Perceptions of Students, Parents, and Teachers of F.

Osorio
Integrated Senior High School on Truancy

There are high hopes in the promising program of the Senior High School.
Thus, the Education Department is gearing towards globally competitive,
knowledgeable, competent and empowered graduates. However new programs do
not necessarily mean that old problems will not emerged. The exertion of students to
be at school every school day remains a struggle.
In reality, it is a given fact that some students will somehow miss a day or two
of their attendance for the academic year. However, other students have developed
a habit of truancy. In doing so, critical periods of development that could add to their
eagerness to study are loss. This has caused some to drop out and others to just go
with the flow and become mediocre students instead of honing their full potential.
In this context, DepEd Order (DO 8 series of 2015) recognized the existence
of the predicament as it reminds all the stakeholders that teachers and parents
should work hand in hand to prevent students from incurring absences more than
20% of the prescribed number of classes and laboratory periods during the
semester. Teachers must immediately have a communication with the parent of a
student who made 5 successive absences with the intention of resolving the
problem. This is imperative for it is assumed that absences during classes hinder the
mastery of the students on the learning of concepts as gaps in the scaffolding of the
learning process exist. Consequently, students who are frequently absent from the
school are at the risk of dropping out. Thus, the Drop-Out Reduction Program (“What
is DORP?,2012) was implemented not only to address those who drop out and are
Out of School but also to identify students who are at risk of stopping their studies.
With this in consideration, the school should design plans and implement
interventions accordingly. In addressing the reasons behind the student’s absences,
DORP assumed that this is an added opportunity for the students to master the basic
competencies and graduate with necessary skills.
The impacts of truancy and dropping out to the individual, community, and
society in general are huge. For instance, the New York Times (Dillon, 2009) cited a
study wherein 1 in every 10 male drop outs of 2006 have been or are in prisons or in
a juvenile detention. It continued by quoting one of those who commissioned the
research, namely, former New Orleans Mayor Marc H. Morial in saying:

“The dropout rate is driving the nation’s increasing prison population,

and it’s a drag on America’s economic competitiveness,”

As cited by Dillon (2009), the study of Andrew Sum estimated the losses of
the US government to $292,000 for every “working life” of a high school dropout.
This includes the anticipated low tax proceeds from jobless drop outs and the cost
on government social welfare and other services for the poor ones who have not
finished high school. Part of the estimate is the financial cost in the prison terms of
dropouts. In view of this, Morial commented:
“This report makes it clear that every American pays a
cost when a young person leaves school without a diploma.”

As societal survival is trimmed down into a ratio between educational

attainment and annual income, more pressure is put into the shoulders of

1
stakeholders to address its multi-causal nature. Every so often, those directly
concerned namely; the school, the parents, and the truant students, are said to be
significant factors of truancy. This study believed that as direct participants of this
phenomenon, the truants, their parents and teachers can determine actions within
their control that could contribute in resolving absenteeism. It is also assumed that
as adults or near adulthood (as in the case of some of the students) each of the
three parties knew their weaknesses and can identify who among the other two can
help them address it.
In line with this, participatory research process (Pant, 2008) will be utilized in
coming up with an intervention design program and implementation as the school
administration sees it as a valid source of information. It will give opportunity on the
three facets of perceptions coming from teachers, truant students and parents to be
heard in relation to truancy.

I.b Significance of the study

This study will gather the perceptions of stakeholders in truancy namely; the
students, their parents and their teachers. Proper consideration of teacher advisers
on these perceptions will result to a more effective intervention. Moreover, the
immersion of all concerned to this activity will result to an in-depth understanding of
truancy. In this light, it is hope that this could be a springboard for a school wide
policy base from the perceptions of the three stakeholders.
It is hope the result of this study will be one of the textual considerations of
school administrators, teachers, and other stakeholders whenever truancy occurs in
the future.

