The New Edit Research

ASSUMPTION SCHOOL PASSI CITY ILOILO, Inc.
Saligumba Street, Passi City, Iloilo
SENIOR HIGH SCHOOL DEPARTMENT

Grade 12 General Academic Strand
Chapter I
Introduction
This chapter is divided into seven parts: (1) Background of the Study,
(2) Theoretical Framework, (3) Statement of the Problem, (4) Assumptions of the Study,
(5) Significance of the Study, (6) Delimitation of the Study, and (7) Definition of Terms.
Part One, Background of the Study, presents the overview of the study.
Part Two, Theoretical Framework, discusses the theory behind the conduct of this
study.
Part Three, Statement of the Problem, states the specific objectives of the study
that the researchers seek to find.
Part Four, Assumptions of the Study, presents the assumptions made by the
researchers before this study was conducted.
Part Five, Significance of the Study, enumerates the benefits that can be derived
from the findings of this study.
Part Six, Delimitation of the Study, indicates the coverage, time frame, and the
limitation of the study,
Part Seven, Definition of Terms, presents the conceptual and operational meaning
of some important terms used in the study.
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Background of the Study
Punctuality is one of the virtues many lack nowadays. Time and resources will be
saved if this virtue is carried out to the system of every responsible citizen. It is important
not to miss a class especially the first part of the day which includes the Silence Period,
Meditation, and Gospel Reading, which most pupils and students know as the Morning
Talk’. This routine is practiced by Assumption Passi for several years already and it is the
responsibility of all pupils and students not to be late or they would miss this particular
practice.
According to the Journal Education and Practice (Vol. 5, No.2, 2014), the
students’ family background greatly influences their tardiness. This is supported by
Peretomode (2012) and Egbule (2013) when they elaborated the concept of nature as it
affects an individual’s habits. These claims were later concurred by Taylor, (2014) stating
that tardiness is a concern even within the early childhood setting and teachers’
information collected in the surveys showed that classrooms with a maximum of 18
children, three to six various children were tardy on a weekly basis.
Kuhlenschmidt and Layne (2012) cited that students do not realize that the first
minutes of the class are important. Calladrilla, Christensen, Young and Denseley (2011)
added that students who were always late often miss the important opening
announcements and academic activities.
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Although coming to school late is better than not coming at all, tardiness is still a
severe problem for students. Students may miss the entire first period classes, often
getting an extremely low grade compared to other classes (Amanda et al., 2014).
Nakpodia and Dafiaghor (2011) asserted that students involved in watching films
and home videos until late night would usually result in waking up late, as could be
deduced from the literal meaning of the saying “early to bed, early to rise”.
Moreover, poor organization is the common reason for lateness. Students wait
until the last minute and do not allow themselves enough time to travel (Journal of
Education and Practice, 2014).
Since tardiness is a pressing issue in Assumption School Passi City, Iloilo Inc, we,
the researchers, decided to have this as our research study.
Theoretical Framework
The Behaviorism theory of B.F. Skinner (1957) is based upon the idea that
learning is a function of change in overt behavior. Changes in behavior are the result of
an individual's response to events (stimuli) that occur in the environment. A response
produces a consequence such as defining a word, hitting a ball, or solving a math
problem. When a Stimulus-Response (S-R) pattern is reinforced (rewarded), the
individual is conditioned to respond. The distinctive characteristic of operant
conditioning relative to previous forms of behaviorism (e.g., connectionism, drive
reduction) is that the organism can emit responses instead of only eliciting response due
to an external stimulus.
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Reinforcement is the key element in Skinner's S-R theory. A reinforce is anything
that strengthens the desired response. It could be verbal praise, a good grade or a feeling
of increased accomplishment or satisfaction. The theory also covers negative reinforcers -
any stimulus that results in the increased frequency of a response when it is withdrawn
(different from aversive stimuli -- punishment -- which result in reduced responses). A
great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio)
and their effects on establishing and maintaining behavior.
One of the distinctive aspects of Skinner's theory is that it attempted to provide
behavioral explanations for a broad range of cognitive phenomena. For example, Skinner
explained drive (motivation) in terms of deprivation and reinforcement schedules.
Skinner (1957) tried to account for verbal learning and language within the operant
conditioning paradigm, although this effort was strongly rejected by linguists and
psycholinguists. Skinner (1971) deals with the issue of free will and social control.
It is in this theory that this study was anchored, with the researchers believing that
punctuality is a result of one’s behavior and environment.
Statement of the Problem
This study sought to determine the factors affecting the tardiness of secondary
students of Assumption School Passi City Iloilo, Inc. for school year 2017-2018.
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Assumptions of the Study
The researchers assumed that students have household responsibilities and
academic requirements which are more important things to be fulfilled instead of arriving
at school before the expected time. Weather is also a great factor especially for students
who live in far areas.
The researchers were also expected to interact with the informants. This had
something to do with BF Skinners’ (1957) theory of Behaviorism.
One of the distinctive aspects of Skinner's theory is that it attempted to provide
behavioral explanations for a broad range of cognitive phenomena.
One’s innate trait boils down in the way of an individual’s parental up-bringing as
one’s personal stance is based on the disposition, judgment, comprehension and
conviction of the one’s parent and to the surrounding people who had significant
participation in one’s life.
Multiple counts of offenses were still less regarded by the students due to the
school’s strict policies because of a continuous violation and the school lacks follow up
countermeasures to prevent such violation.
Significance of the Study
This study has noteworthy benefits to the following:
School Administrators. This study will help them regarding the tardiness issue of
the school and also for them to review and improve their guidelines on tardiness.
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Class Advisers. The findings of this study will help them in having a complete
attendance especially during first period, which will lead the students to become self-
directed and active learners.
Students. The findings of this study would benefit the students of Assumption
School Passi about the factors that affect their tardiness and become aware of their
behavior as students being tardy at school which will help them in their studies and will
make them more versatile citizens of our nation.
Future Researchers. This study will provide future researchers with primary
source of information in their attempt to look deeper into the factors that affect the
tardiness of secondary students of Assumption School Passi.
Delimitation of the Study
This study aimed to determine the factors affecting the tardiness of secondary
students of Assumption School Passi City Iloilo, Inc. This study will give insights to the
researchers by knowing the factors and reasons of the students who are always late in
arriving to school.
Definition of Terms
Students – persons who attends a school, college or university (Merriam-Webster
Dictionary).
In this study, it refers to the secondary students of Assumption School Passi
currently enrolled this School Year 2017-2018.
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Tardiness – arriving or doing something late (Merriam-Webster Dictionary).
In this study it refers to the behavior of the secondary students of Assumption
School Passi who are often arriving late.
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Chapter 2
Review of Related Literature
This chapter consists of research papers and articles related to the study. It
includes four parts: (1) Tardiness, (2) Factors Causing Tardiness, (3) School Rules and
Policies on Tardiness, and (4) Summary.
Tardiness
According to the study of Marwan Zaid Betaineh (2014), lateness is a form of
disruptive behavior. Lateness disrupts the rhythm of the class lecture and distracts other
students who may be paying attention to the lecture. 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 (Peretomode,
1991), a situation of not meeting up with programmed, a function of time is the criteria
and determinant of lateness.
According to the study, the effect of student tardiness to learning is that it has a
negative impact on learning outcomes. By the mere nature of arriving late and missing
the school hours, students receive few hours of instruction than students who are in class
when the bell sounds.
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According to the study of Persida et.,al (2017), tardiness in relation to the
academic performance of the senior high school students of La Verdad Christian School,
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 their performance.
According to the study, investigating the phenomenon of class tardiness among
the first year first semester chemical engineering students at Universiti Teknologi
Petronas (UTP), tardiness implies a situation where an individual is late in happening or
arriving (Oxford Advanced Learner’s Dictionary 2010). Besides, Free Dictionary (2003)
defines tardiness as coming, occurring or remaining after correcting, usual, expected time
(as cited in Malik, Ladhani, & Bhamani, n.d.).
According to the study of Do minutes matter? Connecting Tardiness to Academic
Achievement, Tardy can be defined as a “student’s failure to be in an assigned seat at the
sound of the final transition bell or tardy bell” (Tyre et al., 2011, p. 135). Not showing up
on time, or being tardy, is problematic, as shown in the study conducted Fish et al.
(2011).
According to the essay, Tardiness: High School and Tardy student essay, tardiness
is an instance of being late especially for school or work, that is noted down as
misdemeanor.
Santillano (2010) reported that psychological theorists considered some
“personality traits, including low self-esteem and anxiety” as triggering factors of
lateness. However, some theorists considered lateness as an “inborn quality” since our
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being early or late is “partially biologically determined”, which she also agreed, other
experts also believed that some people are “chronically tardy” for the reason that they
consciously and unconsciously get good things from it.
Factors Causing Tardiness
Based on the review of the existing lateness behavior literature, the researchers
addressed the following specific factors associated with student’s lateness behavior: Poor
Organization, Going late to bed, family background, Cultural background, Mass media,
