THE RELATIONSHIP OF SANTIAGO CITY NATIONAL HIGH SCHOOL’S
JUNIOR HIGH SCHOOL STUDENTS’ TARDINESS AND THEIR ACADEMIC
PERFORMANCE
Aviles, Casie Rayne
Galian, Frederick
Manuel, Jonathan
Aguilar, Moreene Viane Kaye
Hipolito, Kyla Mae
Researchers
In partial fulfilment of requirements in Research II
Santiago City National High School
Calaocan, Santiago City
Delaila B. Navalta
Research Adviser
APPROVAL SHEET
Santiago City National High School
Santiago City
This is to certify that the thesis “The Relationship of Santiago City National
High School’s Junior High School Students’ Tardiness and their Academic
Performance” has been accepted as a requirement in Research II with a grade of
__________.
ACKNOWLEDGEMENT
In behalf of all the researchers, we would like to extend our warmest gratitude to
the people who have made this research study possible.
First, we would like to thank the Almighty God for granting his continuous
blessings, especially wisdom, patience, and knowledge until the research paper was
completed.
To our motherly principal, Madam Tessie F. Baltar, our head teachers, Ma’am
Elmerchita B. Ribuca and Ma’am Robelyn P. Aguinaldo, and our Science Coordinator,
Ma’am Babylyn S. Baltar for allowing us to conduct this research study.
To our research adviser, Ma’am Delaila B. Navalta for the unending support and
guidance while we conduct this thesis proper. To Sir Virgo M. Gulan for sharing his
knowledge about the different matters regarding our research project and for conducting a
seminar – workshop to widen our knowledge about the matter.
To the teachers for being so considerate while we float our questionnaires, to the
students for participating and answering our questionnaires honestly, and lastly, to our
parents and friends for their support and patience.
DEDICATION
We dedicate this thesis proper to Ma’am Delaila Navalta for telling us the means
to be changed and in making it a better research study, to our class adviser, Ma’am
Jackielyn Eugenio for helping and supporting us in this project, and to our parents for
their unending support, care and understanding until our thesis proper has been
accomplished.
ABSTRACT
Since then, people are acquainted with problems on arriving to their destination earlier or
exactly on time. With so, being tardy is a concern that troubles many in preventing them
to do much in their given amount of time because of arriving late to their appointments.
This study purposes to determine the relationship of Santiago City National High
School’s Junior High School students’ tardiness and their academic performance for it is
still evident that a big crowd of students builds up before the school gate.
The researchers approached the class advisers of the class respondents to ask for the
names of those to be surveyed, together with their second grading general average. After
so, the regularly late students were surveyed then, the data was analysed.
As a result, the researchers gained that there is a significant relationship between
students’ tardiness and their academic performance that their general average lowers.
TABLE OF CONTENTS
CHAPTER I: PROBLEMS AND ITS SETTINGS
Introduction
Statement of the Problem
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature and Studies
Local Literature and Studies
CHAPTER III: METHODOLOGY
Research Design
Respondents of the Study
Data Gathering Procedure
Research Instruments
Statistical Tools
Interpretations used in the Study
CHAPTER IV: PRESENTATION, DISCUSSION AND INTERPRETATIONS OF
DATA
CHAPTER
V:
SUMMARY
RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
APPENDICES
CURRICULUM VITAE
BIBLIOGRAPHY
OF
FINDINGS,
CONCLUSION
AND
CHAPTER I
PROBLEMS AND ITS SETTINGS
Introduction
Tardiness is an issue among everyone and every day which involves the inability
for people who go to school and those who go to work to arrive in their destination earlier
or exactly on time. In which, being tardy is a concern that is common to all levels of
schooling.
Even during the earliest stages of people’s lives, punctuality has already become
something that is observed and expected from children in order to maintain discipline and
evoke a pleasant personal characteristic and image. Moreover, according to Bilocura &
Guia, 2012, “a tardy student poses as a threat to the school as an educational and
professional institution and the student may be one of the less productive members of the
society.” With so, tardiness has a tendency to become a proclivity for most students if left
unchecked and can further exacerbate into affecting the behavioral patterns of students
like their academic performances for instance and which may also likely affect their
future lives.
It’s frequent and evidently seen that a number of Santiago City National High
School students are regularly late at arriving to school every day. It has even been
inferred that “always and often times, students are tardy in the flag ceremony, in
attending classes after recess time in the morning and afternoon class sessions, and during
the first period in the afternoon class session” (Paren, 2015) which can greatly be
supported by observed occurrences in the school. Because of so, this may have effect to
the productivity of the students regarding their academic performances.
Referring to the studies conducted by the U.S. Department of Education on
truancy, it has, as well, been shown that, when it comes to student behavior and school
success, school attendance and tardiness are major factors. Likewise, it has been
determined that students who are habitually tardy to school are more pertinent to have
attendance and tardiness problems when entering the workforce as indicated by the Urban
Institute. As supported by Weade, 2004, “students who were punctual at school were also
punctual at work while students who were tardy at school were also tardy at work.”
To determine the relationship of SCNHS Junior High School students’ tardiness
and their academic performance. It is on this premise that the study was conducted.
Statement of the Problem
Generally, the study aims to define the effects of SCNHS’ Junior High School
students’ tardiness to their academic outputs in class.
Specifically, the study sought to answer the following questions:
1. What is the profile of the respondents with respect to the following:
a) Sex
b) Age
c) Grade Level
d) Curriculum
e) Curriculum Rank in Class
f) Locality
2. What are the common activities done by the Junior High School students of
Santiago City National High School at home for being regularly late to come to
school?
3. What is the academic performance of the students/respondents with respect to
their general average for the second grading period?
4. Is there a significant difference on the common activities why students are
regularly late when grouped according to the profile variables?
5. Is there a significant relationship between the academic performance and tardiness
of the regularly late students?
Hypotheses of the Study
The following null hypotheses were drawn from the given problems:
Ho1: There is no significant difference on the common activities why students are
regularly late when grouped according to the profile variables.
Ho2: There is no significant relationship between the academic performance and
tardiness of the regularly late students.
Significance of the Study
Generally, the study entitled "The Difference and Relationship of Santiago City
National High School’s Junior High School Students’ Tardiness and their Academic
Performance" investigates on the effects of students’ tardiness toward their academic
achievements in class.
This study can help and is essential to the following people:

Students
This study will let the students know how tardiness affects their
academic performance. This will also enable them to know things that they
should be aware of with having problems regarding tardiness for them to
contemplate on needed concerns.

Parents
Regularly late students’ parents will identify what to do and how to
discipline their children for this paperwork will help them recognize if there is
present relationship of tardiness and the academic performance of their
children.

Teachers
With this thesis proper, teachers will distinguish by what means to
discipline their students and what to do to those coming to class late so
frequently. This will aid them to acquire information what to fix for regularly
late students to cope up with the effects of tardiness unto their academic
performances.

