CHAPTER I

INTRODUCTION

Background of the Study

Student attendance is a crucial factor in the success of any educational

institution. The student who don’t attend regularly in school, is called absent.

Absenteeism is an act of being away from work or school without good reason.

According to Malcolm, et. al. (2003), Absenteeism is the tendency, chronic absence,

practice of habit being absent or to be away from school without a good reason. It is

an alarming problem for administrator’s parents and the society in general, as well as

for the students in particular. Absenteeism may indicate low performance of teachers,

student’s dissatisfaction of the school’s services or lack of poor academic, reinforcing

behavior or non – academic structures.

According to Strickland (1998) writes that absenteeism is a period of not

attending school. Jhemson C. Elis (2016) said that the causes of absenteeism must be

a family situation or an individual problem. Then under those may be finance

concerns, disability, psychotic imbalance poor school climate, family health,

transportation problems, drug and alcohol use, and differing community attitude

towards education. Absenteeism can also be views in context problems of students

which come in various form such as lack of motivation, difficulty in math subjects,

strict teachers, and failed major examination.

Moreover, according to Bill Carlson (2004) when a student misses multiple

days in school it is called chronic absenteeism. Chronic absenteeism is defined as

missing 10% of the school year chronic absenteeism not only affects student’s

achievement it can affect a student’s attitude and behavior at school. When a student

has attendance issues, behavior issues, achievement issues, it increases their risk

1
dropping out of school. Parents can improve by working with the school to identify

why their child is missing school.

Previous studies, both local an foreign, have already investigated the factors

that affect student attendance. For example, research has shown that financial

problems, family issues, poor health, and lack of motivation are common causes of

absenteeism among high school students. However, most of these studies were

conducted in other provinces or countries, and not specifically in Bobon School for

Philippine Craftsmen.

This study is therefore considered replication research, because it applies

similar methods and concept used in past studies but focuses on Senior High School

students in this school. By replicating previous studies in a new context, the research

aims to confirm whether the same factors affect students here, and provide results that

are useful for the school community.

Objectives of the Study

Absenteeism is a concern among Senior High School (SHS) students at Bobon

School for Philippine Craftsmen. This study assesses SHS students’ awareness of

factors influencing absenteeism, identifies causes of chronic absenteeism, and

examines the relationship between attendance and class performance. The study aims

to provide insights for targeted interventions to promote regular attendance and

academic success. The following objectives outline the specific aims of the research,

guiding the data collection and analysis process to provide meaningful insights into

this complex issue.

1. determine the level of awareness among SHS students regarding factors

influencing absenteeism, specifically in terms of:

2
 a) Physical Factor
b) Personal Attitude
c) Teacher-Related Reasons
d) Classroom Environment
2. identify the reasons for chronic absenteeism among senior high school

students at Bobon School for Philippine Craftsmen.

3. determine the average daily attendance of Grade 11 and Grade 12 students

4. determine the academic performance of the students

5. identify if there is a significant relationship between average daily attendance

and academic performance of senior high school students at Bobon School for

Philippine Craftsmen.

Null Hypothesis (H0): There is no significant relationship between the average daily

attendance per section and the academic performance of Senior High School students

at Bobon School for Philippine Craftsmen.

Scope and Delimitation

This study focuses on identifying the different factors that affect the

attendance of Senior High School students at Bobon School for Philippine Craftsmen

during the School Year 2025-2026 and examining the relationship between attendance

and academic performance. The scope of the study includes factors such as Physical

factors, Personal attitude, Teacher-related reasons, and Classroom environment that

may cause students to be absent or irregular in attending classes. The research is

limited only to Senior High School students enrolled in Bobon School for Philippine

Craftsmen. According to Philippine E Journals (2025), studying absenteeism can be

limited to Senior High School students because these year levels experience a unique

set of challenges that strongly affect their attendance. As students transition from

3
junior high to a more advanced academic track, they face heavier workloads,

specialized subjects, and more demanding requirements. These pressures often

influence their daily motivation and consistency in attending classes. For example, a

study on Grade 12 students in the Philippines showed that absenteeism is significantly

linked to lower academic performance, especially when students miss major class

activities and exams.

Significance of the Study

This study is important for a reason that it explores the different level of

awareness on the factors of absenteeism among Senior High School students at Bobon

School for Philippine Craftsmen. Understanding the level awareness will not only

help improve attendance rates, but also support the overall academic performance,

discipline, and well-being of students. The results of this research can serve as a guide

for creating interventions and strategies to address absenteeism. The beneficiaries of

this study include:

Senior High School Students. They will benefit by becoming more aware of the

causes of their absenteeism. From the findings of the study (particularly in identifying

the major factors), students can reflect om their habits and learn how to improve their

attendance.

Teachers. They will benefit by recognizing the common patterns and reasons behind

student absences. From the analysis of factors and interaction (Objective 1, 2 and 3),

teachers can adjust their teaching strategies and create engaging lessons that motivate

students to attend regularly.

4
School Administrators. They will benefit by using the results of the study to design

policies or attendance improvement programs. The recommended interventions can

help administrators respond to the specific challenges students face in this school.

Parents and Guardians. They will benefit by gaining a deeper understanding of the

issues that influence their child’s school attendance. Insights from the study,

especially the identified family and financial factors, will allow them to provide better

guidance and support at home.

Future Researchers. They will benefit by using this study as a reference for related

research on student attendance. The framework, findings, and recommendations can

serve as a foundation for further studies in similar or broader contexts.

CONCEPTUAL FRAMEWORK

Factors and Reason Academic

Performance
of absenteeism

Average daily attendance

This conceptual framework outlines the linked relationships between factors

that affect student absenteeism, average daily attendance, and academic performance.

Visually structured, it shows how “Factors and Reasons for Absenteeism” directly

influence “Average Daily Attendance,” which then impacts “Academic Performance.”

These factors such as financial difficulties and health problems have a strong effect on

how often students come to class. Average daily attendance acts as a connecting

variable, linking absenteeism factors to academic results. Students who attend class

more regularly tend to have more access to lessons and learning chances, which leads

5
to better academic performance. This framework makes it easier to understand how

missing class indirectly affects school success through the role of attendance,

matching well with existing research models that highlight the connection between

the factors being studied and the outcomes being measured. It serves as a useful tool

for researchers and educators working to address absenteeism and improve academic

results.

Theoretical Framework

Student attendance is very important for students to learn well and succeed in

school. When students are present in class, they understand lessons better and stay on

track with their studies. However, many students face problems that affect their ability

to attend regularly, such as sickness, money problems, family issues, or problems at

school. This study looks into the different reasons why Senior High School students at

Bobon School for Philippine Craftsmen are absent from school. To better understand

these reasons, the study is based on three theories.

Abraham Maslow “Maslow's Hierarchy of Needs” (1943): This theory states

that people must satisfy their basic needs (food, water, rest, and safety) before they

can focus on higher-level needs such as learning. If these needs are not met, students

may find it difficult to attend school regularly. For example, a student who lacks food,

sleep, or feels unsafe may choose to stay home rather than attend class. This is

relevant to the study because many Senior High School students at Bobon School for

Philippine Craftsmen may experience financial problems or health issues that affect

their basic needs, which in turn affects their attendance.

Bronfenbrenner's “Ecological Systems Theory” (1979): This theory explains

that a student's behavior is influenced by different environments, such as family,

6
school, peers, and the community. Each of these systems plays a role in shaping the

student's development and daily actions. For instance, a negative home situation,

bullying in school, or a lack of community support can discourage students from

attending regularly. This is directly connected to the study because the research

considers external factors like family background, school environment, and peer

influence, which all play an important role in student attendance.

Skinner's "Behavioral Theory" (1938) This theory highlights that human

actions are influenced by reinforcement (rewards) and punishment (consequences). If

students receive praise, recognition, or rewards for attending school, they are more

likely to develop good attendance habits. On the other hand, if absenteeism is not

addressed with consequences, students may continue skipping classes. This theory

connects to the study because it explains how school policies, teacher reinforcement,

and parental discipline can either improve or worsen the attendance of Senior High

School students.

In conclusion, the three theories “Maslow's Hierarchy of Needs”,

Bronfenbrenner's “Ecological Systems Theory”, and Skinner's "Behavioral Theory"

are connected to this study because they explain how personal needs, external

environments, and behavioral reinforcement influence student attendance. By

applying these theories, the research can better understand why Senior High School

students at Bobon School for Philippine Craftsmen are absent and propose strategies

that address their needs, improve their environment, and reinforce positive attendance

behavior.

Definition of Terms

7
 These definitions provide a clear understanding of the key terms used in this

study, ensuring consistency and clarity throughout the research. For the purpose of

this study, the following terms are defined as follows.

Absenteeism. Refers to a student’s repeated or habitual failure to attend classes,

whether the absences are excused or unexcused, and is viewed as a pattern of non-

attendance that can negatively affect learning and school engagement (Kearney, 2016;

U.S. Department of Education, 2025). In this study, the researchers define

absenteeism as the number of days a student is not in school without a valid reason. It

is counted based on the school’s attendance record.

Attendance. The act of being present at a designated place and time, such as in a

school or workplace (Oxford English Dictionary, 2023). In this study, the researchers

define attendance as the presence of Senior high school students in their classes

during the School Year 2025–2026.

Average daily attendance. Is an indicator that reflects the average proportion of

enrolled students who are present each school day over a specific period in a school

year (NSW Department of Education, 2022). In this study, the researchers define

average daily attendance as each senior high school student’s attendance rate,

computed by dividing the total number of days the student is present by the total

number of school days in School Year 2025–2026, based from the daily attendance

records.

