The Pearson correlation of punctuality/attendance in regards to GWA was 0.

065 this means that
there was a negligible correlation between the punctuality/attendance and GWA of the respondents.
According to Maryellen Weimer, PhD (Do Attendance Policies Influence Student Learning?, 2012), most
college teachers don’t need research results to confirm that class attendance is a problem for many
students. Some skip occasionally, others regularly; and some we see for the first time on exam days.
Most faculty believe that students learn the material much better when they regularly attend class, and
hence policies that require attendance are now the norm in many (could we say most?) classrooms.
The Pearson correlation of disrespectful behaviour in regards to GWA was 0.029 this means that
there was a negligible correlation between the disrespectful behaviour and GWA of the respondents.
According to Robert J. Marzano, Jana S. Marzano and Debra J. Pickering (Classroom Management That
Works , 2006), if students are disorderly and disrespectful, and no apparent rules and procedures guide
behavior, chaos becomes the norm. We live in an era when research tells us that the teacher is probably
the single most important factor affecting student achievement—at least the single most important
factor that we can do much about. To illustrate, as a result of their study involving some 60,000
students, S. Paul Wright, Sandra Horn, and William Sanders note the following:
“The results of this study will document that the most important factor affecting student
learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The
immediate and clear implication of this finding is that seemingly more can be done to improve
education by improving the effectiveness of teachers than by any other single factor. Effective teachers
appear to be effective with students of all achievement levels regardless of the levels of heterogeneity
in their classes. If the teacher is ineffective, students under that teacher's tutelage will achieve
inadequate progress academically, regardless of how similar or different they are regarding their
academic achievement.”
The Pearson correlation of Uniform Policy in regards to GWA was 0.152 this means that there
was a negligible correlation between Uniform policy and GWA. According to Glori Chaika (School
Uniforms: Panacea or Band-Aid?, 2008), sociologists David Brunsma and Kerry Rockquemore discovered
that requiring students to wear uniforms had no direct effect on substance abuse, behavioral problems,
or school attendance. "Uniform policies may indirectly affect school environment and student outcomes
by providing a visible and public symbol of commitment to school improvement and reform," Brunsma
told Education World. "They are not the sole factor responsible for the numerous behavioral and
academic outcomes attributed to them." Long Beach Unified School District public information director
Dick Van Der Laan, speaking about the successes achieved after initiating a uniform policy, says in the
Manual on School Uniforms, "We can't attribute the improvement exclusively to school uniforms...."