broken homes, location of school, incomplete sleep
Poor organization- is the most common reason for lateness. Students wait until
the last minute, and then do not allow themselves enough time to travel
Going late to bed- The individual involved in watching films and home videos
may stay awake till late night. This could result in waking up late, as could be deduced
from the literal meaning of the saying “early to bed early to rise” (Nakpodia & Dafiaghor,
2011)
Family background- The habit of lateness could be learned from family
members. For instance, the person who sees the father always going late to work could
also learn the habit, thus go to lecture late also. This is supported by Peretomode (2001)
and Egbule (2004), when they elaborated the concept of nature as it affects an
individual’s habits. Moreover, it could be due to lack of parental supervision, domestic
violence, poverty, and differing attitudes toward education (U.S. Department of Justice,
2001).
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Cultural background- Different cultures have different standards concerning
lateness. However, punctuality is not really a serious matter for some cultures, compared
with how punctuality is being perceived in western cultures and developed countries
(Breeze et al., 2010).
Mass media- This research will lay emphasis on the electronic media;
specifically, cable television, cell phone, tablets, laptops and MP3 players. From
observation, some students download movies into their cell phones and watch them late
in the night. Again, some others listen to MP3 players for a long time at night. It is
common knowledge that when individuals go late to bed, they will also wake up late.
Kubiszewki, Fontaine, Rusch and Hazouard (2012) undertook a study on association
between electronic media use and sleep habits. Definitely, inadequate sleep might slow
down students’ rate of preparation for school and eventually arrive late.
Broken Homes- Broken homes resulting from separation, divorce, dissertation or
death of parent’s maybe a factor in students’ late arrival at school.
Omozeghian (2007) and Onoyase (2013) describe a broken home as a home where the
marriage between a man and a woman has hit the rock and the couple now stay
separately. They maintained that children of such a marriage now move between their
father and mother in their separate homes and that most of these students have been
found to go late to school and thus perform poorly academically. Observation has
revealed that products of this type of home suffer much neglect (in terms of food and
school materials) with one parent shifting responsibility to the other and pointing
accusing fingers at themselves for the plight of their children.
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Location of the school- Oghuvwu (2008) noted that distance to school is one of
the causes of lateness of our secondary school students. Dafiaghor (2011) not only agreed
that distance to school results to lateness but distractions like hold-ups or go-slows is also
responsible. Sarkodie, Ntow-Gyan, Bempong and Saka (2014) found out in their study
that large proportion of students agreed that lateness to school is caused by long distance
between the school and their residences.
Incomplete sleep- One of the reasons of being lazy during the studies is the
incomplete sleep. If the students are not having proper sleep during the night they are
always lazy and dizzy while they are studying.
School Rules and Policies for Tardiness
According to the Student Handbook Revised 2015 of Assumption School Passi
City Iloilo, Inc., pupils or students who arrive late secure a Tardy Slip from the Guard and
write reasons for coming late (for the first three tardiness). The tardiness slip is submitted
to the Class Adviser.
The sanctions for tardiness are the following:
First Three Tardies - the Administrative Coordinator will sign the Tardy Slip
Fourth Tardy - a letter from the Administrative Team Coordinator is sent to the
parents for notification.
Sixth Tardy - a letter for a scheduled dialogue with the Guidance-in charge and
the Administrative Coordinator are sent to the parents
Seventh Tardy - the First Written Reminder is issued to the pupil/student
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Ninth Tardy - the Second Written Reminder is served to the pupil/student by the
Administrative Coordinator
After the Twelfth Tardy, the parents are called for a conference regarding the
child’s consistent tardiness upon which the Guidance-in charge, the Administrative
Coordinator and the Chairperson, will issue a WRITTEN WARNING.
According to the Philippine Science High School, a student is considered tardy if:
a. He/she is not in line formation at the start of the flag ceremony; or
b. He/she enters the classroom 10 minutes after the designated start of the class
period; or
c. He/she is not in the designated venue 10 minutes after the start of any class,
activity in lieu of a regular class period (i.e., fieldtrips, seminars, contest,
symposia etc.)
According to the school rules and policies on tardiness of Ateneo de Manila, the
teacher gives a warning:
On the 5th- Class teacher sends a notification slip to the parents
On the 6th- the GLC gives a warning
On the 10th- One bar/demerit
On the 12th- One-day benching for middle school students
On the 15th- Grounding/suspension
According to the school rules and policies on tardiness of Southern-Agri Business
and Marine Aquatic School Technology, a student is considered late when he/she is not
yet present during the roll call and until the fifteenth minutes from the start of class.
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Lateness beyond fifteen minutes is considered an absence in the subject. Three instances
of lateness are considered one absence.
According to the school rules and policies of Polytechnic University of the
Philippines, a student is considered late or tardy if he arrives in class 15 minutes after the
scheduled class time. Three incidences of tardiness shall be considered as one absence
from class, and 5-8 times tardy per quarter will have a reduction of five points in
Conduct.
According to the school rules and policies on tardiness of University of
Southeastern University, students who are late 15 minutes after the class shall be
considered absent.
According to the school rules and policies on tardiness of Southwest High School,
1st Tardy- Written Warning
2nd Tardy- Phone call home by teacher
3rd Tardy- Written Warning by teacher
4th Tardy- Referral to office, 1-day ISS at Lunch and parent contact
7th Tardy- Referral to office, 2 weeks ISS at Lunch, parent contact
8th Tardy and beyond- Parent conference, increased ISS and possible referral to
SARB/DAHP.
According to the school rules and policies on tardiness of Arellano University
School of Law, Tardiness of twenty-five (25) minutes by the student for everyone (1)
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hour of the subject class hours shall be considered as an absence. Should the faculty
member decide to impose another type of sanction in exercise of his academic freedom,
then he must first secure the approval of the Dean and pre-inform his class.
Summary
This review of related literature discusses what tardiness is about, the factors
causing it, and the rules and policies of some schools on tardiness.
Tardiness is a form of disruptive behavior which implies to being slow to act, or
slow to respond, thus not meeting up with proper or usual timing. It is an unexcused tardy
when arriving to class after the late bell has sounded. Literally, the term “lateness” is
synonymous to tardiness which implies situation where an individual arrives after the
proper scheduled time or usual time.
It disrupts the rhythm of the class lecture and also distracts when students who
may be paying attention to the lecture. It has a negative impact on learning outcomes, by
the mere nature of arriving late and misses the school hours. Students receive few hours
of instruction than students who are in class when the bell sounds.
On the other hand, some factors causing lateness are also the same factors
affecting the students. It tells what factors can be linked to the tardiness of the secondary
students of Assumption School Passi.
Lastly, there are also existing school rules and policies on tardiness, each having
their own differences how they implement, with corresponding sanctions all focused on
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improving discipline among students. Despite these differences, their main goal is to
lessen the tardiness of the students and for them cope with this kind of situation.
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Chapter 3
Research Design and Methodology
This chapter includes four parts: (1) Methodological Perspective, (2) Context of
the Study, (3) Procedure, and (4) Ethical Considerations.
Part One, The Methodological Perspective, is comprised of the specific
methodologies used in the study.
Part Two, The Context of the Study, contains the research locale and data sources.
Part Three, Procedure, comprises the different actions taken in the conduct of this
research.
Part Four, Ethical Considerations, include the extent of how the participants will
be observed and interviewed in the context of ethics.
Methodological Perspective
This qualitative research, specifically a case study, is designed to determine the
factors that affect the tardiness of secondary students of Assumption School Passi City
Iloilo, Inc for school year 2017-2018. Yin (2003) defined the case study research method
as an empirical inquiry that investigates a contemporary phenomenon within its real-life
context when the boundaries between phenomenon and context are not clearly evident
and in which multiple sources of evidence are used. According to Hayes (2006), a case
study is analternative to experimental (scientific) and quantitative (positivist) methods
and an intensive investigation of single situations which serve to identify and describe
basic phenomena.
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Context of the Study
It is important that the study is well-defined. That is, the research locale, which is
the place where the study will be conducted, and the data sources, which elaborates the
facts where data could be extracted, should be explained further and defined specifically.
Research Locale.This study was conducted in Assumption School Passi City,
Iloilo Inc., the only private and catholic school in Passi City. Being such, it takes the lead
in conducting programs and activities in the community such as the Gamit Ko, Alay Ko
(GKAK) Program, Dental-Surgical Mission, Solid Waste Management Program, and
many more. These initiatives focus on the holistic development of its pupils and students
as well as the whole community. All of which are in line with the Three Pillars of
Assumption Education (Academic Excellence, Character Formation, and Social
Responsibility) and Five Core Values (Faith, Love, Truth, Justice, and Peace).
Data Sources. For all research questions to be answered, the researchers used a
questionnaire, focus group discussion, and photo elicitation. The researchers prepared
sets of interview questions and artifacts to know more the respondents and gather
sufficient data.
Procedure
This research was held in three phases, which involved preliminary investigation,
data gathering, and data analysis. As anchored on constructionism and symbolic
interactionism (Crotty, 1998), the research procedure is shown in Figure 1.
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Research Process
Phase I Phase II Phase III
Preliminary Data Gathering Data Analysis

