DAILY ATTENDANCE AS A FACTOR IN THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM 1A-4A

S.Y. 2019-2020

A Research Paper
Presented to the Faculty of
Senior High School
Basic Education Department
University of Pangasinan PHINMA

In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2

By:

ANDRADA, SARAH
CACHO, KATHERINE
CLAVERIA, HANNAH
EDUARTE, MARVIN
GALVELO, MARYKATE
JIMENEZ, JAMELA
MANZON, JESSAH
PEROCHO, JAIMIE
SANCHEZ, ERICA
SORIANO, MICAH
URBANO, CAMELA

MS. BERNADETTE DARA G. DELMONTE

Adviser

October 2019
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CHAPTER I
THE PROBLEM AND BACKGROUND OF THE STUDY

Background of the Study

Education is, “something that a decently functioning society obliges

people to get a certain amount of, even if they don’t really want to” (Mizelle,

2019).

Successful schools begin by engaging students and making sure

they come to school regularly. That may seem obvious. What’s less

obvious is that the consequences of low attendance are serious for all

children and for the community, not just the students who miss school.

Educators, parents, and politicians are continuously searching for that

magic solution that will reform our public education system and establish

a flawless system of education for our youth, by providing them with a

quality education (Jeffrey, 2012). “The success of the school in carrying

out its primary charge of educating and socializing students is contingent

on students attending school regularly”.

Research has proven that there is a high correlation between school

attendance and academic performance and success, while absence from

school is often the greatest single cause of poor performance and

achievement (Davis, 2011).

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According to Muro (2010), in his study emphasizes that attendance

is a priority for educators. This study investigates attendance in the

primary grades. The goal is to identify early indicators of poor attendance

at the primary level in order to provide interventions that could have an

impact on middle and high school students’ attendance. Research

conducted in this area could provide school divisions with vital information

about student attendance patterns at the primary level that could reveal

or predict an influence on student attendance in the middle and high

school level. The building block that must be in place to meet student

achievement and high school graduation goals is attendance. Physically

being present in school is one of the most basic conditions for a student’s

success, if students are not in school, they are not learning what is being

taught and could be falling behind in earning the course credits needed to

graduate.

Students must be present in school in order to benefit from the

academic program in its entirety. Schools and law enforcement officials

are getting tough by enforcing laws that mandate school attendance and

by holding parents responsible for their student’s attendance. Student

non-attendance is a problem that extends beyond the school. It affects the

student, their families, and the community (Reyes, 2015).

Encouraging regular school attendance is one of the most powerful

ways you can prepare your child for success both in school and in life.

When you make school attendance a priority, you help your child get better
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grades, develop healthy life habits, avoid dangerous behavior and have a

better chance of graduating from high school. When students are absent

for fewer days, their grades and reading skills often improve even among

those students who are struggling in school. Students who attend school

regularly also feel more connected to their community, develop important

social skills and friendships, and are significantly more likely to graduate

from high school, setting them up for a strong future. But when kids are

absent for an average of just two days of school per month even when the

absences are excused it can have a negative impact. These absences can

affect kids as early as Kindergarten (Aron, 2016).

Student Physical Health was the most frequently identified factor

contributing to chronic absenteeism. Physical health played a significant

role in missed school for chronically absent students. Transportation was

identified as a contributing factor to missed school for chronically absent

students. Challenges reported in the transportation category include

inconvenient access, having to drop students off at multiple school sites,

and time. The inconvenient nature of transportation was the most

commonly reported challenge within the category. Distance, time, and

frequency of service are all transportation issues that discourage students

from regular attendance (Renardino, 2016).

According to Sanchez (2011) Excessive absenteeism in the primary

age child is usually a result of childhood illnesses or parental educational

neglect. In addition, parental apathy or recollection of his or her negative

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past school experience could hinder promoting the importance of

education and school attendance. Society and schools cannot afford to

allow a single child to leave school early, or have excessive absenteeism.

Schools continue to attempt to eliminate absenteeism by establishing

programs to keep students in school starting at the 5-primary level. Non-

attendance is an early warning sign for future problems that negatively

affect student achievement.

Absenteeism is detrimental to students’ achievement, promotion,

self-esteem, and employment potential. Students who miss school fall

behind peers in the classroom, which in turn increases the likelihood that

that they will become at-risk students and will drop out of school. In a

study conducted by (Rothman, 2010), high student absenteeism rates

were found to affect the achievement of students’ that attend regularly by

disrupting the existing learning groups. According to Schagen, Benton &

Rutt, contextual variables such as, school size and location, have a large

influence on the extent of absence within schools. “The most important of

the contextual variables is percentage of free or reduced-price meals within

a school, which is associated with increased levels of absence”

In our day, societies are intensively facing school dropout problems

that have personal, social and financial dimensions and trying to develop

policies in order to prevent or decrease this problem. Studies show that

individuals who drop out of school have more health problems, have an

increased risk of involvement in crime, are obliged to work at a job with a

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low income, live ten years shorter than the average and perform their social

responsibilities such as voting in elections less compared to the others

(Dockery, 2012).

Students experience each and every one of these circumstances in

their day to day to lives. Academic Performance is always be a reason for

someone to strive or to just back down in school, researches behind these

specific conducts have resulted to different outcomes. Researchers want

to expand their knowledge of how these things affect and sometimes

control the mind and behavior of students. Students live in a world where

not everything is assured, just like what Heraclitus stated “change is the

only thing permanent” that’s why numerous researches are still being

done up to date and new information are being received and are found out.

