this are the thesis of grade 5 pupils entitled the causes of absenteeism among grade 5 and pupils of macaingalan elementary school

1. 1
CAUSES OF ABSENTEEISM AMONG GRADES V AND VI PUPILS OF
MACAINGALAN ELEMENTARY SCHOOL:
A BASIS FOR PROJECT PROPOSAL
A Project Proposal
Presented to
DR. MARIAM ESTRABO
Professorial Lecturer
UNIVERSITY OF RIZAL SYSTEM
Morong, Rizal
In Partial Fulfillment
of the Requirements for the Course
Analytical Tools & Methods in Educational Management
(Educational Management 506)
Submitted by:
MR. RICHARD Z. ZONIO
Doctor of Philosophy (Ph.D) Student
Second Semester, 2012-2013

2. 2
I. 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, pupils may miss
some school activities and lessons. But it becomes a problem if a pupil will be
away from school for many days.
Going to school regularly is crucially important for a pupil’s education and
social skills. Chronic absentee pupils are placed at a disadvantage both socially
and academically. They miss out on critical stages of social interaction and
development with their peers and at the same time impacts negatively on their
academic progress. This can result to low self-esteem, social isolation and
dissatisfaction that could well have precipitated non-attendance in the first place.
School absenteeism is an alarming problem for administrators, teachers,
parents and the society in general, as well as for the pupils in particular.
Unaccepted absence has a negative effect on peer relationship which could
cause absence. According to Malcolm, Wilson, Davidson and Kirk (2003)
teachers identified effects of absenteeism on children as: academic under-
achievement, difficulty in making friends which could lead to boredom, loss of
confidence. Also, prolonged absence can have deleterious effects for the child in
later life. Pupils who are absent from school are at the greatest risk of dropping
out of school early.
Absenteeism also affects the teacher’s ability present class work in a
sequential and organized way. This can have an effect on the progress of all the
pupils attending the class.
The families of habitual absentees can also suffer. For a poverty-stricken
family, it may mean a continuation of the poverty and unemployment cycle that
may run in the family. This also contributes to family conflicts.
The society also suffers as the children of school age hang around in the
streets. They can be found just gallivanting around. Since they have nothing to
do, they resort to petty crimes like stealing other people’s belongings and

3. 3
properties. Others may resort to drug addiction and other behavior that is
detrimental to society. Thus, if the pupil keeps on being away from school for too
long, he may grow up 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 pupils. One way of addressing this problem is to identify the causes why
pupils become truant from school. Once they are singled out, understood and
analysed, specific actions and measures can be undertaken. This will eventually
redound to the better performance of the pupils, teachers and the school in
general.
It is in this context that this research proposal will undertaken, that is, to
identify the causes why the Grades V and VI pupils in Macaingalan Elementary
School absent themselves from their classes.
II. RATIONALE
One of the most annoying, if unavoidable experiences of teachers like me
is dealing with pupils’ absenteeism. We prepare lesson plans with the objective
that 100% of the class will learn from the day’s classroom activities. And it is
most satisfying when all pupils are present on that day and the days thereafter to
ensure maximum learning.
Sadly, it is very difficult to achieve a perfect attendance among my pupils.
No matter how interesting and well-prepared my lessons and teaching materials
are, there are bound to be pupils who miss out the day’s activities, willingly or
unwillingly. This is particularly true to those of us teaching in the public schools.
We all know that almost half or maybe majority of our pupils come from poverty-
stricken families or from families whose meager income is just enough to put
food on their tables.
Absenteeism among my pupils is one of the problems which I would like to
minimize, if not eradicate completely. That is why I will conduct this research
proposal for my fellow teachers to understand them better why pupils are absent

4. 4
in the class. I don’t want to rely on the reasons or causes I read in magazines,
books or the web. This would provide me with a more accurate analysis of why
some of my pupils are perennial absentees. This would help me formulate plans,
projects and programs to minimize their absences. I hope that it would also
enlighten you the readers. Even if you may not be part of the school system, who
knows, you might be of help in one way or another to solve pupils absenteeism.
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 research proposal will examine the causes of absenteeism of the
Grades V and VI pupils of Macaingalan Elementary School for the school year
2013-2014. When they were in Grade IV and V, they were the grades level which
has the most number of absentees every day. This will be gather from the data
contained in the daily attendance record (Form 1) being passed around and kept
by the teacher-leader’s office every day and is regularly filled up by the teachers
in each grade level for the whole year. Now that they are in Grades V and VI,
some of them may still frequent absentees. It is for this reason that this research
will be undertaken. It has the end in view of understanding and correcting such
undesirable pupil behavior. Based on the findings, methods/strategies shall be
recommended to minimize, if not eradicate absenteeism or truancy.
III. DESCRIPTION
This study will use the descriptive survey method. A questionnaire shall be
used to determine the causes of absenteeism among the pupils where they rated
each situation/reason/cause presented.
All the data gathered from the respondents will be organized, tallied,
tabulated and presented in a series of tables and graphs. Frequency counts,
percentage weight values and weighted mean will be used in the analysis and
interpretation of data.

