THEEFFECTSOFTARDI

NESSANDCUTTI
NGCLASSES
TOLEARNERSOFALAMINOS
CI
TYNATI
ONALHI
GHSCHOOL

AQuant
it
ati
veResear
chPr
oposal
Pr
esent
edt
othe
Facul
tyoft
heSeni
orHi
ghSchool
Depar
tment
Humani
ti
esAndSoci
alSci
ences(
HUMSS)St
rand
Al
ami
niosCi
tyNat
ional
HighSchool

I
nPar
ti
alFul
fi
ll
ment
Oft
heRequi
rement
sForTheSubj
ect
Pr
act
ical
Resear
chI
I
FocusedonQuant
it
ati
veResear
ch

KI
NG R.TAMAYO
 GLENR.ROMERO
STEPHENE.SUM
ARTHURFERRER

CHAPTER1
THEPROBLEM ANDI
TSBACKGROUND

I
ntr
oduct
ion

Ther
esear
chent
it
led“
TheCut
ti
ngCl
assofSt
udent
s”becauseof

t
heywant
edt
odi
scer
nandt
akedeepexpl
orat
ionsconcer
ningt
he

behav
ior
sofdi
ff
erenti
ndi
vi
dual
s,speci
fi
cal
l
ythej
uni
orandseni
orst
udent
s

whomanagecut
ti
ngcl
assesandhowsuchdeedaf
fect
sthei
racademi
c

per
for
mance.

Educat
ional
inst
it
uti
onsar
enotonl
yforment
alsacr
if
iceandment
al

quot
ientf
eedbacksbutal
sof
orcor
rect
ing,
disci
pli
ninganyf
ormsof

behav
ior
al,
mor
al,
andsoci
alpr
obl
emsbei
ngf
acedbyt
hest
udent
s.The

r
esear
cher
sar
ever
ycer
tai
nandconf
identt
osayt
hatst
udent
s’pr
obl
em

hasenoughper
iodofgr
owt
handdev
elopment
.Thi
sdev
elopmentst
art
sat

t
hecomf
ortoft
hei
rhomesandf
ami
l
ies.Thus,
itr
esul
tst
othatoft
he

school
inst
it
uti
onsbecomest
he“
scapegoat
”fort
hei
rpr
obl
ems.

Consequent
ly,
prof
essor
s,t
eacher
s,andschool
admi
nist
rat
orshav
etof
ace
andshoul
deral
lsor
tsofpr
obl
emsf
rom t
hei
rrespect
ivest
udent
s.Suchi
s

consi
der
edast
hemostbur
densomef
oranyschool
teacher
sandst
aff
.

Ther
esear
cher
sal
lknowt
hatt
hisi
sthest
agewher
emostoft
he

st
udent
sar
ebegi
nni
ngt
obecur
iousaboutl
i
fe.Thi
siswher
etheyst
art

cameoutf
rom t
hei
r“comf
ortzone”
,expl
orel
i
feandmaket
hei
rown

deci
sions.

Ev
eryt
imeast
udentcut
scl
ass,
it’
sinev
itabl
ethatt
heyar
eal
so

cut
ti
ngt
hei
reducat
ion.I
tissai
dthatgoi
ngt
oschool
isl
i
keahav
ingaj
ob,

t
heyar
emost
lyal
i
kei
nsuchr
easont
haty
ougetpai
dwi
thknowl
edge.

Anef
fect
iveeducat
ionabet
sev
ery
oneandai
dst
hem i
nget
ti
ngaj
ob

wor
thyoft
hei
rhar
dwor
k.Justasasay
inggoes,
“wi
thagoodj
ob,
you’
l
l

hav
eagoodl
i
fe,
butbyhav
ingabet
terj
ob,
you’
l
lhav
eabet
terl
i
fe.
”

Hav
ingasui
tabl
eandpr
ofi
tabl
ejobwi
l
lnotonl
ybenef
ity
ou,
butal
so

y
ourf
ami
l
yinwhi
chi
ntur
nwi
l
lhel
pthem car
ryoutabount
if
ull
i
fe.