Academic performance. Refers to the extent to which students achieve intended

learning outcomes and curriculum standards, commonly indicated by grades, test

scores, and other formal assessments (Aina & Sunday, 2021; York et al., 2019; Octo

Proctor, 2024). In this study, the researchers define academic performance as the

8
general weighted average or equivalent grade in the official school records of senior

high school students at Bobon School for Philippine Craftsmen for School Year 2025–

2026.

Chronic absenteeism. Refers to missing a substantial proportion of school days in an

academic year (commonly 10% or more), regardless of whether the absences are

excused, unexcused, or due to suspension, and is associated with increased risk for

poor academic outcomes (Fullmind Learning, 2025; U.S. Department of Education,

2025). In this study, the researchers define as student misses 10% or more of school

days, whether the absences are excused or not. Students who reach this number are

considered chronically absent.

Classroom environment. Refers to the overall social, emotional, and physical

climate of the classroom, including peer relationships, safety, noise level, and

organization, which influences students’ comfort, engagement, and attendance

(Kearney, 2016). In this study, the researchers define as the students’ perceived

classroom conditions based on their responses to items on crowding, noise, peer

behavior, cleanliness, comfort, and sense of safety, as measured by the research

instrument.

Level of awareness. Is the degree to which students have knowledge, understanding,

and recognition of specific factors or issues that influence their attitudes and

behaviors in school, such as the causes and consequences of absenteeism (Enago

Academy, 2025). In this study, the researchers define level of awareness as the scores

obtained by senior high school students on a researcher-made questionnaire

measuring their knowledge and understanding of the factors influencing absenteeism,

9
interpreted using a Likert scale (very low awareness, low awareness, moderate

awareness and high awareness).

Factors influencing absenteeism. Refer to the various conditions, circumstances, or

reasons such as physical health issues, personal attitudes, teacher-related aspects, and

classroom environment that contribute to students’ irregular attendance and patterns

of school absence (Kearney, 2016; Fullmind Learning, 2025). In this study, the

researchers define factors influencing absenteeism as the specific categories (physical

factors, personal attitude, teacher-related reasons, classroom environment) identified

and rated by senior high school students through a researcher-developed

questionnaire.

Physical factors. Are health and body-related conditions such as illness, fatigue, pain,

and other somatic complaints that may hinder students from attending school

regularly or fully participating in classroom activities (Kearney, 2016). In this study,

the researchers define physical factors as the self-reported health-related reasons (e.g.,

sickness, headaches, body pain) indicated by senior high school students in the

questionnaire as influencing their school absences.

Personal attitude. Refers to a learner’s individual beliefs, feelings, and

predispositions toward school, classes, and learning activities that shape motivation,

commitment, and willingness to attend regularly (Kearney, 2016; Enago Academy,

2025). In this study, the researchers define as how a student feels and thinks about

school whether they are motivated, interested, or willing to attend classes. It is

measured through their survey answers.

Student Attendance. It is he record of how often a student is present in school within

a specific period (Gottfried, 2017). In this study, the researchers define as student

10
attendance refers to how regularly of Senior high school students of Bobon School for

Philippine Craftsmen are present in class during the School Year 2025-2026

Teacher-related reasons. Are factors associated with teachers such as teaching style,

classroom management, feedback, and teacher student relationships that can either

encourage or discourage students’ regular attendance (Kearney, 2016). In this study,

the researchers define teacher-related reasons as how the teachers teach, treat students,

explain lessons, and manage the class. These behaviors may affect whether students

want to attend school or not.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies that discuss these

influences, directly supporting the study’s objectives to evaluate the level of

awareness on absenteeism factors and to identify the reasons affecting attendance

among senior high school students in School Year 2025-2026 at Bobon School for

Philippine Craftsmen.

Related Literature

The most relevant literature for understanding the level of student awareness

of absenteeism factors is "Attendance and Educational Outcomes: Every Day Counts"

by Hancock et al in 2018. This study explains how health issues, personal motivation,

teacher relationships, family responsibilities, and classroom environment all

11
contribute to absenteeism. By emphasizing the importance of recognizing these

multiple factors, it supports assessing students awareness regarding how physical,

personal, teacher-related, and classroom elements shape their attendance. Their

findings also justify focusing on first objectives since analyzing factors already

provides a complete understanding of absenteeism.

Similarly, O'Connor in 2021, the "Perceptions of Schooling and Student

Motivation" found that students not only miss school because of family or economic

conditions but also due to their personal attitudes towards education. His research

shows that lack of motivation and interest are major reasons for skipping class, which

highlights the significance of understanding students attitudes in relation to

absenteeism awareness.

In addition, Ansari et al in 2022, "Teacher-Student Relationships Across the

First Seven Years of Education and Adolescent outcomes " this study reveals that

students with positive teacher relationships are more likely to attend school regularly.

The authors stress that caring teachers help maintain student engagement and

motivation, making teacher-related and classroom environment factors critical for

student attendance.

For determining chronic absenteeism factors, "Absenteeism among Filipino

High School Students" by Cabansag in 2017 is the most connected work. This

research identifies financial difficulties, distance from school, and household tasks as

leading causes for frequent absences. This literature directly relates to local

conditions, making it highly relevant for analyzing persistent absenteeism among

Filipino senior high school students

12
 Adding to this discussion by Chang and Romero in 2016, "Attendance Works",

the study underscore the impact of physical health such as frequent illness, hunger,

exhaustion and the lack of proper facilities and sanitation on absenteeism. Their

findings clarify how chronic absenteeism is influenced by health and school

accessibility issues, adding depth to the study’s objective.

Likewise, Villanueva and Ramos in 2020, "Peer Influence and Health Issues

as Determinants of Absenteeism among Senior High School Student", demonstrate

how health problems and peer pressure increase the likelihood of absenteeism. Their

study stresses that physical health and social dynamics, such as having friends who

skip school, play major roles in ongoing absenteeism for senior high students.

Several authors have discussed average daily attendance (ADA) as a key

indicator for monitoring how regularly students attend school and for guiding school

improvement decisions. Panorama Education in 2024, “The Importance of

Attendance Data in School,” explains that ADA is commonly computed by dividing

the number of days students are present by the total number of school days, then

averaging these values to reflect overall attendance patterns over a school year.

Level Data (n.d.), in “Calculating a Student’s Daily Attendance,” further

clarifies that schools may record attendance by day, period, or minutes, but the core

ADA computation is to total each student’s days present, divide by days in session,

and multiply by 100 to obtain a percentage that can flag students who are chronically

absent when their ADA falls below a set threshold. In a legal and policy context,

“Average Daily Attendance: Understanding Its Legal Definition” explains that ADA

is also used for accountability and funding, as it represents the average number of

13
students attending each day over a specified period and becomes a basis for

evaluating school performance and resource allocation.

Beyond definitions, other literature highlights broader patterns in student

participation that are relevant to senior high school settings like Bobon School for

Philippine Craftsmen. According to Koopmans in 2011, “The Analysis of Daily

Attendance in Two High Schools,” used time series analysis of daily attendance data

and showed that mean attendance could look similar between schools while daily

patterns (such as weekly cycles and drops before holidays) differ, suggesting that

average daily attendance per section or school should be interpreted together with

trends over time.

Reports from the “Philippine Statistics Authority” 2021 on school attendance

show that regional attendance percentages among youth can be high but still mask

subgroups with lower participation, implying that monitoring average daily

attendance for each section helps identify specific classes or grade levels that need

intervention. International briefs such as “Attendance Matters” by the Australian

Institute for Teaching and School Leadership 2019, discuss how attendance rates

typically decline in secondary school and how maintaining at least about 90 percent

attendance is associated with better academic outcomes, reinforcing the importance of

tracking average daily attendance among senior high school students. Good study

habits such as time management, note-taking, and active reading are widely

recognized as strong predictors of academic success. According to Crede and Kuncel

2018, “Study Habits and Learning Outcomes” emphasize that students who develop

effective study routines usually achieve higher grades because they understand

lessons better and prepare more efficiently for exams. In senior high school, strong

study habits help students cope with heavier workloads and more difficult subjects.

14
 A supportive learning environment one that includes good classroom

management, positive teacher-student relationships, and enough school resources

plays a key role in shaping academic performance. Similarly, ”Learning Environment

and Student Achievement” by Fraser 2022, notes that students learn better when they

feel safe, respected, and supported by their teachers. For senior high school students, a

positive and well structured learning environment can help them stay focused,

motivated, and academically engaged.

According to Tus J. 2020, “Self-Efficacy and its Influence on the Academic

Performance of Senior High School Students”, studied how self-efficacy affects the

academic performance of senior high school students. The research showed that while

students reported high confidence in their abilities, self-efficacy alone did not

significantly predict their grades. This study are important because it suggests that

believing in oneself, though helpful, may not be enough to ensure academic success.

Other factors, such as study habits or school support, may also play a critical role.

Unraveling perceived factors affecting the school attendance of senior high

school students by Bautista 2024 investigated factors influencing school attendance

among senior high school students in a Philippine setting, revealing that regular

presence in class strongly supports student engagement and leads to improved grades

by ensuring consistent exposure to lessons and activities. The study stressed that

sections with higher daily attendance averages experience fewer gaps in learning,

which directly boosts overall academic results and helps maintain steady progress.

This connection underscores the need for schools to address attendance barriers to

enhance educational outcomes effectively.

