NAGPAYONG INTEGRATED HIGH SCHOOL

FACTORS AFFECTING CHRONICALLY TARDY OF

SELECTED GRADE 12 SENIOR HIGH STUDENTS OF
NAGPAYONG HIGH SCHOOL S.Y: 2019-2020

In partial fulfilment of the requirements in

Inquiry, Investigation and Immersion

Submitted by:

Submitted to:

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Table of Contents
Chapter I (Introduction)
I. Background of the Study

II. Theoretical Framework

III. Conceptual Framework
IV. Statement of the Problem
V. Hypothesis of the Study
VI. Scope and Delimitation
VII. Significance of the Study
VIII. Definition of Terms

Chapter II (Review of Related Literature)

IX. Review of Related Literature

Chapter III (Methodology)

X. Research Design

XI. Population
XII. Data Gathering Instrument
XIII. Data Gathering Technique
XIV. Data Analysis
XV. Statistical Treatment of Data

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CHAPTER I
INTRODUCTION
Education is an essential basis of good life. Education teaches what man
lives and struggles for. It cultivates an integrated life. By so doing, it gives significance
to life. It is necessary for society. Education fashions and models man for society.
Man cannot be conceived merely in terms of his biological existence. Education
brings into focus the social aspect of man. Education signifies man's supreme
position in society. Being tardy all the time to class shows carelessness and a waste
of time, being on time is not only a duty for students, but also a part of good manners,
respect and reputation. Students should know how to value their time and do their
best not to be tardy at all times. Tardiness is not much of an issue for students
nowadays; to them it seems to be a normal thing. Some reasons that cause the
tardiness among students can tell whether is being committed or not being peer
pressured. (Sprick and Daniels, 2007).

Tardiness has already become a habit of some students nowadays,

being tardy means coming late on school even their house is just beside their school
and it can lead to more serious problems affecting their academic learning as well
as in their performances. If a student is not on time every day the student cannot
perform well in class discussions. When passing their output after deadline is also
an example of being tardy. But up to now students are still unaware of what will be
the consequences to their academic performance. In this study the researchers will
aim on finding an answer to the different causes and how to avoid being tardy. This
study examines the problem of tardiness in students. It examined it from the point of
view of factors such as parental attitudes, family structure and socioeconomic status,
teacher attitudes, and schoolmates' influence. However, tardiness could be problem
in this case because the tardy student misses the opportunity to be exposed to these
concepts. Many important concepts are taught at the beginning of the school day.
The problem of tardiness has, by and large, been historically viewed in casual

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manner. Caldwell, Huitt, and Graeber (1982) found that "the hours of time spent in
learning is an important factor in determining student's achievement". Chronic
tardiness takes away time from lessons, resulting in failure to grasp necessary
concepts and developing inconsistencies in learning and building upon the next
lesson. Factors in both the home and school environments contribute greatly to the
development of a student's attitude towards tardiness. The majority of the student's
learned behavior is initiated by persons at home and subsequently at school. These
persons are usually parents and teachers. Parents are normally the first teachers in
child's life, they influence children psychologically, and sociologically. When
teachers receive students, they will educationally challenge them in an effort to
broaden their perceptions of the world. Additionally, most students enjoy social
interaction with their schoolmates and because of this interaction, schoolmates
influence each other.

This aims to discuss the problem of students whom are being late in school
and the possible outcome with reference to this study. Education is the process of
facilitating learning, or the acquisition of knowledge, skills, values, beliefs and habits.
It is the essential basis of good life that gives significance to it and brings into focus
social aspect of man. Numerous of students were eager to learn at the class
however, some doesn’t care at all, for instance, they didn’t have the heart of the
education and the importance of it. But one of the most frustrating of the schools
nowadays where the students are being tardy. It has other repercussions in addition
to robbing teachers and students of precious instructional time and momentum.
Students who are tardy have lower grades, scores on standardized assessments.

Theoretical Framework
Some of us, though, are always late. For everything. “Traffic” isn’t an
adequate excuse when you’re late for events in your own home, or when you’re the
headliner of a concert scheduled to hit at 8PM and you roll in, unflustered, at 8:45PM.

