can draw out a line of judgment that a student who
commits absenteeism is sought to be still socially
connected with his fellow student. It can also be
observed that the student respondents see that an
individual who commits to such habit have low
performances in total exam scores at a 2.03 total mean
and a description of Fair.
As the summary for the teachers comprehensive
result, the students scores in quizzes and variation on
abilities have a total mean of 2.36 with a verbal
description of fair. And that indicator 4 and 9 got the
peak of the lowest that had a total mean of 1.71 at a
description of fair each. It can then be derived from the
results that the teachers sees a great difference in the
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techniques of coping up and speed of analysis and
comprehension of a student who commits to regular truancy.
Students have generally voiced out a fair
performance on the school performance as absenteeism is
being observed as a main factor. A total mean of 24.83
can be taken from the said table that represented the
rate of the student respondent. On the other hand, the
teacher respondents where honest enough to give a
comprehensive result of total mean 19.71 and is described
fair in school performance with absenteeism as a factor.
Among the student responses the highest performing
indicator is the teachers interest in teaching which
obtained a mean of 3.11 and had a verbal description of
good. But, along with this, the students gave the lowest
mean or the fairly performing indicator to the schools
performance in quarter examination with a mean of 2.22.
The teacher respondents also have their own opinions
on how absenteeism affects the school performance. To
them, like the students, the teachers interest in
teaching is not so much affected by absenteeism on a
class. It can be observed that a verbal description of
Good at a mean of 2.71. More indicators above were rated
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lower at a mean of 1.79 at verbal description of Fair.
These are theperformance in diagnostic tests,performanceof the class, mean results, functioning and assembly of
the school administration, performance in quarter
examinationand drop-out rates.Therefore it can be derived from the different ideas
that the impact of absenteeism to the student learning
and school performance is evident.
Conclusions
Based from the findings of the study, the following
conclusions were drawn:
1. Majority of the student respondents are female
which is composed of 20 individuals or the 56% of
the100%. Also, greater number of females of the teacher
respondents which totaled 9 or 64% of the 100%
2. All of the student respondents which are 36 in
number belonged to the age bracket of 13-16 years old.And
that among teachers the data shows that most of them
belonged to the 30-39 years old bracket and 50-59 years
old age bracket. In the following classification, each
has 5 respondents or each had 36% of the total population
as the research was being conducted.
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3. Most of the teacher respondents were married at a
population of 11 out of 14 or 79% of the total 100%. The
rest of the respondents were classified single which is 3
in number or 21% of the total.
4. Self- inquiry is the main reason for a student to
make an absence as what is being taken notice by other
students. The resulting calculation shows that 21
students agreed to the fact to the said hindrance or the
58% out of the 100%. The teacher respondents look at the
situation in a different angle, and most have agreed that
family problem have caused the truancy of their students.
Out of 14 respondents, 8 sees that the lack of family
support had pushed absenteeism to what it is now.
Statistically these 8 respondents compose the 57% of the
total 100% population of teacher respondents.
5. For the effect of absenteeism to student
individual learning performance, both teacher and student
population agreed that students perform fairly in class
even if they go through regular truancy. Furthermore it
can be recognizable that in a total of 34.39 at a verbal
description of fair and at a total standard deviation of
15.04 at a verbal description of good the students look
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at absenteeism as a fairly hindrance to a good education.
This conclusion is not so far to what the teachers have
perceived. At a total mean of 30.00 at a verbal
description of fair and a total standard deviation of
14.41 at verbal description of good, the teachers also
sees absenteeism as not good nor too bad for a students
learning performance.
6. Students have generally voiced out a fair
performance on the school performance as absenteeism is
being observed as a main factor. A total mean of 24.83
can be taken from the said table that represented the
rate of the student respondent. On the other hand, the
teacher respondents where honest enough to give a
comprehensive result of total mean 19.71 and is described
fair in school performance with absenteeism as a factor.
7. Through the analysis of data, Chi-square Test of
Independence the researchers were able to derive the
conclusion that the X2c 5.6 > 3.84 X2t which means that
there is a significant difference between the perception
of the students and teachers on the effect of absenteeism
in terms of students learning and school performance.
