ST.

VINCENT COLLEGE OF CABUYAO

Senior High School Department

THE RELATIONSHIP OF THE RATE OF CLASS TARDINESS AND THE ACADEMIC

PERFORMANCE OF GRADE 10 STUDENTS OF SAINT VINCENT COLLEGE OF
CABUYAO SCHOOL YEAR 2018-2019

A Practical Research 1

Presented to the Faculty of the Senior High School Department of St. Vincent College of
Cabuyao

In Partial Fulfillment of the Requirements for the Practical Research

BHON ALRACE CARL F. RECOY

2018-2019

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

“School keeps you safe, it educates you, and it prepares you for your future. Don’t miss
out!”
-Sir Hermano

Introduction
Tardiness is the habit of being late or not being on time. It is a most common habit to a lot
of people in the world. It is the concept of not being on time and delaying of the arrival of
someone. Being late as a form of misconduct may be formally punished in various arrangement
and situation, such as workplace, school, etc.

For most people, being on time is harder to do for many different reasons. Some
reasons were merely excuses but these excuses actually make tardy people tardy. For no one
actually know why they were late and their excuses were just accepted by many.

Also, it is said that lateness is a surprisingly difficult habit to overcome, and its causes
run deeper than just poor time management. According to DeLonzor (2010), habitually tardy
people can be classified into 7 categories: Rationalizer, Producer, Deadliner, Indulger, Rebel,
Absent-minded Professor and Evader.

Tardiness isn't only a problem for businesses that rely on workers to show up on time.
It's also a problem for the people who run late a lot. According to LifeEsteem.org, people who
are consistently late score lower on tests that assess attributes like self-esteem and discipline.
There are several reasons why being late for work, meetings and other professional
appointments can be a problem.

Tardiness is widely observed in the field of education. Students tend to be tardy as time
goes by. Not just students but also teachers sometimes had been observed to have this habit.

In the Philippines, the students, especially the secondary and tertiary students were
prone to being late in class for various reasons and excuses. For whatever the reason is, these
students got late but still pass and meet the curriculum standards.

Statement of the Problem

The problem that was examined in this research is to know if the relationship of a
students` tardiness to his or her academic performance.
It specifically seeks to answer the following:
1) What is the level of a students` tardiness in terms of:
a. Reasons;
b. Frequency;
c. Effects;
d. And to avoid
2) What are the problems encountered by the respondents in experiencing tardiness?
Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department

Theoretical Framework
Tardiness is the quality of being late. When people don't show up on time, they're guilty
of tardiness. When you're late for something, you're tardy, so tardiness refers to the habit of
being late. Because of their tardiness, some people almost never arrive at work, school, or other
places when they're expected. Tardiness is very annoying for the people waiting for the tardy
person, and too much tardiness at work could get you fired. Tardiness comes from the Latin
word tardus, "slow, sluggish, dull, or stupid."

Conceptual Framework

Input
-Grade 10 students
from SVCC
-Survey
Questionnaire

Process
-Gathering of data
through surveying

Output
- A conclusion if there is a
significant relationship of
tardiness and academic
performance

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
Scope and Limitation of the Study
The main purpose of this study is to determine whether there is a significant relationship
of the rate of tardiness to the academic performance of the students. The researchers focus
was only on the average of each respondent and does not include conclusions for each subject
of the respondents. The respondents were also limited to only Grade 10 students of Saint
Vincent College of Cabuyao.

Definition of Terms

Tardiness. Is the habit of being late or delaying arrival. Being late as a form of misconduct may
be formally punishable in various arrangements, such as workplace, school, etc. An opposite
personality trait is punctuality. This act can plague a person’s workplace as being chronically
tardy can make you lose not just time, but valuable interaction between you and your
environment.

Punctuality. Punctuality is the characteristic of being able to complete a required task or fulfill
an obligation before or at a previously designated time (Webster). "Punctual" is often used
synonymously with "on time". These acts can be handy for students who want the full
experience of school and is definitely a must whenever attending school. It keeps attendance
and participation in check and counts just as much as studying diligently.

Academics. It can vary in meaning but it mostly pertain to the academic performance of a
certain student within his/her classes. This includes their grades, performance, paperwork’s,
events, and other curricular and extracurricular activities. Being in school requires that you must
be present during the process of academics for successful schooling experience.

