1

CHRONIC TARDINESS: ITS FACTORS AND THEIR EFFECT ON

STUDENTS’ ACADEMIC PERFORMANCE

________________________________

A Research Paper Presented to the Science & Research

Department Pagadian City Science High School
San Jose Heights, Pagadian City

________________________________

In Fulfillment of the subject

Practical Research II

________________________________

By
CHRISTHEA ELLA DELA PENA
DARYL JOY LANGOYAN

October 2017
 2

APPROVAL SHEET

The research paper entitled “CHRONIC TARDINESS: ITS FACTORS AND

THEIR EFFECT ON STUDENTS’ ACADEMIC PERFORMANCE” prepared and

submitted by Daryl Joy B. Langoyan and Christhea Ella Dela Pena, is hereby

recommended for approval.

JUVY P. MUNDO
Chairman
______________
Date
VANESSA MAE TAN IRISH JANE D. QUIDET
Adviser Panel Member
_________________ ____________________
Date Date

JOTHAM C. DELOS REYES JOENER VIDAL

Panel Member Panel Member
__________________________ _________________
Date Date

Accepted and approved in fulfillment of the Subject in Research II

JANET S. NEGOSO
School Principal
__________________
Date
 3

ABSTRACT

As to the extent of students’ tardiness in terms of the number of times they come

late to school in a week, findings of the study reveal that majority (28%) of the

respondents come to school late every day.

It was also found that among the three factors associated with tardiness-

environment, students’ interest and students’ attitude, only environmental factors are

perceived by the respondents as associated with tardiness.

Based on the findings, it can be included that tardiness of the students’ has

become an integral part of students’ life. It can also be concluded that tardiness does not

directly affect students’ academic performance as there may be other factors that may be

considered
 4

ACKNOWLEDGEMENT

The researchers would like to express our deepest gratitude to those who are

involved in the achievement of this study:

MS. VANESSA MAE TAN, research adviser, for giving her support to achieve

this research.

MS. STELLA SIMPAL, MR. JUVY P. MUNDO, MR. JOTHAM REYES, MS.

IRISH JANE QUIDET and MR. JOENER VIDAL, for helping us in our study and

guiding us as we finish our research manuscript.

To our parents and siblings for their big support.

To our research’s classmates, schoolmates and friends who gave courage and

strength to us.

But above all, to God, for the blessings and guidance He bestowed upon us. To

Him we owe everything.

Daryl Joy and Christhea Ella

 5

DEDICATION

TO OUR PARENTS, BROTHERS, SISTERS,

FRIENDS, AND SCHOOLMATES,
AND TO ALL PEOPLE WHO HELPED US
TO ACHIEVE THIS STUDY,
AND TO GOD
WE DEDICATE THIS WORK

Duday and Babes

 6

TABLE OF CONTENTS
Page
CHAPTER I: THE PROBLEM
Introduction………………………………………………………………...…..6
Conceptual Framework…………………………………………………....……7
Statement of the Problem………………………………………………….……8
Hypothesis………………………………………………………………….…..8
Significance of the Study………………………………………………………8
Scope and Limitations of the Study……………………………………………9
Definition of Terms…………………………………………………………....10

CHAPTER II: REVIEW OF RELATED LITERATURE

Review of Related Literature………………………………………………… 11

CHAPTER III: METHODOLOGY

Research Design………………………………………………………………18
Research Environment………………………………………………………...18
Research Subjects……………………………………………………………..19
Research Instrument………………………………………………………..…19
Data Gathering Technique………………………………………………….....19
Statistical Tool for Data Analysis……………………………………………..20

CHAPTER IV: RESULTS AND DISCUSSION

Results and discussion……………………………………………………...…21

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATION
Summary of findings, conclusions and recommendation…………………….26
 7

BIBLIOGRAPHY………………………………………………………………...…28
APPENDICES
a. Permission Letter ……………………………………………………......30
b. Questionnaires…………………………………………………………....31
c. Documentation………………………………………………………..….32
 8

