Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Baybay City Division
BAYBAY CITY SENIOR HIGH SCHOOL
Baybay City, Leyte

“Learning from the Distance: Attendance and Challenges of Student

Among Academic Strands Living in Remote Areas”

A Research Proposal Presented to the School Research Committee in Partial

Fulfillment of the Requirements in Practical Research 2

Authors:

Dianon, Shiena M.
Doguiles, Yves A.
Flores, Raduah
Hoyumpa, JohnLloyd
Julgado, Rose Marie B.
Risos, Daisy Rose G.
Pacardo,Mary Joy P.
Pedrosa, Weldred J.
Sarzona, Judy Ann G.
Villagonza, Mirven T.

January 2024
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Baybay City Division
BAYBAY CITY SENIOR HIGH SCHOOL
Baybay City, Leyte

APPROVAL SHEET

This research entitled “Learning from the Distance: Attendance and

Challenges Among Academic Strands of Student Living in Remote
Areas” was prepared and submitted, in the partial fulfillment of the
requirement for Practical Research 2 and recommended for acceptance
and approval to conduct the study.

RESEARCH COMMITTEE

JONATHAN S. MAMALIAS

Research Adviser/Chairman

Member

__________________

Member

Proofreader
 CHAPTER I

INTRODUCTION

Background of the study

The distance travel to the attendance students in class

must travel long distances every day to get to school. These

excursions may include traveling to various places, overcoming

transportation challenges, and spending long periods

commuting. Concerns have been raised about the possible

influence of the student's attendance in class and, as a result,

their entire educational experience. It is a crucial factor in

determining their presence during class sessions, however, the

distance student must travel to attend classes can have a

substantial impact on their attendance rates. Long commutes

whether by public transport or personal vehicles, can present

barriers that affect the student's ability to attend regularly attend

classes. Understanding national institutions and policymakers to

implement strategies is that promote neither attendance rates

According to the study, it reports the actual range of factors

that potentially affect attendance are also presented. The

schedules and time travel in class are also some of the concerns

affecting time management that enable them to attend classes

on time (Gabriell, K., 2012). The study states that policymakers,

practitioners, in parents have assumed a positive relationship

between school attendance and academic success. Specifically,

this study evaluated the hypothesis that the number of days a

student was present in school positively affected learning

outcomes (Gottfried, M. A., 2010).

The extent of research on the effects of distance travel on

the attendance of students in class is moderate. Several studies

have examined this issue, but the findings are mixed. Some

studies have found that distance travel has a significant negative

impact on attendance, while others have found little or no effect.

One study, conducted by researchers at the University of

Michigan, found that students who lived more than 3 miles from

their school were less likely to attend school regularly than

students who lived closer to their school. The study also found

that this effect was particularly pronounced for students from

low-income families (Cowen, J. S., Imberman, S. A., & Schwartz,

A. E. 2018). This research seeks to determine and examine the

level of stress of the students in commuting. In rural areas where

people living in the community are from each other, school

distance is oftentimes a problem for students because they need

to travel long distances every day to reach school (Ballyan &

Khama, 2020). In that thing, students’ reason for having a bad

record of their attendance during class hours particularly when it

has complications in attending school due to long-distance

travel.
 The attainments of students from long-distance travel in

school can affect their attendance in class. According to a study,

when students are exposed to walking at long distances can

also lead to poor concentration on their school tasks, promote

absenteeism and school drop-outs (Marique, Dujardin, Teller, &

Reiter, 2013; Moyo, 2013; Taiwo, 2019). The problem or issues

stated that walking over long distances from school might lead to

arriving at school late and getting back home late after school.

Traveling long distances to school face additional parental

concern about safety. Long distance is one of the factors that

can affect their attendance in class which can cause absences

and low grades. Students who are in this situation to attend

school could suffer the adverse effects of long-distance walking.

