cutting classes ppt

1. CUTTING CLASSES: ITS
EFFECTS ON ACADEMIC
PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS
By: Group 6

2. THE RESPONDENTS OF THIS STUDY
WERE 50 SENIOR HIGH SCHOOL
LEARNERS OF TIGBAUAN NATIONAL
HIGH SCHOOL.
20 RESPONDENTS ARE COMING MALE
AND,
30 RESPONDENTS ARE COMING FROM
FEMALE

4. ABSTRACT
THIS DESCRIPTIVE- CORRELATIONAL DESIGN STUDY
AIMED TO DETERMINE THE EFFECTS OF CUTTING CLASSES
IN THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
LEARNERS. THE RESPONDENTS OF THIS STUDY WERE 50,
RANDOMLY SELECTED SENIOR HIGH SCHOOL STUDENTS OF
TIGBAUAN NATIONAL HIGH SCHOOL, 20 RESPONDENTS ARE
COMING MALE AND 30 RESPONDENTS ARE COMING FROM
FEMALE. THE INSTRUMENT USED IN THIS STUDY WAS A
SURVEY QUESTIONNAIRE THAT WAS DISTRIBUTED TO THE
RESPONDENTS TO DETERMINE THE EFFECTS AND
GATHERED BY THE RESEARCHERS FOR THE ANALYSIS AND
INTERPRETATION OF DATA. THE RESULTS REVEALED THAT
CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF THE
LEARNERS WAS POSITIVE EFFECTS SINCE THE STUDENTS
LISTENED TO TEACHER’S DISCUSSION, GAINED KNOWLEDGE
FROM THE TEACHER AND THEY ATTEND CLASSES.

5. ALSO, THE FINDINGS RESULTED THAT THE
ACADEMIC PERFORMANCE OF THE LEARNERS’
ATTAINED A VERY SATISFACTORY. IT ALSO SHOWED
THAT THERE IS NO SIGNIFICANT DIFFERENCE IN
THE EFFECTS OF SCARCITY OF CLASSROOMS AND
PERFORMANCE OF STUDENTS WHEN GROUP
ACCORDING TO GENDER, LEVEL AND WHEN TAKEN
AS A WHOLE. MOREOVER, THERE IS NO
SIGNIFICANT RELATIONSHIP BETWEEN SCARCITY OF
CLASSROOMS AND ACADEMIC PERFORMANCE.
THEREFORE, THE ALTERNATIVE HYPOTHESIS IS
REJECTED. THIS STUDY CONCLUDE THAT THE
SCARCITY OF CLASSROOMS DO NOT AFFECT OR
RELATE THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL LEARNERS AND VICE VERSA.

6. CHAPTER 1: INTRODUCTION

7. BACKGROUND OF THE STUDY
ACCORDING TO MARTHA NUSSBAUM “KNOWLEDGE
IS NO GUARANTEE OF GOOD BEHAVIOR, BUT
IGNORANCE IS A VIRTUAL GUARANTEE OF BAD
BEHAVIOR”. CUTTING CLASS IS A COINED TERM
THAT ACTUALLY MEANS INTENTIONALLY NOT
ATTENDING A REQUIRED CLASS IN ONE’S FORMAL
EDUCATION WITHOUT A VALID EXCUSE OR
REASON(DEOFEDUCATION.COM, 2014).

8. TEACHERS ARE TASKED WITH THE
RESPONSIBILITY OF HELPING THEIR STUDENTS
LEARN. THEY HAVE THE BIGGEST
RESPONSIBILITIES IN THE STUDENTS LEARNING
OR PERFORMANCE. MODERN EDUCATORS HAVE
NUMBERS OF BASIS IN KNOWING THEIR
STUDENTS’ ACADEMIC PERFORMANCE. CUTTING
CLASSES OBVIOUSLY DECREASES THE NEED
OPPORTUNITIES FOR THEM TO LEARN. ALL THE
IMPORTANT LESSONS THEY NEED TO LEARN IN
ORDER TO BECOME ACADEMICALLY
COMPETENT. INSTEAD OF LEARNING, THEY ARE
RUINING THEIR LIVES WITH VICES. THEY ALSO
WASTING THE HARD EARNED MONEY OF THEIR
PARENTS.

9. IN THIS STUDY, WE ARE AIMING TO FIND
OR DISCOVER THE EFFECTS OF THE
UNRESTRAINED CASES OF CUTTING
CLASSES FOR THEM TO BE AWARE OF THE
POSSIBLE NEGATIVE EFFECTS OF IT.