LIST OF FIGURES
Page
Figure 1. The Conceptual Framework of the Study……………………………....... 5
Figure 2. Frequency and Percentage of Respondent’s Tardiness Behaviour……….19
 9

LIST OF TABLES

TABLE NO. TITLE PAGE

1 Frequency and Percentage of Respondent’s Access to Vehicles 23

2 Respondent’s Distance from school 23

3 Hypothetical mean range 24

4 Weighted mean for environment 24

5 Weighted mean for interest 25

6 Weighted mean for attitude 25

7 Extent of factors influencing chronic tardiness 26

8 Extent of the factors associated with chronic tardiness that affects

students’ academic performance 27

9. The relationship between factors of chronic tardiness

and students’ academic performance 27
 10

CHAPTER I

The Problem

Introduction

Tardiness is a common problem in schools today. Students shall be considered

habitually tardy if he/she incurs tardiness, three times a week during the school year

(Dela Serna, 2010).

There are several reasons why students incur tardiness. One is not being able to

wake up early because of sleeping very late at night. Another reason is deliberately

coming to class late in order to avoid strict teachers, surprise quizzes and others. Dislike

for a subject and lack of interest in learning are also among the reasons for tardiness.

According to Marburger (2001), being late in class has adverse effects on

learning. He found out that being late in class progresses the likelihood of missing an

examination which would have an effect on one’s academic performance..

The National Center for Children in Poverty in the United States of America,

conducted a nationwide study of the effects of chronic tardiness in first grade in 2008.

Although many years away from high school, chronic tardiness in first grade predicted a

lower grade average in 5th grade, leading to students entering middle and high school

with fewer skills and less education, a predictor for continued attendance problems, poor

grades, and higher risk for dropout. This is a clear manifestation that tardiness greatly

affects the academic performance of 5th graders in terms of grade average.

Although coming to school late is better than not coming at all, tardiness is still a

severe problem for students. Students may miss entire classes, often getting an extremely
 11

low grade compared to other classes. According to Smith & Washington (2001) first

grade students with chronic tardiness were shown to have lower math and reading scores,

compared to their peers. According to a 2014 study published in the Journal of School

Effectiveness and School Improvement not only did the tardiness affect students, but it

also affected their peers. Teachers have to take time away from instruction to address late

students, preventing the class from continuing and often shortening education time.

Chronic tardiness has become a problem at Pagadian City Science High School.

Based on the advisers’ reports for this school year, there are some students who have

been found to be tardy for a lot of times. In this context, the researchers became

interested to conduct a study that would investigate the factors associated with tardiness

among students at Pagadian City Science High School and determine the relationship

between tardiness and academic performance.

Conceptual Framework of the Study

The conceptual framework of this study is depicted in a schematic diagram as

shown in Figure 1.

As shown, the independent variable in this study is chronic tardiness and the

dependent variable is academic performance. The relationship between the two variables

would be determined.

Independent Variable Dependent Variable

Factors Associated with Students’ Academic
Chronic Tardiness Performance

Figure1. The Conceptual Framework of the Study

 12

Statement of the problem

This study aimed to examine the factors associated with tardiness and the relationship

between chronic tardiness and students’ academic performance.

Specifically, it sought to answer the following questions:

1. What is the extent of students’ tardiness in terms of the number of times they

come late to school in a week?

2. To what extent do the following factors affect or influence student’s tardiness :

1.1 environment;

1.2 students’ attitude; and

1.3 students’ interest?

3. Is there a significant relationship between chronic tardiness and students’

academic performance?

Hypothesis

The hypothesis was tested at a 0.05 level of significance.

1. There is no significant relationship between the factors of chronic tardiness

and students’ academic performance.

Significance of the Study

The results of the study will be a great help to the following:

Students. The findings of the study could encourage students to evaluate

themselves and give them insights regarding the value of punctuality.

 13

Teachers. The results of the study could enlighten them about the issue of

chronic tardiness among students and enable them to deal with it appropriately and

effectively.

School Administration. The insights learned from this study could aid them in

formulating a program that will help lessen chronic tardiness among students.

