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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

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

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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.

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.

Background of the Study

Tardiness tends to become major concern on students’ academic performance,

globally. It is said to be indirectly proportional on students Grade Point Averages (GPA),

in which, students who are often late to come in class has the bigger possibility to have

lower GPA's ( Guia,2012).

Being tardy are shows carelessness, lack of responsibility, lack of discipline and

respect on your time, also on the time of others. This brought a impact to students

studies. As a study entitled “School wide Intervention on Reducing Chronic Tardiness at

the middle and high school levels", it found out that the " Instructional time" which is lost

to tardiness, has the likelihood to significantly affect the capacity of entire students

population to meet vigorous academic standards.

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From different countries, the continual proliferation of chronic tardiness really

affects the students learning, and Philippine country is not excluded with this issue. Lots

of Filipino's, faces some instances that triggers them to be late in class resulting to

tardiness.

Being under the new curriculum system, K-12 program, Senior Highschool

students of Southville 1 Integrated National High School must a lot 7 hours of studying in

school to fulfill their school requirements for them to attain much better grades, preparing

them on college schooling. Reasonably Chronic Tardiness is visible and a major problem

at this school or at this locality. Mostly, students cannot meet the proper call time for their

first subjects in class or simply, they arrive late when the school necessarily to be closed

at its closing time. But still, the school management gives concern to those individuals

who arrived late after the gate is closed, they forgive them and let them in for their

studies.

Therefore, the researchers come up to this proposed study which aims to explore

and determine the extent of tardiness and its effects to the academic performance of

senior highschool students of Southville1 Integrated National High School.

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

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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,

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 using the IV-DV

format 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
IV-DV Format

IV DV
1. EXTENT OF TARDINESS 2. LEVEL OF ACADEMIC PERFORMANCE

1.1 Wake up time 2.1 Written works


1.2 Weather Condition 2.2 Performance Tasks
1.3 Distance 2.3 Quarterly Assessment

FEEDBACK

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Figure 1 show the IV-DV Format implying cause and effect relationship between

the two variables; extent of tardiness which includes: wake up time, weather condition,

and distance; level of academic performance included; written works, Performance, and

quarterly Assessment.

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

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This study dealt on the extent of cause of Tardiness and its effect to student's

Academic Performance.

The population of Grade 12 Senior Highschool students (S.Y. 2018-2019) were

utilized in this study , and the researchers used a 95% given percentage from the total

population of 195 students as the selected sample, both from academic (STEM and

GAS) and Technical Vocational Tracks ( HE and EIM).

The researchers used Tardiness and Academic Performance as the two variables of

the study to show cause and effect relationship. To get the Level of Academic

Performance, the researchers measured their 1st quarter performance in the 1st

Semester.

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.

The study limited at Southville 1 Integrated National High School, Cabuyao City,

Laguna. Simply because the researchers are residing near the school's locality and

tardiness is a very common problem done by the students, more specifically Senior High

school Student at this school.

Significance of the Study

The result of the study would be a great contribution to the student's, teachers, and

school administration of Southville 1 Integrated National High School, 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.

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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

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 Southville 1 Integrated National

High School in which, they represent as the selected respondents that will provide and

give information to the study.

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Southville 1 Integrated National High School- 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

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.

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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)

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.

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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

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.

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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.

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,

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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 flexi-

time, 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).

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).

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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.

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).

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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.

Synthesis

The collected Literatures and studies were summed up and synthesized by the

researchers for the overall understandability of the review of related literatures.

The researchers aimed to determine what extent of the cause of tardiness because

Ibe (2007), mentioned that chronic lateness or tardiness is one of the three most

frequently occurring problem of the students here in the Philippines. That's why, the

researchers come up with some factors on cause of tardiness that served as indicators

for this study.