Resear
cher
swoul
dli
ket
oknowwhatt
ri
gger
sthest
udent
stodo

cut
ti
ngcl
asses.Al
so,
tobeabr
eastr
egar
dingt
hesat
isf
act
iont
hest
udent
s

get
.Aswel
last
oknowhowt
hepr
obl
emsaf
fectt
heacademi
c

per
for
manceoft
hesai
drespondent
s.
Iti
saFactt hatCut ti
ngclassesi sveryrampantnowaday s.TheSi t
uati
on
i
s,noDi f
ferentinAl aminosCi tyNationalHighSchool .especiallywi t
hthe
seniorhighschooll earners,Theyhav ebeendoi ngcuttingclasseswhen
evertherear enor egularclasses.TheNumberofl ear
ner swhohav ebeen
doingCut t
ingCl assesi salmostuncount able.Theymi ghtsayt hattherear
e
nor egul
arcl assesbutt herearest i
llt
eacher’swhoar ewai t
ingf orthem to
att
endt hecl ass.Learnersnowaday sareget t
ingmor eTar dy ,
Ov ert
ime
Theymi ghtDot hi
sconst antlyandwor sttheywi l
lnotattendt heirClasse’
s
Any more

St
atementofThePr
obl
em
ThisStudyai
mstohelpaswel
last
heirpar
ent
sandteacher
saddressthe
probl
em init
sear
lyst
agetoav
oidmuchgreat
erpr
oblemsinthef
utur
e.

Speci
fi
cal
l
y,t
hisst
udyseekst
oanswert
hef
oll
owi
ngquest
ion:

1.Whatar
ether
easonswhyst
udent
sar
eal
way
scut
ti
ngcl
assesi
n
ter
msof :
1.
1Academi
c
1.
2Emot
ional
1.
3Soci
al
2.WhataretheEf
fect
sThatcut
ti
ngcl
assesCanI
nfl
i
ctToSeni
orHi
gh
SchoolLear
nersi
nter
msof:
1.
1Phy
sicalAspect
s
1.
2Emot
ionalAspect
s
1.
3Soci
alAspect
s
3.Whatar
etheef
fect
sofcut
ti
ngcl
assest
oacademi
cper
for
manceof
 Seni
orHi
ghSchoolLear
ner
s?
4.
Howt
heCut
ti
ngcl
assesaf
fectt
heacademi
cper
for
mance?

PURPOSEOFTHESTUDY

Thesol
epurposeofthest
udyi
stodet
ermi
net
her
easonswhyLear
ner
s
Cuti
nthei
rclasses

Resear
cher
swouldl
iketoknowwhatt
ri
gger
sthest
udent
stodocut
ti
ng
cl
asses.Al
so,
tobeabreast
regar
dingt
hesatisfact
ionthest
udent
sget
.Aswellast
oknowhowt he
probl
emsaffect
st heacademicper
for
manceoft
hesaidrespondent
s.

TheRespondentschosenar
etheGr
ades11And12St
udent
sOfAl
ami
nos
Cit
yNati
onalHighSchool
.

SI
GNI
FICANCEOFTHESTUDY

Thi
sst
udyi
ssi
gni
fi
cantt
o:

A.
Student
s
Thisr esear
chisv italtost
udentsespeciall
yt othosewhoareintert
iar
ylevel
.
Itwillprovi
dethei nformati
onregardingthedi sadvant
agesofcutti
ng
classes.Thest udyal sooff
ersdif
ferentfactorsonhowt hestudentsare
beingencour agedt odocut t
ingcl
asses.St udentsmustbeawar ethatthi
s
actionsmustbet akenseriousl
y.

B.
Par
ent
sandGuar
dian
Thisstudywouldalsobebenifi
cialf
orparent
sinor derf
ort hem t
oknow
howt hei
rsons/daught
ersbehavioratschool
.Likewise,
t hi
swouldgive
them theoppur
tunit
ytohelpthem guidethei
rsons/daughtersindeali
ng
withprobl
emst hatmayaffectt
heirperf
ormanceespeci all
ywithregar
dsto
thei
racademics.

C.
Fut
ureResear
cher
s

Theconductedst
udieswi l
lfurt
heropent hedoorsforfutur
eresearchersto
ref
ineandexpandstudiesinrelat
iont
ocut ti
ngclasses.Thismayser veas
asourceofinf
ormationaboutwhatpr ovokesstudentstocutclassandt he
eff
ectsonanindi
vidual’
sacademi cperf
or mance

DEFI
NITI
ONOFTERMS

•
Cut
ti
ngCl
ass
Theter
m" cutt
ingcl
asses"r
efer
stot
hepr
act
iceofmi
ssi
ngadesi
gnat
ed
cl
asswithoutpermi
ssi
on.

