TARDINESS OF SENIOR HIGH SCHOOL STUDENTS
A Research Paper presented to the Faculty
Of Senior High School, Agro Industrial Foundation College of the Philippines
Members:
Remark Ambanan
Allan Degamo
John Rey Catloan
Kylo Ardiente
Stephen Liston
Jan Joseph Cabantug
Novy Jay Hinabiagon
Owen Loyd Obeja
Jasper Tungal
Mojahid Landasan
Charlie Andres
John Lloyd Salvador
Daniel Serofia
Christian Guerrero
Chris Angelo Diaz
March 2019
ACKNOWLEDGEMENT
We would like to extend our profound gratitude to the following persons for there
assistance and support in the completion for this research without their guidance and
help this research would not have been possible. Our classmates for helping us and
share ideas in order to complete this research also for supporting us to make this
research happen.
Our teacher Dr. Suzanne Rose S. Duran for her unselfish encouragement and
sharing of research expertise that enabled us to learn much in the conduct of this study.
Our adviser Ma’am Johnedie Sausa for her precious guidance and for molding us to
be a good student through her advisory. Our math teacher Mr. Reynante Muya for
helping us to make this research by his guide and advices. Special gratitude also to our
friends for helping us to manage our time in order to finish this study. Also for rich
encouragement to conduct this study.
Our heartfelt appreciations thanks to our loving family for their unwavering
support,
patience, understanding and sacrifices to help us finish his study. Thank you so much
for
the continuous support that served as our inspiration to pursue this study. Finally, and
top of everyone, we thank our heavenly creator for granting us the grace of wisdom,
direction and determination to pursue and finish our research as well as from all the
graces and blessings we received from him since birth up to the present time. To him be
the glory.
DEDICATION
This research is dedicated to all our parents, Mr/Mrs. Ambanan, Mr/Mrs. Liston,
Mr/Mrs, Obeja, Mr/Mrs. Catloan, Mr/Mrs. Cabantug, Mr/Mrs. Andres, Mr/Mrs. Salvador,
Mr/Mrs. Hinabiagon, Mr/Mrs. Ardiente, Mr/Mrs. Landasan, Mr/Mrs. Diaz, Mr/Mrs. Andres
Mr/Mrs. Tungal and Mr.Mrs. Guererro who are always be there to support us and they
are the sources of our strength and courage to made this study. They motivate us and
inspired us always. Thank you also for the financial aspect which we use in this
research. Also we thanked our classmates who help us by advices and encouragement.
This work is also dedicated to all the teachers and staff of Agro Industrial Foundation
College of the Philippines who trained us well and who share their knowledge to us for
us to use in the near future, the good examples you taught on us will remain in our
hearts and mind.
ABSTRACT
Generally, class tardiness is defined as students not attending lecture on time and
not being present in the time set. After attending lectures for a period of time, students
start getting to know the lectures are conducted and therefore assume that there will be
no constructive activities happen for the first few minutes of the lecture. Class tardiness
influences the students themselves as well as others. As generally known, students who
possess regular attendance tend to achieve better results as success is related to one’s
punctuality. Students who are late to class will also cause disruption to other students.
Indeed, many previous researches indicated that class tardiness among the students is
a common phenomenon. Some of the researches mentioned that students who are
tardy tend to achieve lower grades compare to others and sleep late is the main reason.
Therefore, this research will further investigate the phenomenon of class tardiness
among the Agro Industrial Foundation College of the Philippines. Throughout,
conducting this research quantitative method which is a set of questionnaire will be
used. The result will indicate the class tardiness among the Agro Industrial Foundation
College of the Philippines.
TABLE OF CONTENTS
Page
Title Page
i
Approval Sheet
ii
Acknowledgement
iii
Dedication
v
Abstract
vi
Table of Contents
vii
List of Figures
ix
CHAPTER 1:
1
Introduction:
1
Review of Significant Related Literature
x
Theoretical and Conceptual Framework
x
Statement of Research Problem
x
Significance of the Study
x
Definition of Terms
x
CHAPTER 2:
Methods
x
Research Design
x
Respondents of the study
x
Research Instruments
x
Procedures of the Study
x
Data Analysis Tool
x
CHAPTER 3:
Presentation and Analysis of Findings
x
CHAPTER 4:
Summary of Findings
x
Conclusion
x
Recommendation
x
References
x
Appendices
Appendix A: Survey Questionnaire
Curriculum Vitae
CHAPTER 1
INTRODUCTION
Tardiness in schools if left unchecked create serious systematic problems
(Pilgirm,2013). Understanding that tardiness is the quality of fact of being late in an
institution it can affect a person’s performance in variety of ways (merianwebster.com).
In this issue the challenge here is to identify what are the effects of tardiness to the
students of senior high school in Atene de Zamboanga University. To address this issue,
the senior high school department shall conduct a proper discipline to students and
adjust the time schedule for them to have a better performance in the institution and
cooperate to the school policies. The aim of this research is the frequency and the
factors why they come to school late and what may be the effects if they will continue to
do such thing.
Tardiness has already become a habit of some students nowadays, being tardy
means coming late on school even their house is just beside their school and it can lead
to more serious problems affecting their academic learning as well as in their
performances, if a student is not on time every day the student cannot perform well in
class discussions, when passing their output after deadline is also an example of being
tardy. But up to now students are still unaware of what will be the consequences to their
academic performance in this study the researchers will aim on finding an answer to the
different causes and how to avoid being tardy (Santillano 2010).
This study examines the problem of tardiness in students. It examined it from the
point of view of factors such as parental attitudes, family structure and socio economic
status, teacher attitudes and schoolmates influence. However, tardiness could be a
problem in this case because the tardy students misses the opportunity to be exposed
to these concepts.
Many important concepts are taught at the beginning of the school day. The
problem of tardiness has, by and large, been historically viewed in a casual manner.
(Caldwell, Huitt, and Graeber, 1990) found that “the amount of time spent in learning is
an important factor in determining a student achievement”. Chronic tardiness takes a
way time from lessons, resulting in failure to grasp necessary concepts in developing in
consistencies in learning and building upon the next lesson.
Factors in both the home and school environment contribute greatly to the
development of a student attitude towards tardiness. The majority of the students
learned behavior is initiated by person at home and subsequently at school. These
persons are usually parents and teachers. Parents are normally the first teacher in a
child’s life. They influence children psychologically, physiologically, and sociologically.
When teachers received students, they will educationally challenge them in an effort to
broaden their perceptions of the world. Additionally, most students enjoy social
interaction with their school mates and because of this interaction, school names
influence each other (Dekalb 2002).
The tardiness implies the situation where an individual is coming occurring or
remaining after correct, usual or expected time. Thus, the term “class tardiness” has
been defined as students not to attending lecture on time, missing out initial time from
the first period and primarily not being present in the time set. One of the major cause of
lateness is going to bed late because it could result waking up late and insufficient rest
for the lesson on the next day. (Nakpodia&Daflaghox, 2011, Paren, 2012)
Besides, tardiness is caused by innate anxiety level of and individual. There are
no positive incentives to be on time as students assume that there will be constructive
activities happen for the first five minutes of the class. The lack of functional and
affective punctuality policy to caused tardiness. As there are no immediate
consequences for being tardy and nothing will happen. (Sprick& Daniels 2000).
