Research Study OFFICIAL Painal

CHAPTER 1
INTRODUCTION
Background of the Study
A Grade 11 student at Tampakan National High School is also
having this kind of case or problem. The researchers just hid his identity
under the name Joshua. Joshua is left unattended; he doesn’t have
parents to support him in his studies, but nevertheless, he finds a way to
sustain his daily needs. And because of his desire to continue his
studies, he uses his skills as a tattoo artist and, at the same time, works
in a barbershop.
This study was conducted at Tampakan Nation High School,
located at Poblacion, Tampakan, South Cotabato, where this school has
been known for its cases regarding student absenteeism, so the selected
participants for the study came. Besides, the place is not far-reaching yet
accessible.
Moreover, these authors (Arya Ansari, Tara L Hofkens, Robert C
Pianta) showcases absenteeism and its primary reason is the experience
of greatest economic difficulties or socioeconomic status (Journal of
Youth and Adolescence 49, 1835-1848, 2020).
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Address: Dao St., Poblacion, Tampakan, South Cotabato 9507
Telephone Number: (083) 227-1145
Email Address: 304570@deped.gov.ph
The researchers conducted a preliminary survey in Tampakan
National High School in HUMSS and TVL and in various section under
each strand; and gathered all the data from those class sections.
Its absenteeism range basis is 3 or more absences [within 1
month] and as what the researchers found out, there were some class
rooms that has no accurate data due to incomplete Classroom
Attendance Tool (CAT), but however the highest number of absentees
they’ve got is from the Information Communication and Technology (ICT)
class; Indeed, it was proven that there are a lot of students who is
problematically absent in the said class section.
As far as academic performance is concerned, absenteeism is a
very big problem insofar as it causes the student (absentee or truant) to
have weak literacy and comprehension. This means that it doesn't matter
with the absences, yet the serious problem is that absenteeism verily
causes the learner to have weak or inappropriate academic performance,
which technically brings them down, particularly senior high school
students. On the other hand, this might unfortunately affect their future.
Whereas, its general purpose is to gain knowledge about the
possible hindrances that causes them into absenteeism thus the
researchers could able to intervene and cause them into counseling
through seminar with an effective and knowledgeable speaker that can
absolutely help those absentees (truants), and perhaps they would
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realize that they must have to take heed of their academics. That they
might be gradually be motivated to have seriousness and eagerness in
school and look forward to a brighter and a stable life in the future.
Statement of the Problem
This study aims to know each absenteeism problem of Grade 11
ICT Learners in Tampakan National High School, S.Y. 2023-2024.
1. How they the Grade 11 ICT Learners do describe in terms of:
1.1 Age
1.2 Sex
1.3 Family Income
1.4 Distance from School
2. What are the perceived causes of Absenteeism?
Scope and Delimitation of the Study
This study focuses on the absenteeism case of grade 11 ICT
learners at Tampakan National High School. This study will be
conducted only at Tampakan National High School, particularly with 40
TVL-ICT students in this school year 2023-2024. Three (3) participants
will be selected as those who have the highest number of absences
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among the students within a certain class room. Through unstructured
interviews, the researchers will be conducting this study in order to gain
accurate data from which they can draw a valid and reliable conclusion.
Significance of the Study
According to John F. Kennedy "The goal of Education is the
advancement of Knowledge and the dissemination of truth". For this
reason, the significance of this study is for one's fate and for its ambition
in having a stable life in the future. Otherwise, if it's just taken for
granted, the goal of education even the disseminated truth will be in
vain.
These are the following beneficiaries:
Parents. This study will offer advice on how parents should interact with
their absent children.
School. School is one of the beneficiaries of this study, in a way that
through this study helps the school to determine and be aware about
this case/problem, this will help prevent frequent absences from class.
Guidance Counselor. often have a deep understanding of the factors
that contribute to absenteeism among students. This expertise could
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help you develop a more comprehensive research study that addresses a
range of factors that contribute to absenteeism.
Future Researcher(s). you/they can explore your/their hobbies through
research, learn something new, improve your/their problem-solving
abilities, and present yourself/themselves with fresh challenges.
Definition of Terms
To further understand the study, the researchers defined the
following:
Absenteeism. According to Tanima Sharmin et al. (2017), absenteeism is
a frequent absence from class without any good reason or an unexcused
reason.
In this study, the researchers can easily determine absenteeism
and identify absentees and truants from School, which is basically the
basis for determining and identifying the selected participants of this
study.
Age. Eleventh grade (also known as 11th Grade, Grade 11, or Junior
year) is the eleventh year of formal or compulsory education. Students in
the eleventh grade are usually 16–18 years of age.
Sex. Sex refer to the characteristics of women, men, girls, and boys that
are socially constructed.
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Family Income. Is a Primary income that includes: Salaries and wages
from employment; commissions; tips; bonuses; family and clothing
allowance; transportation and representation allowance; and honoraria.
Distance from School. Means distance as measured by a straight line
from the front door of the child's residential address (including flats) to a
point at the school.
Perceived. Detected by the means of senses.
Cause. A reason for an action or condition: motive.: something that
brings about an effect or a result. (Merriam-Webster).
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Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the literature and studies and theoretical
framework which the researcher found to have direct bearing or
relevance to the present study.
According to the National Center for Education Statistics (2018),
13% of the 8th graders, 14% of the 10th graders, and 15% of the 12th
graders were absent at least three days a month, and 6, 5, and 6%
were absent at least five days a month, respectively.
The range wherein the researchers could determine and identify
the notion of problematic absenteeism is shown above, and however the
senior high school learners have the highest numbers or highest
percentage of absentees, so do the research participants as well.
DepED Legal Basis
According to the General Guidelines in the Learner Information
System (LIS) of DepEd, students with three (3) consecutive days of
absences without prior notice or approval from school authorities will be
considered absent. Moreover, a student who incurs fifteen (15) days of
absences in a school year shall be tagged as “chronically absent.”
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Age
According to the author, Linda L. Williams, the ending age for
compulsory attendance ranges from 59% at age 16, to 18% at age 17,
and 24% at age 18 (The Learning Network), as in grade 11, there are
students 16, 17, and 18 years old studying in grade 11. This study
featured that as time passed, the maturity of a child increased.
According to the study, when a child reaches the age of 16, the rate of
absenteeism rises dramatically.
Moreover, when she conducted her research, the most absent was
the 16-year-old, but when it came to the 17-year-old, it suddenly went
down, and when it came to the 18-year-old, it went up. Consequently, at
the age of 16, the percentage of compulsory attendance or absenteeism of
the students was 59% because they were immature; therefore, at the age
of 16, the percentage decreased to 18% of absenteeism of the students.
Suddenly, at the age of 18, the percentage of absenteeism among
students increased from 18% to 24%; this was the time of graduation for
students. But there is some reason that this age committed as a
pregnancy (that is beyond this context) that has the reason why there are
a lot of absentees. This shows that it depends on their age and how they
think at that age.
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Sex
In an increasing percentage of the student’s absences and is highly
observable among students in middle schools (Cepada & Grepon, 2020).
The study of the Philippine Institute for Development Studies (PIDS)
indicated that there were more boys’ absentees than girls absentees.
So, there is a correlation between the absenteeism of boys and
girls. The researcher found a high percentage of absenteeism among
students. This research found that boys have a lot more absenteeism
than girls.
It was clearly stated by these two Filipino authors that sex [male
and female] has a relationship with absenteeism. This certain study
proved to the researchers that the highest number of absenteeism is
predominantly among boys, which, indeed, is the same data obtained.
Family Income
Family low income makes attending school difficult and favors
entry into the labor market for young people who want to support their
family financially. (Loredana-Marcela TRANCA, Ramona-Sorina VIRLAN,
2021).
Low family income is associated with poor academic achievement
among children. Higher rates of school absence and tardiness may be
one mechanism through which low family income impacts children’s
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academic success (Taryn W. Morrissey, Lindsey Hutchison, and Adam
Winsler, 2014).
Social Economic Status (SES), which is often measured as a
combination of family income, parental education, and occupational
status, has been identified as an important predictor of children's
academic success in school. Even before entering school, children's
academic performance can be predicted to some extent based on the
characteristics of their family's SES backgrounds. (Kevin Kien Hoa
Chung, 2015).
These three authors featured family income as one of the factors or
causes of Absenteeism and had the notion that it affected the academic
success of a student as a result. However, this may be associated with
the high rates in school, which are beyond the salary's value.
Distance from School
The study revealed that learner absenteeism in primary schools in
Kalabo district was caused by long distances to schools, high poverty
levels, a lack of parental support and guidance, and learners lack of
participation in daily economic activities and traditional ceremonies. (MM
Makumbu, M Changala, 14–22, 2018)
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According to Niroj Kumar Bhattarai (2017), there are many factors
that impact the school attendance of students in developing countries.
Factors range from the distance to school from a student’s home to the
availability of gender-specific restrooms.
These two studies from two different authors feature the fact that
distance from school is, however, one of the factors of absenteeism,
notwithstanding the fact that distance to school is quite far and is
simultaneous with high poverty levels and a lack of parental support and
guidance.
Causes
The study revealed that learner absenteeism in primary schools in
Kalabo district was caused by long distances to schools, high poverty
levels, a lack of parental support and guidance, and learners lack of
participation in daily economic activities and traditional ceremonies. (MM
Makumbu, M Changala, 14–22, 2018).
According to Niroj Kumar Bhattarai (2017), there are many factors
that impact the school attendance of students in developing countries.
Factors range from the distance to school from a student’s home to the
availability of gender-specific restrooms.
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These two studies from two different authors feature the fact that
distance from school is, however, one of the factors of absenteeism,
notwithstanding the fact that the distance to school is quite far and is
simultaneous with high poverty levels and a lack of parental support and
guidance.
Theoretical Framework
According to the social learning theory, individuals learned out of
the influence they've observed from whatever and from whom they
noticed and by imitating it whereof. On the other hand, in the medium of
absenteeism, students may be able to adopt what they have observed
from their peers, which is that they are fond of having problematic
absences or full-day absences from class, whereby they might practice
this inappropriate habit. (Joan E. Grusec, Second Edition 2020).
Other than that, parents or other adults in their lives who
frequently miss work may also influence students, and with that, it may
contribute to their decision to miss school". We use ecological systems
theory to examine absenteeism in Detroit, which has the highest
prevalence of chronic absence among major cities in the US, given the
complexity of factors linked to chronic absence (Jeremy Singer et al.,
2021).
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The study of both authors has generally shown that influences
from peers or parents really cause the student to be absent.
CHAPTER III
METHODOLOGY
This chapter deals with the method of research to be undertaken
in this study. It includes the research design, research locale, research
respondents, data gathering procedure, research instrument, and data
analysis.
Research Design
The study used a qualitative research design with descriptive and
interpretative data, which were analyzed. Specifically, the study sought
to describe the perceived causes of problematic absences.
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Locale of the Study
The study was conducted in Poblacion, Tampakan, specifically at
Tampakan National High School (TNHS), which is located in the
municipality of Tampakan, South Cotabato. It is a school that accepts
students from all walks of life: displaced students, drop-out students,
transfer students, and others.
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Figure 2. Map of the Locale of the Study
Participants of the Study
The participants of the study were the selected students of
Tampakan National High School (TNHS). Furthermore, the researchers
chose the participants based on the criteria identified for the study to be
more substantial students currently enrolled in Tampakan National High
School. The researchers constructed the inclusion criteria for selecting
the participants: a) the participant should be a bona fide student of
TNHS in the school year 2023–2024. b) the participant should be the
said student within a particular class section; and c) the participant
should be involved in the absenteeism. Then, some Grade 11 ICT
participants were selected.
Research Instrument
This study used an unstructured interview questionnaire that
identified the different perceived causes by the current students of
having problematic absenteeism at Tampakan National High School.
The questions that were asked to the selected participants were
limited to how they were described as having been wrought by
problematic absences and what the causes and reasons were behind
them. One of the instruments used by the researchers in the data
gathering procedure was the voice recorder, whereas the data gathered
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from the voice recorder were presented, analyzed, and interpreted in
Chapter IV.
Data Gathering Procedure
The data gathering procedure involved the administration of
questions, which were used in an unstructured interview with the
participants. The questions identified the different causes or reasons
perceived by the students for absenteeism. Before the interview, the
researchers asked for permission from their adviser and from the person
or respondent itself, showed a letter as proof of the research study
interview that was to be conducted, and asked for their kind cooperation
towards the interview.
Afterwards, the participants were interviewed using the
unstructured questions by the researchers, and the conducted interview
was recorded using a voice recorder. Then, the researchers expressed
their gratitude for the participants cooperation.
Data Analysis
Based on the interview, the recorded responses were transcribed
and translated. Then, thematic analysis was used by the researchers in
presenting, analyzing, and interpreting the data; as a result, codes and
themes were gained from the responses themselves, which were seen to
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have a direct bearing on this study and were proven to have relevance to
both codes and themes. Moreover, the researchers used tabular form for
the thematic analysis conducted.
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the presentation, analysis and interpretation
of the gathered data.
This study aimed to describe the perceived causes of absenteeism
among Grade 11 ICT Learners. Furthermore, the study sought to discuss
the profile of the participants and the perceived causes of absenteeism
among the students at Tampakan National High School in terms of age,
sex, family income, and distance from school.
Table 1: Profile of the Participants
Participant Age Sex Grade Family Distance from