15
 Likewise, Factors affecting the absenteeism among senior high school learners

by Mendoza et al. 2025, explored that absenteeism causes in public senior high

schools, finding that reduced daily attendance per section due to personal and

environmental challenges results in lower academic performance across subjects.

Their analysis showed clear patterns where frequent absences disrupt group learning

dynamics and individual mastery, ultimately weakening section-wide achievements.

These insights highlight attendance as a foundational element for sustaining high

academic standards.

In connection, Factors affecting the absenteeism among senior high school

learners by Cabrera 2025, reviewed absenteeism triggers like academic pressure and

school conditions among senior high learners, noting a direct negative effect on

performance when average daily attendance drops. The work emphasized that

consistent section presence fosters better comprehension and collaboration, leading to

stronger grades and long-term success. Addressing these issues through targeted

interventions can significantly lift academic levels.

Related Studies

One of the most relevant studies addressing students awareness about

absenteeism factors is "Using Data and the Human Touch: Evaluating the NYC Inter-

Agency Campaign to Reduce Chronic Absenteeism" by Balfanz and Byrnes in 2019.

Their research found that when schools take a proactive approach with regular

attendance monitoring and strong teacher involvement like keeping in touch with

parents and offering timely interventions rates of absenteeism decrease significantly.

This means that when teachers and classrooms actively engage students and families,

16
students become more conscious of how teacher support and school climate influence

their school attendance.

Another valuable related study is "Student Absenteeism: The Role of School

Climate and Teacher-Student Relationships" by Kearney and Graczyk in 2015. This

work highlights the critical role of positive classroom climates and supportive

teachers in ensuring regular attendance. Students who recognize the encouragement

and sense of belonging provided by their teachers and peers are less likely to be

absent, reinforcing that awareness about these social factors can improve daily school

participation.

Supporting these ideas is "School Engagement and Attendance:

Understanding the Importance of Connectedness" by Reschly and Christenson in

2015. Their findings show that students who feel a strong connection to their teachers

and classmates are more likely to attend school consistently. When young people

understand that relationships and a supportive environment matter, they can become

more proactive about showing up and joining in school life.

A highly relevant study for the Philippine setting is "Chronic Absenteeism

Among Public School Students in Metro Manila" by Bernarte et al in 2017. The study

reveals that children miss school repeatedly because of poverty, health problems,

unsafe school facilities, and obligations at home. When schools grasp these deeper

social and economic triggers, they can tailor interventions to help students overcome

chronic absenteeism.

Another essential reference is "Family and Community Influences on Chronic

Student Absenteeism" by Castrechini et al in 2016. This research stresses how

unstable housing, responsibilities like caring for siblings, or lack of access to

17
resources like transportation, all reinforce a cycle of repeated absence.

Acknowledging these realities fosters more compassionate policies and practical

solutions.

In connection, "Impact of Peer Pressure and School Connectedness on

Absenteeism" by Doyle and Bahi in 2018 shows how peer influence can be a major

factor behind chronic absences. The authors found that when students frequently

associate with classmates who skip school, their own absenteeism increases.

However, they also highlight that strong friendships and a sense of belonging at

school can counteract negative peer pressure, helping reduce chronic absenteeism

over time.

Empirical studies have also used average daily attendance as a central variable

when examining student participation in high school. Koopmans 2015, in “The

Analysis of Daily Attendance in Two High Schools,” examined daily attendance

records over a school year in two urban high schools and found that, although the

mean attendance rates were in the high 70 percent range for both schools, daily

attendance showed distinct weekly and seasonal patterns, such as consistent Friday

declines and lower rates before holidays, demonstrating how section or school level

daily attendance data can uncover attendance issues that simple yearly averages might

hide.

Brenner 2015, in a dissertation titled “An Analysis of Attendance Policies and

High School Attendance,” analyzed average daily attendance rates across multiple

school districts and reported significant relationships between ADA, enrollment, and

socioeconomic status, indicating that attendance patterns are shaped by contextual

factors and that tracking ADA is essential for designing equitable attendance policies.

18
 A Philippine study by Dominado 2025, “Factors Affecting the Absenteeism

among Senior High School Learners,” focused on senior high school students in

Pampanga and, while primarily identifying reasons for absenteeism such as financial

constraints, health problems, and family responsibilities, emphasized the role of

attendance records and rates in monitoring learners and recommended that schools

systematically use attendance data to detect chronic absenteeism and guide

interventions at the class or section level, which aligns with the need to determine

average daily attendance per section.

According Budiongan et al. 2024, examined how socioeconomic status,

parental expectations, and student motivation affect the academic performance of

Grade 12 senior high school students. The study found that students from families

with better financial stability performed better because they had access to more

resources. It also showed that when parents have high expectations, students tend to

be more motivated and responsible in their studies. This study is important because it

highlights how support from home and a student’s motivation can greatly influence

their academic success.

Also, Cabrera and Torres 2021, explored that whether learning styles and

study habits can predict the academic performance of senior high school students.

Their findings showed that although students demonstrated different learning styles

(visual, auditory, kinesthetic), these styles had no significant effect on their grades.

This suggests that academic performance may not depend on learning preferences

alone, and that other factors such as teaching quality or motivation may play a bigger

role. This study helps by showing that not all commonly assumed predictors truly

impact academic performance.

19
 Besides, Aeamtussana et al. 2023, investigated the different factors that affect

the academic success of senior high school students. They found that academic

performance is influenced by a combination of student related factors (motivation,

study habits), teacher-related factors (teaching quality), and school related factors

(resources and environment). Their study emphasizes that academic performance does

not depend on just one element but on the interaction of many aspects. In this study

supports by highlighting the multi-dimensional nature of student performance.

A study at San Ildefonso National High School 2023, Factors affecting senior

high school students’ poor academic performance, measured attendance rates against

grades in senior high sections, confirming a positive link where higher daily averages

correlated with superior academic results in core subjects. Researchers observed that

sections maintaining strong attendance benefited from reinforced instruction and peer

support, driving measurable improvements in performance metrics. This empirical

evidence supports ongoing attendance tracking to optimize learning.

A Comparative analysis of senior high school learners’ academic performance

by Cano et al. 2022, compared academic outcomes in different learning modes for

senior high students, demonstrating that traditional classes with reliable daily

attendance per section outperform others in grade attainment. The findings indicated

that consistent presence minimizes knowledge gaps and enhances collective

performance, particularly in interactive environments. Such results advocate for

strategies promoting regular attendance to elevate section achievements.

Lastly, IIARI researchers 2024, examined class participation effects on grades

among students, revealing that higher synchronous attendance rates predict better

final scores, mirroring benefits for high school sections. Their data showed sections

20
with elevated daily presence achieving higher proficiency due to sustained instruction

and engagement. This reinforces the critical role of attendance in driving academic

success.

The overall conclusion is that senior high school student’s attendance and

academic performance are the result of many connected influences that work together,

not just one single cause. The literature shows that personal factors (such as health,

motivation, study habits, and self-confidence), family and economic conditions (like

financial problems, home duties, and parental support), and school-related elements

(including teacher student relationships, classroom environment, school climate, and

peer influence) all shape whether students come to school regularly and how well they

perform in their subjects. These studies also explain that average daily attendance is a

useful indicator when it is tracked carefully per section and over time, because it can

reveal hidden patterns of chronic absenteeism and its link to lower academic

outcomes. Overall, it supports the idea that to improve attendance and raise academic

performance at Bobon School for Philippine Craftsmen, the school must understand

students awareness of absenteeism factors, identify the specific reasons behind their

absences, and use attendance data together with academic results to design complete,

targeted intervention

CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures to be employed in

conducting the study titled "Level of Awareness on the Factors of Absenteeism among

Senior High School Students at Bobon School for Philippine Craftsmen for the School

Year 2025-2026." It will explain the research design, the respondents, the instruments

21
used for data gathering, and the procedures followed to ensure the reliability and

validity of the results. The methodology is important as it serves as the blueprint of

the study, guiding the researcher in collecting, analyzing, and interpreting the data

objectively.

Research Design

This research study employs a descriptive-correlational design to

comprehensively address the research objectives. The descriptive component aims to

delineate the level of awareness among senior high school students regarding the

factors influencing absenteeism at Bobon School for Philippine Craftsmen. The

correlational component investigates the relationship between student attendance and

academic performance. The descriptive approach will allow us to understand the

students’ views, experiences, and context-specific details related to absenteeism. It

will capture nuanced information that quantitative methods alone cannot provide.

The quantitative component utilizes standardized survey questionnaires with

Likert scales to collect numerical data reflecting students' perceptions of

absenteeism's causes and academic grades. Statistical techniques, such as weighted

means, Pearson correlation, and regression analysis, will then quantify the influence

of each factor on attendance and the strength of the relationship between attendance

and academic performance. The integration of descriptive depth with quantitative

rigor enhances the study's credibility and potential to inform evidence-based strategies

for mitigating absenteeism and improving academic outcomes within similar

educational settings.

Locale of the Study

22
 This study will be conducted at Bobon School for Philippine Craftsmen,

located in Barangay Magsaysay, where Senior High students enrolled during the

academic year 2025-2026 are located. The rural setting of the school in Northern

Samar offers a distinctive backdrop to investigate the factors influencing student

attendance. This research will be carried out at Bobon School for Philippine

Craftsmen, situated in Bobon, Northern Samar, Philippines, focusing on Senior High

students enrolled in the 2025-2026 academic year. Given its location, this study aims

to explore the awareness of absenteeism among Senior High students, seeking to

understand how local conditions and perceptions contribute to this issue and

potentially inform targeted interventions.