School faculty and staff
School staffs will spot what to do when students come to school late
most often with the help of this study. It will help them identify necessary
programs that they should implement to avoid problems regarding the matter.

Future researchers
It can serve as a springboard for future researchers that will give them
an overview on the relationship of students’ tardiness and their academic
performance broadening their understanding on such topic. It will also serve
as a framework for widening the scope of related studies they will be
conducting.
Scope and Delimitation
The scope of the study is within the area of the school’s premises at Santiago City
National High School, Main Campus, Division of Santiago City, Region II, in which the
researchers will only conduct their study starting from January to March 2017.
The researchers will focus on the topic of the study which is the relationship of
the tardiness and academic performance of all regularly late students on all grade levels
from the first ten sections of only the Junior High School students of SCNHS Main
Campus. Students will be classified late on Convocations when they reach school at 7:00
a.m. and yonder. Whereas, on regular days at class, those arriving 7:30 a.m. and beyond
will be identified as late. The researchers will relate the effects of tardiness of regularly
late SCNHS students toward their academic achievements in class as of the second
grading period.
Definition of Terms
For a better and clearer understanding of the study, the following terms are hereby
defined conceptually:
Academic Performance. It is the outcome of education — the extent to which a student,
teacher or institution has achieved their educational goals.
Contemplate. It means to look thoughtfully for a long time at.
Evoke. It denotes to bring or recall to the conscious mind.
Exacerbate. It relates to making something worse - either a problem, bad situation, or
negative feeling.
Junior High School. It is a school usually including grades seven to ten.
Pertinent. It means something being relevant or applicable to a particular matter.
Premise. It pertains to a previous statement or proposition from which another is inferred
or follows as a conclusion.
Proclivity.
It is a tendency to choose or do something regularly; an inclination or
predisposition toward a particular thing.
Punctuality. It is the fact or quality of being on time.
Santiago City National High School. It is a school that teaches students in grades seventh
through tenth in Santiago City, Isabela of Cagayan Valley (Region II) with Tessie F.
Baltar in charge of the school, acting as the school's principal.
Springboard. It is a thing that lends assistance to a particular action, enterprise, or
development.
Student. It is a person formally engaged in learning, especially one enrolled in a school or
college.
Tardiness. It is the quality or fact of being late.
Truancy. It is the action of staying away from school without good reason; absenteeism.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The following information shows certain details and ideas concerning the
relationship of students’ tardiness and their academic outputs. It displays similar studies
made which are also considered in making the thesis proper.
Foreign Literature and Studies
There are studies abroad that were considered for the production of the thesis
proper. It shows numerous variables relating to students’ tardiness and their academic
achievements which are significant to the study. Multiple tests and factors were also
gained that may be helpful for the enhancement of the paperwork.
The results of the study presented by Taylor (2014) indicated that there was a
moderate inverse relationship between the occurrences of tardiness and the score results
on the state math test. Therefore, tardiness is a factor in student success, as proposed by
the upshots of the analyses, and should be given greater consideration as an area that can
be addressed by administrators to stimulate better student achievement.
To investigate how tardiness, when compared with other independent variables
such as age, excused absences, unexcused absences, semester 1 exam grade, semester 1
grade, semester 2 exam grade, and semester 2 grade, contributed to the academic success
of a student, conducted was a descriptive discriminant analysis as measured by the state
math test. 25% of the variance in the results - pass or fail - of the state math test was
allocated to tardiness alone. Thus, the review noticeably depicted an inverse relationship
among the occurrences of tardiness and the results on the state math test; that is, as the
occurrences of tardiness increased, the passing rate of the state math test decreased
(Taylor, 2014).
Furthermore, the study conducted by Bataineh (2014) reported that at least 24
papers and reports reviewed were there regarding lateness behavior. According to the
definitions of lateness and various factors related with students’ lateness behavior and
dealing strategies, the papers and reports were analyzed and organized. Finally, it was
derived from the conclusion that one of the most challenging aspects of being a professor
is dealing with disruptive behavior in the classroom.
It was also stated that tardies and absenteeism have an impact on the learning
environment and the climate of the entire school as to the study of Quarles (2011)
wherein seventeen hypotheses were examined in the study. And, of the seventeen
research hypotheses surveyed, half were significant at the p<0.05 level of significant.
Hence, the results of the study showed that there was significant negative correlation
between the number of tardies in English and Algebra test scores.
Additionally, the study conducted by Jones (2006) has relevance with the rise in
responsibility for school districts in Virginia surrounding the Standards of Learning
(SOL) test and the No Child Left Behind (NCLB) legislation of 2001 wherein educators
are faced with a significant challenge to lessen the rate of absenteeism to upturn students’
achievement in school. Moreover, the study investigated the impact of student
attendance, socioeconomic status and mobility on student achievement of third grade
students in two Title I schools in a Southeastern Virginia School District, with grades
PK-3, as determined by the Virginia Standards of Learning (SOL) English and Math tests
scores.
Also, a study done by Weade (2004) showed that working students are
significantly different than their fellow students. Working students are more punctual at
school classes, have fewer unexcused school absences, and have higher Grade Point
Averages (GPA). It was strongly supported that the hypothesis that working students will
exhibit the same tardiness pattern at work as well as at school. That is, students who were
punctual at school were also punctual at work while students who were tardy at school
were also tardy at work.
Local Literature and Studies
Studies made inside the country were also considered for the paperwork. The
researchers consulted its results for the improvement of the thesis proper. Affecting
variables were likewise reflected.
Having to do things at night such as accomplishing assignments, opening social
media sites, and others were shown to be the main reasons of students to be late to their
classes (Maningas & Sudaria, 2016). Furthermore, among the respondents surveyed in
the study, 61.29% of them were coming late in class and 54.84% do not sleep early at
night, with a number of students opening social media sites before going to school, they
become tardy in arriving to school.
Additionally, based from a study concerning Grade 7 students, most of the
respondents sleep late at night resulting to waking up late also in the morning that leads
them to become tardy when going to school. Traffic is even the sole reason of the
respondents why they often come late. So, an improvement on the traffic that may
decrease students’ tardiness was recommended. Moreover, when a fine was imposed,
which increased 5 pesos a day, there was a significant change on the number of students
being late wherein the number of late students decreased: the greater the fine, the lesser
students come late (Ortiz & Villamin, 2016).
Most often, students are tardy in the flag ceremony, in attending classes after
recess time in the morning, afternoon class sessions and during the first period in the
afternoon class session. During students’ transfer of room in their specialization subjects
and other undertakings that require outdoor activities, there are also observed instances
that they are behind schedule in attending to it (Paren, 2015).
