THE IMPACT OF SOCIOECONOMIC STATUS ON

THE CLASS ATTENDANCE OF GRADE 12 STUDENTS

AT THE UNIVERSITY OF CEBU

A Thesis
Presented to the Faculty
Senior High School Department
University of Cebu – Main Campus
Cebu City

In Partial Fulfillment of the Requirements for

the Grade 12 Senior High School Students
of Second Semester S.Y. 2024 – 2025
in 3I and OJT

Cellan Paul Vincent

Cruz, Thomas Jake S.
Guevarra, Jethro Clyde B.
Coming, Chloe Rezel D.
Dinopol, Ann Chelsea R.

12 HUMSS 1P PROVIDENCE

December 2024
 APPROVAL SHEET

This thesis entitled: THE IMPACT OF SOCIOECONOMIC STATUS ON

THE CLASS ATTENDANCE OF GRADE 12 STUDENTS AT THE UNIVERSITY
OF CEBU prepared and submitted in partial fulfillment of the requirements of the grade
12 senior high school students of second semester of school year 2024 – 2025 has been
examined and recommended for acceptance and approval for ORAL EXAMINATION.

PANEL OF ORAL EXAMINERS

MEREFIL R. CAROLINO, LPT, RPm

Research Adviser

TROY B. JUANICO ​ ​ ​ NICOLE MAE ABANILLA

Member​ ​ ​ ​ ​ ​ Member

PHOEBE T. ANGA, LPT

Chairman
________________________________________________________________________
​ ​
THE RESEARCH COMMITTEE
Approved by the Committee on Oral Examination with the grade of PASSED

MEREFIL R. CAROLINO, LPT, RPm

Research Adviser

TROY B. JUANICO ​ ​ ​ NICOLE MAE ABANILLA

Member​ ​ ​ ​ ​ ​ Member

PHOEBE T. ANGA, LPT

Chairman

Accepted and approved in partial fulfillment of the requirements of Grade 12 Senior

High School Students for the subject, 3I and OJT.

Date of Oral Examination: Mar 12, 2025

ABELARDO T. TEJO JR., Ed.D.

​ ​ ​ ​ ​ ​ ​ Senior High School Principal
 ACKNOWLEDGEMENT

The completion of this research has been made possible through the unwavering support
and invaluable contributions of many individuals. The researchers sincerely thank those
who have shared their precious time, effort, and expertise to accomplish this study.

Ms. Merefil R. Carolino, the research adviser, for her corrections, guidance, and
expertise, and most of all, her continuous motivation to provide the proper direction and
shape this paper into a reality.

Dr. Abelardo T. Tejo Jr., Principal of Senior High School, for granting us
permission to conduct this research and for his unwavering support in making this study
possible.
Ms. Phoebe A. Ebarsabal, one of our panel members, for her valuable feedback
and insightful suggestions, which greatly contributed to the refinement of this study.
Mr. Troy B. Juanico, one of our panel members, for his constructive criticism
and guidance, which helped enhance the quality and depth of this research.
Ms. Nicole Mae Abanilla, one of our panel members, for her thoughtful insights
and recommendations, which played a crucial role in improving this study.
The Senior High School students, our respondents, for their time and willingness
to participate, providing essential data that served as the foundation of this research.
Our fellow researchers, for their dedication, hard work, and perseverance in
successfully completing this study.
Above all, we express our deepest gratitude to Almighty God for His wisdom,
strength, and endless blessings, guiding us throughout this journey and making
everything possible.

THE RESEARCHERS
 DEDICATION

This research paper is deeply and personally dedicated to our families, whose love and
unwavering support have been the foundation of our strength. Through every late night
and moment of doubt, they have stood by us, offering words of encouragement and
sacrifices that often go unnoticed but mean the world to us. Without them, this journey
would have been much harder, if not impossible.
To our mentors and teachers, we extend our heartfelt gratitude. Their patience, wisdom,
and dedication have not only guided us in this research but have also shaped us into
better thinkers and individuals. Their belief in our abilities has pushed us to strive for
excellence, and for that, we will always be thankful.
To our friends and fellow researchers, this work is also for you. The laughter amidst the
stress, the shared struggles, and the endless motivation we have given each other have
made this academic journey not only bearable but truly meaningful. Your presence has
been a reminder that we are never alone in this pursuit.
To the institutions and individuals who have played a role in this study, we sincerely
appreciate your generosity and willingness to support us. Your contributions have been
invaluable in helping us bring this research to life.
Above all, we dedicate this work to the Almighty, whose guidance has been our light
through moments of uncertainty. In times of exhaustion and doubt, we found strength in
faith, knowing that every challenge was a step toward growth.
Lastly, we hope this study serves as a stepping stone for future researchers who will
continue to explore and contribute to this field. May this inspire others to pursue
knowledge with the same passion and perseverance that brought us here.
 ABSTRACT

This study examines the impact of socioeconomic status (SES) on the class

attendance of Grade 12 students at the University of Cebu. Using a correlational research

design, data was collected from 236 respondents through a structured survey. The

findings reveal a significant relationship between SES and class attendance, as indicated

by the chi-square test (χ² = 30.27, p < 0.0001). Students from lower-income backgrounds

struggle with attendance due to financial constraints, while those from higher-income

families benefit from better access to resources that support consistent school

participation. The study supports the Social Stratification Theory (Bourdieu, 1984),

Human Capital Theory (Becker, 1960), and Theory of Planned Behavior (Ajzen, 1985) in

explaining how economic status influences school attendance. Based on the findings,

recommendations such as financial assistance programs, parent involvement initiatives,

and community support partnerships are proposed to enhance student attendance and

promote educational equity.

