ACADEMIC AND BEHAVIORAL FACTORS AFFECTING SELECTED

GENERAL ACADEMIC STRAND STUDENTS WITH EXTREME ABSENTEEISM

CASES IN MALABON NATIONAL HIGH SCHOOL,
SCHOOL YEAR 2017-2018

A Research Paper Presented to

The Faculty of Senior High School Department

Malabon National High School

Malabon City

In Partial Fulfillment

Of the Requirements in

Practical Research 1

By:

Teodoro, John Anwar C.

Espiritu, Steeven C.

Legaspi, Jade Byron I.

Sisbino, Jeremy C.

Bongcawel, Floriline P.

Galon, Lucille P.

Narciso, Jashe V.

General Academic Strand 11-A

2017
 Chapter I

The Problem and Its Background

Introduction

Absenteeism is a word that came from the root word absence which means the

absence of something from a place, is the fact that it is not there or does not exist

according to Merriam Webster dictionary. Absenteeism is a case in which the student is

frequently not attending his/her class. In Department of Education (DepEd) DO 18, s.

1991 - Policy on Absenteeism and Tardiness in closed to this policy it indicated that

even teachers and employees of the school must follow this rule DepEd allocated

number of absences that a student should only use. The absences of student may

validate if their excuses are reasonable.

Those learners have a large number of reasons; they would absent not just for the

prohibited excuses as well as they need a lot of people figure that reason out their absence.

Now a day the most prominent reason of absenteeism is bullying. Second are the

housing or care arrangements for the student that can cause students absence. A few

students’ experience that can cause absence is transport to and from school is so far

that can’t get along to the school early. The last reason is work and money that a

student can’t afford it. This is only a few of those examples that can be qualified  to,

those factors that affect absenteeism.

 Academic factors that affect absenteeism that young student can’t get along is

they can’t easily understand their lesson or they can’t get easy to adjust in the

atmosphere or the kind of lesson that the teacher give. The behavioral factor is

considered as the main reasons why students act absenteeism this was shown in many

different studies that have been made. Researchers suggest that mental health

conditions often involve themselves in the form of school refusal or school avoidance

behaviors examined the association between mental health conditions (e.g., anxiety,

oppositional defiant disorder, etc.) and both school refusal and truancy. They found that

school refusal was typically associated with depression and separation anxiety. This

factor was the key in this study.

Behavioral and academic factors are reasons why absenteeism is one of the

most problems in school, whether it is private or public institutions. Factors like this

affect students in terms of their participations and in their different way of thinking about

schools. The behavioral and academic factor that affects students can conclude that

absenteeism is a problem that can be done. It takes time to make this problem can be

resolved, but with the help of others and the students this change a lot especially with

this kind of problem.

This study aims to help students to be encouraged in attending classes. It also

gives opportunity to the teachers and other people that are involved in this study to

become more aware of the factors that causes absenteeism. Extreme absenteeism

should be avoided, for students and teachers to know the solution to this kind of

problem or situation.
 Conceptual Framework

Process Output
Input

-Interpretation of the data gathered from the use of interview

-Analysis of the information
-Application of descriptive and inferential statistics on the data gathered
among the Academic and behavioral factors affecting selected general academic strand student with extreme absen

affecting selected general academic strand student with extreme absenteeism cases:

ts

FEEDBACK

Figure 1. The Conceptual Framework of the Study

Figure 1 shows the conceptual paradigm of the study. Input shows the profile of

respondents; (a) age, (b) gender and (c) section. It also shows the Academic and
behavioral factors affecting selected general academic strand student with extreme

absenteeism cases such as the Academic Performance, Socialization among others

students and Bullying Victim. While process shows the method that will be used to

gather data information using survey. Then output shows the recommendation among

the Academic and behavioral factors affecting selected general academic strand

student with extreme absenteeism cases in Malabon National High School in the

school year 2017-2018.

Theoretical Framework
Statement of the Problem

The study will aim to determine the academic and behavioral factors affecting

selected general academic strand students with extreme absenteeism cases in Malabon

National High School, School Year 2017- 2018

Specifically this study sought to answer the following questions:

1. What does the profile of respondents determine the Academic and behavioral

factors affecting selected general academic strand student with extreme

absenteeism cases in Malabon National High School?

a. age

b. gender

c. section

2. How do the groups of respondents determine the Academic and behavioral

factors affecting selected general academic strand student with extreme

absenteeism cases in Malabon National High School, in terms of:

a. Academic Performance

b. Socialization among other students

c. Bullying victim

3. Based on the findings, what recommendation may be proposed about the

academic and behavioral factors affecting general academic strand students in

Malabon National High School?

