chopEt lt 19

Format 15: Revlew of Related Literaturc and Sfudleo Sample:

CHAPTER II Bold, all

REVIEW OF RELATED LITERATURE AND STUEES

This chapter povides a revievv of related literature

and studies from both local and fureign that havo served as lntroductory
sentence
the primary souroes of information of the researcher in the

crafling of this study on

Related Librafute
i 2 spaces

Solt;qrs bcr
onhtn**ile'l
book,newspaper, articles, encyclopedias,

journa ls, reports)---- ,.':t:

Related Studies

(theset dissertations, researches)---

---------(result focused)-------

.:l::.., iI
 Choptet lll 20

CHAPTER III Ir
RESEARCH I'ETHODOLOGY bold, single space
l
RESE/IRCHDES'GIV

Researcl, desun provkles the type of researelt that will b conducted. lt rcfe'r to the oveall
strategy flrat wes dto6€n to integnte the diflercnt com,[Link] ot the study in a caherent and logial
way, theteby, en i,tg this wi efrediwly addl,P-ss lr,e ,esearcl, ptobbm; il @ngitu/F-s the ueqint
for the colledion, nEasJ'"-[Link], aN analysis of dete. Note that tl1c B*arch problem determircs the

W of design that sr,oud De use4 not the other way arcund.

Erample:

The researchers used descriptive qualitative reeearch design to gather data

and information. The research study is a phenomenological sfudy which deals with

the real-lih experience of the General Academic Strand (GAS) studenb by the used

of their leaming techniques and to know hovv students utilize and manage it with the

influence of their leaming environment.

,. QUAN|TATNE RESEARCI' DES'G'V

Quarflea'}c Research E u*d to quanfrty the p@bts,, by wey ot Wnenting nufiErial data or
ctate that an b t,",nsfomEd irrlo usable statr$bs. lt is used to quantw attitudes, opinions, behewo's.,
aN other define<t yalEDres
and gene,alize rcsults fiom a i€,0er s€mpE populatbn. Quantitative
-
Re&arch uses moasuraDre data to formulete tecls and un@ver pellems in reseatdt. Quanfitative
dab colledion nEthods include vatbus torms ot su,.W - online sutueys, paryr surveys, mobile
surveys a/rd ,oosr( sunreys, fae-to-fae interuiews, ff,lephorl€ intanr'bws, lo@itudinal ducties, websile
inter@flors, onl b po s, aN V*ma{rc ob$tw{pns.

QuentitetiveE$arch aims to determine the ,elationship between one thing (an inderyNent
vadable) aN anofltet (a deQdent u outcoop veiable) in a ppulation- Thee arc tour main ty'E.s of
quantilathe ,€sea/rr, desbDs: cre$iptite, @neletional, [Link] and exp€]tin?€nf€l. The
cllffo|",6Es between the lour types gimaily rebtes to the degra ,rre /esea/clEr desdlrrs for conttul of
the vatebles in the expiment. Following is a bief desdptbn of each typ of quantltative rcs€arch
dosE4 as r4,€r, as dratt comryiw ancl c?,nt.a,sting the amrcac,es.
 Chapter lll 2L

A, I)gscnpfive lresua

It seeks to desc?iDe the cunent slatus of a vaiable or phenofiEnon. The rcseardter does not
begin with a hypotheds, but Wi@ y develops one afret the data is col6ded. Data colleclion is mosfly
ob*National in natue.

Example:

ln order to see the general picture of the impact of social networking sites as

information di$emination tool of government agencies as perceived by the Grade 12

HUMSS students of LCNHS, the descriptive conelational survey method was used.

As a descriptive study, it collected detailed and factual infonnation to describe

existing phenomena. lt systematically described the situation or area of interest

factually and accumtely. lt allov\red the researchers to carefully describe and

understand the behavior. This study was correlational for it demanded the degree to

which the variables were related to each other using various statistical treatmenb.

II. QUAU|ATAIE RESEARCH DES'GIV

Qualitative Resea/cr, is Himadlyexdontoryeeatdt. /f is used lo gain an understanding of

uMe ying rcasons, opinions, aN n otivations. ft [Link] insights irrto the problem or helps to
develop ideas or hypothe*s lor potenlial quantitative ,e*arch. Qualttative Researcrr i9 arso used fo
uncover tteds in thought and o4nions, aN dive deeper into the prcbam. Quaftative data colleclion
methods vary u6ing ungrudwecl or semi-strudutd techniques. Some ammon npthods indLde
focus gtoups (grDup drscrrssbrs), iMivldual in/F-ruiews, and paikiqtion/oDservafions. The sample
size is typicaw small, and respondents arc s€lecled to tulfi a given quota.

A popular and helpful ategptuation sepaate qualilative methods into tive grou06
ethnognphy, nanative, phenonanologial, grounded theo,y, aN ae dudy.
 Clnpter t 22

[Link]
Ethnognphb E@a']dt is prcbebly the mosl tamilhr and apdicable tyot of qualftatiw t Ethocl
to deeribe a a ur€s craracterislics. ln ethnognphy, you imnbw Wut*lf in the taryet FdiciFnts'
environnant to u4detllad the gpals, cuttu6s, d,allarges, notivations, aN thenEs that [Link].

Example:

Title: "Bugabug ang Dagaf The Local Life of Fishing Community in the Philippines:
An Ethnographic Study

This study is a qualitative lesearEh employing a descriptive and ethnographic

research design using the non-perticipant observation, interview and documentary

as methods. According to Schumacher (2005), the qualitative the specific

procedures aIe identified during the researcfi rather than specified ahead of time. ln

an ethnographic study, the research relies on obseNation, interuiadng, and

doorment analysis, or a combination of these, to provide an in{epth understanding

of what is studied. lt begins with the planning phese, in which general reslearch

questions, tle kind of site, and types of participants needed arB identified
(Scfiumacher, 2005).

