CHAPTER I

Background of the Study

Introduction

Some important issues that the education has currently watched by are the
effectiveness dealing with students absenteeism and truancy. Absenteeism becomes
significantly challenging when it becomes cyclical and chronic. This problem will precisely
affect the students especially in their studies or performance. Knowlton (2013) explains
that in quality terms, absenteeism is a waste of educational resources, time and human
potential. Student absenteeism also causes rework and wasted time for teachers.
Absenteeism is a period of time when a student does not attend school with tons
of reasons to mention. Even though those reasons are previewed and anticipated, it
continues to deteriorate quality of education every Filipino is expecting. Malcolm, Wilson,
Davidson and Kirk (2003) state that teachers identified effects of absenteeism on student
as: academic under- achievement, difficulty in making friends which could lead to
boredom, loss of confidence. Also, prolonged absence can have deleterious effects for
the child in later life. Moreover, students who are absent from school are at the greatest
risk of dropping out of school early.

This basically defeated the right of every Filipino to acquire basic education to quality
basic education is further emphasized in Republic Act 9155 along with Republic Act 6655
or the free secondary education act. These laws reiterate the policy of the state to protect
and promote the rights of Filipinos by providing free and compulsory education in
elementary and high school levels. This was reiterated by Dep Ed. to implement
Education For All (EFA) 2015 by promoting regular monitoring of progress as stated by
Dep Ed. Order no. 29,s. 2006.
Lucena City National High School in the heart of the city caters different kind of
enrollees from regular and irregular ones. Recently this 2013-2014, grade 7 and third year
level have accumulated 1,800 students. With 17 sections in Grade 7 and 15 sections in
Third year, teachers and administrators may agree with the rampant problem in truancy
and absenteeism which lead to dropping out of students in school. In the previous years,

1
these problems became a stumbling block to achieve the highest rate to establish an
exceptional school performance. Moreover, the continuing problem made it so difficult for
teachers and administrators to cast decisions.

With the full swing support of the government and neighboring association regarding
education; it is always awaited to look forward to the retention and survival rates of each
school rendered to perform in the academic arena. This made the proponents be more
convinced on the necessity of this research to be considered and taken into study.

Statement of the Problem

The research intended to focus and answer the following questions:

1. What is the attendance status of the Grade 7 and Third Year per month in terms
of:
A. Percentage of attendance,
B. Percentage of absentees,
C. Percentage of drop out?
2. What are the implemented and experienced prevention/intervention programs of
Grade 7 and 9 students/teachers?
3. At what extent do the practices in avoiding frequent absences and tardiness are
performed by advisers and subject teachers as perceived by students and
teachers?
4. How effective are the prevention/intervention programs on students with frequent
absences and tardiness based on the advisers/students perceptions?

Significance of the Study

Department of Education Division of Lucena: The office would definitely like to see the
overview of the actual scenario of their recipients in the education field. A truthful
presentation of data would give them an instant understanding of how these problems

2
are addressed by the school, teachers and students themselves. Policies and information
dissemination can be catered on the definite situation a school is facing.

Administrators/Principals: The Administrators and principals are the agents of change and
better decision makers to maintain and cure problems in absenteeism, tardiness and even
dropout. As the leaders in their own work station, they can give leading goals, programs,
information to help students and teachers in this kind of challenge.

Teachers/Advisers: The research would be beneficial for them since they are the ones
who carry the challenge all throughout the school year. This would give them basis also
for decision making, and steps to eliminate, or totally avoid dropouts, absenteeism and
others. A handful of knowledge for them would surely prepare them to handle students
correctly and as to perform as expected. They would be protected with the policies
implemented and even can bring them support from the school/ superiors.

Parents/ Community: They would definitely know their rights and obligations as a parent
and a part of citizen supporting education in their own community. The protection of
students right, and even understanding policies revolve in absenteeism, tardiness and
drop out must be well-defined; so that they can work hand in hand with the school
/teachers. Their involvement or response to this problem may surely bring out the best
for their child.

Students: The knowledge and understanding of the school policies regarding

absenteeism, tardiness, and dropouts must be spelled out. This research would be
beneficial for them to give them the clear and right direction they should take part. On the
other hand, procedures and choices can be given to them to protect the days, activities
they have exerted by knowing some ways to continue their study.

Scope and Limitation

The proponents wanted to identify the attendance rate of the levels existing in the
morning shift in Lucena City National High School. This also dealt with problems with the
survival rate such as absenteeism and drop out for each level mentioned. In addition, the

3
extent of the practices in avoiding these problems as performed by advisers were taken
into account to determine the depicting challenges of every teacher/ adviser. At the end,
the prevention/intervention programs to students with frequent absences and drop out
were rated as perceived by advisers and students.

This descriptive method plainly gave facts and details on the following variables
mentioned. On the other hand, a self-administered questionnaire was utilized to gather
data as crafted by the proponents. Percentage and mean scores were the statistical
treatment to interpret part I-III. School year 2013-14 was the scope of this action research
wherein the subjects were Grade 7 and Third Year students. A purposive sampling was
followed since this is a school based research.

Definition of Terms
The proponents prepared operational meaning to assist in the further understanding of
this research :

Absences. It refers to actions of a student who is absent without a valid excuse for 5
days during a school year.

Attendance Status. This refers to the actual counts of students present during
regular class days within the school year.

Dropout. This refers to a students condition where he/she declared to stop schooling
within a period of the school year.

Excused absences. It refers to valid excuse of students which include illness, doctor
appoint ments, personal reasons justified by a parent or guardian.

Frequent Absences. This refers to actions of a student who is absent without a valid
excuse for at least 10 days of the school year.

Intervention Programs. These are programs to assist students to realize negligence

in attending classes or assist them to remedy problems of absenteeism or for dropping
out.

4
 Tardy . This refers to an action of a Grade 7 or 9 student who is a tardy by more than
30 minutes without a valid excuse in a school year.

Prevention. This refers to school or advisers programs and practices implemented

to avoid absenteeism, truancy and tardiness.

Practices. The frequent steps and behaviors of Grade 7 and 9 teachers in addressing
to absenteeism, truancy and tardiness.

Conceptual Framework

Grade 7 and 9 Identified

Attendance Practiced Effective
Status
Preventions Preventions
a. attendance % and and
Interventions Interventions
Practiced by
b. absentees % by Advisers Advisers

c. drop out %
Experienced
Preventions
and
Interventions
by Students

Figure 1. Paradigm of the Study

The framework explains the existing attendance status of Grade 7 and Grade 9

students in terms of attendance, absenteeism and drop outs. The attendance status

5
emulates the practiced and experienced preventions and interventions of advisers in

reducing absenteeism. Students and advisers identified the preventions and interventions

practiced by teachers and experienced by students. Moreover, the respondents rated on

how extensive did they practice and experience the preventions and interventions for

students with frequent absences or truancies. Lastly, advisers and students assessed the

most effective preventions and interventions practiced and experienced.

CHAPTER II
Review of Related Literature and Studies

Review of Literature

6
 School attendance is not a choice rather its mandatory. Because of the
compulsory attendance laws legislator and No Child Left Behind policy strengthen the
need for regular school attendance among students. The focus of every public school
system is to maintain attendance rates and reduce drop-out rates. Students who choose
not to attend school regularly and exhibit pattern of extended absences are in violation of
these laws.

Global Education Digest (2012) gave data from the UNESCO Institute for Statistics
(NIS) showed that about 32.2 million primary pupils were held back a grade in 2010 and
31.2 million dropped out of school and may never return. In the Philippines, 25% drop out
rate has been reported to the last grade of primary education. In East Asia and the Pacific
3 million children are leaving school before completing primary education.

In 2005, 19 percent of fourth grade students and 20 percent of eighth grade

students were reported to have missed 3 or more days of school in the previous month.
Of fourth grade students only 52 percent of the students reported school attendance and
45 percent to eighth grade. (NCES, 2006) This indicates that only half of all students are
attending school every day because of absenteeism and truancy.

Truancy or unexcused absences are the core of the problem. If the parents or
guardian cannot provide a valid excuse leads to another problem. Walsh (1993) suggests
that truancy leads to delinquency and later to adult crime, citing statistics reporting 82%
of inmates in Georgia are high school drop-outs.

Chronic absent students can be classified as being absent at least 10% of the
school year. These are the ones who perform at lower levels and most likely to drop out
on high school (Han, 2012) Gottfried(2009) states that chronic absenteeism has
negative impact on academic performance.

Muir (2005) mentioned that in study from the 1990s 8-12 % of students were
absent each day and more than 40% of teachers found tardiness to be significant
problem. Similarly, NCES (2007) reported that 31% of teachers agreed and strongly
agreed that student tardiness interfered with their teaching.

7
 In the study Gerrard et al. (2003) conducted student variables are the academic
problems and learning difficulties, limited social and emotional competence behavior
problem, poor physical health and chronic medical issues. They also identified serious
social or emotional issues, lack of understanding of attendance laws and lastly, substance
use.

