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I. Introduction
Education gives us knowledge of the world around us and changes individuals
into someone better. It develops in us a perspective of looking at life. However, there are
few students who sometimes attend the class irregularly. In fact, some students attend
classes based only on the subject they like.
Absenteeism in school is the habit of staying away from school without providing
a genuine or any reason for not attending classes. Also it is one of the indiscipline aspects
in schools. Abosi and Kandjii-Murangi (1995) say the state of indiscipline in a school
may be confined to some undesirable and aberrant behaviour such as disobedience, drug
abuse, and absenteeism, cheating especially in examinations, continual lateness and soon.
As I consider absenteeism to be an aspect of indiscipline but also being withdrawal
behaviour in students, there is need to explore the situation as well as the personal factors
that compel junior secondary school students to display this behaviour.
Marburger (2001) states that the difficulty inferring the effect of absenteeism on
performance because, once a student is absent in a class, he or she may miss the
opportunity of learning other techniques. He found out that missing in class progress the
likelihood of missing examination material covered that day compared to the student who
were present in the class. Therefore, we feel that this problem is very serious. As such we
take responsibility to investigate and find a solution to this problem from continuing to
happen. At the sometimes, we can know the accurate information about these problems
and can be able to cope with this problem from the root.

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Because of absenteeism has a complex nature, the consequences of high level
school absenteeism can be detrimental for students. In the other words, the absenteeism
among high school students can lead to more negative effect such as low academic
performance and many social problems. In terms of the relationship between student
absenteeism and academic achievement, Epstein and Sheldon (2002) stated that student
with absenteeism miss opportunities to learn the material that enables them to succeed
later in school and; fall behind their classmates in academic achievement. In this notion,
previous studies have revealed that student absenteeism relates to academic failure and
academic perform
1.1 Background of the Study
In the secondary school level, 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 or standardized test scores
and school or course attendance (Lamdin, 1996; Barrington & Hendricks, 1989; Rood,
1989; Alexander, Entwisle & Horsey, 1997; Nichols, 2003; Roby, 2004; Sheldon, 2007;
Gottfried, 2010). Based on these results, some researchers suggest that attendance level is

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a determinant of academic success as well as a direct indicator (Phillips, 1997; Lehr,
Sinclair & Christenson, 2004; Sheldon, 2007).
Vocational and technical secondary education attendance rate increased from 1.4% to
4.1% (ERG, 2010; 2011). It is seen that the absenteeism rate in secondary education is
much higher than in other
stages of the educational system. Absenteeism interrupts the learning process. The
educational system is founded on the assumption that students will attend school (Balfanz
& Byrnes, 2012). For example in Turkey, students in upper secondary education are
obliged to attend according to the Ministry of Education Secondary Education
Institutions, Article 40, Passing and Exam Regulation. Students’ success depends on
complete participation in all classes. As seen, legal texts support this assumption. Direct
and indirect costs of absenteeism are extremely high to the individuals, schools, families
and communities.
Meanwhile, absenteeism in school negatively affects student learning experience
and academic achievement. Absenteeism reduces the success because students miss their
education time. This also results in loss of other students’ time since teachers must use
additional time to compensate, which leads to lose teaching time for all students (Rood,
1989; Williams, 2001; Eastman, Cooney, O'Connor & Small, 2007). This effect is
observed significantly more in progressive interconnected courses such as mathematics.
Students who miss certain classes have difficulty learning other subjects and are forced to
expend more effort.

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Moreover, as absenteeism increases, students are inclined to experience
psychological problems such as depression or behavioral disorders. They may also
exhibit behavioral patterns such as becoming involved in violence inside and outside of
the school, teenage pregnancy, quitting school and acquiring harmful habits (Gottfried,
2009; Eastman et al., 2007; Lannegrand-Willems et al., 2012; Sinha, 2007; Williams,
2001; Robinson, 2009; Gentle-Genitty, 2008; Jeter, 2011; Casserly, Carpenter & Halcon,
2001). In other words, absenteeism for young people is considered as a predictor of
academic failure and leads to many other risk factors. If no measures are taken,
absenteeism may be the beginning of a process ranging from academic failure to
dropping out of school.
1.2 Problem Statement
Student absenteeism is a serious issue in public education. Concerted efforts have
been expended aimed at engaging students and promoting active learning, but schools are
still full of “clock-watchers” Many high school students regularly skip classes and,
according to some inside reports, “the hallways are virtually empty some Friday
afternoons.
When students fall behind in their learning, they lose interest and fail (Pehlivan,
2006). In addition, students feel an increasing sense of alienation toward their classmates,
teachers and their school (Lannegrand-Willems, Cosnefroy, & Lecigne, 2012). Also
absent students can set a bad example and encourage absenteeism among other students
(Pehlivan, 2006). Absenteeism is not only an indicator of low academic achievement but

