Chapter 1

INTRODUCTION

Background of the Study

Inside the campus, school rules are usually associated with

classroom management and school discipline. However, rules also

define ways of thinking about oneself and the world. Rules are

guidelines for actions and for the evaluation of actions in terms of

good and bad, or right and wrong, and therefore a part of moral or

values education in school. School policies cover every aspect of school

life. Even for the absenteeism, the school have the policy in reducing

the growth of absenteeism of the students. In which a policy is

implemented for the students not exit the school and have the chances

in not coming back and will absent instead.

Globally, open campus is widely accepted. For example, French

students have a two-hour lunch break from 11:30 a.m. to 1:30 p.m.

During their two-hour lunch break, they can eat at home or at a

restaurant. But students in the Philippines have a tougher schedule.

They have only two 15 minutes breaks and an hour for lunch. My

cousin who attended school in the Philippines said it's hard for kids to

leave school during the day because of the strict security and tough

teachers. Having breaks between classes is great, but having breaks

off campus is even better. There are several positive aspects about

open campus, including simple conveniences such as being able to eat

a variety of meals during lunchtime, rather than the predictable

cafeteria cuisine, as well as having the opportunity to take a break at

home. (Gazzete, 2011)

Whereas the Philippines, based on 2008 data from the

Commission on Higher Education (CHED), the drop-out rates among

high school students in the country have been significantly reduced,

according to the Department of Education (DepEd). (Luistro, 2016)

In Tagum City, being absent for three days in a month strongly

correlates with poor performance. As educators, it is important to

know the threshold. Drawing policies on school intervention regarding

absenteeism requires guiding information on where to draw the line.

Policies cannot be simply drawn out of thin air. Three days in a month,

that number, a result of research, is a useful guide for teachers and

school administrators. (Ginsburg, 2013)

The education of a student can be an edge to have a better

future, but as the student achieves it, there are always barriers that

can make them less educated specifically when they are not in school,

for they will not gain knowledge and won’t learn something. One thing

that can give a thought to the student to never come back to school
after lunch is because lunchtime allows the students exit the school.

With this, student will have the chance to go anywhere they want and

be absent in class.

There are many factors that directly and indirectly influence

student achievement. Therefore, studies have been conducted in many

areas including teaching approaches, learning styles, curriculum, and

teacher training in order to improve secondary education quality and

the academic achievement of students while trying to develop new

approaches and applications based on these new approaches. Student

attendance is one variable that has a significant impact on student

achievement. The research on the relationship between academic

achievement and school attendance proves the relationship between

course or graduation grades and school or course attendance.

(Gottfried, 2010).

One in one out policy in school is a method that is used by the

organization or a school in controlling the people or student in the

place. Where the student will no longer exit the school during lunch

time and will eat inside the campus instead. One in one policy is

regulation that will help the students to be present in class and will

stay inside the school area.

 Absenteeism is not only an indicator of low academic

achievement but also a strong indicator of diminished social and life

success. Absenteeism makes it difficult to create a solid foundation in

terms of discipline and sense of responsibility, and it leads to problems

in work and discipline habits in future work life. This leads to potential

consequences, such as unemployment or low income and inability to

work at a regular job (Williams, 2010).

Stillwater Area High School is one of the few schools in the

metro that does not have an open campus at lunch, meaning students

must stay in the building and cannot leave to eat nearby. Students

have been frustrated about this for a while, but there are good reasons

for the closed campus. The first good reason there should be a closed

campus is that the school already has an issue with attendance. Last

year, SAHS ranked third in the state for absences. When students are

allowed to leave school in the middle of the day, there could be a

concern some students will not return after lunch. (Sadot, 2010)

One suggestion is to allow only students with good attendance

records to leave. However, that would be a logistical nightmare.

Patrolling who is allowed to leave or stay would be a challenge.

Another reason closed campus is ideal is because of the parking lot.

