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CHRONOTYPE FUNCTIONING: TRUANCY IN JUNIOR HIGH SCHOOL

STUDENTS ATTENDING MORNING AND AFTERNOON

SCHOOL SHIFTS

A Quantitative Research

presented to the Faculty of TALAMBAN NATIONAL HIGH SCHOOL

A. Borbajo St., Talamban, Cebu City, Cebu

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Apol, Ricky

Ardo, Catherine L.

Cabubas, Jerrica C.

Comendador, Alfaye Chynn E.

Cueva, Honey Jane

Ligones, Kimberly Grace

Mandawe, Emmanuel Rey P.

Narboada, Sofia F

Sellon, Globrenda B.

Tulod, Hany Jen E.

Grade 12- STEM A

Jessa Jean F. Velmonte

Research Adviser

January 2023
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ABSTRACT

Truancy had been emergent and timely in school, with some of other factors that

might affect students’ truancy remain unknown. This study aimed to determine

the correlation between the chronotype of Junior High School (JHS) students

attending morning and afternoon school shifts and their truancy. Using a non-

experimental design utilizing correlational technique, this research approach was

to determine the relationship between the students' chronotype and school shift

to their truancy in the academic year 2022-2023. A total of forty (40) JHS

students were questioned, twenty (20) from TNHS-day and twenty (20) from

TNHS-night students. The sample was picked through convenience sampling

under the non-probability sampling. The researchers acknowledged the Morning-

Eveningness Questionnaire (MEQ) developed by Horne and Ostberg (1976) in

determining the chronotype of the student. The researchers also made use of the

truancy threshold with the guidelines provided by the Marine Department of

Education (n.d) in assessing the students’ truancy for the first quarter. The

Pearson Chi-Square was used to test the asymptomatic significance of school

shift and chronotype to the degree of truancy. Results show there is a significant

relationship between TNHS Junior High School students’ school shift and degree

of truancy. On the other hand, results also show that there is no significant

relationship between TNHS Junior High School students’ chronotype and degree

of truancy. With these findings, the researchers recommend the stakeholders in

education to take action in implementing strategies in lowering the students’

number of cases of truancy in the proceeding school years.

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ACKNOWLEDGEMENT

We would like to acknowledge the following for their support and help

regarding with this research study:

First and foremost, praises and thanks to the God, the Almighty, the one

who created everything, the one who gave us wisdom and strength, and the one

who picked us up when we felt so broken. To our Almighty Father, we thank You

for the showers of blessings throughout our research work to complete the

research successfully.

We are extremely grateful to our Parents for their love, prayers, caring,

and sacrifices for us, for continuing to support us through this research work, and

for always giving us courage to pursue our goals and provide financial and

emotional support.

To our Friends who were always capable of giving us enough faith in

doing this research in times of failures.

We, the researchers would like to express our deepest and sincere

gratitude to our research teacher Ms. Jessa Jean Velmonte, for giving us the

opportunity to do research and providing invaluable guidance throughout this

venture. Your dynamism, vision, sincerity and motivation have deeply inspired

us. You’ve has taught us the methodology to carry out the research and to

present the research works as clearly as possible. It was our great privilege and

honor to work and study under your guidance. You may be proud of us, but we

are so much prouder of you, Miss.

-The Researchers
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TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page ……………………………………………………………… 1

Abstract………………………………………………………………… 2
Acknowledgement……………………………………………………. 3
Table of Contents…………………………………………………….. 4
List of Tables………………………………………………………….. 6
List of Figures………………………………………………………… 7

CHAPTER

1 THE PROBLEM AND ITS SCOPE

Rationale of the Study………………………………………………. 8

Conceptual Framework of the Study……………………………… 11

Statement of the Problem………………………………………….. 12

Statement of the Null Hypotheses………………………………… 13

Significance of the Study…………………………………………… 13

Scope and Delimitation…………………………………………….. 15

Definition of Terms…………………………………………………. 16

2 REVIEW OF RELATED LITERATURE AND STUDIES………. 18

3 METHODOLOGY

Research Design…………………………………………………… 26

Research Environment……………………………………………. 26

Research Sample and Sampling Procedure……………………. 27

Research Procedure………………………………………………. 27
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Research Instrument………………………………………………… 28

Research Ethics and Considerations……………………………… 29

Plan for Data Analysis……………………………………………… 30

Scoring Procedure………………………………………………….. 30

Statistical Treatment……………………………………………….. 32

4 PRESENTATION AND ANALYSIS OF DATA

Profile of the TNHS-JHS students………………………………… 34

Weighted Mean of the Degree of Truancy……………………….. 37

Test of Hypothesis…………………………………………………. 38

H01…………………………………………………………………… 38

H02…………………………………………………………………… 40

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary……………………………………………………………… 43
Findings……………………………………………………………….. 44
Conclusion…………………………………………………………….. 45
Recommendations…………………………………………………… 46

REFERENCES………………………………………………………………. 48

APPENDIX
A Transmittal Letter………………………………………………………. 52
B Consent Letter and Form for the Respondents…………………….. 53
C Survey Questionnaire (Demographic Profile)………………………. 54
D Morning-Eveningness Questionnaire (MEQ)………………………. 55
E Truancy Threshold Questionnaire………………………………….. 61

CURRICULUM VITAE............................................................................. 62
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LIST OF TABLES

TABLE PAGE

1 MEQ Summed Scores and its Chronotype……………….. 30

2 Truancy Threshold and the Degree of Truancy………….. 30

3.1 Profile of the TNHS-JHS in terms of age………………….. 34

3.2 Profile of the TNHS-JHS in terms of their gender………… 35

3.3 Profile of the TNHS-JHS in terms of their Grade Level…... 35

3.4 Profile of the TNHS-JHS in terms of their school shift……. 36

3.5 Profile of the TNHS-JHS in terms of their chronotype……. 36

4 Weighted Mean of Degree of Truancy…………………….. 37

5.1 Cross Tabulation between School Shift and Degree

of Truancy…………………………………………………….. 38

5.2 School Shift vs Degree of Truancy…………………………. 39

6.1 Cross Tabulation between Chronotype and Degree

of Truancy…………………………………………………….. 40

6.2 Chronotype vs Degree of Truancy…………………………. 41

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LIST OF FIGURES

FIGURE PAGE

1 The Conceptual Framework for the Correlation Between the

Chronotype of Junior High School Students in TNHS attending
Morning and Afternoon School Shifts and their Truancy…………… 11
2 Codebook for the Chronotype Functioning: Truancy in
Junior High School Students attending Morning and
Afternoon School Shifts………………………………………………... 31
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Chapter 1

THE PROBLEM AND ITS SCOPE

This chapter introduces the primary purpose and the problems this

research aimed to answer. It includes the background of the study, conceptual

framework, the statement of the problem, the research hypothesis, the

significance of the study, the scope and delimitation of the study, and the

definition of terms.

