1

Chapter I THE PROBLEM AND REVIEW OF RELATED LITERATURE Background of the Study A child or students interest is the most basic

element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others. This kind of educational system is comparable to a series light connection where in the state of one greatly

affects the others. Population and the percentage within that population which causes negative feedbacks can be the primary reason of a poor product. The group or

classroom type of organized way of learning has given that impact to the community being the commonly used

system. Its effectiveness has been proven and has never been out of fashion. The presence relationship on class between the students and their physical learning

discussions

performance are greatly relative. Class participation is just one way of measuring a childs learning ability. In a class, the teacher-student relationship is one of the most fundamental units in students learning.

Learning in a system of group collaboration is one of the best ways in gaining knowledge. It is a teamwork which the framework relies on an individual learning from the others and others learning from that individual. When a student misses a day of school he/she must have lost the chance to hear others, interpret and

analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry

might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a childs regular truancy. psychotic These may be poor finance school

concerns,

disability,

imbalance,

climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards

education (Savers, D. etal,2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the

students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a

great lose and may result to giving up an aimed position. It can also cause social repletion especially when a

class is composed of a great number of students. This

habit can cause a dilemma to the school administration when big figures are involve and may decrease the

schools performance. On the other hand, contamination of sickness and disease can be avoidable because of the

absences of a person (Marbuger, D., 2001) A students attendance may be the grounds of the results of his or and of her learning may performance. also and School the the

administration absenteeism

faculty their

affect so as

rate

student,

population of those who practice absenteeism affect the administration and the school itself. There are so many fruits that the root of absenteeism can produce depending to the situation of the respondent. Hence, this research will be conducted. Review of Related Literature There are a lot of factors which affect the student performances in academic areas. One of these is

absenteeism. Absenteeism is defined to the students as a deliberate or habitual absence from going to school.

Everybody misses a day of school activities and school lessons now and then. But it is a problem if the students will absent to many days in going to school, this will cause serious problems

(http://www.enterpreneur.com/encyclopedia/term/82042.html ). Absenteeism performances teamwork for in students when affects they are and their in a school or

especially their

group

assignments

projects.

Since

grouping will help develops the students cooperative and ability mates, to share and the gain group knowledge mates from their group the

likewise,

will

also

miss

opportunity of gaining knowledge from the absent student (Koppenhaver, 2003). According to Schmidt in 1983, absenteeism affects the students ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level. Students who have spent time attending lectures or classes have a significant, positive effect on students performance. Students that participated exhibited higher grades and scores in examinations that the student. Marburger states that the difficulty inferring the effect of absenteeism on performance because, once a

student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of

missing examination material covered that day compared to the students who were present in the class (2001). It indicates that persistent absentees at an innercity school in South Wales had significantly lower self concept self-esteem, lower problems more deprived level, groups. socioeconomic and Suggest more that

backgrounds, educational

intelligence to control

remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid k, 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of School Administration. Those high levels of absenteeism have negative of repression quality colleagues of well effect trained to the

production

levels

students

because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that

absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students achievements (Mateo R, 1998).

Students from the

contracts The

influence teachers on

teacher

attendance has a

classroom. and How negative

attendance interested influences and

positive achieve.

effect

students their student

students

absences

teachers-students absenteeism affect

relationship. the student

Teacher test score

performance

base on extensive data collection effect, conducted by authors. It presents an economic analysis using data from over 700 school district in New York State 1986-1987. It includes that provisions plays a big rule like (the

number of unused leave day by teacher will accumulate and cash in at retirement may simultaneously bathetic in teachers and student (Pitkoff, 19903). Teachers who maid and received low performance

making tend to miss a larger number of days than those who did not. Teachers with marks do not feel a connection to the workplace and believe they are ineffective in the classroom. This gives an impetus for school

administration to develop teachers growth plan early in the academic years for low performing teachers than the later in year (Pitkoff, 1993). To prevent and correct serious attendance problems, schools need to change the way they structured improves

the quality of the courses and intensity interpersonal relationship between teachers and students (Epstein and Sheldon, 2002). School refusal behavior is a term synonymously used with absenteeism. Classifications social of this school are the

following

manifestation:

phobia,

phobia,

anxiety and/or depression and truancy (Daleidan et.al, 1999). Of all these manifestations, truancy is one that presents personnel a diversity the of issues need of interest or to school

while

others

medical

counseling

interventions (Williams, 1998) The organizational structures and culture of a

school setting contributes to how students experience the system. School characteristics and culture can influence student absenteeism (Epstein and Sheldon, 2002). Perhaps organizational school structures endorse reward

particular peer groups while ignoring the others. If so, peer identity becomes relevant in schools as the values, attitudes and beliefs held within the peer groups

predispose those in the group to endorse or reject the mission of schools. Haris(1996) claims that peer groups are more powerful than parents in changing the values of an individual. The teenagers class themselves out into

peer

groups

varying achievement

in

their and can

attitudes even find

towards anti-

intellectual

intellectual groups in middle class neighborhoods and if this is the case, the choice of peer group could have an effect upon the academic outcome of a student thus,

causing absenteeism (Hartnett, 2008). The curriculum of schools and strength of approval against the habitual absenteeism are also cited as

contributing causes to the problem. It was cited by some students as a reason for non-attendance the lack of

challenging and interesting course work and curriculum (Kilpatric, et.al, 1999).Students also cited that

negative self-image and low self-esteem are reasons for absenteeism. resulting of The negative and self-images tracking are sometimes the school

labeling

within

system (Lotz and Lee, 1999). According to Lotz and Lee that mostly of the

adolescents today receive less supervision than in the past (1999). The contributing parental factors and to chronic

absenteeism

involve

school-based

responsibility. In many cases, parents actually condone the absence by ignoring excuses when no valid reason from school (Kilpatrick, et.al, 1996).

A study presents by Unger,Morton and Laing (1997) presents the argument that students who participate in cooperative occurrence experiences, is not even the cause for this

conclusive.

Students

who

already

exhibit absenteeism might be interesting to the programs that primarily caused the students to leave school thus more day of non-attendance. Students might disassociate themselves more from the school setting since they are experiencing the world of work. They may have access to their own transportation and find easier to be absent. This view regarding length of the school day,

implementations of Blocks Scheduling with few and longer periods when compared to a seven period day with shorter periods appear to reduce absenteeism. Thus school systems implement the six or seven period day of a higher rate experiencing absenteeism (Khazzaka, 1997/1998). Birman and Natriello (1978) categorized in possible explanations for absenteeism into three categories. The most common were the students lack of adequate

socialization and ignorance of appropriate behavior. The second group of explanations, the school-level group, was primarily concerned with peer pressure and school

organizational patterns and their adverse effects. The

10

authors

labeled

the

third

group

societal-level

explanations. These included changing social mores and community values. According to Louie F. Rodriguez and Gilberto Q.

Conchas, this case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth.

Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower lowincome urban youth who are disengaged from school.

Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates grounded against theory, social this and academic explores failure. four Using

article

student-

identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability.

