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CUTTING CLASSES AMONG SENIOR HIGH SCHOOL STUDENTS

A Thesis Presented

To the Faculty of the Senior High School

In Partial Fulfillment

of the requirements for Grade-XII

Senior High School

Practical Research II

Mary Grace E. Dela Isla

Jaylord Fernandez

Aeron James Fiesta

Rae Ivan Marcos

Ma. Easter Aquino Rosario

Angelica Pelobello
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TABLE OF CONTENT

TITLE PAGE …………………………………………………………. I

Chapter

I. THE PROBLEM AND ITS BACKGROUND..……………………. 1

Introduction ………………………………………………………….. 1-2

Background of the study ……………………………………………… 2-3

Conceptual Framework ……………………………………………….. 4

Significance of the Study ………………………………………………. 5

Statement of the Problem ……………………………………………….. 6

Scope and Limitation …………………………………………………… 6

II. REVIEW OF RELATED LITERATURE AND STUDIES ………… 7

Definition of Cutting Classes ………………………………………….. 7

Cause of Cutting Classes …………………………………………… 8-10

Effect of Cutting Classes ……………………………………………… 10-11

Synthesis ………………………………………………………………. 11
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Chapter 1

The Problem and its Background

Introduction

The research entitled “Cutting at Class among Senior High School Students” because of

they wanted to discern and take deep explorations concerning the behavior of different

individuals, specially the junior and senior students who manage cutting classes and how such

dead effect their academic performance. The students need to understand that attending class in

high school is very important for good educations the students need for one future. The student

time in high school not only effects herself in a future but also their families but most important

is they know what can be the impact of cutting classes in their subjects.

Cutting classes when you don’t learn anything from them or don’t get good notes teachers

who just reads his textbook will only increase your marks if you use the time for study. Someone

who goes to every class won’t perform better than someone who skips the real bad ones some

times. Education plays a great role in the life of everyone all success and happy life just like

foods is necessary for healthy body. It is very important to live luxurious and better life. It

develops personality of the people, provides physical and mental standards and transforms

peoples living status. It promotes the feeling of physical, mental and social well being by

providing better life. Good education is constructive in nature which constructs our future

forever. The more knowledge we get, we grow and develops more in the life. Being well

educated never only means to earn certificates and good salary from the recognize and reputed

organization companies or institution also means to be a good social person.

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Educational institutions are not only for mental sacrifice and mental quotient feedbacks

but also for correcting, disciplining any forms of behavioral, moral, and social problems being

faced by the students. Researchers are very certain and confident to say that students’ problem

has enough period of growth and development. This development starts at the comfort of their

homes and families. Thus, it results to that of the school institutions becomes the “scapegoat” for

their problems. Consequently, professors, teachers, and school administrators have to face and

shoulder all sorts of problems from their respective students. Such is considered as the most

burdensome for any school teachers and staff. The researchers all know that this is the stage

where cutting class.

Statement of the Problem

This study aims to help students as well as their parents and teachers address the

problems in its early stage to avoid much greater problems in the future.

1. What are the reasons why students cut class?

2. What are the perceive effects of cutting class?

Background of the Study

Education institution is not only for mental sacrifice and mental feedback but also for

connecting. Disciplining any forms of behavioral, moral, and social problem being face by the

students. The researcher are very certain and confident to say that students has not enough period

of growth and development. This development starts at the comfort of their homes and families.

Thus, its result to that of the school institutions becomes the “cutting classes” for their problems
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consequently professor, teachers and school administrator have to face and shoulder all sort of

problems from their respective student. Such consider all teachers staff. (Docdue.Duv2000)

The researchers all knows that this is the stage where most of the students are beginning

curios about their life; this is where their start to come out from their comfort zone explores their

life and makes their own decisions. Every time students cut class, It’s inevitable that there are

also cut their education it is said that “going to school is like having a job” so they are mostly

like in such reason that you paid for a knowledge.

Conceptual Framework

This study aimed to identify the factors of “Cutting Classes among Senior High School”

The researchers used structured survey to selected senior high school students. Furthermore,

Survey was employed to gather permanent data for this study. Because we want to know what

they are want to say about this situation.

The figure below illustrates the paradigm of the study

Input Process Output

  Questionnaire  Cause of cutting

Reasons why  Survey classes among

Students Cutting  Statistical Senior high

Classes Treatment school

 Senior High

School
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Significance of the Study

The data of this study entitled “Cutting Classes among S.H students” has significance to the

following people:

To the 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 od this study, students would finally know why cutting

classes have been a major problem to the society.

To the 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 skip classes and later on, help

them.

To the 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 from skipping classes. The findings would also help them learn the actions of their

children.

To the Future Researchers

They have helped us to learn about cutting classes of senior high students, they can get a

lot of information and proper behavior and learn how to respect themselves.
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Chapter 2

Review of Related Literature and Studies

These chapter were firstly established the significance of general field of study, then

identified the place where a new contribution could be made. This chapter deals with the

different methodologies of related studies and literature and identified the appropriate approach

Definition of Cutting Classes

It is common for students to cut classes in college. Students in college love skipping

classes more than junior high students. Some students think that they are mature enough to do

whatever they want. Teachers’ talk is annoying. Skipping classes and having their own way is

much cooler. They think they can take responsibilities for themselves. I think there are three

main reasons for this phenomenon.

