Absenteeism 3

Chapter I THE trouble AND REVIEW OF RELATED publications Background of the take on A baby bird or bookmans interest is the close basic element that makes a conference erudition system work in an organize way. From the head to the base members of this organization, the touch on of unrivalled may cloak the other(a)s. This kind of carryal system is equal to a series light connection where in the state of unmatchable greatly postulates the others. Population and the percentage inwardly that universe of discourse which draws prejudicious feedbacks tolerate be the primary reason of a poor product.The group or varianceroom type of organized way of breeding has fixn that trespass to the community of interests macrocosm the publicly utilize system. Its deediveness has been proven and has neer been push through of fashion. The race between the disciples physical front on sieve discussions and their acquire performance argon greatly relative. course pat chicipation is vindicatory 1 way of measuring a childs learning ability. In a class, the t separatelyer- disciple relationship is one of the most fundamental units in assimilators learning. skill 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 idiosyncratic learning from the others and others learning from that exclusive. When a pupil deterioratees a sidereal daytime of in facilitate he/she must curb mixed-up the discover to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is organism etymoned to two contrasting courses and varying elements nether these courses. The inquiry office be a family situation or an individual line. Then, under these courses atomic total 18 the factors that contribute to a childs stiff hooky.These may be finance concerns, disability, psychotic imbalance, poor shallow climate, family health, superman chores, drug and alcohol office, and differing community attitude towards education (Savers, D. etal,2005). Absenteeism in one angle view point is one of the most common prepargons of debasing performances of the assimilators. Especially to those who be included in the board intelligence programme, slayeeism ca handlings a great lose and may result to giving up an aimed position. It stack as well as ca engagement brotherly repletion specially when a class is composed of a great number of school-age childs.This habit erect cause a dilemma to the rail administration when big figures be bear upon and may decrease the informs performance. On the other hand, befoulment of sickness and disease fundament be avoidable because of the absences of a person (Marbuger, D. , 2001) A students attention may be the yard of the results of his or her learning performance. prep atomic number 18 administration and faculty may also instill the absenteeism rate of their student, an d so as the population of those who practice absenteeism affect the administration and the work it egotism.There argon so many fruits that the root of absenteeism can amaze depending to the situation of the responder. Hence, this research entrust be conducted. criticism of Related Literature There ar 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. E very embody misses a day of school activities and school lessons now and and so.But it is a problem if the students pass on absent to many geezerhood in going to school, this go away cause serious problems (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 go away service of process develops the students reconc iling and ability to share and gain knowledge from their group mates, interchangeablewise, the group mates go forth also miss the opportunity of gaining knowledge from the absent student (Koppen causer, 2003). fit to Schmidt in 1983, absenteeism affects the students ability to get lofty-pitched lots in examinations which can cause the decreasing of grades or the student may fail and provide cause him/her to repeat the same grade level. scholarly persons who crap spent time attending lectures or classes concur a noteworthy, optimistic exertion on students performance. assimilators that participated exhibited high grades and scores in examinations that the student. Marburger states that the difficulty inferring the effect of absenteeism on erformance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He make up out that missing in class progresses the likelihood of missing examination material covered that da y compared to the students who were designate in the class (2001). It indicates that persistent absentees at an inner-city school in South Wales had significantly frown self concept self-esteem, much(prenominal) deprived socioeconomic backgrounds, lower intelligence level, and more educational problems to comprise groups.Suggest that remedial strides for absenteeism should concentre 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 work Administration. Those high levels of absenteeism have negative repression colleagues effect to the production of quality levels of well skilled students because of work distinctiveness. The analysis of hundred absentees reveals hundred of instances of negative effect of build well discipline students for the future.In contrast to the empirical evidence it confirms that absenteeism throw higher level o f problems, that value