It has also been said that one factor that dictates the quality of performance of a
student is his punctuality - either getting to school on time or being tardy. The problem of
tardiness among UP college students, according to the study of Austria, Bulaso, Kani,
Magdaraog, & Mutuc (2015) had accumulated from tolerable to habitual state. Hence,
this may have a significant impact on their performances.
Referring to their study, of the 200 sample students, 128 students or 64% come to
class late. And, only the remaining 36% do are said to be punctual.
As well, 47% of the 200 students said that their teachers are also tardy. So, it can
be inferred that the performance of teachers somehow affect students’ punctuality
behavior. In addition, 68% believe that their teacher’s performance may influence
students to arrive to school on time.
According to the theory of Behaviorism, any human act or behavior can be
clarified without having to study internal and mental processes and consciousness. All
human behavior, too, is caused by external stimuli. Likewise, the problem concerning
punctuality of students can be drawn and addressed through certain factors (Austria,
Bulaso, Kani, Magdaraog, & Mutuc, 2015).
CHAPTER III
METHODOLOGY
This chapter comprises the vital information for the progress of the study. It
shows the research design used, the respondents considered for the gathering of data, how
the information was collected step by step, the research instruments utilized, together
with corresponding statistical tools to answer the problems of the study, and
interpretations of data for the identification of statistics.
Research Design
The research study conducted by the researchers of Grade X - Galileo Galilei
from Santiago City National High School is a descriptive study that attempts to describe,
explain, and interpret the academic impacts of tardiness at present as perceived by the
Junior High School – Grade 7, Grade 8, Grade 9, and Grade 10 - students of Santiago
City National High School S.Y. 2016-2017. However, it does not answer questions about
how, when, why the characteristics occurred, which is done in another type of research
study.
The research study has a correlational research design due to its nature, it has
considered more than one problem which are aforementioned in Chapter 1, it used data to
measure what will be measured which will be used to find the coefficient of correlation
between the variables, academic performance and tardiness, to know if there is a
significant relationship and significant difference with one another. The researchers used
Stratified Random Sampling. In this sampling technique, samples among the subgroups
in a population which was composed of the Santiago City National High School’s Junior
High School students were chosen. From each of these sections, the sample size was
drawn proportionately. It also explains what are academic performance and tardiness.
The data will be gathered by the researchers through surveying the respondents
and need to be analyzed so different statistical tests were used: including t-test, f-test, and
many more; therefore, the research study is a quantitative research. It is used to quantify
several factors and variables of the research study and generalize results from a larger
sample population. And, the data is then transformed into useable statistics by making the
tally sheet and other computations; as a result, numerical data is gathered.
This study is cross-sectional research; it is a type of observational study that
involves the analysis of data collected from a population, or a representative subset, at
one specific point in time — cross-sectional data. It allows the researchers to look at
numerous things at once just like the age, and the gender of the respondents. The research
conducted is designed to look at a variable at a particular point in time.
Respondents of the Study
To identify reliable respondents for the proceed of the study, the researchers will
be asking directly from each class adviser of Santiago City National High School’s Junior
High School students the names of those who are regularly late at arriving to class.
Students will be classified as late when they arrive 7:00 a.m. on Convocations and
beyond while when in regular days, they are named late when they come 7:30 a.m. and
past that time.
Stratified Random Sampling will be used wherein in this sampling technique,
random samples will be chosen in a population which will be composed of Santiago City
National High School’s Junior High School students among the first ten sections on all
Junior High School students. Furthermore, proportionate sample size will be from each of
these sections.
Data Gathering Procedure
Data to be processed will be simply gathered by first, the researchers will
approach the class advisers of Santiago City National High School’s Junior High School
students to ask the list of names of those who are regularly late in their class. The
respondents’ second grading period general average will also be requested from their
class advisers for the assessment of the relationship to the reasons affecting the tardiness
of the students thereafter. Following, the researchers will be passing questionnaires for
the respondents to fill up.
Research Instruments
To gather needed information for the study, the researchers will use the
questionnaire method by handing out question forms for the respondents to fill up.

Questionnaires - This is a data collection instrument usually used in normative
surveys. This is a systematically prepared form or document with a set of questions
deliberately designed to elicit responses from respondents or research informants for
the purpose of collecting data or information.
Specifically, structured questionnaires/ closed-form questionnaires will be used.
This type of questionnaire is easier to answer, process and analyze. They are mostly 'yes'
or 'no' answers, without provision for the respondent giving his explanation.
Statistical Tools
The data that will be gathered in the test will be tabulated and analyzed
using the following statistical tools:
1. Standard Deviation – is a measure that is used to quantify the amount of
variation or dispersion of a set of data values.
2
Where: S = standard deviation
 = arithmetic mean of the data
N = the number of values in the sample
 = summation
This type of statistical tool specifically targets to answer Question Nos. 1, 2 and 3
which states:
1. What is the profile of the respondents with respect to the following:
a.) Sex
b.) Age
c.) Grade Level
d.) Curriculum
e.) Curriculum Rank in Class
f.) Locality
2. What are the common activities being done by the Junior High School
students of Santiago City National High School at home for being
regularly late to come to school?
3. What is the academic performance of the students/respondents with
respect to their general average for the second grading period?
2. T test – is a statistical examination of two population means.
t=
Where: t = t test
= the means of the two groups
= population standard deviation
= the standard deviation of the two groups
This statistical tool will be used to answer Question Nos. 1, 2 and 3 which tells:
1. What is the profile of the respondents with respect to the following:
a.) Sex
b.) Age
c.) Grade Level
d.) Curriculum
e.) Curriculum Rank in Class
f.) Locality
2. What are the common activities being done by the Junior High School
students of Santiago City National High School at home for being
regularly late to come to school?
3. What is the academic performance of the students/respondents with
respect to their general average for the second grading period?
3. Analysis of Variance (ANOVA) – also known as the F-test, is any statistical
test in which the test statistic has an F-distribution under the null hypothesis.
Where:
= between treatment variance
= within treatment variance
The Analysis of Variance, also known as ANOVA, will be utilized to respond to
Question No. 4 which states:
4. Is there a significant difference on the common activities why students are
regularly late when grouped according to the profile variables?
4. Pearson r – a statistic measuring the linear relationship between two variables
in a sample and used as an estimate of the correlation in the whole population.
r=
Where: r = Pearson r
n = the sample size
x = independent variable
y = dependent variable
 = summation
Pearson r will be relevant for the researchers to answer Question No. 5 which
dictates:
5. Is there a significant relationship between the academic performance and
tardiness of the regularly late students?
5. Statistical Packages for Social Sciences – a software package used for
statistical analysis. Long produced by SPSS Inc., it was acquired by IBM in
2009. The current versions (2014) are officially named IBM SPSS Statistics.
Companion products in the same family are used for survey authoring and
deployment (IBM SPSS Data Collection), data mining (IBM SPSS Modeller),
text analytics, and collaboration and deployment (batch and automated scoring
services).
