CHAPTER 1
INTRODUCTION
"Everything comes on the right time, but if the right time is too late to be
patient, go earlier before it becomes too late."
-Michael Bassey Johnson
Nowadays, most of individuals view time as the most precious thing that can be
utilize in their everyday life. An employee, employer, politician, businessman,
entrepreneur s, and even students may view time as the most important aspect in their
everyday living. However, because a individuals disorganization and lack of discipline,
there are still some people who shows negligence on valuing their time, and one main
reason for this is tardiness.
As defined by Fatima Nacana (2013) on its online article, "Tardiness is a
disrespectful, selfish and unprofessional act" , this implies that being late/tardy is simply
a way of saying that our own time is more valuable than the time of people who waited
for us. This portrays a negative impression to everyone that shouldn't be practice and
apply, especially for the students, performing this act Thiers them time and opportunity to
acquire more knowledge, and gain more lesson not just only about academic subjects,
but also in life.
As a student, having crucial knowledge and background about tardiness will let
learners know its extensive effects in terms of; Grade Point Averages (GPA), Academic
Performance, social life, responsibilities, self-discipline, etc. Being tardy in the class is
not just about knowing it as effects to those factors, but it is about taking immediate
actions to aid chronic tardiness, at the right time.
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There are lots of reasons and factors for being late in class. However, whether
being late or not, trying to be timely or attending classes early gives respect to oneself
and to other students. Individual s must understand the value of time, the importance of
punctuality and its connection at our future working lives.
Moreover, chronic lateness tends to become a big major problem in our community
especially in schools, it really brought great impact to students performance in class
(Brooks 2007). That's why, the researchers intended to determine the extent of tardiness
first. Also, the researchers anticipating to discover and know the effects of tardiness to
students performance in school, for them to conceptualize some ways to lessen, provide
suggestions and recommendations, and establish preventive measures or actions for the
students, in order for them to perform in class well.
Theoretical Framework
This part presents the theories that are related or aligned to our study, this
helps us to explore, explain and establish the relationship between the variables of the
study.
According to a study, in 1921, John B. Watson conducted an experiment on an 11
month old child named Albert. He aimed to condition the infant to have a fear on rats by
pairing it repeatedly with a loud noise. After consolidating the results, he knew that the
infant had developed fear of rats. Watson concluded that the loud noise induced the fear.
The implications of his experiment coined the term "Behaviorism" wherein, it basically
revolves around the principles of human behavior which responds to external stimuli.
Behaviorism helps us understand and explain the nature of human behavior, and the
concepts of behaviorism may be applied to the thought that the students’ tardiness is
always a response induced by an external factor because according to Watson's theory,
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any human act/behavior can be explained without having to study internal and mental
processes. It is mainly caused by external stimuli as relatable to human behavior.
Tardiness may be caused, basing from this theory, by unexpected emergencies,
provoked by their instructors, discouraged by their parents, money, bullied by their
classmates, weather conditions, etc.
Conceptual Framework
This framework presents the elements/ variables of the study as shown in figure
1. This serves as a guide for the researchers in the development of the study.
The study focuses on the cause and effect relationship between Tardiness and
Academic Performance.
FIGURE 1
1. EXTENT OF TARDINESS
2. LEVEL OF ACADEMIC PERFORMANCE
1.1 Wake up time
1.2 Weather Condition
1.3 Distance
2.1 Written works
2.2 Performance Tasks
2.3 Quarterly Assessment
Figure 1 show the IV-DV Format implying cause and effect relationship between the two
FEEDBACK
variables; extent of tardiness which includes: wake up time, weather condition, and
distance; level of academic performance included; written works, Performance, and
quarterly Assessment.
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Statement of the Problem
This study aims to determine the extent of tardiness and its effects to student's
academic performance.
More importantly, the respondents necessarily need to answer the following
questions addressed by the researchers.
1. What extent of the causes of tardiness in terms of:
1.1. Wake up time;
1.2. Weather Condition;
1.3. Distance from school?
2. What is the level of their academic performance in terms of:
2.1. Written works;
2.2. Performance Tasks
2.3. Quarterly Assessment?
3. Is there a significant effect of tardiness to Student's Academic Performance?
Null Hypothesis:
There is no significant effect of tardiness to the Student's Academic Performance.
Scope and Limitation
This study dealt on the extent of cause of students tardiness in class in Cosca
The population of Grade 12 Senior Highschool students (S.Y. 2023-2024) were
utilized in this study , and the researchers used a 90% given percentage from the total
population of 149 students as the selected sample, both from academic (HUMSS and
STEM)
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The data gathering tool used by the researchers is survey questionnaires as part
of data gathering procedure that served as an asset to gain and provide information that
helped and supported the study, and find out results.
Significance of the Study
The result of the study would be a great contribution to the student's, teachers, and
school administration of COLEGIO DE SANTA CATALINA DE ALEJANRIA, Parents and
also to the future researchers.
Students- it will help them to be aware on how tardiness affect their academic
performance. They'll learn their obligations and responsibilities to be an attentive and
early in class.
Teachers- they are the facilitators of the students and this study will help them
know on how to propose. Some strategies and techniques that will help their students
attend early in class since. Teachers are non-dated to produce skilled worker in the
future.
School Administration- this will light them up to see the effect of being late to
students’ academic performance since they are responsible to maintain the schools’
rules and regulation. This would be a guide to have them when to start a plan to prevent
students getting late.
Parents- they will know now that chronic tardiness affects their child’s academic
performance, and this will help them to guide and instruct them to be early in class.
Future Researchers- this will help them as a basis on their study, as a
reference, or guide that will support and provide information on their conducted research.