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also a strong indicator of diminished social and life success (Williams, 2010).
Absenteeism makes it difficult to create a solid foundation in terms of discipline and
sense of responsibility. Therefore, it leads to problems in work and discipline habits in
future work life (Pehlivan, 2006). This leads to potential consequences, such as
unemployment or low income and inability to work at a regular job (Eastman et al., 2007;
Gentle-Genitty, 2008).
In addition, low attendance rates of students not only predict the academic success but
also predict high risk factors for future education (Connell, Spencer & Aber, 1994; Chen
& Stevenson, 1995; Nichols, 2003; Lehr et al., 2004). Therefore, the continuous increase
in absenteeism is among the most important problems in secondary schools today
(Martin, 1991, DeKalb, 1999; Rood, 1989). These findings, derived from administrative
records of secondary education, reveal that there is a rapid increase at absenteeism at this
stage. Data related to absenteeism shared by the Ministry of Education shows that there is
a rapid increase in absenteeism at 2009-2010 compared to 2008-2009. The ratio of
students absent more than 20 days to all registered students in general secondary
education increased from 1.1% in 2008-2009 to 4% in 2009-2010.
If no solutions to the problem of absenteeism are sought for the school, authorities
will no longer have a say in the goings on in schools, the students will rule the roost and
drive educational institutions to disarray. The quality of education obtained in schools
will also lose value, making it very difficult for the countries people to compete globally.
Individuals who engage in the practice will grow up to be irresponsible and rebellious
and without regard for order or authority.

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1.3 Purpose of the Study
The purpose of this proposal is to give a possible ways to Prevent the
Rapid Increase of Occurrence of Absenteeism in SHDS. In this study, the schools,
parents and teachers will be able to make a possible solution in this issue.
1.4 Significance of the Study
This study is significant to the following:
a. Teachers. The result of this study will remind the teachers of their
responsibilities as facilitators of learning in the classroom. The result of this study
will help them revisit their content and pedagogical knowledge to ensure that
those students who are under their care will surely come to their classes.
b. Students. This study is a beacon of light especially for those students
who have always been absent in the class. The impact of their actions as cited in
this study will make them aware of their parents’ struggles and difficulties.
c. Parents. This study will make the parents aware of the negative impact
of their students’ actions especially when their children do not come to school.
Nevertheless, parents will be reminded also of their responsibilities as partners of
teachers in disciplining their children.
d. School Administrators. As academic leaders in school, it is the prime
duty of the administrators to design mechanisms to aid those who are constantly
skipping classes. This study will serve as their guide in crafting good plans to
mitigate absenteeism in school.

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1.5 Research Questions
The proposal wants to answer these following questions:
1. What are the factors that contribute to students’ absenteeism?
2. What is the frequency of students’ absenteeism in SHDS?
3. What can teachers do to mitigate this perennial problem?
1.6 Research Hypotheses in Null Form
Absenteeism in school has a big impact to the academic performance of students’.
They cannot catch-up with the activities given by their different subjects and teachers.
Because of that, their future will be affected. That is why I choose the topic “ Ways to
Prevent The Rapid Increase of Occurrence of Absenteeism in SHDS because I want to
know and to give some possible solutions to lessen this issue.
1.7 Identification of Variables
This proposal talks about Ways to Prevent the Rapid Increase of Occurrence of
Absenteeism in SHDS. This means, that in implementing possible ways to Prevent the
Rapid Increase of Absenteeism will help students to achieve their goals. Thus, the
independent variable is the Absenteeism while the dependent variable is the Occurrence.
1.9 Assumptions and Limitations
The proposal is mainly about the students’ absenteeism. It will focus on
identifying teacher mechanisms in order to lessen the problems on absenteeism among
the students of Sacred Heart Dioceasan School., Molave, Zamboanga del Sur. Thus,
selected students will be used in this study.

