Republic of the Philippines

Department of Education
Region XII
Bambad National High School
Isulan, Sultan, Kudarat

Causes of Absences and Drop-outs and

its Effect on the Academic Performances of
Students in Bambad National High School

A Research Study

Submitted to:
Mr. Alvin Ray Garcia
(Research Teacher)

In Partial Fulfillment of the Requirements in

Research I

Submitted by:

Jezreel L. Miguel
Charish D. Galingan
Rex M. De Vicente
Rhea C. Cereno
Jayson B. Palawan
Mark Anthony M. Mandate
Christian Dj Madarico
(Researchers)
 CHAPTER I
THE PROBLEM and its SETTING

Introduction

Absenteeism and drop out of student is one of the most common problems of the

school nowadays. Absenteeism and dropout rate of students in a country where

discussed as an important criterion that shows the quality of education in that country and

this is regarded as an important predictor of the existing and future problems of the

education system. (Graeff-Martins et al., 2006). Absenteeism is one of the most basic

indicators of to what extent the educational needs of student where met by schools. If the

students are turning their back on the education they were 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).

Absenteeism of students in school is one of the way for the student to escape

classes without any valid reason. Absenteeism is the rampant behavior of the students

that negatively affect their academic performances. Results to some factors such as;

Phobic adolescence, lack of interest, teacher approach, pimpernels from the family,

private coaching and etc. (Maskey, 2016)

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 (Thorton, et. al. 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, et. al. 2013).

This study aimed to answer the following objectives; (a.) to identify the different

family, peer, and social problems that causes the absenteeism and drop out of students.

(b.) to identify the different attitude problems of the students that lead to their absenteeism

and drop outs. (c.) to know what are the different intervention of the school about the

absences and drop out of their students. and (d.) to identify the different effects of

students absences in their academic performances.

Additionally, this study will be conducted to help the student to avoid and reduce

absenteeism and dropping out and understand its negative effect in their academic

performances. Thus, this is also one way to inform and give a detail feedback the different

causes of absenteeism and dropout of students.

Statement of the Problem

Generally, this study aims to determine the causes of absences and dropout of

students in Bambad National High School.

Specifically, this study will answer the following questions:

1. What are the different attitude problems that may lead to absenteeism and

dropout of students?

2. What are the effects of absences and dropouts of students in Bambad

National High School on their academic performances?

3. What are the interventions of the school in relation to this problem?

Significance of the Study

This study will focus on many unresolved problems about the absences and drop-

out of students in Bambad NHS. This study seeks to determine the different causes of

absences and drop out of students in Bambad National High School and to help the

institution to find solution and to lessen the number of absenteeism and drop out of

students in Bambad NHS.

 CHAPTER II

Review of Related Literature

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. 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.

Student absenteeism is a serious issue in public education. Concerted efforts

have been expended aimed at engaging students and promoting active learning, but

schools are still full of “clock-watchers” Many high schoolers regularly skip classes and,

according to some inside reports, “the hallways are virtually empty some Friday

afternoons.” A recent report, commissioned by the Nova Scotia Education Department,

bravely tackles the chronic issue. The advisory committee, chaired by Howard Windsor,

Halifax’s former “one-man school board,” recommends extending compulsory school

attendance to age 18/Grade 12 and a series of “staged interventions” for chronic

“skippers” and truants. Along with those measures, the committee proposes a range of

inducements to keep students in school. In extending schooling to 18, Nova Scotia would

be following the lead of Ontario, New Brunswick, and Nunavut.

When confronted with a growing problem of absenteeism, Nova Scotia Education

seems to be considering “compulsory engagement” until age 18. With 7.4% of students
missing 20% or more of classes and 45% absent for 10% of their classes, it’s a deeply

entrenched problem. First came the carrot ( the elementary level behaviour modification

(PEBS) program and high school exam exemptions), now we seem to be resorting to the

stick ( compulsory schooling to 18). Student engagement is clearly more important than

attending and simply occupying classroom seats. Canada’s largest national school

survey, Tell Them from Me, provided a clearer sense of the problem and identified the

factors contributing to “a sense of belonging at school.” “Improving school and classroom

climate” are key to “increasing engagement,” says CRISP Director Douglas Willms

(MASS Journal,Fall 2008). Leading American expert, Deborah Meier (2002), sees school

size as a critical factor — the smaller the school, the more likely students are to feel a

sense of attachment; the larger the school, the greater the potential for standardization,

alienation and absenteeism.

