Cutting Classes

Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Oriental Mindoro
Doroteo S. Mendoza Sr. Memorial National High School
Pagkakaisa, Naujan
Consequences of Cutting Classes to the Students in Grade 10
Academic Performance at DSMSMNHS
S.Y. 2022-2023
DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

Pagkakaisa, Naujan, Oriental Mindoro| 5204
0977-804-2765 | 0950-077-9750
[email protected] |[email protected]
MIMAROPA Region
Pagkakaisa, Naujan
Abstract:
This qualitative research examines the consequences of cutting classes on Grade 10
students' academic performance at DSMSNHS. Semi-structured interviews were conducted
with a purposive sample of students who have a history of cutting classes. Preliminary
findings reveal that cutting classes leads to reduced subject comprehension, missed learning
opportunities, decreased motivation, weakened study habits, and challenges in catching up.
Factors influencing class-cutting behavior include peer influence, disengagement, lack of
interest, family issues, and distractions. The study provides insights for educators and
policymakers to develop targeted interventions for improved academic outcomes in Grade 10
students.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
I. Introduction
Cutting classes, also known as truancy or absenteeism, is a prevalent issue that can
have significant consequences on students' academic performance. In the context of Grade 10
students at DSMSMNHS, understanding the implications of cutting classes is crucial for
educators, administrators, and policymakers to develop effective strategies for intervention
and support.
Numerous studies have explored the relationship between attendance and academic
performance, highlighting the detrimental effects of class-cutting behavior. Research by
Gottfried (2018) demonstrated that students with higher absenteeism rates tend to have lower
grades and are at a higher risk of dropout. Similarly, a study by Kearney (2018) found a
negative correlation between school attendance and achievement outcomes, emphasizing the
importance of regular attendance for academic success.
The consequences of cutting classes on Grade 10 students' academic performance can
manifest in various ways. Firstly, missed class time results in reduced subject comprehension.
As lessons progress, students who skip classes miss out on valuable instruction, explanations,
and discussions that are essential for understanding complex concepts (Johnson, 2018).

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Secondly, cutting classes leads to missed learning opportunities. Classroom
interactions and activities provide opportunities for collaborative learning, engagement with
peers, and participation in group projects, all of which contribute to a well-rounded education
(Baker et al., 2019). By skipping classes, students not only miss the content covered but also
miss out on these interactive learning experiences.
Moreover, cutting classes can lead to decreased motivation and weakened study
habits. Regular attendance helps foster a sense of routine and discipline, which are crucial for
maintaining focus and academic commitment (Eccles & Midgley, 2020). When students
repeatedly skip classes, their motivation to learn and excel can diminish, resulting in a decline
in overall academic performance.
Additionally, the challenges of catching up with missed content can further hinder
students' academic progress. Absenteeism creates gaps in knowledge, making it harder for
students to grasp subsequent lessons that build upon previously covered material. This
cumulative effect can create a cycle of academic struggle and frustration for students who
consistently cut classes (Sheldon & Epstein, 2020).
Factors influencing class-cutting behavior among Grade 10 students may include peer
influence, personal disengagement, lack of interest in certain subjects, family issues, and
external distractions. Understanding these underlying factors is essential for designing

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
targeted interventions to address the root causes of class-cutting behavior and promote better
attendance and academic outcomes.
In conclusion, cutting classes has significant consequences on Grade 10 students'
academic performance at DSMSMNHS. The adverse effects include reduced subject
comprehension, missed learning opportunities, decreased motivation, weakened study habits,
and challenges in catching up. By recognizing the factors influencing class-cutting behavior
and understanding its implications, educators, administrators, and policymakers can develop
effective strategies to promote regular attendance and support the academic success of Grade
10 students.
Statement of the Problem
The purpose of this study is to investigate the consequences of cutting classes on the
academic performance of Grade 10 students at DSMSMNNHS. Specifically, the study aims
to explore the impact of class-cutting behavior on subject comprehension, missed learning
opportunities, motivation, study habits, and the challenges faced in catching up with missed
content. Additionally, the study seeks to identify the factors that influence students' decisions
to cut classes, including peer influence, personal disengagement, lack of interest, family
issues, and external distractions. By examining these aspects, the research aims to provide
insights that can inform targeted interventions and support strategies to improve the academic
outcomes of Grade 10 students at DSMSMNHS.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Research Questions:
1. What are the consequences of cutting classes on the academic performance of

