revised & printed.doc

Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATIONCong. Mariano M. Yulo Campus

Hinigaran, Negros Occidental

ABSENTEEISM OF GRADE 2 PUPILS IN RELATION TO THEIR ACADEMIC

PERFORMANCE

MANDIN, KENLIE JEAN G.

MOCON, JEAN ROSE M.

TUPAS, GINELYN N.

SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF OF THE

CENTRAL PHILIPPINES STATE UNIVERSITY

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE

DEGREE

BACHELOR OF ELEMENTARY EDUCATION

(BEED)

MARCH 2015




APPROVAL SHEET

This thesis study Entitled “ABSENTEEISM OF GRADE 2 PUPILS IN

RELATION TO THEIR ACADEMIC PERFORMANCE” prepared and submitted by

KENLIE JEAN G. MANDIN, JEAN ROSE M. MOCON, and GINELYN N. TUPAS in

partial fulfilment of requirements of the subject Educational Research 2 is hereby

recommended for acceptance.

PAUL DRAKE P. PELAGIO Adviser Date signed

JOHN REY L. GONZAGAStatistician Date signed

JUANITO E. LADEMORAEnglish Critic Date signedAccepted as partial fulfilment of the requirements of the subject Educational

Research 2 with the rating of

DEMER G. PAGLOMUTAN MAED FLORA CARPIO Ph. D Member-Interrogation Board Member-Interrogation Board

Date signed Date signedSALVACION ESPAŇOLA Ph. D

Chairman-Interrogation Board

Date signedRecommending Approval:

CHRISTOPHER D. MANDIN MAED JOEL A. PEREZ Ph. DCampus Administrator CPSU-Hinigaran Vice President for Academic Affairs

Date signed Date signedApproved:

FREDDIE C. MANINGO, Ph. D., CPAPresident

Date signed




ACKNOWLEDGEMENT

This paper may not have been possible without the people in one way or the other

helped the researchers and served as inspiration in their conquest to complete this book.

Above anything else, to the almighty God fort all the blessing He had given upon

the authors and for the blessing them with wonderful people to whom they will forever be

grateful.

To their ever dearest supportive families for love, care, support, and financial

assistance through all these years;

To the panellist, Dr. Salvacion N. Espaňola, Dr.Flora M. Carpio and Mr. Demer

Paglumotan for sharing their time and expertise for the improvement of this book;

To their adviser, Mr. Paul P. Drake Pelagio, for his guidance and for time vested

for the improvement of this book;

To their English critic, Mr. Juanito E. Lademora, for his time and effort in

correcting this research work;

To their statistician, Mr. John Rey L. Gonzaga, for his time and patience in doing

statistical work of this book.

To Mr. Rodrigo Paglumotan, for his kindness and help improving this book.




To the Chairman for research, Joel A. Perez, Ph.D., for the guidance in the

improvement of their research work;

To all their classmates and friends, for the happiness and experiences shared.

To CPSU-Hinigaran Family, for the contribution in the success of this book.

To all of you, Thank you very much.




DEDICATION

Every challenging work needs self-efforts as well as guidance of elders

especially who were very close to their hearths.

These researchers dedicate this paper work first to the Almighty God, who have

been a provider to all their needs.

The humble effort the researchers dedicate to their sweet and loving families,

whose affection, love, encouragement and prays of day and night make them able to get

such success, along with their hard work and respected teachers.




ABSTRACT

Mandin, Kenlie Jean G., Mocon, Jean Rose M., and Tupas, Ginelyn N., Central

Philippines State University, Hinigaran Campus, Hinigaran, Negros Occidental,

December 2014. Absenteeism: Its relation to Grade 2 Pupils of Narauis-Paticui

Elementary School Academic Performance.

Adviser: Mr Paul Drake Pelagio

This Study Aimed to determine the Factors of Absenteeism its relation to pupils

academic performance. Thirty (30) grade 2 pupils were the respondents from the school

year 2014-2015.

Specifically, this study was conducted to answer the following: (1) what is the

socio demographic profile of the Grade 2 pupils of Narauis-Paticui Elementary School as

to: Age, Gender, Family Monthly Income and Nutritional status. (2) What are the factors

of Absenteeism among Grade 2 Pupils of Narauis- Paticui Elementary School as to:

Physical Factors, Health Factors, Personal Attitude, Teachers Related Reasons,

Classroom Atmosphere, Home Related Factors. (3) Is there a significant Relationship

between the factors of absenteeism to the academic performance of the Grade 2 pupils of

Narauis - Paticui Elementary as to: Age, Gender, Family Monthly Income, and

Nutritional status.




The researcher found out that, there was no significant relationship of the

respondents based on the different factors of absenteeism when grouped according to

their profile. Respondents were homogeneous on their response.




TABLE OF CONTENTS

Page Numbers

TITLE PAGE i

APPROVAL SHEET ii

AKNOWLEDGEMENT iii

DEDICATION v

ASTRACT vi

TABLE OF CONTENTS viii

LIST OF TABLES xi

LIST OF FIGURES xiii

LIST OF APPENDICES xiv

CHAPTER

1. INTRODUCTION 1

Statement of the Problem 2

Hypotheses 3

Theoretical and Conceptual Framework 4




Schematic Diagram 6

Scope and Limitations of the Study 7

Significance of the Study 7

Definition of Terms 8

CHAPTER II. REVIEW OF RELATED LITERATURE 12

Significance of Absenteeism 13

Factors of Absenteeism 13

Age and Gender 17

Nutritional Status 17

Family Monthly Income 18

CHAPTER III. RESEARCH METHODOLOGY 19

Research Design 19

Locale of the Study 20

Respondents of the Study 21

Samples and Sampling Procedure and Techniques 21

Data Gathering Instrument 21




Validity and Reliability of the Instrument 22

Data Gathering Procedure 23

Data Analyses 24

CHAPTER IV. RESULTS AND DISCUSIONS 25

CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 33

Summary of findings 33

Conclusions 34

Recommendations 35

BIBLIOGRAPHY 37

APPENDIX A 39

CURRICULUM VITAE 56




LIST OF TABLES

TABLE PAGE

1 Frequency and percentage distribution

25

of the respondent’s according to age.


25

of the respondent’s according to gender.


26

of the respondent’s according to Nutritional Status.

4 Frequency and percentage distribution of the

26

respondent’s according to Family Monthly Income.

5 Frequency and percentage distribution of the

27

respondent’s according to their Academic performance.

6 factors of Absenteeism of the respondents when

28

categorized according to, Physical factor, Health factor,




Personal attitude, Teacher Related Reasons,

Classroom Atmosphere, and Home Related Factors.

7 Chi-square test of significant relationship among 29

the factors of absenteeism according to age.


the factors of absenteeism according to gender.


the factors of absenteeism according to Nutritional status.


the factors of absenteeism according to

Family Monthly Income.




LIST OF FIGURES

FIGURE PAGE

1 Schematic Diagram showing the

4

Socio-Demographic Profile of the

Respondents and the Factors of

Absenteeism.




LIST OF APPENDICES

FIGURE PAGE

Mean and Frequency distribution 39Of Age, Gender, Family Monthly IncomeAnd Nutritional Status.

Mean and Standard Deviation of 40The Factors of Absenteeism.

