CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, statement of the

problem, conceptual framework, scope and delimitation,

significance of the study and definition of terms.

INTRODUCTION

The face-to-face class or the traditional mode of

learning is a key factor to aid the barriers of effective

communication between students and teachers. In face-to-face

classes, teachers can easily interact and assist students' needs

or questions regarding the lesson. Attending face-to-face class

is ideal for facilitator of learning to nurture the mind of the

students especially in transitioning from online classes to face

to face classes. Face-to-face classes have a significant role

because they improve the knowledge of each student. Failure to

attend face-to-face classes will result in no benefit to the

students, especially when answering their learning tasks or

activities.

The recent survey of the Department of Education in the

Philippines Page 4 Conel 106 indicated that 1 out of 10 children

are considered as constant absent from school. The rate of

student absences was 4.5%, quite high and increasing, and is

highly observable in middle schools (Cepada & Grepon, 2020).

According to Komakech and Ossu (2014), most of the students

1
remain absent from school because of lack of materials of

lessons, obligation of working to other places, lack of attention

at home and school, sexual abuse, living far away from school,

illness or epidemic, death of the family members or relatives,

peer influence and violence. Moreover, Balfanz and Byrnes (2012)

have found that most of the students are absent from school

because of illness. Despite the various obstacles that students

go through when entering school, the researchers also want to see

the importance of entering school and the consequences if the

students are unable to attend face-to-face classes. According to

Kearney and Graczyk (2014), students who attend school regularly

can be successful in their future professional lives through

achieving work-related skills such as persistence, problem-

solving, and the ability to work with others to accomplish a

goal. The researchers chose this topic to illustrate that every

student needed to attend classes. Students who always attend

class get higher grades (Kirby & McElroy, 2003). In connection to

the study of Khalid (2014), it was found that not attending

classes causes students to withdraw from graded activities. They

also perform poorly on class tests and have lower grade point

average. Students are unable to prepare and complete assignments

on time, which can affect student grades.

This current study is concerned with investigating the

desire to reduce absenteeism and increase the number of students

attending school. The researchers conducted this study and show

the challenges in attending classes that increase the rate of

2
absenteeism. This research study helps to encourage students,

particularly La Patria College Senior High School students, to

attend their face-to-face classes to cope with the lesson.

Researchers chose this topic because many young people are

already disinterested in their classes and are no longer

attending them because of many challenges. Researchers have gone

over each question and addressed it for students to be informed

of the consequences of missing classes. The researchers chose

this topic to illustrate the importance of attending classes. The

researchers raise awareness of the importance of attending face-

to-face classes to learn something from the lesson because there

are harmful effects of not attending their classes. In the

previous paragraphs, it mentioned the importance of face-to-face

classes and even what the effects of not attending classes are.

Students are affected if they are always absent from class. But

it is not known the reason. Therefore, it is also important to

know what the student is going through, why students sometimes do

not attend class. If a student missed even one day of school, the

student misses ‘opportunities to listen to others, explain and

learn lessons, and interact with the class (Genteroy, 2016).

The researchers noticed that the study about the challenges

about not attending classes has already been studied by Ocak,

Ocak, and Baysal (2017) in their study titled “The cause of

absenteeism of high school students”. The findings show the

causes of students’ absenteeism are not related to school,

students themselves and their parents. However, students'

3
absenteeism is caused partly by psychological reasons. In the

study mentioned it is based in Turkey. Meanwhile, this study

conducted in the Philippines specifically at La Patria College

Senior High School Department. The previous study will only look

for the causes of absenteeism of the students, and this study is

focused on the reason for it and on the importance of attending

face-to-face classes and its effects.

Due to the significance of the students' participation in

class discussions, this research must be pursued immediately. The

researchers also want to help students who face several reasons

for not attending class by presenting this study. The researchers

chose this topic to illustrate that every student needed to

attend their classes. The challenges in attending face-to-face

classes among Senior High School students is the study conducted

to find out the reasons, consequences, and effects of not

attending classes.

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

I.Attending Face-to- Assessment of the The result of the

face classes challenges in study
• Reasons for not attending face-to-
attending face-to- face classes among • Know the reasons
face classes. Senior High School of some students
• Consequences of students at La why they are
not attending Patria College unable to attend
classes. classes.
• Effects of not • Data Gathering • Know the
attending classes. -Permission Letter consequences and
-Letter to the effects of not
II. Variables of the respondents attending face-
study -Floating of to-face classes.
survey
• Student’s
questionnaire
Attendance
• Analyzing the data
using statistical
and Thematic 4
analysis
 • Face-to-face Using statistical

Classes and thematic

analysis
• Absenteeism

FEEDBACK

Figure 1. Paradigm of the Study

The researchers used INPUT PROCESS OUTPUT (IPO) for their

conceptual framework. In the input section, it contains what the

researchers will find based on their study. It contains the

questions in statement of the problem and the variables which

will be used to find the review of related literature and studies

of the study.