The tardiness implies a situation where an individual is coming, occurring or
remaining after correct, usual or expected time. Thus, the term “class tardiness” has
been defined as students not attending lecture on time, missing out initial time from the
first period and primarily not being present in the time set. One of the major causes of
lateness is going to bed late because it could result in waking up late and insufficient
rest for the lesson on the next day. (Nakpodia&Daflaghor, 2011; Paren, 2012). Besides,
lateness is caused by innate anxiety level of an individual. There are no positive
incentives to be on time as students assume that there will be no constructive activities
happen for the first five minutes of the class. The lack of functional and effective
punctuality policy too causes tardiness. As there are no immediate consequences for
being tardy and nothing will happen (Sprick& Daniels). Many researchers have
indicated that class tardiness is a serious issue. The amount of time actually spent in
the classroom is crucial element of student’ s academic success. Students who possess
regular attendances to school tend to achieve higher grades compared to those
students who are frequently absent (as cited in Jones, 2006). Students are forced to
abstain from the chances to learn. When they are absent from school, arrive late, or cut
class. student will find it arduous to pick up what is being taught in the school in his
absence unless he engages in off campus productively (Wheat 1998). The learning
of students who go to class on time is also regularly interrupted by tardy or frequently
absent students who cause class disruptions and intervene with other student’s
chances to learn (Dinkes; eCampus.net; Marzano; Shupe; U.S. Department of
Education, National Center for Educational Statistics). Studies have shown that one of
the greatest concern among stakeholders in educationist tardiness issues.
Many research indicated that class tardiness is a serious issue. The amount of
time actually spent on classroom is crucial element of student’s academic success
students who possess regular attendance to school tend to achieve higher grades
compared to those students who are frequently absent (as cited in Jones, 2006).
According to the Dekalt Country School System Position Description for
Elementary Schools Personnel (1982), a new role was established to serve as a liaison
between the home and school environments. This role is called that Lead Teacher for
Student Service (LTSS). Reducing students’ tardiness was cited as a key responsibility
of the Lead Teacher for Student Service
Review of Related Literature
When students are tardy or absent, or when they drop out of school, sequential
learning cannot occur, subject matter and skills cannot be developed, and much student
talent is wasted .at –risk students identify in the school setting include goes exhibiting
signs of alcohol consumption, drug abuse, or anti-social behavior. This student need
assistant to overcome their problems and to achieve in school. When counselling in the
school setting is not sufficient, these students need to be referred to appropriate
services in the community. For some high school students, the immediate earnings from
employment seems more significant than staying in school. This student need courses
in vocational education and assistance to help them developed positive attitudes toward
education, perceive alternative to dropping out, and realize the worth of long term goals.
Family situations, such as cultural differences between values taught, at home and
school, separation, divorce, or out. School personal need to be determine causes of
tardiness, absenteeism and dropping out and to provide necessary remediation ( Ediger
,Marlow 2004).
In evaluating the deleterious effects of missing in school time, research has
almost exclusively focused on absences, and almost no attention has been paid to
tardiness. Hence, this study contributes a new dimension to the field by examining the
effect of student tardiness on academic achievement. Employing an empirical model on
a large-scale, longitudinal, multilevel data set of urban elementary school children over
6 years of observation there are 2 significant findings. First, students with greater
tardiness perform worse on both standardized reading and math test. Second, holding
constant an individual’s own record of tardiness, students whose classmates are tardy
more frequently also have lower test score. Hence, the achievement gap widens even
further for students who also have greater individual level of tardiness. Policy
implications are discussed (Gottfried 2012).
Being always tardy and late in class can affect the learning of a student as well
as she/ he can disturb other students and also the teacher who are having a class.
According to Breeze et al. (2010) lateness is synonymous to “tardiness”, which implies
being slow to act or being slow to respond, thus not meeting up with proper or usual
timing. Habitual tardiness can also be learned from other members of the family
especially from the older ones.
Caldwell, Huitt, and Graeber 2004) stated that “Common sense suggest that the
amount of time spent in learning is an important factor in determining a student`s
achievement. “In order to increase the amount of time in the classroom, the State
Superintendent of additional days to every school year until the year 2000, extending
the school year to 200 days.
Dr. Rogers that Japanese students have a greater opportunity for more time on
task. According to Rogers (2000). While Asian students spend more time in school and
by virtue of that fact must spend more time in the classroom, there is a different picture
in American public schools. According to the National Commission on Excellent in
Education (1983) in its study, A Nation at Risk there is a difference in terms of the
amount of time on task as shown in the following statement.
The National Commission on Excellence in Education (2009), in their study,
stated the following in terms of the amount of time on task. When the states began to
implement plans to meet the demands of the National Commission on Education
(2009), tardiness was one component that needed attention in order to increase time on
task. In light of that, Dr. Rogers began to use strategies to increase time spent in the
classroom. The decision by Dr. Rogers to extend the Georgia Public school day 200
days is supported by the findings of the researchers at the National Commission on
Excellence in Education (2009).
The amount of time spent on task daily is also a factor directly related to student
achievement. Brophy (2003) found that teacher`s ability to organize the classroom
effectively and to keep learning as a priority allows for allocation of the largest amount
of the school day to learning (Brophy, 2003). Student tardiness could also be affected by
family structure and socioeconomic status.
The student’s tardiness problem has farther reaching effects than maybe seen for
many years to come through generation of families. (Stutman 2007) found that “family
theory and practitioner have long recognized that struggles inherent in a family life
maybe carried forth from generation to another. Therefore, family history has an impact
on a student’s success or failure at school.
Within the home environment, every family is unique in its own make-up of family
characteristic. These family characteristic are a reflection of how each family handle
physical, social, and psychological variables of the family environment. (Maykut 2001)
investigated the relationship between the physical, social, and psychological variables f
the family environment and children developmental performance on measures of
cognition, academic achievement and effective characteristic. This study strongly
suggested through its finding that family environment or home environmental has a
great impact on a student’s achievement. This also implies that the family practices or
habits may have a strong impact on chronically tardy students and non-tardy student’s.
In many cases, it is hope that parents are aren’t being negligent and their
responsibilities as parent (Roscoe, Peterson, Shaner 2000) in their elaboration on the
problems of absenteeism stated, children who are frequently late classes, for example
those who typically arrived at 10:00 am, are experiencing a form of neglect which needs
to be remedied. The author stated the more children are neglected at least 2 to 3 times
more than children are abused.
As stated earlier, tardiness has a great effect on student achievement. (Michals,
Cournoyer and Pinner (2006) also found that this effect is greater for low income
families. The author stated that lateness has a negative effect on achievement growth.
The effect is greatest for low income pupils. Five more lateness per year mean 2.9
month’s growth to pupils whose family income is 5 thousand and 1.2 months less
achievement growth for a student family income is 8000.