The Statistical Packages for Social Sciences, commonly known as SPSS, will be
applicable to answer all problems of the study - Question Nos. 1 to 5 - which articulates:
1. What is the profile of the respondents with respect to the following:
a.) Sex
b.) Age
c.) Grade Level
d.) Curriculum
e.) Curriculum Rank in Class
f.) Locality
2. What are the common activities being done by the Junior High School
students of Santiago City National High School at home for being
regularly late to come to school?
3. What is the academic performance of the students/respondents with
respect to their general average for the second grading period?
4. Is there a significant difference on the common activities why students are
regularly late when grouped according to the profile variables?
5. Is there a significant relationship between the academic performance and
tardiness of the regularly late students?
Interpretations used in the Study
The information to be gathered from the handed questionnaires will typically be
denoted as ‘yes’ or ‘no’ since the respondents will only have to mark which among the
listed reasons why they are regularly late in class is applicable to their case. After which,
these will be studied by the researchers which later on will be used for the processing of
data.
This division displays the tables of interpretations utilized in the assessment of the
gathered results for those of verbally interpreted data with the use of numerical
designations to denote their specified verbal analyses. And, as for those quantified
representations used, they are employed as is for the analyses of results.
Table 3.1 Numerical Designations for the Respondents with Respect to Sex
Sex
Male
Female
Numerical Designations
1
2
In the table, it is presented that the numerical designation for the respondents with
respect to their sex is for the males as “1” and for the females as “2.”
Table 3.2 Numerical Designations for the Respondents with Respect to Curriculum
Rank
Curriculum Rank
With high honors
With honors
Without honors
Numerical Designations
1
2
3
With the use of this table, the respondents’ curriculum rank is designated as “1”
for those with high honors, “2” for those with honors, and “3” for those without honors.
Table 3.3 Numerical Designations for the Respondents with Respect to Curriculum
Curriculum
Special Science Curriculum
Special Program in the Arts
K-12 Basic Education
Curriculum
Numerical Designations
1
2
3
As displayed in the table, the respondents have been identified as “1” when in the
Special Science Curriculum, “2” when in the Special Program in the Arts, and “3” when
in the K-12 Basic Education Curriculum with respect to curriculum.
Table 3.4 Numerical Designations for the Respondents with Respect to Locality
Locality
Centro proper
Near Centro
Far from Centro
Numerical Designations
1
2
3
As for the respondents to be differentiated with respect to their locality, those
living in the centro proper is denoted as “1,” those living near centro are denoted as “2,”
and those living far from centro are denoted as “3.”
Table 3.5 Numerical Designations for the Respondents’ Academic Performance
Academic Performance
Outstanding (90 and above)
Very satisfactory (85 to 89)
Satisfactory (80 to 84)
Fairly satisfactory (75 to 79)
Did not meet expectations
(74 and below)
Numerical Designations
1
2
3
4
5
The respondents, with the use of the table, are assigned with “1” having a general
average of 90 and above as outstanding, “2” when 85 to 89 as very satisfactory, “3” when
80 to 84 as satisfactory, “4” when 75 to 79 as fairly satisfactory, and “5” when the
respondents have a general average of 74 and below not meeting the expectations.
CHAPTER IV
PRESENTATION, DISCUSSION AND INTERPRETATIONS OF DATA
This chapter comprises tables presenting the data which were later described and
interpreted with its corresponding explanations below. The tables displayed in this
chapter of the thesis proper answers the statement of the problems in order as they are
enlisted which were presented in Chapter I of this paperwork exhibiting the findings that
were gathered and calculated.
Table 4.1.1 Frequency and Percent Distribution of the Respondents with Respect to
Age
Age
11
12
13
14
15
16
17
Total
Frequency
4
48
57
56
73
37
5
280
Percent
1.4
17.1
20.4
20.0
26.1
13.2
1.8
100
The table above shows the frequency and percent distribution of the respondents
with respect to their age. The table shows that out of 280 respondents, 73 of which are 15
years old which has the greatest number of respondents having 26.1% of the total
percentage. Next are 13 years old, 14 years old, 12 years old, 16 years old, 17 years old,
and 11 years old having, 57%, 56%, 48%, 37%, 5%, and 4%, respectively. Therefore, the
least number of respondents with respect to their age are the oldest and the youngest
students from Junior High School.
Table 4.1.2 Frequency and Percent Distribution of the Respondents with Respect to
Sex
Sex
Male
Female
Total
Frequency
133
147
280
Percent
47.5
52.5
100
It can be seen from the table that most of the respondents are females, having a
frequency of 147 or 52.5% of the entire respondents. The remaining 133 are males,
accounting for 47.5% of the totality of the respondents. As seen on the table, most of the
respondents with respect to their age are female having more than half of the total
number of respondents.
Table 4.1.3 Frequency and Percent Distribution of the Respondents with Respect to
Grade Level
Grade Level
7
8
9
10
Total
Frequency
90
41
84
65
280
Percent
32.1
14.6
30.0
23.2
100
The table above shows that most of the respondents belong to the 7th grade having
a frequency of 90 or 32.1% of the entire respondents. 84 of which belong to the 9 th grade,
65 belong to the 10th grade, and 41 belong to the 8th grade, accounting 30.0%, 23.2%, and
14.6% of the entire percentage of the respondents, respectively. In the data gathered,
most of the respondents came from grade 7 while the least number came from grade 8.
Table 4.1.4 Frequency and Percent Distribution of the Respondents with Respect to
Curriculum Rank
Curriculum Rank
With high honors
With honors
Without honors
Total
Frequency
2
56
222
280
Percent
0.7
20.0
79.3
100
The table shows the frequency and percent distribution of the respondents with
respect to their curriculum rank. It can be seen from the table that 222 of the entire
number of respondents do not have honors accounting 79.3% of the total respondents. 56
of which have honors with a percentage of 20 and 2 of which are with high honors with
0.7% of the entire respondents.
Table 4.1.5 Frequency and Percent Distribution of the Respondents with Respect to
Curriculum
Curriculum
Special Science Curriculum
Special Program in the Arts
K-12
Basic
Education
Curriculum
Total
Frequency
52
25
203
Percent
18.6
8.9
72.5
280
100
The table shows the frequency and percent distribution of the respondents when
grouped according to curriculum. Most of the respondents belong to the K-12 Basic
Education Curriculum with a frequency of 203 and a percentage of 72.5. 52 of the
respondents belong to the Special Science Curriculum with a percentage of 18.6. The
least number of respondents came from the Special Program in the Arts with a frequency
of 25 and a percentage of 8.9.