Implications for combating truancy, reducing dropout, and

11

promoting student engagement are discussed. Reprinted by permission of the publisher(2009). A case study involving an ethnographic assessment of adult English center revealed as in a second language Minnesota program is at a

community Findings and more

southern

outlined. structure and to

that

additional

curricular between

effective regarding

communication content and

teachers were keys

students

outcomes

reducing absenteeism and those more attentive, respectful estimations of students' abilities would ensure effective communication and help students develop a sense of

ownership in their learning according to the study of Susan L. Schalge and Kay Soga (2008). According to the study of Dube, the Shanta R and and Orpinas, Pamela, they

investigated

negative

positive

behavioral

reinforcement profiles of behavior related to excessive absenteeism. Negative reinforcement involves avoidance, and positive or reinforcement getting involves gaining parental from not

attention

tangible

benefits

attending. Data on school refusal behavior were obtained from 99 upper-elementary for attendance 17.2 and middle school students were

referred

problems. of

Three

profiles

identified:

percent

participants

attributed

12

absenteeism to both positive and negative reinforcement; 60.6 percent attributed absenteeism only to positive

reinforcement; and 22.2 percent had no profile. Findings revealed that the three groups differed considerably in mean scores for behavioral difficulties: participants

from the multiple profile groups had the highest level of behavioral problems, while participants from the no-

profile group had the lowest.(2009). The British Journal of Educational Psychology states lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but during few studies have focused on school studies

adjustment

late

adolescence.

Moreover,

have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim the primary objective of this study is to explore the relative behavioral and unique control and upper influence and autonomy secondary of parental support, control in school The

psychological granting) school

(overprotection adjustment among

students.

sample consisted of 564 students (15-18 years of age) in vocational and general educational courses from one upper secondary school in western Norway. The results showed

13

that perceived parental practices accounted for moderate, but statistically aspects significant of school amounts of variance The in

different

adjustment.

findings

indicate that perceived parental socialization practices are only moderately associated school the with school adjustment probably specific and young

among

upper the

secondary fact

students. influence as

This of

reflects parenting

that

practices

declines

children

adolescents mature into late adolescent students(2009). The study of M. Scott Norton about the ABSENTEEISM AND STUDENT ACHIEVEMENT in the year of 2009 the rate of teacher absenteeism schools, schools has been schools found with of to be highest in

elementary achievement,

lower

student

composed

economically

disadvantaged and minority students, and schools that do not require teachers about to speak to their urban immediate school

supervisor

pending

absence,

districts ... and districts with enrollments in excess of 257,000. (Pitkoff, p. 39).In schools where students are poorest and failing the most academically, teachers tend to be absent more often. In one study, the percentage of students reading below grade level was found to be the greatest predictor of school employee absenteeism,

14

followed

by

the

percentage

of

students

eligible

to

receive free lunch (Pitkoff, 1993). Studies relating the direct effects are of teacher and absenteeism tend to on student in their

achievement

limited

differ

findings. For example, in a study that focused on fourthgrade reading results, adversely it was determined student that teacher

absenteeism

affected

achievement

(Summers & Raivetz, 1982). O'Brien and others (1982) also found negative impacts of teacher absenteeism on student learning. Yet, Ziomek and Schoenberger (1983) were unable to establish such an association. Studies by Madden and others (1991) and by Ehrenberg and others (1991) also did not support the contention that student academic

performance was associated with teacher absence. In view of Pitkoff's (1993) finding that school employees rated as unsatisfatory than those tend to be absent significantly a more

days

rated

satisfactory,

reasonable

conclusion might be that the absence of a "poor" teacher does not impact negatively on student learning.

Theoretical and Conceptual Framework The student body is the greatest contributor to the success or the ground falling of the school. An

15

individual who have habitually made absences in class may have lost the chance of learning. He or she might have less chances of getting an aimed position. The school who plays an important role to a childs motivation has known the impact of absenteeism to a student and to the school performance its self. The chronic spread of absenteeism may have roots

that affect the attendance of an individual. A constant doing may lead to a constant result, just like Domino (Asia Child Data Trend, 2008). Coping up is never easy, especially when there is a lot of work to be done. Some teachers are also considerate that slows down the run of class discussion. Absenteeism alone when a large part of the school population is involved may not only cause a problem to the school but also to the local administration

(Williams, L., 2001). The performances being recorded at the diagnostic tests or midterm exams for example will determine the schools performance. And when absences are done, it can pull down even the highest scores. That is why the results of absenteeism are to be identified as so the solutions can be formulated to

materialize the aims of the school and the individuals.

16

Socio-Demographic profile of the respondent: Gender Age Civil status Common cause of absence Self inquiry Family problem

The effect of absenteeism to students learning and class/school performance.

Conduct a Conference Dialogue

Figure 1. The Schematic Diagram of the Study Statement of the Problem The study aims to identify the most common effect of absenteeism to a student and the whole body as how the student and teachers specify each. Specifically, following questions: 1. What is the profile of the teacher and student the study seeks to answer the

respondent in terms of: a. Gender b. Age c. Civil status 2. What are the common causes of absences done by the students in terms of: a. Self-Inquiry b. Family Problem

17

3. What

are

the

effects

of

absenteeism

as

grouped

according to: a. Students Learning Performance b. School Performance 4. Is there a of significant the Difference and between on the the

perception

students

teachers

effect of absenteeism in terms of students learning and school performance?

Hypothesis Ho: There is no significant difference between the

perception of the students and teachers on the effect of absenteeism performance. in terms of students learning and school

Ha:

There

is

significant

difference

between

the

perception of the students and teachers on the effect of absenteeism in terms of students learning and school

Significance of the Study In many ways, whether in a tiny scale or in a wide range scale the findings of this research will benefit the following individuals in their own respective fields:

18

The Student. Once an individual will know the impact of his doings, he or she will find ways and means to lessen the damage done. It will let this individual know the scope of his abilities and the right way of directing things especially when he would realize the effect of his habitual absences to the school body. To those students who do not have the knowledge on this aspect, they will be given chance to think, and may join the population which influences the declining of absences ratio. The Teachers. The teachers who serve as the parent when a child is in school will be able to formulate ideas on how to reduce the number of students who skip classes or who habitually commit to absences. They will be the keys of motivation and inspiration of their students. The School Administrator. Knowing the effects of

absenteeism to a student, the school administration is the one primarily affected. Their concerns can then be discussed with the student body and so as the student body sharing their troubles to the administration.

Through a conference the administration might be able to arrive to solutions which can be applicable o different situations.

19

The DepEd Authorities. The Department of Education main goal is to be able to produce productive citizens of the community. Absenteeism is one of the factors that disturb the stableness of this goal. When the results are evident, the DepEd authorities together with the

different school administration may arrive to a step by step planning to kill the rodents of absenteeism.

The

Parent.

