Effects of Tardiness to the Academic Performance Among Senior High

School Students in the Division of Antique

A Research Proposal

Submitted to Dr. Romeo D. Caturao

Professor Faculty of College of Teacher Education

Graduate Studies

In Partial Fulfillment of the Requirement

In Research and Scientific Writing

(Education 105)

Submitted by:

Hallares, Kristine Joy O.

Farparan, Lorena N.
 CHAPTER I

Introduction

Tardiness has already become a habit of some students nowadays, being

tardy means coming late on school even their house is just beside their school

and it can lead to more serious problems affecting their academic learning as

well as in their performances, if a student is not on time every day the student

cannot perform well in class discussions.

Schools must create an effective tardy policy to decrease the number of

students who are always late and so that the punctuality of the students are

maintained. Students who are punctual tends to have higher grades compared

to the tardy student. Making the students punctual, disciplined and regular is

useful to prepare them for the workplace environment in the future.

This chapter will outline the background of the problem, statement of the

problem, hypothesis, theoretical framework of the study, significance of the

study, scope and limitation of the study, and definition of operational terms. The

aim of this study is to determine the effects of tardiness in academic performance

among Senior High School students in the Division of Antique.

Background of the Study

Tardiness has been a serious matter especially to the students. This study

about tardiness focused on finding out what causes the students to come late
which affects their attentiveness to academic performances and to know how to

avoid this kind of problem. One of the most important things a student can do

to achieve academic success is also one of the most basic: going to school every

day and being on time (Kleber, 2013). Chronic tardiness is when students are

consistently late to class and can have dramatic results on a student’s future

education and career (Bennion, 2018). Lateness can be defined as the “situation

where an individual arrives after the proper, scheduled or usual time (Nakpodia

and Dafiaghor 2011). It is tantamount to “tardiness” which is defined to be being

slow to act or respond (Oxford Advance Learners’ Dictionary, 5th ed... 1995).

Tardiness is recorded as part of a student’s permanent attendance record

(Bangor Christian Schools, 2016).

According to Caldarella, P., et. al (2011), Principals and teachers consider

student tardiness to be a serious problem. Some have argued that tardiness is

a widespread problem with serious effects, particularly for younger students

who must depend on their parents to get them to school on time. Students who

are frequently tardy may miss important opening announcements or academic

activities. Teachers can become frustrated as late students disrupt instruction,

often requiring re-teaching of what they have missed. Tardy behavior can also

negatively affect the overall classroom environment.

Always looked at decreasing tardiness in primary school-aged students

using teacher-written praise notes. Arriving late to school can also mean that

students miss out on activities designed to build connections with their peers,
potentially impacting their social interactions and creating a greater sense of

alienation from their classmates. The researchers found that students who are

frequently late to school often miss out on important opening announcements

and academic activities. (Vukovic, 2017).

Students who are repeatedly tardy may need more support. Teachers

should consider that building respect for time in all students is a life skill that

can be taught in any subject area, (Kelly, 2018).

Schools have rules on tardiness or absences. Students are human, and

teenagers can be a trial as much to their teachers as to their parents. Many

students may be rude, absent, late. But there are also students who want to

listen, who are punctual, who are always present. These students genuinely

want to learn, and teachers owe it to them to keep the difficult ones in line. Try

various ways of dealing with erring students by knowing what makes them

tick. If the teacher feel they can take it, call attention to their behavior without

embarrassing or humiliating them, (Lee-Chua, 2012).

Dealing with students who are constantly tardy becomes frustrating for

many teachers. Students who show up late disrupt a teacher's lecture and slow

the class down. Teachers should not handle tardiness lightly and properly

discipline students who continuously come to class late, (Lamson, 2012).

Tardiness is a serious matter but has not immediate consequences, so that

the student leads to achieve poor performances in academics. In this study, will
aim on finding an answer to the different causes of tardiness and how to avoid

being tardy.

Statement of the Problem

Generally, the main focus of the study is to determine the effect of

tardiness in the academic performance among Senior High School students in

the Division of Antique.

Specifically, this would attempt to find answer to the following questions:

1. What are the effects of tardiness in the academic performance among Senior

High School students in the Division of Antique when take as a whole

according to variables, age, sex, family net income and track/course.