Other Researchers .This study would contribute to other future research that are

similar to this as this can be used as related study.

Scope and Limitation of the Study

The study is limited to the following parameters:

Subject Matter. This study is about factors associated with chronic tardiness and

the

relationship between chronic tardiness and students’ academic performance.

Time and place. This study was conducted at Pagadian City Science High School,

Pagadian City during the first semester of school year 2016-2017.

Research Subjects. The subjects of this study were students at Pagadian City

Science High School from all grade levels who were enrolled during the first semester of

SY 2017-2018.

Research Design. The quantitative type of research was used in this study, with

the survey method as a means of generating the necessary data.

Research Instrument. A questionnaire was employed to collect the necessary data

for the study.

 14

Definition of Terms

To give clear meaning of the words often used in this study, they are operationally

defined below:

Academic Performance. In this study, academic performance refers to the

relative level of performance of students according to the General Point Average he/she

obtains in all subjects during second semester of SY 2016-2017.

Chronic Tardiness. This refers to the habitual act of a student of coming to class

late for more than 3 times in a month.

Environment. This refers to the environmental factors that affect the tardiness of

the students, such as distance to school and school location.

Factor. Something that helps produce or influence a result.

Attitude. The student’s feeling or way of thinking that affects a person’s behavior.

Interest. Something that a student enjoys learning about or doing.

 15

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the concept of chronic tardiness which is the focus of the

study. It also discusses previous research studies already done about the subject.

One of the most recurring and the most “frustrating problem” that the schools are

having with their students nowadays is tardiness (Sprick and Daniels, 2007). It creates

problems, not just to the students but also to the teachers (Cowan Avenue Elementary

School Community, 2007). Cowan Crier, the official School Publication of CAESC, also

states that while having “occasional tardy” isn’t a big deal, unfailing tardiness is and it

gives students problems including being ill-prepared for the job market. According to the

results of the study of the U.S. Department of Education on “truancy”, which is related to

tardiness, being present and on time in going to school are big factors on the “success and

behavior” of the students (Zeiger, 2010). Thus, it is a lot important to value time and

practice being on time while being a student.

According to CAESC (2007) and Zeiger (2010), the most essential learning time

of the day for the students lies in the morning, specifically between 8:00 to 9:30 AM. It is

because the students are most mindful and observant at this time of the day. It is also the

reason why the most important lessons and subject matters are discussed during this time.

So when students are late or are not present during this time of the day, they, in effect,

miss out most of the important lessons to be noted and learned.

 16

Tardiness

Tardiness is the quality of being late. When people do not show up on time, they

are of tardiness. Tardiness therefore, refers to the habit of being late. Tardiness come

from Latin word tardus, “slow, sluggish, dull, or stupid.” Promptness and responsibility

help students achieve and it is required that students demonstrate these attributes by being

on time for school and class. While occasional tardiness to school may happen due to

unforeseen problems at home or on the way to school, a pattern of tardiness must be

addressed (Huebsch, 2015).

Being always present in class and getting to school on time are two of the crucial

determining factors of a student’s success, not just as a student but as a person who will

be managing his/her own life in the future.

Related Studies

For their study, Pimentel and Quijada collected 60 respondents and provided them

with questionnaires. The questionnaires contained questions that ask the respondents

about their use of Facebook and its effects. A certain question asked the respondents if

late-night use of Facebook has an effect on their punctuality. According to the results of

the study, three out of 60 respondents are always late, eight said they are sometimes late,

12 said they are seldom late and 37 said that they never get late due to late-night use of

Facebook. Generally, the results showed that the respondents are seldom late in class

because of late-night use of the social networking site. Ledoux, as cited by Pimentel and

Quijada, said that lack of sleep causes neural malfunctions and further affects a person’s

behavior. In the study’s case, it is a student’s punctuality that is affected.