Higher rates of absenteeism and truancy have shown to correlate with higher rates
of dropping out or not graduating on time. (Balfanz & Byrnes,2012) The importance of
attendance was stressed by Gottfried (2009) wherein he mentioned that it has negatively
impact academic performance.

The Ohio Department of Education (2000) reports students attendance

performance averages by 93% annual attendance. In other schools, 79% of the public
schools have met or exceeded the state attendance during the school year 1998-99. King
(2000) cited attendance as one of the academic performance variables. With this, Coutts
(1998) suggests student attendance should be chartered and monitored weekly, since
high attendance rates are indicators of effective schools.

Balfanz & Byrnes (2012) categorizes the reasons for committing absence. Firstly,
is the reason for not attending because of illness, family responsibility, needed to work,
etc. Second, they will not attend because of the safetiness they are considering which is
related to the environment they are with like bullying, academic pressure, and even
teachers. Third, is because they do not attend school since they cannot see the
importance of education in their lives.

School absenteeism and refusal behavior suggest absenteeism can be linked to

physical, psychiatric condition, classifications, proximal variable, contextual risk factors,
and cross cultural variables. (Kearney, 2008)

The effects of missing school were explained by Chang & Romero (2008) in this
view. This may include failure, disengagement from school, low test score, persistent
patterns of chronic absenteeism or truancy and increased risked of dropping. Kearney
(2008) added the following effects like developing serious mental health issues, engage
in drug and alcohol use, and become violent or participate in criminal behavior.

8
Prevention and Intervention

A single strategy is unlikely to fully address study attendance issues. Research

suggests a combination of prevention and intervention is most likely effective. (Gandy &
Schultz, 2007) Maynard et al, (200) also viewed that no single strategy is the most
effective strategy. He viewed that to reduce absenteeism generally involve some form of
monitoring, prevention, intervention, and legal intervention. A combination of strategies
must be leveraged to fully address student attendance issues.

Harris (2013) mentioned in his study the critical importance of intervention at the
earliest possible point in a truant students academic career. He recommended that
individualized attendance records should be used; also track excused and unexcused
students absences; connect record to persona, academic and behavior record; design
and implement a program to communicate; prioritize attendance under the new local
control; and critically assess any school policies that remove students from the classroom.

Heppen & Therrialt (2008) explains monitoring as getting information accurately

and timely. Attendance monitoring is focused on early warning systems used in routinely
available data housed at the school. In the case study conducted by Emmoto (1997)
stricter adherence to school rules by students is enforced to reduce absenteeism.

Careful planning and monitoring are also keys to keep students in their classes.
Supervision and additional activities means students engaged time also increased.
(Ememrson &Evertson,1981) This can be supported by the insight of Denzin & Lincoln
(2000) that experiences of absenteeism were reduced to a central meaning or the
essence of the experience inside a learning environment.

In the study of Student Advocacy (2005) in strengthening school attendance

practices to address educational neglect and truancy, they gave insights on how
important is a regular school attendance. They mentioned that encouraging families to
seek clarification from a specified school official of any aspect of the schools attendance
policy when anything is unclear. This can be given during school meeting especially when
school begins. Secondly, the need to encourage families to discuss the attendance policy
with their children reinforcing the school expectations for excellent attendance.

9
 Prevention should be broad based and designed to educate students, parents,
families, teachers, and communities about the importance of consistent school
attendance policies. This should give effort to provide education and information to the
agents concerned. These strategies are strategically focused on students welfare.

Immediate communication with parents is equally important and further follow up

parents when committed same problem. Attendance date is most often incorporated in
system as they can easily accessible to school personnel and routinely collected. &
Easton, 2007) Partnership with community agencies offer broaden access to social
services and juvenile justice programs.

Communication can be in different forms and strategies like school handbooks,

contracts both to parents and students, letters, phone calls, home visits, media posting,
announcing attendance policies and giving the consequences of non
compliance.(William, 2012)

Wisconsin (2000) states to hold parents responsible for their students

absenteeism and truancy by enforcing fines, requiring counseling, requiring parents
attend school with their children and requiring meeting with school officials.

The family factors for these problem has been identified in the study of Gerrad
et.al(2003) like lack of familiarity with school laws; lack of parent supervision; ambivalent
attitudes about the importance of education domestic violence; drug or alcohol abuse;
serious medical issues; and involvement in criminal justice system.

Family interventions have also been implemented to link the family, student, and
school as one unit. Family based services help parents to set up fixed schedules for
students to follow and help families to identify and deal with the problems that are
surrounding their childs low attendance.(Teasley, 2004)

Ford & Stuphen (2005) states that absences are related to limited and unstable
parental involvement in routines for school preparation, no fixed bedtimes, home works
and lack of encouragement to get ready for school. Problems with family interventions
are identified because parents are not interested in their childs progress at school and
are unwilling to participate in interventions. (Reid,2005)

10
 Effective strategies must include activities at four levels: student, parents and
family , school or community and courts. (Gardner Center, 2012) An increase of
involvement was emphasized by Epstein (2000) by stating 6 elements: parenting,
communicating, volunteering, learning at home, decision making and collaborating with
community.

Epstein and Shledon (2012) identified key program elements to solve

absenteeism problem: 1st) make home visits, 2). rewarding students for improved
attendance 3.) establishing a contact person at school for parents to work with 4.) calling
home when students are absent 5.) conducting workshops for families about attendance
6.) referring chronically absent students to counselor 7.) using a truant officer to work with
problem students and families.

Gerrard et.al (2003) explains how these preventions and interventions work. First,
contact parents, create meaningful incentives for parental responsibility, including parents
in all truancy prevention activities and strong clear attendance policies. They emphasized
parents involvement, ensure students face firm sanctions for truancy and create
meaningful incentives for parents.

Baker (2000) examined the importance of the impact of attendance groups on

improving students attendance and attitudes toward school. Weekly attendance goals
and engaged in discussion were executed. Groups meet each week over 4 months and
joined focused worksheet games, self-esteem building activities, incentives, self-reporting
of attendance, attendance chat and problem solving. With this program, students
absences decreased by 6.7 days over the 4th month period.

Community and neighborhood interventions are also important to increase student

attendance. Involvement outside their house means another healthy atmosphere for
success. Leadership and community involvement let students feel the sense of pride and
achievement. Agencies are extremely large and often overlooked. The multiple tasks of
workers and teachers create less time for interventions and incentives. (Teasley, 2004)

Lochmiller (2013) designed a family community involvement intervention named

School Attendance Initiative (SAI). This provided a comprehensive outreach to the

11
families and students face problem with school. Identification of the problem with support
plans and assistance were given including medical and parent education. The research
teams evaluation demonstrated a 7-10% point increase in attendance after the SAI
contact.

Perfect attendance awards and certificates are used as an incentive to student

attendance. This helps encourage students by a school wide recognition as well as
personal certificate or award. (Epstein & Sheldon, 2000)

Another problem with interventions is that school interventions cannot happen if

the student is absent. Mentors and tutors fall behind in their schedule and their time was
wasted which should be used properly. (Epstein & Sheldon, 2002)

In some searches, health problems became the main reason for being absent.
With that preventions are health related efforts that reduce transmission of common
illness through aggressive hand washing and improving school ventilation.

Guiron, Guchen & Ali,( 2002) showed the effectiveness of reducing absenteeism
by implementing a personal hygiene programs. The outcomes of implementation of
Buddies Hand washing Program showed a 50.6% decrease in absences in the test group
compared to the control group. Another program was the use of hand sanitizer and
disinfectant surface wipes the effectiveness of instituting a program focused on hand and
general hygiene is further supported by 34% decrease in absenteeism after multi-week
instruction.

Improvement in classroom and school air quality has been closely associated with
improvements in student attendance. (Schendell, et al, 2004)

Kearney (2005) proposed the use of medical and clinical intervention to reduce/
avoidance an refusal behavior. This, intervention is used when diagnosed with common
anxiety and depression. Clinical intervention with a cognitive based approach has
additionally been found empirically supported in treating school avoidance, especially with
anxiety-based disorder. (Kearney, 2008)

12
 These treatments include use of meditation, teaching of stress, anxiety, reduction
method, exposure based practices by interviewing, observations and score on School
Refusal Assessment Scale. (Kearney, 2008)

The school culture often serves as a catalyst for school avoidance behavior. To
improve school and community efforts should focus oj teacher-student relationships as
well as learning environment. Ramaley & Zia (2005) suggests an increase student
engagement to reduce absenteeism. This can be possible if the school promote learning
relevant in the world they in; introduce forms and instructions technology; positive
challenging and open; positive per-to-peer relationships; and modeling learning for
students.