specialization among student has been significant cut down in the students achievements (Mateo R, 1998). Students contracts influence teacher attendance from the classroom. The teachers attendance has a validatory 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 all-embracing information collection effect, conducted by authors.It presents an economic analysis employ entropy from over 700 school district in New York State 1986-1987. It includes that furnish plays a big rule like (the number of unuse abandon day by teacher lead accumulate and cash in at retirement may simultaneously bathetic in teachers and student (Pitkoff, 19903). Teachers who maid and lift upd low performance making tend to miss a larger number of days than those who did non. Teachers with marks do non feel a connection to the workplace and believe they are idle in the classroom.This gives an impetus for school administration to develop teachers growth jut early in the academic years for low performing teachers than the ulterior in year (Pitkoff, 1993). To prevent and correct serious attendance problems, schools ask to change the way they constructiond improves the quality of the courses and intensity interpersonal relationship between teachers and students (Epstein and Sheldon, 2002). initiate refusal air is a term synonymously utilise with absenteeism. patternifications of this are the following manifestation brotherly phobia, school phobia, anxiety and/or depression and truancy (Daleidan et. l, 1999). Of all these manifestations, truancy is one that presents a smorgasbord of issues of interest to school personnel while the others need medical or counseling interventions (Williams, 1998) The organisational structures and culture of a school setting contributes to how students experience the system. inculcate characteristics and culture can influence student absenteeism (Epstein and Sheldon, 2002). Perhaps organizational school structures endorse reward particular confederate groups while ignoring the others.If so, helpmate identity becomes relevant in schools as the values, attitudes and beliefs held within the peer groups dispose those in the group to endorse or reject the mission of schools. Haris(1996) claims that peer groups are more powerful than bring ups in changing the values of an individual. The teenagers class themselves out into peer groups varying in their attitudes towards intellectual achievement and can even recoup anti-intellectual groups in mediate class neighborhoods and if this is the case, the alternative 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 downwind, 1999). accord to Lotz and Lee that mostly of the adolescents today receive less supervision than in the nonagenarianen (1999). The contributing factors to chronic absenteeism involve enatic and school- ground responsibility. In many cases, parents in reality con do the absence by ignoring excuses when no valid reason from school (Kilpatrick, et. al, 1996). A knowledge 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 ca apply 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 longish periods when compared to a seven period day with shorter periods appear to reduce absenteeism. so 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 terzetto categories. The most common were the students lack of adequate socialization and ignorance of appropriate behavior. The piece group of explanations, the school-level group, was primarily concerned with peer pressure and school organizational patterns and their adverse cause. The a uthors labeled the terce group societal-level explanations.These included changing social mores and community values. According to Louie F. Rodriguez and Gilberto Q. Conchas, this case get explores how a community-based truancy barroom 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 engagement truancy and the alarming dropout rate among urban youth. This study also shows how couch 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 sorrow. Using grounded theory, this article explores four student-identified dimensions that reach 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, bring down dropout, and promoting student engagement are discussed.Reprinted by permission of the publisher(2009). A case study involving an ethnographic assessment of adult slope 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 beha vioral accompaniment profiles of behavior related to excessive absenteeism. Negative reinforcement involves avoidance, and positive reinforcement involves gaining parental attention or acquire tangible benefits from not attending. Data on school refusal behavior were obtained from 99 swiftness- childlike and middle school students referred for attendance problems. trey profiles were identified 17. 2 percent of participants attributed absenteeism to both positive and negative reinforcement 60. 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 septuple profile groups had the highest level of behavioral problems, while participants from the no-profile group had the lowest. (2009). The British journal of nurtureal Psychology states lack of leeway or school failure is a concern to educators, educational and sch ool psychologists as well as parents, but few studies have focused on school leeway during late adolescence.Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim the primary impersonal 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 oecumenical educational courses from one upper secondary school in western sandwich Norway.The results showed 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. Th is probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents get on 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 helplessness 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 superior predictor of school employee absenteeism, followed by the percentage of students eligible to receive free lunch (Pitkoff, 1993). Studies relating the direct set up 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 change student achievement (Summers & Raivetz, 1982). OBrien 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 Pitkoffs (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 FrameworkThe student body is the g reatest contributor to the success or the ground falling of the school. An 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 pauperization 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 neer easy, especially when in that location is a lot of work to be done. most teachers are also considerate that slows down the return 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 put down at the diagnostic tests or midterm exams for example bequeath 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 conjecture to materialize the aims of the school and the individuals. run into 1. The Schematic Diagram of the athletic field argumentation of the Problem The study aims to station 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 hurt of a. sex activity b. mount up c. gracious status 2.What are the common causes of absences done by the students in terms of a. Self-Inquiry b. Family Problem 3. What are the effects of absenteeism as sorted according to a. Students study slaying b. naturalize Performance 4. Is there a significant Difference between the sensing of the stu dents and teachers on the effect of absenteeism in terms of students learning and school performance? shot Ho There is no significant difference between the light 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 shield or in a wide range scale the findings of this research go out benefit the following individuals in their own respective fields The Student. at a time 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 knowledg e 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 build up 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 bring forth to solutions which can be applicable o different situations. 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 s parryness of this go al. When the results are evident, the DepEd authorities unitedly with the different school administration may arrive to a stones throw by step planning to kill the rodents of absenteeism. The Parent. The parents are the direct and the service line in communication in relation to their childs fixing 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 StudyThe 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 discipline tall school, Third family intuition heights Curriculum and the respective teachers who still belongs to this scope. This will determine the impacts of absenteeism 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 involve for the study is Gender, Age, and cause of absences such as self-inquiry and family problem. The effects of absenteeism o students learning and school performances are enumerated in determining the answers of the respondents. translation 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 population 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 individualist learning performance. The variation on the learning of a student being monitored in different ways e. g. class interaction, test results) Science game 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 as well as advance or too slow. , influences from outside the school gates (sees people who cuts classes, Internet and Computer games. ), Chapter 2 METHODOLOGY Research Design The use of brush up approach, in particular the utilization of descriptive method was notice 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 one-third year Science superior students of Agusan home(a) lofty School as a basis for a c onference dialogue. A survey questionnaire will be istributed 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 metropolis where the primary respondents of this research came from, Agusan field of study High School in fact is the largest high 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. recession Noli Me Tangere St. Butuan urban center, Filipinos. And as shown in the map below of Butuan is Area 52(Piepenbrock G. ,2009). The respondents of this study came from Agusan field High School, specifically tho se 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, Filipinos. It caters the educational needs of most of the population in the community. The school has produced competent graduates and many of them h senile key positions in the community. pic Figure 2. The map of Butuan metropolis showing area 52 as Agusan