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This proposal is limited only to the students’ of Sacred Heart Diocesan School.
The time is also short as it covers only a span of 2 months which is not enough to
completely finish the research.

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II. Review of Related Literature
One major barrier to learning faced by students and teachers in American schools
today is a lack of consistent attendance in classrooms. In fact, the United States
Department of Education (1994) has cited absenteeism as the most important factor
linked to performance differences among students, and absenteeism has recently been
identified as being at crisis proportion (Kearney, 2003). Although many schools realize
the importance of this issue, educational researchers have not consistently given this topic
the attention it deserves (Corville-Smith, 1995). Additionally, while some attempts to
increase attendance rates have been successful, the methodologies used have had notable
disadvantages, 1999; Lamdin, 1996). Researchers have attacked this problem from a
number of directions. For examples interventions have been community-based
(McPartland & Nettles, 1991; Reid & Bailey-Dempsey, 1995), familybased (Copeland,
Brown, & Hall, 1974; Volkman, 1996), and school-based (Gottfredson, Jones, & Gore,
2002; Noonan & Thibeault, 1974).
The intent of this paper is to summarize existing research on improving
attendance rates in schools and offer suggestions for school psychologists on how they
can become involved in formulating interventions to help schools deal with problems of
attendance. Absenteeism Truancy has been labeled one of the top 10 major problems in
American schools, and rates of absenteeism have reached as high as 30% in some cities.
In New York City, an estimated 150,000 out of 1,000,000 students are absent daily
(DeKalb, 1999). Similarly, the Los Angeles Unified School District reports that 10% of
its students are absent daily, and only half return to school with written Correspondence
should be addressed to Steven G. Little; Department of Educational and School

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Psychology; Benerd School of Education; University of the Pacific; 3601 Pacific
Avenue; Stockton, CA 95211. Electronic mail may be sent via Internet to
slittle@uop.edu. The California School Psychologist, Vol. 8, pp. 127-139, 2003
Copyright 2003 California Association of School Psychologists 128 The California
School Psychologist, 2003, Vol. 8 excuses (DeKalb). Although school officials are
unsure as to the proportion of legitimate verses illegitimate absences, nationwide
estimates have ranged from 1-22% for illegitimate absences (Guevermont, 1986; Neilsen
& Gerber, 1979). These studies may actually underestimate non-illness related absences
due to the large margin of error likely to be found in self-report data of this nature. It is
quite possible that the proportion of illegitimate absences has changed since these data
were reported; however, no recent estimates are available.
Additionally, the proportion of illegitimate absences may vary substantially
among school districts in different parts of the country. In the major metropolitan area of
New York, for example, attendance rates for the boroughs of Brooklyn and Queens
ranged between 86% and 96% for the 1998-1999 school year. The mean rate of
attendance in Brooklyn’s elementary schools was 90.63% (SD = 2.15), and for
elementary schools in Queens the mean rate of attendance was 92.36% (SD = 1.96). By
way of comparison, New York State’s Nassau and Suffolk Counties on Long Island had
elementary school attendance rates ranging between 88% and 99% for the 1997-98
school year. The mean attendance rate for elementary schools in Nassau County was
95.81 (SD = 1.30), and Suffolk County’s mean rate of attendance was 95.33 (SD = 1.32)
for elementary schools. Within the state of New York, attendance rates for different

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regions appear to vary substantially (New York State Department of Education, personal
communication, May 18, 2000).
It is possible that the proportion of illegitimate absences varies, as well.
DeLeonibus (1978) estimated an attendance rate of 96% as adequate, given 7 days of
absence per student per year as based on norms for adults in the workplace. Although
attendance rates from other parts of the country may differ, it is possible that
DeLeonibus’s criterion is too stringent an expectation for school children. For example,
only one of a combined 386 elementary schools in Brooklyn and Queens surveyed by the
authors met DeLeonibus’s criterion. The means for suburban districts on Long Island
were quite close to the 96% criterion; however, the majority of schools on Long Island
(60.8%) also fell below this benchmark. The magnitude of the attendance problem may
be further illustrated with an example: If we consider a school with an attendance rate of
90%, this means that one of every 10 children may be absent on any given school day.
Given class sizes of 25-30 students per class, this translates to two or three
children missing per school day. The consequences of poor attendance can be far
reaching. Neill (1979) conducted a survey of 1414 members of the American Association
of School Administrators to explore their opinions concerning the importance of
attendance and perceived consequences of poor attendance. Administrators were
concerned that chronic lack of school attendance could lead to permanent intellectual
damage to students, as gaps in students’ knowledge bases would be likely to arise. When
students do not achieve their intellectual potential they limit career choices. Additionally,
children who have high rates of absenteeism are more likely to drop out of school before
completing high school (DeRosier, Kupersmidt, & Patterson, 1994; Gerics &