Investigation
 Focused Group  Transcription
 Materials Discussion  Thematic
 Preliminary  Photo Analysis
Observation Elicitation  Data
 Informal Triangulation
Interviews
Figure 1. The research procedure employed by the researchers.
Phase I - preliminary investigation. This part discusses the materials utilized,
preliminary observation and informal interviews.
Materials. To collect sufficient information, the researchers used the following:
android phone as camera to take pictures of students who are always late, video and audio
recorder, and a survey questionnaire for them to answer.
Preliminary Observation. The researchers purposively chose 11 informants for
this study. Purposive sampling was described by Walpole, et al., (2012) as a process
which sets out to make a sample agree with the profile of the population based on some
pre-selected characteristic. They were then shown a letter stating the terms and conditions
of this study. Their schedules were taken into consideration to avoid conflict with that of
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the researchers and there was an agreement and communication regarding the schedule
and venue of the interviews.
Informal interviews. An initial interview with each informant was held to gather
personal data. During the interview, the informants were asked different questions
prepared by the researchers beforehand.
Some of the specific questions were the following:
1. Where do you live?
2. Is your house far from the school?
3. What time do you sleep during school days?
4. What time do you usually wake up in the morning on a school day?
5. How do you usually wake up for school in the morning?
6. What is your mode of transportation in going to school?
7. How long does it usually take you to get to school?
8. How often are you late in arriving in school?
Phase II - data gathering. Some data collection procedures were done during
00this phase to gather more data. A focus group discussion and photo elicitation took
place.
Focus group discussion.The researchers made a letter of consent to the teachers
of the respondents for them to be pulled out of the class for the focus group discussion
wherein they were gathered at one place and explain that they are one of the respondents
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in the study. All the researchers and respondents huddled in one place and each informant
answered the questions prepared by the researchers. Some of the researchers asked the
respondents some questions prepared by them while some record their answers to gather
data needed on this study using android phones. Those who were not talking could give
side comments or short answers that could support that of the one answering. Some
specific questions were:
1. What is your most unforgettable experience as a student being late?
2. What are your night routines before you sleep?
3. Do you feel embarrassed being late?
4. Do you blame the time obliged by the school or yourself for being late?
5. Do you fear having three consecutive lates which would result to one absence?
6. When you’re late, do you intend to do it or not?
7. Do you come late to school by group, as like you planned?
8. Does the weather affect your responsibility in coming to school on time?
9. Is there any problem with friends or family which keeps you from being late?
10. Do you think it is important to attend school regularly?
Photo elicitation. After the focused group discussion, the researchers took some
pictures of the respondents who are always late in coming to school. The researchers
went to the gate of the school at exactly 7:15 am and saw many students outside the gate.
They took some pictures of it for them to have proofs that many students of Assumption
Passi were always late and these pictures could help them on their study. the researchers
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showed some photos of the respondents as evidences of them being late. The Guidance
in- charge gave them tardy slips and they were then requested to explain what they were
doing that time and what is the reason why they are late.
Phase III - data analysis. This is the last phase wherein all the gathered data
underwent thorough analysis. It is composed of grouping the coded transcriptions and
establishing themes that are needed to obtain the results for this study and data
triangulation.
Transcription. The researchers transcribed the interview into text and formatted
the document so that the margins could be used for identifying individual bit of data.
After transcribing the data gathered from the focus group discussion, the researchers print
out the transcribed interviews, then identify their answers and those who had the same
answers collected were then put inside the envelope. This was done by assigning line
numbers as identifiers for cross referencing. Codes were noted in the side of the text
opposite to the line numbers and each transcription was photocopied. Each question with
its corresponding answer was then cut. All related codes were then grouped together, put
in different envelopes, and were labelled for easy identification.
Thematic Analysis. From the data collected, themes were constructed and
underwent thematic analysis. Braun and Clarke (2006) described it as a qualitative
analytic method for identifying, analyzing and reporting patterns, known as themes,
within data. It minimally organizes and describes data set in rich detail. The researchers
then reviewed the grouped codes and were divided into specific themes. This thematic
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analysis helped the researchers identify the factors of tardiness by explaining their profile
of the respondents.
Triangulation. Furthermore, triangulation was used, specifically data
triangulation. Triangulation was broadly defined by Denzin (1978) as the combination of
methodologies in the study of the same phenomenon. These are the one-on-one informal
interviews, focus group discussion, and photo elicitation. The results were reported
through a narrative and were presented to the respondents for verification.
Ethical Consideration
To ensure that this research project adheres to the highest possible standard of
professional conduct, the following principles were carefully considered for their
relevance to the study. The voluntary participation of the respondents was asked. This
means that the respondents were not coerced into participating in this research. They also
had the freedom to continue or stop. Specifically, the researchers used informant
consent. Through this, the participants knew the terms and the things that the researchers
seek to find out from them. Also, the confidentiality of the gathered data and information
was observed. Participants were assured that their identity and the gathered information
will not be made available to anyone who is not directly involved in the study.
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Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter gives the description of the results. It is composed of two parts
namely: (1) The Tardy Students, and (2) Factors Affecting Tardiness.
Part One, The Tardy Students, describes each of the respondents in full detail.
Part Two, Factors Affecting Tardiness, elaborates the themes that correspond to
the student’s tardiness.
Thematic analysis, in its simplest form, is a categorizing strategy for qualitative
data. It helped the researchers move their analysis from a broad reading of the gathered
data towards discovering patterns and developing themes. It is flexible and what the
researchers do with the theme once they uncover them differs based on the intentions of
the research and the process of analysis. The researchers used thematic analysis as a way
of getting close to the gathered data and developing some deeper appreciation of the
content. Thus, themes were unveiled by the researchers, wherein all meanings were
constructed based on real-life context.
The Tardy Students
Eleven respondents participated in this study; six of them answered the interview
questionnaire and the other five joined the focus group discussion. All were purposively
chosen as respondents for this study. These eleven respondents are not named by their
real name for confidentiality.
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Boy A. Boy A is a Grade 11 GAS student and a varsity player of the school. He is
the only child of his parents. He spent his time mainly in taking care of his dogs. Every
night, he studies and sleeps at 10 pm and before going to school every morning, he does a
lot of responsibilities in their house. During the Focus group discussion, Boy A answers
all the questions that were given to him. He aggressively fights for his own rights, he
complained the official time of the school wherein for him 7:00 is too early. During the
interview, he really showed his physical aggressiveness that he wanted to change the
official time of the school because for him, going to school is not just the obligation of a
student and also, they have a lot of works to do at home and especially his home is far
from school. Mainly, he goes to school with his own motorcycle and one time, according
to him, “Na-flatan motor ko kag ginpabulkit ko pa [The tire of my motorcycle got flat, so
I went to the vulcanizing shop first.] After class, he directly goes straight home and feed
his dogs. When asked if what does he feel when entering the school late, he replied “Of
course, late te kada sulod akigan kag kada sulod ginatulok kami te sikat kami” [Of
course. We are late so every time we enter the school, we are scolded, and many would
stare at us, so we seem famous.] He was also asked if he blame the time obliged by the
school or does he blame his self from being late. He said, “Yes, na blame ang school sa
skwelahan te alas 7 gid tapos maano ma lang sa skwelahan hay alas 7 gid te morning
talk malang da” [Yes, I blame the school. 7am is too early and on that time, it’s just the
morning talk.]
Boy B. Boy B is a Grade 12-GAS student. Since their house is somehow far from
the city, he takes the risk of going home daily bringing his own motorcycle. During the
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interview, he just sits in the bleacher and approved all the complaint of Boy A regarding
the Distance of their home. Boy B answers all the questions on our focus group
discussion and for him, he tries to explain that you cannot assure the day and what he
meant to say is that weather does not choose a day, especially when it rains. Boy B in
school, is a student who easily goes with the flow, he chills like there is no such problem
for him just like in our interview, he just laughed yet he answers the questions easily and
simple. Shock is one of the student who frequently go to school late and for him, while
entering the school he just acted normally like nothing happened. Every 8pm, he plays
basketball at their place and, until 10pm, he uses his phone mainly for watching funny
videos. Every time when he is at the city, he spends more of his time playing computer
games. When asked about his tardiness, his main reason is, “Na-uranan sa dalan, na-
basa, kag nag-uli. Pagbalik ko, late.” [I got wet going to school because of the rain so I
went home and when I returned, I was already late.] When asked also about his feeling
about entering the school late, he said, “Gapa wala lang kame” [We just act as if nothing
happened.] “Nahuya.” [Shy.]
Boy C. Boy C is a Grade 9 student. He spends his time every night chatting
through Messenger and sleeps at 8pm. During the focus group discussion, he sits beside
Douglas and just keep quiet. He just acted cool towards us but seeing his eyes, he was
even happy that he was one of the selected respondent of our research. For him, he just
sleeps early but as when he waited for the tricycle every morning, sometimes he got
irritated, yet he showed in school that being late is just better than being absent. Boy C
answer showed one factor and that is the distance. When asked about the mode of
26

