THE CAUSE AND EFFECTS OF CUTTING CLASSES IN THE

ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS

IN TRECE MARTIRES CITY NATIONAL HIGH
SCHOOL HUGO PEREZ EXTENSION
S.Y. 2019-2020

Research paper submitted to

Ms. Nicole F. Guevarra

In partial fulfillment
of the requirement
in ENGLISH 10

Submitted by :

Bacsal, Alvin

Baiza, Dorrine Faye

Dela Cerna, Jhaco

Martin, Quian Xyle

Viogela, Zenho

Demassilan, Jennilyn

Orcine, Natasha

Ronato, Emerald

DIMASALANG

March 2020
 Table of Contents :

Bio. Data ................................................................................................................ i ii

CHAPTER I

Introduction .................................................................................................... 1

Statement of the problem ............................................................................... 3

Objectives of the problem ...............................................................................

Scope and Limitations ..................................................................................... 4

Significance of the study ..................................................................................

Definition of terms ........................................................................................... 5

CHAPTER II

RRL .................................................................................................................. 6

CHAPTER III

Methodology ....................................................................................................

Research Design ..............................................................................................

Sources of data ................................................................................................

Data gathering procedure ...............................................................................

Data analysis ...................................................................................................

Statistical method ...........................................................................................

CHAPTER IV

Result & Discussion .......................................................................................

CHAPTER V

Conclusion & Recommendation ...................................................................

Appendices

Questionnaire .................................................................................................
Referrences .....................................................................................................
 BIOGRAPHICAL DATA

Alvin Bacsal is a 15 year old student of TMCNHS. Hugo Perez extension, and is
currently enrolled as Grade 10 student. He is currently residing at block 85 lot 18 at
Golden Horizon brgy. Hugo perez TMC. He is the second son of Mr.Arturo Bacsal and
Mrs. Stephanie Bacsal. He is aiming to be a successful Police man in the future.

Dorrine Faye Baiza is a 16 year old student of TMCNHS. Hugo Perez extension,
and is currently enrolled as Grade 10 students. She is currently residing at block 167 lot 5
at Golden Horizon brgy. Hugo perez TMC. She is the first daughter of Mr.Renato Baiza
and Mrs. Jennifer Baiza. She is aiming to be a succesful Flight Attendant in the future.

Jhaco Dela Cerna is an 18 year old student of TMCNHS. Hugo Perez extension,
and is currently enrolled as Grade 10 students. He is currently residing at block 8 lot 41 at
Golden Horizon brgy. Hugo perez TMC. He is the youngest son of Mr.Mario Laput and
Ms. Corina Dela Cerna. He is aiming to be a succesful Computer/ civil Engineer in the
future.

Jennilyn Demasilan is a 15 year old student of TMCNHS. Hugo Perez extension,

and is currently enrolled as Grade 10 students. She is currently residing at block 78 lot 8
at Golden Horizon brgy. Hugo perez TMC. She is the first daughter of Mr.Junrey
Demasilan and Mrs. Emelie Demasilan. She is aiming to be a succesful Chef in the
future.
 Quian Xyle Martin is an 18 year old student of TMCNHS. Hugo Perez extension,
and is currently enrolled as Grade 10 students. He is currently residing at block 81 lot 38
at Golden Horizon brgy. Hugo perez TMC. He is the third son of Mr.Sanny Boy Martin
and Mrs.Merry Ann Martin. He is aiming to be a succesful Bussiness Management in the
future.

Ma.Natasha Orcine is a 16 year old student of TMCNHS. Hugo Perez extension,

and is currently enrolled as Grade 10 students. She is currently residing at block 102 lot
42 at Golden Horizon brgy. Hugo perez TMC. She is the second daughter of Mr.Marvin
Orcine and Mrs. Ma.Theresa Orcine. She is aiming to be a succesful Accountant
Bussiness Management in the future.

Emerald Ronato is a 16 year old student of TMCNHS. Hugo Perez extension, and
is currently enrolled as Grade 10 students. She is currently residing at block 172 lot 53 at
Golden Horizon brgy. Hugo perez TMC. She is the second daughter of Mr.Joey Ronato
and Mrs. Liza Ronato. She is aiming to be a succesful Police Woman in the future.

Zenho Viogela is a 16 year old student of TMCNHS. Hugo Perez extension, and
is currently enrolled as Grade 10 students. He is currently residing at block 69 lot 19 at
Golden Horizon brgy. Hugo perez TMC. He is the youngest son of Mr.Maximo Viogela
and Mrs.Zenaida Viogela . He is aiming to be a succesful Bussiness Management in the
future.
 The Cause and Effects of Cutting Classes in the Academic Performance of

Grade 10 Students of Trece Martires City National High School

Hugo Perez-Extension S.Y.2019-2020

CHAPTER I

I.Introduction

Cutting classes is a coined term, that actually means intentionally not attending a
required class is one’s formal education without a valid reason/excuse.

