Chapter 1

The Problem and its Background

Introduction:
Absenteeism, according to Merriam-Webster dictionary means chronic
absence. In the context of the school it is the habitual or intentional failure from
going to school. It cannot be denied that every now and then, students may miss
some school activities and lessons. But it becomes a problem if the student will
be away from school for many days.
Going to school regularly is crucially important for a students education
and social skills. Chronic absentee students are placed at a disadvantage both
socially and academically. They miss out on critical stages of social interaction
and development with their peers and at the same time impacts negatively on
their academic progress. This can result to low self-esteem, social isolation and
dissatisfaction that could well have precipitated non-attendance in the first place.
School absenteeism is an alarming problem for administrators, teachers,
parents and the society in general, as well as for the pupils in particular.
Unaccepted absence has a negative effect on peer relationship which could
cause absence. According to Malcolm, Wilson, Davidson and Kirk (2003)
teachers identified effects of absenteeism on children as: academic underachievement, difficulty in making friends which could lead to boredom, loss of
confidence. Also, prolonged absence can have deleterious effects for the child in

later life. Students who are absent from school are at the greatest risk of
dropping out of school early.
Absenteeism also affects the teachers ability present class work in a sequential
and organized way. This can have an effect on the progress of all the students
attending the class.
The families of habitual absentees can also suffer. For a poverty-stricken
family, it may mean a continuation of the poverty and unemployment cycle that
may run in the family. This also contributes to family conflicts.
The society also suffers as the children of school age hang around in the
streets. They can be found just gallivanting around. Since they have nothing to
do, they resort to petty crimes like stealing other peoples belongings and
properties. Others may resort to drug addiction and other behavior that is
detrimental to society. Thus, if the student keeps on being away from school for
too long, he may grow up to be a liability of his community and of his country as a
whole.
It is the aim of every school to lessen, if not eradicate absenteeism among
its students. One way of addressing this problem is to identify the causes why
students become truant from school. Once they are singled out, understood and
analyzed, specific actions and measures can be undertaken. This will eventually
redound to the better performance of the students, teachers and the school in
general.

It is in this context that this action research was undertaken, that is, to
identify the causes why the students in the College of Industrial Education absent
themselves from their classes.

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.
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 routed 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).
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 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.
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.

Statement of the Problem

The main purpose of the study is to find out the possible factors of absenteeism
of BSIE EST/ET students in College of Industrial Education (CIE)
1.) What is the Profile of respondent in terms of :
A. Age
B. Gender
C. Civil Status
D. Year Level
2.) What are the possible factors of absenteeism of BSIE EST/ET students in
College of Industrial Education in terms of :
A. Illness
B. Environment
C. Lack of Subject Interest
D. Family Problem
E. Self- Problem
F. Teacher related factors
G. Classroom Atmosphere
3.) Is there a significant relationship between the independent variables and
dependent variables of absenteeism of students in College of Industrial
Education?

Scope and Delimitation

This study was limited to the causes of absenteeism among the BSIE
EST/ET students in College of Industrial Education (CIE). This will determine the
impacts of absenteeism into an individual and the body where he or she belongs
and to arrive to simple solutions.
The personal information needed for the study is Age, Gender, Area of
Specialization, Civil Status, and Education attainment. And caused of absences
such as illness, Environment, Lack of subject interest, Family Problem, Selfproblem, Teacher related factors, Classroom atmosphere.
All of the thirty (30) Students were made as respondents. They were
asked to accomplish a questionnaire for the purpose.

Chapter 2
Conceptual Framework
This chapter presents the relevant literature and studies that helped
reinforce the stand of this particular research. It also includes the research
framework, hypotheses, and the definition of terms.

Review of Related Literature and Studies

GENDER - Sex is differentiated from gender in terms of its biological
determinism. In other words, while some (sexual) differences between men and
women appear to be biologically inevitable, others (gendered) are clearly social
constructions that have been knit together to serve various purposes at various
periods in time. However, in commentaries on how men and women differ, there
is frequently a lack of attention to distinguishing differences that are biologically
inevitable from those that do not bear any such biological determinism. The
purpose of this paper is to document extant research to date on differences
between men and women in the context of household. In documenting the extant
research, it is hoped that the readers attention may be drawn to the fact that
many differences observed in such research do not appear to be biologically
inevitable and therefore must be qualified in terms of the gendered lens that has
been used to both document and interpret such differences.
ABSENTEEISM - 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.
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 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).
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 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 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).
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
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 communityschool 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 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 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 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, 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 unsatisfactory 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.
Student absenteeism is a major concern for lecturers at institutions of
higher learning. Absences create a dead, tiresome, unpleasant classroom
environment that makes students who come to class uncomfortable and the
lecturer irritable (Marburger 2001). Absenteeism disturbs the dynamic teaching-