Studies indicate importance of involving school counselors or social workers in

intervening to curtail absentee problem. (Wisconsin, 2000) School social workers must
be familiar with the legal aspects of truancy in the states in which they practice. Social
workers must also work within the parameters of the law and do what is acceptable to
effectively intervene with truant individuals. (Teasley, 2004)

Regular contact with the school counselor will facilitate meaningful dialogue about
the habits and behaviors require for consistent attendance and academic achievement.
The regular support network encourages students to attend class regularly.

Epstein and Sheldon (2012) investigated the correlation between variables of

school practice and attendance rates. He had mentioned predictors with this relation:
rewarding students for improved attendance; assigning a truancy officer; conducting
family workshops; referring frequently absent students to counselor; connecting parents
with school contact person with a particular emphasis on outreach to diverse families and;
making home visits.

Strategies and Approaches

La Salle Preparatory School adopted a school wide approach to discipline known

as Positive behavior Management (PBM) . PBM promotes strategies intended to change
the focus of disciplinary efforts toward positive reinforcement of desired behaviors. Their
attendance intervention is based upon the principles: negative consequences do not

13
change negative student attitudes about school; positive reinforcement produces long
term change; negative consequences can increase the frequency of tardiness and
absenteeism; incremental reinforcement allows students to observe and appreciate even
small improvements in attendance; and attendance improvement must always be
reinforced no matter how long it takes.

Multi-faceted approach is usually designed in some programs like (TRP) ot

Truancy Reduction Program. The components of the program include assessments,
home visits, casework management incentives, weekly school contacts, counseling,
referrals, and monitoring,

Vanky & Garcia (2006) showed that in 2 months intervention, there were 1.4 fewer
absences on average than at 2 months pre-intervention. The evaluation also showed that
24% of students had zero tardiness at 26% had no unexcused absences 94% of the
program participants successfully completed.

Multi-modal approach was also conceptualized by Mc Cllusky and colleagues

(2004). They analyzed the effects of an early elementary truancy initiative program
involving three elementary schools. Similarly, it is meant to reduce absenteeism among
elementary students to impoverished and educationally disadvantaged minority
populations. Those were the students who missed more than 20% of school day. The
procedure was to send letter; principal review the case, if improves a congratulatory letter
is sent, if not, referred to an attendance office. The same procedure will be followed like,
home visits, phone calls, written acknowledgments and if it does not improve in 2 weeks,
the family will be visited by a community officer and attendance officer. Consequently,
warrants are issued to families. The study showed that attendance significantly improved
immediately after the first two stages of intervention.

Herrera et. al, (2007) conceptualized mentoring students for academic success.
Few to mention are school based attendance program like: Across Ages, Big Brothers/Big
Sisters, Career Academies and Check and Connect. These are basically mentoring
programs for youth and adolescents. Career Academies is a program wherein the school
links students with peers, teachers and community. They are partners in a disciplined
environment and foster academic success and emotional/mental health.

14
 The other prevention activities are the class campus at lunch; open-house
presentation to parents and families; institute the check and connect program ; and
promote dual credit course.

Similarly, schools in Wisconsin prohibit participation in extra-curricular activities

allow for lower class participation grades and revoke student work permits for students
with high absenteeism or truancy. (Wisconsin,2000) Moreover, in the Midwest, faculty
members formed a committee to reform attendance. The result was stricter enforcement,
in-house suspension on Saturday mornings, verification of absences, and stronger efforts
to inform parents when students reach 10 days of absence.(Kulel & Ratigan,1991)

Other problems involved is the older students who are still studying and needed to
give assistance because of problems in academic, status as a working status and others.
Kopperud & Weaver (2000) gave additional strategies to consider for these older students
who cannot make up with their studies and had problems in attending class. These are:
flexible class schedule; using vocational placement or enrichment; requesting an intro-
inter district transfer to give the student a fresh start; and arranging for a student transfer
to an attendance educational program that will better meet a range of needs.

Check and Connect program refers to a systematic monitoring of students

performance variables such as: absences, behavioral, and grades. Connect means to the
personalized timely intervention focused in problem solving, skill building, and
competence enhancement (Lochmiller, 2013).

This relationship based intervention was programmed to target elementary,

middle, and high school students who miss more than 12% of school days. The results
engaged studies 44% increase less tardy and 23% increase of fewer absences.

Gandy and Schultz (2007) study discussed cognitive behavioral therapy and
caregiver training. He gave insight to the evaluation of Heyne (2002) regarding the varying
effects of child therapy, care giving training and combination of school refusal behavior.
This is a 50 min session including relaxation, social skills training, cognitive training, skills
implementation, trouble shooting and relapse.

15
 Other program is the community based court approach that brings together school,
juvenile court and local service provider. Fantuzzo and colleagues (2005) utilized an
experiment with this kind of program. A quazi-experimental design was used to evaluate
the effectiveness of project START (Stop Truancy and Recommended Treatment). This
START program includes categories of intervention of court referral, traditional court
referral, or court refusal with community based services.

School wide incentive program can be used as another design to take. This may
include open house presentation to parents and families; fall & spring newsletter; rise &
shine and healthy hands program& curricula. In the rise & shine program, it encourages
students to be in class on time and entered in a drawing for one of 2 Apple ipods. The
drawing will take place at the end of fall and spring semester. At the end of the year the
evaluation and assessment team gathered data like total number of days absent; number
of parental notifications sent; number of parental meetings hold to discuss student
attendance; and number of phone calls made to inform parents

CHAPTER III
Methodology

METHODOLOGY
This presents the methodologies that were employed by the researchers in

conducting the study. This often refers to anything and everything that can be

encapsulated for a discipline or a series of processes, activities and tasks.

Research Design

The researchers used descriptive design of research as methodology in their

present investigation. The simplicity and accuracy of this research design is enough

ground to make better results of this study.

16
 In the descriptive design, it involves description, recording, analysis, and

interpretation of the presentation. The descriptive method is the most popular approach

in research projects. It describes, interprets and reveals condition that exist, practices that

prevail or do not prevail, beliefs or point of view or attitudes that are held or not held,

produces what is going on or otherwise, effects that being trends are developing.

Respondents

The subjects under study were the advisers of both Grade 7 and Third Year Level

who have experienced actual situation in this academic problem about absenteeism and

dropout. There are 17 sections in Grade 1 7 level and 15 section in Third Year with a sum

of 32 advisers. Third part of the questionnaire was answered by advisers, level

coordinators and subject coordinators. They were the ones who can able to assess

honestly based on their experiences and observations on this matter.

Sampling Procedure

The respondents were taken from the population through non-probability sampling.

Specifically, purposive sampling was used since there was a criteria set by the

researchers.

Research Instrument

Questionnaire was primarily used as research instrument for the collection of data.

The researchers used different literatures to construct the instrument. It went through

several drafts after consultation with the adviser. Several personages were mentioned in

this study particularly the constructive criticism of the adviser.

17
 The questionnaire inquired the adviser-respondents attendance record daily and

also their form 1 or school register. Other parts dealt with their perceptions and actual

practice they implemented.

Data Gathering Procedures

Upon the approval, the questionnaire was administered to the respondents present

during the administration of the research instrument. The questionnaires were collected

as soon as the respondents finished answering.

The data were allied and interpreted through the use of related literatures and

studies. Using statistical treatment as a tool for analyzing collected data is effective and

efficient in understanding phenomenon. It served as the basis for interpretation of the

data collected.

Statistical Treatment

Collected data were analyzed by tabulating the frequency of the respondents

response to each item in the research questionnaire.

For statistical treatment, simple percentage and weighted mean were used by the

researchers.

The percentage was taken by dividing the number of responses to the item by the

number of cases involved in the study. The formula is:

P = F/N x 100

18
 where: F = represents the frequency of responses

N = the number of respondents multiplied by 100 to determine

the percentage

Likewise, the formula for weighted mean is

WM = X ( F)

_____________________

where: WM = Weighted mean

X = Summation of Variable

F = Frequency

N = Number of cases

CHAPTER IV.

Data Analysis and Interpretation

Part I. Attendance Status of Grade 7 and Grade 9 per Month

19
 102.00
Percentage of Attendance
100.00
98.00
96.00
percentage

94.00
92.00
90.00
88.00
86.00
grade 7 grade 9
June 99.59 100.0
July 95.71 97.2
August 94.47 94.9
Sept. 93.53 93.9
Oct. 93.94 92.3
Nov. 91.59 92.5
Dec. 93.24 92.9

Figure 2. Percentage of Attendance of Grade 7 and Grade 9

The figure presents the percentage attendance of Grade 7 and Grade 9 from June
to December 2013-14. The levels have able to maintain the percentage not lower than
91%. However, a decline of 3-4 % was manifested on the first quarter and 2-3% decline
on the Second Quarter of the Academic Year.

In the Grade 7 level, a difference of 6.35% from the first month was manifested
to the first month of the Third Quarter. Grade 9 level, on the other hand, has a difference
of 7.1% respectively on the first month to the last.

Reid (2002) made mention that 8-12% of students were absent each day, and
more than 40% of teachers found absenteeism and tardiness to be a significant problem.