Absenteeism can be remedied by providing adequate co-curricular activities to

students. It could be curbed by creating of clubs and societies to keep students busy

when they are out of class. Schools should strive to have up to date learning facilities like

libraries as well as sporting facilities to make students enhance student retention.

Attendance is an important factor in school success among children and youth. Studies

show that better attendance is related to higher academic achievement for students of all

backgrounds, but particularly for children with lower socio-economic status. Beginning in

kindergarten, students who attend school regularly score higher on tests than their peers

who are frequently absent.

Chronic truancy (frequent unexcused absence) is a strong predictor of undesirable

outcomes in adolescence, including academic failure, dropping out of school, substance

abuse, gang involvement, and criminal activity. However, chronic absence (regardless of

reason) is increasingly identified as an important “early warning sign” that a student is at

risk for school failure and early dropout. Chronic absenteeism is usually defined as

missing ten percent or more of school days. Unfortunately, few school districts currently

have the capacity to analyze attendance data to identify those students who are

chronically absent.

Many factors can contribute to student absenteeism. Family health or financial

concerns, poor school climate, drug and alcohol use, transportation problems, and

differing community attitudes towards education are among the conditions that are often

associated with a child’s frequent absence from school.

Predictors of absenteeism and truancy can be found inside and outside of the

school environment. Bimler and Kirkland (2001) indicated that there may be as many as

10 different 'hot spots' that can predict student absenteeism and truancy. These 'hot spots'

broadly include: school conditions; home-based behavioral issues; psychological issues;

family background; school-based behavioral issues; peer issues; as well as lack of

motivation or interest in school. These issues align with more recent reviews of literature

regarding student absenteeism, truancy, and school avoidance behavior (Kearney,

2008). As Kearney's (2008) comprehensive review of literature related to school

absenteeism and school refusal behavior suggests absenteeism can be linked to physical

conditions, psychiatric conditions, classification and proximal variables, contextual risk

factors, as well as cross-cultural variables. Each of these variables has been shown to

influence student attendance.

 Issues related to the student's physical and mental health appears directly related

to student attendance (Kearney, 2008). Chronic health conditions are among the most

significant predictors of student absenteeism. This review found that asthma is one of the

leading predictors for student absenteeism (Center for Disease Control, 2009; Kearney,

2008). The Center for Disease Control estimates that 9.1% of children under 17 years of

age have been diagnosed with asthma (Akinbami, Moorman, Garbe, Sondik, 2009). The

CDC estimates that nearly 14.7 million school days were missed in 2002 because of

asthma-related illness (Meng, Babey, & Wolstein, 2012). Researchers estimate that

students with asthma miss between 1.5 and 3.0 times more school days than their peers

without the condition (Bonilla, et al., 2005; Dey & Bloom, 2005; Moonie, Sterling, Figgs,

& Castro, 2006). According to Kearney (2008), absenteeism related to asthma can be

exacerbated by numerous factors, including age, poverty, medical care, as well as the

student's living environment.

Research suggests that other health issues influence student attendance, as well.

For example, obesity, chronic illness, and chronic pain all appear to significantly predict

higher levels of student absenteeism (Palermo, 2000; Sato, et al., 2007). Geier and

colleagues (2007) studied 1,069 fourth and sixth graders attending nine elementary

schools in Philadelphia and found that students who had a higher than normal Body-

Mass-Index (BMI) were more likely to miss school than students whose BMI was within

normal range. They concluded that obesity was thus a significant predictor of student

absenteeism after adjusting for the student's age, race or ethnicity, and gender. Taras

and Potts-Datema (2005) reviewed literature related to chronic health conditions in

children and disclosed that the literature associates student attendance with diabetes,
sickle cell anemia, epilepsy, among other chronic illnesses. This research builds on

related work suggesting that other chronic conditions have also been attributed to

increased student absenteeism, including migraines, abdominal pain, musculoskeletal

pain, and juvenile rheumatoid arthritis (Chan, Piira, & Betters, 2005). Roth-Isigkeit and

colleagues (2005) conducted a large-scale study of children who experienced chronic

pain. They concluded that "30 to 40 percent of children and adolescents with pain

reported moderate effects of their pain on school attendance" (p. 153). In addition,

researchers have found that teen pregnancy (Kirby, 2002) and drug/alcohol use

(Roebuck, French, & Dennis, 2004) are also significant predictors of student

absenteeism. Drawing upon survey data from the 1997 and 1998 National Household

Surveys on Drug Abuse, Roebuck, French, and Dennis (2004) found that among 15,168

adolescents age 12 to 18, marijuana use was strongly associated with truancy and

increased likelihood of high school dropout.