Students who are very far from school will have difficulties in

completing outside-school tasks because of the time spent

walking from school to home and vice versa. A considerable

amount of energy is lost when students are exposed to walking

at long distances which can also lead to poor concentration on

their school tasks, and promote absenteeism and school drop-

out (Pradhan, R. & Sinha, N. 2017). It was additionally clarified

that on account of longer walking, exhaustion, and hunger lead

students to fatigue during learning. Walking at a stretched

distance to class essentially makes students arrive at schools

with empty stomachs, and delays influence them badly (Moyo,

W. 2013).
 The students' attainments in class are important to their

performance in school in terms of their attendance. For those

students who travel from their house to school is a challenge for

them to manage. Based on the study, distance from school is

one of the hindrances to learning that students in rural areas

face. This always happens to students living in rural areas with

the absence of accessible roads. Thus, students living in these

areas struggle to survive in attending school. They often

encounter difficulties in learning their subjects (Peteros, E. et al.,

2022). Due to long-distance travel from school, most of the

students are affected by their presence in attendance of a class.

For instance, there might be a problem with transportation as

they regularly go to school. Students who don't have access to

transportation may arrive late or miss numerous classes.

Additionally, students who have a long commute to school each

day spend less time studying and sleeping, causing them to

wake up later in the morning. Additionally, walking a long

distance is mentally and physically tiring (Zuckerman, 2021).

The location of the school and the distance of students

from the school can have a bad influence on the presence of

students in class. It explains the student's affection for having to

travel long distances that they may encounter while attending

school. This will be considered when students have a bad issue

with their attendance, specifically the attainments of the class.

This study will figure out the effect of distance travel on the

attendance of students.

Statement of the Problem

The study aims to know the significant difference among

academic strands in BCSHS Grade 12 students living in remote

areas regarding their attendance in the first grading period, and

the challenges they encounter in going to school.

Specifically, this research seeks to answer the following

questions:

1. What is the average attendance of students living in remote

areas in the first grading period?

2. Is there a significant difference in the average attendance of

students among strands living in remote areas in the first grading

period?

3. What are the challenges met by the students while attending

school due to long-distance travel?

Significance of the Study

The findings of the study will redound to the benefit of the

following beneficiaries. Firstly, Access to drivers significantly

helps students in remote areas by addressing transportation

challenges. Having reliable transportation ensures regular

school attendance, which reduces absenteeism and improves

academic participation. The time saved from long walks can be

used for studying, extracurricular activities, or rest. Safety is

improved, especially in challenging weather conditions.

Transportation availability encourages more participation in

after-school activities and social events, contributing to students'

overall development. Additionally, drivers play a vital role in

making education, safety, and overall life quality better for

students in remote regions. Secondly, the parents will encourage

their children to wake up early in the morning to preserve the

capable record of their class attendance. In addition, parents

who support their children's school-related travels demonstrate a

commitment to their children's growth and development,

reinforcing the importance of education and determination. It can

instill a strong sense of discipline and commitment in children.

Thirdly, this study will be beneficial to future researchers,

because future researchers will be knowledgeable regarding the

findings of the study, as this research study focuses on

identifying the effects on the average attendance of students

who have been experiencing long-distance travel to school.

Future researchers will have collective ideas regarding this

study. This study will help as a guide to them in conducting

research in the future as a long data gathering will be observed

by the researchers to those students who travel to school and

the significance it applies about their attendance that affects

their journey as a student. Lastly, teachers could also consider

the attendance of those students who live in far-flung areas as

well as motivate and encourage the students to practice having

good time management regarding traveling to school. Teachers

can influence students to be responsible for their attendance in

class. They will be considerable to students regarding the class

schedule that students maintain.

Scope and Delimitation

This study will focus on the effects of distance travel on the

attendance of Grade 12 students at Baybay City Senior High

School, Baybay City, Leyte that will apply to descriptive-

comparative research design. The participants are under the

academic strands which are ABM, HUMSS, GA, STEM. The

scope of this study is limited to Grade 12 students in Baybay

City Senior High School who travel to school, living in far-flung

areas that battle their everyday travel if it affects their attendance

in school during the first semester. This delimitation was chosen

for a specific population of students who are more likely to be

affected by distance travel during their first-period class in the

morning. This study excludes students from other schools in

Baybay City, because there may be other factors that are

affecting students’ attendance in another school, such as the

quality of education or the distance to public transportation.