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There’s an underlying reason. To understand why the student is tardy, we must

understand what the student is experiencing or expressing by performing the tardy
behavior. Michael konik propose three theories of chronic tardiness:

1) Deeply Rooted Passive-Aggressive/Anal-Retentive Syndrome. Only by

withholding that which is desired — the late person’s presence — can the child
control and monopolize the attention of his parents. Or colleagues. Or audience
members.

2) Incompetence. Some folks just can’t get it together. In any area of life. These folks
are functionally dysfunctional, and their chronic lateness is a reflection of the chaos
and disorganization in every other facet of their existence.

3) Misanthropy. Blithely disregarding the consequences of one’s tardiness is a sign

of the profound disregard and contempt for others. They don’t matter.

According to some theorists, the behavior could be conditioned upon

stimuli prior to or resulting from the behavior, while others may suggest that it is
based upon a lack of sleep, anxiety, low self-esteem or even depression. 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.

Conceptual Framework

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INPUT PROCESS OUTPUT

I. Demo Analysis of:

graphi  Demogra FACTORS
c phic AFFECTING
Profile Profile of TARDINESS
of the the AND ITS
respo Selected EFFECT ON
ndent responde THE
s in nts. ACADEMIC
terms PERFORMANC
E OF THE
 On the SELECTED
II. Factor GRADE 12
Factors
s SENIOR HIGH
Affecting
Affecti STUDENTS.
Tardiness
ng .
Tardin
ess
 General
Average
of the
responde
nts.

The researchers will gather the demographic profile of the respondents

in terms of gender, age, strand and section, no. of siblings and where they are
live. They also need to gather the factors affecting tardiness in terms of parental
attitudes, teacher attitudes, schoolmate’s influence and general average of a
respondent for 1st semester SY 2018-2018.

The researchers will analyze the gathered data in demographic

profile of the selected grade 12 respondents, factors affecting tardiness, and
general average of the respondents for 1st semester.

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The researchers will know the Factors affecting Tardiness and its Effect
on the Academic Performance of the Selected Grade 12 Senior High Students.

Statement of the Problem

The main objective of the study is to assess the Factors Affecting
Tardiness and its Effect on the Academic Performance of the Selected Grade 12
Senior Students at Nagpayong Senior High School SY. 2019-2020.
Specifically this would attempt to find answer to the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Gender
1.2 Age
1.3 Strand and Section
1.4 No. of Siblings
1.5 Whom you are living

2. As perceived by the respondents, how does the following factors affect

tardiness?
2.1 Parental Attitudes
2.2 Teacher Attitudes
2.3 Schoolmate’s Influence

3. What is the level of academic performance during the 1st semester of SY. 2017-
2018?

4. Is there a significant effect between the factors affecting findings and the
academic performance of respondents?

Research Hypothesis

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There is no significant effect between the Factors Affecting Tardiness and its
Effect on the Academic Performance of the Selected Grade 12 Senior Students.

Scope and Delimitation

The study “Factors Affecting Tardiness and its Effect on the Academic
Performance” focuses on the Senior High Students of Nagpayong Senior High
School. The respondents are the Grade 12 senior high students, the survey
questions will be delimited to obtaining primary and secondary reasons of tardiness
as well as assessing related factors underlying there with. Information acquired and
provided by students will be used to confirm or negate he feasible causes which
were earlier stated. The result of the survey will then contribute insight in planning
and drafting of the solutions in addressing the said problems being identified that
needs appropriate action.

Significance of the Study

The result and findings of this study about the factors of tardiness in
the academic performance of the senior high school students. It is hoped that this
study will add to the body of knowledge on student tardiness in the field of education,
specifically, educational leadership.
The findings of this study will redound to the benefit of the following:

Schools, implement programs like seminars in the absences and

tardiness of the students to inform and persuade the students to stop to absent and
participate in class activities in school academic or extracurricular activities to avoid
absenting in school.