Statement of the Hypothesis

There are no academic and behavioral factors affecting selected general

academic strand student with extreme absenteeism cases in Malabon National High

School from the school year 2017-2018.

Scope and Delimitation of the Study

This study only tends to focus on the Academic and behavioral factors affecting

with extreme absenteeism cases in Malabon National High School

The scope of the study covers fifty (50) respondents who are composed of two

(2) groups, the selected general academic students and the some faculty members

who will be assess the analysis in terms of the stated variables and gains a significant

difference between the mentioned variables.

The data and information gathered from the respondents will be conduct in

Malabon National High School.

The study is limited within the school year 2017 – 2018.

Significance of the Study

This research study aims to understand the selected general academic strand

student Academic and behavioral factors affecting with extreme absenteeism cases in

Malabon National High School, this study will be significant to the following:
School Administrators

This study will be beneficial for those school administrators to know the main

reasons of the student that do absenteeism. This study will give proper solution for the

absenteeism in the student cases.

Teachers

This study will help to know the reasons that the student has and give the

teachers and understanding on how to resolve the absenteeism problem.

Parents

This study will be beneficial for the parents of selected general academic strand

student to have awareness about the certain reasons why students do absenteeism.

These also help them to give advice

Students

General academic strand students are will be aware on the things that might

happen to them in their studies when they do extreme absenteeism. This also makes

them to be understood by others.

Future Researchers

The data can be used as a basis for the future researcher with the same topic.
Definition of terms

The following terms which are used in this study are conceptually and

operationally defined for better understanding of the readers.

Absenteeism- a state where a person is way without having a good reason

Academic factors- relating to schools and education

Behavioral factor- the way of person that is responsible on how he/she react.
 Chapter 2

Review of Related Literature and Studies

This chapter provides a review of related literature and studies which is

connected to this research. This review gave the researchers an idea about the study.

This also serves as support to the study.

Foreign Literature

According to Coetzee, Susan; Venter, RieniSouth African Journal of Education,

v36 n4 Article 1280 (2016) Learner absenteeism often occurs involuntarily due to

learners' social and economic circumstances. Notwithstanding this fact, there is a

worldwide trend towards a more punitive and retributory management approach to

address learner absenteeism. Because such an approach neglects to consider

absentees' specific circumstances, it fails to address learner absenteeism properly. In

the first part of this article, the authors considered the suitability of the ecosystem theory

as basis for a management approach that will acknowledge the full range of contextual

risk factors that may exist in absentee learners' living environment. The authors argue in

favour of a transnational and generic ecosystem approach, with an inherent focus on

contexts and interrelatedness, as a suitable approach to managing learner

absenteeism. The second part of this article focuses on an analysis of South African law

and policy regulating learner absenteeism, to determine whether it supports an

ecosystemic approach to managing learner absenteeism. The authors found that, while

South African law and policy regulating learner absenteeism mostly support an

ecosystemic approach to managing learner absenteeism, some prescriptions of the

Policy on Learner Attendance do not. After making some recommendations in this

regard, the authors conclude with generic guidelines to managing learner absenteeism.

Descriptors: Attendance, Educational Policy, Risk, Laws, Foreign Countries, Systems

Approach, Guidelines, Educational Administration, Educational Legislation, Qualitative

Research Education Association of South Africa. University of Pretoria, Centre for the

Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational

Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria

According to López-Bonilla, Jesús Manuel; López-Bonilla, Luis Miguel, The

Multidimensional Structure of University Absenteeism: An Exploratory Study,

Innovations in Education and Teaching International, v52 n2 p185-195

(2015).Absenteeism has been a common and very extended problem in university

spheres for several years. This problem has become a permanent feature in academic

studies in general, yet it has received scarce empirical research attention. This work is

focused on the analysis of the factors that determine university absenteeism. It

evaluates a series of reasons or causes that prevent students from attending lessons

regularly both if they are reasoned (involuntary absenteeism) or not (voluntary

absenteeism). This study is based on a sample of 139 students in the third year of the

Degree in Tourism. Our analysis shows us that absenteeism is a complex and

multifactorial phenomenon. Seven determining factors of absenteeism were obtained:

efficiency, teaching style, academic interest, teaching contents and format, classmates

influence and fears, imponderables and convenience. The dimension "Teaching Style"

is given the highest average score.