Cutting of classes is especially rampant in public school in the Philippines where

there is inefficient security and a relatively high number of student thus making it hard to
monitor each student. This issue is rampant as well in tertiary educational institutions
where there are no more limit as to when one can or cannot go outside of the classrooms
and a limit as to when one can or cannot leave the classroom during an academic
performance or didn’t listening to the teacher. This problem affects three people: the
parent, student and teacher. As we noticed, cutting classes is now a habit of some
students. And some of those learners came from TMCNHS Hugo perez-Extension. It has
been witnessed that some of the young people who chose to stay out of the class instead
of listening and gathering a lot of knowledge inside their classroom. Problem of the
student why he’s/she’s cutting their classes because there’s a probability that they should
skip the lesson if they’re having an academic performance. On the other hand, it is also a
problem of the teacher because, first, if the student caught his/her parent outside in the
school during academic performance, the teacher will explain why the student cut their
classes during academic performance. Second, if their student had an accident during that
time teacher has the responsibility to their student because the teacher is also known as
the second parent of each student. That’s why both student and teacher are involved in
the issue of cutting classes.

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The problem with cutting classes in Grade10 students has enough period of growth and
development. This development starts at the comfort of their homes,families, and friends.
Because of that, cutting classes will be the result for their problems. And also cutting
classes, it is where the real problem begins. First, cutting classes becomes a getaway to
a darker and serious problems. When the student manages to cut class, he/she will
eventually have to find something to do with his/her unauthotized free time. Secondly,
cutting classes obviously decreases the need opportunities for them to learn. All the
important lesson they need to learn in order to become academically competent. Instead
of learning, they are ruining their lives with vices. Thirdly, they are wasting the hard
earned money of their parents. Lastly, teachers would have to experience unnecessary
hassle. They would be charged, or filed against them for failing to secure the safety of
the students. And that they do not have an interest in learning and their over all future.
Cutting classes has been a burden to all the teachers and staff. The number of students
who are engaged in this activity or academic performance. And also cutting classes is
continuously increasing and needs to put aa stop on it. Since we have a favorite group of
students in the school sometimes attempt to do the things that violates the rights of school
premises such as cutting classes and playing online games like (LOL,DOTA,ML, and
etc.) in out of school. This is own way to felt belongingness with them, and know that
any action has a negative impact and we are ready to face the consequences after all
we’ve done. Cutting classes is a big problem of our teacher it’s because of the students
does not want to go when he/she knew there is no having an academic performance and
it’s because they have their friends that teach them to not go inside the room or not cut
classes. But some other students they even knew it’s not good for them to cut classes.
And cutting classes affects the performance of a student. It is something that would ruin
your studies and it comes with a bad record. Cutting classes shoul be discouraged
because it is becoming more rampant among student. And they will not able to
understand a certain topic because they were not present during those discussion.
Teachers do not repeat quizzes and activities and when a student cut classes, they would
not have scores for those. No new knowledge is acquired when a student cut classes and
it affects the student’s performance gravely.

2
And also students think that they are mature enough to do whatever they want. Although
cutting classes is a common, students should do their duty as a student. Students also
should have positive attitude to do everything even though they think that classes are
boring, they are lazy to go to school, they should take the responsibilities for themselves.

State of the problem

Generally, this study will focus to identify the cause and effects of cutting classes
in the academic performance of grade 10 students of Trece Martires City National High
School Hugo Perez-Extension S.Y. 2019-2020.

1. What is the respondants profile in terms of :

a. age

b. gender

c. section

2. How often does the student cut classes?

3. What are the factors that causes cutting classes among the students?

Objectives of the study

Generally, the purpose of this study is to identify the cause and effects of cutting
classes in the academic performance of grade 10 students of Trece Martires City National
High School Hugo Perez-Extension S.Y. 2019-2020.

Specifically, this study aims to:

1. What is the cause and effects of cutting classes in the academic performance of Grade
10 students.

3
2. What is the reason of cutting classes during academic performance

3. What is the factors that cause cutting classes among the students

3.1 age

3.2 sex

3.3 section

4.Describe the demographic profile of the respondents in terms of :

a.age

b.sex

c.section

Scope and Limitation

The study focuses on identifying the factors concerning why grade10 students

do cutting classes in TMCNHS Hugo Perez-Extension.

Significance of the study

This research will be beneficial to Grade10 students in TMCNHS Hugo Perez-

Extension. So that they would be able to find ways to encourage the students not to waste
their opportunity to study, and also to deliver this information to the teachers and parents
to help the students to solve or prevent these students from cutting classes.