20
 Drop Out Percentage
80
70
60
Number
50
40
30
20
10
0
Grade 7 Grade 9
June 1 0
July 1 0
August 0 0
Sept. 3 0
Oct. 6 8
Nov. 7 39
Dec. 19 21
Total 36 68
Percent 4.03% 7.88%

Figure 3. Drop Out Percentage of Grade 7 and Grade 9

The figure shows the drop out percentage profile of Grade 7 and Grade 9 of each
month respectively. A slow decrease of student number per month was shown in the
columns wherein a number of students droppings were executed at the last month
(December) of the year. All in all Grade 7 has 36 dropouts and Grade 9 has 68 dropouts.
This concluded that the Grade 7 level has a 4.03% dropout rate and Grade 9 has 7.88%
dropout rate.

Global Education Digest (2012) presented data from the UNESCO Institute of
Statistics (UIS) showing that 32.2 million primary pupils were held back a grade in 2010,
and 31.2 million dropped out of school and may never return. In the Philippines, twenty
five (25%) dropout rate was recorded to the last grade of primary education.

Balfanz & Byrnes, (2010) students who drop out are not doing well academically.
These students are generally coded as dropping out of school due to: 1) a lack of
personal motivation or interest to continue their education, or to 2) a lack of academic
success including low grades and/or retention. These are both signs of a lack of student
engagement (i.e., investment and motivation towards school). This study examines the

21
early warning indicators (attendance, behavior and coursework patterns) for students
in grades 1, 3, 6, and 9 who eventually drop out of school.

Percentage of Absenteeism
9.00
8.00
7.00
Axis Title

6.00
5.00
4.00
3.00
2.00
1.00
0.00
Grade 7 Grade 9
June 0.41 0.13
July 3.24 2.80
August 5.06 5.60
Sept. 5.88 6.07
Oct. 5.53 8.33
Nov. 7.71 8.27
Dec. 6.18 8.07

Figure 4. Percentage of Absenteeism

The figure determines the percentage of absenteeism committed by Grade 7 and

Grade 9 on the respective months. The gradual increase of absentees per level was
evidently seen starting from 3-5% higher on the first Quarter and added to 2 more percent
to the third Quarter. It can be analyzed that in the first quarter 3-5 students were absent
per day in each class; 5-7 students in the 2nd Quarter ; and 6-8 students in the first month
of the first quarter grade. Though it does not increase to 10% of the class, these frequent
absentees can be qualified as students at risk.

Wimmer (2008) mentioned that questionable absences and tardiness issues have
a direct impact on schools and serve as early warning signs to educators that there is a
problem in the childs life. According to Malcolm, Wilson, Davidson and Kirk (2003)
teachers identified effects of absenteeism on children as: academic under- achievement,
difficulty in making friends which could lead to boredom, loss of confidence. Also,
prolonged absence can have deleterious effects for the child in later life. Students who
are absent from school are at the greatest risk of dropping out of school early.

22
 Byrne (2012) categorized cases of absenteeism 1 st, cannot attend school due to
illness, family responsibilities, need to work; second, they will not attend to avoid bullying,
unsafe conditions, harassment and embarrassment ; and third, dont attend school since
parents and students do not see the value of being there, nothing stops them from
skipping school.

Part II Prevention/Intervention Programs Implemented/Experienced

Percentage Score on Prevention Programs

Perceived Implemented by Advisers
Themselves
120%
100%
80%
60%
40%
20%
0%
Corresp Public Attenda
Clear School
Meeting ondence awarene nce others
attenda Tardy activities
with (letter,t ss incentiv (please
ncde Contract Banned
parents exts,pho campaig e specify)
policies policies
ne,etc) n policies
Grade 7 100% 82% 71% 82% 58% 0% 29% 1%
Grade 9 100% 93% 33% 67% 60% 27% 33% 0%
Gen Ave. 100% 88% 52% 75% 59% 14% 31% 1%

Figure 5. Prevention Programs Implemented by Advisers

The figure explains the implemented prevention programs as perceived

implemented by advisers in Grade 7 and Grade 9. The top three implemented prevention
programs were the meeting of parents (100%), correspondence letters, texts, calls (82%
and 90%); clear attendance policies ( 82% and 67%). The least prevention programs
implemented were: tardy contract ( 0% and 27%); school activties banned (29% and
33%); and public awareness campaign (71% and 33%) respectively.

Research suggests a combination of prevention and intervention is most likely

effective. (Gandy & Schultz,2007; Smink &Reiner, 2005). Effective strategies must

23
include prevention, intervention activities at four levels: including; student, parents and
family, school or community and courts. (Gardner, 2012)

Percentage Score of Preventions Implemented

as Experienced by Students
90
80
70
percentage

60
50
40
30
20
10
0
Correspo Public Clear Attendac School
Meeting
ndence Awarenes Attendan e Tardy Activities
with others
with s ce Incentive Contract Banned
Parents
Families Campaign Policies Prorams Policies
grade 7 83 82 73 66 60 41 26 17
grade 9 34 61 34 32 29 51 12 0
Gen. Ave. 58.5 71.5 53.5 49 44.5 46 19 8.5

Figure 6. Preventions Implemented as Experienced by Students

Figure 6 indicates preventions implemented as experienced by Grade 7 and Grade

9 students. In the Grade 7 level, the highest preventions implemented were: Meeting with
parents (83%); correspondence with families (82%); and public awareness campaign
(73%). On the other hand, Grade 9 level highest preventions conducted were:
correspondence with families (61%); tardy contract (51%); and meeting with parents
(34%). The lowest preventions committed in Grade 7 and 9 level were: school activities
banned and other preventions.

Parent involvement is still prevalent to improve students academic success.

Problems with family interventions also rise when parents are not interested in their childs
progress at school and are unwilling to participate in interventions. (Reid, 2005)

Epstein and Sheldon (2002) identified key programs for improved attendance one
of them was establishing a contact person at school for parents to work with. Moreover,
they investigated the correlation between school practices/ prevention and attendance
rates. One best predictor was connecting parent with school contact person emphasizing

24
on outreach to diverse families and even conducting family workshops focus on school
attendance.

One of the least preventions was school activities banned policies. This policies
may oppose the insight of Nodding ( 2000)a modern educational philosopher, ethics of
care. This is when an adult make a determined focus on a caring relationship to let student
grow and progress.

Intervention Programs Perceived Implemented by Advisers

120%

100%

80%
Percentage

60%

40%

20%

0%
Partner Interdis
Partner Recom
Face-to- Parent- Mentor ship w/ Daily ciplinar
Home ship Commu mendati c. EASE
face Teacher ship other Skill b. Open Counsel y
Visitatio with nity on for progra
encount Confere Progra org. & Building High ing progra
n Parenti Services ADM a. m
er nce ms agencie Class m: C
ng Class ALS
s Care
Grade 7 100% 88% 100% 71% 58% 64% 29% 58% 57% 35% 23% 82% 35%
Grade 9 100% 100% 100% 13% 33% 13% 40% 53% 20% 13% 6% 60% 6%
Grade 10 100% 94% 100% 42% 46% 39% 35% 56% 39% 24% 15% 71% 21%

Figure 7. Intervention Programs Perceived Implemented by Advisers

Figure 7 shows the intervention programs as perceived implemented by advisers

of Grade 7 and Grade 9. The highest intervention programs were home visitation
(100%), parent teacher conference (100%) and face-to-face encounter (94%). On the
other hand, the least intervention programs perceived implemented were:
Recommendation for EASE program (15%), Interdisciplinary program C CARE (21%),
recommendation for Alternative Learning System (ALS) 39%.

25
 Sheverbush & Colleagues (2000) specifically note the importance of emphasizing
solutions and emphasized key program elements in building partnerships to reduce
absences, including: home visits, reward students for improved attendance; establishing
a contact person ; referring chronically absent students to counselor and using a truant
officer to work with problem students and families.

Mentoring is also viewed as an important strategy for improved student

attendance. Research on national mentoring programs, such as Big Brothers/Big Sisters
and Across Ages, demonstrate that mentoring has a positive influence on student
attendance (Herrera, et al., 2007).

Later research by Sheldon (2007) on the effectiveness of implementing a

community partnership program created by the National Network of Partner Schools
(NNPS) to increase attendance and reduce chronic absence reinforced the research done
by Epstein and him in 2007. Building programs as well as a framework of six key elements
are given to increase involvement, targeted at (1) parenting, (2) communicating, (3)
volunteering, (4) learning at home, (5) decision-making, and (6) collaborating with the
community (Epstein 2001).