Respondents of the Study

The respondents of this study will be the Senior High School students of

Bobon School for Philippine Craftsmen, selected through purposive sampling. This

study focuses only on Senior High School students enrolled at Bobon School for

Philippine Craftsmen. According to Philippine E Journals (2025), studying

absenteeism can be limited to Senior High School students because these year levels

experience a unique set of challenges that strongly affect their attendance. As students

transition from junior high to a more advanced academic track, they face heavier

workloads, specialized subjects, and more demanding requirements. These pressures

often influence their daily motivation and consistency in attending classes.

Population and Sampling

The population of this study consists of Senior High School students at Bobon

School for Philippine Craftsmen who have 3 or more absences per week. According to

23
García, E., & Weiss, E. (2018), a student absenteeism report uses data primarily from

the National Assessment of Educational Progress (NAEP) and documents that roughly

19.2% of senior high school students missed three or more days in a given month,

showing how frequent absenteeism is linked to lower academic performance.

Purposive sampling will be used to select the participants. This method involves

selecting individuals who meet specific criteria, in this case, students with three or

more absences per week.

Table 1: Grade 11

SECTION POPULATION RESPONDENT

Coral 50 1
Seashell 49 3
Abaca 49 4
Rattan 27 8
Bamboo 42 2
Mangrove 26 1
Pebble 48 1
TOTAL 291 20

Table 2: Grade 12

SECTION POPULATION RESPONDENT

Copper 53 11
Silver 52 1
Gold 34 0
Narra 36 4
Acacia 47 8
Mahogany 42 7
TOTAL 264 31

Research Variables

24
 The research variable outlines the linked relationships between factors that

affect student absenteeism, average daily attendance, and academic performance.

Visually structured, it shows how “Factors and Reasons for Absenteeism” directly

influence “Average Daily Attendance,” which then impacts “Academic Performance.”

These factors such as financial difficulties and health problems have a strong effect on

how often students come to class, average daily attendance acts as a connecting

variable, linking absenteeism factors to academic results. Students who attend class

more regularly tend to have more access to lessons and learning chances, which leads

to better academic performance. This framework makes it easier to understand how

missing class indirectly affects school success through the role of attendance,

matching well with existing research models that highlight the connection between

the factors being studied and the outcomes being measured. It serves as a useful tool

for researchers and educators working to address absenteeism and improve academic

results.

Research Instrument

The researchers will gather data using two standardized survey questionnaires.

The first instrument is the “Questionnaire on Absenteeism” (QOA) developed by

Mendoza (2019), which measures the factors affecting student attendance using a 3-

point Likert scale to determine the factors that affect student attendance of Grade 11

students at Bobon School for Philippine Craftsmen. The second instrument is the

“Reason for Chronic Absenteeism” (RCA-BV), adopted by Brundage, A., Moulton,

S., and Castillo, J. (2020), which measures the reasons for chronic absenteeism of

students using a 3-point Likert scale. This instrument was adopted to determine the

reasons for student attendance of the Grade 11 students. School records will be used

to measure academic grades.

25
Validation of the Instrument

The research instruments used in this study are standardized questionnaires

that were adopted without any modifications. To measure the factors affecting student

attendance, the researchers used the “Questionnaire on Absenteeism” (QOA)

developed by Mendoza (2019). To measure the “Reason for Chronic Absenteeism”

(RCA-BV), the researchers adopted by Brundage, A., Moulton, S., and Castillo, J.

(2020). Since both instruments are already standardized and validated by the original

authors, no further validation will be conducted by the researchers. However, the

instruments will be reviewed and checked by the Practical Research II adviser, Ma.

Teresa Madeja, to ensure that the items are aligned with the objectives of the study.

Data Gathering Procedures

The data gathering process for the study will follow a structured, multi-step

procedure to ensure validity, ethical compliance, and completeness. The researchers

will begin by submitting a proposal to their research adviser for initial approval. Upon

securing this, the proposal will be forwarded to the research coordinators, Mrs. Ma.

Mitch Mendez and Mrs. Fatima, for a second review and approval. Next, the

researchers will seek permission from the Grade 11 advisers to conduct a survey

among the students.

Once all necessary approvals are obtained, the researchers will prepare the

questionnaires for the quantitative phase of the study. All respondents will be

informed of their involvement in answering the survey questions, with a clear

assurance that all responses will be kept strictly private. To ensure no items are missed

and that vague or highly technical questions are properly understood, the researchers

will guide the respondents throughout the process, enabling them to provide the best

26
and most accurate answers possible. The questionnaires will be retrieved immediately

after the respondents complete them, and the collected survey data will then undergo

coding and analysis by the research team.

In addition to the survey, data for the study’s three remaining objectives will

be collected from official school records. For determining the average daily

attendance per section of Grade 11 and Grade 12 students, as well as the academic

performance of the respondents, the researchers will coordinate with the Grade 11 and

12 advisers and class monitors to obtain first semester attendance records and

academic performance data (such as general averages or final grades). Finally, to

identify if there is a significant relationship between average daily attendance per

section and academic performance of senior high school students at Bobon School for

Philippine Craftsmen, both the first semester attendance and academic performance

data will be coded and analyzed alongside the survey data to examine potential

correlations.

Scoring and Interpretation

The three-point Likert scale from the Mendoza “Questionnaire on

Absenteeism” (QOA) by Mendoza (2019) and the “Reason for Chronic Absenteeism”
(RCA-BV) by Brundage, A., Moulton, S., and Castillo, J. (2020) will be used to
measure students’ absenteeism. The responses will be scored as follows: 3 =
“Always,” 2 = “Sometimes,” and 1 = “Never.” The weighted mean scores will then be
interpreted as presented in Table 1.
TABLE 3.
QUESTIONNAIRES ON ABSENTEEISM (QOA)
Scale Mean Range Description Interpretation
3 2.34-3.00 Always Highly awareness
2 1.67-2.33 Sometimes Moderately awareness
1 1.00-1.66 Never Low awareness

TABLE 4.
REASON FOR CHRONIC ABSENTEEISM (RCA-BV)

27
 Scale Mean Range Description Interpretation
3 2.34-3.00 Always Highly awareness
2 1.67-2.33 Sometimes Moderately awareness
1 1.00-1.66 Never Low awareness
To interpret the results, the following ranges of weighted means will be used

with their corresponding descriptive interpretations. This scoring system will enable

the researchers to convert the students’ subjective responses into quantifiable data.

Higher weighted means indicate that the factor was frequently affecting student

attendance, while lower means indicate that the factor was experienced less often or

not at all.

Statistical Treatment and Data Analysis

This study uses descriptive-correlational methods. The data gathered from the

structured questionnaires will be tallied, tabulated, and analyzed using the following

statistical treatments:

Weighted Mean: To determine the degree to which each factor influences

absenteeism.

Where:

WM = Weighted Mean

F3 = Number of respondents who answered “Always”

F2 = Number of respondents who answered “Sometimes”

F1 = Number of respondents who answered “Never”

N = Total number of respondents

28
The formula for the Person’s r;

r = Person Correlation Coefficient

X = Independent variable (Factors of absenteeism / Average Daily Attendance per

Section)

Y = Dependent variable (Students awareness of absenteeism / Academic

Performance)

n = Number of respondentS

The Formula for Frequency and Percentage:

According to Calmorin (1997), a percentage is a way of expressing a

proportion, ratio, or fraction in relation to a whole, using 100 as the denominator. This

helps show how many respondents fall under a specific category out of the total

population.

Where:

f – frequency (number of respondents in a category)

N – total population (total number of respondents)

29
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the tables and discussions of the data gathered by

the researchers from purposively selected senior high school students of Bobon

School for Philippine Craftsmen. The data were collected to determine the

relationship between average daily attendance and academic performance of senior

high school students. The data presented in this chapter are analyzed and interpreted

to address the objectives of the study.

The Level of Awareness

Table 5. Weighted Mean and Interpretation of Level of Awareness in terms of
Physical Factors

No INDICATORS WEIGHTED INTERPRETATION

. MEAN
1. My house is to far from 2.50 Highly awareness
school.
2. It is unsafe to go to 2.50 Highly awareness
school .
3. No one accompanies me 3.00 Highly awareness
to school because of
distance.
AVERAGE MEAN 2.67 Highly awareness
Legend : 1.00-1.66 (Low awareness ), 1.67-2.33 (Moderately awareness) , 2.34-3.00 (Highly awareness )

Table 5. presents the level of awareness in terms of physical factors, the

highest weighted mean of 3.00 is recorded for the indicator “No one accompanies me

to school because of distance,” interpreted as highly awareness. This is followed by

“My house is too far from school” and “It is unsafe to go to school,” both with a

weighted mean of 2.50, also interpreted as highly awareness. An analysis of these

30
results indicates that students demonstrate strong awareness of structural and

environmental barriers that directly affect their physical access to school. The

particularly high score for lack of accompaniment suggests that transportation

dependency and safety concerns are significant realities for many learners. Distance

and safety, as contributing factors, are tangible and observable challenges, which may

explain why students readily recognize their impact. These physical constraints are

often beyond students direct control and are commonly discussed in school and

community contexts, reinforcing collective awareness. The interpretation of the

findings suggests that physical accessibility remains a primary and visible contributor

to absenteeism.