Rationale of the Study

Since the start of classes, public schools have had a hard time creating a

class schedule since classes are limited. DepEd Order No. 034, series of 2022,

signed by Vice President and Secretary Sara Z. Duterte states that DepEd only

prescribed the options of 5 days person in-person classes, blended learning

modality, and full distance learning until October 31, 2022. Starting November 2,

2022, all public and private schools shall have transitioned to 5 days of in-person

classes. (DepEd, 2022). By this, the school officials at Talamban National High

School have decided to divide the students’ schedule into morning and afternoon

school shifts. This emerged and affected junior high school students. Students’

school shift is a requirement rather than it being a choice. Students’ chronotype

sometimes does not fit into their school shift and could have a big impact on their

academic presence. Numerous studies over the world have proved that

chronotype brings several effects on students’ thinking and behavior. As

presented in the study of Kivela, Papadopoulos, and Antypa (2018), eveningness

is associated with unhealthy lifestyle habits, and the propensity of evening types
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to addiction has been recognized. Chronotype may also be implicated in

disordered eating. Hence, it is clear that chronotype could be a possible source

of the students wanting to stay away from school. The researchers aimed to dig

deeper into chronotype and correlate it to students’ truancy.

Truancy is increasingly observed as an evolving and emergent problem

which is a delinquent act of students missing one or more classes. All over the

world, truancy has been considered a cankerworm that destroys the fabric of

educational programs which has instigated several hindrances and obstructions

for secondary school students in their academic careers (Adeyemi, 2011;

Animasahun, 2007). The Educational Partnership Inc described truancy as any

unexcused absence from school. Suppose it continues to be unnoticed and

unaddressed. In that case, truancy during the preteen and teenage years can

cause significant negative effects on students, schools, and society as a whole in

the near future. It is important to identify promising strategies to intervene with

chronic truants, address the root causes of truancy, and stop youth’s progression

from truancy into more serious and violent behaviors. (Baker et al., 2001).

Thus, the study aimed to examine the relationship between the TNHS

Junior High School students' chronotype and school shift to their truancy in the

academic year 2022-2023. The result of the study provided insights to the school

personnel and administration to implement strategies in lowering the students’

number of cases of truancy in the proceeding school years.

The researchers have noticed that there have been no previous studies of

their environment being studied in Southeast Asia, specifically in the Philippines.

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The researchers have also observed that related studies typically focus on the

students’ academic performance in relation to their chronotype and degree of

truancy, and as for the studies that take into account the students’ weekly

schedule, most of them observe a single-shift and do not have separate morning

and afternoon shifts as their environment.

With this gap of knowledge, the researchers conducted a study that aimed

to determine the correlation between the chronotype of Junior High School

students attending morning and afternoon school shifts and their truancy. This

study was conducted in Cebu City Philippines, specifically in the Talamban

National High School, where Junior High School students from both morning and

afternoon shifts had their data collected and analyzed. Furthermore, the

researchers used the Morning-Eveningness Questionnaire (MEQ) and the

students’ yearly attendance in gathering data to clearly observe the relationship

between TNHS JHS students’ chronotype and school shift on their truancy.
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truancy
threshold

Conceptual Framework

Figure 1

The Conceptual Framework for the Correlation Between the Chronotype of

Junior High School Students in TNHS attending Morning and Afternoon School

Shifts and their Truancy

Figure 1 of the above flow is entitled “The Conceptual Framework for the

Correlation Between the Chronotype of Junior High School Students in TNHS

attending Morning and Afternoon School Shifts and their Truancy”. The

researchers used the IPO Model in presenting the flow of data which shows the

input, correlation of variables, process, and output of this research.

The first frame presents the input of the study which is the demographic

profile of the TNHS Junior High School students in terms of their age, gender,
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grade level, school shift, and chronotype; and the degree of truancy among these

students. The variables school shift, chronotype, and degree of truancy were

studied to see their correlation with each other.

The process of this study is presented in the second frame. The process

involved the collection of students' chronotypes using Morning-Eveningness

Questionnaires (MEQ); the collection of students' degree of truancy from school

attendance; and the statistical analysis and interpretation of the data to be

collected.

The output of this study is shown in the third frame. The output of this

research was the assessed relationship between the chronotype of Junior High

School students in TNHS attending different school shifts and their truancy.

Statement of the Problem

The researchers wanted to determine the relationship between the TNHS-

JHS students' chronotype and school shift to their truancy in the academic year

2022-2023.

Specifically, the researchers wanted to answer the following research

questions:

1. What is the profile of the Junior High School students in TNHS in terms

of:

1.1 Age;

1.2 Gender;

1.3 Grade Level;

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1.4 School Shift; and

1.5 Chronotype

2. What is the degree of truancy among Junior High School Students of

TNHS?

3. Is there a significant relationship between the TNHS-JHS students’ school

shift and degree of truancy?

4. Is there a significant relationship between the chronotype and the degree

of truancy among Junior High School students of TNHS?

Statement of the Null Hypotheses

The following hypotheses are formulated:

H0 1: There is no significant relationship between TNHS Junior High School

students’ school shift and degree of truancy.

H0 2: There is no significant relationship between the chronotype and the

degree of truancy among Junior High School students of TNHS.

Significance of the Study

This research aimed to determine the correlation between the chronotype

of Junior High School students attending morning and afternoon school shifts

and their truancy. This research generally benefited the education field.

The findings of this study provided vast knowledge that would be highly

beneficial to the various stakeholders as follows:

Students. The study would be beneficial to the students because it can

help them determine the best working hours for their chronotype. This could
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educate them on the detrimental effects of truancy on their education and pave

the way to becoming more productive and motivated, which will result in fewer

instances of truancy.

Parents. Parents would gain from this research study since it could aid in

their comprehension and awareness of their children's chronotype. Parents could

use this information to create a better understanding and truancy prevention

strategies to encourage their kids to attend school.

Teachers. The findings of this study could also benefit teacher training

strategies and provide insight into the factors that will be evaluated. Moreover,

this would aid in monitoring and planning strategies to reduce student

absenteeism.

Guidance Counseling. In this study, the Guidance Counselor would have

knowledge about students’ chronotype and truancy that would lead them to be

equipped with how to shape a student’s absenteeism by offering instructions and

guiding them which encourages students in attending to school.

School Administration. With the help of this study, the school would gain

understanding, and feedback would be collected. The feedback would assist the

school in determining which areas needed development and improvement.

Greater responsibility and a calm, secure learning environment would be

provided by the school, which would aid it in starting a program to cut down on

truancy.

Future Researchers. The results of this investigation would be useful to

future researchers for it will assist them to uncover critical areas in the
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educational process that researchers were not able to explore. This research

could serve as a resource and a building block for future research that is

undertaking similar studies. The researchers would gain knowledge of and

comprehend this subject further.

Scope and Delimitation

This study with a title “Chronotype Functioning: Truancy in Junior High

School Students Attending Morning and Afternoon School Shifts” is correlational

quantitative research highlighting the relationship between chronotype, school

shift, and truancy of the Junior High School students of Talamban National High

School. Forty (40) students were the total number of respondents of this study,

ten (10) in each grade level attending morning and afternoon school shifts. It was

conducted during the academic year 2022-2023.

Furthermore, the study delimits itself to the JHS students’ chronotype that

were analyzed according to their time on the weekends, and were not measured

on weekdays, as the JHS students’ waking times are mostly set by their school

shift. Truancy was the only type of school attendance problem that was used for

the analysis of data, the researchers did not attempt to show the correlation of

school withdrawal, school refusal, etc. to the other variables that were studied.

Both chronotype and truancy were observed through self-reported

questionnaires, the respondents’ chronotype were measured only through the

Morning-Eveningness Questionnaire (MEQ) and the degree of truancy was

identified by the respondents’ number of absences, and the validity, or lack

thereof, of their reasons for being absent.

