NUMEROUS FACTORS OF UNPRODUCTIVITY OF GRADE 9 STUDENTS

A QUANTITATIVE RESEARCH

Presented to the faculty of Senior High School Department

PHILIPPINE CENTRAL ISLANDS COLLEGE

Bagong Silang, San Jose Occidental Mindoro

In Partial fulfillment of the Requirements in

PRACTICAL RESEARCH II

Beltran, Kristian Loyd M.

Falconitin, Ruby Anne B.

Bengan, Arzolo Joe L.

Nieva, James Bryan A.

De Leon, Lyka Mae M.

Gangat, Rodante C.

12 GAS A
CHAPTER I

BACKGROUND OF THE STUDY

Introduction

Just as the futures of students depend on their schools, so do the future of schools

depend on the students. Most students in classrooms today were born at the turn of the millennium.

The world is changing rapidly, demanding new knowledge and skills, and offering new learning

environments and ways of learning however lack of participation in class can miss a lesson

according to Penido march 2018.

There is a big problem with student behavior in the classrooms of Australia. But it is not

the aggressive or even violent behavior that occasionally attracts media headlines. More common,

and more stressful for teachers, are minor disruptions such as students talking back, or students

simply switching off and avoiding work. It’s depressing to see students making poor decisions

about learning according to Goss and sonnermann feb. 2017.

According to Lin, T. 2014 They don’t come to class, or come unprepared. They miss

deadlines and make excuses. Many teachers try to prevent negative learning behaviors through a

variety of course policies that punish the offenses, today post on absences is the first in a series on

unproductive student behaviors.

Today’s post on procrastination is the second in a series on unproductive student behaviors.

It’s depressing to see students making poor decisions about learning. They don’t come to class,

or come unprepared. They miss deadlines and make excuses. Teachers may try to discourage these

behaviors with policies that punish the offenses: deducting points or not accepting late work, from

the teacher is perspective, class time is for lecture, note taking, practicing concepts, engaging in

discussion, asking questions, and participating in learning activities according to Shapiro Sept.

2018.
Statement of the Problem

This study is conducted to know what are causes of unproductivity of Grade 9 students, by

answering the questions that follows.

1. What are the factors of unproductivity of grade 9 students;

a) Personal factors

b) Teacher-Students relationship factors

c) Family factors.

2. What are the factors of unproductivity of grade 9 students in their academic performance?

3. Is there significant relationship of unproductivity of grade 9 student to their academic

performance?

Objectives of the study

The objective of this study is to identify the reason and the numerous factors of absenteeism

of Grade 9 students in Philippine Central Islands College.

1) To identify the factors of unproductivity of grade 9 students;

a) Personal factors

b) Teacher-Students relationship factors

c) Family factors.

2) To determine the factors of unproductivity of grade 9 students in their academic

performance?

3) To determine if there significant relationship of unproductivity of grade 9 student to their

academic performance?
Scope and Delimitation

The content of this study mainly focuses on the factors affecting the unproductivity

students to their academic performance of grade 9 student of Philippine Central Islands College.

This study aims to identify how unproductivity student affects academic performance of grade 9

student of Philippine Central Islands college. Thus, we will conduct information using survey

questionnaire.

Significance of the Study

This study is conducted to determine the different factors affecting the productivity level

of a Grade 9 student in school. This study will be beneficial to all and to those who will scan this

study. To help them understand and know the different reasons of student absenteeism.

Students. This study is most beneficial to the students so that they will be able to know the

reasons and the possible causes of low performance in school. This study give information and

give knowledge why should they attend class.

Teachers. This will be more beneficial to them to better understand their students’ situation

and it will also be beneficial for them to improve teaching resulting to higher academic

performance of a student.

Society. It will help the society for them to be aware and get informed through this study.

Parents. This study will help the parents to get informed what really happens on their

son/daughters. However

Institutions. This study will guide them in developing programs for teacher to make

student attend class regurally.

they may read or get information’s in this study.

Conceptual Framework

The figure below states the factors affecting the academic performance of Grade 9 students

in Philippine Central Islands College regarding to their unproductivity in school.

Students

Factors
affecting the
productivity
level

Parents Eviroment
 Chapter II

Review of Related Literature

Introduction

The data that are presented here are the related studies regarding to absenteeism.

According to Cate Kelly, kids are considered chronically absent when they miss 10 percent

(%) of days in a school year for any reason. That equals 18 days of school.

Many parents aren’t aware of how many days their child is missing or the impact that can

have on school success.

Kids with learning and attention issues are more likely to be chronically absent from

school.

Most people agree that kids need to regularly attend school in order to succeed. Yet

absenteeism, or being chronically absent, is a growing problem in the United States. And in many

ways, it’s a hidden one.

Most school report their overall daily attendance figures. But they don’t keep track of how

many students are chronically absent or missing more than 10 percent (%) of school for any reason.

If a child misses 18 or more days in a school year, he`s considered to be chronically absent.

Some school absences are unavoidable. Kids get sick, or there may be a family emergency

or other important reason for missing school. But parents may not always realize how much school

their child is missing. Missing two days each month doesn’t always seem like a lot. But that’s all

it takes for a child to be considered chronically absent.