Motivation. Is the reason for people's actions, desires, and needs. Motivation is also one's
direction to behavior, or what causes a person to want to repeat a behavior (Pardee 2018).
Motivation can play a vital role in deciding whether a person becomes tardy or not, there are
many factors behind it, too. Such as, socio-economic standpoint, peers, thrives for experience,
etc.

School. A school is an institution designed to provide learning spaces and learning

environments for the teaching of students (or "pupils") under the direction of teachers. Most
countries have systems of formal education, which is commonly compulsory (Dodge 1962). In
these systems, students’ progress through a series of schools. The names for these schools
vary by country (discussed in the Regional section below) but generally include primary school
for young children and secondary school for teenagers who have completed primary education.
An institution where higher education is taught, is commonly called a university college or
university.

Student. Is a learner or someone who attends an educational institution. In the United Kingdom,
those attending university are termed "students" while "pupil" refers to an attendee of a lower
educational institute; the same was typically true in the United States previously where student
was considered a more lofty and ambitious title, one who was actively seeking knowledge, not
just learning it because they were required to. In the United States, and more recently also in
Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
the UK, the term "student" is applied to both categories: school and university students. In its
widest use, student is used for anyone who is learning, including mid-career adults who are
taking vocational education or returning to university. When speaking about learning outside an
institution, "student" is also used to refer to someone who is learning a topic or who is "a student
of" a certain topic or person. In the widest sense of the word, a student is anyone seeking to
learn or to grow by experience.

Significance of the study

The results of the study will be beneficial and relevant to the following:

Students. Through this study, the findings of the research about class tardiness will serve as a
motivation for students to be more punctual in class. This study is significant to them, since it
will help them in increasing their productivity in class.

Teachers. It improves teachers` capability to manage students. Through advices that will help
encourage and contribute in increasing student’s performance. It will be beneficial to the
teachers as their instructional methods that inspire students to actively participate in class.

Parents. It will improve their guidance because this study will enable parents to be aware of
their child's performance in class. Through this study, they can help and improve their child’s
performance in school.

Future Researchers. This study is significant and will be helpful to the future researchers as an
instrument and guide for further analysis. Also, the findings of this study will serve as a good
source of useful information for them.

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department

CHAPTER 2

Foreign Literature

Those students who are not going to school early fail to attend substantial
announcements and activities in school. Some existing studies have shown that tardiness in
school has a negative effect to our learning. Students who arrive late and miss school hours,
acquire less hours of instruction or learning than students who are early in class. It is not only
those students who are always late in class show bad punctuality habits; their tardiness also
disintegrates the learning of their co-students in class. A report recommends that giving
punishments to late students once they get to class is not helpful for teachers, because it just
aggravates the situation. But instead, in some studies the authors suggest to use praise as a
positive reinforcement strategy, as it has proved to be effective for addressing problem
behavior.

There are things to consider in implementing this strategy. Using recent school
records to know which students show a consistent pattern of being late. Like for example, it
makes sense to a student who had a pattern of tardiness at the beginning of the school year
but is not consistently late and only by chance. They also consider young students who often
depend on an adult to bring them to school on time, and teachers should be aware of the fact
that parents’ behavior may be an effect of students’ tardiness rather than blaming students’
behavior. As stated by Gottfried (2014) in his academic paper which tackles the impact of
tardy students’ behavior on their peers. Gottfried agrees that teachers’ response to the
educational needs of late students through reallocating regular class time, other students are
affected and classroom instruction is slowed by this disruption. Because of tardy students
going to school at abnormal times and potentially missing a number of accretive instructional
hours, teachers must pay attention to remediation rather than regular teaching time. Gottfried
says, ‘As such, there are negative effects on achievement generated when one student’s
actions impede learning for other classmates. (Rebecca, 2017)