(Code Name) level & Income School/
Strand Current Location
Participant 1 17 Femal Grade Low Purok San Juan, Brgy.
e 11 ICT income San Roque
(but not
poor)
Participant 2 17 Male Grade Lower Purok Masagana,
11 ICT middle Brgy. Magsaysay
class
Participant 3 17 Male Grade Low Purok Maluwalhati,
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11 ICT income Brgy. Poblacion
(but not
poor)
Table 1 discusses about the basic profile of the three (3)
participants which includes age, sex, grade and section, family income,
and distance from school/current location.
According to the table, the codenames used to represent the
participants are, namely, Participants 1, 2, and 3. Participant 1 is
recorded as a 17-year-old female who is in Grade 11 and takes up the
ICT strand. The location where she currently lives is in Purok San Juan,
Brgy. San Roque, which is not as far from school, has a family income
determined as low, but not poor, as she said that it can provide for and
sustain their needs.
Participant 2, on the other hand, is a seventeen (17)-year-old male
who is in Grade 11 and takes up the ICT strand as well. The location
where he currently lives is in Purok Masagana, Brgy. Magsaysay, which
is not as far from school, has a family income determined as lower
middle class, which is fortunately able to provide for and sustain their
needs.
Lastly, Participant 3 is a seventeen-year-old male who is in Grade
11 and takes up the ICT strand. The location where he currently lives is
in Purok Maluwalhati, Brgy. Poblacion, which is not actually far from

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school, has a family income determined as low, but not poor, as he said
that it can provide for and sustain their needs.
Distance from School
Participant Address Distance from

School
Participant 1 Purok San Juan, Brgy. 10 meters
San Roque
Participant 2 Purok Masagana, Brgy. 20 meters
Magsaysay
Participant 3 Purok Maluwalhati, Brgy. 5 meters
Poblacion
The distance between school and the place where they are
currently living is not as far; in fact, in regard to its measurements, it
can be done merely with a walk.
For them, the distance from home to school doesn't matter; it
didn't hinder them in regard to its transportation, and yet, as said, they
are just capable of reaching school because participants 1 and 2 have
had their rides to and fro.
Meanwhile, for participant 3, going to school can simply be done
alone with a walk.
Causes of Absentism
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The researcher found five themes in the causes of absentism as
family problem, behavioral pattern,…
In the theme family problem, it has five codes. The first code is
affected by parental quarrel and it is being reflected in the statement of
participant 1 as follows:
"kanang kuan may mga times nga nagaaway mi ni mama, tapos mawad
an ko ug gana mag eskwela"
(There are times when mom and I fight, then I lose the desire to go to
school)
The second code is …
The third code is…
The fourth code is…
The fifth code is…
This theme has been discussed also in the study of …
This implies that students who are experiencing family problem
are emotionally affected. The family who serves to motivate them to
perform well academically if undergoing emotional chaos among parents
lead them to be absent from their educational engagement since this
heavily requires cognitive functions.
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1
The researchers found 6 codes and 2 themes from the first
participant based on their interview
“Respondent (1) there's a code that researchers found which is
Easily Discouraged based on his statement "kanang kuan may mga
times nga nagaaway mi ni mama, tapos mawad an ko ug gana mag
eskwela"(There are times when mom and I fight, then I lose the desire to
go to school) the theme of this code is Emotional behavior as the notion
of code itself.
(I have no appetite, I just don't want to go to school, especially the
teachers who I don't like.) The theme of this code is Emotional behavior
as the notion of code itself.
Respondent(1) there's a code that researcher found which is
affected from parents fight based on his "Ahmm, sa family problem kung
ang istoryahan kung ang step father nako ug si mama ang mag away
may reflect gyapon sa akoa kay di ko ganahan nga mag sigi sila'g away"
(Ahmm, in the family problem, if we talk about it when my step father
and mother fight, they will think about me because they don't want to
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fight anymore.) The theme of this code is Emotional behavior as the
notion of code itself.
The researchers found that these 3 codes were correlated in 1
theme, and it is the emotional behavior it's because emotional behavior
can lead his/her into absenteeism
Respondent(1) there's a code that researchers found which is
seeking for attention based on his statement "wala sa balay lang sa
kwarto gatulog ana, dili ko managad, kanang tawag aning, attitude ana,
attitude kaayo, taas ug pride mohulat ra pod nga tagdon mao nang maka
absent ko kay syempre kay mama ko mangayog balon tas di nako sya
tagdan kay nag away mi" (Nothing, just at home, I just sleep in the room,
I don't pay attention, that's what it's called attitude, that attitude is high
and arrogant
just waiting to be taken care of. I can be absent because of course in
mom I asks for pocket money but I don't take care of her because we
fight) the theme of this code was Seeking for Moral Support.
Respondent (1) there's a code that researchers found which is just
wanted to be alone based on his statement (No, I'm just at home.
Sometimes you are one of the reasons why I want to be absent when
there is no one at home, I just really want to be alone, don’t want to
socialize") the theme of this code was Seeking for Moral Support.
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Respondent (1) there's a code that researchers found which is
mental breakdowns based on his statement "ahm, may mga reason nga
gaaway mi ni mama, tapos mga personal problem lang nako, breakdown
" (Ahm, there are reasons why mom and I fight, then it's just my personal
problems, breakdown) the theme of this code was Seeking for Moral
Support.
The researchers found that these 3 codes were correlated
in 1 theme, and it is the seeking for moral support because the
participants need a moral support from his parents to motivate his child
to go to school.
Participant #2
The Researchers found five codes and three themes from the
second participant based on their interview.
Respondent 2 (male) The first statement has had a one code which is
peer influence based on his statement "oh, pag di sila mag sulod di pud
ko mag sulod" (Yeah, as they do not go to school, so me as well) the
theme of this code is decision making as the notion of code itself.
Second statement has also one code which is academic difficulties
based on his statement, Interviewer: pag abot sa mga academics difficult
mga ingana makatamad saimoha kanang halimbawa sa subject nga
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ingani kapoyan ka, tamadan kay kanang di kana musulod ingana, naa
bay ingana?
(It comes in academics difficult you got tired just example in one subject
you got lazy, you have?)
Respondent 2: isa lang
(One)
Interviewer: isa lang? Sa unsa na subject?
(One? what subject?)
Respondent 2: sa 21st century the theme of this code is laziness and
tiredness.
Third statement has three codes and one theme, first statement;
Naka experience ka na kadlawon na matulog?
(Did you experience that you sleep at dawn?)
Oo, murag 1 sa kadlawon
“Yes, maybe at 1 am”
Unya pagdili ka makaswela, matulog ra ka?
(So, if you can't go to school, you just sleep?)
Oo, matulog nalang ko kay kapuy man
(Yes, I'll just sleep because I'm tired) coded as late sleep at night and
tiredness because the participant sleep at 1 am.
Second statement;
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Interviewer: lingaw² lang sa ml hantod diri nalang jud imong attention
permi naka focus?
(just enjoy the ml until your attention is always focused?)
Respondent 2: oo murag hobby na nako
(yes, it's like mg hobby) coded as distraction/out of fucos because the
participant has distracted by playing mobile legends.
Third statement;
Daw malawan ko gana mo skwela kag na realized pud nako na mo
stop nagkwela kay kapoy na
(It's like I’m not interested to going school, I realized to stop my studies
because I’m tired) also this statement was coded as lack of interested in
school because the participant not interested to go school.
Frequently these three codes were related in one theme which is
behavioral pattern because of the late sleep at night and tiredness,
distraction/out of focus, and lack of interested in school they are related
in behavioral pattern.
Participant #3
The Researchers found four codes and two themes from the third
participant based on their interview.