When school is over in the afternoon, hundreds of students leave at

the same time. Some lucky students are able to leave in a couple
minutes, but most students sit in the parking lot traffic for between 15

and 20 minutes. Other schools have multiple exits and multiple

parking lots to make it easy to come and go. On the contrary, we have

one massive parking lot for staff, students, and visitors that connect to

congested roads through low flowing exits. The final reason that any

high school is a bad place for an open campus is that businesses may

not want crowds of high school students coming all at once.

Businesses would have to prepare large amounts of food at one time

and create spaces for students that may take away from other lunch

customers. (Sanislo, 2012).

With so many transitions next year, considering open lunch is an

obvious choice, however it is not practical. Adding lunch options,

additional seating, and another lunch block would better accommodate

students. (Craig, 2012)

There are more reasons I disagree with allowing high school

students the privilege of an open campus. Sure, it's great being able to

escape school for a while, but soon enough that may easily become

the rest of the day. If open campus is allowed, it is very possible that

such freedom will make it all too easy for students to skip their

afternoon classes. Of course, there will be students responsible enough

to have the motivation to come back to school. (Johnson, 2013)

 However, unexpected problems such as heavy traffic, city bus

delays or cars breaking down may prevent them from returning to

school. It benefits the students to stay in school during lunch hours to

avoid tardiness and transportation issues (Gazzete, 2011).

Depending on how close the school is to restaurants and

students' homes, open campus could, in essence, be a great idea.

Unfortunately, though the majority of Kalamazoo public schools are

not located conveniently enough to these retreats, thus causing the

negative results to outweigh the positives in the end (Winson 2016).

We want freedom, so we will work for it. Set a grade-point

average requirement, a no-tolerance truancy policy, only having off-

campus lunch on certain days, or anything within reason. Or better

yet, even offer off-campus lunch to those with adult status. Whatever

the reasons may be that we are not allowed the freedom of choosing

where and what we want to eat, let us prove to you that teenagers can

be responsible, cautious and, more importantly, mature adults.

(Dukes, 2009)

It exposes teens to the temptation to do wrong. While an open

campus lunch can teach responsibility, it’s important to note that not

all teenagers can responsibly handle the freedom that’s given to them.

Many skip classes because it’s too easy not to go back to school once
they’re outside. Others get tempted by their peers to use drugs,

trespass, break into homes or establishments, or just loiter around. It

makes parents worry about their kids’ safety. When schools are closed

for lunch, parents have peace of mind knowing that their children are

right where they want them to be. (Hatz, 2016)

However, this isn’t the case when schools have an open campus

lunch. Since the students can freely wander around, their parents

don’t know exactly where their children are during their lunch and free

periods. This can cause them to spend their time worrying about their

kids instead of focusing on their work. It increases the chances of

teens getting into accidents. When students head off outside the

campus, there’s always the chance that they’ll get involved in an

unfortunate event. One of the most common accidents that can

happen to them is getting hit by a vehicle when they cross the streets.

If they take their car from school to find a place to eat, they can

collide with other cars or hit pedestrians. (Hatz, 2016)

Having an open campus lunch can bring several advantages as

well as disadvantages. It’s up to teens, parents, teachers, and school

administrators to weigh the pros and cons and decide if this type of

program is ideal for students or not. (Hatz, 2016)

 High Schools should not have an open campus! High School

students are more prone to make poor decisions and these decisions

can lead to bad consequences. Kids would have a larger window of

time to leave or skip school and more time to bring drugs into the

school and even worse a gun or some type of weapon that could harm

other students or teachers. (Lian, 2015)

High school students enjoy their independence and the idea of

having the ability to choose. The choice of what to eat and where to go

for lunch is among them. However, students are simply too

irresponsible, as a whole, to be given the privilege to leave campus

during lunch. (Putnam, 2014)

Statement of the Problem

For the quantitative phase of the study, the research questions

were the following:

1. What is the level of effectiveness of One-IN, One-OUT policy

in terms of Decreasing Absenteeism?

2. What is the level of the impact of the policy to the students?

For the qualitative phase, the research questions were the

following:

1. How effective is One-In, One-Out policy as a solution in

decreasing students’ absences?

 a. Why do you think the One In, Out Policy helps to

decrease students’ absences?

b. How does One In, One Out Policy decrease your

absences

c. Do you think that the policy can affect the school?