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Westheimer, 1988; Hersov, 1960; Neilson & Gerber, 1979). Given the positive
correlation between academic achievement and monetary income (Greene, 1963; Reid,
1984), chronic absentees may be less able to sustain themselves or a family as they enter
young adulthood.
Absenteeism has also been found to be a predictor of future criminality,
alcoholism, and occupational difficulty (Hersov & Berg, 1980). Administrators that were
surveyed in Neill’s (1979) study were also concerned about potential effects on their
schools from high degrees of truancy. Schools are, to some degree, economically
dependent on attendance rates. Some districts even develop specific formulas using
attendance as an indicator of overall school functioning (Epstein & Sheldon, 2002).
Absenteeism was seen as contributing to the overall lowering of academic standards of a
school. Administrators were concerned about increases in paperwork, and about the extra
time teachers needed to spend working with students who 129 were absent.
Time spent reviewing material was viewed as taking away from the learning time
of the students who were present. Administrators felt high degrees of absenteeism lead
teachers to become frustrated, and morale problems are more likely to be experienced
when this occurs. Another concern was that high rates of absenteeism could have a
negative effect on the school’s relationship with the community as a whole, as the school
institution may ultimately be viewed as burdensome rather than as a resource to assist
children in becoming educated and responsible adults. Administrators were also
concerned about the reduction in monetary state aid for the school resulting from
absenteeism. Overall, administrators agreed (95%) that truancy was a major difficulty in
their respective school districts.

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Researchers have consistently found grades, achievement tests, and standardized
tests to be positively correlated with individual attendance records. For example, Levanto
(1975) found class ranks and IQ scores significantly correlated with rates of attendance.
Lamdin (1996) compared attendance rates with California Achievement Test scores,
reading grade level scores, and math grade level scores. Even while holding teacher/pupil
ratio and socioeconomic status constant, attendance rates were positively correlated with
all three scores. Additionally, Moos and Moos (1978) examined student absenteeism rate
and average class grade, as well as social classroom climate.
They found a -.45 correlation between rate of absenteeism and classroom grades.
School absenteeism has been a persistent problem for educators and researchers alike.
The long-term consequences can be substantial, and decades of research have been
dedicated to understanding the ethology of, and exploring intervention possibilities for
absenteeism. The data presented in this section are by no means comprehensive. Recent
data are sparse and an analysis of individual attendance patterns, and subsequent effects,
is needed. For example, an attendance rate of 90% for a population probably represents
some students who are absent a lot and some students who are infrequently absent, rather
than each student being absent 10%.
It would be more informative to provide information on the percentage of students
who exceed a specific level than school district averages. Future research along these
lines is highly recommended. Mediating Factors School absenteeism appears to be related
to a number of diverse factors. Recent studies have suggested that factors from three
major domains contribute to higher rates of absenteeism (CorvilleSmith, Ryan, Adams, &
Dalicandro, 1998; Southworth, 1992). Both of these studies have categorized mediating

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factors in terms of school-related variables, family environment, and personal
characteristics of the student. Table 1 summarizes factors related to school absenteeism
School Environment.
A number of studies have examined elements specifically related to schools.
Eaton (1979), for example, found relationships between teachers and students as the most
significant factor related to absenteeism. Other studies have supported this notion,
suggesting that conflict in teacher/student relationships contributes to absenteeism
(Bealing, 1990; Harte, 1994). Corville-Smith and colleagues (1998) found evidence that a
student’s negative perception of school and school personnel may be a predictor of future
absenteeism. Moos and Moos (1978) found similar results citing classroom environment
as a major factor involved in absenteeism. Specifically, their study showed that classes
with high absenteeism rates were perceived by students as high in competition and
teacher control, and low in teacher support.
This means that the overall climates of these classrooms were viewed as more
competitive among classmates, there were more stringent rules and grading policies, and
the teacher was perceived as less supportive of students’ individual needs. Neilson and
Gerber (1979) conducted a study on truancy in junior high school. They examined
chronic absenteeism from the perspective of the truant, conducting structured interviews
with 33 persistent truants. When asked, 70% of truants.