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Respondent: 3 (Female) naka absent ko ato kay tungod nag sakit ko ato
ug wala ko naka dala sang excuse letter, wla ko naghatag kay ma'am ?
(I got sick, and i was not able to bring an excuse letter as proof that I got
sick)
The researchers are that decided this code was illness/intelligence
base on her statement and the theme negligence.
Respondent: wla, kanang usahay man gud tamaron rako, mag halfday
lang ko lain na kaayo mubalik lami na kaayo itulog.
(sometimes I got feel so lazy to go to school, for me sleeping is better) The
code
Laziness/more interested in sleeping than being in school.
Interviewer: sa paggamit nimo ug fb pila pud ka oras?
Respondent: mga bag'o magkaon alas 7 tapos matulog alas 10 or 11
(how many hours do you spend on your cell phone for Facebook?) After
eating around to 7 to 10 to 11 at night, the code is over - used of social
media.
Respondent: wla, kanang tamadon ra jud unya pagka buntag
mangutana ra. C ma'am nganung absent napud ko.
(nothing, I'm just really lazy to study and in the morning every time I'm
absent ma'am will ask again why I didn't go to school).
The code Laziness/lack of interest in school.
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Frequently these three codes were related in one theme which is
behavioral pattern because of the laziness/ more interested in sleeping
than being in school and over - used of social media, laziness and lack of
interest in school they. Are related in behavioral pattern.
Chapter V
SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS
This chapter discusses the summary of the findings, implications
and consequent recommendations of the study.
Summary
Here are the findings in regard to the following SOP:
1. Age. "Ending age for compulsory attendance ranges from 59% at age
16, to 18% at age 17, and 24% at age 18," by Linda L. Williams, said that
16 years old is the age where absenteeism dominantly arrives. But on the
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other hand, in this study, all selected participants, who were said to have
the highest number of absences, were students aged 17.
2. Sex. As it is predominately said that boys have more problematic
absences than girls, so were the findings of this study as well.
3. Family Income. In this study, unlike the others, family income
doesn’t matter; it didn’t hinder these learners, yet as they said, it can
provide the needs very well.
4. Distance from School. As found out by the researchers, "Distance
from School" is absolutely not a factor or cause of absenteeism; in fact,
as uttered by their mouth, the distance between school and the place
where they currently live is not as far or transportation is not as hard to
provide, yet reaching school can be done by just walking alone.
5. Causes Based on the accumulated results of the study, the perceived
causes of absenteeism among students who are currently studying at
Tampakan National High School were identified.
In terms of the absenteeism of the three students, the perceived
causes are family problems (misunderstanding), lack of interest in school
and academic difficulties, laziness, peer influence, addiction to mobile
games (Mobile Legends), and late sleep at night.
Particularly in terms of absenteeism, the perceived effects
experienced by the participants have different reasons for why they can’t
go to school.
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According to the results, the student had a reason for the absence:
family problems (misunderstanding), lack of interest in school and
academic difficulties, laziness, peer influence, addiction to mobile games
(Mobile Legends), and late sleep at night. It has been said that in grade
11, ICT has a ton of students that are absent, which is three or more
absences in a month.
However, there were three (3) participants from ICT in grade 11
who had the highest number of absences and were thus selected for our
studies. "According to the social learning theory, individuals learned out
of the influence (peer influence) and by imitating it.". (Joan E. Grusec,
Second Edition, 2020)
Based on that study, peer influence is one of the factors that,
indeed, affects and leads a student to be absent, so in this study, from
the gathered data.
Implications
1. Age. The age of the findings is dominantly 17 years old. Consequently,
this implies that at this age students are high conforming to absentism
as per reflection also in the study of…
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2. Sex. Male students are prevalent in the study. This implies that male
students are leaning more on absentism due to peer influence over
female students as per viewed also by the study of …
3. Family Income
4. Distance from School
3. Causes. Based on the findings, family problems (misunderstanding),
lack of interest in school and academic difficulties, laziness, peer
influence, addiction to mobile games (Mobile Legends), and late sleep at
night were the perceived causes of absenteeism. These implies…
Therefore, the people that surround them, which include teachers
or guidance counselors, schoolmates, parents or guardians, and those
within the community, should engage themselves in having a good
influence and motivating and persuading these students.
Besides, good interaction and intervention between the absentees
and truants could be achieved through employing understanding,
attention, motivation, care, and respect.
Recommendations
The following are hereby recommended;
_____________________________________________________________________________3
1
1. Foster a supportive and inclusive environment: Create a safe and
supportive classroom atmosphere where students feel comfortable
sharing their concerns. Encourage open communication and empathy
among students to reduce peer influence and promote a sense of
belonging.
2. Develop a personalized approach: Recognize that each student may
have unique needs and challenges. Implement individualized plans that
cater to their specific circumstances, interests, and learning styles.
This approach can help reignite their interest in academics and address
their academic difficulties.
3. Provide counseling and support services: Offer access to school
counselors, psychologists, or social workers who can provide guidance
and support for students dealing with family problems, emotional
challenges, or peer pressure. These professionals can help students work
through their issues and develop coping mechanisms.
4. Collaborate with families: Engage parents and guardians by
communicating regularly about their child's progress and involving them
in the education process. Foster a strong partnership between the school
_____________________________________________________________________________3
2
and families to address family problems, offer resources, and ensure a
consistent support system for the student.
5. Offer academic assistance: Provide additional academic support
through tutoring, study groups, or after-school programs. Tailor the
support to address the specific academic difficulties of each student,
helping them catch up, build confidence, and develop a growth mindset.
6. Relevance and engagement: Introduce engaging and relevant
teaching methods that connect with students' interests and real-life
applications. By making the material meaningful and relatable, you can
enhance their motivation and interest in learning.
7. Encourage extracurricular activities: Encourage students to
participate in extracurricular activities that align with their interests.
These activities can foster positive peer relationships, build self-esteem,
and provide an outlet for personal growth and development.
8. Raise awareness about the consequences of absenteeism: Educate
students about the negative impacts of chronic absenteeism on their
academic progress and future opportunities. Help them understand the
importance of attending school regularly and the value of education in
achieving their goals.

_____________________________________________________________________________3
3
Remember that addressing these challenges requires a
collaborative effort in teachers, school staff, parents, and the students
themselves.
This research needs to be done to better see, know, and dig deeper
to find the deepest reason for the students’ absences. In grade 11, why is
it at this grade level that they experience more loss of appetite for
learning?
Also, this research title is very good for future researchers to
increase the information gathered for this research. Hopefully you can
find more of their reasons, more absolute knowledge, and hence more
accurate data.
_____________________________________________________________________________3
4
REFERENCES
Tanima Sharmin, E Azim, S Choudhury, S Kamrun (2017).
https://www.researchgate.net/publication/
313843974_Reasons_of_Absenteeism_among_Undergraduate_Medi
cal_Students_A_Review
Arya Ansari, Tara L. Hofkens & Robert C. Pianta (2020).
Journal of Youth and Adolescence volume 49, pages1835–1848
https://link.springer.com/article/10.1007/s10964-020-01272-4
According to the National Center for Education Statistics (2018).
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018144
General Guidelines in the Learner Information System (LIS) of DepEd.
https://www.teacherph.com/deped-learner-information-system-
users-guide/
_____________________________________________________________________________3
5
Linda L. Williams (2013) Student Absenteeism and Truancy:
Technologies and Interventions to Reduce and Prevent Chronic
Problems Among School-Age Children
https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=b8205e67c548e59576abe4b52119857d
961752a9
Mari Hysing, Keith J Petrie, Tormod Bøe, Børge Sivertsen (2017).
Parental work absenteeism is associated with increased symptom
complaints and school absence in adolescent children
https://bmcpublichealth.biomedcentral.com/?
fbclid=IwAR25Dzm5_H7uVTkUBCfqFT8MMVEg3AqHOV_yAE6syRD
hDcx71G3V4jdFtUk
Münir ŞAHİN (2023). Volume: 7 Issue: 13, 75 - 88, 21.03.2023
A Study on Absenteeism of University Students
https://dergipark.org.tr/en/pub/iejes/issue/75012/1223043
Loredana-Marcela TRANCA, PhD., Ramona-Sorina VIRLAN, (2021).
Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068 –
1151 Vol XXVIII, (2021), No. 1, pp. 194-204 194 IDENTIFICATION
OF FACTORS CONTRIBUTING TO ABSENTEEISM IN ROMANIAN
RURAL HIGH SCHOOL STUDENTS
https://www.uav.ro/jour/index.php/jpe
Morrissey, T. W., Hutchison, L., & Winsler, A. (2014). Family income,

_____________________________________________________________________________3
6
school attendance, and academic achievement in elementary school.
Developmental Psychology, 50 (3), 741–753.
https://doi.org/10.1037/a0033848
Kevin Kien Hoa CHUNG (2015). Socioeconomic status and academic
achievement Department of Special Education and Counselling
(SEC)https://repository.eduhk.hk/en/publications/socioeconomic-
status-and-academic-achievement-4
Makumbu, M.M. & Changala, M. (2018).
https://researchgate.net/profile/Moses-Changala-2/publication/3
41110660_Published_by_the_Centre_for_Democracy_Research_and
_Development_CEDRED_Nairobi_Kenya_ISBN_978-9966-116-78-9
Bhattarai, Niroj Kumar (2017). What Factors Affect School
Attendance? Quantitative and Qualitative Study of Evidence
from Nepal
https://www.proquest.com/openview/
093a65298a369849e257bedfb95b1c64/1?pq-
origsite=gscholar&cbl=18750
Joan E. Grusec & Hali Kil (Published: 02 May 2020). Links among
Mothers’ Dispositional Mindfulness, Stress, Perspective-Taking, and
Mother-Child Interactions
https://link.springer.com/article/10.1007/s12671-020-01387-6
Jeremy Singer, Ben Pogodzinski, Sarah Winchell Lenhoff, Walter Cook

_____________________________________________________________________________3
7
(2021). Advancing an ecological approach to chronic absenteeism:
https://journals.sagepub.com/doi/abs/
10.1177/016146812112300406
Charry Mae Cepada & Benzar Glen Grepon from
[Northern Bukidnon State College] Date Written: 2020.
Absenteeism and Parental Involvement in Home and School Among
Middle School Students of Public School in Northern Mindanao,
Philippines: Basis for Intervention Asian Journal of Educational
Research, Vol 8, No. 2, 2020
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4145064
APPENDICES
Appendix A
APPROVAL SHEET
This Research Project entitled “THE PERCEIVED CAUSES OF
ABSENTEEISM OF GRADE 11 ICT LEARNERS OF TAMPAKAN
NATIONAL HIGH SCHOOL”, prepared and submitted by
RESEARCHER’S, in partial fulfillment of the requirements for the Senior
High School HUMSS Strand is hereby recommended for oral presentation
and examination.
MIEGEL T. BANTACULO
Research Adviser
_____________________________________________________________________________3
8
This Research Project has passed the standard set by the Tampakan
National High School. Senior High School Department, and has been
APPROVED by this panel examiners on June 2023.
JOAN C. SALINAS GEORGE S. PELIGRO

Examining Committee Member, Examining committee
JAYBEE C. ARATIA
Chairperson, Examining Committee
ACCEPTED in PARTIAL FILFILLMENT of the requirements for the Senior

High School HUMSS Strand is hereby recommended for oral presentation and
examination.
ROSENIE A. SARMIENTO, MT-I FERDINAND J. ESTEBAN

SHS Department Head School Principal 1
Appendix B
THE PERCEIVED CAUSES OF ABSENTEEISM OF GRADE 11 ICT LEARNERS

OF TAMPAKAN NATIONAL HIGH SCHOOL
MAY 10, 2023
I and my team are in a school-level research methods subject. This

subject requires us to gain applied experience in designing and conducting
research. As such, we have designed a research project to study the causes of
absenteeism of Grade 11 ICT learners.
During this study, you will be asked to complete a number of brief
questions concerning your personal experiences with factors such as the
perceived causes of your absenteeism. Your participation will require
approximately 60 minutes of your time.
_____________________________________________________________________________3
9
All records of participation will be kept strictly confidential. Data will be
destroyed at the end of the project, approximately 7 days from the time of
interview. Electronic files will also be deleted at that time. The results from this
study will be reported in a written research report and an oral report during a
class presentation. Information about the will not be made public in any way
that identifies individual participants.
Your participation is completely voluntary. You may withdraw at any
time for any reason without explanation and without penalty. You may choose
not to answer any for any reason.
If you have any concerns about your treatment as a research participant
in this study, please contact the School Research Coordinator, JAYBEE C.
ARATIA and my research adviser, MIEGEL T. BANTACULO.
If you have any question about
this research project, or would like more information, please feel free to
contact me and my team with this number: 09676709793
BENCH RAVEN A. CUEVAS