First, students usually think classes are boring. They are not willing to spend time on

things they are not interested in. They may think the content of the textbook is not useful in the

future. They may think they go to college just for a diploma. They go to classes just for passing

tests. They would rather play computer games, video games, or anything they are interested in

than coming to classes.(Alice Wu.2003)

Second, peer pressure is another factor that causes this phenomenon. I think peers can

affect a college student a lot. Youngsters love to do things with their friends. If my friends do not

go to school, I would not go to school either. I think peers are an important factor that makes

students cut classes in college.

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Cause of Cutting Classes

The primary cause of cutting classes is plain laziness. Students often stay up late and

thus skip classes for oversleeping. The bad weather like heavy rain is also an excuse for their

absence. It is too cold to go to school, especially the school like Chinese Culture University that

is situated high in the mountain. Many CCU students convince themselves to skip classes with

this excuse. The fact is laziness is the real reason that makes them skip classes. On the other

hand, lots of hard-working students still go to college in heavy rain as usual. Even though there

are traffic jams, they can get up early, beat the traffic, and arrive at school on time.

Although cutting classes is common, students should do their duty as a college student.

Students should have positive attitude to do everything. Even though they think classes are

boring, they can skip classes together, they are lazy to go school, and they are old enough to do

whatever they want, they should take responsibilities for themselves.

Effect of Cutting Classes

(Ian Carmichael,1996-2017) In general, the effect is bad. There are exceptions but generally,

the students who cut classes, whatever they say are actually losing touch with their fellow-

students, the material of the subject, and the person responsible for their assessment. They are

developing habits opposed to application to tasks when the going gets rough, or when the going

is routine. These situations will occur in the real world of employment too. The student’s future

employer will not be amused when they skip work for a day because it’s dull, or because it’s

hard, or beacuase they’re hung-over or, whatever.

If the need to cut class is really pressing, admit the truth, drop the class, choose another.
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If you need the class and the teacher, in your opinion, is not cutting it, then read ahead, show up

for class, you still may learn something. They do actually have some subject experience deeper

than your own. It leaks out from time to time! You might even get some street cred.
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Chapter 3

Methodology

This chapter includes the research design, population, sampling technique, data collection

procedure and data analysis procedure.

Research Design

This research will used descriptive type of research. Because this research aims to

describe why the students cut class, descriptive type of research s the most appropriate to use in

this study.

Population, sample and sampling method

Population

This study aims to know why the population from Malacampa Nationl High School cuts

class and the most appropriate population are students who are currently enrolled at Malacampa

National High school and are Junior and Senior High students.

Sample

The sample of this study was selected from the population from Malacampa National

High School. The aim to get the sample in order for this study to get the exact result needed is

20-50% of the total population and was selected randomly from the students of Malacampa

National High School.

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Data collection procedure

1. The researcher coordinates with the administration office to educate them with the

procedure with appropriate documents needed.

2. The researchers then collect data needed with the permission from the subject teacher

and was collected accordingly in a comfortable manner.

3. The data were collected using a questionnaire provided by the researchers.

4. The questionnaires were filled out in the classrooms with instructions needed with the

approximate time of 20-30 minutes to e finished. Further instructions was given by the

researchers.

5. The questionnaires is then collected by the researchers to be tallied in order to get the

result needed.

Data analysis

Descriptive statistics such as frequency, percentage, mean, and weighted mean. Because

this study is a descriptive study, the above said procedures in handling and solving data is the

most appropriate to use to describe the data needed.

Statistical Analysis

The procedure in getting the average is the result when the researchers divide the data

and the total sample size multiplied by 100.

The average weighted mean is the total when you divide the data collected with the total

sample size and multiplied with the corresponding weight. The table below shows the relative

correspond with the result.

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0-1 Strongly Disagree

1.1-2 Disagree

2.1-3 Agree

3.1-4 Strongly Agree

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Chapter 4

Result and Discussion

This chapter provides accurate data of the result and discussed as tables are provided with

it. In this chapter the researcher will provide the result from then data gathered from the

respondents.

Table 1

Students who Cut Class

Yes
52%

No
48%

Table 1 shows that 52% or 26 form the respondents tried to cut classes and 48% or 24 of

the respondents never tried to cut class. It shows that most of the respondents already tried to cut

class.
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Table 2

Age

15 -17 46 % or 24 of the respondent

started cutting class

46% or 24 of the respondents never

18-19 cut class also 4% or 2 of the

respondents cut class

12-14 Lastly 2% or 2 of the respondents

started cutting class

Table 2 shows that 46% or 24 of the respondents started cutting class at the age of 15 -

17. It also shows that 46% or 24 of the respondents never cut class also 4% or 2 of the

respondents cut class at the age of 18 – 19 and lastly 2% or 2 of the respondents started cutting

class at the age of 12 - 14.

