delvin thesis

7/23/2019 Delvin Thesis

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Chapter 1

The Problem and its Background

Introduction:

Absenteeism, according to Merriam-Webster dictionary means chronic

absence. In the context of the school it is the habitual or intentional failure from

going to school. It cannot be denied that every now and then, students may miss

some school activities and lessons. But it becomes a roblem if the student will

be away from school for many days.

!oing to school regularly is crucially imortant for a student"s education

and social s#ills. $hronic absentee students are laced at a disadvantage both

socially and academically. %hey miss out on critical stages of social interaction

and develoment with their eers and at the same time imacts negatively on

their academic rogress. %his can result to low self-esteem, social isolation and

dissatisfaction that could well have reciitated non-attendance in the first lace.

&chool absenteeism is an alarming roblem for administrators, teachers,

arents and the society in general, as well as for the uils in articular.

'nacceted absence has a negative effect on eer relationshi which could

cause absence. According to Malcolm, Wilson, (avidson and )ir# *+

teachers identified effects of absenteeism on children as: academic under-

achievement, difficulty in ma#ing friends which could lead to boredom, loss of

confidence. Also, rolonged absence can have deleterious effects for the child in


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later life. &tudents who are absent from school are at the greatest ris# of

droing out of school early.

Absenteeism also affects the teacher"s ability resent class wor# in a se/uential

and organi0ed way. %his can have an effect on the rogress of all the students

attending the class.

%he families of habitual absentees can also suffer. 1or a overty-stric#en

family, it may mean a continuation of the overty and unemloyment cycle that

may run in the family. %his also contributes to family conflicts.

%he society also suffers as the children of school age hang around in the

streets. %hey can be found 2ust gallivanting around. &ince they have nothing to

do, they resort to etty crimes li#e stealing other eole"s belongings and

roerties. 3thers may resort to drug addiction and other behavior that is

detrimental to society. %hus, if the student #ees on being away from school for

too long, he may grow u to be a liability of his community and of his country as a

whole.

It is the aim of every school to lessen, if not eradicate absenteeism among

its students. 3ne way of addressing this roblem is to identify the causes why

students become truant from school. 3nce they are singled out, understood and

analy0ed, secific actions and measures can be underta#en. %his will eventually

redound to the better erformance of the students, teachers and the school in

general.


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It is in this context that this action research was underta#en, that is, to

identify the causes why the students in the $ollege of Industrial 4ducation absent

themselves from their classes.

Background of the Study

A child or student"s interest is the most basic element that ma#es a grou

learning system wor# in an organi0e way. 1rom the head to the base members of

this organi0ation, the condition of one may affect the others. %his #ind of

educational system is comarable to a series light connection where in the state

of one greatly affects the others. 5oulation and the ercentage within that

oulation which causes negative feedbac#s can be the rimary reason of a oor

roduct. %he grou or classroom tye of organi0ed way of learning has given that

imact to the community being the commonly used system. Its effectiveness has

been roven and has never been out of fashion.

%he relationshi between the student"s hysical resence on class

discussions and their learning erformance are greatly relative. $lass

articiation is 2ust one way of measuring a child"s learning ability. In a class, the

teacher-student relationshi is one of the most fundamental units in student"s

learning.

6earning in a system of grou collaboration is one of the best ways in

gaining #nowledge. It is a teamwor# which the framewor# relies on an individual

learning from the others and others learning from that individual.


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When a student misses a day of school he7she must have lost the chance

to hear others, interret and analy0ing the lessons or 2oins the interaction within

the class. %his lost is being routed to two different courses and varying factors

under these courses. %he in/uiry might be a family situation or an individual

roblem. %hen, under these courses are the factors that contribute to a child"s

regular truancy. %hese may be finance concerns, disability, sychotic imbalance,

oor school climate, family health, transortation roblems, drug and alcohol use,

and differing community attitude towards education *&avers, (. etal.

Absenteeism in one angle view oint is one of the most common causes

of degrading erformances of the students. 4secially to those who are included

in the advance intelligence curriculum, absenteeism causes a great lose and may

result to giving u an aimed osition. It can also cause social reletion esecially

when a class is comosed of a great number of students. %his habit can cause a

dilemma to the school administration when big figures are involve and may

decrease the school"s erformance. 3n the other hand, contamination of

sic#ness and disease can be avoidable because of the absences of a erson.

A student"s attendance may be the grounds of the results of his or her

learning erformance. &chool administration and faculty may also affect the

absenteeism rate of their student, and so as the oulation of those who ractice

absenteeism affect the administration and the school itself. %here are so many

fruits that the root of absenteeism can roduce deending to the situation of the

resondent. 8ence, this research will be conducted.