Research Team Leader
________________________________________________________________________
CONSENT
I have read the above form, understand the information read,

understand that I can ask question or withdraw at any time. I consent to
participate in this research study.
Appendix C
Transcription of the Interview
Participant #1
Interviewer: Didto ta sa main reason gyud sa imong ss absent, unsa
gyud ang pinaka rason?
(Let's go to the main reason for your absence what is the main reason?)
Respondent: hmm, family problem
(Hmm, Family problem)
_____________________________________________________________________________4
0
Interviewer: okay lang, hmm, unsa nga klase nga problema?
(it’s okay, hmm, what kind of problem)
Respondent: kanang kuan may mga times nga nagaaway mi ni mama,
tapos mawad an ko ug gana mag eskwela
(There are times when mom and I fight, then I lose the desire to go to
school)
Interviewer: tong mawalaan kag gana unsa may imong ginahimo?
(When you lose your appetite, what do you do?)
Respondent: wala sa balay lang sa kwarto gatulog ana, dili ko managad,
kanang tawag aning, attitude ana, attitude kaayo, taas ug pride mohulat
ra pod nga tagdon mao nang maka absent ko kay syempre kay mama ko
mangayog balon tas di nako sya tagdan kay nag away mi.
(Nothing, just at home, I just sleep in the room, I don't pay attention, that's
what it's called attitude, that attitude is high and arrogant just waiting to
be taken care of. I can be absent because of course in mom I asks for
pocket money but I don't take care of her because we fight.)
Interviewer: ah, di ka maka skwela kay di mo magka sundo sa mama
nimo
(Ah, you can't go to school because you have misunderstanding with your
mother)
Respondent: dili
(No)
_____________________________________________________________________________4
1
Interviewer: pero unsa bay kanang ano gyud, kanang dahilan sa
inyohang pag away?
(But what is that really, The reason for your fight?)
Respondent: ah, klase-klase man gud, klase-klase ang mga reason nga
gaaway mi kanang init iyang ulo tapos tungod pod sa akong manghod
ana gud madamay ba, madamay damay na, mag sagol-sagol na tanan,
mag away na
(Ah, there are different reasons, there are different reasons why we fight
so hotly, and because of my brother, many, many, little, we will all come
together, we will fight.
Interviewer: katong nag adto ka sa imong kwarto ba, nag selpon² ka
didto?
(when you go to your room, you are on the cell phone there?)
Respondent: oh, selpon lang, music
(Oh, Just cellphone, music)
Interviewer: may hours ba ang paggamit nimo ug selpon?
(Do you have time to use a cellphone?)
Respondent: sa paggamit ug selpon, sa sulod lang sa kwarto?
(Use a cellphone, Just inside the room?)
Respondent: ahm ano mogawas lang ko kung magkaon na tapos kung
mag limpyo ana trabaho sa balay
_____________________________________________________________________________4
2
(Ahm, what are you doing? I'll only go out when I'm done eating and then
when I'm done cleaning the house.)
Interviewer: so ing ana, kanang kuan gyud ka whole-day ka mo absent
ana? or mo skwela ka pagkahapon?
(If so, how long are you absent during the day? or will you come in the
afternoon?)
Respondent: naay times nga whole-day, naa poy half-day lang
(some hours are full day, others are only half day)
Interviewer: so kanang half-day, murag mao gyapon na nga rason
katong nag away mo?
(That half-day, it seems that is the reason why you are fighting)
Respondent: dili, lahi pod
(No, it's different)
Interviewer: unsa pod nga rason kana?
(What is the reason for that)
Respondent: ahm, may mga reason nga gaaway mi ni mama, tapos mga
personal problem lang nako, breakdown
(Ahm, there are reasons why mom and I fight, then it's just my personal
problems, breakdown)
Interviewer: unsa pay iban gyud, naa pay iban?
(What else there is, there is something else)
_____________________________________________________________________________4
3
Respondent: ahm, naa poy times nga, actually na interview man gud ko
ni ma'am tong before mi nag second-sem, kay bago mi niya gienroll, kay
gipatawag niya among parents sa absences namo, tapos ang reason nako
didto [naa man gud si mama wala nako giingon nga ga family problem]
ang giingon nako didto kay ka nang; walay gana, wala lang koy gana mo
skwela labi nag kanang wa goy mga teacher, ana, kanang mawala gana
usahay, tamadon
(uhm, there were times when, actually, ma'am interviewed me before we
did the second semester, because she didn't enroll us, because she called
our parents when we were absent, then the reason why I was there [my
mother was there, I didn't say it was a problem with the family] I said
there was because you were there; I have no appetite, I just don't want to
go to school, especially the teachers who don't like me.)
Interviewer: anong, ginatamadan mo?
(What, You Are lazy)
Respondent: ano mga times nga walay teacher, mag hatag lang silag
activities tas maisip nako nga [kay sa gc lang man gud sila gahatag ug
mga activities], maisip nako nga pwede ra man ni himuon sa balay, pero
narealize nako ingon ni ma'am nga bisag walay teacher dapat naa ka,
dapat present ka
(What are the times when there is no teacher, they only give activities
when I think that [because they only give activities in GC] at home it is
_____________________________________________________________________________4
4
possible but I realized that ma'am said even if there is. is no teacher you
must be there, you must be there)
Interviewer: ohh, ing ana. so perception nimo ato kanang, pwede ra sa
balay instead nga sa school, module ra man gyapon tas online man.
(Ohh, on that. So, your perception is that it can only be done at home
instead of at school, it's just module and just in online.)
Interviewer: Pero mao gyud nang pinaka kuan noh, misunderstanding.
Sa atong pa moinit ang ulo sa imong mama mo init pod imong ulo? (With
laugh)
(But that's really the worst, misunderstanding. When your mom gets
angry, you get angry too? (laughing together))
Respondent: Dili, kanang like masuko akong mama sa manghod tas
madamay na ming tanan sa balay
(No, that’s how angry my mother is with her younger brother when we are
together in the flood)
Interviewer: Ah ing ana, madamay na ang tanan. so human ing ato, ma
okay ra man dayon
(Ah, that's all, everyone will be happy. so after this, it will be okay)
Respondent: Ohm, ma okay lang man
(Oh, it's okay)
Interviewer: So mga pila pod na ka adlaw, naa bay kuan kanang, pila ba
ka adlaw or pila ka oras before mo mag uliay?

_____________________________________________________________________________4
5
(So how many days, is there, how many days or how many hours before
you come back)
Respondent: Maabtan ug mga ano; isa ka adlaw
(Catch things; one day)
Interviewer: Isa ka adlaw. Ah, kung ing ato, maka absent pod ka pagka
next day na pod? Or..
(One day. Ah, then, can you be absent the next day? Or..)
Respondent: Dili, mo eskwela ko
(No, I still go to school)
Interviewer: Ahw moskwela na ka
(Oh, you're at school)
Interviewer: Sa ing ana ra nga adlaw, diha ka makaabsent
(On that day, you can be absent)
Respondent: Oo
(yes)
Interviewer: (diba ang family problem, gaaway diba na sila noh)
(Is there a problem in the family, are they fighting?)
Interviewer: Ang rason sa ilang away kay kanang wa nag sinabtanay
(The reason for their fight is that they don't understand each other)
Interviewer: Pero ga sali pod ka didtoa? Sa ilang kuan?
(but you get involve with their fight also?)
_____________________________________________________________________________4
6
Respondent: Ahmm, sa family problem kung ang istoryahan kung ang
step father nako ug si mama ang mag away may reflect gyapon sa akoa
kay di ko ganahan nga mag sigi sila'g away
(uhmm, in the family problem, if we talk about it when my step father and
mother fight, they will think about me because they don't want to fight
anymore.)
Interviewer: Ahh, okay.
So maskin dili ikaw ang ano, murag ma apektohan ka
(Oh, okay.)
(So even if it's not you, you can relate)
Respondent: Oh, masamokan ko
(I'm really distorted)
Interviewer: Ahh okay, nya maka cause pod to sa imoha? nga mag
absent?
(Ahh okay, could it cause this to you? to be absent?)
Respondent: Oh kay si mama lahi man sya masuko (lahi-lahi man ta'g
mama), lahi sya masuko kay, kung masuko sya mag layas-layas sya,
molakaw sya, ing ana gud. Kay gusto niya, maintindihan man pod nako
si mama kung molakaw sya kay gusto niya nga walay samok, gusto niya
magpa gawas sa iyang kalagot gud pero dili sa balay, molakaw sya, ing
ana.
_____________________________________________________________________________4
7
(Oh, because mom gets angry differently (mama's is different), he gets
angry differently because, when he gets angry, he runs away, he walks
away, like that. Because she wants to, I can also understand mom when
she leaves because she wants to get out of trouble, she wants to get out of
her anger but not from the house, she leaves, like that.)
Interviewer: Ayyy sa parents nimo, naa bai trabaho?
(Your parents have jobs?)
Respondent: Naa
(There is)
Interviewer: Ahh, so maka provide ra
(Ahh, so I can give)
Respondent: Oomm
(yeah)
Interviewer: Pila bai kanang income, sa isa ka bulan ba or kinsinas
(ow much is that income, in a month or every fifteen (15) days?)
Respondent: Ahh step-father nako
(Ahh my step-father)
Interviewer: Ah, sya ga trabaho?
(Ah, is that his job?)
Respondent: Oo. Si mama naga ano lang sya, sa balay, tas naga luto-
luto sya ug mga kakanin, ing ana
(Yes, Mama is just what she is, at home, she is cooking food, she said)
_____________________________________________________________________________4
8
Interviewer: Ay okay. so imong step-father, mag sweldo siya ug?
(It's okay. so, your step-father, will he get paid?)
Respondent: Kinsenas [katapusan]
(Quinces at last/every fifteen (15) days)
Interviewer: Pilay specific nga, exact nga sweldo
(It's very specific, exact salary)
Respondent: Ah ano man gud, inadlaw, 360
(Ah, whatever, it's a day, 360)
Interviewer: Ahh, unsa pa ba, aside ing anang family problem, naa pod
noh katamaran, tamadon pod usahay
(Ahh, what else, aside from that family problem, there is also laziness,
sometimes laziness)
Interviewer: Naa pa kay barkada nga halimbaha hagaron ka tas mag
absent?
(Does your friend still have the example of being absent?)
Respondent: Wala.
(Nothing)
Interviewer: So okay lang noh, ahh stable ra, maka provide ra sa pag
eskwela (mga bayronon)
(So, it's okay, it's stable, it can provide for schooling (fees)
Respondent: Oo
(Yes)
_____________________________________________________________________________4
9
Interviewer: Kaning kuan, naka expiryensya ka ug kanang physical or
mental nga health issues?
(Right now, have you experienced any physical or mental health issues?)
Respondent: Physical, ahh , tong, physical... Ah mentally naka ano ko
pero physical tong gilagnat ko for 1 week
(Physical, ahh ,physical... Ah mentally what's wrong with me but
physically I had a fever for 1 week)
Interviewer: Ahhmm okay, pero katong pag lagnat nimo naa ra kas
inyong balay?
(Ahhmm okay, but when you have a fever are you at home?)
Respondent: Oo, na ra sa balay
(Yes, right at home)
Interviewer: Mentally, unsa bay problema nganong na apektohan imong
mental health?
(Mentally, what is the problem that affects your mental health?)
Respondent: Hmm, kanang sa ano, kanang ambot lang kanang
ginatawag gud nilag anxiety nga mokalit kalit lang
(Hmm, right for what, just guess what they call it, they have anxiety that
suddenly pops up)
Interviewer: Ahh, so murag kalaban nimo ang huna huna
(Ahh, so it's like thinking is your enemy)
_____________________________________________________________________________5
0
Respondent: Oo, kanang wala ko kabalo kung nganong na ing ato ko
pero moabot lang jud ang time nga feeling sad kaayo ko ana gusto lang
nako mag sigig higda, matulog tapos lonely kaayo
(Yes, I don't know why I'm like this but the time will come when I feel so
sad that I just want to lie down, sleep and then I'm so lonely)
Interviewer: Murag kuan sya no symptoms sa anxiety
(It's like kuan, even though it's like symptoms of anxiety)
Respondent: Hmm ano, moody (pa bago-bago ang mood), tapos basta
gusto lang nimo nga ikaw lang isa na mag puyo lang, ana gud
(Hmm what, moody (the mood is still new), then as long as you just want
to be the only one to stay, that's it)
Interviewer: Murag di ka gusto maka kitag tawo
(It's like you don't want to see people)
Respondent: Oo
(Yes)
Interviewer: Pag abot sa academics, naa bay mga subject nga nalisdan
ka or naka apekto sa imoha?
(When it comes to academics, are there any subjects that you struggle with
or that affect you?)
Respondent: Wala, kay actually wala may lisod nga subject kung
maminaw lang gyud ka
(No, because actually there is no difficult subject if you really listen)