Reliability Statistics/ Chronbach’s Alpha. 40

Academic Performance of the Grade 2 Pupils. 40

Chi-Square Results of the factors of absenteeism 41according to Age.

Chi-Square Results of the factors of absenteeism 42according to Gender.

Chi-Square Results of the factors of absenteeism 43according to Family Monthly Income.

Chi-Square Results of the factors of absenteeism 44according to Nutritional Status.

Chi-Square Results of the factors of absenteeism 45




according to pupils Socio Demographic Profile.

Request for Pre-Oral. 46

Approval Sheet. 47

Permission to Conduct of the Study. 48

Research Instrument Evaluation Form. 49

Mga Pamangkot part 1 & 2.49

Questionnaire Part 1 & 2. 52CHAPTER I

INTRODUCTION

Absenteeism is one of the world’s oldest issues that an establishment or institution

can face, yet there has been little evidence to show the ability to control this ever growing

issue. Absenteeism means either habitual evasion of work, or willful absence in a strike

action. It does not include involuntary or occasional absence due to valid causes or

reasons beyond one’s control, such as accident or sickness. Pupil’s absenteeism has been

a problem in educational system. Students who miss school fall behind their peers in the

classroom. Thus, in turn, it leads to lower self-esteem and increases the likehood that at

risk, students will drop-out of school. It comes as no surprise that students with high

absence rates earn lower grades than students with better attendance (Redick & Nicoll

1990). In recognition of the importance of regular school attendance to quality education,

attendance becomes a priority goal (At-Risk Youth in Crisis Handbook, 1993).




Educators have long emphasized the importance of class attendance. Only in the

classroom may the student hear the teacher's presentation, participate in class discussions,

and enjoy the benefits of spontaneous interactions between the students and teacher.

Statement of the Problem

This study aims to determine the factors of absenteeism among grade two pupils

in Narauis-Paticui Elementary School.

Specifically the objectives of this study will aim to answer the following

questions:

1. What is the socio demographic profile of the Grade 2 pupils of Narauis-Paticui

Elementary School as to:

a.) Age

b.) Gender

c.) Family Monthly Income

d.) Nutritional status




2. What are the factors of Absenteeism among Grade 2 Pupils of Narauis- Paticui

Elementary School as to:

a. Physical Factors

b. Health Factors

c. Personal Attitude

d. Teachers Related Reasons

e. Classroom Atmosphere

f. Home Related Factors

3. Is there a significant Relationship between the factors of absenteeism to the academic

performance of the Grade 2 pupils of Narauis - Paticui Elementary as to:

a.) Age

b.) Gender

c.) Family Monthly Income

d.) Nutritional status

4. What is the Academic Performance of the Grade 2 Pupils of Narauis-Paticui

Elementary School.

Hypotheses




There was no significant Relationship in the factors of absenteeism among Grade

2 pupils of Narauis-Paticui Elementary School as to: Age, Gender, Family Monthly

Income, and Nutritional Status.

Theoretical / Conceptual Framework

Motivation is usually considered as being related to human needs, which in turn

motivates behavior. The classical management view of motivation is based on the belief

that people need money, so if the employer pays them well, they will be motivated to

work hard. Conversely, those who are lazy are penalized by receiving a lower pay rate.

The premise behind this theory is that a carrot (incentive of extra pay) and stick (penalty

of lower pay) will motivate the worker to do the job well (Owens, 1987). As further

explained by Owens (1987), once the lowest order of needs on the hierarchy is met, a

higher order need appears and the individual has a desire to satisfy that need. The

hierarchy of needs as used in Maslow's theory of motivation are as follows: basic

physiological needs (food, water, shelter); security and safety; social affiliation esteem;




and self-actualization (Owens, 1987). Ames (1990) views motivation as a process aimed

at creating motivational thought patterns that contribute to self-regulating action.

Students are motivated for different reasons. Motivation isn't synonymous with

achievement, but a positive feeling of self-worth that is a strong motivational construct.

Ames defines self-worth as an expectation or belief that one is capable of performing a

specific task, organizing and carrying out required behaviors in a situation. Glasser

(1990) in his work on what he deems to be the quality school has created what he refers

to as the control theory. This theory is based on the belief that no one can make anyone

do anything--it is the job of the manager (teacher) to make it easy for the workers

(students) to see a strong connection between what they are asked to do and what they

believe to be worth doing. Glasser makes an industrial analogy between school and the

workplace, stating that school should be made relevant and interesting because bored

workers won't produce high quality work. Shanker (1990) adapted the principles of

economics to the theories of student motivation. The free market theory (capitalism) and

the theory of the planned or command economy (communism), according to Shanker, can

be utilized in directing people toward action. Shanker further stated that school incentives

are aligned incorrectly and teachers are not rewarded for improving student outcomes.

The students have only one incentive--a diploma. Shanker writes that incentives do work;

they are a major motivator of the behavior of individuals and systems. School should be

designed to use competition and teamwork to achieve established goals. Shanker writes

just as in a free market system, this will result in a high level of production. All of the

motivational theories discussed showed the common elements of the importance of




intrinsic sense of belonging and self-worth to motivation. Individuals need to feel a sense

of achievement and are motivated by extrinsic acknowledgements of this achievement

(Person, 1990).

Absenteeism being the root or the center of our research is said to be the

prolonged absence of an individual from school or work. Increasingly, educators are

looking at attendance, even in the early grades, as a key factor in school success. In this

study, the pupil’s socio – demographic profile such as age, gender, family Monthly

income, and Nutritional Status is determined. The factors of absenteeism such as Physical

Factors, Health Factors, Personal Attitude, Teachers Related Reasons, Classroom

Atmosphere, Home Related Factors is determined, will be serves as independent

variables. While the pupils Academic Performance will served as the dependent

variables.

Independent Variables Dependent Variables

A. Pupil’s Socio - demographic Variables

1. Age

2. Gender

3. Family Monthly Income

4. Nutritional status

B. Factors of Absenteeism

1. Physical Factors

2. Health Factors

3. Personal Attitude

4. Teachers Related Reasons

5. Classroom Atmosphere

6. Home Related Factors

Pupils Academic Performance




Figure 1. Schematic Diagram of the Study showing the relationship between Independent

and Dependent Variables of the Study.

Scope and Limitation of the Study

This study focused on the absenteeism and it’s relation to pupil’s academic

performance which will be conducted at Narauis-Paticui Elementary School and the

Respondents were the Grade 2 pupils of the school during the School year 2014-2015.

Significance of the Study

The School Principals, the result of this study would be a useful reference for them to

find ways to improve the pupil’s attitudes to attend classes daily. Likewise the Principal

could also create an atmosphere that will motivate pupils to attend classes regularly.

To the teachers, whose task is to build and educate the Pupils and make them more

responsible member of the society. There is a need to provide a practical oriented work

and meaningful educational activities to motivate them and develop their enthusiasm for




active involvement in school activities to arouse their interest to report to school

regularly.

To Parents, who have great responsibility in supporting their children’s potentials,

thereby encouraging them to attend classes regularly.

Pupils, to let them develop awareness and to realize that they are the losers when they

frequently commit absences in school and to show that their absences could trigger a

huge impact in their academic performance as well as their future.

To the future researchers, this study will serve as a source of information and basis to

continue this study.