Past research has suggested that family characteristics such as the number of

parents in household and parental practices all influence student attendance, as well. For

example, students from single-parent families are more likely to miss school than students

from two-parent families (Finlay, 2006). Parents who are actively involved in their child's

school experience and monitor their child's participation in school – these behaviors

include talking with their child about school, checking homework, and participating in

school-based parent organizations. Sixty-four percent of students who responded to the

2009 High School Survey of Student Engagement indicated that they attended school

because of their parent or guardian (Yazzi-Mintz, 2009). However, it bears noting that the

existing research also suggests that parental "over-involvement" can be detrimental to

student attendance (Corville-Smith, Ryan, Adams, & Dalicandro, 1998). Corville-Smith

and her colleagues (1998) found that students who perceive their parents as controlling

were less likely to attend school than those who perceived their parents as supportive.

Children who are supported by protective services, including foster care, frequently

miss more school than children who are not served by these programs. Conger and

Rebeck (2001) analyzes records from 17,000 New York City children in foster care and

disclosed that approximately three-quarters of children placed in foster care attended

school. Heilbrunn (2004) studied 30 truant students in Colorado and found that the

students were frequently in the care of child protective services and had been removed

from their homes. Heilbrunn (2004) also reported that informal tallies collected by the

juvenile justice system revealed that truant students frequently experiences issues such

as child neglect, abandonment, mental and physical health concerns, as well as previous

placement in programs operated by health and human services.

The culture and climate of the school, particularly as it relates to teacher-student

relationships and more broadly to issues of student safety, has been moderately

associated with student absenteeism. The likelihood that a student will not attend school

increases when students feel unsafe or threatened by the school community. Stewart

(2008), drawing upon National Educational Longitudinal Survey (NELS) data, disclosed

that student outcomes were related to the student's sense of belongingness or connection

to the community. Similarly, Rumberger and Palardy (2005) reported that students who

perceived that their school was unsafe had higher rates of attribution. In particular,

students who experience bullying and victimization by peers or their teachers tend to miss

more school than peers who do not experience these conditions (Glew, Fan, Katon,
Rivara, & Kernic, 2005). Dinkes, Kemp, and Baum (2009) reported that seven percent of

students age 12 to 18 who participated in the 2007 National Crime Victimization Survey

reported that they "avoided school activities or one or more places in school because they

thought someone might attack or harm them" (p. 56). The same survey revealed that

"approximately five percent of students ages 12-18 reported that they were afraid of attack

or harm at school, compared with three percent of students who reported that they were

afraid of attack or harm away from school" (p. 54). The prevalence of fear and avoidance

among students appeared greatest among middle school students and high school

freshman and sophomores (Dinkes, et al., 2009). These are also the grade levels which

research suggests are most likely to predict student absenteeism, truancy, and high

school dropout (Balfanz & Byrne, 2012; Gottfried, 2013).

Bullying appears to be a significant predictor of student absenteeism and, at the

high school level, a significant predictor for students who ultimately drop out of school.

Recent research indicates that bullying (including adversarial relationships with education

professionals) is now widely recognized as a significant factor in student academic

performance and student attendance as manifest through school avoidance behaviors

(Kearney, 2008; Roberts, Zang, Truman, & Snyder, 2012; Swearer, Espelage,

Vaillancourt, & Hymel, 2010).

Everybody at least once in their lives thinks about who they will be in the future.

Some people are successful because they have the motivation and determination to

graduate college; others are less lucky because of their lack of those characteristics and

opportunities. Those people often don't feel fulfilled in their lives because they get into a

routine. Usually non-college graduates most of the days work all day long to just pay rent
and bills. They don't have time and enough money to enjoy life by going on vacation to

relax from daily duties. People should think about causes of dropping out of college to

avoid regrets in the future. The three causes of people quitting college are regulating the

balance between work and study, unexpected personal problems and financial problems.

