Twelve Thirty Habit: A Positive Reinforcement intervention to Lessen Absenteeism in Primary Level in Sta. Maria Magdalena Elementary School

Abstract

INTRODUCTION

Absenteeism can affect the productivity of the school environment as well as the academic and career success of students. It is an international issue affecting most primary schools. The researchers aimed to determine whether a positive reinforcement intervention of twelve thirty habit in primary Grade level could be effective in addressing chronic absenteeism in the school. Ideally, this intervention could help students, teachers and community to be more successful and keep the school in good standing and success.

METHODS

The study was a descriptive research design wherein the TWELVE THIRTY HABIT program was implemented using the Phil-IRI reading tools. Other learning reading materials were also used to examine the possible relation to lessen the percentage number of absenteeism caused by students at risk with reading disabilities. Simple descriptive statistics were employed such as frequency, mean, and standard deviation to determine and analyze the data. The respondents of the study were 30 elementary pupils in the primary level in the public elementary school of Sta. Maria Magdalena Elementary School. The students were enrolled during the school year 2016-2017.

RESULTS

Big changes in absenteeism rates indicate the possible effectiveness of the reinforcement intervention in addressing absenteeism using the Twelve Thirty Habit reading intervention from Grade 1 to Grade 3 elementary level. Over the span of the six months’ process intervention, absenteeism rates decreased in chronically absent students from an average of 11 percent to 4 percent. The mean scores in the pre-test and post-test of the respondent increased from 4.7 to 7.56 with standard deviation of 0.94 and 0.86, respectively. This may imply that the ability to read competently, more importantly, the enjoyment of reading has implications to a pupil's academic success. Less risky behavior of absenteeism and higher levels of motivation towards school will be more practice among pupils.

DISCUSSIONS

Cooperation between the school and the family should be maintained and the awareness of families regarding the attendance at school should be raised. Causes of absenteeism should be determined on the basis of school and individual, and solutions should be provided accordingly. Regarding solutions, rather than sanctions for punishment, precautions aiming at counseling services should be prioritized. Students should be provided opportunities to realize themselves, their failure should be tried to be prevented.