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INTRODUCTION

Statement of the Problem

Is there a relationship between selected family characteristics; namely, economic status, birth

order, family structure, family function and working status of students; and absenteeism among high

school students in Dasmarinas National Highschool in the school year 2012-2013?

Background of the Study

One of the many problems faced by Philippine schools today is the habitual absence of its

students from school. According to the Philippines National Demographic and Health Survey 2003, the

Net Attendance Ratio of all primary school students in the Philippines totalled up to 83.1% in the entire

Philippines[1]

. Absenteeism is considered a problem not so much of the school but of the student

himself/herself. Students attendance can be strongly influenced by the people who are closest to them.

Family, the basic unit of society, is the first and may have the most important influence on students non -

attendance. One of the factors that were identified by the Philippine National Demographic and Health

Survey to contribute to students absenteeism is their families socioeconomic status. The survey resulted

to a lower attendance among students belonging to low socioeconomic status than those who belong to

high socioeconomic status. More specifically, students with a lowest wealth index had the least

attendance of 71.9% while students with a highest wealth index had the most attendance of 90.2%. With

low socioeconomic status, some students are also forced to work in order to help provide for their

families needs. In a South African study conducted by Wadesango (2011),35% miss 20 hours a week of

school due to their jobs among 65% of the respondents who have part-time jobs while studying in

school[2].

Family structure defines whether the adolescent grew up or is currently residing in a two parent

or alternative family setting. The typical Filipino family is composed by the mother, father, and their

children. Many Filipinos also tend to live with their close relatives in one roof. However today there is a

rise in demand for OFWs and jobs requiring adults to leave their homes for extended periods of time, the

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trend of separation of married couples increasing, and also single parents raising their children. In a study

that was done by Magdol(1989), it was seen that family structures can contribute to the behavioral

problems of a child in school, including absences[3]

. Another study done by Kearny in the clinical

psychology review showed that 39% of youths with school attendance difficulties lived with a single

parent[4]

. Family function, which is the measure of how well each member of a family gets along with each

other, as determined by Smilksteins Family APGAR Questionnaire (1978) is similarly as influenti al as the

structure of the family itself. As the basic unit of society, the family is primarily responsible for the childs

emotional and social development. A student with a poor APGAR score has a dysfunctional family and

may directly or indirectly influence their ability to perform in school. A study on Singaporean students

emphasized that the more functional the family is, the greater is the school performance of the students

wherein support of seeing family relations within the wider context of social relations, cooperation among

siblings, family structure, and family ties to the network are all closely interrelated[5]

. With these said, this

study focuses on the relationship between absenteeism and family structure of students in Dasmarinas

National High School in the school year 2012-2013.

Significance of the Study

One of the problems in our countrys education today is the increasing number of non -

compliance of the students to the required number of days of attendance to their schools as dictated by

the Department of Education. This problem of absenteeism is said to be more prevalent in Secondary

school students as compared to Primary School and College Students. It was seen that in other countries

where studies regarding this matter have been made, the primary or major factor that causes

absenteeism is Family related. Factors related to family such as: Economic status, Birth order, Family

structure, Family function, Working status, were pointed out to be part of the family related factors that

affect the incidence of absenteeism.

Unfortunately all of the previous studies that have been made regarding this problem is either

made abroad or was made years ago, which could be outdated and would not be applicable in the

present. Hence, this study focuses on the main causes of absenteeism in our country. The results of the

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study may help pinpoint which factors are the most common in the Philippines and therefore could be

given due attention and action in order to prevent or lessen the occurrence of absenteeism. Results of the

study could also be used as future references for further researches.

Research Objectives

General Objective

To determine the relationship between selected family characteristics; namely, economic status,

birth order, family structure, family function and working status of students; and absenteeism among

highschool students in Dasmarinas National Highschool in the school year 2012-2013

Specific Objectives:

1. To determine the proportion of highschool students who have complete and incompleteattendance in Dasmarinas National Highschool in the school year 2012-2013

2. To determine the proportion of highschool students who have complete and incompleteattendance with the following family characteristics in Dasmarinas National Highschool in the

school year 2012-2013:

a. Low economic statusb. Eldest in the familyc. Incomplete-parent homed. Dysfunctional familye. Working students

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3. To determine the proportion of highschool students who have complete and incompleteattendance with the following family characteristics in Dasmarinas National Highschool in the

school year 2012-2013:

a. High economic statusb. Younger in the familyc. Two-parent homed. Normal functioning familye. Non-working students

4. To enlist the most common reasons behind the absences of the highschool students inDasmarinas National Highschool in the school year 2012-2013

5. To correlate the family characteristics; namely, economic status, birth order, family structure,family function and working status of students; and absenteeism among high school students in

Dasmarinas National Highschool in the school year 2012-2013

Research Hypotheses

Null Hypothesis

There is no relationship between selected family characteristcs; namely, economic status, birth

order, family structure, family function and working status of students and absenteeism among high

school students in a selected public secondary school in Dasmarinas, Cavite in the school year 2012-2013

Alternative Hypothesis

There is a relationship between selected family characteristcs; namely, economic status, birth

order, family structure, family function and working status of students and absenteeism among high

school students in a selected public secondary school in Dasmarinas, Cavite in the school year 2012-2013.

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CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE

FAMILY CHARACTERISTICS

Figure 1. Conceptual Framework of the Study.

ECONOMIC STATUS

a. Low economic status

b. High economic status

BIRTH ORDER

a. Eldest in the family

b. Younger in the family

FAMILY STRUCTURE

a. Incomplete-parent home

b. Two-parent home

FAMILY FUNCTION

a. Dysfunctional

b. Normal functioning

WORKING STATUS OF STUDENTS

a. Working students

b. Non-working students

HEALTH STATUS

FAMILY PRIORITY

SEX

DEPENDENT VARIABLE

STUDENT ABSENTEEISM

a. Incomplete Attendance

b. Complete Attendance

CONFOUNDING VARIABLES

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REVIEW OF RELATED LITERATURE

I. Risk Factors and Causes of Absenteeism from SchoolsRisk factors that may lead to chronic absenteeism of students in secondary schools may include

basic factors such as gender to more complex factors such as health status, and social pressure.

Sex

In a study conducted by Cooperkline (2005)[6]

, the concept that females and males become

chronically absent for very different reasons is mentioned. Males are more likely to be chronically absent

linked to gang activity and failure in school. Males are more often chronically absent to avoid conflict with

teachers and peers. Research has shown that chronically absent males have difficulties within the family

causing aggressive behavior. Females who are chronically absent are more likely linked to family issues

such as pregnancy and a poor home life. Females often feel pressure from their family and friends to

meet responsibilities outside the home leading to chronically absent behaviour.

Health Status

Physical conditions could also contribute to absenteeism. Kearney stated that the leading cause

of absenteeism worldwide is asthma and related respiratory illnesses. In addition, According to the

Centers for Disease Control and Prevention for 2004, 10.9% of youths aged 517 years missed 610 days

of school in the past year due to illness or injury. In addition, 5.1% missed 11 or more days and 1.0% did

not attend school due to illness or injury[4]

. Missing 11 or more days of school due to illness or injury was

also more common among single parent (mother) families (8.0%), parents with less than a high school

diploma (7.2%), families of income less than $20,000 (8.7%), families living in smaller communities (6.0%),

and families in the Northeast (6.2%). Studies show a correlation between asthma status and absenteeism,

and that absenteeism increases with worsening severity[7]

.

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Family Priorities and Events

A study conducted by Gulap S, Safdar R, Ghazi H and Nawaz K in the University of Science and

Technology, Bannu, Pakistan, in the year 2011 pointed one of the primary reasons of skipping classes is

helping in household chores where 75.5% of the participants responded. This is followed by family issues.

A significant percentage of the respondents of 72.1% skipped classes because of relevant family events

such as wedding and funeral ceremonies[8]

. It was noted that one of the primary reasons of skipping

classes is helping in household chores[9].

This is true especially for girls. In addition to this, according to the

Inter-American Development Bank report in 2006, absenteeism in Jamaica is highest in some geographical

locations of the island due to the harvest time in the agricultural sector[10].

In a study conducted by Loraine C and Austin E, it was revealed that the parents and

communities did not place much value on education. This indicated that the parents kept their children at

home on Thursdays and Fridays to work on their farms and to sell products in the market[11]

.