In the process section, the researchers will do the same

as how to collect data and this is through the visiting websites

or previous studies about the effects of student’s attendance,

distribution of survey questionnaires, statistical treatment, or

computation, and analyzing and interpreting the collected data.

For the output section, here is the possible outcome to be

known from the analysis of the collected data. The challenges of

students of not attending classes, some reasons of students for

not attending face-to-face classes, and the importance of

attending face-to-face classes will be known.

5
 In the feedback section, it indicates that the input and

the output section are connected to each other. The output shows

the findings answered from the input section.

STATEMENT OF THE PROBLEM

The study focuses on the challenges in attending face-to-

face classes among senior high school students. Specifically, it

aims to answer the following questions:

1. Why are the reasons why students unable to attend face-to-face

classes?

2. What are the consequences of not attending face-to-face

classes?

3. What are the effects of not attending classes on the students’

academic performance?

HYPOTHESES

There are difficulties in attending face-to-face classes that

make students unable to attend it.

Student attendance is important and has a positive relationship

with academic performance.

SIGNIFICANCE OF THE STUDY

This study focuses on identifying and explaining the

challenges in attending face-to-face classes among Senior High

School students and the effects and consequences of not attending

classes. This study will be useful in the following:

6
Students. This study will help the student to overcome the

challenges cause them of not attending their classes.

Parents. Through this study, parents will encourage and emphasize

to their child the importance of attending classes.

Teachers. The teacher will determine the students' difficulties

in attending classes. It will guide the teachers to know what

they can do for those students who cannot attend the class so as

not to miss the discussions.

Future Researchers. The findings of this research study will

guide future researchers who also want to conduct similar

research to this study, and it will serve as their reference.

They can use this research study as their research gap if they

want to conduct study related to this such as conducting it more

widely or covering all departments in the school.

School Administrator. The school will know the challenges in

attending face-to-face classes among Senior High School students

in attending classes. So that they will know what they should do

to help students who face difficulties in attending face-to-face

classes.

SCOPE AND DELIMITATION

The focus of this study refers to the challenges faced by

some La Patria College senior high school students in attending

face-to-face classes, how important it is for students to attend

face-to-face classes, as well as the consequences without

attending on it. This study was conducted during the school year

7
2022 to 2023. Before the researchers can collect data, they must

first go through various processes. The researchers are required

to first write a letter of approval to the school principal. Once

this is collected, the researchers will be used for respondents.

There are only 30 respondents because the only respondents are

the selected LPC SHS students who experienced to not attend the

class (even excuse) because the researchers believe that those

who have experienced not being able to attend class should be the

respondents because they can better provide the data or

information that the researchers need through their answer in a

survey questionnaire. The researchers will distribute it during

their research class consultation hour. The survey questionnaire

contains questions that will provide qualitative and quantitative

data. Respondents will be given free time to answer the survey

questionnaires. After the data is collected, Thematic analysis

will be used for qualitative data. For the quantitative data, the

researchers will use the descriptive method (the descriptive

method is the research design used in this study). The

quantitative part will use statistical computation or treatment.

After conducting the analysis, the data will be interpreted based

on the results of the data collected.

This study will only be delimited to the students at La

Patria College under the Senior High School Department only.

DEFINITION OF TERMS

Absenteeism. It refers to a student being absent from school.

8
Challenges. It refers to a statement or fact that explains what a

person is dealing with in a situation, why someone does, thinks,

or says something, or why they act in a certain way.

Face-to-face Class. It refers to the actual student attendance in

classes within classrooms; the teacher instructing the students

face to face.

Impact. It can be defined because of an action taken or another

cause.

Students’ Attendance. It refers to the Numbers of days and time

the student attended class.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

and studies, discussing the student’s attendance, face-to-face

class/ traditional learning, absenteeism, and synthesis.

STUDENTS’ ATTENDANCE

According to Moores et al. (2019), attendance is seen as

an indicator of how engaged students are with their classes and

as being essential to their success. It has been demonstrated

that a supportive school environment lowers absenteeism and

fosters academic performance (Daily et al, 2020). No matter how

talented or entertaining they may be, teachers can only affect

students' learning if they are present in the class (Joseph et

al, 2014). Informing students about the impact of attendance on

academic success is especially important for prospective students

and students who are not as academically stable (Aden et al,

2013). Regular absences from class can lead to negative behavior

and dropout rates for students (McConnell et al, 2014). Students

attending school is important for them to succeed as individuals

(McGahee, 2019). Students who attend school regularly can be

successful in their future professional lives through achieving

work-related skills such as persistence, problem-solving, and the

ability to work with others to accomplish a goal (Kearney and

Graczyk, 2014). As indicated by Crede et al., (2010) Class

participation in school and school grades uncovers that

participation has solid associations with both class grades.