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Statement of the Problem

%he main urose of the study is to find out the ossible factors of absenteeism

of B&I4 9 4&%74% students in $ollege of Industrial 4ducation *$I4

. What is the 5rofile of resondent in terms of :

A. Age

B. !ender

$. $ivil &tatus

(. ;ear 6evel

+. What are the ossible factors of absenteeism of B&I4 4&%74% students in

$ollege of Industrial 4ducation in terms of :

A. Illness

B. 4nvironment

$. 6ac# of &ub2ect Interest

(. 1amily 5roblem

4. &elf- 5roblem

1. %eacher related factors

!. $lassroom Atmoshere

. Is there a significant relationshi between the indeendent variables and

deendent variables of absenteeism of students in $ollege of Industrial

4ducation


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Scope and Delimitation

%his study was limited to the causes of absenteeism among the B&I4 9

4&%74% students in $ollege of Industrial 4ducation *$I4. %his will determine the

imacts of absenteeism into an individual and the body where he or she belongs

and to arrive to simle solutions.

%he ersonal information needed for the study is Age, !ender, Area of

&eciali0ation, $ivil &tatus, and 4ducation attainment. And caused of absences

such as illness, 4nvironment, 6ac# of sub2ect interest, 1amily 5roblem, &elf-

roblem, %eacher related factors, $lassroom atmoshere.

All of the thirty * &tudents were made as resondents. %hey were

as#ed to accomlish a /uestionnaire for the urose.


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Chapter 2

Conceptual Framework

%his chater resents the relevant literature and studies that heled

reinforce the stand of this articular research. It also includes the research

framewor#, hyotheses, and the definition of terms.

e!iew of elated "iterature and Studies

#$%D$& &ex is differentiated from gender in terms of its biological

determinism. In other words, while some *sexual differences between men and

women aear to be biologically inevitable, others *gendered are clearly social

constructions that have been #nit together to serve various uroses at various

eriods in time. 8owever, in commentaries on how men and women differ, there

is fre/uently a lac# of attention to distinguishing differences that are biologically

inevitable from those that do not bear any such biological determinism. %he

urose of this aer is to document extant research to date on differences

between men and women in the context of household. In documenting the extant

research, it is hoed that the reader"s attention may be drawn to the fact that

many differences observed in such research do not aear to be biologically

inevitable and therefore must be /ualified in terms of the gendered lens that has

been used to both document and interret such differences.

'BS$%T$$(S) - %here are a lot of factors which affect the student

erformances in academic areas. 3ne of these is absenteeism. Absenteeism is

defined to the students as a deliberate or habitual absence from going to school.


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4verybody misses a day of school activities and school lessons now and then.

But it is a roblem if the students will absent to many days in going to school, this

will cause serious roblems.

Absenteeism in students affects their school erformances esecially

when they are in a grou or teamwor# for their assignments and ro2ects. &ince

grouing will hel develos the students" cooerative and ability to share and

gain #nowledge from their grou mates, li#ewise, the grou mates will also miss

the oortunity of gaining #nowledge from the absent student *)oenhaver,

+.

According to &chmidt in =>, absenteeism affects the students" ability to get

high scores in examinations which can cause the decreasing of grades or the

student may fail and will cause him7her to reeat the same year level. &tudents

who have sent time attending lectures or classes have a significant, ositive

effect on students" erformance. &tudents that articiated exhibited higher

grades and scores in examinations that the student.

Marburger states that the difficulty inferring the effect of absenteeism on

erformance because, once a student is absent in a class, he or she may miss

the oortunity of learning other techni/ues. 8e found out that missing in class

rogresses the li#elihood of missing examination material covered that day

comared to the students who were resent in the class *+.

It indicates that ersistent absentees at an inner-city school in &outh

Wales had significantly lower self concet self-esteem, more derived

socioeconomic bac#grounds, lower intelligence level, and more educational


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roblems to control grous. &uggest that remedial measures for absenteeism

should focus on raising self-concets and changing attitudes toward school *?eid

#, =>+.

Absenteeism is the most significant factor to affect the functioning of

assembly lines in the develoment of &chool Administration. %hose high levels of

absenteeism have negative reression colleagues" effect to the roduction of

/uality levels of well trained students because of wor# seciali0ation. %he

analysis of hundred absentees reveals hundred of instances of negative effect of

building well disciline students for the future. In contrast to the emirical

evidence it confirms that absenteeism roduce higher level of roblems, that

value seciali0ation among student has been significant reduced in the students"

achievements *Mateo ?, ==>.