4
Definition of terms

For the researcher’s understanding, the following terms are defined as used in this
study:

Cutting classes is when the students do not attend a class at which your presence
is expected.

Academic performance is the extent to which the student has achieved their short
or long-term educational goals.

Rampant (especially of something unwelcome or unpleasant) flourishing or

spreading unchecked.

5
 CHAPTER 2

Review of Related Literature

These chapter were firstly established the significance of general field of study,
thenidentified the place where a new contribution could be made. This chapter deals with
thedifferent 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 skippingclasses 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 ismuch cooler. They think they can
take responsibilities for themselves. I think there are threemain reasons for this
phenomenon.First, students usually think classes are boring. They are not willing to
spend time onthings they are not interested in. They may think the content of the
textbook is not useful in thefuture. They may think they go to college just for a diploma.
They go to classes just for passingtests. They would rather play computer games, video
games, or anything they are interested inthan coming to classes. (Alice Wu.2003)
Second, peer pressure is another factor that causes this phenomenon. I think peers
canaffect a college student a lot. Youngsters love to do things with their friends. If my
friends do notgo to school, I would not go to school either. I think peers are an important
factor that makesstudents cut classes in college.9 Cause of Cutting Classes The primary
cause of cutting classes is plain laziness. Students often stay up late andthus skip classes
for oversleeping. The bad weather like heavy rain is also an excuse for theirabsence. It is
too cold to go to school, especially the school like Chinese Culture University thatis
situated high in the mountain. Many CCU students convince themselves to skip classes
withthis excuse. The fact is laziness is the real reason that makes them skip classes. On
the otherhand, lots of hard-working students still go to college in heavy rain as usual.
Even though thereare 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.

6
Even though they think classes are boring, they can skip classes together, they are lazy to
go school, and they are old enough to dowhatever 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 aredeveloping 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 becau se it’s dull, or because
it’shard, 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. If you need the class and the
teacher, in your opinion, is not cutting it, then read ahead, show upfor class, you still may
learn something. They do actually have some subject experience deeperthan your own. It
leaks out from time to time! You might even get some street cred.

The review of related literature involves the systematic identification, location and
analysis of documents containing information related to the research problem being
studied. It provides a researcher with a comprehensive, updated view of the knowledge
already explored in his/her area of study and the methods employed to do so, along with
the recommendations for future studies. This foundation of knowledge helps a researcher
to select his/her own pertinent subject for study, to delimit and define his problem, set his
objectives clearly, and avoid replicating earlier studies. Under this section, the researches
relevant to the present study have been chronologically arranged for the sake of
convenience and clarity, under six broad categories, namely -sources ofteachers’ stress,
their occupational stress levels, stress reactions, coping strategies, interventions
suggested, and teachers’ attitude towards counselling, followed by a comment on the
overall review. 2.1. THE REVIEW 2.1.1. Sources of Stress in Teachers. 2.I.I.I.
International perspective: 1. Kyriacou & Suttcliffe (1978) proposed that stress results
from the teachers' perception that a) demands are being forced upon them b) they are
unable to or have difficulty in meeting these demands and

7
c) failure to do so threatens their mental and or physical well being. The key element is
the teachers' perception of threat (either this is self-imposed or imposed by others). 2.
Owens, R.W. (1983) conducted a study to determine whether the teachers and principals
in Tennessee had the same perceptions of stress factors or not; and also iflevel taught,
years ofteaching experience, size of the school, and perceived personallife stress. Major
findings showed that 4 identifiable job-related factors accounted for a significant part of
teacher work-related stress, and that the selected background variables failed to account
for significant variation in job-related stress levels. The 4 factors which made the most
substantial contribution to overalljob-related stress of teachers’ were Role Overload,
Relationships with Students, Work Load, and Relationships with Colleagues. 5. Bain, C.,
Conn, M. & O’Halloan, P. (1990) investigated the occupational stress among school
teachers and offered suggestions for its cure. According to the findings, the major
occupational causes ofstress in government school teachers came from a variety
ofsources. Among them were pressure from administration, classroom pressure from
parents and students, and lack of recognition from peers. It was discovered that there was
a lack of cohesion and support in the schools between the teachers and administrators.
The authors suggested that teachers, as a liaison between administration and students
should become informed of issues affecting both entities. This would aid in the reduction
of stress when unexpected problems arose with administration or in the classroom.

Being always present in class and getting to school on time are two of the crucial
determining factors of a student’s success, not just as a student but as a person who will
be managing his/her own life in the future. Given the importance of being punctual, this
study aims to explore and find out the factors that affect the punctuality of UP students.
In this chapter, we will be discussing about the background of our study. It includes facts
about tardiness, the different factors that causes it and its effect to the students as students
and as bearer of their own lives in the future. From reliable research materials like online
journals and research papers, we will provide some facts and theories from authors,
teachers and notable people in order to have a concrete justification of our study.