transportation in their place, he said, “Ma-iwat tricycle. Yawan ko bantay” [Lack of
transportation and I spent much time waiting for a tricycle to pass by.] He believes that
“Mas okay don da gane nga late kesa absent” (It’s better to be late than to be absent.)
Boy D. He often arrives late in school because of sleeping late at night. Boy D
answers the questions honestly during the focus group discussion, he sits alone and holds
a cellphone and as we asked the questions one by one, he just answered it fast, calm and
precise. According to him, he sleeps at 10 pm but most of the time, he sleeps at 11 pm.
Boy D showed another possible factor and it is the behavior of the student. His answer
was base to this factor, according to all the gathered information to him, he sleeps late at
night and sometimes intend to do be late. He was not the only one who purposely intend
to be late but also some of the respondents in this research. This intention of being late
was his own behavior that affect his performance in school. When we asked him if he
intends to come late at school or not, he replied, “Depende kis a nahungod kis a waay
man” [Sometimes, I do it on purpose.]
Boy E. Boy E was the last respondent who came late to our focus group
discussion and while waiting for him, we proceed to our questions to some of the
respondents. When he arrived at the location of our Focus group discussion, we firstly
asked him why he came late to our discussion and he answered shyly that he finished first
his class to one of his subjects. While sitting and listening to our question, he just bowed
his head, smile and too shy to answer our questions that he even can’t speak clearly. His
voice was too low that even our recorder couldn’t copy his answer, so, we asked him to
27