Theoretical and Conceptual Framework

According to Reesse, Orono is like the majority of high schools

across the U.S. that have a closed campus for students. Some

students would like to have an open campus here to have more

freedom during lunch and free periods, but there are still rules

associated with this policy.

Having an open campus does not give students a free pass to

leave school grounds whenever they please, and these open campuses

are still monitored.

An open campus means that students have the freedom to leave

the school campus during a free period or lunch hour. It is very clear

that we have a closed campus at Orono; no students are permitted to

leave the buildings unless they have a pass to do so. (Boyd, 2016)

Safety is the number one priority at Orono. The staff and

administration want to ensure that the students are in the building are

safe. With an open campus, it is more difficult to monitor where the

students are. There is also a higher chance for students to get in an

accident if they are trying to leave campus quickly to get lunch.

This system puts trust in the students, but many people could

abuse this privilege. There is an increased chance for students to ditch

school if they already have a permitted opportunity to leave campus.

However, there are advantages to having an open campus as well.

According to Connect US, it allows students to learn

responsibility and interaction. If a group of students left for lunch, they

are also responsible for coming back to school. The open campus

system puts a great amount of faith and trust in their students to use

this privilege responsibly. (Cole, 2010)

An open campus system would also allow a way for students to

be social and spend time out of the classroom. The open campus

policy would allow students a break to be social with friends, or a

break in structure from the normal school setting that students are in

for the entire day.

Another reason that many schools allow their students to leave

campus is to get a healthier lunch. According to ConnectUS, an open

campus lunch allows varied lunch options, and for students that have

certain dietary needs it could be helpful.

 On the other hand, an open campus lunch can also promote

unhealthy eating. If students are rushing to get a quick lunch, many

would be more inclined to stop at a fast food restaurant. According to

the Public Health Advocacy Institute, many schools have certain

requirements that they must comply with in regards to school lunches.

This means that schools are required to give students nutritional

lunches. (Brick, 2013)

One-In
One-Out
Policy

Students of Numbers of
La Filipina National
High School Absenteeism

Figure 1.
Conceptual Framework of the Study

Figure1 Provides the reader with a guide on what the general

purpose of the study is, and also on whether the introduction of the

One-In, One-Out policy is effective when dealing with students’

absences and whether it is effective in decreasing it.

Significance of the Study

The importance of this study is, to get an accurate information

about the absenteeism of the students in La Filipina National High

School. To get the difference of the numbers of absenteeism of the

students in both none implemented one in one out policy and the

implemented one in one out policy. In addition, study and rises the

information regarding the effectiveness of the policy in the school in

reducing the growth of absenteeism.

Scope and Delimitation of the Study

There are problems, obstacles, and challenges faced by the

researcher as they take the path of searching for an answer to

complete the research includes:

Time constrains. Time constrain is very important for the

researchers to complete those study in the given period.

Cost constrains. The main problem of the researchers in

completing this research financial cost. The financial cost will be the

major factor that can slow down the progress of the study because the

researchers need money in order the information and materials such

as laptop or desktop to use anytime and internet.

Lack of information resources. Lack of information and

resources obtained by the researchers will be a problem to accomplish

this study. This is because the researchers need to find more articles,

journals and books as additional information.

The current research was delimited to the students of La Filipina

National High School especially to those who were previously identified

students of being absent. Teachers were also part of the delimitation

of this study for we will also get information from them about their

students' absenteeism. Also, the study was delimited in examination of

the effectiveness of the one in one out policy in the school.

The researchers did not include gender as delimitation because

this study is delimited to the students whatever gender they have.

Definition of Terms

Absenteeism. Absenteeism is a habitual pattern of being absent

from class, duty or obligations voluntarily or willful. Mostly,

absenteeism represents as the low performance of an individuals in

class. It does not include involuntary or occasional absence due to

valid causes, or reasons beyond one's control, such as accidents or

sickness.

Policy. A statement of principles or position that is intended to

guide or direct decision-making and operations that supports the

achievement of the institution's vision and objectives.