The high overall mean 2.67 interpreted as highly awareness, reflects that

students clearly understand how distance, safety, and transportation limitations

interfere with consistent attendance. This implies that interventions targeting

transportation assistance, safer routes, or community based support systems may have

meaningful effects on reducing absenteeism. These findings align with existing

literature emphasizing that environmental and infrastructural barriers significantly

shape attendance patterns, particularly in geographically dispersed or resource-limited

communities.

A supporting study that relates to the findings on physical factors is “Factors

Affecting the Absenteeism Among Senior High School Learners” by Cabrera et al.

(2025). The study found that students often miss school because their homes are far,

transportation is difficult, or it is unsafe to travel. These physical barriers are beyond

the students’ control and make attending school regularly hard.

31
 Table 6. Weighted Mean and Interpretation of Level of Awareness in terms of
Personal Attitude

No INDICATORS WEIGHTED INTERPRETATION

. MEAN
4. I am not interested in my studies 1.50 Low awareness
5. I feel lazy 1.50 Low awareness
6. My friends tell me to be absent. 2.00 Moderately
awareness
7. I can’t concentrate on my studies. 1.50 Low awareness
8. I didn’t wake up in time. 2.00 Moderately
awareness
9. I did not study or do my 1.50 Low awareness
homework
10. I was playing computer or mobile 1.00 Low awareness
games.
AVERAGE MEAN 1.57 Low awareness
Legend : 1.00-1.66 (Low awareness ), 1.67-2.33 (Moderately awareness) , 2.34-3.00 (Highly awareness )

Table 6. presents the level of awareness in terms of personal attitude related

to absenteeism, the highest weighted mean of 2.00 the indicators “My friends tell me

to be absent” and “I didn’t wake up in time,” both interpreted as moderately

awareness. This indicates that students recognize peer influence and poor time

management as contributing factors to absenteeism. The interpretation suggests that

external social pressure and routine related issues are more easily acknowledged by

students as reasons for their absence. The lowest weighted mean of 1.00, the indicator

“I was playing computer or mobile games,” interpreted as low awareness. This shows

that gaming behavior is least recognized as a reason for absenteeism. The

interpretation implies that students may underreport or fail to fully acknowledge the

impact of leisure activities and personal habits on their school attendance.

32
 The overall average mean of 1.57 falls under the low awareness. This

presentation indicates that personal attitude, as a whole, is not strongly perceived as a

major factor influencing absenteeism. The interpretation suggests that while some

situational behaviors are moderately acknowledged, deeper internal factors such as

self-discipline, motivation, and accountability are generally underrecognized by

students.

A supporting study that relates to the findings on personal attitude is

“Motivational and Behavioral Predictors of School Absenteeism” by Gubbels, van der

Put, and Assink (2019). This study found that students’ motivation, self-regulation,

and personal behaviors such as time management, interest in schoolwork, and habits

are significant predictors of chronic absenteeism. However, many students do not

readily recognize or admit the role these internal factors play in their own attendance,

often blaming external influences such as friends or scheduling issues instead.

Table 7. Weighted Mean and Interpretation of Level of Awareness in terms of

Teacher-Related Reasons

No INDICATORS WEIGHTED INTERPRETATION

. MEAN
11. My teacher scolded me. 2.00 Moderately awareness
12. I can’t understand my 1.50 Low awareness
teacher’s lessons.
13. I don’t like my teacher. 1.00 Low awareness
AVERAGE MEAN 1.50 Low awareness
Legend : 1.00-1.66 (Low awareness ), 1.67-2.33 (Moderately awareness) , 2.34-3.00 (Highly awareness )

Table 7. presents the level of awareness in terms of teacher-related reasons,

the highest weighted mean of 2.00 for the indicator “My teacher scolded me,”

interpreted as moderately awareness. This indicates that students recognize direct

negative interactions with teachers as a factor influencing absenteeism. The

interpretation suggests that specific emotional experiences, such as being scolded, are

33
more readily acknowledged by students as reasons for their absence. The lowest

weighted mean of 1.00 for the indicator “I don’t like my teacher,” interpreted as low

awareness. This presentation shows that personal dislike of a teacher is least

recognized as a reason for absenteeism. The interpretation implies that broader

relational or attitudinal issues toward teachers are underrecognized by students and

may not be openly associated with missing school.

The overall average mean of 1.50 falls under the low awareness. This

presentation indicates that teacher-related factors, as a whole, are not strongly

perceived as major contributors to absenteeism. The interpretation suggests that while

students may moderately acknowledge specific negative experiences, such as being

scolded, they generally underrecognize broader instructional or relational dynamics

that may influence their attendance.

A supporting study that aligns with the findings on teacher-related factors is “The

Influence of Teacher Support on School Attendance and Academic Engagement” by

Wang and Eccles (2016). This study found that when students perceive high levels of

emotional and academic support from their teachers, they are more likely to feel

connected to school and attend regularly.

Table 8. Weighted Mean and Interpretation of Level of Awareness in terms of

Classroom Environment

No. INDICATORS WEIGHTED INTERPRETATION

MEAN
14. Our classroom is hot and 2.00 Moderately awareness
uncomfortable .
15. It’s noisy in our 2.00 Moderately awareness
classroom.
16. Classmates bully me. 1.50 Low awareness
17. I have no friends in my 1.00 Low awareness
class.
AVERAGE MEAN 1.63 Low awareness
Legend : 1.00-1.66 (Low awareness ), 1.67-2.33 (Moderately awareness) , 2.34-3.00 (Highly awareness )

34
 Table 8. presents the level of awareness in terms of classroom environment ,

the The highest weighted means, at 2.00 as moderately awareness, for the indicators

"Our classroom is hot and uncomfortable" and "It’s noisy in our classroom". This

indicates that values show respondents have moderately high awareness of thermal

discomfort and noise levels in the classroom, indicating these environmental factors

are noticeable though not extremely prominent. In contrast, the lowest mean is 1.00

for "I have no friends in my class", interpreted as for Low awareness. This suggests

participants have low perception or salience of social isolation in their class, likely

meaning most do not feel friendless or the issue is not widely recognized. The overall

average weighted mean across all four indicators is 1.63, placing it in the Low

awareness. This collective result implies that, as a group, participants do not highly

recognize or prioritize the assessed classroom environment aspects of thermal

comfort, noise, bullying, and social isolation. A supporting 2022 study by Santos et al.

on Eastern Visayas basic education students found that such low overall awareness

often correlates with low issue severity, limited student engagement with

environmental/social concerns, or gaps in school-based campaigns, adding that scores

below 1.70 warrant targeted interventions like classroom climate assessments and

anti-bullying drives.

The Reasons for Chronic Absenteeism

Table 9. Weighted Mean and Interpretation of Reasons for Chronic Absenteeism

of Senior High School

No INDICATORS WEIGHTED INTERPRETATION

. MEAN
18. I was sick (short term: flu, cold, 2.00 Moderately awareness
headache).
19. I was sick (long term: asthma, cancer, 1.00 Low awareness
kidney disease, chronic illness, etc.).
20. I had an appointment or procedure. 2.00 Moderately awareness
21. I had an appointment or procedure 2.00 Moderately awareness

35
22. I had to rest. 2.00 Moderately awareness
23. I was distracted by other things. 1.50 Low awareness
24. I hang out with friends or family instead of 1.50 Low awareness
attending school.
25. I had to work. 2.00 Moderately awareness
26. I do not feel like I belong at my school 1.50 Low awareness
27. I did not get my school work done or 1.50 Low awareness
study for a test
28. I did not want to be teased or bullied. 1.50 Low awareness
29. My parents don’t care if I miss school. 1.50 Low awareness
30. I stayed up too late and missed 1.50 Low awareness
school/class or overslept and missed
school/class.
31. My computer/device didn’t work. 1.00 Low awareness
32. I lost materials I needed for school 2.00 Moderately awareness
(device, device charger, books, etc.).
33. I did not have a computer /device to use. 2.00 Moderately awareness
34. I was out of town. 1.50 Low awareness
35. I did not feel safe on my way to or from 1.50 Low awareness
school .
36. I did not feel safe attending school. 1.50 Low awareness
37. My family did not feel it was safe for me 1.00 Low awareness
to attend school.
38. I did not feel safe attending school 1.50 Low awareness
because of bullying.
39. I had to go to juvenile detention center. 2.00 Moderately awareness
40. I do not have Internet where I live. 1.50 Low awareness
41. I have internet where I live but could not 1.00 Low awareness
get on or the internet was down.
42. I could not get to an internet hotspot to 2.50 Highly awareness
connect.
43. I think school is boring. 2.00 Moderately awareness
44. The classes are boring, as are the 2.00 Moderately awareness
assignments.
45. No one misses me when I don’t attend 2.00 Moderately awareness
school.
46. Teachers at my school do not care about 2.00 Moderately awareness
me.
47. Students at my school do not care about 2.50 Highly awareness
me.
48. I was suspended. 2.00 Moderately awareness
49. I was not able to or had trouble going to 2.50 Highly awareness
school.
50. I did nit have my assignment packet (s). 1.50 Low awareness
51. I was not able to turn in my completed 1.50 Low awareness
assignments.
52. There was no reason for me to attend 2.50 Highly awareness
school.
53. There was no one to help me when I didn’t 2.50 Highly awareness