10
Because of these connections, class attendance is a better

predictor of college grades than any other known factor,

including scores on standardized admissions tests like the SAT,

high school grade point average, study habits, and study skills.

Due to its weak relationship with student characteristics like

conscientiousness and motivation and its relative independence

from SAT scores and high school GPA, the findings also

demonstrate that class attendance explains a huge portion of the

unique variation in college grades. Compulsory participation

strategies emphatically affect normal grades. Cheruvalath (2017)

says that going to classes helps students learn to understand

other people's points of view and helps them interact with their

peers in a way that is more adaptable. In a classroom,

interaction between teachers and students and between students

and teachers facilitates students' participation in various class

activities, requiring them to respect human values.

School attendance problems (SAPs) are diverse in terms of

their causes and ways that they manifest (Heyne et al, 2019).

Therefore, the study's purpose was to look at measures to prevent

future attendance problems (McConnell et al, 2014). Complex and

important predictor of a children and adolescent's health and

development is school attendance and issues with attendance

(Kearney et al, 2021). School-aged children, families, educators,

and clinicians struggle with school refusal and other attendance

issues (Chu et al, 2019). According to Fadelelmoula (2018),

students' academic performance improves when they attend

11
lectures, so a mandatory attendance policy is essential. The

final grades of students who attend more classes are higher.

TRADITIONAL LEARNING

According to Wright (2017), face-to-face classes are the

interaction between the lecturer and students in the class.

According to DiMaggio (2012) the enactment of class in face-to-

face interaction; such work also complicates this endeavor by

highlighting the analytical and practical ambiguity of "social

class," such that one cannot simply apply techniques that have

been successful in examining interactions among people of

different races or genders to the study of cross-class

interactions. In most cases, social scientists define social

class and related concepts in terms of things like occupation,

income, number of years in school, and home ownership. However,

social interactions, which result in the orderings that our

variables index, are characterized by inequality in humans. By

watching how other people interact with us, we can determine

where we stand: whether they are respectful or dismissive;

interested in or uninterested in our opinions or desires; or open

to intimate conversation.

According to Gerald Burch, et al. (2016) declarative and

procedural knowledge were not statistically significantly

different for face-to-face or web-based instruction, according to

a one-way analysis of variance of the mean. However, even though

these outcomes were not specifically targeted as learning

outcomes, students in face-to-face sections reported higher

12
attainment of cognitive intelligence competencies, social

intelligence competencies, overall student engagement, emotional

engagement, cognitive engagement in class, and cognitive

engagement outside of class. According to Wright (2017) the

advantage of Face-to-face classes are valued classroom

interaction with the lecturer and peers, and input from the

lecturer, more students equated in-class lessons with higher

motivation and more interest. For many students now that are

going to school requires attending classes, but they are also

juggling their work and family commitments (Kemp, 2020).

Attending classes is important for every student to attain

the learning which leads them to be more competent and successful

in class (Elis, 2016). Face-to-face learning increases

motivation. Since the activities and resources offered by

teachers are varied, experimental and students are stimulated

through interaction. It also increases students' participation

and responsibility without ignoring particularities within

individual development (Lopez & Vargas, n.d). In face-to-face

class the teacher and students are in the same place together.

The traditional classroom has the significant advantage of face-

to-face interaction between the student and teacher. Students get

motivation from the teacher (Traditional Learning Article of Iowa

State University, n.d). Students benefit from attending class in

terms of grades and learning outcomes. The connection between

participation approaches and genuine talk participation and the

13
connection between these class strategies and learning results,

regardless, has not been as obviously settled (Rendlemen, 2017).

ABSENTEEISM

Absenteeism refers to the habitual absence of an employee

or person from activities. This is usually intentional and does

not have any good reason. This goes beyond the usual absence due

to anything related to things like occasional illness, vacation,

and other personal time (Folger & Stapleton, 2021). Absenteeism

is the term for habitual absence from the workplace that is

unplanned and unannounced. Absenteeism also includes partial

absences such as being late, leaving early, and even extended

lunches (De Luca, 2023). The practice or habit of not attending

class is known as absenteeism. It is without a valid reason

absent from school (Cepada & Grepon, 2020).