8
First, we will give a definition of tardiness and present some theories and facts about it.
Next, we will discuss he various factors that causes the students to come to school late,
the psychological theories, the observation of the teachers and the personal reasons of the
students. Lastly, the effects of tardiness to students, not just to himself/herself but also to
his/her future and to other people, will be discussed.

Grave consequences are given to students who cut classes. They will miss
discussions, quizzes and homework due. They’re more likely to end up with failing
grades. In worse cases, teachers will call their attention. All these punishments are done
in order to discipline the students. It is to show the students who classes that what they
are doing is an offense to the school and it should not be taken lightly. Eventually, these
students will get tired of these punishments and will be forced to stop cutting classes.
These penalties are to teach them a lesson and that cutting classes does you no good.
School is important for us to learn. When a student misses out on a class, they miss out
on an opportunity to learn. Classes are held so that students will be able to comprehend
better during discussions. So when a student cuts classes, they will not be able to
understand a certain topic because they were not present during those discussions.
Teachers do not repeat quizzes and activities and when a student cuts classes, they would
not have scores for those. No new knowledge is acquired when a student cuts classes and
it affects the student’s performance gravely.

Chapter two will provide a synthesis that supports the evaluation of the study
about the reasons of the students who did cutting class. Always cutting classes and not
getting to school on time are two of the crucial determining factors of a student’s success.
Given the importance of being punctual, this study aimts to explore and find out what
triggers the students to cut class and also how it affects their academic performance and
daily life. From reliable research materials like online journals and research papers, we
will provide some facts and theories from authors, teachers, and notable people in order
to have a concrete justification of our study.

9
 An accessible business school population of undergraduate students was
investigated in three independent, but related studies to determine effects on grades due
to cutting class and failing to take advantage of optional reviews and study quizzes. It
was hypothesized that cutting classes harms exam scores, attending preexam reviews
helps exam scores, taking optional exam preparation quizzes helps exam scores, and
earlier exam scores in the semester predict later exam scores. Using an objective
measurement method of actual events and actual exam scores instead of the predominant
nonexperimental survey method most often used, it was found that all hypotheses were
significant and supported in the predicted direction. Implications for professors and
students are provided, revealing that cutting class, missing preexam reviews, and
ignoring chapter quizzes effects are real and they matter.

We will study the factors that triggers the students into cutting classes theories are
social interactions, academic performance, romantic relationship, family problem, and
work.In social interactions with other students could affect the confidence of the students
or possibly be influenced by their friends and fellow classmates. “If acting self-confident
people automatically assumed that the person was truly just that, self-confident. Acting”
– Keli Chaffin (2004). Therefore, students who doesn’t have much self-esteem are mostly
the one who are easily convinced in cutting classes could be either because of pressure in
classroom, teacher, professor or anyone ahead of them.

In academic performance every students that are “academically challenged” are

tend to be pressured in the task that teachers assigned them to do. There are different
ways a person think and they have different intellectual capacity. Usually in every
classroom it is divided into smartest to average and those who are smart enough
somehow rules the classroom and everybody respect their mental capabilities. And when
two intellectual person abreast each other in midst of studies tendencies are they would
be competing in order to know who’s better. At this time, students whom struggles to
keep would lose the interest in studying since they are bombarded with different
assignments to pass on time. It triggers them to cut class to as if it is their “scapegoat” to
free up some pressure in their mind.

10
“Where does one go from the bottom? You hit the bottom of the well and what? People
say the only place to go is up, but they seem to ignore how long you can spend
wallowing in the muck at the bottom of the well.” – Keli Chaffin (2005).

In romantic relationship, since most of the students are already in the puberty stage
it is then ideal to them to take admiration towards the person they like into next the level
sometimes this is one of the reason which makes them to cut their class. In addition, once
they are committed in such relationship it is like they are already bound to hold such
responsible in meet the desire their partner holds. One thing to make a relationship
stronger and alive is to satisfy them with all their needs. And that is also when they’ve
become independent on the way they think and the way they act towards one another just
only wishing what’s best for them both. “I had choosen the path of the black sheep rather
than that of the unicorns and puppies.” – Magenta Periwinkle (2015).

In family problem, the researchers believe that everyone has their own problem
and most of the time it’s in their household. Broken family, financial problem, and all
sorts that likely came from their own household. Your personality will likely be
influenced in how you used to be in your home so it affects a great deal of your personal
preference in daily life. When people experience problems at home they are tend to be
distracted at all times through out the day depends on how extreme the problem is. Just
like in academic performance, they would wish to buy some time for their own to think
properly. Which is why they tend to cut their classes anytime. Henceforth, cutting classes
is the only scapegoat they have “I had too many questions and no answers.” – Ruther
Balmond (2007).