learning environment and adversely affects the overall well-being of classes

(Segal 2008).
According to (Lalek 1995; Rumberger 1997) in quality terms, absenteeism
is a waste of educational resources, time and human potential. Student
absenteeism also causes rework and wasted time for lecturers. Lecturers who
spend class time re-teaching lessons take instructional time away from students
who attend class regularly, and the extra time spent going over absentee
homework and class assignments takes time away from lecturer planning periods
and time needed to provide individual assistance (Weller 1996). When students
are absent from class, they miss valuable information resulting from peer-lecturer
interaction and the benefits of the specific examples lecturers use to clarify
difficult concepts. This valuable part of the learning experience cannot be
replicated when lecturers re-teach the material to absentee students (Weller
1996; Williams 2000).
It is important to note that a primary issue of chronic absenteeism is not
that there is no excuse provided, but rather, the excuse is not a valid one.
According to Williams (2000), students who have absenteeism problems
generally suffer academically and socially. Studies indicate that students who are
absent have lower achievement and may be penalized on test scores (Barker
and Jansen 2000). Sustained absences may affect retention as it may
degenerate into truancy (Lotz and Lee 1999; Barker and Jansen 2000).
The implications of absenteeism are felt outside the classroom as well
(Williams 2000). Continued loss of instruction or poor academic achievement

among students with high absenteeism is essential characteristics of students

who later drop out of school (Mayer and Mitchel 1996). Lotz and Lee (1999)
indicate that acts of delinquency are more frequent among students, who exhibit
low grades, have spotty attendance, and later on drop out of school. According to
Enomoto (1997), students who missed class on a given date were significantly
more likely to respond incorrectly to questions relating to material covered that
day than students who were present. The hypothesis that class attendance is
likely to be correlated with student learning has been investigated empirically in
economic education literature.
Most surprisingly, most studies have found an inverse relationship
between absenteeism and course performance (Marburger 2001). The relation
between attendance and performance in one large lecture course suggest that
attendance may substantially affect learning. The difference in performance
between a student who attends regularly and one who attends sporadically is
about a full letter grade (Bowen 2005).
According to Lotz and Lee (1999) corroborate that students cite a negative
self-image and low self-esteem as reasons for non-attendance. According to
Enomoto (1997), when students perceive that lecturers do not care enough to
follow up on absences, their motivation for attendance is not high. Interestingly, a
converse view of compulsory attendance is provided by Lotz and Lee (1999) as
contributing to and furthering the absentee problem. Forcing older students to
remain in school when they are not motivated will only increase their
absenteeism (Williams 1999). Studies indicate that absenteeism is caused by a

number of factors such as: lack of interesting and challenging curriculum; a

desire for hedonistic activities with peers; negative self-image and self-esteem;
lack of subject interest; lack of personal interest in studies; the mental capacity of
a student does not match with the course opted; the poor teaching skills of a
lecturer also keep away students from school; lack of confidence in a lecturer;
inadequate relations between a student and their lecturer and distance to
university. It is, therefore, against this background that this empirical study sought
to investigate the causes and effects of student absenteeism in three universities
in the Republic
ILLNESS - In the western World, people usually do not make a distinction
between illness and disease. These two terms seem to mean essentially the
same thing and are often used interchangeably. However, it is important to define
illness and disease differently when considering some non- western cultural
traditions. Disease is an objectively measurable pathological condition of the
body. Tooth decay, measles, or a broken bone are examples/ In contrast, illness
is a feeling of not being normal and healthy. Illness may, in fact, be due to a
disease. However, it may also be due to a feeling of psychological or spiritual
imbalance. By definition, perceptions of illness are highly culture related while
disease usually is not. It is important for health professional who treat people
from other cultures to understand what heir patients believe can cause them to
be ill and what kind of curing methods they consider effective as well as
acceptable. Understanding a cultures perception of illness is also useful in
discovering major aspects of their world view.