II. Literature Review:

As earlier mentioned, this study will exploit the perceptions of the three major
stakeholders in truancy namely, the truant student themselves, their parents and the
teachers. There are a number of previous studies conducted in identifying the
factors on the absences and drop outs of students. As proof of the depth of
involvement of the said 3 parties, several previous studies specifically identified them
as factors or contributors to truancy behavior. The gathered related literatures are
organized as follows:
a. Truant student
b. Parents
c. Teachers

a. Student variables
Baker (2001) who wrote one of the popular literatures on the reasons of
truancy cited the Office of Juvenile Justice and Delinquency Prevention in
pinpointing student variable as correlates with truancy. She identified student
variable as among the factors to consider with regards absences. These include
misbehaviors such as alcohol and drug abuse, ignorance on the repercussions of
absences, lack of interpersonal competence, and mental/ physical wellness.
As an addition, Demir and Akman (2015) recognized the student’s personality
as a major factor in absenteeism. Individual characteristics such as intellectual and
social incompetence that were formed from their past experiences make classes
unexciting and a burden. With such, the students feel helpless in the educational
process. As a result, they have developed negative habits which make studies
difficult.

2
 UCLA’s Addressing Barriers to Learning (2016, Volume 21 no. 2 page 3)
noticed an additional alibi of students on their unwillingness to attend their classes.
The article cited Balfanz and Byrnes (2012) as it correlated the low appreciation of
students to their studies with absenteeism.
Health problems of students as well as family members are a common
excuse of students in absenteeism. This was indicated by Hocking (2008) as she
quoted the study of DeSocio in linking student’s health to truancy. Consistent with
such is the study of Sacramento City Unified School District (2014), wherein it stated
that the highest rated factor in absenteeism is the students physical wellness. The
report specifically pinpointed “communicable diseases” such as flu and colds as the
most frequent ailments that prevented the regular attendance of students.
In the literature review of Jones, Lovrich, and Lovrich (2011), gender is
identified as a distinguishing factor in truancy. They cited the study of Caldas (1993)
wherein the negative view on school involvement was found to be higher in males
than females. This behavior was found to have contributed on the higher
percentages of male truancy than female.
An interesting reason for truancy was shown in the study of Nolan, Cole,
Wroughton, Claytron-Code, and Riffe (2013) as it revealed the significant
relationship between the age of student and truancy. According to their study, the
possibility of absenteeism increases between 14% and 78% for every additional year
of a student in K-12.

b. Parents
Parent’s supervision does have understated influence on the appreciation of
students to stay in school. On the study of Duckworth and De Jung (1986), parent’s
supervision plays a very important role in keeping students in not skipping school. In
the said study, it was found out that most of the students who skipped their class
were due to responsibilities at home and the others were that they prioritized other
activities more than their studies.
Suhid, Arof, and Kamal (2012) placed the "mother and father often quarrel at
home" as the most probable reason why students leave their homes and come with
friends that leads to skipping school.
Bickelhaupt (2011) mentioned the study of Robins and Ratcliff wherein it
stated that truant students parents’ are themselves chronically absent students
during their school years. Moreover, Bickelhaupt revealed the study of Sheldon
which indicated that parents’ beliefs and background history are factors in the
truancy behavior of students.
Rivers (2010) cited Henry who stated in his study that 41% of truant students
were unsupervised after school (29.3% unsupervised for 5 hours after school, 11.3%
have no supervision at all after school). Rivers continued on factors of truancy
emanating from home as he cited Zhang’s study who proved that students with lower
household income are more likely to be truants than with higher household income.
The above mentioned variables are also present in local family setting. Work
load of students at home, supervision after school, and economic limitations as well
as psychological hindrances are clear and present factors of truancy of which the
management is tasked to the students’ parents or guardians.

c. Teachers
Hammond, Linton, Smink, and Drew (2007), classified the factors of stopping
from studies as “push” and “pull” whereas the push category springs from the school