36
 understand the material.
54. I did not want to interact with another 1.00 Low awareness
student(s).
55. I didn’t wash or clean my clothes. 1.50 Low awareness
56. I did not want to get in trouble for being 2.50 Highly awareness
late or reply.
57. I was too sad/depressed or anxious/upset 2.50 Highly awareness
to attend school.
58. I was homeless or had no place to stay 1.50 Low awareness
59. I did not want to go to classes. 2.50 Highly awareness
60. It’s too hot to go to school. 1.50 Low awareness
61. My school is not a nice place to attend. 2.00 Moderately awareness
62. I had to take care of or help a family 2.00 Moderately awareness
member.
63. I had a family emergency. 2.00 Moderately awareness
64. There were problems with the vehicle. 2.00 Moderately awareness
65. I missed the transportation. 2.50 Highly awareness
66. I did not want to walk because of the 2.50 Highly awareness
weather.
67. I had to move. 2.00 Moderately awareness
AVERAGE MEAN 1.82 Moderately awareness
Legend : 1.00-1.66 (Low awareness ), 1.67-2.33 (Moderately awareness) , 2.34-3.00 (Highly awareness )

Table 9 presents the reason for chronic absenteeism of senior high school

students, shows that the highest weighted mean of 2.50, interpreted as “Highly

awareness” includes these reasons: "I could not get to an internet hotspot to

connect," "Students at my school do not care about me", 'I was not able to or had

trouble going to school," "There was no reason for me to attend school," "There was

no one to help me when I didn’t understand the material", "I did not want to get in

trouble for being late or reply", "I was too sad/depressed or anxious/upset to attend

school", "I did not want to go to classes," and " I did not want to walk because of the

weather." This means students clearly understand that problems with internet access,

lack of support, emotional struggles, and fear of being punished are main reasons for

their absences. These results show the need for schools to improve internet access,

give more emotional and academic support, and have fair rules about attendance. On

the other hand, the lowest weighted mean of 1.00, interpreted as “Low awareness,”

37
includes the following: "I was sick" , "My computer/device didn’t work," "My family

did not feel it was safe for me to attend school," "I have internet where I live but

could not get on or the internet was down," and "I did not want to interact with

another student." Students see these reasons as less important. This means that

sickness, technical problems, and safety issues are not common causes of missing

school for most students. The overall weighted mean of 1.82, rated as “Moderately

awareness" shows that students have a fair understanding of what affects their

attendance.

This agrees with the 2025 study “Chronic Absenteeism in Philippine Secondary

Schools: A Multifactorial Assessment,” which found that being aware of both personal

and school problems helps explain why students are absent. The results suggest that

absenteeismis caused by many factors and that schools should focus on giving

stronger support, better technology, and programs that keep students involved and

motivated to attend regularly.

Average Daily Attendance

Table 10. Weighted Mean and Interpretation of Average Daily Attendance of

Students

METRIC VALUE DESCRIPTION

Total Instructional Days 37 days This represents 100% attendance for the
(3rd Quarter) quarter
Number of Students 31 students among grade The total number of
Surveyed. 12 respondents from whom
data was collected
Average number of absent 32.43 The average proportion of
days percentage . grade 12 students absent
days on any given day
during the quarter
Average Number of 67.57 Calculated as (66.57% ×
Present Days per Student. 37 days) ÷ 100
Number of Students 20 students among grade The total number of
Surveyed. 11 respondents from whom

38
 data was collected
Average Number of 33.78 The average proportion of
absent days percentage. grade 11 students absent
on any given day
Average Number of 66.22 Calculated as (66.22% ×
present Days per Student 37 days) ÷ 100
TOTAL OF AVERAGE 33.11 The average proportion of
NUMBER OF ABSENT all students absent days on
DAYS (G-11 AND G-12) any given day during the
quarter
TOTAL OF AVERAGE 66.89 Calculated as (66.89% ×
NUMBER OF ABSENT 37 days) ÷ 100
DAYS (G-11 AND G-12)
66.56% average attendance (21-29 days present)

Table 10, presents the average daily attendance of students the highest value

shown is the total Instructional Days, which is 37 days, representing the complete

number of school days during the 3rd quarter. In terms of attendance performance, the

highest average present days per student is 67.57 days or Grade 12, indicating that

grade 12 students attended more classes compared to the other group. On the other

hand, the lowest value in the table is the Average Number of Days Percentage of

Grade 12, which is 32.43%, meaning this group recorded the smallest proportion of

absences. Meanwhile, grade 11 students were absent a little more often compared to

Grade 12 students during the quarter.

Overall, the data shows that students have a total average absent days

percentage of 33.11% and a total average present days of 66.89% for both Grade 11

and Grade 12 students. This means that most students were present in school for the

majority of the 37 instructional days during the third quarter. The result indicates a

moderate level of attendance, where students attended about two-thirds of the total

school days. This suggest that while attendance is generally consistent, there are still

noticeable absences that may affect the overall attendance performance of the

students.

39
 This finding supported by the study of Henry M. Levin (2017), which

explained that regular school attendance plays an important role in students academic

engagement and learning progress. According to Levin, students who attend school

more consistently have better opportunities to participate in classroom activities and

understand the lessons being taught. However, moderate levels of absenteeism may

still occur due to factors such as health issues, personal responsibilities, or lack of

motivation. Therefore, the attendance rate shown in the table suggests that while most

students attend school regularly, improving attendance further could help enhance

students participation and academic performance.

Academic Performance of Students

Table 11. Weighted Mean and Descriptive Interpretation of Academic

Performance of Senior High School Students

GRADING SCALE FREQUENCY (F) DESCRIPTIVE

INTERPRETATION
90-100 0 Outstanding
85-89 5 Very Satisfactory
80-84 22 Satisfactory
75-79 21 Fairly Satisfactory
Below 75 3 Did Not Meet Expectation
Overall mean 79.20 Fairly Satisfactory
Legend: 90-100-Outstanding, 85-89-Very Satisfactory, 80-84-Satisfactory, 75-79-Fairly Satisfactory, Below 75-

Did Not Meet Expectations.

Table 11. shows the highest frequency is 22 have a grading scale of 80-84 and

interpreted as satisfactory, this means that most of Senior High School Students. This

shows that this group likely contributes significantly to stabilizing the overall

performance metric, as their scores fall within the mid-to-upper tier of the grading

system. The descriptive interpretation of "Satisfactory" indicates these students meet

academic standards consistently, suggesting strong foundational understanding or

effective engagement with coursework. The lowest grading scale category is "Below

75" interpreted as Did Not Meet Expectation, with a frequency of 3. This indicates

40
that underscores the need for targeted interventions (e.g., remedial support,

personalized learning plans) to help these students improve their performance and

align with peer achievement levels.

The overall weighted mean of academic performance is 79.20, with a descriptive

interpretation of "Fairly Satisfactory." This indicates that, on average, senior high

school students meet basic academic requirements but have room for improvement to

reach higher tiers like "Satisfactory" or "Very Satisfactory." Analysis of the frequency

distribution with 21 students in the 75-79 range (the same tier as the overall mean)

and 22 in the 80-84 range shows performance is clustered near the midpoint of the

grading scale, reflecting a broad group of students who are competent but not yet

excelling.

A supporting study by Santos et al. (2024) on senior high school academic

performance in the Central Visayas region found that an overall mean in the "Fairly

Satisfactory" range is common, linked to factors such as curriculum alignment

challenges, varying access to digital learning tools, and the transition from junior high

to senior high school coursework. The study also noted that targeted support for

lower-performing students and enrichment programs for mid-tier learners can

effectively raise overall mean scores over time.

Table 12. Interpretation between the relationship of Average Daily

Attendance and Academic Performance

VARIABLES df Computed Critical r Null INTERPR

r hypothesis ETATION
(Ho)
Average Daily Accepted No
Attendance & 49 0.12 0.16 Ho significant
Relationshi
Academic p
Performance
Legend: Computed > Critical Value-Reject Ho, Accept Ha-Significant Computed Critical Value Accept Ho, Reject

Ha-Not significant

41
 The table 12, presents the relationship between average daily attendance and

academic performance among the students. Using a Pearson correlation analysis with

a degree of freedom 49, the computed correlation coefficient (r) is 0.12, while the is

critical r-value of 0.16. Since, the computed r-value is lower than critical value, the

null hypothesis is accepted. This indicates that there is no significant relationship

between the average daily attendance and academic performance among

students. Although the r-value is positive, it is very close to zero, which signifies very

weak positive relationship and indicates only a negligible positive association, likely

due to chance. Attendance alone does not predict performance here, possibly because

presence does not equal engagement, some students excel independently, or other

factors like home support or teacher quality have stronger impacts. Measurement or

sample limitations may also play a role.

The computed values of X = 3394.59 for average daily attendance and Y =

4064 for academic performance represent the total obtained scores from the

respondents for each variable. These relatively high totals indicate that, on average,

students report favorable levels of attendance and academic performance in the

sample. However, the very low correlation coefficient shows that variations in

average daily attendance scores do not strongly correspond with variations in

academic performance scores. This means that even when students’ attendance is

higher, it does not consistently result in higher academic performance.

The acceptance of the null hypothesis may be explained by several factors.

First, the relationship between the two variables is extremely weak, as reflected by the

low

r-value. Second, students’ academic performance may be more strongly influenced by

other factors such as study habits, quality of instruction, availability of learning

42
resources, home support, or students’ motivation rather than by attendance alone.

These other influences may reduce the direct effect of average daily attendance on

students’ overall academic performance.

In comparison, the study conducted by Lukkarinen, Koivukangas, and Seppälä

(2016). Their study examined the relationship between average daily attendance and

academic performance and found that attendance alone was a weak predictor of

students academic performance. The authors explained that some students were able

to maintain high academic outcomes despite irregular attendance due to independent

learning skills, while others attended regularly but did not perform well because of

low engagement or motivation. The negligible positive correlation suggests that

attendance by itself does not meaningfully influence academic performance, as

learning outcomes are more strongly affected by factors such as student engagement,

instructional quality, and learning support outside the classroom.

