Contributory Factor Leading to Tardiness among Grade 12 Students

of Western Colleges Inc.; Basis for an

Intervention Program.
 CHAPTER 1

The Problem and its Background

1.1 Introduction

As by definition, tardiness is a habit of being late or delaying arrival. When you are not
able to come to your duties on time, some people might say that tardiness hits you. There are
many reasons why a person is always late for something, some of them are employee that is late
because of traffic, some are business man who are late because of some personal issues, some are
students who are late for school hours. June or July is the start of class in Western Colleges Inc.
Every day, different homework and reports are needed to comply in school. Student’s attendance
is also part of education, for they will not learn something more, if they do not go to school.
Some students are late for school because of some unreasonable reasons. Everybody knows that
waking up early in the morning is not easy for some person, but as a student, they need and they
should. A student is expected to be more responsible with regards to their school. They are
expected to have full responsibility in attending the school hours but sometimes, a student was
being late in attending the school hour. When we say late, it means doing something or taking
place after the expected, proper, or usual time. It can also mean by belonging or taking place near
the end of a particular time or period. Time is a very important thing because a teacher will teach
his or her subject depends on the time given to him or her, by that, it also means that a learning
that students can get from their teacher depends on the time they were with their teachers. There
might be different reasons why a student can go to school on the exact time. It might be students
are taking responsibility for themselves and students think that it is important to be in class on
time because there are some consequences.

Student are expected to be ontime to all classes. Student must inside the classroom when the bell
rings. Students arriving late to school should report to the attendance office or the guidance
office. Students are given five minutes during each passing period. Tardiness to class are not
acceptable students arriving in class after teacher entering the room will receive report slip or
punishments. A student who is more than 30 minutes late to class will be recorded absent.
Classroom should be locked when teacher enter the room. There are some sanctions implements
1st offense warning slip, 2nd offense report slip, 3rd offense call a parent, 4th one day off campus,
5th offense three days off campus. Teacher must be checked attendance everyday. They have
different excuses for being late on class, some are, they over slept or their alarm clock did not
function well. Another possible reason is that they do not have a classroom management or in
other words, they just do not want to go to school instead, because they do not have the moral
support they need, if you are motivated to go to the school then there is no reason that you will
be late, unless it is a personal issue. While academic performance is defined by google as the
extent to which a student, teacher or institution has achieved their short or long-
term educational goals. In order for a student to be able to cope up to the subject lectures, they
should go to their every subject, being late to one subject means deduction on your learnings, so
for this research, the researcher will conduct a research about the reasons why there is numerous
number of late in students, what are the factors for students’ tardiness and how tardiness affects
in the academic performance of a student, specifically, senior high school students at Western
Colleges Inc. for school year 2019-2020.The gap between our present study and our passed study
in our passed study we tackled about the Lateness Behavior of the student. We focused about the
behaviour that could affect their academic performance a student and how we improved the rules
and sanctions of our school.While our present studied is what the factor and reason that could
lead to tardiness and what intervention program that we can use to prevent tardiness of a
students.

1.2 Background of the Study

The tardiness done by most of the student and being tardy is one of the issue that have been
problem of a senior high student specially the grade 12 students of our school. In any
circumstances tardiness is remain uncontrolled in our school even a guidance counselor can't
control or prevent it. The possible would happen if the student is being tardy in a class hour is
having a lower score in any activities that students have. Tardiness has its cause and effect and
some are common problems encountered by any school worldwide, although this will be depend
on the rules and regulation of school. Tardiness can be also habitually doing of a student and this
habit can lead of being fail and can cause of there loss confident and motivation to study more
hard. The researcher will be conducting this study for the purpose of understanding student that
exhibits tardy behavior. The researcher also look forward to possible continued study on this
topic aiming for action plan that will address these certain behavior by the student.