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Recommendations
Having the basis from the findings and conclusion
the researchers offer the following recommendations that
can be taken into considerations:
1. The school administration with the parents of the
concerned students must conduct and effective conference
dialogue with the help of the findings of the study.
2. Solutions to the different areas of difficulty
due to absenteeism can be taken action by the responsible
organizations and individuals in their respective fields.
3. Orientation and briefing on these students might
be conducted to at all least they would commit to
absenteeism with the help of the study.
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BIBLIOGRAPHY
A. Books
2003, Koppenhaver A., The Faculty and Students
1983, Schmidt F., Office: Absenteeism
1982, Ried K. , (not mentioned)
1993, Pittkoff, Causes and effects of Truancy
1998, Williams, News Week
1996, Haris, (not mentioned)
B. Internet Sources
1999, Lotz and Lee
http://www.enterpreneur.com/encyclopedia/term/82042.html
C. Published Materials
2005, Savers, D. etal, Effect of Absenteeism in The
Collage of Law.
2009, Marbuger, D. , Absenteeism and Turn over
2002. Epstein ans Sheldon, Everyday Life
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APPENDIX A
Letter to the Respondents
Republic of the Philippines
Department of Education
Division of ButuanAGUSAN NATIONAL HIGH SCHOOL
Butuan City
September 11, 2009
Dear Respondents,
A students interest is the most basic element that makes a group learning system work in an
organize way. From the head to the base members of this organization, the condition of one may affect
the others.This kind of educational system is comparable to a series light connection where in the state
of one greatly affects the others. Population and the percentage within that populace which causes
negative feedbacks can be the primary reason of a poor product. The group or classroom type oforganized way of learning has given that impact to the community being the commonly used system.
The researchers are students of Agusan National High School of Section III-Avogadro. Thestudy is entitled THE EFFECT OF ABSENTEEISM TO SCHOOL AND INDIVIDUAL
LEARNING PERFORMANCES AMONG THIRD YEAR SCIENCE HIGH STUDENTS OF
AGUSAN NATIONAL HIGH SCHOOL: BASIS FOR A CONFERENCE DIALOGUE. This
research will verify the most common effect of absenteeism to a student and the whole body as how the
student and teachers specify each.
In this link, we would like to request your honest and sincere answers to the attached
questionnaires. We assure you that information shared will be treated in the strictest level of confidence.
Thank you very much for your cooperation.
Very truly yours,
Mhizelie Jave F. Gonzaga
Charissa L. Abingosa
April Jobeth G. Barrot
Gea Anne I. Makinano
Raniana C. Valencia
Ben Jay A. Felizarta
Researchers
Noted:
(SGD) EDMUND D. MENDOZA Adviser
(SGD) MARIA RITA D. CALO
Head, Mathematics Department
(SGD)PETER G. ESTERIOSO
Principal IV
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APPENDIX B
Survey Questionnaires
Sample Questionnaire
Part I. Socio-Demographic Profile
Instruction: On the genderwrite F iffemale and M ifmale on the space provided. On theagewrite you corresponding age.
GENDER: __________ CIVIL STATUS:_______ AGE:___________
___________________________________________________________________________Part II. The Common Causes of Absenteeism
Instruction: Put a check ( ) on the blank provided if the statement given is the commoncause of absenteeism.
A. SELF INQUIRY: ______
Which includes: Social phobia (dont have friends)
Health (always sick)
School culture shock (have a hard time coping up, might be that the school is
too advance or too slow.)
Influences from outside the school gates (sees people who cuts classes,
Internet and Computer games.)
