How to Use and Interpret the DepEd SF2 Daily Attendance Report of Learners

The Department of Education (DepEd) requires all public schools to submit a daily attendance report of learners using the SF2 which is prepared by class advisers. This form is used to monitor the attendance and absenteeism of students, as well as to identify the reasons or causes of drop-outs. In this blogpost, we will explain how to use and interpret the SF2 , and why it is important for improving the quality of education in the country.

How to Use the SF2

The SF2 is a simple table that records the daily attendance of learners in each class or section. The form has the following columns:

• Date: The date of the school day, in the format MM/DD/YYYY.

• Day: The day of the week, from Monday to Friday.

• Name of Learners: The list of enrolled students in alphabetical order, with their learner reference number (LRN).

• Sex: The gender of the students, either Male (M) or Female (F).

• AM/PM: The attendance status of the students in the morning and afternoon sessions, using the following codes:

  • Blank: Present
  • (x): Absent
  • Tardy (half shaded): Upper for Late Comer, Lower for Cutting Classes

• Remarks: The remarks or comments on the attendance of the students, such as the reason for being absent or tardy, or any other observation.

The SF2 should be filled out by the class adviser or teacher every day, and submitted to the school head or principal at the end of the month. The form should also be consolidated and summarized in the SF4, which shows the monthly attendance report of learners.

How to Interpret the SF2

The SF2 is a useful tool for tracking and analyzing the attendance and absenteeism patterns of students, as well as the factors that affect their participation and retention in school. The form can help identify the following:

• The attendance rate of the class or section: This is the percentage of students who are present in school on a given day, week, or month. The attendance rate can indicate the level of engagement and motivation of the students, as well as the effectiveness of the teaching and learning process. A high attendance rate means that the students are interested and involved in their education, while a low attendance rate means that there are problems or challenges that prevent them from attending school regularly.

• The absenteeism rate of the class or section: This is the percentage of students who are absent from school on a given day, week, or month. The absenteeism rate can indicate the extent and severity of the dropout problem in the class or section, as well as the causes and consequences of dropping out. A high absenteeism rate means that the students are at risk of dropping out, while a low absenteeism rate means that the students are committed and persistent in their education.

• The reasons or causes of drop-outs: The SF2 form also records the reasons or causes of drop-outs, using the following categories and subcategories:

  • a. Domestic-Related Factors: These are the factors that are related to the family or household situation of the students, such as:

    • a.1. Had to take care of siblings: The student had to stay at home to look after younger brothers or sisters, because of the absence or incapacity of the parents or guardians.
    • a.2. Early marriage/pregnancy: The student got married or pregnant at a young age, and had to stop schooling to start a family.
    • a.3. Parents’ attitude toward schooling: The parents or guardians of the student did not value or support the education of the student, and discouraged or prevented them from attending school.
    • a.4. Family problems: The student faced domestic violence, abuse, neglect, or other family conflicts that affected their emotional and mental well-being, and their ability to focus on their studies.

  • b. Individual-Related Factors: These are the factors that are related to the personal or health condition of the students, such as:

    • b.1. Illness: The student suffered from a physical or mental illness, injury, or disability that impaired their attendance or performance in school.
    • b.2. Overage: The student was older than the average age of their grade level, and felt out of place or embarrassed among their classmates.
    • b.3. Death: The student died due to natural causes, accidents, or violence.
    • b.4. Drug Abuse: The student was involved in the use or trafficking of illegal drugs, and became addicted or arrested.
    • b.5. Poor academic performance: The student had low grades, failed exams, or repeated years, and felt frustrated or hopeless about their academic progress.
    • b.6. Lack of interest/Distractions: The student was not interested or motivated in their studies, and preferred to spend their time on other activities, such as games, sports, hobbies, or social media.
    • b.7. Hunger/Malnutrition: The student did not have enough or proper food to eat, and suffered from hunger or malnutrition that affected their physical and cognitive development.

  • c. School-Related Factors: These are the factors that are related to the school environment or system, such as:

    • c.1. Teacher Factor: The student had a negative or unsatisfactory relationship with their teacher, and felt ignored, misunderstood, or mistreated by them.
    • c.2. Physical condition of classroom: The student had to endure a poor or unsafe physical condition of their classroom, such as lack of ventilation, lighting, furniture, or equipment, or exposure to noise, heat, or pollution.
    • c.3. Peer influence: The student was influenced by their peers to skip classes, cheat, bully, or join gangs, and faced peer pressure or rejection.

  • d. Geographic/Environmental Factors: These are the factors that are related to the location or surroundings of the school or home, such as:

    • d.1. Distance between home and school: The student had to travel a long or difficult distance between their home and school, and faced transportation problems, costs, or risks.
    • d.2. Armed conflict (incl. Tribal wars & clan feuds): The student lived in an area that was affected by armed conflict, such as war, insurgency, terrorism, or tribal or clan feuds, and faced violence, displacement, or trauma.
    • d.3. Calamities/Disasters: The student lived in an area that was affected by natural or man-made calamities or disasters, such as typhoons, floods, earthquakes, fires, or landslides, and faced damage, loss, or injury.

  • e. Financial-Related Factors: These are the factors that are related to the economic or financial situation of the student or their family, such as:

    • e.1. Child labor, work: The student had to work or engage in child labor, either at home or outside, to earn money or help their family, and sacrificed their time or energy for their studies.

  • f. Others: These are the factors that do not fall under any of the above categories, but still affect the attendance or dropout of the student, such as:

    • f.1. Migration: The student or their family had to move to another place, either within or outside the country, for various reasons, such as work, education, or safety.
    • f.2. Transfer: The student transferred to another school, either within or outside the country, for various reasons, such as preference, convenience, or opportunity.

The SF2 can help identify the most common or prevalent reasons or causes of drop-outs in the class or section, and the corresponding interventions or solutions that can be implemented to address them.

Why the SF2 is Important

The SF2 is important for improving the quality of education in the country, because it can help:

• Monitor and evaluate the performance and progress of the students: The SF2 can provide data and information on the attendance and achievement of the students, and help measure their learning outcomes and competencies. The SF2 can also help identify the students who are at risk of dropping out, and provide timely and appropriate support and guidance to them.
• Identify and address the issues and challenges that affect the education of the students: The SF2 can reveal the factors that hinder or facilitate the participation and retention of the students in school, and help design and implement policies and programs that can enhance the access and quality of education for all. The SF2 can also help mobilize and coordinate the efforts and resources of various stakeholders, such as the school, the family, the community, and the government, to create a conducive and supportive learning environment for the students.
• Promote and protect the rights and welfare of the students: The SF2 can uphold the rights and welfare of the students, especially the most vulnerable and marginalized ones, such as the poor, the indigenous, the disabled, the displaced, or the abused. The SF2 can also advocate for the elimination of all forms of discrimination, violence, and exploitation that affect the education of the students, and ensure their safety, dignity, and well-being.

I hope this blogpost was helpful and informative. If you have any questions or feedback, please let me know. Thank you for reading. 😊