Teachers, and for teachers to be aware on those students who are

always coming late or not on time in school and they can advise their students on
what are they going to do to avoid being tardy in school

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Parents, guide their sons or daughter to attend in school hours and the
focus their child in studying and doing household chores, like the teachers, the
parents too will understand why their children skip classes through the given data.
The given data would help them formulate some preventive measures to help their
sons from skipping classes. The findings would also help them learn the actions of
their children.

Students, for students to be aware of the effect of being tardy especially

in school so that the next time that they will do it, they will think twice because they
have an idea now on what will happen to them if they continue being tardy in school.
.
Future Researchers, researcher, so that they will have some
references or ideas in the near future if they will going to take a research with the
same topic.

Definition of Terms
To understand and clarify the terns used in the study, the following are
the hereby defined:
 Academic - a member of an institution of learning, a person who is academic

in background, outlook or methods

 Alternative-offering or expressing a choice.

 Anxiety-fear or nervousness about what might happen.

 Anxious –afraid or nervous especially about what may happen; feeling anxiety.

 Attendance –the persons or number of persons attending.

 Attitudes- the way you think and feel about someone or something.

 Behaviour- the way a person or animal acts or behaves.

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 Family Structure— The composition of the family in terms of the number of

parents or guardians in the home, e.g., single parent, two parents, step-

parents, and the number of siblings.

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

regular and repeated way.

 Perceive- to attain awareness or understanding of to regard as being such, to

become aware of through the senses especially.

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

person different from other people.

 References -the act of mentioning something in speech in writing, the act of

referring to something or someone

 Socioeconomic Status- The income level of the parents.

 Standardized-to change (things) so that they are similar and consistent and

agree with rules about what is proper and acceptable.

 Strategy – refers to means of accomplishing the policy and plan

recommendations or the development of an action.
 Students' Perceptions of Parental Attitudes- are the views of students with

respect to their parents' posture and feelings about coming to school on time

and obeying school rules and regulations.

 Students' Perceptions of Schoolmates' Influence— The views of the student

relative to schoolmates' influence on the number of times student is tardy.

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 Students' Perceptions of Teacher Attitudes— The views of the student relative

to teacher encouragement and the ability to create positive environment in the

classroom.

 Tardy student is defined as one who arrives at school after 8:15 in| the morning.

 Traits- a quality that makes one person or thing different from another.

CHAPTER II
Review of Related Literature
The purpose of this study is to determine the factors affecting tardy
students with respect to parental attitudes, family structure, socioeconomic status,
teacher attitudes, and schoolmates' influence. The review of literature will begin with
an investigation into the issue of tardiness as it relates to time on task for instruction.
Next, the following factors will be investigated: Family Structure and Socioeconomic

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Status, Parental Attitudes, Teacher Attitudes, and Schoolmates' Influence. Finally,

summary of the review of literature is provided.

Caldwell, Huitt, and Graeber (1982) stated that "Common sense

suggests that the amount of time spent in learning is an important factor in
determining student's achievement." In order to increase the amount of time in the
classroom, the State Superintendent of Georgia, Dr. Werner Rogers (1989),
proposed an idea of adding two additional days to every school year until the year
2000, extending the school year to 200 days.

Dr. Rogers suggests that Japanese students have greater opportunity

for more time on task. According to Rogers (1989): Asian students have performed
better in math and science areas than our American students, and one key element
seems to be that Asian students spend more minutes of the day and more days of
the year in the school setting.

While Asian students spend more time in school and by virtue of that
fact must spend more time in the classroom, there is different picture in American
public schools. According to the National Commission on Excellence in Education
(1983) in its study, Nation at Risk..., there is difference in terms of the amount of
time on task as shown in the following statement:
The National Commission on Excellence in Education (1983), in their
study, stated the following in terms of the amount of time on task: The time available
for learning should be expanded through better classroom management and
organization of the school....Additional time should be found to meet the needs of
slow learners, the gifted, and others who need more instructional diversity than can
be accommodated during conventional school day or year.