Definition of terms

The items below cover the terms that are defined conceptually and operationally

to facilitate better understanding of the study.

Absenteeism. is a habitual of absence from a duty or obligation. Traditionally,

absenteeism has been viewed as an indicator of poor individual performance, as well as a

breach of an implicit contract between employee and employer; it was seen as a

management problem, and framed in economic or quasi-economic terms. More recent

scholarship seeks to understand absenteeism as an indicator of psychological, medical, or

social adjustment to work. (Johns 2007). As used in this study, this term is operationally

attributed as the act of being absent in school so as perceived by physical absence.




Age. Ageing (British English) or aging (American English) is the accumulation of

changes in a person over time. Bowen, Richard L.; Atwood, Craig S. (2004). Age is

measured chronologically, and a person's birthday is often an important event. (Phillips,

Judith, Kristine Ajrouch, and Sarah Hillcoat-Nallétamby, Key Concepts in Social

Gerontology SAGE Publications, 2010). In this study, age is an independent variable that

is included in the pupils socio-demographic profile which measures how old they are.

Family Income. Total compensation received by all family member age 15 or

older living in the same household. Compensation may include wages, social

security, child support, pensions capital gains, and dividend. (Business dictionary). In this

study, it is the income that the family received monthly which is categorized into: (Php

20,000 and above), (Php 10,000-19,000) and (Php 9,000 and below).

Gender. is the range of characteristics pertaining to, and differentiating

between, Masculinity and Femininity Depending on the context, these characteristics may

include biological Sex (i.e. the state of being male, female or ), sex-based social-

structure (including Gender Role and other social Roles), or Gender Identity. (Udry, J.

Richard 1994, David Haig 2004, Ann-Maree Nobelius 2004). In this study, this term is an

independent variable included in pupil’s socio-demographic profile that determines

whether the respondents are male or female.




Grade Level. This is conceptually defined as a stage or degree of inclination of

elementary pupils ( Mifflin, 2000). In this study, this is the stage or phase they are in their

elementary education which is grade 2.

Narauis-Paticui Elementary School. A school is an organization that provides

instruction as an institution for the teaching of the children. Located at Brgy. Paticui

Hinigaran Negros Occidental (Merriam Webster Dictionary). In this study, this is the

school where the study will be conducted.

Nutritional Status. is the current body status, of a person or a population group,

related to their state of nourishment/ the consumption and utilization of nutrients. (Qurrot

Ulain taher 2011). In this study, this is the rank where a pupil is said to be, underweight,

normal, or overweight in terms of their nutrition.

Parents. Is a caretaker of their own species. In humans, a parent is a child (where

"child" refers to offspring, not necessarily age). A biological parent consists of a person

whose gamete resulted in a child, a male through his sperm, and a woman through her

ovum. Parents are first-degree relatives and have 50% genetic overlap. A woman can also

become a parent through surrogacy. However, some parents may not be biologically

related to their children. An adoptive parent is one who nurtures and raises the offspring

of the biological parents but is not actually biologically related to the child. Children

without adoptive parents can be raised by their grandparents or other family members.




( 2013, Nadine Taub, Beth Anne Wolfson, Carla M. Palumbo, Browne C. Lewis –

2012). In this study, Parents, being the one that is responsible in ensuring that their

children receive a high quality of education. The role of the parents is to make sure that

their children will go to school every day or regularly.

Pupils. a child or young person in school or in the charge of a tutor or instructor ,

one who has been taught or influenced by a famous or distinguished person (Merriam

Webster Dictionary). In this study the pupils, playing an important part of education, will

be the beneficiary this study which will help them to realize the effects of absenteeism in

their academic performance. The pupils are also the center or the respondents of this

study.

Teacher. A person or thing that teaches something especially a person whose job

is to teach students about certain subjects (Merriam Webster Dictionary). In this study the

teacher is the person who supervises and manage the class to actively participate in class

discussion and motivate his/her pupils to go to school every day.




CHAPTER II

REVIEW OF RELATED LITERATURE

A literature review is a body of text that aims to review the critical points

of current knowledge including substantive findings as well as theoretical and

methodological contributions to a particular topic. There are few available

recommendations in the literature to guide the students’ assessment and treatment of this

problem. High rates of student absenteeism are believed to affect regular attenders as

well, because teachers must accommodate non-attenders in the same class. It has been

suggested that chronic absenteeism is not a cause of academic failure and departure from

formal education, but rather one of many symptoms of alienation from school. Chronic

absenteeism, truancy and academic failure may be evidence of a dysfunctional

relationship between student and school, suggesting that schools need to be more student-




centred and supportive of students with different needs. This argument is supported by

research that highlights significant associations between student background factors, poor

attendance, and early school leaving (Altenbaugh, et al. 1995; Bryk & Thum 1989;

Fernandez & Velez 1989).

Significance of Absenteeism

Attendance is part of a pupil's cumulative record. It is important that good school

attendance habits be established for later years when pupils seek employment (Jett &

Platt, 1979). Jett and Platt conclude that attendance and its importance should be taught to

students. Basic to that philosophy is the belief that poor student attendance and truancy

are some of the first signs of decay of a school and school system. Therefore, it is

incumbent upon educators to do all they can to promote good school attendance habits

among their pupils.

Poor school attendance arouses strong feelings in teachers, parents, members of

the educational support services, educational administrators, politicians, and pupils.

These strong feelings are expressed in different and often contradictory ways, depending

on the individual's own perspective (Galloway, 1985).




Government officials, teachers' groups, and individual parents all have voiced

their concerns over the need to develop policies and practices to counteract the problems

facing our nation's schools today such as the dropout rate, drug abuse, and declining

education performance (Bernstein, 1990).

Factors of Absenteeism

According to Galloway’s research, frequently absent students have a fear of

teachers or specific subjects. Also, that the families of the pupils were noted as much

higher on measurements of family illness and had experiences financial problems.

Galloway's (1985) research showed excessive absentees as students whose families had

experienced financial problems or whose parents experienced poor health. Galloway

suggests that the poor economic condition of the family may generate a negative attitude

toward school either because the family needs the student to work and contribute to the

family income or because education is not perceived to be an avenue to increase

economic status.

Studies investigating family practice have suggested that “not all parental

involvement activities are associated with attendance” (Lee, 1994) for example; parent

involvement that requires “checking homework and reading with a child is associated

with improved report card grades, achievement scores, and subject-specific skills”

(Epstein 1991; Epstein, Simon, & Salinas, 1997; Muller, 1993). Other researchers have

reported that “specific family involvement practice such as parental monitoring, parent-

child discussions, parent participation at the school PTA membership are linked to




student attendance” (Astone & McLanahan, 1991; Ducwork & Dejong, 199l Lee, 1994,

McNeal, 1999). Research shows that some parent activities are more likely than others to

affect attendance. Furthermore studies show that schools who want to increase daily

attendance need to reach out and work with parents to encourage parental involvement in

specific ways to address this problem.

Students who are not in school are not learning and are not being adequately

prepared to be successful in school and in life. Research on truancy and absenteeism

suggests that “students with better attendance score higher on achievement tests than their

more frequently absent peers” (Lamdin, 1998).