Definition of Terms
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The words/ phrase indicated below would help the readers/ researchers to know
some technical term and terminologies to better understand the whole study.
Academic Performance- is the students overall output in class. It is the
dependent variable at the study that can be measured through the indicators:
performance, written works and quarterly Assessment.
Distance- is an indicator in the study which, it is the measure as a location from
the students’ house going to school.
Grade 12 Students- stakeholders/ learners at COLEGIO DE SANTA CATALINA
DE ALEJANDRIA in which, they represent as the selected respondents that will provide
and give information to the study.
COLEGIO DE SANTA CATALINA DE ALEJANDRIA- is the chosen locality for
conducting research by the researchers and the students here at this locality will be the
selected respondents at the study.
Tardiness- is an act that is sometimes executed by the students in which, they
arrive late in class for several reasons. It is the main topic that will be discussed in the
study, and also it is the independent variable.
Wake up Call- it is a scheduled waking time at the students that be followed or
not it measures the awareness of the students in their wake up call time.
Weather Condition- is a condition of natural phenomena for long or short period
of time. It is measured if this factor causes the tardiness of the students on, if this affects
their thinking to go early in class
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
According to Astoly (2017), student who walks from long distance to school
especially in the rural areas may always end up been late to classes. In the rural areas,
some students walk about 20 km above before they reach their various school, so this
enhances their late coming.
In addition with this, tardiness on workers as stated by Saez (2011), is sometimes
caused by circumstances beyond their control. Including traffic jams, car problems,
distance are just few things that workers cannot avoid. In case like these, it is again
important for the management to show understanding and flexibility as well as for the
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student situation, it is very important for the teachers show some consideration because
failure to do so can make worker or a student feel oppressed or afraid, resulting less
productivity/academic performance.
On the other hand, Nakpodia and Dafiaghor (2011) stated that school
administrators should be punctual in their classes to avoid students think that being late
is just alright since authorized persons are doing it.
Furthermore, Khan (2018) stated that night owl individuals who to be up late but
need to be up early for work or for school is not the correct or proper time or wake up call
for them.
Also, in terms of weather, Hyndman (2017) stated that going early to school may
not be on always option for the students during or in time of extreme weather cases.
Also, in terms of how weather, The National (2018) mentioned that it lowers the
exam results, teachers quantified that students in warm days find it harder to
concentrate, also reduces their learning, thus, lowers their exams.
On the other hand, BlogXimble (2011) mentioned out that many reasons
employees, as well as the students, arrive late, this includes traffic, lack of sleep,
problems with public transportation, adverse weather condition, etc. When a bad weather
strikes, there is often little that can be done by employees, as well as performed by
students to school, work on time. Just for example, if a major snowstorm or hurricanes
occurs and closes roads, then it is understandable and reasonable for the
employees/students to not be able make it on time.
In addition with this, employees’ tardiness is a significant problem, and weather is
one of the top 3 reasons employees gave for it. On the learners situation, it could also a
big problem for them why they are getting tardy going to their designated school (Baxter
and Roebothan, 2016)
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Moreover, the fact that students are exposed to many things on their way to
school, affect their punctuality. Mutazihana stated that many things can distract children
(students) on their way to school. For instance, some will come along with their balls
playing, while others can even fail to get to school in time due to unfriendly weather such
as heavy rain fall (Mutazihana 2012)
Start of the school day is very vital, as Raleign (2001) mentioned, it is very
significant and important, but many students get off onto wrong foot (time) because they
arrive late, for the one main reason is that they don’t or can’t follow their wake up call
time (consciously or not) cause they don’t have alarm clock.
Foreign Studies
In the study of Alio (2003) , it pointed out that the geographical location of the
school of the location of the students house from school and any other factors that it
indicated could possibly affect lateness on the part of the students.
As cited to Maile and Olowayo (2017) “the causes of late coming among High
School students in South Africa”, Oxford Advanced Learner’s Dictionary (2010)
established that late coming implies a situation where an individual arrives after the
proper scheduled wake up call or usual time.
Shapira Lishchinsky (2007) , also added that unavoidable lateness is due to factors
beyond the students control such as transport problems, bad weather condition, illness
and accident.
Students may postpone their assignments and homeworks late in night, others even
do those tasks in the morning before arriving to class, others play computer games and
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cartoons, interacting on the social media, as a result, they sleep very late at night so they
can't wake up early to prepare for school (Astoly, 2017).
Furthermore, as cited by Brooks (2017), “ The Real Factors employees are late for
work”, career Builder (2010) studies revealed that One third of the percentage of
employees, blame their tardiness on oversleeping, with a quarter percentage saying it’s
because of bad weather condition. On the students’ situation, these factors should also
be given concern because lateness really affects their studies.
He also added that, nearly 18 percent of the employers don’t care what time their
employees will arrive as long as they can still get their works done. In contrary, this
would not be applicable to the teachers and students’ situation cause there is a
scheduled time allotted for teaching/ learning.
Batainen (2014) also included some factors that causes lateness are, going late to
bed, this is where the individuals involved in watching films and some videos may till late
night, this results in waking up late, hence, unfollowing the proper standard call time in
school.
As cited by Tumwabaze (2016) “ why distance school matters”, a research study by
United Nations Educational, Scientific and Cultural Organization (UNESCO) showed that
long distances from school contribute to poor school attendance, punctuality and
performance.
Caldarela, et. al. (2011), addressed in their study that arriving late to school can also
mean that students miss out activities designed to build connections with their peers,
potentially impacting their interaction and with their performance.
Mugoro (2010), mentioned that problems with fares experienced by the students has
given solution by the government and requested the public transport students of
moderated fare.
