Research

This study investigates the experiences of Senior High School (SHS) students with irregular attendance and its impact on their academic engagement. It aims to identify the reasons behind absenteeism, explore coping strategies, and suggest interventions for educators to enhance student engagement. The research is grounded in ecological and integration theories, highlighting the multifaceted influences on student attendance and performance.

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Research

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allynalabasan1

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Rationale

Irregular attendance among Senior High School (SHS) students remains a

significant challenge, affecting academic performance, student engagement, and
overall learning experiences. Absenteeism, whether due to personal circumstances,
socioeconomic challenges, or a lack of motivation, disrupts the learning process and
contributes to poor academic outcomes (Gershenson et al., 2017). Students who
frequently miss classes struggle with understanding lessons, completing
assignments, and maintaining connections with their peers and teachers. This study
aims to explore the experiences of SHS students with irregular attendance, focusing
on how they stay engaged despite their attendance challenges.

Understanding the experiences of students with irregular attendance is crucial for

educators, policymakers, and school administrators. Attendance is strongly linked to
academic achievement, and identifying the reasons behind students' absences can
help design interventions that improve engagement and performance (Gottfried &
Ehrlich, 2020). Moreover, exploring how these students cope and stay involved in
school activities can provide insights into alternative learning strategies that could
benefit students facing similar issues. This study contributes to the broader
discussion on student retention and educational support systems.

This study is anchored in Bronfenbrenner’s Ecological Systems Theory, which

highlights how various environmental factors—such as family, school, and community
—interact to influence a student's behavior and development (Neal & Neal, 2021).
According to this theory, irregular attendance may be shaped by multiple
interconnected factors, including family responsibilities, school climate, and
socioeconomic conditions. Additionally, Tinto’s Student Integration Theory suggests
that a student's level of engagement in both academic and social aspects of school
life determines their persistence and success (Aljohani, 2016). These theories
provide a foundation for understanding how students navigate their school
experiences despite attendance challenges.

While several studies have explored the impact of attendance on academic

performance, there is limited research on how SHS students with irregular
attendance actively engage in learning despite their attendance struggles. Most
research focuses on the negative consequences of absenteeism (Kearney &
Graczyk, 2020), but there is a need to understand the resilience and adaptive
strategies of these students. By addressing this gap, this study seeks to provide a
deeper understanding of the factors that help students remain engaged in their
education despite attendance difficulties.
Research Question

This study answers the following questions:

1. How does irregular attendance affect the academic engagement of Senior

High School students in terms of the following?
a. Class participation
b. Academic performance
c. Social interactions
d. Motivation and learning attitude

2. What are the common reasons behind SHS students' irregular attendance in
terms of the following?
a. Personal or family-related responsibilities
b. Health issues or mental well-being concerns
c. Lack of motivation or interest in school
d. Financial difficulties or transportation issues

3. How do students with irregular attendance cope with missed lessons and
academic requirements?

4. What strategies can educators implement to support the engagement of

students with inconsistent attendance?

Purpose of the Study

The purpose of this study is to explore the experiences of Senior High School (SHS)
students with irregular attendance and how it affects their academic engagement.
Despite the challenges posed by inconsistent participation in classroom activities,
many students continue to strive for success. This study aims to shed light on the
factors influencing irregular attendance and its impact on students’ learning,
motivation, and overall academic performance. By understanding these experiences,
educators and policymakers can develop strategies to support and enhance student
engagement. In particular, the study aims:
1. To examine how SHS students with irregular attendance manage their
academic responsibilities.
2. To identify the challenges and experiences of students who frequently miss
classes.
3. To provide insights and recommendations that may help educators improve
student engagement despite attendance issues.

Significance of the study

The significance of this study uncovers the challenges faced by Senior High School
(SHS) students with irregular attendance. Understanding their experiences can
provide valuable insights into the factors affecting school attendance, offering
guidance for educators, policymakers, and support systems to create better
interventions.

This study is important for the following:

1. The School. The findings of this study will be presented to the school to help
them understand the reasons behind irregular attendance. This will allow them
to implement policies and programs that can support affected students,
ensuring they receive the necessary assistance to stay engaged in their
studies.

2. The Teachers. This study will help teachers identify students who struggle with
attendance issues and understand the reasons behind their absences. With
this knowledge, teachers can provide necessary interventions, support, and
motivation to encourage students to attend school regularly.

3. The Students. The results of this study will be beneficial to students, as it may
help them become more aware of the impact of irregular attendance on their
academic performance and future opportunities. By understanding the
experiences of other students facing similar challenges, they may find
motivation to overcome obstacles and stay committed to their education

4. Future Researchers. This study will serve as a reference for future

researchers who wish to explore attendance-related issues among SHS
students. It will provide valuable data and insights that can help expand
research on the subject, leading to more effective solutions and interventions.
Limitation of the study

This study focuses on the experiences of Senior High School students with irregular
attendance and how it affects their engagement in academic and extracurricular
activities. The study is limited to selected SHS students from Tagakpan National High
School during the batch 2024-2025.It does not cover the experiences of students
from other year levels or different schools

Definition of Terms
1.Irregular Attendance– The inconsistent presence of students in
school, which may be due to personal, socioeconomic, health, or
motivational factors, affecting their academic engagement and
performance.

2.Academic Engagement– The level of involvement, participation, and

commitment of students in their studies, including class participation,
completion of assignments, and interaction with peers and teachers.

3. Senior High School (SHS) Students– Learners enrolled in Grades 11

and 12 in the K-12 educational system, who are preparing for higher
education or career pathways.

4. Student Retention– The ability of schools to keep students enrolled

and engaged in their education until they complete their academic
requirements, often influenced by attendance and engagement
strategies.

5.Educational Support Systems –The policies, programs, and

interventions implemented by schools, teachers, and policymakers to
assist students in overcoming academic challenges, including those
related to irregular attendance.