“Effects of Absenteetism in the
Academic Performance of Grade
10-Kasanggayahan of San Isidro
National High School School
Year 2018-2019”
INTRODUCTION
Absenteeism is a tendency to be
away from work or school without a
good reason: the perform or habit
of being absent from work or
school. ([Link])
Absenteeism in school is the habit of
staying away from school without
providing a genuine or any reason for
not attending classes. Absenteeism is a
truant behavior that negatively affects
the performance among students
(Eneza Education, 2013).
The students who are not come in schools,
colleges and universities regularly and not
attend the classes are called absent. Some
students come in universities but not attend the
classes also called absent. This habitual act of
students is called absenteeism (The American
Heritage® Dictionary).
Absenteeism is one of the most basic indicators of to
what extent the educational needs of students are
met by schools. If the students are turning their back
on the education they are provided, it means that we
need to ask ourselves the questions of “What is wrong
in this education?” and “Is something happening in
our schools and classrooms that distract students
from education?” (Shute & Cooper, 2015).
Regular attendance at school is essential for the
students’ academic achievements, language
development and social development. Students who
attend school regularly can be successful in their
future professional lives through achieving work-
related skills such as persistence, problem-solving,
and the ability to work with others to accomplish a
goal (Kearney & Graczyk, 2014).
It is seen that students who attend school
regularly have higher academic success,
standardized test scores, graduation
averages, university entrance rates and job
opportunities (Balfanz &Byrnes, 2012;
Ferrell et al., 2013; Kearney & Graczyk,
2014).
Compared to their peers, students who don’t
attend school regularly have lower academic
performance, limited future employment
opportunities and will experience social and
emotional problems in adulthood (Askeland et
al., 2015; Buscha & Conte, 2014; Nolan et al.,
2013; Thornton, Darmody & McCoy, 2013).
When students are absent from class, they miss
valuable information resulting from peer-
lecturer interaction and the benefits of the
specific examples lecturers use to clarify difficult
concepts. This valuable part of the learning
experience cannot be replicated when lecturers
re-teach the material to absentee students
(Weller 1996; Williams 2000).
Student absenteeism is a major concern for
lecturers at institutions of higher learning.
Absences create a dead, tiresome,
unpleasant classroom environment that
makes students who come to class
uncomfortable and the lecturer irritable
(Marburger 2001).
Absenteeism disturbs the
dynamic teaching-learning
environment and adversely
affects the overall well-being of
classes (Segal 2008).
Absenteeism not only affects the academic
progress of the student, but also influences
the in-class planning of teachers and at the
same time the motivations of the other
students in the class (Thornton, Darmody &
McCoy, 2013).
Chronic absenteeism has a significant
relationship with certain dangerous behaviors
such as substance abuse, violence, physical
injury, suicide, showing sexually explicit
behavior at an early age,pregnancy and
eventual dropout (Ferrell et al., 2013; Gage et
al., 2013; Kearney & Graczyk, 2014; Nolan et al.,
2013; Thornton, Darmody & McCoy, 2013).
In quality terms, absenteeism is a
waste of educational resources, time
and human potential. Student
absenteeism also causes rework and
wasted time for lecturers (Lalek 1995;
Rumberger 1997).
Sadly, Absenteeism can lead to depression
and also result in poor quality of education
as a result of time lost while being away
from school. It could also lead to moral
degradation that leads to drug abuse, early
pregnancies and unruly behavior (Eneza
Education, 2013).