II. Summary of Similar StudiesA tabulated summary of the related studies can be seen in Appendix F.

Student Absenteeism and Family Socioeconomic Status

The socioeconomic status of the students has a significant effect on their school attendance.

According to Ready, children living in poverty are 25 percent more likely to miss three or more days of

school per month[12]

. Some mothers permit their children to cut school on some days because they may

not have enough money to spare for their childrens transportation and baon[13]

. Food insecurity has

detrimental effects on physical and mental health and academic and behavioral functioning of students.

They have lower math scores, are more likely to repeat a grade, have more difficulty getting along with

other children, are more likely to be suspended from school and have higher absenteeism rates[7]

. In the

Philippines, older siblings tend to cut and leave school altogether so that they can work and pay for their

younger siblings education or contribute to their parents salary in order to provide food for their family.

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Student Absenteeism and Birth Order

The study conducted by Chugh[4],

on children living in slums of Delhi, demonstrated the influence

of high school students birth order on their tendency to skip and eventually drop out from school. The

researchers hypothesized that the 1st

born children are most inclined to skip school in order to tend to

family affairs, like contributing to the family income and helping to take care of their younger siblings.

However in the study, 31.7 per cent of the children happened to be first in the birth order, 43.8 per cent

are second in the birth order, 18 per cent are third in the birth order, and the remainder are of the later

birth orders (Chugh, 2011)[4],

. They concluded that the 2nd

in birth order is the most at risk of absenteeism

because they tend to be psychologically opposite. While the 1st

born children skip school in order to help

their families, the 2nd

born children may tend to skip school unconsciously to become a nuisance in order

to be differentiated from their elder sibling.

Student Absenteeism and Family Structure

Family structures contribute to the behavioral problems of child in school including absences.

That is when a family is disrupted by divorce or a child lives with single-parent those of which are at risk

for having low parental supervision[3]

. This study is supported by the research done by Cook and Ezenne,

which sought to determine the root causes of absenteeism in selected primary schools in Jamaica by

investigating the influence of personal, educational, and community factors on student absenteeism from

school. Their researchshowed the top ten causes of absenteeism and ranked the lack of parental control

under the seventh reason of which could be due to absence of the father or a single parent mother[11]

.

Another supporting study done by Kearny in the clinical psychology review showed the risk

factors contributing to absenteeism and reported that 33% of youths with school attendance difficulties

lived with a single parent while only 14% have problems with attendance among those who live with both

parents[4.

According to Demo et. al adolescents from divorced single-parent households have greater

levels of absenteeism, tardiness, and truancy in school because this type of family structure changes daily

routine and work schedules while demanding an additional load to both the child and the parent[15]

.

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Studies linking family characteristics to student absenteeism have been inconclusive says Epstein

and Sheldom. For example, some studies of family structure have found that students from single-parent

homes tend to have lower rates of attendance than students from two-parent households. Another study,

however, did not support these results. The inconsistent associations suggest that family practices, rather

than family structure, affect student attendance and dropping out[16]

.

Students School Performance and Family Function

According to Bankston III, Carl (1988), large families are well organized and highly discipline

which function effectively as a mini-school system; with older siblings serving as tutors to younger ones

and learning better themselves in the process of teaching[5]

. In the same study, it was pointed out that

family ties and sibling cooperation influence industry in schoolwork through encouraging siblings to work

with one another. Family involvement had a significant influence on the academic performance and

school attendance of the students in the family. The study also emphasized that the attendance of

students belonging to a functional family is better due to a better support system. It showed that 35%

among those who have dysfunctional family are most likely to be absent whereas only 11% are absent

among those who belong to functional family[5]

.

Student Absenteeism and Working Status of the Students

Economic problems of today have driven families of different backgrounds to become desperate,

most have resorted to having their children work part time to help them fund their everyday lives.

Students who come from poverty is linked to their lack of attendance at school, because these families

are poor, parental job issues take a toll on their students ability to attend school. While parents are out

of the home trying to acquire an income, students are left at home to care for their other siblings basis[2].

Students that contribute to their familys income or have tasks within the home more often neglects their

attendance to school[17]

.

In a study conducted by N. Wadesango in Walter Silulu University, South Africa, 65% of the

respondents said that they have part-time jobs along with coming to school and that 35% miss 20 hours a

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week of school due to their jobs[2].

A research conducted by P. UPPAL in Safdarjung Hospital, New Delhi,

Indicated that 21.4% of the absentees claimed that they have part-time jobs[17]

hence taking time away

from school. Another study by Magnol (1989) also concluded that an adolescent from a family of lower

socioeconomic status is more likely to leave high school before finishing and less likely to attend college[3]

.

Financial conditions required some to work part-time. These burdens resulted in children from having

greater levels of absenteeism, tardiness, and truancy in school[15]

.

Limitations Observed from Similar Studies

The related studies analyzed and compiled focus mainly on absenteeism in relation to certain

types of family structures only, not all family structures related to absenteeism were mentioned.

Absenteeism was not only correlated to the family structure but as well as family practices,

socioeconomic status, physical conditions and conflicts. Data specified in the related studies were diverse

since it was conducted in different countries with distinctive family features. Studies only emphasized

how important family guidance is relative to a childs performance in school. Authors also indicated how

these children manage their schooling in relation to their family structure type. Some studies indicate that

they dont have the means to understand why students are chronically absent because they lack current

data on the reasons why students miss school repeatedly.

Recommendations Obtained from Similar Studies

In a research done by Balfanz et al which conducted a report on absenteeism in public school

ended the study by giving a set of policy recommendations stating that it is imperative for both the

federal government and state departments of education to regularly measure and report the rate of

absenteeism for every school and to work with and support the school districts, community and the

parents to encourage every student to attend classes on a day to day basis[18]

.

Another way to determine the rate of absenteeism as exemplified by the study of Sanchez is to

conduct the regression analysis which controls student background characteristics in determining the

main reason for chronic absenteeism. According to the said author this regression analysis allows us to

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determine the magnitude of the relationship between student characteristics and chronic absence.

Conducting regression analysis allows us to capture how much of the gap is due to chronic absence and

how much can be attributed to other factors[19]

.

However aside from relating the absenteeism to students characteristics, Wadesango and

Machingcambi proposed that the academic staff should also exert effort to combat absenteeism and that

the lecturer should try to respond to student absenteeism by exploring creative techniques and that one

way of doing that is through the use of innovative methods and a better equipped classrooms[18]

.

Other recommendations suggested by Nauer were to judge the school progress by the rate of

chronic absenteeism, that the government should pursue tighter services and coordination for students

and that the school should also offer academic staff an extensive training on how to deal with cases of

absenteeism[20]

.

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METHODOLOGY

I. Research DesignStudy Design

An analytic cross-sectional study design was used to determine the relationship between

selected family characteristics; namely, economic status, birth order, family structure, family function and

working status of students; and absenteeism among high school students in Dasmarinas National

Highschool in the school year 2012-2013.

Study Population and Sample Population

The study involved 174 randomly chosen high school students, both males and females, in

Dasmarinas National Highschool in the school year 2012-2013. The study area included public school

because studies show greater prevalence of student absenteeism in public school than in private

schools[3]

. Moreover, the study focused on high school students since studies show that prevalence of

student absenteeism is highest in high school levelas compared with elementary or college level

[3].

Operational Definition of Study Variables

Dependent Variable

Student Absenteeismthe percentage of missed school days throughout the first quarter to third quarter

of the school year 2012-2013, classified as complete and incomplete attendance adapted from

Attendance Works and NYC Mayors Interagency Task Force on Truancy, Chronic Absenteeism, and School

Engagements classification[7]

Incomplete Attendance missing 10 percent or more of school days throughout the schoolyear

2012-2013; (10%)

Complete Attendance missing less than 10 percent of school days throughout the school year

2012-2013; (

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Independent Variables

Family Characteristicsthe characteristics of the family of the students with respect to economic status,

birth order, family structure, family function and working status of the students

Economic Status the economic status of the family based on the estimated familys mon thly

income classified as high and low economic status adapted from Pulse Asias classification in

2010[3]

Low Economic Statushaving an estimated family monthly income of less than or equalto Php5000; (Php5000)

High Economic Status having an estimated family monthly income of more thanPhp5000; (>Php5000)

Birth Order the biological birth order of the students classified as eldest, middle or youngest

child

Eldest Childfirst-born child or only child in the family Younger Childmiddle or last-born child in the family

Family Structure the structure of the family with respect to the presence of biological parents

at home regardless of the presence of other relatives classified as two-parent home and

incomplete-parent home

Incomplete-parent home presence of only one biological parent, either the father ormother at home or presence of guardian only, without any of the biological parents

regardless of blood relation

Two-parent homepresence of both biological parents at home

Family Function the students perception of family functioning to be assessed by the

satisfaction with the five dimensions of family functioning; namely Adaptability, Partnership,

Growth, Affection, and Resolve based from the scores in the Smilksteins Family APGAR

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Questionnaire (Smilkstein, 1978)[1]

, classified as normally functioning or dysfunctional

adapted from the score interpretation ranging from 0 to 10 in a study conducted by Mengel

(1987)[4]

.