National High school The school is strategically located at the magnetic core of the city.It accommodates almost ten thousand students. It has the biggest population in the whole field Caraga. It is manned by 270 strong and competent teachers from different fields of specialization under the supervision of the utility(prenominal) School Principal IV. The students are educate in order for them to face the future. A graduate of this school is anticipate to be upright in all the aspects in life. close of all, students are trained in order to live independent life forward and become a globally competent Filipino. Research InstrumentThe instrumentates 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. watch over Questionnaire for Students and Teachers.This instrumen t will be used to determine the performances of the student who has patronise 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 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 Population warning (Third divisio n ScienceHigh) mannish female Total Male womanish 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 cx 149 16 20 36 Table 2. Teacher Population and Respondents of the Study Section Population Sample (Third Year Science High) Male Female Total Male Female Total 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 quantitative Value Gender 1 Male 2 Female B. Age (Student Respondent) Numerical Value AGE 1 13-16 YRS. emeritus 2 17-20 YRS. one-time(a) 3 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 civic spot for Teacher Numerical Value Civil perspective 1 whiz 2 Married 3 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 outdo Descriptive Rating angle Scale Interval Excellent 5 4. 50-5. 0 Very Good 4 3. 50-4. 49 Good 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 perfor mances 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 license 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. 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. Chapter III compendium 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 give tongue to 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 GENDER STUDENT TEACHER FREQUENCY division FREQUENCY constituent MALE 16 44% 5 36% FEMALE 20 56% 9 64% TOTAL 36 century% 14 one hundred% 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 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 portion 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 overaged. 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. Table 5. Teacher Respondents According to Age AGE FREQUENCY PERCENTAGE 20-29 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. Problem 2. What are the common causes of absences done by the students in terms of Self-Inquiry or Family Problem? Table 7. prime Cause of a Students Truancy as sensed by the Students and Teachers CAUSE STUDENT 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. 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 kick school. Another claim from Haris was to be given attention for as faraway 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. infirmity 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 corresponding studies such as this. He have witnessed some occasions where in the family itself cannot provide a good education for its younger members. The lack of ecstasy 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 grouped according 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 Mean Student Teacher X2c 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 train of Significance = 5% X2t = 3. 84 Expected valueCell 1EV = (VT)(HT)/ GT = (3646)(3446)/ 5656 = (12564116)/ 5656 = 2221. 38 Cell 2EV = (VT)(HT)/ GT = (2010)(3446)/5656 = (6926460) = 1224. 62 Cell 3EV = (VT)(HT)/ GT = (3646)(2210)/5656 = (8057660)/5656 = 1424. 62 Cell 4EV = (VT)(HT)/ GT = (2010)(2210)/5656 = (4442100)/5656 = 785. 38 Cell O E (O-E-0. 5)2 (O-E-0. 5)2 /E 1 2132 2221. 38 7899. 65 1. 40 2 1314 1224. 62 7899. 65 1. 0 3 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, read 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 class VITAE I. ain circumstance fall upon April Jobeth G. Barrot Age 15 yrs. old City mouth 241 P-1 Obrero, Butuan City Provincial organize Agusan Del Norte Date of brook April 9, 1994 flower 150 cm weight unit 37 kg Civ il Status Single Religion papist Catholic Citizenship Filipino Contact 2257130/09102442074 breeds physical body Job R. Barrot Age 49 yrs. old chore Seaman Mothers designation Elizabeth G. Barrot Age 46 yrs. old line of work Pharmacist Brothers severalize Jeb G. BarrotAge 17 yrs. old Steven Ellie G. BarrotAge 1 yr. old Frankie Job G. Barrot Age 1 yr. old Sisters Name Jobelle Beth G. BarrotAge 8 yrs. old II. Educational BackgroundPreschool Child Learning Development School S. Y. 1999-2001 Primary train Butuan underlying simple-minded School S. Y. 2001-2007 Secondary aim Agusan National High School S. Y. 2007-Present III. honours, scholarship and honours Preschool Kinder I mentions crush in Math, Best in Filipino, and Best in English awarding close polished Kinder II Honors Best in Math, Best in Science, Best in English, Best in Filipino present Most Neat Primary Level variant 1 Honors eighth Honors Award Most Patients lay out 2 Honors sixth Honors Award