1.3 Theoretical and Framework

 According to Ediger,Marlow 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 identified in the school setting include those
exhibiting signs of alcohol consumption, drug abuse, or antisocial behavior. These students need
assistance to overcome their problems and to achieve in school. When counseling 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 seem
more significant than staying in school. These students need courses in vocational education and
assistance to help them develop positive attitudes toward education, perceive alternatives to
dropping out, and realize the worth of long-term goals. Pregnant teenage girls, also at risk of
dropping out, need counseling services to help them obtain their diplomas, learn job skills, and
cope with their situations. Family situations, such as cultural differences between values taught
at home and at school, separation, divorce, or a parent's loss of employment, can put students at
risk of dropping out. School personnel need to determine causes of tardiness, absenteeism, and
dropping out, and to provide necessary remediation. (NB)
1.4 Conceptual Framework

Input Process Output

1 Profile of the
respondents:
1.1 Name (optional)
1.2 Age
1.3 Gender
1.4 Strands
2 What is the
Contributory Factor
Leading to Tardiness
among Grade 12 Survey Questionnaire Intervention Program
Students of Western
Colleges, In terms
of.
2.1 Personal Factor

2.2 Family Factor

2.3Institutional
Factor

1.5 Statement of the Problem

Specifically, this research aimed to answer the following question:

 What is the profile of the respondents in terms of?

1.4.1.1 Name (optional)

1.4.1.2 Age

1.4.1.3 Gender

1.4.1.4 Strand
1.4.2 What are the Contributory Factors Leading to Tardiness Among Grade 12 Students of
Western Colleges, in terms of

1.4.2.1 Personal Factor

1.4.2.2 Family Factor

1.4.2.3 Institutional Factor

1.4.3 What is the significance differences between the contributory factor leading to tardiness
and the profile of respondents when group accordingly?

1.4.4 In the event of the study, what intervention program could be recommended?

1.6 Hypothesis

There is no significant relationship between the Contributory Factors Leading to

Tardiness among Grade 12 Students of WCI and Intervention Program.

1.7 Scope and Limitation

The scope of this research is to know the contributory factor leading to tardiness
respondents are grade 12 students of Western Colleges Inc. School year 2019-2020.

1.8 Significance of the Study

This research the contributory factors leads to tardiness aim to student will be benefit the
following:

Students - This study will remind them of how tardiness will affect their academic
performance. They will think wiser before going late for school, they will know their
consequences, they will know how being tardy stops them for being active for school. They will
think wisely because they know now what will happen if they continue this tardiness.

Teachers - They would be aware about the factors of student’s tardiness.

 Future Researchers - This study will serve as their background of the study if they will
conduct the same study as this.

Community- Each Family would be aware of the factors of tardiness

1.8 Definition of the Terms

Attendance- being present at something, like work or school

Punctuality- a quality of being on time.

Tardiness- a habit of being late.

Teacher- a person who teaches, especially in a school.

School- an institution for educating children.

 Chapter 2

2.1 Related Literature

2.1.1 Foreign Related Literature

Nakpodia and Dafiaghor (2011) emphasized that lateness or tardiness is not just the problem of
the late student but if affects the surrounding people. A student coming late in class distracts the
rest of the students and disrupts the flow of the teacher’s discussion. It is even a burden to the
student’s whom the late students ask for what to catch up with.

The rest of the effects given by Nakpodia and Dafiaghor are about the welfare of the whole
school, its productivity and revenue. Knowing the possible effects of lateness or tardiness it is
necessary for solution to be executed. Though, it does not guarantee to make zero tardiness
inside the school, at least it can alleviate it.

Breeze et al. (2010) contributed by saying that, lateness is synonymous with “tardiness” which
implies being slow to act or slow to respond, thus not meeting up with proper or usual timing.

This is the antonym of the word Punctuality. That nowadays, is taken for granted. Tardiness or
lateness is never been a good attitude. Students as well as workers need to follow the time
intended for school or work. Or else they will be punished and suffer from consequences. Lauby
(2009) puts it as a term used to described “people not showing up on time”.

Being always 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 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
member of the family especially from the older ones. 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 why they go to school late is because of heavy
traffic, household chores, vehicle breakdowns and lacks and lack of responsibility are some
reasons why students arrive late to class. One of the most 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 encourages 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 start 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.

2.1.2 Local Related Literature

Being always present in class and getting to school on time are two of the crucial
determining factors of a student’s success, not just as a student but as a person who will be
managing his/her own life in the future. Given the importance of being punctual, this study aims
to explore and find out the factors that affect the punctuality of UP students. In this chapter, we
will be discussing about the background of our study. It includes facts about tardiness, the
different factors that causes it and its effect to the students are as student and as bearer of their
own lives in the future. From reliable research materials like online journals and research papers,
we will provide some facts and theories from authors, teachers and notable people in order to
have a concrete justification of our study.

First, we will give a definition of tardiness and present some theories and facts about it.
Next, we will discuss he various factors that causes the students to come to school late, the
psychological theories, the observation of the teachers and the personal reasons of the students.
Lastly, the effects of tardiness to students, not just to himself/herself but also to his/her future
and to other people, will be discussed.