According to Lorenmurcia(2010) Causes of Absenteeism among the Grade VI

Students of Zapote Elementary School, school Year 2010-2011. Abstract, Student

absenteeism is a perennial problem of all teachers. Every curriculum year, it is one of the

problems that they have to contend to. It is not only the teachers who are concerned with

this problem but the school administrators as well.

This action research examined the causes of absenteeism of the Grade VI students

of Zapote Elementary School for the school year 2010-2011. When they were in Grade

V, they were the class which has the most number of absentees every day. This was

gathered from the data contained in the daily attendance record being passed around and

kept by the teacher-leader’s office everyday and is regularly filled up by the teachers in

each grade level for the whole year. Now that they are in Grade VI, some of them are still

frequent absentees. It is for this reason that this research was undertaken. It has the end in




view of understanding and correcting such undesirable pupil behaviour. Based on the

findings, methods/strategies were recommended to minimize, if not eradicate

absenteeism or truancy. The most common causes of the child to be absent are as follows:

a. Physical factors

1. House is far from the school. 2. It is unsafe to go to school. 3. Nobody accompanies

me in going to school since it is far.

b. Health factors

1. I have a toothache. 2. My stomach hurts. 3. I have a headache 4. I’m down with

fever/flu. 5. I have other diseases like diarrhea, etc.

c. Personal Attitude

1. I am not interested in my studies. 2. I feel lazy. 3. My friends influence me to be absent

from my classes. 4. I can’t concentrate in my studies. 5. I didn't wake up early. 6. I did

not study/make my assignments the night before. 7. I got fond of playing computer

games.

d. Teacher-related reasons




1. My teacher scolded me. 2. I can’t understand my teacher’s lessons. 3. I don’t like my

teacher.

e. Classroom atmosphere

1. Our classroom is hot and uncomfortable. 2. it’s noisy inside our classroom. 3. A

classmate/classmates bully me. 4. I have no friends in our class.

f. Home-related factors

1. My parents ask me to be absent from class. 2. My parents quarrelled. 3. My parents

don’t care about my studies. 4. I do many household chores. 5. I have no money to buy

snacks in school. 6. We have no food/I did not eat.

Age and Gender

Rood (1989), Levanto (1975), and Hegner (1987) have identified the following

characteristics of non-attenders: Age – absenteeism increases as a student progresses

through high school. Gender – in the first three years of high school, girls will have

higher rates of absenteeism than boys will.

Nutritional Status

In Manila, Philippines, the department of education (DepEd) aims to cut by half

the incidence of infectious diseases among pre-school and elementary pupils and stop

absenteeism. The Department of Education pilot tested in Tarlac a comprehensive oral

health care and general hygiene program for school children to keep them in school by

reducing infectious diseases by 30 to 50 percent and dental problems by 40 to 50 percent.




Toothache, diarrhea, respiratory ailments and soil-transmitted worm infections were

prevalent in school children causing absenteeism and dropping-out of school. Most were

caused by hygiene problems and studies by DepEd showed that these diseases could be

controlled by simple, cost-effective preventive measures implemented in schools. DepEd

partnered with local government units and private sectors for essential health care

package (EHCP) program benefited some 600,000 children in 20 provinces. For school

year 2009-2010, the EHCP program of the DepEd’s Health and nutrition center in Cristo

Rey east elementary School had distributed packages to pupils, containing toothbrush,

Toothpaste and soap to make personal hygiene and oral health an unshakable habit

among school children had dental caries. The school system’s well-organized

administrative structure and teaching personnel have been tapped to implement health

programs focusing on the behaviour change. The health improvement measures are

intended to increase school attendance, improve school performance and to help the

government achieve its millennium Development Goals.

Family Monthly Income

The poor economic condition of the family may generate a negative attitude

toward school either because the family needs the pupils to work and contribute to the

family income. School climate and organization characteristics of the school have also

been suggested as predictive factors in student absenteeism (Woog 1992).

In conclusion, research reveals a lot of important information about student

attendance. Identifying students early on who show signs of absenteeism is a predicator




of warning signs of students dropping out. Even though truancy is a major issue in

middle school and high school, perhaps students should be identified and monitored early

on in elementary school. Educators need to continue to find innovative ways to bridge

the gap between home and school to communicate with parents the need for a strong

partnership so students can find success. Students need to know that coming to school on

time, every day is important. Educators, when faced with schools that have attendance

problems may need to venture out beyond the wall of the school, into the community to

involve families and work together.

CHAPTER III

Research Methodology

This chapter presents the research design, Locale of the Study, respondents of the

study, samples and sampling procedure or techniques, data gathering instruments,

validity and reliability of the instruments, data gathering procedure and data analyses.

Research Design

Since the study aims to know the factors of Absenteeism among the Grade 2

Pupils of Narauis- Paticui Elementary School, Descriptive method was used in this study.




The Descriptive Research may focus to the individual subjects and go into Great depth

and detail in describing them. The data collection and analysis procedures such as

surveys may employ, descriptive research can also investigate large group of subjects. In

these cases, the analytical procedures tend to produce results that show “Average”

behaviour for the Group. The research also may operate on the basis of hypothesis often

Generating through Previous, qualitative research. The used of the certain approach was

to correspond to the main objective of this research that was to determine the Factors of

absenteeism of the Grade 2 pupils of Narauis-Paticui Elementary School for the academic

year 2014-2015.

Locale of the Study

The study was conducted in Narauis-Paticui Elementary School in the

Municipality of Hinigaran, Province of Negros Occidental. It was specifically chosen

because it is a public elementary school in the Municipality and it represents a various

type of respondents. The pupils are trained in order for them to save the future. A

graduate of this school is expected to be upright in all aspects in life. Most of all, pupils

are trained in order to live independent in life that are ahead and become a globally

competent Filipino.




Respondents of the Study

The respondents of this study were the Grade 2 Pupils of the Narauis-Paticui

Elementary School for the Academic Year 2014-2015. The total population of Grade 2 of

the said school is 115 pupils with 3 sections and with a sample population of 30 pupils.

Samples and Sampling Procedures or Techniques




Convenience sampling was used in this study because the Teachers are the one

who choose the respondents of the study. This sampling technique was used to choose the

sample based on who they think are be appropriate for the study.

There were specific choices that were provided for each question that were

checked by the respondents. Their answers were determined which was the causes of

absenteeism. The questionnaire was in Mother tongue Base wherein the grade 2 pupils’

utilized this kind of subject and for better understanding due to our respondents.

Data Gathering Instrument

In this study survey questionnaire was used. The question was based in the

statement of the problem. There were questions that were raised using survey

questionnaires that were used to determine the factors of absenteeism of the pupil.

The questionnaires were divided into two parts. The first part or part I include the

respondent’s data on the following; name, Age, gender, family Monthly Income, and

Nutritional Status, on the part II includes the factors of absenteeism that the respondents

answered.

Validity and Reliability of the Instrument

The prepared questionnaires were submitted to the three (3) experts in the college

for comments and suggestion. The validity instrument developed by Good and Scates




was used to establish the validity of the research instrument. This was done in order to

improve the questionnaire. After the validation sheets were return the researchers will

took note of the corrections, suggestions, and recommendations and incorporated these

on the final draft of the questionnaire.

The result of the validity was 3.84 which are very good.