Chronic absences keep kids from getting the consistent instruction they need to build on

basic skills. For kids with learning and attention issues, there`s something else to consider: frequent

absences mean missed opportunities to get help.

It`s hard to know exactly how many students are chronically absent. That’s because most

public schools are only report average daily attendance. They count the total number of kids at
school each day, but not the number of kids who are frequently absent. That’s beginning to change,

however. More states are beginning to look at, and report on, absenteeism. And the data is painting

a troubling picture. At least 10 percent (%) of students are chronically absent. Among students in

special education, which includes many kids with learning and attention issues, that number is

significantly higher.

Parents often aren’t aware of how much school their child is missing over the course of the

school year. A missed day here and there may not seem like a big deal compared to missing several

days in a row. But a few days every month can quickly add up to lot of missed school in a year.

Parents may think that if their child does the class work a home, it doesn’t matter that he

missed the instruction. They may also believe that regular attendance isn’t as crucial in the earlier

grades. Because of that, parents may be less hesitant to keep their child home from school.

Low-income students are more likely to miss school for other reasons. These include health

care issues, unstable housing and transportation problems.

Kids may also miss school because they don’t want to go. Being bullied is one common

reason kids seek to avoid school. Academic struggles is another reason. If a child feels like he`s

constantly failing, that he`s different or not as smart as his peers, he may try to get out of going to

school.

A negative school environment can also be a factor. It`s hard enough for a child who`s

struggling to stay motivated to attend school. But if he doesn’t feel understood, or is constantly

being disciplined, he may start to resist going to school.

These are common experiences for kids with learning and attention issues. That may

explain why kids in special education are more likely to be chronically absent.

Missing school in the early grades can have a snowball effect. It sets kids up to fall behind

in the fundamental reading skills they need in order to move on to more complicated work.

Research shows how great the impact can be. A study in California looked at kids who

were chronically absent in both kindergarten and first grade. By the end of third grade, only one
in six of them were proficient readers. But of the kids who missed less than 5 percent of school,

two-thirds were proficient.

A Rhode Island study looked at kids who were chronically absent in kindergarten. In later

grades, they scored 20 percent lower than their peers in reading and math.

For some kids, frequent absences can become a long-term habit. Research shows that kids

who are allowed to miss school when they`re older. And that can lead to other consequences.

Being chronically absent affects high school graduation rates and the chances for success

in college. In a Rhode Island study only 11 percent of high school students with chronic absences

made it to their second year of college. That’s compared to 51 percent of students who didn’t miss

that much school.

Kids with learning and attention issues are even more vulnerable to the impact of chronic

absences. It can be hard enough for them to master the lessons in school with the support of the

teacher or aide. Trying to do it at home can make the work even harder.

Plus, each day of learning builds on the previous dy. When kids miss a few days in a row,

it can be hard to follow subsequent lessons. And when kids aren’t in a school, they`re missing the

opportunities to be identified for intervention and extra supports.

Its nearly impossible to avoid all absences. And missing a few days during the year

shouldn’t have a lasting impact on your child`s learning and progress. Still it`s easy for those days

to add up. That’s why it`s important to keep track of how many days your child is actually missing.

There are also things you can do to help your child want to go to school, or at least not try

to avoid it. If your child is struggling and you don’t know why, consider having him evaluated. If

he has an IEP, make sure all of his supports and services are in place.

Completing work at home doesn’t make up for missing the instruction and interaction with

the teacher. With kids with learning and attention issues are absent from school, they may miss

opportunities to be identified for intervention and extra services. It`s important to keep track of

how many school days your child misses.

RESEARCH METHODOLOGY

The purpose of this chapter is to explain in detail the research method and the methodology

implemented for this study. This chapter of the study will explain first of all is the research design

as well as the advantage of the research tool choose. This will be followed by the research method

then goes on to discuss the sampling strategy applied by the researchers. It is followed by the

instrument design and method of data analysis

Research design

This research makes use of a quantitative research strategy in the sense that there will be

numeric or quantitative data was produced. A quantitative research strategy emphasizes objective

measurements and the statistical, mathematical or numeric analysis of data collected through

questionnaires and survey or by manipulating pre-existing statistical data using computational

techniques.
 Research Instrument

For this study, the survey questionnaires are the instrument to be used achieve the main

objective of the study. A self -administered questionnaires will be distributed to the selected Grade

9 students of Junior High School of Philippines Central Island College aimed to assess the impact

of extra-curricular activity to the academic performed of selected Grade 9 students of Junior High

School of Philippines Central Island College

Respondent of the study are the study are selected Grade 9 Student of Juniors High School

of Philippines Central Island College. All of these participants were selected from all Grade 9

Students of Juniors High School randomly where all the students have an equal chance of

becoming a research participant. In order to conduct this sampling strategy, the researchers define

first the population of the students and selected members to conduct the sampling. For this purpose,

a self-administered survey questionnaire will be given to the respondent to answer

Locale of the Study

The study was at Philippines Central Island College. The school will be found at New Born,

San Jose Occidental Mindoro.