higher his voice for us to hear his answers and for the benefit of our recorder. We
gathered some information about his answers and just like Boy D, he intends to come to
school late especially on mornings. He was too lazy of getting up to bed and to take a
bath early. While answering, we can see in his eyes that he was too shy to tell his reasons
of being late but still he answered the questions honestly. Moreover, he spent most of his
time using his cellphone at night. He is often called by the A-team and sometimes by the
guidance-in-charge of the school because of his straight tardiness. According to him, he
intended to come late to school. He said, “Huo, malamig marigos kung aga, adlawon ko
ga bugtaw mga 6:30, ga istar ko sa Commonwealth Extension” [Yes. It’s cold when
taking a bath in the morning. I usually wake up late in the morning, usually at 6:30 am.
We just live at Commonwealth Extension.].
Boy F. Boy F spends most of his time playing badminton since he is a varsity
player of the school. Every night, he spends most of his time in reviewing his notes and
sometimes playing video games. Boy F was not a part of the Focus group discussion, but
we gave him a survey questionnaire to be answered. We went to his classroom to find
him and gave the questionnaire. Firstly, he asked if how he was supposed to answer the
questionnaire and the researchers told to answer clearly and simply the questions that
were filled in the paper. While getting the questionnaire, Boy F took a glimpse on the
questionnaire and find it hard to answer but still he answered it precisely. According to
him, being a tardy student does not reflect his studies, unlike to some tardy students who
just go to school and do nothing. When we asked if his behavior as a student something
28