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Local Literature
Tardiness is sad to be a common problemb faced by students, as well as the
employers, in the litterature of Ibe (2001), she mentioned that the three most frequently
occurring problems in the Philippines were unjustified absences, violation of dress codes
and chronic lateness/tardiness.
One added, that one factor of unfollowing the scheduled call time for meeting and
class hours is the custom of Filipino time. It is the expression used to say it is cultural
thing not to be on time and not to care in the time of others (Grant, 2017).
This factor could give impact to the students, as stated by Dela Rosa III (2017),
habitual tardiness seriously disrupts the educational process of other students students,
and also affect the school performance of student who is tardy. Hence, academics for all
students tend to dip lower when they are habitually late or tardy and absent in the school.
Additionally about Filipino time, it is an example of disobeying the proper call time,
as established by Flores (2016), Filipinos are known for the stereotype of "Filipino Time"
that brands us of usually arriving late on the standard call time. He also cited in Bill
Reynold's "The Advantages of being Late to School Versus Being Late to School," that is
being late for classes or meetings becomes a habit, the notion that tardiness becomes
tolerable in the mind of people.
Moreover, as cited by Pedrosa (2015), "Traffic Wreaks Havoc on Families says
Study," Ortiz-Luiz admitted that employees have to wake up earlier than the usual to get
to work on time. He also explained that they can give workers some leeway like flexitime, but they can't still allow frequent tardiness. Just like in schools, instructors or any
authorized people must go early in their designated classes or rooms in order for the
students come early and conclude that being tardy is not a good habit for them, and not
think that being late is just good practice (Nakpodia and Dafiaghor, 2011).
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Local Studies
Students’ academic performance could be also affected due to tardiness, as
mentioned by Fullo and Grammor (2017), many senior highschool students come late to
school and as result, academic subject will be affected as well as the grades, and they
will be able to miss classes as it also affects their performance.
On the other hand, they are some causes of tardiness according to the students, as
stated by Bartula, et.al. (2017), the top 3 reason of the respondents/students for being
tardy in coming to school were; going late to bed and waking up late and distance to the
school (which shows larger percentage).
StudyMoose (2016), added that the top four reasons in which the students are tardy
in their class are waking up late, sleeping late, the school is far and tiredness of going to
school.
In addition, Bilocura and Guia (2012), stated that the most common reason ranked
by the students is waking up late, second is traffic, followed by preoccupation of other
works, etc. Respondents/Students who indicated "waking up late," reasoned out that
they were just too tired and lazy to go to school and they end up being late, others
wanted up late in the morning because they slept late at night the night before.
They cited, Nakpodia and Dafiaghor (2011) attributes lateness to a lot of factors or
causes. Going late to bed and waking up late in the next morning is the most common.
Also, the distance of the students’ home and school, or solely the school's location is
also considered as a possible cause of tardiness.
They also cited, Oghuvbu (2008) revealed that the causes of lateness among
secondary students were "going late to bed because of watching films and home
movies," resulting to walking up late in the morning, distance to school and keeping
friends who are not students.
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More importantly, these causes and reasons of tardiness may affect student,
academically. In the study Weade (2004), as cured by Bilocura and Guia (2012) "Taming
Tardies; Every minute counts," it showed that along highschool students, the Grade point
average (GPA) is correlated with absences and tardiness. This means that students with
better attendance and punctuality have higher GPA's.
If there is a cause, there would be also an effects, and the top 3 observed effects of
tardiness base on the students were; stress, tiredness and disorganization which could
possibly lead to procrastination of their school works, and pressure to pass all of those
on time, thus, it lowers their academic performances and their GPA's (Bataineh, 2014).
Espirida, et.al. (2017), indicated in their study that being late or absent leads to a low
performance level which will also leads the students to disqualification in class. They
added that tardiness affects not only students attendance record and ability to learn, but
it also impacts the school, also interrupts other students learning.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents and discuss the research methodology of the study. It contains
the research design, population and sample, sampling technique, instrumentation, data
gathering procedure and the statistical tools. All are necessarily needed for the analysis
of data and interpretation of data.
Research Design
The researchers utilized causal research design. And according to Santillano
(2012), it is used to seek and measure the impact on dependent variable has, on another
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variable, or how dependent variables changes with the modification in the independent
variables. This research design is also used by the researchers to identify the extent of
the variables and the nature of cause and effect relationship. This research design
helped and aided the research methodology to ascertain the effect of Lived experiences
of Tardiness in class in COSCA of the Grade 12 Senior High School at COLEGIO DE
SANTA CATALINA SCHOOL.
POPULATION AND SAMPLING
The population of the study is the Grade 12 Senior High School students of
COLEGIO DE SANTA CATALINA DE ALEJANDRIA under HUMSS and STEM tracks
which has total of 149 students.
Table 2 Distribution of the Respondents
Category
Population
Sample
Percentage
STEM
120
2
2.4%
HUMSS
29
4
1.16%
Total
149
6
7.74%
Table 2 shows the distribution of the of the Grade 12 Senior High school
students as the respondents of the study. In STEM, the total population of the
respondents is 120, and 2 students were selected, having the percentage of 2.4.
in HUMSS, 29 is the total population of the respondents and 4 were the selected
sample, having the percentage of 1.16%. all in all in from the total population of
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149(7.74%) 6 Grade 12 Senior High school students were established as total sample
for the study.
Instrumentation
The gathering data for the study, the researchers constructed questionnaires about
"Students having Tardiness in Class in Cosca". It is divided into two parts containing its
dependent and independent variable with corresponding indicators. The first part
determines what extent of the causes of tardiness in terms of: Wake up time; Weather
Conditions and Distance of house to school.