Statement of the Problem

This study aims to determine the Effects of Daily Attendance to the

Academic Performance of the Grade 12 STEM 1A-4A at PHINMA University

of Pangasinan S.Y. 2019-2020.

Specifically, this study seeks to answer the following questions:

1. What is the profile of respondents in terms of;

a. Age;

b. Gender;

c. General Average for the last semester; and

d. Attendance in School?
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2. What is the impact of daily attendance to the academic performance

of the respondents?

3. What are the reasons of chronic absenteeism that they encounter?

4. Is there a significant relationship between daily attendance and the

academic performance of Grade 12 STEM 1A- 4A?

Hypothesis

In this section, the researchers discuss the hypothetical results of

the study about “Daily Attendance as a Factor in the Academic

Performance of Grade 12 STEM 1A-4A S.Y. 2019-2020”.

The researchers formulate a hypothesis at 0.05 level of significance

Ha: Daily Attendance and Chronic Absenteeism have a significant

effect in the Academic Performance of Grade 12 STEM 1A- 4A.

Conceptual Framework

Variables that are used in this study is constructed in the following

figure

Independent Variable Dependent Variable

Daily Attendance and Chronic Academic Performance of

Absenteeism Grade 12 STEM 1A-4A

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Figure 1. The conceptual framework is showing the direct effect of the

Independent Variable to the Dependent Variable that is used in the

research.

Significance of the Study

The result of the study is deemed to be significant to the following:

Students. May be able to enhance their development particularly on their

behavior and their attitudes both in school and everywhere they go and

stay sharp for events that might result of their absenteeism and properly

prevent it.

Parents. May be able to guide their sons and daughters to fulfill the

dreams they have with parents standing by their side so they are always

motivated in attending their classes.

Teachers. May understand better towards the different reason students

have and undergo so that they can perform better in class.

School Heads/ Administrators. May be able to implement better school

activities that enlighten the students and change their perspective of the

school.

PHINMA University of Pangasinan. Always welcome students regardless

of what they are having and provide a healthy and loving society.
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Researchers. The researchers are conducting this study to help their

fellow schoolmates adjust regardless of what position they have at a

classroom. It also enlightens their minds for the impact of attendance in

their Academic Performance.

Other Researchers/ Future Researchers. To benefit from the

findings of this study for this will provide them of useful and credible

information/data for further studies.

Scope and Delimitations

In the first semester of the academic year of 2019-2020 from June

2019 to October 2019, a number of researchers conduct a study that is

focus mainly on the Academic Performance of the students entitled “Daily

Attendance as a Factor in the Academic Performance of Grade 12 STEM

1A-4A A.Y. 2019-2020”. The researchers provide a number of tools to

gather the necessary information needed for the research. The research is

conducted inside the PHINMA University of Pangasinan. The chosen

respondents are approximately 200-250 students using cluster sampling,

coming from the Grade 12 STEM 1A-4A.

The study was not for all the people inside the community. There

were some delimitations that cannot be avoided by the researchers. First

the large number of students of the whole grade 12 department, so the

research is conducted specifically on the students of 12 STEM 1A-4A to

get a fewer number of respondents yet still reliable.

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Definition of Terms

The study uses a number of different significant terms that helped

in conducting the research:

Contingent. Conceptually, dependent on or conditioned by something

else. Likely but not certain to happen: POSSIBLE.

Operationally, the success of the school in carrying out its primary charge

of educating and socializing students is contingent on students attending

school regularly.

Compensate. Conceptually, to be equivalent to: COUNTERBALANCE.

Operationally, reading the material and completing work independently

does not compensate for the loss of insight gained during class discussion.

Significant. Operationally, regular student participation in daily

classroom activities plays a significant role in a student's school success.

Truancy Officer. Operationally, as students’ progress from the primary

grades excessive absenteeism drains community resources impacting

human services such as truancy officers, social workers, probation

officers, school counselors.

Probation Officer. Operationally, as students’ progress from the primary

grades excessive absenteeism drains community resources impacting

human services such as truancy officers, social workers, probation

officers, school counselors.

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Delinquency. Conceptually, A delinquent act. Conduct that is out of

accord with accepted behavior or the law. A debt on which payment is

overdue.

Operationally, youth who are chronically truant and interrupt their

progress to delinquency and other negative behaviors by addressing the

underlying reasons behind their absence from school.

Chronic Absenteeism. Operationally, chronic absenteeism is defined as

missing 10% or more of school, regardless of the reason for the absence.

Aversion. Conceptually, a feeling of repugnance toward something with a

desire to avoid or turn from it. A settled dislike: ANTIPATHY.

Operationally, boredom was noted as an aversion to attendance for

chronically absent high school students.

Substantial. Operationally, student mental health issues played a

substantial role in chronic absenteeism.

Detrimental. Conceptually, obviously harmful: DAMAGING. An

undesirable or harmful person or thing.

Operationally, absenteeism is detrimental to students’ achievement,

promotion, self-esteem, and employment potential.

Invoked. Conceptually, to petition for help or support. To appeal to or cite

as authority.
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Operationally, At the core of school improvement and education reform is

an assumption so widely understood that it is rarely invoked.

Consequential. Conceptually, of the nature of a secondary result:

INDIRECT. Having significant consequences: IMPORTANT.

Operationally, our youngest students are academically at-risk because of

extended absences when they first embark upon their school careers is as

remarkable as it is consequential.

Ameliorate. Conceptually, to make better or more tolerable. To grow

better.

Operationally, we can pay later for failing to intervene before problems are

more difficult and costly to ameliorate.