Keywords: Socioeconomic status, class attendance, senior high school students,

educational equity, student engagement, school participation, financial constraints

 TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
Chapter
I THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study 1
Theoretical Background 4
Review of Related Literature and Studies 6
THE PROBLEM
Statement of the Problem 14
Significance of the Study 15
RESEARCH METHODOLOGY
Research Design 17
Research Environment 17
Research Participant 18
Research Instrument 18
Research Procedures 19
Data Collection 19
Data Analysis 20
DEFINITION OF TERMS
21
2 PRESENTATION AND ANALYSIS OF DATA
Presentation and Analysis of Data 22
3 SUMMARY, FINDINGS, AND IMPLICATION
Summary of the Findings 26
Conclusion 27
Recommendations 27
REFERENCES 30
APPENDICES 31
Appendix A Transmittal Letter 31
Appendix B Informed Consent Form 32
Appendix C Research Instrument 33
Appendix D Location Map 34
CURRICULUM VITAE 35
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Socioeconomic status (SES) played an important role in shaping various aspects

of students' educational experiences, including attendance, which was often seen as an

indicator of student engagement and academic performance. According to Sosu et al.

(2021), SES has many components, including family income, parents' education level,

and occupation, all influencing a child's ability to attend school. Several studies on the

effects of SES on students' attendance found that those from low-SES backgrounds were

likely to have poor attendance records than their peers from higher-SES families. For

instance, financial difficulties made it hard for families to cover basic needs like

transportation or healthcare, causing students to miss school due to illness or

transportation issues. Families with lower SES also faced additional challenges, such as

unstable jobs or housing, which made it harder for parents to support their children's

educational needs (Sosu et al., 2021).

In addition, the impacts arising from financial hardships affected students’

attendance and commitment to schooling. Low-SES students became stressed and

anxious, leading to heightened absenteeism and disengagement from school activities. On

the other hand, learners from higher-SES backgrounds were more likely to receive

additional support, such as extra lessons, counseling, proper nutrition, and stable homes,

meaning they had fewer reasons to miss school. Such differences in attendance rates
deepened long-term educational biases for learners from diverse socioeconomic statuses,

thus widening the gap and causing negative impacts. Understanding these factors was

crucial in developing interventions to improve attendance among students from low-SES

families, ensuring equal educational opportunities for all (Klein et al., 2020).

Globally, many studies showed a strong correlation between socioeconomic status

(SES) and school absenteeism. Low SES often contributed to poor attendance, which

impacted academic performance. A review by Sosu et al. (2021) found that students from

lower-income families were likely to miss school frequently. A study from Scotland

showed that different aspects of SES, such as parents' education, living in public housing,

and poor neighborhood conditions, directly affected how often students missed school.

Lower parental education and living in public housing had the biggest impact on school

attendance, with students from these backgrounds being more at risk of missing school

due to illness, skipping school, or being temporarily suspended. Similar studies from

countries like Ireland and Australia also showed that children from disadvantaged

backgrounds were more likely to miss school regularly, affecting their academic success

and future opportunities (Klein et al., 2020).

In the ASEAN region, differences in income also played a role in affecting school

attendance. For instance, a report by UNESCO (2022) showed that students from

low-income families in Southeast Asia faced significant challenges in regularly attending

school due to problems like financial pressures, lack of access to school materials, and

poor transportation. Additionally, in countries like Indonesia and Thailand, where poverty

was common in rural areas, students from lower-income families had higher rates of

absenteeism. This pattern demonstrated that income inequalities were a barrier to

consistent school attendance, particularly in low- and middle-income ASEAN countries

(Sosu et al., 2021).

In the first semester of 2023, 14.5% of the population in Cebu City lived below

the poverty line. Outside the three most urbanized cities in the province, 42.4% of

Cebuanos lived below the poverty line. Chronic absenteeism refers to a student missing

10% or more of the school year, which is equivalent to more than three and a half weeks.

In 2023, 26% of students in the Philippines were chronically absent. According to the

Philippine Statistics Authority (2024), 9.9% of these absences were caused by the high

cost of education or financial problems.

Several existing studies explored the relationship between socioeconomic status

(SES) and class attendance among students. For instance, a study by Johnson and Lee

(2021) investigated high school students in urban settings, finding that socioeconomic

disparities influenced not only attendance but also academic performance. Their research

suggested that students from higher-SES backgrounds had better access to resources,

which positively impacted their attendance patterns. However, this study specifically

focused on Grade 12 students at the University of Cebu, filling a gap in the literature by

providing a localized analysis of how SES impacted attendance within this context,

which differed from the broader or demographic-focused findings of the cited studies.

At the University of Cebu, socioeconomic status became a significant factor

affecting class attendance among Grade 12 students. The researchers observed that

students from lower socioeconomic backgrounds attended classes less frequently, often

due to financial challenges or increased family responsibilities. Additionally, limited

access to essential resources, such as transportation and study materials, further increased
their difficulties. This situation presented a vital concern within the research locale,

emphasizing the need for a comprehensive understanding of how these socioeconomic

factors impacted student engagement. Documenting these patterns was crucial for

identifying potential interventions that could help bridge the attendance gap.

Furthermore, this study aims to explore the impact of socioeconomic status on the

class attendance of Grade 12 students at the University of Cebu, as it has been observed

that students from different socioeconomic backgrounds face varying challenges that

affect their engagement in education. By examining these factors, this research seeks to

identify barriers to academic success and provide a foundation for developing targeted

action plans. Estimated findings may include intervention strategies such as mentorship

programs and financial assistance initiatives aimed at fostering a more equitable

educational environment that empowers all students to thrive academically, regardless of

their socioeconomic circumstances.

Theoretical Background

This study was anchored on the Social Stratification Theory by Pierre Bourdieu

(1984) and was supported by the Human Capital Theory by Gary Becker (1960) and the

Theory of Planned Behavior (TPB) by Icek Ajzen (1985).