Reliability Statistics

Chronbach’s Alpha N of Items

.920 30

One shot reliability test and Cronbach’s Alpha was used in this study. Since the

result is .920 percent the questionnaire is reliable.

Data Gathering Procedure

The Permission to conduct the study was secured to the office of the Principal of

Narauis - Paticui Elementary School for the approval. The permission was granted. The

researcher distributes the survey questionnaires to all of the respondents. Each respondent

was given enough time to answer by checking the choices that they think are the best

answers to the questions. Since the topic of the study was about Absenteeism its relation




to Grade 2 pupils of Narauis-Paticui Elementary School for the academic year 2014 -

2015, the researcher assured to the respondents that their answers were kept confidential.

The questionnaires were collected and enclosed them in a folder after the respondents

have answered them. The questionnaires were already checked, interpret, and analyzed

the data that was collected.

Data Analyses

The statistical analysis and the subsequent interpretation of the results will be

guided by the sequence in which the research problems are stated in Chapter 1.

For problem 1, which stated that, “What is the socio demographic profile of the

Grade 2 pupils of Narauis-Paticui Elementary School when taken as a whole and when




group as to: Age, Gender, Family Monthly Income, and nutritional Status?” frequency

and percentage distribution was used.

For problem no 2, “what are the factors of Absenteeism among Grade 2 Pupils of

Narauis- Paticui Elementary School when taken as a whole and when grouped as to: a.

Physical Factors, b. Health Factors, c. Personal Attitude, d. Teachers Related Reasons, e.

Classroom Atmosphere, f. Home Related Factors.? Mean and Standard deviation was

used.

For the problem no 3, “Is there a significant difference in the factors of

absenteeism among the Grade 2 pupils of Narauis-Paticui Elementary School when taken

as a whole and grouped as to: Age, Gender, Family monthly Income, and nutritional

Status?” Pearson Chi-square was used.

For Problem no 4, “What is the Academic Performance of the Grade 2 Pupils of

Narauis-Paticui Elementary School.” Mean and Standard Deviation was used.

CHAPTER IV

PRESENTATION, ANALYSIS AND THE INTERPRETATION

This chapter shows the presentation, analysis and the interpretation that gathered

from the respondents. The analysis was based on the responses through the

questionnaires answered by them.




Table I. Frequency and percentage distribution of the respondent’s according to age.

Age Frequency Percent6 2 7%7 23 76%8 5 17%30 30 100%

Table shows that, out of thirty (30) respondents, two (2) or 7% of the respondents

are aging 6 years old , twenty-three (23) or 76% of the respondents are aging 7 years old,

and five (5) or 17% of the respondents are aging 8 years old. This indicates that most of

the respondents were aging 7 years old.

Table 2. . Frequency and percentage distribution of the respondents according to gender.

Gender Frequency PercentMale 11 37%Female 19 63%Total 30 100%

Table 2 shows that, out of thirty (30) respondents, eleven (11) or 37% of the

respondents are male and nineteen or 63 % of the respondents were female, this indicates

that, majority of the respondents were female.

Table 3 .Frequency and Percentage distribution of the respondents according to

Nutritional status.

Nutritional Status Frequency Percent Normal 29 97% Overweight 1 3% Total 30 100%




Table 3 shows that, out of 30 respondents ,twenty-nine (29) or 97 % of the

respondents are weighing normal and one 1 or 3 % of the respondents are weighing

normal, this indicates that, majority of the respondents is normal which regards to their

Nutritional Status.

Table 4.Frequency and Percentage distribution of the respondents according to Family

Monthly Income.

Family Monthly Income Frequency Percent20,000-above 5 17%10,000-19,000 4 3%9,000-below 21 70%Total 30 100%

Table 4 shows that, out of thirty (30) respondents, five (5) or 17% percent of the

respondents their family earns 20,000-above, four (4) or 13% of the respondents their

family earns 10,000 till 19,000, and twenty-one (21) or 70% of the respondents their

family earns 9,000-below. This indicates that, majority of the respondents their family

monthly income are ranging 9,000 below.

Table 5. Frequency and Percentage Distribution of the respondents according to their

Academic Performance.

Average Grades Frequency Percentage

96 1 ` 3.33%




95 2 6.67%

94 3 10.00%

93 4 13.33%

92 3 10.00%

91 3 10.00%

90 2 6.67%

89 2 6.67%

88 3 10.00%

87 3 10.00%

86 1 3.33%

85 3 10.00%

Total 30 100%

Table 5 shows that, out of thirty 30 respondents, one ( 1) or 3.33% of the

respondents got an average grades of 96%, out of thirty 30 respondents, two (2) or

6.67% of the respondents got an average grades of 95%, out of thirty 30 respondents,

three (3) or 10.00% of the respondents got an average grades of 94%, out of thirty 30

respondents, four (4) or 13.33% of the respondents got an average grades of 93%, out of

thirty 30 respondents, Three (3) or 10.00% of the respondents got an average grades of

92, out of thirty 30 respondents, three (3) or 10.00% of the respondents got an average

grades of 91%, , out of thirty 30 respondents, two (2) or 6.67% of the respondents got an

average grades of 90%, out of thirty 30 respondents, two (2) or 6.67% of the respondents

got an average grades of 89%, out of thirty 30 respondents, three (3) or 10.00% of the

respondents got an average grades of 88%, out of thirty 30 respondents, three (3) or




10.00% of the respondents got an average grades of 87%, out of thirty 30 respondents,

one (1) or 3.33% of the respondents got an average grades of 86%, and out of thirty 30

respondents, three (3) or 10.00% of the respondents got an average grades of 85%. This

indicates that majority of the respondents got an average grades of 93%. The grades got

its mean percentage of 90.43 with the standard deviation of 3.28.

It implies that Majority of the respondents got average grades of 93%.

Table 6, Factors of Absenteeism of the respondents when categorized according to, Physical

Factor, Health factors, Personal Attitude, Teacher Related Reasons, Classroom Atmosphere, and

Home related Factors.

Factors of Absenteeism Mean Standard Deviation Interpretation

Physical Factor 4.83 .202 Never

Health Factor 3.27 304 Sometimes

Personal Attitude 4.97 .101 Never

Teacher Related Reasons 4.97 .101 Never

Classroom Atmosphere 5.00 .000 Never

Home Related Factors 4.97 .101 Never

Factors of Absenteeism: Its Relation to Pupils Academic Performance was shown

in Table 6. The Physical Factors got the mean of 4.83, Health Factors got the mean 3.27,

Personal Attitude got the mean of 4.97, Teacher Related Reason got the mean of 4.97,

Classroom Atmosphere got the mean of 5.00, and Home Related Factors got the mean of




4.97. Based on the result, it implies that among of the factors of absenteeism, Health

factors the respondents responds Sometimes and the rest responds Never.

Table 7, Chi-square test of significant relationship among the Factors of Absenteeism according

to Age.

Factors of Absenteeism Pearson’s Chi-Square P-Value Interpretation

Physical Factor 2.095 .351 Not-Significant

Health Factor 10.060 .261 Not-Significant

Personal Attitude 9.107 .011 Not-Significant

Teacher Related Reasons .315 .854 Not-Significant

Home Related Factors 6.592 .037 Not-Significant

Table 7, shows the significant Relationship of the Factors of Absenteeism

perceived by the respondents as categorized according to Age, in terms of Physical

Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home Related

Factors were homogeneous on their response. No statistics Value are computed on

Classroom Atmosphere because Classroom Atmosphere is Constant.