Lastly, work, with your young age some students are obliged to take part-time job
to meet the financial needs they have to pay. Financially it is a problem on everyone,
some students chose to be a working student in order to help their parents to pay for thei
tuition and studies this also cause them to split their time into studying and working.
Time distribution is likely to happen, this is an all-out effort studying in the morning and
working at night shift is very stressful and fatigue breaking.

11
If one’s body cannot attain into overdoing themselves it will surely come into the
conclusion that one day they’ll just be exhausted and would rather rest. And most of the
time it is the school days they sacrifice to skip, because they also benefit in work by
getting salary. Some of them are also influenced by the salary they are getting into which
makes them choose to work and stop studying. “I had choosen the path of the black sheep
rather than that of the unicorns and puppies.” – Magenta Periwinkle (20015).

The broader concept of national development plan was included as review of

related literature of this topic because any endeavour, plans, aspirations of individuals
must coincide with the government laws and policies. Since this topic talks about
education that promotes and enhances the well – being of the people, it is just right that
the plans of the government must be discussed.

The National Economic and Development Authority (NEDA), in its

conceptualization of the ambitious Philippine Development Plan 2017 – 2022 has laid out
the plans of achieving a “matatag, maginhawa at panatag na buhay”. In the NEDA report,
the national survey revealed the aspirations of many Filipinos to spend time with the
family, friends and their community. Alongside with these aspirations are to enjoy a
comfortable lifestyle, have a descent house, security of tenure, convenient transport and
the chance to travel for vacation abroad (Part 1, page 7). But reading the content of these
plans, the claim for development of NEDA is laid out in hollow grounds and wishful
thinking. NEDA has painted the bigger picture of development of the country without
stressing the foundation and core of development: education. Development cannot be
achieved if the workforce lacks of required education, training and skills. Ignored at first
as a force in development, education is the magic key to attain economic growth (Hezel,
1974). Knowledge can only be made possible by education. Of the 56 pages report, only
a very brief portion gives emphasis to education. Cited in the NEDA report is their
strategy of pursuing full implementation of the K to 12 program (p. 24) and providing
access to quality Technical – Vocational Education and Training opportunities and
improving the employability of Filipinos through skills development and continuing
education and training (p. 25)

12
According to the State of Philippine Public Schools Education

The Philippines is the world’s second largest archipelagic state next to Indonesia,
composed of more than 7,000 islands. As of 2015, the total population has increased to
around 101 million. It is projected by 2020, the population will grow to around 110
million, making the Philippines the 12th most populous countries in the world.

Philippine education is largely influenced and patterned after the American’s, after
having been colonized by the U.S. for nearly five decades. Compared against the
neighbouring Southeast Asian education system, Philippine education has been in a
declining state due to chronic underfunding. At the elementary level, the net enrolment
rate dropped down to 84.4 percent in 2004. The completion rate in elementary school is
estimated to be below 70% in 2005. The net enrolment rate dropped down to 58.5% at
secondary level in 2005. Literacy fell from 96.6% in 1990 to 95.1% in 2003, making the
Philippines the only country in Asia with declining youth literacy rates (UNESCO,
2008).

The poor performance of Filipino students reflected in International assessment

tests, such as the Trends in International Mathematics and Science Study (TMSS). Of the
38 countries who participated in the study, the Philippines ranked 34th in high school
mathematics and 43rd in the 46 countries in high school science.

UNESCO worries about the discrepancy in the distribution of education. The

poorest children are four times more likely to be out of school and five times more likely
not to complete primary education (Bokova, 2017). The inequality in Philippine
education still persists. Of the UNESCO study, they found out that 69 percent of
elementary graduates from poor families continues into high school while 94 percent
from the richest families.

Immunization of school children against common and preventable diseases is also

being monitored by UNESCO not because it is vital to the general health of school
children but reflects to the readiness to learn and subsequent schooling.
 13

The findings revealed that the Philippines is among the countries that has little
improvement in the total percentage of children fully immunized.

However, the Philippine government has been in a streak of enforcing reforms in

the education sector. In 2012, the K to 12 curriculum, or the additional 2 years to the
basic education has been introduced and implemented by the Aquino administration. The
main purpose really is to be at par with the 12 - year basic education in the countries
around the world. As can be recalled, Philippines was one of the three remaining
countries in the world (Angola and Djibouti are the other two) with 10 – year basic
education program prior to the Enhanced Basic Education Act of 2013.