Understudying truancy keeps on being one of the main

hindrances keeping instructive foundations from arriving at their

objectives. The academic and social development of students is

negatively impacted by absenteeism. It obliterates the

connections among understudies and educators and the connection

between the school and guardians. Learning disabilities make

classroom management difficult for teachers, and schools are

falling short of their objectives. As a result, school

administrators waste time and resources dealing with absenteeism

procedures rather than focusing on educational topics (Akkus &

Cinkir, 2022). However, as stated by Hidayat et al. (2012) In

their study on the relationship between academic performance and

14
absenteeism among pharmacy students, they discovered that it has

become increasingly challenging to determine the impact of

attendance in large lecture courses and that absenteeism from

class among pharmacy students is becoming a growing concern. In

their study, there was a negative correlation between students'

course performance and the number of hours they missed from a

course. Low performers were more likely to miss class than high

performers if it was before or after an exam or if they did not

believe their attendance affected their performance. The findings

in their study further the understanding of the reasons for

students’ absenteeism in a college or school of pharmacy setting.

Finally, the study's findings have repercussions for classroom

attendance policies, professionalism, and attitudes.

According to Cepada & Grepon (2020), Success is heavily

influenced by one's level of education. Students' absenteeism, on

the other hand, harms students' chances of achieving their

educational objectives. The likelihood of dropping out of school

can increase due to absenteeism. In terms of providing support

and keeping an eye on their children's attendance and performance

at school, parental involvement was deemed crucial. According to

their research, parental involvement in school was strongly

associated with absenteeism. As a result, student absenteeism

increased as parental involvement decreased. Parental involvement

had a significant impact on absenteeism, both at home and in

school. On the other hand, there was no significant difference in

the perceptions of parental involvement held by the students and

15
their parents. According to the data, both parents and students

viewed parental involvement as a significant factor in the

students' ability to pursue their education. Middle school

students in a public school's absenteeism have been correlated

with parental involvement in school and at home. Parental

contribution at home empowers the guardians to take great

consideration of their kids and show supporting the students'

scholastic undertakings. Parents' involvement in the classroom

also has a significant impact on their children. Students' self-

worth and self-esteem are enhanced when their parents attend

school.

SYNTHESIS

The variables are presented in both related literature and

related studies. This review provides information or guidance for

researchers to develop a research study to be conducted. The

findings of the collected review of the relevant literature

revealed the students’ attendance, face-to-face or traditional

learning, and absenteeism.

In today’s era, it is important for every student to attend

face-to-face classes or lectures administered by the school.

There are many benefits of attending face-to-face classes because

each student continues to learn the lessons. Attending class

always provides new knowledge about the content of the book

because the instructor may discuss the examples or applications I

have not yet seen. Face-to-face class concepts may be presented

16
in an unusual way than the text. And students’ questions may

clarify or provide new knowledge. But there are still students

who find it difficult to attend classes due to several reasons.

As a result, students also have difficulty understanding their

lessons and the possibility of getting a low grade. The knowledge

gained by students who always attend face-to-face classes is

quite different from students who do not attend face-to face

classes or discussions. So, it is important to join the class

discussion because it will help every student.

17
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the research design, research locale,

research respondents, research instruments, data gathering

procedure, and treatment of data.

RESEARCH DESIGNS

The researchers will make use of the descriptive research

design for quantitative data. According to Shona MacCombes

(2019)” Descriptive research aims to describe a population,

situation, or phenomenon accurately and systematically. It can

answer what, where, when and how questions, but not why

questions.” This design matched the study, as this study focuses

on knowing the challenges in attending face-to-face classes among

senior high school students, and how student’s attendance really

affects the students.

On the other hand, the researchers will make use of the

phenomenological research design for qualitative data. According

to Delve (2022), “Phenomenological research design requires the

researcher to bracket whatever a priori assumption they have

about the experience or phenomenon. In simpler terms, researchers

use phenomenological research designs to understand a

phenomenon’s universal nature by exploring the views of those who

have experienced it.” It can be used to describe the effects of

student’s attendance in class (face-to-face) discussions, reasons

for not attending class, and the effects of absenteeism.

18
RESEARCH LOCALE

This research study was conducted at La Patria College,

Santiago City, Isabela, Philippines.

La Patria College is a private school in Santiago City,

Isabela. It used to be called Patria Sable Corpus College. The

Sable Fashion School (SFS) was established in 1947 by Patria

Sable Corpus and Dominador R. Corpus. Ms. Corpus was in charge of

both the dressmaking and tailoring short courses at the SFS;

later, it offered additional short courses with a vocational

focus. After receiving government recognition in 1964, the school

was renamed Sable Vocational Academy (SVA), Inc. Twenty-nine

years later, SVA established a partnership with the Nueva Vizcaya

Computer Center (NVCC) to offer computer courses. The Patria

Sable Corpus College was established the same year that SVA was

granted college status. In 2018, the school changed its name to

La Patria College (LPC). Computer Science, Industrial Technology,

Engineering, Accounting, Business Management, Hospitality

Management, Criminology, and Teacher Education are among the

undergraduate programs offered by the college. The school also

offers technical-vocational courses approved by TESDA for those

interested in earning a National Certificate (NC). Additionally,

the Academic and Technical-Vocational-Livelihood (TVL) tracks are

offered by LPC's Senior High School (SHS) department.