3
while the pull comes from outside the school. They cited the study of Ekstrom et al
(1986) wherein the push factors dominated the pull. In the said study, the top 5
reasons given by dropouts for leaving school were as follows:
1. Did not like school (33%)
2. Poor grades (33%)
3. Offered jobs and chose to work (19%)
4. Getting married (18%)
5. Could not get along with teachers (15%)
Again, the push category dominates the individual risk factors by school level
as they have found school performance, engagement, and behavior as significantly
related to dropping out in two or more studies.
The risk factors in school performance include low achievement and
retention or overage for grade. The risk factors in school engagement include low
educational expectations, low commitment to school, and no extracurricular
participation.
Moreover, UCLA’s Addressing Barriers to Learning (Volume 21 no. 2 page 3
) mentioned how students blamed their school on their truancy behavior. It stated the
study of Gase, Deforest, Perry, and Kuo (2016) as students ascribed their absences
to not interesting lessons as well as insensitive teachers. In connection to this Powell
(2012) quoted Lindstadt who proved the correlation between teacher’s behavior and
student’s absenteeism. Teachers who are not supportive nor sensitive to students
diverse needs are found to cause their student’s disinterest in studying.
Cole (2011) utilize the study of Romero and Chang in recognizing poor
rapport between teachers, students, and parents as a contributing influence in the
student’s chronic absenteeism. He said that teachers, administration, and students
attitudes are major contributor in the truancy behavior.
The study of Shahzada, Gazi, Nawaz, Khan (2011) corroborated and revealed
students’ preference on being absent rather than late due to fear of teachers’
reprimand.

Synthesis
The optimal goal to keep students in school is a yearning of a development
thirsty society. Even though previous studies proved that the three parties, namely;
the student, their parents, and teachers have contributed to truancy, it is also
undisputable that if given a chance they will surely want otherwise. It is also
assumed that as the ones concerned they can also contribute for the truancy’s
resolution. Of the three parties, it is expected that a teacher can do things within
his/her control to contribute to resolving truancy. This is assumed, for as teachers,
they are duty bound to resurrect the love for knowledge of the students. As an
intelligent participant, the teacher knew what to expect from a student and the parent
in order to make the three of them respond to the challenge.
Aside from the factors that emanate within the controls of the teacher, this
researcher has acknowledged other studies that cited classification of factors that
can be beyond the control of the educational institution. These are factors from the
parents and student variables.
This literature believes that these three, having recognized the problem, can
now focus on how they can respond for its resolution. In line with this, this research
will utilize participatory development wherein stakeholders are given opportunity to
be heard on matters that has a direct impact to them. In connection with truancy,
students, parents and teachers’ perceptions are an essential element to understand

4
 the phenomena not only in the nature of its predicament but also in the aspect of
committing them to act and be the source of its solution.

III. Research Questions:

This research revolves around the aim of answering the key question of:
What are the perceptions of the students, parents and teachers on how to deal with
truancy?
The specific underlying questions on this action research are the following:
1. What are the perceptions of the truant on the causes and means to resolve truancy?
2. What are the perceptions of the parent on the causes and means to resolve truancy?
3. What are the perceptions of the teacher on the causes and means to resolve
truancy?

IV. Scope and Limitation:

This research will uncover the perceptions of the following:
1. Truant students of Senior High School of F. Osorio National High School during the
second semester of 2016-2017 academic year
2. Their parents
3. Their teacher adviser

V. Research Methodology
A.Sampling
Complete enumeration will be utilized due to the expected small number of
truant who will be named by the advisers based from total number of expected
attendance of third quarter of 2016-2017 academic year and screened from the
whole population (83 students) of Senior High School of F. Osorio National High
School. Thereafter, the truants, their parents and their advisers’ will be asked of their
perceptions on how to resolve the truancy of the students.
B. Data collection
A qualitative data collection will be done on this research. Advisers will be
asked to identify the students who has made almost 20% absence from the expected
days of classes during the 3rd Quarter of 2017 that corresponds to November 14,
2016 to January 28, 2017 (Deped Order 23 series of 2016). 48 days to be exact.
Afterwards, a semi structured interview will be done in order to gather the
perceptions of the truant students, their parents and their teachers. They will share
their perceptions on how they can contribute and how they can be assisted in
resolving truancy. The perceptions of the three parties will then be examined based
on the recorded conversations.
B.1 Instrument (Please see Annex A for the questionnaires)