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2.1 Review of literature per Research Question
The study was carried out by Baker, Sigmon and Nugent in the United States of
America in 2001 relatesto the three research questions in this study about the rate, the
causes and solutions to the problem of absenteeism. The researchers’ main focus was
more experimental though , as their emphasis was to include disciplinary measures on
absenteeism, by using the Office of Juvenile Justice and Delinquency Prevention
(OJJDP).
The study they carried out was on truancy defined as ‘unexcused absences from
school or class without proper approval of appropriate school officials’ (Baker, et al
2001).They carried out descriptive long-term studies in schools in three cities for more
than ten years. The data they collected was from authorities who monitor attendance in
schools, namely, the school attendance clerks and other school authorities. These were
deemed the programme implementers. One aspect of the research study that struck as
uncanny is the variables that have been brought into consideration are almost similar to
the ones pertaining to the Botswana situation.
These variables are family factors, school factors, economic influences and
student factors all encompassed in the community factors. What the researchers found out
was that high rates of absences were in public schools in the inner city and that the rates
of absenteeism related with poverty. They got to the conclusion that poverty was a factor,
from the premise that in public schools the students are fed as opposed to bringing their
own lunch. The study found out that absenteeism was not gender stereotyped though, as
both the boys and the girls, more especially around the age of fifteen, occasionally played

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truant. In the conclusion they came up with, they viewed truancy as leading to juvenile
delinquency, hence the role of the OJJDP.
The juvenile system served in cases where the truancy is chronic or persistent by
making “sanctions for parents and youth for continued truancy or failure to complete the
diversion programmes successfully” (Baker, et al 2001). A study called ‘Increasing
Student Attendance’ was conducted in 2004 by Jennifer Railsback. Ideally, as would this
study, Railsback employed interviews and surveys administered to students to obtain
answers. The school staff also engaged in action research and had focus groups with the
concerned students. The idea of action research would not be ideal in this case as there
are several schools under survey. In the Railsback study there was the use of external
organisations for conducting surveys. Data was obtained from the records kept by the
School Success Profile (SSP).
The SSP is an organisation that is government based, endorsed by the National
Dropout Prevention Centre in America. Since such centres do not exist in Botswana, only
individual based research can be done to conduct this study. The SSP gives information
on the feelings and attitudes of students towards their schools, school authorities, rules
that govern them and most importantly about their attendance. On dealing with issues that
relate to the research question at hand that says “What are the causes of absenteeism in
students at Junior Secondary School?” Railsback (2004) puts forward the idea that before
deciding what strategies to use to increase attendance, it could be beneficial to look at the
reasons why students do not attend school as well as why it is difficult to retain them in
school. In the study she identified several factors as family background and relationships,

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past school performance, personal characteristics and neighbourhood characteristics as
causes of absenteeism/failure to attend school.
For the study to address the question “What do the teachers and the schools’
administrative authorities view as possible solutions to the problem of absenteeism?” the
author cited ensuring who was to blame for the students’ truancy and dealing with
whoever was to blame. If the students were the culprits then ample counselling be given
to the students so as to change their attitudes and ultimately their behaviour and if it was
the school that was to blame for the students’ absenteeism the have a welcoming safe
academically challenging and personalised environment that will support the students’
learning.
The ways in which to carry this out were mentioned as having counselling
sessions with the students to allow them to verbalise their feelings and concerns, and to
identify aspects of school that they enjoyed. Subsequently the school would reward the
students for good attendance. The school would also cultivate caring relationships and
mentoring which would make the student feel good about attending school.
2.2 Summary of the Review of Literature per Research Question
The Baker and the others’ study were carried out over a very long period as
compared to this study. Discrepancies are bound to be present when there is extended
monitoring and when there is only a short time given for research. Although having
covered a lot of factors that relate to the Botswana situation their study has a part that is
arguable; the researchers cite a number of consequent behaviours that they purport to be
resulting from absenteeism in schools. They alluded to reasons such as substance abuse,