_____________________________________________________________________________5
1
Interviewer: Ayy kanang kabalo man imong parents noh nga ga absent
ka?
(do you parents know that you don't school)
Respondent: Oh, kabalo akong parents kay sa balay lang man gud ko
kung mag absent, tas kung mag absent ko gapananghid man gud ko
(Yes, my parents know that I'm only at home when I'm absent, but when
I'm absent I always ask for permission)
Interviewer: So dinhaa lang gyud ka sa balay noh, wala kay ginaadtoan,
sa gawas
(So, you're just at home, you're not going anywhere, outside)
Respondent: Wala, dira lang gyud ko sa balay. Tas isa pod ka usahay
nga reason nga ganahan ko mag absent kanang wala goy tawo sa balay,
basta ambot lang oy ganahan lang gyud ko nga ako lang isa, dili ko
ganahan kanang matao, ing ana
(No, I'm just at home. Sometimes you are one of the reasons why I want to
be absent when there is no one at home, I just really want to be alone, he
doesn't want to socialize)
Interviewer: Gusto ra gyud nimo ikaw ra gyud isa kanang mafeel nimo
ang moment (with laugh)
(You really want to be the only one feeling the moment (with laugh)
_____________________________________________________________________________5
2
Respondent: Oh, kanang like akong mga manghod mo skwela sila
kanang maka pa music ko nga ako lang isa sa balay tas mag limpyo
limopyo, ana, wala koy sundon nga agi
(Yes, just like my younger siblings, they go to school, that I still know how
to play, that I'm the only one at home, that I clean the car, that, I don't
have a path to follow.
Interviewer: halimbawa, nag away mo ing ani nga adlaw noh, pagka
gabii ana maka pulaw pod ka?
(For example, fight today, you will be tired at night)
Respondent: Oo, maka pulaw
(Yes, can cause sleep late)
Interviewer: Sa sigig huna huna?
(just thinking?)
Respondent: Oo
(Yes)
Interviewer: Pero usahay di mo maabtan ug kanang ano noh pagkaugma
maka okay na dayon mo noh, maka school na dayon ka? (Isa ra ka adlaw
gyud nga maka absent ka)
(But sometimes you can't catch up and what if the next day you're okay,
you can go in right away? (You can only be absent for one day)
Respondent: Oo. Depende
(Yes, it depends)
_____________________________________________________________________________5
3
Interviewer: Depende pod
Naa poy usahay, 2 days or more?
(It depends sometimes there is 2 days or more)
Respondent: Tag duha, oo
(yes, double)
Interviewer: Tong sigi kag pulaw gasakit pod imong ulo?
(Do you get headaches when it's hot and cold?)
Respondent: Hm, dili man. Nasanay ko
(Hm, not at all. I got used to it)
Interviewer: Ay murag nahabit nimo ang pulaw pulaw, ana?
(Looks like you're used to staying awake, right)
Respondent: Oo
(Yes)
Interviewer: Pero wala man to nahimong hindrance nga mag school ka?
Kay maka sa school gyapon ka bisag naka pulaw ka
(But didn't it hinder your studies? Because you can go to school even
when you're tired)
Respondent: Oo. Dili, kay actually hantod karon ga pulaw man japon ko
(Yes. No, because actually until now I'm still practicing it)
Interviewer: Ah, so dili jod sya barrier nga para maka absent ka
(Ah, So He is not an obstacle for you to be absent)
_____________________________________________________________________________5
4
Respondent: Dili. Pero pag abot lang sa school kay kay katulogon, ing
ana
(No, but when I got to school, I was sleepy)
Interviewer: Pero okay lang man noh, maka tulog ra ka ug way klase
(But it's okay, just sleep and don't go to class)
Respondent: Oo, kay masuko man ang teacher ug mag tulog tulog ka sa
iyang klase (with laugh)
(Yes, because the teacher gets angry and you sleep in his class (with
laugh)
Interviewer: About pod, halimbawa dinhia sa environment, surroundings,
teachers or classmates' attitude? Wala bay problema?
(About pod, for example dinhia sa environment, surroundings, teachers or
classmates' attitude? Is there no problem?)
Respondent: Wala. Wala man kaayo koy close dira
(No, I don't even have a close friend)
Interviewer: Pero okay lang man ila approach sa imoha?
(But it's okay if they approach you)
Respondent: Oo, okay lang
(Yes, it's okay)
Interviewer: Wala kay friends ?
(you don't have friends)
Respondent: Naa man, kaso nag trasfer man gud sya

_____________________________________________________________________________5
5
(Anyway, in case she transferred)
Interviewer: (Kuan man gud sya) medjo kuan noh murag introvert gamay,
ing ana, dili kaayo ka
(He seems a bit introverted, but it's not like that)
Respondent: Makig-communicate lang ko sa ilaha pag naay groupings
(I only communicate with them when there is groupings)
Interviewer: So usahay murag one question one answer, ing ana?
(So sometimes it's like one question one answer right?)
Respondent: Oo
(Yes)
Interviewer: Dili gyud ka makig socialize kaayo
(No, you really socialize too much)
Respondent: Dili, pag dili kaayo nako close
(No, when I'm not too close)
Interviewer: pero pag abot sa kanang group activities maki kuan japon
ka eh..
(But when it comes to those group activities, you are to join still?)
Respondent: maki operate Japon ko kay Group activities man..
Interviewer: ahh, so dili ingon nga tungod ana kay nga imohang behavior
dili ka makig kuan sa ilaha so pag abot ing-ana dili jud sya special nga
mas better jud kanang...kanang murag kuan naka ikaw raman problema
no murag maong manang imong.. behavior ba unsa ba na nga

_____________________________________________________________________________5
6
(ahh..so it’s not because of your behavior that you don't interact with them
so when it comes to that he's not special, it's better that way.. it seems like
you're the only one who has a problem, doesn't it seem like that? what is
your behavior)
Respondent: oo
(yes)
Interviewer: ahh.. atung balikon ok balikon nato to tung example sa
problem naa bay example na problema nga na nganung nag away man or
wala mo nagsinabot
(ahh, let's go back ok let's go back to the example of the problem, is there
an example of a problem where you fight or don’t understand each other?)
Respondent: ni mama?
(Mom's?)
Interviewer: oo
(yes)
Respondent: Ahmm kay ano man kay ako ang ano magulang
(uhm because I'm the older one)
Interviewer: ahh ikaw ang magulang
(ahh you are the elder)
Respondent: oo Tapos mga problema sa balay problema ni mama tapos
ma... Apil gud ko ana kay ako iyang ano ako ang magulang
_____________________________________________________________________________5
7
(yes then there are problem and then mother... I am here and I am the
elder)
Interviewer: ikaw ang responsible
(you are responsible
Respondent: Oo
(yes)
Interviewer: so okay lang ba. Unsa naa bay kanang limit specific na...
problem Halimbawa karun na adlaw noh nag away sa imong mama
tungod sa problema nga unsa.. unsa na problema
(So, is it okay? what is the specific limit... problem? For example, today
you are fighting with your mom because of the problem, what is that
problem?)
Respondent: ang gina awayan man gud namo ni mama sa.. balay kay sa
ano kaning maulaw man ko mo ingon uyy
(What mom and I are really fighting at house is because of what you are
ashamed of me saying)
Respondent: sa kaning sa kanang trabaho sa balay na akoa lang gud
tanan gud ing-ana tapos nang murag kog mag sunod sa ilang agii nang
maong di ko ganahan maong gusto nako pag mo absent ko ako ra isa sa
balay kay wala koy sundon ing-ana tapos mag away me tapos mag
storya ko kay mama nga kanang mag ingon lang gud ko nga ning ing-ani
_____________________________________________________________________________5
8
Responsible mo sa inyung mga gamit kay kapoy kaayo mag limpyo tig
sunod sa inyung agi tapos mag away mi ana
(In this and that work at home, i was the only one at home, and then i
seemed to follow their lead, so i didn't like it, so i wanted to. after i fight
with you, after i talk to mom, I just say that you are responsible for your
things because it's too tiring to clean up after he fight with me)
Interviewer: kay ikaw man diay ang magulang no maong ikaw ang gi
kasabn (because you are the elder, it is because you are the one who is
responsible)
Respondent: oo
(yes)
Interviewer: Imong manghud unsa diay grade
(What is your younger brother's grade?)
Respondent: grade 8
(Grade 8)
Interviewer: so mao mang gud na sya no sa inyuhang problema dili jud
mo mag sinabtanay
(so that's why he's the one who doesn't understand your problem)
Respondent: Oo tapos naay unsahay na masuko sya kay syempre as a
mother kung wala ga lihok iyang anak masuko jud sya ana tapos masuko
pud ko eh kay akoa nalang tanan tapos naa man akung mga manghud
_____________________________________________________________________________5
9
usahay mo ingon nalang ko na ibutang imong anak didto sa gensan total
ako raman ga lihok diri tapos mao to mag away mi
(Yes, then there are times when she gets angry because of course ad a
mother if her child doesn't act, she gets angry and then i get angry too
because it's all mine and i said to mom to go my sibling in gensan because
i only one work in this home)
Interviewer: ahh dira diay nag sugod ang problema ug sinogdan sa
away
(ahh that's where the problem started and the fight started)
Interviewer: Sige, mao ra to. Thankyou kaayo ha. God bless!
(And that’s all. Thank you very much. God bless!)
Respondent: Okay, you’re welcome!
(Okay, you’re welcome)
Participant #2
Interviewer: unsay main reason unsa gyud rason ato, rason nimo nga
maka absent ka?
(What's the main reason of your absenteeism?)
Respondent: arang kina tamad ba arang daw gusto ko na mag undang
kay kapoy sigeg skwela
(It’s like I’m not interested to going school, I realized to stop my studies
because I’m tired)

_____________________________________________________________________________6
0
Interviewer: amo lang gid na no tungod sa kapoy ka mag skwela
tamadon ka. Pero aside sinang gi kapoy ka naa pay iban nga rason ng
maka kuan saimo maka tamad ug skwela tungod
(Because of your laziness and tiredness, you are lack of interest of school.
Aside of your tiredness they have some reason why you absent)
Respondent: akong mga barkada ba
(My troops)
Interviewer: barkada?
(Troops?)
Respondent: oh, pag di sila mag sulod di pud ko mag sulod
(Yeah, as they do not go to school, so me as well)
Interviewer: ay so impluwensya?
(So, influence?)
Interviewer: nganong di man sila mag sulod?
(Why they didn’t enter?)
Respondent: kay ano pag di sila mag sulod kay mag ano sila ba mag
laag sila ti indi napud ko mu sulod sa skwelahan kay musabay nalang
puf ko sa ilaha laag
(When they not enter they well wander so im not entered in school
because i go with them to wander)
Interviewer: sabay kag laag?
(You go with them?)