C. Ethical Issues
Parents will be informed that the intention of the study is to have an in-depth
understanding of how to address truancy. Thorough explanation will be provided that
the primary concern is for the benefit of their children. Consent of parents and
teachers shall be gained before the data gathering. Accordingly, the students, being
under their parent supervision, will need the written consent of their parents before
an interview will be done. Data gathering will not in any way hinder the day to day
schedule of the participants as utmost respect on the personal life of the participants
are observed. Relative to such, the identity of all participants will be kept confidential.

5
D. Plan for Data Analysis:
As complete enumeration will be utilized, students identified as truants and at
risk of having the said behavior will be the subject of the study. Afterwards, a
qualitative method will be employed as the participants will be interviewed in a semi-
structured way to gather their perceptions on how they can contribute and how they
can be assisted in resolving the problem. By capitalizing on the shared perceptions,
the teachers will make interventions accordingly.

VI. Time table

Oct. Nov. Dec. Jan. Feb. March April

Activities 2016 2016 2016 2017 2017 2017 2017

Action Research
Proposal

Attendance Monitoring

Data Gathering
Procedure

Writing the result of the

study

Revision of the paper

Paper Presentation

VII. Cost Estimate

VIII.Plans for Dissemination/Advocacy

As an action research, this study is intended as a material for consideration of
Quantity/ Unit price/ fare ESTIMATED
PARTICULARS Number of EXPENSES
trips
Transportation 16 20 320.00

Communication 6.00 / minute 60 minutes 360.00

Bond Paper 3 reams 200 600.00

1 black/ 3 w/ 250 1,000.00

Ink
color
TOTAL 2,280.00

F. Osorio National High School especially in the Senior High School Department. If
the contents of the study merit the appreciation of the School Administration, it is

6
hope that the result of the study, the insights on the perceptions of the truant student,
their parents, and teachers, will be considered in addressing the problem of truancy.
Also, depending on the appreciation of the Cavite Schools Division Office, it is
hope that the result and knowledge to be gained in this study be cascaded to
teaching staff and educational administrators within its area of authority.

IX. Results and Discussions

Students’ Perception
Seven students were identified by their teacher advisers as the most frequent
absentees ranging from 10-17 days of absences for the 3rd quarter alone. The
causes of their absences only manifested their inability as youths to control
themselves and find a concrete solution to problems they are facing. Two of seven
cannot resist their peers in dancing activities and strolling which resulted in coming
home late at night and lack of sleep. One has continuing health problem for three
years. He is experiencing an unknown ailment that cripples him for a period of time
every year. According to him it could be a case of low potassium levels. One has to
watch over her youngest sister because her mother, sister, and father are working
every day of the week and they cannot find a nanny. Two admitted that they were
playing so much online/computer games. One is working two days of the school
days every week. Aside from the aforementioned reasons, five have secondary
reasons. Three mentioned that they were too lazy, one was too bored with lectures
and lack of activities in the school, while one consumes so much time in house
chores.
As expected the students of Senior High School aged 16-17 years old have
their own ways to address their truancy. It was observed that some suggestions are
superficial and did not address the root cause of their behavior. Two promises to
prioritize their studies instead of dancing/ strolling with friends. One had promise to
stop playing computer games while the other one will set his timer to wake up early.
One will find a nanny for her sibling. The one with an unknown ailment said that he
will eat foods rich in potassium despite the findings (as revealed by the mother) that
low potassium level is not conclusive.
The perceptions of the students as to how their parents could help them showed
their longing on their parents support and guidance. The two dancers wanted their
parents to be more imposing in restraining them on their late-night activities with
friends. Those preoccupied in playing computer games wish for parents help. The
first wanted his parents to disallow him in playing computer games. The second
wanted his OFW separated mother to instruct his brothers to wake him up early. One
wishes that her mother and sister to raise the salary of nannies to entice qualified
applicants and for a more lasting employment. The one with inconclusive diagnosis
wishes for his parents to bring him to a doctor who could give permanent solution to
his health condition. The working student is wishing for his separated father to give
sufficient material support and for his sister to stay with them to provide guidance
and to do the house chores.
The perceptions of the students on how their teachers could help,
manifested their trust on their advisers. Four believed that their teacher’s advice
could help them. The working student and the one with health problem both wish
their teacher could understand their situation. The first wanted an opportunity to
comply with his requirements while the student with health condition wishes to study
at home whenever his ailment attacks. The one who is too bored in lectures wishes