The Social Stratification Theory by Bourdieu (1984) explained how

socioeconomic status (SES) impacted students' school attendance through concepts such

as cultural capital, habitus, and field. Students from higher SES backgrounds possessed

more cultural capital, such as access to resources and support that encouraged regular

attendance, whereas lower SES students lacked these advantages. Bourdieu's notion of

habitus suggested that lower SES students developed attitudes prioritizing work or
immediate needs over education, which reduced their attendance. Furthermore, in the

"field" of education, schools reflected social inequalities, where structural barriers like

transportation issues or family obligations disproportionately affected lower SES

students, contributing to absenteeism. This theory supported the understanding of how

SES influenced attendance through individual choices and societal structures.

The Human Capital Theory by Becker (1960) proposed that education was an

investment that enhanced economic potential, with socioeconomic status (SES)

significantly influencing access to resources and motivations for attending school. Higher

SES backgrounds provided financial stability and supportive environments that promoted

consistent attendance, as education was viewed as a valuable long-term investment.

Conversely, students from lower SES backgrounds faced financial constraints and family

obligations, which led to irregular attendance as immediate needs took precedence.

Therefore, the Human Capital Theory was relevant to this study as it explained how SES

shaped students' attendance patterns through resource availability, engagement, and the

perceived value of education.

Furthermore, the Theory of Planned Behavior (TPB), proposed by Ajzen (1985),

supported this study by explaining how students' attitudes, subjective norms, and

perceived behavioral control influenced their intentions and behaviors. Students from

higher socioeconomic backgrounds had more positive attitudes toward education and

faced fewer barriers, leading to higher attendance rates. In contrast, students from lower

socioeconomic backgrounds experienced negative perceptions and obstacles, such as

transportation issues and lack of support. By applying this theory, the study uncovered
how varying socioeconomic factors affected attendance intentions and behaviors,

ultimately guiding targeted interventions to improve class attendance among students.

These theories, the Social Stratification Theory, Human Capital Theory, and

Theory of Planned Behavior (TPB), provided a framework for understanding how

socioeconomic status affected class attendance among Grade 12 students at the

University of Cebu. Social Stratification Theory revealed how inequalities shaped

educational access and motivation, while Human Capital Theory suggested that students

from higher socioeconomic backgrounds viewed attendance as essential for future

success. TPB further explained how attitudes, norms, and perceived control influenced

attendance behaviors. Together, these theories highlighted the complex ways

socioeconomic status impacted attendance and informed targeted interventions for

educational equity.

Review of Related Literatures

Socioeconomic Status

The Organization for Economic Co-operation and Development (OECD, 2019)

observed that disparities in academic performance were often attributed to differences in

resources available at home. Students from low-income families frequently lacked access

to the tools necessary for learning, which undermined their motivation and made it more

challenging for them to attend school regularly. This lack of home-based support

compounded the obstacles these students faced, resulting in more frequent absences.

Additionally, students' perceptions of their academic potential were often shaped

by their socioeconomic backgrounds. Those from higher SES families benefited from

more robust support networks, which fostered resilience and promoted regular school
attendance. In contrast, low-SES students were more likely to encounter barriers to

consistent attendance due to limited familial and financial support, highlighting the

inequitable effects of SES on attendance (Destin et al., 2019).

Moreover, Mahoney (2020) emphasized that financial instability within low-SES

families frequently diverted attention away from education. Many students from these

backgrounds missed school to fulfill family responsibilities, which negatively impacted

their academic performance and attendance rates. This economic necessity, often

prioritized over educational goals, was a recurring theme among low-SES students and

further contributed to absenteeism.

In alignment with these findings, the Poverty Action Lab (2019) highlighted that

limited economic and social capital in low-income families significantly hindered

attendance. Low-SES students frequently encountered multiple responsibilities that

detracted from their ability to attend school regularly, underscoring how socioeconomic

constraints shaped their capacity to prioritize education (Poverty Action Lab, 2019).

Similarly, Wood et al. (2021) concluded that economic disparities and resource

scarcity contributed to increased absenteeism among low-SES students. Their study

confirmed that without adequate support, these students faced significant obstacles that

impeded their attendance, further emphasizing the cyclical nature of socioeconomic

barriers in education (Wood et al., 2021).

Furthermore, Hannaway et al. (2020) highlighted the crucial role of community

support in promoting academic persistence among low-SES students. Their study found

that students from disadvantaged backgrounds often lacked external support, which made

it more difficult for them to stay engaged in their education. The absence of strong social
and academic networks contributed to increased dropout and absenteeism rates, as

students had fewer resources to navigate academic and personal challenges. This finding

emphasizes the need for accessible mentorship programs and community-based

initiatives to support low-SES students in their educational journey (Hannaway, Horn, &

Daly, 2020).

Garcia and Weiss (2019) found that low-SES families struggled to afford essential

educational resources. The inability to pay for transportation, school materials, and digital

tools often forces students to miss classes or fall behind academically. This lack of

resources not only hindered their participation in school but also contributed to feelings

of frustration and discouragement. Addressing these economic disparities through

subsidies and resource provisions can help ensure that financial constraints do not

become barriers to education (Garcia & Weiss, 2019).

Class Attendance

Schneider and Lee (2020) found that economic insecurity often led to higher rates

of illness-related absences. Low-SES students frequently lacked access to proper

healthcare, causing minor illnesses to develop into prolonged absences due to inadequate

treatment. Mental health issues such as anxiety and stress, often linked to financial

struggles, also contributed to disengagement from school. These findings underscore the

importance of integrating healthcare support within educational institutions to minimize

the impact of health-related absences (Schneider & Lee, 2020).

Moreover, Benner (2019) reported that low-SES households often lacked

consistent routines. Frequent relocations, parental job instability, and household conflicts

created an unpredictable environment, making it difficult for students to maintain regular

attendance. These disruptions affected students’ ability to focus on their studies, leading

to inconsistent academic performance. Establishing school-based support systems and

counseling programs can help mitigate the negative effects of family instability on

student attendance (Crosnoe & Benner, 2019).

Socioeconomic Status and Class Attendance

Socioeconomic status (SES) has long been recognized as a significant factor

influencing students’ academic engagement and attendance. According to Sosu et al.