The independent variable and the first two indicators of the dependent variable is
measured through the ext`ent of cause of tardiness on a rating scale of; Very High Extent
(VHE), High Extent (HE), Moderate Extent (ME), Low Extent (LE) and Very Low Extent
(VLE). On the other hand, the third indicator of the dependent variable is measured
through a scale of; Outstanding (O), Very Satisfactory (VS), Satisfactory (S), Fairly
Satisfactory (FS) and Needs Improvement (NI).
PROCEDURE AND TIMEFRAME
The researchers made a set of questionnaires that served as the research
questionnaire to seek and determine the effects of tardiness of students in class.
the researchers then started to conduct a survey online via in Messenger app.
Which of those 6 selected 6 responded.Then the researchers collected the research
questionnaires politely from the respondents for tabulation, and further analysis of data. it
was collected In just 40 minutes which it was Monday(November 20, 2023, noon time)
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All data gathered from the survey undergo statistical treatment such as follows:
1. Weighted Mean- This is used extensively in descriptive statistical analysis
such as index numbers, it is utilized by the researchers to determine the Extent of
Tardiness in terms of; 1.1 Wake up time, 1.2 Weather Condition, 1.3 Distance; and its
Effects to Grade 12 Senior High school students in terms of; 2.1 Written Works, 2.2
Performance Tasks, and 2.3 Quarterly Assessment.
2. Chi-square – was used to test the difference between an observed frequency
and expected frequency. This test sometimes is also used to test the differences
between two or more observed data. The Chi-square was denoted by and is used as a
test of significant relationships between data.
Decision Rule:
If value is p-value is < 0.05, accept Ho : or
If value is p-value is > 0.05 reject Ho, then accept Ha
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of the results
on the analysis on the Extent of Tardiness and Its Effects to the Grade 12 Senior High
School Student’s Academic Performance of COLEGIO DE SANTA CATALINA DE
ALEJANDRIA all the results is based on the result of data, gathered using the data
gathering tools.
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1. Extent of Tardiness
The following table presents and determines the extent of Tardiness and the mean
levels of the respondents in terms of: 1. Wake up time, 2. Weather condition, and 3.
Distance.
TABLE 1.1
Mean Level of the Respondents in Terms of Wake Up Time
Statement
Mean
Interpretation
1. I wake up late because of watching movie films.
2.93
Moderate Extent
2. I wake up because of workloads due to school works.
3.24
Moderate Extent
3. I wake up because of oversleeping.
3.39
Moderate Extent
4. I wake up because of using social media.
3.22
Moderate Extent
5. I wake up because of lack of alarms (clocks)
2.6
Moderate Extent
Overall Mean
3.08
Moderate Extent
[Scale: VHE- Very High Extent (4.5 - 5); HE- High Extreme (3.5 – 4.49); ME- Moderate Extent (2.5 –
3.49); LE- Low Extent (1.5 – 2.49); VLE- Very Low Extent (1.49 - Below)]
Table 1.1 shows that the mean level of the respondents in terms of wake up time
resulted into a highest mean 3.39, is garnered from the statement 3 “I wake up because
of oversleeping,” this means that the respondents responded a moderate extent that
oversleeping makes them late for school, and with the relation to this, the study of Career
Builder (2010), as cited by Brooks (2017), reveals that one third of the percentage of the
employees and students, blames this lateness due to oversleeping. On the other hand,
the lowest mean of 2.6 is gained from the statement 5 “I wake up because of lack of
alarms (clocks),” having an interpretation of “moderate extent," in terms of wake up time.
This simply means that the lacking of alarms (alarm clocks) moderately gives extent on
the respondents why they come up late, and as supported by the literature of Raleigh
(2001), students come up late to class because they don’t, or can’t follow their wake up
call time due to lacking of alarms and alarm clocks. All in all, the means of the responses
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fall between the scale of 2.5 to 3.49 indicates that the students responded “moderate
extent” on the statement that represents the mean level of the respondents in terms of
wake up time. In parallel to this, Khan (2008) mentioned out that individuals who tend to
be up late but needs to be up early for work/school can’t follow their wake up call time,
this simply means that the students couldn't make it on time to come in school cause
they wake up late supported by the study of StudyMoose (2016) that waking up late is
one of the top main reason of tardiness. Also, as added by citation from Maile and
Olowoyo's (2017) study, "The causes of Late coming among Highschool Students in
South Africa," Oxford Advanced Learners Dictionary (2010) established that late coming
implies a situation where arrives after the proper wake up call or usual time.
TABLE 1.2
Mean Level of the Respondent in Terms of Weather Condition
Statement
Mean
Interpretation
3.05
Moderate Extent
3.08
Moderate Extent
roads.
2.93
Moderate Extent
4. I come late in class because of too much heat.
2.64
Moderate Extent
1. I come late in class because of heavy rains.
2. I come late in class because of bad weather
conditions.