Wallerstein and Kelly (2002) suggest that teachers must make themselves aware
of the symptoms and circumstances surrounding student’s family life in order to prepare
themselves for caring and teaching specific students.
Parket (2009), found that tardy students experience negative feelings as social
isolation, feelings of powerlessness, academic frustration, and lack of confidence.
These feelings may be a result of both the home and school environment. Therefore,
teachers may examine the background of the student failures and successes at both
home and school. This assessment may set the basis to establish a plan of action to
encounter these negative feelings, consequently which may impact student tardiness.
Film watching at night can also affect the tardiness of a students. According to
Nakpodia and Dafiaghor (2011), waking up late in the morning are one of the most
factors of lateness that lead to tardiness. They go to school late is because of heavy
traffic, household chores, vehicle breakdowns and lack of responsibility are some
reasons why students arrive late to class.
One of the most recurring and most “Frustrating problem” that the school
nowadays are having tardiness (Sprick and Daniels,2007). If a student sleep late at
night she/he forget that on the next day she/he need to be on the school. Parents that
untimely tasks and commands are also reasons that a student come late to school. The
distance between the student’s home from school or the school’s location is also
considered as the cause of tardiness. Lack of firm and consistent policy can also
encourage the students to come late at school since there is no consequences attached
to lateness or tardiness.
A student is considered tardy when she/he is not present when the school bell
ring when the teacher starts to give instruction for the first subject in the morning class.
According to Weade (2004), defined tardiness “being late for any measurable length of
time past the stated or schedule start school. Our study intends to find out the tardiness
of the Senior High School students in Southern Christian College and the reasons and
factors that may influence this tardiness.
Another study by Kaye-Tierney (2009) examined chronic student tardiness within
a suburban middle school context in Northeastern United States via an ethnographic
exploration of the frequently-late student, the attendance office, and school staff. A
major overall finding was that the structure and function of this particular middle school
relating to issues of tardiness actually facilitates persistent and chronic lateness on the
part of a specific population of students. Results highlight the importance of tracking
lateness over the students' academic progression and using the data monthly, quarterly,
and annually to create systems that would motivate students to be on time to school.
Personality as a ‘’pattern of habits, attitudes and traits that determine an
individual’s characteristics, behaviour and traits he further describes personality as ‘’the
dynamic organization within the individual of those psychological systems that
determine his characteristics behaviour and thoughts’’ (Gordon Allport 1990)
Personality as the end result of the typical ways in which and person reacts, the
product of his motivation, emotions feeling tones, style of thinking and attitudes,’’
personality is partly in born and nervous system are largely responsible for the inborn
aspects the associate either through imitation or through hostile reactions when we are
thwarted Habits are reaction so often repeated as to become fixed characteristics or
tendencies good habits results from choice and are required through effort (the
encyclopaedia international,2007)
Students tardiness behavior considered an educational problem and epidemic
disease spread and infect other students, and lead to delayed follow-up curriculum and
become chronic among students. As we know there are a number of possible reasons
causes arrive students to come to class late. Thus, this study comes to determine the
roots of the problem and understand the causes, which helps officials, administrators
and faculty members to develop appropriate strategies to deal with such behavior
seriously and not condoned access, to establish controlled and organized learning
environment. (Pimentel and Quijada 2011) Cited in Bilocura (2012).
When students are tardy or absent, or when they drop out of school, sequential
learning cannot occur, subject matter and skills cannot be developed, and much student
talent is wasted. Risk students identify in the school setting include goes exhibiting
signs of alcohol consumption, drug abuse, or anti-social behavior. This student need
assistant to overcome their problems and to achieve in school. When counselling in the
school setting is not sufficient, this student’s need to be referred to appropriate services
in the community. For some High School the immediate earnings from employment
seems more significant than staying in school. This student need courses in vocational
education and assistance to help them developed positive attitudes toward education,
perceive alternative to dropping out, and realize the worth of long term goals. Family
situations, such as cultural differences between values taught, at home and school,
separation, divorce, or out. School personal need to be determine causes of tardiness,
absenteeism and dropping out and to provide necessary remediation (Ediger,Marlow
2003).
Literally, the term “tardiness” implies a situation where an individual is late in
happening or arriving “(Oxford Advanced Learners Dictionary ,2010)”. The term
tardiness is synonymous with “lateness” which implies arriving after the expected,
arranged or usual time “(Oxford Advanced Learners Dictionary, 2010)”. Besides,
Tardiness as coming, occurring or remaining after correct, usual or expected time.
Therefore, the term “class tardiness” has been viewed as students coming late, not
attending lecture on time, missing out initial time from the first period and primarily
not being present on time.”( Malik et al., n.d.)”.
Many researchers have developed checklists of “deviant” school behaviors which
are associated with poor school performance. Tardiness and excessive absences as
part of criteria which predict the like dropping out of school “(Mizell1987)”.excessive
absences and tardiness constituted the 3rd most common reason for student failure in
school.
“(Ligon and Jackson 1988)”. Low attendance and habitual tardiness were among
the common characteristics of low-achieving high school students.”(Cuellar, 1992)”.Low
achievement
correlated
with
chronic
absenteeism
in
high
school
students.
“(Estcourt1986)”. Many school interventions to improve student performance use
tardiness and absences as indicators of success or failure of the intervention. However,
the relationships among tardiness, absences, and grades and dropping-out or 11 school
failure are complex. The phenomenon of class tardiness in the literature has been
viewed as students coming late, not reaching school on time, missing out initial time
from the first period and primarily not being present in the time set by the school.
Educational psychologists took a great interest to find the causes of and solutions to,
tardiness and subsequently worked a lot to get the most accurate findings. They were
more focused about discovering the root causes behind tardiness so that this problem is
addressed appropriately. There are many reasons for the students to show tardiness in
the school, few reasons are directly related to the student that is students are not taking
their breakfast on time, students are de-motivated to come to the school and the young
ones who find it extremely difficult to get up early in the morning. Whereas a few are not
related to the students, but fall on others like family members, van drivers and others
who do not support students to be on time. Researchers view tardiness as a form of
absence because this is how students miss a part of their class. Tardiness is defined as
“coming, occurring or remaining after the correct, usual or expected time; delayed
“(Free Dictionary)”. Therefore tardiness can broadly be defined as missing time over a
course of a school day. For that reason researchers reckon it as a chronic problem as
two of the classes which the researchers have taken into consideration, have around six
students who turn up late every other day and show signs of lethargy and
disengagement from school. The familiar faces are lined up every morning outside the
attendance office with no concern or emotion on their faces whenever the researchers
pass by. This attitude can even become more adverse when the students re-promoted
from their middle school to high school. Unpunctuality in the middle school can develop
into high school lateness where the early slow disentanglement evolves into later truant
attitude. Educational psychologists, stated that school tardiness and absenteeism
accelerate if the students are not committed to their school. In an earlier study, reached
at the same conclusion, vigorously stating that if students do not at home in their school
environments, they prefer to be absent or tardy at school. “(Kirkpatrick, Cronsone and
Elder 2001)”
Theoretical Framework
Homesteading laws allowed the settlers free land on which to build schools.
