CHAPTER II

Review of Related Studies and Literature

This chapter presents the review of related literature and studies that are relevant to the present
study. It includes the theoretical framework,conceptual framework,and definition of terms.

Foreign Study
Every Canadian province and territory has enacted compulsory school attendance legis- lation
stipulating that all school-aged children must attend school on a daily basis (Oreo- poulos, 2005). Yet,
thousands of kids in Canada are absent from school every day. While exact absenteeism numbers in
Canada are not collected, 23.2% of Canadian students sampled in the 2018 Programme for
International Student Assessment (PISA) reported skipping school at least once in the two weeks prior
to the assessment (Organisation for Economic Co-operation and Development, 2019). Attendance
rates released by the Sas- katchewan Ministry of Education (2019) provide similar findings, with
23.9% of K–12 public school students missing more than 20% of their classes. This is a troubling
devel- opment, as absenteeism has been linked with numerous negative outcomes for the absent
student, their family and school, and the wider society. Hence, absenteeism is more than simply
“skipping school,” and has much broader and worrisome repercussions—to which Canada’s
education-oriented academics have yet to respond.

Local Study
Study showed that the students in public high school may not attend classes because of the
following reasons: they have never missed the class and they have household chores to attend to as
personal reasons, followed by sickness in the family and weather disturbances in natural and social
reasons. Subject-related reasons of absenteeism include the availability of lessons in internet and
classmates’ notes, and the topic is boring, followed by the perception of students that teacher has
favoritism and the teachers are confusing or jump quickly to other topics. Second, on the findings of
the study, the most prevalent factors that affect the absenteeism of students are personal reasons,
natural and social reasons, and subject-related reasons. On the other hand, teacher-related reasons and
school administration reasons are not considered as major factors of students’ absenteeism in school.

Foreign Literature 
Student absenteeism can be defined as a part- or full-day absence from school that is or is not
condoned by the student’s school and/or family. Absenteeism is caused by many factors, including:
the student (e.g., lack of interest in school, health issues), the home (e.g., familial neglect, lack of
support in schooling), the school (e.g., poor school climate, unmet educational needs), and society
(e.g., poverty) (Reid, 2014). Students often exhibit multiple, interwoven causes for their absenteeism,
thereby complicating the absentee- ism phenomenon. While occasional absences are expected for
many youth during their educational journey, regular absences are detrimental to students’ learning,
academic performance, and educational achievement (Gentle-Genitty et al., 2019). As students miss
classes and/or whole days of school, they miss valuable instructional time, fall behind their peers, and
become further disengaged from their schooling (Attwood & Croll, 2015). Most alarming perhaps is
that absenteeism is the dominant precursor to premature school leaving (i.e., dropping out), which has
drastic negative implications for a student’s future life outcomes (Huber, 2013; Uppal, 2017).
Although absenteeism may not cause premature school leaving, it is a signifier of a student’s increased
disengagement from the schooling system. Dropout research has consistently demonstrated that
dropping out is not a singular decision, but is rather a slow process of disengagement, which is usu-
ally marked by increased absenteeism (Bradley & Renzulli, 2011; Bridgeland, 2010). Canadian adults
without a high school diploma tend to have high rates of unemployment, work in low-paying and
precarious occupations, have little to no access to post-secondary education, and be more susceptible
to relying on social assistance (Bélanger et al., 2009; Bushnik et al., 2004; Finnie et al., 2015; Gilmore,
2010; Uppal, 2017).

Local Literature
This study is anchored under Maslow’s Hierarchy of Needs Theory. This theory contains five
levels of needs including physiological, safety, social, esteem, and self-actualization (Maslow, 1943).
The basic necessity such as food, clothing, and shelter belong to the physiological needs of human.
According to Lussier and Achua (2001, as cited in Senyametor et al., 2018), if the necessity of the
students is satisfied and sufficient, then they were encouraged to attend the school. Another is safety
needs which fall under the security from physical harm and basic necessity. Loren (2011) mentioned
that safety in the environment of students is necessary to let them
continue to go to school without fear. Social needs are the sense of belongingness and acceptance of
the people around. The care and affection of parents and teachers allow the students to progress and
attend the class. Ego and self-esteem refer to the validation and positive reflection from others. The
support from the inner circle of friends and family boosts the confidence of students to strive harder in
school. Lastly, self-actualization is maximizing the potential of students. Talents and skills of students
are enhanced by giving support and remediation that could be of great help in securing the future.
With this, students are encouraged to continue schooling to reach the goal which may incline to
success (Senyametor et al., 2018).