As UP students, we are expected to perform well with excellence in everything that we do,
most especially in the academic aspect. One factor that dictates the quality of performance of a
student is his/her punctuality that is, getting to school on time or being tardy. As cited by
Nakpodia and Dafiaghor( 2011), “lateness” can be defined as the situation where an individual
arrives after the proper, schedule or usual time ( Oxford Advanced Leamers’ Dictionary, 5 th ed.,
1995), Lauby (2009) puts is as a term used to describe ‘people not showing up on time’ and
Breeze et al. (2010) contributed by saying that, lateness is synonymous with “tardiness”, which
implies being slow to act or slow to respond, thus not meeting up with proper or usual timing.
Lastly, Weade (2004) defined tardiness as ‘being late for any measurable length of time past the
stated or scheduled start time for work or school’. In most schools, a student is considered tardy
when he/she is not present when the school bell rings or when the first teacher starts to give
instructional materials for the first subject in the morning class.

One of the most recurring and the most ‘frustrating problem’ that the schools are having with
their students nowadays is tardiness ( Sprick and Daniels, 2007). It creates problems, not just ton
the students but also to the teachers (Cowan Aveneu Elementary Community, 2007, part 1).
Cowan Crier, the official School Publication of CAESC, also states that while having
“occasional tardy” isn’t a big deal, unfailing tardiness is and it give students problems including
being ill-prepared for the job market. According to the results of the study of the U.S Department
of Education on “truancy”, which which is related to tardiness, being and on time in going to
school are big factors on the “success and behavior” of the students (Zeiger,2010, para, 1). Thus
it is a lot important to value time and practice being on time while being a student.

According to CAESC (2007) and Zeiger (2010), the most essential learning time of the day
for the students lies in the morning, specifically between 8:00 to 9:30 AM. It is because the
students are most mindful and observant at this time of the day. It also the reason why the most
important lessons and subject matters are discussed during this time. So when students are late or
are not present during this time of the day, they in effect miss out most of the important lessons
to be honest and learned.

2.2 Related Studies

2.2.1 Foreign Related Studies

This study investigated the social, economic, emotional, medical and psychological
reasons for student tardiness in a middle school setting. The National Education for Statistics
indicates that student tardiness occurs at a rate of 3.3% to 9.5% each day for all students in
kindergarten through grade twelve (Harrman, 2007). It is clear from literature that tardiness is a
major problem. Not only do students lose valuable educational instruction when they arrive late,
but they disrupt the educational environment and distract others who are in the class. Excessive
student tardiness has a negative impact upon a student's future (Ried, 2000). Some of the
implications are academic failure, high school drop-outs, emotional dependency, drug
dependency, fighting and bullying (Chang & Romero, 2008). Student tardiness is a key factor in
determining if a child will become at risk (Greenfield, 2002). Without intervention, tardy
behaviors often result in serious emotional and social problems (Harrman, 2007). Within a
qualitative design, the researcher interviewed chronically tardy students individually and in a
focus group. Study findings evolved into functional suggestions for intervention strategies
focused on students and parents which can be implemented by schools and local, state and
national government agencies with the goal of reducing tardiness in the middle school. [The
dissertation citations contained here are published with the permission of ProQuest LLC. Further
reproduction is prohibited without permission.

This mixed methods study design explored the contributing factors to chronic tardiness, tardy
behavior, and the impact on the secondary student. School tardiness is a growing problem and
has been on a steady upward trend, as reported by the U.S. Department of Education. Tardiness
and tardy behavior are consistently influencing the educational environment. Students who arrive
to school late adversely affect classroom time consume teacher attention, become significant
disciplinary problems; decrease instructional time, and can decrease the quality of the other
students' education. The study's target population encompassed student record archives and
participating teachers, parents, administrators, and staff from the Philadelphia Metropolitan area.
The Pearson Product Correlation analysis resulted in six significant associations between four
predictor variables: tardiness to advisory, on time attendance to advisory, tardiness to Period 1,
and on time attendance to Period 1 and the current grade point average used as the criterion
variable. The qualitative findings revealed seven major themes: (a) disruption, (b) resources and
staff time, (c) school personnel attention, (d) tardiness elimination versus reduction, e)
immediate contact and communication, (f) time management curriculum, and (g) administrative
support and consistency. The results may provide an understanding of the student tardiness
problem and its impact on student achievement and school operational effectiveness. [The
dissertation citations contained here are published with the permission of ProQuest LLC. Further
reproduction is prohibited without permission. Copies of dissertations may be obtained by
Telephone (800) 1-800-521-0600.
2.2.2 Local Related Studies

