Professional Documents
Culture Documents
Chapter 1
Students’ tardiness behavior is one of the major problems the teachers or the
schools are encountering today. This unwanted practice may affect the students’
academic performances in school. This problem could not only affect one student’s
When students come to class late, it can disrupt the flow of a lecture or
discussion, distract other students, impede learning, and generally erode class
morale. Moreover, if left unchecked, lateness can become chronic and spread
In USA, when students are suspended from school for offenses such as
removing the student from the learning environment as punishment (Watson, 2014).
In the Philippines, it is said that how the students behaved inside the
classroom sometimes affect their performance due to their frequent absences and
tardiness as well as their level of motivation to pursue their college education and
interest towards the course. Students who committed several absences sometimes
are lacking of motivation and interest to get high grade in the subject (Laguador,
2013).
Mabini Inc., this was also her top problem that she had encountered as an adviser. In
fact, dealing tardy students gave her a hard time computing their grades. She added
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that out of a hundred percent, 50% of the Grade 11 students of CJIM demonstrates
Specific Problem
1.1 Fatigue
2. How does the tardiness behavior of the students affect their academic
achievement in school?
3. What are the academic achievements of the Grade 11 students of Cor Jesu Institute
of Mabini?
Null Hypothesis
the time to class is a sign of 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.
Hence, students know how to value their time and do their best not to be tardy at all
times.
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can be carried from one generation to another. The most crucial learning hours of a
school that is the morning hours because that is when students are more attentive.
Students who are tardy miss the beginning of their morning classes, and they also
cause a distraction when they arrive late to class. Tardiness causes to feel
disconnected with school, leading to behavior problems and dropouts (Zeiger, 2014).
However, Morrissey, Hutchison and Winster (2014) believe that higher rates
of school absences and tardiness may be one mechanism through which low family
Furthermore, Allen (2013) strongly believes that students must begin the day
right by showing up for school on time. Being tardy is usually symptomatic of more
Fatigue. Wheaton, Chapman and Croft (2016) also states that insufficient
sleep in adolescents has been shown to be associated with a wide variety of adverse
outcomes, from poor mental and physical health to behavioral problems and lower
academic grades. However, most high school students do not get sufficient sleep.
and its associated with a host of adverse health consequences. However a modest
duration, daytime sleepiness, mood and caffeine use (Boergers, Gable, and Owens,
2014).
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Lastly, Mingers and Redeker (2015) confirmed that many schools have
instituted later morning starts times to improve sleep, academic and other outcomes
in response to the mismatch between youth circadian rhythms and early morning
start times. However, there has been no systematic synthesis of the evidence on the
Emotional challenges. Kern (2015) states that educating children and youth
with significant social, emotional and behavioral (SEB) problems continues to pose
significant challenges for social and general educators. The effects of these
relationship between having a higher daily average number of tardy students and
more frequently have higher frequencies of problem behaviors and lower levels of
role of education in the US and early recognition of the importance of education for
considered a warning sign, frequently associated with other problem behaviors and
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often associated with students dropping out, with roots that run deep and wide,
Grades. Students whose classmates are tardy more frequently also have lower
test scores. Hence, the achievement gap widens for students in classrooms whose
peers have higher rates of tardiness and widens even further for students who also
Conceptual Framework
usually takes two forms; tardiness of school and tardiness for classes throughout the
school day, the school administration must deal with it head on or it will definitely
Casazza (2016), states that chronic inadequate sleep is associated with poor
In addition, it was also believed that high school is an important time in the
education career of the students and it was also a time when adolescents faced many
impact on society through incarceration and dropout, have prompted high schools
to direct their attention toward keeping students engaged and reduced high-risk
Moreover, sleeping less than an average of 8h per night was related to more
tiredness, inferior behavioral persistence, less positive attitude toward life, and
lower school grades, as compared to longer sleep duration. Playtime tiredness and
behavioral persistence meditated the relationship between short sleep duration and
positive attitude toward life and school grades. Students who started school 20 min
later received reliably more sleep and reported less tiredness (Perkinson, 2013).
Figure 1 shows the conceptual paradigm of the study. The Factors Associated
with the Students’ Tardiness Behavior is the Independent Variable which provides
the factors about the said problem; and the Academic Achievement is this study’s
Dependent Variable which contains the evidence of this research. These two will
Theoretical Framework
Tardiness -- females tend to show up tardiness. It turned out that his 7pm meet-up
time can visit 7:20 for person A, 7:30 for person B and 7:40 for person C.
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On the later part of examining Einstein's theory, he found out that Einstein
got divorced because he is simply ignorant of times quirky nature. Once he realized
that certain people are at the mercy of relativity, Einstein became more
understanding.
