Monthly-End Stomach Development and Awarding (Mesda) as Intervention to Address Students' Absenteeism: Basis for Strengthening Partnership Linkages Program

Abstract

INTRODUCTION

Incentives and rewards seem to be an effective means to increase student's attendance. Eversince, teachers are expending personal monetary fund to sustain best practices. The school conducts an intervention program and its main purposes are to find out how effective the intervention program for students' absenteeism and to strengthen the involvement of internal and external stakeholders.

METHOD

SA descriptive research design was used and basically quantitative and qualitative research. The total population of the Grade 10 Junior High School students of Malabod Integrated School was the respondents of the study. Frequency counts, weighted mean, and t-test were the statistical tool used. The survey was the datagathering instrument for the quantitative. Thematic analysis was used to interpret the the views of the respondents from their written comments and suggestions.

RESULTS

The findings of the study that there is a significant difference on the attendance of the respondents before and after the implementation of the intervention program Monthly-End Stomach Development and Awarding (MESDA) since the t-computed 2.44 is greater than the critical value 2.110. It also shows that the MESDA is Highly Effective with an over-all mean 4.22 in minimizing students absenteeism. The views gathered from the respondents resulted to better sustain MESDA with a strengthened stakeholders' involvement particularly the external stakeholders.

DISCUSSIONS

The results demonstratethe need to closely monitor MESDA in order to meet the formulated theme cluster; sustainability, motivation and program enhancement. Moreover, with emergent themes: the parents' involvement and BLGU Support/Involvement.