10. CONCEPTUAL FRAMEWORK
This figure shows the relationship between the independent and dependent variables
in the study.

11. STATEMENT OF THE PROBLEM
Specifically, this study aimed to answer the following questions:
1. What are the effects of cutting classes on Senior High School learners?
2. What is the academic performance of Senior High School learners?
3. Is there a significant difference in the effects of cutting classes on
students when group according to gender, level and when taken as a
whole?
4. Is there a significant difference in performance of students when group
according to gender, level and when taken as a whole?
5. Is there a significant relationship between cutting classes and academic
performance?

12. HYPOTHESES
Based on the preceding questions, the following hypotheses were proposed.
Ho: There is no significant difference in the effects of cutting classes on students when group
according to gender, level and when taken as a whole.
H1: There is a significant difference in the effects of cutting classes on students when group
according to gender, level and when taken as a whole.
Ho: There is no significant difference in performance of students when group according to
gender, level and when taken as a whole.
H1: There is a significant difference in performance of students when group according to gender,
level and when taken as a whole.
Ho: There is no significant relationship between cutting classes and academic performance.
H1: There is a significant relationship between cutting classes and academic performance.

13. SIGNIFICANCE OF THE STUDY
Students.The results will provide the students with some knowledge on cutting classes
and how it can be avoided. It will give the students a realization that cutting is not useful
to both the student and the people around him. At the end of this study, students would
finally know why cutting classes have been a major problem to the society.
Teachers.The given data would guide the teachers on what to do with the students that
cut classes. The teachers would be able to understand on why some students
skipclasses and later on, it can definitely help them.

14. Parents. Like the teachers, the parents too will understand why their children
skip classes through the given data. The given data would help them formulate
some preventive measures to help their sons or daughters from skipping
classes. The findings would also help them learn the actions of their children.
Future Researchers. The data can be resourceful to the future researchers that
studies the cases of cutting classes. It would help them understand the cases
and previous data can be helpful for their research papers.

15. DELIMITATION OF THE STUDY
This descriptive correlational quantitative study will focus on the reasons why students
cut class in the Senior High School in Tigbauan National High School(TNHS), School
year 2018-2019. The study is composed of 50 respondents from the Senior High School.
The primary techniques used to gather data is survey to determine the possible reasons
of this problem. The survey will be given to the respondents this November 2018.
Furthermore, the study aims to know, understand and determine the possible reasons
why these problem is increasing rates throughout the history.

16. CHAPTER II:
REVIEW OF RELATED
LITERATURE

17. THIS CHAPTER WILL PRESENT THE CONCEPTUAL LITERATURE
REGARDING THIS STUDY TO SUPPORT THE BACKGROUND FOR
GREATER UNDERSTANDING OF THE RESEARCH OUTCOME. ALSO THIS
CHAPTER EXPLAINS ARTICLES OR STUDIES ASSOCIATED WITH THE
TERMS IN THIS STUDY SPECIFICALLY: (1) TARDINESS, AND (2) FACTORS
AFFECTING PUNCTUALITY, AND(3) EFFECTS OF TARDINESS
• https://www.google.com.ph/search?q=Nakpodia+and+Dafiaghor%2C+2011&rlz=1C1GCEA_e
nPH753PH753&oq=Nakpodia+and+Dafiaghor%2C+2011&aqs=chrome..69i57j0.2743j0j9&sou
rceid=chrome&ie=UTF-8
• https://www.google.com.ph/search?q=(Oxford+Advance+Learners%E2%80%99+Dictionary%
2C+5th+ed.%2C1995)&rlz=1C1GCEA_enPH753PH753&oq=(Oxford+Advance+Learners%E2
%80%99+Dictionary
• https://www.google.com.ph/search?q=(Sprick+and+Daniels%2C+2007)&rlz=1C1GCEA_enPH
753PH753&oq=(Sprick+and+Daniels%2C+2007)&aqs=chrome..69i57j0.2351j0j9&sourceid=c
hrome&ie=UTF-8