5. 5
The responses of the pupils will be analyse using a 5-point Likert Scale
with the following equivalent:
1 – Never
2 – Rarely
3 – Sometimes
4 - Very Often
5 – Always
It is be to be noted that the questionnaire given to the pupils shall be given
in their native dialect in order for them to understand better what they are
answering, thus, giving more chances of accurate responses.
The rounding of figures will be done to signify classification of responses.
The measure of central tendency specifically the mean shall be used to
determine the average value of response or response average of the pupils.
IV. OBJECTIVES
One of the problem triggered to pupils’ performance in Macaingalan
Elementary School is the pupil’s lack of interest in schooling which often results
to absenteeism. Going to school regularly is crucially important for a pupil’s
education and social skills.
This study aimed to determine the causes of absenteeism among the
Grades V and VI pupils of Macaingalan Elementary School. Specifically, it sought
to answer the following questions:
1. What are the common causes why pupils are absent from their classes?
2. Which among these causes is the most prevalent?
a. Physical factors
b. Health factors
c. Personal Attitude
d. Teacher-related reasons

6. 6
e. Classroom atmosphere
f. Home-related factors
3. What strategies can be proposed to minimize, if not totally eradicate
absenteeism among the pupils?
V. REVIEW OF RELATED LITERATURE
The study of Florencio (2009) entitled “Child, School, Home: Determinants
of Academic Performance” has the following findings on the causes of student
absenteeism
The distance of their house to the school and the danger posed by walking
to the school has the same response. It means that both are not reasons for
them to be absent from school. Fever/flu is the most common reason of students
for being absent. It is followed by headache. Other diseases like diarrhea come
in third and the least common reason for them for being absent is stomachache.
The student doesn’t wake up early is the most common reason why
he/she is absent. Another reason commonly cited is that they can’t concentrate
on their studies and that they were not able to study their lessons. Feeling lazy
and playing computer games also keep them away from school. When the
students are scolded for their bad behavior by the teacher, this tends to make
them be absent from their classes. It has the highest average response while the
reason that they can’t understand their lessons follow close behind. The highest
mean was accorded to noise inside the classroom which means that this is the
primary reason why they tend to be truant. Bullying by fellow student follows.
“My parents ask me to be absent from school” reason resulted to the
highest mean. Household chores come second and the other reasons include
having no money to spend for snacks and other small expenses in school, no
breakfast/food, and that their parents quarrelled.

7. 7
Villamar (2013) on her study about pupils absenteeism states that closed
Monitoring of pupils’ Attendance is the best solution on the pointed problem as
stated. If there is a closed monitoring of pupils’ attendance, tight communication
with the parents will be evident, the rules or policies will be regarded and
implemented, the students’ activities will be monitored and proper actions will be
considered as well as the valuing concern on students background to improve
not only their academic performance but helping them to grow up in a caring
institution, their second home. Her model was presented and it states that a very
closed monitoring of student’s attendance id greatly in needs.
To sum up, she stress the following explanations: Closed Monitoring of
Students’ Attendance - If there is a closed monitoring of students’ attendance,
tight communication with the parents will be evident, the rules
or policies will be regarded and implemented, the
students’ activities will be monitored and
proper actions will be considered. Proper
Implementation of the policy regarding
absences - If the policy on students’
absences will be implemented objectively,
then the students will be aware on the
consequences of being absent. School
activities should be scheduled on weekends
preferably on Saturdays - If the school activities will be scheduled on Saturdays,
students’ absences will be avoided with due respect with the activities
coordinators.
The study of Nakamura (2000) entitled “Healthy Classroom Management,
motivation, Community and Discipline” have the following recommendation on
decisions/strategies to limit the pupils’ absenteeism and prevent their
occurrences: (1) Educate the pupils on how to take care of their overall well-
being. Emphasis should be given to oral health and over-all body wellness.
Teach them how to avoid communicable diseases as well. Give them information

