Factors Affecting the School Attendance of Senior High School Students

in Ponciano F. Ramasola Sr. High School

In partial fulfillment of the Requirements for the Senior High School General
Academic Strand

Ponciano F. Ramasola Sr. High School

Calatrava, Carmen Bohol
S.Y. 2024-2025
________________________________________________________________

The Researchers
Apique, Angelo O.
Barnigo, Glen Jr. M.
Ciles, Jasmin D.
Dalenson, Junrey B.
Divino, Jairrus D.
Reambonanza, Jesniel D.
Tampon, Jomar T.

Research Adviser

MIRASOL VALENTOS

i
 Table of Contents

ACKNOWLEDGEMENT

4
ABSTRACT...................................................................................................................................
CHAPTER 1...................................................................................................................................
THE PROBLEM AND ITS SCOPE................................................................................................
Rationale................................................................................................................................................
Background of the Study......................................................................................................................
Theoretical Background.......................................................................................................................
Legal Bases...........................................................................................................................................
Review of Related Literature...............................................................................................................
Conceptual Framework......................................................................................................................
THE PROBLEM...........................................................................................................................
Statement of the Problem..................................................................................................................
Statement of Null Hypothesis............................................................................................................
Scope and Delimitation......................................................................................................................
Significance of the Study....................................................................................................................
RESEARCH METHODOLOGY...................................................................................................
Design...................................................................................................................................................
Environment.........................................................................................................................................
Respondents........................................................................................................................................
Instruments..........................................................................................................................................
Data Gathering and Procedures.......................................................................................................
Statistical Statement...........................................................................................................................
Operational Definition of Terms...............................................................................................
CHAPTER 2................................................................................................................................
PRESENTATION, ANALYSIS, AND INTERPRTATION OF DATA...........................................
Table 1..................................................................................................................................................
Profile of the Respondents................................................................................................................
Table 2: Perceived Factors Affecting School Attendance.............................................................
Table 2.1 Institutional Factors.......................................................................................................
Table 2.2..........................................................................................................................................
Personality Factors.........................................................................................................................

ii
 Table 2.3..........................................................................................................................................
Institutional Responses..................................................................................................................
Table 3.........................................................................................................................................
Level of attendance rates..........................................................................................................
Degree of correlation between the factors affecting attendance..........................................
Table 4 Degree of correlation between the factors affecting the attendance among
male and female respondents...........................................................................................................
CHAPTER 3................................................................................................................................
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS....................................
Summary..............................................................................................................................................
Findings................................................................................................................................................
Conclusion...........................................................................................................................................
Recommendations..............................................................................................................................
REFERENCES............................................................................................................................
APPENDICES.............................................................................................................................
Letters...................................................................................................................................................
Questionnaire......................................................................................................................................
Sample Computation..........................................................................................................................
Curriculum Vitae..................................................................................................................................

iii
 ACKNOWLEDGEMENT

The completion of this research study, “Factors Affecting the School

Attendance of Senior High School Students in Ponciano F. Ramasola Sr. High

School,” would not have been possible without the invaluable support and

contributions of various personalities and with that, they are worthy of being

commended.

We would like to extend our sincere thanks to our school principal, Mr.

Roel

C. Bunao, for his unwavering support and for allowing us to conduct this study in

Ponciano F. Ramasola Sr. High School. His leadership has greatly contributed to

the success of this project.

Our heartfelt thanks go to our research adviser, Mrs. Mirasol Valentos, for

her valuable guidance, continuous encouragement, and insightful feedback that

have shaped this research. Her expertise and dedication have been instrumental

in the completion of this study.

We also wish to acknowledge the class advisers who allowed us to

conduct our study, namely Mrs. Marilou B. Digal, Mrs. Magnolia S. Asilo, Ms.

Jastine Lansang, and Mrs. Mirasol Valentos. Their cooperation and support

made the data

collection process possible.

We are deeply grateful to our editor, Ms. Prixie Cara Doliente, for her

Meticulous review and correction of our manuscript, ensuring clarity and

coherence in our work.

iv
 Special thanks to Mr. Felix Petalcorin, our statistician, for his valuable

Assistance in analyzing the data, which helped us draw meaningful conclusions

from the study.

We would also like to extend our appreciation to the senior high school

Students who participated in our research. Their insights and willingness to

Respond to our questions were critical to the success of this study.

We are thankful to our parents for their unwavering support,

encouragement, and understanding throughout the research process. Their belief

in our capabilities motivated us to work harder.

We acknowledge the readers who will review this study and hope that our

work may contribute to the improvement of student attendance and education.

Finally, we would like to extend our gratitude to all those not mentioned

but who have extended their heartfelt support and help. You’re truly appreciated.

v
 ABSTRACT

This study investigated the factors influencing school attendance among

Senior High School students at Ponciano F. Ramasola Sr. High School in
Calatrava, Carmen, Bohol of the School Year 2024-2025. Employing a
descriptive correlational research design, the study examined the relationship
between attendance and a range of perceived factors, including institutional
factors, personality factors, and institutional responses. Data was gathered
through a questionnaire administered to 63 students using purposive sampling.
Weighted mean analysis was used to determine the relative influence of different
factors on attendance. However, Pearson Correlation revealed no significant
relationship between these factors and attendance rates for either male and
female respondents. The study recommends targeted interventions, including
awareness campaigns, teacher engagement, and student empowerment
initiatives, to address this disparity and promote a more supportive and inclusive
learning environment that prioritizes regular school attendance for all students at
PFRSHS.

vi
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale
The attendance of Senior High School students is a key factor in

academic success, social development, and overall well-being. Consistent

attendance has been linked to better academic performance, higher graduation

rates, and greater student engagement. However, factors such as institutional

conditions, personal characteristics, and school responses to absenteeism can

significantly influence student attendance patterns.

Research has consistently highlighted the significant role of institutional

factors in influencing student attendance. A positive school environment,

characterized by supportive teachers, access to resources, and effective school

policies, can enhance students’ engagement and attendance. According to a

study by Cohen et al. (2021), institutions with safe and inclusive environments

tend to report lower rates of absenteeism. Conversely, schools that lack

adequate support systems and fail to address students’ needs often face higher

absenteeism, as students are less motivated to attend school in unsupportive

environments (Smith & Williams, 2022). Therefore, it is crucial to examine how

institutional factors contribute to or mitigate absenteeism.

Personality factors also play a significant role in shaping students’

attendance patterns. Research has shown that students with higher levels of self-

esteem, intrinsic motivation, and emotional resilience are more likely to attend

school regularly (Miller et al., 2023). Conversely, students who struggle with

1
mental health challenges such as anxiety or depression often experience higher

absenteeism rates, as they find it difficult to cope with the pressures of school life

(Thompson et al., 2020). This study aims to explore how personality traits,

including motivation, mental health, and family background, influence SHS

students’ decision to attend school regularly.

Institutional responses to absenteeism are also critical in addressing

attendance issues. Effective school interventions, such as early warning

systems, personalized attendance plans, and counseling services, can

significantly reduce absenteeism. Watson & Garcia (2022) found that schools

that engage in proactive responses to absenteeism, such as regular monitoring

of attendance and offering academic and emotional support, tend to have better

attendance rates. By examining how schools address absenteeism, this study

seeks to provide valuable insights into best practices for schools to adopt in

improving student attendance.

Despite the growing body of research on school attendance, there

remains a significant gap in understanding the unique factors affecting

attendance at specific schools, such as Ponciano F. Ramasola Sr. High School.