Tardiness in schools can produce severe systemic problems, if left unchecked. The
principal, as instructional leader and the one who manages the school, must mobilize his/her
staffs and faculty members in such a way as to reduce tardiness and protect instructional time.
Failure compliance will lead to a marked decline in the academic climate and performance.
Tardiness conventionally takes two forms, tardiness for school and tardiness for classes. A clear
and strictly enforced policy against tardiness must be applied to schools. Students should know
the importance of punctuality and how it is attached to their future working lives, since the
school is also build to make good citizens and workers. Late students miss important instruction
and often receive lower grades or fail subjects. Through starting all classes early and giving
short quizzes at the beginning of the lesson, teachers can help to solve the problem. Scores for
these quizzes will be added to a percentage of the total class assessment so that more students
are encouraged to be punctual. It would also be useful if teachers recognize and reward
students for punctuality. Tardy teachers who arrive late also affect students. They shorten class
periods by their lateness and leaving students unsupervised for a period of time. Also, some of
their students are late because they thought that their teacher will also be late. The
administration must do everything to resolve this problem and maximize teaching time. Policy

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
must be announced to everyone and enforced methodically. Administrators must round at timely
intervals to encourage all concerned to be more punctual. (Pilgrim, 2015)

An article entitled “Students who are late to school and How it Affect Their Learning”
concerns a number of students who are chronically late in school. Advices were taken from an
article published last week and it clearly explains how tardiness to school affects our children’s
learning. None of us do not experience being late. According to the national initiative Attendance
Works, being late in later grades is connected with increased failure and dropout rates. Luckily,
parents can help avoid tardiness from becoming a consistent routine of their child's school life.

Social criticism has a powerful impact on a child's perception about school and his or her
ability to be successful in academics. Teenage students are becoming conscious of fitting in and
being accepted by peers. If a student is repeatedly tardy, they may be a target or an outcast.
Negative peer interactions can be a hindrance in their ability to concentrate on learning.
According to the Encyclopedia of Children's Health, children with permanent friendships enjoy
school more, and children who are friendly tend to perform better academically. The study
reports that repeated tardiness is associated with lower grades. It is also connected to low
graduation rates. Students who are always late at primary and middle school levels have more
chances to fail in senior school.(Yamamoto, 2010)

Responsibility is a part of your child's education. Learning responsibility in school is a

precursor to functioning in the working world, as noted by William Kirby in his 2010 article
"School Attendance Tied to Academic Success”. A student is responsible to have his or her
attendance. Many cases show that students’ attendance depends on his or her parents' ability
to help their child be on time. Parents can teach their children effective strategies that will help
them prepare for school faster. On the other side, parents who take their children to school must
also bear in mind to be punctual and responsible.

Tardiness is one of the most bothersome problems today in classrooms. Certain

teachers say that the first four to eight minutes of class is such a waste of time. When teachers
ignore or do not mind sending late students to the office, it confuses students about the
importance of punctuality. As Peter Davis, principal of Hill Classical Middle School in Long
Beach, California, states that, “tardiness suggests school is not important.” That’s why students
think that being late is fine. Casey County Middle School in rural Liberty, Kentucky, Principal
Terry Price, mentions, “We had as many as 40 tardies per class period in the morning. The
number of students in the hall after the bell rang increased as the day went on—often up into
the 70s. From September through November 2004, we averaged 240 tardies per day.” After the
application of a positive tardy program, however, Casey County decreased the average number
of daily tardy students to 2. Also, in rural Monticello, Kentucky, educators have relished the
same success. Monticello Middle School Principal Johnny Chaplin reports that in the fall
semester they had more than 2,000 tardies. While in spring semester they had lessen the tardy
students to around 500. At H. Grady Spruce High School, Israel Cordero cites that out of 1,500
student population, late students and referrals reduced by 50% or more. Lastly, in urban Long
Beach, California, where a district-wide program taming the Tardiness Every Minute Counts by
Randy Sprick and K Daniels 22 National Middle School Association has been effective since
2003, Peter Davis at Hill Classical Middle School reports that they have an average of 20–25
late students a week.

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
There are students who are not interested to work hard and excel in school. They are
sometimes associated in other activities that cause them to lose concentration on their studies.
They seldom study or do their homework which leads to failure. And as a result, they watch their
dreams fly away because of their inability to graduate. Students should work hard to excel in
class.
Students should at least make sacrifices and exert an extra effort to perform and excel in
class. Lazy students normally do not attend classes and sleep too much. It’ll be more beneficial
for them to stay in their room watching movies and listening to music.
Some spend most of their time hanging out with their friends and partying which leads to loss of
time in studying or doing assignments. Laziness in school results to failure and causes one’s
parents disappointed. Students should practice working hard to ensure success.