2. Is there a significant difference on the effects of tardiness in the academic

performance among Senior High School students in the Division of Antique

when take as a whole according to variables, age, sex, family net income and

track/course.

Hypothesis

There is no significant difference on the effects of tardiness in the

academic performance among Senior High School students in the Division of

Antique when take as a whole according to variables age, sex, family net

income and track/course.

 Theoretical Framework

Elementary and secondary schools throughout the nation are adopting

various techniques to get children to school on time. Many of these programs are

producing positive results but the evidence still shows disturbing signs of a

continuing upsurge in late arrivals in school. The US department of education,

in the latest available report, shows that tardiness is a moderate to a serious

problem, rising to 32.4 per cent by the year 2000, up 7.5 per cent over a six-year

period. The increase in elementary school tardiness was most disturbing with

27.1 per cent of principals in those schools saying it was a significant problem.

Increasing 8.6 per cent over the same period. School principals have been

concerned about tardiness for many years but didn’t take serious steps to

counter the problem. Its different story now because of the no child left behind

law that result in federal monitoring of school attendance and late arrivals to

school. Under the law, schools face a whole range of negative consequences if

students don’t meet certain levels on state tests. Student who arrive late to

school miss important lessons, because elementary school teachers for the most

part begin their day with core subjects such as math. Attendance is a major

factor that states look at figuring how much funding the school districts gets and

since attendance is taken at the beginning of the school day, late arrivals may

be counted as absentees, thereby depriving the district of funding. A significant

number of school –age children have television sets in their bedrooms and a great

many probably are watching late movie or one of the late night talk shows when

they should be sleeping when and if they have an alarm clock, they just continue
sleep after it goes off. Among the devices principals are utilizing to cut back on

tardiness include prizes for students who regularly show up on time and after

school movies for those who are always punctual (Murray, Light 2000).

Figure 1. Depicts the relationship of the variables

TARDINESS IN
RELATION TO
• AGE THE ACADEMIC
• SEX ''TARDINESS PERFORMANCE
• FAMILY NET MAJOR OF THE SENIOR
INCOME PROBLEM'' HIGH SCHOOL
• TRACK/COU STUDENTS IN
RSE
THE DIVISION
OF ANTIQUE

Figure 1. Paradigm showing the relationship between dependent and

independent variables.

Significance of the Study

The result and findings of this study about the tardiness in relation to

academic performance among Senior High School students in the Division of

Antique will both benefit to the students, teacher, school administration and also

to the other researchers.

 To the Students: Students can use the result of this study to know how

to overcome tardiness in school. The result of the study will help them to

improve their academic performance, this study also can help them to create

plan to how handle their time to come early in school.

To the Teachers: Teachers can use the result of this study to help their

student how to reduce tardiness. They can use the results to know why come

students came late in school, it helps to encourage their students to came early

in school.

To the School Administration: School Administration can use this study

to guide and to reduce tardiness in their school. This study can use to conduct

seminar or meeting for all teacher and student through this plan the result of

tardiness can improve.

To the Future Researcher: Future researcher can use the results of this

study to their guide and reference for their own similar study.

Scope and Limitations of the Study

The study will be conducted among Senior High Schools in the Division of

Antique. The respondents will be the selected senior high school students from

the different schools. The study will aim to determine the student’s profile that

includes age, gender, and track/course, distance of their home from the school

and how long they are traveling from their house to school.
 The researcher will conduct survey used by means of answering questions;

the respondent is composed of 40 students that come from different strands of

Senior High School in the Division of Antique.

Scope and Delimitations

This study focused on the experiences of the students toward the student

lateness and effects of tardiness in the learning process. This study involves the

population of Senior High School students in different schools in the Division of

Antique in the first semester of the school year 2019-2020.

Definition of Operational Terms

The following definitions are provided to ensure uniformity and

understanding of these terms throughout the study. The researcher develops all

definition not accompanied by a citation.