While studies have identified institutional, personality, and response-related

factors in general, there is a lack of localized research focused on this specific

school context. This gap presents an opportunity to explore the specific dynamics

at play in this school setting, providing valuable insights for educators and

policymakers. By filling this gap, the study will contribute to a more nuanced

understanding of how these factors interact to affect student attendance in this

2
particular institution, offering actionable recommendations for improving

attendance rates at Ponciano F. Ramasola Sr. High School.

Background of the Study

Student attendance is a critical factor in ensuring academic success,

social development, and personal growth, particularly for Senior High School

students. Regular school attendance is strongly associated with better academic

performance, higher engagement, and increased opportunities for social

interaction and skill development. However, absenteeism continues to be a

persistent issue in many educational institutions, including Senior High Schools

like Ponciano Ramasola Sr. High School. Various factors contribute to

absenteeism, including institutional, personal, and institutional response factors.

Understanding the specific factors influencing attendance can help school

administrators and educators design effective interventions to reduce

absenteeism and promote better educational outcomes.

One key element that affects attendance is institutional factors, which

encompass the environment, policies, resources, and structures within the

school. Studies have shown that a positive school climate, including supportive

teachers, school safety, and access to resources, can significantly enhance

student attendance (Cohen et al., 2021). For instance, schools that implement

flexible scheduling or provide counseling services tend to see higher rates of

student engagement and attendance. In contrast, schools lacking in these areas

3
may experience higher absenteeism due to students’ dissatisfaction or lack of

motivation (Smith & Williams, 2022).

Personality factors, including students’ personal characteristics such as

self-esteem, motivation, and mental health, also play a critical role in determining

attendance. Research by Miller et al. (2023) suggests that students with high

levels of self-confidence and personal motivation are more likely to attend school

regularly and participate actively. On the other hand, students who experience

mental health challenges, such as anxiety and depression, are more prone to

absenteeism due to the emotional and psychological strain they face (Thompson

et al., 2020). Personality factors also include the student’s family background and

support systems, which significantly contribute to their decision to attend school

regularly.

Institutional responses, which refer to the measures taken by schools to

address absenteeism, are crucial in managing and mitigating the impact of

student absenteeism. Schools that actively engage with students and their

families through attendance policies, interventions, and support systems tend to

have lower rates of absenteeism. According to a study by Watson & Garcia

(2022), schools that adopt a holistic approach, such as providing academic

support, social-emotional learning programs, and family outreach, report better

student attendance rates. Furthermore, interventions such as early warning

systems and personalized attendance plans are effective in identifying and

addressing the root causes of absenteeism.

4
 Although much research has been conducted on the factors affecting

school attendance, there remains a notable gap in understanding how these

factors interact in the context of specific schools, such as Ponciano Ramasola Sr.

High School. Existing studies primarily focus on broader, generalized trends, but

there is limited research specifically addressing how institutional, personality, and

response factors contribute to absenteeism within this particular school setting.

This study aims to fill that gap by examining the unique circumstances at

Ponciano Ramasola Sr. High School, providing valuable insights that can inform

school policies and practices. By understanding the specific factors that influence

attendance, the study will offer evidence-based recommendations to improve

attendance and academic outcomes for Senior High School students at the

institution.

Theoretical Background

Self-Determination Theory (Edward Deci & Richard Ryan)

Self-Determination Theory (SDT), developed by Edward Deci and Richard

Ryan, focuses on the role of intrinsic motivation in influencing behavior. The

theory posits that people are more likely to engage in activities, including school

attendance, when they experience satisfaction in three basic psychological

needs: autonomy, competence, and relatedness. Autonomy, refers to students

feeling that they have control over their learning and educational choices. If

students feel empowered to make decisions about their education, they are more

likely to attend school regularly.Competence, involves students feeling capable of

5
succeeding in school. Students who believe they can succeed academically are

more likely to attend school regularly. Finally, relatednessbrefers to students

feeling connected to others, particularly teachers and peers. Students who have

strong social ties to their school community are more likely to engage in school

and attend regularly. SDT suggests that when students’ intrinsic needs are met,

they are more motivated to attend school and actively participate in their

education, as opposed to attending out of external pressure or obligation.

Social Cognitive Theory (Albert Bandura)

Social Cognitive Theory (SCT) developed by Albert Bandura emphasizes

how behavior, such as student attendance, is influenced by cognitive factors,

social learning, and the environment. A key component of SCT is self-efficacy, or

a person’s belief in their ability to succeed in specific situations. In the context of

student attendance, students who believe they can overcome challenges, such

as emotional or academic difficulties, are more likely to attend school regularly.

Additionally, SCT’s concept of reciprocal determinism suggests that student

attendance is shaped by the interaction between personal factors (e.g.,

motivation, self-regulation), environmental factors (e.g., school climate, teacher

relationships), and behavior. This interaction means that the school environment

—whether it’s supportive or not—can influence students’ attitudes toward

attendance and their willingness to participate in school. Furthermore,

observational learning, another aspect of SCT, suggests that students might

model the behavior of peers or teachers, learning the importance of regular

attendance by seeing others value it.

6
Legal Bases

DepEd Memorandum No. 26, s. 2019 (Policy Guidelines on the

Implementation of the Senior High School Program)
DepEd Memorandum No. 26, s. 2019 provides specific guidelines for the

implementation of the Senior High School Program, including the importance of

monitoring attendance and providing interventions for students who are at risk of

absenteeism or dropping out. This memorandum emphasizes that schools must

ensure that Senior High School students receive the support they need to

complete their education successfully, including addressing issues such as

absenteeism.

This memorandum directly provides a policy context for understanding

how schools should manage and intervene in cases of absenteeism. By

analyzing how Ponciano F. Ramasola Sr. High School implements these policies,

your research will be able to assess whether the school’s responses are effective

in improving attendance and helping students overcome barriers to regular

attendance. The memorandum’s focus on supporting students and addressing

absenteeism aligns closely with your research’s goal of identifying factors that

impact attendance.

Republic Act No. 9155 (Governance of Basic Education Act of 2001)

Republic Act No. 9155, or the Governance of Basic Education Act of 2001,

establishes the framework for managing and governing basic education in the

Philippines. Specifically, Section 3 of the Act emphasizes that the Department of

7
Education (DepEd) has the responsibility to ensure that schools create

supportive environments conducive to learning. This includes addressing issues

such as absenteeism and ensuring that students are actively engaged in their

education.

Student attendance is directly supported by this law, as it places

responsibility on educational institutions to foster environments that encourage

regular school attendance. The Act emphasizes the role of DepEd in crafting

policies and practices that promote student retention and minimize absenteeism.

By investigating institutional factors that affect attendance, such as school

policies and teacher-student relationships. Additionally, examining how Ponciano

F. Ramasola Sr. High School’s implementation of these policies affects

attendance rates will provide practical insights into how schools can better

support students’ consistent participation in education.

Review of Related Literature

In a comprehensive study conducted locally by David et al. (2018), the

Philippine Institute for Development Studies (PIDS) delved into Children Not in

School (CNS) from 2012 to 2015. The research aimed to grasp the extent of the

issue in the Philippines, comparing trends based on factors like location, gender,

and family income. Utilizing data from national surveys and administrative

records, the study sought to understand reasons for children being out of school,

8
providing a unique perspective before the full implementation of the K-12

program, highlighting education disparities.

Continuing with a local lens, Villafuerte and David’s study explored

reasons behind pupil absenteeism (Villafuerte & David, n.d.). Through in-depth

interviews with parents of grade three pupils, the research identified poverty,

parental attitudes, social services, and bullying as key influencers of school

attendance. The findings underscored the role of positive parental perceptions

and the impact of social services in reducing school absences in the Philippine

context.