It implies that all variables were independent with each other. Pearson Chi-Square

was used.


to Gender.








Teacher Related Reasons 1.552 .213 Not-Significant



perceived by the respondents as categorized according to Gender, in terms of Physical

Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home Related

Factors were homogeneous on their response. No statistics Value are computed on

Classroom Atmosphere because Classroom Atmosphere is Constant.


was used.


to Family Monthly Income.


Physical Factor .873 .646 Not-Significant









perceived by the respondents as categorized according to Family Monthly Income, in

terms of Physical Factors, Health Factors, Personal Attitude, Teacher Related Reasons,

and Home Related Factors were homogeneous on their response. No statistics Value are

computed on Classroom Atmosphere because Classroom Atmosphere is Constant.


was used.

Table 10, Chi-square test of significant relationship among the Factors of Absenteeism

according to Nutritional Status.











perceived by the respondents as categorized according to Nutritional Status, in terms of

Physical Factors, Health Factors, Personal Attitude, Teacher Related Reasons, and Home

Related Factors were homogeneous on their response. No statistics Value are computed

on Classroom Atmosphere because Classroom Atmosphere is Constant.


was used.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings




There were 30 Grade 2 Pupils as respondents that were chosen by their teachers.

In terms of Age, Most of the respondents were 7 years old, second were 8 years old and

lastly 6 years old. Most of the respondents were female. The study also shows that most

of the respondents were normal in terms of their nutritional status. Also, this study shows

that more respondents has a family monthly income ranging from Php.9,000-below,

second the family monthly income of Php.20,00-Above, and lastly the family monthly

income of Php.10,000-Php.19,000. Majority of the respondent’s average grades was 93%

and has a total population percentage of 13.33%, the highest average grades was 96% and

the lowest average grades was 85%. This means that the academic Performance of the

pupils was ranging 85% till 96%. The factor of absenteeism that the respondents agreed

was that the Health Factor was a factor of absenteeism based on their overall result. The

Physical Factors got the mean of 4.83, Health Factors got the mean 3.27, Personal

Attitude got the mean of 4.97, Teacher Related Reason got the mean of 4.97, Classroom

Atmosphere got the mean of 5.00, and Home Related Factors got the mean of 4.97. Based

on the result, it says that among of the factors of absenteeism, Health factors were the

factors of absenteeism based on the response on the respondents.

Conclusions

Based on the findings obtained by the researchers, the following conclusions were

formulated:




1. Absenteeism: its relation to grade 2 pupils of Narauis-Paticui Elementary School

academic performance indicates that most of the respondents were female, 7 years

old according to age, most of the respondents were normal in terms of their

economic status. And most of the respondents Family monthly income were

Php.9,000-below

2. The result showed that most of the respondents respond sometimes in Health

Factors of Absenteeism. And the respondents respond never to Physical Factor,

Personal Attitude, Teacher Related Reasons, Classroom Atmosphere, and Home

related Factors. This means that the factor of absenteeism according to the

respondents were Health Factors.

3. The Academic Performance of the respondents was ranging 96% till 85%. The

result also showed that majority of the respondents got an average grade of 93%.

4. There was no significant relationship of the respondents based on the different

factors of Absenteeism when taken as a whole according to their profile.

Respondents were homogeneous in their response.

Recommendations

1. It is suggested that parents should continue monitoring their Children’s means

of transportation in going to school and returning to their respective home’s




safely. Imbibe in the mind of the children that their academic success is very

much dependent on their attitude towards school. Motivate them so they will

be looking forward to attending their classes regularly(Murcia 2012).

2. It is also suggested that parents must monitor their children’s activity at

school. They should monitor the foods that their children are taking and must

prepare foods that are in high nutritious in-order for them to maintain the

normal nutritional status of their child, and to avoid sickness and illnesses.

3. It is also suggested that Although it can’t be avoided that the teacher gets

peeved with pupils’ bad behaviour, he/she should refrain from scolding the

erring pupils. As much as possible, remind them of their wrong doing in a

most diplomatic manner (Murcia 2012).

4. It is suggested that teacher and parent should have connection with each other,

or set themselves as a good example to their children and they should teach

them good values to be aware on how their children respond to school

absenteeism.

5. It is also suggested that teacher should maintain their positive influence which

will encourage the pupils to go to school regularly.

6. It is suggested that during parents conferences, inform the parents about the

benefit of keeping their children in school at all times when there are classes.

Emphasize to them that if they keep on asking their children to be absent, this

will set a bad precedence to the child. It is also suggested that parents must




have a full pledge support to their children and set a good example by

encouraging them to go to school regularly (Murcia 2012).

7. The researchers recommend further studies to be done in different schools and

respondents.

Age

Frequency Percent Valid Percent Cumulative Percent

Valid

1 29 96.7 96.7 96.73 1 3.3 3.3 100.0Total 30 100.0 100.0

APPENDICES




income Frequency Percent Valid Percent Cumulative Percent

Valid

1 5 16.7 16.7 16.72 4 13.3 13.3 30.0

3 21 70.0 70.0 100.0

Total 30 100.0 100.0 gender


Valid

1 12 40.0 40.0 40.0

2 18 60.0 60.0 100.0Total 30 100.0 100.0

nutrition


Valid

1 29 96.7 96.7 96.73 1 3.3 3.3 100.0Total 30 100.0 100.0

Descriptive Statistics N Minimum Maximum Mean Std. Deviation

f1 30 4.60 5.00 4.8267 .20160f2 30 3.00 3.80 3.2733 .30392f3 30 4.60 5.00 4.9733 .10148f4 30 4.20 5.00 4.9733 .14606




f5 30 5.00 5.00 5.0000 .00000f6 30 4.60 5.00 4.9733 .10148Valid N (listwise) 30

factors Mean Std. Deviationf1 4.83 .202f2 3.27 .304f3 4.97 .101f4 4.97 .146

f5 5.00 .000

f6 4.97 .101

Reliability StatisticsCronbach's Alpha N of Items

.920 30

Academic Performance of the Grade 2 pupils N Minimum Mean Std. Deviation

grades 30 85.00 90.4333 3.27670

Valid N (listwise) 30

age * f1 Chi-Square Tests

Value df Asymp. Sig. (2-sided)Pearson Chi-Square 2.095a 2 .351Likelihood Ratio 2.831 2 .243Linear-by-Linear Association 1.698 1 .193N of Valid Cases 30





Value df Asymp. Sig. (2-sided)Pearson Chi-Square 10.060a 8 .261Likelihood Ratio 9.247 8 .322Linear-by-Linear Association .621 1 .431N of Valid Cases 30




Value df Asymp. Sig. (2-sided)Pearson Chi-Square .315a 2 .854Likelihood Ratio .542 2 .763Linear-by-Linear Association .045 1 .832N of Valid Cases 30

age * f5 Chi-Square Tests Value

Pearson Chi-Square .a

N of Valid Cases 30

age * f6 Chi-Square Tests Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 6.592a 2 .037Likelihood Ratio 3.696 2 .158Linear-by-Linear Association 3.339 1 .068N of Valid Cases 30

f1 * gender Chi-Square Tests

Value df

Asymp. Sig. (2-sided) Exact Sig. (2-sided) Exact Sig. (1-sided)