Non+articipant observation is a data collection method used exbnsively in

case study research in which the res€archer enters a social system b observe

events, activities, and interactions with the aim of gaining a dirccl understanding of a

phenomenon in its natural context (Liu & Maiflis, 2010); while ethnographic intervieur

is often the unstructrrcd or indepth interyie\ry wherein the intervie\,yer use a general

interview guide but not a set of specific questions woded precisely lhe same 6r
every intervie\iyee. On the other hand, are records or publications r€gtsrding on

sornething, may it be a cultur€ of the grcup of people or anything else (Scfiumacher,

2005).
 Chopter I 23

B. Phenomenotogicel

When the study focued to desqibe an etent, adw or phenomenon, the ap y nafiEd
phenomenologkhl sltdy E an awropthte qualibtive method. ln a phenonandqi@l sludy, the
,esea/crler u*s a @mbinelbn of methds, such as @nclucting intarvEws, reading doc/'/,r|[Link],
watching videos, or visrting pla@s aN events, to undet*aN the fiEaning r€,flbipants dacF- on
whatevels being examined. You ,ely on the padiciFnts' own FrsFcltves to ptov le insuht into their
molivations.

Lile other qualitatiw nathods, the rcscard, sfa/ts with a we -fomed hypothesis. ln a
phenonBnologi@l udy, it E oflen @Nuded to a lot of inbNiews, usary between 5 and 25 lot
@mmon thefites, to buiw a &JtrEbnt dalaet to look for en6rging themes and to u* other
pafticipants to validae frndings.

Example:

Title: School Agents' M€M/ on Students' Absenteeism: An Analysis of the

Contributing Factors

This study utilized a qualitative research with a phenomenological approach

which fuansed on understanding a phenomenon, the students' absenteeism, by

examining the views, perspec,tives and insights of people who experienced and

involved in it. Constructivism is the theoretical perspective used in this study as it

contains the different perspective and opinions of different people about students'

absenteeism.

RESEARCH SATPLE

A s€mpla is a group of D€,opF-, objecls, or items that a,e tal<en from a laryet population for
measuement. The sampb shoukl be rcW*ntative of the population to ensure that it can genenlize
the finctittgs trom the rc.s€€rc+. sEmph. to the popuhtion as a whoe. ln oder lo deate a ,e*arch
 Chopter I 24

samde, idenw who arc the ,es,E.,.ldlents aN what arc their chaadedstics as suited to the study aN
te what E the samding techniques us€d and how nany.

Sfre(rfred Randon Sanpling

Example:
The study was oonducted both to Grade 11 and 12 students of General

Academic Strand (GAS) of Lucena City National High School. Stratified sampling

was utilized with a total number of 50 respondenb. There are 4 English teachers as

key informanE who arc classified as the second group respondents.

Stratified sampling was used for the sample selection. This sampling is a

branch of sampling me$od in which decisions conceming of individuals to be

included in the sample were taken by the researchers. These sampling technique

was appropriate in this kind of study since students selected have actual eperience

in various leaming techniques.

Putpo',ive Sanpling

Example:

ln this strdy, the researchers selected the respondents using purposive

sampling technique. The respondents involved were composed of a total of ten (10)

Senior High School studenb in Grade 11 and 12 who commit frequent absences at

Lucena City National High School. The three (3) other school agents such as

paft,nts, teachers, and school leaders were also included in the intervierv where they

servd as a key inbrmant as ttey have enough information and experiences to

contribute in this study. ln conducting a key inbrmant interuieu/ with the selected

school agents, the researchers will determine the views and perspedives of the

respondenE regarding on the contribLrting factors of students' absenteeism and

strategies/ programs that should implement in schools to solve this problem.

 Choptet I 25

RESE'RCHLACALE

Resea/ct ,ocats d,scrrsses the plec€ ot *ttirry of the study. ,, descnDes in Uief the place
whe@ the dudy is co,dude<t. Only impoftant leatwes whicrt haw /;he Eadng on the ,/"/s€,nt dW
are inchrted. ft ptovtles the eluel lo@tbn ol the rty, the chatudsidkx of the instilution es well as
the bac,q/,oud information such as population, hidotic€l inlormation if necP-ss€ry.

Examplel

Lucena City National High School at lbabang Dupay Aranilla Compound was

the selected research environment of the study. Lucena City National High school as

a secondary comprehensive high school with a population 3,800 students serves as

the center of city scfiools with a 6 buildings construclion and 120 teachers.

trSEARCH PRoGEDIIRE

This part ol the t res,s ircrudes all ,esearch l€,hted aclivlties to be uncteftal(en in o,@t to
ac,,iew the obi2dtEs of the [Link] aN to olbr @nE posgDre so,.rtons to lhe prcfum. lt povides
deteiled clesdifiion aN compbte infonation on the p,eo€,/€,tion of the quedbnnaire aN the
inteNiew Evision aN dry-run of the quedionnairc, details of the data @lbdion srrategieg
arylEd]E.s to M ctorc aN aw@llF,s on idenwing the o€/rsonis respnsible for the dminigntbn
and Efibval of tha questionnaib aN the @Nud of the inbNiew.