Grade
10 students at DSMSMNHS?
2. How does cutting classes impact subject comprehension among Grade 10

students at
DSMSNHS?
3. What learning opportunities are missed by Grade 10 students who engage in
classcutting behavior at DSMSMNHS?
4. How does cutting classes affect the motivation and study habits of Grade 10
students
at DSMSMNHS?
5. What are the challenges faced by Grade 10 students at DSMSNHS in catching
up with missed content due to class-cutting behavior?
6. What factors influence Grade 10 students' decisions to cut classes at
DSMSMNHS, including peer influence, personal disengagement, lack of interest, family
issues, and external distractions?

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Definition of Terms
To facilitate the understanding of this study, different terms are defined herein.
. Cutting classes: The act of deliberately skipping or not attending scheduled classes
without valid reasons. It refers to students' intentional absence from school sessions or
specific subjects within the school day.
Academic performance. The level of achievement or success demonstrated by
students in their educational pursuits, typically measured by grades, test scores, and overall
learning outcomes.
Subject comprehension. The degree to which students understand and grasp the
content, concepts, and knowledge presented in specific subjects or courses.
Missed learning opportunities. Instances where students who cut classes are
deprived of participation in classroom activities, interactions with peers, group projects,
discussions, and other educational experiences that contribute to holistic learning.
Motivation. The internal drive, interest, or enthusiasm that influences students'
willingness and effort to engage in learning activities, complete assignments, and pursue
academic goals.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Study habits. The practices, strategies, and routines adopted by students to effectively
organize their time, resources, and efforts for studying, reviewing, and preparing for academic
tasks and assessments.
Catching Up. The process by which students attempt to compensate for missed class
time and content, often involving efforts to acquire and understand the material they missed
due to cutting classes.
Peer influence. The impact that classmates and friends have on an individual's
attitudes, behaviors, and decision-making processes, including the decision to cut classes.
Personal disengagement. The state of being detached, uninterested, or lacking
motivation towards academic activities and responsibilities, leading to a decreased
commitment to attending classes.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
II. Methodology
Research Design
The overall methodological approach employed in this research is a qualitative design, which is well-
approach to explore the consequences of cutting classes on the academic performance of
Grade 10 students at DSMSMNHS. The study will employ semi-structured interviews as the
primary data collection method. A purposive sample of Grade 10 students who have a history
of cutting classes will be selected. The interviews will delve into their experiences,
perceptions, and the impact of class-cutting behavior on their academic performance. The
sample size will be determined based on data saturation, ensuring that sufficient information
is obtained to address the research questions thoroughly.
Thematic analysis will be conducted to identify recurring themes and patterns within
the interview data, allowing for a deep understanding of the consequences of cutting classes.
This qualitative research design will provide rich, contextualized insights into the experiences
and perspectives of Grade 10 students at DSMSNHS, shedding light on the factors
contributing to class-cutting behavior and its effects on academic performance. Ethical
considerations will be carefully followed throughout the study, and the findings will be presented in a
comprehensive research report. The implications of this research will provide valuable insights for
curriculum development and the implementation of effective teaching strategies. By investigating the
consequences of cutting classes

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
on Grade 10 students' academic performance at DSMSNHS, this study aims to enhance understanding
and contribute to future research in the field.
Respondents of the Study
The respondents of this study will consist of 22 Grade 10 students at DSMSMNHS who have
a history of cutting classes. A purposive sampling method will be employed to select
participants who meet the criteria of engaging in class-cutting behavior. The sample size of 22
students will be determined based on data saturation, ensuring that sufficient information is
obtained to thoroughly address the research questions. By focusing on this group of Grade 10
students who have experienced the consequences of cutting classes, the study aims to gather
insights directly from those who have firsthand knowledge and experiences related to the
topic. Research Instrument
The research instrument for this qualitative study will consist of a semi-structured
interview guide. The interview guide will be designed to gather in-depth insights from Grade
10 students at DSMSNHS who have a history of cutting classes. The questions will be
openended and developed based on the research objectives and the identified themes related
to the consequences of cutting classes and the factors influencing this behavior.
The interview guide will be flexible, allowing for probing and follow-up questions to
delve deeper into participants' experiences and perspectives. The instrument will be piloted to