 According de Groot, Renate; van Dijk, Martin; Savelberg, Hans; van Acker,

Frederik; Kirschner, Paul, Physical Activity and School Absenteeism Due to Illness in

Adolescents Journal of School Health, v87 n9 p658-664 (2017). Knowledge about the

beneficial role of physical activity (PA) for health and school performance is growing.

Studies investigating the link between PA and school absenteeism due to illness are

lacking. Therefore, we investigated associations between habitual PA and school

absenteeism due to illness in adolescents and explored whether mental health and

cardiovascular fitness mediated this association. Methods: We studied 328 students in

grades 7 and 9 (mean age 13.8 years; 49% boys). The PA was measured objectively by

an ActivPAL3™ accelerometer attached on the thigh during 1 full week (24 hours/day).

Depressive symptoms and self-esteem were self-reported by the Center for

Epidemiologic Studies Depression Scale (CES-D) and Rosenberg Self-Esteem Scale,

respectively, and included as a proxy for mental health in the analyses. Cardiovascular

fitness was measured by the 20-m shuttle-run test. School absenteeism due to illness

data was provided by the school administration. Results: The PA was not significantly

associated with school absenteeism, though there was an indirect association between

PA and school absenteeism by cardiovascular fitness. Conclusions: Cardiovascular

fitness mediates the association between PA and school absenteeism due to illness.

Thus, cardiovascular fitness of students should be improved to reduce school

absenteeism due to illness.

 According to Education Commission of the States (2007) Research shows that

chronic absenteeism can affect academic performance in later grades and is a key early

warning sign that a student is more likely to drop out of high school. Several states

enacted legislation to address this issue, and many states are currently discussing the

utility of chronic absenteeism as an indicator of school quality or student success

(SQSS) in their accountability systems under the Every Student Succeeds Act (ESSA).

This policy brief provides information for policymakers and state education leaders on

the research, key issues, and policy options available to address chronic absenteeism

and improve attendance.

According to Balkis, Murat; Arslan, Gökmen; Duru, ErdinçEducational Sciences:

Theory and Practice, v16 n6 p1819-1831 (2016). The aim of this study was to examine

the direct and indirect relationship between student school absenteeism, personal

factors (academic self- perception, attitudes towards teacher and school, goal valuation

and motivation/ self-regulation), family factors (parents' educational level and income),

and academic achievement in structural equation model. Four hundred and twenty three

high school students participated in the study. The findings revealed that student

absenteeism was negatively related to academic self-perception, attitudes towards

teacher and school, goal valuation, motivation/ self-regulation, and academic

performance. Results also revealed that student absenteeism differed in respect to

parents' educational level and income. Results from SEM analyses noticed that

personal and family factors significantly predict previous and current student

absenteeism. SEM analyses also revealed that previous student absenteeism

significantly predict previous academic achievement. Finally, SEM analyses noticed that

previous student absenteeism and previous academic achievement can predict current

student absenteeism. Contribution and implications of these findings were discussed in

detail. [This paper was presented at the International Congress on Education for the

Future: Issues and Challenges

Local Literature

According to Michael A. Clore A Qualitative Research Study on School

Absenteeism Among College Students. School absenteeism is an alarming problem for

administrators, teachers, parents, and the society, in general, as well as for the

students, in particular. It may indicate low performance of teachers, students’

dissatisfaction of the school’s services, or lack of or poor academic and non-academic

structures or policies that address the problems or factors influencing or reinforcing this

behavior. Parents are financially burdened for having their children to stay longer in the

school, having to re-enroll them in subjects where they fail due to excessive absences.

The present study aimed to explore the process by which the phenomenon of school

absenteeism evolves or is experienced by the college students. In-depth interviews of

ten absentee students and the use of editing style analysis and a method described by

Colaizzi (1978) yielded three category schemes of experience of school absenteeism:

(a) disempowering circumstances - feeling of helplessness; (b) misguided value system

- mixed up priorities; and (c) pedagogical dilemmas – unappealing academic

environments. Based on the findings, the pedagogical, psychological and socio-cultural

implications are discussed.