(2021), students from lower SES backgrounds faced a variety of barriers that contributed

to frequent absenteeism, including financial challenges and limited parental education.

These difficulties not only restricted access to essential resources, such as transportation

and academic support, but also hindered parents’ ability to provide sustained educational

guidance. Consequently, students from disadvantaged backgrounds often lacked the

support systems necessary to foster regular school attendance, thus emphasizing the

profound impact of SES on educational opportunities and outcomes (Sosu et al., 2021).

Research by McFarland et al. (2020) revealed that chronic absenteeism was

prevalent among low-SES students, often as a result of economic pressures and

inadequate resources. These students faced multiple barriers to attendance, including

unstable home environments and insufficient access to learning materials.

Breslow et al. (2020) reported that transportation issues and limited academic

support were daily challenges for low-income students. These basic access problems

adversely affected regular school attendance, further illustrating how SES-related

disadvantages contributed to attendance gaps in education (Breslow et al., 2020).

 Anderson & Ray (2021) connected food insecurity to academic performance and

attendance, demonstrating that low-SES students were more vulnerable to hunger-related

stressors that disrupted their learning. The daily struggle to meet basic needs contributed

to absenteeism, suggesting that interventions targeting socioeconomic issues should

extend beyond financial aid to include broader, holistic support (Anderson & Ray, 2021).

On a global scale, UNESCO (2019) emphasized that economic barriers

significantly contributed to school absenteeism among low-SES students. Many of these

students prioritized work over education to help support their families, leading to

frequent absences or even permanent school dropouts. Limited access to financial aid,

school supplies, and transportation further restricted their ability to attend classes

regularly. This widespread issue highlights the urgent need for government policies and

financial assistance programs to help low-SES students remain in school (UNESCO,

2019).

Review of Related Studies

Socioeconomic Status

In a study by Tompsett et al. (2023), he examined the relationship between family

SES and college attendance, focusing on both individual and institutional factors.

Utilizing quantitative data analysis, the research highlighted how higher SES students

gained cumulative advantages through better-resourced schools and increased

participation in extracurricular activities, which were linked to higher rates of college

attendance and acceptance into selective institutions.

SES significantly influenced educational outcomes by providing wealthier

students with resources that enhanced their academic achievements and college
opportunities. This research is highly relevant to discussions on educational inequality, as

it provided evidence on how SES shaped access to higher education and the cumulative

disadvantages faced by lower SES students (Levy et al., 2023).

Class Attendance

In a similar vein, Klein and Sosu (2023) conducted a study examining the impact

of family socioeconomic status (SES) on the relationship between school attendance and

academic achievement. Using data from upper-secondary students in Scotland, they

analyzed how various SES factors, such as parental education and housing, influenced

academic outcomes. The study found that sickness-related absences had a more

detrimental effect on students from lower SES backgrounds compared to their higher SES

peers, while overall absences did not show significant differences across SES groups.

Additionally, Siddappa (2021) conducted a study exploring how school

attendance impacted academic achievement, with a particular focus on variations across

family socioeconomic status (SES). Using data from upper secondary students in

Scotland, the study analyzed attendance records and academic performance to understand

the role of SES. The findings indicated that students from lower SES backgrounds were

more adversely affected by sickness-related absences compared to their higher SES peers,

while the impact of overall absences did not show significant differences across SES

groups.

Socioeconomic Status and Class Attendance

In a study by Sosu et al. (2021), a comprehensive review was conducted to

examine the relationship between socioeconomic status (SES) and school absenteeism.

The study systematically analyzed various dimensions of SES, such as family income,
parental education, and occupation, to assess their impact on school attendance. The

findings indicated a clear association between lower SES and higher absenteeism rates,

particularly among disadvantaged populations.

Moreover, Mooney et al. (2022) investigated whether socioeconomic status (SES)

moderated the relationship between school absence and educational outcomes. The study

utilized survey data from Australian students aged 12-15 to examine how absenteeism

correlated with school belonging and academic performance in numeracy and reading.

The findings revealed that while absence was negatively associated with both school

belonging and numeracy, SES did not significantly affect this relationship, except in

numeracy for low-SES students.

Similarly, Sosu, Dare, Goodfellow, and Klein (2021) conducted a systematic

review exploring the connection between socioeconomic status (SES) and school

absenteeism. They analyzed 55 studies published between 1998 and 2019, utilizing

diverse SES indicators such as income, education, and occupation to understand their

impact on different forms of absenteeism. The findings revealed that lower SES was

generally linked with higher absenteeism, although the relationship varied depending on

specific SES dimensions and types of absences.

Furthermore, Dräger, Klein, and Sosu (2024) conducted a study to investigate

how socioeconomic status (SES) influenced academic achievement through school

absenteeism. They used data from the Millennium Cohort Study (MCS) and the National

Pupil Database (NPD) in England, applying causal mediation analysis to examine the

impact of SES on student absences and performance. The study found that students from

lower SES backgrounds had higher rates of absenteeism, which partially contributed to
gaps in academic achievement. Specifically, school absences accounted for 6.45% to

8.10% of the SES-related achievement gap.

Similarly, a 2022 study by Hancock et al. examined whether SES impacts the

relationship between school absenteeism and academic achievement. The study found

that absenteeism had a more significant negative effect on academic performance for

students from low-SES backgrounds compared to their high-SES peers, suggesting that

lower SES exacerbates the detrimental impact of absenteeism on learning outcomes.

Comparably, Klein, Dare, and Sosu (2019) conducted a study examining how

socioeconomic factors impacted school absenteeism among secondary students in

Scotland. Using data from the Scottish Longitudinal Study, they analyzed family

background details, school attendance records, and academic outcomes through

regression-based analysis. The study found that students from lower socioeconomic

backgrounds had higher rates of absenteeism, suggesting that economic disparities

significantly influenced school attendance.

 THE PROBLEM

Statement of the Problem

This study aims to examine the impact of socioeconomic status on the class

attendance of Grade 12 students at the University of Cebu Main Campus for S.Y.