CLASSROOM ATMOSPHERE - The atmosphere of a classroom is at

least as important to student learning as your choice of content and the design of
your assignments. An atmosphere which is conducive to student learning is one
in which is all students feel included, valued, and respected. Most professors
certainly hope that such an atmosphere will be present in their classrooms.
Discussing your expectations for class atmosphere in your syllabus tells students
that this is an important issue to you and increases the likelihood that they will
take their role in creating and maintaining a positive class atmosphere seriously
as well.
Classroom environment encompasses a broad range of educational
concepts, including the physical setting, the psychological environment created
through social contexts, and numerous instructional components related to
teacher characteristics and behaviors. The study classroom environment has
been widespread across nearly all sub specializations of educational psychology.
Researchers are interested in relationships between environment constructs and
multiple

outcomes,

including

learning,

engagement,

motivation,

social

relationships, and group dynamics. Early researchers recognized that behavior is

a function of people's personal characteristics and their environment.
In the educational setting, Urie Bronfenbrenner's work on ecological contexts
secured a place in educational research for studies of classroom environment.
encompasses the layered environmental system of microcosms in which human
development takes place and emphasizes the importance of family, teachers,
schools, and the larger socio cultural environment on the developmental process.

Over the years this research has evolved from examining purely physical
elements of the environment to more complex models of psychosocial
relationships between students in the classrooms as well as between the teacher
and students.
Research beginning in the mid-1990s has focused on one or more of these
aspects and has associated classroom environment variables with numerous
positive and negative student outcomes. In addition to the wide array of
outcomes investigated in relationship to classroom environment, this area of
study has also been of interest to methodologists as the data structure poses a
unit of analysis dilemma; in terms of examining classroom variables in
combination with student outcomes, researchers have had to determine if the
data would be analyzed at the classroom level or at the student level. With the
arrival in the 1990s of statistical methodologies capable of handling data
collected from both levels, studies have been better able to include variables
collected at both levels. Various methodologies, including survey, observations,
and interviews have been used to capture aspects of the classroom environment
from student, teacher, and observer perspectives. The Early Childhood group
based at the University of Virginia has an extensive body of work that examines
classroom environment as a validated observation system of multiple dimensions
of the classroom.
ENVIRONMENT - Two correlation studies using English nurses and
working adults are reported that examined the relationship between the three
measures of person-environment (P-E) fit as derived from Holland's (1973)

theory and three dependent work-related variables. In the first study, the P-E fit
measures of congruence, consistency, and differentiation were correlated with
two measures of absenteeism, frustration, and various demographic variables.
Contrary to predictions, two measures of absenteeism were positively correlated
with congruence and consistency. In accordance with the hypothesis, however,
frustration was highly negatively correlated with congruence and consistency. In
the second study, consistency, but not congruence or differentiation, was
significantly negatively correlated with stress, as predicted. These studies
provide some support for Holland's theses, although not all hypotheses were
supported, both for methodological and theoretical reasons. It is argued that P-E
fit measures are useful predictors of occupational behavior in conjunction with
other major determinants.
FAMILY PROBLEM - Usually Filipino family today are facing a very crucial
problem...the matter of cultural diversity is the top most. Children are more apt to
the influences of a more modern, Rebellious type of lifestyle thus this changes
are never been in the nerve of our oldies who believed that we Filipinos must live
in

the

cultural

heritage

of

long

time

ago.

This

incident

brings

us

miscommunication and misunderstanding.

TEACHER RELATED FACTORS - Identifying the factors that influence
teacher beliefs about teaching children with learning difficulties is important for
the success of inclusive education. This study explores the relationship between
teachers' role, self-efficacy, attitudes towards disabled people, teaching
experience and training, on teachers' attributions for children's difficulties in

learning. Teacher efficacy, experience of teaching students with support needs,

attitudes towards disabled people, and teachers' role all impact on teacher
attributions, but no relationship with training was found. Implications for teacher
training and development, and for student achievement and student selfperception are discussed.

Definition of Terms:
Age - A period of human life, measured by years from birth, usually
marked by a certain stage or degree of mental or physical development and
involving legal responsibility and capacity.
Gender - The English-language distinction between the words sex and
gender was first developed in the 1950s and 1960s by British and American
psychiatrists and other medical personnel working with intersex and transsexual
patients. Since then, the term gender has been increasingly used to distinguish
between sex as biological and gender as socially and culturally constructed.
Feminists have used this terminology to argue against the biology is destiny line,
and gender and development approaches have widely adopted this system of
analysis.
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
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.),
Illness - An abnormal condition of an organism which interrupts the
normal bodily functions that often leads to feeling of pain and weakness, and
usually associated with symptoms and signs. And pathologic condition in which
the normal functioning of an organism or body is impaired or disrupted resulting
in extreme pain, dysfunction, distress, or death.