3. I come late in class because of clogged and flooded
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5. I come late in class because of anticipated class
suspension due to weather advisories
2.95
Moderate Extent
Overall Mean
2.92
Moderate Extent
[Scale: VHE- Very High Extent (4.5 - 5); HE- High Extreme (3.5 – 4.49); ME- Moderate Extent (2.5 –
3.49); LE- Low Extent (1.5 – 2.49); VLE- Very Low Extent (1.49 - Below)]
Table 1.2 shows that the mean level of the respondents in terms of weather
condition resulted into a highest mean of 3.08, is garnered from the statement 2 “I come
late in class because of bad weather conditions,” having an interpretation of “moderate
extent," this only shows that the grade 12 students come up late in class during or in
times of bad weather conditions, and with referral to this, the study of Hyndman (2007)
stated that going early to school may not be always an option in times of extreme
weather conditions, and as supported by the literature of Brooks (2017), and mentioned
by BlogXimble (2014) on his book and ShapiraLishchinsky (2007) on its studies that bad
weather condition contributes to lateness of the students in class. On the other hand, the
lowest mean of 2.64 is gained from the statement 4 “I come late in class because of too
much heat,” having the interpretation of “moderate extent,"and according to Rice (2018),
with the school year getting started, having high heat index could be very uncomfortable
days for the students and teachers, meaning, they could skip class or attend late in class
if they feel well and comfortable. And the overall mean of 2.92 indicate that the students
responded “moderate extent” on the statement that represents the mean level of the
respondents in terms of weather condition. And this is supported by the study of
ShapiraLishchinsky (2007) that chronic lateness is due to bad weather condition, which
is beyond the students control as supported by the book of Baxter and Roebothan (2016)
mentioned that
Bad Weather
Condition
students/employees end up late.
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Is
one
of
the
main reasons
why
TABLE 1.3
Mean Level of the Respondent in Terms of Distance from School
Statement
1. I come late in class because of walking 500
meters or more.
2. I come late in class because of traffic.
3. I come late in class because of lack of
transportation.
4. I come late in class because of lack of money for
fares.
5. I come late in class because of lack time to
prepare.
Overall Mean
Mean
2.58
Interpretation
Moderate Extent
2.44
2.32
Low Extent
Low Extent
2.22
Low Extent
3
Moderate Extent
2.47
Low Extent
[Scale: VHE- Very High Extent (4.5 - 5); HE- High Extreme (3.5 – 4.49); ME- Moderate Extent (2.5 –
3.49); LE- Low Extent (1.5 – 2.49); VLE- Very Low Extent (1.49 - Below)]
Table 1.3 shows that the mean level of the respondents in terms of distance
from school resulted into a highest mean 3, is garnered from the statement 5 “I come late
in class because of lack of time to prepare,” having an interpretation of “moderate
extent”. This only means that there are some reasons why the students procrastinates
time in the morning, one of this is the usage of social media as mentioned by Astoly
(2017), making them loose enough time to prepare for school, thus, enhances their
lateness. The lowest mean of 2.22 is gained from the statement 4 “I come late in class
because of lack of money fares,” having an interpretation of “moderate extent," and
according to Mugoro (2010), problems for fares experienced by a student is a major
problem and thus, has given solution by the government by requesting the public
transport to transport students at moderated fare. But based from the results, it implies
that most of the respondents doesn't need fares for transport going to school since they
can manage to walk going to school. And the overall mean of 2.92 indicate that the
students responded “low extent” on the statement that represent the mean level of the
respondents in terms of distance from school. This only implies that most of the
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respondents doesn't need to worry walking a long distance going to school cause a low
extent indicates that most of them are just residing near the schools location, that's why,
a kilometer walk, traffic, lack of time to prepare, problems in public transport and money
for dates is not a major problem for them to come early in class. However, Bartula et.al.
(2017) and StudyMoose (2016) indicated that Distance of the school is one of the top
main reasons why students get Tardy. Oghuvbu (2008) and Saez’ studies and literatures
also showed that long distances from school contributes to poor school attendance and
punctuality if the students.
2. Level of Academic Performance
The following table presents and determines the Level of Academic Performance
and the mean levels of the respondents in terms of: 1. Written works, 2.Performance
Tasks, and 3. Quarterly Assessment.
TABLE 2.1
Mean Level of the Respondent in Term of Written Works
Statement
1. I execute well in writing essays.
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Mean
Interpretation
3.47
Moderate Extent
2. I perform well in quizzes.
3.51
High Extent
3. I submit home works/assignment on time.
3.39
Moderate Extent
4. I execute well in our 1st quarter exam.
3.44
Moderate Extent
5. I accomplish written works independently
3.53
High Extent
Overall Mean
3.44
Moderate Extent
[Scale: VHE- Very High Extent (4.5 - 5); HE- High Extreme (3.5 – 4.49); ME- Moderate Extent (2.5 –
3.49); LE- Low Extent (1.5 – 2.49); VLE- Very Low Extent (1.49 - Below)]
Table 2.1 shows that the mean level of the respondents in terms of written works
resulted into a highest mean of 3.53, is garnered from the statement 5 “I accomplish
written works independently,” having an interpretation of “high extent”. The lowest mean
of 3.39 is gained from the statement 3 “I submit home works/assignment on time,” having
an interpretation of “moderate extent”. And the overall mean of 3.44 indicates that the
students’ responded “moderate extent” on the statement that represents the mean level
of the respondents in terms of written works. This only implies that most of the
respondents, moderately perform well on doing their written tasks and paper works.
TABLE 2.2
Mean Level of the Respondent in Terms of Performance
Statement
Mean
Interpretation
1. I execute well in group activities.
3.67
High Extent
2. I perform well in individual task.
3.61
High Extent
3. I involve myself during recitations.
3.45
Moderate Extent
4. I participate actively in extracurricular activity.
3.37
Moderate Extent
5. I was able to express my understanding and
3.55
High Extent
22
knowledge in class confidently.