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Definition of Terms

For a better understanding of this research, the following terms are defined

conceptually and operationally:

Chronotype. Chronotype is individual’s specific entrainment and /or

activity-rest preference of that individual in a given 24-hour day (Adan et al,

2012).

Eveningness. The quality of being generally dynamic and alarm during

the night; being a night owl.

Morningness. The quality of being most functional and active in the

morning; being a morning person.

Morning-Eveningness Questionnaire (MEQ). This questionnaire will be

used to determine the chronotype of the Junior High School students in TNHS. It

has two divisions: morningness and eveningness.

School Shift. This refers to the two divisions of school shifts in the

Talamban National High School. These two shifts are the morning school shift

and the afternoon school shift.

School Refusal. In this study, school refusal is defined as absences

without permission that were made with parents' knowledge but without their

consent.

School Withdrawal. In this research, school withdrawal refers to

illegitimate absences with parents’ authorization.

TNHS-JHS. The Junior High School students of the Talamban National

High School were the subject and respondents that were studied in this research.
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Truancy. Truancy refers to a situation where a student is absent from

school without a legal reason and permission; the wanting of a student to stay

away from school.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part includes a review of related literature and studies about the

correlation between chronotype and school shift to students’ truancy. It is

presented with factual information and in-depth investigation to comprehend

completely and aid the interpretation of this study.

Humans have varying upbringings and conditions, and this also applies to

their chronotype. Chronotype is an individual’s specific flow and/or activity-rest

preference in a given day (Adan et al., 2012). Although it may not be given due

notice, chronotype can either help or lessen productivity, which is only one of the

things it can have an effect on. Salehinejad et al. (2021) conducted a study

where they monitored the strength of the response of cortical neurons to a given

stimulation, and brain stimulation-induced plasticity, and examined motor

learning and cognitive functions at circadian-preferred and non-preferred times of

day of 32 individuals. Their findings in chronotype suggest that human brain

functions, such as working memory and attention, are significantly improved

during the individuals’ circadian-preferred time in contrast to their non-preferred

time. Circadian preference refers to the individuals' choice of either morning or

evening activities, as well as their waking and sleeping times, as defined by Duffy

et al. (2001).

People’s chronotype can be measured in many ways, one of them is the

morningness–eveningness questionnaire (MEQ), which is a self-assessment

questionnaire developed by Horne and Östberg (1976). Its main purpose is to

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measure whether a person's circadian rhythm or biological clock is at its peak

during the morning, in the evening, or in between. Circadian clocks or rhythms

refer to the physical, mental, and behavioral changes that observe a 24-hour

cycle. The MEQ has been an instrument used by numerous researchers until the

present time in measuring their respondents’ chronotype for their studies. As

elaborated by Shahid et al. (2012), to determine the chronotype, the sum of all

items will be converted to a 5-point scale, this consists of definitely morning type

(70–86), moderately morning type (59–69), intermediate (42–58), moderately

evening type (31–41), and definitely evening type (16–30).

Related studies and literature show that knowing one’s own chronotype

can help them improve factors that affect their overall quality of life. A mismatch

between the late circadian clock and the early school clock results from

chronotype, people’s chronotype changes with age, where it is more noticeable

during adolescence. The conflict of time affects adolescent health, performance,

and psychological well-being. This was shown in Ferrante, et al.’s (2022) study

where they investigated chronotype and school timing influence and process on

the magnitude and direction of the change in chronotype during adolescence.

In order to provide theories regarding the mechanisms underlying this

complicated phenomenon and to investigate options for an improved educational

system, Zerbini & Merrow’s (2017) research evaluated the literature on the

relationship between the students’ chronotype and academic achievement in

which they hypothesized that chronotype has both a direct and indirect effect on

school performance, with the indirect effect being mediated by factors including
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conscientiousness, learning and achieving motivation, mood, and alertness of

students. They left recommendations of various strategies in order to decrease

the misalignment of the adolescent circadian clock or chronotype and the school

clock. These involve light interventions to advance the students’ sleep timing,

delaying the school’s starting times, and rearranging of test schedules. The

researchers noticed their recommended interventions and wanted to focus on

reviewing related literature and studies regarding the delays or advances of the

school schedules, such as schools that implement morning and afternoon school

shifts.

Chronotypes can coincide with class time to some extent, but this

influence is not enough to fully explain the differences in school starting times.

This demonstrates that early chronotypes outperform late chronotypes in all

academic subjects for students who attend school in the morning, however this

effect disappears for students who attend school in the afternoon, meanwhile late

chronotypes benefit from evening classes. These findings show that when school

schedules are more in line with the adolescents' biological rhythms, academic

performance is enhanced (Goldin, et al., 2020). Additionally, chronotype may be

connected to other factors that affect academic success, such as school

attendance. There isn't enough data on how school attendance and absenteeism

link to chronotype, despite the fact that absenteeism was found to adversely

correlate with poor grades (Zerbini, et al, 2017). This is another research gap that

the researchers will address in this study by determining the relationship between
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the TNHS-JHS students’ chronotype, along with their school shift, to their degree

of truancy in the academic year 2022-2023.

DepEd Spokesperson Atty. Michael Poa reported that various schools

have implemented strategies to address the classroom shortages, such as

dividing classrooms, implementing double-shift schedules, and blended learning.

According to the Cebu Province Division Memorandum No. 201, s. 2022. item

10, page 3, shifting of classes should only be done by schools when they cater to

a huge number of enrollees, no adequate classrooms are available, especially for

central schools or those located in the urban areas, or if there is any difficulty in

observing physical distancing due to the classrooms. Talamban National High

School has a huge population of students, which results in a shortage of

classrooms. Due to these contributing factors, they have decided to implement

school shifting, which is the morning to afternoon session and afternoon to night

session.

The Department of Education (DepEd)’s solution to classroom shortages

has led to the Alliance of Concerned Teachers (ACT) Philippines calling them out

for this band-aid solution. ACT Chairperson Vladimer Quetua pointed out that in

the National Capital Region (NCR), most schools have already been

implementing double shifting even before the pandemic started. He also noted

that class shifting should not be the standard in the long term, as it can have

negative implications for the health and safety of both teachers and learners.

Aside from their safety, Quetua added that the students’ quality of education is

also affected as there is less time to spend in school when compared to the
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normal school schedule (as cited in the article written by Hernando-Malipot,

2022).

Rotating school schedules will eventually develop a greater sleep

irregularity in adolescents, however, it can provide them opportunities to carry out

their sleep needs, as well as organizing their sleep timing to be more in sync with

their circadian rhythms. Koscec et al. (2013) examined the chronotype or

morningness-eveningness of adolescents with varying school shifts and explored

the correlation between their circadian preferences and sleep characteristics,

where a large sample of 2,287 students between the ages of 11 to 18 years old

from 24 schools in Croatia was studied. Significant differences in sleep timing

and duration were observed between the three groups with varying chronotypes,

which were the morning, intermediate, and evening types. The findings of the

study suggested that the Croatian school system may foster sleep irregularity but

provides more opportunities for all adolescents to fulfill their sleep needs, which

can be applied to all the chronotypes.

Attaining the recommended number of hours of sleep can greatly affect

adolescents’ experiences, including their school attendance which is an

important part of their academic success. Tardiness may be one consequence of

sleeping problems, which leads to increased school absence. This was stated in

a study that was conducted by Wheaton et al. (2016) where they investigated the

relationship between adolescent sleep and school refusal. Most sleep

parameters were associated with an increased risk of school absenteeism, with

short sleep duration and sleep deficiency having the highest odds of non-
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attendance. They concluded that delaying school start times for adolescents to

address insufficient sleep can potentially improve students’ academic

performance, reduce engagement in risky behaviors, and improve their overall

health.