7
his teachers use of more activities other than lectures and allow him to have home
activities or a modular kind of learning.

Parents’ Perceptions
Due to the family situations of the seven students, only four parents were
available for interview. All the unavailable parents are working and have minimal
time with their children. The first is a separated mother working abroad and the
student admitted that neither his brothers nor his separated father is giving him
guidance. The second is a separated father working as construction worker and only
visits his two children students once a month. The third is a manager of a branded T-
shirt who goes to work every day of the week.
The perception of the interviewed parents as to the causes of their child’s
truancy coincides with the statement of the students except one. This parent though
doubtful of the alibi of her son was made to believe that her son needed to go home
every lunch time and would not go back to school in the afternoon because her son
has to finish his research work. The researcher explained to the mother that her son
admitted on a prior interview that the reason of his truancy was playing computer
games. The researcher and the mother agreed that this should be resolved by heart
to heart talk between the mother and the student.
It was noticed that some parents run out of strategies in dealing with their
children. Two parents resorted to threats that they will order their children to stop
their studies if they will continue their frequent late-night dancing activities. The
parent of the student with the unknown crippling illness believes that her son just
needs rest and in case the illness attacks her son just have to take Paracetamol. The
parent who learned that his son was playing computer games instead of going to
school said that she will have a serious talk with his son. She believes her son can
still be disciplined.
Most of the parents believe that their child have to compensate on their
absences by complying with requirements except one. This parent cannot answer
the question as she said her son is too hard headed.
Parents view differ with regards what teachers could do to help their
child. The first believe that teachers should constantly advise her child. The second
suggested additional project in order for the student to pass the subject. The third
wanted the help of teachers because she cannot restrain her son. The last plead for
the understanding of teachers because the health condition of her child is beyond
their control. This means that parents’ perception on what the teachers could do
depends on the situation of their child.

Teachers’ Perceptions
The perception of the interviewed teacher advisers as to the causes of the
truancy coincides with the statement of the students although not elaborated in
detail.
Teachers have done their part by conducting home visitations. They gave
advices and encouragements to their students as the need arises. All of them made
home visitations visited the student’s families and made an intervention base on the
knowledge of the hindering condition of the students.
The advisers are one in pinpointing the critical role of the parents in
motivating and encouraging the students to attend their class. Two teachers added
some strategies. One teacher suggested for parents to visit the advisers and ask for
the status of their children. Another one believed that the parent should monitor if his

8
son is really attending classes every day and monitor also the grades before the
distribution of report cards.