Example:

Quantltative Reaearch (Deocriptive lrcsign)

The researchers personally administered the research instrumentr to the

respondenE. They conEn€d and discussed the signilicance of the study and
accomplished the distribution of fle instruments properly. The respondenb were

given 15 minuEs to accomplish the forms b pl€vent them from giving hasty

responses. The researchers vvent from one seclion to another on collecting the
 Chopter I 26

aocomplished questionnaircs. Afier the questionnaires have been accomplished, the

resulB were tallied and tabulated. The data became the bases of analysis and

i nterpretation .

DA|A AND RESEArcH

"USIR(flE'YIS
Irrb e)pren s the sf€(,'h typ of rc.s€,atdt indrun7F.n( used sucr, as gtF-silrc]nnaire, d*His,,
queslionnaiB+lrecuisls, g;ruduteA inbNbw, aN teacher-rr6(b te.s/., *aNedaed insirunrnt which
aE adodecl or bonoy{e<t with Frmission ttum he author or trom othet sourDes. Tre ,€/fts ot the
instrunenb should be explaine<l and what bits ol inloriation are deived.

Example:

Quantitative Research (Decriptive lhsign)

Example:

The research study used close-ended quesUonnaire and unstructur€d

interview to sho,v the wide knowledge of the respondents. The researcfi utilized the

questionnaire cheddist as an instrument br data gathering instrument, validation of

the questionnaire cfiecklist would be done in the 4 General Academic Strands (GAS)

sections upon seeking permission from their advisers. The research method used

was the Key lnbrmant lnterviqrs (Kll), Focus Gnoup Disorssion (FGD) and
observation. This was the acceptable application in order to determine the effective

leaming technhues of the General Academic Strand (GAS) students through their

experience.

Qualltative Rerearch (Phenomenology)

Example: Tifle: A Qualitative Phenomenological Exploration of Teachers' Experience

with Nutrition Education

A somi-structured inteNieirv protocol was devebped, reviewed by 4

qualitdive experts, and edited based on fuedback. Semi-structured interviq ,s were

 Choptet lll 27

conducted with teachers privately in th6ir regular classmom. All intervi6,\,s were

audiotaped br accuracy. The intervieur probcol induclgd 10 questions cDnceming

the follorr/ing topics: role in nutrition education, feelings about nutrition, vieu/s to^,erd

nutfition in the comparison b oore subjects, influence on studenb, eperiences with

curiotlum, and barriers. Throughout the prccess of the intervia /s, probes, and

follor-up questions were added as needed to enc,ourage elaboration and clarif,

responses. Spedfic qu$tions wel€ added as the inteNia^, process progrBsed in

response to developing themes. All inteNieuE were conducted by the first author

immediately after each inbruiew and verbatim transcripts welt generated.

vAL'DAt ON OF ,NSTRttfrENfS 6ORQttANmATNE RESEARCA

IDe esraDfsrrmen( of validity aN ,€,/leb W should b exfrined and only ex,Erts shoukt be
chosE.n to valiclate such in$runant. ScE'cific aN ery,orytate $atidia, te$ used sl,ouH De given aN
the @mputed values der-Ed lnbrpetation should be included in the disdssions.

Example: Quantltative ResearEh (Descrlptive Desbn)

The pilot study brmed the pedestal for the study. lt was conducted on 30

respondents from the bacfio/s perspective and 100 r€spondents from the students'

side. The suryey was conducted in Lucena City National High School at all level.

There was a positive rBsponse frorn the pilot study. Based on the findings of the pilot

study, the survey instrument was being designed-

SIAI?STICIL TREATNENT (FOR Q"ANMNNE RESEARC'I)

Explain how each sta0srba, tes b used in the treetmenl of clata. lt the E*arch inslrument
includect oplions whbh are wled, exdairB<l how each scab ,s gr't,Bn lre ueohi ils inl€ryal aN cy'Ess

limit\s.
 Clvptet I 28

Example: Quantltalive Research (Deecriptive Design)

lndetermining the impaa of social netuorking sites as infurmation

dissemination tool of govemment agencies as percaived by the Grade 11 HUMSS
students, the Likert Scale has been used. lt used a five-point scale; each point
conesponding to a Likert iEm.

Po nt Scale Verbal lnterpretation

5 4.2-5 Strongly Agree
4 3.4 - 4.15 Agree
3 2.6 - 3.39 Neither Agree nor Disagrcre
2 1.8 - 2.59 Disagree
1 1 - 1.79 Strongly Disagree

Formula:

_ Iwx
Where

lfi/= poinb (5, 4,3, 2, 1)

X= number of respondentg per weight
N= total number of respondents

Corn bn WE ic,/tTr?,1firo,n(fuJn ula ott-rd,,l,,,ct ztfDs9

Fot2lndepa,fde/,f group M
,t -12
t *,c,roo -
iE ; [Link]+nz-Z

z*r*otffi
.l;i*ra
of
,a -r2
Z-rwu'-ffi
'{nl'i2

Fotco,,E,rsrod E t pld [Link] rt gro,tp

G-ifi cll a *1
 ChopEt I 29

(x -rXi

Wheo: X issampb [Link]

tt E hyphothesized nEen
s ,s sarrpr€ stenda d deviation

fre s{atitca, toatnEnt ufi by the ,Bsearcrre6 in @Nudiw the shtcty was attrit?ge v{eilhbd
nean to detemine the a@&bw ol the yduct.