Schooling was perceived as the key to success for individuals and to the excellence of
society (Mitchell, 1993). Free and compulsory education came to England and Wales
following the Elementary Education Acts of11 1870 and 1876, although not always on a
full time basis.
The Education Act of 1918 finally abolished half time schooling, and made
elementary education entirely free and compulsory until the end of the term after the
child's
14thbirthday. Nevertheless, in most parts of the United States the problem of illegal
absence dates from 1876 (Galloway, 1985). In the 1850s urban schools suffered from
an extremely high turnover of students. Many students were needed at home to do
many of the chores, especially if they lived on a farm. Other students worked outside of
the home to help support the family.
Poor attendance was a problem to teachers and parents well before school
attendance became compulsory (Pallister, 1969). Pallister notes that enthusiasm for
education varied with the standards of the school; good schools quickly obtaining the
support of parents, and similarly bad schools, least in the eyes of parents, quickly losing
support. School administrators were immediately faced with new concerns considering
that in 1900 only 6 percent of Americans had a diploma (Wise, 1994; Kay, 1991).
It is clear that attendance rates varied little between 1904 and 1938, except in
1920 when lower average attendance followed the social upheaval of the First World
War. Galloway noted that there is little evidence that attendance rates over the last ten
to fifteen years (1970-1985) differ very much from those earlier in the century (Galloway,
1985). Even with the increased12 attendance and the increased graduation rates over
the last 100 years, education is relatively the same. A glaring example of this is the
release of students for farm work in extremely industrialized society. Our culture has
changed but the reasons for excused absences have not changed (Wise, 1994).
School attendance was a problem before education became free and
compulsory, and based on the researcher's knowledge and experience as an educator,
it has continued to be one ever since. The researcher notes that attendance figures can
be interpreted in different ways. There is little evidence that school attendance rates
have changed noticeably throughout the Twentieth century.
Government officials, teachers' groups, and individual parents all have voiced
their concerns over the need to develop policies and practices to counteract the
problems facing our nation's schools today such as the dropout rate, drug abuse, and
declining education performance (Bernstein, 1990). Poor school attendance arouses
strong feelings in teachers, parents, members of the educational support services,
educational administrators, politicians, and pupils. These strong feelings are expressed
in different and often contradictory ways, depending on the individual's own perspective
Galloway, 1985).
The statistics related to school tardiness are staggering. Each school day,
2,500,000 students are reported tardy from school. The dropout rate is estimated at
27% nationally and over 45 % in some cities. The 27% dropout rate equates to 65 bus
loads of students who leave United States schools each week and do not return. In a
year's time, 700,000 students will be lost. In two years, the number will exceed one
million (Person, 1990).
It is generally accepted that time is gold. People are expected to be punctual and
use their time wisely because time is precious. However, based on our observation,
some of the freshmen or the First Year College of La Salle University was late in coming
to school. Every day, the researchers observed that students were late in attending their
daily classes most especially during the first period in the morning and in the afternoon.
Like people say, one of the important traits entering into a successful student’s
character is the habit of punctuality. Tardiness is a violation of the principle of punctuality
and, when condoned by a student, cannot but breed a bad habit and an attitude
detrimental to success in student’s life.
In the real world, everything is set at a certain time, and if you’re not there, you
have to face the consequences. For example, you’re going to see a movie but you’re
ten minutes late. It’s going to affect you because you missed out on the first ten minutes
of the movie. Therefore, if you’re late to class, it’s your loss because you missed the
beginning of class which could have been important. I think that the tardy policy at our
school is important to have. It is a way to teach students responsibility and teach them
the importance of being on time.
(http://glhsreflection.org/2012/01/19/tardy-policy-good-or-bad/)
The performance or effectiveness of parents is affected by varying family
conditions, the changing structure, and mobility of family and poor socioeconomic
circumstances. However, even where two parents are present in the home, they may
not be effective parents. The character of the parents themselves, their family attitudes
and attitudes towards their children, especially in the exercise of parenting skills, and
their attitude towards and involvement in school, especially in support for the child,
convey strong messages (Harte, 1995).
The parents' skills in the home and their attitudes towards the child in the school
and towards school in general are linked to attendance performance. Parents of
students with low attendance rates are often described as being only nominally
interested in school, as rarely inquiring about studies, as never budgeting home study
time, as fearing school and as avoiding teacher-parent interviews (Harte, 1995).
The tardy policy states that your first and second tardy result in a verbal warning
from your teacher. After the third, fourth and fifth tardy you are assigned one after
school detention and a call is made home to your parents. The sixth tardiest’
consequence is an in-school suspension for one full day, a discipline referral and,
additionally, a call made to your parents.
Students should receive consequences for being late for class. I believe that
there are times when students are late for reasons that aren’t under their control, but
things happen in life, and it is important to learn how to deal with the situation.
(http://glhsreflection.org/2012/01/19/tardy-policy-good-or-bad/)
Students may not be late in coming to school because it is against the school
policy that is, never being late: be punctual always. Studies have shown that Tardiness
affects one’s academic performance and learning inside the classroom. With this
observation, the researchers of first year college of Accountancy conducted a study as
to determine the factors affecting Tardiness of the first year college of La Salle
University, Ozamis City.
Our Study answers the main following questions, what are the benefits of being
on time in school, what are the impacts arriving late in school, what are the suggestion
of parents in arriving of the students on time in school.
(http://www.aacps.org/aacps/gbhs/tardiness.pdf)
Conceptual Framework
Figure 1. Conceptual Framework
Statement of the Research Problem
This paper aims to examine the factors that affect tardiness such as geographical
structure of the nearer school, parental attitude, teachers and school factors and time
management of tardy students. Specifically, this research will answer the following
questions;
1.
2.
3.
4.
What percent is the AIFCP only the school nearest to their home?
What percent is the time travel from home to school.
How parents value education on their children?
What specific subject that student dislike the most and its reasons for not liking
it?
5. What are the activities that students spend their time mostly?
6. What are the reasons for being tired and late in classes?
Significance of the study
Learning is the aspect or development that connotes modification of behavior,
skills and knowledge that results from practice and experience which sought for quality
education.
The generalization of this present study would be a great contribution to the vast
knowledge in relation to student’s achievements. Vital results of this investigation could
be highly significant and beneficial specifically to the following:
Students. The students would be able to go to school on time. They would become
more responsible. This study will help the students to attend their class regularly since
this will provide them factual information about the benefits that they can acquire in
attending school. In this study, the findings of this research will inspire, enlightened and
become beneficial to the students of Agro Industrial Foundation College of the
Philippines. The outcome of the study will motivate the students to arrive early and
avoid being late/ tardy in school. This study aims to improve the academic performance
of the students regarding the avoidance of tardiness and lateness.
Teachers. They could help each other in implementing plans in helping that students to
go to school early. This refers to professional teacher who took the four year course
program of Bachelor of Science in Secondary and Elementary Education. In this study,
they are the instruments in the materialization of the government educational programs.
Through the implementation of K-12 programs many schools will be hiring more
teachers to cater the pupils needs.