 Chapter II
Review of Related Literature
Students who live in far-flung areas often encounter attendance

and challenges during their classes, as they face difficulties in

attending class because of the long distance to school that they have

to travel. Student achievement is closely correlated with attendance at

teaching and learning activities. It serves as the main gauge of how

engaged a student is with their course of study. It also acts as a

primary indicator of academic advancement, well-being, and retention

of students.

The researchers found that commute duration has a

detrimental impact on student's academic achievement, with

students who have longer commutes to school performing

significantly lower than students who have shorter commutes.

Planning methods must therefore pay close attention to the

geographical mismatch and the detrimental effects it causes due

to the rising cost of housing in school districts. Long commutes

have a greater negative impact on student scores in rural areas

than in urban and suburban peripheral areas, suggesting that

the length of the journey may have contributed to the

performance gap between students in rural and urban areas. By

enhancing transit options and offering transportation services to

shorten children's commutes in rural areas, it is imperative to

close the distance between urban and rural communities (Ding,

P., & Feng, S. 2022).

 Due to the inaccessibility of the roads, the majority of

pupils live extremely far from their school and must walk there.

Long-distance students face daily obstacles in their academic

journey that can wear them out both psychologically and

physically, ultimately resulting in subpar performance. The

government must address the issue of students' distance from

school considering these findings. Even though the Philippine

government worked hard to establish secondary schools in

various rural areas so that people could access education,

students still face difficulties traveling long distances because of

the dispersed settlements, especially in mountain barrios, which

makes it impossible to assign students to schools that are easily

accessible. However, stakeholders must give priority to this

issue, which has a detrimental impact on kids' performance, to

ensure that every child receives a top-notch education (Peteros,

E. D. 2022).

In the Philippines, a large number of schools are located in

remote, underdeveloped areas with inadequate communication,

lack of infrastructure, electricity, inaccessible roads, and isolated

residential settlements. Students' academic performance is

impacted by their home environment, particularly if they

experience poverty and reside in an area with limited

educational opportunities and resources. These are issues that

students in these areas frequently deal with while in school. One

of these difficulties is having to walk a considerable distance to

get to school because the roads leading there are impassable

for cars. When faced with these obstacles at school, students

frequently experience physical and mental exhaustion, which

can negatively impact their academic performance, particularly

in challenging courses like math. The results might give

stakeholders important information that could lessen the

difficulties that students in remote locations face when trying to

get to school (Brew, Nketiah, Koranteng 2021).

Long distance from house to school is connected to or

linked to the absence of breakfast and lunch for students,

transportation issues, inadequate study time, poor student

safety, tardiness, temptation, and exhaustion that interfere with

learning (Oneya, L., Onyango, D., 2021). Some students claim

that their long commutes are the reason they are running late.

Part of the reason commutes are stressful, according to a study

that individuals never know how long a drive will take. If heavy

traffic causes them to be late for meetings or school, they feel

hurried and tense when they start (Gerdeman, D. 2019).

One of the study results indicates that the distance

between students’ homes and their school impacts their

academic performance, particularly for those residing in remote

areas. A significant portion of these students, 46%, demonstrate

satisfactory performance, while 28% show unsatisfactory

performance, and the remaining 26% exhibit good performance.

The study also found that factors such as the economic status
and educational background of parents influence student

learning. Other identified issues include frequent tardiness,

absenteeism, high dropout rates, and poor study habits (Fenol,

L. 2019).

A growing proportion of children are using cars to get to

school, and many are traveling farther. To determine commute

distance and mode choice, this article looks at how school

qualities affect school choice. It is common knowledge that

residential land values are positively correlated with school

quality. A household that can afford to pay a premium for

proximity to a top-notch school may decide to do so. On the

other hand, households with lower incomes are more likely to

reside in areas with subpar schools (He, S.Y., Giuliano, G.

2018).

Students who live far from school must rise early to go

home later, which reduces their amount of study time. Their

sleep patterns may also be impacted by this (Pradhan & Sinha,

2017).