Tardiness – moving slowly; sluggish ,beyond the expected or proper time

Academic – a member of an institution of learning, a person who is academic in

background, outlook or methods

Absenteeism – a tendency to be away from work or school without a good reason;

the practice or habit of being absent from work or school

Attendance – the persons or number of persons attending

Attitudes – the way you think and feel about someone or something

Habits – the usual way of behaving, something that a person does often in a

regular and repeated way

Behaviour – the way a person or animal acts or behaves

Traits – a quality that makes one person or thing different from another

Personality – the set of emotional qualities, ways of behaving etc., that makes a

person different from other people.

 CHAPTER II

Review of the Related Literature and Studies

This chapter presents the review of related literature and studies that are

related to the present study.

This chapter includes discussion on the topics (1) Foreign Literature, (2)

Local Literature, (3) Foreign Studies, (4) Local Studies.

Foreign Literature

Literally, the term “lateness” implies a situation where an individual

arrives after the proper, scheduled or usual time (Oxford Advanced Learners’

Dictionary, 5th ed., 1995). Furthermore, Lauby (2009) puts it as a term used to

describe “people not showing up on time”. 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. It is

obvious therefore that, lateness could be seen as a system of network

breakdown. Weade (2004) added that tardiness is “being late for any measurable

length of time past the stated or schedule start school.

Sprick and Daniels (2007) implied that one of the most recurring and

frustrating problems a school has is having tardiness. Nakpodia and Dafiaghor

(2011), on the other hand, gave factors on why students arrive late to class. Some

of these are: waking up late in the morning, heavy traffic, household chores,

vehicle breakdowns and lack of responsibility.

Local Literature

Most teachers do not like students who are tardy. Simply because they

would most likely disrupt their class causing the teacher to reiterate his/her

lecture for the sake of the tardy student, thus wasting time for the oncoming

lectures. This is simplified when Shakira (2015) said “In a time-lax culture such

as in the Philippines, this leaves the punctual person annoyed by the tardiness

of others.”

Alfie (2012) stated that tardiness is not always caused by one’s laziness, it

is often caused by the obstacles of the heavy traffic and difficulty in

transportation. In line with his statement, he said “To be punctual is to be really

strong-willed and extremely disciplined. And this is really a challenge, yet it is

something doable and achievable only if one will put his mind onto it.”

This was supported by Bilocura (2012) when he said that it is not solely

the students’ fault why they keep on being late in coming to class. Another factor

that could affect the punctuality of a student is the response of the teachers to

tardy students.

The idea was further expounded by Bilocura (2012) when he added that

another reason why students come late is when the teacher gives the student

the impression that “they won’t be missing anything if they are late” since in

some classes, no important activities or instructions and no lessons are being

done for first few minutes.

Foreign Study

Some teachers do not like to repeat a lecture for a tardy student. He/she

believes that it is the student’s job to catch up to the missed lecture. Gottfried

(2011) stated that in evaluating the deleterious effects of missing in-school time,

research has almost exclusively focused on absences, and almost no attention

has been paid to tardiness. Very little attention has been given to tardiness since

students still managed to get to school, compared to that of absent students.

Studies have shown 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). Moreover, as mentioned by Zeiger (2010),

the results from the survey report conducted by teachers show that students

with high tardiness rates have “higher rates of suspension and other disciplinary

measures” (National Center for Education Statistics Indicators of School Crime

and Safety (2007)). It also causes the students to have behavioral problems and

to drop out.

Other tardiness factors include bullying or having problems with his/her

subjects. 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).

Local Study

Studies have revealed that those students with “perfect or near-perfect

attendance” have good grades compared to those students who misses classes

often and late-comers (Cowan Avenue Elementary School Community, 2007,

para 3).

A study by Pimentel and Quijada (2011) focused on the frequency of use

by the UP Cebu freshmen students of Facebook and a part of the study tackled

about the effect of the famous social networking site to UP Cebu students’

punctuality and academic performance.

Bilacura (2012) stated that a lot of studies as well gave testimonies to

effective remedies on tardiness. These studies promoted integration of

personality development and interdisciplinary programs into school curriculum

to aid students enhance positive behavior and personality leading to the decrease

of tardiness.