Philippine legislation extended supports for the reforms in education. In 2012,

Senator Manny Villar filed senate bill 2050 proposing the school principals and
supervisors to teach core subjects such as Math, English and Science as they have been
proven the best teachers in the past and therefore must share their expertise in teaching
and learning process. In his opening remarks, Villar said “Poor Filipino households are
always giving top priorities to education because they believe that education is the tool to
liberate them from plight of illiteracy, poverty, ignorance, and other socioeconomic
circumstances” (Senate bill 2050).

Despite of the numerous reforms initiated to uplift education in the Philippines, the
achievement is a dismal success. In a report submitted to UNESCO, in time for World
Education Forum at Incheon, South Korea, the Philippines government admitted it failed
in achieving several Education For All (EFA) goals. In fact, UNESCO expressed concern
over boys at a disadvantage from getting to school, staying at school, and recording lower
literacy and academic achievement than girls.

According to UNESCO report, if it keeps up with its effort, the Philippines could
still achieve some of EFA goals in the coming year. The basis of such claim is the
improvement of the total enrolment, achieving 80 percent gross enrolment ratio. Gross
enrolment ratio is the total enrolment percentage of the population that should be enrolled
at this level.
 14

One of the many reforms the Philippine government has instituted is the massive increase
in the allocations for the Department of Education. In 2018, the budget for education
stands at PHP 533.31 Billion (USD 10.26 billion).

Despite of the massive efforts of the government in educational reforms, Philippine

education keeps trailing behind its Asian counterparts. Completion rates at the secondary
level declined from 75% in 2010 to 74% in 2015.

Based on the No – Child Left behind Act of 2002 promulgated by U.S. congress

The Philippine education is not alone in its declining state. Even the U.S.
educational system which has been perceived as the most superior educational system in
the world has been under fire. Alarmed over the seeming decline of quality, the No Child
Left behind Act (NCLB), was passed by congress and signed into law by President
George W. Bush on January 8, 2002. The NCLB was the response to the growing
concern that the American education system was no longer competitive internationally.
NCLB holds the federal role of schools for the academic development of school children
in elementary and high school. It puts emphasis in ensuring the improvement on the
performance of certain groups of students particularly the English – language learners,
students in special education, and poor and minority children. Under the law, the states
are required to bring all students to the “proficient level” on state tests which later on
dubbed as “adequate yearly progress” or AYP. Teachers are required to be “highly
qualified” which means they must possess a bachelor’s degree in the subject they are
teaching and acquire state certification. Several years have passed since signing NCLB
into law, NCLB is under criticism particularly it did mature without any congressional
update or reauthorization. Debate is pressing whether the law is effective in its objective
to improve academic development. Many critiques argue that it is a “one-size-fits-all”
approach that overemphasizes testing and doesn’t provide money to schools to achieve
success. In 2015, NCLB was replaced by a new law, the Every Student Succeeds Act
(ESSA).
 15

According to no Filipino Child left behind Act of 2010

The Philippine government has adopted the NCLB Act of the U.S. Sometime in
2010, Senator Manny Villar filed senate bill 75 enacting into law the aspiration and
realization of the constitutional right of every Filipino to quality education. The bill was
known as “A No Filipino Child Left behind” Act.

Senate Bill 75 Fifteenth Congress of the Republic of the Philippines 10, March 2008

“To get a decent education is one of the fundamental rights of every citizen. Thus,
Section 1, Article XIV of our constitution imposes upon the state the responsibility to
‘protect and promote the right of the citizens to quality education at all levels’and take
appropriate steps to make such education accessible to all”.Cognizant of the importance
of education as a tool to a nation’s progress, It is crucial that the state address the
challenge to quality education as early, as during the early formative years of the child.
Providing for quality education is one of the most important legacies the state and the
local government can offer to the people. In ensuring the grant of good education to the
children, the state does not only discharge the most important function, it is also making
a crucial investment vital to economic growth.

Senator Manny Villar Sen. Villar in his Senate bill 75 explanatory note:

The law proposes compulsory attendance of children. It enforces the obligation of

the parent or guardian to enrol the child at school age in a school or a learning facility, or
if so warrant, apply and register the child to home education or secure an exemption.
Violation of the law warrants penalty of a fine of One Thousand pesos and attendance to
a community seminar on the importance of education. Second offense has a fine of Ten
Thousand pesos and one month community service, while habitual offender will serve
one (1) year imprisonment (Section 5).
 16

The law has safeguarded against the abuse and employment of children of
compulsory school age. Any person who employs or engages the services of a child will
be fined Ten Thousand pesos for the first offense and imprisonment of not less than
fifteen days but not more than thirty days (Section 7).