Examining parental involvement locally, Cepada’s study (2021) explored

the correlation between parental engagement in school and at home and

absenteeism in middle school students in the Philippines. The research

concluded that parental involvement in both settings correlated with

absenteeism, positively influencing students’ self-esteem and self-worth within

the Philippine context.

Colinares (2017) conducted a local study analyzing factors affecting

student absenteeism among senior high school students. The findings revealed

moderate agreement on the identified factors influencing absenteeism, providing

insights specific to the context of Atty. Orlando S. Rimando National High School

in Maco, Compostela Valley.

Examining the causes of absenteeism among high school students, a

study published by the Open Access Publishing Group found that while some

9
causes were unrelated to school or students themselves, psychological reasons

played a significant role. Male students exhibited more absenteeism than their

female counterparts, with higher values observed in 9th, 10th, and 11th grades.

The survey method utilized a population of 531 students, revealing insights into

the complex interplay of factors influencing student absenteeism (Anonymous,

Open Access Publishing Group).

Another environmental factor that may negatively impact attendance is

distance to school. Less than ten percent of students who live more than a mile

away from their school walk or bike to school (Federal Highway Administration

2019).Therefore, students who live farther from school likely rely on a car, bus, or

train to transport them to school. Because families who live in high poverty

neighborhoods are less likely to own a car, distance likely inhibits low income

students from attending school unless they have access to public or school

transportation(Urban Institute Student Transportation Working Group 2018) .

In another local study by Portner et al. (2016), the effects of parental

absence on child labor and school attendance were investigated, considering the

Philippine context. Using an improved estimation method, the study provided

different results compared to previous literature, highlighting the intricacies of

familial and societal influences on student attendance.

Moldes et al. (2019) explored the impact of absenteeism on the academic

performance of Grade 10 students in Emiliano Tria Tirona Memorial National

High School. The study emphasized the local effects of high levels of

10
absenteeism on academic performance, showcasing challenges faced by

students in the specific educational environment in the Philippines.

O’Connor’s study in Queensland (2021) examined the impact of

demographic factors on student attendance in state secondary schools. Although

no significant correlation was found between demographic variables and

attendance rates overall, rural schools exhibited excellent attendance rates. The

study emphasized the need to delve deeper into school climate and culture to

uncover factors influencing student attendance (O’Connor, 2021).

11
Conceptual Framework

Legal Basis
• DepEd Memorandum
Theories
No. 26, s. 2019 (Policy
• Self Determination Guidelines on the
Theory ( Edward Deci & Implementation of the
Richard Ryan) Senior High School
• Social Cognitive Theory Program)
(Albert Bandura) • Republic Act No. 9155
Theories (Governance of Basic
• Self Determination Theory ( Education Act of 2001)
Edward Deci & Richard Ryan)

Input
1. Profile of the respondents
2. Attendance
3. Institutional factors
4. Personality factors
5. Institutional factors

Process

 Data Gathering
 Statistical Treatment
 Data Analysis
 Data Interpretation
 Summary of finding conclusion and recommendations

12
 OUTPUT

Conduct organize awareness campaigns on the importance of

attendance

THE PROBLEM
Statement of the Problem

This research aimed to unravel factors affecting the school attendance of

Senior High School (SHS) Students in Ponciano F. Ramasola Sr. High School.

Specifically, this research sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 sex?

2. What are the perceived factors affecting the school attendance of the Senior

High School students in PFRSHS, particularly in terms of:

2.1 institutional factors;

2.2 personality factors; and

2.3 2.3 institutional responses?

3. What is the level of students attendance rates in terms of sex no?

4. Is there a significant relationship between the perceived factors affect

student’s attendance and their attendance rates?

5. Based on the findings, what possible recommendation may be proposed?

13
Statement of Null Hypothesis

There is no significant relationship between the perceived factors affecting

students’ attendance and their attendance rates.

Scope and Delimitation

This study aimed to determine the factors affecting the students’

attendance from the Senior High School Department of Ponciano F. Ramasola

Sr. High School, during the first semester of the academic year 2024-2025.

The focus of the study was all about the factors affecting students

attendance in Ponciano F. Ramasola Sr. High School. This descriptive-

correlational study investigates factors affecting student attendance at Ponciano

F. Ramasola Sr. High School, focusing on institutional factors personality factors

and institutional responses. The study is confined to 63 student respondents from

Ponciano F. Ramasola Sr. High School, utilizing survey questionnaires for data

collection within one academic semester. The geographical scope is limited to

the aforementioned school.

Significance of the Study

This study entitled Factors Affecting the School Attendance of Senior High

School Students in Ponciano F. Ramasola Sr. High School, will be beneficial to.

14
Students. This study will provide insights into the factors affecting school

attendance, helping students understand how various elements impact their

educational experience. By identifying these factors, students may become more

aware of their own challenges and motivations, encouraging them to take

proactive steps to improve their attendance and engagement in school.

Parents. For parents, the findings of this study will highlight the importance of

their involvement in their children’s education. Understanding how family

dynamics and socio-economic conditions influence attendance can empower

parents to create supportive home environments that prioritize education.

Additionally, the study may provide parents with strategies to engage more

effectively with the school.

Principal and Teaching Staff. The results of this research will be invaluable to

the principal and teaching staff at PFRSHS. By understanding the specific factors

affecting attendance, school administrators and teachers can develop targeted

interventions and support systems to address these challenges. This can lead to

improved attendance rates and a more positive school climate, ultimately

enhancing student learning outcomes.

Future Researchers. This study will serve as a foundational resource for future

researchers interested in the topic of school attendance. By documenting the

specific factors affecting attendance at PFRSHS, this research can provide a

framework for further studies, encouraging exploration of related topics such as

student engagement, academic performance, and socio-economic influences on

education in the Philippine context.

15
 RESEARCH METHODOLOGY

Design

This study will employ a quantitative research design specifically

descriptive-correlational, to systematically investigate and analyze the perceived

factors affecting attendance at PFRSHS. Quantitative methods will facilitate the

collection of numerical data, which are subjected to statistical analysis to gain

valuable insights into the factors affecting attendance.

The descriptive-correlational research design will be employ in this study

to meticulously describe and systematically compare the various factors

influencing school attendance among SHS students at PFRSHS. This approach

is specifically tailored to examine these factors in relation to demographic

profiles, including age, grade level, and gender. Through the administration of

targeted questionnaires to distinct demographic groups, the study will aim to

gather numerical data that will facilitate a detailed analysis and comparison of the

perceived determinants affecting attendance. This methodological choice

illuminates any notable variations in the influence of these factors based on

demographic characteristics, providing critical insights into the unique challenges

faced by different segments within the student population. In essence, the

descriptive-correlational research design enables focused exploration of

attendance-influencing factors and offer valuable information for the development

of targeted interventions.

16
Environment

The locale of this study is Ponciano F. Ramasola

Sr. High School (PFRSHS).

It is located in barangay Calatrava which is 20 kilometers away from the

municipality of Carmen, Bohol, Philippines. PFRSHS was donated by the

Ramasola family and it is one of the eight public secondary school in the

Municipality of Carmen. Currently the school have 294 enrolled students from

Junior High and Senior High, and this study will only be conducted in the Senior

High School Department.

Respondents

There are 294 enrolled students in the school. Out of the population, 213

students belong in Junior High Department and the rest 81 belongs to the Senior

High Department. The Senior High students of PFRSHS in the school year 2024-

2025 will be the participants in this research which will utilize the use of

purposive sampling in choosing the right respondents for the study.