2024-2025.

Specifically, this research seeks to answer the following:

1.​ What is the profile of the respondents in terms of ;

1.1 gender; and

1.2 academic track?

2.​ What is the socioeconomic status of the respondents?

3.​ What is the class attendance status of the respondents?

4.​ Is there a significant relationship between the socioeconomic status and the class

attendance status of the respondents?

Statement of the Null Hypothesis

At a 0.05 level of significance, this study tests the following null hypothesis:

H₀: There is no significant relationship between the socioeconomic status of the

respondents' parents and the class attendance of Grade 12 students at the University of

Cebu Senior High School for the school year 2024-2025.

Significance of the Study

The results of this study will be highly significant and beneficial specifically to

the following stakeholders:

Students. This study aims to provide valuable insights into how socioeconomic

background influences class attendance among students. By recognizing and addressing

barriers to academic engagement, students can develop effective strategies to enhance

their commitment to attending classes and actively participating in their academics.

Parents. The findings of this research can help parents understand the impact of

socioeconomic factors on their children's attendance. This knowledge can empower them

to better support their children in overcoming challenges, thereby advocating for

necessary resources and fostering a home environment that promotes consistent school

attendance.

Teachers. This study offers guidance for educators in refining their teaching

strategies to effectively engage students from diverse socioeconomic backgrounds. By

adapting their approaches, teachers can create a more inclusive classroom environment

that enhances overall attendance and encourages active participation from all students.

Researchers. The data presented in this study can be beneficial for researchers

who seek to explore the relationship between socioeconomic status and educational

outcomes. The insights gained may lead to the development of new theories or the

refinement of existing models related to student attendance.

Future Researchers. This research provides a significant foundation for further

exploration into the impact of socioeconomic factors on education. Additionally, future

researchers may utilize this study to examine related topics, including interventions

designed to improve attendance among disadvantaged students.

Scope and Delimitation

This research focused on examining the impact of socioeconomic status on the

class attendance of Grade 12 students at the University of Cebu. Specifically, it analyzed

how family income, parental occupation, and educational background influenced

students' consistency in attending classes. Moreover, the investigation was confined to

Grade 12 students enrolled during the academic year 2024-2025, with data gathered

exclusively through surveys and interviews conducted within the university premises.

However, the study was limited to factors directly related to socioeconomic status

and did not consider external influences such as health issues or personal problems.

Additionally, it was restricted to Grade 12 students at the University of Cebu, excluding

other year levels or institutions. By concentrating on these boundaries, the research aimed

to provide a focused analysis while acknowledging potential limitations in its scope.

 RESEARCH METHODOLOGY

This chapter presents the procedure used by the researchers to gather data relevant

to the study's analysis. Its components include the research design, environment,

respondents, instruments, data collection procedure, and data analysis procedure.

Research Design

This study used a correlational design to examine the relationship between

socioeconomic status (SES) and class attendance among senior high school students at

the University of Cebu (UC). The correlational design was ideal for this type of research

because it allowed the researchers to explore how various SES factors, such as income

and parental education, were linked to students’ attendance patterns without altering any

variables (Lodico, Spaulding, & Voegtle, 2010). This method helped identify connections

between SES and academic behaviors in a natural setting, providing insights into how

SES influenced class attendance and informing policies to improve student outcomes

(Field, 2013).

Research Environment

The study was conducted at the University of Cebu-Main Campus Senior High

School Department, located on J. Alcantara Street, Barangay Sambag Dos, Cebu City.

Founded in 1964 by Atty. Augusto W. Go, this nonsectarian private institution strived to

provide affordable, quality education that met local and international standards. However,

socioeconomic challenges were a notable issue among its student body, impacting various

aspects of academic life, including attendance. Students from low-income families often

faced barriers such as limited access to transportation and essential school resources,

which disrupted their ability to attend classes consistently. This ongoing problem within
the University of Cebu Senior High School Department made it an ideal environment to

examine how socioeconomic status (SES) influenced class attendance patterns,

contributing to a broader understanding of the impact of financial constraints on student

engagement and performance.

Research Respondents

The respondents of this study were Grade 12 students from the University of

Cebu Senior High School Department. A total of 236 students across all academic strands

were chosen as respondents. The researchers used the stratified random sampling method,

dividing the students into subgroups based on their respective strands (Simply

Psychology, 2023). Five students were randomly selected from each strand to ensure

representation of various socioeconomic backgrounds. This method accurately reflected

the diversity of socioeconomic statuses among the respondents, aligning with the study's

aim to examine how socioeconomic factors affected class attendance.

Research Instrument

The study utilized a structured questionnaire to gather data, following a defined

set of questions with a consistent format. This approach ensured that all responses were

collected in a standardized manner, making the data suitable for quantitative analysis

(Cheung, 2014). The questionnaire was divided into two main sections: socioeconomic

status (SES) and class attendance. Each section was designed to capture specific factors

affecting students' academic participation, offering a comprehensive view of the variables

being studied.

In assessing the first variable, socioeconomic status (SES), the researchers used a

modified version of the Socioeconomic Status Survey created by Anama (2024). The
questionnaire was adjusted to align with the study’s focus, incorporating sections on

respondents' basic information, household economic activity, and income and

expenditure. These modifications allowed for a more tailored assessment of key SES

indicators, such as household income, parental education, and employment status, to

understand their impact on students' class attendance.

For the second variable, class attendance, the researchers employed an adapted

Likert scale initially designed by Concepcion (2023). The scale measured students’

attitudes and behaviors regarding school attendance, using response options: Always (5),

Very Often (4), Sometimes (3), Rarely (2), and Never (1). Adaptations were made to

ensure the instrument effectively captured attendance-related factors relevant to the study,

such as parental influence, health issues, and personal reasons. The reliability of this

instrument was confirmed through pilot testing, yielding a Cronbach’s Alpha of

0.858079, indicating good internal consistency. This suggests that the questionnaire items

were well-structured and effectively measured the intended variables.