•
Tar
diness
t
hequal
i
tyorhabi
tofnotadher
ingt
oacor
rectorusualorexpect
edt
ime

Tar
dinesscomesf
rom t
heLat
inwor
dtar
dus,
"sl
ow,
sluggi
sh,
dul
l
,or
st
upid.
"

•
Const
ant
ly
wi
thoutv
ari
ati
onorchange,
inev
erycase

Todosomet
hingwi
thouti
nter
rupt
ion

•
Tri
gger
act
ivat
esorr
eleasesorcausessomet
hingt
ohappen

puti
nmot
ionormov
etoact

•
Qui
zzes
anexami
nat
ionconsi
sti
ngofaf
ewshor
tquest
ions

v
exami
nesomeone'
sknowl
edgeofsomet
hing
•
Behav
ior
mannerofact
ingorcont
rol
l
ingy
our
sel
f

t
heact
ionorr
eact
ionofsomet
hing

•
Cut
separ
atewi
th

al
l
owi
nci
sionorsepar
ati
on

SCOPEANDDELI
MITATI
ONOFTHESTUDY

Thi
sstudyfocusesonfindi
ngoutthefactorsconcerni
ngwhylear
nersdo
cut
ti
ngclasses.
TheStudyinvol
vedstudents/par
ti
cipant
sinbothGrades11
and12withrandom st
rands{ABM,STEM, GAS, HUMSS, andTVL}
Thi
sstudywasconduct
edinAlaminosCi
tyNati
onalHighSchoolCi
ty
Pangasi
nan.Thest
udywasconductedontheSchooly
earof2019-2020.

Concept
ual
Framewor
k
Thisst
udypresent
sthedependentandt
hei
ndependentv
ari
abl
esappl
i
edi
n
thecur
rentst
udy.
INDEPENDENT
DEPENDENT

TARDI
NESS LEARNERS

Fi
gur
e1.
Par
adi
gm oft
heSt
udy

TheI l
l
ustr
ationshowst hedependentandi ndependentvar
iablesinthi
s
study.Thefi
rstboxcont ainstheTardi
nesswhichservesasi ndependent
vari
ablewhichwillaf
fectt hesecondboxcontainstheLearnerswhich
servesasdependentv ariabl
e.

SURVEYQUESTI
ONAIREFORTHEEFFECTSOFCUTTI
NG
CLASSESTO LEARNERSOFALAMI NOSCITY
NATIONALHIGHSCHOOL

NAME:
 AGE:
Sex:
STRANDandSECTI
ON:
Addr
ess:

Dir
ecti
on:Pleasereadcaref
ull
yeachstat
ementbel
owputacheckmar
kin
theappropr
iatecolumnineachboxes.

TheNumber
sAr
eInt
erpr
etedasf
oll
ows:
5=St
rongl
yAgr
ee
4=Agr
ee
3=Neut
ral
2=Di
sagr
ee
1=St
rongl
yDi
sagr
ee

1.Whatar
ether
easonswhyst
udent
sar
eal
way
scut
ti
ngcl
assesi
n
ter
msof:

1Academi
1. cRel
ated

Academi
cFact
ors 5 4 3 2 1
Academi
cFact
ors
IDon’tFeelCl
oset
o
peopleatthi
s
school
TooMuch
Assignment
sand
GroupActi
vi
ti
es
Terr
orAdvi
sorAnd
Teacher
s
IGetI
nManyFi
ght
s

1.
2Emot
ionalRel
ated

Emot
ionalFact
ors5 4 3 2 1
Iam Unhappy
Iam Unhappy
IFeeloutofPl
ace
Iam AShyPer
son
IMi
ssmyOld
Cl
assmat
es
Ial
waysGet
Bor
ed

3Soci
1. alRel
ated
Soci
alFact
ors 5 4 3 2 1
St
udentsDon’
t
Tr
eatEachOther
Wit
hRespect