 Chapter II

METHODOLOGY

Presented in this chapter are the following: Research Design;

Respondents of the Study, Research Instrument, Data Gathering

Procedure, Validity and Reliability and Ethical Consideration

Research Design

This study used the explanatory sequential design which

consisted of two distinct phases. The first phase consisted of the

gathering and analysis of quantitative data in the form of survey

questionnaire and followed by the second phase, which consisted of

the gathering and analysis of qualitative data in the form of detailed or

in-depth interview.

Mixed methods research is a research design with philosophical

assumptions as well as methods of inquiry. As a methodology, it

involves philosophical assumptions that guide the direction of the

collection and analysis of data and the mixture of qualitative and

quantitative data in a single study or series of studies. Its central

premise is that the use of quantitative and qualitative approaches in

combination provides a better understanding of research problems that

either approach alone. (Creswell and Plano Clark 2007: 5)

In general, mixed methods research represents research that

involves collecting, analyzing, and interpreting quantitative and

qualitative data in a single study or in a series of studies that

investigate the same underlying phenomenon. Leech N, Onwuegbuzie

A, (2008) A typology of mixed methods research designs, Quality and

Quantity, 43(2), March, pp. 265-275.

Sequential Explanatory Design

QUAN QUAL
DATA INTERPRETATION
DATA
COLLECTION COLLECTION OF ENTIRE
DATA DATA
ANALYSIS ANALYSIS
ANALYSIS

Figure 2. Sequential Explanatory Design

Figure 2. For quantitative research, the researcher depends on

numerical data taken from the responses from the respondents '

survey questionnaire answers.

 Then, qualitative research defines as “a form of systematic

empirical inquiry into meaning” Shank (2002) (p. 5). By systematic he

means “planned, ordered and public”, following rules agreed upon by

members of the qualitative research community. By empirical, he

means that this type of inquiry is grounded in the world of experience.

Inquiry into meaning says researchers try to understand how others

make sense of their experience. Denzin and Lincoln (2000) claim that

qualitative research involves an interpretive and naturalistic approach:

“This means that qualitative researchers study things in their natural

settings, attempting to make sense of, or to interpret, phenomena in

terms of the meanings people bring to them” (p. 3). It will be applied

in this study to ask and gather students’ experiences regarding

absences as well as the implemented policy.

Research Activity Diagram

Reviewing the Literature

Development and Validation of the Research Instruments

Conducting survey

Interview with Selected Students

 Quantitative and Qualitative Data Analysis

Writing the Report

Figure 3. Research Diagram

Locale of the Study

This study was conducted in La Filipina National High School

located at Purok 3-A, Brgy. La Filipina, Tagum City. It is one of the

secondary schools under the Division of Tagum City. It primarily caters

the seven (7) neighboring elementary schools in Tagum City namely:

Suaybaguio-Riña Elementary School, Florentino Catalan Elementary

School, Mesaoy Elementary School, Col. Rosalio C. Saludares

Elementary School, Union Elementary School, Magdum Elementary

School and La Filipina Elementary School.

Research Instrument

The research questionnaire was performed in this study to

determine the efficacy of One-In One-Out policy in decreasing the

numbers of students’ absences at the La Filipina National High School.

The questionnaire is used to gather information from

respondents that consists of a series of questions and other prompts.

In order to measure the effectiveness of One-IN One-Out policy,

the researchers used the Likert Scale.

Respondents of the Study

 This research uses purposive sampling to determine the

respondents. Since it is purposive, the researcher picked their

respondents based on their gender, abilities and reliabilities to the

problem.

This study composed of 135 male respondents from Grade 11

students in La Filipina National High School.

Table 1
Distribution of Respondents

Percentage
Grade Level Population Sample Size

8.51
7 936 85

8.26
8 908 82

7.53
9 828 75

6.19
10 681 62

3.10
11 341 31

2.92
12 321 29

Total 4,021 364 36.57

Data Gathering Procedure

The first step before going to the proper research is to file a

letter of request. Many times, the letters were checked for formality
and pleasure. Upon acceptance, the researchers obtain the letter of

request from the head of the school, department heads and other

faculty members required before performing the study.