No Coefficient of Cronbach’s Alpha Reliability Level

1 More than 0.90 Excellent
2 0.80-0.89 Good
3 0.70-0.79 Acceptable
4 0.60-0.69 Questionable
5 0.50-0.59 Poor
6 Less than 0.59 Unacceptable
Study Result 0.8581 Good

Data Collection Procedure

The researchers first obtained permission to conduct the study by submitting a

transmittal letter to the principal of the Senior High School Department at the University

of Cebu - Main Campus. After receiving approval, they applied stratified random
sampling to select 236 Grade 12 students from different academic strands, ensuring

representation across various socioeconomic backgrounds. They then sought informed

consent from the respondents, clearly explaining the study’s purpose and emphasizing

that participation was voluntary and confidential. Once consent was granted, the

researchers scheduled data collection sessions to minimize disruptions to the respondents’

classes. The data was gathered using a demographic survey questionnaire, which allowed

respondents to answer at their convenience. The researchers provided clear instructions

and addressed any questions to ensure participants fully understood the process. On

average, completing the survey took around 20 minutes. After collecting the data, the

researchers carefully reviewed the responses for accuracy and completeness before

proceeding with data analysis.

Data Analysis Procedure

The researchers made use of the following statistical tools to analyze the data:

Mean and Standard Deviation were used to measure the central tendency and

variability of the students' responses. These methods helped the researchers to determine

the patterns in the students’ socioeconomic status (SES) and attendance behaviors,

providing insights into the relationship between these variables. Frequency and

Percentage to categorize the socioeconomic backgrounds of the respondents. Pearson

Product-Moment Coefficient of Correlation was employed to analyze the significant

relationship between socioeconomic status and class attendance. The study ultimately

explores how variations in socioeconomic status may be associated with differences in

attendance patterns. This approach aims to provide insights into the impact of

socioeconomic factors on student attendance.

 DEFINITION OF TERMS

The following terms are operationally defined based on the study’s usage.

Socioeconomic Status (SES) - refers to a person or family's social and economic

level, which is usually based on income, education, and job.

Class Attendance - refers to how often students go to their scheduled classes,

which shows their involvement in school.

Impact - refers to the effect or influence of one thing on another, such as how

socioeconomic status affects class attendance.

Grade 12 Students - refers to students in their last year of high school education.
 CHAPTER 2

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered in the study. The

findings are organized based on the research objectives and presented in tables. Each

table is followed by an explanation, discussion of the implications, and supporting

theories.

Table 1

Respondents’ Profile

Profile Frequency Per Cent (%)

Gender
Male 80 33.9
Female 156 66.1
Total 236 100%
Strand
STEM 71 30.08
HUMSS 50 21.19
TVL 45 19.07
GAS 30 12.71
ABM 40 16.95
Total 236 100%

This section presents the demographic profile of the respondents based on gender

and academic strand. The data reveals that 66.1% of the respondents are female, while

33.9% are male. The highest number of respondents are from the STEM strand (30.08%),

followed by HUMSS (21.19%), TVL (19.07%), ABM (16.95%), and GAS (12.71%).

This data suggests that there is a higher participation of female students in the study, which may

indicate a greater proportion of female enrollment in the selected population or a higher

willingness among female students to respond to surveys.

Table 2

Socioeconomic Status

Frequency Per Cent (%)

Poor 45 19.15
Low Income 48 20.34
Lower Middle Income 73 30.93
Middle Income 38 16.10
Upper Middle Income 15 6.36
Upper Income 3 1.27
Rich 14 5.93

This section presents the socioeconomic status of the respondents, measured using

a 7-point Likert scale ranging from Poor to Rich. The data reveals that the largest

proportion of respondents (30.93%) belong to the Lower Middle Income group, followed

by those in the Low Income (20.34%) and Poor (19.15%) categories, indicating that a

significant portion of the respondents come from economically challenged backgrounds.

Meanwhile, 16.10% fall under the Middle Income category, while a smaller percentage

belongs to the Upper Middle Income (6.36%), Rich (5.93%), and Upper Income (1.27%)

groups. This suggests that only a limited number of respondents come from

higher-income households. Overall, the data indicates that most respondents are from low

to middle-income backgrounds, which may influence their access to educational

resources and opportunities.

 Table 3

Class Attendance

Indicators Mean Standard Interpretation

Deviation
I understand the importance of regular 3.56 0.64 Strongly Agree
attendance for my academic success.
I consistently attend all my classes 3.53 0.65 Strongly Agree
I remain committed to attending school 3.49 0.62 Strongly Agree
and focusing on my education.
I stay on track with my academics 3.46 0.72 Strongly Agree
regardless of occasional absences.
I manage personal and family 3.42 0.68 Strongly Agree
responsibilities while maintaining good
attendance.
I actively catch up on missed lessons 3.40 0.72 Strongly Agree
when I am absent.
I have the necessary school supplies, such 3.39 0.77 Strongly Agree
as books, uniforms, and internet access, to
support my education.
My living situation allows me to attend 3.36 0.75 Strongly Agree
school regularly without disruptions.
I have access to affordable and reliable 3.36 0.72 Strongly Agree
transportation, which allows me to attend
school without difficulty.
I prioritize attending classes over personal 3.31 0.79 Strongly Agree
activities.
I am in good physical and mental health, 3.29 0.79 Strongly Agree
allowing me to attend school regularly.
I am comfortable attending early morning 3.27 0.82 Strongly Agree
or late afternoon classes.
I plan my schedule well to avoid missing 3.25 0.78 Strongly Agree
classes.
My family obligations (such as caring for 3.22 0.90 Agree
siblings or helping at home) do not
prevent me from attending school.
I receive adequate support from my school 3.19 0.73 Agree
to help me attend classes regularly.
I feel motivated to attend school because 3.11 0.85 Agree
of my teachers and classmates.
Total 3.35 0.75 Strongly
Agree
 Table 3 presents the class attendance status of the respondents, with an overall

mean class attendance score of 3.35 and a standard deviation of 0.75, which falls under

the "Strongly Agree" category. A 4-point Likert scale was used to classify attendance

levels: Strongly Disagree (1.00–1.74), Disagree (1.75–2.49), Agree (2.50–3.24), and

Strongly Agree (3.25–4.00). The results indicate that most respondents demonstrate high

attendance levels, suggesting a strong commitment to class participation and engagement

in their academic responsibilities.

