The Causes of Absenteeism and Truancy in Senior High School of Don Eulogio de Guzman Memorial National High School Towards A Proposed School Solution Strategies

Abstract

This research used the causality research methodology with thirty-six (36) participants using purposive sampling. There were six (6) participants considered in the pilot test, which ran for a month. Likewise, the remaining thirty (30) participants were considered in the actual data gathering further identified as twenty-six (26)absentees and four (4) truants. This study used thematic analysis to interpret the root causes of absenteeism and truancy. Rankings and average weighted mean revealed the problems in the goal of Perfect Attendance of the learners. The participants' profile covered all Tracks and Strands offered in the Senior High School Department of Don Eulogio de Guzman Memorial National High School, the piloted school. The study had a hundred percent retrieval rate using a Likert scale. Findings revealed ten (10) root causes of absenteeism and truancy in the thematic analysis. As identified, the most roots were learners' laziness (20), cutting class (20) and learners who worked (20) to support the family financially, which were all noted from Strand B. Data revealed that five (5)Strands had zero rate absentees and truants. The topmost problems of Senior High School learners were: ranked 1was transportation problems (4.90), ranked 3 were unexcused absences, juvenile delinquency, doing household chores rather than going to school (4.83), ranked 5 was peer influence (4.80) and ranked 6 was parents' lack of money (4.70) where all had descriptive equivalent ratings of "always." In support of Perfect Attendance in public schools, this research humbly recommended the following proposed strategies to achieve the objectives; 1) the launching of Skol-Tryk as means of transportation in reaching out learners, 2) Supervised-Work Based to source out "baon or allowances," 3) include Guidance and Counseling as a separate subject and the provision of SpiritualNourishment to further reinforce school attachment, 4) assign a dedicated Teacher-Guidance Designate for monitoring, supervision, and assessment, and 5) request the concerned parents or guardians to regularly monitor their learners' statuses both in school and at home.