RESEARCH RESPONDENTS

The study's population is composed of students at La Patria

College Senior High School department who were not attending

19
face-to-face classes (excused or absent from class discussions).

They are the respondents in this study because they fit into it.

They know what the reasons for not attending classes are and the

consequences if the students do not attend their classes because

they experienced it. They can answer the instruments correctly

for the study is all about the reasons, effects, and consequences

of not attending classes.

Table 1. Respondents of the Study

STRANDS Number of total

respondents

ABM 10

HUMMS 10

STEM 10

TOTAL 30

RESEARCH INSTRUMENTS

A survey type of questionnaire was designed to find out the

opinion and experience of the students who tried not to attend

discussions or classes. The survey questionnaire contains

questions asked to individuals to obtain statistically useful

information about a particular topic (Roopa & Rani, 2012). The

survey questionnaire was chosen by the researchers because the

study aimed to determine the challenges in attending face-to-face

classes among senior high school students.

20
DATA GATHERING PROCEDURE

After the instrument has been approved by the research

instructor, the researchers will ask the principal of La Patria

College for permission. In the wake of getting consent, the

researchers will clarify and introduce the motivation behind this

study for the respondents, who are LPC-SHS students. The

distribution of printed questionnaires to ten respondents from

each senior high school department strand will be the method by

which the data will be gathered. This will be conducted in

person, with the researchers visiting the respondents in their

classrooms. After the survey, the responses will be analyzed and

interpreted.

TREATMENT OF DATA

After the respondents who are LPC SHS students answer the

distributed questionnaires and it is collected by the

researchers, their answer will be read, analyzed, and interpreted

using a Likert scale and thematic analysis.

In the part of quantitative data, the statistical tool the

researchers will use is Weighted Mean Distribution. Below is the

formula:

21
 Table 2: Formula of Weighed Mean Distribution

∑wiXi
𝑋̅w= ∑wi

Weighted Mean Where:

𝑋̅w = Weighted item
wi = weight of ith item X
Xi= value of the ith item X

Table 3: Likert Scale Interpretation and Distribution of Values

Point Scale Range Implications

4 3.26-4.00 STRONGLY AGREE

3 2.51-3.25 AGREE

2 1.76-2.50 DISAGREE

1 1.00-1.75 STRONGLY DISAGREE

This table (four-point Likert scale) is used as basis of the

visible effects of not attending face-to-face classes according

to the respondents and weighted mean distribution.

In the part of the qualitative questions or data, Thematic

Analysis Method was used to analyze the qualitative data to be

collected. Below are the steps of thematic analysis:

1. Transcribing

2. Coding

3. Categorizing

4. Formulating Themes

5. Data Verification

22
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the results of the data gathered by

the researchers. Moreover, the analysis is also presented under

this research chapter and the interpretation of data.

Table 4: Reasons of Students for Not Attending Face-To-Face

Classes

RESPONSES CODES THEMES

Ang reason kung bakit ako • Lack of money -Community

hindi nakaka-attend ng allowance to be living problems
klase ay kulang sa used in school.
pamasahe.

It is because of the lack

of money allowance.

The lack of money that they

cannot attend face-to-face
classes.

The students do not attend

in class because the
students are no allowance.

Dahil minsan ay walang

baon.

financial problem.

The students did not attend

the class because of lack
of financial.

Lack of money.

Dahil walang pamasahe o

pera pangpasok.

They have a financial

problem.

Lack of financial
23
assistance

malayo ang aming lugar. • Students live far

from the school.
Our home is far from
school.

Because of too many • Family problem

problems such as family
problems.

Family problems at home.

The reason some students • Having various -Health issues
are not attending the class diseases and
is because they are not ailments
good or having a sick.

For reasons that it hurts

us like fever or cold.

They have fever or they are

not feeling well.

When the student felt sick.

Hindi dumadalo minsan ang

estudyante dahil sa ito ay
may dinaramdam na sakit o
karamdaman.

Because they are sick.

Health issues

Because someone is bullying• Experiencing

them.
bullying

Table 4 shows the reasons why they are unable to attend

their classes. After analyzing the answers of the respondents,

two themes were formulated for not attending face-to-face classes

are community living problems and health issues.

24
 The first theme is community living problems. The table

based on the response of the respondents shows that some students

are going through these problems. Reason for the student not

being able to enter or attend class. In community living

problems, their responses included lack of finance, living far

from school, and family problems. Of those contained in community

living problems, most participants responded that lack of

allowance is the main reason for students for not attending

school. Meanwhile, some of the respondents said that the reason

for not attending class is because the student lives far from

school and having problems in the family also caused the students

to be unable to attend class.