Going late to bed is one of the major causes of lateness because it could result inwaking
up late and insufficient rest for the lesson on the next day (Nakpodia& Daflaghor,2011; Paren,
2012). Ukoshi (2004) suggests that individual involved in watching films andhome videos may
be so captivated and hypnotized by it that he/she forgets that he/she has to be in schools and may
not be punctual (as cited in Nakpodia &Daflaghor). In fact, students need 8-10 hours of sleep to
have a keener sense of understanding the lessons throughout theday (Paren, 2012).Besides,
lateness is caused by innate anxiety level of an individual (Nakpodia&Daflaghor, 2011).
Nakpodia and Daflaghor claim that most of the people who are always latehave relax mind in
anything they do and they do not care if they are running late or not.Sprick and Daniels (2007)
claims that there are no positive incentives to be on time and noconstructive activities happen for
the first five minutes of the class, giving students the
impression that they won‟t be missing anything if they are late.

Distance and location is also one of the factors leading to class tardiness
(Nakpodia&Daflaghor, 2011). This is very normal in university life, especially. The further the
location of the class, the more distractions, obstacles like friends to say hi to, hold-ups to beat
and go-slows are there to hinder student‟s punctuality (Nakpodia&Daflaghor).
Another cause is the lack of functional and effective punctuality policy (Nakpodia&Daflaghor,
2011; Sprick& Daniels, 2007). There are no immediate consequences for beingtardy and nothing
will happen until the tenth incident (Sprick& Daniels). Obviously,individuals could come late if
they know that there is no consequences on it (Nakpodia&Daflaghor).Students are products not
only of their school but also of their community, and mostespecially their home environment
(Weade, 2004). Statistics shows that majority of theschool children from single family or two
working parents‟ home, where no one is availableto maintain the child‟s punctuality and
regularity (Malik, Ladhani, &Bhamani, n.d.). This statement is supported by Featherstone et al.
(1992).
 CHAPTER 3

METHODOLOGY

This chapter will show the research design, research local, the respondents, research
instrument, data gathering procedure, and statistical treatment.

3.1 Research Design

The researcher used the descriptive method. As defined by Kahn(2007) “descriptive

method is used to explain, analyze and classify something through various techniques such as
survey, interview, questionnaire, observation, and test”. Thus, description is often combined
with comparison and contrast involving measurements, classifications, interpretation and
evaluation. In this study, it described the profile of the participants and it looked into the
Contributory Factors Leading to Tardiness Basis for Intervention Program.

3.2 Research Local

This study will be conducted in WCI at Latoria, Naic, Cavite the researcher preferred
doing the study in WCI because it allow them to be comfortable and convenient in gathering the
data needed. Factors such as nearness and security were also considered. The data and
Information needed are all present in the school, which the researcher can easily acquire without
using such extra efforts. Many share the belief that providing to a good education to the poor can
help them build a better life for themselves, and this is the main reason why WCI, was
established.

Years passed but the dream remained in the heart of Atty. Villanueva. Having married the former
Consuelo E. Papa of Naic, Cavite, he became an adoptive child of the town. He became
concerned that there were no schools which offered high school nor college level education in
Naic. Together with Atty. Alfredo Guevarra and Dr. Conrado N. Yuvienco, Atty. Villanueva
decided to form a corporation with a capitalization of P50,000, Western Cavite Institute or
W.C.I. was born on May 17, 1945.

The house of the parents of stockholder and member of Board of Trustees Dr. Angel Poblete in
Balsahan St. in Naic served as the first location of W.C.I. After complying with the requirements
of the Bureau of Private Schools headed by Acting Director Professor Sotero Sinco, W.C.I.
became authorized to open its complete basic secondary education program (first year to fourth
year high school). W.C.I. was the first high school to open in the Philippines after World War II.
The pioneer members of the faculty included Ernesto Mangahis as Principal, Enriqueta
Mangahas as Librarian, Purification O. Celestial as Language teacher, Rebecca C. Benitez as
Music and English teacher, Eusebio Nazareno, and Mrs. Gatchalian, among others.