Classroom Atmosphere - A classroom climate is the combination of

variables within a classroom that work together to promote learning in a
comfortable environment. There are many different variables that influence a
classroom's climate, which is why every classroom is unique. There are certain
elements, however, that are required to establish a successful learning
environment.
Teacher Factors - In the course of a teaching career a teacher does not
often have the opportunity to consider the very basic principles of his/her craft in
the classroom. This article is such an exploration. In searching for the elusive

Holy Grail of Good Teaching, the article suggests five key factors that could
contribute to an effective and worthwhile learning and teaching environment. All
teachers do good things some of the time, and all good teachers do bad things
some of the time. The differences among teachers lie not only in the proportions
of the good and the bad, but also in their awareness of the effects of what they
are doing and their readiness to share this awareness with their students

Research Paradigm
Independent Variable

Dependent Variable

A. Profile
1. Age
2. Gender
3. Civil Status
4. Year level
B. Factors of Absenteeism
1. Illness

Possible Factors of Absenteeism of

the Students in BSIE EST/ET in
College of Industrial Education

2. Environment
3. Lack of Subject Interest

students

4. Family Problem

in

5. Self- Problem
6. Teacher related factors
7. Classroom Atmosphere

College of Industrial
Education

Hypothesis
On the basis of the conceptual model, the following research hypothesis
was tested.
There is a significant relationship between the perception of the students
and teachers on the effect of absenteeism in terms of students learning and
school
1. Profile

Age

Gender

Civil Status

Educational Attainment

2. Factors of Absenteeism

Illness

Environment

Lack of Subject Interest

Family Problem

Self- Problem

Teacher related factors

Classroom Atmosphere

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the operational framework of the study. Specifically,
this explain the research design, setting and sampling, the instrument and
procedures in gathering data, and the statistical tool used to answer the
problems of the study.

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 BSIE (Bachelor of Science in Industrial Education)

students in College of Industrial Education as a basis for a conference dialogue.
A survey questionnaire will be distributed that has seven sets of questions to be
answered by the students. 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

Population, Setting and Sampling Design

The respondent of this study are the students of BSIE EST/ET students in
Technological University of the Philippines (TUP), who always absent in their

respective classes. Thirty (30) students were chosen by random sampling

and used as research samples.
Table 1
Frequency of the Respondents According to Year Level

YEAR LEVEL

COURSES
EST

1st YEAR
2nd YEAR
3rd YEAR
4th YEAR
GRAND TOTAL

5
3
5
2
15

ET

TOTAL

5
3
5
2
15

10
6
10
4
30

With regard to the BSIE-EST and ET students in College of

Industrial Education, out of the over-all population of one hundred seventy (170)
students, (30) or seventeen percent (17%) became the respondents of this study.
Research Locale
There are several Colleges in Technological University of the Philippines
(TUP) where the primary respondents of this research came from, College of
Industrial Education has the biggest population found in the University, and
therefore it was chosen for the reality that it can determine the impact of
absenteeism.
The respondents of this study came from the students in College of
Industrial Education, specifically those who belong to the special curriculum in
Electronics and Electrical. Briefly this curriculum was established in 2006 by the

administrators of the Department of Education. 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
College of Industrial Education is one of the largest population in the
University. 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.

The students are trained in order for them to face the future. A graduate of
this University 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.
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 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. 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.
1 -Never
2 -Rarely
3 -Sometimes
4 -Very Often
5 -Always

Data Gathering Procedure

There will be thirty (30) 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 from October
9, 2012 until October 11, 2012. 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.

Statistical Treatment

The data collected in this study were organized and classified based from
the research design and the problems formulated. The data were coded, tallied
and presented in tables, and normatively described and thorough and proper
tabulation were done to facilitate the presentation and interpretation of results
using the following.

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.

(Sometimes call the X-bar) is the symbol for the mean.

(The Greek letter sigma) is the symbol for summation.
X is the symbol for the scores.
N is the symbol for the number of scores.

2. Frequency and Percentage - A frequency distribution is an

arrangement of data that shows the frequency of occurrence of the
different values of the variables. The percentage and frequency
distributions were used to classify the respondents according to personal
background variables such as age, gender, area of specialization, and
average monthly family income. The frequency also presented the actual
response of the respondents to a specific question or item in the
questionnaire.

On the other hand, the percentage of that item is computed by dividing it

with the total number of respondents who participated in the survey. The
formula used in application of this technique is:
% = (f / n) x 100
Where:
%

percentage

frequency

number of respondents

3. 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.

= standard deviation
xi = each value of dataset
x (with a bar over it) = the arithmetic mean of the data (This symbol will be
indicated as mean from now)
N = the total number of data points
(xi - mean)2 = The sum of (xi - mean)2 for all data points

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