Dysfunctionalhaving a total APGAR score of less than 6; (

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Negative Family Priority the student choosing to prioritize attending school instead of family

matters with approximately less than 3 out of 5 absences due to family events; (

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assess whether the tool is able to gather sufficient and necessary data, and is easily understandable by

the respondents.

Questionnaires were distributed to willing participants who signed the informed consent and

were collected the next day. All questionnaires gathered after the follow-up were rechecked to assess the

completeness and consistency of the data obtained. Questionnaires which were found to be incomplete

were again given to the respondents to be completed.

After field-rechecking, data from the self-administered questionnaire were converted into

numerical codes using the EpiInfo software. Data analysis next followed using Chi-square test. All

generated data for the analysis were presented in the most appropriate way and contingency tables were

made for each variable as seen in the Results part of the paper. Correlations were also employed to

determine the relationship between the dependent and independent variable while masking the effect of

the confounding variables.

Results from the data analysis were interpreted and from which conclusions were formulated

leading to the attainment of the general and specific objectives which finally answered the statement of

the problem. Recommendations were also made for further improvement of the study.

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Schematic Diagram of the Study

Figure 2. Schematic Diagram of the Study.

From the study population consisting of all highschool students currently enrolled in Dasmarinas

National High School, SY 2012-2013, a total of 174 students were randomly selected to be the sample

population of the study. From which, students attendance w as cross-tabulated with the family

characteristics to obtain the proportion of students with the following characteristics as shown in the

schematic diagram of the study (Figure 2).

POPULATION SAMPLE

STUDENTS WITH:

incomplete attendance the following family characteristics

o low economic statuso eldest in the familyo incomplete-parent familyo dysfunctional familyo working students

STUDENTS WITH:

complete attendance the following family characteristics

o low economic statuso eldest in the familyo incomplete-parent familyo dysfunctional familyo working students

STUDENTS WITH:

incomplete attendance the following family characteristics

o high economic statuso younger in the familyo two-parent familyo normal functioning familyo non-working students

STUDENTS WITH:

complete attendance the following family characteristics

o high economic statuso younger in the familyo two-parent familyo normal functioning familyo non-working students

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II. Sample SizeThe sample size used in the study was the greatest among the five variables, which corresponded

to 174 students as computed using OpenEpi (See Appendix E). Proportional allocation was employed.

Since the total population of highschool students in Dasmarinas National HIghschool is 7735 out of which

we obtained 2110 (27.28%) Grade VII students, 1884 (24.36%) second year students, 1953 (25.25%) third

year students and 1788 (23.11%) fourth year students. Hence, from a sample size of 174 students, 48

students was from Grade VII level which is 27.28% of 174 and the same procedure was done to obtain the

sample size for the rest of the year levels. In order to mask the confounder gender, the sampling was also

stratified with respect to sex which yeilded at result of 51.23% males and 48.77% females from which, the

gender distribution of each year level was also derived using the same procedure. Table 1 shows the

summary of the sample size computation.

Table 1. Sample Size Computation: Proportional Allocation According to Year Level and Sex, Dasmarinas

National High School, A.Y. 2012-2013

Year

Level

PERCENTAGE POPULATION SAMPLE

Male Female Total Male Female Total Male Female Total

First 51.23 48.77 27.28 1081 1029 2110 25 23 48

Second 48.99 51.01 24.36 923 961 1884 20 22 42

Third 47.67 52.33 25.25 931 1022 1953 21 23 44

Fourth 45.13 54.87 23.11 807 981 1788 18 22 40

TOTAL 48 52 100 3742 3993 7735 84 90 174

III. Data CollectionData Collection Method

Query using self- administered questionnaire was the data collection method used in this study

to gather data regarding family characteristics and confounders. This data collection method is an

efficient and standardized first-hand data collection tool wherein questions were formulated in a way that

respondents can answer them easily and accurately as well as provides easier data analysis. Moreover, it

provides anonymity of the respondents and is also not influenced by interviewer-respondent relationship

hence the participant can freely answer the questions without fear of being judged by the interviewer.

Time-frame and sample size were also taken into consideration by the researchers since self-administered

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questionnaires are efficient for collecting data from big sample size yet limited time available and

resources. Self-administered questionnaires also provide faster response and increased respondent

flexibility.

On the other hand, review of secondary data particularly the schools attendance record of the

students was used in gathering the data on the attendance and absences of the respondents. Review of

attendance record of the students for the first to third quarter in the school year 2012-2013 was utilized

since the school authorities are directly responsible for checking and gathering the students attendanc e.

It also provides accurate data regarding the attendance since the primary method of data collection is

through observation of the teachers themselves which are taken every schooldays since the start of the

school year. Moreover, this is the most available and efficient way of taking the attendance of the

respondents without causing too much inconvenience to the respondents, school authorities and

researchers as well.

Data Collection Tool

The Self-Administered Questionnaire was formulated by the researchers with respect to the

objectives of the study and operational definition of the variables. It included the APGAR scoring for

assessment of family function. It was modified and translated in Filipino to be easily understood by the

respondents. All questions were standardized for easy data analysis with majority of closed-ended

questions. Pre-testing of the questionnaire among 10 high school students in a public school was also

performed to allow clarifications and corrections of questions and instructions. Copies of the cover letter,

informed consent and questionnaire are attached in the Appendices A, B, C and D respectively.

IV. Data AnalysisEpi Info Software was the major tool used by the researchers for data analysis. More specifically,

the researchers used frequency distribution for the descriptive analysis of data and Mantel-Haenszel Chi

Square Test and prevalence ratio for the inferential analysis. Frequency distribution of respondents in

accordance to specific variables was used in order to compute for the corresponding proportion of

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students so as to answer specific objective numbers 1, 2 and 3. Moreover, data on possible confounding

variables were gathered as to sex, family priority and health status and were analysed to answer specific

objective number 4. Lastly, specific objective number 5 was answered by performing the inferential

analysis using Chi-square test. All data analysis output from Epi Info Software are attached in Appendix H.

Each of the variables, specifically, economic status, birth order, family structure, family function

and working status of the students, were cross-tabulated with the attendance of the students to

determine the relationship between family characteristics and student absenteeism. Moreover, to mask

the effects of possible confounders, all analyses were adjusted using Mantel-Haenszel Chi-square test.

The computed p-value from the test statistic was then compared with 0.05 level of significance to

determine if theres significant relationship between the variables. The prevalence ratio for each variable

was also computed and compared with the 95% confidence interval to determine the association

between the variables tested. A summary of the data collection, processing and analysis can be seen in

the methodology matrix.

