Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows an exhaustive exposition of related literature that a researchers aim to
consult to give support and credence to the quantitative inquiry. The researchers aim to give
a thorough explanation about the research by exploring different perspectives and
viewpoints that are anchored to this study. Different theories, concepts, findings, from
scholarly researches and articles related to tardiness are presented to provide an extensive
background of the study and justify the objectives of the research.

Related Studies

 Local Studies

(1). Santillano (2010) stated that psychological theorists considered some “personality
traits, including low self-esteem and anxiety” as triggering factors of tardiness (para 2). 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 (para 3).

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

(2). A recent study by Bolaños et al.(2017) Claims that tardiness was the top minor
infraction committed by Junior High School students in Davao University-junior High School.the
top reasins of respondents for being tardy in coming to school were going late to bed and
wakingup late (65%) and the distance to school (61%). Among the various reasons why student
go to bed late was the fact that more than one-fourth (27%) of them spend their time when not
 in school hanging around with friends.Moreover, more than half (56%) of the respondents went
to bed at 10:00PM.

(3).According to an article by Vera Mella(a.d) Filipinos in the Philippines fail to keep up

with punctuality is not simply laziness nor irresponsibility but the boulders of obstacles caused
by the heavy traffic and difficulty in transportation, whether one is commuter or a motorist—
which makes a few-kilometer-distance equivalent to more than an hour of travel.

(4).Region III Gabaldon Vocational Agriculture High School (GVAHS) claims that going to
bed late at night is one of the major causes of lateness in school, the individual involved in
watching films and home videos may be so captivated and hypnotized by it that he/she forgets
that he/she has to be in school, someone it becomes their habit to wake up late, distance of
school from home it is obvious that the school is far from home and during the travel there so
many obstacles and distractions that tends to become a hinder to go early on school.

(5). A study conducted by Barbara Lee Weade on 2004 tried to "determine if school
tardiness is a predictor of work tardiness" (Weade, 2004). It provided a lot of literature that
observes correlations and factors affecting a student's tardiness. As cited by Weade, the 3rd
most common cause for the failure of a student is "excessive tardiness and unexcused
absences" (Ligon and Jackson, 1988). "Inconsistency of school rules" (Britt, 1988) and situations
such as “crowded halls, limited opportunities for social interaction, irrelevant course content,
and teacher indifference” (Damico et al., 1990) are also factors that affect a student's
attendance and punctuality. As mentioned by Weade, personal values, financial security and
lack of parental guidance (Payne, 2001) as well as family background (Featherstone et al., 1992)
influence tardiness and absences of students.

 Foreign Studies

(1).Nakpodia and Dafiaghor 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 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 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.

(2). Another study was the one conducted by Enamiroro Oghuvbu 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” (para 7). 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 students.
Oghuvbu collected the data from a sample size of 17, 417 Nigerian respondents from
2005-2006. The sample was made up of 20 principals and 50 each from a set of teachers,
parents and students. The means of collecting data was through a thirty-item questionnaire
answerable by either strongly agree (SA), agreed (A), disagree (D), and strongly disagreed (SD).
The questionnaire had four questions, one of which was about the causes of lateness among the
secondary students of Nigeria.
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.

(3). Tyre, Feuerborn, and Pierce (2011) studied the results of action research
conducted at a Native American middle and high school between 2007–2008 in
Washington State. Under investigation were a series of policy reforms enacted by
school leaders designed to reduce student tardiness. A study team created an
intervention plan and incorporated key elements of positive behavior support (PBS)
strategies, including explicit teaching of on-time student arrival expectations; active
supervision, such as teacher monitoring of student activity in the hallways; and
consistent implementation of consequences to reduce chronic levels of student
tardiness (Tyre et al., 2011).
Fact-finding related to the tardiness problem was initiated when the vice
principal began documenting the number of tardy referrals in order to verify
anecdotal observations about the tardy problem. The results of the data collected
supported perceptions of the problem across all grade levels and instructional periods.

(4). Van Petegem, Aelterman, Rosseel, and Creemers (2006) conducted a study
that involved 1,701 ninth-grade students who attended a technical and vocational
school in Belgium. The purpose of their research was to examine the link between
how teachers perceive themselves and the wellbeing of their students.
Wellbeing was defined as “a positive emotional state that is the result of a
harmony between the sum of specific context factors on the one hand and personal
needs and expectations towards the school on the other hand” (Engels, Aelterman,
Van Petegem, & Schepens, 2004, p. 128). Van Petegem et al. (2006) collected data
via a 9-item questionnaire given to students, and analyzed results using confirmatory
factor analysis with Lisrel software. Various aspects related to teaching methods and
course content, discipline and participation, interpersonal relationships with teachers,

(5). Powell (2013) conducted research over an 8-week period at a small, private
high school in Philadelphia in order to complete a dissertation about the relationship
between tardy behavior and attendance and student persistence. Powell, referencing
studies by Light (2008) and Tyre et al. (2011), noted that tardiness has been a rapidly
growing trend in the United States since 2000. U.S. Department of Education
research on tardiness indicated a 24.9% increase in the problem between 2000 and
2006 (Light, 2008). Through his study, Powell hoped to improve understanding
about the root causes of tardiness and develop strategies to eliminate the problem
from the secondary setting (Powell, 2013).

(6). Tyre, Feuerborn, and Pierce (2011) studied the results of action research
conducted at a Native American middle and high school between 2007–2008 in
Washington State. Under investigation were a series of policy reforms enacted by
school leaders designed to reduce student tardiness. A study team created an
intervention plan and incorporated key elements of positive behavior support (PBS)
strategies, including explicit teaching of on-time student arrival expectations; active
supervision, such as teacher monitoring of student activity in the hallways; and
consistent implementation of consequences to reduce chronic levels of student