The second theme is health issues. It means the student is

sometimes unable to attend class due to various diseases and

ailments and bullying. Not attending class is not only a problem

in the community, but illnesses or health issues are a big reason

for the student not to attend class. As mentioned in two codes

the various diseases and experienced bullying is the reasons for

students not to attend face-to-face classes. This table shows

community problems and health issues as reasons for students not

to attend face-to-face classes.

Table 5: Consequences of Not Attending Face-To-Face Classes

RESPONSES CODES THEMES
If you do not attend • Late to the - Poor Performance
classes or discussions, discussion
you do not know what they
are discussing.

25
They will miss the
discussions and
activities.

Outdated, not having the

exact explanation for the
information given.

hindi sila makakasabay sa

lessons.

Maraming mamimiss na
lessons.

They may skip some lessons

that the teachers teach to
their classmates.
Hindi makakasabay sa class

Nakakamiss din ako ng

lectures dahil dito minsan
hindi ko alam yung ibang
gawain.

I cannot relate to the

lesson.

The lowering of the grades

in your subjects and you • Having a low grade
may not be able to pass
because of being absent.

Low grades, drop-out, at

hindi makakapasa.

Their grades will be

failing.

26
Magiging mababa ang iyong
grade.

They are most likely to

fail or get low grades.

They will receive failing

grades if they are not
attending class.

Mababang grado, drop-out

• Difficulty
Lack of knowledge about understanding the
the lessons discussed if lectures
the students did not
attend face-to-face
classes.

Not being present at the

discussion led to not
having an idea about the
subject matter.

Nakakaapekto ito sa hindi

pagkaintindi sa isang
aralin.

Walang matututunan.

Hard to understand the

lectures.

Walang matutunan dahil

late na sa lesson.

Lack of knowledge about

27
the discussions.

Walang matututunan, at
walang malalaman.

• The activities and

They might not be able to quizzes will be
answer the quizzes because missed
they do not know what to
do.

Having a low score in

quizzes, low grade, unable
to participate in any
activity or performance.

Hindi ako nakakahabol o

nakakagawa ng activities.

They miss the chance to

take or complete their
activities.

Mami-miss ang mga quizzes

and activities.
May mga missed activities.

Table 5 shows the consequences of not attending face-to-face

classes. There are 30 respondents for this item. After analyzing

the answers of the respondents, a theme was developed by the

researchers in which it states that academic performance is

affected.

The only theme is poor performance. This theme was

formulated due to the ideas provided by the respondents. In the

responses, it is said that when the students do not attend class,

28
they may have a low grade, find it difficult to understand the

lessons, be late to the discussions, and miss the activities and

quizzes. As the four codes from a theme, 33.33% of respondents

said that not attending class causes the student to be late for

discussions. 26.67% of the respondents said that not attending

class makes it difficult for the student to understand the

lectures. Meanwhile, the remaining 16.67% of respondents said

that if students do not attend class, activities and quizzes may

be missed.

To conclude, this item and table shows the consequences of

not attending face-to-face classes. This table shows that

academic performance is affected if the students are no longer

attending face-to-face classes.

Table 6: Effects of Not Attending Classes in the Students’

Academic Performance

N SA A D SD MEAN DESCRIPTIVE

(4) (3) (2) (1) INTERPRETATION

1. Students who are 30 9 18 3 0 3.20 AGREE

absent fail to take
the guideline about
preparing
assignments.
2. The absence of
students in the
class affects their
skills or knowledge
which may result in 30 12 16 2 0 3.33 STRONGLY AGREE
lower scores on
tests and recorded
activities.
3. Students may
receive a failing
grade if they are
29
 not attending class 30 14 13 3 0 3.37 STRONGLY AGREE
discussions.
4. Absence leads to
adverse effects on
performance because
it has a large
percentage in the 30 10 16 14 0 3.20 AGREE
grade scoring
system.
5. Student miss
important
information when 30 14 15 1 0 3.43 STRONGLY AGREE
they do not attend
classes.

Table 6 shows the effects on the students of not attending

class. Also shown here is the mean distribution of each item and

even the implications based on the response of the respondents

which is analyzed and studied by the researchers.

This table shows that all items 1-5 have a weighted mean

value of 3.20-3.43 and most respondents strongly agreed. In items

2, 3, and 5 the respondents strongly agree because the weighted

mean of this item is 3.26-4.00. Meanwhile, in item 6 and 9

respondents agree because the weighted mean of these items is

3.20. Item factor 1 has a mean of 3.20, which means respondents

agree with this item that students who are absent fail to take

the guideline about preparing assignments. The item factor number

2 has a mean of 3.33, which means the absence of students in the

class affects their skills or knowledge which may result in lower

scores on tests and recorded activities. In the item factor

number 3 has a mean of 3.37, which means students may receive a

failing grade if they are not attending class discussions. The

30
item number 4 has a mean of 3.20, which means absence leads to

adverse effects on performance because it has a significant

percentage in the grade scoring system. Item factor 5 has a mean

value of 3.43, which means students miss essential information

when they do not attend classes.