Pearson Chi-Square 1.833a 1 .176




Continuity Correctionb .956 1 .328

Likelihood Ratio 1.839 1 .175

Fisher's Exact Test .264 .164

Linear-by-Linear Association 1.771 1 .183

N of Valid Cases 30


Value df Asymp. Sig. (2-sided)



Linear-by-Linear Association .022 1 .883

N of Valid Cases 30


Value df







N of Valid Cases 30


Value df










N of Valid Cases 30


Value


N of Valid Cases 30


Value df







N of Valid Cases 30

f1 * income Chi-Square Tests

Value df Asymp. Sig. (2-sided)Pearson Chi-Square .873a 2 .646Likelihood Ratio .868 2 .648Linear-by-Linear Association .842 1 .359N of Valid Cases 30










f5 * income Chi-Square Tests Value


N of Valid Cases 30

f6 * income Chi-Square Tests Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 1.837a 2 .399Likelihood Ratio 1.651 2 .438Linear-by-Linear Association 1.012 1 .314N of Valid Cases 30

f1 * nutrition Chi-Square Tests

Value df










N of Valid Cases 30


Value df Asymp. Sig. (2-sided)




N of Valid Cases 30


Value df


Pearson Chi-Square .074a 1 .786

Continuity Correctionb .000 1 1.000

Likelihood Ratio .140 1 .708

Fisher's Exact Test 1.000 .933


N of Valid Cases 30


Value df


Pearson Chi-Square .036a 1 .850

Continuity Correctionb .000 1 1.000

Likelihood Ratio .069 1 .793

Fisher's Exact Test 1.000 .967


N of Valid Cases 30


Value





N of Valid Cases 30


Value dfAsymp. Sig. (2-sided) Exact Sig. (2-sided) Exact Sig. (1-sided)

Pearson Chi-Square .074a 1 .786 Continuity Correctionb .000 1 1.000 Likelihood Ratio .140 1 .708 Fisher's Exact Test 1.000 .933Linear-by-Linear Association .071 1 .789

N of Valid Cases 30

factor 1 as to their demographic factors chi - square p - value interpretation

gender 1.833a .176 nsnutritional status .873a .646 nsincome 2.902a .574 ns


gender 2.902a .574 nsnutritional status 5.172a .270 ns


gender 1.429a .232 nsnutritional status .074a .786 nsincome 2.640a .267 ns

factor 4 as to their




demographic factors chi - square p - value interpretation

gender 1.552a .213 nsnutritional status .036a .850 nsincome 6.724a .035 s


gender 1.429a .232 nutritional status .074a .786 income 1.837a .399

Joel A. Perez, Ph. D.ChairmanStudent Research sectionCPSU, Kabankalan City

Sir,

I/We have the honor to request for Pre-Oral examination of my/our Thesis outline entitled:. SCHOOL-BASED FEEDING PROGRAM AN ASSESSMENT TO PUPILS ACADEMIC PERFORMANCE OF NARAUIS-PATICUI ELEMENTARY SCHOOL

Venue: CPSU-Cong. Mariano M. Yulo Campus. Date: January 02, 2015 Time: 8:00

KENLIE JEAN G. MANDIN JEAN ROSE M. MOCON GINELYN N. TUPASStudent Student Student

Endorsed by:

Mr. Paul Drake Pelagio Mr. Juanito Lademora Mr. John Rey GonzagaAdviser English Critic Statistician

Recommending:




Mr. Demer Paglomutan Dr. Salvacion Espaňola Dr. Flora CarpioMember-Interrogation Board Chairman-Interrogation Board Member-Interrogation Board

Noted:Ms. Cloris BordajeActing Research Coordinator

Approved:DR. JOEL A PEREZ Ph. D.

ChairmanStudent Research Section

Date

The Coordinator:

This is to certify that KENLIE JEAN G. MANDIN, JEAN ROSE M. MOCON and GINELYN N. TUPAS are now ready for the conduct of their thesis as per approved thesis outline here to attach.

Please see to it that he/she has appropriate number of questionnaires for the respondents.

For your information and appropriate action.

JOEL A. PEREZ, Ph. D.Chairman, Student research Section

Note: This note shall be attached to the approval outline. No student is allowed to

conduct his/her thesis without an approved thesis outline. The panel of research coordinator upon approval of the research Chairman reserved to the right to declare the conduct of research void without prior approval to conduct the study.




September 25, 2014Mrs. Arlene G. Acosta

Principal II

Narauis-Paticui Elementary School,

Brgy. Paticui Hinigaran Negros Occidental

PERMISSION FOR THE CONDUCT OF THE RESEARCH STUDY

Dear: Sir/Madam,

We Kenlie Jean G. Mandin, Jean Rose M. Mocon, and Ginelyn N. Tupas, a Bachelor of

Elementary Education Students of Central Philippines State University, Cong. Mariano M. Yulo

Campus requesting your good office to grant us the permission to conduct our research study

about ABSENTEEISM ITS RELATION TO GRADE 2 PUPILS OF NARAUIS-PATICUI

ELEMENTARY SCHOOL ACADEMIC PERFORMANCE. This study aims to determine the

factors of absenteeism and its relation to grade 2 pupils academic performance of the said school.

Together with this we provide you a copy of the compliance for the conduct of the study

signed and approved by our English critic, thesis adviser, statistician, panel of examiner, Vice

president for academic affairs and CPSU Hinigaran Campus Administrator.




Thank you so much and God Bless You.

Noted:

JUANITO LADEMORA PAUL DRAKE PELAGIO JOHN REY GONZAGA English Critic Thesis Adviser Statistician

Approved by:CHRISTOPHER D. MANDIN

CPSU-Hinigaran Campus Administrator

MGA PAMANGKOT

Direksyon: Basahon kag isulat sa papel ang mga husto nga sabat sa mga pamangkot.

Pangalan:

(apilyedo) (pangalan)

Edad: [6] [7] [8]

Hiyas sa Pagkatawo:

Lalake Babaye

Nutritional Status:

Normal Underweight Overweight

Binulan nga kita sang ginikanan:

Duha ka napulo kalibo ( Php. 20,000.00) kag pataas.

Napulo kalibo (Php. 10,000.00) asta sa Napulo kag siam kalibo (Php.19,000.00).




Napulo kalibo (Php. 10,000.00) panubo.

Direksyon:Basahon sang mayo ang mga dinalan kag butangan sang tsek ang husto nga sabat.

