Determinants of Absenteeism of Selected Pantawid Pamilyang Pilipino Program Beneficiaries in General Emilio Aguinaldo National High School

Abstract

INTRODUCTION

This research used a schematic frame which explains the collaborative effort of both the Department of Social Welfare and Development and the Department of Education to ensure the implementation of the government's Pantawid Pamilyang Pilipino Program or 4Ps managed by the DSWD which provides monetary assistance to poor families committing themselves to send their children in school.

METHODS

The descriptive research was conducted to distinguish the determinants of absenteeism among the 4Ps beneficiaries of the school year 2015-2016 which will serve as the basis for developing an intervention program. The study focused on the institution's 4Ps beneficiaries as reported by the City Social Welfare Development Office which includes 132 students, 61 parents and 26 teachers using the random purposive sampling. The main instrument used in collecting data for this study was the survey form derived from the English version of Murcia (2013). It was translated to the Filipino version by the researchers to a better understanding among respondents.

RESULTS

Findings revealed the different determinants and percentages of responses: Classroom environment got the highest response (61.24%) as the reason for beneficiaries' absenteeism, second is a physical factor (56.11%) and third is teacher-related reasons (47.73%). Many researchers confirmed that classroom environment such as physical attributes was a contributing factor to student absenteeism. It was asserted by Carreon (2016) absenteeism is one of the most prevalent problems encountered by the teacher which was highly associated with family-related problems of the students. Sierra (2016) and Salasbar (2016) asserted that personal attitude, health problems, and home-related problems were the most prevalent causes of absenteeism. Learners' choice, parental and school atmosphere were contributory factors to learners' habitual absenteeism (Odonzo, 2016).

DISCUSSIONS

The results revealed that the six determinants (Physical Factor, Health, Personal Attitude, Teacher-Related Issues, Classroom Environments, and Home-Related Factors) which is considered to be the contributing factors to 4Ps beneficiaries' absenteeism had shown great impact among the beneficiaries should be monitored by the teachers, parents, and school administrators to keep track the learner's progress. It was recommended, however, that the school support system is encouraged to take part in the intervention program for the inclusive growth and development of 4Ps students' beneficiaries.