IFeell
ikeIDon’
t
Belongatthi
s
school
MyFri
endsI
nvit
es
MetoHangoutat
t
hei
rhouse
Iam HappyTobe
att
hisschool
Teacher
sDonot
TreatSt
udent
WithRespect

2.
WhatAr eTheEf
fect
sthatCut
tt
ingCl
assescani
nfl
i
ctt
oSeni
orHi
gh
SchoolLear
ner
sinter
msof :

2.
1Phy
sicalAspect

I
ndi
cat
ors 5 4 3 2 1
St
ressEat
ing

Havi
ngTroubl
es
Sl
eepi
ng
IDon’
teatpl
ent
y
IBecameATar
dy
Person

2.
2Emot
ionalAspect
s
I
ndi
cat
ors 5 4 3 2 1
Ov
ert
hinki
ng
Ihavetr
ouble
concent
rat
ing
Il
oseinter
esti
n
ev
eryt
hing
IalwaysThi
nk
AboutCutti
ng
Classes
St
ress

2.
3Soci
alAspect
s

I
ndi
cat
ors 5 4 3 2 1
Ial
way
sHangout
Wit
hmyfr
iends
Iusecutt
ing
cl
assesasaget
awaydrugfrom
school
IAlway schoose
Stayingathome
ratherthangoing
toschool
Cutt
ingCl
asses
BecamemyHabi t
IBecameFri
ends
WithPeopl
eWho
doesnottake
SchoolSeri
ousl
y

3.
Whatar
etheeffect
sofcut
ti
ngcl
assest
oacademi
cper
for
manceof
Seni
orHi
ghSchoolLear
ner
s?

I
ndi
cat
ors 5 4 3 2 1
BadGr
ades
PoorAt
tendance
BadAcademi
c
Per
for
mance
Droppi
ngOutof
School
LowSel
fEst
eem

CHAPTERI
I
Rev
iewofRel
atedLi
ter
atur
eandSt
udi
es
 Bei
ngal
way
spr
esenti
ncl
assandget
ti
ngt
oschool
ont
imear
etwo

oft
hecr
uci
aldet
ermi
ningf
act
orsofast
udent
’ssuccess,
notj
ustasa

st
udentbutasaper
sonwhowi
l
lbemanagi
nghi
s/herownl
i
fei
nthef
utur
e.

Gi
vent
hei
mpor
tanceofbei
ngpunct
ual
,thi
sst
udyai
mst
oexpl
oreandf
ind

outt
hef
act
orst
hataf
fectt
hepunct
ual
i
tyofACNHSst
udent
s.I
nthi
s

chapt
er,
wewi
l
lbedi
scussi
ngaboutt
hebackgr
oundofourst
udy
.It

i
ncl
udesf
act
saboutt
ardi
ness,
thedi
ff
erentf
act
orst
hatcausesi
tandi
ts

ef
fectt
othest
udent
sasst
udent
sandasbear
eroft
hei
rownl
i
vesi
nthe

f
utur
e.Fr
om r
eli
abl
eresear
chmat
eri
alsl
i
keonl
i
nej
our
nal
sandr
esear
ch

paper
s,wewi
l
lpr
ovi
desomef
act
sandt
heor
iesf
rom aut
hor
s,t
eacher
sand

not
abl
epeopl
einor
dert
ohav
eaconcr
etej
ust
if
icat
ionofourst
udy
.

 
  
  
  
  
  
 
For
eignLi
ter
atur
e

At
tendi
ngschool
regul
arl
yisav
ital
fact
ori
nschool
successf
or

bot
hst
udent
sandt
eacher
s.Excessi
veschool
absent
eei
sm/
cut
ti
ngcl
asses

t
opoorschool
academi
cachi
evement
,soschool
att
endancebybot
h

t
eacher
sandst
udent
spl
aysani
ntegr
alr
olei
nthesuccessandeducat
ional

adv
ancementl
evel
sofanyacademi
cinst
it
uti
onandal
lst
udent
senr
oll
ed.