Overall Mean
3.52
High Extent
[Scale: VHE- Very High Extent (4.5 - 5); HE- High Extreme (3.5 – 4.49); ME- Moderate Extent (2.5 –
3.49); LE- Low Extent (1.5 – 2.49); VLE- Very Low Extent (1.49 - Below)]
Table 2.2 shows that the mean level of the respondents in terms of performance
resulted into a highest mean of 3.67, is garnered from the statement 1 “I execute well in
group activities,” having an interpretation of “high extent”. The lowest mean of 3.37 is
gained from the statement 4 “I participate actively in extracurricular activity,” having the
interpretation of “moderate extent”. And the overall mean of 3.52 indicates that the
students responded “high extent” on the statement that represents the mean level of the
respondents in terms of performance. This implies that the performance of the students
is in higher extent, indicating that most of them really showed an intuitive and active
performance during their class, however, as opposed by the results, the literature of Dela
Rosa III (2017), it stated that habitual tardiness seriously disrupts the educational
process of the other students as well as the school performance of the students who is
tardy.
TABLE 2.3
Mean Level of the Respondent in Terms of Quarterly Assessment
SUBJECTS
MEAN
INTERPRETATION
4
Very Satisfactory
Reading and Writing
3.26
Satisfactory
Personal Development
3.97
Very Satisfactory
Contemporary Arts
3.49
Satisfactory
Practical Research
3.03
Satisfactory
Physics
23
ROBOTICS
2.92
Satisfactory
MIL(MEDIA AND INFORMATION LITERACY
2.98
Satisfactory
Overall Mean
3.5
Very Satisfactory
[Scale: O- Outstanding (4.5 - 5); VS- Very Satisfactory (3.5 – 4.49); S- Satisfactory (2.5 – 3.49); FSFairly Satisfactory (1.5 – 2.49) ;NI- Needs Improvement (1.49 - Below)]
Table 2.3 shows that the mean level of the respondents in terms of quarterly
assessment resulted into a highest mean 4 garnered from the subject Physics,” having
an interpretation of “Very satisfactory”. The lowest mean is 2.92 gained from the subject
“ROBOTICS,” having an interpretation of “Satisfactory”. And the overall mean of “3.5”
indicates that the students gained “Very Satisfactory” on the statement that represents
the mean level of the respondents in terms of quarterly assessment. This only means
that the grades attained by most of the respondents in their first quarter of the first
semester achieved good results on their first scheduled subjects, indicating that the
respondents really perform well in class. And the study of Weade (2004), cited by
Bilocura and Guia (2012) that Grade Point Averages (GPAs) is correlated with absences
and tardiness, this simply means that the students with better attendance and punctuality
have higher GPAs.
3. Is there significant effect of tardiness to the students’ academic performance?
Table 3 Chi-square results between the variables
Extent of
Level of
Chi-square
Tardiness
Academic
value
df
p-value
12
.000
Decision
Interpretation
Reject Ho
Significant
Accept Ho
Not Significant
Performance
Wake Up
Written Works
Time
Weather
39.938a
Performance
15.096a
12
24
.236
Condition
Tasks
Distance
Quarterly
Assessment
11.494a
12
.487
Accept Ho
Not Significant
( If the p-value is < 0.05, reject Ho, then Accept Ha; if the p-value is > 0.05, then Accept Ho)
Table 3 shows that the wake up time and written works gained a Chi-square value
of 39.938a , degree of freedom of 12 and a .000 p-value. Since the decision rule indicates
that if the p-value is greater than 0.05, it rejects the Null Hypothesis, then accepts the
Alternative hypothesis, that means, the extent of wake up time has a significant effect on
the students written works or outputs.
Moreover, the Weather Condition and Performance tasks gained a Chi-square value
of 15.096a , degree of freedom of 12 and a .236 p-value. Since that the p-value is higher
than 0.05, the decision rule indicates that the null hypothesis was accepted, that means,
the extent of Weather Condition has no significant effect on students performance tasks.
However, the literature of Hyndman (2017) stated that not all the times, students come at
exact time or earlier in class during or in times of adverse weather conditions, and it's
one of the top main reasons why students come up late in class (Baxter & Roebothan,
2016). Consequently, being late leads to performance level, affects the ability of the
students to learn more in class (Espirida, et.al., 2017) and dips down the school
performance of the student who is tardy (Dela Rosa III, 2017) This only means that the
mentioned studies and literature was opposed by the results of this study in this section,
meaning, the most of the respondents can still perform well in class even if they come up
late in class or not, in times of bad weather conditions.
Lastly, Distance and Quarterly Assessment gained a Chi-square value of 11.494a ,
degree of freedom of 12 and a .487 p-value. As the decision rule dictates, that a p-value
which is greater than 0.05 indicates that the null hypothesis needs to be accepted,
meaning, the extent of Distance from school has no significant effects on Quarterly
25
Assessment (first quarter grades) of the respondents on their first class subjects on their
first quarter in the first semester. However, the study of Alio (2003), mentioned that the
geographical location of the school or the location of the students house from school if
one of the factors causing lateness on the students, and lateness, according to Weade
(2004), cited by Bilocura and Guia (2012), students Grades (or Grade Point Averages) is
correlated with absences and Tardiness. Fullo ang Grammor (2017) added, that Senior
Highschool Students lateness affects their academic subjects, thus, reflecting on their
grades. This only means that the mentioned studies, in this section, was supported by
the results of this study, meaning, most of the respondents doesn't experience walking
long distances going to school, to worry where to get money for fares, or felt shorttempered because of traffic, because most of the respondents are just living or residing
near the school, not affecting their exams and grade in their first quarter in the first
semester.
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This part presents the summary of the significant findings, conclusions and
recommendations of the study.
26
SUMMARY
The study is conducted to determine the Extent of Tardiness and Its Effects on
selected
Grade 12 Students’ Academic Performance in COLEGIO DE SANTA
CATALINA SCHOOL. The researchers utilized causal research design and gathered
data using self-made questionnaires, consisting of two parts: Part 1 - Extent of Tardiness
in terms of; Wake up time, Weather condition and Distance. Part 2 - Level of Academic
Performance in terms of; Written works, Performance tasks and Quarterly assessment.