When students are tardy or absent, or when they drop out of school,

sequential learning cannot occur, subject matter and skills cannot be developed,

and much student talent is wasted .at –risk students identify in the school

setting include goes exhibiting signs of alcohol consumption, drug abuse, or anti-

social behaviour. This student need assistant to overcome their problems and to

achieve in school. When counselling in the school setting is not sufficient, these

students need to be referred to appropriate services in the community. For some

high school students, the immediate earnings from employment seems more
significant than staying in school. This student need courses in vocational

education and assistance to help them developed positive attitudes toward

education, perceive alternative to dropping out, and realize the worth of long

term goals. Family situations, such as cultural differences between values

taught, at home and school, separation, divorce, or out. School personal need to

be determine causes of tardiness, absenteeism and dropping out and to provide

necessary remediation ( Ediger ,Marlow 1987)

In evaluating the deleterious effects of missing in school time, research

has almost exclusively focused on absences, and almost no attention has been

paid to tardiness. Hence, this study contributes a new dimension to the field by

examining the effect of student tardiness on academic achievement. Employing

an empirical model on a large-scale, longitudinal, multilevel data set of urban

elementary school children over 6 years of observation there are 2 significant

findings. First, students with greater tardiness perform worse on both

standardized reading and math test. Second, holding constant an individual’s

own record of tardiness, students whose classmates are tardy more frequently

also have lower test score. Hence, the achievement gap widens even further for

students who also have greater individual level of tardiness. Policy implications

are discussed. (Michael Gottfried 2012)

Personality as a ‘’pattern of habits, attitudes and traits that determine an

individual’s characteristics, behaviour and traits he further describes personality

as ‘’the dynamic organization within the individual of those psychological

systems that determine his characteristics behaviour and thoughts’’ (Gordon

Allport 1990)

Personality as the end result of the typical ways in which and person

reacts, the product of his motivation, emotions feeling tones, style of thinking

and attitudes,’’ personality is partly in born and nervous system are largely

responsible for the inborn aspects the associate either through imitation or

through hostile reactions when we are thwarted Habits are reaction so often

repeated as to become fixed characteristics or tendencies good habits results

from choice and are required through effort (the encyclopaedia

international,1967)

Anxiety may appear any time think of anxiety as a feeling of uneasiness,

comprehension or fear that has a vague or unknown source. Anxiety affect

students’ performance anxiety at relatively low to moderate levels can be

destructive and non-adaptive within the classroom setting there are numerous

sources of anxiety for students teachers examinations peer relations

achievements settings like or dislike of subjects however there are certain

situations in which the students feel particularly anxious last not in other

situations this describe the condition called situational anxiety there are other

individuals however who are almost always in a state of anxiety called neurotic

or trait anxiety (educational psychology pg.21)

Pseudo-Feebleminded is more of an emotional disorder rather than of

mental retardation the term ‘’pseudo-feebleminded has been used because

individuals in this category react with stupid behaviour manifest lack of interest

in work or in ambition and reacts with extreme withdrawal from fear failure or

criticism.

Dreaming state is the part of the sleep continuum called the’ ’paradoxical

sleep’’ between waking and sleeping, so called because the subject is near to

being awake (by EEG criterion i.e., use of the encephalogram-a low voltage and

relatively fast pattern of changes) and hard to arouse by another increase arousal

threshold it is at this stage when R.E.M (Rapid Eye Movement) occur and when

REM is occurring it is difficult to arouse a sleeping subject.

 CHAPTER 3

Research Design and Methodology

This chapter presents the discussion on the research methodology of the

study, the subjects, sampling technique, research instruments, procedure of the

data gathering that will be used for accurate data analysis and interpretation.

Research Methodology

The researcher used correlation method to determine the tardiness in

relation to academic performance of the Senior High school students in the

Division of Antique.

The primary sources of data are Senior High school in La Verdad Christian

School.

Subject / Respondent of the study

The researchers selected 40 respondents. The respondents from Senior

High School students from different strands namely, Humanities and Social

Sciences A and B, Accounting Business Management A and B, General Academic

Strand, Science Technology Engineering and Mathematics A and B and Tech Voc

strand; Cookery and ICT were sampled evenly according to strand. Each strand

has five respondents.

 Sampling Technique

The researcher will used random sampling technique. Random sampling

technique is conveniently selecting the sample fitted to the description of the

desired respondents. The researchers selected the students from Senior high

school that belong to the desired strand.

CHAPTER V

Summary, Findings, Conclusions, and Recommendations