The researchers sent a letter to the student advisers who are

under surveillance. The student's responses were given sufficient time

to respond to the researchers ' questionnaires. It is to determine the

effectiveness of the policy.

Data Analysis Procedure

A practical approach to defining data is that data is numbers,

characters, images, or other method of recording, in a form which can

be assessed to make a determination or decision about a specific

action. Many believe that data on its own has no meaning, only when

interpreted does it take on meaning and become information. By

closely examining data we can find patterns to perceive information,

and then information can be used to enhance knowledge (The Free

On-line Dictionary of Computing, 1993-2005 Denis Howe).

Phase I. Quantitative

The first stage of analyzing data is data preparation, where the

aim is to convert raw data into something meaningful and readable. It

includes three steps: (1) Data Validation. The purpose of data validation

is to find out, as far as possible, whether the data collection was done as per

the pre-set standards and without any bias. It is a four-step process, which
includes… (a)Fraud, to infer whether each respondent was actually

interviewed or not. (b)Screening, to make sure that respondents were

chosen as per the research criteria. (c)Procedure, to check whether the

data collection procedure was duly followed. (d)Completeness, to

ensure that the interviewer asked the respondent all the questions,

rather than just a few required ones. (2) Data Editing. Typically, large

data sets include errors. To make sure that there are no such errors,

the researcher should conduct basic data checks, check for outliers,

and edit the raw research data to identify and clear out any data

points that may hamper the accuracy of the results. (3) Data Coding.

This is one of the most important steps in data preparation. It refers to

grouping and assigning values to responses from the survey.

The second stage is Descriptive Statistics. Typically descriptive

statistics (also known as descriptive analysis) is the first level of

analysis. It helps researchers summarize the data and find patterns. A

few commonly used descriptive statistics are: (a) Mean: numerical

average of a set of values. (b) Median: midpoint of a set of numerical

values. (c) Mode: most common value among a set of values. (d)

Percentage: used to express how a value or group of respondents

within the data relates to a larger group of respondents. (e)

Frequency: the number of times a value is found. (f) Range: the

highest and lowest value in a set of values. Descriptive statistics

provide absolute numbers. However, they do not explain the rationale

or reasoning behind those numbers.

Phase II. Qualitative

To assess the answers of the participants, the researcher used

the Narrative analysis: This method is used to analyze content from

various sources, such as interviews of respondents, observations from

the field, or surveys. It focuses on using the stories and experiences

shared by people to answer the research questions.

Validity and Reliability

To substantiate the validity, the qualified validators reviewed the

survey questionnaire. The validators gave their views on what should

be modified and if there is somewhat wrong with the researchers’

questionnaire.

After giving opinions, the validators graded the questionnaire. We

also performed a pilot study, where we gave sample questionnaires to

students and they tested and made a decision if it’s successful or right.

All parties’ advice had been used to finalize this study’s questionnaire.

Ethical Consideration

During all processes of this research, aggregate student data

were used to determine the relationship among student demographic

such as grade level, ethical groups, socioeconomic status, English

proficiency and chronic absences in La Filipina National High School.

The researchers ensure that the individual subjects remained

anonymous. The information collected did not include any information

that can give a hint of the student's identity. Hence, potential student

identifiers, like the student's name, classroom identification or address

were not included in the collection of data.

Chapter III

RESULTS AND DISCUSSION

This chapter discusses the results of the collected data, as well

as the detailed review of the study findings, which includes the

interpretation and implications of these findings.

The findings were described and analyzed under the following

subheadings: Means and Standard Deviation on the level of

effectiveness of the policy in decreasing the absences of the students.