has to do with him being late, he answered, “For me, no. When it comes to my studies
and being a student, I’m different and it doesn’t affect me from being late.”
Girl A. She plays chess but spends most of her time in writing. The researchers
went to her classroom and gave the questionnaire, while she was getting the questionnaire
to us, she smiles while looking back at us and go back to her sit and read all the questions
in the questionnaire. Marie does a lot of work in their home and more on that she studies
her lessons every night and she also wrote on the questionnaire that being late does not
affect his academic performance in school. When asked about a certain reason that causes
her to be late in coming to school, she said, “I sleep late at night because I am doing
important things to improve myself such as studying for a test that is in my concern.”
Boy G. He usually spends his time playing basketball. As we gave the survey
questionnaire to him as one of the respondents, Boy G just get the paper and told us to
just return as soon as he is done. when we went back to his classroom, unfortunately, he
lost the questionnaire, which is one of the reason of the delay of our study. So, the
researchers gave him another copy of the questionnaire to answer. While the researchers
reviewed his answer, the researchers notice that his answers are too specific and quite fast
in answering the questionnaire. When he is asked about his mode of transportation, he
uses his own motorcycle going to school. The reason that causes him to be late in coming
to school is “Sleeping late at night and waking up late.”
Boy H. He spends his time playing basketball and he is a varsity player of the
school. Us, the researchers went to his classroom and gave the survey questionnaire for
29

him to answer. After answering, the researchers reviewed his answers. the researchers of
this study notice that Boy H answer in the questionnaire just showed that some answers
where quite nonsense. We asked him if his behavior has something to do with him being
late and according to him, “I’m not lazy, I’m just enjoying like a student.”
Girl B. She spends most of her time in playing volleyball. Since her house is far,
it affects the time of her arrival in school. The researchers gave the questionnaire for her
to be answered and as the researchers reviewed his answers, it showed that she was
having a hard time in coming to school early. No matter how early she wakes up, still the
distance of her house to the highway is quite a burden to her plus the point of having a
scarcity of vehicles in their place. According to her, “Yes because our house is far from
the highway and I have to walk further to reach the highway and wait for the tricycle.”
Girl C. She often plays volleyball and aside from that, she also reads Wattpad
stories and watch Korean dramas. Since her house is far from the school, she takes the
risk of riding a bus every morning. The researchers gave her a questionnaire as one of the
respondents of this study. The researchers reviewed her answers and the researcher found
out that her behavior as a student affects her punctuality, especially she answered the
survey questionnaire honestly and she, herself answered that she sleeps at night late
causing for her to be late in going to school. When asked about the distance from her
house to school, she said,“Yes, it affects my arrival because of some reasons like waking
up late and the late arrival of the bus.”
30