18. • https://www.google.com.ph/search?q=Santillano+(2010&rlz=1C1GCEA_enPH753PH7
53&oq=Santillano+(2010&aqs=chrome..69i57j0l2.2599j0j9&sourceid=chrome&ie=UTF
-8
• https://www.google.com.ph/search?q=Oghuvbu+(2008&rlz=1C1GCEA_enPH753PH7
53&oq=Oghuvbu+(2008&aqs=chrome..69i57j0.2663j0j9&sourceid=chrome&ie=UTF-8
• https://www.google.com.ph/search?q=Pimentel+and+Quijada+(2011&rlz=1C1GCEA_
enPH753PH753&oq=Pimentel+and+Quijada+(2011&aqs=chrome..69i57j0.1847j0j9&s
ourceid=chrome&ie=UTF-8

19. CHAPTER III: RESEARCH METHODOLOGY

20. RESEARCH INSTRUMENT
In this study, the researchers will conduct a survey that will determine what will be the
possible causes and effects of the unrestrained cases of cutting classes of the Senior
High School students based on their experiences. The said instrument is composed of
series of questions including the hypotheses effect of cutting classes to be answered by
the chosen respondents. The scale that the researcher employed in the questionnaires is
the Likert scale with the range from one to five, with one (1) strongly disagree, two (2)
disagree, three (3) neutral, four (4) agree, five (5) strongly agree. The instrument will be
given this October 2018.

21. RESEARCH DESIGN
This quantitative study will analyze the causes and effects of the unrestrained cases of
cutting classes in Tigbauan National High School (TNHS) specifically the Senior High
School students thus, this is a quasi-experimental study. We aim to seek what gender
has the highest frequency in this problem. This design is appropriate to determine what
triggers them to do cutting classes and we to solve this problem and to give this problem
a conclusion.

22. RESPONDENTS OR
PARTICIPANTS
This study involved a group of fifty (50) respondents purposively selected which
represents the entire number of students in Senior High School at Tigbauan National
High School (TNHS). The questionnaire is distributed to a total of 50 students, 25 female
senior students and 25 male senior students.

23. VALIDITY AND RELIABILITY OF THE
INSTRUMENTS
After the questionnaire was corrected and finalized, it was tested for reliability. The
validated questionnaire was tested to the fifty (50) senior students of Tigbauan National
High School (TNHS). After establishing the validity and reliability of the questionnaire, the
researchers, asked permission from the Office of the Senior High School Department or
the teachers and staffs of the school. After the permission was granted, the researchers
produced questionnaires enough to the number of students in the study.

24. STATISTICAL TOOLS
For data analysis, the researchers will be using frequency count, percentage mean, and
standard deviation for descriptive statistic and for the inferential statistics the researchers
will be using t- test, Pearson’s product- movement coefficient and correlation, and One-
way Analysis of Variance (ANOVA).

25. CHAPTER 4:
ANALYSIS AND INTERPRETATION OF DATA

26. THIS CHAPTER PRESENTS THE DESCRIPTIVE AND INFERENTIAL
ANALYSES OF DATA TO DETERMINE THE EFFECTS OF SCARCITY OF
CLASSROOMS ON ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
LEARNERS.
Specifically, this study sought answers to the following questions:
1. What are the effects of cutting classes on Senior High School learners?
2. What is the academic performance of Senior High School learners?
3. Is there a significant difference in the effects of cutting classes when group according to
gender, level and taken as a whole?
4. Is there a significant difference in performance of students when group according to gender,
level and when taken as a whole?
5. Is there a significant relationship between cutting classes and academic performance?

27. TABLE 1
DISTRIBUTION OF EFFECTS OF CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF
SENIOR HIGH SCHOOL LEARNERS ACCORDING TO GENDER, LEVEL AND WHEN TAKEN AS
A WHOLE.
Variables N Percent %
Gender
Male
Female
Total
20
30
50
40%
60%
100%
Level
Grade 11
Grade 12
Total
23
27
50
46%
54%
100%A
The result of the distribution of effects of cutting classes in academic performance of Senior High School learners
follows:
As to gender, the respondents were classified as male and female. 20 respondents or 40% in a population were male
and 30 respondents or 60% in a population were female. And when taken as a whole, 50 respondents or 100% in a
population was the total number of respondents participated in this study.
As to level, the respondents were classified as Grade 11 and Grade 12 students. 23 respondents or 46% in a
population were Grade 11 and 27 respondents or 54% in a population were Grade 12. And when taken as a whole, 50
respondents or 100% in a population was the total number of respondents participated in this study.

