FACTORS AFFECTING ABSENTEEISM AND ACADEMIC PERFORMANCE

LEVEL AMONG SHIELDED METAL ARC WELDING STUDENTS OF

NSNHS

A Practical Research Proposal

Presented to the Senior High School Department
New Society National High School

In Partial Fulfillment
of the Requirement
For SHS

Proponents
De Leon, Alexander Jade P.
Montera, Keneth James S.
Miras, Daniella Marie L.
Magbanua, Loredee E.
Balindot, Glenn B.
Alegria, Daisy R.
Mante,Joshua
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Absenteeism is the habitual absence from a responsibility or

commitment for no apparent cause. Absenteeism is defined as unscheduled

absences. Absenteeism has been interpreted as a sign of poor individual

performance as well as a breach of an implicit contract between the students

and teachers. Students who do not attend class miss out on crucial learning

and development opportunities, and research has shown that they are more

likely to have bad consequences. Although there is a large corpus of research

on truancy, absenteeism is not commonly quantified or monitored, and hence

is less well known. This study examines absenteeism over school year of

absences in senior high school. Absenteeism is the practice of regularly

staying away from work or school without good reason. According to Kearny

and Graczyk (2014) Absenteeism is prominently linked to eventual drop out,

regular school is fundamental to children successions, academic language,

social and work related domains

William (2018) noted that when defining academic accomplishment,

individuals frequently start with grades. Academic performance depends on

learning skills, on home environment, academic, interactions and study habit.

Even if education is not the sole path to success in the workplace, efforts are

made to identify, assess, monitor, and support students' academic

development. Parents worry about their child's school success because they

feel strong outcomes will give greater career possibilities and employment
stability. Schools engage in forming good habits for the same purpose, but

they are also frequently driven by worries about their reputation and the

likelihood of receiving financial help from government agencies, which can

have an impact on their overall academic performance (2018) . According to

Bell, state and federal departments of education are tasked with improving

schools; as a result, they develop metrics for success in order to develop

improvement plans.

The researcher chose this study to find out the factors affecting

absenteeism and the academic performance level among shielded metal arc

welding (SMAW) senior high school students. To achieve the existing studies

will be analyzed, as well as survey among respondents will be conducted too,

the researchers will come up with the concept of finding out what factors

affecting absenteeism and the academic performance level of S.M.A.W

students.

Statement of the problem

This study aims to know the factors affecting absenteeism and the

academic performance level among Shielded metal arc welding students of

New Society National High school.

Specifically, this study aims to answer the following questions:

1. What are the factors affecting absenteeism of shielded metal arc

welding students?

a.) School Factor

b.) Family Factor

 c.) Health Factor

d.) Financial Factor

2. What is the academic performance level of shielded metal arc

welding students?

3. Is there a significant relationship between the Factors affecting

absenteeism and the academic performance level among Shielded metal arc

welding students?

Hypothesis

At 0.05 level of significant the null hypothesis will be tested. There is a

significant relationship between the factors affecting absenteeism to the

academic performance level of shielded metal arc welding senior high school

students of New Society National High School.

Theoretical Framework

Absenteeism refers to the general tendency to engage in cells

unwillingness by all students who, for one reason or another, miss a day of

school. Teasly (2010) defines student absenteeism as a period of time when a

student does not attend school. This has become a major and ongoing

problem among high school students in many countries. Teasly has identified

numerous risk factors that contribute to student absenteeism, including family

health, low-income for school climate, drug and alcohol use, and

transportation problems. Pehlivan (2012) discovered that the main reason

given by students for attending a lecture or school was boredom at school,

dislike of schools and lessons, encouragement of friends, and a lack of

expectations about the school and education. Wilkins (2009) has supported

themes that play an important role in motivating students to attend school,

such as cool climate, academic environment, discipline, and relationships with

teachers. Ingul, Klöckner, Silverman, and Nordhal (2014) discovered that

school absenteeism is associated with internalizing and externalizing

behavior, family work and health, and school environment. Nordhal (2008)

discovered that school absenteeism is associated with internalizing and

externalizing behavior, family work and health, and school environment. In

another study, Henry (2007) found that parents' education levels contribute to

a student's absenteeism. Simon and Hwang, Fitzgerald Kielb, and Lin (2016)

discovered an association between student absenteeism and unfavorable

school setting conditions. Furthermore, some researchers argued that

students' attitude and motivation for learning was a key factor in a student's

absenteeism. (Devadoss and Folts, 1996; Gump. 2006: Gokyer, 2012;

Kottasz, 2005) For example, Kottasz (2005) discovered that students with low

motivation are absent more frequently than students with high motivation.