X. Conclusion and Recommendation

Conclusion
This study established the inability of youth students to gain control of their
behavior and find a concrete solution to problems they are facing. A number of
students were enticed by the influence of friends and computer games. Others are
burdened by family obligations and some by health problems. Even the teaching
strategy was named as a contributor on the negative perception of attending classes.
Despite these diverse perceptions, all of them seek parental support and guidance
as well as advices of their teachers. Some were suggesting home study or a modular
type of education.
Parents on the other hand, are bothered by their children’s attitude. Some are
unable to impose rules and resorted to threats by demanding to their children to
discontinue their studies. A parent experience cunning and dishonesty from her son.
Some have reduced capability to provide guidance and wellness to their children due
to work and poverty. In line with this, most parents wanted their children to
compensate on absences by complying with requirements or additional projects
instead of resolving the frequent absences of their children. Lastly, they wish
teachers could understand the situation of their child especially if it concerns
sickness.
Teachers on the other hand put emphasis on the role of the parents to
encourage, motivate, and monitor their children. They have done their part in giving
advices and home visitation to the students. They believe that parents have to give
importance to their children by doing their role.

Recommendation:
Students’ future is definitely at stake in this issue. Despite such, it appeared
that they have no full control of the situation they are in. Some were stuck in playing
computer games; others do not have the choice but do other things instead of
studying. With these things considered, it is recommended that DSWD Field Office
IV-A to include the students who participated on this study for their upcoming
program of Youth Development Sessions. YDS is designed to help student
beneficiaries of Pantawid Pamilyang Pilipino Program. If this program pushes
through, it aims to instill good values and other social capabilities to student
beneficiaries in order to develop sound judgement in the face of modern lifestyle.
Ironically, it is evident that others who are not among the beneficiaries of Pantawid
are also in need of these social welfare services. Some are poor and some are not,
but definitely all the respondents needs professional assistance beyond what the
teachers can offer.
Parents felt that their children are too hard to handle. As socio economic
situation becomes unstable, parents are scrambling to make both ends meet.
Consequently, it leaves them only a portion of time and money to support the
education of their children. As their life becomes preoccupied, children had
developed behaviors molded in the environment and context their left with. This
makes parents unaware of how to handle their children. It is therefore strongly
recommended that parents attend Parent Teacher Conferences and Parent Teacher
Association Meetings. These are good start to get to know more of their children.

9
Those activities would lead to quality collaboration between parents and teachers.
Most of the time, teachers can provide vital information on the behavior of their
children. It is also a sign of sincere concern of the parents to their children who are
longing of their guidance.
Teachers will always be ready to fulfill their obligations. They are doing it right
and should not be weary in times that limited outcomes are seen. They should
communicate constantly with the parents because they are more responsible on the
lives of their children. Home visitation and Parent Teacher Association meetings are
the antidote to this prevalent problem. Until such time that all students are regularly
attending class with enough preparation these activities must continue.

XI. About the Author

Gil E. Garcia started his practice as a High School Social Studies teacher in
Holy Nazarene Christian School, in Brgy. Mulawin, Tanza, Cavite in the year 2012.
He was hired in the said school after he graduated Cum Laude in Philippine Normal
University, Manila for Bachelor of Secondary Education Major in Social Science.
After 4 months, he transferred to the Department of Social Welfare and Development
Field Office IV-A as Provincial Grievance Officer of Pantawid Pamilyang Pilipino
Program in the provinces of Cavite, Laguna, and Rizal.
In May 2016, he became Teacher III at Francisco, Osorio, National High
School in its Senior High School where he teaches Filipino and Social Science
subjects.

XII. References:

Baker M. L.; Sigmund J. N.; and Nugent, E. M. (2001). Truancy Reduction: Keeping
Students in School. Juvenile Justice Bulletin.
http://files.eric.ed.gov/fulltext/ED468296. pdf. page 2.
DepEd Order no.8 (2015). Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program, Department of Education. http://www.deped.gov.ph
/sites/ default/files/order/2015/DO_s2015_08.pdf . pages 23-24.
What is DORP?(2012). Department of Education, Koronadal City.
https://depedkoronadalcity. files. wordpress.com/2012/10/what-is-dorp.pdf.
Dillon, S. (2009, October 8). Study finds high rate of imprisonment among dropouts.
The New York Times, A12. http://www.nytimes.com/2009/10/09
/education/09dropout. html?_r=0
Demir, K. and Akman Karabeyoglu, Y. (2015). Factors Associated with Absenteeism
in High Schools. Eurasian Journal of Educational Research, 62, 37-56
http://dx.doi.org/10.14689/ejer.2016.62.4. page 40.
Duckworth, K; deJung, J. (1986). Variation in Student Skipping: A Study of Six High
Schools. Final Report. Center for Educational Policy and Management , College of
Education, University of Oregon. Eugene Oregon 97403
http://files.eric.ed.gov/fulltext/ED267503.pdf. pages 44-45.