School administrators will be gaining insights as to what measures are appropriate to
help the teachers orient both students and teachers regarding the tardiness of the
students. This paper will help the School administrators/ society by giving the
significance of having time-management and being on time through enumerating the
possible consequences of being late in an institution. This paper is designed to help the
institution in addressing the problem regarding student’s tardiness by looking into the
reasons and the possible solutions for this issue.
Future Researchers. The proposed study will benefit and help the future researchers
as their guide. The study can also open in development of this study. They would be
able to use these data for them to get ideas and references if they are planning to
conduct the same study. The study will benefit the researchers by extending the
researchers’ knowledge regarding the topic and providing the answers to the
researchers’ questions.
Readers. This paper will give awareness to readers regarding how tardiness affects
their performance and help the readers avoid the problem by providing strategies. This
paper may also help a future researcher that seeks to study the same topic or related to
the topic.
Definition of terms
The following terms are defined operationally by the researchers for clearer
understanding by the readers:
Students
A person who is studying in an institution of Agro Industrial Foundation College of the
Philippines Senior High School
Tardiness
Refers to the quality of being late at school or the failure to arrive at school in time.
Because of tardiness some people almost never arrive at work, school, or other places
when they expected. Tardiness is very annoying for the people waiting for tardy person,
and too much tardiness at work could get you fired. Tardiness comes from Latin word
tardus, “slow, sluggish, dull, or stupid.”
Student.
Academic Performance
It is Factor that affect the Student’s grades, discipline and performance at school. It is
the extent to which a student, teacher or institution has achieved their short or long term
educational goals. Academic performance is commonly measured through examinations
or continuous assessment assessments but there is no general agreement on how it is
best evaluated or which aspects are most important.
Punctuality
Refers to a person with the characteristic of being able to complete a required task or
fulfill an obligation before or at a previously designated time. Arriving or doing something
at the expected or planned time. Punctuality is the characteristic of being able to
complete a required task or fulfill an obligation before or previously designated time.
Attendance
Refers to a person or student who is being present at something, like work or school.
Where they are more likely succeed in academics when they attend school consistently.
It’s difficult for the teacher and the class to build their skills and progress if a large
number of students are frequently tardy and absent.
CHAPTER 2
METHODS
This chapter presents the research design and the sampling procedures used in
this study. More over the research locale is presented herein together worth a brief
description of the research respondents. We would conduct a practical approach consist
of hands of the empirical study of the topic under research and briefly consist of hands
on approach.
Research Design
This research is made up of descriptive quantitative research designs because it
makes theoretical assumptions in the framework more explicit and most of all it
indicates what the researchers want to know most particularly in analyzing the tardiness
of the students.
Respondents of the study
The respondents of the study were grade 12 Maritime students of AIFCP. They
were given survey questionnaire. To ensure that the ratio and the sums of all answers
be equal or relatable to the respondents, we planned on making the questionnaire to the
grade 12 maritime students. There are 65 maritime students randomly selected
respondents of the study.
Figure 2 Location of Agro Industrial Foundation College of the Philippines
Research Instruments
Survey method was used to get the data from the respondents and the data are
collected with the help of questionnaires. The research utilized in this study was
adopted from (https://scholarworks.montana.edu. To address the problem stated, the
proponents prepared a survey questionnaire for the respondents, by doing this the
researcher will be giving a letter to the principal to have the permit at first. Then and at
the same time the researchers will be using books, newspapers, internet sources to
clarify perceptions.
Procedure of the study
The following steps would be observing in the conduct of the study. Test
validation. The questionnaire used to conduct the study was made by the researchers
themselves and was validated by the research adviser
Conduct of the study
The researchers distributed the survey questionnaire to their target respondents
answered the questionnaire it will be interpret based on the statement of the problem.
Data analysis Tool
To explain the data further the following statistical method was used percentage.
Analysis was utilized to create a contingency table from the frequency distribution and
represent the data for better understanding.
Chapter 3
Presentation and Analysis of Findings
This chapter shows the gathered data on the respondents taken from survey
corresponding to the Tardiness of Senior High School Maritime Students along the Agro
Industrial Foundation College of the Philippines. The data were examined, interpreted
and answered by numerical chart. The discussion of the topic is based on the Tardiness
of Senior High School Students along the Agro Industrial Foundation College of the
Philippines.
The respondent’s assessment on the Tardiness of Senior High School Maritime
Students are here under presented in a pie chart form from a subsequently discussed
and analyzed textually consistent with the problem post in the study. Each of the figures
shows the result of each question.
53.00%
47.00%
Yes
No
A. GEOGRAPHICA
L STRUCTURE
Figure 1. Number of
Students’ Response if
AIFCP is the Only School
Nearest to their Home
As shown in figure 1,
47% of the students said
that AIFCP is the only
school nearest to their
home, but 53% said that there are other schools nearest to their home aside from AIFCP.
Distance from Home to
Frequency
Percentage
School
Less than 500 m.
13
25.49%
More than 500 m but less
11
21.57%
than 1 km.
More than 1 km but less than
10
19.61%
2 km.
More than 2 km but less than
12
23.53%
3 km.
More than 3 km.
5
9.8%
Total
51
100%
Table 1. Frequency and Percentage Distribution of Distance from Home to School
10.00%
25.00%
23.00%
22.00%
20.00%
Less than 500 m.
More than 500 m but
less than 1 km.
More than 1 km but
less than 2 km.
More than 2 km but
less than 3 km.
More than 3 km.
Figure 2.
Frequency and
Percentage Distribution
of Distance from Home to
School
As shown in table 1,
thirteen (13) or 25.49%
students were less than
five hundred (500) meters
far from home to school, eleven (11) or 21.57% were more than five hundred (500) meters but
less than one (1) kilometer, ten (10) or 19.61% were more than one (1) kilometer but less than
two (2) kilometers, twelve (12) or 23.53% were more than two (2) kilometers but less than three
(3) kilometers, and five (5) or 9.8% were more than three (3) kilometers far.
Mode of Transportation
Frequency
Percentage
Bus/Van/Multicab
13
25.49%
Tricyle
6
11.76%
Motorcycle (owned)
10
19.61%
Sent and fetched by family
13
25.49%
vehicle
Leg power (walking/hiking)
9
17.65%
Total
51
100%
Table 2. Frequency and Percentage Distribution of Mode of Transportation
18.00%
25.00%
25.00%
12.00%
Bus/Van/Multicab
Tricyle
Motorcycle (owned)
Sent and fetched by
family vehicle
Leg power
(walking/hiking)
Figure 3. Frequency
and Percentage
Distribution of Mode of
Transportation
As shown in table 2,
thirteen (13) or 25.49% used
to ride bus/van/multicab, six
(6) or 11.76% rode tricycle,
20.00%
ten (10) or 19.61% rode
owned motorcycle, while thirteen (13) or 25.61% were sent and fetched by family vehicle, nine
(9) or 17.65% used to walk/hike for transportations.
Time of Travel
Frequency
Percentage
Approximately 10 min.
16
31.37%
Approximately 20 min.
7
13.73%
Approximately 30 min.
10
19.61%
Approximately 45 min.