According to Schwartz, Radcliffe, and Barakat (2009), absenteeism is

negatively related to future-oriented academic goals. Watkins (2010)

discovered that academic failure, low school effort, and previous grades all

predicted student absenteeism. Another group of authors argued that

absenteeism was a problem. Adiguzel and Karadas (2013) discovered that

students with high absenteeism had negative attitudes toward school.

According to Atwood and Croll (2006), students' negative attitudes toward

teachers are related to school absenteeism. As a result, school absenteeism

is multifaceted, with risk factors associated with personal, academic, family,

school environment, and social variables.

Conceptual Framework

The conceptual paradigm of this study is shown on the figures below.

The figure below illustrates of the factors affecting absenteeism and academic

performance level among shielded metal arc welding of senior high school

students of NSNHS. It shows that the factors affecting absenteeism or the

independent variable had a significant relationship on the academic

performance level among shielded metal arc welding of senior high school

students or the dependent variable in the study.

 INDEPENDENT VARIABLE DEPENDENT VARIABLE

FACTORS AFFECTING ACADEMIC PERFORMANCE

ABSENTEEISM LEVEL

A. School Factor (Based on the First Quarter

B. Family Factor Grades)

C. Health Factor

D. Financial Factor

Figure

1. Conceptual Framework of the study

SCOPE AND DELIMITATIONS

This study will be delimited on determining the factors affecting

absenteeism and the academic performance level among S.M.A.W Students

of New Society National High School.

This study will be conducted on New Society National High School.

The study will focus only among shielded metal arc welding students of the
present year 2022-2023. This study will be conducted on the 1st semester of

the school year 2022-2023.

Significance of the study

To the students: This study will assist SMAW students in understanding the

impact their absences have on their academic achievement.

To the teachers- To the teachers: This study supports teachers in

encouraging or warning students against skipping class because doing so will

negatively impact their academic achievement.

To the parents: This study enables parents to assist their children by

resolving their issues and offering them encouraging counsel that encourages

them to continue their studies.

To the school - They can explain to parents and teachers how much the

absences of the pupils effect their academic achievement.

To the future researcher - This study helps the future researcher as their

reference, basis and guide as they conduct the study.

Definition of terms

Absenteeism

It is a tendency to be away from school or work without a good and

particular reason.in this study, this will be used as the subject of the study.

Conceptually, it is something that helps produce or influence a result.

In this study, this includes school factor, health factor, family factor, financial

factor.
School Factor

Is a factor concerning the culture, society, and atmosphere of the

school. This will be used in the study to link its relationship to absenteeism

and rank its prevalence as a factor.

Health Factor

Is a factor concerning about the mental and physical, for physical its

concerned about the wellbeing body of a person as for the mental its

concerned about the mental and emotional response of an individual to

external reality. This will be used in the study to link its relationship to

absenteeism and rank its prevalence factor.

Family Factor

Is the factor which concerns the participation, involvement, composition

and the structure of a family. This will be used in the study to link its

relationship to absenteeism and rank its prevalence factor.

Financial Factor

Is the factor concerning about the financial problems of the individual that

will became a reason that the student can’t attend to school. This will be used

in the study to link its relationship to absenteeism and rank its prevalence

factor.
 Chapter II

REVIEW OF LITERATURE AND STUDIES

This chapter presents the summary of readings made from books and

related literatures which will support the hypothesis of this study relatively, the

data and information gather are distributed according to conceptual and

research literature.