The passive modes of transportation aren't always feasible

for students, often leading them to walk extensive distances to

get to school. A walk of one kilometer or more is deemed a long

distance for students. Those who endure these conditions to

attend school may experience negative impacts due to extensive

walking (Thomas, 2016). In addition, the study contends that the

students must spend a lot of time walking rather than in class,

and long-distance learning limits the amount of time that

teachers and students may interact. As a result, less time is

spent learning effectively because of the long commute to school

(Muhia, 2015).

A researcher conducted a study to explore how the

distance to school impacted the academic performance of

secondary school students in Makambako Town Council. The

findings indicated that students who had to travel longer

distances to school often arrived late and hungry. The extended

school commute was a source of frustration for students due to

the lengthy walk required to reach school (Mhiliwa, 2015).

Furthermore, research has shown a connection between

students’ academic performance and the location of schools

within a community. Specifically, the distance students have to

travel to school has been directly linked to their academic

achievement. The further the school is the more significant the

impact on students’ regular attendance and academic

performance. Walking long distances from home to school often

results in students arriving late and hungry, which could

ultimately lead to them dropping out of school (Mhiliwa, 2015).

Other studies reveal that students' academic performance

is significantly impacted by the distance they must travel to and

from school. Students who have to walk farther to school

typically perform poorly academically. Higher dropout rates,

greater absenteeism, poor perspectives toward education, an

increase in early marriages and pregnancies, and the rise of

social issues like theft are all linked to this situation's adverse

outcomes. These results are consistent with earlier studies on

how students' academic performance is impacted by a school's

location. As first proposed, the distances that students must

travel might be regarded as important elements that influence

their academic development (Jovinius, J. 2015).

According to a study conducted found that students who

had a lengthy walk to school arrived extremely tired, which

affected their focus on the material being taught and

occasionally caused them to nod off in class, making it difficult

for them to learn. As it is students' bodies and minds cannot

function as well when they are fatigued, which results in a poor

learning capacity. Therefore, situations such as these hinder the

effectiveness of learning because learning demands mental

peace; if the student is, for whatever reason, anxious, agitated,

tense, pressured, or worried, he or she will not be able to learn

(Melack, 2014).

Regularly attending school is crucial for students' success

in education. It is of utmost importance because when students

consistently miss school or certain subjects, they are deprived of

carefully planned instructional sequences. This study aims to

explore the transportation challenges faced by students in Dar

es Salaam City, focusing on the distance they travel from home

to school, the cost of transportation, and the impact of

transportation difficulties on students' school attendance. The

findings reveal that the transportation system significantly affects

students' attendance. Some students miss their first classes in

the morning or skip afternoon sessions because they struggle to

find transportation. Others are unable to attend school altogether

due to a lack of bus fare, resorting to begging for money or

seeking help from private car owners, exposing them to potential

dangers and harassment from bus operators (Muguro, J. 2014).

Therefore, transportation issues have many kinds of effects on

students' attendance at school. For instance, some students flee

during the afternoon session in an attempt to find transportation,

others arrive late for class, and sometimes it is difficult to run

clubs and sports because there aren't enough students to keep

everyone in their designated spots when others leave. Students

who experience transportation issues arrive late and leave

school early. Students learning is severely hindered by

transportation issues because they must spend a lot of time

traveling to and from school each day. In addition, the issue of

transportation affects education differently in various countries.

In North America, for instance, school buses are well-

established, and many students use them regularly. However, in

rural areas, schools are often far away, resulting in long

commute times for students. This can put those students at a

disadvantage. In other regions, students must find their

transportation, which can lead to them relying on public

transportation and risking tardiness or asking strangers for rides,

potentially compromising their safety. This highlights the complex

nature of the transportation problem in the context of education

(Mugoro, J. 2014).

There are also studies focusing on how far a student has to

travel from home to school, how much it costs them, and how

transportation issues affect kids' attendance at school. The

results show that the school attendance of pupils is significantly

impacted by the transportation system. The study suggests that

to build a comprehensive secondary school that can

accommodate a large number of students, the government

should organize more than two adjacent wards and apply the

central place theory. The local government authorities (LGAs)

must also provide shuttle buses for students to and from their

residences by designating drop-off and pick-up points, utilize

space in community schools that are located in remote areas to

build hostels or boarding schools, enroll students based on the

closest schools to their homes, and foster positive relationships

between teachers and students (Mugoro, J. 2014).