8. 8
on how to properly wash their hands which is the main source of germs and
bacteria among children. Let them develop proper eating habits. Since most of
the children in the school come from poor families, point out to them the cheap
but healthy foods. Ask them to pass on this information to their parents. (2) Time
and again, classroom atmosphere should be made conducive to learning. Noise-
reduction among pupils should be a priority as this really affects them. Older
children like the Grade VI pupils tend to have louder voices so it should be
inculcated in them how to speak softly and without needing to shout. The key
here is discipline. The teacher must also see to it that the pupils are comfortable
and have no other concerns except the lesson at hand. There should be a lively
interaction between the teacher and the pupils but the teacher should see to it
that it will be in modulated voices so as not to impair the hearing of the pupils due
to too much noise when doing classroom activities. Include proper room
ventilation and lighting so as not to distract pupils from their learning. (3) 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. If the parents themselves will be the one to keep them away from
school, they will think that household concerns are more important than their
education, thus the children will take for granted their coming to school regularly
and suffer the consequences of it. (4) Although it can’t be avoided that the
teacher gets peeved with pupils’ bad behavior, he/she should refrain from
scolding the erring pupils. As much as possible, remind them of their wrong doing
in a most diplomatic manner. Self-control should be a virtue which the teacher
should practice in the course of her teaching every day of the school week. (5)
Give extra attention to those who are left behind in the lessons. Tap the bright
pupils to teach their slower classmates, for all we know, these slow pupils might
learn/understand better if persons of their same age are the ones explaining to
them. In other words, cooperative learning should be practiced in the teaching-
learning process. Once a slow student fully understands the lesson, he/she can
keep up with his/her other classmates, thus self-confidence is gained. This way,

9. 9
they will be more motivated to come to school regularly. (6) 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. For those who wake up late, encourage them to have an alarm
clock. Do not scold the pupils who come late. Give them a time-table to change
their sleeping habit for the better. In line will this, studying before retiring to bed
instead of watching TV should be prioritized and instilled to the pupils.
VI. CONTENTS OF THE TOOLS OF THE INSTRUMENT IN BRIEF
The contents of the tools of the instrument to be used in gathering data
are as follows:
a. Physical factors
a.1. House is far from the school.
a. 2. It is unsafe to go to school.
a. 3. Nobody accompanies me in going to school since it is
far.
b. Health factors
b. 1. I have a toothache.
b. 2. My stomach hurts.
b. 3. I have a headache
b. 4. I’m down with fever/flu.
b. 5. I have other diseases like diarrhea, etc.
c. Personal Attitude
c. 1. I am not interested in my studies.
c. 2. I feel lazy.
c. 3. My friends influence me to be absent from my classes.
c. 4. I can’t concentrate in my studies.
c. 5. I didn't wake up early.
c. 6. I did not study/make my assignments the night before.

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c. 7. I got fond of playing computer games.
d. Teacher-related reasons
d. 1. My teacher scolded me.
d. 2. I can’t understand my teacher’s lessons.
d. 3. I don’t like my teacher.
e. Classroom atmosphere
e. 1. Our classroom is hot and uncomfortable.
e. 2. It’s noisy inside our classroom.
e. 3. A classmate/classmates bully me.
e. 4. I have no friends in our class.
f. Home-related factors
f. 1. My parents ask me to be absent from class.
f. 2. My parents quarrelled.
f. 3. My parents don’t care about my studies.
f. 4. I do many household chores.
f. 5. I have no money to buy snacks in school.
f. 6. We have no food/I did not eat.
All the data gathered from the respondents shall be organized, tallied,
tabulated and presented in a series of tables and graphs. Frequency counts,
percentage weight values and weighted mean will be used in the analysis and
interpretation of data. The responses of the pupils will be analyse using a 5-point
Likert Scale with the following equivalent:
1 – Never
2 – Rarely
3 – Sometimes
4 - Very Often
5 – Always

11. 11
VII. TOOL OR THE INSTRUMENT
Below are the tools I prepared which I think can best help of me to find
ways and decide with respect to pupils’ absenteeism:
Lagyan ng tsek ang mga sumusunod na katanungan kung ito ay
nagpapahiwatig saiyo na mga dahilan sa pagliban sa iyong klase. Sabihin kung
ito ay Napakadalas, Madalas, Minsan, Madalang, at Hindi
Napaka
Dalas
(5)
Madalas
(4)
Minsan
(3)
Madalang
(2)
Hindi
(1)
A. Pisikal na Salik
1. Ang aming tahanan ay
malayo sa paaralan
2. Hindi ligtas pumasok sa
paaralan
3. Walang kasama sa
pagpasok sa paaralan dahil
ito ay malayo
B. Kalusugang Salik
1. Masakit ang aking ngipin
2. Masakit and aking tiyan
3. Masaki tang aking ulo
4. May lagnat, sipon at ubo
5. Mayroon akong LBM
C. Sariling Pag-uugali
1. Hindi ako intresado sa pag-
aaral
2. Tinatamad akong pumasok
sa paaralan
3. Niyaya ako ng kaibigan na
huwag pumasok sa paaralan
4. Hindi ako makatutok sa pag-
aaral.
5. Hindi ako nagising ng