Absenteeism ought to be taken into consideration as a relevant indicator

of both poor sleep habits and sleep disorders both by school and medical

personnels due to its alignment with their chronotype and schedule (Wheaton et

al., 2016). The researchers wanted to examine the correlation of these three

variables, namely the students’ chronotype, school shift, and degree of truancy.

Truancy, according to the Handbook of Student Engagement Interventions

(2019), refers to unexcused absences, often with disciplinary repercussions,

which typically stress compliance with the school rules.

The absence rate in the six Association of Southeast Asian Nations

(ASEAN) was 24.8% in the last 30 days from the study being investigated by

Pengpid and Peltzer (2017). This rate ranged from less than 20% in Myanmar,

Thailand, and Vietnam to over 30% in Brunei, Indonesia, and the Philippines.

This current study will only focus on the students’ degree of truancy and not on

other types of school attendance problems.

Along with Pengpid and Peltzer’s (2017) inference that absenteeism is

linked to a lack of socio-demographic, external behavior, and family social

protection factors, a study from Artango and Galleto (2020) also investigated the

student truancy rate in the seventh grade at Baungon National High School –

Danatag Annex in the Bukidnon Division, Philippines, during the school year
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2018–2019. With the assistance of a questionnaire checklist and an interview to

validate the responses generated by the questionnaires, the sequential

explanatory mixed methods design and documentary analysis technique were

utilized in the study. The study's findings lead the researchers to the following

conclusion that students in Grade 7 are truant regardless of their sex, age, family

size and status, monthly income, parents' education, income source, or distance

from home. The study suggests that the stakeholders are encouraged to propose

an attendance monitoring program that will be implemented by the school

administration, teachers, parents, and students in order to reduce the risk of

truancy among students.

Truancy is a problem that school systems all around the country are

dealing with. This problem needs to be addressed as school attendance is an

important factor in not just the students’ academic achievement, but for their

future employment experiences. In fact, American University’s School of

Education (2021) voiced out that illegitimate attendance compared to low exam

scores, can possibly be a better indicator that students will drop out of school

before graduation, according to the US Department of Education. Students who

dropped out of school or failed to attain their education are more likely to be

engaged in the criminal justice system, reside and suffer in poverty, and agonize

in poor health, when compared to individuals who graduated from high school.

The importance of school attendance is one of the reasons why the findings of

this study will greatly benefit the general education sector, as determining the

causes of truancy and implementing prevention strategies can improve the

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students’ attendance rates, which is of great help to their academic and career

success in the future.

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Chapter 3

METHODOLOGY

The methodology of the study is presented in this chapter. It describes the

research design, research environment, research sample and sampling

distribution, research instrument, ethical considerations, and plan for data

analysis.

Research Design

The quantitative research design that was used for this study is a non-

experimental design utilizing correlational technique. This research design

investigates relationships between variables without the researcher controlling or

manipulating any of them (Bhandari, 2022). This design was used since the

purpose of this research approach was to determine the relationship between the

TNHS-JHS students' chronotype and school shift to their truancy in the academic

year 2022-2023. The predictor variables were the TNHS-JHS students’ school

shift and chronotype, and the criterion variable was their degree of truancy.

Research Environment

The study was conducted in one of the public schools in Cebu City,

particularly at Talamban National High School. It is located at A. Borbajo, Street

Barangay Talamban Cebu City.

The Talamban National High School has offered a double school shift

where groups of students are divided into two subdivisions which are the morning
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school shift and the afternoon school shift. This study only focused on the TNHS-

JHS students, their school shift and chronotype were correlated to their truancy.

Research Sample and Sampling Procedure

The population of this research was the Talamban National High School

Junior High School students. In every grade level of JHS from 7th grade to 10th

grade, five (5) students attending morning school shift and five (5) students

attending afternoon school shift were taken as respondents of this research

study, making it ten (10) respondents in every year level. There were forty (40)

respondents in total that were surveyed and thus, twenty (20) in TNHS-day and

twenty (20) in TNHS-night students in the academic year 2022-2023. The sample

was picked through convenience sampling under non-probability sampling. This

sampling method was conducted where the participants were selected based on

their availability during the handing out of survey questionnaires and their

willingness to participate in the study.

Research Procedure

This study was conducted to assess the correlation between the

chronotype and school shift of the Junior High School students in Talamban

National High School and their truancy. The researchers administered research

instruments that are open access. The researchers properly cited the material

and the author when handing out the instruments. The researchers asked

permission from the principal to conduct the study by making a transmittal letter.

The researchers approached their research adviser and the principal to sign the
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letter and once it has been signed, the researchers began to conduct the

research.

Forty (40) questionnaires were distributed to the JHS students in TNHS,

ten (10) at each grade level. Thus, there were twenty (20) in the morning school

shift and twenty (20) in the afternoon school shift. A short instruction was given to

each respondent on how to go about answering the questionnaire. The

participants were given a consent form and were assured that all information they

have provided will be treated with the utmost confidentiality and will be used for

academic purposes only. Complete responses to the survey questions were

received and compiled. The survey results were processed by scoring the data,

determining the weighted mean of the variables, and applying cross-tabulation

after all the data were gathered.

Research Instrument

The research instrument used served as a tool to collect the data needed

for this research study. To achieve the purpose of this study, the researchers

utilized a survey questionnaire to determine the chronotype, school shift, and

truancy of the TNHS-JHS students. The researchers acknowledged the Morning-

Eveningness Questionnaire (MEQ), a self-assessment questionnaire to

determine the chronotype of an individual, developed by Horne and Ostberg

(1976). The researchers also made use of the truancy threshold with the

guidelines provided by the Marine Department of Education (n.d) in assessing

the students’ truancy for the first quarter. The survey questionnaire consisted of

questions that answered the research problems. This was given by printing and
 29

reproducing the questionnaire and handing it out to the respondents. This

method was efficient and effective in giving solid information that the researchers

wanted to convey.

Research Ethics Considerations

The following ethical guidelines were put into place for the whole research

period:

1. The researchers handed out an Informed Consent Form to the

respondents, they had the choice to voluntarily respond to the survey

questionnaires and the choice to not respond to the research instrument without

any penalty.

2. The respondents were notified about the objectives of the study, were

informed about what was expected from them, and was told how their data will

be used by the researchers before the respondents made an “informed” consent

to participate.

3. The respondents have chosen to remain anonymous when they are asked

to put their given name to observe anonymity and confidentiality.

4. The researchers only asked necessary questions to the respondents and

will not ask for personal information that is not needed to answer the questions of

the study.

5. After gathering and interpreting the data, the researchers stored the

answered questionnaires in a safe place with limited access to only the

researchers and removed any personal identifiers that may link the responses to

a specific individual.
 30

Plan for Data Analysis (Statistical Treatment)

Scoring Procedure

Table 1

MEQ Summed Scores and its Chronotype

MEQ summed score Chronotype

16-30 Definite Morning
31-41 Moderate Morning
42-58 Intermediate
59-69 Moderate Evening
70-86 Definite Evening

The table above is entitled “MEQ Summed Scores and its Chronotype”.