According to Jenny B..Balangue | Keruvin T. Tuguinay | Elvira A..Tamangan |

Mary Joy A. Roldan | Ma. Theresa B. Valerio, Factors affecting the academic

performances of freshmen BSE students (2008). This study presents the different

factors affecting the academic performances of freshmen BSE students. It has four

objectives. First is to identify the students’ profile. Second is to identify the way

respondents determine the different factors affecting the respondents’ academic

performances along personal, home, peer, environment and school-related factor. Third

is to determine the significant difference on the factors affecting the students’ academic

performances when grouped according to their profile. Fourth is to determine if there is

a significant relationship on the factors affecting the students’ academic performances

to their general weighted average. Using the descriptive-correlative method to 47

freshmen from the Bachelor of Secondary Education students, the following are

discovered: majority of them are in the age range of 15-17, most of them are female and

they belong to the Ifugao/Ilocano group; the statements along personal and school-

related factor are moderately true to the respondents while the statements along home,

peer and environment-related factor are slightly true; there are significant differences on

the factors affecting the academic performances of students when grouped by profile;

school and environment-related factors have high relationship with students’ general

weighted average, home and peer-related factors have moderate relationship with
students’ general average while the personal-related factor appears to have no

relationship with their general weighted average.

According to Milagros D. Ibe Behavioral Problems in Philippine Schools

(2007).This is a study of the frequency of occurrence of behavioral problems in schools

and the severity of those problems as perceived by school principals? The Philippine

sample consisted of principals of the 150 schools which participated in the Third

International Mathematics and Science Study-Repeat (TIMSS-R) in 1999. Their

perceptions of the problems were compared with those of an International sample for

which data was provided by the Committee in Boston, Massachusetts. The three most

frequently occurring problems in the Philippine sample were tardiness; unjustified

absences and violation of the dress code. In the International sample the most frequent

problems were tardiness, absenteeism, and classroom disturbances. Profanity,

cigarette or tobacco use or possession, were also high frequency problems in the

International sample. The degrees of severity of the problems in the two samples

differed mainly in culturally related variables.

Foreign Study

According to Murat Balkis, GokmenArslan, ErdincDuru

10.12738/estp.2016.6.0125 (2016 ) Vol: 16 Number: 6, The School Absenteeism among

High School Students: Contributing Factors .The aim of this study was to examine the

direct and indirect relationship between student school absenteeism, personal factors

(academic self- perception, attitudes towards teacher and school, goal valuation and
motivation/ self-regulation), family factors (parents’ educational level and income), and

academic achievement in structural equation model. Four hundred and twenty three

high school students participated in the study. The findings revealed that student

absenteeism was negatively related to academic self-perception, attitudes towards

teacher and school, goal valuation, motivation/ self-regulation, and academic

performance. Results also revealed that student absenteeism differed in respect to

parents’ educational level and income. Results from SEM analyses noticed that

personal and family factors significantly predict previous and current student

absenteeism. SEM analyses also revealed that previous student absenteeism

significantly predict previous academic achievement. Finally, SEM analyses noticed that

previous student absenteeism and previous academic achievement can predict current

student absenteeism. Contribution and implications of these findings were discussed in

detail.

According to Sarah D. Sparks on(2017) 1:42 PM, Student Absenteeism: Three

New Studies to Know. For improving achievement, boosting student attendance seems

like the lowest of the low-hanging fruit: If you can't get the kids to school, nothing else

you do matters. But new research on chronic absenteeism reveals surprising details can

make a difference in whether students make it to class.The Every Student Succeeds

Act has spurred more action on chronic absenteeism by requiring states to report

chronic absentee rates and allowing districts to use it as another indicator for school

accountability. Nearly all of the states that have submitted ESSA plans have included

chronic absenteeism in their new accountability systems.That, in turn, is spurring new

research on the topic."I think that within absenteeism, a lot of the focus has been on

documenting who's absent and leaving it there—we know high-poverty schools, boys,

kindergartners, all have higher absenteeism," said Michael Gottfried, an associate

professor of education policy at the University of California Santa Barbara. "Those are

really important to know, but knowing it doesn't really move anything forward to solve

the problem," he said. "Looking at schools and structures and programs is a really good

way to look at absenteeism, rather than just looking at families. If we are going to start

to hold schools accountable for absenteeism, we must think that schools can do

something about it. "