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Methodology Matrix

Specific ObjectivesData Collection

Instrument

Data

Processing

Data

Analysis

1. To determine the proportion of highschoolstudents who have complete and incomplete

attendance in Dasmarinas National Highschool in

the school year 2012-2013

Review of

Records

Coding

Manual

Epi-Info

Software

Prevalence

Frequency /

Proportion2x2

Contingency

Tables

2. To determine the proportion of highschoolstudents who have complete and incomplete

attendance with the following family

characteristics in Dasmarinas National Highschool

in the school year 2012-2013:

a. Low economic statusb. Eldest in the familyc. Incomplete-parent homed. Dysfunctional familye. Working students

Self-

administered

questionnaire

Review of

Records

Family APGAR

test

Coding

Manual

Epi-Info

Software

Mengels

Interpretation

of Results

Prevalence

Frequency /

Proportion

2x2

Contingency

Tables

3. To determine the proportion of highschoolstudents who have complete and incomplete

attendance with the following family

characteristics in Dasmarinas National Highschool

in the school year 2012-2013:

a. High economic statusb. Younger in the familyc. Two-parent homed. Normal functioning familye. Non-working students

Self-

administered

questionnaire

Review of

Records

Family APGAR

test

Coding

Manual

Epi-Info

Software

Mengels

Interpretation

of Results

Prevalence

Frequency /

Proportion

2x2

Contingency

Tables

4. To enlist the most common reasons behind theabsences of the highschool students in Dasmarinas

National Highschool in the school year 2012-2013

Self-

administered

questionnaire

Coding

Manual

Epi-Info

Software

Frequency /

Proportion

5. To correlate the family characteristics; namely,economic status, birth order, family structure,

family function and working status of students; and

absenteeism among high school students in

Dasmarinas National Highschool in the school year2012-2013

Self-

administered

questionnaire

Review of

Records

Coding

Manual

Epi-InfoSoftware

Prevalence

Ratio

Mantel-

Haenszel

Chi-square

Test

2x2

Contingency

Tables

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Table 4. Distribution of Students According to Age and Year Level, Dasmarinas National High School,

A.Y. 2012-2013

AGE GROUPFIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR

FREQ % FREQ % FREQ % FREQ %

12-13 43 89% 20 47.61% 0 0 0 0

14-15 5 10.14% 21 50% 34 72.27% 15 37.5%16-17 0 0 0 0 9 20.45% 25 62.5%

18 0 0 0 0 1 2.27% 0 0

Health Status Influence

Data on influence of the health status of the students on their attendance was also gathered by

the researchers. A positive influence denotes that at least 3 of 5 absences of a student are due to

illnesses. As seen in Table 5, it was noted that there are more students with negative health status

influence (55.17%) as compared to those with positive health status influence (44.83%).

Table 5. Frequency Distribution of Students According to Health Status Influence, Dasmarinas National

High School, A.Y. 2012-2013

HEALTH STATUS INFLUENCE FREQUENCY RELATIVE FREQUENCY

POSITIVE HEALTH STATUS INFLUENCE

( 3 absences due to illnesses)

78 44.83%

NEGATIVE HEALTH STATUS INFLUENCE

(

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Family Priority Influence

Likewise, data regarding the influence of family priority of students on their attendance was also

obtained and quantified. Having a positive family priority influence means that at least 3 of 5 absences are

due to prioritizing household chores, family issues or celebration. The data revealed that majority have

negative family priority influence (78.74%). Table 7 shows a summary of the frequency distribution of

students according to family priority influence.

Table 7. Frequency Distribution of Students According to Family Priority Influence, Dasmarinas National

High School, A.Y. 2012-2013

YEAR FREQUENCY RELATIVE FREQUENCY

POSITIVE FAMILY PRIORITY

( 3 absences due to household chores/ family issues)

37 21.26%

NEGATIVE FAMILY PRIORITY

(

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Table 9. Frequency Distribution of Students According to Year Level and Student Absenteeism,

Dasmarinas National High School, A.Y. 2012-2013

YEAR LEVELSTUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

GRADE VII 19 (39.58%) 29 (60.41%) 48

SECOND YEAR 10 (23.80%) 32 (76.19%) 42THIRDYEAR 16 (36.36%) 28 (63.63%) 44

FOURTH YEAR 14 (35%) 26 (65%) 40

TOTAL 59 155 214

Economic Status

Economic status of the students was estimated through the average monthly income of the

family. The data collected as shown in Table 10 revealed that majority (61.49%) of the respondents belong

to family with high economic status.

Table 10. Frequency Distribution of Students According to Economic Status, Dasmarinas National High

School, A.Y. 2012-2013

ECONOMIC STATUS FREQUENCY RELATIVE FREQUENCY

LOW (Php 5000 mo. Income) 67 38.51%

HIGH ( >Php 5000 mo. Income) 107 61.49%

TOTAL 174 100.00%

Economic status and student absenteeism were cross-tabulated as shown in Table 11. As seen in

the table, among low economic status, 41.79% have incomplete attendance compared among high

economic status (28.97%). The prevalence ratio was computed to be 1.44 whereas the 95% confidence

interval was 0.96 to 2.17. However, statistical analysis showed that there is no sufficient evidence to

conclude that there is a relationship between economic status and absenteeism of the students (p-value =

0.1336).

Table 11. Frequency Distribution of Students According to Student Absenteeism and Economic Status,

Dasmarinas National High School, A.Y. 2012-2013

ECONOMIC STATUS (ES)a STUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

LOW ES 28 (41.79%) 39 (58.21%) 67

HIGH ES 31 (28.97%) 76 (71.03%) 107

TOTAL 59 115 174a95% CI = 0.96-2.17, PR = 1.44, p-value = 0.1336

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Birth Order

The birth order of the respondents was recorded as eldest, middle or youngest. Table 12 shows

that only 35.63% were first-born child in the family.

Table 12. Frequency Distribution of Students According to Birth Order, Dasmarinas National HighSchool, A.Y. 2012-2013

BIRTH ORDER FREQUENCY RELATIVE FREQUENCY

ELDEST 62 35.63%

MIDDLE / YOUNGEST 112 64.37%

TOTAL 174 100.00%

Cross-tabulation in Table 13 reveals that there are more students with incomplete attendance

among those who are eldest (37.10% ) than those who are youngest or middle children (32.14%). The

prevalence ratio was computed to be 1.15 while the 95% confidence interval was 0.76 to 1.75. However,

based on the computed p-value of 0.5858, there is also no sufficient evidence to conclude that there is a

relationship between birth order and student absenteeism.

Table 13. Frequency Distribution of Students According to Student Absenteeism and Birth Order,

Dasmarinas National High School, A.Y. 2012-2013

BIRTH ORDERa STUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

ELDEST 23 (37.01%) 39 (62.90%) 62

YOUNGEST/MIDDLE 36 (32.14%) 76 (67.86%) 112

TOTAL 59 115 174a95% CI = 0.76-1.75, PR = 1.15, p-value = 0.5858

Family Structure

Family structure of the respondents was described with respect to the presence of biological

parents at home. Complete parent home means both parents are present at home, whereas an

incomplete parent home signifies presence of a single parent or no parents at all. Data reveals as shown

in Table 14, that majority of the respondents belong to a complete-parent home (68.39%) whereas only

31.61% stay with only a single parent or no parents. It was also found out that absence of parent/s at

home is primarily because the parent/s is/are working away from home (53%) followed by separation of

parents (23%).

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Table 14. Frequency Distribution of Students According to Family Structure, Dasmarinas National High

School, A.Y. 2012-2013

FAMILY STRUCTURE FREQUENCY RELATIVE FREQUENCY

INCOMPLETE-PARENT HOME

(having only 1 parent at home)

55 31.61%

TWO-PARENT HOME(having both parents at home)

119 68.39%

TOTAL 174 100.00%

Cross-tabulation in Table 15 reveals that there is a relatively higher percentage of students with

incomplete attendance among those who belong incomplete-parent family (47.27%) as compared among

those who belong to complete-parent family (27.73%). Data analysis showed a significant relationship

between family structure and student absenteeism (p-value of 0.0364). Moreover, the probability of the

student being absent among those who belong to incomplete-parent family is 1.71 times more compared

to those who belong to complete-parent family.

Table 15. Frequency Distribution of Students According to Student Absenteeism and Family Structure,

Dasmarinas National High School, A.Y. 2012-2013

FAMILY STRUCTUREa STUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

INCOMPLETE PARENT 26 (47.27%) 29 (52.73%) 55

TWO-PARENT 33 (27.73%) 86 (71.27%) 119

TOTAL 59 115 174a95% CI = 1.14-2.55, PR = 1.70, p-value = 0.0364

Family Function

Family function was quantified using the Family APGAR Questionnaire by Smilkstein (1978)

adapting the scoring system in the study conducted by Mengel (1987). As shown in Table 16, majority of

the respondents (79.89%)have functional family with APGAR score of at least 6.

Table 16. Frequency Distribution of Students According to Family Function, Dasmarinas National High

School, A.Y. 2012-2013

FAMILY FUNCTION FREQUENCY RELATIVE FREQUENCY

DYSFUNCTIONAL

(APGAR score

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The mean APGAR score of the respondents was noted to be 7.60 with most of the students

(35.06%) having a score ranging from 8 to 9. The median was taken as 8.0. Table 17 shows the distribution

of the APGAR score of the respondents.