Instruments

The research instrument used i adapted questionnaire of (owner) to gather

quantitative data related to student demographic information, and perceived

factors affecting attendance. The research instrument was a structured

questionnaire composed solely of closed-ended questions to gather quantitative

17
data related to student demographic information and perceived factors affecting

attendance. The instrument consists of three factors: a. Institutional Factors, b.

Personality Factors, and c. Institutional Responses. It will be answered as 5-

Strongly Agree, 4-Agree, 3-Neutral, 2-Disagree and 1-Strongly Disagree. This

instrument was used in administering the survey to the Senior High School

students at Ponciano F. Ramasola Sr. High School PFRSHS to systematically

gather data on their demographic profiles and perceptions regarding factors

influencing their attendance.

Data Gathering and Procedures

In initiating the data gathering process, the researchers began by sending

transmittal letter to the respondents’ advisers.

After obtaining the necessary permissions, the researchers scheduled the

distribution of the questionnaires to the respondents. During the data gathering

process, the researchers supervised the respondents as they answered the

questions, ensuring that they understood the instructions and clarifying any

doubts. The researchers also assured the respondents that their answers would

be treated confidentially, maintaining their privacy and anonymity.

Finally, the researchers collected and sorted the answers for analysis and

interpretation. This step involved organizing the data in a systematic manner to

facilitate the analysis process and draw meaningful conclusions from the

gathered information.

18
Statistical Statement

Data analysis was done using he descriptive and inferential statistics.

Specifically, frequency and percentage were used to tabulate the demographic

profile of the respondents and their responses.

Weighted Mean. This was used to calculate the average responses to the

questionnaire items that measure the perceived factors affecting school

attendance. Also, this was used to gauge the average value of the responses to

items in the questionnaire.

Formula: WX = Σfw/N

Where: wx = weighted mean

Σfw = summation of frequency of scale value x

N = number of cases

Person’s correlation coefficient. Use to measure the statistical relationship,

or association, between two continuous variables. It is known as the best

me5hod of measuring the association between variables of interest because it is

based on the method of covariance.

n(Ʃ xy)−( x )( y)
r=
√¿¿

Where: r = correlation coefficient

19
Xi = values of the x-variable in a sample

X = mean of the values of the x-variable

Yi = values of the y-variable in a sample

Y = mean of the values of the y-variable

Operational Definition of Terms

Attendance- The rate at which students are present at school.

Attendance Rate- This refers to the percentage of school days that a student is

present in class. It is calculated by dividing the number of days attended by the

total number of school days within a specific period.

Absenteeism- The habitual or frequent absence of students from school without

valid reasons. It can be categorized into excused and unexcused absences, and

prolonged absenteeism may contribute to academic underachievement and

disengagement.

Institutional Factors- The characteristics of the school environment that can

affect student attendance, including physical infrastructure, teacher-student

relationships, school culture, school safety, and available learning resources.

Institutional factors are the policies, practices, and overall organizational

environment that influence students’ decisions to attend or miss school.

Personality Factors- Individual psychological and emotional traits of students

that influence their attendance behavior. This includes motivation, self-esteem,

emotional well-being, personal interests, and attitudes toward school. Personality

20
factors can either enhance or hinder a student’s engagement with school,

impacting their likelihood of attending regularly.

Institutional Responses -The actions taken by the school or its administration

to address and mitigate absenteeism. This includes monitoring attendance,

implementing intervention strategies such as counseling, parental involvement,

academic support, and follow-up on absenteeism. Effective institutional

responses are aimed at Reducing absenteeism and supporting students in

maintaining regular attendance.

School Environment- The physical and social atmosphere of the school,

including factors such as cleanliness, safety, the quality of relationships between

teachers and students, and the overall climate of the school that may influence

students’ decision to attend.

Motivation- The internal drive or desire of students to engage in academic

activities, which significantly impacts their school attendance. Motivated students

are more likely to attend school regularly and engage in class activities.

Academic Support- Assistance provided by the school to help students who are

struggling with their studies, which may include tutoring, mentorship programs, or

remedial classes. Academic support aims to help students catch up on missed

lessons and reduce the likelihood of absenteeism due to academic struggles.

21
 CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRTATION OF DATA

This chapter presented the data gathered from the respondents, carefully

tabulate them and made careful analysis with the aid of the appropriate statistical

treatments in order to approximately elaborate the factors affecting the school

attendance of senior high school students in Ponciano F. Ramasola Sr. High

School.

Table 1
Profile of the Respondents
N=63
Item Frequency Percentage Rank
Age
15 1 1.59% 5.5
16 18 28.57% 2
17 30 47.62% 1
18 9 14.29% 3
19 4 6.35% 4
20 0 0.00% 7.5
21 0 0.00% 7.5
22 1 1.59% 5.5
Sex
Male 36 57.14% 1
Female 27 42.86% 2

Table 1 presented the frequency and percentage distribution of the

respondents profiles in terms of age and sex. The age group that had the highest

representations was the 17-year-olds, with 30 or 47.62% of the respondents.

22
This was followed by the 16-year-olds, with 18 or 28.57% of the respondents,

and the 18-year-olds, with 9 or 14.29% of the respondents. The 19-year-olds

accounted for 4 or 6.35%, and both 15-year-olds and 22-year-olds got the same

representation with 1 or 1.59%. 20-year-olds and 21-year-olds got the lowest

representation with 0 or 0.00%.

In terms of sex, as shown in the table, 36 or 57.14% of the respondents were

male, while 27 or 42.86% were female.

Table 2: Perceived Factors Affecting School Attendance

This tables presented the factors influencing student attendance at

Ponciano F. Ramasola Sr. High School. A descriptive-correlational approach

was used to analyze data from 63 student respondents, examining three key

areas: institutional factors, personality factors, and institutional responses.

Survey questionnaires were employed to gather data over a single academic

semester. The findings reveal the relative importance of various factors in

shaping student attendance patterns, providing insights into potential areas for

improvement within the school environment and support systems.

Table 2.1 Institutional Factors

N=63
Statement WM DV Interpretati Rank
on
2.1
1. I motivated to attend school 4.24 Strongly Extremely 1
on a regular basis, which can be agree Affected
influenced by the quality of
teachers teaching methods and

23
 classroom environment.
2.The strictness and 3.98 Agree Significantl 4
enforcement of school policies y
and rules may have an impact Affected
on my willingness to attend on a
regular basis.
3. My attitude toward attending 4.00 Agree Significantl 3
classes on a regular basis can y
be influenced by the school Affected
disciplinary approach, which
includes fairness and
consistency.
4. The accessibility and Agree Significantl 2
dependability of transportations 4.03 y
options, such as tricycle or any Affected
public transportation, can have
an impact on my ability to arrive
at school on time.
5. The state and sufficiency of 3.70 Agree Significantl 5
school facilities, such as y
classrooms and amenities, can Affected
influence my comfort and desire
to attend.
6. The distance between my 3.54 Agree Significantl 6
home and the school has a y
significant impact on my Affected
attendance.

Composite Mean 3.92 Agree Significantl

y
Affected

Table 2.1 illustrated the respondents perception on institutional factors

affecting attendance. As being observed, statement number 1 “I am motivated to

attend school on a regular basis, which can be influenced by the quality of

teachers teacher’s teaching methods and classroom environment” got the

highest rank with a mean of 4.24 and had an interpretation of extremely affected .