_____________________________________________________________________________6
1
Respondent: oo
(Yes)
Interviewer: kana na kuan halimbawa karon na adlaw mag laag mo, usa
gid na ka adlaw whole day gid na nga laag?
(Example this day you will wander, it whole day when you are
wandering?)
Respondent: whole day kung kis a kadali lang, pero kung kadali lang
maka sulod paman kami
(Sometimes whole day when thay have some time i entered to school)
Interviewer: mubalik pamo HAHA
(They go back HAHAHA)
Interviewer: kuan pa gawas pa ingato katong influensya simong
barkada. Naa pay rason halimbawa, ah problema bani kaning naa kay
na lainan na subject or unsa ba attitude saimong klasmeyt or simong
teacher ingana
(They some reason example,they are some subject that you hate or
classmate or teacher just like that)
Respondent: wala
(Nothing)
Interviewer: pag abot sa mga academics difficult mga ingana
makatamad saimoha kanang halimbawa sa subject nga ingani kapoyan
ka, tamadan kay kanang di kana musulod ingana, naa bay ingana?
_____________________________________________________________________________6
2
(It comes in academics difficult you got tired just example in one subject
you got lazy, you have?)
Respondent: isa lang
(just one)
Interviewer: isa lang? Sa unsa na subject?
(One? what subject?)
Respondent: sa 21st
(21st)
Interviewer: so ingana pag kuan nimo halimbawa ingani na adlaw, lunes
schedule sa 21st century di ka mu skwela ana?
(I just like this, monday is the schedule of 21st century so you didn't go
school?)
Respondent: dependi kung maayo utok ko ba kung masulod o indi
(It depends on my mind when I enter or not)
Interviewer: pero usahay kay musulod ka dependi sa gana²
(Sometimes you will enter in school it depends on that)
Respondent: pero kis a gina pilit kolang sarili ko na mag sulod kay basi
ma bagsak ko kay ma'am
(Sometimes I force myself to school because ma'am well feels me)
Interviewer: so...about sa ingana na subject mga difficulties. About sa
imo na pamilya, okay lang? Naa pud bay usahay nga maka kuan mo
naay misunderstanding maka kuan mo maka kuan gud sya, maka cause
_____________________________________________________________________________6
3
pud sya na dili ka maka absent, ay maka absent pud ka tungod
saimohang pamilya misunderstanding saimong pamilya ingana?
(so...about the ingana subject difficulties. About your family, is it okay? Is
it also true that sometimes you have a misunderstanding, you can have it,
it can cause you not to be able to be absent, you can also be absent
because of your family's misunderstanding with your family, right?)
Respondent: wala
(Nothing)
Interviewer: kina encourage ka nila
(they encourage you)
Respondent: oo kina encourage nila ako lang gid ang naano nga mag
sibat
(yes, when they encouraged me, I was just my own decision to escape)
Interviewer: ahh so pala pud bitaw kanang main gid nimo nga kuan
significant nga mu skwela mu sulod² sa skwelahan gyud no kay murag
dili pa nimo ma kuan ang usaba ah, ang importante bitaw importansya sa
pag sulod sa skwelahan
(ahh so it's really important that you go to school because you don't seem
to be able to understand the importance of going to school)
Respondent: importante na pag sulod sa skwelahan?
(is it important to go to school?)
Interviewer: oo
_____________________________________________________________________________6
4
(Yes)
Respondent: para kuan maka tuon eh sa mga lessons about sa kina
pang tudlo sang mga reachers
(so that you can focus on the lessons about what the reachers teach)
Interviewer: pag abot saimohang, ay mas kina encourage diay ka
saimohang parents no
(when it comes to you, you are encouraged more by your parents no)
Respondent: oo
(Yes)
Interviewer: mu laag ka diba no whole day mu laag ka kauban imong
barkada
(You're going to be lazy, aren't you? You're going to be lazy with your
friends all day)
Interviewer: kanang kuan ga pulaw baka kung gab e like mag dulag ml
(like late sleep at night, and in the evening been playing ml)
Respondent: dati pero subong waay na
(it used to be but now it's gone)
Interviewer: so katong pag pulaw nimo maka kuan pud to nga dika maka
skwela kay maka pulaw ka
(So, if you're pale, you can't go to school because you're pale)
Respondent: oo, kapoy
(yes, tired)
_____________________________________________________________________________6
5
Interviewer: kapoyan no
(Tired right)
Respondent: oo
(Yes)
Interviewer: so maka tulog kay sayo, sayo kana mu tulog
(so I can sleep with you, you sleep with me)
Respondent: sayo pina ka aga guro mga 1am
(You are the morning teacher at 1am)
Interviewer: so pag ka ugma di kana maka skwela Matulog nalang ka
ana
(so, if you can't go to school, just sleep)
Respondent: oo ma tulog nalang ko kay tamadon nako
(yes, I'll just sleep with my tamadon)
Interviewer: katong oag absent nimo halimbawa katong mag laag ka
gikan naka sa skwelahan or wala pa?
(Are you absent from school, for example, are you absent from school or
not yet?)
Respondent: wala pa sa balay gid arang ano ba arang chat² anay ba
chat² lantaw² anay sa peysbok kung ara mag chat ba nga di sila mag
sulod amoto di nalang pud ko mag sulod hantod mag sabutanay na mu
laag nalang
_____________________________________________________________________________6
6
(They're not at home yet, so what's the matter with the chat², is it the chat,
let's look at the Facebook page, if they're going to chat, they won't come
in.)
Interviewer: pero kato, kato na panahon kabalo ba imo na parents
(but this is the time, don't you know your parents?)
Respondent: waay
(Nothing)
Interviewer: so wala sila naka kuan saimo no di sila aware nga naga
kuan diay ka ato ga laag² lang diay ka
(so, they don't have anything to do with you, so they are not aware that
we have taken care of you, that you are just wandering around)
Respondent: oo
(Yes)
Interviewer: pero katong pag kuan na hibaw an ba saimong parents na
hibaw an nila pud? Nga ga absent ka ingato
(but do your parents know that they know too? So you're absent)
Respondent: oo
(Yes)
Interviewer: na bal an nila pag kadugayan
(that they know in the long)
Respondent: na bal an kay may ara nag sugid ba
(Who knows if someone confessed)

_____________________________________________________________________________6
7
Interviewer: ah gi ingon nila
(they say so)
Respondent: oo
(Yes)
Interviewer: pag kabalo simong parents?
(if you parents know?)
Respondent: gi ano lang ko gi isturyahan lang ko nga ano nga kina pa
skwela man ko tarong tapos sige kalang ka absent kating
(They talking to me but they want me to go school but sometimes im
absent
Interviewer: hmm so mga ingana no
(Hmm so just like that)
Interviewer: pero human ingato
(But after that)
Respondent: ano kina isip ko nalang sa sarili konga ma skwela nalang
ko kay lapit nalang man gyapon
(What was I thinking to myself, I can go to school because it's so close)
Interviewer: karang sa kaayohan man pud gihapon ang pag skwela
(Even going to school is good)
Interviewer: nganong gi kapoy ka ato mag skwela? Unsa imong huna²?
(why are you tired of going to school? What do you think²?)
Respondent: arang ano ba kapoy gud bugtaw tuyo2 paba di makaya

_____________________________________________________________________________6
8
(I'm so tired, so dry, I can't handle it)
Interviewer: naa batoy katong katulugan ka amo ba gihapon to na
panahon katong nag pulaw ka?
(where are you going to sleep? is it still the same as when you turned
pale?)
Respondent: oo amotosya
(Yes, it just like that)
Interviewer: ahh pag ka ugma
(Ahh another day)
Respondent: di nalang ko ma sulod
(I didn't go school)
Interviewer: kapoy na
(Its tired)
Respondent: oo
(Yes)
Interviewer: di kana ato mag skwela whole day?
(can't we go to school all day?)
Respondent: indi na matulog lang asta mag hapon
(no more just sleeping in the afternoon)
Interviewer: HAHA tungod sa ano no gikan ka sa pulaw.
(HAHA because of what you are from been having late night sleep.)
_____________________________________________________________________________6
9
Interviewer: gikan sa kuan unsa ka oras mag start dula kanang mag ml
ka or unsa dira?
(Where are you from, what time do you start playing, or what are you
doing there?)
Respondent: ml
(ML)
Interviewer: gikan ka sa gabi hantod ano oras ma tapos
(you come from the night until what time is it over)
Respondent: 8pm hantod ala 1am
(8pm to 1 am)
Interviewer: pero amo lang gyud ng limit hantod kang gyud ka sa 1am?
(but do you really only have a limit until 1am?)
Respondent: indi kung kis a ma abtan pa 8 sa aga
(Sometime i hot 8 in morning)
Interviewer: alas 8 sa aga gikan sa gabii?
(8 in morning to evening)
Respondent: oo HAHAHA
(Yeah hahahhha)
Interviewer: murag kuan eh 12hours
(Like 12 hours)
Respondent: oo amonang di nako maka skwela
(Yes thats the reason that i not go in school

_____________________________________________________________________________7
0
Interviewer: kay lami na ang tulog
(because sleep is good)
Respondent: oo
(Yes)
Interviewer: naa bay kuan naka try ka pila ka adlaw nga sigeg ingato
nga na ingato na imohang habit
(Have you tried it for a few days and keep trying to make it a habit?)
Respondent: oo
(Yes)
Interviewer: pila ka adlaw?
(How many days)
Respondent: mga ano guro months guro to
(Like months I'm not sure)
Interviewer: months naga kuan ka tungod sa ano no
(You've been away for months because of what)
Respondent 2: pag hampang lang sa ml ba
(When I'm playing ml)
Interviewer: so unsa ba na murakah malingaw sa ML murag kuan lang
oang lingaw2 or murag nagahan nagid nimo dira nalang gid imong
attention
(so why is it so cheap to enjoy ML, it's like you're just listening to the music
or it's like you're enjoying it, you're just paying attention)

_____________________________________________________________________________7
1
Respondent 2: oo nna ganahan lang gid ko kay sabay ko sa mga
barkada ko ba kina hagad ko nila kina hapit ko nila sa balay ma ml lang
(Yes, I really like it when I'm with my friends, when they caress me, when
they touch me at home.)
Interviewer: so ingana, sabay pud mo saimong barkada ma absent eh
(so ingana, you and your friends will be absent at the same time)
Respondent 2: dependi saila ang iban ga sulod man sila biskan wala sila
tulog
(the others depend on them even if they are inside even if they don't sleep)
Interviewer: kay ingato matulog nalang ka
(why don't you go to sleep)
Respondent 2: matulog nalang ko tapos kina siling kolang sa sarili ko
bawi lang ko sunod
(I'll just go to sleep and then I told myself I'll just get back next)
Interviewer: ingato na panahon sige lang gyud kag dula ato
(it's time to go ahead and play it)
Respondent 2: oo sige lang kog dula
(yes, I'll just play)
Interviewer: na abot pag 1months nga ingato?
(that's up to 1 months, right?)
Respondent 2: sobra
(too much)
_____________________________________________________________________________7
2
Interviewer: sobra pa
(Too much)
Respondent 2: oo
(Yes)
Interviewer: mao diay tong sa record murag naa kuan saimo nga taas²
imong absents
(That's why it's on the record that your absences are so high)
Respondent 2: oo, taas akong absent sadto kina akigan na gani ko ni tito
(yes, I was absent from my uncle's house)
Interviewer: ay asa diay ka ga puyo karon?
(where are you staying now?)
Respondent 2: sa kay tito
(My uncle)
Interviewer: wala kay parents na naga kuan saimo karon na mag atiman
(you don't have parents who can take care of you now)
Respondent 2: ara
(Yes)
Interviewer: isa lang mog balay simong parents?
(do you parents have only one house?)
Respondent 2: indi
(No)
_____________________________________________________________________________7
3
Interviewer: ah lain² pero nag stay ka karon simong tito? Ang imong
kauban pamilya simong tito
(ah lain² but did you stay today uncle? Your fellow family members)
Respondent 2: indi
(No)
Interviewer: so wala ka kaayo na tutukan saimong parents ingana no
(so you don't have much to focus on your parents, right?)
Respondent 2: oo waay kay may duty pud si kuya kag di tito ba pati sya
(Yes, my brother has duty too, and isn't he an uncle too?)
Interviewer: ahh walay parents nimo
(ahh you don't have parents)
Respondent 2: wala pero okay² man ko sa mga ano gud sa mga
kailangan ko sa skwelahan ba
(nothing, but I'm okay with the things I need in school, right?)
Interviewer: ga support man sila, pero ingato ma panahon wala man sila
nakabalo nga ingana diay
(They don't even support, but at the same time, they don't even know that
it is true)
Respondent 2: wala kay layo man sila
(they are not far from you)
Interviewer: so karon ga puyo ka simong tito
(so now you are awake, uncle)