FtO lla:
Iwm
AwM =- N

WheE;

Anfl- Avenge Weighted tuban

Ewm- Summetion of Weighted liean

N- Number of ltems ot Weighted lhan
FIOR I'LA:

Wherc;
wm- Weighted tllean
F- FBqrcncy of Res,pl!d,e/1 s
l{- Number ot ltems ot Weigh@ lvban

PROCESS FLOWCHART (nn)

Example:

Title: Acceptability of Orcgano Leaves with Chili as Candy Lollipop

 Choptet lV 30

Chaptet 4. RESULIS /CAID DTSCUSSIOA,S indudes the $quential form the fiNings of the
|€sEarch ptoblems sf€,te<l in y@r sietenF-nt ol the PtuMm seclion. Fot the anayds aN
inte,prebtion ol daib, dwi, being tdudant aN ldentily the sonific,,nt clata (e.9.
'[Link].
hbhosl ob*Nation, lowe* obsruation aN owal fil€lan ob*rfirtbn) with its interyrctation,
fil€an value>Do not inf€.r or give @tElusions Wt becaue you aE jug de*ibing the geneal
@nctition of the E*erch l@le. Jusd be true and a@waE in giving WU interytdatbn. Donl tut
,a6les. Be @nsigent in hy outing. lf tl?€ font size s€ys 12, all thtoughoul ol the bwut shoulcl b
in size 12. HowetrcL sin@ numeftls a,e equivalent to the size ol UPPERCASE LETTERS,
'€duc€
one lot a size. For @nsislenq, decimal plac€ must b followed.

lnteryrcEtion ot rcflrns ,ara. &cusQntr| ilp q(ffint tyrdwd#atudy. DO not infet or

sugged anything while g*nfrE yqtr respotfi,r s. A}din cto not F'jrE,at
the rF,r6,$io'ts ot
witing data that eD elrc&f fouN on tlg b,ble. DO NOI STAP by syiEW the highed eN
lowod wiabbs. GrtrE yotR,NsrGHTs what made them signifr€fi aN nd sonirqant.
Lackiry in tlrb.,,€,rt wtNrfit ,raan ,etuming Wu Fpr for imgoEt prt. Frirt€ sorri ,raCi?gs to
gct RErc,READ

Format 16: Table Format

Table 1

[Title ol the Table]

,nclk"/.ots 2nd Di!ilrlct Y! Dlitdct CoNnpo.n

u 3I) vt u SD vt t sD vt
1. Analtrze dala reports in malfig 4.64 .47 HP 4.47 .71 P 4.55 .59 HP
d€cisbns and seating programs.
2. Review data lo continuojsly monitor 4.35 .58 P 4.12 .80 P 4.38 .69 P
the sdlool inprovem€nt plan
3. Exeqne upd8t€d pro0rarns as 4.58 .60 HP 4.61 .72 HP 4.59 .06 HP
prescribed by the OeoED m€morandum.
4. lnnolralo slrat€gios and impldnenlation 4.58 .60 HP 4_26 .96 P 4.42 78P
of efuive and welFlhought oroqroms .
5. Monitor full blffn cooperalion ol 1.47 .60 P 4.39 .m P 1.13 73P
teocrl€rs ard shrdents bofore, during ard
afler a program.
6. Monrtor acad€mic /non acd€mic 4.35 .58 P 4.66 .60 HP 4.50 .59 HP
adiviti€s that foster holistic devebprpnt
of shxlent.
Ovemll 4.5 46 HP 4.47 .64 P 4..l8 ,55 P
Legerd ,1.50"5.m. HElhlv Periormed (HP), 3.50-4.49 Pedorrncd (P) : 2.50-3.49 Mo&rately
Periorme<l (MP)r.5G 2.49 Less Mrmed (LP): 1 .00- 'l .49 Not Perlbrmed (NP)
 Choptet I 30

5."19, t,rg r.l\.., [Link] !

prcl)ar rrrg to()J! nr)d aqrlifrni,rnt.,

l'uttrri: [Link])o lrrvel nf(l rhrlr nl, lhe ar!sr,rai e

lle.1t thf rr ilu re

I o, nr the rrirtLrro inlU t lre <tr. ! [Link] ir

Figurc l. Ptoce$lng f,w chart of Orcgano leavee wilfr Chlli as lolllpop

Figure 1 sho,v the prccess on hot b rnake candy out of oregano leaves with cfrili and
the pmedure induding difierent materials in making candy.
 Choptet Ml

e2 3 ct east n was pe on e 'a

progams of implemenbtion to determine the etrecliveness of the solution."

(M=4.43, SD.71) while the 3'd disfid bast indicabr was " study aN anfirm the

causes of the pnblem lrom collected data" (M=4.37,SD .88)

On the other side, the least indicators of bolh congressional districts have

similar interpretations of performed. The indicators ere basically concem on the

evaluation of the programs and the confirmation of the problem from the data

given.

ure

r 30 yrs old and above

4 31-35 years old

a 35{, years old

r 41-45 yeaE old

r 45- 50 years old

r 51-55 yeaIs old
. 5560 years old
E 61yea6 old and above
tslg 2. olstrlbution dt rGpohd€7rts 6 to -gc

Figure 2. shows the prolile of the selected public secondary high

schools in the 2nd and 3rd congressional distric'ts of Quezon in terms of age.

The average age bracket of principals/ head teachers in 2nd and 3rd clistsicts of

Quezon primarily belongs to 4660 years old with 18 ( 32.14o/ol . Second on the

rank belongs to the age bracket of 51-55 witt I (16.07%). Third on the rank

belongs to 56-60 years with 7 l'l2.5oo/o). Hoflever, the principals/heed teachers'

age bracket bolongs to the 3'l-35 years old with 1 (1.79) the least.
 Chdptet v 32

Fomat 17: Ghapter V Fomat

The smmery povides lr,e syntl,es,.s or synoryE of the impoftant cletails about the ,,T- pqr inducles
the steten?Ent olthe gobhm, naturc of the ,esearch, and the like.