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When the states began to implement plans to meet the demands of the
National Commission on Education (1983), tardiness was one component that
needed attention in order to increase time on task. In light of that, Dr. Rogers began
to use strategies to increase time spent in the classroom. The decision by Dr. Rogers
to extend the Georgia Public school day to 200 days is supported by the findings of
the researchers at the National Commission on Excellence in Education (1983).

The amount of time spent on task daily is also factor directly related to
student achievement. Brophy (1986) found that teachers' management styles relate
directly to the amount of time spent of learning in the classroom. The teacher's ability
to organize the classroom effectively and to keep learning as priority allows for
allocation of the largest amount of the school day to learning (Brophy, 1986). Student
tardiness could also be affected by family structure and socioeconomic status.
The student tardiness problem has farther reaching effects than may be
seen for many years to come through generations of families. Stutman (1985) found
that "Family theorists and practitioners have long recognized that struggles inherent
in family life may be carried forth from one generation to another". Therefore, family
history has an impact on student's success or failure at school.

Within the home environment, every family is unique in its own make-up
of family characteristics. These family characteristics are reflection of how each
family handles physical, social, and psychological variables of the family
environment. Maykut (1984) investigated the relationship between the physical,
social, and psychological variables of the family environment and children's
developmental performance on measures of cognition, academic achievement and
affective characteristics. This study strongly suggested through its findings that
family environment or home environment has great impact on student's
achievement. This also implies that the family practices or habits may have strong
impact on chronically tardy students and non-tardy students.

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In many cases, it is hoped that parents aren't being negligent in their

responsibilities as parents. Roscoe, Peterson, and Shaner (1983), in their
elaboration on the problems of absenteeism stated,"... children who are frequently
late to classes, for example those who typically arrive at 10:00 a.m., are experiencing
form of neglect which needs to be remedied". The authors stated that more children
are neglected at least to times more than children are abused.

As stated earlier, tardiness has a great effect on student achievement.

Michals, Cournoyer, and Pinner (1979) also found that this effect is greater for low
income families. The authors stated that: Lateness has negative effect on
achievement growth. The effect is greatest for low income pupils. Five more
latenesses per year mean 2.9 months less growth to pupil whose family income is
$5,000 and 1.2 months less achievement growth for student whose family income is
$8,000.

The home environment cannot afford to allow human resources to be

wasted as these statistics have indicated. When these students miss important
skills, the student suffers, the family suffers.

Maslow (cited in Hoy Miskel, 1982) found that every individual travels
through hierarchy of needs that begins at birth. In many homes, parents cannot
provided basic necessities for their children. The mother and father cannot keep up
with the cost of living and it is difficult for them to compete in the workforce. They
may lack education or highly specialized skills. This causes great emotional stress
for parents trying to help their family to meet their basic needs of food, shelter, and
clothing. This causes parents to expend great energy and time; therefore, parents
in these situations have tendency to overlook the higher level needs of their children
including academic and behavioral needs at school.

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Some parents have recognized how values may assist their families'
needs in terms of long range goals. In many cases, these parents have some frame
of reference to develop value system that will assist their family in meeting their basic
needs and move to higher levels of the hierarchy structure described by Maslow
(cited in Hoy Miskel, 1982).

Bloom (1986) suggests that the home environment has strong influence
on school achievement at the elementary school level. One study revealed that
parental indifference significantly affected student tardiness (Goodall, 1983). An
example of an indifferent mother's school expectations of her child can be seen in
the following quotation, "I'll wake her up in the mornings when she gets to regular
school" (Goodall, 1983, p. 14). According to the idea stated in quotations, the
promptness of her child was not important to the mother. That attitude makes the
superintendent's resolve to increase time spent in the classroom more
consequential.

Another example of parental influence might be seen in family structure.