The

parents

are

the

direct

and

the

baseline in communication in relation to their childs regular truancy. Knowing the impact of absenteeism to

their childs learning performance, a parent will be at the concerns of convincing their child to attend school and protect them from the primary causes of their

absences. Scope and Limitations of the Study The study focuses mainly to the effects of

absenteeism to a students learning performance and the schools performance The as signified are by the teachers from and

students.

respondents

students

Agusan

National High school, Third Year Science High Curriculum and the respective teachers who still belongs to this scope. This will determine the impacts of absenteeism

20

into an individual and the body where he or she belongs and to arrive to simple solutions on this eye visible dame. The personal information needed for the study is

Gender, Age, and cause of absences such as self-inquiry and family problem. The effects of absenteeism to

students learning and school performances are enumerated in determining the answers of the respondents.

Definition of Terms: Absenteeism. The regular truancy of a child; The

habit of having absences. Family problem. The problems of the family that

greatly affects a students attendance to school. This includes education differing financial or support is (the not a family cant afford

education

primary

necessity), (The

community

attitudes

towards

education

people that surrounds home and within it education is not given importance), transportation (The family might lived in a very rural community where in transportation cannot easily reach

21

Individual

learning

performance.

The

variation

on

the learning of a student being monitored in different ways e.g. class interaction, test results) Science High School Students. The students belonging to a special curriculum on higher education. Taught

advance learning in science and mathematics

Self Inquiry. The problems of an individual or a student that affects his attendance to school.

Specifically social phobia (dont have friends), health (always sick), school culture shock (have a hard time coping up, might be that the school is too advance or too slow.), influences from outside the school gates (sees people who cuts classes, Internet and Computer games.),

22

Chapter 2 METHODOLOGY

Research Design The use of survey approach, in particular the

utilization of descriptive method was observed in this research study. The use of the certain approach was to that it corresponds to the main objective of this

research that is to determine the effect of absenteeism to school and individual learning performances among

third year Science High students of

Agusan National High

School as a basis for a conference dialogue. A survey questionnaire will be distributed that has four sets of questions to be answered by the students and teachers. The quantitative research techniques using Likert scale was used to rate the individual and school performance due to absenteeism. And also frequency test for the cause of it whether it is self inquiry or a family problem.

Research Locale There are several High schools in Butuan City where the primary respondents of this research came from,

Agusan National High School in fact is the largest high

23

school and also has the biggest population found in this community, therefore it was chosen for the reality that it can determine the impact of absenteeism. The school grounds of this said school is found in A.D. Curato St. corner Noli Me Tangere St. Butuan City, Philippines. And as shown in the map below of Butuan is Area

52(Piepenbrock G.,2009). The respondents of this study came from Agusan

National High School, specifically those who belong to the special curriculum of the Science High School.

Briefly this curriculum was established in 1994 by the administrators of the Department of Education Butuan

Chapter. The students of the said curriculum are chosen especially to undergo advance learning and the teachers are also given same importance since it was built. The third year students and their teachers in different

subject areas will be the respondents of this study Agusan National High School (ANHS) is one of the leading public high school in Butuan City, Philippines. It caters the educational needs of most of the population in the community. The school has produced competent

graduates and many of them hold key positions in the community.

24

AGUSAN RIVER Agusan National High school of the Secondary School Principal IV. become a globally competent Filipino.

Figure 2. The map of Butuan City showing area 52 as

The school is strategically located at the heart of the city. It accommodates almost ten thousand students. It has the biggest population in the whole region Caraga. It is manned by 270 strong and competent teachers from different fields of specialization under the supervision

The students are trained in order for them to face the future. A graduate of this school is expected to be upright in all the aspects in life. Most of all, students are trained in order to live independent life ahead and

AGUSAN RIVER

25

Research Instrument The instruments used in the study are the following: 1. Questionnaire Form. This instrument was structured by the researchers to set up the socio-demographic profile of the student and teacher respondents. The said instrument will be used to determine the

gender and age of the respondents. The evidences on the effects of absenteeism to school and individual performances and also its causes whether it would be a self inquiry or family problem were also

listed in different sets. 2. Survey This Questionnaire will the for be Students used to who his and Teachers. the

instrument of his

determine has

performances absences to

student and

frequent to

classes

contribution

school performance.

Data Gathering Procedure There will be 14 teachers and 89 students who will serve as the the respondents questions of on the the study. survey They will be

answering

questionnaire

organized and distributed by the researchers. They will be the one to determine the performances of the students

26

who engaged to habitual absences, and its cause. They will be also asked on how this absenteeism affects the school performance. When the task is duly accomplished and the

questionnaires were retrieved, processed, tabulated. It will be submitted to the analysis of data. Sampling Techniques The sampling research technique. study There made were use 36 of the purposive and 14

students

teachers asked to rate the students learning and school performance. Table 1.Student Population and Respondents of the Study Sections (Third Year Science High) III-Avogadro III-Curie III-Dalton III-Lavosier TOTAL Male 9 8 10 12 39 Population Female 29 26 31 24 110 Total 38 34 41 36 149 Male 4 4 4 4 16 Sample Female 5 5 5 5 20 Total 9 9 9 9 36

Table 2.Teacher Population and Respondents of the Study Section (Third Year Population Male Female Total Male Sample Female Total

27

Science High) III-Avogadro III-Curie

5 10 15 <Teachers are the

same> III-Dalton 1 2 3 0 1 1 III-Lavosier 4 2 6 3 1 4 TOTAL 10 14 24 5 9 14 Note: Some teachers handle the same subject in some sections and were not accounted twice. Data Analysis The researchers will hand the survey questionnaires in a manner data For will of strict and proper distribution. evaluation profile, The and the

gathered analysis.

would the

undergo Socio use

careful

demographic of

researchers

make

corresponding

numerical

value to present the data as follows:

I. Socio Demographic Profile A. Gender Numerical Value 1 2 Gender Male Female

28

B. Age (Student Respondent) Numerical Value 1 2 3 C. Age (Teacher Respondent) Numerical Value 1 2 3 4 5 20-29 30-39 40-49 50-59 60-69 AGE YRS. YRS. YRS. YRS. YRS. OLD OLD OLD OLD OLD AGE 13-16 YRS. OLD 17-20 YRS. OLD 21-24 YRS. OLD

Civil Status for Teacher Numerical Value Civil Status 1 Single 2 Married 3 Separated 4 Widow The Likert scale with 5 point rating is used to describe their the performance truancy of the the students given 15 as based in and

regular

within

fields

points of learning. The said scale will also be used to determine the effect of absenteeism on the school as how its performance is being described by the respondents.

II. Likert Scale

29

Descriptive Rating Excellent Very Good Good Fair Poor

Weight 5 4 3 2 1

Scale Interval 4.50-5.00 3.50-4.49 2.50-3.46 1.50-2.49 1.00-1.49

Statistical Treatment

The following statistics will be used for the data analysis:

1.