Table 4.1.6 Frequency and Percent Distribution of the Respondents with Respect to
Locality
Locality
Centro proper
Near Centro
Far from Centro
Total
Frequency
70
101
109
280
Percent
25.0
36.1
38.9
100
Table 4.1.6 shows that 109 of the total number of respondents live far from centro
with a percentage of 38.9. 101 of which live near centro having 36.1% and 70 live in
centro proper accounting 25% of the entire number of respondents. It can be inferred that
one of the main reasons of students coming late in classes is that their house is far from
centro.
Table 4.2 Descriptive Summary of the Reasons that Affect the Tardiness of the
Respondents
Reasons
Doing chores
Does not like the first period
subject
Does not like the first subject
teacher
Distance of home to school
Lack of sleep
Lazy to go
Moves slowly
Mode of transportation
Oversleeping
Preparation time
Playing computer games
Part-time workers
Rushing requirements
Surfing the net at night/before
going to school
Traffic
Watching movies and TV
Frequency
28
10
Percent
10
3.6
Mean
.1000
.0357
SD
.30054
.18591
Rank
13
14
8
2.9
.0286
.16690
15
87
121
57
118
67
126
112
43
8
58
74
31.1
43.2
20.4
42.1
23.9
45.0
40.0
15.4
2.9
20.7
26.4
.3107
.4321
.2036
.4214
.2393
.4500
.4000
.1536
.0286
.2071
.2643
.46361
.49626
.40337
.49467
.42741
.49838
.49078
.36118
.16690
.40598
.44174
6
2
11
3
8
1
4
12
15
10
7
100
62
35.7
22.1
.3571
.2214
.48002
.41595
5
9
This table presents what activities or reasons the respondents frequently do that
gets him regularly late at arriving to school. The activity that has the highest percentage is
oversleeping with 45% while the lowest is part-time working and not liking the first
subject teacher with 2.9%. Therefore, oversleeping can be identified as the most common
and the rising reason of the respondents why they come to school regularly late.
Table 4.3 Frequency and Percent Distribution of the Respondents with Respect to
their Academic Performance
Academic Performance
Outstanding (90 and above)
Very satisfactory (85 to 89)
Satisfactory (80 to 84)
Fairly satisfactory (75 to 79)
Did not meet expectations (74 and
below)
Total
Frequency
58
59
56
61
46
Percent
20.7
21.1
20.0
21.8
16.4
280
100
This table displays the academic performances of the regularly tardy students. The
second grading general averages that have the highest percentage of the students are 75 to
79 while the grades with the lowest percentage of students are 74 and below. It can be
inferred that most of the students barely passed the second grading and being tardy
affected their academic performance.
Table 4.4.1.1 One-way Analysis of Variance of the Common Activities Affecting the
Tardiness of the Respondents with Respect to their Age
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
154.453
6
25.742
1249.247
273
1403.7
279
F-Value
P-Value
(Significance
Value)
Decision
5.625
.000
S
4.576
This table presents the One-way Analysis of Variance of the common activities
affecting the tardiness of the respondents with respect to their age. With the presented
values, it can be clearly inferred that there is a significant difference on the common
activities of the respondents affecting their tardiness at arriving to school when grouped
according to their age by studying the obtained p-value which is lower than 0.05.
The result revealed that the relationship is significant when classified as to their
age. The table shows that those aged from 11 years old to 17 years old have different
reasons when compared to each other that is, reasons that were considered by 11 to 17
years old respondents are different from which one have selected compared to others.
Table 4.4.1.2 Post-hoc Computation (Scheffe) of the Significant Difference on the
Activities Affecting the Tardiness of the Respondents with Respect to
Age
Comparison
Mean Difference
P-Value
(Significance
Value)
Decision
11 vs 12
11 vs 13
11 vs 14
11 vs 15
11 vs 16
11 vs 17
12 vs 13
12 vs 14
12 vs 15
12 vs 16
12 vs 17
13 vs 14
13 vs 15
13 vs 16
13 vs 17
14 vs 15
14 vs 16
14 vs 17
15 vs 16
15 vs 17
16 vs 17
1.00000
.11404
-1.10714
-.80137
-.74324
-.90000
-.88596
-2.10714*
-1.80137*
-1.74324*
-1.90000
-1.22118
-.91540
-.85728
-1.01404
.30577
.36390
.20714
.992
1.000
.985
.997
.999
.999
.614
.000
.003
.034
.734
.167
.441
.730
.984
.995
.996
1.000
.05813
-.09863
-.15676
1.000
1.000
1.000
NS
NS
NS
NS
NS
NS
NS
S
S
S
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
The table above shows the Post-hoc Computation (Scheffe) of the significant
difference on the activities affecting the tardiness of the respondents with respect to their
age. With the presented p – values, only three are significant or those that which
produced decisions to reject the null hypothesis and these comparisons are 12 vs 14, 12
vs 15, and 12 vs 16. The rest of the p – values yielded the decision of accepting the null
hypothesis or having no significant difference.
Table 4.4.2 T-Test Computation on the Significant Difference of the Activities
Affecting the Tardiness of the Respondents with Respect to their Sex
Sex
N
Mean
Standard
Deviation
T-Value
Male
Female
133
147
3.7218
3.9660
2.36564
2.12749
-.909
-.905
Significance
Value
(P-Value)
.364
.367
Decision
NS
NS
To find out whether there is a significant difference on the activities affecting the
tardiness of the respondents with respect to their sex, the data were subjected to t-test for
independent or uncorrelated means at 0.05 level of significance. Apparently, there were
no significant differences as for the decisions as seen in the p – values. Therefore, males
may just have the same activities or reasons that make them regularly late as to females
do.
Table 4.4.3.1 One-way Analysis of Variance of the Common Activities Affecting the
Tardiness of the Respondents with Respect to their Grade Level
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
F-Value
P-Value
(Significance
Value)
Decision
224.434
3
74.811
17.509
.000
S
1179.266
276
4.273
1403.7
279
In this table, the One-way Analysis of Variance of the common activities affecting the
tardiness of the respondents with respect to their grade level can be discerned. Since both
groups, between groups and within groups, will yield the same F - value and P – value,
their decisions are both significant or reject the null hypothesis. Furthermore, with such
product, it can be inferred that there is a significant difference among the common
activities affecting the tardiness of the respondents with respect to their grade level.
Table 4.4.3.2 Post-hoc Computation (Scheffe) of the Significant Difference on the
Activities Affecting the Tardiness of the Respondents with Respect to
their Grade Level
Comparison
Mean Difference
P-Value
(Significance
Value)
Decision
7 vs 8
7 vs 9
7 vs 10
8 vs 9
8 vs 10
9 vs 10
-1.45989
-1.80397
-2.18034
-.34408
-.72045
-.37637
.003
.000
.000
.858
.385
.750
S
S
S
NS
NS
NS
Displayed in the table is the Post-hoc Computation (Scheffe) of the significant
difference on the activities affecting the tardiness of the respondents with respect to their
grade level. It can be seen that three comparisons, 7 vs 8, 7 vs 9, and 7 vs 10 produced
significant differences or in other terms, rejected the null hypothesis. The remaining half
of the comparisons, 8 vs 9, 8 vs 10, and 9 vs 10, produced no significant differences
which also means accepting the null hypothesis. With so, grade 7 students have different
activities or reasons that make them regularly late at arriving to school when compared to
grade 8 students. The same is true with the grade 7 students when compared to grades 9
and 10 students.