 17

One factor that dictates the quality of performance of a student is his/her

punctuality that is, getting to school on time or being tardy. As cited by Nakpodia and

Dafiaghor (2011), “lateness” can be defined as the “situation where an individual arrives

after the proper, scheduled or usual time (Oxford Advance Learners’ Dictionary, 5th ed.,

1995), Lauby (2009) puts it as a term used to describe “people not showing up on time”

and Breeze et al. (2010) contributed by saying that, lateness is synonymous with

“tardiness”, which implies being slow to act or slow to respond, thus not meeting up with

proper or usual timing. Lastly, Weade (2004) defined tardiness as “being late for any

measurable length of time past the stated or scheduled start time for work or school.” In

most schools, a student is considered tardy when he/she is not present when the school

bell rings or when the first teacher starts to give instructional materials for the first

subject in the morning class.

Reasons for being late in class and other factors affecting the punctuality if a

student vary. There had been some theories that pointed out that tardiness is caused by

the personality of a person. Santillano (2010) stated that psychological theorists

considered some “personality traits, including low self-esteem and anxiety” as triggering

factors of tardiness . She also mentioned that while some theorists considered tardiness as

an “inborn quality” since our 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 .

Nakpodia and Dafiaghor (2011) attribute lateness or tardiness to a lot of factors or

causes. Going late to bed and waking up late next morning are the most common. The
 18

authors added film-watching late at night as a cause for tardiness. The student may forget

that he/she needs to be in school the next day. The distance between the student’s home

and school or solely the school’s location is also considered by Nakpodia and Dafiaghor

(2011) as a possible cause for tardiness. Not just because it takes more time to get to

school, but according to the authors, the student is susceptible to more distractions and

hindrances along the way. Parent’s untimely tasks and commands are also reasons that

students come late to school. Habitual tardiness can also be learned from other members

of the family, especially from the older ones. Lack of a firm and consistent policy on

punctuality also encourages students to come late at school since there are no

consequences attached to lateness or tardiness. These causes of tardiness will lead to

serious effects.

The study revealed that the causes of lateness among the secondary students in

Nigeria were “going late to bed because of watching films and home movies, resulting

into wake up late in the morning, distance to school and keeping friends who are not

students” Oghuvbu (2008). These results went consistent with the results of Oghuvbu’s

reference studies which proves that tardiness among students have been a growing

problem and that it is caused, not just because of the students but also because of the lack

of imposing discipline from the parents.

Sometimes, 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. Sprick and Daniels (2007) stated that the range

of the teachers’ response was “from ignoring them to sending them to office”. This

variation could lead the students to confusion as to how important it is to be on time in

 19

going to class. Another reason is the lack of motivation. Students who come to school on

time are not given incentives or rewards. Also, responses to tardiness are lenient, that is

nothing is done until the tenth strike or more. Another reason is “giving 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.

Lastly, crowded hallways could create traffic, thus blocking the way of other students and

making it hard for them to pass through.

Tardiness among students has its own negative repercussions. Nakpodia and

Dafiaghor (2011) emphasized that lateness or tardiness is not just the problem of the late

student but it affects the surrounding people. A student coming late in class distracts the

rest of the students and disrupts the flow of the teacher’s discussion. It is even a burden to

the student/s whom the late students ask for what to catch up with. The rest of the effects

given by Nakpodia and Dafiaghor are about the welfare of the whole school, its

productivity and revenue. Knowing the possible effects of lateness or tardiness, it is

necessary for solutions to be executed.

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). 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 [NCESISCS] (2007)). It also causes the students to have behavioral problems and
 20

to drop out. Lastly, Zeiger (2010) stated that “Students who are frequently tardy to school

are also more apt to be fired from a job for showing up late”.

Many studies have also shown the effects of tardiness on the students, the

teachers, the school and the society. According to these studies, the tardiness of a student

consumes his/her learning time as well as disturbs other students and teachers. The tardy

student also poses as a threat to the school as an educational and professional institution

and the student may be one of the less productive members of the society.

A local research partly studied about tardiness but tackled a specific reason or

factor. 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.