Mean

The of

mean the

is

used

to of

determine

the

general to the

description

effect

absenteeism

performances of a students learning and school. The mean will ascertain the fields greatly affected by absenteeism as perceived by the student and the teachers. 2. Chi-square (Test of Independence)- The Chi-square test of independence was used as a treatment to this study to verify, if any, a significant difference between the

perception of the teachers and students on the effect of absenteeism performance. in terms of students learning and school

30

3. Frequency - The frequency is used to determine the more frequent occurring rate in the different indicators. This will then identify on the the performing effect of levels of the on

different

indicators

absenteeism

student learning and school performance. 4. Standard Deviation - The standard deviation is the statistical measure that sheds light on historical

volatility of the study which can give a c0omprehensive verbal description to the indicators or factors of the research study.

31

Chapter III ANALYSIS AND RESULTS

In this chapter the researchers showed the results and discussions on the results of the study. Specifically it presents the organization on the problem stated in the first chapter.

Problem 1. What is the profile of the teacher and student respondent in terms of: Gender, Age, Civil status? Table 3.Respondents According to Gender GENDER MALE FEMALE TOTAL As STUDENT TEACHER FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE 16 44% 5 36% 20 56% 9 64% 36 100% 14 100% in Table female 3 majority is of the student of 20

shown

respondents

are

which

composed

individuals or the 56% of the100%. The table also shows

32

the greater number of females of the teacher respondents which totaled 9 or 64% of the 100%.

In students

further and

discussions are

the

population of

of

both female

teachers

composed

more

respondents with a fraction corresponding to males number of respondents.

Table 4.Student Respondents According to Age AGE 13-16 YRS. OLD 17-20 YRS. OLD 21-24 YRS. OLD TOTAL FREQUENCY 36 0 0 36 PERCENTAGE 100% 0% 0% 100%

Table 4 shows that all of the student respondents which is 36 in number belonged to the age bracket of 1316 years old. This is then interpreted that 100% of the students belong to the Third year of High school that corresponds to the scope of the study.

33

Table 5.Teacher Respondents According to Age AGE 20-29 YRS. 30-39 YRS. 40-49 YRS. 50-59 YRS. 60-69 YRS. TOTAL OLD OLD OLD OLD OLD FREQUENCY 1 5 2 5 1 14 PERCENTAGE 7% 36% 14% 36% 7% 100%

In Table 5 the data shows that most of the teachers belonged to the 30-39 years old bracket and 50-59 years old age bracket. In the following classification, each have 5 respondents or each had 36% of the total

population as the research was being conducted.

Table 6.Teacher Respondents According to Civil Status CIVIL STATUS SINGLE MARRIED SEPARATED WIDOW TOTAL FREQUENCY 3 11 0 0 14 PERCENTAGE 21% 79% 0% 0% 100%

As being shown in the table above, most of the teacher respondents were married at a population of 11 out of 14 or 79% of the total 100%. The rest of the respondents were classified single which is 3 in number or 21% of the total.

34

Problem 2. What are the common causes of absences done by the students in terms of: Self-Inquiry or Family Problem? Table 7.Primary Cause of a Students Truancy as Perceived by the Students and Teachers STUDENT TEACHER CAUSE FREQUENCY PRRCENTAGE FREQUENCY PERCENTAGE SELF INQUIRY FAMILY PROBLEM TOTAL 21 15 36 58% 42% 100% 6 8 14 43% 57% 100%

Self- inquiry is the main reason for a student to make an absence as what is being taken notice by other students that is being certified by Table 7. The

resulting calculation shows that 21 students agreed to the fact to the said hindrance or the 58% out of the 100%. The teacher respondents look at the situation in a different angle, and most have agreed that family problem have caused the truancy of their students. Out of 14 respondents, 8 sees that the lack of family support had pushed absenteeism to what it is now. Statistically these 8 respondents compose the 57% of the total 100%

population of teacher respondents.

35

According to Williams, the students decision on a school based problem will not be taken responsibility by the school or the family. His regular absences will take a part on what he learns and because of some conditions, like social phobia or unsustainable community practice he will have the reason to quit school. Another claim from Haris was to be given attention for as far as his research had shared; he claimed that peer groups are more powerful influences in changing an individual than thy very own parents. And influences like this especially such the not so in good ones must have But been his

provoking

individual

skipping

school.

research also discussed that there are times that the condition of oneself must be a priority. Sickness can be a factor to a self-inquired reason on absenteeism that must address an urgent action. Furthermore this citation agrees to the side of the student respondents that selfinquiry is a justified reason and adequate enough to be a basis of absences. Other authors, like Hartnett have seen another

breakthrough to similar studies such as this. He have witnessed some occasions where in the family itself

cannot provide a good education for its younger members.

36

The

lack

of

enthusiasm

in

some

communities

towards

education has also influenced the attitude of a certain group of people was towards educational This is true link, to what thus the

absenteeism

observed.

teacher respondents have observed in their school.

Problem 3. What are the effects of absenteeism as grouped according to: Students Learning and School Performance? Table 8. Effect of Absenteeism to Students Learning Performance as Perceived by Student and Teacher Respondents
Student Indicators 1. The students participation on oral discussions. 2. Performances in group work. 3. Scores in Quizzes. 4. Techniques in coping up. 5. Social relation with Teachers. 6. Social Relation with classmates. 7. Contribution to lesson application. 2.14 2.33 2.31 2.39 2.50 2.92 2.14 F F F F G G F 1.05 1.07 0.89 0.93 1.06 1.20 0.90 VG VG G G VG VG G 1.86 2.07 2.36 1.71 2.00 2.14 2.14 F F F F F F F 0.86 0.92 1.22 0.73 1.18 1.23 1.03 G G VG G VG VG VG Mean VD SD VD Mean Teacher VD SD VD

37

8. General Average. 9. Speed of analysis and comprehension. 10. Expressing ideas clearly through writing 11. Discuss topics convincingly. 12. Transform ideas through graphic organizers 13. Total exam points. 14. Coverage of topics being organized in class. 15. Variation on student's abilities. TOTAL

2.17 2.42 2.47 2.08 2.11 2.03 2.14 2.25 34.39

F F F F F F F F F

0.88 1.08 1.03 1.05 0.95 0.97 0.93 1.05 15.04

G VG VG VG G G G VG G

1.93 1.71 2.00 1.93 1.93 1.86 2.00 2.36 30.00

F F F F F F F F F

0.92 0.83 0.96 0.83 1.00 1.10 0.88 0.74 14.41

G G VG G VG VG G G G

Table 8 above shows the result on the respondents reply to the problem being brought to them by the study on what is the effect of absenteeism to a students

learning performance. The table summarizes the results tabulated data. As shown by the table, both teacher and student

population agreed that students perform fairly in class even if they go through regular truancy. Furthermore it can be recognizable that in a total of 34.39 at a verbal description of fair and at a total standard deviation of 15.04 at a verbal description of good the students look at absenteeism as a fairly hindrance to a good education. This conclusion is not so far to what the teachers have perceived. At a total mean of 30.00 at a verbal

38

description of fair and a total standard deviation of 14.41 at verbal description of good, the teachers also sees absenteeism as not good nor too bad for a students learning performance. Evidently, the indicator of the highest mean for the students is number 2 which is the social relation with classmates, which has a numerical mean of 2.92 and is described to be good. Due to the said statement we can draw out a line of judgment that a student who commits absenteeism is sought to be still socially connected with his fellow student. It can also be observed that the student respondents see that an individual who commits to such habit have low performances in total exam scores at a 2.03 total mean and a description of fair. On what is also evident on that table the teacher respondents have given a comprehensive result. Indicators 3 and 15 achieved a fairly high performance. Both the students scores in quizzes and variation on abilities have a total mean of 2.36 with a verbal description of fair. And that indicator 4 and 9 got the peak of the lowest that had a total mean of 1.71 at a description of fair each. It can then be derived from the results that the teachers sees a great difference in the techniques of

39

coping up and speed of analysis and comprehension of a student who commits to regular truancy. According to Schmidt, absenteeism affects the

ability of the student to get high scores in examinations especially when the day before that, he was gone. Coping up with such situation on a high standard curriculum is no easy task and difficult in so many aspects.