School Factor

Absenteeism in school is the habit of staying away from school without

providing a genuine or any reason for not attending classes. Absenteeism is a
truant behavior that negatively affects the performance among students
(Keter, 2013). Student absenteeism and truancy have become a large
problem with students today and received lesser attention due to the
abundance of other issues and priorities that social workers and other service
agencies are faced with (Teasley, 2004). Absenteeism occurs when a student
is absent without reason 20% or more of school time, this is consistently
identified regardless of the specific circumstances of the absenteeism (Bond,
2004). (Theory & Practice et al., 2016), 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. Phillips (2010), analyzed the factors affecting student
attendance and determined whether proposed incentive program would
motivate students to come to school more regularly at high school level. The
use an incentive program to encourage student attendance improved student
attendance during the third grading period at this school. Student beliefs
about the importance of school attendance were identified and academic and
environmental factors were defined by the administration and teachers.
 Morakinyo (2003) believe that the falling level of academic performance

is attributable to teacher’s non-use of verbal reinforcement strategy. Others

found out that the attitude of some teachers to their job is reflected in their

poor attendance to lessons, lateness to school, nasty comments about

student’s performance that could damage their ego, poor method of teaching

and the likes affect students‟ academic performance. Educational services

are often not tangible and are difficult to measure because they result in the

form of transformation of knowledge, life skills and behavior modifications of

learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly

agreed upon definition of quality that is applied to education field. The

definition of quality of education journal of Quality and Technology

Management varies from culture to culture (Michael, 1998). The environment

and the personal characteristics of learners play an important role in their

academic success. The school personnel, members of the families and

communities provide help and support to students for the quality of their

academic performance. This social assistance has a crucial role for the

accomplishment of performance goals of students at school (Goddard, 2003).

Health Factor

Chronic absenteeism is a critical national problem that puts more than

6.5 million schoolchildren at risk for falling behind academically, dropping out

of school, and serious long-term health, employment, and financial

consequences. There is a growing movement among schools, states, and the

federal government to address the underlying causes of chronic absenteeism.

This policy brief takes a close look at the reasons behind chronic

absenteeism, its adverse impact on health and life outcomes, and potential
solutions. (Health Policy Snapshot, 2016) Physical Health. Asthma is one of

the most common causes of school absences, together with significant health

concerns such as poor dental health, vision impairment, diabetes, and

obesity. The same research suggests that dental pain, often due to untreated

decay, accounts for almost two million missed days of school annually.

(Healthy Schools Campaign, September 2015). Many conditions such as

hunger, respiratory illness, depression, fear of bullying, and dental pain are

barriers to children attending school. Additionally, the less education an adult

has, the more likely they are to smoke, be overweight, have diabetes, and die

prematurely of certain chronic conditions8. Therefore, chronic absenteeism,

which leads to lower educational success, is a predictor of worse lifetime

health. (Tia Henderson, Caitlin Hill, Kerry Norton, 2014).

Students with poor health have a higher probability of school failure,

grade retention, and dropout. The relationship between student health and

academic success is complex. Common manageable factors of student health

are nutrition, maintaining healthy weight, and physical fitness. (School

Psychology International, 2015) There is a statistically significant relationship

between health and academic achievement. Research evidence shows that

children who are healthy are at a low risk for school problems than students

who are unhealthy. Students with good health tend to perform better in school

than those with poor health. Problems that emanate from poor health include

a higher probability of school failure, poor levels of concentration, grade

retention and dropout. (Health, Academic Achievement and School-Based

Interventions, 2018) Basch, C. E. (2010). Healthier students are better

learners: A missing link in school reforms to close the achievement gap. (High
School Longitudinal Study, 2009) determine the role of family health problems

in mediating the well-established link between family SES and gains in

academic achievement. There is a statistically significant relationship between

health and academic achievement. Research evidence shows that children

who are healthy are at a low risk for school problems than students who are

unhealthy. Students with good health tend to perform better in school than

those with poor health. Problems that emanate from poor health include a

higher probability of school failure, poor levels of concentration, grade

retention and dropout. The relationship between health and student

achievement is often complex. (Health, Academic Achievement and School-

Based Interventions, 2018). According to researchers, mental health issues

like depression, anxiety, and oppositional defiant disorder are pertaining to

truancy and child absences from school avoidance practices. Besides,

additional risk factors among the factors that can cause stress and absences

from school include homelessness, poverty, school violence, school

atmosphere, and relationship-building and parental participation. Accessing

school-based mental health services for students is important tactic for

enhancing student attendance. National Collaboration for Health and

Education (2015). While there are many factors that contribute to chronic

absenteeism, evidence indicates that student health problems are a major

factor. These health conditions range from mental to physical, along with

problems related to a child's environment, such as violence, housing hardship,

and food poverty, there are also behavioral, vision, dental, social, and mental

health issues. National Collaboration for Health and Education (2015).