Table 17. Frequency Distribution of Family APGAR Score, Dasmarinas National High School, A.Y. 2012-2013

FAMILY APGAR SCORE FREQUENCY RELATIVE FREQUENCY

01 1 0.57%

23 1 0.57%

45 33 18.97%

67 39 22.41%

89 61 35.06%

10 39 22.41%

TOTAL 174 100.00%

Table 18 shows a cross-tabulation of family function and student absenteeism wherein there are

more students with incomplete attendance among those with dysfunctional family (65.71%) as compared

to functional family (25.89%). Data analysis revealed significant relationship between family function and

student absenteeism (p-value = 0.0000227893), wherein the probability of the student being absent

among those who belong to dysfunctional family is significantly 2.54 times more compared to those who

belong to functional family.

Table 18. Frequency Distribution of Students According to Student Absenteeism and Family Function,Dasmarinas National High School, A.Y. 2012-2013

FAMILY FUNCTIONa STUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

DYSFUNCTIONAL 23 (65.71%) 12 (34.29%) 35

FUNCTIONAL 36 (25.89%) 103 (74.11%) 139

TOTAL 59 115 174a95% CI = 1.75-3.67, PR = 2.54, p-value = 0.0000227893

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Working Status of Students

Distribution of students according to working status is shown in Table 19. It can be seen that only

6% of the respondents are working part-time.

Table 19. Frequency Distribution of Students According to Working Status, Dasmarinas National HighSchool, A.Y. 2012-2013

WORKING STATUS FREQUENCY RELATIVE FREQUENCY

WORKING STUDENTS 10 5.75%

NON-WORKING STUDENTS 164 94.25%

TOTAL 174 100.00%

It can be seen in Table 20 that 80.00% among working students have incomplete attendance as

compared to only 31.10% among non-working students. Moreover, based on data analysis of p-value

equal to 0.0153, there is a significant relationship between working status and student absenteeism. That

is, the probability of the student being absent among those who are working students is 2.57 times more

compared to those who are non-working students.

Table 20. Frequency Distribution of Students According to Student Absenteeism and Working Status of

Students, Dasmarinas National High School, A.Y. 2012-2013

WORKING STATUSa STUDENT ABSENTEEISM

TOTALINCOMPLETE ATTENDANCE COMPLETE ATTENDANCE

WORKING 8 (80.00%) 2 (20.00%) 10

NON-WORKING 51 (31.10%) 113 (68.90%) 164

TOTAL 59 115 174a95% CI = 1.75-3.78, PR = 2.57, p-value = 0.0153

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DISCUSSION OF RESULTS

This section provides an explanation of the results of the study as well as discussion of the results

in relation to existing body of knowledge.

I. Student Absenteeism and Risk FactorsSex, Family Priority and Health StatusThe result of this study showed that the female respondents (51.72%) are 3% higher than the

male respondents (48.28%). In order to ensure that no bias was present in this study, the researchers

computed the sample size with proportionate allocation to sex because sex can be a confounding variable

as stated in the study conducted by Cooperkline (2005)[6]

that males are more likely to be absent than

females.

Also, this study revealed that 21% of the respondents have been absent due to their perception

of family priority which was also controlled by the researchers since family priority based on a study

conducted by Gulap S can also be a confounding variable. According to them, students are mostly absent

due to prioritizing household chores, family issues and family events[8]

Lastly, 45% of the students in this study became absent due to illnesses and so health status was

also controlled in the study since it both affects absenteeism and family characteristics as emphasized in

the study conducted by the Centers for Disease Control and Prevention[4]

that physical health has a great

influence on student absenteeism as this is one of the common reasons of absences among students.

II. Relationship Between Family Characteristics of the Respondents and Student Absenteeism

Economic Status

There was a higher proportion of respondents belonging to high economic status (62%) than low

economic status (39%). This could be attributed to the method of classification of families wherein the

researchers merged the classes of economic status into only two groups low and high; where middle

and high classes were combined. This was also reflected in the type of occupation of the parents ranging

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from professionals to skilled workers. As expected, more students have incomplete attendance among

those who belong to low economic status (42%) as compared to high economic status (29%). Similar to

other studies, there is an increased risk of students among low economic status to be absent (PR=1.44).

However, unlike the other studies which revealed significant relationship between the two variables,

there was no significant relationship between economic status and absenteeism, thus, the association

aforementioned was not significant at 95% confidence level (p-value = 0.1336, 95%CI = 0.96-2.17).

The results of the study contradicted the study conducted by Ready[12]

which resulted to a lower

attendance among students belonging to low socioeconomic status than those who belong to high

socioeconomic status. In another study conducted by the Baltimore Student Attendance Campaign[7]

,

children who come from food-insecure families are more likely to be suspended and have higher

absenteeism rates. The discrepancies between the results of the study could be attributed to differences

in the method of data collection and operational definition of variables. The study of Ready employed

data from the Early Childhood Longitudinal Study involving different set of population. In addition to this,

there was a different criterion or operational definition of absenteeism used by the researchers and the

Baltimore Student Attendance Campaign. The latter subdivided absenteeism into chronic and acute;

which was not consistent with the researchers operational definition of absenteeism. This could also be

due to the difference of time frame of the student attendance wherein the past studies used attendance

in the whole school year as opposed to the study which only involved attendance from the first to third

quarter of the school year.

Birth Order

Results of the study showed that there are more students belonging to younger in the family

group (64%) as compared to those who are eldest in the family (36%). This could also be brought about by

the method of classification of birth order. The researchers also merged the groups middle and youngest

in the family into younger group, thereby yielding a much higher percentage than the eldest children

group. Similar to other studies conducted in the past, students who are eldest in the family have higher

predilection to be absent (PR = 1.15). However, the results of the data analysis did not support past

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studies since relationship and association between birth order and absenteeism were found to be not

significant making the aforesaid association irrelevant (p-value = 0.5858, 95%CI = 0.76-1.75).

The study revealed that birth order has nothing to do with the attendance of the students which

was contradicting to the claim of the study conducted by Chugh[14]

which showed a significant relationship

between birth order and absenteeism wherein children who are 2nd

in birth order are most at risk of

absenteeism. The results of the study were also contradicting to the study conducted by Gulap et. al[8]

which concluded that eldest children are more likely to be absent because of the responsibilities of taking

care of their younger siblings. Differences on the results of the study could also be attributed to the

alterations in the sampling method of the studies. The study conducted by Gulap et al only included

students who were frequently absent from classes from whom the causes of absenteeism were obtained

as compared to this study wherein both students with complete and incomplete attendance were

involved.

Family Structure

Data on family structure showed that there are more students staying with both parents (68%) as

compared to those who live with only one parent or none at all (32%). This is in line with the statistics

from the Philippine National Demographic and Health Survey[1]

stating that amidst increasing rates of

incidence of single parenthood either due to marital woes or increasing number of parents working

overseas, majority of the families still remained complete and intact. Unsurprisingly, students who live

with either one or no parent doubles the likelihood of being absent in classes which coincided with the

studies conducted in the past (PR = 1.71, p-value = 0.0364, 95%CI = 1.14-2.55). This was clearly indicated

on the results of this study wherein, there was a relatively higher percentage of students with incomplete

attendance belonging to incomplete parent home (47%) as compared to those who have complete family

(28%). This could be attributed to the fact that students living with a single parent, disrupted by divorce

and absence due to occupation receive lower parental guidance as concluded by past studies.

The results of the study reflected that of the study conducted by Kearny[4]

which reveals that 39%

of the youths with school attendance difficulties lived with a single parent emphasizing that a child raised

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in a single parent home do not do fair well in education system[3]

. The same finding was reason out by

Demo et al, according to him, incomplete home system contributes to the absenteeism of the child

because of changes in the daily routine and work schedules while demanding additional work load to the

child as well as to the parent. All of which coincides with the results of the study wherein 23% among

those who have incomplete attendance belong to disrupted family because of separation of their parents.

Similar factors could be attributed to a higher predilection of these students to be absent in class. In

addition to these, Rothman[21]

concluded in his study that differences in family structure may be affected

by fathers occupation or mothers employment which was also projected from the study wherein 53%

have parents working away from home.