LEVEL OF EFFECTIVENESS OF ONE-IN, ONE-OUT POLICY

TABLE 1
Level of Effectiveness of ONE-IN, ONE-OUT Policy In Terms of
Decreasing Absenteeism
Item
Statements Mean SD Description
No
How frequent do you experience
1 2.16 1.07 High
absences?
 Before implementing One In One
2 Out Policy, how frequent do you 1.94 1.07 High
absent?
After implementing One In One
3 Out Policy, how frequent do you 1.89 1.07 High
absent?
How frequent does One In One
4 Out Policy made you think to 1.96 1.09 High
absent?
Have you experience attending
5 1.86 1.10 High
class only half of the day?
How often do you absent in the
6 1.78 1.10 High
morning class before the policy?
How often do you absent in the
7 morning class after the 1.79 1.07 High
implementation of the policy?
How often do you absent in the
8 afternoon class before the 1.78 1.11 High
implementation of the policy?
How often do you absent in the
9 afternoon class after the policy 1.71 1.08 High
was implemented?
Over-all 1.88 1.09 High

Range of Means Description

4.50 – 5.00 Very Low
3.50 – 4.49 Low
2.50 – 3.49 Moderately Low
1.50 - 2.49 High
1.00 – 1.49 Very High

Table 1 shows the means and standard deviations on the level of

One-In, One-Out policy in terms of absenteeism, implementation and

effectiveness. It can be seen in the table the first question was about

the students’ experience of absences which has (Mean=2.16,

SD=1.07) and describe as High, which means that the students have

experienced more absences in general, whether the policy was

implemented or was not yet implemented. The second question is

about the students’ absences when the policy was not yet

implemented and has rating (Mean=1.94, SD=1.07) and described as

High, this means to say that the students before the policy have

experienced more absences. The third question is about the students’

absences as the policy was implemented with the ratings (Mean=1.89,

SD=1.07), and described as High, it means to say that the absences of

the students were lessen since the Mean after the policy is lower than

the Mean before the policy. The fourth one is about the frequency on

how frequent the students think of having half day (Mean=1.96,

SD=1.09) and described as High, which means that the student think

to have half day frequently. The fifth question is about the experience

of the students who attend class only half of the day (Mean=1.86,

SD=1.10) and described as High, which means that the students

agreed that they attend class only half of the day. The sixth question

is about absences of the students in morning class before the policy

(Mean=1.78, SD=1.10) and described as High, this means to say that

students frequently take absences during morning class. The seventh

one is about the absences of the students in morning class after the

policy (Mean=1.79, SD=1.07) and described as High, which means

that the students still have absences in the morning class. The eighth

question is about the absences of the students during afternoon class

(Mean=1.78, SD=1.11) and described as High, this means to say that

the students take absences more during afternoon class. The ninth

question is about the absences of the students during afternoon class

after the policy (Mean=1.71, SD=1.08) and described as High, and

since the Mean of absences of the students during afternoon class

after the policy is lower than before the policy, it means that the

absences during afternoon class were lessen. The overall mean rating

is 1.88 with a standard deviation of 1.09 describing it as High. This

means that the implemented policy is effective in terms of decreasing

the numbers of the students’ absences.

LEVEL OF IMPACT OF THE ONE-IN, ONE-OUT POLICY TO

STUDENTS
TABLE 2
Level of Impact of ONE-IN, ONE-OUT Policy to Students

Item
Statements Mean SD Description
No
How will you rate the impact of
1 the One In One Out Policy to you 3.71 1.16 High
as a student?
Based on my observation, the
Moderately
2 absences of my classmates were 3.46 1.15
High
lessen due to the policy.
The number of my absences
3 decreases after the policy was 3.67 1.25 High
implemented.
One in one out policy is effective
4 in decreasing the numbers of 3.79 1.21 High
absences.
One in one out policy is the
5 3.68 1.24 High
solution for absenteeism.
 The policy must continue because
6 it solved the problem of 3.72 1.19 High
absenteeism.
The policy must stop because it is Moderately
7 2.58 1.29
not the solution for absenteeism. High
Absenteeism is one of the factors
8 3.78 1.24 High
why the policy was implemented.
Over-all 3.55 1.27 High

Range of Means Description

4.50 – 5.00 Very High
3.50 – 4.49 High
2.50 – 3.49 Moderately High
1.50 - 2.49 Low
1.00 – 1.49 Very Low