This was followed by statement number 4 “The accessibility and dependability of

24
transportation options, such as tricycle or any public transportation, can have an

impact on my ability to arrive at school on time” with a mean of 4.03 and has

interpreted as significantly affected. Ranked third was statement number 3 “My

attitude toward attending classes on a regular basis can be influenced by the

school’s disciplinary approach, which includes fairness and consistency” with a

mean of 4.00 and being interpreted as significantly affected. Statement number

6 “The distance between my home and school has a significant impact on my

attendance” ranked the lowest with a mean of 3.54 which interpreted as a

significantly affected. Overall, it was weighted mean of 3.92 which interpreted as

significantly affected. This findings aligned with the study conducted by Wang,

Q., & Liu, T. (2023). This study explores how institutional policies like class

schedule flexibility, instructor engagement, and availability of support services

influence student attendance. It found that institutional flexibility and support

services like counseling and academic help desks significantly boost student

attendance, especially for students balancing multiple roles (e.g., parents or

workers).

25
 Table 2.2
Personality Factors
N=63
Statement WM DV Interpretation Rank
2.2
1. I am naturally motivated to succeed in 4.16 Agree Significantly 1
my studies, which can have a positive Affected
influence on my attendance.
2. Peer pressure and social dynamics 3.86 Agree Significantly 4
can encourage or discourage my regular Affected
school attendance.
3. My physical and mental health are 3.74 Agree Significantly 6
critical in determining my ability to attend Affected
school on a consistent basis.
4. My level of interest and engagement in 3.97 Agree Significantly 2.5
the subjects I am studying serves as a Affected
strong motivation for me to attend
classes.
5. I go to school primarily for social 3.81 Agree Significantly 5
interactions with my peers, which can Affected
have an impact on my attendance.
6. My ability to overcome personal 3.97 Agree Significantly 2.5
challenge and setbacks can influence my Affected
ability to attend school consistently.
Composite Mean 3.92 Agree Significantly
Affected

Table 2.2 illustrated the respondents perception on personality factors

affecting attendance. As being observed, statement number 1 “I am naturally

motivated to succeed in my studies, which can have a positive influence on my

attendance” got the highest rank with a mean of 4.16 and had an interpretation of

significantly affected. This was followed by the statement number 4 and 6 “My

level of interest and engagement in the subjects I am studying serves as a strong

26
motivation for me to attend classes” “ My ability to overcome personal challenge

and setbacks can influence my ability to attend school consistently” with a mean

of 2.5 and has interpreted as significantly affected. Ranked third was statement

number 2 “Peer pressure and social dynamics can encourage or discouraged my

regular school attendance” having a mean of 3.86 and being interpreted as

significantly affected. Statement number 3 “My physical and mental health are

critical in determining my ability to attend school on a consistent basis” got the

lowest rank with a mean of 3.74 which interpreted as significantly affected.

Overall, it has a mean of 3.92 which interpreted as significantly affected. This

findings aligned with the study conducted by Anderson, S., & Brown, L. (2023).

This study explores the relationship between personality traits (e.g.,

conscientiousness, openness and neuroticism) and student attendance. It found

that students with high conscientiousness and emotional stability are more likely

to attend regularly and perform well in their studies.

27
 Table 2.3
Institutional Responses
N=63
Statement WM DV interpretati Ran
on k
2.3
1. The ability of support services such as 3.90 Agree Significantl 3
counseling or mentoring can aid in the y
effective resolution of attendance related Affected
issues.
2. By taking shared responsibilities, I 3.87 Agree Significantl 5
believe that fostering effective y
communication between the school and Affected
parents/guardians has the potential for the
greatly enhanced attendance rates.
3. Providing interesting extracurricular 3.92 Agree Significantl 2
activities and programs can increase my y
motivation to attend school. Affected
4. My family’s level of involvement and 3.97 Agree Significantl 1
support can influence my attendance, with y
strong family support often leading to better Affected
attendance.
5. Financial aid or scholarships can help me 3.67 Agree Significantl 6
overcome any financial barriers that might y
otherwise hinder my regular attendance at Affected
school.
6. Providing alternative learning programs, 3.89 Agree Significantl 4
such as online or flexible scheduling y
options, can meet the needs of a wide Affected
range for me and improve attendance.

Table 2.3 illustrated the respondents perception on institutional responses

affecting attendance. As being observed, statement number 4 “My family’s level

of involvement and support can influence my attendance, with a strong family

support often leading to better attendance” got the highest rank with a mean of

28
3.97 which interpreted as significantly affected. This was followed by the

statement number 3 “Providing interesting extracurricular activities and programs

can increase my motivation to attend school” with a mean of 3.92 and has

interpreted as significantly affected. Ranked third was statement number 1 “The

ability of support services such as counseling or mentoring can aid in the

effective resolution of attendance related issues.” having a mean of 3.90 and

being interpreted as significantly affected. Statement number 5 “Financial aid or

scholarships can help me overcome any financial barriers that might otherwise

hinder my regular attendance at school” got the lowest rank with a mean of 3.67

and had an interpretation of significantly affected. Overall, it has a weighted

mean of 3.97 which interpreted as significantly affected. This aligned with the

study conducted by Smith, G., & Thomas, P. (2024). This study investigates how

different institutional responses (e.g., providing counseling, implementing stricter

attendance policies, and offering academic support) affect student attendance. It

specifically highlights that female students benefit from institutional interventions

that address both academic and personal challenges.

Table 3

Level of attendance rates

N=63
Indicator Frequency Percentage Rank
90-100 % 31 49.21 1
80-89 % 7 11.11 3.5
70-79% 7 11.11 3.5
60-69% 6 9.52 5
Below 60 % 12 19.05 2
Total 63 100

29
 In table 3, it can be observed that level of percentage of attendance

categorize as 90-100 (extremely affected) obtained the highest rank, with

frequency of 31 or 49.12 % of the total respondents. The next highest ranked

level was below 60 %( not affected), with a frequency of 12 or 19.05 % of the

respondents. The level of percentage of attendance as 80-89 % (significantly

affected) and 70-79 % (moderately affected) both obtained the same rank, with a

frequency of 7 or 11.11 % of the total respondents. The level of percentage of

attendance categorized as 60-69 % was represented by 6 or 9.52 % of the

respondents.

SCALE:
Descriptive Value Interpretation
4.21 5 Strongly Agree Extremely Affected
3.41 4.2 Agree Significantly
Affected
2.61 3.4 Neutral Moderately
affected
1.81 2.6 Disagree Slightly Affected
1 1.8 Strongly Disagree Not affected

Degree of correlation between the factors affecting attendance

Table 4 presented the significant relationship between the factors affecting

attendance among male and female respondents.

Table 4 Degree of correlation between the factors affecting the attendance

among male and female respondents
Computed Critical Value Df Result Decision
Value
0.05 0.21 61 Not Significant Accept
HO

30
 Table 4 displayed the degree of correlation between two variables. The

computed value using the Pearson Product moment correlation was 0.05, which

was lower than the critical value of 0.21. Consequently, the null hypothesis was

accepted, indicating that there is no significant relationship between factors

affecting attendance upon further statistical measures. Findings reveal variables

including age, gender, level of study and work commitments had no significant

impact on reported attendance, levels of interest and motivation were important.

(Sloan, D., Manns, H., Mellor, A., & Jeffries, M. 2020)

31
 CHAPTER 3

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter stated the summary of the study which provide synthesis of

the relevant findings and draws conclusions. It also deals with some

recommendations deemed necessary by the researchers.

Summary

Regular school attendance is a crucial component of a successful educational

experience, significantly impacting students’ academic performance, social

development, and future opportunities. Understanding the factors that influence

school attendance is paramount to creating a supportive learning environment

that fosters student engagement and success. This research study, “Factors

Affecting the School Attendance of Senior High School Students in Ponciano F.