Marbuger

stated

in

one

of

his

published

material

that inferring and coping up in a state of absenteeism is practically low than other tributes of a supposed to be high standard student. He also stated indirectly that

other than any other capacities of a student like those which are naturally inherited or inhibited are not so much affected by absenteeism, an example is

socialization. Though most see socialization a big problem in

absenteeism, it not actually applicable to all, such that it can be a talent being outgoing, Koppenhaver quoted in one of his research with Marbuger.

40

Table 9.Effect of Absenteeism to School Performance as Perceived by Student and Teacher Respondents
Student Indicators 1. Performance in Diagnostic Tests. 2. Performance of the class. 3. Mean result. 4. Teachers performance. 5. Educational problems in groups 6. Functioning and assembly of the School administration. 7. Disciplining of other students who have been influenced by absenteeism. 8. Performance in quarter examination. 9. Drop-out rates. 10. Teacher interests on teaching. TOTAL 2.58 2.22 2.19 3.11 24.83 G F F G F 0.91 0.87 1.04 1.21 9.39 G G VG VG G 2.21 1.79 1.79 2.71 19.71 F F F G F 1.19 1.05 1.12 1.44 10.44 VG VG VG E VG Mean 2.33 2.42 2.25 2.81 2.39 2.53 VD F F F G F G SD 0.83 1.00 0.91 1.04 0.69 0.91 VD G VG G VG G G Mean 1.79 1.79 1.79 2.21 1.86 1.79 Teacher VD F F F F F F SD 0.89 0.80 0.97 1.05 0.95 0.97 VD G G VG VG G VG

Students, as what is evident on Table 9 above have generally voiced out a fair performance on the school performance as absenteeism is being observed as a main

41

factor. A total mean of 24.83 can be taken from the said table that represented the rate of the student respondent.

On

the

other

hand,

the

teacher

respondents

where

honest enough to give a comprehensive result of total mean 19.71 and is described fair in school performance with absenteeism as a factor. Among the student responses the highest performing indicator is the teachers interest in teaching which

obtained a mean of 3. 11 and had a verbal description of good. But, along with this, the students gave the lowest mean or the fairly performing indicator to the schools performance in quarter examination with a mean of 2.22. As what can be observed on the table above, the teacher respondents also have their own opinions on how absenteeism affects the school performance. To them, like the students, the teachers interest in teaching is not so much affected by absenteeism on a class. It can be observed that a verbal description of good at a mean of 2.71. More indicators above were rated lower at a mean of 1.79 at verbal description of fair. These are the

performance in diagnostic tests, performance of the class, mean results, functioning and assembly of the school

42

administration, drop-out rates.

performance

in

quarter

examination and

According to Mateo in year 1998, absenteeism is the most significant factor to affect the functioning of the school assembly and development. The observed absenteeism among students greatly decreased their academic

performance and thus affects the output of the school reports in every year end. But these would not mean that the facultys interest it will be affected, on the absenteeism resulting

mainly

concentrates

negativity

performance.

Problem 4. Is there a significant Difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance? Through the effective formula of chi-square test of independence, the researchers were able to draw the conclusion that there is no significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance(See Appendix D).

43

Table 10. Effect of Absenteeism in Terms of Students Learning and School Performance among the perspective of the students and teacher respondent.
School Pterformance X2c Student Teacher 1.4 1.4 < < CV 3.84 3.84 Student Learning Performance Student Decision on Ho Reject Reject Conclusion Not Significant Not significant X2c 1.4 1.4 < < CV 3.84 3.84 Teacher Decision on Ho Reject Reject Conclusion Not Significant Not significant

Through Independence

the the

analysis

of

data, were

Chi-square able to

Test

of the

researchers

derive

conclusion that the X2c 5.6 > 3.84 X2t which means that there is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance. Students and Teachers perception in this study have differed. The environment, position and angle of view on the effect of absenteeism to students learning and school performance of a student and a teacher may affect his and her opinion are or of stand in the situation. which Teachers decisions and may

students

different

groups

depend on.

44

Chapter IV SUMMARY, CONCLUSION AND RECOMENDATIONS

In this chapter the researchers will be giving the summary of the findings of their study. The conclusions on the different problems that arose and to the

recommendations on the kinds of improvement their readers can do in the near future.

Summary of Findings The study Effects of Absenteeism to Students

Learning and School Performance used the survey approach on research especially in the area covered by descriptive research. The study made use of survey questionnaires with a four part test that was given to teacher and student respondents to fill up the socio-demographic profile for part 1, cause of absenteeism for part 2 and for them to answer the 15 item test on the effect of absenteeism to individual performance as part 3 and another set composed

45

of 10 questions that rates the performance of the school with absenteeism as a primary factor which is for part 4.

Majority of the student respondents are female which is composed of 20 individuals or the 56%. Also, there is greater which number of 9 females or 64%. of In the teacher respondents the

totaled

further

discussions

population of both students and teachers are composed of more female respondents with a fraction corresponding to males number of respondents. It was also found out that all of the student

respondents which are 36 in number belonged to the age bracket of 13-16 years old. This is then interpreted that 100% of the students belong to the Third year of High school that corresponds to the scope of the study. And that among teachers the data shows that most of them belonged to the 30-39 years old bracket and 50-59 years old age bracket. In the following classification, each has 5 respondents or each had 36% of the total population as the research was being conducted. And lastly, for the socio-demographic profile it is evident that most of the teacher respondents were married at a population of 11 out of 14 or 79%. The rest of the

46

respondents were classified single which is 3 in number or 21% of the total. In part 2 it was observed that self- inquiry is the main reason for a student to make an absence as what is being taken notice by other students. The resulting

calculation shows that 21 students agreed to the fact to the said hindrance or the 58% out of the 100%. The

teacher respondents look at the situation in a different angle, caused and the most have agreed of that family problem Out of have 14

truancy

their

students.

respondents, 8 sees that the lack of family support had pushed absenteeism to what it is now. Statistically these 8 respondents compose the 57% of the total 100%

population of teacher respondents. For the effect of absenteeism to student individual learning performance, both teacher and student population agreed that students perform fairly in class even if they go through regular that in truancy. a total Furthermore of 34.39 it at a can be

recognizable

verbal

description of Fair and at a total standard deviation of 15.04 at a verbal description of Good the students look at absenteeism as a fairly hindrance to a good education. This conclusion is not so far to what the teachers have

47

perceived.