28. TABLE 2
EFFECTS OF CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL LEARNERS ACCORDING TO GENDER AND WHEN TAKEN AS A
WHOLE.
Legend:
Scale Description
1.00 – 1.80 Strongly Disagree
1.81 – 2.60 Disagree
2.61 – 3.40 Neutral
3.41 – 4.20 Agree
4.21 – 5.00 Strongly Agree
Variables Effects Mean SD Description
Gender
Male Teachers implement rules to control the cases
of cutting classes
A student skips his/her class everyday
Environment can possibly influence students to
cut classes
2.80
3.60
3.20
1.056
0.821
1.240
Neutral
Agree
Neutral
Female Teachers implement rules to control the cases
of cutting classes
Boredom is the reason why students cut class
Believes that heavy punishments must be
given if he/she is caught skipping classes
2.90
3.23
2.87
1.373
1.357
1.008
Neutral
Neutral
Neutral
Whole Group Boredom is the reason why students cut class
A student skips his/her class everyday
Environment can possibly influence students to
cut classes
2.98
3.14
2.92
1.301
0.926
1.122
Neutral
Neutral
Neutral

29. EFFECTS OF CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF
SENIOR HIGH SCHOOL LEARNERS ACCORDING TO GENDER AND WHEN
TAKEN AS A WHOLE.
The table shows that when the respondents are group according to their gender the results of effects of
cutting classes in the academic performance of male were (2) neutral and (1) agreed. First, with a
Mean=2.80 and SD=1.056 this means that teachers implement rules to control the cases of cutting
classes. Second, with a Mean=3.60 and SD=0.821 this means that the students skips his/her class
everyday. And lastly, with a Mean=3.20 and SD=1.240 this means that the environment can possibly
influence students to cut classes.
On the other side, the results of effects of cutting classes in the academic performance of female were all
neutral. First, with a Mean=2.90 and SD=1.373 this means that the teachers implement rules to control the
cases of cutting classes. Second, with a Mean=3.23 and SD=1.357 this means that boredom is the main
reason why students cut class. And lastly, with a Mean=2.87 and SD=1.008 this means that believes that
heavy consequences must be given to the student if he/she is caught skipping classes.
When the respondents when taken as a whole group in the extent of gender the results were all neutral.
First, with a Mean=2.98 and SD=1.301 this means that boredom is the main reason why students cut
class. Second, with a Mean= 3.14 and SD=0.926 this means that a students skips his/her class everyday.
And lastly, with a Mean=2.92 and SD=1.122 this means that environment can possibly influence students
to cut class.

30. TABLE 3
EFFECTS OF CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF
SENIOR HIGH SCHOOL LEARNERS ACCORDING TO LEVEL AND WHEN
TAKEN AS A WHOLE.
Legend:
Scale Description
1.00 – 1.80 Strongly Disagree
1.81 – 2.60 Disagree
2.61 – 3.40 Neutral
3.41 – 4.20 Agree
4.21 – 5.00 Strongly Agree
Variables Effects Mean SD Description
Level
Grade 11 Teachers implement rules to control the cases of
cutting classes
Believes that heavy punishments must be given if
he/she is caught skipping classes
A student skips his/her class everyday
3.17
2.78
3.22
1.154
0.998
0.795
Neutral
Neutral
Neutral
Grade 12 Boredom is the reason why students cut class
A student skips his/her class everyday
Environment can possibly influence students to cut
class
2.89
3.07
3.26
1.219
1.035
1.163
Neutral
Neutral
Neutral
Whole Group Boredom is the reason why students cut class
A student skips his/her class everyday
Environment can possibly influence students to cut
class
2.98
3.14
2.92
1.301
0.926
1.122
Neutral
Neutral
Neutral

31. EFFECTS OF CUTTING CLASSES IN THE ACADEMIC PERFORMANCE OF
SENIOR HIGH SCHOOL LEARNERS ACCORDING TO LEVEL AND WHEN
TAKEN AS A WHOLE.
The table shows that when the respondents are group according to their level the results of effects of
cutting classes in the academic performance of Grade 11 were all neutral. First, with a Mean=3.17 and
SD=1.154 this means that teachers implement rules to control the cases of cutting classes. Second, with a
Mean=2.78 and SD=0.998 this means that they believe that heavy consequences must be given if a
student is caught skipping classes. And lastly, with a Mean=3.22 and SD=0.795 this means that the
student skips his/her class everyday
On the other side, the results of effects of cutting classes in the academic performance of Grade 12 were
all neutral. First, with a Mean=2.89 and SD=1.219 this means that boredom is the main reason why
student cut class. Second, with a Mean=3.07 and SD=1.035 this means that student skips his/her class
everyday. And lastly, with a Mean=3.26 and SD=1.163 this means that environment can possibly influence
students to cut class.
When the respondents when taken as a whole group in the extent of level the results were all neutral. First,
with a Mean=2.98 and SD=1.301 this means that the students boredom is the main reason why student cut
class. Second, with a Mean=3.14 and SD=0.926 this means student skips his/her class everyday. And
lastly, with a Mean=2.92 and SD=1.122 this means that environment can possibly influence students to cut
class.