Table 4.4.4.1 One-way Analysis of Variance of the Common Activities Affecting the
Tardiness of the Respondents with Respect to their Curriculum Rank
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
80.448
2
40.224
1323.252
277
4.777
1403.700
F-Value
P-Value
(Significance
Value)
Decision
8.420
.000
S
279
It is discernible in the table that it contains the One-way Analysis of Variance of
the common activities affecting the tardiness of the respondents with respect to their
curriculum rank. Both of the groups, between groups and within groups, yielded the same
F-Value and P-Value therefore also resulting to the same decision which is to reject the
null hypothesis or a significant difference is obtained.
Table 4.4.4.2 Post-hoc Computation (Scheffe) of the Significant Difference on the
Activities Affecting the Tardiness of the Respondents with Respect to
their Curriculum Rank
Comparison
With high honors vs
With honors
With high honors vs
without honors
With honors vs
Without honors
Mean Difference
P-Value
(Significance
Value)
Decision
-.41071
.966
NS
.92342
.838
NS
1.33414*
.000
S
In this table, the Post-hoc Computation (Scheffe) of the significant difference on
the activities affecting the tardiness of the respondents with respect to their curriculum
rank is presented. The decisions were mostly accepting the null hypothesis or no
discernible significant differences which were achieved by the comparisons, “With high
honors vs With honors” and “With high honors vs without honors,” and the single
comparison which is “With honors vs Without honors” produced a decision of rejecting
the null hypothesis or there is a discernible significant difference.
Table 4.4.5.1 One-way Analysis of Variance of the Common Activities Affecting the
Tardiness of the Respondents with Respect to their Curriculum
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
164.704
2
82.352
1238.996
277
1403.700
279
F-Value
P-Value
(Significance
Value)
Decision
18.411
.000
S
4.473
This table displays the One-way Analysis of Variance of the common activities
affecting the tardiness of the respondents with respect to their curriculum. Since both
groups, between groups and within groups, yielded the same F – Value and P – Value, it
can be concluded that the decision of both groups are significant, in other terms, rejects
the null hypothesis. Moreover, it just means that there is a significant difference on the
common activities or reasons of the respondents that affect their tardiness at arriving to
school when grouped according to their curriculum.
Table 4.4.5.2 Post-hoc Computation (Scheffe) of the Significant Difference on the
Activities Affecting the Tardiness of the Respondents with Respect to
their Curriculum
Comparison
Special
Sciene
Curriculum vs Special
Programs in the Arts
Special
Science
Curriculum vs K-12
Basic
Education
Curriculum
Special Programs in the
Arts vs K-12 Basic
Education Curriculum
Mean
Difference
P-Value
(Significance
Value)
Decision
-1.21212
.625
NS
1.70415
.000
S
2.91627
.062
NS
Distinguished here is the table for Post-hoc Computation (Scheffe) of the
significant difference on the activities affecting the tardiness of the respondents with
respect to their curriculum. Most of the decisions were with no significant difference.
Those with no significant differences were the comparison of “Special Science
Curriculum vs Special Program in the Arts” and “Special Program in the Arts vs K-12
Basic Education Curriculum.” The single comparison which had a significant difference
when compared to one another was the “Special Science Curriculum vs K-12 Basic
Education Curriculum” which gives the idea that those reasons considered by the Special
Science Curriculum students that keep them from being regularly late are different when
compared to those considered by the K-12 Basic Education Curriculum students, or the
other way around.
Table 4.4.6.1 One-way Analysis of Variance of the Common Activities Affecting the
Tardiness of the Respondents with Respect to their Locality
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
66.509
2
33.255
1337.191
1403.700
277
F-Value
P-Value
(Significance
Value)
6.889
.001
Decision
S
4.827
279
This table presents the One-way Analysis of Variance of the common activities
affecting the tardiness of the respondents with respect to their locality. With both groups,
between groups and within groups, having the same F-Value and P-Value, both of them
have a significant difference or resulted to the decision of rejecting the null hypothesis.
Thus, there is a significant difference on the common activities of the respondents as their
reason for being regularly late when grouped according to their locality.
Table 4.4.6.2 Post-hoc Computation (Scheffe) of the Significant Difference on the
Activities Affecting the Tardiness of the Respondents with Respect to
their Locality
Comparison
Centro Proper vs Near
Centro
Centro Proper vs Far
from Centro
Near Centro vs Far from
Centro
Mean
Difference
P-Value
(Significance
Value)
Decision
-.73168
.103
NS
-1.24862*
.001
S
-.51694
.236
NS
This table shows the Post-hoc Computation (Scheffe) of the significant difference
on the activities affecting the tardiness of the respondents with respect to their locality.
Most of the decisions obtained lead to having no significant difference, which are the
“Centro Proper vs. Near Centro” and “Near Centro vs Far from Centro” comparisons.
The single comparison which resulted to a decision of having a significant difference is
the “Centro Proper vs Far from Centro.” By studying the data, it can therefore be
established that those coming from the centro proper have different activities that make
them regularly late at arriving to school when compared to those identified by the
respondents from far from centro, or vice versa.
Table 4.5 Correlation Matrix between the Activities that Affect the Tardiness of the
Respondents to their Academic Performance
Activities
r-value
Doing chores
Does not like the first period
subject
Does not like the first subject
teacher
Distance of home to school
Lack of sleep
Lazy to go
Moves slowly
Mode of transportation
Oversleeping
Preparation time
Playing computer games
Part-time workers
Rushing requirements
Surfing the net at night/before
going to school
Traffic
Watching movies and TV
.001
-.128
Significance
Value
(P-Value)
.986
.032
-.204
.001
S
-.190
.255
.160
.233
.293
.135
.267
-.155
-.162
.178
.129
.001
.000
.007
.000
.000
.024
.000
.009
.007
.003
.031
S
S
S
S
S
S
S
S
S
S
S
.200
.021
.001
.732
S
NS
Decision
NS
S
Using the Pearson-r Test of Correlation, the data were analyzed at 0.05 level of
significance. By using the gathered data, the decisions mostly lead to rejecting the null
hypothesis, or in other terms there is a significant relationship between the common
activities or reasons that affect the tardiness of the respondents and their academic
performance. On the other hand, only two reasons resulted in accepting the null
hypothesis wherein there is no significant relationship between them and the respondents’
academic performance – that is, doing chores and watching movies and TV.