There were 131 randomly selected respondents through random stratified sampling
technique. All data gathered were obtain from research-made questionnaires that is
validated by the experts.
More deeply, the researcher seeks to find the extent of tardiness and its effect to
the students’ academic performance through the following questions:
1. What extent of the cause of tardiness in terms of:
1.1.
Wake up time;
1.2.
Weather condition;
1.3.
Distance?
2. What is the level of their academic performance in terms of:
2.1 Written works
2.2 Performance tasks
2.3 Quarterly assessment?
3. Is there significant effect of tardiness to the students’ academic performance?
Findings
All data gathered from the survey questionnaire were analyzed and tabulated, the
following findings were formulated through the help of statistical tools, and in accordance
with specific questions given under the statement of the problem.
27
1. The researchers get a sample of 6 (7.74%) from Grade 12 Senior High school
students from its total population of 129
2. Most of the data gathered came from HUMSS Strand having a percentage of
1.16%, or 4 out of 29 students. The least data gathered came from Science, Technology,
Engineering and Mathematics Strand(STEM). The researchers had drawn 2 respondents
from its total population of 120, gaining 2.4%.
3. The mean level of the respondents in terms of wake up time showed that
statement “I wake up because of oversleeping,” got the highest mean, while the
statement “I wake up because of lack of alarms (clocks),” gained the lowest mean. And
the overall mean of 3.08 responded by the respondents indicates “moderate extent” on
the statement that represents the mean level of the respondents in terms of wake up
time.
4. The mean level of the respondents in terms of weather condition showed that
statement “I come late in class because of bad weather conditions,” got the highest
mean, while the statement “I come late in class because of clogged and flooded roads,”
gained the lowest mean. And the overall mean of 2.92 responded by the respondents
indicates “moderate extent” on the statement that represents the mean level of the
respondents in terms of weather condition.
5. The mean level of the respondents in terms of distance showed that statement “I
come late in class because of lack of time to prepare,” got the highest mean, while the
statement “I come late in class because of lack of money fares,” gained the lowest mean.
And the overall mean of 2.47 responded by the respondents indicates “low extent” on the
statement that represents the mean level of the respondents in terms of distance.
6. The mean level of the respondents in terms of written works showed that
statement “I accomplish written works independently,” got the highest mean, while the
statement “I submit home works/assignment on time,” gained the lowest mean. And the
28
overall mean of 3.44 responded by the respondents indicates “moderate extent” on the
statement that represents the mean level of the respondents in terms of written works.
7. The mean level of the respondents in terms of performance tasks showed that
statement “I execute well in group activities,” got the highest mean, while the statement “I
participate actively in extracurricular activity,” gained the lowest mean. And the overall
mean of 3.52 responded by the respondents indicates “high extent” on the statement that
represents the mean level of the respondents in terms of performance tasks.
8. The mean level of the respondents in terms of quarterly assessment showed that
the top three subjects which got the highest mean were “Physics, Reading and Writing
and Contemporary arts,” while the top three subjects gained the lowest mean were
“ROBOTICS, MIL, and Practical Research”. And the overall mean of 3.5 is gained by the
respondents indicating “very satisfactory” on the statement that represents the mean
level of the respondents in terms of quarterly assessment.
9. The computed Chi-square value for the wake up time and written works is 39.938a
with a p-value of .000. The computed value for the performance task is 18.073a with a pvalue of .113. And the computed value for the quarterly assessment is 13.093a with a pvalue of .362.The results shows that the hypothesis is rejected in written works and
accepted in performance task and quarterly assessment.
10. The computed Chi-square value for the Weather condition and written works is
15.096a with a p-value of .236. The computed value for the performance task is 22.883a
with a p-value of .029. And the computed value for the quarterly assessment is 19.534a
with a p-value of .076.The results shows that the hypothesis is rejected in performance
tasks and accepted in written works and quarterly assessment.
11. The computed Chi-square value for the Distance and written works is 24.456a
with a p-value of .018. The computed value for the performance task is 10.803a with a pvalue of .546. And the computed value for the quarterly assessment is 11.494a with a p-
29
value of .487.The results shows that the hypothesis is rejected in written works and
accepted in performance tasks and quarterly assessment.
Conclusions
Based on the data gathered and findings of the study, the researches drawn the
following conclusions.
1. Most of the information and data gathered by the researchers came from the
HUMSS Strand, and the least came from the Science, Technology, Engineering and
Mathematics Stand(STEM) which had the lowest number of selected respondents on the
study.
2. The statement “I wake up because of oversleeping” got the highest mean in all
statements indicated in the questionnaire, this means that most of the Grade 12 Senior
High school students tend to oversleep for some reasons, one is the is the usage of
social media (which ranked as 3rd highest mean), and second, workloads due to school
works (which ranked the second highest mean). And this all got an interpretation of
moderate extent. This means that the extent of Wake up time really accounts much on
the respondents performances in school, most of them tend to wake up late because of
their tasks or activities they do at night such as, usage of social media, watching movie
films, workloads due to school works, making them to sleep late at night, and wake up
late in the morning, thus, enhances their late coming in class.
3. The statement "I wake up late because of over sleeping" gained the highest mean
of all statements mentioned in the indicators one to three, meaning, there are reasons
why respondents tend to oversleep and thus, wake up late. The statements "I wake up
late because of using social media" and "I wake up late because of would loads due to
school works, followed to be the highest means, meaning, most of the respondents
usually uses their facebook, Instagram, Twitter, messenger accounts actively at night,
30
and most of them also, are working on their homeworks, assignments, projects,
researches, etc., which lead them to sleep very late at night, and waking up late in the
morning.