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
ensure clarity and appropriateness before conducting the actual interviews. The interview
sessions will be audio-recorded to ensure accurate data collection and analysis.
Data Gathering Procedure
The data gathering procedure will begin with the selection of participants, targeting
Grade 10 students at DSMSMNHS who have a history of cutting classes. Informed consent
will be obtained from both participants and their parents or legal guardians, ensuring their
understanding of the study's purpose, confidentiality, and voluntary participation.
Semistructured interviews will be conducted with each participant, following an interview
guide designed to explore their experiences and perspectives regarding the consequences of
cutting classes on their academic performance
. The interviews will be audio-recorded with participants' consent, enabling accurate
capturing of their responses. The audio recordings will then be transcribed verbatim and
stored securely, maintaining participant confidentiality. Thematic analysis will be employed
to identify recurring themes and patterns in the data, allowing for a comprehensive
understanding of the consequences and factors related to class-cutting behavior. Data
triangulation may be utilized to enhance the validity of the findings by comparing the
interview data with other relevant sources. The findings will be reported in a comprehensive
research report, ensuring anonymity, and will contribute to the existing knowledge on the
subject.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
III. Results and Discussion
Results
Method Respondents Profession
Survey Paper 22 Grade 10 Students
What are the consequences of cutting classes on the academic performance of Grade 10
students at DSMSMNHS?
The consequences of cutting classes on the academic performance of Grade 10
students at DSMSNHS were found to be significant. Students who engaged in class-cutting
behavior experienced lower grades and struggled to keep up with the curriculum. Absences
led to missed learning opportunities, resulting in gaps in their subject knowledge and
comprehension.
How does cutting classes impact subject comprehension among Grade 10 students at
DSMSMNHS?
Cutting classes had a detrimental impact on subject comprehension among Grade 10
students at DSMSMNHS. Those who frequently skipped classes struggled to understand and
grasp the content taught in the subjects they missed. This lack of understanding hindered their

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
overall academic performance and made it difficult for them to actively participate in class
discussions and activities.
What learning opportunities are missed by Grade 10 students who engage in class-
cutting behavior at DSMSMNHS?
Grade 10 students who engaged in class-cutting behavior at DSMSMNHS missed out
on valuable learning opportunities. These opportunities included participating in group
projects, interactive discussions, hands-on activities, and receiving immediate feedback from
teachers. The absence from such experiences limited their holistic learning and hindered their
development of crucial skills.
How does cutting classes affect the motivation and study habits of Grade 10 students at
DSMSMMNHS?
Cutting classes had a negative effect on the motivation and study habits of Grade 10
students at DSMSMNHS. Students who regularly skipped classes reported decreased
motivation to attend school and study. The lack of attendance and engagement led to a decline
in their overall commitment to academic pursuits, resulting in poor study habits and reduced
productivity.
What are the challenges faced by Grade 10 students at DSMSNHS in catching up with
missed content due to class-cutting behavior?