The majority of students claim that since traveling takes up

most of their time, the time they spend studying is squandered.

WordPress states that commuting to school takes time and

energy, which can be utilized for academic purposes and to

learn how studying habits are impacted by going to school

(WordPress, 2014). In a survey involving thirteen students, it

was revealed that they spend over an hour and a half

commuting to school. The extensive distances to and from

school have garnered scholarly attention in countries like

America, Europe, Africa, and Tanzania, as they are recognized

as a potential factor affecting students' academic advancement.

It is entirely reasonable for teachers to maintain a daily record of

pupil attendance (Melack 2014).

Research on school travel often addresses active travel,

which is thought to be crucial in reducing obesity. Walking is the

primary active mode in low-cycling countries, where the majority

of research has been conducted. An examination of the

Netherlands and Flanders, two European nations with significant

bicycle usage, is presented in this paper. The study examines

the choice of modes of transportation and the distances traveled

from home to school (Goeverden, Boer, 2013).

The reduced attendance rates among students residing in

remote areas exert a notable influence on their academic

success. Research indicates that absenteeism serves as a

robust indicator of academic struggles. In Zimbabwe, it was

observed that students covering longer distances to reach

school were more prone to absenteeism and tended to

underperform in comparison to their counterparts with shorter

travel distances. The extended journey from home to school not

only led to tardiness but also left students arriving with empty
stomachs, contributing to the risk of school dropout (Moyo, S.

2013). Regular participation in school activities, known as school

attendance, is crucial for learners to receive consistent

educational support and achieve academic success (Gottfried

2010). Committing to attending classes and engaging in school

activities from enrollment to the completion of a full academic

program is essential. This commitment is strengthened by

ongoing guidance from teachers and encouragement from

parents or guardians (Oghuvbu 2010).

One of the results of a study is that the distance between

home and school plays a role in children's engagement with

school, influenced by physical obstacles and the characteristics

of the surrounding community. It has been noted that numerous

students face extended travel times to reach school, leading to

irregular attendance (Williams 2010). Furthermore, another

study shows that persistence decreases with increasing distance

between home and the institution of attendance, it finds out that

this unequal geographical distribution of institutions negatively

affects many populations, with rural students probably being

more negatively affected (Williams & Luo, 2010).

A study of Arubayi (2005), he examined the length of time

students in Edo and Delta States traveled to school and how that

affected attendance. He concluded that a sizable number of

elementary and secondary schools in the Delta and Edo States

were situated far from the homes of their students and that this
had an impact on students' attendance at school. Few empirical

studies have been conducted on the distance students and

teachers travel to school and how that affects students'

attendance in many Nigerian states, including Anambra, Enugu,

and Ebonyi. Long commutes to school have also been linked to

high primary and secondary school dropout rates in Nigeria,

according to research, and the country's South southeastern

states have been noted for having high rates of school dropouts.

An additional cause for concern is the correlation between the

distance traveled to school and negative outcomes such as

tardiness, delinquency, truancy, and indiscipline.

On the other hand, teenage students who live in rural

areas are more likely to drop out of school if their school is far

from home because they are vulnerable to sexual harassment.

This can have a psychological impact on them because they

don't feel safe while traveling to and from school (Luneja, 2001).

The absence of a proper location strategy in constructing

community schools in Dar es Salaam city has led to adverse

consequences for both students and parents. Many students

enrolled in these schools come from areas beyond their

communities, requiring them to travel significant distances. This

extended commute poses a potential hindrance to their learning

time, a critical factor in student achievement as it accommodates

varying levels of knowledge. Consequently, with fixed learning

times, it becomes evident that some students excel, some

 perform moderately, some struggle, and others may not learn at

all due to delays, transportation challenges, and fatigue

(McKinney, 2000).

Conceptual Framework

Baybay City Senior

Highschool Academic
Strand

ABM GAS HUMSS STEM

Challenges Attendance
 Figure I.