The first cause of dropping out of college is regulating the balance between work

and study. Students who are working while studying often break barriers of acceptable

amount of working hours. For example, some students work full time or part time but they

do physical work like lifting furniture or cleaning which makes them tired. As a

consequence, they are not prepared for classes because they don't have time to study or

they are too tired to focus on the homework. Because of that, they have a hard time in

classes and they drop out of college. Moreover, sometimes many students get out from

work too late and they are late for classes. As a result, they miss valuable time that they

can spend on test or lose important information like introduction to the topic and they are

disoriented. Continuing to be late forces them to make decision between school and

changing a job, and in many cases they just quit school. The inability to regulate balance

between work and study leads people to drop out of college.

Another cause of students quitting college is unexpected personal problems. Every

year many female students drop out opportunity of higher education because they get

pregnant. For instance, after childbirth, women are not in best condition and they have to

take care of new baby like breast feeding, changing diapers or putting an infant to sleep.

Therefore, they quit college. Furthermore, abrupt information about sickness of close

member of family can cause decision about abandon college. For example, a doctor

diagnoses that student's father has lung cancer and he predicts three months life for him.
This information has an effect on student's studies because of inability to concentrate,

think about the dramatic day when the loved person would past away. The student's

thoughts lead them to sadness and depression. As a result, person doesn't care about

school anymore and resolve to quit college. A reason that students quit college is

unexpected personal problems.

The third cause of students resigning from college is financial problems. Some

parents don't have enough money to pay for a school because of economical crisis. For

example, in days of economical crisis a lot people lose their jobs so first they pay

necessary expenses like a rent and bills then they carry about their children's

development of knowledge. Because parents don't have enough money to cover

educational expenses, their children are forced to quit college. Moreover, students who

apply for financial aid and they don't receive it, might have many siblings and despite of

their both parents work full time, their home budget doesn't let them continue education

and they usually quit college. Financial problems is a cause that students drop out of

college.

Students quit college because of many reasons and causes. Some of them are

regulating the balance between work and study, unexpected personal problems and

financial problems. Some situations such as financial problems are independent on

students and they aggravate in continuing college education. However, most of the

causes of dropping out of college are students' decisions. These decisions have an

impact on careers and students' future therefore, before quitting a college people should

think whether they want to have high or minimum standard lives

 It is definitely a sad state of affairs when a country’s future generation skips on

education or refrains from it. More and more children are dropping out of schools. The

reasons for all of them vary howsoever. Some drop out of schools voluntarily while others

are forced to do so under dire circumstances. Whatever be the reason, the mere fact that

a child is not completing her/his school education is not righteous. Such children many a

times fail to be an asset for the nation given their inability to contribute in any way. Very

seldom do these students manage to prove the contrary. No reason can be big enough

and act as a replacement for school education. It forms the base of a person’s life making

them efficient in all disciplines, at least on the optimum level. Here is an insight into the

top 10 common reasons why students drop out of school.

Lack of interest

It is usually found that every class of students has some of those pupils who refuse

to show any attention to the subjects being taught. Their lack of interest is caused by their

lack of attention in whatever is being taught. It is not that such students do not try. They

do try as and when they are forced and pressurized to. But, we very well know harsh

persuasive techniques do not last long, they give in after a while. It is then that these

students prefer going the other way. They prefer dropping out of their school because

once and for all they decide that whatever is being taught there barely intrigues them.

Thus they decide to suit themselves.

Delinquency
 This is a harsh truth of life. The big bad world out there has several things to offer

undoubtedly. Children in their teens, as school students are not well aware of the various

facets of the world. They get fascinated by the fancy things that life seems to offer. But

every short-cut taken to acquire all those fanciful things is a step ahead towards

delinquency. Sometimes willingly and sometimes unknowingly they get caught in its web.

Once caught, it becomes impossible to get out of it. Be it petty thefts, buying and selling

of porn videos, helping in unethical crimes, it is a host of evil that they get trapped in.

School becomes long forgotten after taking up such pursuits.

Supporting family

It is unfortunate that students have to give up their education in the face of

economic reasons. The inability to pay the school fee can be one such reason. Several

demanding situations can surface where adolescent children of the family are asked or

looked upon as a helping hand to the family. Here, these children are often emotionally

led into abandoning their academic life and focus their attention to the family crisis. It is

also somewhere because of the notion that more the number of helping hands in a family,

the better it is.