Factors Affecting Tardiness
The data gathered from the three sets of interviews revealed the factors of
tardiness through thematic analysis. The researchers used an envelope to gather all the
transcribed. They firstly cut the paper to identify the answers of the five respondents in
our focus group discussion and put it in the four envelopes that each of them was named
by the following factors:
Distance.The distance is one of the problems of some student whose house is far
from school. According to the authors Nakpodia and Dafiaghor, the distance between the
student’s home and school or solely the school’s location is also one of the possible
causes of tardiness. The student is also liable to more distractions and hindrances along
the way going to school. Moreover, the parents untimely task or command some of the
students before going to school and this can be the possible reason why students came to
school plus the point if their house is far from the school. Base on the answers of the
respondents, some answered that distance really matter. Being a student, Froilan, Douglas
and Shock has different reasons regarding their tardiness. When we asked the three of
them if they fear having three consecutive late which is equivalent to one absence,
Douglas said “Yes te hamakon mo timo 3 late 1 absent, te marayo balay namon. [Yes. As
you can see, three tardies is equivalent to one absence plus the fact that our house is far.]”
Froilan said, “Alang-alang gid hay waay motor [The scarcity of tricycles in our area is
always a problem.] Maiwat ang tricycle, yawan ka bantay. [Lack of transportation and I
31

spent much time waiting for the tricycle to pass by.]” For Shock, “Marayo ang balay.
[Our house is far.]”
Behavior.One of the most common factor is the behavior of the student. The
behavior of a person affects its personality and being late in going to school affects your
performance in school not just in your performance but also your personality being as a
student. This kind of behavior just shows how you balance and adjust your time in any
obligation that you do. It is not the schools consequence that a student come to school
late. It must be the student who will balance his/her time and obligation. It is not the fault
of the school to set the time early for its purpose is to train the students to be punctual at
any cause. Being a student with many responsibilities, Lloyd, Rhyan, Douglas and
Froilan were asked if they blame the time obliged by the school or they blame themselves
for being late. Lloyd answered, “Nabasol ko kaugalingon ko [I blame myself.]”. Rhyan
answered, “Kaugaligon ko hay ga pulaw [I blame myself because I sleep late at night.]”.
They were also asked if they fear having three consecutive tardies which is equivalent to
one absence, Van answered, “Yes, mas okay don da gane ma late kesa ma absent [Its
better to be late than to be absent.]”. Douglas answered, “Thrice a week late pay
importante may sulod utok ko kesa absent [I am late thrice a week, but the important
thing is that I have learning.]”. Lloyd also answered, “Huo malamig marigos kung aga,
adlawon don bugtaw ko 6:30, commonwealth extension [Yes. It’s cold when taking a bath
in the morning. I usually wake up late in the morning, usually at 6:30 am. We just lived at
commonwealth extension.]”. Another question was, “When you’re late, do you intend to
do it or not?” Lloyd answered, “Yes, hungod [Yes, I meant to do it.]”. Rhyan answered,
32

“Depende, kis-a nahungod kis-a waay man [Sometimes, I do it on purpose.]” These
respondents just showed their behavior as a student and some just says that being late is
just fine than being absent. All the answers were clear, and they have different reasons of
being late but still it doesn’t mean that being late frequently is just fine. Their behavior
can affect their personality and their performance in school which can’t help them to be a
good student.
Habits.Habitual tardiness affects the academic performance of a student and this
was rooted to any causes and some are personal related causes, playing video games,
internet, watching television, sleeping late at night etc.The student’s obligation is to come
to school as early as the school requires them to do, which is at 7:00 am. However,
coming to school late has become a habit of some students like for example they
purposely come to school late because their classroom is not conducive to learning. This
factor is also one of the major problems of the school nowadays. If not, the family was
the main cause of this problem, it could be personal wherein students will have
established it until it becomes a habit. Hearing the answers of the respondents to the
questions that were made for the focus group discussion are somehow related to this
factor. The researchers knew that it is in students’ behavior why they come to school late.
Like for example, waking up late can form into possibly turn into a habit if this one main
reason can’t be resolve as soon as possible. The behavior of the student of going to school
late can be a habit if this can’t be corrected. Having a bad habit reflects your own
personality as a student and can affect your academic performance in school. Although
some of the respondents answered that being late does not affect their academic
33

performance still the researchers believed that the official time of the school is necessary
to follow because it is one of the school rules. When asked of what time they usually
sleep at night, Douglas, Shock, Lloyd, and Rhyan answered 10pm-11pm while Van
answered 8pm. For their nightly routines, Douglas answered “Gatuon [Studying.]”.
Froilan answered, “chat and pray”, Shock answered, ‘8pm basketball, at 10 pm using
cellphone, lantaw funny videos [I play basketball until 8pm and I use my cellphone to
watch funny videos until 10 pm.]”, and lastly, Lloyd answered, “Using cellphone”.
Weather. Speaking about weather, this kind factor burdens the students. Weather
has been the greatest enemy of some in doing their responsibilities. It can affect the
behavior of the students in going to school on time. Being on time in going to school is
very necessary but no matter how early you finish your task in your house and go to
school as early as you can if the weather is not so good especially when it rains there is a
possible thing that you will be late arriving to school except to those students who have
their own cars but on the other side, some students who just commute with a tricycle or a
bus can possibly be late. Another reason is that many students are lazy in waking up in
the morning when it is raining because of the cold breeze. It is too hard for them to get up
early and sometimes, it can be the reason of their lateness because it results to lack of
transportation. When they were asked of their most unforgettable experience as a student
being late , “Na uranan sa dalan, nabasa, kag nag uli, pagbalik ko late. [I got wet going
to school because of the rain so I went home and when I returned, I was already late.]”
34

WEATHER
Factors Lack of Transportation

Affecting
Tardiness of HABITS
Secondary
Students TIME
Figure 2. The summary of the factors affecting the tardiness of secondary students
35