32. TABLE 4
ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL LEARNERS WHEN
GROUP ACCORDING TO GENDER, LEVEL AND WHEN TAKEN AS A WHOLE.
Legend:
Grading Scale Description
90- 100 Outstanding
85- 89 Very Satisfactory
80- 84 Satisfactory
75- 79 Fairly Satisfactory
Below 75 Did Not Meet Expectation
Variables Mean SD Description
Gender
Male
Female
86.55
87.77
1.538
1.455
Very Satisfactory
Very Satisfactory
Whole Group 87.28 1.591 Very Satisfactory
Level
Grade 11 87.22 1.380 Very Satisfactory
Grade 12 87.33 1.776 Very Satisfactory
Whole Group 87.28 1.591 Very Satisfactory

33. ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL LEARNERS WHEN
GROUP ACCORDING TO GENDER, LEVEL AND WHEN TAKEN AS A WHOLE.
As to gender, the male (Mean=86.55, SD=1.538), female (Mean=87.77, SD=1.455) the
respondents attained a very satisfactory achievement on their academic performances
although there were cases of cutting classes in school.
As to level, the male (Mean=87.22, SD=1.380) female (Mean=87.33, SD=1.776)
the respondents attained a very satisfactory achievement on their academic
performances although there were cases of cutting classes in school.
When taken as a group, the gender (Mean=87.28, SD=1.591), level (Mean=87.28,
SD=1.1591) the respondents same attained a very satisfactory achievement on their
academic performances although there were cases of cutting classes in school.

34. TABLE 5
DIFFERENCES IN THE EFFECTS OF CUTTING CLASSES TO SENIOR
HIGH SCHOOL LEARNERS WHEN TAKEN AS A WHOLE AND GROUP
ACCORDING TO GENDER AND LEVEL.
p>0.05, Not Significant
Variables Sum of
Squares
df Mean Square F. Ratio Sig. Remarks
Gender
Between
Groups
0.083 1 0.083 0.104 0.748 Not Significant
Within Groups 38.417 48 0.800
Total 38.500 49
Between
Groups
0.181 1 0.181 0.227 0.636 Not Significant
Within Groups 38.319 48 0.798
Total 38.500 49

35. DIFFERENCES IN THE EFFECTS OF CUTTING CLASSES TO SENIOR HIGH
SCHOOL LEARNERS WHEN TAKEN AS A WHOLE AND GROUP ACCORDING
TO GENDER AND LEVEL.
The One-Way ANOVA results for the difference in the effects of cutting classes to Senior
High School learners in the selected variables are as follows:
As to gender, there was no significant difference in the effects of cutting classes to
Senior High School learners. The result showed that the F- ratio was 0.104 and Sig.
value of 0.748 which is higher than 0.05 level of significant. This means that gender does
not affect or vary the student’s difficulty on academic performance in school.
As to level, there was no significant difference in the effects of cutting classes to Senior
High School learners. The result showed that the F- ratio was 0.227 and Sig. value of
0.636 which is higher than 0.05 level of significant. This means that level does not affect
or vary the student’s difficulty on academic performance in school.

36. TABLE 6
DIFFERENCE IN THE PERFORMANCE OF SENIOR HIGH SCHOOL LEARNERS
WHEN TAKEN AS A WHOLE AND GROUP ACCORDING TO GENDER AND
LEVEL.
p>0.05, Not Significant
Variables Sum of
Squares
df Mean
Square
f.Ratio Sig. Remarks
Gender
Between
Groups
17.763 1 17.763 8.020 0.007 Significant
Within
Groups
106.317 48 2.215
Total 124.080 49
Level
Between
Groups
0.167 1 0.167 0.065 0.800 Not
Significant
Within
Groups
123.913 48 2.582
Total 124.080 49

37. DIFFERENCE IN THE PERFORMANCE OF SENIOR HIGH SCHOOL
LEARNERS WHEN TAKEN AS A WHOLE AND GROUP ACCORDING TO
GENDER AND LEVEL.
As to gender, there was no significant difference in the performance of Senior High
School learners. The result showed that the F- ratio was 8.020 and Sig. value of 0.007
which is higher than 0.05 level of significant. This means that gender does not affect or
vary the student’s difficulty on academic performance in school.
As to level, there was no significant difference in the performance of Senior High School
learners. The result showed that the F- ratio was 0.065 and Sig. value of 0.800 which is
higher than 0.05 level of significant. This means that level does not affect or vary the
student’s difficulty on academic performance in school.