For their study, Pimentel and Quijada collected 60 respondents and provided them

with questionnaires. The questionnaires contained questions that ask the respondents

about their use of Facebook and its effects. A certain question asked the respondents if

late-night use of Facebook has an effect on their punctuality. According to the results of

the study, three out of 60 respondents are always late, eight said they are sometimes late,

12 said they are seldom late and 37 said that they never get late due to late-night use of

Facebook. Generally, the results showed that the respondents are seldom late in class

because of late-night use of the social networking site. Ledoux, as cited by Pimentel and

Quijada, said that lack of sleep causes neural malfunctions and further affects a person’s

behavior.
 21

Another study was the one conducted by Enamiroro Oghuvbu(2008) in Nigeria.

The objective of the study was to determine the causes of the absenteeism and lateness

among the secondary students in Nigeria and to seek for solutions to the growing

problem. According to Oghuvbu (2008), female students are more likely to be late than

male students because of “their involvement in domestic activities by their parents”.

Also, as cited by Oghuvbu, “distance to school, school discipline, family background and

school location” (Emore, 2005) are some of the common causes for the tardiness of the

secondary student.

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.

To summarize, many studies have shown the reasons and factors that may

contribute to the tardiness of a student. One of the mentioned reasons of tardy students

was waking up late in the morning, which can also be attributed to late-night activities,

such as social networking, watching movies and television shows, as well as untimely

academic and domestic errands. As proven by several studies, sometimes, it’s not also the

act of the student that leads to his/her tardiness. The heavy traffic, the teachers, the school

surroundings and policies may also serve as influences to the tardiness of students.
 22

CHAPTER III

METHODOLOGY

This chapter presents the research methodology of the study. It includes

discussion on the research design and research methods covering the research

environment, research subjects, instrumentation, data gathering techniques and statistical

treatment.

Research Design

The researcher utilized descriptive research design particularly the survey method.

According to Martin Shuttleworth (2008) this is the appropriate study design in

investigating and in gathering the needed data about the present phenomenon as it allows

observation without affecting or influencing normal behavior.

Research Environment

Pagadian City Science High School, which is located at San Jose Heights,

Pagadian City, was the research environment of the study. The establishment of the

Pagadian City Science High School was first conceived by the former City Schools

Division Superintendent, Victorina G. Perez, who envisioned a school that would become

the knowledge center in Western Mindanao. Patterned after the Philippine Science High

School, it was established to offer quality education enrich in Science and Mathematics to

gifted children of the city and its nearby municipalities. Government Authority to operate

was first granted to the school on September 1, 2010 by the former Secretary of the

Department of Education. In SY 2010-2011, the Pagadian City Science High School

opened its doors to its first batch of students.

 23

Initially, the school started with 100 students but at present, there are 373 Junior

High School students, 70 Senior High School students and 25 faculty staffs. The school

has nine instructional rooms and administrative office, a computer laboratory and science

laboratory.

This school year, the school offers two academic strands for the Senior High

School: General Academic Strand (GAS) and Science, Technology, Engineering, and

Mathematics (STEM).

Research Participants

The research participant were Senior High School students at Pagadian City

Science High School who were officially enrolled during the first semester of SY 2016-

2017.

Research Instrument

The research instrument that was used in collecting data was a questionnaire

personally made by the researchers. It asked students to check items that would elicit

responses about their habit in coming early/late to school as well as the factors that

caused their tardiness.

Data Gathering Technique

The data were collected over a period of one week. Upon approval from the

school principal and the school advisers, the questionnaire was administered to the

research participants. The students were given 30 minutes to answer the questionnaire.

From the total number of samples from each grade level, only the desired number of
 24

samples per grade level were takens Stratified random sampling was used for this

purpose. The data collected were analyzed to obtain the necessary information.

Statistical Tool

This study used descriptive statistical tool specifically weighted mean to

determine the central tendency of responses. It used the Pearson Correlation Coefficient

to determine the relationship between chronic tardiness and academic performance.

 25

CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents the results and discussion of the gathered data.