Chapter 5
Summary, Implications, and Recommendations
This chapter contains three parts: (1) Summary of the Problem, Method and
Findings, (2) Implications, and (3) Recommendations.
Part One, Summary of the Problem, Method, and Findings, discusses the synopsis
including the problem, methodology, and results of the study.
Part Two, Implications, reveals inferences based on the acquired answers from the
informants.
Part Three, Recommendations, states the suggested tasks to be carried out or
implemented based on the findings of the study.
Summary of the Problem, Method, and Findings
This study determined the factors affecting the tardiness of secondary students of
Assumption School Passi City Iloilo, Inc. for school year 2017-2018.
This is a qualitative research, specifically a multiple case study, designed to
determine the factors affecting the tardiness of secondary students. It was anchored on
behaviorism and Stimulus-Response Theory by Skinner. The researchers purposively
chose eleven informants for this study. A questionnaire, informal interview, focus group
discussion, and photo elicitation were held to gather sufficient data. The process of
organizing and analyzing the data used thematic analysis, specifically the triangulation
36

method proposed by Denzin (1978) in gouping the coded transcriptions. The results were
then reported through a narrative inquiry.
The results indicated that the factors affecting the tardiness of secondary students
are the distance from their house to school, their behavior as a student, their habits every
night, the environment like the weather, and the teacher.
Implications
The findings of the study have led to several implications for practice in relation
to the factors affecting the tardiness of secondary students of Assumption School Passi
City Iloilo, Inc. for school year 2017-2018.
Informal interviews, questionnaires and focus group discussion have emerged as
the main concepts in identifying these factors. Having different situations in their lives
affect their personality as a student. However, it always depends on the students how they
deal with these situations.
For students who are always tardy, this study would be a great help for them to be
aware of the importance of punctuality in going to school. They could also learn a lot
from the experiences of the selected eleven secondary students and an idea to manage
their time, balance their priorities, focus on their studies, and improve their academic
performance.
37

Recommendations
1) Since this study found five factors (distance, behavior, habits, environment, and
teacher.) affecting the tardiness of secondary students of Assumption School Passi
City Iloilo, Inc., future studies may be done to focus on other factors such as how
one’s tardiness affect his/her academic performance.
2) One may also study how other students can motivate themselves not to be late in
going to school.
3) All students must show punctuality in going to school since it is their obligation to
follow as a student.
38

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ASSUMPTION SCHOOL PASSI CITY ILOILO, Inc.

Saligumba Street, Passi City, Iloilo

SENIOR HIGH SCHOOL DEPARTMENT

that the researchers seek to find.

researchers before this study was conducted.

from the findings of this study.

limitation of the study,

of some important terms used in the study.

SENIOR HIGH SCHOOL DEPARTMENT

Background of the Study

students’ family background greatly influences their tardiness. This is supported by

information collected in the surveys showed that classrooms with a maximum of 18

children, three to six various children were tardy on a weekly basis.

announcements and academic activities.

SENIOR HIGH SCHOOL DEPARTMENT

Education and Practice, 2014).

the researchers, decided to have this as our research study.

an individual's response to events (stimuli) that occur in the environment. A response

produces a consequence such as defining a word, hitting a ball, or solving a math

problem. When a Stimulus-Response (S-R) pattern is reinforced (rewarded), the

individual is conditioned to respond. The distinctive characteristic of operant

conditioning relative to previous forms of behaviorism (e.g., connectionism, drive

SENIOR HIGH SCHOOL DEPARTMENT

Reinforcement is the key element in Skinner's S-R theory. A reinforce is anything

of increased accomplishment or satisfaction. The theory also covers negative reinforcers -

(different from aversive stimuli -- punishment -- which result in reduced responses). A

and their effects on establishing and maintaining behavior.

One of the distinctive aspects of Skinner's theory is that it attempted to provide

explained drive (motivation) in terms of deprivation and reinforcement schedules.

punctuality is a result of one’s behavior and environment.

Statement of the Problem

SENIOR HIGH SCHOOL DEPARTMENT

Assumptions of the Study

The researchers assumed that students have household responsibilities and

who live in far areas.

something to do with BF Skinners’ (1957) theory of Behaviorism.

One of the distinctive aspects of Skinner's theory is that it attempted to provide

behavioral explanations for a broad range of cognitive phenomena.

one’s personal stance is based on the disposition, judgment, comprehension and

participation in one’s life.

countermeasures to prevent such violation.

Significance of the Study

This study has noteworthy benefits to the following:

SENIOR HIGH SCHOOL DEPARTMENT

directed and active learners.

make them more versatile citizens of our nation.

tardiness of secondary students of Assumption School Passi.

Delimitation of the Study

Students – persons who attends a school, college or university (Merriam-Webster

In this study, it refers to the secondary students of Assumption School Passi

currently enrolled this School Year 2017-2018.

SENIOR HIGH SCHOOL DEPARTMENT

Tardiness – arriving or doing something late (Merriam-Webster Dictionary).

In this study it refers to the behavior of the secondary students of Assumption

School Passi who are often arriving late.

SENIOR HIGH SCHOOL DEPARTMENT

Review of Related Literature

Policies on Tardiness, and (4) Summary.

According to the study of Marwan Zaid Betaineh (2014), lateness is a form of

therefore that, lateness could be seen as a system of network breakdown (Peretomode,

and determinant of lateness.

when the bell sounds.

SENIOR HIGH SCHOOL DEPARTMENT

According to the study of Persida et.,al (2017), tardiness in relation to the