The researchers followed the scoring procedure provided along with the research

instrument, Morningness-Eveningness Questionnaire (MEQ). The summed

scores were the basis for determining students’ chronotype.

Table 2

Truancy Threshold and the Degree of Truancy

Truancy threshold (no. of Degree of

unexcused absences) Truancy
9 or more High
7-8 Fairly High
5-6 Moderate
3-4 Fairly Low
2-none Low

The table above is entitled “Truancy Threshold and the Degree of

Truancy”. In Truancy threshold questionnaire, the researchers made the number

of unexcused absences as the basis for determining the degree of truancy.

 31

Variable Label Value

Age 12 years old 12
13 years old 13
14 years old 14
15 years old 15
16 years old 16
17 years old and above 17
Gender Male 1
Female 2
Grade Level Grade 7 1
Grade 8 2
Grade 9 3
Grade 10 4
School Shift Afternoon 1
Morning 2
Chronotype Definite Evening 1
Moderate Evening 2
Intermediate 3
Moderate Morning 4
Definite Morning 5
Degree of Truancy Low 1
Fairly Low 2
Moderate 3
Fairly High 4
High 5

Figure 2

Codebook for Chronotype Functioning: Truancy in Junior High School Students

attending Morning and Afternoon School Shifts

The figure shown above was the codebook for this research study. The

researchers assigned numeric scores to the variables and responses to the

research instrument to make use of the statistical software SPSS.

 32

Statistical Treatment

The researchers utilized the Statistical Package for the Social Sciences

(SPSS) as the statistical software that was used for analysis. The data that was

collected and scored. It was inputted in the SPSS. The following treatments were

used to answer the problems of the study:

1. To determine the degree of truancy among TNHS-JHS students, the

weighted mean was used.

∑ 𝑥𝑊
Formula: 𝑤̅ = ∑𝑤

where:

𝒘̅ = weighted mean,

𝒙 = each of the item value; and

𝑾 = weight on each item

2. To determine if there is significant relationship between the TNHS-JHS

students’ school shift and degree of truancy, the Chi-Square was used

under Descriptive Statistics. Chi-Square Test of Independence determines

whether there is an association between categorical variables (Kent State

University, 2023). The following formula was also used in determining if

there is significant relationship between the TNHS-JHS students’

chronotype and degree of truancy.

The formula for finding 𝑥 2 is:

2
(𝑂 − 𝐸)2
𝑥 = ∑
𝐸
 33

where:

𝑥 2 = Chi Square obtained

∑ = the sum of

𝑂 = observed value
𝐸 = expected value
 34

Chapter 4

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the data gathered from the answers of the survey

questionnaires answered by the selected Talamban National High School -

Junior High School students.

Table 3.1

Profile of the TNHS-JHS students in terms of age

AGE FREQUENCY PERCENTAGE (%)

12 9 22.5
13 10 25
14 6 15
15 13 32.5
16 0 0
17 2 5.0
Total 40 100%

Table 3.1 shows the profile of the respondents in terms of their age. It

shows that most of the respondents were 15 years old with the frequency of 13

which composes 32.5 % of the total students. It is then followed by students aged

13, with a frequency of 10 which composed 25% of the total students. Students

with the age of 12 has a frequency of 9 that made up 22.5% of the total students.

Thenceforth, students aged 14 with the frequency of 6 composed 15% of the

total students. Students who aged 17 with the frequency of 2 composed 5% of

the total students. In addition to that, there were no respondents who aged 16,

and therefore composed 0% of the total student-respondents.

 35

Table 3.2

Profile of the TNHS-JHS students in terms of their gender

GENDER FREQUENCY PERCENTAGE(%)

Male 12 30%
Female 28 70%
Total 40 100%

Table 3.2 above presents the profile of the students-respondents based

on their gender. Most of the respondents were female, with a total number of 28

students who composed 70% of the total respondents. On the other hand, there

were 12 male students who composed 30% of the total respondents.

Table 3.3

Profile of the TNHS-JHS students in terms of their Grade Level

GRADE LEVEL FREQUENCY PERCENTAGE %

Grade 7 10 25
Grade 8 10 25
Grade 9 10 25
Grade 10 10 25
Total 40 100%

The table displays the profile of the respondents based on their grade

level. It shows that from Grade 7 to Grade 10, the respondents were evenly

distributed. The researcher selected their participants through convenience

sampling, and therefore decided that they would evenly distribute the number of

respondents each grade level. There were 10 respondents selected each grade

level which consists of 25% the sample population in each year level.
 36

Table 3.4

Profile of the TNHS-JHS students in terms of their school shift

SCHOOL SHIFT FREQUENCY PERCENTAGE %

Afternoon School Shift 20 50
Morning School Shift 20 50
Total 40 100

As shown in the table above, the respondents were evenly distributed.

There were twenty (20) respondents attending the afternoon school shift which

consists of 50% of the population sample. In line with this, there were also twenty

(20) respondents attending the morning school shift that consisted of 50% of the

population.

Table 3.5

Profile of the TNHS-JHS students in terms of their chronotype

CHRONOTYPE FREQUENCY PERCENTAGE (%)

Definite Evening 0 0
Moderate Evening 2 5
Intermediate Evening 31 77.5
Moderate Morning 7 17.5
Definite Morning 0 0
Total 40 100%

Table 3.5 displays the profile of the respondents based on their

chronotype. It shows that most of the student-respondents are Intermediate. 31

students from the TNHS-JHS are Intermediate chronotype, making up 77.5% of

the total respondents who answered the questionnaire. Next to this is the

Moderate Morning, where seven (7) students have this chronotype and made up

17.5% of the total respondents. The table also presents that 2 students are

Moderate Evening, which composed 5% of the total respondents. In line with this,
 37

there were no students who possess Definite Morning and Definite Evening

chronotype.

Table 4

Weighted Mean of Degree of Truancy

Weight Weighted Standard Qualitative

Applied Mean Deviation Description

Degree of 66 1.65 0.949 Low

Truancy

Note: 1.00-1.99 = Low; 2.00-2.99= Fairly Low, 3-3.99= Moderate; 4.00-4.99=

Fairly High; 5 and up = High

Table 2 displays the weighted mean of degree of truancy. It shows that

after the weight has applied, the sample (N) became 66. The weighted mean is

calculated by multiplying the weight with the quantitative outcome and adding all

the products. The weighted mean is 1.65, which has a value of low degree of

truancy based on the scoring procedure shown on Chapter 3. The standard

deviation is 0.949.
 38

Test of Hypothesis

H0 1: There is no significant relationship between TNHS Junior High School

students’ school shift and degree of truancy.

Table 5.1

Cross Tabulation between School Shift and Degree of Truancy

School Shift and Degree of Truancy Crosstabulation

Degree of Truancy
Fairly Fairly
Low Low Moderate High High Total
School Afternoon 4 10 4 1 1 20
Shift SS
Morning SS 19 1 0 0 0 20
Total 23 11 4 1 1 40
In table 5.1, Cross Tabulation between School Shift and Degree of

Truancy, the researchers inputted the respondents’ data regarding their school

shift and degree of truancy in SPSS, where it was cross tabulated and Chi-

Square was applied in the statistics. There were four (4) students who attended

afternoon school shifts with a low degree of truancy. On the other hand, there

were nine (19) students who attended the morning school shift with a low degree

of truancy. Ten (10) of the students who attended the afternoon shift had a fairly

low degree of truancy. Yet there was only one (1) student who attended the

morning school shift with a fairly low degree of truancy. There were four (4)

students who attended the afternoon school shift with a moderate degree of

truancy, while none of the students attended the morning school shift with a

moderate degree of truancy. One (1) student from the afternoon school shift has

a fairly high degree of truancy. In line with this, no student who attended the
 39

morning school shift had a fairly high degree of truancy. Lastly, one (1) student

from the afternoon school shift has a high degree of truancy, while no student

from the morning school shift have a high degree of truancy.