Foreign Study

Farrar (2010) studied the social, economic, medical, emotional and psychological
reasons for middle school students’ tardiness. Farrar stated that those students who arrive late
in school don’t lose only valuable educational instruction. They also disrupt the environment the
class they were entering and they also became distraction to other students in the same class.
Frequent student tardiness has a negative impact for their future. Some consequences that may
happen are academic failure, school drop-outs, emotional dependency, drug dependency,
fighting and bullying. Students’ tardiness determine if the student will be at risk, if no intervention
will be done with the said behavior, it will result to serious emotional and social problems. Farrar
interviewed chronically tardy students individually and in a focus group. Farrar’s findings
progress functional suggestions for intervention strategies that will be used with students and
parents and can be implemented by schools from local, state, and national government
agencies for the purpose of reducing students’ tardiness in middle school. (Farrar, 2010)

Russell (1990) examined in his study if people who surrounds the student has a factor
with the students’ school attendance. The parental guidance, financial income in home,
teachers’ attitude and schoolmates’ influence was investigated if these factors have an effect on
a students’ attendance in class. Based in his study, Russell concluded that the chronically tardy
and non-tardy students has the same experience with their parental guidance, as they relate to
home rules, child-training and parental values. He noticed that the father’s presence in the
homes of the non-tardy students is more frequent than those chronically tardy students;
because of this he indicated that the father’s presence in home is a factor of students’ tardiness
in class. When it comes to mother’s presence, non-tardy and chronically tardy students share
similar experience. He also stated that financial income in home of non-tardy and chronically
tardy students has no bearing on students’ tardiness.

Russell indicated in his study that the presence of both parents in home will increase the
chance of the student to have a good school attendance record as well as having good
academic performance. It was also specified in his study that teachers must practice a positive
treatment and interactions with the students to impact the students’ perception with respect to
students’ tardiness. Increased positive interactions with chronically tardy students may reduce
the rate of tardiness of this group of students.

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
Local Literature

"Filipino time is the expression used to say it is a cultural thing not to be on time and not
to care”, John Grant stated on his blog. But he also mentions other aspect of being a Filipino.
One is being hospitable and aspiring yet being a low class society.

In chapter 22 of the novel entitled "El Filibusterismo”, the characters watch a play in a
grand theater. A lady and her husband enter the theater very late into the play. She was
described to have the “air of a queen” and came late as if to say, “I’ve come later than all of you,
you crowd of upstarts and provincials!” Rizal points out here that tardiness by Filipinos was not
just a habit, but a status symbol. He even compared this mindset of tardiness of Filipinos to
being in a mule race — that the latest one “wins” and is considered most important.

Brian Tan (2016) worded, " When we label our tardiness as Filipino Time, we simply
further perpetuate the crippling network effects of the habit and its negative brand. This is unfair
for the many Filipinos out there who are punctual, disciplined, and mindful of other people’s
time. As such, the next time you are tardy, don’t blame it on Filipino Time. It’s time we start
admitting our own faults. It’s time we stopped Filipino Time from being a celebrated part of our
culture as Filipinos." Meaning Filipino time was not that rare to us. It was simple a part of our
culture but it`s our choice to be tardy, It`s not always about our culture.

Local Studies

School absenteeism is a disturbing issue for heads, instructors, guardians, and the
general public, by and large, and in addition for the understudies, specifically. It might show low
execution of instructors, understudies' disappointment of the school's administrations, or
absence of or poor scholarly and non-scholastic structures or strategies that address the issues
or factors affecting or fortifying this conduct. Guardians are monetarily loaded for having their
youngsters to remain longer in the school, having to re-enlist them in subjects where they flop
because of over the top unlucky deficiencies. The present examination planned to investigate
the procedure by which the wonder of school absenteeism advances or is experienced by the
undergrads. Inside

and out meetings of ten truant understudies and the utilization of altering style examination and
a technique portrayed by Colaizzi (1978) yielded three classification plans of understanding of
school absenteeism: (a) weakening conditions - feeling of weakness; (b) confused esteem
framework - stirred up needs; and (c) educational quandaries – unappealing scholastic
situations. In view of the discoveries, the instructive, mental and socio-social ramifications are
examined.