According to UNISEL SHAH ALAM (2001), a study on the factor of student

absenteeism at faculty of business, Background of the study Absence nowadays cannot

be separated from the individual who was called a student. This absence of

phenomena, it is easy to see even likened it has become a necessity in the nature of

students. So it is not surprising if this habit continues to fall proceeds among school

students as examples of primary, secondary and even at university level, the problem

still persists. Other than that, the sector is also facing the field of employment in the

same problems that their employer impasse in the absence of these phenomena

solution. University Selangor (UNISEL) at Shah Alam, Faculty of Business also facing

the same thing, the absence of student in class getting worse. They are a few among of

student sometimes attend a class a few time in a week, other than that the attendances

of student in class based on the subject that they like. These scenarios actually should

not be happened, because as a student they already know and thinks to differentiate
between the good thing and the worse. Besides that, they also well know the impact

and affect while they absent from a class. According to the (Marburger, 2001) states

that the difficulty inferring the effect of absenteeism on performance because, once a

student is absent in a class, he or she

According to VERNON, H. M.; BEDFORD, T., Industrial Fatigue Research Board

Report. Medical Research Council (1928) No.51 pp.68 pp., Study of Absenteeism in a

Group of Ten Collieries. Readers of this report will be struck by the intricacy involved in

such an inquiry, the expert knowledge needed, and the difficulty of drawing definite

conclusions. The records of 23, 000 coal miners and the conditions of work

underground were investigated, covering periods from 21 months to six years. The

outstanding feature is the sensitiveness of the miner to variations in his environment.

Absenteeism is made up of disablement due to accidents or sickness, both of which are

found varying together as conditions alter. Accidents indeed seem to be a physiological

or pathological reaction to environment equally with sickness. Temperature is an

important factor; a rise of, 13° F. was associated with a 63 per cent. Increase of

sickness. Temperature and depth of workings go together; time lost at a depth of 650

feet averaged 13.8 per cent., whilst at 2, 160 feet it came to 17.0 per cent. The influence

concerned minor absenteeism mainly; thus accidents causing less than 10 days'

disablement were 4.3 times as numerous at 80° F. as at 64° F.; but accidents causing

10 to 19 days' disablement were only 2.0 times as numerous; and accidents causing 20

to 59 days were only 1.5 times as numerous; whilst the frequency of major accidents

was unaltered. Men who walked 2, 800 yards underground to and from the coal face
showed 58 per cent. More absenteeism than those walking 1, 330 yards. Similarly men

living 2.6 miles from their pit experienced 80 per cent. More voluntary absenteeism than

those living 1.6 miles away. Accident frequency was found also related to labor turnover

and to age; it was at a minimum at age 30 to 39. Colliers over age 60 showed a 41 per

cent. Excess in accident frequency and a 100 per cent. Excess in severity. The report

presents the data gathered in 43 statistical tables, while the main trend of the figures is

well displayed in graphs.

According to TimBarmbyaMakramLarguemb, Volume 28, Issue 5, (2009) Pages

1012-1017 an empirical study of absenteeism and infectious illness. This paper

incorporates some theoretical ideas from the study of the epidemiology of infectious

illness into a model of worker absence. The paper then seeks to quantify such infection

effects by examining a personnel dataset which allows us to track daily absence

decisions of a group of industrial workers employed in the same factory. We find

significant effects of our measure of sickness in the (rest of the) workforce on the

absence probabilities of individual workers, and offer a suggestion on how this might be

used by managers to gauge the extent of illness transmission within the workplace.

According to James L. Price, (1995) "A role for demographic variables in the

study of absenteeism and turnover", International Journal of Career Management, Vol. 7

Issue: 5, pp.26-32, htt. Proposes a role for demographic variables in the study of

absenteeism and turnover. After distinguishing demographic variables and theoretical

variables, reviews inappropriate and appropriate uses of demographic variables in

current research on absenteeism and turnover. Advances the argument that there are

two inappropriate uses of these variables in current research, as variables in causal

models and as measures. Also argues that these variables can appropriately be used in

the construction of models and in the management of organizations. Demographic

variables are assigned a considerably restricted but important role in the study of

absenteeism and turnover. Examines absenteeism and turnover, because they are

important social processes in organizations.

Local study

According to Ederleen C. GenteroyBalete National High School, Balete,

Batangas City, Philippines Effect of Absenteeism among Fourth Year High School

Students to School and Individual Learning Performances: Basis for a Conference

Dialogue (2016)The study aims to determine the effectsof absenteeism among fourth

year high school students to learning performance. Specifically it sought to know the

common causes and effects of absenteeism and to determine the relationship between

absenteeism, learning performance anschool performance among fourth year high

school students in one Public High School, BatangasCity, Philippines. The descriptive

method utilizing the survey approach was used in this study. The study concluded that

respondents believe that self- inquiry is the main reason for students’ absences in class.