Family Function

Results of showed that majority of the respondents have a functional family (80%) which

coincides with a greater proportion of students staying with complete family. Family function reflects how

an individual perceive emotional and moral support from the family. This was seen among the students

which yielded a relatively high mean score of 7.60 in the APGAR test. This indicates that students were

satisfied with the help from their family whenever they feel troubled, pleased with the family being

approachable when problems occur, fulfilled with the bonding time they share with their family and with

the acceptance and affection they receive from their family. Thus, as evidences say, these students are

more likely to be emotionally stable leading to better school performance. Same observation was made in

this study, wherein there are lesser students who have incomplete attendance among those who belong

to functional family (26%) as compared to those belonging to dysfunctional family (66%). Moreover, the

study showed a significant three-fold increase in predilection to be absent among those belonging to

dysfunctional family (PR = 2.54, p-value = 0.0000227893, 95%CI = 1.753.67).

Results of this study reflected the study conducted by Carl L. Bankston III, which showed that

children belonging to a functional family are more prone to perform well in school as compared to those

belonging to a dysfunctional family[5]

. The results of this study, in accordance with C. Bankston III, could

also be attributed to the fact that a supporting family is more likely to help a child cope to the everyday

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stress that the child receives from his environment. With a solid family to lean on, confide on, and to

approach during times of difficulties, students will be able to minimize the stress involved in everyday

situations, perform better, and even look forward to going to school.

Working Status of the Students

Only a minority of the students (6%) were currently working among the respondents with an

astounding 80% having incomplete attendance. This clearly implies that these students couldnt focus as

much as non-working students on their studies resulting to higher incidence of absences. While non-

working students doesnt have an occupation or major family responsibilities at home, working students

have to divide and manage their time wisely but unfortunately yielded to sacrificing their studies spending

an average of only 2 to 4 hours in school as opposed to an eight to ten hour long regular school day. It was

seen in the study that working students have a relevant three-fold increase in the likelihood to be absent

in classes. Moreover, stratified analysis adjusted to family priority still revealed a significant result which

means that working students are really more prone to be absent regardless of their perception of

prioritizing their family (PR = 2.57, p-value = 0.0153, 95%CI = 1.753.78).

The significant relationship between working status and absenteeism as well as the high

prevalence ratio of absenteeism among working students can be backed by the studies conducted by

Wadesango and Uppal[20]

. Their studies concluded that part-time working students prioritize their jobs

more than their studies leading to their absence.

III. Biases and Limitations of the StudyThis study only focused on the relationship of specific family characteristics namely economic

status, birth order, family structure, family function and working status of the students, and student

absenteeism. These variables were strictly defined based on the operational usage in the study. Any

other variables aside from those mentioned were not correlated with student absenteeism. The results of

the study can only be generalized to population of same characteristics with the study.

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Participation of the selected subjects can be a source of bias thus the days in the collection of

data was adjusted as stated in the methodology. Moreover, all data gathered were solely based on the

respondents answer which was very prone to Hawthorne effect or attention bias which may result to

more favourable responses. Thus, the researchers made the questions non-directional as much as

possible so as to minimize giving hints on favourable answers to questions. In addition to this, the data

analysis was limited to the data gathered from the respondents hence any inconsistency or dishonesty in

the answers of the students was not controlled by the researchers as manipulation of data might occur.

With this, the researchers rechecked on-site data to minimize all inconsistencies as well as to ensure

completeness of the answers as much as possible.

Confounding bias could possibly affect the results, In order to mask the effects of the identified

confounders namely sex, family priority and health status of the students, the researchers employed

stratified analysis using Mantel-Haenszel Chi-square test.

Record bias could also occur depending on the completeness and availability of records of the

school authorities on the school attendance of students for the school year 2012-2013. Any discrepancies

on the attendance record could greatly affect the result of the study as the data for the students

attendance was solely coming from their record. For the feasibility and convenience of both students and

teachers or school administrators involved, the time frame of the study was adjusted to attendance of

students from first quarter to third quarter of the current school year.

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CONCLUSION

There are more students with complete attendance (66%) as compared to those who have

incomplete attendance (34%) in Dasmarinas National Highschool in the school year 2012-2013.

In general, there are higher proportions of students with incomplete attendance among students

with low economic status (42%), eldest in the family (37%), belonging in an incomplete-parent home

(47%), have dysfunctional family (66%) and are working students (80%). On the other hand, proportions of

students with complete attendance are relatively lower among those with high economic status (29%),

middle or youngest in the family (32%), complete-parent home (28%), functional family (26%) and non-

working students (31%). Moreover, the attendance of students with these family characteristics is

relatively higher than those who possess the opposite characteristics.

Other reasons behind the absences of highschool students aside from the family characteristics

aforementioned include sex, health status and family priority which were treated as confounders. Roughly

45% of the students became absent due to fever or flu. Meanwhile, only 22% of the students became

absent because of prioritizing family issues such as household chores or attending to family events.

Statistical data analysis revealed a significant relationship between student absenteeism and

family structure (p-value = 0.04), family function (p-value = 0.00002) and working status (p-value = 0.02).

More specifically, students belonging to incomplete-parent family are almost twice (1.70, 95% CI = 1.14-

2.55) as more likely to be absent whereas those belonging to dysfunctional family (2.54, 95%CI = 1.75-

3.67) and working students (2.54, 95% CI = 1.75 to 3.78) triple the likelihood to be absent. On the other

hand, there was no sufficient evidence to conclude that there is a relationship between student

absenteeism and economic status (p-value = 0.13) and birth order (p-value=0.59).

The researchers therefore conclude that family structure, family function and working status

have a relationship on students absenteeism; whereas, no sufficient evidence were gathered to conclude

that economic status and birth order have a relationship with students attendance among students in

Dasmarinas National High School in the school year 2012-2013

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RECOMMENDATION

The researchers recommend the following based on the results, problems and limitations

encountered in the study. First, the researchers recommend widening of the scope of the study to include

private highschools in order to generalize the study for all high school students in Dasmarinas Cavite.

Other factors that may also be relevant to the students absenteeism like family practices, the c ommunity

they are living in and even the distance of school from their homes may also be included in the study.

Refining the objectives, methodology and the use of a more specific tool would contribute for the greater

use of this research.

Second, since the focus of this research dealt only on the family characteristics investigating on

school compound, staff community can also be of significance when studying students absenteeism. The

researchers suggest knowing whether the school staff have a strict and regular measuring, monitoring and

tracking of absenteeism of their students or do teachers and other personnel have an activity in which

they can develop a diagnostic capacity to understand why students are missing school, and a problem-

solving capacity to help address those reasons. These things would be of great beneficial for this study.

Third, the span of the data gathering by the researchers was limited by time. Hence allotting

more time for data collection by having the attendance collected on the first day to the last day of the

school year might provide more substantial data for the study. Also, expanding the tools used for data

collection such as performing focused group discussion or interview with the students can be done in

order to obtain more substantial data on the underlying causes of absenteeism of students.

Finally, the researches recommend to the school community to form a strong dynamic

commitment to learn what works are efficient in maintaining and monitoring good attendance every

academic year, like initiating efforts to recognize and reward good attendance and then to replicate and

expand those effective programs not just to attain good attendance but as well as to cultivate values in

studying and then to modify ways that are not working. With this, having a good commitment and taking

them into actions will significantly decrease absenteeism, build a culture of regular attendance and will

help the families and students to overcome barriers in getting to school.

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REFERENCES

[1] Department of Health, National Statistics Office, University of the Philippines Population Institute. Philippines:

DHS, 2003Final Report. Statistical Data. BMJ [Internet]. Retrieved 8 July 2012 from

http://www.measuredhs.com/pubs/pdf/FR156/FR156.pdf

[2] Newman Wadesango and Severino Wachingabi, (2011). Causes and Structural Effects of Student Absenteeism: A

Case Study of Three South African Universities. Centre for Learning and Teaching Development, Walter

Sisulu University, Republic of South Africa Volume 2: 89-97, 2011. Retrieved 4 August 2012 from

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26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdf

[3] Magdol, L., (1989). Risk factors for adolescent academic achievement.

[4] Kearney, C., (2008). School Absenteeism and School Refusal Behavior in Youth: A Contemporary Review.

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[5] Bankston III C., (1988). Sibling Cooperation and Scholastic Performance among Vietnamese-American

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August 2012 from

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ormance_among_Vietnamese_Students_An_Ethnic_Social_Relations_Theory

[6] Cooperkline, J. (2005). Gender Difference Among Truant Youth. National Center for School Engagement, 1-6.