Working in family shops

Children sometimes don’t see the point of continuing with their studies while they

have the option of working in their family business. They find working in shops run by

family members as more useful and benefitting in comparison to six to seven hours of

schooling. It becomes their perfect reason to let go of schooling. A part of their decision
is often also fuelled by their family members. This can be avoided by not allowing kids at

all to go for such options.

Constant failure

Some students fail repeatedly, be it in class tests or semester examinations. The

constant failure causes the lack of self confidence in them. As and when the failure

persists, the lack of self-confidence vanishes. In its space emerges a feeling of being

least bothered which is more fatal as compared to the former. Once the person starts to

feel disinterested in the consequences any more, then she or he goes for what they feel

is the best. They no longer find any logic behind succumbing to the rules and regulations,

thereby following what is desired of them. In the face of repeated failures, they give up

school education.

Severe bullying

Kids are not able to communicate their feelings well. And same goes for the

adolescents as well. They might be facing extreme humiliation at school and would still

not discuss about it. The fear of being judged and laughed at holds them back from

coming in the light. They start making excuses from going to school. It is here that parents

need to step in and take full action. It is necessary that such cases are investigated

thoroughly. The disheartening part is that in some cases the child who is the victim is

bullied to such an extent that he prefers dropping out of the school. The parents often end

up being baffled in such situations not being able to get to the core of the entire situation.

Need to support an ailing family member

 Not much can be done in such situations for these are sheer tragic moments in

life. Tragedies like these have the full potential to destroy the life of the person who is to

face it single handedly. More so is the case if the sufferer is a school going child. It is

normal for kids to take a little leave to take care of their ailing parent or grandparent who

is alone at home without any help. But in some cases that leave escalates into a several

weeks and goes on to become months. Before it is realized the one week leave becomes

a semester. There is no going back then.

Grabbing hold of other opportunities

Given the large number of advertising and modeling opportunities for the

youngsters, it becomes one of the greatest reasons for them to drop out of schools. The

teens from schools go for auditions. It is as if they simply wait for the perfect opportunity

to come along and take them away from the hassles of attending school. The chance to

enter showbiz becomes so mesmerizing and tantalizing for them that everything else in

front of it loses its significance. School life is long forgotten by then and the only idea that

circulates in their mind is to grab hold of the next auditioning chance that comes up.

Too much of academic pressure

The generation today is not very well equipped in combating stressful situations.

They resort to alcoholism or substance abuse of any sort to overcome the feeling of

excessive anxiety. However not all come down to the level of substance abuse. Students

of this sort are not left with many choices to overcome their tension and fear of failing their

parents when it comes to their academic performance. Sometimes the pressure escalates

to such heights, that the student loses her/his ability to think rationally. She or he becomes
more and more vulnerable to panic attacks as a result of being unable to face moments

like sitting in an examination hall or while waiting for the results. They break down.

Terribly. It is this inability to deal with the debilitating anxiety that they drop out of schools.

Unable to fit in

Not everyone is able to fit in, in different atmospheres. Some students adapt

themselves pretty easily irrespective of the number of schools they change. On the other

hand there are some students who won’t be able to cope up even with a single change

of school. Their failure at making friends and establishing a good rapport with the teachers

makes them feel more like an outsider. Soon, they are bound to give up.

Dropping out is a personal decision, but many students feel like it's the best option if they

have personal or academic problems that make school attendance a burdensome

responsibility.

Teen pregnancy can pose concerns for students trying to complete high school

academic requirements. Nearly one-third of teen girls who drop out of high school state

early pregnancy and parenthood as keys reason for their decision, according to

TheNationalCampaign.org. Pregnant teens may feel embarrassed about going back to

school, struggle with morning sickness or fatigue, and have difficulty keeping up with their

classwork. Taking care of a baby is time-consuming, so many may not have the energy

to complete high school. Pregnancy also affects college students, but with the availability

of online courses and the maturity that comes with adulthood, college-age women often

have the opportunity to complete college coursework.

Students often drop out of high school and college due to apathy or boredom. High

school students often report that academic content isn't interesting and they don't have a
personal connection with their teachers, according to an article in "Psychology Today."