20 18
P
E 14
15
R 12
11
C
E 10
N 7
T
A 5
2
G
E
0
never once a twice a thrice a four times daily
week week week a week

Figure 2. Respondent’s Tardiness Behavior

Figure 2 shows the respondents’ tardiness behavior. As shown, 18 respondents or

28% are tardy every day; 14 respondents or 22% are tardy thrice a week; 12 respondents

or 19% are tardy twice a week; 11 respondents or 17% are never tardy; 7 respondents or

11% are tardy four times a week; and 2 respondents or 3% are tardy once a week.

Data reveal that majority (28%) of the respondents come to school late every day.
 26

Table 1. Respondents’ Environment as Factor Associated with Tardiness

ENVIRONMENT WEIGHTED INTERPRETATION

MEAN
1. The distance from my home to school is one of 3.52 Agree
the reason why I'm always late
2. Transportation issue prevents me from getting to 3.44 Agree
school on time.
3. Surfing the internet takes much of my time even 3.38 Neither Agree nor
in the morning. Disagree
4. Traffic jam prevents me from getting to school on 3.45 Agree
time
5. Leaving the house late because of household 3.80 Agree
chores/school homework prevents me from
getting to school on time.
GENERAL WEIGHTED MEAN 3.52 Agree

Table 1 shows the factors related to environment that may cause tardiness. Of the

five factors, leaving the house late because of household chores/school assignments

obtained the highest mean percentage score of 3.80 interpreted as Agree while school

location obtained the lowest mean percentage score of 3.38% interpreted Neither Agree

or Disagree.

Data reveal that leaving the house because of household chores/school

assignments is considered by majority of the respondents as a factor associated with

tardiness.
 27

Table 2. Respondents’ Interest towards their Teacher/Subject

as Factor Associated with Tardiness

INTEREST WEIGHTED INTERPRETATION

MEAN
1. I find my 1st period in the morning boring 2.75 Neither Agree nor
Disagree
2. I don't like the 1st subject in the morning 2.56 Disagree
3. I am not interested in the subjects 2.53 Disagree
4. My teacher in the first subject is inefficient, and 2.41 Disagree
ineffective in teaching the lesson
5. I don't like the first subject because the teacher 2.69 Neither Agree nor
gives load of activities. Disagree
GENERAL WEIGHTED MEAN 2.59 Disagree

Table 2 shows the respondents’ interest towards their teacher/subject as factor

associated with tardiness. As to students’ interest, I find my 1st period in the morning

boring obtained the highest mean percentage score of 2.75 interpreted as Neither Agree

nor Disagree while My teacher in the first subject is skillful, efficient, and effective in

teaching the lesson obtained the lowest mean percentage score of 2.41 interpreted as

Disagree. The general weighted mean is 2.59 interpreted as Disagree. This means that

majority of respondents do not consider interest towards their teacher/subject as factor

associated with tardiness.

 28

Table 3. Respondents’ Attitude as Factor Associated with Tardiness

ATTITUDE WEIGHTED INTERPRETATION
MEAN
1. Arriving to class on time is very important for 2.06 Disagree
me.
2. Waking up early in the morning is very difficult 3.78 Agree
for me.
3. I'm not afraid to go to school late because there 2.88 Neutral
is no consequence.
4. Time Management is very important for me. 2.11 Disagree
5. I am lazy to attend the flag-raising ceremony. 3.05 Neither Agree nor
Disagree
GENERAL WEIGHTED MEAN 2.78 Neither Agree nor
Disagree

Table 3 shows the respondents’ attitude as factor associated with tardiness. As to

students’ attitude, Waking up early in the morning is very difficult for me obtained the

highest mean percentage score of 3.78 interpreted as Agree while Arriving to class on

time is very important for me obtained the lowest mean percentage score of 2.06

interpreted as Disagree. The general weighted mean is 2.78 interpreted as Neither Agree

nor Disagree. This means that majority of respondents neither agree nor disagree that

attitude is a factor associated with tardiness.