An investigation of the recurrence of event of behavioral issues in schools and the

seriousness of those issues as apparent by school principals was done. The Philippine example
comprised of principals of the 150 schools which took an interest in the Third International
Mathematics and Science Study-Repeat (TIMSS-R) in 1999. Their impression of the issues was
contrasted and those of an International example for which information was given by the
Committee in Boston, Massachusetts.

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
The three most every now and again happening issues in the Philippine example were lateness;
unjustified unlucky deficiencies and infringement of the clothing regulation. In the International
example the most successive issues were lateness, non-attendance, and classroom unsettling
influences. Irreverence, cigarette or tobacco utilize or ownership, were likewise high recurrence
issues in the International example. The degrees of seriousness of the issues in the two
examples contrasted predominantly in socially related factors. (Milagros, 2001)

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department

CHAPTER 3

Research Methodology

This chapter introduces the research methodology used for this study and how it has
guided data collection, analysis and procedures to be used. It includes the research design, the
respondents of the study, the instruments and techniques to be used in gathering data, the data
gathering procedure and the statistical treatment being done.

Research Design

This study is conducted to determine if there is a significant relationship of the rate of

tardiness to the academic performance of a student as a basis for creating an infograph to give
knowledge to students and educators. The research designs that will be used in this study are
survey research design, observational research design and correlational study research design.

Respondents of the Study

There is one (1) group of respondents, the Grade 10 students of Saint Vincent College of
Cabuyao, who were being studied and surveyed by the researchers according to their tardiness
and performance in class. The respondents will be used to determine the assessment of class
tardiness to the academic performance of Grade 10 students of Saint Vincent College of
Cabuyao.

Data Gathering Procedure

Approval to distribute the questionnaires and conduct the study was secured from the
school administrator. The researchers then distributed the survey form and conducted the study
personally.

Research Instrument

The major instrument in gathering the data is the survey-questionnaire. The survey-
questionnaire will be divided into four (3) parts.

Part 1. Profile of the Respondents

This part will be made to determine the data that will describe the respondents of the
study. The selected variable for the group of respondents which are the students name, age and
gender.

Part 2. Tardiness Assessment

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department
This part will be made to assess the tardiness of Grade 10 students of Saint Vincent
College of Cabuyao. It will be divided into three (3) parts, reasons for being tardy, frequency of
tardiness, and effects of being tardy. This will answer all the statement of the problem.

Part 3. Recommendations for the Tardiness of Students

3This part is made to identify possible recommendations that can be made to deal with the
problems encountered by the groups of respondents.

Practical Research 1
 ST. VINCENT COLLEGE OF CABUYAO
Senior High School Department

Name (Optional): __________ Age: ___

Gender: ____

Practical Research 1
The Assessment of the Respondents’ Reasons for Students’ Tardiness in Class

 Very Reasonable (4)

 Reasonable (3)
 Slightly Reasonable (2)
 Not Reasonable (1)

Question: 4 3 2 1
1. I woke up and slept late
2. My travel time is long and I experience traffic.
3. My teachers and classmates are also tardy, too.
4. I am not interested in our subjects.
5. I’d rather do something else than be in school.

The Assessment of the Respondents’ Frequency for Student’s Tardiness in Class

 Very Frequent (4)

 Frequent (3)
 Slightly Frequent (2)
 Not Frequent (1)

Question: 4 3 2 1
1. I am tardy in class.
2. My lateness eats up most of my class time.
3. I go to school 5-15 minutes after being late.
4. I go to school a few hours after being late.
5. I don’t attend classes anymore if I’m late.

The Assessment of the Respondents’ Effects on Student’s Tardiness in Class

 Highly Effective (4)

 Effective (3)
 Less Effective (2)
 Least Effective (1)

Question: 4 3 2 1
1. I suffer consequences for being late.
2. I miss quizzes and exams.
3. I fail to submit requirements in time.
4. I miss class lectures.
5. I lose motivation to keep up with class subjects.