Table 2 shows the Statistical Data on the level of the impact of

One-In, One-Out policy to students. It can be seen in table with

question number 1 is the impact of the policy to the students

(Mean=3.71, SD=1.16) and describe as High, this means that the

students agree with the implemented policy. The second question is

what the students observed regarding with the absences of their

classmates when the policy was implemented (Mean=3.46, SD=1.15)

describing it as Moderately High, which means to say that the students

agreed that the absences of their classmates were lessen because of

the implemented policy. The third question is about their own

absences when the policy was implemented (Mean=3.67, SD=1.25)

and described as High, this means to say that the students agreed that

the policy help their absences to decrease. The fourth question is

about the effectiveness of the policy (Mean=3.79, SD=1.29) describing

as High, which means that the students agreed that the policy is

effective in terms of decreasing absences. The fifth question is about

the policy as a solution (Mean=3.68, SD=1.24) and described as High,

this means that the students agreed the solution for absenteeism is

One-In, One-Out Policy. The sixth question is about the policy to be

continue as it solved the problem (Mean=3.72, SD=1.19) describing it

as High, this means to say that the students wanted to continue the

policy because they agreed that it solved the problem about

absenteeism. The seventh question is about to stop the policy for it

does not help (Mean=2.58, SD=1.29) and described as Moderately

High, which means that there are still some students who wanted the

policy to stop. The last question is about the absenteeism as a factor

to implement the policy (Mean=3.78, SD=1.24) describing it as High,

this means that the students agreed that because of absenteeism, the

policy was implemented.

The overall mean rating is 3.55 with the standard deviation of

1.27 and is described as High, the overall ratings mean that the

students’ observation to the policy is it is effective. The students

agreed that the policy is the solution for absenteeism and it is effective

in decreasing the absences of the students.

Qualitative

The phenomenological approach was used in the qualitative part

of the study to explore the effectiveness of the policy to the students-

participants in the study. It generally focused on determining the

views of the students based on their experiences having this One-In

One Out Policy.

The students were asked why One In One Out policy helps to

decrease absences. The emphases of the phrase “can’t go outside”

were mostly mentioned by the participants, as quoted:

“The one in one out policy prohibits the students to go outside of the

school every lunch time or every class hour unless one of their parents

or guardians will pick them up.(S001)”

“For me bro, because of one in one out policy…it helps to lessen and

decrease the absences…because we can’t go outside during lunch

time.(S004)”

The participants also noted the significance and positive effect of

the One in One Out policy in terms of minimizing the numbers of

student’s absences. Aside that they can’t go outside the campus,

students saw that the guards were so strict to the students. As one

student revealed:
“They are not allowed to go outside during lunch time and do a cutting

class because the guards are so strict on students.(S002)”

The policy affects the students’ behavior regarding absenteeism.

They say that the policy improved the good behavior of the students.

As two of the students described their observation:

“I think…there’s an improvement of good behavior and it’s good

because they can’t absent during afternoon.(S003)”

“Because they can’t go outside the campus during afternoon then…

they realize that the only thing they can do is to stay inside the

classroom…and read the books.(S004)”

The students were ask why do they take absences. Having a

fever is of the common reason why they take absences. As the

participants said:

“Am…I only absent if it’s necessary or like when I’m sick because it’s

hard to force myself to go to school if I don’t really feel well.(S001)”

“If I have a fever.(S002)”

“Actually, I’ll be absent if it’s an important matter, like emergency and

if I get sick.(S004)”

After the policy implemented, the students often take absences.

The level of absenteeism became rare. As the students remarked:

“It became Rare.(S001)”

“Once.(S002)”

“I think once a week, no…it’s only once a month.(S004)”

Chapter IV

Summary, Conclusion, and Recommendation

This chapter will be the summarization of the results from

gathered and collected data, as well as the conclusion of the study.