Interventions Programs Experienced by Students

70%
percentage Score

60%
50%
40%
30%
20%
10%
0%
Partne Reco
Parent Partne Interdi
rship Daily mmen
Face- - rship Ment Comm sciplin
Home with skill dation EASE
toface Teach w/ orship unity Open Couns ary
Visitat other Buildi to progra
encou er parent Progra Servic High eling progra
ion org. or ng other m
nter Confe ing ms e mC
agenci Class Progra
rence Class Care
es m ALS
Grade 7 38% 45% 66% 58% 31% 33% 64% 24% 34% 28% 24% 39% 24%
Grade 9 36% 47% 47% 43% 26% 35% 32% 21% 38% 0% 0% 7% 19%
Gen.Ave 37% 46% 57% 51% 29% 34% 48% 23% 36% 14% 12% 23% 22%

Figure 8. Intervention Programs Experienced by Students

26
 Figure 8 shows the intervention programs experienced by students in Grade 7 and
Grade 9. The top two (2) interventions were parent-teacher conference with 57% and
Partnership with parenting class with 51%. Horbert, Liang and Stark (2003) conducted a
research about School Attendance initiative an early intervention programs that has a
comprehensive outreach with family. This is a combine effort of the school, parents and
community wherein whatever problems the child has solution will be devised by the staff.
With this within 1999-2003 there has been a 7-10 % increase in attendance.

Ford & Stuphen (2000) mentioned that family based-services help parents to set
up fixed schedules for students to follow and help families to identify and deal with the
problems that are surrounding their childs low attendance. School must encourage a
family-based collaboration which considered as a group effort. (Teasly, 2004)

The third top intervention was the daily skill building class wherein it received a
48%. Lochmiller (2013) introduced and studied a school Based Attendance Program
named Check and Connect which focuses its efforts on engaging students through
relationship building between students and mentor/monitors. This model promotes
engagement by monitoring attendance, behavior and academics. Secondly, this program
also provides students with academic support, problem solving exercises, feedback,
discussion, and opportunities to participate in community service etc. This program has
similar concept with the daily skill building class wherein knowing the student more
intelligently and emotionally.

The least interventions were: recommendation for EASE program (12%), Open
High(14%) and Interdisciplinary program like C CARE.(22%). These programs were
offered to students with a different cases and not students can able to avail these
programs until they are qualified. These are basically referrals wherein they cant
performed well in the mainstream class or extreme cases that are needed strict
monitoring yet directed to act responsibly.(Kopperud &Weaver : Williams,2012)

Part III. Practices Implemented in Avoiding Frequent Truancy as Perceived by Teachers

Statements Grade 7 Grade 9 Total Rank

27
 1. Inform students and parents on the policies of absenteeism, 6TH
tardiness and dropping out. 4.2 4.33 4.265
2. Record students attendance regularly. 4.2 2.5 3.35 13TH
3. Monitor from time to time students attendance inside the 5TH
classroom. 4 4.66 4.33
4. Diagnose students performance through constant checking of 11TH
attendance. 2.7 5.1 3.9
5. Call the attention of students with 3 or more accumulated 3RD
unexcused absences/tardiness. 4.11 4.66 4.385
6. Ask students reasons why they committed absences and 2ND
tardiness. 4.4 4.6 4.5
7. Validate reasons of students absences and tardiness by asking for 9TH
excuse letters/texting parents or inquiring neighbors/students. 3.6 4.33 3.965
8. Invite parents or guardians if students commit absences/ 4TH
tardiness.(letters/word of mouth/text) 4.3 4.4 4.35
9. Arrange verbally and on the records agreement with students and 8TH
parents with frequent absences. 3.7 4.4 4.05
10. Send letters to parent/ guardian if absences are committed once 7TH
more against the arranged agreement. 3.5 4.8 4.15
11. Coordinate cases to the year level coordinator/ guidance 1ST
coordinator. 4.3 4.9 4.6
12. Provide reasonable and fair intervention programs to students. 14TH
(home visitation, parent conference/agreement etc.) 4.1 2.3 3.2
13. Inform coordinators on the developments vice versa of the cases 10TH
reported to the office with certified papers. (Anecdotal record,
work activity, assigned tasks, etc.) 4.7 3.2 3.95
14. Report cases to the year level coordinator/ guidance coordinator 10TH
if the students continuously commit acts which affected obviously
the grades. 4.1 3.8 3.95
15. Process letter and agreement to parents/guardian of dropping 12TH
out due to frequent absences. 3.8 3.9 3.85
16. Provide sufficient evidences with the interventions made in 15TH
avoiding absences and dropping out of students as to be
submitted to the principals office. 2.3 0 1.15
Table 1. Weighted Mean on the Practices Implemented in Avoiding Frequent Truancy
Weighted Point Range of Weighted Verbal Description
Mean
5 4.21 5.00 Highly Practiced
4 3.41 4.20 Moderately Practice
3 2.61 3.40 Practiced
2 1.81 2.60 Least practiced
1 1.00 1.80 Not practice

Table 1. Procedural Practices Implemented by Advisers

Table 1 shows the procedural practice implemented by advisers to avoid frequent

truancy in Grade 7 and Grade 9 level. The highest practices were: Coordinate cases to
the year level coordinator/ guidance coordinator. with a 4.6 WM ( highly practiced) ; Ask
students reasons why they committed absences and tardiness with a 4.5 WM (highly
practiced); and Call the attention of students with 3 or more accumulated unexcused
absences/tardiness with a 4.38 WM (highly practiced).

28
 The lowest rank practices were: Provide sufficient evidences with the interventions
made in avoiding absences and dropping out of students as to be submitted to the
principals office. with a 1.1.5 WM(Not practiced); Provide reasonable and fair intervention
programs to students ( home visitation, parent and teacher correspondence, etc.) with a
3.2 WM (practiced); and Record students attendance regularly with a 3.35 WM (practiced)
respectively.

The procedural practices in school showed a need for the help of the school
coordinators, counselors and especially with the advisers as well. Munoz (2001) studied
interventions found promise in the practices of home school coordinator, individual
success plan, one-on-one attention, skill building contracts, incentive plans and even a
team approach. With this study, attendance increased by 4.8 % points for participants in
the year studied. The multifaceted practices are employed to target effective prevention
of truancy and absenteeism.

Balfan & Byrne ( 2012) stated that effective monitoring practices enable educators
to routinely evaluate attendance and intervene before the student becomes chronically
absent. The highest predictors may be related to Kearneys based cognitive based
therapy model wherein contingency management like constant coordination and talking
with students establish routines and creating an incentive structure that encourages
positive behavior and school attendance. (Albano, 2000)

The importance of communication and prompt coordination were seen practiced

by the agents involved. Smink & Reimer (2005,p9) assisted this idea stating to provide
children with early identification, assessment, and prompt delivery of coordinated
interventions to prevent continued absences from school.

Statements Grade 7 Grade 9 Total Rank

1. Inform students and parents on the policies of absenteeism, 4th
tardiness and dropping out. 3.4 3 3.2

29
 2. Record students attendance regularly. 3.2 3 3.1 5th
3. Monitor from time to time students attendance inside the 2nd
classroom. 3.0 4 3.5
4. Diagnose students performance through constant checking of 8th
attendance. 3.14 2 2.57
5. Call the attention of students with 3 or more accumulated 7th
unexcused absences/tardiness. 2.2 3 2.6
6. Ask students reasons why they committed absences and 15th
tardiness. 2.4 1 1.7
7. Validate reasons of students absences and tardiness by asking for 11th
excuse letters/texting parents or inquiring neighbors/students. 2.7 2 2.35
8. Invite parents or guardians if students commit absences/ 14th
tardiness.(letters/word of mouth/text) 1.8 2 1.9
9. Arrange verbally and on the records agreement with students and 9th
parents with frequent absences. 2.1 3 2.55
10. Send letters to parent/ guardian if absences are committed once 3rd
more against the arranged agreement. 2.7 4 3.35
11. Coordinate cases to the year level coordinator/ guidance 10th
coordinator. 3.0 2 2.5
12. Provide reasonable and fair intervention programs to students. 6th
(home visitation, parent conference/agreement etc.) 3.0 3 3
13. Inform coordinators on the developments vice versa of the cases 1st
reported to the office with certified papers. (Anecdotal record,
work activity, assigned tasks, etc.) 3.4 4 3.7
14. Report cases to the year level coordinator/ guidance coordinator 9th
if the students continuously commit acts which affected obviously
the grades. 3.1 2 2.55
15. Process letter and agreement to parents/guardian of dropping 13th
out due to frequent absences. 2.1 2 2.05
16. Provide sufficient evidences with the interventions made in 12th
avoiding absences and dropping out of students as to be
submitted to the principals office. 2.6 2 2.3
Table 2. Practices Implemented in Avoiding Frequent Truancy as Perceived by Students

Weighted Point Range of Weighted Verbal Description

Mean
5 4.21 5.00 Highly Practiced
4 3.41 4.20 Moderately Practice
3 2.61 3.40 Practiced
2 1.81 2.60 Least practiced
1 1.00 1.80 Not practice
Table 2 presents practices
implemented in avoiding absenteeism and truancy as perceived by students in Grade 7
and Grade 9. The top rank practices were: Inform coordinators on the developments vice
versa of the cases reported to the office with certified papers. (Anecdotal record, work
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 moderately practiced; and Send letters to parent/ guardian if absences are committed
once more against the arranged agreement. with a 3.35 WM interpreted as moderately
practiced.