Western Cavite Institute had its first graduation in March 1945. The first guest of honor was
Atty. Dewitt, an American school teacher assigned in Naic Elementary School. The ceremony
was held at the roof deck of Major Gregorio Jocson’s home in Rizal St. Notable graduates
included Eligia Mangahas-Gutierrez, Roberta Poblete and Diosa Miguelino.

After the Holy Week of 1946, the Board of Trustees was called to submit the proposal to open
the College of Junior Normal, College of Education, and College of Liberal Arts. Through the
efforts and good public relations of Atty. Mariano B. Villanueva, the application to offer these
courses was approved for the school year 1946-47. Ernesto Mangahis served as the first dean of
the college department of W.C.I. while remaining as the high school department’s principal.
Owing to insufficient time to advertise the school’s new offerings, only four students enrolled in
the college department that first school year. Juliana C. Stuart was one of these students. Ms.
Stuart graduated from W.C.I. and eventually became the District Supervisor of Alfonso
Elementary School.

On June 21, 1947, W.C.I. held its second commencement exercises which produced 19 high
school graduates. W.C.I. continued its efforts to expand the school population by establishing
branches in Tanza, Binakayan, Maragondon, Amadeo, Bailen, Indang, Ternate, Magallanes,
Calumpang, and Malainen Luma. The first collegiate branch to open outside of Naic was in the
home of Mariano Figueroa in Tanza. Dr. Januario Blancaflor served as its dean. The second
branch was established at the junction of Binakayan and Imus under the supervision of then
District Supervisor of Amadeo Elementary School Macario Foronda. The Indang branch was
organized under the supervision of Guadalupe de las Alas and Macario Gonzales. The Bailen
branch was created under the helm of Jose Salazar who also served as the principal of Bailen In
1950, just five years into its existence, W.C.I. changed its name to Western Colleges and Sister
Schools as a nod to the establishment of these other branches. It was also in this year that the
graduates of the high school and college departments of the different branches of the institution
were featured in the commencement exercises souvenir program called “The Pioneers”. The
student population continued to increase and the school became renowned in the province of
Cavite for nurturing students who excelled in cultural meets, military and sports competitions.
The principals of the different branches of W.C.I. played a very important role in driving these
efforts, including Segundo P. Nazareno (Bailen), Pedro E. Papa (Indang), Napoleon Beratio
(Magallanes), Gregorio Rielo (Maragondon), and Erlinda Huerto (Ternate).

Despite these victories, Western Colleges met its share of challenges. Because of these, the
Board of Trustees approved the sale of its branches in the late 1970’s to concentrate on the
operation of the main branch in Naic. The proceeds of the sale were used to acquire land in
Latoria, Naic, construction of the new school building, renovation of the main building,
procurement of school equipment of school equipment, and upgrading of existing school
facilities.

There were many other changes and improvements during Ms. Capili’s administration. Dr.
Evangelino Nigoza became the Dean of the graduate school. Angelita Dimayuga replaced the
late Vicente Cuapiaco as the school’s accountant. Additional programs were offered by the
institution, including two-year Hotel and Restaurant Management and Office Management with
Computer courses, Bachelor in Elementary Education, Bachelor of Science in Commerce which
became Bachelor of Science in Business Administration, and Master of Arts in Teaching
Mathematics.

The school’s population continued to grow and this necessitated the construction of a third floor
in the main building to house the computer laboratory, MAED library, secretarial room, and
additional classrooms. An extension building was started in Latoria in line with the Board of
Trustees’ long term plan to transfer the high school department there. Unfortunately, Ms. Capili
died in 1997 before its completion. Atty. Prescila T. Baylosis who was then the Vice President,
took over the Presidency by rule of succession.

In order to continue the vision of the Board of Trustees, it engaged the service of Rev. Fr.
George Morales as director of W.C.I. who implemented new rules and policies for the school. In
2000, Fr. George Morales resigned to give priority to his pastoral activities as the parish priest of
the Immaculate Conception Parish Church in Naic. He was replaced by Dr. Teresita Maaño who
became the school’s acting director. During that time, high school principal Apolonio Alapan
resigned and was replaced by Edna V. Ramirez, who was in turn succeeded by Elvira B. Boneo
upon her retirement.