Family Factor
 Another major reason for absenteeism is “family factors”. A student’s

parent has a significant impact on his attendance in school (Clark, 2008).

Research indicates the following reasons for student absenteeism arising

from the Family: family’s socio-economic level; family’s need for student to

work; parenting skills; psychological problems; support or neglect; alcohol or

drug problems; criminal behavior (McCluskey et al., 2004; Clark, 2008; Reed,

2000); the lack of consistency; divorce; inter-parent conflicts; family structure,

such as a single parent; interest or control level for the student’s behavior;

parents have low education level; negative past school experiences; lack of

participation in school or not understanding procedures; and not providing

environment for the student to do homework (Corville-Smith, Ryan Adams,

Reed, et al., 2000). The level of respect the family the primary responsibility of

parents is to ensure their children regularly attend school. Conditions at home

have a significant impact on children’s attendance and on their promptness.

Poor family control and lack of persistence is perhaps one of the most

important factors behind school absenteeism (Pehlivan, 2006). According to

Williams (2001), today’s high school students are controlled less than their

parents were in the past. As well as lack of control and lack of monitoring,

some parents ignore the excuses with less than a valid reason. In so doing,

they are supporting and justifying the absenteeism.

Family environment type may be one such risk factor that directly

impacts school attendance and academic achievement in youth (Epstein and

Sheldon, 2002; Hill and Taylor, 2004). (Panel Study in, 2010), this paper

proposes two pathways through which family influences children’s academic

performance. Firstly, parents compete for high-quality educational

opportunities for their children and better educational opportunities lead to

better academic performance. Secondly, parenting behavior and educational

support for their children could cultivate children’s learning habits and affect

academic performance. Parents compete for high-quality educational

opportunities for their children and better educational opportunities lead to

better academic performance. Secondly, parenting behavior and educational

support for their children could cultivate children’s learning habits and affect

academic performance. Families affect children’s learning behaviors and

academic achievement in important ways, as they are the primary and most

significant environments that the children are exposed to. Coleman’s report

(1966) shows that families may play even more important roles in student’s

academic achievement than schools and communities. Since then, the line of

empirical research on family background and children’s achievement has

found that the family social economic statuses may affect children’s academic

achievements more than the impact of schools (Coleman et al. 1966; Peaker

1971; White 1980; Sirin 2005; Cheadle 2008). Sun et al. (2009) found a

significant positive effect of the parent’s income and educational levels on the

academic achievement of primary school students based on a Longitudinal

Survey of Families and Children in Gansu province. Studies have explored

the mechanisms of families affecting children’s academic achievement based

on the study of Coleman.

Financial Factor

Chronic truancy is directly correlated with low wages, unemployment,

and a low quality of life due to poverty. Truancy exerts a negative effect on

community because of its correlation with delinquency, crime, and other

negative adult outcomes. Student drop out from school is the most obvious

result of chronic absenteeism. Other factors such as divorce and physical

abuse have been cited as common causes of absenteeism (Gubbels et al.,

2019). Studies have shown that a family’s socioeconomic status has a direct

correlation with truancy. In that regard, children from lower income families

are more likely to skip school when compared to children from higher income

homesteads. (Kerase-McCastler, 2019). According to Rodriguez and

Conchas (2009), truancy and dropout rates are concentrated and worsening

in racially segregated central cities in primarily large high schools attended by

mostly low-income youth of color.