30
 The least rank practices were: Ask students reasons why they committed
absences and tardiness. with a 1.7 WM interpreted as not practiced; Invite parents or
guardians if students commit absences/ tardiness.(letters/word of mouth/text) with a 1.9
WM interpreted as not practiced.; and Process letter and agreement to parents/guardian
of dropping out due to frequent absences. with a 2.05 WM interpreted as least practiced.

Studies include importance of involving school counselors or social workers in

intervening to curtail absentee problem. It was recorded that there are 64% interventions
were provided by counselors and 22% to social workers.(Winsconsin, 2000)

Gerrard et.al (2003) identified effective prevention/intervention practices few to

mentioned were: contacting parents and creating a meaningful incentives for parental
responsibility, including parents in all truancy prevention activities; second, is having clear
attendance policies. They also confirmed elements in a popular model, wherein parents
involvement, ensure students face firm sanctions, and create meaningful incentives for
parental responsibility.

In a study of Student Advocacy (2005) entitled Strengthening School Attendance

Practices to address Educational neglect and Truancy , it stated the importance of
regular school attendance. These include, encouraging families to seek clarification from
a specified school official of any aspect of the schools attendance policy; holding small
meeting as school begins; and encourage families to discuss the attendance policy with
their children reinforcing the school expectations for excellent attendance.

Communication is important also like: school handbooks, contracts to

student/parents, letters, phone, home visits, media posting, announcing attendance
policies, and consequences of non-compliance. (Williams, 2012)

Part IV. Effectiveness of Preventions/Intervention Programs

PREVENTIONS Grade Grade 9 Gen. Rank

7 WM
1. Meeting with parents 5 5 5.0 1st

31
 2. Correspondence with families(letter, texts, 2nd
phone calls/word of mouth) 4.7 4.8 4.8
3. Public awareness campaign 1.4 2.4 3.8 4th
4. Clear attendance policies 3.5 3.7 3.6 5th
5. Attendance incentive programs 4.5 3.9 4.2 3rd
6. Tardy contract 4.7 3.6 4.2 3rd
7. School activities Banned Policies (like prom) 1.5 1 1.3 6th
INTERVENTIONS
8 Home visitation 3.2 4.03 3.62 4th
9. Parent-teacher conference 3.4 2.4 2.9 8th
10. Partnership with parenting class 4.2 3.7 3.95 3rd
11. Mentorship programs with guidance and 9th
coordinators 1.5 3.8 2.65
12. Partnership with other organizations or 2nd
agencies( DSWD, PNP, other NGOs) 4.7 3.4 4.05
13. Daily skill building class( like peer tutoring, 10th
cooperative learning) 3.7 1.5 2.6
14. Community services 1.2 5 3.1 6th
15. Recommendation for ADM: 5th
a.ALS 3.8 2.6 3.2
16. b. Open high 12th
0 2.4 1.2
17. c. EASE Program 2.3 3.7 3 7th
18. Counseling (invited experts like 5th
psychologists) 3.8 2.6 3.2
19. Face-face encounter with student 5 5 5 1st
20. Interdisciplinary program example: C CARE 0 3.4 1.7 11th

Table 3. Effectiveness of Preventions/Intervention Programs as Assessed by Teachers

Weighted Point Range of Weighted Verbal Description
Mean
5 4.21 5.00 Most effective
4 3.41 4.20 Moderately effective
3 2.61 3.40 Effective
2 1.81 2.60 Less effective
1 1.00 1.80 Not effective

Table 3 presents effectiveness of preventions/intervention Programs evaluated by

teachers of Grade 7 and 9. The top preventions were: Meeting with parents with a 5.00
WM ( most effective), Correspondence with families (letter, texts, calls.) with a 4.8 WM
( most effective); and Tardy contract and Attendance incentive programs both with a 4.2
WM (moderately effective). While, the least prevention was: school banned activities
policies with a 1.3 WM (not effective).

32
 The highest intervention programs as evaluated were: face-to-face encounter with
5.00 WM (highly effective; Partnership with other organizations or agencies ( DSWD,
PNP, other NGOs) with a 4.05 WM ( moderately effective); and partnership with parenting
class with a 3.95 WM ( moderately effective). On the other hand, the least intervention
was recommendation for Open High with a 1.2 WM interpreted as not effective
respectively.

Interventions in school cannot happen if the student is absent; thats why it will be
wasted when they do not show up in school. This clarifies the result of the highest
predictor that face-to-face encounter with students are highly effective. Mentors and peer
tutors fall behind since their time were wasted (Epstein& Sheldon, 2002)

Perfect attendance awards and certificates are used as an incentive to students

attendance. This type of incentive helps to encourage students by a school wide
recognition. Principals read students name over the public announcement system.
(Epstein & Sheldon, 2002) a tardy contract is a contract wherein the students agree to a
number of consequences after subsequent tardy referrals. One of the features of the
contract is an area for students to check a reason for their frequent tardy infractions. This
contract improves good time management skills in students at present and for the future.

Reasons students do not attend school can be influenced by a number of factors

ranging from a lack of community support, and an unsupportive school environment or
family to bad weather etc. (Teasley, 2004) Social services need to be more targeted to
the specific truancy problem, assess risks and factors related to absenteeism and truancy
and support collaborative efforts between agencies, families and students. (Teasley,
2004)Interventions and incentives need to be tailored to individual students needs and
these work best when there is alliance between teachers, and parents. (Teasley, 2004)

PREVENTIONS Grade 7 Grade 9 Gen. Rank

WM
1. Meeting with parents 3 3.49 3.25 1st
2. Correspondence with families(letter, texts, 5th
phone calls/word of mouth) 2.4 2.93 2.66
3. Public awareness campaign 2.9 2.84 2.87 3rd
4. Clear attendance policies 2.7 3.04 2.87 3rd

33
 5. Attendance incentive programs 3.2 2.46 2.83 4th
6. Tardy contract 2.5 2.62 2.56 6th
7. School activities Banned Policies (like prom) 2.6 3.32 2.96 2nd
INTERVENTIONS
8 Home visitation 3.2 4.03 3.62 4th
9. Parent-teacher conference 3 4.32 3.66 3rd
10. Partnership with parenting class 4.5 2.40 3.45 5th
11. Mentorship programs with guidance and 6th
coordinators 3.4 1.79 2.59
12. Partnership with other organizations or 9th
agencies( DSWD, PNP, other NGOs) 2.8 2.00 2.4
13. Daily skill building class( like peer tutoring, 10th
cooperative learning) 2.1 2.43 2.26
14. Community services 1.5 0.65 1.08 13th
15. Recommendation for ADM: 11th
a.ALS 1.5 2.63 2.06
16. b. Open high 12th
1.5 2.12 1.81
17. c. EASE Program 2 2.91 2.46 8th
18. Counseling (invited experts like 7th
psychologists) 3 2.09 2.54
19. Face-face encounter with student 3.2 4.65 3.93 2nd
20. Interdisciplinary program example: C CARE 3 5 4 1st

Table 3. Effectiveness of Preventions/Intervention Programs as Assessed by Students

Weighted Range of Weighted Verbal Description

Point Mean
5 4.21 5.00 Most effective
4 3.41 4.20 Moderately effective
3 2.61 3.40 Effective
2 1.81 2.60 Less effective
1 1.00 1.80 Not effective

This table explains the effectiveness of the prevention and intervention programs
as Assessed by Students of Grade 7 and Grade 9. T he top rank preventions were:
Meeting with Parents with 3.25 WM interpreted as Effective; School Activities Banned
Policies 2.96 WM interpreted as Effective; and School Public Campaign and Clear
Attendance Policies both with a 2.87 WM interpreted as Effective. While the least
prevention program was Tardy Contract with 2.56 WM interpreted as Less Effective.

34
 The top rank intervention programs were; Interdisciplinary program: ex C CARE
with 4WM interpreted as moderately effective; Face-to-face encounter with a 3.93 WM
interpreted as moderately effective ; and Parent-teacher conference with 3.66 WM
interpreted as moderately effective. On the other hand, the least rank intervention
program was Community services with 1.08 WM interpreted as not effective.

Wisconsin (2000) explains that in cases of absenteeism parents are held

responsible by enforcing, requiring counseling, requiring parents attend school with their
children, and requiring meeting with school officials. In other cases they prohibit
participation in extra-curricular activities. With students of high absenteeism and truancy
they ask students work permit or even allow them in lower class participation grade.

Wilson (2000) enforced consistent school attendance policies which can and does
make a difference in reducing high rates of absenteeism. Enomoto (2001) also conducted
a study in adhering stricter school rules just to prevent absenteeism.

