Addressing Absenteeism Among ALIVE MEP Learners Through School-Initiated Interventions

Abstract

A significant problem that has influenced the successful execution of the Arabic Language and Islamic Values Education (ALIVE) program is absenteeism because irregular attendance ruins the flow of learning the Arabic language and developing Islam values. This action research study discussed how School-Initiated Interventions (SIII) could curb absenteeism among ALIVE learners in Popantay Elementary School, in School Year 2025-2026. The research design was pre-test-post-test descriptive action research that used 32 ALIVE learners and their parents. The primary research tool that was used to gather quantitative data of learner attendance pre- and post-intervention was the attendance monitoring sheet. Parent survey questionnaires, parent interview guide questions, and teacher observation logs were used to collect the supporting qualitative data. The pre-intervention results showed that high rates of irregular and chronic absenteeism, which were mainly caused by household duties, health issues, low motivation among learners, lack of parental control and poor coordination between home and school. After new and student centered interventions, such as Project CONNECT-ALIVE (Communication Network for Cooperative Engagement to Nurture Consistent ALIVE Attendance) for parent-teacher communication ,  Project LINK-ALIVE (Leadership Initiative for Nurturing Knowledge and ALIVE Participation) for  adviser coordination,  Project ATTEND-PLUS (Attendance Through Encouragement, Rewards, and Positive Learner Support) for attendance recognition via incentives, and  Project ENGAGE-ALIVE (Enhancing New Games and Activities for Greater Engagement in ALIVE Learning) for interactive ALIVE classroom activities, post-intervention outcomes indicated a high attendance rate of 86.6 percent on average. Findings based on qualitative research also revealed greater motivation among learners, enhanced parental engagement, and more favorable classroom atmosphere. This research finds that School-Initiated Interventions are a successful tool in overcoming the problem of absenteeism among ALIVE learners and suggests on-going home-school collaboration and these interventions to make sure that the attendance and involvement of the learners in the ALIVE program improves in the long-run.