Senate bill 75 clearly manifests the importance of education towards the economic
development of individual and the nation. It is imperative therefore that every Filipino
must be educated but this aspiration will not hold true if the recipient itself of education
are not wanting it and escaping classes.

The Incidence of Cutting Classes in the Philippines

Cutting classes is rampant in the Philippines. The researcher browsed the internet
and found out a blog by Noemi G. Ramos, a high school teacher at Limay National High
School in Batan in 2013. The paper was titled cutting classes, cutting future. She cited
several reasons provided by students why they skip classes: they are bored the way
teacher teaches; they don’t like the subject or the teacher; they are not prepared for the
test or unprepared of the requirements or they skip classes to play computer games. Some
say it’s because they want to show their rebellion to their parents.

Ms. Ramos elaborately described in her blog that the problem on cutting classes
also persists in the school she is teaching. The students who cut classes are not deceiving
the teachers or the school but they are wasting their chance to have better future by being
educated.

Four years ago, a headline entitled “anti – cutting classes measure approved”
appeared in Inquirer.net. The anti – truancy ordinance, authored by Cebu provincial
board member Antonio Miguel Magpale, prohibits students from cutting classes.
 17

The ordinance prohibits the minors from loitering in internet shops, billiard plazas,
movie houses and malls during class hours. Business establishments accomodating
students as customers will be fined 2,000 to 5,000 pesos.

First time offenders will undergo counselling, and will render 36 hours of
community service for the second offense. A fine of less than 500 pesos will be slapped
to parents of 3rd time offender.

The teaching practices that promote learning and sustaining motivation to all
learners

As this research study is trying to figure out what are the possible reasons why
students escape and cut classes, the proponent is looking at all angles and avenues and
these did not spare the teachers and school officials. Without realizing it, teachers or the
school officials could be the culprit why students skip and cut classes. To better
understand what motivates and inspires students to stay, participate, and learn in the
classroom proceeding, let us examine the three classroom management theories
explained by Matthew Lynch. According to him, classroom management is very vital in
achieving an effective learning environment. The National Comprehensive Center for
Teacher Quality also stresses that instructional theory and classroom organization are
among the most important aspects of teacher education. In modern education, classroom
management continues to evolve but there are three key theorists that stand out:

(1960) Skinner’s Operant Conditioning Responses to events or stimuli that occur in the
environment can change the behaviour of an individual. When a given stimulus –
response (S-R) pattern is rewarded, the individual (student) is conditioned to respond
similarly. Reinforcement or anything that strengthens the desired outcome is the key.
Thus it is imperative for teachers to give praise, good grades, or feeling of
accomplishment. Saying all these, teachers should utilize praise, feedbacks or rewards
when addressing problematic behaviour such as cutting classes.
 18

(1998) Glasser’s Choice Theory

William Glasser suggests that almost all behaviour is chosen, and we are driven by
genetics to satisfy five basic needs: love and belonging, survival, power, freedom and
fun. As teachers play the role of classroom managers, require them to guide students that
working hard and being obedient worth the pain and will have a positive influence on
their lives. By maintaining positive relationship with students, teachers can create active,
relevant learning experiences that enable students to mastery and success. When
conducting lesson, teachers practicing choice theory work to make classroom activities
that satisfy the students’ needs. The students who feel they are connected, feel the sense
of competence and power, have a comfortable freedom, and in a safe secure environment.
There could be some events that teachers are abusing verbally and physically the
students. And this could trigger students to cut classes instead of confronting upfront the
teachers. Compassion, understanding and love could be the key in order to inspire
students to stay and learn in the classroom.

(2006) Kohn’s Student directed Learning Theory

Kohn believes that the ideal classroom emphasizes curiosity and cooperation and
that the students’ curiosity should determine what is taught. When it comes to classroom
management, Kohn believes that teachers must not rely heavily on extrinsic motivation
rather than more intrinsic motivation. He emphasized cooperation because when curiosity
is nurtured, rewards and punishment are not necessary. In implementing Kohn’s theory in
classroom, teachers must explore the topics that interest them most. Students should be
able to think, write and explore without worrying how good they are. He emphasizes that
not all students learn at the same pace, and standards do not take this account. Kohn
asserts that student must be treated as the core of everything.
 19

Canter’s Disciple Theory

This discipline theory proposed by Lee Canter suggests that students’ positive
behaviour should be recognized and encouraged. Teachers should inform students about
the school’s expectations and rules. After informing the students, teachers must monitor
these guidelines. Teachers must be entrusted with the right to teach without any
intervention and the students, on the other hand, must learn without any interruption.
Today’s educational system is becoming more complex. No single learning approach
could work for everyone. Educational psychologists do not only uncover individual
learning but also try to explain the interaction of students with teachers. Psychologists
examine how people learn in a variety of settings to pinpoint strategies and approaches to
make learning more effective.