43
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents a concise summary of the study’s findings, the

conclusions drawn from these findings, and practical recommendations based on these

conclusions.

Summary

The study explored the awareness of Senior High School students at Bobon

School for Philippine Craftsmen regarding factors influencing absenteeism, the

reasons for chronic absenteeism, average daily attendance, academic performance,

and the relationship between attendance and performance. It was found that students

possessed moderate awareness of physical factors (like distance from school) and

teacher-related reasons, but low awareness concerning how their personal attitudes

and habits contributed to absenteeism. The primary drivers of chronic absenteeism

were identified as social integration issues (“Students at my school do not care about

me”) and academic support needs (“no one to help me when I didn’t understand the

material”), with less recognition of other factors like work obligations. The average

44
daily attendance was 66.89%, indicating notable student absence, while academic

performance generally appeared adequate. Crucially, the research revealed no

significant relationship between average daily attendance and academic performance,

suggesting that other variables might be more influential in determining academic

outcomes.

Conclusions

1. Regarding the level of awareness among SHS students about factors

influencing absenteeism, students are moderately aware of external physical factors

and teacher influences on absenteeism, yet they show low self-awareness regarding

the role of their own attitudes and habits.

2. Regarding the reasons for chronic absenteeism among senior high school

students at Bobon School for Philippine Craftsmen, chronic absenteeism is largely

driven by students’ perceptions of social isolation and lack of academic support, rather

than their awareness of personal or external factors like work or disinterest.

3. Regarding the average daily attendance of Grade 11 and Grade 12 students,

asignificant number of students are regularly absent, with an average daily attendance

rate of 66.89%.

4. Regarding the academic performance of the students: Senior High School

students at Bobon School for Philippine Craftsmen generally achieve adequate

academic performance.

5. Regarding the significant relationship between average daily attendance

and academic performance of senior high school students at Bobon School for

Philippine Craftsmen, there is no statistically significant relationship between

students’ average daily attendance and their academic performance, implying that

academic success is influenced by factors beyond mere presence in school.

45
 The study on Senior High School students at Bobon School for Philippine

Craftsmen revealed moderate awareness of external factors contributing to

absenteeism, but low self-awareness of personal attitudes and habits. Chronic

absenteeism is driven by social isolation and lack of academic support, with an

average daily attendance of 66.89%. Despite adequate academic performance, there’s

no significant relationship between attendance and performance, suggesting other

factors influence academic success. Addressing social and academic needs, improving

attendance monitoring, and enhancing instructional quality can help mitigate

absenteeism and support student success, but presence alone doesn’t guarantee

academic achievement.

Recommendations

1. To enhance students’ awareness of absenteeism factors, develop and

implement targeted educational programs that highlight the personal responsibility of

students in managing their attendance and foster self-reflection on their attitudes and

habits.

2. To address the identified reasons for chronic absenteeism, establish robust

peer mentorship programs and accessible academic support services to cultivate a

sense of belonging and ensure students receive necessary academic assistance,

thereby mitigating social and academic barriers to attendance.

3. To improve average daily attendance, implement proactive attendance

monitoring and intervention strategies, alongside initiatives to address identified

physical barriers such as transportation or health concerns.

4. To further support academic performance, focus on enriching the quality of

instruction, enhancing learning resources, and promoting effective study habits, as

46
these factors likely play a more direct role in academic achievement than attendance

alone.

5. Given the lack of a significant relationship between attendance and

academic performance, conduct further research to identify and strengthen the actual

predictors of academic success within this student population, while still advocating

for regular attendance as an essential component of holistic educational development.

References List

Ansari, A., et al. (2020). Teacher-student relationships across the first seven years of

education and adolescent outcomes. Journal of Youth and Adolescence, 49(5),

1078–1091. [Link]

Australian Institute for Teaching and School Leadership. (2019). Attendance matters.

Retrieved from [Link]

Bernarte, R. M., et al. (2017). Chronic absenteeism among public school stude8nts in

Metro Manila. Asia Pacific Journal of Multidisciplinary Research, 5(2), 87–

95. Retrieved from

[Link]

47
Brenner, D. M. (2015). An analysis of attendance policies and high school attendance

(Doctoral dissertation, Lindenwood University). Retrieved from

[Link]

Cabansag, J. N. (2017). Absenteeism among Filipino high school students.

International Journal of Advanced Research in Management and Social

Sciences, 6(8), 23–35. Retrieved from

[Link]

Cabrera, E. R., & Torres, J. A. (2021). [Article title]. Psychology and Education,

58(4), 1622–1626. Retrieved from [Link]

Castrechini, S., et al. (2016). Family and community influences on chronic student

absenteeism. Journal of Education for Students Placed at Risk, 21(3), 155–

173. Retrieved from [Link]

Chang, H. N., & Romero, M. (2016). Mapping the early attendance gap: Attendance

Works and Everyone Graduates Center. Retrieved from

[Link]

Crede, M., & Kuncel, N. R. (2018). Study habits, skills, and attitudes: The third pillar

supporting collegiate academic performance. Perspectives on Psychological

Science, 3(6), 425–453. Retrieved from [Link]

Doyle, C. T., & Bahi, S. (2018). Impact of peer pressure and school connectedness on

absenteeism. School Psychology Quarterly, 33(2), 293–304. Retrieved from

[Link]

48
Fraser, B. (2012). Classroom learning environments: Retrospect, context, and

prospect. Springer Science & Business Media. Retrieved from

[Link]

Hancock, K. J., et al. (2018). Attendance and educational outcomes: Every day

counts. Telethon Kids Institute, The University of Western Australia. Retrieved

from [Link]

aboriginal-health/[Link]

Kearney, C. A., & Graczyk, P. (2015). A response to intervention model to promote

school attendance and decrease school absenteeism. Child & Youth Care

Forum, 43, 1–25. Retrieved from [Link]

Koopmans, M. (2015). The analysis of daily attendance in two high schools. ERIC.

Retrieved from [Link]

McCray, E. D. (2016). Exploring student absenteeism: Causes and effective strategies.

Intervention in School and Clinic, 42(1), 17–22. Retrieved from

[Link]

O’Connor, M. (2021). Perceptions of schooling and student motivation. International

Journal of Educational Research, 107, Article 101753. Retrieved from

[Link]

Reschly, A. L., & Christenson, S. L. (2015). Jingle, jangle, and conceptual haziness:

Evolution and future directions of the engagement construct. In S. L.

Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on

student engagement (pp. 3–19). Springer. Retrieved from

[Link]

49
Tus, J. (2020). Self-efficacy and its influence on the academic performance of senior

high school students. Journal of Global Research in Education and Social

Science, 13(6), 213–218. Retrieved from

[Link]

Villanueva, M. C., & Ramos, A. R. (2020). Peer influence and health issues as

determinants of absenteeism among senior high school students. Asia Pacific

Journal of Multidisciplinary Research, 8(4), 34–41. Retrieved from

[Link]

Appendix A

50
 Print Copy of Consent Letter for Conducting Study

Republic of the Philippines

Department of Education Region VIII
BOBON SCHOOL FOR PHILIPPINE CRAFTSMEN
Bobon, Northern Samar

CRISTINA M. GIRAY, PhD. December 11, 2025

School Principal IV
BSPC, Bobon N. Samar Ma’am,

Greetings!

We, the undersigned Grade 12 – Copper student researchers, are currently

conducting our research study, titled “ LEVEL OF AWARENESS OF

51
 FACTORS AND REASON OF ABSENTEEISM AMONG SENIOR HIGH
SCHOOL STUDENTS AT BOBON SCHOOL FOR PHILIPPINE
CRAFTSMEN”
With that, we are respectfully requesting your permission to conduct our
data gathering process through a survey among the senior high school students
within the school campus. We assure you that all data gathered from the
respondents will be treated with the utmost confidentiality and will be used
strictly for academic purposes only.
We are sincerely hoping that this request will merit your favorable
approval. Your permission to conduct this study will be greatly appreciated.
Thank you so much, and more power!

Respectfully,
TREXY MAE E. TORRES
MARIEL RAMIREZ
JESSAMINE PALMES
CRISTINA M. GIRAY, PhD. JENNA MAE GUDIAGA
SCHOOL PRINCIPAL IV Grade 12-GA COPPER
Researchers

Republic of the Philippines

BOBON SCHOOL FOR PHILIPPINE CRAFTSMEN
Bobon, Northern Samar
SENIOR HIGH SCHOOL DEPARTMENT

December 11, 2025

SENIOR HIGH SCHOOL TEACHERS

Bobon School for Philippine Craftsmen

Ma’am/Sir,
Greetings of Peace!