7
13.73%
Approximately 1 hr.
5
9.8%
More than 1 hr.
6
11.76%
Total
51
100%
Table 3. Frequency and Percentage Distribution of Time of Travel from Home to
School
12.00%
31.00%
10.00%
14.00%
14.00%
19.00%
Approximately 10
min.
Approximately 20
min.
Approximately 30
min.
Approximately 45 min
Approximately 1 hr.
More than 1 hr.
Figure 4. Frequency
and Percentage
Distribution of Time of
Travel from Home to
School
As shown in table 3,
sixteen (16) or 31.37%
traveled approximately
ten (10) minutes, seven (7) or 13.73% traveled approximately twenty (20) minutes, ten (10) or
19.61% traveled approximately thirty (30) minutes, another seven (7) or 13.73% used to travel
approximately forty-five (45) minutes, five (5) or 9.8% traveled approximately one (1) hour, and
six (6) or 11.76% traveled more than an hour.
B. PARENTAL ATTITUDE
Parents value education as
…
a treasure only to inherit.
Frequency
Percentage
12
23.53%
learning things that needed
as they did in the past an
alibi of not helping chores.
17
33.33%
sending to school as
neighbors do.
14
27.45%
expensive and sever the
daily budget for food and
other primary needs.
6
11.75%
Others
2
3.92%
Total
51
100%
Table 4. Frequency and Percentage Distribution of How Parents Value Education
Parents value education as …
Figure 5.
Frequency and
Percentage
Distribution of How
Students’ Parents
Others; 4.00%
Value Education
expensive and sever the daily budget for food and other primary needs.; 12.00%
a treasure only to inherit.; 24.00%
As shown in table
sending to school as neighbors do.; 27.00%
learning things that needed as they did in the past an alibi of not helping chores.; 33.00%
3, twelve (12) or
23.53% said that their
parents value their
education as a
treasure only to inherit, seventeen (17) or 33.33% view as learning things that needed as they
did but an alibi of not helping chores, fourteen (14) or 27.45% just to send them to school as
their neighbors do, six (6) or 11.75% value as expensive and sever the daily budget for food and
other primary needs, and two (2) or 3.92% did not specify their response.
C. TEACHER & SCHOOL FACTORS
Subjects that Students
don’t Like
English
Filipino
Mathematics (Advanced
Algebra, Calculus, Physics,
etc.)
Science
Physical Education
Frequency
Percentage
16
11
31.37%
21.57%
9
17.65%
5
2
9.8%
3.92%
None of the Above
8
15.69%
Total
51
100%
Table 5. Frequency and Percentage Distribution of Subjects that Students don’t
like
16.00%
31.00%
4.00%
10.00%
18.00%
Figure 6.
Frequency and
Percentage
English
Distribution of
Filipino
Subjects that
Mathematics (Advanced Students don’t like
Algebra, Calculus, Physics,
etc.)
As shown in
Science
Physical Education
table 5, sixteen (16)
None of the Above
or 31.37% don’t like
21.00%
English, eleven (11)
or 21.57% don’t like
Filipino, nine (9) or 17.65% don’t like Mathematics (Advanced Algebra, Calculus, Physics, etc.),
five (5) or 9.8% don’t like Science, two (2) or 3.92% don’t like Physical Education subjects, and
eight (8) or 15.69% don’t dislike any subjects.
Reasons for not Liking the
Subjects
I don’t like the teacher.
Frequency
Percentage
12
23.53%
I don’t like my classmates.
Somebody is bullying me
from the class.
I did not like the subject
itself.
Others
Total
10
19.61%
15
29.41%
8
15.69%
6
51
11.76%
100%
Table 6. Frequency and Percentage Distribution of Reasons for not Liking the
Subjects
12.00%
Figure 7.
Frequency and
Percentage
Distribution of
Reason for not
Liking the Subjects
23.00%
16.00%
20.00%
I don’t like the teacher.
I don’t like my
classmates.
Somebody is bullying
me from the class.
As shown in
I did not like the subject
itself.
table 6, twelve (12) or
Others
23.53% did not like
29.00%
the subject because
they did not like their
teacher, ten (10) or 19.61% did not like their classmates, fifteen (15) or 29.41% because
somebody was bullying him/her from the class, eight (8) or 15.69% did not like the subject itself
while six (6) or 11.76% did not specify the reasons.
Subject Teacher’s Attitude
Skillful, efficient, and
effective in teaching the
lesson.
Good in his/her field of
expertise.
Gave load of
homework/tasks which is
beyond the student’s
capability.
A symbol of authority and
tenacious funny.
Others
Total
Frequency
Percentage
26
50.98%
10
19.61%
12
23.53%
2
3.92%
1
51
1.96%
100%
4.00% 2.00%
23.00%
51.00%
20.00%
Skillful, efficient, and ef fective in teaching the
lesson.
Gave load of homework/tasks which is
beyond the student’s
capability.
Others
Good in his/her field of
expertise.
A symbol of authority
and tenacious funny.
Table 7.
Frequency and
Percentage
Distribution of
Subject Teacher’s
Attitude
Figure 8. Frequency
and Percentage
Distribution of Subject
Teacher’s Attitude
As shown in table 7,
twenty-six (26) or
50.98% said that their teacher was skillful, efficient, and effective in teaching the lesson, ten
(10) or 19.61% was good in his/her field of expertise, twelve (12) or 23.53% used to give
load of homework/tasks which is beyond their capability, while two (2) or 3.92% describe
their teacher as a symbol of authority and tenacious funny, and one (1) or 1.96% did not
specify his/her response.
D. TIME MANAGEMENT
Time Management
Description
It is for the old and mature
person.
Tiresome, boring, and
redundant daily chore.
A virtue to be valued and
kept by students and
respecting the time of
others.
It helps to accomplish the
task.
Others
Frequency
Percentage
9
17.65%
15
29.41%
16
31.37%
9
17.65%
2
3.92%
Total
51
Table 8. Frequency and Percentage Distribution of Time Management Description
It is for the old and
18.0m0a%ture person.
18.00%
4.00%
Tiresome, boring,
and redundant daily
chore.
A virtue to be valued
and kept by students
and respecting the
time of others.
31.00%
29.00%
It helps to accomplish the
task.
Others
Figure 9.
Frequency and
Percentage
Distribution of Time
Management
Description
As shown in
table 8, nine (9) or
17.65% describe that
time management is
for old and mature
person, fifteen (15) or
29.41% said that it is
tiresome, boring, and
redundant daily chore, sixteen (16) or 31.37% said that time management is a virtue to be
valued and kept by students and respecting the time of others, another nine (9) or 17.65% said
that it helps the respondent to accomplish their task, and two (2) or 3.92% did not specify their
answers.
Spent Time Activities
Frequency
Percentage
Watching favorite TV show/s, playing
online/LAN game/s.
19
37.25%
Working to earn money to subsidize
education.
19
37.25%
Hanging around with friends.
4
7.85%
Sending/reading/SMS/talking/chattin
g with friends or special someone.
8
15.69%
Doing household chores.