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Grade 10 students at DSMSMNHS faced numerous challenges in catching up with
missed content due to class-cutting behavior. They found it challenging to understand the
topics they missed, leading to a constant struggle to bridge the knowledge gaps. Additionally,
they faced time constraints and increased pressure to catch up while keeping up with ongoing
coursework, resulting in feelings of stress and overwhelm.
What factors influence Grade 10 students' decisions to cut classes at DSMSMNHS,
including peer influence, personal disengagement, lack of interest, family issues, and
external distractions?
. Various factors influenced Grade 10 students' decisions to cut classes at
DSMSMNHS. Peer influence played a significant role, with students being influenced by
their classmates who also engaged in class-cutting behavior. Personal disengagement, lack of
interest in certain subjects, family issues, and external distractions such as social media and
personal obligations were also identified as contributing factors to class-cutting behavior.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
Discussion
The consequences of cutting classes on the academic performance of Grade 10
students at DSMSMNHS are significant and have important implications for educational
stakeholders. The findings of this study confirm that students who engage in class-cutting
behavior experience lower grades and struggle to keep up with the curriculum. These
outcomes align with previous research, indicating that regular attendance is crucial for
academic achievement.
One of the key impacts of cutting classes is the negative effect on subject
comprehension. Students who frequently skip classes have difficulty understanding and
grasping the content taught in the subjects they missed. This lack of comprehension hinders
their overall academic performance and limits their ability to actively participate in class
discussions and activities. It underscores the importance of regular attendance in maintaining
a solid foundation of subject knowledge.
The missed learning opportunities associated with cutting classes further compound
the consequences. Grade 10 students who engage in class-cutting behavior miss out on
valuable educational experiences such as group projects, interactive discussions, and

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
immediate feedback from teachers. These opportunities play a vital role in holistic learning
and skill development. The absence from these experiences can have long-term effects on
students' overall growth and proficiency in various subject areas.
Cutting classes also has a detrimental impact on students' motivation and study habits.
Students who regularly skip classes often experience decreased motivation to attend school
and engage in their studies. The lack of attendance and engagement leads to a decline in their
overall commitment to academic pursuits, resulting in poor study habits and reduced
productivity. Addressing motivational factors and promoting a positive learning environment
are crucial in mitigating the negative effects of class-cutting on student motivation.
Catching up with missed content poses a significant challenge for students who
engage in class-cutting behavior. They struggle to bridge the knowledge gaps resulting from
their absences, which can create a constant uphill battle to keep up with the rest of the class.
The pressure to catch up while managing ongoing coursework can lead to heightened stress
and feelings of overwhelm. Providing additional support and resources to help students catch
up effectively is essential to minimize the academic setbacks caused by class-cutting.
Various factors influence students' decisions to cut classes, including peer influence,
personal disengagement, lack of interest, family issues, and external distractions.
Understanding these factors is crucial for developing targeted interventions and support

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
strategies to address class-cutting behavior effectively. By addressing the underlying causes
and providing necessary support, educators can help students overcome the barriers that
contribute to their decision to skip classes.
The findings of this study provide valuable insights for educators and policymakers to
develop strategies that foster regular attendance, enhance subject comprehension, and
promote student engagement. Interventions targeting student motivation, study habits, and
addressing the factors that influence class-cutting behavior can have a positive impact on
academic outcomes. Creating a supportive and engaging learning environment that addresses
the needs and challenges faced by students is essential in promoting their overall success.
The discussion above highlights the consequences of cutting classes on Grade 10
students' academic performance at DSMSMNHS, offering insights into the factors
influencing class-cutting behavior and the need for effective interventions. These findings can
guide educational institutions in implementing measures to mitigate the negative
consequences and promote positive academic outcomes among students.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
IV. Conclusion
In conclusion, the study explored the consequences of cutting classes on the academic
performance of Grade 10 students at DSMSMNHS. The findings indicate that cutting classes
has significant negative effects on students' academic performance. Students who engage in
class-cutting behavior experience lower grades, struggle with subject comprehension, miss
valuable learning opportunities, face challenges in catching up with missed content, and
exhibit decreased motivation and poor study habits.
These findings underscore the importance of addressing class-cutting behavior among
Grade 10 students. Educational institutions should prioritize interventions that promote
regular attendance, create engaging learning environments, and provide necessary support to
bridge knowledge gaps. Strategies focusing on student motivation, study habits, and
addressing underlying factors contributing to class-cutting behavior are crucial in improving
academic outcomes.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
By implementing comprehensive approaches to address class-cutting behavior,
educators and policymakers can enhance the academic success and overall well-being of
Grade 10 students. Collaborative efforts among teachers, parents, and students are essential to
foster a supportive environment that encourages regular attendance and active participation.
The findings of this study contribute to the existing body of knowledge on the
consequences of cutting classes and provide insights for future research and the development
of evidence-based practices. It is crucial for educational stakeholders to prioritize effective
interventions and support systems that address class-cutting behavior, ensuring that Grade 10
students at DSMSMNHS have the opportunity to thrive academically and reach their full
potential.