&tudents" contracts influence teacher attendance from the classroom. %he

teachers" attendance has a ositive and negative effect on interested students

achieve. 8ow students absences influences their teachers"-students" relationshi.

%eacher and student absenteeism affect the student test score erformance base

on extensive data collection effect, conducted by authors. It resents an

economic analysis using data from over @ school district in ew ;or# &tate

=>-=>@. It includes that rovisions lays a big rule li#e *the number of unused

leave day by teacher will accumulate and Ccash inD at retirement may

simultaneously bathetic in teachers and student *5it#off, ==.

%eachers who maid and received low erformance ma#ing tend to miss a

larger number of days than those who did not. %eachers with mar#s do not feel a


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connection to the wor#lace and believe they are ineffective in the classroom.

%his gives an imetus for school administration to develo teachers" growth lan

early in the academic years for low erforming teachers than the later in year

*5it#off, ==.

%o revent and correct serious attendance roblems, schools need to

change the way they structured imroves the /uality of the courses and intensity

interersonal relationshi between teachers and students *4stein and &heldon,

++.

&chool refusal behavior is a term synonymously used with absenteeism.

$lassifications of this are the following manifestation: social hobia, school

hobia, anxiety and7or deression and truancy *(aleidan et.al, ===. 3f all these

manifestations, truancy is one that resents a diversity of issues of interest to

school ersonnel while the others need medical or counseling interventions

*Williams, ==>

%he organi0ational structures and culture of a school setting contributes to

how students exerience the system. &chool characteristics and culture can

influence student absenteeism *4stein and &heldon, ++. 5erhas

organi0ational school structures endorse reward articular eer grous while

ignoring the others. If so, eer identity becomes relevant in schools as the

values, attitudes and beliefs held within the eer grous redisose those in the

grou to endorse or re2ect the mission of schools. 8aris*== claims that eer

grous are more owerful than arents in changing the values of an individual.

%he teenagers class themselves out into eer grous varying in their attitudes


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towards intellectual achievement and can even find anti-intellectual grous in

middle class neighborhoods and if this is the case, the choice of eer grou

could have an effect uon the academic outcome of a student thus, causing

absenteeism *8artnett, +>.

%he curriculum of schools and strength of aroval against the habitual

absenteeism are also cited as contributing causes to the roblem. It was cited by

some students as a reason for non-attendance the lac# of challenging and

interesting course wor# and curriculum *)ilatric, et.al, ===.&tudents also cited

that negative self-image and low self-esteem are reasons for absenteeism. %he

negative self-images are sometimes resulting of labeling and trac#ing within the

school system *6ot0 and 6ee, ===.

According to 6ot0 and 6ee that mostly of the adolescents today receive

less suervision than in the ast *===. %he contributing factors to chronic

absenteeism involve arental and school-based resonsibility. In many cases,

arents actually condone the absence by ignoring excuses when no valid reason

from school *)ilatric#, et.al, ==.

A study resents by 'nger,Morton and 6aing *==@ resents the

argument that students who articiate in cooerative exeriences, even the

cause for this occurrence is not conclusive. &tudents who already exhibit

absenteeism might be interesting to the rograms that rimarily caused the

students to leave school thus more day of non-attendance. &tudents might

disassociate themselves more from the school setting since they are

exeriencing the world of wor#. %hey may have access to their own


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transortation and find easier to be absent. %his view regarding length of the

school day, imlementations of Bloc#s &cheduling with few and longer eriods

when comared to a seven eriod day with shorter eriods aear to reduce

absenteeism. %hus school systems imlement the six or seven eriod day of a

higher rate exeriencing absenteeism *)ha00a#a, ==@7==>.

Birman and atriello *=@> categori0ed in ossible exlanations for

absenteeism into three categories. %he most common were the students" lac# of

ade/uate sociali0ation and ignorance of aroriate behavior. %he second grou

of exlanations, the school-level grou, was rimarily concerned with eer

ressure and school organi0ational atterns and their adverse effects. %he

authors labeled the third grou societal-level exlanations. %hese included

changing social mores and community values.