SUMMARY OF FINDINGS

The closed campus has been defined as the condition relative to

the school grounds whereby pupils attending the school are not

permitted to leave the school grounds from the time they arrive in the

morning until the time they leave after the close of school in the

afternoon, with certain exceptions. (Brandes, 2010)

The main objective of this study is to determine and find the

effectiveness of One-In, One-Out policy in terms of absenteeism

solution.
 The respondents and participants were Grade 7 up to Grade 12

of La Filipina National High School.

The researchers distributed researchers-made-questions to all

respondents and ask researchers-made-question to all the participants

during the interview about the students’ absenteeism and the

implemented policy to the school.

For us to get the results and findings of the study, the

researchers computed the overall mean of the survey result. The

independent variable of the study is One-In, One-Out Policy and the

dependent variable is Number of Absenteeism.

The first part of the questionnaire is all about the level of

effectiveness of One-In, One-Out policy, the findings of this were

summed up and resulted to have the mean rating 1.88 which

described as High. This means to say that the effectiveness of the

policy is high as well. The second part of the questionnaire is all about

the level of impact of the policy to the students, in which, the students

were asked questions regarding the policy whether they agree or not,

the researchers computed the data and results to the mean rating

3.55 and described as High, this means to say that the students also

believe that One-In, One-Out policy is the solution from absenteeism.

The main identification findings of the study that was presented I

this chapter is that students are experiencing numbers of absences,

but due to the implementation of One-In, One-Out policy, the numbers

of absences were lessen and decreased.

CONCLUSION

The following were drawn below is based on the above

mentioned study findings:

1. The level of students’ absenteeism

2. Implementation of One-In, ne-Out POlicy

3. Students’ absences before and after the implementation of One-

In One-Out Policy

4. The effectiveness of One-In One-Out Policy

5. The impact of One-In One-Out policy

RECOMMENDATION

Attendance is empirically related to achievement and academic

outcomes (Gottfried 2011; Gottfried and Kirksey 2017; Roby 2004). As

early as kindergarten, school absences lower subsequent achievement

levels (Chang and Romero 2008). The effects are immediate: students

who are chronically absent as kindergartners are more likely to be

chronically absent in first grade (Romero and Lee 2007), fall behind in

English language arts (Ready 2010), and score poorly on tests (Chang

and Romero 2008).

 The researchers have revealed and found that before the

implementation of the policy, the students have high numbers of

absences, and it was only decreased by the time that the policy was

implemented inside the school campus.

The researchers also believed that the attendance of the

students is very important because it is one of many ways to be

educated, if a person is inside the class during the lesson discussion,

the person will gain information and become a knowledgeable person.

But if a person does not attend class, the student will miss many

lessons that the student must learn. Therefore absenteeism must be

put an end, and as showed statements above, the policy is slowly

putting an end to absenteeism.

Chronic absenteeism will cease to be a strong correlate of other

educational outcomes if schools do not provide effective instruction to

all students. Present research suggests chronic absenteeism is strongly

negatively related to educational success, but if schools find ways to

improve attendance just to meet a goal and without using that

instructional time to raise achievement, the metric will mean less.

La Filipina National High School is lucky enough that the school

have found a good and effective policy in order to improve the

attendance of the students.

 The researchers suggested that One-In One0Out policy must

continue for the researchers have found out its effectiveness in terms

of decreasing the absences of the students, because Chronic

absenteeism is an acute problem for certain students and it is

important to have solution for this kind of problem.

REFERENCES

Putnam, D. (2014). The Closed Campus Approach.

Lichtman, S. (2016). Open/Closed Campus: improving Academic

Performances

Miura, M. (2009). Open Campus Lunch

Kwayu, A. (2014) Perceptions of Secondary Students on School Rules

and Regulations.

Garcia, E. and Weiss. Elaine. (2018). Student Absenteeism

Jacob, B. and Lovett, K. (2017). Chronic Absenteeism: An Old Problem

in Search of New Answers.

Leech N, Onwuegbuzie A, (2008) A typology of mixed methods

research designs, Quality and Quantity, 43(2), March, pp. 265-275.

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Gottfried, Michael A., and J. Jacob Kirksey. 2017. “‘When’ Students

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Chang, Hedy N., and Mariajosé Romero. 2008. “Present, Engaged,

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