CHAPTER V 12 size, singlo spadng

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Bold ,all cap6 locl

This cfiapter presents the summary, conclusions and rccommendations of ittbodudory Ear*onc6

this study.

Summary bold

This study gonerally tIied to determine the role of the prevention end

interver ion Dmolems in BAI alion to e absen@s committed bv the Grade 7 main objectiv€ o, the study

students

Specifically, this study sought to answer the following questions:

1 . At what extent do the practices in avoiding frequ€nt absences and tardl-

ness is pedormed by advis€rs as perceived by students and teachers. t8tement of the

2. Hotiv efuive are the prevention and int€rvention prcgrams practiced by problem

Grade 7 teachers and key pe$ons?

The study is d$criptive and evaluative in nature using quantitative Dedgn. locele

research. The study was conducfed at Lucena City National High School,

a comprehensive secondary high school with the largest enrollees.

The validated questonnaires as evaluated by the pdncipal, guidance

and key persons. There were lhree parts of the questionnaire: 1d part, at- describ€ questionnairr

tendance stafus: 2d part, identifying pr€vention and intervention programs;

and 3 part, efreclive pre\rention and intervention pmgrams.

ln the first part of the study frequency and p€rcentage were used to

lnterprct data; while tho third part of the study used weighted mean to -tomula or staliElcal

interpret the treatnent used efiedive of the programs as assessed by the

ents and teachers in Grade 7.

 Chopter V 33

Hndng€:
The fin lings aG bas€d on Cheptet lV- Resrrrls a/r, Disdrs$bn . The oElrts ot the $ucly with the conespord/iu

,esuns Mrr, a srrorf discussr'on-

1 ormat

Findlngi:
Based from the analysis of the data of this study, the following findings rverc determined

1 . The prcc€dural practices implemented by advisers to avoid frequent truancy in grade 7 lever

u,ere: Cooftrrnalbs cases {o the yeat level coordinafu/d guidance coordinator vith I 4.6 WM

(highty practiced): Ask sluderts reasons when they @nmitbd absenes a/d brdrhoss with a
4.5 WM (highly pracliced) i and call the attention of sfirdents with 3 or morc ffiumulabd

un€xcused abseaces / hrdiness with a 4.38 Vvlvl (highly pracliced). Practices implemanted in

avoiring absenteeism and truancy as perceived by Students in Grade 7 yvere: lnform

coordindors on lhe developments vice versa of cases reported to the ffice with

certified papeB. (anecdotal record, \ rork activity, assigned tasks, etc) with a 3.7 WM
interpreted as moderately practiced; monitor from time to time students' attendance inside the

classroom with a 3.5 WM interpreted as modenately practiced ; and send letters to

parenuguardian if absences are committed once more against the arranged agreement with a

3.35 WM interprcted as moderately praciiced.

2. Efiectiveness of preventions/ inGNention prcgrams assesred by teachers of Grade 7. The top

preventions were: Meetings with parentr wtth a 5.00 WM (most efbctive), Conespondence

with families (letter, texts, calls) with I 4.8 \Mvl (moet etreciive) ; and tady conhct and

attendance incentive programs with a 4.2 VVM (moderately efiec{ive). The effective

interyention programs as assessed by students were: face to face encounter with a 5.00 WM

(highly etrec{ive) ; partnership with other orgsnizalions or agencies (DSVVD, PNP, oth€r

NGOS) with a 4.05 WM (moderately effec,tive) : and partnership with parenting class with a

3.95 WM (moderately efiective).

 Choptrr v 34

Corcfusidr!.'
The @ndusbn wi be Ms€d on the fufiings that Wu have wfitten. The number of condusions wi be base<l
on the number of fiNiMs. lf the finclings arc noted for the numedftl ,?,sult tqather with a very short [Link], ,re
conclusions gov le only the sho,l distr,ussion ,emoving the nutpial Esults found in the findiBs.

Format 19: Concluslons Fomat

Conclusiona

OEsn,8 tH the
Based on the findings of the study, the bllolving condusions were Dlfiel€nco of the
fndings 8nd
conclusions isjusl th€
drawn: prslience of ths
umsrlcal valuss lo
tie fndlngs end
1. The procedural practice "coordinates cases to lhe year level Emov€d from lie
condusions.

coordinator/ guldance coordinatof was highly practiced by teachers.

Thus, the same procedural practice was moderately practiced as

experienced by students.

2. 'Meeting with parenb' was assessed by teacherv sfudents as

most efiec'tive prevention program. On the other hand, face-b-face

intervention r,vas assessed by teacher as highly effective; while,

interdisciplinary program uras assessed as moderately efbctive by

students.
 Choptet V 35

Recofime/,dafons

The recomnEMations etet to the suggestions that may be helptul in inprcing Wur study. This is to help you
guille in improvi,ry WU wort in cas€ that you decided in lhe @Nud the s€flF- rty fot the Wa/s to @me.

Fomat 20: Recommendations Format

Reconrmendations:

Based on the results of the shJdy, the follouving recommendations vrrere Observe thet thore
are more
recommendalions
drawn: 8s compared lo
the conclusions.

1 . Further programs and inteNentions must be crated and ulilized to help and

adjust the needs of students with problems related to absenteeism and

truancy as implemented mainly by the guidance offce and supported by

the school, departments, and community.

2. Modifications and implementation of an existing school handbook

strengthens aftendance school policy.

3. Strengthen parhership with parents/ families to improve communications

bet\rt een school and students. Traditional and new ways can be employed

like media posting or by the use of technology to track students'

attendance.

4. Train advisers/ teachers on effec'tive engagement strategies and early

academic interventions.

