Learners’ Absenteeism and Its Relationship to Academic Performance: Basis for School-Based Intervention Program

Abstract

This study examined the relationship between school absences and the academic performance of Grade IV–VI learners at Lamac Elementary School during the School Year 2025–2026. Specifically, it determined the association between learners' attendance and grade point average (GPA) and identified factors contributing to school absences, including learner-related factors (emotional and physical), subject-related factors (interest and difficulty), teacher-related factors (classroom management strategies), and school-related factors (school environment and facilities). A descriptive-correlational research design was employed. Data were gathered from the attendance records, grade point averages, and survey responses of 139 learners, comprising 67 males (48.2%) and 72 females (51.8%). The findings revealed that 35.3% of the learners obtained a Fairly Satisfactory rating, 30.9% were Satisfactory, 10.8% were Very Satisfactory, and 3.6% achieved an Outstanding rating. Statistical analysis showed a significant, strong negative correlation between school absences and academic performance (r = –0.672, p < .01), indicating that increased absenteeism was associated with lower grade point averages. Based on these findings, a year-long school-based intervention program was developed to improve learners' attendance and academic performance. The proposed intervention includes attendance monitoring, remedial teaching, counseling sessions, and child-centered learning approaches to be implemented collaboratively by teachers, school heads, parents, and other stakeholders.