Based from the obtained results, nearly all the presented common activities
affecting the tardiness of the respondents exhibited a significant relationship and only two
among them did not. Meaning, these reasons acquire a significant relationship in which
the common activities making the students regularly late therefore, affect their academic
performance.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter of the thesis proper entitled “The Relationship of Santiago City
National High School’s Junior High School Students’ Tardiness and their Academic
Performance” displays the summary of findings according to the gathered results,
conclusion based from the outputs and recommendations for the identified groups of
people.
Summary of Findings
This division presents the summary gathered from the profile variables of the
respondents, their academic performances, top three common reasons why they get
regularly late when coming to school, bottom thee common reasons why they get
regularly late when arriving to school, and the significant relationship between the
academic performance and tardiness of the regularly late students.
A. Profile Variables of the Respondents
The researcher obtained that the majority of the students were
female which the researchers have obtained a 52.5% total frequency in the
test, while the male has a 47.5% total frequency. The difference on gender is
not due to significant factors but only because of the sampling technique used
in this study. Hence, the difference is purely coincidental.
As the result of the test, the majority of students who were
frequently tardy were aged 15 yrs. old and has a total frequency of 26.1%
followed by students aged 13 years old has a total frequency of 20.4%. Third
is students aged 14 year old has a total frequency of 20.0%. Fourth is students
aged 12 yrs. old has a total frequency of 17.1%. And, lastly, students that aged
16 yrs. old has a total frequency of 13.2%.
As the result of the test, the majority of the students were at the K12 Basic Education Curriculum that has outnumbered the SPA and SSC. The
K-12 Basic Education Curriculum has a total frequency of 75.4%, while SPA
and SSC have the frequencies of 1.1% and 23.6% respectively.
As the result of the test, most of our respondents are from Grade 7
and Grade 9 that has a total frequency of 32.3% and 30%, while the least
number of our respondents is from Grade 8 to Grade 10 that have
approximately a total frequency of 14.6% and 23.2%.
Out of 280 students, most of our respondents are without honors
which have a total frequency of 79.3%, while the other 20% and 0.7% belong
to those with honors and with high honors, respectively.
The researchers obtained that the majority of the respondents were
far from Centro and has a total frequency of 38.9% of the respondents
followed by the respondents that live near Centro and has a total frequency of
36.1%. The other 25.0% were those that live under the Centro proper.
B. Academic Performances
The general average of most of the respondents in the second
grading period is 75 to 79 with a percentage of 21.8 which falls under the
category of Fairly Satisfactory while the general average being least for the
respondents is 74 and below, with a percentage of 16.4, which means that they
did not meet expectations.
C. Top Three Common Reasons
Based from the descriptive summary of the reasons that affect the
tardiness of the respondents, oversleeping with the mean of .4500, lack of
sleeping with the mean of .4321 and moving slowly with the mean of .4214
ranks as the first, second and third, respectively, among all the named
activities that contribute an effect to the tardiness of the students when
arriving to school.
D. Bottom Three Common Reasons
According to the collected outcomes, disliking the first subject teacher
and being part-time workers both having the same mean of .0286 and
disliking the first period subject with the mean of .0357, being displayed in
the table of the descriptive summary of the reasons that affect the tardiness of
the respondents, positions the bottom three spots among the enumerated
common explanations on why students get regularly late which were
identified by the respondents to be the least reasons that make them reach the
school habitually tardy.
E. There is a significant relationship between the academic performance and
tardiness of the regularly late students.
As shown in the table of the correlation matrix between the activities
that affect the tardiness of the respondents to their academic performance,
generally, the results show that there is a significant relationship between the
academic performance and tardiness of the regularly late students wherein
mostly lead to the decision of rejecting the null hypothesis which means that
there is a significant relationship between them. It simply means to say that
the tardiness of regularly late students have an impact towards their academic
performance in class, their performance as a student.
Conclusion
Concerning the numbered problems in the study found in the thesis proper’s
Chapter I, it is shown below the discerned results based from the interpreted data
gathered from the respondents.
1. Profile of the Respondents with Respect to the Profile Variables
The most number of respondents came from those aged 15 yrs. old
with a frequency of 73 accounting for 26.1% of the totality of the sample.
Whereas, the least number of respondents with respect to their age are the
youngest students with 11 years of age with a frequency of 4 students making
up the sample’s percentage of 1.4 from Junior High School.
As for the respondents with respect to their age, females are more than
half of the total number of respondents with a frequency of 147 students
contributing to 52.5% of the sample population.
Regarding the respondents’ grade level, most of the respondents came
from grade 7 with the frequency of 90 students accounting for 32.1% of the
sample while the least number came from grade 8 with the frequency of 41
students accounting for 14.6%.
With respect to the respondents’ curriculum rank, those without honors
had the most number of respondents with the frequency of 222 students
making up 79.3% of the totality of the sample.
As for the respondents with respect to their curriculum, most of the
respondents belong to the K-12 Basic Education Curriculum with the
frequency of 203 students and a percentage of 72.5.
Furthermore, for the respondents when grouped according to their
locality, 109 of the total number of respondents live far from centro with a
percentage of 38.9 making the most of the respondents.
2. Common Activities done by the Students why they get Regularly Late
Based from the results gathered from the data, it can be inferred that
that oversleeping has the highest percentage of 45 being the top reason on
why students get late regularly at arriving to school while the lowest activities
are both part-time working and disliking the first subject teacher with 2.9%.
3. Academic Performance of the Respondents
It can be derived from Table 4.3 Frequency and Percent Distribution of
the Respondents with Respect to their Academic Performance that those with
the most number of respondents having 61 students are those within the range
of 75 to 79 general average classified as fairly satisfactory accounting for
21.8% of the respondents.
4. Significant Difference on the Common Activities why Students get Regularly
Late when grouped according to the Profile Variables
As to the test of significant difference of the common activities why
students get regularly late when grouped according to the profile variables, it
can be discerned that according to the results, there has been a significant
difference when these common activities are grouped according to the
respondents’ age, grade level, curriculum rank, curriculum, and locality.
5. Significant Relationship between the Academic Performance and Tardiness
of the Regularly Late Students
It has been obtained from the results of gathered data that almost all
the named common activities affecting the arrival time of the respondents to
school making them regularly late exhibited a significant relationship with
their academic performance. This only means that tardiness has a significant
relationship with one’s academic performance.
Recommendations
The following groups of people have been identified in the significance of the
study and they are recommended with the corresponding commendations based from the
results gained in the study.
1. Students
Since the results show that the students’ tardiness affects their
academic performance, the students should know their responsibilities. They
should go to school earlier or on time for their academic performance not to
be affected by their tardiness. It is also shown in the results that oversleeping,
lack of sleep and moving slowly are the top three common reasons why
students get regularly late from their classes. To prevent this from happening,
students should know how to control or balance their time in their daily home
and school activities.