38. TABLE 7
RELATIONSHIP BETWEEN SCARCITY OF CLASSROOMS AND ACADEMIC
PERFORMANCE.
p>0.05, Not Significant
N r
Academic
Performance
Sig.(2-tailed)
Remarks
Cutting Classes 50 0.087 0.549 Not Significant

39. RELATIONSHIP BETWEEN CUTTING CLASSES AND ACADEMIC
PERFORMANCE.
The Pearson’s Product- Moment Coefficient of the correlation or Pearson r was used to
determine the relationship practices of performance of the Senior High School learners
of Tigbauan National High School. The results showed that the computed r value of
cases of cutting classes and academic performance of the learners was 0.087
interpreted as or slight positive correlation and the computed significant 2- tailed was
0.549. Since the significant value is greater than 0.01, the findings revealed that there
was no significant relationship between cutting classes and academic performance. This
implies that cutting classes do not affect or relate to the academic performance of Senior
High School learners and vice versa.

40. CHAPTER 5:
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

41. THIS CHAPTER PRESENTS THE SUMMARY OF THE
RESEARCH STUDY, FINDINGS, CONCLUSIONS
DERIVED FROM THE FINDINGS AND THE
RECOMMENDATION ARRIVED BY THE
RESEARCHERS.

42. SUMMARY OF FINDINGS
This study was taken to identify the effects of cutting classes on academic performance of Senior High School Learners. The
descriptive- correlation research design was used in the study. The respondents in this study were the 50 Senior High School
learners of Tigbauan National High School. They were classified as to gender and level.
Specifically this study sought to answer the following questions:
1. What are the effects of cutting classes on Senior High School learners?
2. What is the academic performance of Senior High School learners?
3. Is there a significant difference in the effects of cutting classes on students when group according to gender, level and
when taken as a whole?
4. Is there a significant difference in performance of students when group according to gender, level and when taken as a
whole?
5. Is there a significant relationship between cutting classes and academic performance?

43. CONCLUSIONS
Based on the findings, the following conclusions are drawn:
The effects of cutting classes on academic performance of Senior High School
leaners when classified according to gender, level and when taken as a whole are the
following: Boredom is the reason why students cut class, a student skips his/her class
everyday, environment can possibly influence students to cut classes. The respondents
were very satisfactory in their knowledge and performance in school this means that
cutting classes is not a hindrance for having an excellent academic performance. There
is no significant difference in the effects of cutting classes on students when group
according to gender, level and when taken as a whole. There is no significant difference
in performance of students when group according to gender, level and when taken as a
whole. There is no significant relationship between cutting classes and academic
performance. Therefore, the alternative hypotheses is rejected.

44. RECOMMENDATIONS
The results revealed that cutting classes affects the academic performances of the students. As
a recommendation, students must be ready and observant to know what the possible effects of
the said cutting classes are. They must think deeply and critically so that they can come up with
the best decision. Students should be aware of the consequences or outcome if they are
committing cutting classes. It will definitely affect their academic performance if they are not
going to stop this bad habit.
For the parents, you are oblige to guide your children to go school. And know the possible
threats that they may be encountered if they are outside the campus. They must guide their
children good habits or character to avoid conflicts and possible consequences because learning
starts from home.
Teachers and school staffs has a big role in this institution because they are the one
guiding the students inside the classroom. They must be aware in every students’ action and
pursue them to study and do not skip class.

45. Names Contributions
Nicole Angelique Traifalgar Facilitates the whole research report, financial support
Mc Emce Traya Chapter 1-3, Financial support
Chester Ian Tavarra Chapter 2 & 4 (RRL), Financial support
Quianna Granada Chapter 2 (RRL), chapter 4 , financial support
Jane Torreres Chapter 1 & 5, Financial support
Roberto Gerongani III Financial support
Christine Mae Tangente
Karl Escudo
Chapter 4, financial support
Financial support