Retrieved 4 August 2012 fromhttps://kb.osu.edu/dspace/bitstream/handle/1811/37072/thesis_1.pdf

[7] The Baltimore Student Attendance Campaign. April 2012. State of Chronic Absenteeism and School Health.

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content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdf

[8] Gulap Shahzada, Safdar Rehman, Ghazi Habib and Nawaz AbdUllah Khan (2011). Causes of Absenteeism from

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No.2, May 2011 Available from:http://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdf

[9] Cook L., Ezenne A., (2010). Factors Influencing Student Absenteeism in Primary Schools in Jamaica: Perspective

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0Schools%20Jamaica%20Cook.pdf?sequence=1

http://www.measuredhs.com/pubs/pdf/FR156/FR156.pdfhttp://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdfhttp://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdfhttp://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdfhttp://tulane.academia.edu/CarlLBankston/Papers/1034027/SIbling_Cooperation_and_https://kb.osu.edu/dspace/bitstream/handle/1811/37072/thesis_1.pdfhttps://kb.osu.edu/dspace/bitstream/handle/1811/37072/thesis_1.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttp://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdfhttp://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdfhttp://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdfhttp://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%20Schools%20Jamaica%20Cook.pdf?sequence=1http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%20Schools%20Jamaica%20Cook.pdf?sequence=1http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%20Schools%20Jamaica%20Cook.pdf?sequence=1http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%20Schools%20Jamaica%20Cook.pdf?sequence=1http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/11301/Absenteeism%20in%20Primary%20Schools%20Jamaica%20Cook.pdf?sequence=1http://www.mcser.org/images/stories/2_journal/mjssmay2011/27.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttp://www.elev8baltimore.org/site/wp-content/uploads/2012/04/Absenteeism-and-School-Health-Report.pdfhttps://kb.osu.edu/dspace/bitstream/handle/1811/37072/thesis_1.pdfhttp://tulane.academia.edu/CarlLBankston/Papers/1034027/SIbling_Cooperation_and_http://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdfhttp://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11-Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089-11-1143-Wadesango-N-Tt.pdfhttp://www.measuredhs.com/pubs/pdf/FR156/FR156.pdf

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[10] Cook L., Ezenne A., (2010). Factors Influencing Student Absenteeism in Primary Schools in Jamaica: Perspective

of Community Members. Vol. 17, 2010, 33-57. Carribean curriculum

[11] Ready, D. (2010). Socioeconomic Disadvantage, School Attendance,a dn Early Cognitive Development: The

Differential effects of School Exposure.Sociology of Education. Retrieved 7 July 2012 from

http://soe.sagepub.com/content/83/4/271

[12] Steiny, J. (2012). Chronic Absenteeism Reveals and Causes Problems. Retrieved 7 July 2012 from

http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-

and-causes-problems/

[13] Souza, Emerson (2002). Dropout in Secondary Education: A Study of Children Living in Slums of Delhi.

Retrieved 26 August 2012 from

http://www.nuepa.org/Download/Publications/Occasional%20Paper%20No.%2037.pdf.

[14] Demo D., and Acock A.,. 1988. The Impact of Divorce on Children, .Journal of Marriage and Family, Vol. 50

(1988), pp. 619648.

[15] Epstein J., Sheldon S., (1992). Present and Accounted for : Improving Student Attendance Through Family and

Community Involvement.John Hopkins University.

[16] Preena Uppal, Premila Paul and V Sreenivas, (2009). School Absenteeism Among Children and its Correlates: A

Predictive Model for Identifying Absentees. Department of Pediatrics, Safdarjung Hospital, New Delhi

and *Department of Biostatistics, AIIMS, New Delhi, India., Jan 2010. Retrieved 4 August 2012 from

http://www.indianpediatrics.net/nov2010/925.pdf

[17] Balfanz R., Byrnes V. (2012). The Importance of Being in School: A Report on Absenteeism in the Nations

Public School.

[18] Sanchez M., 2012. Truancy and chronic absence in Redwood City. Youth Data Archieve.

[19] Wadesango N., Machingambi S. (2011). Causes and Structural Effects of Student Absenteeism: A Case Study

of Three South African Universities.Soc Sci, 26(2): 89-97 Republic of South Africa.

[20] Rothman S., (2001). School Absence and Student Background Factors: A Multilevel Analysis.International

Education Journal Vol.2, no.1. Massachusetts.

http://soe.sagepub.com/content/83/4/271http://soe.sagepub.com/content/83/4/271http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-and-causes-problems/http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-and-causes-problems/http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-and-causes-problems/http://www.nuepa.org/Download/Publications/Occasional%20Paper%20No.%2037.pdfhttp://www.indianpediatrics.net/nov2010/925.pdfhttp://www.indianpediatrics.net/nov2010/925.pdfhttp://www.indianpediatrics.net/nov2010/925.pdfhttp://www.nuepa.org/Download/Publications/Occasional%20Paper%20No.%2037.pdfhttp://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-and-causes-problems/http://www.educationnews.org/education-policy-and-politics/julia-steiny-chronic-absenteeism-reveals-and-causes-problems/http://soe.sagepub.com/content/83/4/271

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APPENDICES

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Appendix A

Letter to the School Principal

De La Salle Health Sciences Institute

College of Medicine

Department of Family and Community Medicine

September 19, 2012

Dr. David E. Atas

Principal IV

Dasmarinas National High School

Burol I, Dasmarinas City, Cavite

Dear Dr. Atas,

Greetings from St. La Salle!

We, the second year Medical Students of DLSHSI are currently conducting a study entitled

Relationship between Family Characteristics and Student Absenteeism among High School

Students in a Secondary Public School in Dasmarinas, Cavite. In line with this, we are humbly

requesting your permission to conduct our study in your institution. Should you approve our

request, we would also want to obtain the following data; the complete list of students per level

and section, from Grades 7 to fourth year level in the SY 2012-2013. Attached here is the copy of

our research protocol.

We are hoping for your kind consideration. Thank you and God Bless!

Respectfully yours,

Rachele Dacilllo

Group Leader

Noted by:

Dr. Christine Tinio

Preceptor

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Appendix B

Informed Consent (English)

CONSENT FORM

Your son or daughter has been invited to participate in the study entitled Relationship Between Selected

Family Characteristics; namely, Economic Status, Birth Order, Family Structure, Family Function and Working Status of

Students; and Absenteeism among High School Students in Dasmarinas National Highschool in the school year 2012-2013 under the supervision of the De La Salle Health Sciences Institute College of Medicine, Department of Family

and Community Health.

The following have been explained well to me and I fully understand them before I signed this consent

form:

I. The objective of the study is to determine the relationship between selected family characteristics;namely, economic status, birth order, family structure, family function and working status of students;

and absenteeism among highschool students in Dasmarinas National Highschool in the school year

2012-2013

II. The study will involve: a set of questions regarding your son/daughtersgeneral data such as name,age, gender, birth order, occupation, a set of questions about your economic data, family structure and

family function.

III. The study will include a total of 174 respondents both male and female belonging from Grade 7 tofourth year level.

IV. The study will not involve any use of a drug.V. Your son/daughtersparticipation in this study will only last for about 1 hour. However, the participant

shall be given 24 hours to decide whether to participate or not in the study.

VI. There will be no clinical visits and follow-ups.VII. You will not be given any compensation for participation in this study.VIII. The result of the study will be beneficial for the implementation and revisions in policies regarding

child absenteeism. The participants shall be informed of the results and information relevant to their

participation. Moreover, the results of the study shall also be given to Dasmarinas National High

School.

IX. The entire childs records or information about the child will be kept strictly confidential. X. Your participation is voluntary and you can withdraw anytime for any reason.XI. A duplicate copy of the signed informed consent shall be given to the participant.XII. Should you have any question or need further clarification/information, please feel free to contact

Rachele Dacillo (+639178491077), Dr. Angelica Francisco, Chair, DLSHSI Independent Ethics Committee

(481-8000 local 4000).

I give my consent subject to the conditions above.

Name and signature of the parent of the participant Name and signature of the participant

Date signed (Petsa):

Informed Consent obtained by:

Name and signature

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Appendix C

Kasulatan ng Pahintulot (Filipino)

KASULATAN NG PAHINTULOT

Ang inyo pong anak ay inaanyayahan na lumahok sa pananaliksik na pinamagatang, Relationship between

selected family characteristics; namely, economic status, birth order, family structure, family function and working status of

students; and absenteeism among high school students in Dasmarinas National Highschool in the school year 2012- 2013 sapamamahala ng De La Salle Health Sciences Institute College of Medicine, Department of Family and Community Health.