In 2006, after a few years as acting director, Dr. Teresita Maaño had a severe stroke and was
advised to step down to get the rest she needed to facilitate her recovery. W.C.I. was fortunate to
find a new Dean of the College and Graduate School in the person of Dr. Abner V. Pineda. He
also became the first senior high school principal for W.C.I. in the School Year 2016-17 when
the institution became the first school in Cavite District 7 to offer all academic and technical
tracks, which includes Science, Technology, Engineering and Mathematics (STEM),
Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS),
General Academic Strand (GAS), and Technical-Vocational-Livelihood (TVL). Meanwhile, Mr.
Darniell C. Balbuena who succeeded Mrs. Elvira B. Boneo is currently serving as junior high
school principal and has played an active role in carrying out some of the school’s plans for
expansion. Because of this, the school’s NKP (Nursery, Kinder and Prep) is now ready to accept
enrollees for the School Year 2017-18. It is expected that W.C.I. would also be offering
elementary school in the coming years.

At present, the college department is seeing many changes and improvements. New programs
such as the Bachelor in Public Administration and Bachelor of Science in Criminology has
already received its government recognition while the Bachelor in Public Administration is in the
process of receiving its recognition soon.

In view of its dedication to provide quality education to its students, W.C.I. has continued to
upgrade its facilities. The main building’s third floor currently houses fully air-conditioned
classrooms, Audio-Visual Room, and Speech Laboratory. All the rooms in the first and second
floors are also air-conditioned now and equipped with glass boards and 57-inch LCD screens that
can be used to project PowerPoint presentations for class discussions. CCTV cameras have also
been installed inside the building and industrial fans provide ventilation in the multi-purpose hall
for the comfort of students, staff and visitors.

In Latoria, the campus stage a project of the Western Colleges Alumni Association has been
completed. The new two-storey building for the senior high school is already in use.
Construction of the administration building, Technical-Vocational-Livelihood strand facilities,
and bigger canteen is in full swing and is expected to be completed by the School Year 2018-19,
when the full operation of W.C.I. will be transferred to the Latoria Campus.

3.3 Respondents of the Study

The respondents of this study are the 76 Selected Grade 12 Senior High school Students
of Western Colleges Inc. in Brgy Latoria Naic, Cavite. The total numbers of Grade 12 Senior
High school Students is 319 and downgraded to 76 the Researcher's used Slovin's Formula to get
the sample size. There are 10 respondents in ABM strand, 27 respondents in STEM strand, 34
respondents in HUMSS strand, and there are 5 respondents in TVL strand that will be given
questionnaire, the researchers used stratified sampling formula to determine the specific
respondents in sample size.

Slovin’s Formula:

3.4 Research Instrument

The questionnaire will be given to the respondents in order to gather data from them. The
researchers use questionnaires in able to answer their statement of the problem. The
questionnaires are composed of questions that will answer the demographic profile of the
students/ respondents, the factors tardiness affects their academic performance.

3.5 Data Gathering Data

The researchers will collect the information needed for this study through survey
questionnaire to find the essential data that will support this study. The Grade 12 Selected
students of Western Colleges Incorporated are the respondents of this study to gather some
information on the Factors Leading to Tardiness Basis for Intervention Program. The researchers
used a standard questionnaire in a close ended format.
*The researchers will distribute a survey questionnaire to the selected Grade 12 students of
Western Colleges Incorporated.

* The respondents will be given a significant amount of time to complete answering the survey
questionnaires.

*The survey questionnaires that will be distributed aim to find out about the Contributory Factors
Leading to Tardiness Basis for Intervention Program.

*Analysis of Data they will tally, put in tables, analyze, and interpret the data to come up the
findings, conclusions, and recommendation.

3.6 Statistical Treatment

Formula:

Where: Σ (xw) = sum of the weight of each element times that element.
Sum of all data

w= the weight assigned to each observation.

*Anova is a statistical method is also used to compare means two or more groups/variables.

Formula:

Where:

MSB = mean square of between group

MSW = mean square within group

Where:

SSB = Sum of square between group

 DFB= Degree of freedom between group

Where:

K = Number of sample

Where:

SSW = Sum of square within group

DFW= Degree of freed within square

Where:

n= number of observation

K = number of sample

Where:

SST = Total sum of square

Where:
= mean of sample

= mean of observation

P = number of data

Where:

= data of sample

= mean of sample
Where: = data of observation

= mean of observation

The responses to questions in the given variables were scaled using the “five-point-scale” or
Likert scale system and given weight as follows:

Interpretation

1.00-1.80 Never

1.81-2.60 seldom

2.61-3.40nuetral

3.41-4.20 sometimes

4.21-5.00 always
 Chapter 4

Presentation, Analysis and Interpretation

A. Profile of the Respondents

The profile of the respondents comprising of selected students of Western

Colleges Incorporated was tabulated and computed according to the following
classifications: age, gender, strand.