At

total

mean

of

30.00

at

verbal

description of fair and a total standard deviation of 14.41 at verbal description of Good, the teachers also sees absenteeism as not good nor too bad for a students learning performance. Evidently, the social relation with classmates is

the highest in mean which has a numerical mean of 2.92 and is described to be Good. Due to the said statement we can draw out a line of is judgment sought to that be It a student who

commits connected observed

absenteeism with that who his the

still can see

socially also that have be an low

fellow student

student.

respondents such

individual

commits

to

habit

performances in total exam scores at a 2.03 total mean and a description of Fair. As the summary for the teachers comprehensive

result, the students scores in quizzes and variation on abilities have a total mean of 2.36 with a verbal

description of fair. And that indicator 4 and 9 got the peak of the lowest that had a total mean of 1.71 at a description of fair each. It can then be derived from the results that the teachers sees a great difference in the

48

techniques

of

coping

up

and

speed

of

analysis

and

comprehension of a student who commits to regular truancy.

Students

have

generally

voiced

out

fair

performance on the school performance as absenteeism is being observed as a main factor. A total mean of 24.83 can be taken from the said table that represented the rate of the student respondent. On the other hand, the teacher respondents where honest enough to give a

comprehensive result of total mean 19.71 and is described fair in school performance with absenteeism as a factor. Among the student responses the highest performing indicator is the teachers interest in teaching which

obtained a mean of 3.11 and had a verbal description of good. But, along with this, the students gave the lowest mean or the fairly performing indicator to the schools performance in quarter examination with a mean of 2.22. The teacher respondents also have their own opinions on how absenteeism like the affects the the school performance. interest To in

them,

students,

teachers

teaching is not so much affected by absenteeism on a class. It can be observed that a verbal description of Good at a mean of 2.71. More indicators above were rated

49

lower at a mean of 1.79 at verbal description of Fair. These are the performance in diagnostic tests, performance of the class, mean results, functioning and assembly of the school administration, performance in quarter

examination and drop-out rates. Therefore it can be derived from the different ideas that the impact of absenteeism to the student learning and school performance is evident.

Conclusions Based from the findings of the study, the following conclusions were drawn: 1. Majority of the student respondents are female which is composed of 20 individuals or the 56% of

the100%. Also, greater number of females of the teacher respondents which totaled 9 or 64% of the 100% 2. All of the student respondents which are 36 in number belonged to the age bracket of 13-16 years old. And that among teachers the data shows that most of them belonged to the 30-39 years old bracket and 50-59 years old age bracket. In the following classification, each has 5 respondents or each had 36% of the total population as the research was being conducted.

50

3. Most of the teacher respondents were married at a population of 11 out of 14 or 79% of the total 100%. The rest of the respondents were classified single which is 3 in number or 21% of the total. 4. Self- inquiry is the main reason for a student to make an absence as what is being taken notice by other students. The resulting calculation shows that 21

students agreed to the fact to the said hindrance or the 58% out of the 100%. The teacher respondents look at the situation in a different angle, and most have agreed that family problem have caused the truancy of their students. Out of 14 respondents, 8 sees that the lack of family support had pushed absenteeism to what it is now.

Statistically these 8 respondents compose the 57% of the total 100% population of teacher respondents. 5. For the effect of absenteeism to student

individual learning performance, both teacher and student population agreed that students perform fairly in class even if they go through regular truancy. Furthermore it can be recognizable that in a total of 34.39 at a verbal description of fair and at a total standard deviation of 15.04 at a verbal description of good the students look

51

at absenteeism as a fairly hindrance to a good education. This conclusion is not so far to what the teachers have perceived. At a total mean of 30.00 at a verbal

description of fair and a total standard deviation of 14.41 at verbal description of good, the teachers also sees absenteeism as not good nor too bad for a students learning performance. 6. Students have generally voiced out a fair

performance on the school performance as absenteeism is being observed as a main factor. A total mean of 24.83 can be taken from the said table that represented the rate of the student respondent. On the other hand, the teacher respondents where honest enough to give a

comprehensive result of total mean 19.71 and is described fair in school performance with absenteeism as a factor. 7. Through the analysis of data, Chi-square Test of Independence the researchers were able to derive the

conclusion that the X2c 5.6 > 3.84 X2t which means that there is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance.

52

Recommendations Having the basis from the findings and conclusion the researchers offer the following recommendations that can be taken into considerations: 1. The school administration with the parents of the concerned students must conduct and effective conference dialogue with the help of the findings of the study. 2. Solutions to the different areas of difficulty due to absenteeism can be taken action by the responsible organizations and individuals in their respective fields. 3. Orientation and briefing on these students might be conducted to at all least they would commit to

absenteeism with the help of the study.

53

BIBLIOGRAPHY A. Books 2003, Koppenhaver A., The Faculty and Students 1983, Schmidt F., Office: Absenteeism 1982, Ried K. , (not mentioned) 1993, Pittkoff, Causes and effects of Truancy 1998, Williams, News Week 1996, Haris, (not mentioned) B. Internet Sources 1999, Lotz and Lee http://www.enterpreneur.com/encyclopedia/term/82042.html C. Published Materials

2005, Savers, D. etal, Effect of Absenteeism in The Collage of Law. 2009, Marbuger, D. , Absenteeism and Turn over 2002. Epstein ans Sheldon, Everyday Life

54

APPENDIX A Letter to the Respondents

Republic of the Philippines Department of Education Division of Butuan AGUSAN NATIONAL HIGH SCHOOL Butuan City September 11, 2009 Dear Respondents, A students interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others. This kind of educational system is comparable to a series light connection where in the state of one greatly affects the others. Population and the percentage within that populace which causes negative feedbacks can be the primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. The researchers are students of Agusan National High School of Section III-Avogadro. The study is entitled THE EFFECT OF ABSENTEEISM TO SCHOOL AND INDIVIDUAL LEARNING PERFORMANCES AMONG THIRD YEAR SCIENCE HIGH STUDENTS OF AGUSAN NATIONAL HIGH SCHOOL: BASIS FOR A CONFERENCE DIALOGUE. This research will verify the most common effect of absenteeism to a student and the whole body as how the student and teachers specify each. In this link, we would like to request your honest and sincere answers to the attached questionnaires. We assure you that information shared will be treated in the strictest level of confidence. Thank you very much for your cooperation. Very truly yours, Mhizelie Jave F. Gonzaga Charissa L. Abingosa April Jobeth G. Barrot Gea Anne I. Makinano Raniana C. Valencia Ben Jay A. Felizarta Researchers Noted: (SGD) EDMUND D. MENDOZA Adviser (SGD) MARIA RITA D. CALO Head, Mathematics Department (SGD)PETER G. ESTERIOSO Principal IV