Excessi
vest
udentabsent
eei
sm canl
eadt
oani
ncr
easi
ng
di
sint
eresti
nschool
andacademi
csi
ngener
al.Accor
dingt
oaut
horJason

A.Schoeneber
ger
’s‘
’
Longi
tudi
nal
Att
endancePat
ter
ns’
’st
udy
,excessi
ve

absent
eei
sm i
ncr
easest
hechancesofast
udentev
ent
ual
l
ydr
oppi
ngoutof

school
,whi
chcanl
eadt
olongt
erm consequencesf
ort
hesest
udent
s,such

asl
owerav
eragei
ncomes,
higheri
nci
dencesofunempl
oyment
,anda

hi
gherl
i
kel
i
hoodofi
ncar
cer
ati
on.Schoeneber
gerasser
tst
hatst
udent
s

whodr
opoutofschool
faceahi
gherr
iskofpov
ert
ybecauseoft
hei
r

i
nabi
l
ityt
osecur
equal
i
typay
ingempl
oymentduet
othei
rlackofeducat
ion

andr
esour
ces.Dr
opout
swhol
ackeducat
ionandr
esour
cesar
emor
eli
kel
y

t
ocommi
tcr
imi
nal
act
ivi
tyl
eadi
ngt
oincar
cer
ati
on.

Accor
dingt
otheCent
erf
orCompr
ehensi
veSchool
Ref
orm and

I
mpr
ovement
,at
tendancer
atesef
fect
ivel
ypr
edi
ctedwhet
herast
udent

woul
dfai
lacour
seornot
,andsur
pri
singl
y,at
tendancer
atet
rumpedgr
ade

poi
ntav
eragesi
npr
edi
cti
ngwhet
herast
udentwoul
dfai
lacl
assornot
.In

ot
herwor
ds,
ast
udentcoul
dper
for
mver
yhi
ghl
yacademi
cal
l
y,butwoul
d

l
i
kel
yst
il
lfai
li
fhemi
ssedt
oomuchcl
ass.Addi
ti
onal
l
y,t
hemor
east
udent

mi
ssedschool
overt
hecour
seofsev
eral
subsequenty
ear
sofschool
,the

mor
ehi
sGPAdecl
i
nedandt
hef
urt
herbehi
ndhebecamei
nal
lsubj
ect
s.

For
eignSt
udi
es

Decr
easi
ngt
her
ateofst
udentt
ruancyandcut
ti
ngcl
asseshas
beenandcont
inuest
obet
hegoal
ofschool
dist
ri
ctsacr
osst
henat
ionf
or

ov
eracent
ury
.Ama0i
ngl
y,l
i
ttl
eresear
chf
ocusesonwhatschool
scando

t
oincr
easeandmai
ntai
nst
udent
’sdai
l
yat
tendanceandev
enf
ewerst
udi
es

expl
orehowf
ami
l
ies-
school
-communi
tycanbui
l
dapar
tner
shi
ptowor
k

t
oget
hert
owar
dst
hisgoal
.Cor
vil
l
eandSmi
th,
(1995)st
atet
hat“
Despi
te

t
hel
onghi
stor
yofconcer
nov
erst
udentat
tendance,
thei
ssuehasr
ecei
ved

r
elat
ivel
yli
tt
leat
tent
ionf
rom educat
ional
resear
cher
s”

I
tisaf
actt
hatpoorat
tendancepr
edi
ctsdr
oppi
ngoutofschool
;

cut
ti
ngcl
assesconst
ant
lycanhav
eanegat
ivei
mpactont
hest
udentand

school
.St
udent
swhoar
enoti
nschool
arenotl
ear
ningandar
enotbei
ng

adequat
elypr
epar
edt
obesuccessf
uli
nschool
andi
nli
fe.Resear
chon

t
ruancyandcut
ti
ngcl
assessuggest
sthat“
student
swi
thbet
terat
tendance

scor
ehi
gheronachi
evementt
est
sthant
hei
rmor
efr
equent
lyabsent

peer
s”(
Lamdi
n,1998)I
fschool
sacr
osst
henat
ionar
ebei
ngmetwi
tht
he

chal
l
engeofmaki
ngadequat
eyear
lypr
ogr
ess,
whi
chi
sast
atemandat
e,

t
henmor
epr
ogr
amsneedt
obef
undedi
nschool
stoaddr
esst
hei
ssueof

t
ruancy
.