B. FAMILY PROBLEM: ______Which Includes:
Financial support (the family cant afford education or education is not a
primary necessity)
Differing Community Attitudes towards Education (The people that
surrounds your home and within it education is not given importance)
Transportation (The family might lived in a very rural community where in
transportation cannot easily reach___________________________________________________________________________Part III. Effect of Absenteeism in Students Learning Porformance
Instruction: Put the corresponding number that rates the students learning performance inspecific fields when he is regularly absent on the blank provided.LEGEND:5 EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR
_______ The students participation to oral discussions
_______ Performance in group works._______ Scores in Quizzes
_______ Techniques in coping up
_______ Social relation with Teachers
_______ Social relations with classmates
_______ Contribution to lesson application
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_______ General Average
_______ Speed of analysis and comprehension
_______ Expressing ideas clearly through writing
_______ Discuss topics convincingly
_______ Transform ideas through graphic organizers
_______ Total exam points
_______ Coverage of topics through graphic organizers
_______ Variation in students abilities___________________________________________________________________________Part IV. Effect of Absenteeism in School Performance
Instruction: Put the corresponding number that rates the schools performance in specificfields when absenteeism is observed in high percentage at the blanks provided.LEGEND:5 EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR
_______ Performance in Diagnostic Tests_______ Performance of the class
_______ Mean results
_______ Teachers performance
_______ Educational problems in groups
_______ Functioning and assembly of the School administration
_______ Disciplining of other students who have been influenced by absenteeism
_______ Performance in quarter examination
_______ Drop-out rates
_______ Teachers interests on teaching.
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APPENDIX C
Statistical Data
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APPENDIX D
Statistical Treatment
School
Performance
Student Learning
Performance TOTAL
Student Teacher
Student 2132 1314 3446
Teachers 1514 696 2210
TOTAL 3646 2010 5656
1.) df = (r-1)(c-1)
= (2-1)(2-1)= (1)(1)
= 1
Level of Significance = 5%
X2t = 3.84
Expected value:
Cell 1:EV = [(VT)(HT)]/ GT
= [(3646)(3446)]/ 5656
= (12564116)/ 5656
= 2221.38
Cell 2:EV = [(VT)(HT)]/ GT
= [(2010)(3446)]/5656
= (6926460)
= 1224.62
Cell 3:EV = [(VT)(HT)]/ GT
= [(3646)(2210)]/5656
= (8057660)/5656
= 1424.62
Cell 4:EV = [(VT)(HT)]/ GT
= [(2010)(2210)]/5656
= (4442100)/5656
= 785.38
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Cell O E (|O-E|-0.5)2 (|O-E|-0.5)2 /E1 2132 2221.38 7899.65 1.40
2 1314 1224.62 7899.65 1.403 1514 1424.62 7899.65 1.40
4 696 785.38 7899.65 1.40
N= 5656 N= 5656 5.6
CONCLUSION:
| X2C | | X2t |
| 5.6 | | 3.84 |
5.6 > 3.84
Reject Ho, Accept Ha
There is a significant difference between the
perception of the students and teachers on the effect of
absenteeism in terms of students learning and school
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: April Jobeth G. Barrot
Age: 15 yrs. old
City Address: 241 P-1 Obrero, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: April 9, 1994
Height: 150 cm
Weight: 37 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact#: 2257130/09102442074
Fathers Name: Job R. Barrot
Age 49 yrs. old
Occupation: Seaman
Mothers Name: Elizabeth G. Barrot
Age: 46 yrs. old
Occupation: Pharmacist
Brothers Name: Jeb G. Barrot Age: 17 yrs. old
Steven Ellie G. Barrot Age: 1 yr. old
Frankie Job G. Barrot Age: 1 yr. old
Sisters Name: Jobelle Beth G. Barrot Age: 8 yrs. old
II. EDUCATIONAL BACKGROUND
Preschool - Child Learning Development School S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
Kinder I
Honors: Best in Math, Best in Filipino, and Best in English
Award: Most Neat
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Kinder II
Honors: Best in Math, Best in Science, Best in English, Best in
Filipino
Award: Most Neat
Primary Level
Grade 1
Honors: 8th Honors
Award: Most Patients
Grade 2
Honors: 6th Honors
Award: Most Neat
Grade 3
Honors: 9th Honors
Award: Most Neat
Grade 4
Honors: 14th Honors
Award: Most Clean
Grade 5
Honors: 8th Honors
Awards: Dancer of the Year and Most Cooperative
Grade 6
Honors: 6th Honors
Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance
Competition (Champion), Outstanding Pupil Government
Officers, Outstanding Choir Member and Outstanding Dance
Troupe Members
Secondary Level