2. Parents
It can be inferred from the results obtained that there is a significant
relationship between the Santiago City National High School’s Junior High
School students’ tardiness and their academic performance. With this, it is
recommended for the parents to discipline their children and to encourage
them to come to school early so that this may not affect their children’s
academic performance.
3. Teachers
As teachers, aside from being the students’ parents, they should also
teach their students to be responsible and be aware of their responsibilities.
Since students always believe and obey their teachers, teachers should use
their position to teach the students, not only about their lessons in class, but
also appropriate things for their betterment.
4. School faculty and staff
The school faculty and staff should help in encouraging the students to
go to class early. To be able to do that, they should implement programs that
will encourage the students to be on time. They can let the students have some
activities on morning or before classes to lift the students’ spirits and be active
to at least lessen their tardiness.
5. Future researchers
For the future researchers to have a better range of similar studies, they
could add more respondents to the research and if possible, even all of the
respondents among all sections and grade levels. The study may even be
enhanced if they could insert more factors and profile variables, if there are
still any, and include the Senior High School students to have a wider scope
for better results.
CURRICULUM VITAE
I.
PERSONAL INFORMATION
NAME: Casie Rayne Inocencio Aviles
BIRTHDATE: August 11, 2001
BIRTHPLACE: Santiago City
CIVIL STATUS: Single
ADDRESS: 08 Magsaysay Avenue, Caloocan, Santiago City
EMAIL ADDRESS: casieaviles36@gmail.com
CONTACT NUMBER: 09231417800
II.
EDUCATIONAL QUALIFICATIONS
ELEMENTARY
YEAR: 2007-2013
SCHOOL: Santiago Cultural Institute
SECONDARY
YEAR: 2013-present
SCHOOL: Santiago City National High School
III.
HONORS/ AWARDS RECEIVED
ACADEMIC HONORS: With honors
IV.
RESEARCHES CONDUCTED
 Kamatsile (Pithecellobium dulce) as Functional Food
V.
SEMINARS/ TRAINING/ WORKSHOPS ATTENDED
 Seminar – Workshop on Enhancing Basic Laboratory Skills for Life
Science and Physical Science Investigatory Projects
 Research Forum
CURRICULUM VITAE
I.
PERSONAL INFORMATION
NAME: Frederick Jacinto Galian
BIRTHDATE: February 20, 2001
BIRTHPLACE: Santiago City
CIVIL STATUS: Single
ADDRESS: #7 Tramo Malvar, Purok-7 Four lanes, Santiago City
EMAIL ADDRESS: frederick.galian@yahoo.com
CONTACT NUMBER: 09753792001
II.
EDUCATIONAL QUALIFICATIONS
ELEMENTARY
YEAR: 2007-2013
SCHOOL: Santiago Adventist Elementary School
SECONDARY
YEAR: 2013-present
SCHOOL: Santiago City National High School
III.
HONORS/ AWARDS RECEIVED
ACADEMIC HONORS: With High Honors
LOCAL/ REGIONAL AWARDS
 Qualifier for the Regional Science and Technology Fair
 Participant of the Regional Science and Technology Fair
IV.
RESEARCHES CONDUCTED

Crushed Domestic Pig Bones as Aggregates in Strengthening Clay
Bricks

Project and Performance Preference of the Students of Santiago City
National High School and its Effect on their Academic Performance
V.
SEMINARS/ TRAINING/ WORKSHOPS ATTENDED
 Seminar – Workshop on Enhancing Basic Laboratory Skills for Life
Science and Physical Science Investigatory Projects
 Science Investigatory Project Seminar – Workshop
 Research Forum
CURRICULUM VITAE
I.
PERSONAL INFORMATION
NAME: Jonathan Villamer Manuel
BIRTHDATE: March 02, 2001
BIRTHPLACE: Santiago City
CIVIL STATUS: Single
ADDRESS: Block 46, Lot 9, Purok-5, Naggasican, Santiago City
EMAIL ADDRESS: manueljonathan75@gmail.com
CONTACT NUMBER: 09357672363
II.
EDUCATIONAL QUALIFICATIONS
ELEMENTARY
YEAR: 2007-2013
SCHOOL: Santiago City National High School
SECONDARY
YEAR: 2013-present
SCHOOL: Santiago City National High School
III.
HONORS/ AWARDS RECEIVED
ACADEMIC HONORS: With Honors
IV.
RESEARCHES CONDUCTED

V.
SEMINARS/ TRAINING/ WORKSHOPS ATTENDED
 Seminar – Workshop on Enhancing Basic Laboratory Skills for Life
Science and Physical Science Investigatory Projects
 Research Forum
CURRICULUM VITAE
I.
PERSONAL INFORMATION
NAME: Moreene Viane Kaye Bayaua Aguilar
BIRTHDATE: September 30, 2001
BIRTHPLACE: Santiago City
CIVIL STATUS: Single
ADDRESS: #9 Mulawin Street P-1 Calaocan, Santiago City
EMAIL ADDRESS: moreeneaguilar092001@gmail.com
CONTACT NUMBER: 09169534026
II.
EDUCATIONAL QUALIFICATIONS
ELEMENTARY
YEAR: 2007-2013
SCHOOL: Calaocan Elementary School
SECONDARY
YEAR: 2013 - present
SCHOOL: Santiago City National High School
III.
HONORS/ AWARDS RECEIVED
ACADEMIC HONORS: With Honors
NATIONAL AWARDS:
 National Leadership Training, Baguio City
IV.
RESEARCHES CONDUCTED
 The Phytochemical constituents
V.
SEMINARS/ TRAINING/ WORKSHOPS ATTENDED
 Seminar – Workshop on Enhancing Basic Laboratory Skills for Life
Science and Physical Science Investigatory Projects
CURRICULUM VITAE
I.
PERSONAL INFORMATION
NAME: Kyla Mae Lim Hipolito
BIRTHDATE: January 05, 2001
BIRTHPLACE: Santiago City
CIVIL STATUS: Single
ADDRESS: Tindalo Street, Caloocan, Santiago City
EMAIL ADDRESS: maekyla05@yahoo.com
CONTACT NUMBER: 09323618333
II.
EDUCATIONAL QUALIFICATIONS
ELEMENTARY
YEAR: 2007-2013
SCHOOL: Miracle Living Christian Academy
SECONDARY
YEAR: 20013-present
SCHOOL: Santiago City National High School
III.
HONORS/ AWARDS RECEIVED
ACADEMIC HONORS: With Honors
IV.
RESEARCHES CONDUCTED
 FireDom as an Alternative Fire Suppression Device
V.
SEMINARS/ TRAINING/ WORKSHOPS ATTENDED
 Seminar – Workshop on Enhancing Basic Laboratory Skills for Life
Science and Physical Science Investigatory Projects
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