Sodeal
wit
hthei
ssueoft
ruancyatt
heJamesP.Ti
mit
lyMi
ddl
e

School
student
shav
ebeeni
dent
if
iedwi
thf
iveormor
eabsences.She

i
dent
if
iedst
udent
spr
iorandcur
rent
standar
di0edt
estscor
eswi
l
lbe
r
evi
ewed.For
ty-
onesi
x,sev
ent
handei
ght
hgr
adest
udent
swer
eident
if
ied

wi
that
tendanceconcer
ns.Aconf
erencewi
l
lbehel
dtoi
nfor
m st
udent
sof

scor
esandat
tendanceconcer
ns.

Hi
stor
ical
l
y,school
shav
eal
way
shel
dthest
udentaccount
abl
e

f
ort
ruantbehav
ior
.Cor
vil
l
e-Smi
th,
(1995)andHoy
le(
1998)st
atet
hat

“
Truantandchr
oni
cal
l
yabsentst
udent
swer
econsi
der
eddev
iant
s”.

Fr
equent
lyschool
sdi
dnotcont
actf
ami
l
iesunt
ilt
hepr
obl
em wasso

sev
eret
hatt
hest
udentwasf
ail
i
ngt
hei
rcour
ses.Al
sor
esear
chshowst
hat

t
hel
ear
ningenv
ironmentofanent
ir
eschool
canbeaf
fect
edbyan

i
ndi
vi
dual
student
’sat
tendancepr
obl
em.Mostschool
srecei
vef
undsbyt
he

popul
ati
ont
heyhav
eat
tendi
ngschool
onar
egul
arbasi
s.I
fDi
str
ict
sand

school
att
endancer
atesar
elow,
educat
ional
progr
amsandr
esour
cesar
e

i
njeopar
dyofbei
ngcut
.Al
so,
insomel
ocat
ionsst
udentat
tendancei
s

usedasani
ndi
cat
orofhowwel
laschool
isf
unct
ioni
ngandr
equi
rement
s

ar
esetandmoni
tor
edf
orr
ati
ng(
Mar
ylandSt
ateDepar
tmentofEducat
ion,

1999)
.

TheResear
cher
sconcl
udet
hatt
hisr
esear
chr
eveal
sal
otof

i
mpor
tanti
nfor
mat
ionaboutst
udentat
tendance.I
dent
if
yingst
udent
sear
ly

onwhoshowsi
gnsofcut
ti
ngcl
assesi
sapr
edi
ctorofwar
ningsi
gns

st
udent
sdr
oppi
ngout
.Ev
ent
hought
ruancyi
samaj
ori
ssuei
nmi
ddl
e
school
andhi
ghschool
,per
hapsst
udent
sshoul
dbei
dent
if
iedand

moni
tor
edear
lyoni
nel
ement
aryschool
.Educat
orsneedt
ocont
inuet
o

f
indi
nnov
ati
veway
stobr
idget
hegapbet
weenhomeandschool
to

communi
cat
ewi
thpar
ent
stheneedf
orast
rongpar
tner
shi
psost
udent
s

canf
indsuccess.St
udent
sneedt
o"nowt
hatcomi
ngt
oschool
ont
ime,

ev
erydayi
simpor
tant
.

Local
Lit
erat
ure

Thest
udyshowedt
hatbei
ngcut
ti
ngcl
assest
hreeday
sina

mont
hst
rongl
ycor
rel
ateswi
thpoorper
for
mance.Aseducat
ors,
iti
s

i
mpor
tantt
oknowt
het
hreshol
d.Dr
awi
ngpol
i
ciesonschool
int
erv
ent
ion

r
egar
dingabsent
eei
sm r
equi
resgui
dingi
nfor
mat
iononwher
etodr
awt
he

l
i
ne.Pol
i
ciescannotbesi
mpl
ydr
awnoutoft
hinai
r.Thr
eeday
sinamont
h,

t
hatnumber
,ar
esul
tofr
esear
ch,
isausef
ulgui
def
ort
eacher
sandschool

admi
nist
rat
ors.Thest
udyasdescr
ibedbyt
hear
ti
cl
eisonl
yani
nit
ial

anal
ysi
soft
hedat
a.

Local
Studi
es

Accor
dingt
o(Gat
her
erandManni
ng.1998)suggestt
hatt
her
e

ar
emayact
ual
l
ybepsy
chol
ogi
cal
benef
it
stooccasi
onal
absences.Yeti
f

onewer
etot
rydr
esst
hisi
nti
met
abl
i
ngandi
nsodoi
ng,
schedul
edcl
asses
onl
yonTuesday
s,Wednesday
s,andThur
sday
.