4. The extent of weather condition doesn't account to much on the students
academic performance though most of the respondents responded moderate extent on
it, still it doesn't give any impact on their performes in school, they can still perform well
and good in times (or not) of good and bad weather condition.
5. The statements which got the lowest means were “ I come late in class because
of lack of transportation,” and “ I come late in class because of lack of money for fares,”
which implies that COLEGIO DE SANTA CATALINA SCHOOL school is not totally an
urbanized place because most of the respondents responded low extent in the necessity
for transportation cause it’s a walking distance, and there’s no need money for fares if
they can walk through it. That’s why indicator distance got the lowest overall mean which
has an interpretation of Low Extent. Simply means that this extent doesn't account to
much effect on the academic performance of most of the respondents.
6. The level of academic performance of most of the respondents, all attained
averagely high mean levels, meaning, miss of the Grade 12 senior highschool sirens in
COLEGIO DE SANTA CATALINA school, really Excel on their quizzes, homeworks,
assignments, seat works, projects, recitations, exams, etc., on their first quarter of the
first semester.
7. Being tardy all time to class shows carelessness and waste of time, being on time
is not only a duty for students, but also a good manners, respect and reputation. Hence,
students should know to value their time and do their best not to be tardy at all times.
Tardiness is not much of an issue for student nowadays; to them it seem to be a normal
thing.
31
Recommendations
Based from the conclusions drawn to the data gathered and findings of the study,
the following statements are the recommendations that can be given by the researchers.
1. The students should apply of having alarm clocks and setting of alarms 2 hours
before their class hour starts, failure to do so may enhance low level of punctuality.
2. The students’ parents should not let their child watch movie films and use social
medias very late at night, this might result for them to wake up late and oversleep instead
of going to school early. Or the students itself, must limit themselves on the usage of
their social media accounts. If possible, they should set some time on when to start, and
when to end using it.
3. The school must establish a policy on Tardiness and let the tardy students know
that being late is not good, getting late for class has lots consequences. The school must
set up a logical penalties or punishments for those tardy students;
4. To respect the policy, the teachers and the school staffs must also apply to come
early for their teaching classes so that the students will not think that being late is okay
since authorized persons are doing it.
5. The students should also practice property time management, cause most of the
students tend to postpone doing their schools and home tasks to use social media or to
do other activities, they tend to do those late at night, or even others do it in the morning
before coming to class. Thus, having Time Management relieves and aids their time
procrastination late at night. If there is a free time or vacant, they can do their tasks
instead of doing it late at night late in the morning.
6. Teachers or either the school management should use a reward system wherein,
they could also provide certificates or incentives for those students who come early in
their respective classes. Also, teachers could also give clues and hints on the first 5
minute of the class, and this boost their thinking to be always punctual.
32
7. Parents and teachers should motivate the students to come early in class, they
should inform on how lateness will affect them not just in school, encourage them to
come earlier to prevent them practice lateness and apply it in their future lives.
8. Students should also always watch news, especially in times of adverse weather
conditions, and wait as early as they can if there is, or if there no class suspensions and
cancellation to not anticipate that there would be no classes. And as a byproduct, this
helps them know what are the hot news in the country.
9. Students who don’t have enough money for fares, or their houses is very far from
the school, they should practice an early waking up for them to have lots of time to
prepare, and to not consume their time in just walking, or being stocked in traffic.
33
APPENDICES
SCALE:
VHE- Very High Extent (5)
ME- Moderate Extent (3)
VLE- Very Low Extent (2)
HE- High Extreme (4)
LE- Low Extent (1)
I. Extent of Tardiness
A. Wake up Time
VHE
5
HE
4
ME
3
LE
2
VLE
1
VHE
5
HE
4
ME
3
LE
2
VLE
1
VHE
5
HE
4
ME
3
LE
2
VLE
1
1. I wake up late because of watching movie films.
2. I wake up because of workloads due to school works.
3. I wake up because of oversleeping.
4. I wake up because of using social media.
5. I wake up because of lack of alarms (clocks)
B. Weather condition
1. I come late in class because of heavy rains.
2. I come late in class because of bad weather conditions.
3. I come late in class because of clogged and flooded roads.
4. I come late in class because of too much heat.
5. I come late in class because of anticipated class suspension
due to weather advisories
C. Distance from school
1. I come late in class because of walking 500 meters or more.
2. I come late in class because of traffic.
3. I come late in class because of lack of transportation.
4. I come late in class because of money for fares.
5. I come late in class because of time to prepare.
II. LEVEL OF ACADEMIC PERFRMANCE
34
A. Written works
O
5
VS
4
S
3
FS
2
NI
1
O
5
VS
4
S
3
FS
2
NI
1
S
3
FS
2
NI
1
1. I execute well in writing essays.
2. I perform well in quizzes.
3. I submit home works/assignment on time.
4. I execute well in our 1st quarter exam.
5. I accomplish written works independently
B. Performance
1. I execute well in group activities.
2. I perform well in individual task.
3. I involve myself during recitations.
4. I participate actively in extracurricular activity.
5. I was able to express my understanding and knowledge in
class confidently.
SCALE:
O- Outstanding (5)
S- Satisfactory (3)
VS- Very Satisfactory (4)
FS- Fairly Satisfactory (2)
NI- Needs Improvement (1)
O
5
C. Quarterly Assessment
VS
4
Physics (STEM)
Reading and Writing (STEM )
Personal Development (HUMMS AND STEM)
Contemporary Arts (STEM AND HUMSS)
Practical Reasearch 1(HUMSS)
ROBOTICS(HUMSS AND STEM)
MIL (HUMSS
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