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teenage pregnancy, marital problems, adult criminality and incarceration. My point of
view is that the above mentioned problems are too far-fetched as they include so many
factors leading to them.
For instance a girl’s pregnancy could depend on her attitude towards the opposite
sex, her lack of information regarding sexual matters, her recklessness, peer pressure,
lack of parental control; just to mention a few. I therefore fail to see the correlation with
school absenteeism. In the Railsback study, the author noted that ‘although the
importance of attendance is well understood , effective strategies for increasing it are not
so definitive’ (Railsback,2004). In agreement with my study,
Railsback pointed out that the first step for the schools to deal with this issue was to
determine the reasons for absenteeism. On the overall she identified several strategies
that are used or can be used, but she was against the idea that they be used in isolation,
rather apply a combination of them to be able to curb absenteeism.
My view is that utilising too many strategies all at once needs a lot of time and
lots of personnel employed just for that, with the current layout of the schools in our
country where the economy cannot sustain even the teachers themselves, such
interventions are still implausible. The Railsback study also focussed on the students
alone to give the entire information, all the stakeholders must have a chance to air their
views, which is why the study at hand would include the teachers, Head of Houses,
Deputy School Heads as well as the School Heads.

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III. Methodology
3.1 Introduction
This chapter gives an outline of research methods that were followed in the study.
The researcher explains how the necessary data and information to address the research
objectives and questions was collected, presented and analysed. It provides information
on the participants, who the participants were and how they were sampled. Binary
questionnaires were used in collecting the data from the senior high students. The
researcher describes there research design that was chosen for the purpose of this study
and the reasons for this choice. The instrument that was used for data collection is also
described further and the procedures that were followed to carry out this study are
included. The researcher also discusses the methods used to analyze the data.
3.2 Participants
The participants are the selected students’ of SHDS. From Grade 7 up to Grade
12. Two for the Grade 7, Two for the Grade 8, Three for Grade 9, Four for Grade 10,
Four for Grade 11, and Five for Grade 12. And it has 20 participants at all.
I also asked the Non Academic Head of the school Ms. Juliet R. Lungay for the
total average of absenteeism in school throughout the year because she had the list of
every student who will be absent.

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Name:(optional)__________________________Age:____
Grade Level:_______________ Section:_____________
Directions: Please answer the following questions honestly. Put a check mark ( ) if your
answer is YES or NO.
Questions YES NO
1. Are you always absent in school?
2. Does your parents aware when you absent?
3. Are the requirements of your different subjects are the reason
why you are absent?
4. Did your classmates bully you? That’s why you are absent?
5. Are the schools’ rules and regulations are the reason why you
are absent?
6. Does the teacher show a good behaviour while teaching?
7. Are you comfortable in your classroom while studying?
8. Are the lack of motivation is the reason why you are absent?
9. Does your parents have concerned on your studies?
10. Are you able to catch-up the previous lessons that you’ve miss?
3.5 Procedures
This research proposal undergoes certain process before the data was finalized
and interpreted.
3.5 Procedures

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The first task of doing a research is to choose a topic. The topic the researcher
chose in this proposal is based on the current issue the society faces nowadays. After
figuring out the topic, the researcher then gathers data and information about the topic.
There are theories related to the topic where this research is also based into. One
of it is the general equilibrium theory of economics which is a state where economic
forces such as supply and demand are balanced and in the absence of external influences
the (equilibrium) values of economic variables will not change. A state of disequilibrium
is what the Philippine economy is now in, despite all the Department of Finance and the
National Economic and Development Authority arguments to the contrary. TRAIN came
charging into the picture on Jan. 1, 2018, and disequilibrium, began to infect the
economy. Workers and consumers soon started to protest the price upsurges—of fares,
electricity, food and services especially—that were bound to reduce the purchasing power
of their incomes.
After thorough examination of the theory and the observation of other studies
related to the topic, the researcher then constructed a title to focus the direction of the
study.
Next, the researcher began working the research using survey research type.
Survey research was done using pre-coded closed-ended questionnaire which is
answerable by ‘‘yes or no’’. The researcher used this type of research because it is best
served to answer the research questions. Survey research was done using pre-coded
closed-ended questionnaire which is answerable by ‘‘yes or no’’. The researcher used
this type of research because it is best served to answer the research questions.