Chronic absenteeism is typically one of the most ardent signs that something
serious may be happening with a student and his or her family. He noted that students
who skip school may be caring for younger siblings, experiencing neglect or
homelessness – a plight endured by 1.3 million U.S. students – or facing related trauma
(Howard, 2017)

Students should also want to attend school, not just for academics. People must
have a more vigorous concerted effort around making sure that schools are warm,
welcoming and engaging (Chang, 2017) .
 20

CHAPTER 3

METHODOLOGY
 CHAPTER 4

RESULT AND DISCUSSION

In this chapter the results of data and analysis are presented finding fromone
hundred respondents completed by the Grade 10 students of the TMCNHS Hugo Perez
extension. The purpose of this study is to know the side of someo f the students why they
cut class.

In the gathering data, the researchers started identifying first the characteristic of
the respondents all shown below. Descriptive statistical analysiswas used to identify
frequencies and percentages to answer all of the questionsin the questionnaire. Most of
the respondents preferred not to write their nameand remain anonymous. The data are
presented using tables in accordance tothe sequencing of the sub-problems enumerated
under the Statement of the Problem portion in Chapter I.

Profile of the Respondents

The respondents were asked how old they were at their previousbirthday, their
gender and their sections. Table A depicts of the respondents age.Table B shows the
gender of the respondents. While table C shows the section ofthe respondents.

The study’s population is composed of the chosen Grade 10 students of

TMCNHS Hugo Perez extension. The respondents numbered to thirty (30). The table
below summarizes the basic information of the respondents.
 Table A

Profile of the Grade 10 Students

CHARACTERISTIC FREQUENCY PERCENTAGE

A.Age
15 year old 8 8%
16 year old 16 16%
17 year old 6 6%
Total 30% 30%

Table A shows that ages of 15 years old are 8% of the respondents, 16% are 16
years old and 6% of the respondents are 17 years old.

The table shows that most of the respondents have the age of 16 years of age.

Table B

CHARACTERISTIC FREQUENCY PERCENTAGE

B. Gender
Male 17 17%
Female 13 13%
Total 30 30%

Table B shows that 17% of the respondents are male and 13% are female.

The table shows that most of the respondents is male.

Table C
 CHARACTERISTIC FREQUENCY PERCENTAGE
C. Section
Dimasalang 5 5%
Pingkian 5 5%
Plaridel 5 5%
Magdiwang 5 5%
Laong Laan 5 5%
A.Bagumbayan 5 5%
Total 30% 30%

Table C shows that Dimasalang, Pingkian, Plaridel, Magdiwang, Laong Laan, and
A.Bagumbayan have the same percentage which is 5%
The table shows that most of the respondents are equal in each section in Grade
10.

Table 1

Students Who Go to School Everyday

Choices Frequency Percentage

A. Yes 20 20%
B. Sometimes 7 7%
C. No 3 3%
Total

This study shows that 20% out of 30% Grade 10 students go to school every day,
while 7% of the students sometimes go to school every day, and 3% of the students
doesn’t go to school every day.

The table shows that most of the Grade 10 students go to school everyday.

Table 2

Reasons Why Students Go to School

 Choices Frequency Percentage
A. For me to learn 13 13%
B. To reach my goals 5 5%
C. To hang out w/ friends 3 3%
D. To see my crush 4 4%
E. To have fun 3 3%
F. Because I got now here else to go 0 0%
G. Because of the tuition fee 2 2%
Total 30 30%

This table shows that 13% is the student for me to learn , while 5% is to reach my
goals, and 3% is to hang out w/ friends, also 4% is to see my crush, also 3% to have fun ,
also 0% because I got now here else to go, and the last is 2% because of the tuition fee.

The table shows that the most of the Grade 10 students chosen to be learn if we
go to school.

Table 3

How often does the students cut class

Choices Frequency Percentage

A. 1 subjects area 1 1%
B. 2 subjects area 2 2%
C. 3 subjects area 2 2%
Total 5 5%

Table 3

Teacher listen to students when they have problem

Choices Frequency Percentage

 Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 4

Students are taught to understand how other think and feel

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30 30%

Table 5

The consequences of breaking school rules are fair

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 6

Teacher is having favoritism

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30
 Table 7

Teachers require student to work hard to get good grades

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 8

I am happy to be at this school

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 9

Teachers are putting too much pressure to the students

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 10

Students are being nice and respectful to their fellow learners.

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 11

Teachers are giving a fair treatment of all of the students

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30

Table 12

Teachers treat students with respects

Choices Frequency Percentage

Yes 14 14%
No 3 3%
Maybe 13 13%
Total 30