In the result, it was shown that not attending classes or

discussions has a profound impact on each student due to the

resulting implications that all items or statements are strongly

agree or agree. Regular absences from class can lead to negative

behavior and dropout rates for students (McConnell et al, 2014).

31
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, the

conclusions drawn, and the recommendations made as an outgrowth

of this study.

SUMMARY OF FINDINGS

The challenges in attending face-to-face classes among

Senior High School students is the study conducted to find out

the reasons, effects, and consequences of not attending face-to-

face classes. Where it had 30 respondents and successfully

analyzed and interpreted the gathered data by using statistical

computation, Likert scale, and thematic analysis.

In the data gathered about the reasons for not attending

classes, there were two themes. The first themes are community

living problems that include lack of money allowance, Students

live far from school, and family problems. The second theme is

the health issues generated due to the codes of having various

diseases and ailments and experiencing bullying.

Meanwhile, in the consequences of not attending face-to-

face classes, there is only one theme that was formed due to the

codes, and it is the poor performance that contains late to the

discussions, having a low grade, difficult to understand the

lectures, and activities and quizzes will be missed.

When it comes to the effects of not attending face-to-face

classes, it is said that if students do not attend class they

will miss the guideline about preparing assignments, affects the

32
skills or knowledge of students which may result in lower scores

on examinations, quizzes, and recorded activities, students may

receive a failing grade if they are not attending face-to-face

class discussions, performance will be affected because it has a

large percentage in the grade scoring system, and students miss

important information when they do not attend classes. Where, it

is shown that the student's academic performance will be affected

if it is not attending classes.

CONCLUSION

Based on the findings of the study, the following conclusions are

offered:

1. The result also shows that all the respondents believe that

the student's academic performance is affected by not

attending class.

2. Findings show that the reason for not attending class is

community living problems and health issues or having sickness

and ailments.

The researchers concluded that the student's attendance in

their life is important. The researchers found that if the

student cannot attend class, it makes the student's performance

poor. Despite the importance of attending the face-to-face class.

The researchers found there is a reason students cannot attend

class, and it is community-living problems and health issues.

RECCOMMENDATIONS

The researchers recommend the following:

33
1. Parents should communicate effectively with class adviser to

keep them informed of their child's activities especially to

their attendance in face-to-face class. Through messages,

phone calls, and email to prevent unnecessary absences and

make sure they know if their child is attending or not

attending classes.

2. The school takes steps such as holding a meeting or seminar to

discuss the importance of students' attendance in class and

for school to know what it can do to help students who are

going through difficulties in entering the school.

3. The school or instructors will upload video lecture in every

lesson. So that those who are sometimes unable to attend the

class can follow the discussion. It is also good so that each

student understands the lesson well because the students can

listen to the crucial details more.

4. To encourage students to confidently enhance their knowledge

and skills, teachers should offer tests and quizzes. Students

who missed tests will take the test again, but not the same

version. It is only if they have valid reason to excuse

themselves from class.

5. Set up a quarterly awarding of a perfect attendance award for

students who always attend class. So that the students will be

more enticed to always attend class.

6. To the future researchers who want to conduct this kind of

study, the researchers know that you will find it difficult to

use this as a research gap, but what the researchers are

34
asking if this kind of study is conducted again is to involve

all the departments in the college to know also what they are

facing in attending face-to-face classes.

35
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42
 APPENDIX A
Letter to the Senior High School Department Coordinator

November 16, 2022

Dear Sir Melvin,

Good day sir!

We are researchers from ABM12A. May we request to conduct and

distribute our research instrument among selected Senior High School

students for our study entitled “Challenges in Attending Face-to-Face

Classes among Senior High School Students” The response of our future

respondents will help us in achieving our goal. If so, we are asking

for your permission to allow us to distribute our research instruments.

We assure you that the answers of each respondent will be secured and

effectively used. Thank you very much sir.

Very truly yours,

THE RESEARCHERS

43
 Appendix B
Letter to the Respondents

Dear Respondents,

We, the researchers from ABM12A are presently

conducting a research study entitled “Challenges in Attending

Face-to-face classes Among Senior High School Students”. This

study aims to find out the reasons, effects, and consequences of

not attending face-to-face classes.

In this connection, we request you to be one of the

respondents in our study. We researchers hope that you will help

us by answering our research instruments efficiently and

truthfully.

All your answers are considerable. There will be no

wrong answer.

Thank you very much.