Nachman added that no matter how punctual people may complain, some
people are scientifically unable to show up on time. For some, 4 o'clock means 4
o'clock, yet for certain others, 4 o'clock means anywhere between 4 o'clock and 4:49.
This study produced the following reasons or cause regarding why some of
allowed us to distinguish how these problems could affect the students’ academic
make serious disciplinary actions towards the students who seem to be always tardy
in school.
Teachers. For they may find some solution on how to deal with students who
violated the school’s rules and regulation in addition to challenge the teachers’
authority.
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Parents. This is for them to change some of their ways of disciplining their
youth. Moreover, this research also helps them to be informed how this case can
tardiness.
study. This might give them some related studies in accordance to this research
problem.
their academic achievement in school; the chosen indicators for our independent
variable are fatigue and emotional challenges considering these as main factors of
The chosen respondents of this study are the top forty (40) students from
Grade 11 level of Cor Jesu Institute of Mabini, Inc. who seemed to demonstrate
Definition of Terms
Academic Achievement
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you have successfully completed and the ability to attain success in your studies.
(Merriam-Webster)
as indicator.
Behavior
Conceptual- The manner of conducting. (Merriam-Webster Dictionary)
Operational- The term behavior is used to identify some of the conducts of students
in school.
Emotional Challenges
Conceptual- When emotions make you uncomfortable, and you don't know how to
Fatigue
Conceptual- Weariness or exhaustion from labor, exertion or stress. (Merriam-
Webster Dictionary)
Tardiness
Conceptual- The quality of being late. (Merriam-Webster Dictionary)
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Operational- Term used to describe the behavior of the students- being tardy, the
Chapter 2
METHODS
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Research Design
correlation to find relationship of the variable. This design aimed to examine the
extent in which two or more variables relates to one another (Tudy, 2017). In this
an increase or decrease in the other variable (Bayod, 2017). This method determines
which serves as our independent variable having two indicators which are Fatigue
CorJesu Institute of Mabini, Inc. which is the dependent variable of this research
Research Locale
Bishop Reagan, Frs. McPeak and Mchon, all Maryknoll Priest and Mayor
The dream was realized in 1963. Mr. and Mrs. Fermin Chicote donated part of
their residential land for school. To give more space, Mr. and Mrs. Espiridion
Pumikpik exchanged part of their land adjacent to Mr. Chicote’s with the Mayor’s
land to be used as parade ground and the sports activities of the students. The
Mayor donated the land to Maryknoll High School of Mabini. At the start, the school
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had four classrooms, offices, a library, and a science laboratory. Through the zealous
campaign of the Catholic Women’s League of students, the school opened in 1964. It
received its first permit in1965 which was renewed in the succeeding years.
The school in its early years underwent struggles and difficulties. Thirteen
years after its foundation, there had been already six administrators that journeyed
with it. Ms. Elisa Santos was the first Principal with 118 students. After two years, Fr.
administrators- Ms. Katie Bretania in 1969-71, Sr. Eugenia Amora, F.M.A in 1971-
1972, Ms. Lilia Gonzales in 1972-1974 and Mr. Froilan Pamatian in 1974-1976.
In 1976, the Brothers of the Sacred heart, a lay religious group of men, were
invited to administer the school to contribute to its mission in Bardenas, F.M.A. was
the Principal Bro. Francis Chamberland, S.C. charge of the school in 1978-1979. Mrs.
Gloria Labor who stood as in charge of the school in 1978-1979 was replaced by Mrs.
Josefina Jao in 1979-1980. Then Bro. Marcelino Batiao, S.C. took over as Principal in
1980-1982. Bro. Francis Chamberland, S.C. returned in 1982-1985 and gave his
From 1999, the school was under the administration of the Dominican Sisters
of the Holy Rosary of the Philippines from Molo, Iloilo City, Sr. Ma. Amata Iturralde,
O.P., was sent by the Superioress General to manage the school with four other
high school within the municipality. Sr. Ma. Myrle P. Gudilosao, O.P. took over the
administration in 2000-2001.
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Sr. Ma. Imelda Alberca, O.P. stood as assistant principal in 2001-2002, Sr. Ma.
Antonina C. Pagautalan, O.P in 2002-2003 together with two other sisters, Sr. Ma.
Myrle Gudilosao, O.P in 2003-2005, Sr. Ma. Corazon B. Damasco, O.P. in 2005-2008,
Sr. Ma. James J. Jade, O.P. in 2008-2009, Sr. Ma. Antonina C. Paguntalan, O.P. in
2009-2010.