In the Midwest, faculty members formed a committee to reform attendance policies

whereas the results were: stricter enforcement, in-house suspension on Saturday
mornings, verification of absences and stronger efforts to inform parents when students
reach 10 days of absence. With the implementation of this program, absences fell to 65%
and truancy fell 78%.(Kubel & Ratigan, 1991)

CHAPTER V

Summary, Conclusions, and Recommendations

This chapter provides the review, inferences and recommendations of the study.

Summary:

35
 The study dealt on the attendance profile of Grade 7 and Grade 9 students together

with identifying of prevention/interventions practiced and how effective they are. This

supported the intervention/prevention programs experienced and implemented based on

the perceptions of students and teachers.

Specifically, it tried to answer the following queries:

1. What is the attendance status of the Grade 7 and Third Year per month in terms
of:
a. Percentage of attendance,
b. Percentage of absentees,
c. Percentage of drop out?
2. What are the implemented and experienced prevention/intervention programs of
Grade 7 and 9 students/teachers?
3. At what extent do the practices in avoiding frequent absences and tardiness are
performed by advisers and subject teachers as perceived by students and
teachers?
4. How effective are the prevention/intervention programs on students with frequent
absences and tardiness based on the advisers/students perceptions?

Findings:

The findings of the study were the following:

1. The attendance profile of Grade 7 and 9 according to attendance were the levels
have able to maintain the percentage not lower than 91%. All in all Grade 7 has
36 dropouts and Grade 9 has 68 dropouts. This concluded that the Grade 7 level
has a 4.03% dropout rate and Grade 9 has 7.88% dropout rate. The percentage
of absentees has an accumulated 9 % within the year.
2. The implemented prevention programs as perceived implemented by advisers in
Grade 7 and Grade 9. The top three implemented prevention programs were the
meeting of parents (100%), correspondence letters, texts, calls (82% and 90%);

36
 clear attendance policies ( 82% and 67%). Preventions implemented as
Experienced by Grade 7 and Grade 9 students. In Grade 7 they were: Meeting
with parents (83%); correspondence with families (82%); and public awareness
campaign (73%). On the other hand, Grade 9 level highest preventions conducted
were: correspondence with families (61%); tardy contract (51%); and meeting with
parents (34%).
The intervention programs as perceived implemented by advisers of Grade 7 and
Grade 9 were home visitation (100%), parent teacher conference (100%) and face-
to-face encounter (94%). The intervention programs experienced by students in
Grade 7 and Grade 9 were parent-teacher conference with 57% and Partnership
with parenting class with 51%.
3. The procedural practices implemented by advisers to avoid frequent truancy in
Grade 7 and Grade 9 level were: Coordinate cases to the year level coordinator/
guidance coordinator. with a 4.6 WM ( highly practiced) ; Ask students reasons
why they committed absences and tardiness with a 4.5 WM (highly practiced); and
Call the attention of students with 3 or more accumulated unexcused
absences/tardiness with a 4.38 WM (highly practiced).
Practices implemented in avoiding absenteeism and truancy as perceived
by students in Grade 7 and Grade 9 were: Inform coordinators on the
developments vice versa of the cases reported to the office with certified papers.
(Anecdotal record, work 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 moderately practiced; and Send letters to
parent/ guardian if absences are committed once more against the arranged
agreement. with a 3.35 WM interpreted as moderately practiced.
4. Effectiveness of preventions/intervention Programs assessed by teachers of Grade 7

and 9. The top preventions were: Meeting with parents with a 5.00 WM ( most

effective), Correspondence with families (letter, texts, calls.) with a 4.8 WM ( most

effective); and Tardy contract and Attendance incentive programs both with a 4.2

WM (moderately effective).The effective prevention programs as Assessed by

37
 Students of Grade 7 and Grade 9. were: Meeting with Parents with 3.25 WM

interpreted as Effective; School Activities Banned Policies 2.96 WM interpreted as

Effective; and School Public Campaign and Clear Attendance Policies both with a 2.87

WM interpreted as Effective.

The highest intervention programs as assessed by teachers were: face-to-face

encounter with 5.00 WM (highly effective); Partnership with other organizations or

agencies ( DSWD, PNP, other NGOs) with a 4.05 WM ( moderately effective); and

partnership with parenting class with a 3.95 WM ( moderately effective). The top rank

intervention programs as assessed by students were; Interdisciplinary program: ex C

CARE with 4WM interpreted as moderately effective; Face-to-face encounter with a

3.93 WM interpreted as moderately effective ; and Parent-teacher conference with

3.66 WM interpreted as moderately effective.

5. Conclusion:

Based on the findings, the following conclusions were drawn;

1. The attendance status of Grade 7 and Grade 9 students were 91%

attendance, 9% absenteeism, and 4.03% (Grade 7) and 7.88% (Grade 9) dropout
rates.
2. The Implemented/experienced prevention program: teachers- Meeting with
parents (100%); Students-Meeting with Parents (83%). The
implemented/experienced intervention program: teachers-Home visitation (100%),
students- Parent teacher conference (57%).
3. The procedural practice Coordinate cases to the year level coordinator/ guidance

coordinator was highly practiced by teachers. Thus, the same procedural practice

was moderately practiced as experienced by students.

38
 4. Meeting with Parents was assessed by teachers/students as most effective

prevention program. On the other hand, face-to-face intervention was assessed by

teacher as highly effective; while, interdisciplinary program was assessed as

moderately effective by students.

Recommendations:

Based on the results of the study, the following were hereby recommended:

1. Further programs and interventions must be created and utilized to help and adjust
the needs of students with problems related to absenteeism and truancy as
implemented mainly by the guidance office and supported by the school ,
departments and community.
2. Modifications and implementation of an existing school handbook strengthens
attendance school policy.
3. Strengthen partnership with parents/families to improve communications between
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 effective engagement strategies and early academic
interventions.
5. Increase the role of student leadership in schools both in academics and
disciplinary acts.

REFERENCES

Baker D. & Jansen Y. (2000) Using groups to reduce elementary school absenteeism.
Social Works in Education. 22(1) 46-53

Balfanz, R. & Byrne V. (2012) The Importance of Being in School: A Report in

Absenteeism in Nations Public Schools. Education Digest:

39
Einstein & J. L. Sheldon S.B. (2002) Present and Accounted for Improving Student
Attendance through family and community involvement. Journal of Education research
95(5)

Lochmiller, Chad . Ph.D. (2013) Improving Student Attendance in Indianas School:

Synthesis of Existing Research Related to Student Absenteeism and Effective Research
Based intervention.

Gandy, Chanelle& Schultz, Jennifer Lee (2007), Increasing School Attendance for K8
students: A review of research examining the effectiveness of truancy prevention
programs

Gerrard, Michelle Burhans, & Fai Jennifer (2003) August Effective Truancy Prevention
and Intervention.

Munoz, M,A, (2002) Facing the Challenges of at risk Students in urban Schools Districts
the impact of an Attendance and Dropout Prevention Program in a Non-Traditional
School.

Reid K. (2005) The Causes, Views, and Traits of School Absenteeism and Truancy: An
Analytical Review. Research in Education, 74-59-82

Williams, Linda (2012) student Absenteeism and Truancy: Technologies & Interventions
to Reduce and Prevent Chronic Problem among School-Age Children.

Student Advocacy (Nov, 2008) Strengthening School Attendance Practices to Address

Educational Neglect and Truancy

Appendix A

Programs Target Date Persons involved Remarks

Preliminary January 2nd week Claribel B. Bautista 90% idea and
Planning Rosalinda Caalaman concepts were
visualized
Observation January 3rd and 4th Coordinators 90% observance
Research week with research on

40
 the significance
and feasibility of
the study
Writing February 4th week Claribel B. Bautista 100% of the
Proposal/Approval writing was
accomplished
based on
Suggestions and
researches on the
topic
Scheduling for March 1st week Rosalinda Caalaman 100%
Actual Proposal accomplished with
(Division Office) the approval of the
Research
Committee
Chairman
Data Gathering March 2nd week Rosalinda Caalaman 95% accomplished
Percentage Rates in providing data
computation
Answering of March 3rd week Rosalinda Caalaman 100% target
Questionnaires students answered
(students) the questionnaires
Answering of March 4th week Rosalinda Caalaman 100% advisers
Questionnaires answered the
(teachers/advisers) questionnaires
Collecting of Data April 1st week Rosalinda Caalaman 90% data were
Tallying, Encoding collected
Interpreting April 2nd week Claribel B. Bautista 100% data were
interpreted
Deliberation of April 3rd week Claribel B. 100% of the
Data Bautista/Rosalinda variables tables
Caalaman/Dr. were deliberated
Anicia J. Villaruel
Proofreading April 4th week-May Claribel B. Bautista 100% of the parts
2nd week were proofread
Presentation to the June 1st week Claribel B. Bautista 100% of data were
Principal /Rosalinda presented to the
Caalaman principal
Printing and June 2nd week Claribel B. Bautista 100%
Binding /Rosalinda accomplished
Caalaman

41
 Submission to the June 2nd week Claribel B. Bautista 95% of the
Division Office /Rosalinda procedure were
Caalaman accomplished

Appendix B.
Budget

Month February March April May June

Programs
Preliminary Writing proposal Presentation
Planning Tallying/Encoding
Data Gathering

42
 Observation Interpreting Proof Printing and
Research Answering of reading Binding of
Questionnaires Deliberation of Data Hard Copy
Finishing
data
Budget Printing Purchased Printing Php.100.00 Printing Printing
Cost Php. 20.00 materials Php. actual
Research Typewriting-Php. 100.00 manuscript-
700.00 Php.2,040
Hard binding-
Printing draft- Php. 200.00
Php.600.00
Cd (burning)-
Photocopying- 200.00
Php. 1,092

Appendix C.