Ramasola Sr. High School (PFRSHS),” aimed to investigate the specific factors

influencing attendance among Senior High School students at PFRSHS.

The study employed a descriptive correlational research design to

examine the relationship between attendance and various factors. The

dependent variable was attendance, while the independent variables were

institutional factors, personality factors, and institutional responses. Data was

gathered through a questionnaire administered to a sample of 63 Senior High

School students at PFRSHS. Purposive sampling was used to select

participants, with researchers personally distributing questionnaires to students in

32
their respective classrooms. Respondents were assured of confidentiality for their

responses.

The questionnaire, adapted from the study “Unraveling Perceived Factors

Affecting the School Attendance of Senior High School in Binatawan National

High School” by John Ezekiel Sabado et al., consisted of three sections:

demographic profile, perceived factors affecting school attendance, and level of

attendance percentage.

Data analysis was conducted using descriptive and inferential statistics.

Frequency and percentage were used to analyze the demographic profile and

other responses, while the weighted mean determined the average value of

responses to questionnaire items. Pearson’s correlation was employed to

determine the degree of relationship between factors affecting attendance and

attendance rates.

Findings

Based on the results of descriptive and inferential statistical analysis the

following were revealed:

1. On demographic profile, among all the 63 respondents, there were 36 males

and 27 females. Most of them aged 17 years old which were 47.62 of the

respondents.

2.1 Statement number 6 “The distance between home and the school has a

significant impact on my attendance” got the lowest rank with a mean of 3.54 and

33
had an interpretation of moderately affected. Statement number 1 “ I am

motivated to attend school on a regular basis, which can be influenced by the

quality of teachers teaching method and classroom environment” got the highest

rank with a mean of 4.24 which interpreted as extremely affected. Overall, it has

a weighted mean of 3.92 which interpreted as moderately affected.

2.2 Statement number 3 “My physical and mental health are critical in

determining my ability to attend school on a consistent basis” got the lowest rank

with a mean of 3.74 and had an interpretation of moderately affected. Statement

number 1 “I am naturally motivated to succeed in my studies which can have a

positive influence on my attendance” got the highest rank with a mean of 4.16

which interpreted as moderately affected. Overall, it has a mean of 3.92 which

interpreted as moderately affected.

2.3 Statement number 5 “Financial aid or scholarships can help me overcome

any financial barriers that might otherwise hinder my regular attendance at

school” got the lowest rank with a mean of 3.67 and had an interpretation of

moderately affected. Statement number 4 “My family’s level of involvement and

support can influence my attendance, with a strong family support often leading

to better attendance” got the highest rank with a mean of 3.97 which interpreted

as moderately affected. Overall, it has a weighted mean of 3.97 which interpreted

as moderately affected.

3. In terms of level of attendance rates, the majority of the respondents

comprising 49.21%, fell within the range of 90-100%. Overall, these accounted

for a total of 31 respondents.

34
4. In table 4, displayed the degree of correlation between two variables. The

computed value using the Pearson Product moment correlation was 0.05, which

was lower than the critical value of 0.21. Consequently, the null hypothesis was

accepted, indicating that there is no significant relationship between factors

affecting attendance upon further statistical measures. This study findings

aligned with the study conducted by (Sloan, D., Manns, H., Mellor, A., & Jeffries,

M. 2020) Findings reveal variables including age, gender, level of study and work

commitments had no significant impact on reported attendance, levels of interest

and motivation were important.

Conclusion

Based on the findings of the study the following conclusions were drawn:

The researchers concluded that there is that there is no statistically significant

relationship between the identified factors affecting attendance and the actual

attendance rates among male and female respondents. The results indicate that

these variables do not significantly impact attendance patterns across gender

groups.

Recommendations

1. Implement Comprehensive Awareness Campaigns

- Emphasize the importance of regular school attendance.

35
- Facilitate open dialogues among students about the benefits of consistent

school participation.

- Explore strategies for overcoming common barriers to attendance.

2. Highlight Attendance’s Role in Academic Success

- Empower students to prioritize their education.

- Encourage informed decision-making regarding school attendance.

3. Proactive Role of Teachers

- Foster a positive learning environment that motivates students to attend class.

- Engage students through meaningful activities.

- Provide positive reinforcement and personalized support to address individual

challenges.

36
 REFERENCES
Anderson, S., & Brown, L. (2023). The relationship between personality traits and

student attendance. Journal of Personality and Educational Psychology, 38 (3),

210-225.

Anonymous. (2017). Causes of absenteeism among high school students:

Psychological and behavioral insights. Open Access Publishing Group.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive

theory. Prentice-Hall.

Cepada, M. C. (2021). Parental engagement and absenteeism: A study in middle

school students in the Philippines. Journal of Philippine Education, 42 (3), 45-58.

Cohen, A., Smith, B., & Williams, C. (2021). Institutional factors and student

absenteeism: A comprehensive study. Journal of Educational Research, 45(3),

210-225.

Colinares, J. C. (2017). Factors affecting student absenteeism among senior high

school students: A case study of Atty. Orlando S. Rimando National High School.

Journal of Education and Development, 9 (2), 123-136.

David, S. M., et al. (2018). Children not in school: A study of out-of-school

children in the Philippines, 2012-2015. Philippine Institute for Development

Studies (PIDS).

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in

human behavior. Springer.

37
Department of Education. (2019). DepEd memorandum no. 26, s. 2019: Policy

guidelines on the implementation of the Senior High School Program.

Department of Education, Republic of the Philippines.

Federal Highway Administration. (2019). Impact of school distance on student

attendance. U.S. Department of Transportation.

Miller, L., Johnson, R., & Taylor, S. (2023). The role of self-esteem and

motivation in school attendance. Psychology of Education Review, 30 (2), 150-

170.

Moldes, E. M., et al. (2019). Impact of absenteeism on academic performance of

Grade 10 students in Emiliano Tria Tirona Memorial National High School.

Philippine Journal of Educational Studies, 22(1), 78-90.

O’Connor, D. (2021). Demographic factors and student attendance: A study in

Queensland secondary schools. Queensland Education Review, 19 (2), 134-145.

Portner, J., et al. (2016). Parental absence, child labor, and school attendance: A

Philippine study. Journal of Educational Research and Development, 24 (2), 47-

60.

Republic of the Philippines. (2001). Republic Act No. 9155: Governance of Basic

Education Act of 2001. Republic of the Philippines.

Sabado, et.al (2024). Unraveling perceived factors affecting the school

attendance of senior high school students in Bintawan National High School.

Psychology and Education: A Multidisciplinary Journal, 18(2), 111-122.

38
Sloan, D., Manns, H., Mellor, A., & Jeffries, M. (2020). Factors influencing

student non-attendance at formal teaching sessions. Studies in Higher

Education, 45(11), 2203-2216.

Smith, G., & Thomas, P. (2024). Institutional responses and their impact on

student attendance. Educational Policy and Student Engagement Journal, 45 (2),

150-165.

Thompson, D., Harris, P., & Lee, K. (2020). Mental health challenges and

absenteeism in high school students. Journal of Adolescent Psychology, 25 (4),

300-315.

Urban Institute Student Transportation Working Group. (2018). Transportation

barriers and school attendance: How distance to school impacts low-income

students. Urban Institute.

Villafuerte, D., & David, L. (n.d.). Factors influencing pupil absenteeism: Insights

from Philippine parents. Research report.