1st Year Level
Honor: 9th Honors
2nd Year Level
Honor: 5th Honors
IV. SEMINAR, CONFERENCE ATTENDED
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Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Senior/Cadet Scouts Conference, August 15, 2009, at GSP
Headquarters, Capitol Site, Butuan City
Chief Girl Scout Medal Scheme Orientation and Workshop at
GSP Headquarters, Capitol Site, Butuan City, July 25, 2009
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Raniana Cabonce Valencia
Age: 15 yrs. old
Provincial Address: Agusan Del Norte
Date of Birth: July 3, 1994
Height: 145 cm
Weight: 35 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Robert G. Valencia
Occupation:Poultry Raiser
Mothers Name: Rosario C. Valencia
Occupation: High School Teacher
II. EDUCATIONAL BACKGROUND
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
2nd Honors
Outstanding Pupil
Best in Writing
Best in Math
2nd Place Spelling Bee
Primary Level
Grade 1
Honors: 9th Honors
Grade 2
Honors: 6th Honors
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Grade 3
Honors: 4th Honors
Grade 4
Honors: 6th Honors
Grade 5
Honors: 3rd Honors
Award: 1st Place Filipino Quiz Bee
Grade 6
Honors: 2nd Honorable Mention
Awards: 3rd Place in Napkin Folding
-5th Place Investigatory Project
-6th Place Editorial Cartooning
- Outstanding Choir Member
Secondary Level
1st Year Level
Honor: 1st Honors
Award: APEC 2008 Academy Award First Place
- 3rd Place Essay Writing
2nd Year Level
Honor: 10th Honors
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
School Press Conference, Butuan Central Elem. School,
Butuan City, S.Y. 2007-2008
Symposiums, Agusan National High School, Butuan City,
S.Y. 2008- 2009
Red Cross Youth Seminar, Agusan National High School,
February 13, 2009
School Disaster Management: First Aid Training, Ausan
National High School, September 11-12, 2009
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Gea Anne I. Makinano
Age: 15 yrs. old
City Address: P-6 Brgy. 16, Ong Yu, Butuan City
Provincial Address: Agusan Del Norte
Date of Birth: October 12, 1994
Height: 151 cm
Weight: 39 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Felixberto L. Makinano
Occupation: deceased
Mothers Name: Elvira I. Makinano
Occupation: OFW
II. EDUCATIONAL BACKGROUND
Preschool Balay Silonganan Learning Center S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Preschool
Kinder II
Honors: Salutatorian
Awards: Best in Writing, Most Neat and Clean
Primary Level
Grade 1
Honors: 1st Honors
Award: Best in Writing, Most Punctual, Most Neat and Clean, Best
in Science
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Grade 2
Honors: 4th Honors
Award: Most Polite
Grade 3
Honors: 4th Honors
Award: Most Neat and Clean, Most Polite
Grade 4
Honors: 2nd Honors
Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd
Place Science Quiz Bee Division Level
Grade 5
Honors: 2nd Honors
Awards: Participant- Water District Quiz Bee District Level
Grade 6
Honors: Salutatorian
Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3rd
Place MTAP Division Level
Secondary Level
1st Year Level
Honor: 6th Honors
Award: Model Student
2nd Year Level
Honor: 14th Honors
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
Symposiums, Agusan National High School, Butuan
City, S.Y. 2008-2009
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Charissa L. Abingosa
Age: 15 yrs. old
City Address: Employees Village, Libertad
Provincial Address: Agusan Del Norte
Date of Birth: April 4, 1994
Height: 164 cm
Weight: 52.5 kg
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Fathers Name: Manuel Q. Abingosa
Age 47 yrs. old
Occupation: Motor Cycle Driver
Mothers Name: Nerlita L. Abingosa
Age: 46 yrs. old
Occupation: Government Employee
Brothers Name: Emmanuel L. Abingosa
Age: 14 yrs. old
II. EDUCATIONAL BACKGROUND
Preschool Sacred Heart S.Y.: 1999-2001
Primary Level Butuan Central Elementary School S.Y.: 2001-2007
Secondary Level Agusan National High School S.Y.: 2007-Present
III. HONORS, SCHOLARSHIP AND AWARDS
Primary Level
Grade 1
Honors: 6th Honors
Grade 2
Honors: 1st Honors
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Grade 3
Honors: 14th Honors
Grade 4
Honors: 8th Honors
Grade 5
Honors: 8th Honors
Grade 6
Honors: 3rd Honors
Secondary Level
1st Year Level
Honor: 5th Honors
2nd Year Level
Honor: 21st Honors
Awards: 1st place in Division and District 2nd Year Level Suduko
2nd Place in 1st Regional Math Festival
IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Senior/Cadet Scouts Conference, August 15, 2009, at GSP
Headquarters, Capitol Site, Butuan City
Chief Girl Scout Medal Scheme Orientation and Workshop at
GSP Headquarters, Capitol Site, Butuan City, July 25, 2009
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Gonzaga, Mhizelie Jave F.