Figure I. Conceptual Framework of the study

This concept shows the Independent variable (Academic

Strand) which contains that are the students under the academic

strand in BCSHS living in remote areas that probably influence the

outcome of the study, which is the Dependent Variable (Average

Attendance and challenges), the outcome variable that influenced of

the independent variable. The illustration above explained that an

independent assessment of this would determine whether it has

significant differences among strands of students from distant places

that will allegedly assess the dependent variable which is the average

attendance and challenges encountered by the students from

traveling home to school.

Research Hypothesis
There is no significant difference in the average attendance

among the students in every strand who live in remote areas during

their first subject in the first semester due to the long-distance travel

that they face every day from going to school. It affects their

attendance and academic difficulties that they encounter, these

challenges may lead to slow learning activities or slow processing of

learning during class that may result in reduced educational

achievements and lack of attainments of students in class.

Definition of Terms

The following terms are defined operationally:

Learning from the Distance: Attendance and Challenges of

Students Among Academic Strands Living in Remote Areas - a

descriptive-comparative research design that study is going to be

conducted by the researchers.

Attendance - refers to the performance of students, whether they are

present or not in class during the first-period subject, specifically

those students who live in remote areas, and whether they are

physically available in the classroom or learning place at the specified

time.

Challenges - the different obstacles or experiences of students while

attending school living in a distant place, especially in their travel from

home to school. Furthermore, the impact experienced by the student's

attendance when they are in remote areas is addressed.

Long Distance Travel - Traveling between distant places takes time.

Students who live in remote areas spend more than 20 minutes on

their journey to reach school.

Remote areas - students who reside in areas where the distance to

school is 10 kilometers or more, especially in rural regions like

mountainous areas, may need to request transportation assistance

due to the considerable distance they have to cover on foot or through

other means before commuting.

CHAPTER III

METHODOLOGY

Research design

This research employed a descriptive-comparative

research design to collect attendance data from Grade 12

students in Baybay City Senior High School across the

academic strands of HUMSS, STEM, ABM, and GA. The aim

was to obtain quantitative data results and compare attendance

patterns among different academic strands. This design allowed

for a comprehensive analysis of attendance behaviors, providing

valuable insights into the factors influencing student attendance

in each academic strand.

Sample

In selecting the representative sample of Grade 12

students from Baybay City Senior High School, the researcher

will employ purposive sampling. This method involves selecting

participants who reside in remote areas and belong to all

academic strands of the school. This is to include individuals

who possess specific characteristics that align with the

research’s objectives and requirements. By utilizing purposive

sampling, the researchers aim to gather valuable insights and

perspectives for the overall depth validity of research findings.

Instrumentation

The researchers undergo specific participants who live in

remote areas leading to a direct address and attendance

refrained by the teacher's record of students. The researchers

will conduct a personal interview with the chosen participants

concerning their experience in traveling a long distance just to

present in class. The validity and reliability of the data and make

sure that it accurately measures the expected data.

Data Collection Procedure

A permission letter will be submitted to the school principal

before asking for attendance and address to the teacher of the

Grade 12 students who are living in remote areas that are under

the academic strands in Baybay City Senior High School. The

researchers will also make a request letter to the school principal

and a letter to the teacher for consent before interviewing the

chosen participants. The interview will be done on the preferred

schedule of the participants. The participants will be given

enough time to answer all the questions. The interview will be

ended until the researchers are satisfied with the answers of the

participants.

Data Analysis Procedure

The researchers will collect data from a specific group of

participants. Then, will ask for permission refrained by the

teacher to access attendance records to obtain the addresses of

students residing in remote areas. Subsequently, the

researchers will conduct interviews with these participants. The

main objective of the research is to analyze and gain a

comprehensive understanding of the significant differences in

most affected among the academic strands in Baybay City

Senior High School and the challenges faced by students when

going to school.

Ethical Consideration

The researchers will begin to seek permission from the

school principal, teachers, and students. The researchers will

ensure the respondents’ identities are protected by providing an

informational letter before conducting the study. The

respondents will be safeguarded throughout the process by

enlisting personnel to liaise with the teachers. To minimize

distress during the interviews, the researchers will assure the

confidentiality of the respondent’s data or information that has

been collected. Additionally, only the respondents have the

obligation and right to withdraw their responses from the

research study.

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