Sr. Ma. James J. Jade O.P. assumed the office in the second time around as
principal from s.y 2010-2014. Her term was ended for almost 5 years as
administrator. The regional superior of the dominican sisters was assigned a new
principal named Sr. Ma. Catherine A. Velarde, O.P. for the school year 2015-2016.
After a year, there was another announcement from the regional superior that Sr.
Ma. Catherine A. Velarde, O.P will be assigned in other Dominican School in Iloilo.
Sr. Ma. Concepcion G. Cajilig O.P., assumed the office in the school year 2016-
2017, she only stayed for one year because she had another assignment. During her
time, she did drastic improvement of the school by renovations, repair and
equipment.
Again, for the third time, Sr. Ma. James J. Jade, O.P. took over the office S.Y.
2017-2018.
On the same school year, the school was named Cor Jesu Institute of Mabini,
This study was conducted in Cor Jesu Institute of Mabini, Inc. located in
Mabini, Compostela Valley Province headed by the Dominican Sisters. The school
offers basic education program from Junior High School to Senior High School with
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strong faith, with the implication of learning with the growth of knowledge and
well-founded Christianity. Each year, the school is blessed with the growing number
of population being enrolled in the institution. As of now, the school is located near
Research Respondents
The research respondents of this study are the chosen forty (40) Grade 11
students of Cor Jesu Institute of Mabini, Inc. They were chosen according to their
behavior as students with bases from their final grade last first grading period in
relation to the problem of this study. The respondents are the Grade 11 students who
tend to demonstrate tardiness behavior in school. This study is conducted during the
Sampling Technique
type of sampling technique refers to employing your own "expert" judgment about
who to include in the sample frame. Prior knowledge and research skill are used in
sampling methods, the degree and direction of error and statistics that measure the
Table 1 shows the distribution of respondents by section. Grade 11- St. Francis of
Assisi with 19 reliable students same with Grade 11- St. Augustine of Hippo having
Table 1
Total 40
Research Instrument
19
There was only one instrument used for this research – survey questionnaire.
The survey questionnaire prepared contains all the characteristics that describe our
form and all must be answered by the student-respondents. All in all, we had 20
questions that will correspond to our problem, 20 questions for the factors associated
gather the data which contains 10 questionnaires that provides characteristics for the
dependent variable.
Table 2 shows the following parameter limits applied for the extent of Factors
Table 3 shows the following parameter limits applied for the Academic
Table 3
Parameter Limits
In gathering the data of this study, the researchers used the following
procedure.
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Seeking Permission to Conduct the Study. In gathering the data for this
study, the researchers prepared a request/permission letter for the school principal,
research advisers and for the class advisers of our student-respondents to humbly
response from the admin, the questions prepared by the researchers were checked
by one of the research paper experts of the institution. After the questions being
gathered and was checked properly. The collected data was submitted to the
The data gathered was analyzed and interpreted using the following
MEAN. The mean is the average of all number and is sometimes called the
arithmetic mean. To calculate mean, add together all of the numbers in a set and
then divide the sum by the total count of number (Rouse, 2014).
σ𝑥
𝑥ҧ=
𝑛
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This tool was used to determine the factors associated with students’
tardiness behavior.
fraction of 100. Percentages are used to express numbers between zero and one. It is
used to compare things and use it in ratios. It is denoted by the symbol % (Schneider,
2015).
set of data from its mean. It is calculated as the square root of variance by
determining the variation between each data point relative to its mean. If the data
points are farther from mean, there is higher deviation within the data set (Silver,
2015).
between the variables is not linear, then the correlation coefficient does not
adequately represent the strength of the relationship between the variables (Lane,
2017).
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x = independent variable
y = dependent variable
σ = summation
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Chapter 3
The computed data on Table 4 and 5 present the result of the factors
associated with students’ tardiness behavior with the students’ tardiness behavior
with the highest and lowest average weighted mean. The students were asked if they
tend to sleep at night got the highest weighted mean of 2.90 with the descriptive
equivalent of moderate. Followed by the 8-hour sleep policy which obtained the
weighted mean of 2.65 with a descriptive equivalent of moderate. Third, the students
were asked if they go to bed late at night because of doing some stuff got the same
weighted mean of 2.65 which also has a descriptive mean of moderate. Lastly, the
respondents were asked if they are good at waking up early got the result of 2.57
which is moderate.
For the lowest weighted mean, the students were asked if they have no
friends in class got the 1.50 with a descriptive equivalent of seldom. The result of the
factors associated with students’ tardiness behavior got the average weighted mean
of 2.12 which has the descriptive equivalent of seldom. Meaning, the factors
presented on this research are seldom experienced by the students that will lead
Table 4
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Table 5
Factors Associated with Tardiness Behavior Of Grade 11 students
Of Cor Jesu Institute of Mabini, Inc.