The Assessment of the Respondents’ Avoiding the Student’s Tardiness in Class

 Highly Recommended (4)

 Recommended (3)
 Less Recommended (2)
 Least Recommended (1)

Question 4 3 2 1
1. Late students should be punished
2. Punctual students should be rewarded
3. Guardians need to be more supportive
4. School personnel should be more
approachable
5. Students should practice punctuality more
often

CHAPTER 4
Presentation and Interpretation of Data
Table 1

Indicator 4 3 2 1 Percentag Rank

e
1 1 8 15 6 53.25% 2
2 3 10 12 5 59% 1
3 1 6 8 15 44% 3
4 0 2 9 19 35.75% 5
 5 1 2 9 18 38.25% 4
Table 1 shows the assessment of the respondents’ reason for students’ tardiness in
class. It shows that the highest percentage is 59% which means “My travel time is long and I
experience traffic”. It conclude that it is not reasonable to be late if your house is too far from
your school.

Table 2

Indicator 4 3 2 1 Percentag Rank

e
1 1 1 19 9 44.75% 1
2 2 3 8 17 41.25% 2
3 4 1 5 20 40.05% 3
4 2 3 2 23 36.25% 4
5 0 1 5 24 30.75% 5
Table 2 shows the assessment of the respondents’ frequency for students’ tardiness in
class. The highest percentage in this table is “I am tardy in class”. It conclude that it is
slightly frequent. Most of the student not that tardy during class.

Table 3

Indicator 4 3 2 1 Percentag Rank

e
1 4 10 6 10 56.05% 1
2 1 5 5 19 39.75% 4
3 0 4 14 12 48.25% 2
4 0 7 5 18 40.75% 3
5 0 4 8 18 38.25% 5
Table 3 shows the assessment of the respondents’ effects on students’ tardiness in
class. It shows that the indicator number 1 got the highest percentage which means “I suffer
consequences for being late”. It conclude that some of the students are suffering
consequences for being late and some of it are not.

Table 4

Indicator 4 3 2 1 Percentag Rank

e
1 12 8 10 0 76.05% 5
2 25 2 3 0 93.25% 1
3 20 7 2 1 88% 3
4 14 10 5 1 80.05% 4
5 24 2 3 1 90.75% 2
 Table 4 shows the assessment of the respondents’ avoiding the students’ tardiness in
class. It shows that the highest percentage is 93.25% which means “Punctual students’
should be rewarded”. It conclude that most of the students want to be rewarded for being
not late in class. For attending early in the class.

Chapter 5

Summary, Conclusions and Recommendations

This chapter presents the summary of the research, the conclusions drawn and the
recommendations made as an outgrowth of this study.

The study aims to answer aims to answer the following to research questions: What is
the level of class tardiness in terms of: a. frequency; b. effects; c. reasons and d. to avoid; What
are the problems encountered by the respondents in experiencing tardiness?

Summary
The following statements are the summary of the findings:
 1. What is the level of a student’s laziness and tardiness in class in terms of:
a. Reasons;
It shows the assessment of the respondents’ reason for students’ tardiness
in class. It shows that the highest percentage is 59% which means “My travel
time is long and I experience traffic”. It conclude that it is not reasonable to be
late if your house is too far from your school.

b. Frequency;
It shows the assessment of the respondents’ frequency for students’
tardiness in class. The highest percentage in this table is “I am tardy in class”. It
conclude that it is slightly frequent. Because most of the student are not that
tardy in class.

c. Effects;
It shows the assessment of the respondents’ effects on students’ tardiness
in class. It shows that the indicator number 1 got the highest percentage which
means “I suffer consequences for being late”. It conclude that some of the
students are suffering consequences for being late and some of it are not.

d. And to avoid;
It shows the assessment of the respondents’ avoiding the students’
tardiness in class. It shows that the highest percentage is 93.25% which means
“Punctual students’ should be rewarded”. It conclude that most of the students
want to be rewarded for being not late in class and for attending early in class.

2. What are the problems encountered by the respondents in experiencing

tardiness?
The problems encountered by the respondents were the effects of their
tardiness to their academic requirements and they evaluated "I suffer
consequences for being late" as highly effective with 56.05%.

Conclusion
Based on the general findings, the researcher conclude that the Grade 10 students of
Saint Vincent College of Cabuyao are not that very tardy in class. But there’s a few students that
are tardy while they’re in class. The reason of it is because of lack of sleep.

Recommendation
Based on the conclusion, the researcher recommend that most of the students need to
be slept early. Some of the students are getting late in class because of not sleeping early. For
some point, that is the reason why some students get a low academic performance. Because
during classes they are drowsy.