_____________________________________________________________________________7
4
Respondent 2: oo
(Yes)
Interviewer: pero pag abot sa pag skwela sa kinanglan nino ma providan
man ka?gikan saimong parents ingana wala man sila nag kulang nga di
sila maka hatag rason nga dika maka skwela, wala man rason na di ka
maka skwela kay tungod walay support gikan simong parents, wala man
silq nag kulang gyud
(but when it comes to going to school in need, who can provide for you?
From your parents, even if they don't have enough, they can't give you a
reason why you can't go to school, there's no reason why you can't go to
school because you don't have support from your parents, nothing is really
missing)
Respondent 2: oo wala man, kung unsa man akon kina pangayo kina
hatag man diritso
(yes, nothing at all, no matter what I ask for, I give it directly)
Interviewer: so imong parents mama ug papa naa man karon
(so your parents, mom and dad, are here today)
Respondent 2: ahm wala
(Nothing)
Interviewer: asa sila
(Where are they)
Respondent 2: si papa naa sa davao

_____________________________________________________________________________7
5
(Dad was in Davao)
Interviewer: ngano man
(Why)
Respondent 2: didto sya naga trabaho
(He worked there)
Interviewer: pero okay lang sila? Ilang relationship
(but are they okay? How many relationships?)
Respondent 2: Indi hiwalay di mama kag papa
(Mom and dad are not divorced)
Interviewer: ay hiwalay sila
(they are separated)
Respondent 2: oo, si mama sa abroad si papa sa Davao
(yes, mom is abroad and dad is in Davao)
Interviewer: ay abroad imong mama layo² diay sila saimoha no
(Your mother is abroad, they are far away from you)
Interviewer: pero pag abot saimong kinahanglang mag support imong
papa ug mama saimoha
(but when you arrive, your father and mother must support you)
Respondent 2: oo supporta sila duha sakon
(Yes, they both support me)
Interviewer: pila diay igsuon nimo
(how many brothers do you have?)

_____________________________________________________________________________7
6
Respondent 2: tatlo mga gagmay paman to ang isa kinder
(There are three little ones, one is kinder)
Interviewer: kinsa man ga atiman sila?
(who cares for them?)
Respondent 2: si mama ar kay mama tanan
(mom is everyone's mom)
Interviewer: bale kamo naa moy question sige mark ikaw
(If you have a question, go ahead and mark it)
Interviewer 2: bali katong naga laag mo asa mo ga lakat kag ga unsa
kamo didto
(It's broken that you wandered where you wandered and what are you
doing there)
Respondent 2: ahmm didto tambay² sa plaza may sa gym lantaw
basketball kunf kis a ga dayo sang ml ba
(Uhmm, there's hanging out in the plaza, there's a basketball in the gym, if
you're there, why don't you go there?)
Interviewer: so ang main reason gi tamad ka tungod kay nag pulaw ka
unya nag pulaw ka tungod kay nag dula kag ml usahay influencya pud
no. So kana gyud no wala nagyud kay lalom pa na rason saimong oag
absent. Unsa pa saimong gadget ga dula lang gyud kag ml?
(so the main reason why you are lazy is because you are pale, then you
are pale because you are acting and sometimes you have influenza, no. So
_____________________________________________________________________________7
7
that's really why there's a deeper reason why you're absent. What other
gadget do you have that is just a game?)
Respondent 2: ok
(Ok)
Interviewer: Facebook? Dili kaayo ko
(Facebook? I'm not so much)
Respondent 2: talagsa lang
(Sometimes)
Interviewer: pero maka kuan kag cellphone sa pila ka oras naga kuan
lang ka ga ml lang?
(but you can take a cell phone at what time you just take it, right?)
Respondent 2: oo ml lang gid
(Yes only ml)
Interviewer: murag nakoan nagyud no
(it looks like I'm here nagyud no)
Respondent 2: oo na adik HAHAHA
(Yes im addicted hahhaa)
Interviewer: tungod na adik ka sa ml kay na lingaw ka
(because you're addicted to ml because you're funny)
Interviewer: ay kanang kuang ba among pangutana unsa bay makuha
nimo sa ml
(Is it right that we ask, what can you get from ml)
_____________________________________________________________________________7
8
Respondent 2: kalingawn lang ba lingaw² lang ba
(It's just fun, it's just fun)
Interviewer: so wala gyud na ingon na dula² halimbawa pustaanay mag
kuan sila 5v5 pero ikaw?
(so there's really no such play² for example, they'll bet on 5v5 but you?)
Respondent 2 : kina sali ko nila
(I joined them)
Interviewer: kasali ka usahay
(you are involved sometimes)
Respondent 2: kuna kadtoan ko nila sa balay
(I went to their crib at home)
Interviewer: ahh kuan pero imoha lingaw² lang gyud
(For you is just for fun)
Respondent 2 lingaw² lang man akon sila lang ga pusta sakon
(ahh kuan but it's just yours
Even if it's just for fun, they're just betting on me)
Interviewer: lingaw² lang sa ml hantod diri nalang jud imong attention
permi naka focus
(just enjoy the ml until your attention is always focused)
Respondent 2: oo murag hobby na nako
(yes, it's like a hobby of mine)
Interviewer: murag maka limot ka unsa na oras

_____________________________________________________________________________7
9
(you seem to forget what time it is)
Respondent 2: oo pag mag gwa ko sa balay abiko aga pa gab e na gali
(Yes, when I leave the house, I'll call you in the morning)
Interviewer: so lingaw² lang jud imoha halimbawa naa kay problema e
dula nalang jud nimo?
(so it's just fun for you, for example, you have a problem and you just play
it?)
Respondent 2: oo e dula nalang nako para ma limtan ba ang problema
(yes, I'm just pretending to avoid the problem)
Interviewer: pero unsa ba problema saimo na sarili nga ingana
(but what's the problem with you that you are self-sufficient?)
Respondent 2: karang kis a abi karang gab e nagud ko ma uli ba kis a
ma datnan ko n kuya nga mauna pasya uli sakon ano mana sya aga sya
mag duty tapos tas mag uli sya mga 9 gud sang aga tas ako ma uli mga
12 na sang udto mag uli ingana gud amonang kina akigan nyako
(It's a good night. I want to come again. I'll come to my brother first. I'll
decide what he'll do in the morning. He'll be back at around 9 in the
morning. I'll be back around 12 in the afternoon. It's going to be good for
you again)
Interviewer: so asa diay ka gikan ato ga dula ka?
(so where are you from?)
Respondent 2: ga dula ko ato sa dalan lang ba

_____________________________________________________________________________8
0
(I'm just playing on the road)
Interviewer: pero sainyo gyapon banda?
(but what about you?)
Respondent 2: oo samon lang gyapon banda amotong kina kigan ko
perminte tas kina kulbaan ko kay basi e sugid nya kay mama kag papa
ba kay basi ma dulaan ko sang sustento ba
(Yes, it's just a matter of time, but I'm going to give it to my girlfriend, but
I'm always nervous because maybe she'll tell mom and dad because
maybe I'll lose the support.)
Interviewer: indi naka ma ano
(I don't know what to do)
Respondent 2: ma tagaan ba
(Can provide still)
Interviewer: asa gani mo ga puyo run?
(Where you live now)
Respondent 2: sa magsaysay
(In magsaysay )
Interviewer: mag adto ka diri unsa imong kina sakyan naka tricycle?
(come here, why are you riding a tricycle?)
Respondent 2: si kuya kina hatod ko niya usahat
(Sometimes caused by my brother)
_____________________________________________________________________________8
1
Interviewer: so kuan sa maka influensya imong barkada tamadon amo
lang gid to no
(My brother took me to him
Interviewer: so why can your friends influence you, that's all we really
are, no)
Respondent 2: oo amo lang gid na
(yes, it's just the boss)
Interviewer: pero karon okay na?
(but now it's okay?)
Respondent 2: oo okay na
(Yes okay)
Interviewer: didto lang nimo na feel na ang significant sa academics kay
grabi gid kaayo iyang impotansya no, kay mu adto man tang skwelahan
para mu learn to learn maka kuan gyud ba maka gain ug knowledge kay
kung ma kuan lang tuyo² lang ka ambak² lingaw² maayong dili nalang ka
mu skwela mu ambak² nalang kag pader sainyong balay Hahaah
Ang akong kina pa sabot kay para maka himo kag disisyon na para maka
kuhag kag knowledge ba. para amo ng imo ma sabtan nimo para ma balik
kag tarong sa pag skwela.
Amo rato thank you kaayo.
(It's only there that you feel the significance of academics because your
impotence is so great, because you go to school to learn to learn, how can

_____________________________________________________________________________8
2
you really gain knowledge because if you're only there, you're just going to
jump in, it's not good. You go to school, you just jump over the wall of your
house Hahaah
What I'm still trying to do is to make a decision so that you can gain
knowledge. so that your boss can understand you so that you can go back
to school properly.
That is all, thank you very much)
Respondent: Oo kuya. You're welcome. Salamat pod
(Yes kuya. You're welcome. Thankyou as well)
Participant #3
Interviewer: unsa jud ang pinakarason (nganong sige kag absent?
(what is the main reason, why you're always absent?)
Respondent: naka absent ko ato kay tungod nag sakit ko ato ug wala ko
naka dala sang excuse letter, wla ko naghatag kay ma’am?
(I got sick, and i was not able to bring an excuse letter as proof that I got
sick.)
Interviewer: nagsakit ka ato mga pila ka adlaw
(You were sick for a few days, as you will remember?)
Respondent: mga dalawa ka adlaw, tapos pag eskwela nako balik dri
mao to nangutana c ma'am nganung nag absent ka, unya nag tubag ko
nagsakit mn ko ma'am, tapos paghuman ato ana c ma'am ug mag absent