The first one is the Distance. As stated by Bartula, et.al. (2017) and StudyMoose

(2016), they both indicated that distance of the school is one of the top most reasons

why students get tardy. In addition by Astoly (2007) in his literature, students who walks

from long distance to school may always end up late to classes. And with the citation of

Tumwabaze (2016) on research study of UNESCO, Bilocura and Guia (2012) on the

study of Nakpodia and Dafiaghor (2011) and Oghuvbu (2008), and Saez (2011)

supported this. It showed in there literatures and studies that long distances from school

contributes to poor school attendance and punctuality.

The second factor is the Wake up Time. Khan (2018), stated that individual's who

wants to be up late but needs to be up early for work/school is not the correct time or

wake up time for them. Additionally, students tend to go late to bed or sleep late, as

supported by Bartula, et.al. (2017), StudyMoose (2016), citation of Bilocura and Guia

(2012) to Nakpodia and Dafiaghor (2011) studies, it is a consequence of waking up late

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due to some reasons like watching films and home videos (Bataineh, 2014: Oghuvbu,

2008) too tired and laziness to wake up early (Bilocura and Guia, 2012), oversleeping

(Brooks, 2017), or just they don't/can't follow their proper call time because of lacking on

alarm clocks (Raleigh, 2001). Hence, unfollowing the standard schedule wake up call or

usual time (Mailee and Olowoyo, 2017). Moreover, Filipinos are known for the stereotype

of the "Filipino Time" (Flores, 2016) as a custom (Grant, 2017) that brands us arriving

late for the standard call time.

Last is the bad weather condition wherein, Hyndman (2017) stated that going early

to school may not always be an option, in times of extreme weather conditions

(ShapiraLischchinsky, 2007), such as heavy rains (Mutazihana, 2012), students couldn't

make it on time (BlogXimble, 2014). Furthermore, this factor is one of the top three

reasons why students come up late (Baxter and Roebothan, 2016), supported by the

study cited by Brooks (2017) from CareerBuilder's (2010) book which shows that adverse

weather contributes a quarter percentage causing lateness on students.

The researchers also aimed to determine the effects of this to the students

academic performance. As mentioned by Gramor and Fullo (2017), many senior

highschool students come late to school, but Dela Rosa III (2017) indicated that habitual

tardiness seriously disrupts the educational process of others as well as the students

who are tardy. However, it is very important for the instructors show some considerations

for those tardy people (Saez, 2012) because failure to do so can make the

worker/student feel stressed, tired and disorganized (Bataineh, 2014) that leads to low

performance level (Espirida, et.al., 2017), productivity and academic performance. In the

study of Weade (2004) cited by Bilocura and Guia (2012), Grade Point Averages (GPAs)

is correlated with absences and tardiness, this simply means that the students with better

attendance and punctuality have higher GPAs.

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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

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 tardiness to the

academic performance of the Grade 12 Senior High School at Southville 1 Integrated

National High School.

Respondents of the Study

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The population of the study is the Grade 12 Senior High School students of

Southville 1 Integrated National High School under Academic and TVL tracks which has

total of 192 students. The researchers utilized 95% of the total population which is 131.

Table 2 Distribution of the Respondents

Category Population Sample Percentage


STEM 24 16.12 (16) 12.31%
GAS 47 31.57 (32) 24.10%
HE 57 38.29 (38) 29.23%
EIM 67 45.01 (45) 34.36%
Total 195 131 100%

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 24,

and 16 students were selected, having the percentage of 12.31. In GAS, 47 is the total

population of the respondents and 32 were the selected sample, having 24.10 percent. In

HE Strand, 38 were the selected sample from the 57 total population, having the

percentage of 29.23. And in EIM Strand, with the percentage of 34.36, 45 is the sample

from the 67 total population. All in all, from the total population of 195 (100%), 131 Grade

12 Senior High school students were established as total sample for the study.

Sampling Technique

Since Grade 12 is divided or classified into different strands namely STEM, GAS,

HE, and EIM, stratified sampling technique is used to ensure that cases from each

subgroups of the total population are given importance as in the other subgroups. The

researchers attained a stratified proportionality of the respondents; 16 from s STEM, 31

from GAS, 38 from HE, and 45 from EIM.