Title of the study:

Pupil’s Absenteeism and its Repercussion to the Student’s
Performance: Basis for Teachers Intervention
Theorical Framework:

Social Contructivism Theory

This study is anchored under Maslow’s Hierarchy of Needs Theory. This theory contains five
levels of needs including physiological, safety, social, esteem, and self-actualization (Maslow, 1943).
The basic necessity such as food, clothing, and shelter belong to the physiological needs of human.
According to Lussier and Achua (2001, as cited in Senyametor et al., 2018), if the necessity of the
students is satisfied and sufficient, then they were encouraged to attend the school. Another is safety
needs which fall under the security from physical harm and basic necessity. Loren (2011) mentioned
that safety in the environment of students is necessary to let them

The Schema Theory

The study is meant to investigate the effect of absenteeism on pupils’ academic performance in
Butebo Sub County, Butebo District. The researcher sought opinions, responses and attitude from
School Management Committees, Parent Teachers Association, Head teachers, teachers and Learners
concerning influence of English language on learners’ academic performance of English language
spoken, reading and writing of library materials in terms of quality on learners’ academic performance.
The Descriptive Research Design will be used through face to face discussions, interview guides and
questionnaires after which data will be collected from respondents. Data collection was analyzed by
frequency counts which were computed into percentages and tabulations. Bij English language has an
influence on learners academic performance as it enables learners to develop problem solving skills
and scientific attitudes towards search for knowledge by (Brian A Jacob and Kelly 2017) who
submitted that lower level of education program related to lower achievement in reading at later
mentioned that English language enable the learners to develop problem solving skills and scientific
attitudes and this controversy will be useful to find out how far English language improves on the
academic performance in primary schools. Learners in some of the sampled schools were unable to
read and speak English language and this influences learners’ academic negatively. English language
and up to date books, teachers enhances good academic performance of pupils in schools and this
develops their positive attitudes hence improving greatly on their academic performance.

Independent Variable Dependent Variable

Pupils Absenteeism Students Performance 

 bullying   low self steem
 health issues  academic performance 
 lack of interest to study  extracuricular
performance

Figure 1.
This figure shows Pupil’s Absenteeism and it’s Reperaction to Student’s Performance: Basis for
Teacher’s Intervention

Definition of terms:

Absenteeism. The practice of regularly staying away from work or school without a good reason

Bullying. Is the use of force coercion, hurtful, teasing or threat, to abuse, aggressively dominate or
intimidate

Student. A person who studies a particular academic subject. 

Teacher. a person who teaches, speacially in a school

Lack of interest .product of many things, like not being able to focus, having family problems,
emotional problems, trouble learning, and so on

Health issue. occurs when the normal metabolism of the body failed or altered due to pollutant,
pathogen or other means that cause health problem which are considered as disease

Low Self-Esteem. is when someone lacks confidence about who they are and what they can do.

School. is an educational institution designed to provide learning spaces and learning environments for
the teaching of students under the direction of teachers.

Extracurricular activities. are activities participated by the students inside and outside the school

Academic Performance. is the extent to which a student, teacher or institution has attained their
short or long-term educational goals
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
RECTO MEMORIAL NATIONAL HIGH SCHOOL
Tiaong, Quezon

PUPILS’ ABSENTEEISM AND ITS REPERCUSSION TO STUDENT’S

PERFORMANCE: BASIS FOR TEACHER INTERVENTION

A Research Paper presented to

The Faculty of Junior High School Department
Recto Memorial National High School
Tiaong, Quezon

In Partial Fulfilment of the Requirements for the Subject English

RESEARCH PAPER
 Prepared by:
Juris V. Estrellado
Marnel Sentillas
Mariela Esguerra
Abegail Enegente
Jollete Cabarubias
Kaye Calayag