ABSTRACT
This mixed-method concurrent triangulation study analyzed the factors associated with pupils’ absenteeism in the remote schools. It utilized descriptive research design through survey and interview. A semi-structured interview was conducted to 10 pupils and 10 parents, and an adapted survey whatquestionnaire was administered to 197 pupils. The respondents were purposively selected. Findings show that the extent of absenteeism of pupils regarding family, pupil and distance factors was interpreted as factors of high extent while in school, teacher, health, peer and E-media factors interpreted as factors of limited extent. The significant differences happened when the pupils were grouped according to sex, grade level, school distance, mothers’ educational attainment and parents’ work. The qualitative findings such as the number of absences, effects and recommendations to lessen pupils’ absenteeism were found out. This study recommends that the stakeholders of the school should create a collaborative effort to lessen the pupils’ absenteeism especially during this “new normal”.
Keywords: absenteeism, factors of absenteeism, pupils’ absenteeism, public schools, remote areas
INTRODUCTION
Over the years, the Department of Education (DepEd) - Philippines is challenged with different problems. One of its problems is the increasing number of Out-of-School Children and Youth (OSCY). In fact, according to Annual Poverty Indicators Survey [APIS] (2018), there were 3.6 million Filipino OSCY where 5.7% were composed of children aged from 6 to 11 years old and 11.2% aged 12 to 15 years old. This alarming report was due to incurred number of pupils’ absenteeism. According to Vidyakala and Priya (2017), absenteeism is the habit of staying away from school without providing valid reasons for not attending the class.
There are a lot of unexcused reasons why some pupils do not attend school like family factors such as family matters (APIS,2018; Bristol, 2017; Goldstein, 2015), hunger and maltreatment from their parents (Prakash et al., 2017; Sahin, Kilic, & Arseven, 2016), parental control (Bristol, 2017; Demir & Akman Karabeyoglu, 2015), parental lack of care (Sahin et al., 2016; Senyametor et al., 2018), pupil factors such as choice or willful defiance (Goldstein, 2015; Ocak, Ocak, & Baysal, 2017), being lazy to wake up too early and not having school assignment (Pflug & Schneider, 2015), self-decision (APIS, 2018; Evangelista, n.d.; Genteroy, 2016; Ocak et al., 2017), emotional problems, behavioral problems, and less prosocial behavior (Deepa, 2015; Pflug & Schneider, 2015), school factors such as being bored and not wanting to take examinations (Deepa, 2015; Pflug & Schneider, 2015; Senyametor, Gyimah, & Minandzi, 2018; Suleman, Hussain, & Kayani, 2017), arduous tasks (Deepa, 2015; Demir & Akman Karabeyoglu, 2015; Evangelista, n.d.; Prakash et al., 2017; Senyametor et al., 2018), teacher factors such as not liking their teachers (Goldstein, 2015; Pflug & Schneider, 2015; Senyametor et al., 2018), health factors like health problems (Bristol, 2017; Murcia, 2015), teacher factors such as being refrained and reprimanded by teachers (Sahin et al., 2016), e-media factors (Suleman et al., 2017; Vidyakala & Priya, 2017), peer factors (Salim & Arip, 2018; Pflug & Schneider, 2015; Sahin et al., 2016; Senyametor et al., 2018; Suleman et al., 2017), and school distance (Ebinum, Akamagune, & Ugbong, 2017; Muhia, 2015; Murcia, 2015).
Having enumerated these factors, the awareness about the prescribed number of absences incurred by each pupil to lessen the number of unexcused absenteeism is necessary. As what DepEd Order No. 44 s. 1998 stated, a pupil is entitled to incur only 18 to 20 days or 10% excused and unexcused absences for the whole school year because, if not, the pupil will be dropped-out.
This policy of having 10-day allowable absences is supported by attendance policy of public elementary school’s handbook in the Philippines wherein for 10 days without extenuating circumstances, a truancy of Child in Need of Supervision (CHINS) petition may be filed. This procedure serves as a warning and guide for the pupils to feel motivated again to have good school attendance for them not to be dropped-out (Vangz, n.d.).
Unfortunately, despite the modification in the attendance policy handbook, Nasugbu West District still has increasing percentage of absenteeism. There were 21% for S.Y. 2015-2016, 24% for S.Y. 2016-2017, 25% for S.Y. 2017-2018, and 28% for S.Y. 2018-2019 (NWD, 2019).
With these insights and alarming reports, the researchers proposed this study to analyze the factors associated with the pupils’ absenteeism in remote schools. The objectives are to identify the socio-demographic profile of the pupils in terms of sex, grade level, distance in going to and from school and socio-economic status; determine factors that contribute to the extent of absenteeism committed by the pupils in the remote schools; the significant differences in the factors that contribute to the extent of absenteeism when the pupils are grouped according to their socio-demographic profiles; the experiences of the pupils and parents in terms of number of absences per week; unexcused factors of absenteeism; effects of absenteeism; and recommendations to lessen absenteeism. It is anchored on Abraham Maslow’s hierarchy of needs since providing the needs of the pupils to have a good school attendance is a top priority. This framework was linked in terms of the pupils’ absenteeism and its factors. Lastly, its proposed recommendations to lessen the number of pupils’ absenteeism followed.
Theoretical Framework
The present study is anchored in the theory of Abraham Maslow’s Hierarchy of Needs since providing the needs of the pupils to have good school attendance is a top priority.
According to Aggarwal, Johnmarshall, Loren, and Lussier as cited in Senyametor et al. (2018), Abraham Maslow’s Theory of Hierarchy of Needs is composed of 5 levels: physiological needs, safety needs, love and belongingness, esteem, and self-actualization level. The physiological needs pertain to providing clean air, potable water, food, and clothing for each pupil. Safety needs refer to the needs for security and health. Love and belongingness needs connect the pupils towards having a sense of connection among their friends, family members, and other people. Esteem needs talk about giving of respect, recognition, freedom, and strength to each pupil. If these levels are achieved, pupils can come up with the self-actualization level, which pertains to the desire to become the most that one can be. Hence, stakeholders must work together by means of providing the basic physiological needs of the pupils by making sure that they go to school with full stomach, well-groomed, and enough rest. Developing the safety needs of the pupils in remote schools through securing a safe place in going to and from school motivates them to go to school every day. Likewise, having a good sense of communication with their needs and wants and showing them that they are emotionally accepted, valued, and respected through creating a supportive and bully-free environment in the classroom and community are a must. Thus, the Theory of Abraham Maslow’s hierarchy of needs in remote schools can help them eradicate, if not lessen, their absenteeism, which makes it applicable for the present study in terms of addressing their needs.
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