Wang, Q., & Liu, T. (2023). Institutional policies and support services: Their

impact on student attendance. Journal of Educational Research and Policy, 45

(2), 123-140.

Watson, J., & Garcia, M. (2022). School interventions for absenteeism:

Strategies that work. Educational Policy Journal, 40 (1), 50-75.

39
APPENDICES
A. Letters
B. Questionnaire
C. Sample Computation
D. Curriculum Vitae

40
Letters
Republic of the Philippines
Ponciano F. Ramasola Sr. High School
Calatrava, Carmen Bohol

October 28, 2024

MAGNOLIA S. ASILO
Grade 11 GAS-Diligent Adviser

Ma’am:
Good day!
We, the researchers of Grade 12-Dignity (GAS) are conducting a research
paper entitled, “Factors Affecting the School Attendance of Senior High School
Students in Ponciano F. Ramasola Sr. High School”. In this connection, may we
have the honor to request your permission to conduct the data gathering phase
of our research study, as well as to inform you that we have completed the
revisions and applied all the recommendations provide by the statistician and
editor during the proposal stage.
We are hoping that this request may merit your approval.

,Sincerely Yours

:The Researchers
.Apique, Angelo O
.Barnigo, Glen Jr. M
.Ciles, Jasmin D
.Dalenson, Junrey B
.Divino, Jairrus D
.Reambonanza, Jesniel D
.Tampon, Jomar T

41
Noted by:
(sgd.) MIRASOL Y. VALENTOS
Practical Research II Adviser

Approved by:
(sgd.) MAGNOLIA S. ASILO
Grade 11 GAS-Diligent Adviser
Republic of the Philippines
Ponciano F. Ramasola Sr. High School
Calatrava, Carmen Bohol
October 28, 2024
JASTINE C. LANSANG
Grade 11 TVL-Charity Adviser

Ma’am:
Good day!

We, the researchers of Grade 12-Dignity (GAS) are conducting a research

paper entitled, “Factors Affecting the School Attendance of Senior High School
Students in Ponciano F. Ramasola Sr. High School”. In this connection, may we
have the honor to request your permission to conduct the data gathering phase
of our research study, as well as to inform you that we have completed the
revisions and applied all the recommendations provide by the statistician and
editor during the proposal stage.
We are hoping that this request may merit your approval.

,Sincerely Yours

:The Researchers
.Apique, Angelo O
.Barnigo, Glen Jr. M
.Ciles, Jasmin D
.Dalenson, Junrey B
.Divino, Jairrus D
.Reambonanza, Jesniel D
.Tampon, Jomar T

42
Noted by:
(sgd.) MIRASOL Y. VALENTOS
Practical Research II Adviser

Approved by:
(sgd.) JASTINE C. LANSANG
Grade 11 TVL-Charity Adviser
Republic of the Philippines
Ponciano F. Ramasola Sr. High School
Calatrava, Carmen Bohol

October 28, 2024

MIRASOL Y. VALENTOS
Grade 12 GAS-Dignity Adviser

Ma’am: Good day!

We, the researchers of Grade 12-Dignity (GAS) are conducting a research
paper entitled, “Factors Affecting the School Attendance of Senior High School
Students in Ponciano F. Ramasola Sr. High School”. In this connection, may we
have the honor to request your permission to conduct the data gathering phase
of our research study, as well as to inform you that we have completed the
revisions and applied all the recommendations provide by the statistician and
editor during the proposal stage.
We are hoping that this request may merit your approval.

,Sincerely Yours

:The Researchers
.Apique, Angelo O
.Barnigo, Glen Jr. M
.Ciles, Jasmin D
.Dalenson, Junrey B
.Divino, Jairrus D
.Reambonanza, Jesniel D
.Tampon, Jomar T

43
Noted by:
(sgd.) MIRASOL Y. VALENTOS
Practical Research II Adviser

Approved by:
(sgd.) MIRASOL Y. VALENTOS
Grade 12 GAS-Dignity Adviser
Republic of the Philippines
Ponciano F. Ramasola Sr. High School
Calatrava, Carmen Bohol
October 28, 2024
MARILOU B. DIGAL
Grade 12 TVL- Integrity

Ma’am:
Good day!
We, the researchers of Grade 12-Dignity (GAS) are conducting a research
paper entitled, “Factors Affecting the School Attendance of Senior High School
Students in Ponciano F. Ramasola Sr. High School”. In this connection, may we
have the honor to request your permission to conduct the data gathering phase
of our research study, as well as to inform you that we have completed the
revisions and applied all the recommendations provide by the statistician and
editor during the proposal stage.
We are hoping that this request may merit your approval.

,Sincerely Yours
:The Researchers
.Apique, Angelo O
.Barnigo, Glen Jr. M
.Ciles, Jasmin D
.Dalenson, Junrey B
.Divino, Jairrus D
.Reambonanza, Jesniel D
.Tampon, Jomar T

Noted by:
44
(sgd.) MIRASOL Y. VALENTOS
Practical Research II Adviser

Approved by:
(sgd.) MARILOU B. DIGAL
Grade 12 TVL- Integrity

Questionnaire
I.DEMOGRAPHIC PROFILE
Name:_____________ Sex:__________
Age:______
II.FACTORS AFFECTING ATTENDANCE
Instructions: We humbly request sincerely answer the test questionnaire honestly
for the needed data of our study entitled ”FACTORS AFFECTING THE SCHOOL
ATTENDANCE OF SENIOR HIGH SCHOOL STUDENTS IN PONCIANO F.
RAMASOLA SR. HIGH SCHOOL”. Kindly select one of the options in response
to the following question. To indicate how you feel about each of this
questions ,please place a checkmark(/) in the corresponding column .Rest
assured that your answer will be kept confidential.
Respond by showing your agreement to the statement using the scale :
“1-Strongly Disagree (SD), 2-Disagree (D), 3 – Neutral(N), 4-Agree(A), 5-
Strongly

Table 2.1 Institutional Responses

No. Statements 5- 4- 3- 2- 1-
(A) (N) (D) (SD)
(SA)
1. I am motivated to attend school on a
regular basis, which can be influenced
by the quality of teacher’s teaching
methods and classroom environment.
2. The strictness and enforcement of
school policies and rules may have an
impact on my willingness to attend on a
regular basis.
3. My attitude toward attending classes on
a regular basis can be influenced by the

45
 schools disciplinary approach, which
includes fairness and consistency.
4. The accessibility and dependability of
transportation options, such as tricycle
or any public transportation, can have
an impact on my ability to arrive at
school on time.
5. The state and sufficiency of school
facilities, such as classrooms and
amenities, can influence my comfort and
desire to attend.
6. The distance between my home and the
school has a significant impact on my
attendance.

No. Statements 5- 4- 3- 4- 1-
(SA) (A) (N) (D) (SD)

1. I am naturally motivated to
succeed in my studies, which can
have a positive influence on my
attendance.
2. Peer pressure and social dynamics
can encourage or discourage my
regular school attendance.
3. My physical and mental health are
critical in determining my ability to
attend school on a consistent
basis.
4. My level of interest and
engagement in the subjects I am
studying serves as a strong
motivation for me to attend
classes.
5. I go to school primarily for social
interactions with my peers, which
can have an impact on my
attendance.
6. My ability to overcome personal
challenges and setbacks can
influence my ability to attend
school consistently.
Table 2.2 Personality Factors

46
Table 2.3 Institutional Responses
No. Statements 5- 4- 3- 4- 1-
(SA) (A) (N) (D) (SD)
1. The availability of support services such as
counseling or mentoring can aid in the
effective resolution of attendance related
issues.
2. By taking on shared responsibility, I believe
that fostering effective communication
between the school and parents/guardians
has the potential to greatly enhance
attendance rates.
3. Providing interesting extracurricular
activities and programs can increase my
motivation to attend school.
4. My family’s level of involvement and support
can influence my attendance, with strong
family support often leading to better
attendance.
5. Financial aid or scholarships can help me
overcome any financial barriers that might
otherwise hinder my regular attendance at
schoo l.
6. Providing alternative learning programs,
such as online or flexible scheduling
options, can meet the needs of a wide range
for me and improve attendance.

