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Auravil Ejes, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang
Abstract
This study examines the relationship between school absenteeism and academic performance among kindergarten learners using a descriptive-quantitative research design. The research focuses on the demographic profile of respondents, their academic performance, and the causes and effects of absenteeism. Data analysis reveals that while a majority of learners have consistent access to school, some face challenges such as long commutes and health-related absences. Findings show that absenteeism occurs "rarely," with the most common causes being illness, staying home with parents, and social distractions. However, more severe issues, such as bullying and fear of exams, were not significant contributors. The study also assesses learners' performance across developmental domains, revealing that most learners are either "consistent" or "developing" in areas like health, socio-emotional skills, and literacy, although gaps remain in reading and mathematics proficiency. These results highlight the need for targeted interventions, including improved healthcare access, engaging school environments, and active parental involvement, to address absenteeism and enhance educational outcomes. Reducing absenteeism's barriers, schools can foster consistent attendance, better academic performance, and holistic development among young learners, ensuring a strong foundation for future success. https://doi.org/10.30073/wjher.4.4
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30073/wjher.4.4 Pages: 250-259Published: 12-13-2024Published: 1-2024(c) 2024 Auravil Ejes, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteEjes, A., Opingo, K. M., Mangubat, R., Calasang, V. (2024). School Absenteeism and Academic Performance among Kindergarten Learners. World Journal on Education and Humanities Research, 4(4), 250-259. https://doi.org/10.30073/wjher.4.4

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