Table 5.2

School Shift vs Degree of Truancy

Degrees Level of Asymptotic Interpretation

CHI- of Significance Significance
SQUARE Freedom (2-sided)
(DF)
School 23.146 4 α = 0.05 <.001 Reject H01.

Shift

The computed value of chi square is 23.146 with the asymptomatic

Significance (2-sided) of <0.001 where it is less than the level of significance

which is α = 0.05. Hence, the first null hypothesis is rejected and the first

alternative hypothesis is accepted. This indicates that there is a significant

relationship between TNHS Junior High School students’ school shift and degree

of truancy.

The cases of fairly low to high degree of truancy presented in Table 5.1 is

in contrast to the study conducted by Wheaton et al. (2016) where they

mentioned that delaying school start times for adolescents to address insufficient

sleep, which in turn decreases school absence.

 40

H0 2: There is no significant relationship between the chronotype and the degree

of truancy among Junior High School students of TNHS.

Table 6.1

Cross Tabulation between Chronotype and Degree of Truancy

Chronotype and Degree of Truancy Crosstabulation

Degree of Truancy
Total
Fairly Fairly
Low Low Moderate High High
Chronotyp Moderate 2 0 0 0 0 2
e Evening
Intermediat 16 10 3 1 1 31
e
Moderate 5 1 1 0 0 7
Morning
Total 23 11 4 1 1 40

In table 6.1, Cross Tabulation between Chronotype and Degree of

Truancy, the researchers placed the respondents’ data of their chronotype and

degree of truancy frequencies in SPSS, where it was cross tabulated and Chi-

Square was applied in the statistics. Chronotype is divided into five categories:

Definite Evening, Moderate Evening, Intermediate, Moderate Morning, and

Definite Morning. Truancy is divided into five categories: Low, Fairly Low,

Moderate, Fairly High, and High. There were no students who specifically

belonged to the definite morning or definite evening. While there were two (2)

students in moderate evening who have low degree of truancy. There were thirty-

one (31) number of students who were under the intermediate level, sixteen (16)

students who fall under the low truancy category, ten (10) in the fairly low, three
 41

(3) in the moderate, one (1) in the fairly high category, and one (1) in the high

category. On a moderate evening, five (5) students belong to low degree of

truancy, one (1) student in fairly low, and and (1) student has high truancy level,

which a total of 7 students.

Table 6.2

Chronotype vs Degree of Truancy

Degrees Level of Asymptotic Interpretation

CHI- of Significance Significance
SQUARE Freedom (2-sided)
(DF)
Chronotype 3.213 8 α = 0.05 .920 Accept H02.

The computed value of chi square is 3.213 with the asymptomatic

Significance (2-sided) of 0.920 where it is greater than the level of significance

which is α = 0.05. Hence, the second null hypothesis is accepted and the first

alternative hypothesis is rejected. This indicates that there is no significant

relationship between the chronotype and the degree of truancy among Junior

High School students in TNHS.

The lack of significant relationship of the TNHS-JHS students' chronotype

and degree of truancy is similar to the results of Roeser et al. (2013). Their

expectations were not met as chronotypes did not significantly differ in

achievement motivation, such as not differentially approaching or avoiding

performance. Even though in their sample chronotype was not directly linked to

school performance, it exerted influence on performance indirectly by affecting

 42

daytime sleepiness and learning motivation, which more or less identifies

chronotype as a mediator variable for their study.

 43

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The purpose of this study was to determine the relationship between the

TNHS-JHS students’ school shift and chronotype to their degree of truancy with

the employment of quantitative research design utilizing a correlational technique

under non- experimental. This further delved into their categories of chronotype,

type of school shift attended, and degree of truancy according to the truancy

threshold.

To accomplish this goal, the researchers administered research

instruments that measured the three variables namely chronotype, school shift,

and degree of truancy to selected forty (40) Junior High School students of

TNHS. Demographic Profile that identifies the students’ school shift, Morning-

Eveningness Questionnaire (MEQ) measures the preferences of students and

categorizes them into a certain chronotype, and Truancy Threshold to assess

their degree of truancy.

Data were collected which addressed the following research questions:

1. What is the profile of the Junior High School students in TNHS in terms

of:

1.1 Age;

1.2 Gender;

1.3 Grade Level;

1.4 School Shift; and

 44

1.5 Chronotype

2. What is the degree of truancy among Junior High School Students of

TNHS?

3. Is there a significant relationship between the TNHS-JHS students’

school shift and degree of truancy?

4. Is there a significant relationship between the chronotype and the

degree of truancy among Junior High School students of TNHS?

Findings

The findings of the study were as follows:

1. The profile of the Junior High School students are the following:

1.1 Most of the students aged 15 years old, composing 32.5% of

the total sample. It is then followed by students aged 13, 12, 14, 17

and 16 which is 25%, 22.5%, 15%, 5%, and 0% respectively.

1.2 Out of all the respondents, 30% of the sample was male, and

70% of the sample was female.

1.3 There were 10 participants at each grade level from 7th grade to

10th grade.

1.4 There were twenty (20) students who attended afternoon school

shift and twenty (20) students who attended morning school shift.

1.5 Out of the total sample, 77.5% were intermediate chronotype,

17.5% were moderate morning, 5% were moderate evening. There

were no students who fall on definite evening and definite morning

chronotype.
 45

2. The degree of truancy among the TNHS-JHS students is low.

3. There is a significant difference between TNHS-JHS students’ school

shift and degree of truancy.

4. There is no significant relationship between the TNHS-JHS students’

chronotype and degree of truancy.

Conclusions

In the context of this research investigation, the researchers drew the

conclusion that the TNHS-JHS students’ degree of truancy is dependent on their

school shift. The results in the study showed that students who attended

afternoon school shifts had more cases of fairly low to high degree of truancy

when compared to those who attended morning school shifts where only low and

fairly low degree of truancy cases were observed. Thus, altering the students’

school shift affects the degree of truancy among the students.

In this study, focusing on the chronotype of the students’ attending

morning and afternoon school shift to their truancy, the researchers drew the

conclusion that there is no discernible correlation between student chronotype

and truancy among Junior High School in TNHS. To put it another way,

chronotype has no effect on truancy. Although the intermediate chronotype

students had higher degrees of truancy, there was no significant relationship

between the students’ chronotype and degree of truancy. Truancy is still a big

problem that school administrators struggle with, therefore, altering an

individual’s chronotype would not change the person possessing truancy.

 46

Recommendations

In light of the findings and conclusion of this study, the following were

recommended:

1. Every chronotype has its strengths and weaknesses. Students should

know their most productive times as it will not only help them be more

efficient, but it will also help in completing tasks. It is also important to

know the best time for you to take a break and recharge that also depends

on their chronotype.

2. Parents should talk to their children about their academic performance

such as attendance rate, the value of education and the importance of

attending classes to let them know that missing school is not okay and can

affect them in the long run.