_____________________________________________________________________________8
3
dw ko mag hatag daw ko ug excuse letter,tpos pagkahuman nag absent
liwat) wala gyapun ko naka hatag utro
(about two days, then when I got back to school, ma'am asked me why I
was absent, and I said I got sick and then ma'am said the next time I'm
absent I should bring an excuse letter but then I was absent again and
like before I still haven't been able to give an excuse letter.)
Interviewer: so unsa mn, nganong wla ka nkahatag ato.
(why didn't you give an excuse letter, as your teacher requested)
Respondent: nakahatag ko ato pro kanang isa lang ka excuse letter
(I was able to give it once.)
Interviewer: ah isa ra
(ah okay, it's just once.)
Respondent: oo, tapos nasagunsunan jud to ug absent ba.
(yes, and after that I was absent one after another)
Interviewer: so, pila nka kaadlaw naka absent ato;
(and how many days are the consecutive days of your absence?)
Respondent: mga duwa tatlo, naa rako sa balay nag puyo ra
(about two to three times, I was just hanging out at home)
Interviewer: unya wla ka nkahatag ug excuse letter?
(and you didn't give an excuse letter?)
Respondent: oo
(yes.)
_____________________________________________________________________________8
4
Interviewer: unsa may rason ato nganung wla ka nkahatag gyud?
(and what was the reason why you didn't give an excuse letter?)
Respondent: gi ingnan mn nku akong mama nga ma, maghatag ug
excuse letter kay ma’am, nya busy mn kaayo mao tong nakalimtan
nalang.
(I told mom to give an excuse letter, but she was so busy until she forgot to
write an excuse letter.)
Interviewer: so atong niagi no kay physical issue?
(so the last time you was absent because you got sick?)
Respondent: (oo, wla)
(yes, I didn’t)
Interviewer: katong sunod adlaw, tungod sa unsa nga rason?
(the next day you were absent because of what reason?)
Respondent: wla, kanang usahay man gud tamaron rako, mag halfday
lang ko lain na kaayo mubalik lami na kaayo itulog.
(sometimes I got feel so lazy to go to school, for me sleeping is better.)
Interviewer: kada gabie gadula baka ug mobile legends?
(do you play online games every night or do you stay up late?)
Respondent: fb lang
(just facebook)
Interviewer: sa paggamit nimo ug fb pila pud ka oras?
(how many hours do you spend on your cell phone for Facebook?
_____________________________________________________________________________8
5
Respondent: human ug kaon mga 7 handtod 10 unya handtod 11 sa
gabii
(after eating around 7 to 10 to 11 at night)
Interviewer: naa ba kay experience nga kanang nagpulaw ka, unya
pagka buntag wla nka, naka eskwela?
(Have you ever stayed up late and didn't go to school the next morning?)
Respondent: wla
(nope/no)
Interviewer: ah so bsag nagpulaw ka pagkabuntag eskwela gyapun ka?)
(bukod ato naa paba kay rason nganung ga absent ka?
(so even though you stay up late, you still go to school the next morning?
and apart from your absence from school, do you have any other reason
why you are absent?)
Respondent: wla, kanang tamadon ra jud unya pagka buntag
mangutana ra. C ma'am nganung absent napud ko.
(nothing, I'm just really lazy to study and in the morning every time I'm
absent ma'am will ask again why I didn't go to school)
Interviewer: Ay okay okay, sige mao ra man to noh. Salamat kaayo
(Ah okay, that’s all huh. Thank you very much.
Respondent: Oo Kuya. Salamat pod
(Yes Kuya. Thank you as well)
Appendix D
_____________________________________________________________________________8
6
Thematic Analysis Matrix
Participant #1
Statement Codes Themes
“There are times when mom  Easily

and I fight, then I lose the discouraged
desire to go to school”
I have no appetite, I just

don't want to go to school,  Lack of
especially the teachers who I interest in Psychological
don't like. school Factor
"Ahmm, in the family

problem, if we talk about it
when my step father and
mother fight, they will think
about me because they don't  Affected from
want to fight anymore." parents fight
_____________________________________________________________________________8
7
“Nothing, just at home, I just  Seeking for
sleep in the room, I don't pay attention
attention, that's what it's
called attitude, that attitude
is high and arrogant
just waiting to be taken care
of. I can be absent because
of course in mom I asks for
pocket money but I don't
take care of her because we
fight”
Psychological
Factor
"No, I'm just at home.
Sometimes you are one of  Just wanted
the reasons why I want to be to be alone
absent when there is no one
at home, I just really want to
be alone, don’t want to
socialize"
"Ahm, there are reasons why  Mental

mom and I fight, then it's breakdown
just my personal problems,
breakdown"
_____________________________________________________________________________8
8
Participant #2
 Peer influence Peer Influence

“Yeah, as they do not go to
school, so me as well”
(Did you experience that

you sleep at dawn?)
- “Yes, maybe at 1 am”  Late sleep at
(So, if you can't go to night and
school, you just sleep?) tiredness
- “Yes, I'll just sleep
because I'm tired”
Behavioral
(Just enjoy the ml until Pattern
your attention is always
focused?)  Distraction/out
- “Yes, it's like my of focus
hobby”
“It's like I’m not interested  Lack of interest

to going school, I realized to in school
stop my studies because
I’m tired”
Participant #3
_____________________________________________________________________________8
9
“I got sick, and I was not  Illness
able to bring an excuse letter Illness
as proof that I got sick”
“sometimes I got feel so lazy  Laziness

to go to school, for me  more
sleeping is better” interested in
sleeping than
being in
school
(how many hours do you

spend on your cell phone for Behavioral Pattern
Facebook?)
- “after eating around 7  Over-used of
to 10 to 11 at night” social media
“nothing, I'm just really lazy

to study and in the morning
every time I'm absent ma'am
will ask again why I didn't go
to school”  Laziness and
lack of
interest in
school
CURRICULUM VITAE
_____________________________________________________________________________9
0
KENNETH M. MAGBANUA
Sitio Upper Pulabato,
Brgy. Pulabato, Tampakan,
South Cotabato, Philippines 9507
09638113227
Kennethmagbanua42@gmail.com
EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL: Tampakan National High School
Poblacion Tampakan
2021 – present
JUNIOR HIGH SCHOOL: Danlag Elementary School
Poblacion Tampakan
2017 – 2021
ELEMENTARY: Danlag Elementary School
Poblacion Tampakan
2011- 2016
PERSONAL BACKGROUND
Date of Birth: September 21, 2004 Place of Birth: Pulabato, Tamp.
Civil Status: Single Religion: Roman Catholic
Age: 18 Nationality: Filipino
FRENCH KARL C. OSORIO
Purok Dignadice,
_____________________________________________________________________________9
1
Brgy. SanRoque, Koronadal City
09098264896
Justineosorio143@gmail.com
Poblacion Tampakan
2021 – present
JUNIOR HIGH SCHOOL: Korbel Foundation College inc.
City of Koronadal
2017 – 2021
ELEMENTARY: Bukay Pait Elementary School
Tantangan
2011- 2016
PERSONAL BACKGROUND
Date of Birth: March 4, 2005 Place of Birth: Dumadalig Tantangan
GABRIEL J. TAMAYO Jr.
Purok Basak
Brgy. San Roque , Koronadal City,

_____________________________________________________________________________9
2
09510872987
tamayo208@gmail.com
Poblacion Tampakan
2021 – present
JUNIOR HIGH SCHOOL: Tampakan National High School
Poblacion Tampakan
2017 – 2021
ELEMENTARY: Sitio Lasang Elementary School
City of Koronadal
2011- 2016
PERSONAL BACKGROUND
Date of Birth: February 27, 2003 Place of Birth: Bukang Dewayway
APPLE JANE VALLEJO
Purok Artesian,
Brgy. San Roque, Koronadal City,

_____________________________________________________________________________9
3
09531750196
vallejoapplejane@gmail.com
Poblacion Tampakan
2021 – present
JUNIOR HIGH SCHOOL: Marbel 7 National High School
City of Koronadal
2017 – 2021
ELEMENTARY: Bai Saripinang Sultan Barangay Cacub
City of Koronadal
2011- 2016
PERSONAL BACKGROUND
Date of Birth: October 14, 2003 Place of Birth: Bai Saripinang Sultan
Kudarat
Civil Status: Single Religion: Baptist
MARK D. LEONARDO
Purok Masagana,
Brgy. Magsaysay, Koronadal City,

_____________________________________________________________________________9
4
09051179539
Markleonardo478@gmail.com
Poblacion Tampakan
2021 – present
Poblacion Tampakan
2017 – 2021
ELEMENTARY: Tampakan Central Elementary School
Poblacion Tampakan
2011- 2016
PERSONAL BACKGROUND
Date of Birth: September 23, 2004 Place of Birth: Manila
CURRICULUM VITAE
REX C. SIEGA
_____________________________________________________________________________9
5
Purok Daisy,
Brgy. Buto, Tampakan,
RexSiega16@gmail.com
Poblacion Tampakan
2021 – present
Poblacion Tampakan
2017 – 2021
ELEMENTARY: Taplan Elementary School
2011- 2016
PERSONAL BACKGROUND
Date of Birth: January 12, 2005 Place of Birth: Sitio Taplan, Brgy. Buto
Tampakan
BENCH RAVEN A. CUEVAS
Purok Tagumpay,
Brgy. Poblacion, Tampakan,

_____________________________________________________________________________9
6
09098264896
benchravencuevas7@gmail.com
Poblacion Tampakan
2021 – present
Poblacion Tampakan
2017 – 2021
ELEMENTARY: Tampakan Central Elementary School
Poblacion Tampakan
2011- 2016
PERSONAL BACKGROUND
Date of Birth: May 7, 2004 Place of Birth: Poblacion Tampakan
Civil Status: Single Religion: Seventh- Day Adventist
_____________________________________________________________________________9
7
_____________________________________________________________________________9
8

Research Study OFFICIAL Painal

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Research Study OFFICIAL Painal

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CHAPTER 1

Background of the Study

A Grade 11 student at Tampakan National High School is also

under the name Joshua. Joshua is left unattended; he doesn’t have

parents to support him in his studies, but nevertheless, he finds a way to

This study was conducted at Tampakan Nation High School,

located at Poblacion, Tampakan, South Cotabato, where this school has

Moreover, these authors (Arya Ansari, Tara L Hofkens, Robert C

Pianta) showcases absenteeism and its primary reason is the experience

of greatest economic difficulties or socioeconomic status (Journal of

Youth and Adolescence 49, 1835-1848, 2020).

Its absenteeism range basis is 3 or more absences [within 1

rooms that has no accurate data due to incomplete Classroom

Attendance Tool (CAT), but however the highest number of absentees

they’ve got is from the Information Communication and Technology (ICT)

problematically absent in the said class section.

As far as academic performance is concerned, absenteeism is a

very big problem insofar as it causes the student (absentee or truant) to

causes the learner to have weak or inappropriate academic performance,

which technically brings them down, particularly senior high school

Whereas, its general purpose is to gain knowledge about the

possible hindrances that causes them into absenteeism thus the

researchers could able to intervene and cause them into counseling

through seminar with an effective and knowledgeable speaker that can

absolutely help those absentees (truants), and perhaps they would

might be gradually be motivated to have seriousness and eagerness in

Statement of the Problem

This study aims to know each absenteeism problem of Grade 11

ICT Learners in Tampakan National High School, S.Y. 2023-2024.

1. How they the Grade 11 ICT Learners do describe in terms of:

1.3 Family Income

1.4 Distance from School

2. What are the perceived causes of Absenteeism?

Scope and Delimitation of the Study

This study focuses on the absenteeism case of grade 11 ICT

learners at Tampakan National High School. This study will be

conducted only at Tampakan National High School, particularly with 40

TVL-ICT students in this school year 2023-2024. Three (3) participants

will be selected as those who have the highest number of absences

interviews, the researchers will be conducting this study in order to gain

Significance of the Study

According to John F. Kennedy "The goal of Education is the

advancement of Knowledge and the dissemination of truth". For this

granted, the goal of education even the disseminated truth will be in

These are the following beneficiaries:

their absent children.

School. School is one of the beneficiaries of this study, in a way that

Guidance Counselor. often have a deep understanding of the factors

that contribute to absenteeism among students. This expertise could

range of factors that contribute to absenteeism.

Future Researcher(s). you/they can explore your/their hobbies through

research, learn something new, improve your/their problem-solving

abilities, and present yourself/themselves with fresh challenges.

To further understand the study, the researchers defined the

Absenteeism. According to Tanima Sharmin et al. (2017), absenteeism is

a frequent absence from class without any good reason or an unexcused

In this study, the researchers can easily determine absenteeism

basis for determining and identifying the selected participants of this

year) is the eleventh year of formal or compulsory education. Students in

the eleventh grade are usually 16–18 years of age.

are socially constructed.

from employment; commissions; tips; bonuses; family and clothing