QUESTIONNAIRE:
FOR TEACHERS
NAME:__________________________ Level: _______________
Advisory Class: ___________________
PART I. What is the actual status of the attendance records of your advisory class per
month?

43
 Monthly Attendance % Absences % Drop out %
June
July
August
Sept
Oct.
Nov.
Dec.
Total %
PART II. As an adviser what are the prevention/intervention programs you implemented.
Check on the column that denotes your answer.

PREVENTIONS IMPLEMENTED INTERVENTIONS IMPLEMENTED

1. Meeting with parents 1. Home visitation
2. Face-to-face encounter
2. Correspondence with 3. Parent-teacher conference
families(letter, texts, phone
calls/word of mouth)
3. Public awareness campaign 4. Partnership with parenting
class
4. Clear attendance policies 5. Mentorship programs
5. Attendance incentive programs 6. Partnership with other
organizations or agencies
6. Tardy contract 7. Daily skill building class
7. School activities Banned 8. community services
Policies (like prom, camp,
seminar)
8. Others please specify. 9. Recommendation for
ADM:
10. e.1 ALS
11. e.2 Open high
12. e.3 EASE Program
13. Counseling
14. Interdisciplinary program
ex: C CARE
PART III. PRACTICES IMPLEMENTED IN AVOIDING FREQUENT ABSENCES AND
TARDINESS.
How do you practice the following as an adviser?
5- Highly practiced 2- Least practiced
4- Moderately practiced 1-Not practiced
3- Practiced
Statements 5 4 3 2 1
1. Inform students and parents on the policies of
absenteeism, tardiness and dropping out.

44
 2. Record students attendance regularly.
3. Monitor from time to time students attendance
inside the classroom.
4. Diagnose students performance through constant
checking of attendance.
5. Call the attention of students with 3 or more
accumulated unexcused absences/tardiness.
6. Ask students reasons why they committed
absences and tardiness.
7. Validate reasons of students absences and
tardiness by asking for excuse letters/texting
parents or inquiring neighbors/students.
8. Invite parents or guardians if students commit
absences/ tardiness.(letters/word of mouth/text)
9. Arrange verbally and on the records agreement
with students and parents with frequent absences.
10. Send letters to parent/ guardian if absences are
committed once more against the arranged
agreement.
11. Coordinate cases to the year level coordinator/
guidance coordinator.
12. Provide reasonable and fair intervention programs
to students. (home visitation, parent
conference/agreement etc.)
13. Inform coordinators on the developments vice
versa of the cases reported to the office with
certified papers. (Anecdotal record, work activity,
assigned tasks, etc.)
14. Report cases to the year level coordinator/
guidance coordinator if the students continuously
commit acts which affected obviously the grades.
15. Process letter and agreement to parents/guardian
of dropping out due to frequent absences.
16. Provide sufficient evidences with the interventions
made in avoiding absences and dropping out of
students as to be submitted to the principals
office.
PART IV. EFFECTIVENESS OF INTERVENTION PROGRAMS AS PERCEIVED BY
TEACHERS/COORDINATORS.

As an adviser/teacher , how do you rate the effectiveness of the prevention /intervention

programs in lessening/avoiding tardiness, frequent absences and dropouts?

5-Most effective
4-Moderately effective

45
3-Effective
2-Less effective
1-Not effective
PREVENTIONS 5 4 3 2 1
1. Meeting with parents
2. Correspondence with families(letter, texts, phone
calls/word of mouth)
3. Public awareness campaign
4. Clear attendance policies
5. Attendance incentive programs
6. Tardy contract
7. School activities Banned Policies (like prom)
INTERVENTIONS
8 Home visitation
9. Parent-teacher conference
10. Partnership with parenting class
11. Mentorship programs with guidance and
coordinators
12. Partnership with other organizations or agencies(
DSWD, PNP, other NGOs)
13. Daily skill building class( like peer tutoring,
cooperative learning)
14. Community services
15. Recommendation for ADM:
a.ALS
16. b. Open high

17. c. EASE Program

18. Counseling (invited experts like psychologists)
19. Face-face encounter with student
20. Interdisciplinary program example: C CARE

Thank you !!

Appendix D.

QUESTIONNAIRE:
FOR STUDENTS
NAME:__________________________ Level: _______________
Section: ________________________

46
PART I. As a STUDENT what are the prevention/intervention programs you
EXPERIENCED? Check on the column that denotes your answer.

PREVENTIONS IMPLEMENTED INTERVENTIONS IMPLEMENTED

9. Meeting with parents 15. Home visitation
16. Face-to-face
encounter
10. Correspondence with 17. Parent-teacher
families(letter, texts, conference
phone calls/word of
mouth)
11. Public awareness 18. Partnership with
campaign parenting class
12. Clear attendance 19. Mentorship
policies programs
13. Attendance incentive 20. Partnership with
programs other
organizations or
agencies
14. Tardy contract 21. Daily skill
building class
15. School activities 22. community
Banned Policies (like services
prom, camp, seminar)
16. Others please specify. 23. Recommendatio
n for ADM:
24. e.1 ALS
25. e.2 Open high
26. e.3 EASE
Program
27. Counseling
28. Interdisciplinary
program ex: C
CARE

PART II. PRACTICES IMPLEMENTED IN AVOIDING FREQUENT ABSENCES AND

TARDINESS.
As a student at what extent or forceful do the practices of your adviser executed?
5- Highly practiced 2- Least practiced
4- Moderately practiced 1-Not practiced
3- Practiced
Statements 5 4 3 2 1

47
 1. Inform students and parents on the policies of
absenteeism, tardiness and dropping out.
2. Record students attendance regularly.
3. Monitor from time to time students attendance
inside the classroom.
4. Diagnose students performance through constant
checking of attendance.
5. Call the attention of students with 3 or more
accumulated unexcused absences/tardiness.
6. Ask students reasons why they committed
absences and tardiness.
7. Validate reasons of students absences and
tardiness by asking for excuse letters/texting
parents or inquiring neighbors/students.
8. Invite parents or guardians if students commit
absences/ tardiness.(letters/word of mouth/text)
9. Arrange verbally and on the records agreement
with students and parents with frequent absences.
10. Send letters to parent/ guardian if absences are
committed once more against the arranged
agreement.
11. Coordinate cases to the year level coordinator/
guidance coordinator.
12. Provide equally reasonable and fair intervention
programs to students. (home visitation, parent
conference/agreement etc.)
13. Inform coordinators on the developments vice
versa of the cases reported to the office with
certified papers. (Anecdotal record, work activity,
assigned tasks, etc.)
14. Report cases to the year level coordinator/
guidance coordinator if the students continuously
commit acts which affected obviously the grades.
15. Process letter and agreement to parents/guardian
of dropping out due to frequent absences.
16. Provide sufficient evidences with the interventions
made in avoiding absences and dropping out of
students as to be submitted to the principals
office.
PART III. EFFECTIVENESS OF INTERVENTION PROGRAMS AS PERCEIVED BY
TEACHERS/COORDINATORS.

As a student , how do you rate the effectiveness of the prevention /intervention

programs manifested by your adviser/teacher?

48
5-Most effective
4-Moderately effective
3-Effective
2-Less effective
1-Not effective
PREVENTIONS 5 4 3 2 1
1. Meeting with parents
2. Correspondence with families(letter, texts, phone
calls/word of mouth)
3. Public awareness campaign
4. Clear attendance policies
5. Attendance incentive programs
6. Tardy contract
7. School activities Banned Policies (like prom)
INTERVENTIONS
8 Home visitation
9. Parent-teacher conference
10. Partnership with parenting class
11. Mentorship programs with guidance and
coordinators
12. Partnership with other organizations or agencies(
DSWD, PNP, other NGOs)
13. Daily skill building class( like peer tutoring,
cooperative learning)
14. Community services
15. Recommendation for ADM:
a.ALS
16. b. Open high

17. c. EASE Program

18. Counseling (invited experts like psychologists)
19. Face-face encounter with student
20. Interdisciplinary program example: C CARE

Thank you!

49