5. lncrease the role d student's leadership in schools both in academics and

disciplinary aclts.
 Rsfrrng
Almeyda, Adelaida Ed.D. , Gaerlan, Amelita PhD., Manly Nonita, Ph D..(2016)
Research fundamentals from Concept to output Quezon City .Adriana
Publishing Companying.

Bautista Claribel Ed.D. Attendance Status and Practices of Grade 7 and Thid Year
Levels Srool Year 20913-14. Bases for procedural prevention/ inteNention
programs. Action research. Published Research.

Bautista Claribel Ed.D. (@.,tT}Gorrehtion of pfincipaF accountability to school

perbrmance in h{S ftE 3F congressi&l*"&Cb h Quezon. Dissertation
writirq, Unpubli*llil rcaa'ttr. Laguna Stab Fo$tedtillaUnivesiV.

Cadavido, Jonahan @015). Breking Doryn the Walls: A Primer tur Practical
Research 1 fur Senior High School Students.

,'
Dato,{pryln, Alves Jotin Ryan, Pizano Ryen Kenneth, Ballaten Tristan, Qqfi$ohn
ffio. (ZOIA A case study of factots afiec*ing the life of pcinffifiith
,t&Fi[ties. . Unpublished SHS Rescarcfr. Lucana City Natidral HbhS&#
i:t-

fvfefe(iii-b LpOEes, Phd. ,Diana Mendoza p6.9. Applied research: An lntEGrctory

bQualiffive Rel8alEh Metho& and Reportwriting
Obal, Jglndyn, ALconis, lGsty, Alfajora, Bianca,Danes, Bilty Jeln, Pash, Rejie.
{;2914 Sch@l ag€nts 'viaffB on sfudents abs€r,lbebm: an analyds'of the
.ri#[Link]. Unpublished SHS Research. Lucana Ci! Naticr**,Hi9h
:l. l :. .i.r'

Sadia Niei'@&unan ll, Llngahan Klebs, Ranre Frances, Banot Kri4l6a, MAlayo
Mary Joy, Gendor Jay. (2017) Etrective loaming techniqrcs: experience of
general ac4q?b drand st deots in lucena city ffitional high school.
Unpublished St+B Rls€arch. Lucena Cily Nalbnal l-t[h echool

Umali Jim Hans, Cruzl.+{ai*|ah Felth, Meflcns.]f;ri tlhe, Mirabueno Johhn Roy,
Mirasol Jovelyn, OllVar Aizel, (2017) FactorB inltuencing english acdemic
writing difficulties of grade 12 general academic stEnd studenB: a case study
in Lucena City National High School. Unpublished SHS Research. Lucena City
National High School
 Appendies 36

[Link]

Format 2l : Suruey Queotionnalre

/Uf\-
r$r LucnrClly }ldon l Hleh Sohel
B'gy. [Link] Dfry, R.d -V
[Link],
&rvryChgaomrhr
I"EVEL C THAREXESS (TTHE SE'IOR'{Gfl CCfloL sIUTilTS qI
GEIDGRATE EYELOPIEXT

[Link]
Good ry Thr turrrcfto Eld &. b ccdrd. ttq ffi LEVEL G
AWARET,ESS S TIC Sg\rcR FiGH SCHOd_ Str.rNn9 rN LIrcENA qTy
iIATICI{AL }TC*I SCTICbL [Link] GE'IDER EOUAUTY ATO OCVEOPENT.. W.
n hoghg b yqr gmat rd [Link] lo lith or rrlad! ty [Link] fr
fiolqriE lrleanrilr. Tl:* yoo rd Glod Ucr.
Th [Link]
th'rl:(eftnd)_ Gafldac
hul:
hrt l. Al*rnnt Grn r EAr*y end Ourtoruf Progra Prooodoo rld
[Link]"
lnrtndoo: Ar ! rtdart o, Lcl\I.B Sl€. lH do you [Link] tra tdrool Gandu .nd
On*oemr'l (efo) [Link] rd F.ct6 h you rdrofl B. giir.d h G. lrru
dooigfm'r pcrld brb*

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tchooL.. oft Fl tEt EPI NN

l- iurrul O+Ed. Oodrr m. 3ll

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or Gfrdo
IIIII
2- [Link] h dr! rd &lrt oaMltr.,
Ou*rynro{gf$csdl,lB.
3. r0bb ll iEorlrrod$ndcnt,[Link]'l
hdhrhflinrrrdnts.
IIIII
IIIII
a. .duc- drlBhr of grda, &criihafon
f. Uf,he. lbo rd rffig [Link].r r€16. IIIII
 Appendi@s 37

.brarror Ertarto.r yobfit alo.u I ttra'r uat ir 5 a 3 2 t

rGlEGL.. 0?l {n otPl GFI oo
5. atlrarr llhotrl o, gJld.r6.,rirlion llroil
h rdolxdvir. pro3rrrrt FaC' rrtd qlrll,
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f. ifrmr hed riilo o(.lFrd.r frl Fgnda.
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rd
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t llrnrt {*l3 otI eutdrf(.
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[Link],hdiFryrdt r!1 tttE I
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tt. Earlr.r |dgrB rid r-rI,r rcca$anoa cr
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.nd
lnrffir: tihd b thr lrtrd ol rntu cr G O Fltrrdon rd pcJ*r h yar
tdrooP 8a ed(.d h tr ![rb.l [Link] [Link]*
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I efrd.l ?r$o.rdvril5i. IIIII
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 Appendi@s 3t

ffi tw.o.
EtEty.
CIU Ir0o0.l HEh totod
[Link] Aprr. R.d.l/
kmuGIy
Atihbfrh., Trdt r ldrndrQllrtuu
LEVEL OF AWANEilEIE OF ITE SEilPR HIOH sCIrcOt INEGrIC AOOI'T
qEloGR AilO OEIGLOPIIEXI