Pirme Talagsa Kis-a Malaka Wala1. Naga absent ako kay naga lakat lang ako pakadto sa buluthuan.2. Naga absent ako kay delikado ang dalan pakadto sa amon buluthuan.3. Naga absent ako kay wala ako upod lakat sa amon buluthuan.4. Naga absent ako kung nagabaha.5. Naga absent ako ky malaka ang salakyan pakadto sa buluthuan.6. Naga absent ako kung naga sakit akon ngipon.7. Naga absent ako kung naga sakit akon tyan.8. Naga absent ako kung naga sakit akon ulo.9. Naga absent ako kung gina trangkaso ako.10. Naga absent ako kung may gina batyag ako nga iban pagid nga masakit sa akon kalawasan.11. Naga absent ako kay indi ako interesado sa akon nga leksyon.12. Naga absent ako kay indi ako ka concentrate sa akon pagtu-on.13. Naga absent ako kay indi ako ka




mat-on mag bugtaw sa aga.14. Naga absent ako kay wala ako nakabuhat sang akon hili kuton sabalay sang gab-e palang nga daan.15. Naga absent ako kay naga kalingaw ako sang hampang sa kompyuter.16. Naga absent ako kay ginakigan ako pirmi sang akon maestra.17. Naga absent ako kay indi ako kainchindi sang leksyon sang akon maestra.18. Naga absent ako kay indi ako nanami-an sang akon maestra.19. Naga absent ako kay nahadlok ako sa akon maestra.20. Naga absent ako ky kaistrikta sang amon maestra.21. Naga absent ako kay nainitan ako kag indi ako komportable sang amon kwarto sa amon buluthuan.22. Naga absent ako kay kagahod sa sulod sang amon kwarto.23. Naga absent ako kay ginapulihan ako sunlog sang akon mga kabutho sa buluthuan.24. Naga absent ako kay wala ako abyan sa amon buluthuan.25. Naga absent ako kay kahigko sang amon kwarto.26. Naga absent ako kay gina paabsent ako ni nanay ukon ni tatay.27. Naga absent ako kay gainaway ang akon ginikanan.28. Naga absent ako kay wala nagapasilabot ang akon ginikanan sa akon pagtoun.29. Naga absent ako kay damo ulubrahon sa balay.30. Naga absent ako kay wala ako kalan-on kag wala inug bakal sang pagkaon sa amon buluthuan.




QUESTIONNAIRE

PART I

Direction: Please supply and check the option that corresponds to your personal data.

Name:

(Surname) (Last name)

Age: [6] [7] [8]

Gender:

Male Female

Nutritional Status:

Normal Underweight Overweight

Parents Monthly Income:

Php. 20,000.00 above.




Php. 10,000.00 toPhp. 19,000.00.

Php. 9,000.00below.

QUESTIONNAIRE

PART II

Directions: Read the statements carefully and check the option that best describes your response to the statement.

Always Very Often Sometimes Rarely Never A. Physical Factor 1. I am walking in going to school.2. It is unsafe to go to school.

3. Nobody accompanies me in going to school since it is far.

4. It is flooding.5. Transportation is rare.B. Health 1. I have a toothache.2. My stomach hurts.3. I have a headache4. I'm down with fever/flu.5. I have other diseases like diarrhea, etc.C. Personal Attitude 1. I am not interested in my studies.2. I can't concentrate in my




Always Very Often Sometimes Rarely Never studies.3. I didn't wake up early.4. I did not study/make my assignments the night before.5. I got fond of playing computer games.D. Teacher-Related Factors 1. My teacher scolded me.2. I can't understand my teacher's lessons.3. I don't like my teacher.

4. I am afraid in my teacher

5. My teacher is strict.

E. Classroom atmosphere 1. Our classroom is hot and uncomfortable.2. It's noisy inside our classroom.3. A classmate/classmates bully me.

4. I have no friends in our class.

5. our classroom is dirtyF. Home-Related Factors 1. My parents ask me to be absent from class.2. My parents quarreled.3. My parents don't care about my studies.4. I'm too pre-occupied with household chores.5. I have no food to eat and no money to buy snacks in school.




COMPLIANCE FOR BOOK BINDING

______________Date

I/We have the honor to submit my/our proposal with the suggestions and recommendations during the Final-Oral Examination.

MANDIN KENLIE JEAN GORGONIOMOCON JEAN ROSE MUALTUPAS GINELYN NEMENZO

BACHELOR OF ELEMENTARY EDUCATION GENERAL EDUCATION

(Course) (Major)

________________________ __________________(Place of Examination) (Date Examination)

Noted:PAUL DRAKE PELAGIO

Thesis AdviserJUANITO LADEMORA JOHN REY

GONZAGA English Critic Statistician

Recommending Approval:

CLORIS BORDAJE CHRISTOPHER D. MANDIN (MAED) Acting Research Coordinator CPSU-HINIGARAN

Campus Director

Panel of Examiners Remarks

SALVACION N. ESPANOLA (Ph.D) Chairman_____________________FLORA L. CARPIO (Ph.D) Member _____________________




DEMER G. PAGLOMUTAN (MAED) Member _____________________

Concurred:

JOEL A. PEREZ, Ph.D. Chairman, Student Research Section

CURRICULUM VITAE

Personal Information

Name: KENLIE JEAN GORGONIO MANDIN

Nick name: “Ken”

Address: Sitio litud, Brgy. Paticui Hinigaran Negros Occidental

Birth Date: March 19, 1995

Birth Place: Hinigaran, Negros Occidental

Age: 19 years old

Civil Status: Single

Sex: Female

Height: 5’0”




Weight: 55 kl.

Father: Kennedy D. Mandin

Mother: Lea G. Mandin

Educational Attainment Year

Tertiary: Bachelor of Elementary Education 2014-2015

Central Philippines State University

Cong. Mariano M. Yulo Campus


Secondary: Hinigaran Institute Inc. 2010-2011

Riverside, Hinigaran Negros Occidental

Elementary: Narauis-Paticui Elementary School 2006-2007

Paticui, Hinigaran Negros Occidental

Organizational Affiliation and Position

Name of Organization Position Year




Supreme Student Government Senator 2011-2012

Seminars Attended:

LEARNING RESEARCH FOR GREATER EDUCATIONAL PRODUCTIVITY



March 23, 2014

K TO 12 ORIENTATION AND GRADES 1-VII CURRICULUM DEVELOPMENT

SEMINAR



October 17, 2014




CURRICULUM VITAE


Name: JEAN ROSE MUAL MOCON

Nick name: “Jean”

Address: Burgos St. Brgy. III, Hinigaran Negros Occidental

Birth Date: November 17, 1994

Birth Place: Hinigaran, Negros Occidental

Age: 20 years old


Sex: Female

Height: 5’2”




Weight: 58 kl.

Father: Jose Maria T. Mocon

Mother: Rose Mary M. Mocon






Secondary: Hinigaran Institute Inc. 2010-2011


Elementary: Hinigaran Elementary School-A 2006-2007

Hinigaran Negros Occidental

Seminars Attended:







March 23, 2014


SEMINAR



October 17, 2014

CURRICULUM VITAE


Name: GINELYN NEMENZO TUPAS

Nick name: “gen”

Address: Brgy. Nanunga, Hinigaran Negros Occidental

Birth Date: December 1, 1988

Birth Place: Himamaylan City, Negros Occidental

Age: 26 years old


Sex: Female

Height: 5’2”




Weight: 60 kl.

Father: Gloria N. Tupas

Mother: Wilfredo M. Tupas






Secondary: Hinigaran National High school 2004-2005


Elementary: Nanunga Elementary School-A 2000-2001

Brgy. Nanunga, Hinigaran Negros Occidental

Seminars Attended:







March 23, 2014


SEMINAR



October 17, 2014

revised & printed.doc

Documents

research work

lademoraenglish critic

paper work

kenlie jean

jean rose

subject educational

challenging work

statistical work