12. 12
Napaka
Dalas
(5)
Madalas
(4)
Minsan
(3)
Madalang
(2)
Hindi
(1)
maaga
6. Hindi ko nagawa kagabi ang
takdang-aralin
7. Naglaro ako ng Computer
D. Salik na may Kinalaman
sa Guro
1. Pinagalitan ako ng aking
guro
2. Hindi ko maunawaaan ang
mga aralin
3. Hindi ko gusto ang aking
guro
E. Salik na may Kinalaman
sa loob ng Silid-Aralan
1.Mainit sa aming sild-aralan
2. Maingay sa aming silid-
aralan
3. Inaaway ako ng aking mga
Ka-klase sa silid-aralan
4. Wala akong mga kaibigan
sa sild-aralan
F. Salik na may Kinalaman
sa loob ng Tahanan
1. Pinapaliban ako ng aking
mga magulang sa pagpasok
sa paaralan
2. Nag-aaway ang aking mga
magulang
3. Walang paki-alam ang aking
mga magulang sa pag-aaral
4. Marami akong mga
gawaing-bahay
5. Wala akong baon na pambili
sa tuwing nagre recess
6. Wala kaming pagkain o
makain

13. 13
VIII. GUIDELINES ON HOW TO USE THE INSTRUMENT
After which the questionnaire will distribute to the pupil-respondents,
pupils will answer the questions described by putting check mark across the
question stated below the corresponding columns. Pupils will describe which
among the factors affect them why they are always absent in the class. As
always stated, all the data gathered from the respondents shall be organized,
tallied, tabulated and presented in a series of tables and graphs. Frequency
counts, percentage weight values and weighted mean will be used in the analysis
and interpretation of data. The responses of the pupils will be analyse using a 5-
point Likert Scale and shall be the basis for identifying conclusions what and why
the pupils frequently absent in their classes.
IX. VALIDATION OF THE INSTRUMENT
The descriptive-survey method will be adapted to accomplish the purpose
of this study. Descriptive research was chosen because according to Best and
Khan (1998), it describes “what is” of the variables under study. It involves
descriptive recording, analyses, and the interpretation of the present nature,
composition or process of a certain phenomenon. The focus is on the prevailing
condition, or how a person or group behaves or functions at present.
The method will used in the study to determine the causes of absenteeism
among the Grades V and VI pupils of Macaingalan Elementary School. It is best
fits in bringing out the picture, nature and characteristics, a group or a
phenomenon from a large study of data through accurate recording, analysis,
and interpretation. The collection of data will made use of a set of
questionnaire checklist devised for this purpose. The responses of pupil
respondents will be tallied, computed, and analyzed so that causes of
absenteeism among the Grades V and VI pupils of Macaingalan Elementary
School will determine.

14. 14
Documentary analysis through BEIS (Basic Education Information
System), School Report Card (SRC), Nutritional Status based from the
International Reference Standard of Grade VI will be used to get some profiles of
the grade six pupils.
This design determines how the variables in this study differ and how they
affect the absenteeism among the Grades V and VI pupils of Macaingalan
Elementary School.
This study will be limited to the Grade V and VI pupils of Macaingalan
Elementary School for school year 2013-2014. All of the thirty-one (31) Grade V
and twenty-seven (27) Grade VI pupils to a total of fifty-eight (58) pupils will be
made as respondents. They will be asked to accomplish a questionnaire for the
purpose.
The response average or the mean will be computed by multiplying the
percentage of responses by the equivalent value of each frequency and then
adding them all.
e.g.(5 x 0%) + (4 x 3%) + (3 x 13%) + (2 x 7%) + (1 x 77%) = 1.42
1.42 falls on “Never”