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan
References:
Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2019). The developmental context
of school satisfaction: Schools as psychologically healthy environments. School Psychology
Quarterly, 29(3), 289–301.
Eccles, J. S., & Midgley, C. (2020). Stage/environment fit: Developmentally appropriate
classrooms for early adolescents. Research on Motivation in Education, 3(1), 139–186.
Gottfried, M. A. (2018). Evaluating the relationship between student attendance and
achievement in urban elementary and middle schools: An instrumental variable approach.
American Educational Research Journal, 47(2), 434–465.
Johnson, S. M. (2018). Teaching in higher education: How classroom design affects student
engagement. The Journal of Learning Spaces

0977-804-2765 | 0950-077-9750
MIMAROPA Region
Pagkakaisa, Naujan

0977-804-2765 | 0950-077-9750

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Republic of the Philippines

Consequences of Cutting Classes to the Students in Grade 10

Academic Performance at DSMSMNHS

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

This qualitative research examines the consequences of cutting classes on Grade 10

students' academic performance at DSMSNHS. Semi-structured interviews were conducted

Factors influencing class-cutting behavior include peer influence, disengagement, lack of

policymakers to develop targeted interventions for improved academic outcomes in Grade 10

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

have significant consequences on students' academic performance. In the context of Grade 10

students at DSMSMNHS, understanding the implications of cutting classes is crucial for

educators, administrators, and policymakers to develop effective strategies for intervention

performance, highlighting the detrimental effects of class-cutting behavior. Research by

importance of regular attendance for academic success.

The consequences of cutting classes on Grade 10 students' academic performance can

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

Secondly, cutting classes leads to missed learning opportunities. Classroom

miss out on these interactive learning experiences.

in overall academic performance.

consistently cut classes (Sheldon & Epstein, 2020).

external distractions. Understanding these underlying factors is essential for designing

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

attendance and academic outcomes.

In conclusion, cutting classes has significant consequences on Grade 10 students'

academic performance at DSMSMNHS. The adverse effects include reduced subject

comprehension, missed learning opportunities, decreased motivation, weakened study habits,

Statement of the Problem

academic performance of Grade 10 students at DSMSMNNHS. Specifically, the study aims

to explore the impact of class-cutting behavior on subject comprehension, missed learning

outcomes of Grade 10 students at DSMSMNHS.

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

1. What are the consequences of cutting classes on the academic performance of

2. How does cutting classes impact subject comprehension among Grade 10

3. What learning opportunities are missed by Grade 10 students who engage in

classcutting behavior at DSMSMNHS?

5. What are the challenges faced by Grade 10 students at DSMSNHS in catching

up with missed content due to class-cutting behavior?

6. What factors influence Grade 10 students' decisions to cut classes at

DSMSMNHS, including peer influence, personal disengagement, lack of interest, family

issues, and external distractions?

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

specific subjects within the school day.

Academic performance. The level of achievement or success demonstrated by

content, concepts, and knowledge presented in specific subjects or courses.

deprived of participation in classroom activities, interactions with peers, group projects,

discussions, and other educational experiences that contribute to holistic learning.

Motivation. The internal drive, interest, or enthusiasm that influences students'

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

tasks and assessments.

due to cutting classes.

Personal disengagement. The state of being detached, uninterested, or lacking

motivation towards academic activities and responsibilities, leading to a decreased

commitment to attending classes.

DOROTEO S. MENDOZA SR. MEMORIAL NATIONAL HIGH SCHOOL

approach to explore the consequences of cutting classes on the academic performance of

is obtained to address the research questions thoroughly.

and perspectives of Grade 10 students at DSMSNHS, shedding light on the factors

contributing to class-cutting behavior and its effects on academic performance. Ethical

consequences of cutting classes