DrrRogolrdrnb:
Oood [Link] Thr crarCI'r usIC IIr 1o oo{uC r lalcy .r{5.d 'LEl/EL OF
afl RETGSS OF DC8Eh[OR ]*]H SCt{OOt [Link] ril urcEN CrTy
[Link])[Link] I{6H 9CI{C'OT AgOt,T GEI|DER EdJAUTY AND O€VELOflENT. Wr
ft l[FanC ftl yos ttprorl rrd cooDaraUoa b Lt
r cr, rrrarCr by rammg $r
toto*tg trrylufly. [Link] ytu .ad OoC UGr.
Tll.R.!.rurrr
iLrrI: (opfqrd) OroCrc
[Link]:-
DhrConu PLrll lwrr Ga toto*te qsndo.u.

t. h tt,ilr.r.{rlf, .nd d.t dop.n$i ,r!.r!a.d .,rl, pcdo.d h 3l€ tCM€?

2. Ulhd a,l dr. [Link] xdom fr [Link]..E |rnelglrat.d to o.l.r 6AD b tt drtb
andlrrclttf
!. rForlrs hr GAD eiufm hlh. &lEo[ rltd ]t f I'd*ry?

Thr,lLrull

dedits lor Advinarb et. al, 2018

 Apryndi@s 39

F ormat 212: Unstructu red I nteiliow

s UrcENA CITY XATHTL IOG|I SGHq)L

EEI'X}R I{T}I{ 8CIIXI, PROGRAT
[Link] OtD.r. [Link]. Cfr.

dnctitn: Amrr ttl. bfairp q,.'tirt.

qlltqt. Plflipdn r 6
U}I STRUCTU RED N|TEM'IEW

STATErel0T OF THE PROBLEII I SN'OEIIT - RESFOTTXNT

l.t Co.*lFr tl,tI [Link]..lt ndne
.[Link]'d|[Link]?
t2 Alod ]Ew [Link] do you dlr .n.r-. dly
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ol
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trHrd ia$I' rrch ar hd( d
trrgodruor, bd$..|I]rnd
[Link]*te?
l.,l Ar. you -.Jil toar rdrod brcalr
.ll ri:& rndcrml d*lmd5
you

mrdf:dhltlrrnf?
tlUht ft lhc ltclcr h @drtuir
to tlr potlrm of !&drt' 15 ixtorh H
Do yan you dr$tr oe ftd
t n$mrnqroir*rtiCr bdddtdrool?
rdrolriludrdr?
t.O ltJhrn you rllr m rrrfc dry (a drfr) c{
rdnol [Link] rdE d
ttrhg&.nthrdtol?
1.7 AnFr rrrthd tsfrdrathr r
nqlttn dlLd ot yqr pgfurrp tt
rdnol?
PARETfT -RESPOilOEIIT

aT Whr b yor [Link]

maldgr rbad dud.r{t' St [Link]?
12 tloyorr clf.n n ltE! th.k lluJelrt3 rid
fotfmr h rdtol lhd [Link].. [Link]
n6dr h [Link] h rfioollr
 Appendies N

1,3 A,. you rn,. thol you clldlclffrn *rr

[Link] h ldEol c rir$d thr dslrlrc
nd [Link]?
1.4 $rtf dE yot childrtfiEurtntsotrh
hrsonr rnd d|arrhn?
t.5 tlr m ldo qr shol rn thc
Oo ,ou
nEru or c.lr6 of lh.l
po0ciu.
&aur?
1.6 Ullhrlmtr polqcir nyou
durnl.r tt.l ir rdil{, 0o [Link]'
rbcrnhrbm?
t.7 lhr olrl do.r you clfdrdfdnn brf6
.brant ln rdrool? Ar r pnrt. drl yon
[Link] yorIclddb Lacafl er.k
rtcrnlrbm?
IE^C}ER. R€gFOIDEXT
2.t Eerd pc
aspadaru G a
firom
laadu. tnr doat [Link] atroca. ol
.erdcnb trdt youhccf*[Link] rf h
dcr?

22llllrd ItGr crror s frclsr ol

rt drrtr [Link] thol you fir
.rEqrd...d md lbc.d.?

2,3Whd Dbn o( rcdono 1ou colmrd b

prrrloiltlta trt1tr.d rbcrrnrr olyur
ltt(ltnb?

2.'r Do you lnr

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dorn fo h.h th. r0da*r b oonpry h th&
lrtra., L.!on .rd fiorclonf

[Link]. hfloai.n do
2.5
you.' ntrr thr rrEddrol,tlrdaflanra
 Apryndices 4l

.0..dh [Link]?

2,CVlfirl b tr. crr..t hte.d ol [Link]

.!srt etm h fosrulrob dur?

ludq*r Sro E . .hrrr .[Link]

2.7 b lhr
hr pc|lt|ft, b p.t$d H er.d.| tn firery
ntF€{?

TTATEIIE}ITO? THE PROBTES 3 SCllOOt IEAo€R . nEtrrolGlfl

3.t An you xrr $qrl rndrtlr rlh chrwlc
rfrnucr prottrnu?