According to 6ouie 1. ?odrigue0 and !ilberto E. $onchas, Cthis case study

exlores how a community-based truancy revention rogram mediates against

absenteeism, truancy, and droing out and ositively transforms the lives of

Blac# and 6atina76atino middle school youth. 1indings suggest that community-

school artnershis are critical in the /uest to combat truancy and the alarming

droout rate among urban youth. %his study also shows how committed

individuals can wor# to engage and emower low-income urban youth who are

disengaged from school. 4xtensive interviews and observations with

6atina76atino and Blac# youth demonstrate how the intervention rogram

mediates against social and academic failure. 'sing grounded theory, this article

exlores four student-identified dimensions that imact his7her *reengagement


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with school: *a the imortance of sace that romotes eer relations, *b

incentive structures within rograms, *c the need for social networ#s, and *d

youth advocacy as a mechanism for institutional accountability. Imlications for

combating truancy, reducing droout, and romoting student engagement are

discussed. ?erinted by ermission of the ublisherD*+=.

CA case study involving an ethnograhic assessment of adult 4nglish as a

second language rogram at a community center in southern Minnesota is

outlined. 1indings revealed that additional curricular structure and more effective

communication between teachers and students regarding content and outcomes

were #eys to reducing absenteeism and those more attentive, resectful

estimations of studentsF abilities would ensure effective communication and hel

students develo a sense of ownershi in their learningD according to the study of

&usan 6. &chalge and )ay &oga *+>. According to the study of (ube, &hanta

? and 3rinas, 5amela, they investigated the negative and ositive behavioral

reinforcement rofiles of behavior related to excessive absenteeism. Cegative

reinforcement involves avoidance, and ositive reinforcement involves gaining

arental attention or getting tangible benefits from not attending. (ata on school

refusal behavior were obtained from == uer-elementary and middle school

students referred for attendance roblems. %hree rofiles were identified: @.+

ercent of articiants attributed absenteeism to both ositive and negative

reinforcementG . ercent attributed absenteeism only to ositive

reinforcementG and ++.+ ercent had no rofile. 1indings revealed that the three

grous differed considerably in mean scores for behavioral difficulties:


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articiants from the multile rofile grous had the highest level of behavioral

roblems, while articiants from the no-rofile grou had the lowest.D*+=.

%he British Hournal of 4ducational 5sychology states Clac# of ad2ustment

or school failure is a concern to educators, educational and school sychologists

as well as arents, but few studies have focused on school ad2ustment during

late adolescence. Moreover, studies have yet to exlore associations between

arenting and school ad2ustment among uer secondary school students. Aim

the rimary ob2ective of this study is to exlore the relative and uni/ue influence

of arental suort, behavioral control and sychological control *overrotection

and autonomy granting in school ad2ustment among uer secondary school

students. %he samle consisted of J students *-> years of age in

vocational and general educational courses from one uer secondary school in

western orway. %he results showed that erceived arental ractices accounted

for moderate, but statistically significant amounts of variance in different asects

of school ad2ustment. %he findings indicate that erceived arental sociali0ation

ractices are only moderately associated with school ad2ustment among uer

secondary school students. %his robably reflects the fact that the influence of

secific arenting ractices declines as children and young adolescents mature

into late adolescent studentsD*+=.

%he study of M. &cott orton about the AB&4%44I&M A( &%'(4%

A$8I4K4M4% in the year of += Cthe rate of teacher absenteeism has been

found to be highest in elementary schools, schools with lower student

achievement, schools comosed of economically disadvantaged and minority


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students, and schools that do not re/uire teachers to sea# to their immediate

suervisor about ending absence, urban school districts ... and districts with

enrollments in excess of +@,. *5it#off, . =.In schools where students are

oorest and failing the most academically, teachers tend to be absent more

often. In one study, the ercentage of students reading below grade level was

found to be the greatest redictor of school emloyee absenteeism, followed by

the ercentage of students eligible to receive free lunch *5it#off, ==. &tudies

relating the direct effects of teacher absenteeism on student achievement are

limited and tend to differ in their findings. 1or examle, in a study that focused on

fourth-grade reading results, it was determined that teacher absenteeism

adversely affected student achievement *&ummers L ?aivet0, =>+. 3FBrien and

others *=>+ also found negative imacts of teacher absenteeism on student

learning. ;et, iome# and &choenberger *=> were unable to establish such an

association. &tudies by Madden and others *== and by 4hrenberg and others

*== also did not suort the contention that student academic erformance

was associated with teacher absence. In view of 5it#offFs *== finding that

school emloyees rated as unsatisfactory tend to be absent significantly more

days than those rated satisfactory, a reasonable conclusion might be that the

absence of a NoorN teacher does not imact negatively on student learningD.

&tudent absenteeism is a ma2or concern for lecturers at institutions of

higher learning. Absences create a dead, tiresome, unleasant classroom

environment that ma#es students who come to class uncomfortable and the

lecturer irritable *Marburger +. Absenteeism disturbs the dynamic teaching-


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learning environment and adversely affects the overall well-being of classes

*&egal +>.