High school dropouts and college students may have other alternatives that seem more

appealing, such as getting a job or starting a career. High school students who aren't

interested in going to college may not see the value of a high school education. Boredom

is a problem that must be addressed by students, parents, school faculty and education

boards to see if better course offerings and more student-teacher interactions would help.

High school and college students often drop out because they struggle

academically and don't think they'll have the GPA or credits necessary to graduate. Some

high school students don't want to risk failing, which could mean summer school or

another year of high school. College students' academic problems often lead to a loss of

scholarships or grants and may result in having to repeat classes to earn needed credits.

Lack of Parental Support

The lack of parental involvement is a problem that often leads to higher dropout

rates, especially with high school students. Parents play an important role when it comes

to high school attendance. High school dropouts often have parents who weren't engaged

or concerned with their academic success. If a parent doesn't encourage her child to stay

in school, show interest in classes and teachers, communicate with administration, or pay

attention to homework assignments, the child might not see any reason to follow through

with the coursework. When parents don't prioritize their child's high school education, the

child may choose to drop out, according to an article on the United Way website.

Some high school students and college students drop out because they want to

work to earn money. They may need money to finance a car, pay for auto insurance, buy

clothes or electronics, pay for housing or support unhealthy addictions. Most high school
and college students don't have the time and energy to go to school all day, complete

homework assignments and still work enough hours to support lofty expenses. Dropouts

who are concerned about their immediate, short-term financial situation may see a full-

time job as the best way to maintain the lifestyle they desire.

United Way Worldwide’s call to action we blogged about earlier this week

prompted United Way of Stanislaus County to further research the issue of high school

dropout. We found that dropping out of school is a process, and does not occur

overnight. The process often starts prior to a child entering into the school system. Poor

academic achievement as early as elementary school is predicator of dropping out of

school.

There are many factors that put a student at risk to dropping out of school. Many

times not all risk factors apply to all students. However, research has consistently

indicated the following risk factors as variables that lead to a student dropping out of

school:

Based on our research, there appeared to be three main reasons students dropout

of high school in Stanislaus County:

1. Parent Engagement was most often reported as a necessary factor for a child to be

successful in school. Research stated educational support (both financial and emotional)

from parents is key to a child being successful and staying in school. If parents do not

hold high aspirations for their child’s educational attainment, their child will not see the

purpose of staying in or doing well in school.

 If parents are engaged early in the child’s educational career the child is more likely

to be successful in school. The parent’s interest and investment in their child’s education

shows the child that education is important. This consequently increases the child’s

likelihood of having good academic performance.

2. Academic Performance is another key factor that was consistently cited as a factor

that influences a student staying in school and graduating. Several research articles cited

that the road to academic success starts early in the education system. Both school

readiness and 3rd grade reading proficiency have been cited as indicators of future

academic success. After the 3rd grade children are no longer learning to read, but are

now reading to learn. Helping struggling students in the 3rd grade to read at or above

reading proficiency will help be more prepared for success in the future.

Research has also indicated that success in middle school is a key indicator of

whether a student will drop out of high school. In middle school, a student is bombarded

with many social changes that affect success in school. The transition from elementary

school, where children are primarily in one class with the same classmates and teacher,

to middle school, where students are rotating classes, teachers and classmates, is a

difficult transition for some students. The relationship with their teachers isn’t as strong,

due to the fact that they have multiple subjects. This makes it difficult for students to get

the attention they need. Research has indicated that success in middle school is a strong

indicator for success in high school.

3. Family Economic Needs also arose in research as a contributing factor to school

dropout. For example, Russell Rumberger and Sun Ah Lim authors of the study Why
Students Drop Out of School: A Review of 25 Years of Research (2008), found that

students from a lower socioeconomic status were more likely to drop out of school than

a student from a higher socioeconomic status. Russell RumBerger and Sun Ah

Lim’s study also found that students who work more than 20 hours a week are more at

risk to drop out.

Scope and Delimitation

This study is limited only to the different causes of absences and drop out of

students in Bambad National High School.

 This study will be conducted at Bambad National High School on September 14 to

15, 2017. The respondents of this study is limited only for 45 respondents of Grade 10

Sapphire, 45 respondents of Grade 9 Rizal and 45 teachers of Bambad National High

School.

Definition of Terms

Absences- a state of being away from a place or a person. Operationally, it serves

as the dependent variable in this study.