Others
Total
0
1
51
0
1.96%
100%
16.00%
2.00%
37.00%
8.00%
37.00%
Watching favorite TV
show/s, playing online/LAN game/s.
Working to earn money to
subsidize education.
Hanging around with
friends.
Sending/reading/SMS/talki
ng/chatting with friends or
special someone.
Others
Table 9.
Frequency and
Percentage
Distribution of
Spent Time
Activities
Figure 10.
Frequency and
Percentage
Distribution of
Spent Time
Activities
As shown in
table 1, nineteen (19)
or 37.25% respondents spent their time in both watching favorite TV show/s, playing online/LAN
game/s and working to earn money to subsidize education, four (4) or 7.85% hanging around
with friends, eight (8) or 15.69% sending/ reading/SMS/talking/chatting with friends or special
someone, zero (0) in doing household chores, and one (1) or 1.96% did not specify their
activities. This means that no respondents spent their time in doing household chores.
Time of Going to Bed
Frequency
Percentage
7:45 pm
9
17.65%
8:30 pm
8
15.69%
9:00 pm
7
13.72%
10:00 pm
13
25.49%
Midnight
5
9.8%
After midnight
9
17.65%
Total
51
100%
Table 10. Frequency and Percentage Distribution of Time of Going to Bed
18.00%
18.00%
10.00%
15.00%
25.00%
7:45 PM
8:30 PM
9:00 PM
10:00 PM
Midnight
After midnight
14.00%
Figure 11. Frequency and Percentage Distribution of Time of Going to Bed
As shown in table 10, nine (9) or 17.65% went to bed at 7:45 pm, eight (8) or 15.69%
went at 8:30 pm, seven (7) or 13.72% went at 9:00 pm, while thirteen (13) or 25.49% went to
bed at 10:00 pm, five (5) or 9.8% went at midnight, and another nine (9) or 17.65% went after
midnight.
Reasons for Being Tired
and Late in Classes
Working with other
requirements.
Distance of the specialization
lecture area from class room.
Had to finish snacks/lunch.
Attending extra-curricular
activities.
Others
Total
Frequency
Percentage
30
58.82%
13
25.49%
3
5.88%
2
3.93%
3
51
5.88%
100%
Table 11. Frequency and Percentage Distribution of Reasons for Being Late
Figure 12.
4.00% 6.00%
6.00%
25.00%
59.00%
Working with other
requirements.
Distance of the specialization lecture area from class
room.
Had to finish snacks/lunch.
Attending extra-curricular
activities.
Others
Frequency and Percentage Distribution of Reasons for Being Tired and Late in Classes
As shown in table 11, thirty (30) or 58.82% were being tired and late in classes because
they still working with other requirements, thirteen (13) or 25.49% because of the distance of
specialization lecture area from the class room, three (3) or 5.88% had to finish snacks/lunch,
two (2) or 3.93% were still attending extra-curricular activities, and another three (3) or 5.88%
did not specify their reasons.
Chapter 4
Summary, Conclusion and Recommendation
Summary
The figure above confirms the hypothesis of having students at 20 % (+/-) who are
being late in attending the classes, flag ceremony and other learning related activities.
The figure further states the factors that significantly affect the student’s performance at
school.
The researcher made an extra mile in identifying other factors which might affect the
attitude towards learning by including the information gathering which was shown at
figures 1.7 and 1.8. There was an indication that student had significantly disliked the
subjects of Science and Mathematics and might be the reason for leniency in their
study. The aversion towards the matter is merely on the subject and has nothing to do
with the Subject Teacher. Moreover, there are students who fairly rated their teacher
that might affect their performance at school.
There is a student who was bullied in the classroom, a parent who negatively
adjudged the education privileges of a child and a student who blatantly disliked the
teacher, the number of student in this study with strikingly adverse situation from the
other student is less significant to negligible percentage.
Furthermore, internal factors are to be the focus in making appropriate actions by
the researcher. Giving weight in time management and valuing the virtue of punctuality.
Conclusion
In this section it shows how we conclude which have been done from this study
and it shows brief discussion based on our study.
There were 50 students from the selected Maritime Track of AIFCP who
participated in our study and most of them were male. Most of the students relates the
topic about tardiness, they think about why they are tardy in school and arrive in school
late.
1. The chronically tardy and non-tardy students with respect to parental attitudes
share similar perceptions as they relate to parental-child training, home rules,
and parental values.
2. The number of persons living in the household with respect to family structure
of the chronically tardy and non-tardy students, was not a factor in student
tardiness.
3. The number of children in families of the chronically tardy and non-tardy
appear to have no bearing on student tardiness.
4. The distance from home to school is also a factor of being tardy in school
based on the graph.
Recommendations
In this section it offers recommendations and suggestion for us a student and for future
researchers and also for teachers to cope up some details that can help us easily. Here
are some advices and recommendations for you to discussed:
1. Be responsible of your responsibilities as a student. Finish the home works
before going anywhere with your friends. As a student you must think what’s the
best for your future, avoid being tardy instead be inspired and attentive in class.
2. Sleep on a right time so that you can wake up early because one reason of being
tardy is waking up late that results arriving in school late. Be mindful of the time
always.
3. An arranged home visitation to personally confer with the parents or guardians
about the situation of the student if the primary reason was financial support for
the fare likewise read-through the family ideals in punctuality and the attitude
towards Child Education. Same feat will be done to students who are well
buffered with extra cash spent for cyber compulsion.
4. Develop and implement strategies school wide that encourage students to come
to school on time. The rewards could include recognition on hallway display
popcorn parties, stickers etc.
5. Organize a peer counselor among students. Selected students with venerable
outlook in student’s life, behave well in campus, renowned for leadership
capability and have a strong interpersonal skill. They will be assigned per
“problem-subject” group or individual.
6. Develop workshops to enhance positive teacher and student interaction that will
improve student’s perception of teachers.
7. Avoid playing online games during school days because it is one of the reasons
why student arrived in school tardy and late some of them arrived at exact time
but asleep because of playing such games overnight.
8. Believe in yourself that you can stop being tardy and late, the start of change is
from yourself be inspired and be a good student and lead your future to be better.
REFERENCES
Ediger, M. (1987). School Dropouts, Absenteeism, and Tardiness. (CGO019750).
Counseling and Personnel Services.
Hernan, J.L. (1991). Developing procedures for accountability of student absenteeism
(EA023619).
U. S. Department of Education, National Center for Educational Statistics. (1996).
Student
absenteeism and tardiness. Indicator of the month (EA027757). District of
Columbia.
Chaker, A.M. (2005) Schools get tough on tardy students. The Wall Street
Journal .Retrieved on10 Jan. 2007, fromhttp://www.post
gazette.com/pg/05321/607996.stm
Mcewan, E.K. (2000) When Kids Say No to School. Illinois: Harold Shaw Publishers Ltd.
Hernan, J.L. (1991). Developing a procedures for accountability of student
absenteeism (EA023619).