According to Richardson, Abramowitz, Elliot, and Peterson (1986) spacing of
children is more conducive to family interaction. In addition, under spacing allows for
more affection and less disciplinary tactics. Kidwell (1981) agrees and states that
under spacing of children assures that there sill be less pressure on parents during
the time of heavy demands in their children's development as well as more parental
attention throughout childhood. Larger and closely spaced families provide less
supportive and more restrictive environments for children than do smaller families.
A larger number of children may drain the parent emotionally, physically, and
economically so that each child receives less parental attention than would be
received in smaller family. That means that the attention and support needed by

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children as far as education is concerned would not be as great in the large family
structure. The stress of larger family seems to be exacerbated by close spacing.

Cohen (1987) found that parents effect their children's educational

aspiration through modeling and defining influences. There are two different types
of interpersonal influence, namely 13 comparative and informative type. In light of
that, parents influence their children through defining what behaviors are
appropriate. They also influence through encouragement and education. Both
attainments and aspirations are more influenced by parents defining than by
modeling.

In discussion of parental attitudes Cooper, Holman, and Braithwaite

(1983) stated that parental attitude regarding their children have to be reflected in
behavior in order to be perceived by their children and affect the children's self-
esteem. Parental support and control are especially important. If parental behavior
demonstrates positive evaluation of the children, that support, participation and
interest shown in the children are positively related to the children's self-esteem.
Teacher attitudes as well as parental attitudes could also have an effect on student
tardiness.

Wallerstein and Kelly (1980) suggest that teachers must make

themselves aware of the symptoms and circumstances surrounding students' family
life in order to prepare themselves for caring and teaching specific students.

Lee Canter (1987), the author of the Parent Conference book, suggests
that parents look for these two good qualities in an effective teacher: Does this
teacher care about my child? and Is this person a competent teacher? Teachers
must establish a sincere relationship with their students and maintain the
professional practices of competent teachers. According to Canter (1987) teachers

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should establish classroom standards, communicate these standards to parents and

students, establish positive communication, document all problems pertaining to
students, contact parents at the first sign of problem, and if all else fails, take action.

Canter (1987) found that in the process of establishing standards,

teachers must plan with high expectations in mind. These high expectations, as they
relate to the student's need to be in school on time, should be communicated to both
parents and teachers during the beginning of the school year and periodically during
the school year.

Purvis and Leonard (1985) suggest that prior to class, teachers should
stand at the door which enables them to observe students in the hallways. As soon
as the bell rings, teachers should immediately close the door. The gesture will send
message to students about arriving to class on time.

Parket (1973), found that tardy students experience negative feelings as

social isolation, feelings of powerlessness, academic frustration, and lack of
confidence. These feelings may be result of both the home and school environment.
Therefore, teachers may examine the background of the student's failures and
successes at both home and school. This assessment may set the basis to establish
plan of action to counter these negative feelings, consequently which may impact
student tardiness.

Koehler (1988), examined whether labelling students as at-risk, affects

the expectations of teachers. Teachers were given two sets of questions to answer.
The first set of questions was used to elicit their public beliefs and the second set of
questions was used to elicit their more private beliefs. Teachers were asked later
during the year if their concept of at-risk students had changed. Among the major
findings of Koehler's study, teachers' definitions changed from sociocultural

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perspective to more specific definition of student's ability to learn at the conclusion

of the school session. Koehler also found teachers' referring students to special
education were based on the teachers' expectation level rather than the students'
behavior, that at-risk students could be situational from one classroom to another,
that teachers tend to blame the parents and homelife rather than the shortcomings
of the student or the shortcomings of an ineffective teacher. This study is highly
related to student tardiness, in which Koehler defined the tardy student as an at-risk
student.

Casanova (1988) examined whether the teacher's perceptions may

differ from the parents perception of an at-risk student. The cases of twelve student
labelled at-risk by their teachers were examined. Interviews were administered to
parents, teachers, and students, and school records were examined. The findings
with this study revealed that discrepancies existed with the perceptions of parents
and school personnel in regards to the child, school personnel did not often inform
parents of the child's status, the school personnel perceptions were more important
than the perceptions of parents with respect to the child, parents relied on the
judgement of the school personnel's judgement, and the size of the class may affect
the development of strong home and school relationships based on effective
communication. This study is relevant to the student tardiness problem as Koehler
earlier defined the at-risk student.