I. Contributory Factors Leading to Tardiness in terms of

A. Age

Age F %
16 6 7.89%
17 55 72.37%
18 10 13.16%
19 4 5.26%
20 1 1.32%
TOTAL 76 100%
Table 1 shows that with regards to the age respondents, 6 is the frequency of those 16
years old and below that is equivalent to 7.89% of the population. 55 is the frequency of 17 years
old that is equivalent 72.37% of the population. 10 is the frequency of 18 years old that is
equivalent 13.16% of the population. 4 is the frequency of 19 years old that is equivalent 5.26%
of the population. And the remaining 1 is the frequency of 20 years old that is equivalent 1.32%
The total number of frequency is 76 that is equivalent to 100%.

B.Gender

GENDER F %
Female 38 50%
Male 38 50%
TOTAL 76 100%
 Table 2 shows that among the 76 selected respondents, 38 are female that is equivalent to
50% and the remaining 38 are male that is equivalent to 50%. The total number of frequency is
76 that is equivalent 100%.

C.Strand

Strand F %
ABM 10 13.16%
HUMSS 34 44.74%
STEM 27 35.52%
TVL 5 6.58%
TOTAL 76 100%

Table 3 shows that among the 76 selected respondents. 10 is the frequency of those
ABM strand that is equivalent 13.16% of the population. 34 is the frequency of those HUMSS
strand that is equivalent 44.74% of the population. 27 is the frequency of those STEM strand
that is equivalent 35.52% of the population. 5 is the frequency of those TVL strand is equivalent
6.58% of the population. The total number of frequency is 76 that is equivalent to 100%.
II Contributory Factors Leading to Tardiness in terms of:

A.Personal Factors

FACTORS WM Interpretation
Personal Factors
1. I came late to class. 2.82 Neutral

2. I am a working student. 1.5 Never

3. I have many chores in my House. 3.4 Sometimes

4. I’m playing online games at midnight. 3 Neutral

5.I commute instead of having service. 4.03 Sometimes

Neutral
TOTAL

On the Personal factor involving in coming late in class, shows that the result is 2.82 or
Neutral, while the students who are working, shows that the result is 1.5 or Never. the next one is
doing the house chores will have the result 3.4 or Sometimes in personal factor. And the students
who are playing games will affect 3 or Neutral. The last one is when students are commuting, the
result is 4.03 or sometimes and in total average of 2.95 or neutral shows that personal factor may
not affect the student very well
B.Family Factors

Family Factors WM Interpretation

1. How frequent do you get your exact school allowance? 4.09 Sometimes

2. How frequent do your parents talk to you about your personal 2.83 Neutral
problem?

3. How frequent do parents fight verbally? 2.43 Seldom

4. How frequent do you family have bonding or trips? 3.26 Neutral

5. How frequent do your family hurt you physically and 2.29 Seldom
emotionally?

2.98 Neutral
TOTAL

On the Family factor involving the frequently of getting allowance shows that the result
is 4.09 or sometimes, while the frequently talk with their each parent, result 2.83 or neutral, the
other one are the frequently their parents fight, and the result is 2.43 or seldom, while the next
one which is the bond with their families show 3.26 or neutral and the last one physically and
emotionally hurt by their parent shows the result of 2.29 or seldom and in total average of 2.98 or
neutral shows that the family factor are not totally affect in students.

C.Institutional Factors

Institutional Factors WM Interpretation

1. I am experiencing bad treatment inside the school. 2.01 Seldom
2. There are many fees to be paid and requirement to be passed. 3.5 Sometimes
3. I don’t attend the class because I don’t like the teacher in the 1.66 Never
subject matter.
4. Our classes finished late. 2.68 Neutral
5. I ‘m not convince to go to school due to lack of facilities that 2.21 Seldom
make me inconvenient inside the room.
2.41 Seldom
TOTAL

On the Institutional factor involving the bad treatment inside the school, shows that the
result is 2.01 or sometimes, while the problems in fees, the result is 3.5 or seldom, the other one
is when the students dont like teacher, the result is 1.66 or never, while the next one is when the
classes are finished late shows 2.68 or neutral and the last one is the inconvenience of students
inside the school , shows result of 2.21 or seldom and in total average of 2.41 or seldom shows
that the institutional factor are affected less than the two others.