St
udent
’sper
cept
ionsoft
hecl
assr
oom ort
eacher
saschaot
ic,

uncar
ingorbor
ingwer
eassoci
atedwi
thst
udentabsent
eei
sm andt
ruancy

(
Duckwor
thandDej
ong.1989,
Reder
icket
,1997)f
oundt
hatsev
eral
fami
l
y

andcommuni
tyenr
oll
mentpr
act
iceswer
eassoci
atedwi
thst
udent

at
tendance,
prov
idi
ngf
ami
l
ieswi
thi
nfor
mat
ionaboutpeopl
etocont
actat

school
ori
ntui
ti
ons,
conduct
ingwor
shi
psonat
tendance,
andpr
ovi
ding

af
ter
-school
progr
amsf
orst
udent
s(Epst
einandShel
don,
2002)
.

Accor
dingt
o(Henr
y,2007)soci
all
ear
ningt
heor
ymayal
sobe

appl
i
edt
othewaypar
ent
spassont
hei
rval
uesandexpect
ati
onsr
elat
ives

t
oschool
i
ngandeducat
ion.Theat
ti
tudeast
udent
’spar
ent
shav
etowar
d

t
ruancypl
aysani
mpor
tantr
olei
ntheext
entt
owhi
cht
ruantbehav
ior

per
sist
s

Hi
ghr
atesofcut
ti
ngcl
asseshav
ebeenl
i
nkedt
o“school

di
sengagement
”andl
oweracademi
cachi
evement
.(Got
tfr
ied,
2009)

st
udent
swi
thhi
ghnumberofcut
ti
ngcl
assesmi
ghtbel
essmot
ivat
edand

suppor
tedathomet
henast
udent
swi
thanequal
numberofexceedones

:
Ther
efor
ether
easonsf
orschool
inst
it
uti
onsabsencesar
erel
atedt
othe

ext
entt
owhi
chst
udent
slear
n.

Recentst
udi
esshowst
udent
swhoar
ecut
ti
ngt
hei
rcl
asses
i
nvol
vedwi
tht
hef
oll
owi
ngdi
srupt
ivecl
assr
oom behav
iori
nthecur
rent

per
cent
il
es;
29%ar
ebul
l
ies,
bul
l
ied19%.
Hav
edi
srespectf
ort
eacher
s19%

ar
eaf
fl
ict
edwi
thgangs,
and13%ar
ever
bal
l
yabuset
eacher
s(Rei
mer
&

Smi
nh,
2005)seeschool
cut
ti
ngcl
assesasacauseofl
owschol
ast
icand

mor
est
udent
sar
eref
err
edt
ofordi
sci
pli
nar
yact
ion(
SommerandNaj
d

1991)
.

Summar
y

Asasummar
yoft
hel
i
ter
atur
erev
iew,
wecanconcl
udet
hatt
he

r
ateofcut
ti
ngcl
assesamongst
udent
siscur
rent
lyi
nhi
ghper
cent
age.

Basedonpr
evi
ousr
esear
chconduct
edbyr
esear
cher
sther
emanymaj
or

pr
obl
emsoft
heabsent
eei
sm suchaspar
ent
alr
esponsi
bil
i
ty,
inconduci
ve

st
udy
ingenv
ironment
al,
admi
nist
rat
ionr
ole,
andl
ect
uresandsoon.

CHAPTERI
II

RESEARCHMETHODOLOGY

Thi
sChapterpr
esent
stheresearchdesi
gn,
l
ocal
eofthestudy
,respondents
oft
hestudydat
agather
inginst
rumentsandpr
ocedur
es,andthemet hod
usedandtreat
ment
sint
heanal
ysi
soft
hegi
vendat
ausedbyt
he
resear
cher
s.

Resear
chDesi
gn

Ther esearchentit
led“TheEffectsOfCutt
ingClassesToLearnersi
n
Alami nosCityNationalHi
ghSchoolUsedt heDescri
pti
veMethodasthe
researchdesign,TheResearchersusedthismethodtofindouttheef
fect
s
ofCut t
ingClassestoSeniorHighSchoolLear
ners.