According to *6ale# ==G ?umberger ==@ in /uality terms, absenteeism

is a waste of educational resources, time and human otential. &tudent

absenteeism also causes rewor# and wasted time for lecturers. 6ecturers who

send class time re-teaching lessons ta#e instructional time away from students

who attend class regularly, and the extra time sent going over absentee

homewor# and class assignments ta#es time away from lecturer lanning eriods

and time needed to rovide individual assistance *Weller ==. When students

are absent from class, they miss valuable information resulting from eer-lecturer

interaction and the benefits of the secific examles lecturers use to clarify

difficult concets. %his valuable art of the learning exerience cannot be

relicated when lecturers re-teach the material to absentee students *Weller

==G Williams +.

It is imortant to note that a rimary issue of chronic absenteeism is not

that there is no excuse rovided, but rather, the excuse is not a valid one.

According to Williams *+, students who have absenteeism roblems

generally suffer academically and socially. &tudies indicate that students who are

absent have lower achievement and may be enali0ed on test scores *Bar#er

and Hansen +. &ustained absences may affect retention as it may

degenerate into truancy *6ot0 and 6ee ===G Bar#er and Hansen +.

%he imlications of absenteeism are felt outside the classroom as well

*Williams +. $ontinued loss of instruction or oor academic achievement


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among students with high absenteeism is essential characteristics of students

who later dro out of school *Mayer and Mitchel ==. 6ot0 and 6ee *===

indicate that acts of delin/uency are more fre/uent among students, who exhibit

low grades, have sotty attendance, and later on dro out of school. According to

4nomoto *==@, students who missed class on a given date were significantly

more li#ely to resond incorrectly to /uestions relating to material covered that

day than students who were resent. %he hyothesis that class attendance is

li#ely to be correlated with student learning has been investigated emirically in

economic education literature.

Most surrisingly, most studies have found an inverse relationshi

between absenteeism and course erformance *Marburger +. %he relation

between attendance and erformance in one large lecture course suggest that

attendance may substantially affect learning. %he difference in erformance

between a student who attends regularly and one who attends soradically is

about a full letter grade *Bowen +.

According to 6ot0 and 6ee *=== corroborate that students cite a negative

self-image and low self-esteem as reasons for non-attendance. According to

4nomoto *==@, when students erceive that lecturers do not care enough to

follow u on absences, their motivation for attendance is not high. Interestingly, a

converse view of comulsory attendance is rovided by 6ot0 and 6ee *=== as

contributing to and furthering the absentee roblem. 1orcing older students to

remain in school when they are not motivated will only increase their

absenteeism *Williams ===. &tudies indicate that absenteeism is caused by a


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number of factors such as: lac# of interesting and challenging curriculumG a

desire for hedonistic activities with eersG negative self-image and self-esteemG

lac# of sub2ect interestG lac# of ersonal interest in studiesG the mental caacity of

a student does not match with the course otedG the oor teaching s#ills of a

lecturer also #ee away students from schoolG lac# of confidence in a lecturerG

inade/uate relations between a student and their lecturer and distance to

university. It is, therefore, against this bac#ground that this emirical study sought

to investigate the causes and effects of student absenteeism in three universities

in the ?eublic

(""%$SS- In the western World, eole usually do not ma#e a distinction

between illness and disease. %hese two terms seem to mean essentially the

same thing and are often used interchangeably. 8owever, it is imortant to define

illness and disease differently when considering some non- western cultural

traditions. (isease is an ob2ectively measurable athological condition of the

body. %ooth decay, measles, or a bro#en bone are examles7 In contrast, illness

is a feeling of not being normal and healthy. Illness may, in fact, be due to a

disease. 8owever, it may also be due to a feeling of sychological or siritual

imbalance. By definition, ercetions of illness are highly culture related while

disease usually is not. It is imortant for health rofessional who treat eole

from other cultures to understand what heir atients believe can cause them to

be ill and what #ind of curing methods they consider effective as well as

accetable. 'nderstanding a culture"s ercetion of illness is also useful in

discovering ma2or asects of their world view.


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C"'SS**) 'T)*SP+$$ & %he atmoshere of a classroom is at

least as imortant to student learning as your choice of content and the design of

your assignments. An atmoshere which is conducive to student learning is one

in which is all students feel included, valued, and resected. Most rofessors

certainly hoe that such an atmoshere will be resent in their classrooms.

(iscussing your exectations for class atmoshere in your syllabus tells students

that this is an imortant issue to you and increases the li#elihood that they will

ta#e their role in creating and maintaining a ositive class atmoshere seriously

as well.