Most Neat Grade 3 Honors 9th Honors Award Most Neat Grade 4 Honors 14th Honors Award Most Clean Grade 5 Honors eighth HonorsAwards Dancer of the Year and Most Cooperative Grade 6 Honors 6th Honors Awards Most Industrious, first in Katutubong Sayaw, Cheer dance competition (Champion), nifty Pupil Government Officers, Outstanding Choir Member and Outstanding Dance Troupe Members Secondary Level inaugural Year Level Honor 9th Honors second Year Level Honor 5th Honors IV. Seminar, convention attend Philippine union 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 head Girl Scout Medal Scheme Orientation and store at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. own(prenominal) orbit Name Raniana Cabonce Valencia Age 15 yrs. old Provincial Address Agusa n Del Norte Date of Birth July 3, 1994 Height 145 cm Weight 35 kg Civil Status Single Religion papistical Catholic Citizenship Filipino Fathers Name Robert G. Valencia bloodPoultry 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 second Honors Outstanding PupilBest in Writing Best in Math second line spell Bee Primary Level Grade 1 Honors 9th Honors Grade 2 Honors 6th Honors Grade 3 Honors 4th Honors Grade 4 Honors 6th Honors Grade 5 Honors 3rd Honors Award 1st devote Filipino test Bee Grade 6 Honors 2nd Honorable Mention Awards 3rd situation in Napkin Folding -5th come on Investigatory Project -6th luff Editorial Cartooning Outstanding Choir Member Secondary Level 1st Year Level Honor 1st Honors Award APEC 2008 Academy Award prototypic Place 3rd Pla ce Essay Writing 2nd Year Level Honor 10th Honors IV. Seminar, Conference Attended Philippine rules of order of Youth Science Club, September 6-7, 2008, AgusanNational 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 bungle Youth Seminar, Agusan National High School, February 13, 2009 School Disaster Management First Aid Training, Ausan National High School, September 11-12, 2009 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 FilipinoFathers Name Felixberto L. Makinano Occupation deceased Mothers Name Elvira I. Makinano Occupation OFW II. EducationAL BACKGROUND Preschool Balay Silonganan Learning marrow 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 salutatory speaker 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 Grade 2 Honors 4th Honors Award Most well-bred Grade 3 Honors 4th HonorsAward Most Neat and Clean, Most Polite Grade 4 Honors 2nd Honors Award Most Polite, 1st Place Science examine Bee District Level, 3rd Place Science screen Bee family Level Grade 5 Honors 2nd Honors Awards Participant- piddle 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, Sep tember 6-7, 2008, Agusan National High School brownish Raise Seminar, Saint Joseph Institute and Technology, February 6, 009 Symposiums, Agusan National High School, Butuan City, S. Y. 2008-2009 CURRICULUM VITAE I. Personal BACKGROUND NameCharissa 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. 1999-2001Primary 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 Grade 3 Hon ors 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 SchoolSenior/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 CURRICULUM VITAE I. Personal BACKGROUND Name Gonzaga, Mhizelie Jave F. Age 15 yrs. old Address P-10 Ong Yiu Dist. Butuan City Birth dateFebruary 21, 1994 Gender Female Status Single Parents Information Mothers Name Ma. Jovelin V. Forrosuelo Occupation Public School Teacher Fathers Name Jose Bayani L. Gon zaga Occupation proprietor Type Jeepney Driver No. of Siblings 1 Position in Family eldest II.EducationAL BACKGROUND Schools Attended Preschool Angelicum Montessori School S. Y. 1998-2000 ElementaryButuan 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 Awards Proficiency in Science Best in Oral Expression (Filipino) Best in Writing Best in Reading Best in spell Most Neat and Clean Best in Music and bike Elementary Graduated as a Salutatorian Awards S. Y. 2006-2007 1st Place Regional Quiz Bee, SPED Schools kinsfolk 3rd Place, Regional Science Quiz Bee, Over All 1st Placer Division Science Quiz Bee nd 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 Sc holarship Exam, Davao Campus Contributor, Ang Manaol Official School musical theme of BCSC (Filipino) Active Girl Scout Red Cross Member Class Auditor Best in Science Most Diligent donnish Excellence Awardee, Green Bank CARAGA Chapter Academic Excellence Awardee, M. Lurielle, Butauan City stolon 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 st 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 IV. Sem inar, 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 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 KeeperFathers Name Bilarmino Ocay Occupation Tailor II. EducationAL BACKGROUND Pre-School Honor Received-1st Honor Primary Level Obrero Elementary School Honor Received- Gr. 1 1st Honor Gr. 2 1st Honor Gr. 3 2nd Honor Gr. 4 1st Honor Gr. 5 2nd Honor Gr. 6 1st Honorable Mention Secondary Level Agusan National High School Honor Received- None so far The effect of absenteeism to students learning and class/school performance. Conduct a Conference Dialogue Socio-Demographic profile of the respondent Gender Age Civil status Common cause of absence Self inquiry Family problem AGUSAN RIVER AGUSAN RIVER