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The researchers attained the desired sample size of 131 respondents using Slovin's

Formula. The selected sample size is the 95% of 195 Grade 12 Senior High School

Students' total population.

Instrumentation

The gathering data for the study, the researchers constructed questionnaires

about "Tardiness and its affects to the students’ Academic Performance". 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:

1.1 Wake up time; 1.2 Weather Conditions; 1.3 Distance of house to school. The second

part determines the level of their academic performance in terms of: 2.1 Written works;

2.2 Performance Tasks; 2.3 Quarterly Assessment, and it served as basis for creating

self-made questionnaires which is validated by our research teacher.

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).

Data Gathering Procedure

The researchers made a set of questionnaires that served as the research

questionnaire to seek and determine the effects of tardiness in students academic

performance.

The researchers sought the permission of their research teacher to kindly validate

their questionnaires, and accepts its suggestions and recommendations making the

study more credible. After the instruments validation, the researchers then started to

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conduct a survey. The researchers distributed the survey questionnaires to the Grade 12

senior highschool students and urge them to honestly answer the questions indicated at

the questionnaire.

Then the researchers collected the research questionnaires politely from the

respondents for tabulation, and further analysis of data.

Statistical Treatment of Data

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

Statistical data gathered by the researchers on weighted mean undergo a

Microsoft Excel in which all the responses given by the respondents is encoded and

computed to get all the means. While all statistical data’s computed for Chi-square

undergo SPSS IBM Statistics Software installed from laptops as they were guided by

their research teacher , in which they arrived with results of the computed Chi-square for

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measuring if there is, or if there is no significant effect of tardiness in the academic

performance of the students.

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 Southville 1 Integrated National High school,

all the results is based on the result of data, gathered using the data gathering tools.

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

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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

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.

22
TABLE 1.2

Mean Level of the Respondent in Terms of Weather Condition

Statement Mean Interpretation


1. I come late in class because of heavy rains. 3.05 Moderate Extent
2. I come late in class because of bad weather

conditions. 3.08 Moderate Extent


3. I come late in class because of clogged and flooded

roads. 2.93 Moderate Extent


4. I come late in class because of too much heat. 2.64 Moderate Extent
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

23
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 Is one of the main reasons why

students/employees end up late.

TABLE 1.3

Mean Level of the Respondent in Terms of Distance from School

Statement Mean Interpretation


1. I come late in class because of walking 500 2.58 Moderate Extent
meters or more.
2. I come late in class because of traffic. 2.44 Low Extent
3. I come late in class because of lack of 2.32 Low Extent
transportation.
4. I come late in class because of lack of money for 2.22 Low Extent
fares.
5. I come late in class because of lack time to 3 Moderate Extent
prepare.
Overall Mean 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

24
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 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

25
Mean Level of the Respondent in Term of Written Works

Statement Mean Interpretation


1. I execute well in writing essays. 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

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)]

26
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


Physics 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
E-Tech 2.92 Satisfactory
Electrical 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); FS-
Fairly 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

27
“Empowerment Technologies,” 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 df p-value Decision Interpretation


Tardiness Academic value
Performance
Wake Up Written Works
Time 39.938a 12 .000
Reject Ho Significant
Weather Performance
Condition Tasks 15.096a 12 .236
Accept Ho Not Significant
Distance Quarterly
11.494a 12 .487
Assessment 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.

28
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

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

29
long distances going to school, to worry where to get money for fares, or felt short-

tempered 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.

SUMMARY

The study is conducted to determine the Extent of Tardiness and Its Effects on

selected Grade 12 Students’ Academic Performance in Southville 1 Integrated National

High 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

30
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.

1. The researchers get a sample of 131 (95%) from Grade 12 Senior High school

students from its total population of 195.