$lassroom environment encomasses a broad range of educational

concets, including the hysical setting, the sychological environment created

through social contexts, and numerous instructional comonents related to

teacher characteristics and behaviors. %he study classroom environment has

been widesread across nearly all sub seciali0ations of educational sychology.

?esearchers are interested in relationshis between environment constructs and

multile outcomes, including learning, engagement, motivation, social

relationshis, and grou dynamics. 4arly researchers recogni0ed that behavior is

a function of eoleFs ersonal characteristics and their environment.

In the educational setting, 'rie BronfenbrennerFs wor# on ecological contexts

secured a lace in educational research for studies of classroom environment.

encomasses the layered environmental system of microcosms in which human

develoment ta#es lace and emhasi0es the imortance of family, teachers,

schools, and the larger socio cultural environment on the develomental rocess.


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3ver the years this research has evolved from examining urely hysical

elements of the environment to more comlex models of sychosocial

relationshis between students in the classrooms as well as between the teacher

and students.

?esearch beginning in the mid-==s has focused on one or more of these

asects and has associated classroom environment variables with numerous

ositive and negative student outcomes. In addition to the wide array of

outcomes investigated in relationshi to classroom environment, this area of

study has also been of interest to methodologists as the data structure oses a

unit of analysis dilemmaG in terms of examining classroom variables in

combination with student outcomes, researchers have had to determine if the

data would be analy0ed at the classroom level or at the student level. With the

arrival in the ==s of statistical methodologies caable of handling data

collected from both levels, studies have been better able to include variables

collected at both levels. Karious methodologies, including survey, observations,

and interviews have been used to cature asects of the classroom environment

from student, teacher, and observer ersectives. %he 4arly $hildhood grou

based at the 'niversity of Kirginia has an extensive body of wor# that examines

classroom environment as a validated observation system of multile dimensions

of the classroom.

$%,(*%)$%T - %wo correlation studies using 4nglish nurses and

wor#ing adults are reorted that examined the relationshi between the three

measures of erson-environment *5-4 fit as derived from 8ollandFs *=@


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theory and three deendent wor#-related variables. In the first study, the 5-4 fit

measures of congruence, consistency, and differentiation were correlated with

two measures of absenteeism, frustration, and various demograhic variables.

$ontrary to redictions, two measures of absenteeism were ositively correlated

with congruence and consistency. In accordance with the hyothesis, however,

frustration was highly negatively correlated with congruence and consistency. In

the second study, consistency, but not congruence or differentiation, was

significantly negatively correlated with stress, as redicted. %hese studies

rovide some suort for 8ollandFs theses, although not all hyotheses were

suorted, both for methodological and theoretical reasons. It is argued that 5-4

fit measures are useful redictors of occuational behavior in con2unction with

other ma2or determinants.

F')("- P*B"$) &'sually 1iliino family today are facing a very crucial

roblem...the matter of cultural diversity is the to most. $hildren are more at to

the influences of a more modern, ?ebellious tye of lifestyle thus this changes

are never been in the nerve of our oldies who believed that we 1iliinos must live

in the cultural heritage of long time ago. %his incident brings us

miscommunication and misunderstanding.

T$'C+$ $"'T$D F'CT*S & Identifying the factors that influence

teacher beliefs about teaching children with learning difficulties is imortant for

the success of inclusive education. %his study exlores the relationshi between

teachersF role, self-efficacy, attitudes towards disabled eole, teaching

exerience and training, on teachersF attributions for childrenFs difficulties in


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learning. %eacher efficacy, exerience of teaching students with suort needs,

attitudes towards disabled eole, and teachersF role all imact on teacher

attributions, but no relationshi with training was found. Imlications for teacher

training and develoment, and for student achievement and student self-

ercetion are discussed.

Definition of Terms.

'ge - A eriod of human life, measured by years from birth, usually

mar#ed by a certain stage or degree of mental or hysical develoment and

involving legal resonsibility and caacity.

#ender - %he 4nglish-language distinction between the words sex and

gender was first develoed in the =s and =s by British and American

sychiatrists and other medical ersonnel wor#ing with intersex and transsexual

atients. &ince then, the term gender has been increasingly used to distinguish

between sex as biological and gender as socially and culturally constructed.

1eminists have used this terminology to argue against the Obiology is destiny" line,

and gender and develoment aroaches have widely adoted this system of

analysis.

'bsenteeism - %he regular truancy of a childG %he habit of having

absences.