Table 4. Factors Associated with Tardiness

FACTORS INFLUENCING CHRONIC WEIGHTE INTERPRETATIO
TARDINESS D MEAN N
Students’ Environment 3.52 Agree
Students’ Interest 2.59 Disagree
Students’ Attitude 2.78 Neither Agree nor
Disagree
GENERAL WEIGHTED MEAN 2.96 Neither Agree nor
Disagree

As shown in Table 4, students’ environment as factor associated with tardiness

obtained an average weighted mean of 3.52 which is interpreted as Agree; students’

 29

interest as factor associated with tardiness obtained an average weighted mean of 2.59

interpreted as Disagree; and students’ attitude as factor associated with tardiness obtained

a weighted mean of 2.78 which is interpreted as Neither Agree nor Disagree.

Data reveal that while majority of the respondents agree that environment is a

factor associated with tardiness, they disagree that their attitude towards their

subject/teacher is a factor associated with tardiness.

Table 5. The Relationship Between Factors Associated with Tardiness

and Students’ Academic Performance

Correlations
Q_1 GPA
Pearson
1 -.040
Correlation
Q_1
Sig. (2-tailed) .756
N 64 64
Pearson
-.040 1
Correlation
GPA
Sig. (2-tailed) .756
N 64 64

As shown in Table 9, the calculated correlation coefficient -0.40 shows that the

two variables – factors associated with tardiness and students’ academic performance -

have a negative correlation having a p-value of .756, which is greater than the set 0.05

level of significance. This means that there is no significant relationship between chronic

tardiness and students’ academic performance.

 30

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations

of the study.

Summary of Findings

The following are the findings of the study:

As to the extent of students’ tardiness in terms of the number of times they come

late to school in a week, findings of the study reveal that majority (28%) of the

respondents come to school late every day.

It was also found that among the three factors associated with tardiness –

environment, students’ interest and students’ attitude - only environmental factors are

perceived by the respondents as associated with tardiness.

Conclusions

Based on the findings, it can be included that tardiness of the students has become

an integral part of students’ life. It can also be concluded that tardiness does not directly

affect students’ academic performance as there may be other factors that may be

considered.
 31

Recommendations

The researchers give the following recommendations:

 There are many factors that affect students’ academic performance in terms of

chronic tardiness. However, the study only limit to 3 factors. Therefore, future

studies should include other factors that affects students’ academic performance.

 The study did not cater all grade levels, only the Senior High School. It is further

recommended to have a large population to be more relevant and accurate.

Therefore, future studies should include all grade levels in the school.
 32

BIBLIOGRAPHY

Ambalan, N. (2014) A Study of the Factors of the Students Tardiness at Faculty of

Business. Retrieved from https://www.slideshare.net/nishaambalan/a-study-on-the-
factor-of- student-absenteeism-at-faculty-of-business-unisel-shah-alam

Bande, K. (2013) Factors Affecting Students Tardiness in College of Business

Administration and Accountancy. Retrieved from
http://www.academia.edu/4692541/Factors_Affecting_Students_Tardiness_in_Co
llege_of_Business_Administration_and_Accountancy

Bataineh, M. (2014) A review of Factors Associated with Student's Lateness Behavior

and Dealing Strategies. Retrieved from
https://www.researchgate.net/publication/268069949_A_review_of_Factors_Asso
ciated_ with_Student's_Lateness_Behavior_and_Dealing_Strategies

Bilocura, J., Guia A.(2012) Chapter II: Review of Related Literature and Studies.
Retrieved from
https://sites.google.com/site/bilocuraandguia/notes/chapteriireviewofrelatedliterat
ureands tudies

Coleman, D. (2013) Why students arrive to class late. Retrieved from

http://www.the21stcenturyteacher.com
Egan, C. A. (2014) Positive behavior intervention’s effect on student tardiness to school.
Retrieved from
http://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1612&context=gs_th
eses

Grygorcewicz, N. (2007) Exploring the absenteeism and tardiness rates between the
traditional
and block schedule at shelton high school. Retrieved from
http://www.heritage.edu/library/mastersprojects/Grygorcewicz_Nathan_2007.pdf

McDonald, C. (2009) Getting Students “In School, ON TIME, Every Day”. Retrieved
from
https://www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2008/
LC2009v6n3a3.pdf
 33