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Reason’s why Student Cut Class

Table 3.1

To much Homework

Agree Strongly Agree Disagree Strongly Disagree

54 % 7% 26% 13%

Table 3.1 shows that the average mean of 2.44 that shows that the respondents agree that

they cut class because there’s too much homework.

Table 3.2

Live too far from School

Agree Strongly Agree Disagree Strongly Disagree

54% 7% 26% 13%

Table 3.2 shows that the average mean of 2.34 that shows that the respondents agree that

they cut class because they live too far from school.
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Table 3.3

Boring Lessons

Agree Strongly Agree Disagree Strongly Disagree

7% 54% 26% 13%

Table 3.3 shows that the average mean of 2.56 that shows that the respondents agree that

they cut class because the lesson is boring.

Table 3.4

Part time Job

Agree Strongly Agree Disagree Strongly Disagree

8% 54% 26% 12%

Table 3.4 shows that the average mean of 1.96 that shows that the respondents disagree

that they cut class because of part time jobs.

Table 3.5

Playing Computers

Agree Strongly Agree Disagree Strongly Disagree

8% 54% 26% 12%

Table 3.5 shows that the average mean of 2.06 that shows that the respondents agree that

they cut class because of playing computer games.

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Table 3.6

Teachers Boring

Agree Strongly Agree Disagree Strongly Disagree

6% 54% 26% 15%

Table 3.6 shows that the average mean of 2.36 that shows that the respondents agree that

they cut class because the teacher is boring.

Table 3.7

Laziness

Agree Strongly Agree Disagree Strongly Disagree

7% 54% 26% 14%

Table 3.7 shows that the average mean of 2.32 that shows that the respondents agree that

they cut class because the respondents are lazy to enter other subjects.

Table 3.8

Family Bonding

Agree Strongly Agree Disagree Strongly Disagree

7% 54% 26% 13%

Table 3.8 shows that the average mean of 2.7 that shows that the respondents agree that

they cut class because of family bonding.

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Table 3.9

Recover

Agree Strongly Agree Disagree Strongly Disagree

14% 27% 53% 7%

Table 3.9 shows that the average mean of 2.54 that shows that the respondents agree that

they cut class because they have to recover from illness.

Table 3.10

Bonding with Friends

Agree Strongly Agree Disagree Strongly Disagree

14% 53% 27% 7%

Table 3.10 shows that the average mean of 2.78 that shows that the respondents agree

that they cut class because they have to bond with their friends.

Table 3.11

Illness

Agree Strongly Agree Disagree Strongly Disagree

14% 53% 27% 7%

Table 3.11 shows that the average mean of 2.68 that shows that the respondents agree

that they cut class because they have illness.

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Chapter 5

Summary, Conclusion and Recommendation

This chapter presents the summary of the findings of this research, the conclusions

derived from these findings and the researchers’ recommendations for future researches of

similar concern.

Summary

Table 1 shows that 52% or 26 form the respondents tried to cut classes and 48% or 24 of

the respondents never tried to cut class. It shows that most of the respondents already tried to cut

class.

Table 3.1 shows that the average mean of 2.44 that shows that the respondents agree that

they cut class because there’s too much homework. Table 2 shows that 46% or 24 of the

respondents started cutting class at the age of 15 - 17. It also shows that 46% or 24 of the

respondents never cut class also 4% or 2 of the respondents cut class at the age of 18 – 19 and

lastly 2% or 2 of the respondents started cutting class at the age of 12 - 14.

Table 3.1 shows that the average mean of 2.44 that shows that the respondents agree that

they cut class because there’s too much homework. Table 3.2 shows that the average mean of

2.34 that shows that the respondents agree that they cut class because they live too far from

school. Table 3.3 shows that the average mean of 2.56 that shows that the respondents agree that

they cut class because the lesson is boring.

Table 3.4 shows that the average mean of 1.96 that shows that the respondents disagree

that they cut class because of part time jobs. Table 3.5 shows that the average mean of 2.06 that
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shows that the respondents agree that they cut class because of playing computer games. Table

3.6 shows that the average mean of 2.36 that shows that the respondents agree that they cut class

because the teacher is boring. Table 3.9 shows that the average mean of 2.54 that shows that the

respondents agree that they cut class because they have to recover from illness.

Conclusion

Recommendation

A. Students

To the students, that they may be knowledgeable enough in copingand managing their

own possible reasons on why they are cutting classes. In addition, this study is recommended, for

them to be well aware of their academic performances and for them to concentrate on their

studies.

B. Parents and Guardian

To the parents and guardians, whom are the most involved and salient element in this

case, so that they may exert more effort on knowing the different factors on what encourages

their child to do such practice. Good communication skills are needed for both parties to address

the problems that cutting classes might bring.

C. School’s Administration

The study is also recommended to the school’s administration, so that

They would be well aware of such practice that is occurring within the institution and constitute

effective solution regarding the said problem

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