3. For teachers, student engagement is essential to prevent truancy.

Negative school perceptions need to be identified and changed. Learning

needs to take place, in a concrete, creative, nurturing and productive way.

4. An effective strategy for preventing absenteeism is building help

relationships between guidance counselors and students which is

characterized by nonjudgmental acceptance, empathy, and problem-

solving skills to help lessen the students’ cases of truancy.

5. A consistent school policy regarding truancy should be adopted by school

administrators in order to be effective, students must be made aware of

the policy and the policy must be followed consistently where the
 47

consequences for truancy are enforced each and every time the child is

truant.

6. Future researchers should pay attention to the potential of chronotype

functioning in the current educational setting, as well as the other factors

that may affect the students’ degree of truancy.

 48

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 52

APPENDIX A
Transmittal Letter
 53

APPENDIX B
Consent Letter and Form for the Respondents

Dear Participants,
We are from the Grade 12 STEM-A of Talamban National High School,
Talamban Cebu City. We are currently conducting our research study entitled
“Chronotype Functioning: Truancy of Junior High School Students in Morning
and Afternoon School Shifts”. This study aims to determine the relationship
between the TNHS-JHS students' chronotype and school shift to their truancy in
the academic year 2022-2023. Any personal information gathered from this
survey will be used exclusively for this research study.

Your participation in this study is completely voluntary and according to

your will. If you feel uncomfortable answering the question, you can withdraw or
discontinue the participation at any time without penalty. If you agree to our
terms, please write your signature below to indicate that you have decided to
participate in this study after reading and understanding all the information in this
form.

_____________________________ ___________________
Signature of Research Participants Date Signed
Over Printed Name
 54

APPENDIX C
Survey Questionnaire (Demographic Profile)

Name or Nickname (Optional): _________________________

Email Address: ____________________________
Your responses will be kept confidential and combined with other
responses
for the presentation and analysis of data.
TNHS-JHS STUDENTS’ DEMOGRAPHIC PROFILE
Demographics are characteristics of a population. We, the researchers,
would
like to gather information about your age, gender, grade level, school shift, and
chronotype. Kindly place a checkmark (✓) on only one of each section of the
demographic profile questionnaire.
Age:
o 12 years old and lower
o 13 years old
o 14 years old
o 15 years old
o 16 years old
o 17 years old and higher

Gender:
o Male
o Female
o Other

Grade Level:
o Grade 7
o Grade 8
o Grade 9
o Grade 10

School Shift:
o Morning School Shift
o Afternoon School Shift
 55

APPENDIX D
Morning-Eveningness Questionnaire (MEQ)
(Developed by Horne and Ostberg, 1976)
MORNINGNESS -EVENINGNESS QUESTIONNAIRE (MEQ)
Instructions:
Please read each question very carefully before answering. Please answer each
questions as honestly as possible.
Answer ALL questions:
Each Question should be answered independently of others. Do NOT go back
and check your answers.
1. What time would you get up if you were entirely free to plan your day?
5:00 – 6:30 AM 5
6:30 – 7:45 AM 4
7:45 – 9:45 AM 3
9:45 – 11:00 AM 2
11:00 AM – 12 NOON 1
12 NOON – 5:00 AM 0

2. What time would you go to bed if you were entirely free to plan your
evening?
8:00 – 9:00 PM 5
9:00 – 10:15 PM 4
10:15 PM – 12:30 AM 3
12:30 – 1:45 AM 2
1:45 – 3:00 AM 1
3:00 AM – 8:00 PM 0

3. If there is a specific time at which you have to get up in the

morning, to what extent do you depend on being woken up by an
alarm clock?
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Not at all dependent 4

Slightly dependent 3
Fairly dependent 2
Very dependent 1

4. How easy do you find it to get up in the morning (when you are not
woken up unexpectedly)?
Not at all easy 1
Not very easy 2
Fairly easy 3
Very easy 4

5. How alert do you feel during the first half hour after you wake up in the
morning?
Not at all alert 1
Slightly alert 2
Fairly alert 3
Very alert 4

6. How hungry do you feel during the first half-hour after you wake up in
the morning?
Not at all hungry 1
Slightly hungry 2
Fairly hungry 3
Very hungry 4

7. During the first half-hour after you wake up in the morning, how tired do
you feel?
Very tired 1
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Fairly tired 2
Fairly refreshed 3
Very refreshed 4

8. If you have no commitments the next day, what time would you go to
bed compared to your usual bedtime?

Seldom or never later 4

Less than one hour later 3
1-2 hours later 2
More than two hours later 1

9. You have decided to engage in some physical exercise. A friend

suggests that you do this for one hour twice a week and the best time
for him is between 7:00 – 8:00 am. Bearing in mind nothing but your
own internal “clock”, how do you think you would perform?
Would be in good form 4
Would be in reasonable form 3
Would find it difficult 2
Would find it very difficult 1

10. At what time of day do you feel you become tired as a result of need for
sleep?
8:00 – 9:00 PM 5
9:00 – 10:15 PM 4
10:15 PM – 12:45 AM 3
12:45 – 2:00 AM 2
2:00 – 3:00 AM 1

11. You want to be at your peak performance for a test that you know is
going to be mentally exhausting and will last for two hours. You are
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entirely free to plan your day. Considering only your own internal
“clock”, which ONE of the four testing times would you choose?
8:00 AM – 10:00 AM 4
11: 00 AM-1: 00PM 3
3:00 PM – 5: 00 PM 2
7: 00 PM – 9:00 PM 1

12. If you got into bed at 11:00 PM, how tired would you be?
Not at all faired 1
A little tired 2
Fairly tired 3
Very tired 4

13. For some reason you have gone to bed several hours later than usual,
but there is no need to get up at any particular time the next morning.
Which ONE of the following are you most likely to do?
Will wake up at usual time ,but will NOT fall 4
back asleep
Will wake up at usual time and will doze 3
thereafter
Will wake up at usual time but will fall asleep 2
again
Will NOT wake up until later than usual 1

14. One night you have to remain awake between 4:00 – 6:00 AM in order
to carry out a night watch. You have no commitments the next day.
Which ONE of the alternatives will suite you best?
Would NOT go to bed until watch was 1
Over Would take a nap before and sleep 2
After Would take a good sleep before and 3
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Nap after Would sleep only before watch 4

15. You have to do two hours of hard physical work. You are entirely free to
plan your day and considering only your own internal “clock” which
ONE of the following time would you choose?

8:00 AM – 10:00 AM 4
11: 00 AM-1: 00PM 3
3:00 PM – 5: 00 PM 2
7: 00 PM – 9:00 PM 1
16. You have decided to engage in hard physical exercise. A friend
suggests that you do this for one hour twice a week and the best time for
him is between 10:00 – 11:00 PM. Bearing in mind nothing else but your
own internal “clock” how well do you think you would perform?

Would be in good form 1

Would be in reasonable form 2
Would find it difficult 3
Would find it very difficult 4

17. Suppose that you can choose your own work hours. Assume that you
worked a FIVE-hour day (including breaks) and that your job was
interesting and paid by results). Which FIVE CONSECUTIVE HOURS
would you select?