Family problem - %he roblems of the family that greatly affects a

student"s attendance to school. %his includes financial suort *the family can"t

afford education or education is not a rimary necessity, differing community


23/34

attitudes towards education *%he eole that surrounds home and within it

education is not given imortance, transortation *%he family might lived in a

very rural community where in transortation cannot easily reach

Self (n/uiry- %he roblems of an individual or a student that affects his

attendance to school. &ecifically social hobia *don"t have friends, health

*always sic#, school culture shoc# *have a hard time coing u, might be that

the school is too advance or too slow., influences from outside the school gates

*sees eole who cuts classes, Internet and $omuter games.,

(llness & An abnormalcondition of an organismwhich interruts the

normal bodily functions that often leads to feeling of ainand wea#ness, and

usually associated with symtomsand signs. And athologiccondition in which

the normal functioning of an organism or body is imaired or disruted resulting

in extreme ain, dysfunction, distress, or death.

Classroom 'tmosphere - A classroom climate is the combination of

variables within a classroom that wor# together to romote learning in a

comfortable environment. %here are many different variables that influence a

classroomFs climate, which is why every classroom is uni/ue. %here are certain

elements, however, that are re/uired to establish a successful learning

environment.

Teacher Factors - In the course of a teaching career a teacher does not

often have the oortunity to consider the very basic rinciles of his7her craft in

the classroom. %his article is such an exloration. In searching for the elusive
http://www.biology-online.org/dictionary/Abnormalhttp://www.biology-online.org/dictionary/Organismhttp://www.biology-online.org/dictionary/Painhttp://www.biology-online.org/dictionary/Symptomhttp://www.biology-online.org/dictionary/Pathologichttp://www.biology-online.org/dictionary/Painhttp://www.biology-online.org/dictionary/Dysfunctionhttp://www.biology-online.org/dictionary/Abnormalhttp://www.biology-online.org/dictionary/Organismhttp://www.biology-online.org/dictionary/Painhttp://www.biology-online.org/dictionary/Symptomhttp://www.biology-online.org/dictionary/Pathologichttp://www.biology-online.org/dictionary/Painhttp://www.biology-online.org/dictionary/Dysfunction


24/34

O8oly !rail" of !ood %eaching, the article suggests five #ey factors that could

contribute to an effective and worthwhile learning and teaching environment. All

teachers do good things some of the time, and all good teachers do bad things

some of the time. %he differences among teachers lie not only in the roortions

of the good and the bad, but also in their awareness of the effects of what they

are doing and their readiness to share this awareness with their students

esearch Paradigm

Indeendent Kariable

A. 5rofile

. Age

+. !ender

. $ivil &tatus

J. ;ear level

B. 1actors of Absenteeism

. Illness

+. 4nvironment

. 6ac# of &ub2ect Interest

J. 1amily 5roblem

. &elf- 5roblem

. %eacher related factors

@. $lassroom Atmoshere

(eendent Kariable

5ossible 1actors of Absenteeism of

the &tudents in B&I4 9 4&%74% in

$ollege of Industrial 4ducation

st

in

$ollege of Industrial

4ducation


25/34

+ypothesis

3n the basis of the concetual model, the following research hyothesis

was tested.

%here is a significant relationshi between the ercetion of the students

and teachers on the effect of absenteeism in terms of students learning and

school

. 5rofile

Age

!ender

$ivil &tatus

4ducational Attainment

+. 1actors of Absenteeism

Illness

4nvironment

6ac# of &ub2ect Interest

1amily 5roblem

&elf- 5roblem

%eacher related factors

$lassroom Atmoshere


26/34

Chapter 0

$S$'C+ )$T+*D*"*#-

%his chater resents the oerational framewor# of the study. &ecifically,

this exlain the research design, setting and samling, the instrument and

rocedures in gathering data, and the statistical tool used to answer the

roblems of the study.

esearch Design

%he use of survey aroach, in articular the utili0ation of descritive

method was observed in this research study. %he use of the certain aroach

was to that it corresonds to the main ob2ective of this research that is to

determine the effect of absenteeism to school and individual learning

erformances among B&I4 *Bachelor of &cience in Industrial 4ducation

students in $ollege of Industrial 4ducation as a basis for a conference dialogue.

A survey /uestionnaire will be distributed that has seven sets of /uestions to be

answered by the students. %he /uantitative research techni/ues using 6i#ert

scale was used to rate the individual and school erformance due to

absenteeism. And also fre/uency test for the cause of it whether it is self in/uiry

or a family roblem

Population Setting and Sampling Design

%he resondent of this study are the students of B&I4 4&%74% students in

%echnological 'niversity of the 5hiliines *%'5, who always absent in their


27/34

resective classes. %hirty * students were chosen by random samling

and used as research samles.