55

APPENDIX B Survey Questionnaires

Sample Questionnaire
Part I. Socio-Demographic Profile

Instruction: On the gender write F if female and M if male on the space provided. On the age write you corresponding age. CIVIL STATUS:_______ AGE: ___________ ___________________________________________________________________________
Part II. The Common Causes of Absenteeism

GENDER: __________

Instruction: Put a check ( ) on the blank provided if the statement given is the common cause of absenteeism. A. SELF INQUIRY: ______ Which includes: Social phobia (dont have friends) Health (always sick) School culture shock (have a hard time coping up, might be that the school is too advance or too slow.) Influences from outside the school gates (sees people who cuts classes, Internet and Computer games.) B. FAMILY PROBLEM: ______ Which Includes: Financial support (the family cant afford education or education is not a primary necessity) Differing Community Attitudes towards Education (The people that surrounds your home and within it education is not given importance) Transportation (The family might lived in a very rural community where in transportation cannot easily reach ___________________________________________________________________________
Part III. Effect of Absenteeism in Students Learning Porformance

Instruction: Put the corresponding number that rates the students learning performance in specific fields when he is regularly absent on the blank provided. LEGEND: 5 EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR _______ The students participation to oral discussions _______ Performance in group works. _______ Scores in Quizzes _______ Techniques in coping up _______ Social relation with Teachers _______ Social relations with classmates _______ Contribution to lesson application

56

_______ General Average _______ Speed of analysis and comprehension _______ Expressing ideas clearly through writing _______ Discuss topics convincingly _______ Transform ideas through graphic organizers _______ Total exam points _______ Coverage of topics through graphic organizers _______ Variation in students abilities ___________________________________________________________________________
Part IV. Effect of Absenteeism in School Performance

Instruction: Put the corresponding number that rates the schools performance in specific fields when absenteeism is observed in high percentage at the blanks provided. LEGEND: 5 EXELLENT 4 - VERY GOOD 3 - GOOD 2 - FAIR 1 - POOR _______ Performance in Diagnostic Tests _______ Performance of the class _______ Mean results _______ Teachers performance _______ Educational problems in groups _______ Functioning and assembly of the School administration _______ Disciplining of other students who have been influenced by absenteeism _______ Performance in quarter examination _______ Drop-out rates _______ Teachers interests on teaching.

57

APPENDIX C Statistical Data

58

APPENDIX D Statistical Treatment

School Performance Student Teachers TOTAL 1.) df = = = = (r-1)(c-1) (2-1)(2-1) (1)(1) 1

Student Learning Performance Student Teacher 2132 1314 1514 696 3646 2010

TOTAL 3446 2210 5656

Level of Significance = 5% X2t = 3.84 Expected value: Cell 1:EV = = = = Cell 2:EV = = = = Cell 3:EV = = = = Cell 4:EV = = = = [(VT)(HT)]/ GT [(3646)(3446)]/ 5656 (12564116)/ 5656 2221.38 [(VT)(HT)]/ GT [(2010)(3446)]/5656 (6926460) 1224.62 [(VT)(HT)]/ GT [(3646)(2210)]/5656 (8057660)/5656 1424.62 [(VT)(HT)]/ GT [(2010)(2210)]/5656 (4442100)/5656 785.38

59

Cell 1 2 3 4

O 2132 1314 1514 696 N= 5656

E 2221.38 1224.62 1424.62 785.38 N= 5656

(|O-E|-0.5)2 7899.65 7899.65 7899.65 7899.65

(|O-E|-0.5)2 /E 1.40 1.40 1.40 1.40 5.6

CONCLUSION: | X2C | | X2t | | 5.6 | | 3.84 | 5.6 > 3.84 Reject Ho, Accept Ha There is a significant difference between the

perception of the students and teachers on the effect of absenteeism in terms of students learning and school

60

CURRICULUM VITAE I. PERSONAL BACKGROUND Name: April Jobeth G. Barrot Age: 15 yrs. old City Address: 241 P-1 Obrero, Butuan City Provincial Address: Agusan Del Norte Date of Birth: April 9, 1994 Height: 150 cm Weight: 37 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Contact#: 2257130/09102442074 Fathers Name: Job R. Barrot Age 49 yrs. old Occupation: Seaman Mothers Name: Elizabeth G. Barrot Age: 46 yrs. old Occupation: Pharmacist Brothers Name: Jeb G. Barrot Steven Ellie G. Barrot Frankie Job G. Barrot Sisters Name: Jobelle Beth G. Barrot Age: 17 yrs. old Age: 1 yr. old Age: 1 yr. old Age: 8 yrs. old

II. EDUCATIONAL BACKGROUND Preschool - Child Learning Development School S.Y.: 1999-2001 Primary Level Butuan Central Elementary School S.Y.: 2001-2007 Secondary Level Agusan National High School S.Y.: 2007-Present III. HONORS, SCHOLARSHIP AND AWARDS Preschool Kinder I Honors: Best in Math, Best in Filipino, and Best in English Award: Most Neat

61

Kinder II Honors: Best in Math, Best in Science, Best in English, Best in Filipino Award: Most Neat Primary Level Grade 1 Honors: 8th Honors Award: Most Patients Grade 2 Honors: 6th Honors Award: Most Neat Grade 3 Honors: 9th Honors Award: Most Neat Grade 4 Honors: 14th Honors Award: Most Clean Grade 5 Honors: 8th Honors Awards: Dancer of the Year and Most Cooperative Grade 6 Honors: 6th Honors Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance Competition (Champion), Outstanding Pupil Government Officers, Outstanding Choir Member and Outstanding Dance Troupe Members Secondary Level 1st Year Level Honor: 9th Honors 2nd Year Level Honor: 5th Honors IV. SEMINAR, CONFERENCE ATTENDED

62

Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009

63

CURRICULUM VITAE I. PERSONAL BACKGROUND Name: Raniana Cabonce Valencia Age: 15 yrs. old Provincial Address: Agusan Del Norte Date of Birth: July 3, 1994 Height: 145 cm Weight: 35 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Robert G. Valencia Occupation:Poultry Raiser Mothers Name: Rosario C. Valencia Occupation: High School Teacher II. EDUCATIONAL BACKGROUND Primary Level Butuan Central Elementary School S.Y.: 2001-2007 Secondary Level Agusan National High School S.Y.: 2007-Present III. HONORS, SCHOLARSHIP AND AWARDS Preschool 2nd Honors Outstanding Pupil Best in Writing Best in Math 2nd Place Spelling Bee Primary Level Grade 1 Honors: 9th Honors Grade 2 Honors: 6th Honors

64

Grade 3 Honors: 4th Honors Grade 4 Honors: 6th Honors Grade 5 Honors: 3rd Honors Award: 1st Place Filipino Quiz Bee Grade 6 Honors: 2nd Honorable Mention -5th Place Investigatory Project -6th Place Editorial Cartooning - Outstanding Choir Member Secondary Level 1st Year Level Honor: 1st Honors Award: APEC 2008 Academy Award First Place - 3rd Place Essay Writing 2nd Year Level Honor: 10th Honors IV. SEMINAR, CONFERENCE ATTENDED Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School School Press Conference, Butuan Central Elem. School, Butuan City, Symposiums, S.Y. 2008- 2009 Red Cross Youth Seminar, Agusan National High School, February 13, 2009 School Disaster Management: First Aid Training, Ausan National High School, September 11-12, 2009 S.Y. 2007-2008 Agusan National High School, Butuan City, Awards: 3rd Place in Napkin Folding