Sample Computation
Pearson product moment correlation coefficient (PPMC)

Testing the Linear correlation

coefficient

"x" "y" xy x2 y2

A 4.00 100.00 400.00 16.00 10000.00

B 3.50 98.72 345.52 12.25 9745.64

C 3.44 97.44 335.19 11.83 9494.55

D 4.83 96.15 464.40 23.33 9244.82

E 4.72 97.44 459.92 22.28 9494.55

47
3.44 100.00 344.00 11.83 10000.00

3.67 98.72 362.30 13.47 9745.64

3.89 96.15 374.02 15.13 9244.82

3.89 93.59 364.07 15.13 8759.09

4.39 93.59 410.86 19.27 8759.09

3.11 97.44 303.04 9.67 9494.55

3.61 94.87 342.48 13.03 9000.32

3.50 93.59 327.57 12.25 8759.09

3.33 80.77 268.96 11.09 6523.79

4.11 98.72 405.74 16.89 9745.64

4.44 100.00 444.00 19.71 10000.00

4.28 78.21 334.74 18.32 6116.80

3.00 93.59 280.77 9.00 8759.09

3.00 42.31 126.93 9.00 1790.14

3.61 97.44 351.76 13.03 9494.55

4.00 55.13 220.52 16.00 3039.32

4.00 96.15 384.60 16.00 9244.82

3.06 96.15 294.22 9.36 9244.82

4.17 94.87 395.61 17.39 9000.32

4.00 65.38 261.52 16.00 4274.54

4.50 62.82 282.69 20.25 3946.35

4.56 97.44 444.33 20.79 9494.55

3.56 75.64 269.28 12.67 5721.41

4.00 96.15 384.60 16.00 9244.82

4.00 93.59 374.36 16.00 8759.09

3.67 76.92 282.30 13.47 5916.69

4.06 93.59 379.98 16.48 8759.09

3.89 76.92 299.22 15.13 5916.69

48
4.17 98.72 411.66 17.39 9745.64

4.28 83.33 356.65 18.32 6943.89

3.67 100.00 367.00 13.47 10000.00

4.56 88.46 403.38 20.79 7825.17

3.61 35.90 129.60 13.03 1288.81

4.50 100.00 450.00 20.25 10000.00

4.00 100.00 400.00 16.00 10000.00

4.17 87.18 363.54 17.39 7600.35

3.89 100.00 389.00 15.13 10000.00

4.72 85.90 405.45 22.28 7378.81

4.83 94.87 458.22 23.33 9000.32

4.00 52.56 210.24 16.00 2762.55

3.72 52.56 195.52 13.84 2762.55

4.00 73.08 292.32 16.00 5340.69

3.89 50.00 194.50 15.13 2500.00

3.89 51.28 199.48 15.13 2629.64

3.28 52.56 172.40 10.76 2762.55

3.33 66.67 222.01 11.09 4444.89

3.83 64.10 245.50 14.67 4108.81

4.22 87.18 367.90 17.81 7600.35

4.00 75.64 302.56 16.00 5721.41

3.67 57.69 211.72 13.47 3328.14

3.17 65.38 207.25 10.05 4274.54

3.89 93.59 364.07 15.13 8759.09

4.17 41.03 171.10 17.39 1683.46

3.78 89.74 339.22 14.29 8053.27

3.50 61.54 215.39 12.25 3787.17

4.00 75.64 302.56 16.00 5721.41

49
 4.00 58.97 235.88 16.00 3477.46

4.00 37.18 148.72 16.00 1382.35

5110.2 20052.3 972.4 437618.0

245.97 4 2 7 1

α = 0.05

n= 63

df= 61

Critical
Value: 0.21

r= 0.19

Decision: Accept H0

Curriculum Vitae

50
Name: Angelo O. Apique Jr.
Nickname: Apoke
Date of Birth: March 04, 2007
Place of Birth: Carmen
Address: Sitio Norte, Calatrava Carmen Bohol
Age: 18
Sex: Male
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Name of Father: Angelo Apique
Name of Mother: Marivel A. Ohina

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary School

Secondary: Ponciano F. Ramasola Sr. High School
Motto in life: Start where you are, Use what you have, Do what you can

Name: Glen M. Barnigo Jr.

Nickname: GB
Date of Birth: December 26, 2005
Place of Birth: Matin-ao, Carmen, Bohol
Address: Matin-ao Carmen Bohol
Age: 18
Sex: Male
Civil Status: Single

51
Nationality: Filipino
Religion: Roman Catholic
Name of Father: Glen G. Barnigo
Name of Mother: Analie A. Monte

EDUCATIONAL ATTAINMENT

Primary: Matin-ao Elementary school

Secondary: Ponciano F. Ramasola Sr. High School
Motto in life: Hindi mayaman pero napaka swerti sa magulang

Name: Jasmin D. Ciles

Nickname: Jai
Date of Birth: August 03, 2007
Place of Birth: Calatrava, Carmen, Bohol
Address: Sitio Buli, Calatrava, Carmen, Bohol
Age: 17
Sex: Female
Civil Status: Single
Nationality: Filipino

52
Religion: Assembly of God
Name of Father: Vicente C. Celis Jr.
Name of Mother: Silvestra D. Celis

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary School

Secondary: Ponciano F. Ramasola Sr. High School
Motto in life:

Name: Junrey B. Dalenson

Nickname: Loloy
Date of Birth: February 08, 2007
Place of Birth: Carmen
Address: Sitio Pali-an
Age: 17
Sex: Male

53
Civil Status: Single
Nationality: Filipino
Religion: March of faith
Name of Father: Pedro Dalenson
Name of Mother: Loreta Dalenson

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary School

Secondary: Ponciano F. Ramasola Sr. High School

Motto in life:

Name: Jairrus D. Divino

Nickname: jay
Date of Birth: October 01, 2007
Place of Birth: Carmen
Address: Sitio Pali-an
Age: 17
Sex: Male

54
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Name of Father: Florrencio Divino
Name of Mother: Janeth Divino

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary school

Secondary: Ponciano F. Ramasola Sr. High School
Motto in life:

Name: Jesniel D. Reambonanza

Nickname: Manoy
Date of Birth: January 21, 2007
Place of Birth: Carmen
Address: Sitio Pali-an
Age: 17

55
Sex: Male
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Name of Father: Jose Reambonanza
Name of Mother: Leoncia Reambonanza

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary school

Secondary: Ponciano F. Ramasola Sr. High School
Motto in life:

Name: Jomar T. Tampon

Nickname: Mar
Date of Birth: June 15, 2007
Place of Birth: Carmen
Address: Sitio Sampinitan
Age: 17
Sex: Male
Civil Status: Single
Nationality: Philippines
Religion: Catholic
Name of Father: Gregorio Tampon
Name of Mother: Merlita Tampon

EDUCATIONAL ATTAINMENT

Primary: Calatrava Elementary school

56
Secondary: Ponciano F. Ramasola Sr. High School
Motto in life:

57