Table 4

Significant Relationship between the Socioeconomic status and Class Attendance

Variables df Computed p-Value Decision Interpretation

Value on Ho
Socioeconomic status 6 16.54 <.0001 Reject Significant
and Class Attendance

Table 4 presents the chi-square test results on the relationship between socioeconomic

status and class attendance, with a computed chi-square value of 16.54 and a p-value of <0.0001,

indicating a significant correlation. The findings suggest that students from lower-income

backgrounds may struggle with attendance due to financial constraints, while those from

higher-income families have better access to resources that support regular attendance. Financial

stability emerged as the highest indicator influencing class attendance, as students with more

financial resources can afford transportation, school materials, and other academic necessities.

This aligns with Social Stratification Theory (Bourdieu, 1984), Human Capital Theory (Becker,

1960), and the Theory of Planned Behavior (Ajzen, 1985), which collectively explain how

economic status influences education. Furthermore, Mahoney (2020) emphasized that financial

instability often diverts students’ focus away from education, affecting academic performance and

attendance rates. Levy et al. (2023) highlighted how SES shapes access to higher education,

reinforcing the cumulative disadvantages faced by lower-SES students.

 CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents a summary of the study's key findings, which were previously

discussed and analyzed. It also provides conclusions based on the results and offers

recommendations for individuals and organizations that may benefit from the study.

Summary of Findings

This study revealed the following findings:

1.​ The study revealed that among the 236 respondents, 66.1% were female, while 33.9%

were male. The distribution of students across academic strands showed that 30.08%

were enrolled in STEM, 21.19% in HUMSS, 19.07% in TVL, 16.95% in ABM, and

12.71% in GAS. This indicates that the study sample is diverse in terms of academic

tracks, with a higher representation of students in science-related fields.

2.​ The findings indicated that 30.93% of the students belonged to the lower-middle-income

category, followed by 20.34% in the low-income category, and 19.15% classified as poor.

Meanwhile, 16.10% were middle-income earners, while only 6.36% were

upper-middle-income, 1.27% were upper-income, and 5.93% were categorized as rich.

This distribution suggests that the majority of students come from economically

challenged backgrounds, potentially impacting their educational opportunities and

attendance consistency.

3.​ The respondents' attendance was rated as "Excellent," with an average score of 3.35 and a

standard deviation of 0.75. The biggest factor influencing attendance was students’

understanding of its importance, with an average score of 3.56 and a standard deviation

of 0.64. Other factors like commitment to education, responsibility management, and

access to learning resources also played a role. Despite financial struggles, most students

remained dedicated to their studies and attended classes regularly.

 4.​ A chi-square test was conducted to examine the relationship between socioeconomic

status and class attendance. The computed chi-square value was 30.27, with a p-value of

<0.0001, indicating a statistically significant correlation. Students from higher-income

backgrounds had better attendance records due to greater financial stability and access to

school-related necessities. Conversely, students from lower-income families faced

challenges such as transportation difficulties, financial constraints, and family

obligations, which negatively affected their attendance.

Conclusion

Based on the findings, the study concludes that socioeconomic status has a significant

impact on the class attendance of Grade 12 students at the University of Cebu. Financial

constraints, parental occupation, and access to resources contribute to disparities in attendance

patterns. Students from higher socioeconomic backgrounds tend to have better attendance rates

due to their ability to afford school-related necessities, whereas those from lower-income families

experience barriers such as transportation issues, family responsibilities, and lack of financial

support.

Recommendations

Based on the results of the study, the following recommendations are proposed:

1.​ Financial Assistance Programs

○​ Strengthen scholarship grants and financial aid initiatives to support

students from low-income families and reduce financial barriers to

attendance.

2.​ Parent Involvement Initiatives

○​ Conduct financial literacy seminars and workshops to help parents manage

education-related expenses effectively.

3.​ Community and Government Partnerships

○​ Collaborate with local government units (LGUs) and non-government

organizations (NGOs) to create support programs for economically

disadvantaged students.

4.​ Time Management and Prioritization

○​ Encourage students to develop effective time management skills to

balance family responsibilities and academic commitments.

5.​ Utilization of Available Resources

○​ Guide students in accessing scholarships, financial aid, and school

assistance programs to alleviate economic burdens.

6.​ Peer Support and Study Groups

○​ Promote peer-led study groups to encourage academic engagement and

help students catch up on missed lessons.

7.​ Recommendations for Future Research

○​ Effectiveness of Financial Assistance Programs in Improving Attendance

Among Low-SES Students

○​ The Role of Parental Involvement in Reducing Absenteeism Among

Senior High School Students

○​ Impact of Transportation Accessibility on Student Attendance in Urban

and Rural Areas

○​ Psychosocial Effects of Socioeconomic Status on Student Attendance and

Academic Performance
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APPENDIX A
 APPENDIX B
INFORMED CONSENT

Title of the Study: THE IMPACT OF SOCIOECONOMIC STATUS ON THE CLASS ATTENDANCE OF GRADE
12 STUDENTS AT THE UNIVERSITY OF CEBU

Purpose of the Research

This study aims to examine the impact of socioeconomic status on the class attendance of Grade 12 students at the
University of Cebu-Main Campus for S.Y. 2024-2025.

Risks and Discomforts

There are no anticipated risks; however, respondents may feel some discomfort reflecting on personal socioeconomic
challenges and their effect on class attendance.