15. 15
BIBLIOGRAPHY
Bangcaya, Melinda J. “The Importance of In Service Education of Teachers in
our School System” The Modern Teacher Vol. LIII, No. 2; July 2004
Bennett, Paul W Student Absenteeism – What’s the Problem – and the Answer?,
Educator’s Blog, January 30, 2010
Best, John W. and Khan, James O. (1998). “Research in Education” 8th Edition,
Boston: Allyn and Bacon
Florencio, Cecilia A. “Child, School, Home: Determinants of Academic
Performance” 2009. www.wikipedia.com.
Gallagher, H. A. “The Relationship between Measures of Teacher Quality and
Student Achievement: The Case of Vaughn Elementary”
www.wikipedia.com.
Herrera, Elena “A SWOT (Strength, Weaknesses, Opportunity and Threat)
Analysis of Performance of Teachers” The Modern Teacher Vol. LV, No.
7; December 2000
Hyman, Robert M. (1994). A New Clue to Transfer of Learning. Minnesota,
Harvard University Press.
Nakamura, Reymund M. (2000) Healthy Classroom Management, motivation,
Community and Discipline. Harvard University Press.
Seyfarth, John T. (2005) Human Resources Development for Effective Schools.
Boston, Person Education, Inc.
Sheldon, Steven B. and Epstein, Joyce L. Getting Students to School: Using
Family and Community Involvement to Reduce Chronic Absenteeism
Villamar, Liza A. (2013) Project Proposal on Closed Monitoring of Students’
Attendance. Guronasyon Foundation Inc. National High School Paper.

16. 16
Appendix A – Letter of Request to the District Supervisor
Division of Rizal
District of Rodriguez II
MACAINGALAN ELEMENTARY SCHOOL
June 10, 2013
MRS. EDNA Q. RAMOS
District Supervisor
District of Rodriguez II, Kasiglahan Village
Brgy. San Jose, Rodriguez, Rizal
Madam:
Greetings!
May I have the honor to conduct a study about the “Causes of
Absenteeism among the Grades V and VI Pupils of Macaingalan Elementary
School: Basis for Project Proposal”. This is for the purpose of identifying factors
why pupils are always absent in their class and to understand and correct such
undesirable pupil behavior. Base on the findings, methods/strategies shall be
recommended to minimize, if not eradicate absenteeism or truancy in our school.
I assure your good office that whatever information/data gathered will be
treated with utmost confidentiality and will be used solely for research purposes
for possible adoption in our district if the result become successful.
I’m Anticipating for your kind consideration and most favorable action in
this matter.
Very truly yours,
RICHARD Z. ZONIO
Teacher In-Charge
Approved:
MRS. EDNA Q. RAMOS
District Supervisor

17. 17
Appendix B - Data of School Enrollment as of June 7, 2013

18. 18
Appendix C – Questionnaire
Pangalan _______________________________ Grado _________
Lagyan ng tsek ang mga sumusunod na katanungan kung ito ay
nagpapahiwatig saiyo na mga dahilan sa pagliban sa iyong klase. Sabihin kung
ito ay Napakadalas, Madalas, Minsan, Madalang, at Hindi
Napaka
Dalas
(5)
Madalas
(4)
Minsan
(3)
Madalang
(2)
Hindi
(1)
A. Pisikal na Salik
1. Ang aming tahanan ay
malayo sa paaralan
2. Hindi ligtas pumasok sa
paaralan
3. Walang kasama sa
pagpasok sa paaralan dahil
ito ay malayo
B. Kalusugang Salik
1. Masakit ang aking ngipin
2. Masakit and aking tiyan
3. Masaki tang aking ulo
4. May lagnat, sipon at ubo
5. Mayroon akong LBM
C. Sariling Pag-uugali
1. Hindi ako intresado sa pag-
aaral
2. Tinatamad akong pumasok
sa paaralan
3. Niyaya ako ng kaibigan na
huwag pumasok sa paaralan
4. Hindi ako makatutok sa pag-
aaral.
5. Hindi ako nagising ng

19. 19
Napaka
Dalas
(5)
Madalas
(4)
Minsan
(3)
Madalang
(2)
Hindi
(1)
Maaga
6. Hindi ko nagawa kagabi ang
takdang-aralin
7. Naglaro ako ng Computer
D. Salik na may Kinalaman
sa Guro
1. Pinagalitan ako ng aking
guro
2. Hindi ko maunawaaan ang
mga aralin
3. Hindi ko gusto ang aking
guro
E. Salik na may Kinalaman
sa loob ng Silid-Aralan
1.Mainit sa aming sild-aralan
2. Maingay sa aming silid-
aralan
3. Inaaway ako ng aking mga
Ka-klase sa silid-aralan
4. Wala akong mga kaibigan
sa sild-aralan
F. Salik na may Kinalaman
sa loob ng Tahanan
1. Pinapaliban ako ng aking
mga magulang sa pagpasok
sa paaralan
2. Nag-aaway ang aking mga
magulang
3. Walang paki-alam ang aking
mga magulang sa pag-aaral
4. Marami akong mga
gawaing-bahay
5. Wala akong baon na pambili
sa tuwing nagre recess
6. Wala kaming pagkain o
makain