Respondents likewise agree that absenteeism results to poor students’ individual

learning performance and school performance. It was further concluded that there is a
significant relationship between the absenteeism and students’ individual learning

performance and school performance.

According to Loren Murcia Action Research on Student and Pupil Absenteeism in

School (2015) The Problem of Student Absenteeism Students as they were having their

quarterly exams.Notice that there are vacant seats which signify the absence of some

pupils. Some frequently absent students even skip important tests. One of the most

annoying experiences for teachers like is when students are absent. Teachers 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 students are present on that day

and the days thereafter to ensure maximum learning. Sadly, it is very difficult to achieve

perfect attendance. No matter how interesting and well-prepared my lessons and

teaching materials are, there are bound to be students who miss out on the day’s

activities—willingly or unwillingly. I would like to minimize this problem, if not eradicate it

completely. That is why I conducted an action research to understand them better. I

wanted a more accurate analysis of why some of my students are perennial absentees,

so I could formulate plans, projects, and programs to minimize their absences. I hope

that it also enlightens you. Even if you are not an educator, you may be able to help a

student to stay in school.

According to Jay ArnelBilocura(2012) 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. 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.

Synthesis of Review Literature and Study

According to the literatures and studies it provide an in depth understanding

about the how the absenteeism result for more problems that make a student to have a

not good record in their class. Absenteeism affects student understanding and the

relationship between other students. In the studies the result of absenteeism shows that

teachers effort become wasted because of this problems. The absenteeism not only

results for tardiness for his/her present time but also affect his/her future.
 Chapter 3

Research Methodology and Procedure

This chapter presents method and procedure used in the study. It shows the

research design, the respondents of the study, the research instruments, the data

gathering procedure and the statistical treatment of data.

Research Design

The method used for this study is descriptive research. In this method, the

researcher interacts with the participant to collect the necessary information. It will be

more expound about the study when using a descriptive research from the opinions

came from different kind of people with different information that helps the whole study

to be unbiased.

Respondents of the Study

The respondents of the study were the students of Malabon National High

School from the different section in General Academic Strand. Fifty Students (50)

which we get two (2) different groups.

Research Instruments

This study use one (1) set of questionnaire in gathering data from the

respondents. The questionnaire was constructed by the researcher to be used as the

main tool in gathering the data to answer the specific question that the researcher

wanted to find out. The questionnaire is dividing in three (3) factors; Academic

Performance, Socialization among others students, Bullying Victim.

 The interview is consisting of questions regarding the profile of the respondents,

their age, gender, section and their assessment to the factors affecting absenteeism

through its Academic Performance, Socialization among others students, Bullying

Victim. The responses to the interview require scores from four-point scale and

interpreted as follows:

SCALE WEIGHT DESCRIPTIVE RATING

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

Validation of the Instrument

For validation purposes, the questionnaire was formulated by the researcher

and submitted to the research teacher for comments and suggestions. The researcher

also had dry run by asking 5 students from Malabon National High School to know if

they understand the questions and to know if there is anything that needs to be added

that is important. After the dry run the questions was again submitted to the research

adviser for comments and suggestions. The final copy is submitted.

Data Gathering Procedures

To gather all the necessary data of this study the researcher requested for the

approval of the research teacher and the Supreme Student Government in Malabon

National High School to conduct this research study by distributing the interviewer to

the students.

Sampling Techniques
 Fifty (50) students of Malabon National High School were chosen through

random sampling. Each individual is chosen entirely by chance and each member of

population has a known, but possibly non-equal, chance of being included in the

sample. Also by using random sampling, the likelihood of bias is reduced.

Statistical Treatment of Data

To determine the actual number of the respondent needed for the study, the following

formula was used:

Percentage was used as the tool for statistical test to determine the number

and profile of the respondents.

The following formula was used:

f
%= X100
N

%= Percentage

f=Sample Size

N=Total of respondents

Weighted Mean was used to determine the level of Academic and behavioral

factors affecting selected general academic strand student with extreme absenteeism

cases in Malabon National High School in the school year 2017-2018

The following formula was used:

x́=
∑n
n

Where: x́- Weighted mean

∑ n – Total no. of data

n – Number of data

T-Test. This will identify the acceptance and rejection of the null hypothesis.

x́ 1− x´2
T c=
SD 21 SD 22
√ n1
+
n2

Where: T c -computed t

x́- weighted mean

SD –Standard deviation

n- Number of data