2. Most of the data gathered came from Electrical Installation and Maintenance

Strand having a percentage of 34.36, or 45 out of 67 students. The least data gathered

came from Science, Technology, Engineering and Mathematics Strand. The researchers

had drawn 16 respondents from its total population of 24, gaining 12.31%.

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

31
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

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.

32
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

“Empowerment Technologies, Electrical Installation, 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 p-

value of .113. And the computed value for the quarterly assessment is 13.093a with a p-

value 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 p-

value of .546. And the computed value for the quarterly assessment is 11.494a with a p-

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.

33
1. Most of the information and data gathered by the researchers came from the

Electrical Installation and Management Strand, and the least came from the Science,

Technology, Engineering and Mathematics Stand which had the lowest number of

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,

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

34
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 Southville 1 Integrated National High 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

Southville 1 Integrated National Highschool, 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.

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.

35
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.

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

36
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.

APPENDICES

37
APPENDIX A

Research Questionnaire

September 27, 2018

Dear respondents,

Warm Greeting!

We, the students of Science, Technology, Engineering and Mathematics would like
to borrow your valuable time and attention to answer our research questionnaire
as part of our data gathering procedure that will be utilized in our current study
entitled " Tardiness and its Effects to the Academic Performance of Grade 12
Senior High School students"

Feel free to answer the questions indicated with Honestly.

Thank you!

Respectfully yours,

Ramirez, Abigail A.
Orbista, Jariel

Tismo, Ryan M.

38
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 HE ME LE VLE
5 4 3 2 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)
VHE HE ME LE VLE
B. Weather condition 5 4 3 2 1
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
VHE HE ME LE VLE
C. Distance from school 5 4 3 2 1
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


O VS S FS NI
A. Written works 5 4 3 2 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
O VS S FS NI
B. Performance 5 4 3 2 1
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:

39
O- Outstanding (5) S- Satisfactory (3) FS- Fairly Satisfactory (2)
VS- Very Satisfactory (4) NI- Needs Improvement (1)
O VS S FS NI
C. Quarterly Assessment 5 4 3 2 1
Physics (STEM)
Reading and Writing (STEM & EIM)
Personal Development (GAS)
Contemporary Arts (GAS & HE)
Practical Reasearch 2 (HE)
Empowerment Tecnologies (EIM)
Electical Installation (EIM)

APPENDIX B

ENCODED DATA

40
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PERSONAL INFORMATION

CURRICULUM
VITAE

Name : Ramirez, Abigail Aquino

46
PERSONAL INFORMATION
Age : 17 years old

Civil Status : Single

Birthday : February 11, 2001

Birthplace : Dita, Sta.Rosa, Laguna

Father’s Name : Gerry Ramirez

Occupation : Construction Worker

Mother’s Name : Violeta Ramirez

Occupation : Street Sweeper

EDUCATION
Primary: Banay-banay, Elementary School

Secondary: Cabuyao National High School

Senior Highschool: Southville 1 Integrated National High School

Name :Jariel Orbista

47
PERSONAL INFORMATION

Age :19 years old

Civil Status :Single

Birthday :April 8, 1999

Birthplace : Kalibo, Aklan

Father’s Name : Israel Ili

Occupation : Deceased

Mother’s Name : Melanie Orbista

Occupation : House Keeper

Primary: Niugan, Elementary School


EDUCATION

Secondary: Southville 1 National High School

Senior Highschool: Southville 1 Integrated National High School

Name :Ryan M. Tismo

48
Age :18 years old

Civil Status :Single

Birthday :July 2, 2000

Birthplace : Manila

Father’s Name : Teodoro Tismo

Occupation : Brgy. Tanod

Mother’s Name : Lorna M. Tismo

Occupation : Sewer

Primary: Southville 1 Elementary School


EDUCATION

Secondary: Southville 1 National High School

Senior Highschool: Southville 1 Integrated National High School

49