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After describing the type of research used, the researcher chose the population
where the participants can be selected. The population is the consumers. The consumers
then grouped and put into sampling frame; business practitioners, workers, employees,
professionals, and ordinary consumers. 4 sample respondents can be drawn from each
sampling frame, total of 20 overall respondents. The respondents were given survey
questionnaires for them to answer.
Data collection was done by administering questionnaires directly to the
chosen sample. 20 copies of the questionnaire given out were successfully completed and
returned.
To process the data collected, first encode the data into numeric format. Second,
transfer the information from questionnaires to computer files for processing. Third,
measuring the data using descriptive statistics; mean, median, and mode, and measures of
central tendencies.
In analysing the data, the researcher used statistical techniques; charts and graphs.
3.6 Design
A survey research design was used to determine the people’s point of view if they
are in favour or not with the proposed dissolution of the TRAIN Law. Survey research
design is usually done by doing structured interview or self-administered questionnaires
given to sample respondents of the population. In this research, the researcher used the
survey questionnaires to gather data from respondents.
3.7 Data Analysis

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The data collected from the field were measured. The response options in the
instrument are weighted as shown below:
Table 1. POINTS
Yes NO
1 POINT 0 POINT
Table 2. RESPONDENT’S POINTS
Respondent Points % Respondent Points %
1 5 50 11 9 90
2 9 90 12 9 90
3 9 90 13 9 90
4 8 80 14 6 60
5 10 100 15 3 30
6 9 90 16 6 60
7 4 40 17 9 90
8 10 100 18 10 100
9 2 20 19 10 100
10 9 90 20 9 90
Pie Chart I.

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The number of respondents who answered yes/no in each question in the
questionnaire was shown in the table below:
Table 2. TOTAL NUMBER OF RESPONDENTS ANSWERED
YES/NO
YES NO
Question #1 20 0
Question #2 14 6
Question #3 12 8
Question #4 15 5
Question #5 16 4
Question #6 14 6
Question #7 18 2
Question #8 13 7
Question #9 18 2
Question #10 19 1
Total 159 41
Score (9-10)
65%
Score (0-8)
35%
Respondent'sPoints

26
Percentage 79.50% 20.50%
Pie Chart II.
The table below contains the information required to compute for the mean and
variance for YES answer.
79.50%
21.50%
Respondent'sResponse
Yes No

27
Table 3. CALCULATIONS OF VARIANCE
N (Question) X (Respondents) Group Mean (M)
( Xi- m)
Variance ( Xi – m) 2
N1 20 4.1 16.81
N2 14 1.9 3.61
N3 12 3. 9 15.21
N4 15 0. 9 0.81
N5 16 0.1 0.01
N6 14 1. 9 3.61
N7 18 2.1 4.41
N8 13 2. 9 8.41
N9 18 2.1 4.41
N10 19 3.1 9.61
Sum = 159 Sum = 24 Sum = 66. 9
Mean= 6.69
( sum / 10)
Mean (m) = 15. 9
( sum / 10)
Mean = 2.4
( sum / 10)
SD = 2. 59
variance for YES answer.

28
Table 4. CALCULATIONS OF Z-SCORE
( Xi- m)
Variance
( Xi – m)2/SD
N1 20 4.1 1.58
N2 14 1.9 -0.73
N3 12 3. 9 -1.51
N4 15 0. 9 -0.35
N5 16 0.1 0.04
N6 14 1. 9 -0.73
N7 18 2.1 0.81
N8 13 2. 9 -1.12
N9 18 2.1 0.81
N10 19 3.1 1.20
Sum = 159 Sum = 24
Mean (m) = 15. 9
( sum / 10)
Mean = 2.4
( sum / 10)
variance for NO answer.

29
Table 5. CALCULATIONS OF VARIANCE
( Xi- m)
Variance ( Xi – m) 2
N1 0 4.1 16.81
N2 6 1.9 3.61
N3 8 3. 9 15.21
N4 5 0. 9 0.81
N5 4 0.1 0.01
N6 6 1. 9 3.61
N7 2 2.1 4.41
N8 7 2. 9 8.41
N9 2 2.1 4.41
N10 1 3.1 9.61
Sum = 41 Sum = 24 Sum = 66. 9
Mean= 6.69
( sum / 10)
Mean (m) = 4.1
( sum / 10)
Mean = 2.4
( sum / 10)
SD = 2. 59
variance for NO answer.