5 hours starting between 4:00 AM and 8:00 AM 5

5 hours starting between 8:00 AM and 9:00 AM 4
5 hours starting between 9:00 AM and 2:00 PM 3
5 hours starting between 2:00 PM and 5:00 PM 2
5 hours starting between 5:00 PM and 4:00 AM 1
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18. At what time of the day do you think that you reach your “feeling best”
peak?
5:00 – 8:00 AM 5
8:00 – 10:00 AM 4
10:00 AM – 5:00 PM 3
5:00 – 10:00 PM 2
10:00 PM – 5:00 AM 1

19. One hears about “morning” and “evening” types of people. Which
ONE of these types do you consider yourself to be?

Definitely a “morning” type 6

Rather more a “morning” than an “evening” 4
type
Rather more an “evening” than a “morning” 2
type
Definitely an “evening” type 0
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APPENDIX E
Truancy Threshold Questionnaire
TNHS-JHS Students’ Truancy Threshold
Truancy is not a single event, but a pattern of incidents of unexcused
absence, and, therefore, the definition of truancy requires a distinction between
excused and unexcused absences (Westat and EMT Associates, Inc., 2007).

We, the researchers, made a Truancy Threshold Questionnaire with the

guidelines provided by Marine Department of Education (n.d.) to assess your
truancy threshold for the first quarter of S.Y. 2022-2023. Your honesty is required
for this questionnaire.

1. What is the number of absences that you have accumulated during the
first quarter of S.Y. 2022-2023 (August 22 to November 5, 2022)?
_____________________
2. How many of these absences have been excused by the school through
an excuse letter? ____________________________________
3. How many of these absences have not been excused by the school (i.e.,
not submitting an excuse letter during the absences)?
___________________________
4. Determine your truancy threshold by the number of unexcused absences
below. Kindly place a checkmark (✓) on only one box.
 A student who has 10 or more cumulative unexcused absences
during the first quarter of S.Y. 2022-2023.
 A student who has 8 to 9 cumulative unexcused absences during
the first quarter of S.Y. 2022-2023.
 A student who has 6 to 7 or more cumulative unexcused absences
during the first quarter of S.Y. 2022-2023.
 A student who has 4 to 5 cumulative unexcused absences during
the first quarter of S.Y. 2022-2023.
 A student who has 3 to 2 cumulative unexcused absences during
the first quarter of S.Y. 2022-2023.
 A student who has 1 to none cumulative unexcused absences
during the first quarter of S.Y. 2022-2023.
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Curriculum Vitae

PERSONAL DATA

Name : Alfaye Chynn E. Comendador

Home Address : San Jose Purok 1, Cebu City

Contact Number : 0932 164 2881

Email Address : [email protected]

Age : 17

Date of Birth : June 05, 2005

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Alger P. Comendador

Mother : Jackie Lou C. Eyac

EDUCATIONAL BACKGROUND

Elementary : Talamban Elementary School

Borbajo St., Talamban, Cebu City

S.Y. 2011-2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y. 2017- Present

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Curriculum Vitae

PERSONAL DATA

Name : Catherine L. Ardo

Home Address : Block 16 Lot 56, Villa Leyson, Cebu City

Contact Number : 0915 532 7566

Email Address : [email protected]

Age : 18

Date of Birth : December 1, 2004

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Simplicio J. Ardo Jr.

Mother : Ruby L. Ardo

EDUCATIONAL BACKGROUND

Elementary : Gopher Wood Learning Center

Villa Leyson, Bacayan, Cebu City

S.Y 2011 - 2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y 2017 – Present

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Curriculum Vitae
PERSONAL DATA

Name : Jerrica C. Cabubas

Home Address : Bacayan Villa Leyson, Cebu City

Contact Number : 0969 220 1180

Email Address : [email protected]

Age : 18

Date of Birth : October 21, 2004

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Jerry O. Cabubas

Mother : Grace C. Cabubas

EDUCATIONAL BACKGROUND

Elementary : Bacayan Elementary School

Brgy. Bacayan, Cebu City

S.Y. 2011-2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y. 2017- Present

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Curriculum Vitae

PERSONAL DATA

Name : Honey Jane Cueva

Home Address : Tac-an Road Talamban, Cebu City

Contact Number : 0977 165 6147

Email Address : [email protected]

Age : 18

Date of Birth : August 25, 2004

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Reynaldo Lato

Mother : Lorna Cueva

EDUCATIONAL BACKGROUND

Elementary : Talamban Elementary School

Borbajo St., Talamban, Cebu City

S.Y. 2011-2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y. 2017- Present

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Curriculum Vitae
PERSONAL DATA

Name : Kimberly Grace Ligones

Home Address : Dita Pulangbato Cebu City

Contact Number : 0992 656 9322

Email Address : [email protected]

Age : 21

Date of Birth : January 24, 2002

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Rizalino Leyson

Mother : Joy Ligones

EDUCATIONAL BACKGROUND

Elementary : Subangdaku Elementary School

Mandaue City
S.Y. 2011-2017

Secondary : Pit-os National Highschool

Pit-os Cebu City
S.Y 2017-2021
: Talamban National High School
Borbajo St., Talamban, Cebu City
S.Y. 2021- Present
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Curriculum Vitae
PERSONAL DATA

Name : Emmanuel Rey P. Mandawe

Home Address : Tigbao Talamban, Cebu City

Contact Number : 0966 381 7669

Email Address : [email protected]

Age : 18

Date of Birth : September 11, 2004

Place of Birth : Cebu City

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Jose Rey P. Mandawe

Mother : Maricor P. Mandawe

EDUCATIONAL BACKGROUND

Elementary : Talamban Elementary School

Borbajo St., Talamban, Cebu City

S.Y. 2011-2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y. 2017- Present

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Curriculum Vitae

PERSONAL DATA

Name : Sofia F. Narboada

Home Address : Purok 5, Barangay San Jose, Cebu City

Contact Number : 0929 585 6092

Email Address : [email protected]

Age : 18

Date of Birth : August 15, 2004

Place of Birth : Baybay Leyte

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Jimmbert Y. Narboada

Mother : Joanna T. Faller

EDUCATIONAL BACKGROUND

Elementary : Talamban Elementary School

Borbajo St., Talamban, Cebu City

S.Y 2011 - 2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y 2017 - Present

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Curriculum Vitae

PERSONAL DATA

Name Globrenda B. Sellon

Home Address : Proper Agsungot, Cebu City

Contact Number : 0949 867 1844

Email Address : [email protected]

Age : 17

Date of Birth : March 09, 2005

Place of Birth : Cebu City

Civil Status : Single

Religion : Assembly of God

Parents

Father : Bernardino S. Sellon

Mother : Gloria B. Sellon

EDUCATIONAL BACKGROUND

Elementary : Agsungot Integrated School

Proper Agsungot, Cebu City
S.Y. 2011-2017
Secondary : Agsungot Integrated School
Proper Agsungot, Cebu City
S.Y. 2017-2021
: Talamban National High School
Borbajo St., Talamban, Cebu City
S.Y. 2021-Presen
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Curriculum Vitae

PERSONAL DATA

Name : Hany Jen E. Tulod

Home Address : Cadahu-an Talamban, Cebu City

Contact Number : 0995 623 9890

Email Address : [email protected]

Age : 17

Date of Birth : September 24, 2005

Place of Birth : Tabogon, Cebu

Civil Status : Single

Religion : Roman Catholic

Parents

Father : Willy G. Tulod

Mother : Enriquita E. Tulod

EDUCATIONAL BACKGROUND

Elementary : Talamban Elementary School

Borbajo St., Talamban, Cebu City

S.Y. 2011-2017

Secondary : Talamban National High School

Borbajo St., Talamban, Cebu City

S.Y. 2017-Present
71