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The Impact of Deped School Policies on Absenteeism: A Comparative Analysis of Attendance Policies and Practices in Junior High School
Subject area: Arts, Social Sciences and Humanities · Area of research: Education
Abstract
Education is the foundation of national growth, with student attendance being an important predictor of academic performance. The Department of Education (DepEd) has established several measures to increase attendance rates, recognizing their relevance to individual academic accomplishment and overall socioeconomic growth. This study assesses the effectiveness of attendance policies in junior high schools, focusing on their implementation, obstacles, and influence on student absenteeism. The study uses a qualitative research design and includes structured interviews with seven junior high school teachers who have firsthand experience with the policies. The study found that tight enforcement, family participation, and incentive programs effectively reduce absenteeism. However, disciplinary tactics can potentially increase student stress and dropout rates, emphasizing the importance of supporting interventions. Socioeconomic considerations have impact on attendance patterns, with low-income students experiencing additional challenges. The study emphasizes the importance of a balanced approach in policy creation, combining supportive measures with enforcement to address underlying socioeconomic difficulties. Effective attendance tracking, positive reinforcement, and improved communication with parents are essential. The study's findings are intended to inform policy improvements, encouraging a more inclusive educational climate that promotes consistent student involvement and academic performance.
Keywords
Socioeconomic, Parents, Challenges, Absenteeism, Educational Environment, Monitoring
References
[1] Brown, A., & Jones, B. (2019). Aligning educational policies with outcomes: A theoretical perspective. Journal of Education Policy, 34(3), 321-335.
[2] Department of Education. (2019). DepEd Order No. 44, s. 2019: Revised Guidelines on the Implementation of the School-Based Feeding Program.
[3] Department of Education. (2020). DepEd Order No. 3, s. 2018: Basic Education Enrollment Policy.
[4] Downing, K. L. (2014). Student absenteeism: Who misses school and how missing school matters for performance. Economics of Education Review, 40, 1-15.
[5] Glewwe, P., & Jacoby, H. G. (2016). Teacher attitudes and student achievement in the developing world: Evidence from Bangladesh. Journal of Development Economics, 118, 292-305.
[6] Horn, C. L., & Kisida, B. (2017). Chronic absenteeism among English language learners: The potential role of teacher–family communication. Educational Researcher, 46(2), 83-89.
[7] Jones, C. D. (2018). Challenges in policy implementation: A review of the literature. Public Administration Review, 78(2), 165-177.
[8] Skinner, E. A., & Pontius, S. R. (2018). Multiple pathways from attendance to achievement: How engagement and stress influence adolescent development in middle and high schools. Applied Developmental Science, 22(2), 118-136.
[9] Smith, J. K. (2015). Teacher perceptions and policy implementation: A qualitative study. Educational Policy, 30(4), 542-567.
[10] Tolentino, B. A., & Ariola, M. R. (2017). Analysis of Factors Affecting the Attendance of Grade 11 Students in the Science, Technology, Engineering, and Mathematics Strand of a Public High School. Philippine Journal of Science, 146(2), 185-193.
[11] UNESCO. (2020). Education for All 2000-2015: Achievements and Challenges.
[12] World Bank. (2021). Philippines Economic Update: Building Back Better.
How to cite this paper
@article{1706134,
author = {Xyrhen Clent D. Aquino, Rhea May P. Balbuena, Megan C. Bandoc, Kanna Fe O. Bernardez, Marina T. Bid-Ing},
title = {The Impact of Deped School Policies on Absenteeism: A Comparative Analysis of Attendance Policies and Practices in Junior High School},
journal = {Iconic Research And Engineering Journals},
year = {2024},
volume = {8},
number = {2},
pages = {317-324},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/17061341.pdf},
abstract = {Education is the foundation of national growth, with student attendance being an important predictor of academic performance. The Department of Education (DepEd) has established several measures to increase attendance rates, recognizing their relevance to individual academic accomplishment and overall socioeconomic growth. This study assesses the effectiveness of attendance policies in junior high schools, focusing on their implementation, obstacles, and influence on student absenteeism. The study uses a qualitative research design and includes structured interviews with seven junior high school teachers who have firsthand experience with the policies. The study found that tight enforcement, family participation, and incentive programs effectively reduce absenteeism. However, disciplinary tactics can potentially increase student stress and dropout rates, emphasizing the importance of supporting interventions. Socioeconomic considerations have impact on attendance patterns, with low-income students experiencing additional challenges. The study emphasizes the importance of a balanced approach in policy creation, combining supportive measures with enforcement to address underlying socioeconomic difficulties. Effective attendance tracking, positive reinforcement, and improved communication with parents are essential. The study's findings are intended to inform policy improvements, encouraging a more inclusive educational climate that promotes consistent student involvement and academic performance.},
keywords = {Socioeconomic, Parents, Challenges, Absenteeism, Educational Environment, Monitoring},
month = {August},
}