Age: 15 yrs. old
Address: P-10 Ong Yiu Dist. Butuan City
Birth date: February 21, 1994
Gender: Female
Status: Single
Parents Information:
Mothers Name: Ma. Jovelin V. Forrosuelo
Occupation: Public School Teacher
Fathers Name: Jose Bayani L. Gonzaga
Occupation: Owner Type Jeepney Driver
No. of Siblings: 1
Position in Family: Eldest
II. EDUCATIONAL BACKGROUND
Schools Attended:
Preschool: Angelicum Montessori School; S.Y. 1998-2000
Elementary: Butuan City SPED Center FL; S.Y. 2001-2006
High School: Agusan national High School; S.Y 2007- present
III. HONOR SCHOLARSHIPS AND AWARDS
Preschool:
Graduated as a Salutatorian
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Awards:
Proficiency in Science
Best in Oral Expression (Filipino)
Best in Writing
Best in Reading
Best in Spelling
Most Neat and Clean
Best in Music and Rhythm
Elementary:
Graduated as a Salutatorian
Awards:
S.Y. 2006-2007
1st Place Regional Quiz Bee, SPED Schools Category
3rd Place, Regional Science Quiz Bee, Over All
1st Placer Division Science Quiz Bee
2nd Placer Division Science Fair Comparing Metal Elements
Found in Leaves of Different Mango Varieties
3rd Honors, Division MTAP Math Challenge, Individual
Category
3rd Runner up, Division MTAP Math Challenge, Team
Competition
Qualifier, Philippine Science High School Scholarship
Exam, Davao Campus
Contributor, Ang Manaol Official School Paper of BCSC
(Filipino)
Active Girl Scout
Red Cross Member
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Class Auditor
Best in Science
Most Diligent
Academic Excellence Awardee, Green Bank CARAGA Chapter
Academic Excellence Awardee, M. Lurielle, Butauan City
Branch
S.Y. 2005-2006
3rd Honors, Division MTAP Math Challenge, Individual
Category
1st Placer, Division MTAP Math Challenge, Team category
S.Y. 2004-2005
2nd Placer, Regional Science Quiz Bee, Over All
S.Y. 2003-2004
1st Placer, Division MTAP Math Challenge, Team category
S.Y. 2002-2003
1st Placer, Division MTAP Math Challenge, Team Category
High School:
Awards:
S.Y. 2007-2008
1st Placer, Division Science Quiz Bee
1st Placer, Division MTAP Math Challenge, Team Category
S.Y. 2008-2009
3rd Placer, Schools Science Fair, Copper and Tin Alloy As
Substitute to Silicon in Photovoltaic Cell
3rd Placer, Regional Science Fair, Copper and Tin Alloy
as substitute to Silicon in Photovoltaic Cell
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IV. SEMINAR, CONFERENCE ATTENDED
Philippine Society of Youth Science Club, September 6-7,
2008, Agusan National High School
Brown Raise Seminar, Saint Joseph Institute and
Technology, February 6, 2009
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Ben Jay Felizarta
Age: 15 years old
Address: New Asia R. Calo, Butuan City
B-day: July 9, 1994
Mothers Name: Rosanna Felizarta
Occupation: House Keeper
Fathers Name: Bilarmino Ocay
Occupation: Tailor
II. EDUCATIONAL BACKGROUND
Pre-Schoo
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