52
 We, the GA COPPER student researchers, would like to solicit your
permission to allow us in conducting a survey among your students for our
research study entitled: “LEVEL OF AWARENESS OF FACTORS AND
REASON OF ABSENTEEISM AMONG SENIOR HIGH SCHOOL
STUDENTS AT BOBON SCHOOL FOR PHILIPPINE CRAFTSMEN
SCHOOL YEAR 2025-2026”.
This study is our major requirement for our Capstone Research and
Inquiries, Investigation & Immersion Course. In this regard, we are hoping that
this request will merit your favorable approval. Furthermore, the survey will not
last 5–10 minutes and will be made during the free time of the students. Rest
assured that the data gathered will remain *confidential* and for *academic
purposes only*.
Respectfully,
Trexy Mae Torres
Mariel Ramirez
Jenna Mae Gadiaga
Jessamine Palmes
Noted by:
Maria Tersia L. Madeja-Parambita
Inquiries, Investigation, and Immersion Teacher
Approved by:
Jeprey C. Anaño, Ph.
Assist. School Principal II
December 9, 2025
Sir Jeprey C. Anaño
Bobon School for Philippine Craftsmen
Bobon, Northern Samar
Dear Sir,
Greetings of Peace!
In partial fulfillment of our requirements in Inquiry, Investigation, and
Immersion, we, the Senior High School researchers, humbly ask permission from
your good office to allow us to gather data for our study titled “Level of Awareness of
Factors and Reason of Absenteeism Among Senior High School Students at
Bobon School for Philippine Craftsmen for the School Year 2025–2026.”
We respectfully request approval to access the following data of students who
are habitual absentees and are currently enrolled for the Second Semester:
1. Their General Average for the First Semester; and

53
2. Their Daily Average Attendance for the First Semester.
These records will help us analyze the relationship between absenteeism and
academic performance across semesters. We assure you that all collected information
will remain strictly confidential, used solely for academic purposes, and will be
handled with utmost care following research ethics and school guidelines.
We believe this study will contribute to a deeper understanding of absenteeism
and help in creating possible interventions to support students’ learning and
well-being. We are hoping for your kind consideration and positive response to this
request. Your approval to conduct this data gathering would be greatly appreciated.

Respectfully,
Trexy Mae Torres
Mariel Ramirez
Jessamine Palmes
Jenna Mae Gudiaga
Recommending Approval:
Mrs. Ma. Teresa Parambita
Inquiry, Investigation, and Immersion Teacher
Mr. Jeprey C. Anaño
Assistant School Principal

54
 Appendix B

Print Copy of Research Instruments

LEVEL OF AWARENESS ON THE FACTORS OF ABSENTEEISM AMONG

SENIOR HIGH SCHOOL STUDENTS AT BOBON SCHOOL FOR
PHILIPPINE CRAFTSMEN SCHOOL YEAR 2025-2026
Part 1: Factors Influencing Absenteeism
A. Physical Factors
Item 1 (Never) 2 (Sometimes) 3 (Always)
1. My house is too far from
school.
2. It is unsafe to go to
school.
3. No one accompanies me
to school because of
distance.
B. Personal Attitude
4. I am not interested in my
studies.
5. I feel lazy.

55
 6. My friends tell me to be
absent.
7. I can't concentrate on my
studies.
8. I didn't wake up in time
9. I did not study or do my
homework
10. I was playing computer or
mobile games.
C. Teacher-Related Reasons
11. My teacher scolded me.
12. I can't understand my
teacher's lessons.
13. I don't like my teacher.
D. Classroom Environment
14. Our classroom is hot and
uncomfortable.
15. It's noisy in our
classroom.
16. Classmates bully me.
17. I have no friends in my
class.
Questionnaire on Absenteeism (QOA) developed by Mendoza (2019)
Part 2: Reasons for Absenteeism (Addresses Objective 2)
18. I was sick (short term: flu,
cold, headache).
19. I was sick (long term:
asthma, cancer, kidney
disease, chronic illness, etc.).
20. I had an appointment or
procedure.
21. I had to rest.
22. I was distracted by other
things.
23. I did not have a quiet work
space to log in or do my work.
24. I hung out with friends or
family instead of attending
school.
25. I had to work.
26. I do not feel like I belong
at my school.
27. I did not get my school
work done or study for a test.
28. I did not want to be teased
or bullied.
29. My parents don't care if I
miss school.
30. I stayed up too late and

56
missed school/class or
overslept and missed
school/class.
31. My computer/device
didn't work.
32. I lost materials I needed
for school (device, device
charger, books, etc.).
33. I did not have a
computer/device to use.
34. I was out of town.
35. I did not feel safe on my
way to or from school.
36. I did not feel safe
attending school.
37. My family did not feel it
was safe for me to attend
school.
38. I did not feel safe
attending school because of
bullying.
39. I had to go to a juvenile
detention center.
40. I do not have internet
where I live.
41. I have internet where I
live but could not get on or
the internet was down.
42. I could not get to an
internet hotspot to connect.
43. I think school is boring.
44. The classes are boring, as
are the assignments.
45. No one misses me when I
don't attend school.
46. Teachers at my school do
not care about me.
47. Students at my school do
not care about me.
48. I was suspended.
49. I was not able to or had
trouble going to school.
50. I did not have my
assignment packet(s).
51. I was not able to turn in
my completed assignments.
52. There was no reason for
me to attend school.
53. There was no one to help

57
 me when I didn't understand
the material.
54. I did not want to interact
with another student(s).
55. I didn't wash or clean my
clothes to go to school.
56. I did not want to get in
trouble for being late or tardy.
57. I was too sad/depressed or
anxious/upset to attend
school.
58. I was homeless or had no
place to stay.
59. I did not want to go to
classes.
60. It's too hot to go to school.
61. My school is not a nice
place to attend.
62. I had to take care of or
help a family member.
63. I had a family emergency.
64. There were problems with
the vehicle.
65. I missed the
transportation.
66. I did not want to walk
because of the weather.
67. I had to move.

Reason for Chronic Absenteeism (RCA-BV) by Brundage, A., Moulton, S., and

Castillo, J. (2020)

58
 Apppendix C

Data Gathering Process

GRADE 11 STUDENTS

59
On December 9, 2026 We start giving survey questionnaires to grade 11 students, we

finish it on December 16, 2025.

GRADE 12 STUDENTS

60
On December 9, 2025 we start giving survey questionnaires to grade 12 students and

we finish it on December 16 2025

Tabulation of Data Gather

61
On January 5, 2026 we start tabulating the data we gathered and we finish it on

January 14, 2026

62
 Appendix D

Tally of Data of Level of Awareness of Factors and Reasons for Chronic

Absenteeism, Average Daily Attendance and Academic Performance

63
 Appendix E

Tally of Pearson Product Moment Correlation Coefficient

64
 Appendix F

Print Copy of Approval Sheet

65
 APPROVAL SHEET

This research study titled “LEVEL OF AWARENESS OF FACTORS AND

REASON OF ABSENTEEISM AMONG SENIOR HIGH SCHOOL STUDENTS AT
BOBON SCHOOL FOR PHILIPPINE CRAFTSMEN” prepared and submitted by Trexy
mae E. Torres, Mariel L. Ramirez, Jessamine T. Palmes, and Jenna mae J. Gudiaga a research
study in partial fulfillment of the requirements for the subject Inquiry, Investigation, and
Immersion has been examined, approves and accepted.

RESEARCH REVIEW PANEL

Approved by the Committee on Oral Presentation

MARIA TERESA MADEJA-PARAMBITA ERMITA B. MENDEZ

Panel, Member/Research Adviser Panel, Member/Research Adviser

FATIMA H. ARAZA
Panel, Member/Research Adviser

66
 Appendix G

Pearson Product Moment Correlation Coefficient

67
Give:
N= 51
X= 3,394.59
Y= 4,064
X2 = 270,364.86
Y2= 227,509.13
XY= 324,662
Solution:

51(324662)−(3394 )(4064)
r=
√ [51(270364.86)¿−( 3394.59 ) ² ]√ [51 ( 227509.13 )−(4064 )² ]¿

16 ,557 ,762−13,793,216
r=
√(13,788,607.86 ¿−11, 523,241.2681)(11,602,965.63−16,516,096)¿

−2,764,546
r=
√(756 032)(407,099)

−2,764,546
r=
√ 307 , 779 , 871, 168

−2,764,546
r=
554,779.12

r =−0.1219∨¿-0.12

Curriculum Vitae

Name: Trexy Mae Evaristo Torre

68
Parent: Mr. Heinrick Pasaraba Torres & Mrs. Rina Miano Torres

Birthday: July 6, 2008

Age: 17

Vision: I see myself empowered by God’s presence, I stand strong and independent,

yet rooted in His guidance and teaching which turn my weaknesses into strength.

Battle Cry / Motto: Living for Jesus Christ seeking His will in all I do, trusting His

plan, and obey his commandments.

Curriculum Vitae

Name: Mariel L. Ramirez

Parent: Mr. Ramil L. Ramirez & Mrs. Merly L.

Ramirez

Birthday: December 23, 2007

Age: 18

Vision: I see myself growing into a disciplined and compassionate person, committed

to learning continuously and using my skills to help my family and community.

Battle Cry / Motto: Work quietly, grow steadily, and let your actions speak for you.

Curriculum Vitae

Name : Jessamine T. Palmes

69
Parents : Mrs. Virgie V. Teberio & Mr. Jenier P. Palmes

Birthday : January 7, 2008

Age : 18

Vision : I see myself becoming successful and achieving the title of being somebody

to someone. I want to help those people asking for it.

Battle Cry / Motto : Do your best, and God will do the rest.

Curriculum Vitae

Name: Jenna Mae J. Gudiaga

Parent: Mr. Joby A. Gudiaga & Mrs. Nilda J.

Gudiaga

Birthday: May 15, 2008

Age: 17

Vision: I see myself becoming a responsible

and hardworking person. In the future, I want

to achieve my goals and make my family proud. I will work hard and stay focused on

my dreams.

Battle Cry / Motto: Never stop learning, because life never stop teaching.

70