In the study of Destin and Svoboda (2018). The influence of the

financial burden of students on academic performance and cognitive

functioning” shows the financial burden of students can initiate a

psychological process that has a negative influence on academic

performance for students at selective colleges and universities. Prior

studies linking student loans to academic outcomes have not been grounded

within relevant social psychological theory regarding how and when the

financial burden of college can influence dents’ psychological and cognitive

processes. Locally, in the study conducted in Cebu shows that poverty

significantly affects the resources available to students. Due to this

lack of resources, many students struggle to reach the same academic

achievement levels of students not living in poverty. (Kim and Garman, 2003)

When students facing financial crisis, they would be facing a lot of stress and

could not concentrate on the lecturer which will bring impact to their academic

performance such as their grades and result and that will affect their future
when finding jobs. According to Halliday Wynes, (2014), a student financial

position will affect their commitment in learning which will affect their

academic performance. Moreover, due to inflation and trade war, it had made

most of the country facing recession and increases the cases of student

facing financial problem. For students and their families, continuing their

education and completing their degrees on time are crucial. Analysis was

done to compare these students with those who did not drop out or reduce

their coursework. Higher financial burdens may cause students to cut back on

their coursework or leave school in favor of paid employment. Results

demonstrate the link between financial stress and academic achievement.

(2008) Journal of College Student Retention et al. Dang and Bulus (2015)

note that because education is a high-cost social service, students who

receive insufficient financial support will find it difficult to improve their

academic performance. According to Regier (2011), academic success is

crucial since it is closely related to the favorable outcomes we value. Focusing

on academic success will help students expand their knowledge and acquire

a variety of transferable abilities that they can utilize in the future. Also, they

may be given prospects for decent and steady employment because of their

academic success. Financial stress among students is a factor in poor well-

being, subpar academic performance, and low retention, according to

Prescott (2016). Financial stress is one of the stresses that can have an

impact on many different parts of a person's life. Some students already

experience financial difficulties, which has an impact on their academic

success. Students may experience mental diseases like anxiety or depression

as a result, as well as poor academic performance, poor health, and trouble

persevering to complete their degrees. Students now have financial

responsibilities that they have never had before, including paying for daily

expenses, tuition, and loan installments. Financial strains had a significant

impact on respondents' academic performance or advancement, and they

were considerably more likely to use personal loans from friends or family

members, federal student loans, and private student loans to help pay for their

education. Ailshire, Walsemann, and Gee (2016)

 Chapter III

Methodology

This chapter discusses the procedures and methods used in gathering the

data, this study includes the research design the research design

respondents, the research instruments, the research locale, the data

gathering procedure, the respondents of the study, the data analysis, and the

statistical treatment.

Research Design

In this study the researchers use quantitative research. A descriptive

correlational design was employed in the study. It is a method that correlate

the independent variables and dependent variable if there is a significant

relationship with it. Correlational design was used in this study to show if there

is a relationship between the factor of absenteeism and the academic

performance level among Grade 11 and 12- SMAW students of New Society

National High School.

Research Respondents

Grade 11 and 12- SMAW students with over-all population of 218

students. The respondents will be selected in every SMAW classroom. Only

218 students from all 5 sections will be the respondents. This is calculated

using the Cochran’s formula.

Research Instruments
 In this study, a questionnaire is adopted and revised the questionnaire

undergoes validation and was helped by experts.

Data Gathering Procedure

For data collection, students of all section of Grade 11 and 12 SMAW

(shielded metal arc welding) students were the selected respondents.

First, a letter of permission sent to the principal to allow them to conduct

the study. Second, after the approval was granted, the researcher personally

administrated the questionnaire among the identified respondents and

coordinate with the student's adviser. Thirdly, after the instrument was

completely analyzed and answered by the respondents, the researcher will

immediately retrieve the questionnaire and data were collated and tallied.

Lastly, the tallied data were presented to the statistician for statistical analysis

and interpretation.

Statistical Treatment

To determine the factors affecting absenteeism of Grade 11 and 12-

SMAW student frequency and weighted mean will be applied.

To determine the academic performance level of Grade 11 and 12-SMAW

student frequency and weighted mean will be applied.

To determine the relationship between the factors of absenteeism and the

academic performance level of Grade 11 and 12-SMAW students Personal

Correlation Coefficient will be applied.