Ang mga sumusunod ay ipinaliwanag ng mabuti sa akin at lubusan ang aking pang-unawa sa mga ito bago ko

nilagdaan ang kasulatang ito:

I. Ang layunin po ng pananaliksik na ito ay upang malaman ang relasyon ng mga piling katangian ng pamilyakatulad ng; pang-ekonomiyang katayuan, pagkasunod-sunod ng panganganak, estruktura ng pamilya,

panunungkulan ng pamilya at pagtratrabaho ng estudyante; sa pagliban sa eskwelahan ng mga estudyante

ng Dasmarinas National Highschool ng taong 2012-2013.

II. Sa pag-aaral na ito, kinakailangang sumailalim po ang inyong anak sa: pagsagot ng mga katanungan tungkolsa inyong pangalan, edad, kasarian, pagkasunod-sunod ng panganganak, trabaho; mga katanungan tungkol

sa pang-ekonomiyang katayuan, estruktura ng pamilya at panunungkulan ng pamilya; iskedyul na panayam.

III. Ang pag-aaral na ito ay nangangailangan ng kabuuang 174 na istudyante, lalake o babae, na kabilang saGrade 7 hanggang ika-4 na antas ng mataas na paaralan.

IV. Ang pag-aaral na ito ay hindi gagamit ng anumang gamot.V. Ang paglahok po ninyo sa pagaaral na ito ay tatagal lamang ng humigit-kumulang sa isang oras. Gayunpaman,

ang inyong anak ay binibigyan ng 24 oras upang makapag-isip kung siyay sasali sa pag-aaral o hindi.

VI. Walang kinakailangang pagbisita sa klinika.VII. Wala pong ibibigay na anumang kabayaran sa inyo upang sumali sa pag-aaral na ito.VIII. And resulta ng pag-aaral na ito ay higit na makakatulong sa pagbubuo ng mga polisiya ukol sa pagliban ng

mga estudyante sa eskwelahan. Ipapaalam din sa mga istudyante and resulta ng pag-aaral at iba pang mga

impormasyon na kailangan sa pag-aaral na ito. Ang mga resulta ay ibibigay din sa Dasmarinas National

Highschool.

IX. Ang lahat po ng record ng bata ay konpidensyal at hindi malalaman ng iba.X. Ang pagsali po ninyo sa pag-aaral na ito ay sariling kusa at maaari po kayong umayaw anumang oras, sa

anumang kadahilanan.

XI. Ang bawat istudyante na lalahok sa pag-aaral ay bibigyan ng kopya ng napirmahang kasulatan ng pahintulotupang magsilbing personal copy.

XII. Mangyari po lamang na may katanungan kayo hinggil sa pag-aaral na ito, maaari niyo pong makontak sinaRachele Dacillo (+639178491077), Angelica D. Francisco, MD, MSc, Chair, DLSHSI Independent Ethics

Committee (481-8000 local 4000).

Ako ay sumasang-ayon na sumali sa pag-aaral na ito ayon sa mga nakasaad sa itaas.

Pangalan at Lagdang magulang ng istudyante Pangalan at Lagda ng istudyante

Petsa:

Pangalan at Lagdang ng Researcher

Petsa:

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Appendix D

Questionnaire

De La Salle Health Sciences Institute

College of Medicine

Department of Family and Community Medicine

Name: _________________________________________ Age: _______ Sex: M FControl number:_________

Year and Section: _________________ ______ Date ______________ Researcher: _____________________

PLEASE READ THE QUESTIONS CAREFULLY AND ANSWER THE QUESTIONS HONESTLY. ENCIRCLE THE

CORRESPONDING LETTER OF YOUR ANSWER.

Please have the following questions answered by your parents and returned the next day.

QUESTION FOR PARENTS (Head of the family)

I. ECONOMIC STATUSQUESTIONS FOR FATHER

1. Do you work (For father)? (Kasalukuyan ka bang nagtatrabaho?)A. Yes (Oo) B. No (Hindi)

If YES, (Kung Oo)

1.1 What is your occupation? (Ano ang iyong trabaho?)A. Professional (doctor, engineer, supervisor, nurse, teacher etc)B. Skilled Craftsman (driver, carpenter, retail shop assistant)C. Others: _____________________

1.2 What is your estimated monthly income in peso? (Sa iyong palagay magkano ang iyong kinikita sa loobng isang buwan?)

A. Less than or equal to Php5000B. Ranges from Php5000 to Php15000C. Ranges from Php15000 to Php250000D. More than Php250000

1.3 How much do you earn in a day? (Magkano ang kinikita mo sa loob ng isang araw?)A. Less than or equal to Php150B. Ranges from Php150 to Php500C. Ranges from Php500 to Php850D. More than Php850

QUESTIONS FOR MOTHER

2. Do you work?(Kasalukuyan ka bang nagtatrabaho?)A. Yes (Oo) B. No (Hindi)

If YES, (Kung Oo)

2.1 What is your occupation? (Ano ang iyong trabaho?)A. Professional (doctor, engineer, supervisor, teacher)B. Skilled Craftsman (driver, carpenter, retail shop assistant)C. Others: _____________________

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2.2 What is your estimated monthly income in peso? (Sa iyong palagay magkano ang iyong kinikita sa loobng isang buwan?)

A. Less than or equal to Php5000B. Ranges from Php5000 to Php15000C. Ranges from Php15000 to Php25000D. More than Php250000

2.3 How much do you earn in a day? (Magkano ang kinikita mo sa loob ng isang araw?)A. Less than or equal to Php150B. Ranges from Php150 to Php500C. Ranges from Php500 to Php850E. More than Php850

3. If your answers in numbers 1 and 2 are NO, (Kung ang iyong sagot sa no.1 at no.2 na tanong ay hindi) 3.1What is your familys source of income? (Saan nanggagaling ang inyong pangkabuhayan?)

A. Family business (e.g. sari-sari store)How much is the average monthly income? ____________

B. External financial support from relativesC. Others: ____________________

QUESTIONS FOR STUDENT

II. BIRTH ORDER4. How many siblings do you have? (Ilan ang iyong mga kapatid?)

A. 0 (proceed to 5) D. 3B. 1 E. Others: _____C. 2

4.1 If you have brother/s or sister/s, what is your birth rank? (Kung meron kang mga kapatid, pang ilan ka sainyong magkakapatid?)

A. Eldest (nakakatanda)B. Middle (gitna)C. Youngest (bunso)

III. FAMILY STRUCTURE5. Who are your family members that are currently living in your house? Encircle all that applies. (Sinu-sino ang

mga miyembro nang inyong pamilya na kasalukuyang nasa iyong tirahan?)

A. Father (tatay) E. Grandfather (lolo)B. Mother (nanay) F. Grandmother (lola)C. Sister (ate) G. Living alone (mag-isa lamang)D. Brother (kuya) H. Others: _______________________

6. How many parents are present in your house? (Ilang magulang ang kasama mo sa inyong tahanan?)A. Both (parehong tatay at nanay)(If BOTH, proceed to number 7)B. One (tatay o nanay lamang (If ONE, proceed to number 8)C. None (walang kasamang magulang)(If NONE, proceed to number 9)

7. If both parents are present in the house, are they married? (Kung ang iyong magulang ay parehong nasainyong tirahan, sila ba ay kasal?)

A. Yes (Oo) B. No (Hindi)

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7.1 If YES, what type of marriage do they have? (Kung oo, saan sila ikinasal?)

A. Church marriage (kasal sa simbahan)B. Civil marriage (kasal sa huwes)C. Both (pareho)

8. If only 1 parent is present in the house, what is the primary reason for having only 1 parent present? (kungnanay o tatay lamang ang nasa inyong tirahan, ano ang dahilan kung bakit siya lamang ang nasa bahay?)

A. Parents are separated (magkahiwalay ang magulang)B. Parents are not married, thus not living together (ang magulang ay hindi pa kasal,kayat hindi pa

nagsasama)

C. One parent is working away from home (ang isang magulang ay nagtatrabaho sa malayo)D. Others: ________________________

9. If no parents are present in the house, what is the primary reason for having no parents pr