65

CURRICULUM VITAE I. PERSONAL BACKGROUND Name: Gea Anne I. Makinano Age: 15 yrs. old City Address: P-6 Brgy. 16, Ong Yu, Butuan City Provincial Address: Agusan Del Norte Date of Birth: October 12, 1994 Height: 151 cm Weight: 39 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Felixberto L. Makinano Occupation: deceased Mothers Name: Elvira I. Makinano Occupation: OFW II. EDUCATIONAL BACKGROUND Preschool Balay Silonganan Learning Center S.Y.: 1999-2001 Primary Level Butuan Central Elementary School S.Y.: 2001-2007 Secondary Level Agusan National High School S.Y.: 2007-Present III. HONORS, SCHOLARSHIP AND AWARDS Preschool Kinder II Honors: Salutatorian Awards: Best in Writing, Most Neat and Clean Primary Level Grade 1 Honors: 1st Honors Award: Best in Writing, Most Punctual, Most Neat and Clean, Best in Science

66

Grade 2 Honors: 4th Honors Award: Most Polite Grade 3 Honors: 4th Honors Award: Most Neat and Clean, Most Polite Grade 4 Honors: 2nd Honors Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd Place Science Quiz Bee Division Level Grade 5 Honors: 2nd Honors Awards: Participant- Water District Quiz Bee District Level Grade 6 Honors: Salutatorian Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3 rd Place MTAP Division Level Secondary Level 1st Year Level Honor: 6th Honors Award: Model Student 2nd Year Level Honor: 14th Honors IV. SEMINAR, CONFERENCE ATTENDED Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 Symposiums, Agusan National High School, Butuan City, S.Y. 2008-2009

67

CURRICULUM VITAE I. PERSONAL BACKGROUND Name: Charissa L. Abingosa Age: 15 yrs. old City Address: Employees Village, Libertad Provincial Address: Agusan Del Norte Date of Birth: April 4, 1994 Height: 164 cm Weight: 52.5 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Manuel Q. Abingosa Age 47 yrs. old Occupation: Motor Cycle Driver Mothers Name: Nerlita L. Abingosa Age: 46 yrs. old Occupation: Government Employee Brothers Name: Emmanuel L. Abingosa Age: 14 yrs. old II. EDUCATIONAL BACKGROUND Preschool Sacred Heart S.Y.: 1999-2001 Primary Level Butuan Central Elementary School S.Y.: 2001-2007 Secondary Level Agusan National High School S.Y.: 2007-Present III. HONORS, SCHOLARSHIP AND AWARDS Primary Level Grade 1 Honors: 6th Honors Grade 2 Honors: 1st Honors

68

Grade 3 Honors: 14th Honors Grade 4 Honors: 8th Honors Grade 5 Honors: 8th Honors Grade 6 Honors: 3rd Honors

Secondary Level 1st Year Level Honor: 5th Honors 2nd Year Level Honor: 21st Honors Awards: 1st place in Division and District 2nd Year Level Suduko 2nd Place in 1st Regional Math Festival IV. SEMINAR, CONFERENCE ATTENDED Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and

Technology, February 6, 2009

69

CURRICULUM VITAE I. PERSONAL BACKGROUND Name: Gonzaga, Mhizelie Jave F. Age: 15 yrs. old Address: P-10 Ong Yiu Dist. Butuan City Birth date: February 21, 1994 Gender: Female Status: Single Parents Information: Mothers Name: Ma. Jovelin V. Forrosuelo Occupation: Public School Teacher Fathers Name: Jose Bayani L. Gonzaga Occupation: Owner Type Jeepney Driver No. of Siblings: 1

Position in Family: Eldest

II. EDUCATIONAL BACKGROUND Schools Attended: Preschool: Angelicum Montessori School; S.Y. 1998-2000

Elementary: Butuan City SPED Center FL; S.Y. 2001-2006 High School: Agusan national High School; S.Y 2007- present

III. HONOR SCHOLARSHIPS AND AWARDS Preschool: Graduated as a Salutatorian

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Awards: Proficiency in Science Best in Oral Expression (Filipino) Best in Writing Best in Reading Best in Spelling Most Neat and Clean Best in Music and Rhythm Elementary: Graduated as a Salutatorian Awards: S.Y. 2006-2007 1st Place Regional Quiz Bee, SPED Schools Category 3rd Place, Regional Science Quiz Bee, Over All 1st Placer Division Science Quiz Bee 2nd Placer Division Science Fair Comparing Metal Elements Found in Leaves of Different Mango Varieties 3rd Honors, Division MTAP Math Challenge, Individual

Category 3rd Runner up, Division MTAP Math Challenge, Team

Competition Qualifier, Philippine Science High School Scholarship

Exam, Davao Campus Contributor, Ang Manaol Official School Paper of BCSC (Filipino) Active Girl Scout Red Cross Member

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Class Auditor Best in Science Most Diligent Academic Excellence Awardee, Green Bank CARAGA Chapter Academic Excellence Awardee, M. Lurielle, Butauan City Branch S.Y. 2005-2006 3rd Honors, Division MTAP Math Challenge, Individual Category 1st Placer, Division MTAP Math Challenge, Team category S.Y. 2004-2005 2nd Placer, Regional Science Quiz Bee, Over All S.Y. 2003-2004 1st Placer, Division MTAP Math Challenge, Team category S.Y. 2002-2003 1st Placer, Division MTAP Math Challenge, Team Category

High School: Awards: S.Y. 2007-2008 1st Placer, Division Science Quiz Bee 1st Placer, Division MTAP Math Challenge, Team Category S.Y. 2008-2009 3rd Placer, Schools Science Fair, Copper and Tin Alloy As Substitute to Silicon in Photovoltaic Cell 3rd Placer, Regional Science Fair, Copper and Tin Alloy as substitute to Silicon in Photovoltaic Cell

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IV. SEMINAR, CONFERENCE ATTENDED Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Technology, Raise Seminar, Saint Joseph Institute and February 6, 2009

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CURRICULUM VITAE I. PERSONAL BACKGROUND Name: Ben Jay Felizarta Age: 15 years old Address: New Asia R. Calo, Butuan City B-day: July 9, 1994 Mothers Name: Rosanna Felizarta Occupation: House Keeper Fathers Name: Bilarmino Ocay Occupation: Tailor II. EDUCATIONAL BACKGROUND Pre-School: Honor Received-1st Honor Primary Level: Obrero Elementary School Honor Received- Gr. 1 1st Honor Gr. 2 1st Honor Gr. 3 2nd Honor Gr. 4 1st Honor Gr. 5 2nd Honor Gr. 6 1st Honorable Mention Secondary Level: Agusan National High School Honor Received- None so far

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