Table 1

Fre/uency of the espondents 'ccording to -ear "e!el

-$' "$,$"C*S$S

$ST $T T*T'"

st;4A? 3 3 14

+nd;4A? 0 0 5

0rd ;4A? 3 3 14

Jth;4A? 2 2 6

#'%D T*T'" 13 13 04

With regard to the B&I4-4&% and 4% students in $ollege of

Industrial 4ducation, out of the over-all oulation of one hundred seventy *@

students, * or seventeen ercent *@P became the resondents of this study.

esearch "ocale

%here are several $olleges in %echnological 'niversity of the 5hiliines

*%'5 where the rimary resondents of this research came from, $ollege of

Industrial 4ducation has the biggest oulation found in the 'niversity, and

therefore it was chosen for the reality that it can determine the imact of

absenteeism.

%he resondents of this study came from the students in $ollege of

Industrial 4ducation, secifically those who belong to the secial curriculum in

4lectronics and 4lectrical. Briefly this curriculum was established in + by the


28/34

administrators of the (eartment of 4ducation. %he students of the said

curriculum are chosen esecially to undergo advance learning and the teachers

are also given same imortance since it was built. %he third year students and

their teachers in different sub2ect areas will be the resondents of this study

$ollege of Industrial 4ducation is one of the largest oulation in the

'niversity. It caters the educational needs of most of the oulation in the

community. %he school has roduced cometent graduates and many of them

hold #ey ositions in the community.

%he students are trained in order for them to face the future. A graduate of

this 'niversity is exected to be uright in all the asects in life. Most of all,

students are trained in order to live indeendent life ahead and become a

globally cometent 1iliino.

esearch (nstrument

%he instruments used in the study are the following:

. Euestionnaire 1orm. %his instrument was structured by the researchers

to set u the socio-demograhic rofile of the student resondents. %he

said instrument will be used to determine the gender and age of the

resondents. %he evidences on the effects of absenteeism to school and

individual erformances and also its causes whether it would be a self

in/uiry or family roblem were also listed in different sets.


29/34

+. &urvey Euestionnaire for &tudents. %his instrument will be used to

determine the erformances of the student who has fre/uent absences

to his classes and his contribution to school erformance.

1 &%e!er

2 &arely

0 &Sometimes

6 &,ery *ften

3 &'lways

Data #athering Procedure

%here will be thirty * students who will serve as the resondents

of the study. %hey will be answering the /uestions on the survey

/uestionnaire organi0ed and distributed by the researchers from 3ctober

=, ++ until 3ctober , ++. %hey will be the one to determine the

erformances of the students who engaged to habitual absences, and its

cause. %hey will be also as#ed on how this absenteeism affects the

school erformance.

Statistical Treatment


30/34

%he data collected in this study were organi0ed and classified based from

the research design and the roblems formulated. %he data were coded, tallied

and resented in tables, and normatively described and thorough and roer

tabulation were done to facilitate the resentation and interretation of results

using the following.

. )ean- %he mean is used to determine the general descrition of the

effect of absenteeism to the erformances of a student"s learning and

school. %he mean will ascertain the fields greatly affected by absenteeism

as erceived by the student and the teachers.

7Sometimes call the 8&bar9 is the symbol for the mean:

7The #reek letter sigma9 is the symbol for summation:

8 is the symbol for the scores:

% is the symbol for the number of scores:


31/34

+: Fre/uency and Percentage - A fre/uency distribution is an

arrangement of data that shows the fre/uency of occurrence of the

different values of the variables. %he ercentage and fre/uency

distributions were used to classify the resondents according to ersonal

bac#ground variables such as age, gender, area of seciali0ation, and

average monthly family income. %he fre/uency also resented the actual

resonse of the resondents to a secific /uestion or item in the

/uestionnaire.

3n the other hand, the ercentage of that item is comuted by dividing it

with the total number of resondents who articiated in the survey. %he

formula used in alication of this techni/ue is:

P Q *f 7 n x

Where:

P Q ercentage

f Q fre/uency

n Q number of resondents


32/34

. StandardDe!iation- %he standard deviation is the statistical measure

that sheds light on historical volatility of the study which can give a

comrehensive verbal descrition to the indicators or factors of the

research study.

R Q standard deviation

xi Q each value of dataset

x *with a bar over it Q the arithmetic mean of the data *%his symbol will be

indicated as mean from now

Q the total number of data oints

S *xi - mean+ Q %he sum of *xi - mean+ for all data oints
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delvin thesis

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