Olivar, E. (1999) THE PROBLEM AND ITS BACKGROUND Introduction Conceptual

Framework Demographic Characteristic s -Name -Year and Section -Researches

-

Survey -Gathering of Data -Compilation of Data. Retrieved from

http://www.academia.edu/7794892/CHAPTER_I_THE_PROBLEM_AND_ITS_
BACK
GROUND_Introduction_Conceptual_Framework_Demographic_Characteristic_s
_- Name_-Year_and_Section_-Researches_-Survey_-Gathering_of_Data_-
Compilation_of_Data
Paren, R. A. (2012) Descriptive research on tardiness of students in grade x phoenix
section.
Retrieved from http://rimmon-
educationinthephilippines.blogspot.com/2012/04/action-research-on-
tardiness.html

Swart, A. (2008)The impact of stress on student tardiness and subsequent throughput rate
of
engineering students: a case study. Retrieved from
http://www.ingentaconnect.com/content/intjee/ijee/2008/00000024/00000004/art0
0016

Tahir, S. (2011) Factors Influencing Students of Tardiness in University Level.

Retrieved from http://ir.unimas.my/298/1/Syarifah_Suhaili_Tahir.pdf

Torres, G. (2016) Causes of absenteeism and tardiness among students. Retrieved from
http://udyong.net/teachers-corner/7995-a-literature-based-approach-in-teaching

Tyre, A., Feuerborn, L., Pierce, J. (2011) School-wide intervention to reduce chronic
tardiness at
the middle and high school level. Retrieved from
https://carolinessf.wikispaces.com/file/view/Reduce+Tardiness+Journal+Article.p
df
 34

PAGADIAN CITY SCIENCE HIGH SCHOOL

San Jose Heights, Pagadian City

September 11, 2017

JANET S. NEGOSO
Principal
Pagadian City Science High School
San Jose Heights , Pagadian City

Dear Ma’am Negoso:

Warmest greetings!

We, Daryl Joy B. Langoyan and Christhea Ella Dela Pena, Grade 12- Aries students at
Pagadian City Science High School are currently writing our research entitled
“CHRONIC TARDINESS: ITS FACTORS AND THEIR EFFECT ON STUDENTS’
ACADEMIC PERFORMANCE”

In this connection, we would like to ask permission to conduct our study with all the
senior high school students at this school.

Your kind approval on this request will be greatly appreciated.

Very truly yours,

DARYL JOY B. LANGOYAN CHRISTHEA ELLA J. DELA

PENA
Researcher Researcher

Noted by:

JUVY P. MUNDO
Adviser

Approved by:

JANET S. NEGOSO
Principal
 35

APPENDIX A
QUESTIONNAIRE

Name :_____________________________ Sex:_______

Age:_____________ General Point of
Average:________
Please read each item carefully. Put a check mark on each item that corresponds to
your answer.

1. How often are you late in going to school?

o never
o once a week
o twice a week
o thrice a week
o four times a week
o daily

Strongly Agree

Neither Agree
Nor Disagree
Disagree

Strongly
Agree
FACTORS CONTRIBUTING CHRONIC TARDINESS

ENVIRONMENT 5 4 3 2 1
1. The distance from my home to school is one of the reasons why
I’m always late.
2. Transportation issue prevents me from getting to school on time.
3. Surfing the internet takes much of my time even in the
morning.
4. Traffic jam prevents me from getting to school on time.
5. Leaving the house late because of household chores/school
homework prevents me from getting to school on time.

STUDENTS’ INTEREST
1. I find my 1st period in the morning boring.
2. I don’t like the 1st subject in the morning.
3. I am not interested in the subjects.
4. My teacher in the first subject is inefficient, and ineffective in
teaching the lesson.
5. I don’t like the first subject because the teacher gives load of
 36

activities.

STUDENTS’ ATTITUDE
1. Arriving to class on time is very important for me.
2. Waking up early in the morning is very difficult for me.
3. I’m not afraid to go to school late because there is no
consequence of being late.
4. Time Management is very important for me.
5. I am lazy in attending my 1st subject.