Julius and Zelda Segal (1986) found that children tend to parallel
themselves closely with the value system of their parents. They also found that
peers, in most cases, will not relate to peers of the opposite value system. Children
from environments lacking adequate stability, direction, and warmth are eager to be
accepted by any peer group. Peers from stable home environments have a tendency
to align themselves with peers of similar value system. In regards to tardy students,
the authors have implied that students from unstable home environments have

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higher probability of relating to students who tend to arrive at school late or attend
class late. Simply, as stated previously, children from unstable environments will
identify with any peer group.

Further evidence indicates the association of peers with similar value

systems. Berndt (1986) states there is evidence to suggest that adolescents are
often influenced more by close friends than by other peers. Newman and Newman
(1976) gives supportive data and state 17 "The adolescent's circle of friends, his
interests and style of dress quickly link him to subgroup which has continuity and
meaning within the content of his neighborhood or school. There are demands from
within this group to conform to the norms of the group and to demonstrate
commitment and loyalty to the other group members."

Davies and Kandel (1981) differ with Newman and Newman (1976) as
they state "Parents' influences on their adolescent childrens' aspirations are much
stronger than the influence of best friends. Depending upon which measure of
parental aspirations is used, the ration of parental to peer effects varies by factor of
two or eight." This study is indicative of Julius and Zelda Segals' (1986) study, which
indicates that children tend to parallel their value system with their parents value
system. Therefore, children with values systems that are parallel with the value
system of their parents may have a greater chance to follow good habits. In contrast,
as stated by Berndt (1976) children with value systems that resemble their peers
value system may have less of chance to follow good habits.

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CHAPTER III
METHODOLOGY
Research Design
This section aims to discuss the kind of research design the
researchers used in this study. The researchers used the descriptive design, which
concerns gathering data from a huge number of respondents. A descriptive design
of research concerns data gathering from a specific population which is neither
manipulated nor experimented on. It was selected by the researchers because the
study comprises of a huge number of respondents, and only requires data from the
respondents who can suggest interventions which can further resolve the common

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issue of tardiness. This method consists of using a questionnaire, which had

undergone a series of test for validation and verification from several experts.

Population and Sample Size

The researcher will use the total population of Grade 12 senior high
students of Nagpayong Senior High School enrolled during the School Year 2017-
2018.

Data Gathering Instrument

For this study, the survey-questionnaire instruments were used achieve
the main objective of the study. The researcher should clearly define the target,
study populations from which she/ he collects data and information. The
questionnaire was structured in such a way that respondents will be able to answer
it easily.

Data Gathering Techniques

To gather the needed data and additional information needed for the
study through the data gathering instruments, the researcher will go through a
procedure planned by her and listed down as follows; 1.) construction of the survey
questionnaire according to the specific problem of the study; 2.) presentation of the
questionnaire draft to the adviser; 3.) expert validation of the final instrument; 4.) the
researcher will ask permission to the school principal for the conduct of the study;
5.) as soon as each of accomplished questionnaire will be retrieved, the researcher
will prepare data spread sheet for easier encoding in the computers; 6.) data will be
encoded into the computer using MEGASTAT for the appropriate statistical tools;
and 7.) analysis of data followed and the results translated into appropriate tables.

We choose to use questionnaires because questionnaires are a good

way to obtain information from a large number of people and/or people who may not

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have the time to attend an interview or take part in experiments. They enable people
to take their time, think about it and come back to the questionnaire later.
Participants like students can state their views or feelings privately without worrying
about the possible reaction of the researcher. Unfortunately, some people may still
be inclined to try to give socially acceptable answers. People should be encouraged
to answer the questions as honestly as possible so as to avoid the researchers
drawing false conclusions from their study.

Data Analysis
The tool used by study researchers is a survey questionnaire for select
respondents and researchers request for approval of the statistical questionnaire
that we created. It contains questions with some numerical answer in choices. After
we give the questionnaires we let them answer it and then we analyzed and record
their given answers in the questionnaire.

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