Benefits of the Research and Benefits to You

This study will provide valuable insights into the correlation between socioeconomic status and class attendance. By
participating, students and educators may gain a deeper understanding of attendance patterns and potential strategies to
address related challenges.

Voluntary Participation
Participation in this study is entirely voluntary. You may choose to stop participating at any time without any
consequences. Your decision will be respected and will not affect your standing with the researchers or the University.

Withdrawal from the Study

Participants can withdraw from the study at any point without needing to provide a reason. If you choose to withdraw,
all data associated with your participation will be immediately deleted, ensuring confidentiality and respect for your
decision.

Confidentiality
Any information gathered from you will remain confidential and will only be used for research-related purposes

Contact Information
Researcher: Thomas Jake S. Cruz
Email: teajecruz@gmail.com
Contact Number: 09917593722
Signature: ________________________

By signing below, you are granting your voluntary assent to participate in the above-described research study.
Full Name: _______________________
Signature: ________________________
Date: ____________________________

Parent’s Consent
I, hereby grant permission for my child to participate in the survey. I understand that participation is voluntary, and all
responses will be kept confidential and anonymous. I have discussed the survey with my child and believe their
participation will be in their best interest.

Parent’s Name & Signature: _______________________

 APPENDIX C
RESEARCH INSTRUMENT
The Impact of Socioeconomic Status on the Class Attendance
of Grade 12 Students at the University of Cebu
Survey Questionnaire

Dear respondents,

Good day! Please take a few minutes to answer this questionnaire. This aims to examine the
impact of socioeconomic status on the class attendance of the Grade 12 students at the University
of Cebu - Main Campus for S.Y: 2024 - 2025. The findings will serve as the basis for the
curriculum enhancement plan. Your answer will be treated with the strictest confidentiality.

I.​ Profile

Name of the student: __________________________

Gender Male Female

Strand taken STEM HUMSS ABM

TVL AD GAS

II.​ Socioeconomic Status

Instructions: Encircle the answer that best applies to your situation.
1.​ What has been your family's average monthly income?
a)​ Below ₱ 12,030
b)​ ₱ 12,030 - ₱ 24,060
c)​ ₱ 24,060 - ₱ 48,120
d)​ ₱ 48,120 - ₱ 84,210
e)​ ₱84,210 - ₱ 144,360
f)​ ₱ 144,360 -₱240,600
g)​ ₱ 240,600
 III.​ Class Attendance
Instructions: For each question, please rate the following areas by checking the
appropriate column for each item.
Scale: 4 - Strongly Agree, 3 - Agree, 2 - Disagree, 1 – Strongly Disagree

Class Attendance 4 3 2 1

I consistently attend all my classes.

I manage personal and family responsibilities while maintaining good

attendance.

I stay on track with my academics regardless of occasional absences.

I am comfortable attending early morning or late afternoon classes.

I actively catch up on missed lessons when I am absent.

I receive adequate support from my school to help me attend classes

regularly.

I prioritize attending classes over personal activities.

I feel motivated to attend school because of my teachers and classmates.

I plan my schedule well to avoid missing classes.

I understand the importance of regular attendance for my academic success.

My living situation allows me to attend school regularly without disruptions.

I have access to affordable and reliable transportation, which allows me to

attend school without difficulty.

My family obligations (such as caring for siblings or helping at home) do not

prevent me from attending school.

I am in good physical and mental health, allowing me to attend school

regularly.

I remain committed to attending school and focusing on my education.

I have the necessary school supplies, such as books, uniforms, and internet
access, to support my education.
 APPENDIX D
LOCATION MAP
 CURRICULUM VITAE

Name: Paul Vincent Cellan

Home Address: Ermita Proper Cebu City

Email: paulvincentcellan@gmail.com

Birthday: November 29, 2005

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu - Main Campus, J. Alcantara St, Cebu City, 6000

Junior High School

Cebu City Don Carlos A. Gothong Memorial National High School, Candido Padilla St,

Cebu City, 6000

Elementary Education

Cebu City Central Elementary School, Cebu City, 6000

Name: Thomas Jake S. Cruz

Home Address: Basubas Compound Tipolo,

Mandaue City

Email: teajecruz@gmail.com

Birthday: September 13, 2006

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu - Main Campus, J. Alcantara St, Cebu City, 6000

Junior High School

Mandaue City Comprehensive National High School, Plaridel St. Reclamation Area, Looc

Mandaue City 6014

Elementary Education

Subangdaku Elementary School, 597 Lopez Jaena St, Mandaue City, 6014
Name: Jethro Clyde B. Guevarra

Home Address: 3850 Banawa, Duterte St.

Email: guevarrajethro835@gmail.com

Birthday: April 1, 2007

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu - Main Campus, J. Alcantara St, Cebu City, 6000 Cebu

Junior High School

University of San Carlos North Campus - General Maxilom Ave, Cebu City, 6000

University of Cebu - Main Campus - Sanciangko Street, Cebu City, 6000

Elementary Education

Little Red Barn Fun Learning Center - 239 R. Duterte St, Cebu City, 6000
Name: Chloe Rezel Coming

Home Address: San Miguel St, Cebu City

Email: rezelchloe@gmail.com

Birthday: June 27, 2006

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu - Main Campus, J. Alcantara St, Cebu City, 6000

Junior High School

University of Cebu - Main Campus, Sanciangko St, Cebu City, 6000

Elementary Education

Carreta Elementary School, General, Maxilom Ave Ext, Cebu City, 6000
Name: Ann Chelsea R. Dinopol

Home Address: 171 C.F Jaca St. Inayawan

Cebu City, Sitio Issa

Email: annchelseadinopol06@gmail.com

Birthday: December 27, 2006

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu - Main Campus, J. Alcantara St, Cebu City, 6000

Junior High School

Pardo National High School, Gabuya St, Cebu City, 6000

Elementary Education

Inayawan Elementary School, C. F Jaca St, Cebu City, 6000