30
Table 6. CALCULATIONS OF Z-SCORE
( Xi- m)
Variance
( Xi – m)2/SD
N1 0 4.1 -1.58
N2 6 1.9 0.73
N3 8 3. 9 1.51
N4 5 0. 9 0.35
N5 4 0.1 -0.04
N6 6 1. 9 0.73
N7 2 2.1 -0.81
N8 7 2. 9 -1.12
N9 2 2.1 -0.81
N10 1 3.1 -1.20
Sum = 41 Sum = 24
Mean (m) = 4.1
( sum / 10)
Mean = 2.4
( sum / 10)
Conclusion

31
Table 1 presented the points assigned in every yes answer, and in Table 2, the
points of every respondent is presented. When a respondent has total points of 9-10, then
he/she is in favour of the dissolution of the law and believed that it is not beneficial to the
economy and to the people. So, there are 9 respondents who has a total points of 9 and 4
respondents has 4 points, overall 13 respondents while the respondents who has 8 below
points, are only 7. Therefore, there are 65% of the sample respondents who scored
beyond 8 are believed that they completely in favour of the dissolution of the law.
On the other hand, in the pie chart (Respondent’s Response) above, it presents the
percentage of the respondents who answered yes or no in the 10 questions in the survey
questionnaire. From the result, I conclude that there is higher percentage of people who
are not satisfied with the TRAIN Law and agreed the proposed dissolution of the law. In
addition, they are the people who said that the law causes much bad effects to the
people’s lives economically and financially. It only a cause the poor becomes poorer,
therefore, reflects to the economy’s state.
Reference

32
https://www.dof.gov.ph/index.php/ra-10963-train-law-and-veto-message-of-the-
president/
https://www.pwc.com/ph/en/tax-alerts/assets/pwcph_tax-alert-34.pdf
http://www.dof.gov.ph/taxreform/
Inc., Primer Media. "TRAIN Package One: A Need-To-Know Guide to Republic Act
10963".
"Package One - Lowering the Personal Income Tax • #TaxReformNow".
http://www.dof.gov.ph/taxreform/
"TRAIN law raises gov't revenue by 16.4% in Q1".
"NEDA: June's 5.2% inflation 'unexpected' - Philstar.com". philstar.com.
"Makabayan bloc asks SC to strike down tax reform law".
Jr., Nestor P. Burgos. "3 senators call for suspension of Train law".
Esguerra, Anthony Q. "Bam Aquino rallies support for passage of TRAIN law
amendment".
"About the Tax Reform - What is TRAIN? • #TaxReformNow".
"About the Tax Reform - Impact of the Tax Reform • #TaxReformNow".
"PRRD certifies tax reform bill as urgent • #TaxReformNow". Department of Finance.
Retrieved 22 December 2017.

33
"Tax Alert No. 8 - House Bill on Tax Reform for Acceleration and Inclusion" (PDF).
PwC. Retrieved 22 December 2017.
Dizon, Nikko (31 May 2017). "House passes Duterte's tax reform package on final
reading". Philippine Daily Inquirer. Retrieved 22 December 2017.
Romero, Paolo (29 November 2017). "Senate rushes to approve tax reform bill". The
Philippine Star. Retrieved 22 December 2017.
Lingao, Amanda; Lardizabal, Cecille (29 November 2017). "Senate OKs tax reform bill
on final reading". CNN Philippines. Retrieved 22 December 2017.
"Senate approves tax reform bill on 3rd reading". The Manila Times. 28 November 2017.
Retrieved 22 December 2017.
Dela Cruz, Jovee Marie; Fernandez, Butch (11 December 2017). "TRAIN passes with
Senate having its way in bicam". Business Mirror. Retrieved 22 December 2017.
Dalangin-Fernandez, Lira (13 December 2017). "House, Senate ratify TRAIN tax bill".
InterAksyon. Retrieved 22 December 2017.
Juris, The Corpus (19 December 2017). "R.A. No. 10963: Tax Reform for Acceleration
and Inclusion (TRAIN)".
"Package One - Complementary Measures • #TaxReformNow".
"Package One - Simplified Value-Added Tax (VAT) system • #TaxReformNow".
"'TRAIN' advocates and supporters are insensitive to the cries of the poor". Manila
Bulletin News. Retrieved 2018-07-15.

34
Jr., Nestor P. Burgos. "3 senators call for suspension of Train law". Retrieved 2018-07-
09.
Esguerra, Anthony Q. "Bam Aquino rallies support for passage of TRAIN law
amendment". Retrieved 2018-07-09

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