Sincerely yours,

The Researchers

44
 APPENDIX C

Research Instrument

“Challenges in Attending Face-to-face Classes among Senior High

School Students”

Name (Optional): _______________________________

Direction: Read carefully and put the answer in the lines

below.

A. Give some reasons why some students do not attend class or

are unable to attend classes.

_________________________________________________________________
_________________________________________________________________
_____________________________________________________

B. Give the consequences you know for not attending face-to-

face classes/discussions/lectures.

_________________________________________________________________
_________________________________________________________________
_____________________________________________________

Direction; Put check mark for your corresponding answer.

SA = Strongly Agree A = Agree

D = Disagree SD = Strongly Disagree

EFFECTS OF NOT ATTENDING CLASSES

SA A D SD

1.) Students who are absent miss

the chance to take the guideline
about preparing the assignments.

2.) The absence of students in

class affects their skills or
knowledge which may result in low
scores on tests and recorded

45
activities.

3.) Students may receive a failing

grade if they are not attending
class discussions.

4.) Absence leads to adverse

effects on performance because it
has a large percentage in the
grade scoring system.

5.) Students miss important

information when they do not
attend classes.

46
 APPENDIX D

Curriculum Vitae

EDMAR B. SEBASTIAN
Purok 05 Balintocatoc, Santiago City
0966-417-2279
Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of Birth: October 11, 2005
Religion: Christianity
Gender: Male
Citizenship: Filipino
Civil Status: Single
Father’s Name: Eduardo E. Sebastian
Mother’s Name: Maribel B. Sebastian

EDUCATIONAL BACKGROUND

Tertiary Education: La Patria College

08 Guzman St., Calao West, Santiago City
A.Y. 2022-2023

Secondary Education: Balintocatoc Integrated School

Balintocatoc, Santiago City
A.Y. 2017-2021

Elementary Education: Santiago West Central School

Victory Norte, Santiago City
A.Y. 2011-2017

47
JOANA MARIE A. VILLANUEVA
Purok 5 Patul, Santiago City
0912-151-5657
Email: [email protected]

PERSONAL INFORMATION
Age: 18
Date of Birth: January 05, 2005
Religion: Christianity
Gender: Female
Citizenship: Filipino
Civil Status: Single
Father’s Name: Romulo P. Villanueva
Mother’s Name: Marian A. Villanueva

EDUCATIONAL BACKGROUND

Tertiary Education: La Patria College

08 Guzman St., Calao West, Santiago City
A.Y. 2022-2023

Secondary Education: Raniag High School

Raniag, Ramon, Isabela
A.Y. 2017-2021

Elementary Education: Raniag Elementary School

Raniag, Ramon, Isabela
A.Y. 2011-2017

48
CHARLES JUSTINE R. FLORES
Purok 1, Buenavista, Santiago City
0951-406-3119
Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of Birth: October 13, 2005
Religion: Christianity
Gender: Male
Citizenship: Filipino
Civil Status: Single
Father’s Name: Pepito D. Flores
Mother’s Name: Corymie R. FLores

EDUCATIONAL BACKGROUND

Tertiary Education: La Patria College

08 Guzman St., Calao West, Santiago City
A.Y. 2021-2023

Secondary Education: Santiago City National High School

Calaocan, Santiago City
A.Y. 2017-2021

Elementary Education: Santiago North Central School

Calao West, Santiago City
A.Y. 2011-2017

49
ALLIAH B. STA. MARINA
Purok Niero Batal Santiago City
0907-100-5981
Email: [email protected]
PERSONAL INFORMATION
Age: 18
Date of Birth: July 15, 2005
Religion: Christianity
Gender: Female
Citizenship: Filipino
Civil Status: Single
Father’s Name: Epifanio R. Sta. Marina
Mother’s Name: Rosalie B. Sta. Marina

EDUCATIONAL BACKGROUND

Tertiary Education: La Patria College

08 Guzman St., Calao West, Santiago City
A.Y. 2022-2023

Secondary Education: Santiago City National High School

Calaocan, Santiago City
A.Y 2019-2021

Elementary Education: Santiago South Central School

Victory Norte
A.Y 2010-2017

50
CATHERINE P. ASUNCION
Purok 3 Cabulay, Santiago City
0927-279-1579
Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of Birth: September 12, 2005
Religion: Christianity
Gender: Female
Citizenship: Filipino
Civil Status: Single
Father’s Name: Felipe B. Asuncion
Mother’s Name: Ma. Grace P. Asuncion

EDUCATIONAL BACKGROUND

Tertiary Education: La Patria College

08 Guzman St., Calao West, Santiago City
A.Y. 2022-2023

Secondary Education: Cabulay High School

Purok 3 Cabulay, Santiago City
A.Y 2017-2021

Elementary Education: Cabulay Elementary School

Purok 3 Cabulay, Santiago City
A.Y 2011-2017

51