Respondent
soft
hest
udy
Therespondent
sare48fr
om STEM,49from ABM,62fr
om HUMSS,
39f
rom GASand127from TVLwit
hthet
otalnumbersof325.

Popul
ati
onandLocal
eoft
heSt
udy

Thi
sSt udyi
sconsistofFr
om Gr ade’
s11and12Lear nersWit
hthet ot
al
numberofSeniorHighSchoolLearnersFrom Di
ff
erentStr
andThisStudy
wasconductedatAlaminosCityNationalHi
ghSchool(ACNHS),Alaminos
Cit
y,Pangasi
nan
Dat
aGat
her
ingTool

ThisStudyemployedsurveyquest
ionnai
reasthedat
agather
ingi
nstr
ument
.
Thisinst
rumentisint
endedtogatherinf
ormat
ionontheprof
il
eofthe
respondent
s.

Partt
woconsistoftheEff
ectsthatCutt
ingCl
assescanI nf
li
ctToSenior
HighSchoolLear
ners.Par
tThreearetheeff
ectsofcutt
ingclassest
o
academicperf
ormanceofSeniorHighSchoolLear
ners.

Dat
aGat
her
ingPr
ocedur
e

Ther esearchersaskedt heper missionfrom thepri

ncipaloft
heAlami nos
CityNat i
onal HighSchool thr
ought heiradv i
sert
oall
owt hem di
str
ibutethe
questionnairesamonggr ades11and12l earner
s.Theresear
chers
themsel veshav edist
ributedthequest i
onnai r
etothelear
nerswit
ht he
assistanceoft eachers,thentheyrecollectedthequesti
onnai
resont he
foll
owi ngday .

Val
i
dat
ionofI
nst
rument
Theinstrumentwasvali
dat
etotheadv
iser
.Fort
hecorr
ecti
onsand
suggest
ionswil
lbeincor
porat
edint
hedraf
tfort
henextval
i
dati
on.The
cri
ter
iai
ncludedinthev al
i
dationare:cl
ari
fi
cati
onofdir
ect
ion,r
eli
abi
li
tyof
themater
ials,comprehensiv
eness,object
ivi
tyandl
ocalar
rangementofthe
i
tems.Thet ot
al r
esul
tofthev al
idati
onishighl
yval
i
d.

St
ati
sti
cal
Treat
mentofDat
a

Inorderfortheresearcher
stoarri
vei
nanobject
iveint
erpr
etat
ionand
evaluat
ionofthedat agather
ed,t
heymadeuseoft heappr
opri
ate
stati
sti
caltool
s.Allthedatacol
l
ectedandgat
heredwereanalyzedand
presentedintabularfor
m.
ToAnswerthefir
stproblem whichst
atesther
easonofcut
ti
ngcl
assesof
thesai
drespondent
s,frequencycountandper
centagemet
hodwereused:

TheFor
mul
a:

Wher
ein,

Pi
stheper
cent
ageperhundr
ed

ni
sthet
abul
atedscor
e
 Ni
sthet
otal
popul
ati
on

thesecondproblem whi
chstatest
heeffectsofcut
ti
ngclassesofthesai
d
r
espondents,
frequencycount
,andthepercentagemethodwereused

Toanswerthethi
rdprobl
em whi
chst
atest
heeffect
sofcutt
ingclassest
o
theacademi
cperfor
mancesofthesai
drespondent
sfr
equencycountand
ranki
ngmethodwereused.

TheFor
mul
afort
hewei
ght
edmeani
s:
Wx=f
(n)
+f(
n)+f
(n)
+f(
n)
N

Wher
ein;

Wxi
swei
ght
edmean
fi
sfr
equency
ni
squant
it
ati
vev
alue
 Ni
stot
alnumber
s
Thescal
eforpr
obl
em numberf
our(
4)i
sli
stedbel
ow.

Qual
i
tat
iveVal
ue Quant
it
ati
veVal
ue Li
mitofI
ndex
Ver
ymuchagr
ee 4 3.
25-4.
00
Moder
atel
yagr
ee 3 2.
50-3.
24
Sl
i
ght
lyagr
ee 2 1.
75-2.
49
Di
sagr
ee 1 1.
00-1.
74