32 Doar dta rdrd hilonr prflr$ u,lrarr a

lurd.{rt[rrtrfilh dof
3,3 Oo ycu worlr rrl0i cUil rod.l rrtvlc.
rgmolo b ru,t r.6fl... [Link], lrct
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rlrmof
[Link].lgfirl0rrl 3.{ }lowrlyou d.ro0. [Link]
rdlcol lrdll cm bfnphnrdrd rboimtm doo pr rdnol .[Link].d?
bts nllyll racbnCrDlrahrhm
rrd roirrhrp$lun? 3.C Wttd dull folcflfo|,tm rb ycu luvr
h trlrcl b pffr{ Otr *lrilerbm rnol
Irlgh *lrcol dulmlr?
3.0 Hrl fft pofcy brrn rttrdvdy
fryhmrilrd rlh. tdtool tL?
3.7 hel hrprcerrnr [Link]. ttudrtt
.brrt eln xh.f b hr mod dhdrr
rb.t tLo tnd pofor &.t t!t, tdrol tPdy
r fnphment to t lrr. tlb Drollon?

3t bv. rr r*Idoa.l pqrm r{

Oc y€s
tfdaC.r yd, w1{ to [Link] !o P(lrilnf
thr drglrrbmhldpd?

credlits for Obel et al, 2017

 Apryndies 42

Format 23: Data Transcdption

IndoptilnE*lrry
tIrpEilTc
ErrlrofloLl
Drb: Sjlrrtrr f,?pil
Plror: Lucurr CU [Link] lfi s€nod . [Link] lfgh erildhe

lntlvhmr : Codd yon t.l

un&ntrdhe rtost fidollr'tbrrohrlm?
mo four
tludrnt: to rut ldnrllprpcof ng br.t [Link] drld rrhrm thend.l
a*trn mry pottrtnr ta para.
lnluvhurr : Atoul how oiltrn do you mlr.n enll d.y of tchool? Oo yog thlnh
I lr kqofrmicyou to [Link] rdnol rvqdry?
Sturtrnt: Odilrrg !.r' tr [Link] Hrego, htpdmfrD.n m.f+.0LDor d
[Link] .ie filleuxlng ttlbjro.
lnlxvlcsr, : Oo yoe mlrr rchool brorur ol rcoooorb*rEtad h$l.r urh rl
hf C rmrporlrtloo, Drd *rr0rr, [Link] obttlng rod hrsffchl mily?
[Link] : Irbyo 11 brhry fry. Erdl t.d rill..ttL.r.
lntfivlrtr?: Anyou $ranlhoor rdrool brcm,os rtr dot rrd orlrroto0tdtt
o..(hd tndorltililmlrr?
Sbr'rat:oo. mhrrt mry rrHt rlotrTr d dro,uejok.
lnlrrvlrrrr : Dc you ktdlorh lhrt yan drltr or trl tond et rohoot?
Studrd : oo. nup blt yrrpflrr d(o.
lnttlvhor, : Ullrlll you r*rr rn rnthr dry lot dryrl ol tchool, t [Link] Ol. top
lhr.o illrom ortolnC rblent ln rohool?
8tdml : l*ul nnr&rril rlo drhr aly rrldt d(o, *rmcll [Link] *r d tlrltil r
[Link].
lntrrvlerr : Arl yos .w.n tilt rlrmbrlrm hrr e nq$ur rfimt on yout
fdomarorhlolrol?
[Link] : Oo. kot fitrua,l nahad t. Lttort k yr ihd ko aCr*rrnra rt
hrmaDap* tlo ro lttt qJs It a hnt [Link] atre grad6 lto.

c,"d,its for Obal et al, 2017

 -*5 lF--_

Appendies 43

Format 24: Data Transcripdon

r"#*. Rrptficdth@ilr
t\8 1 dt} LrGr City
DlririG
ucE{r crIT tilf,Tto{tl. HIGEI sclloot
.rt t >r

r.(sq.l
stum,IrcEsctr@L
,lE'truf
m-noLIIorLhroJosa
DNDTDALE
I'NIilT.}IID{

D.c It [Link]:
Oood d.!rl

tlr d II-SNIW SIS ffi dll br [Link] r n*rt G " CnEArIh'G

rtrrl-*nUEEA !:IDEO EIIEXTTflOI{ BrSilS FOR SilItIT STT DEItrS GRIDE I
.lltD GRjIDE lO Srt DEIIT9' ! Ddd l*mE E [Link] .rlrtt 2-
n &l fc fs p@idr 5 dbr !r ro [Link]
tr,. tr[d ro t tort &d.I.d
Od. l0 [Link] of LE Ct''libl lItL Scbd. RE d rtd r!.la !tulril
b. !d siL @i cdddrlly d h srbc FrDot cb'.

lldturfuyEDodlhrnfoct btlit E rr.

Rrndlyrwq
BRIrGADrr CE TRIM XIBIYr.
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ffoltf ty:
ICSIflDALTTEfiIIA
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[Link]^
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credits tor Brugada el al, 201 I

 :q-l.-c:T: ^^!ir,'[Link]-r

Appendi@s 44

Format 25: Currlculum Vitae

A Pt riliaiNAl irAI A
Tr-
PRESElfiaTXTRESS [Link] [Link] Cfy
BRTHOATE Jdr AEt
2D,
eRrHPLrrcE LtmlrCty,[Link]
OEffiR F..rlh
CNf. SIATUS SirgL
f,ATPilAUTY F-PfuE
lrilot AoEs sareil
u t t){r(:AIroHAl llAr:K(;R( )UNt)
Scnior SrooE!, Lucm. Ctrhriro.l Hieh Sdrol
[Link] Cfy. [Link].t
2OlCfrrlna
t .hnhr Sroodry Lucau Cty lletooel tfig0 Sdrol
UE r. CIy. otxron
I grmcmry
20t2-201o
Lucs!. E rt VU Elurntery Solpot
[Link]&,r
2w!..?ol2
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totat@
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