10
Hammond, C.; Linton, D; Smink, J; and Drew, S. (2007). Dropout Risk Factors and
Exemplary Programs. A Technical Report.
http://files.eric.ed.gov/fulltext/ED497057.pdf pages 20-21,38.
Rivers, B (2010). Truancy: Causes, Effects and Solutions. St. John Fisher College,
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Pant, M. (2008). Participatory Research. Participatory Lifelong Learning and
Information and Communication Technologies
http://www.unesco.org/education/aladin/paldin/pdf/course_01.pdf. page 96.
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Bickelhaupt, Delane L.(2011). Here! But What About Those Who are Not? Reinforcement
among Chronically Absent Elementary Students, Its Effectiveness,and the Why Behind the
Absences. Georgia School Counselors Association Journal. Retrieved from
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Cole, Jill F. (2011). Interventions to Combat the Many Facets of Absenteeism: Action
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Department of Education, Sacramento City Unified School District (2014) Factors
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Unified School District (SCUSD). Chronic Absenteeism Issue Brief Series. Retrieved from
http://explore.regionalchange. ucdavis.edu/ourwork/ publications/chronic-absence-
scusd/factors-influencing-school-attendance-for-chronically-absent-students-in-the-
sacramento-city-unified-school-district-scusd
Department of Education (2015). DepEd Order no.8 Series of 2015 Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program. Retrieved from
http://www.deped.gov.ph /sites/ default/files/order/2015/DO_ s2015_08.pdf. pages 23-24.
Department of Education (2012). What is DORP? https://depedkoronadalcity. files.
Retrieved from wordpress.com/2012/10/what-is-dorp.pdf. Slide no. 5.
Dillon, S. (2009, October 8). Study finds high rate of imprisonment among dropouts. The
New York Times. Retrieved from http://www.nytimes.com/2009/10/09
/education/09dropout. html?_r=0. A12.
Demir, K. and Akman Karabeyoglu, Y. (2015). Factors Associated with Absenteeism in High
Schools. Eurasian Journal of Educational Research. Retrieved from
http://dx.doi.org/10.14689/ejer.2016.62.4. page 62, 40, 37-56.
Duckworth, K; deJung, J. (1986). Variation in Student Skipping: A Study of Six High
Schools. Final Report. Center for Educational Policy and Management , College of
Education, University of Oregon. Eugene Oregon 97403 Retrieved from
http://files.eric.ed.gov/fulltext/ED267503.pdf. pages 44-45.
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Annex A- Questionnaires (Semi-structured)

Questions for Students:

1. What are the 2 most significant reasons of your absences?

2. Is there anything you can do to minimize skipping school?
3. Is there anything your parents/guardians can do to keep you from skipping
school?
4. Is there anything your teachers can do to keep you from skipping school?

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Questions for Parents

1. What are the 2 most significant reasons of your child’s absences?

2. Is there anything you can do to minimize the child’s absences in school?
3. Is there anything your child can do to minimize his/her absences in school?
4. Is there anything you think teachers can do to keep your child from skipping
school?

Questions for Teachers

1. Kindly identify the name/names of students who have the most absences.
2. What are the 2 most significant reasons of a specific student from skipping
school? (please state the name of the student)
3. Is there anything you can do to abate the absences of the student?
4. Is there anything you think the student can do to abate his/her absences in
school?
5. Is there anything you think the parent/guardian can do to keep the student from
skipping school?

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