Drop-out- a person who has abandoned a course of study or who has rejected

conventional society to pursue an alternative lifestyle. Operationally, it serves as the

dependent variable in this study.

Student- a learner or someone who attends an educational institution.

Operationally it serves as the respondents of the study.

Cause- a person or thing that gives rise to an action, phenomenon, or condition.

Respondents- a person who replies to something, especially one supplying

information for a survey or questionnaire or responding to an advertisement.

Data- facts and statistics collected together for reference or analysis.

Questionnaire- a set of printed or written questions with a choice of answers,

devised for the purposes of a survey or statistical study.

Survey- a general view, examination, or description of someone or something.

 Peer- look keenly or with difficult at someone or something.

Family- a group consisting of parents and children living together in a household.

Societal- relating to society or social relations.

Hypothesis

Ha1. Family, peer, attitude and societal problem can lead to absences and dropout

of students.

Ha2. The intervention of the school has effect to reduce the number of absenteeism

and drop-out of students.

Ha3. The absences and drop-outs of students has effect on the academic

performance of students in school.

Ho1. Family, peer, attitude and societal problem can’t lead to absences and

dropout of students.

Ho2. The intervention of the school has no effect to reduce the number of

absenteeism and drop-out of students.

Ho3. The absences and drop-outs of students has no effect on the academic

performance of students in school.

Conceptual Framework

Dependent variable Independent variable

Causes of Students of
Absences and Bambad National
Drop-outs. High School.
 Family, Peer,
Societal

Effect on the
Academic
Performance.

School
Interventions

CHAPTER III
Research Design and Methodology

This chapter includes the A. Research Design, B. Locale of the Study, C.

Respondents of the Study, D. Gathering of Data, E. Analysis of Data, and F. General

Procedures that will be conducted and achieved.

Research Design
 This study is a qualitative type of research which involves inquiry or investigation

about understanding of underlying reasons, opinions, and motivations. It provides insights

into the problem or helps to develop ideas or hypotheses. A form of social inquiry that

focuses in the way people interpret and make sense of their experiences and the world

in which they live.

This study is divided into two variables. The x and y variables, x variables which is

the causes of absences and dropouts and its effect on the academic performances of

students and the y variable which is the 45 teachers, 45 students of Grade 10 Sapphire,

and 45 students of Grade 9 Rizal with the total number of 135 respondents of the study

that will undergo survey to obtain data.

Concept Map of Research Design

X variable Y variable

Causes of 45 Teachers
Absences and of Bambad
Dropouts NHS
 Effect on the 90 Students of
Academic Bambad NHS
Performances

45 Students
ofGrade 10
Sapphire

45 Students of
Grade 9 Rizal

Locale of the Study

The locale of this study will be at Bambad National High School, Isulan, Sultan

Kudarat.

Respondents of the Study

The respondents will be obtained from the 45 students in Grade 9 Rizal, 45

students in Grade 10 Sapphire and 45 teachers, with a total of 135 respondents in

Bambad National High School in the school year 2017-2018.

Gathering of Data

The specific type of Qualitative Research and the method will be use is the

Indirect Observation through self-administered questionnaire. Different question will be

used in conducting the research to gather different information and data to obtain the

views and opinions of every respondent on the causes of absences and dropout and its

effect on their academic performances.

Analysis of Data

The data from questionnaires were coded, entered and organized into a table.

Each of the five responses was assigned a value which was used to measure the Likert

item under investigation. Qualitative data from survey was grouped according to the

themes that kept on recurring and thematic content analysis used to analyze the data.

The thematic content analysis though time consuming, allow the information obtained to

be interpreted as it is without distortion and more expressions will be captured and

represented verbally (Babbie, 1990).

General Procedure

In conducting the study, the following steps were undertaken by the researchers:
First, the researchers asked permission from the Secondary School Principal and

the Senior High School Focal person together with the Research Adviser and to the

Adviser of the respondents to conduct the research survey. Second, as the letters of

request were approved; the researchers made the survey questionnaires. Third, the

survey questionnaire was validated by four (4) teachers. The notes or comments made

by the questionnaire evaluators served as the bases which items would be retained or

removed. Fourth, validated questionnaire was administered to the 135 respondents of the

study Finally, the data gathered were tabulated, analyzed and interpreted with the aid of

the Sloven Formula.