Lockwood, L.A(2015). Causes of Tardiness. Retrieved from:
http://www.journals.uchicago.edu/doi/abs/10.1086/439059?journalCode
=schoolreview
Pilgrim, T. (2013). Tardiness in schools. Retrieved from:
https://www.google.as /amp/s/eduflow.wordpress.com/2013/07/3/tardiness-inschools-/amp/
Scott, A.(2016). Effects of Tardiness on Your Child’s Education. Retrieved from:
http://oureverydaylife.com/effects-tardiness-childs-education-256692.html.
Berndt, T, J. & Perry, T. B. 2000). Children’s perception of friendships as supportive
relationships. Developmental Psychology. 22 640-648.
Bloom, B. S. (1986). The home environment and school learning. The National
Assessment of Student Achievement. 46. Retrieved on February 21,
2019 from https: www.google.com.ph/search?client=mc
Brophy, J. (1986). Teacher influences on student achievement. American Psychologist,
41, (10), 1069-1077. Retrieved on February 20, 2019 from Warfare: An
International Encyclopedia
Caldwell, Jr., Huitt, W., and Graeber, A. (1997). Time spent in learning. The Elementary
School Journal, 83, (2), 472-479.
Canter, I. (1985). Assertive discipline for parents, Harper and Row, Canada. San
Diego
State University Research Foundation.
Basic Research Concepts. Training in Basic Research Concepts: Project Director
Canter, L. (1987). Parent conference book. Canter and associates, Inc, California.
Casanova, U. (1998). Conflicting Views of “At-Risk” Students, 16 American). Bilingual
education: Politics or pedagogy? In O. Garcia (Ed.), Bilingual education: Vol. 1.
(pp. 167-180). Amsterdam: John Benjamins.
Chojnacka, E., Macukow, B. (1995). Engineering education taught in foreign languages
in Poland. European Journal of Engineering Education, 20, 31 39.
(Pimentel and Quijada 2011) Cited in Bilocura (2012). (1987). Parents as Educational
Models and Defines, Journal of Marriage
and the family, 49,339.
Cooper, J. E, Holdman, J,. Braithwaite, V, A (2000). Self-Esteem and family cohesion:
The child`s perspective and adjustment.”Journal of Marriage and the Family. 45:
53-159
Dekalb Country School System Positional Description for Elementary School
Personnel, (1982), v. 1, 3211.
Cournoyer and Pinner (2000), Parental and Peer Influences on
Adolescent`s Educational Plans; Some further evidence. American Journal of
Sociology, 87.2,363.
Christian, D., Spanos, G., Crandall, J., Simich-Dudgeon, C., & Willetts
(1995).Combining language and content for second-language students. In A. M.,
Padilla, H. H. Fairchild & M. V. Concepciõn. (Eds.), Bilingual education: Issues and
strategies (pp. 141-148). CA: Corwin Press.
(Santillano 2010). (1999). Naming the father: Re-examining the role of English as a
medium of insruction in South African education. Changing English: Studies in
Reading and Culture, 6(1), 103-114. Retrieved April 6, 2000, from EBSCOhost
database.
APPENDIX A
Letter of Approval
APPROVAL SHEET
The Research entitled “TARDINESS OF SENIOR HIGH SCHOOL STUDENTS”
prepared and submitted by Remark Ambanan, Owen Lloyd Obeja, Stephen Liston,
Novy Jay Hinabiagon, Jasper Tungal, Allan Degamo, Jhon Rey Catloan, Christian
Guererro, Mojahid Landasan, John Lloyd Salvador, Charlie Andres, Jan Joseph
Cabantug, Cris Angelo Diaz and Daniel Serofia in partial fulfillment of the requirements
for the subject PRACTICAL RESEARCH has been examined and herby recommended
for the approval and acceptance
2/M Roger Apang
Adviser
Approved by the COMMITTEE OF PRACTICAL RESEARCHj
Dr. Suzanne Rose S. Duran
Chairman
Fr. Roque B. Rebito, SM
Panelist
Mr. Avelino Coloma, Jr
Panelist
APPENDIX B
Questionnaire
Survey Questionnaire about Tardiness of a Student
(Optional)
Name of Respondent
Year and Section:
Directions: Please check the circle that suits your choice of answer provided for each question.
Please accomplish honestly all of the question and the information will be treated highly
confidential. There are no wrong answers.
1. Is
from your home?
o
Yes
o
No
(name of school) the only school nearest
2. How far is your home from school?
o
Less than 500 meters
o
More than 500 meters but less than 1 kilometer
o
More than 1 kilometer
o
More than 2 kilometer
o
If other, please specify
3. What is your mode of transportation?
o
Bus/Van/Multicab
o
Tricycle
o
Motorcycle (owned)
o
Sent and fetched by family vehicle
o
Leg power (walking/hiking)
o
If other, please specify
4. How long does it take for you to travel from home to school?
o
Approximately 10 minutes
o
Approximately 20 minutes
o
Approximately 30 minutes
o
Approximately 45 minutes
o
Approximately 1 hour
o
More than 1 hour
o
If other, please specify
5. How long does it take for you to transfer from one room to another in your next subject
period?
o
Approximately 3 minutes
o
Approximately 5 minutes
o
Almost 10 minutes
o
More than 15 minutes
o
If other, please specify
6. The subject that I don’t like most was/were; (you can pick more than 1)
o
English
o
Filipino
o
Mathematics (Advanced Algebra, Calculus, Physics, etc.)
o
Science
o
Physical Education
o
None of the above
7. I don’t like the subject because;
o
I don’t like the teacher
o
I don’t like my classmate’s
o
Somebody is bullying me from the class
o
I did not like the subject itself
o
if other, please specify
8. Time management for me is;
o
for the old and mature person
o
tiresome, boring and redundant daily chore
o
is a virtue to be valued and kept by students respecting the time of others
o
helping me to accomplish many tasks
o
if other please specify
9. My parents value my education as;
o
their only treasure for me to inherit
o
learning things that I needed on my own as they did in the past an alibi of not
helping home chores
o
just sending me to school like my neighbor’s do
o
expensive and sever the daily budget for food and other primary needs
o
if other, please specify
10. I spend most of my time in;
o
watching my favorite TV show/s playing online/ LAN game/s
o
working to earn money to subsidized my education
o
hanging around with my friends
o
sending/reading/SMS/talking/chatting with my friend or special someone
o
doing household chores
o
if other, please specify
11. The reason why I am tired and late in attending my classes;
o
working with other requirements
o
distance of the specialization lecture area from my class room receiving
calls/reading/answering text messages
o
had to finish my snacks/lunch
o
attending my extra-curricular activities
o
if other, please specify
12. After almost ten months with the subject I am learning;
o
I learned a lot of things about it
o
I am picking informative things about the subject a thing or two…
o
nothing and I am not interested at all
o to do complacent measures just to pass this subject
o
if other, please specify
13. I go to bed at;
o
7:45 pm
o
8:30 pm
o
9:00 pm
o
10.00 pm
o
after midnight
o
If other, please specify
14. My subject teacher is
o
skillful, efficient and effective in teaching the lesson
o
Is good in his/her field of expertise
o
giving us load of homework/tasks which is beyond our capability
o
a symbol of authority and tenacious funny
o
If other, please specify
Appendix C