III Contributory Factors Leading to Tardiness in terms of:

A.Age

ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 9.316419 4 2.329105 0.68625 0.603868 2.502656
Within Groups 237.577 70 3.393957

Total 246.8934 74

On the Contributory Factors Leading to Tardiness when grouped according to Age shows
that there is a significant difference among the Contributory Factors Leading to Tardiness
because the computed p value 0.603868 of greater than 0.05 level of significance.

B.GENDER

ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 0.00268 2 0.00134 0.001727 0.998275 3.885294
Within Groups 9.31012 12 0.775843

Total 9.3128 14
 On the Contributory Factors Leading to Tardiness when grouped according to gender
shows that there is a significant difference among the Contributory Factors Leading to Tardiness
because the computed p value of 0.998275 greater than 0.05 level of significance.

C.STRAND

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 3.093053 3 1.031018 0.849012 0.472981 2.769431
Within Groups 68.00491 56 1.214373

Total 71.09796 59

On the Contributory Factors Leading to Tardiness when grouped according to Strand, it

shows that the computed p value of 0.472981 is greater than 0.05 level of significance. It means
that there is significant difference at the strand and contributory factors leading to tardiness.
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter represents the summary of the present study. It also includes the
conclusions based on the findings and the recommendation.

Summary of Findings

This study is conducted to determine what are the different Factors under Tardiness,
which is Personal, Family, and Institutional Factors. The concept in conducting this study is first:
know the profile of respondents, specifically 76 respondents of this research from Grade 12
students of Western Colleges Inc., to know what is the different factors leading to tardiness. And
how that factor affect the students. To know what is the difference between contibutory factor
and the profile of respondent. And to know what intervention program should be recommended.
Respondents are given questionnaire for them to be assessed about the said aim. After the data
are gathered from the respondents, the researchers used different statistical treatment to know the
interpretation of the given data then come up to the result of the research. The respondents are
known because of using stratified sampling. Every section of the Grade 12 have an accurate
number of respondents to know the 76 respondents of this research. This study will benefit the
Researchers, School, Teachers, and School Administration for them to know what are the
contributory factors leading to tardiness of a students to participate in a given factors.
Conclusion

Based on the data that the researcher gathered, it can be concluded that

: •In terms of age:

•In terms of gender:

38 out of 76 respondents or 50% are female

38 out of 76 respondents or 50% are male

•In terms of strands

10 out of 76 respondents or 13.16% are Accountancy Business and Manager students

27 out of 76 respondents or 44.74% are Science, Technology Engineering and

Mathematics students

34 out of 76 respondents or 35.58% are Humanities and Social Science students

5 out of 76 respondents or 6.58% are Technical Vocational and Livelihood students

•The interpretation on what the Personal factor involving in coming late in class, shows
that the result is 2.82 or Neutral, while the students who are working, shows that the result is 1.5
or Never. the next one is doing the house chores will have the result 3.4 or Sometimes in
personal factor. And the students who are playing games will affect 3 or Neutral. The last one is
when students are commuting, the result is 4.03 or sometimes and in total average of 2.95 or
neutral shows that personal factor may not totally affect the student.

The interpretation on what the Family factor involving the frequently of getting
allowance shows that the result is 4.09 or sometimes, while the frequently talk with their each
parent, result 2.83 or neutral, the other one are the frequently their parents fight, and the result is
2.43 or seldom, while the next one which is the bond with their families show 3.26 or neutral and
the last one physically and emotionally hurt by their parent shows the result of 2.29 or seldom
and in total average of 2.98 or neutral shows that the family factor are not totally affect in
students.
 •The interpretation on what the Institutional factor involving the bad treatment inside the
school, shows that the result is 2.01 or sometimes, while the problems in fees, the result is 3.5 or
seldom, the other one is when the students dont like teacher, the result is 1.66 or never, while the
next one is when the classes are finished late shows 2.68 or neutral and the last one is the
inconvenience of students inside the school , shows result of 2.21 or seldom and in total average
of 2.41 or seldom shows that the institutional factor are affected less than the two others.

Recommendations

Based on the conclusion and findings l, the researchers recommend to the future researchers of
this topic to consider the following:

1. The researchers suggest to every student to be more responsible and lessen their tardy attitude.
2.The researchers suggest to future researchers to become accurate and have more patients.