Abstract

This study looks at the effects of parental participation on absenteeism among 60 middle school
children in a public school. The study discovered that parents were considerably involved at
home but not as much at school, which caused student absenteeism. Parental involvement in
school exhibited a strong negative connection to absenteeism, and this relationship was
noticeable both at home and at school. Both parents and students saw parental participation as an
essential aspect of allowing students to continue their education. The study concludes that
parental participation in school and at home is linked to absenteeism among middle school
students.

Introduction
When students miss school a lot, it can affect their learning and make them lose interest
(Schoenegerger, 2011). Skipping too much can lead to dropping out, which can cause lower
income, unemployment, and even higher chances of going to jail, creating a cycle of poverty. In
the Philippines, around 4.5% of students are absent, and middle schools have higher rates of
persistent absence. Hence, surveyors inquired about children’s reasons for skipping classes,
which included anxiety, depression, bullying, and reduced interest in school subjects. It can also
be a sign of poor performance and a disconnect with teachers (Malcolm, 2003). Factors like
family, health, low income, school climate, substance use, transportation, and community
attitudes contribute to absenteeism (Teasly, 2004). To address this issue, the Department of
Education is working on identifying factors like teaching strategies, anxiety, interest, economic
status, classroom environment, and parental involvement.
Parental involvement is crucial for a child’s learning progress, but not all parents are active
partners. Factors contributing to parents’ lack of involvement include diverse school experiences,
economic and time constraints, and linguistic and cultural practices (Finders & Lewis, 1994).
Research shows that children’s education significantly differs when parents actively participate
in school activities. Mcneal (1999) stated that parental involvement has a differential effect on
learners’ cognitive and behavioral outcomes, including achievement, truancy, absenteeism, and
the tendency to drop out. With this, the study aimed to show a correlation between absenteeism
among middle school students and parental involvement.

Methodology
The study used a descriptive-correlational method to examine the connection between
absenteeism and parental involvement (Freud, 1939). This method describes current conditions
and practices, while correlational methods identify relationships between variables and predict
future events. Researchers purposefully selected grade 9 students and parents in the northern part
of Bukidnon. The study focused on a specific grade level with a higher risk of dropout.
The researcher collected data by obtaining approvals, creating a questionnaire, and conducting
interviews with students and parents. They used statistical tools like frequency, weighted
arithmetic mean, Person’s R Correlation, and T-test for two independent means to analyze the
data. The study used a questionnaire with three parts to measure absenteeism and parental
involvement, including students’ profiles. The parental involvement questionnaire had two parts,
one for involvement at home and one for involvement at school. These methods effectively
helped analyze the study’s objectives.

Results and discussions

The study investigated the factors contributing to absenteeism among 60 middle school students,
focusing on demographics, parental educational background, family income, and parental
involvement. The age distribution of the participants was mainly 14–15 years, consistent with
typical school progression, although some discrepancies in birth records led to the exclusion of
younger students. Notably, absenteeism was found to be a significant issue affecting students of
all ages, with male students showing higher rates compared to females. This gender difference
was attributed to motivational disparities between boys and girls, as highlighted by Davies
(2005).
The parental educational background varies but is frequently defined by poor academic
performance, with many of the parents unable to complete high school. This educational
difference affected parental involvement in their children’s education, particularly in supporting
their children in doing homework and school-related activities. Financial constraints are also
prevalent, where a significant portion of families earning less than P5,000 per month correlate
with increased absenteeism due to difficulties in meeting basic needs and prioritizing work over
school-related responsibilities.
The study revealed a negative relationship between parental involvement and absenteeism.
Students see parental involvement as motivation, while parents feel it’s their responsibility.
However, many parents find it challenging to fulfill this due to distance and providing for their
primary needs. These findings underscore that parental involvement is crucial for reducing
absenteeism and promoting student well-being and academic success. Despite challenges,
engaging parents in school activities can lead to positive outcomes like emotional development,
improved attendance, and better academic performance.

The study’s findings have greater significance for educational achievements influenced by family
and economic status. In addressing these challenges, solutions should focus on improving
communication, providing resources for low-income families, and creating inclusive parental
involvement initiatives. Understanding students' and parents' perspectives is crucial in creating
specific measures that address specific hurdles while improving overall educational experiences
and outcomes.

Conclusion
When parents are involved at home and in school, it reduces absenteeism among middle school
students. Providing care, monitoring studies, and offering support positively influence
motivation and self-esteem. Parental presence at school events boosts students’ self-worth.
Overall, increased parental engagement leads to better attendance and well-being.

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