(Emotional Challenges)
The result has supported the study of Peterson (2014), in his three-year
research study, conducted with over 9,000 students in eight public high schools in
three states, reveal that high schools that start 8:30 AM or later allow for more than
60% of students to obtain at least eight hours of sleep per school night. Teens getting
less than eight hours of sleep reported significantly higher depression symptoms,
greater use of caffeine, and are at greater risk for making poor choices for substance
use.
reasons for school non-attendance, whereas 6.2% of students reported at their non-
attendance “quite often” was due to truancy- or school refusal related reasons (Bru,
2014).
Study findings based on 402 usable responses and identified 3 factors that supported
this study: (1) negative perceptions of the professor and the course; (2) irresponsible
Lastly, Schneider’s (2015) study stated that 9% of the 1359 high school
students reported school absenteeism within the past 7 days. Absent students lived
less often with both parents, were on average of lower socioeconomic status, and
The collated data presented on Table 6 presents the Academic Achievement of the
The questions with the highest weighted mean of 4.12 with a descriptive
equivalent of agree where the students were asked if they wanted to get good
grades. Followed by getting hurt if they got low grades got the weighted mean of
4.10 with the descriptive equivalent of agree. Lastly, the respondents were asked if
they exerted more effort in answering difficult assignments obtained the weighted
The results for the academic achievement of the students got the average
weighted mean of 3.52 with the descriptive equivalent of agree, meaning the
students agreed that they tend to value their academic achievement in school.
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Table 6
Academic Achievements of Grade 11 Students of Cor Jesu Institute of Mabini, Inc.
This survey supported the study of Khalil (2014) which states that factors
mind mapping, learning in skills lab, learning with patients, learning from mistakes,
core subject areas of math, English, science and social studies, plus performance on
state and national achievement tests, attendance rates and reduced tardiness show
significantly positive improvement with the later start times of 8:35 AM or later
(Gordon, 2014).
Table 7 shows the computed data on the relationship between the factors associated
associated with students’ tardiness behavior and the academic achievement of Grade
relationship means there were two variables in which one variable increased as the
tardiness behavior. The rest of the 98.3% is the chance variation, meaning, the
Since the t-value is greater than the critical value, the decision in hypothesis
was rejected. This means that there is a relationship between factors associated with
Table 7
Relationship between the Factors Associated with Students ’Tardiness
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VARIABLE Decision in
Interpretatio T Value Decision on
S r-value HO
n Difference
Factors
Associated
with Significant
Students’ Negative
-0.8078479128 Rejected
Tardiness -0.1299 Linear
Behavior Relationship
Academic
Achievemen
t
¿2
Coefficient Determination (r ¿ ¿ )= 0.017 or 1.7%
This result supported the study of Freeman (2015), stated that School-wide
positive effects on attendance at the high school level and that attendance was a
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proximal and statistically significant indicator of high school dropout risk. The study
did not find significant or consistent direct short-term effects of SWPBIS on dropout
rates, however, the results suggests that schools implementing SWPBIS with fidelity
for longer periods of time may see greater reductions in dropout rates.
suspensions and the outcome variables. Implications for policy, practice and
the treatment group who received the school counselor-led Student Success Skills
along with partial eta-squared effect sizes ranging from 0.01 (small) to 0.26 (quite
large) between groups. Evidence supported the Student Success Skills classroom
and behavior.
outcomes on overall grades than those who did not experience meaningful
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outcomes.
Lastly, Michael’s (2015) study presented that most of the evidence examined
the association between student health behaviors and academic achievement, with
physical activity having the most published studies and consistent findings. The
evidence supported the need for school health services by demonstrating the
positive school environments were associated with improved health behaviors and
CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
students of Cor Jesu Institute of Mabini, Inc. obtained a total average mean of
Conclusion
1. The result of the factors associated with students’ tardiness behavior got the
in school.
2. The result for the academic achievement of the students got the average
weighted mean of 3.52 with the descriptive equivalent of agree, meaning, the
students were agreed that they tend to value their academic achievement in
school.
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Recommendation
1. The students are highly discouraged to sleep late at night since it can
cause the tardiness and will lead them to not actively participate
2. The students are encourage to be productive not just in school but for
their health.
5. The students are encouraged to give time for their studies and to
this will motivate them and will help them to become a better student
and an individual.
8. The students are encouraged to lessen the time they putting in using
their social media accounts; this will lead them to ignore their
responsibilities as students.
9. The students must apply the 8-hour sleep policy to avoid stress and
fatigue.
10. The students must learn how to manage their time to for them to
11. Students should also accept the fact that their teachers have the right to
discipline them, that they should also respect their teachers as much as
12. The students should be reminded that it is okay to ask for a help.