FACTORS CONTRIBUTING TO THE TARDINESS OF GRADE 12 ABM

STUDENTS OF THE UNIVERSITY OF MINDANAO- BOLTON CAMPUS

A Research Proposal
Presented to
University of Mindanao (Senior High School)
Davao City

In Partial Fulfilment of the

Requirement for the subject PRAC RES 2S

S.Y. 2017-2018

Palin, Lizeil Mae

De Castro, Shamxel
Ramirez, Hannah
Crismas, Mera Joy
Pineda, Daryll
October 2017
 ACKNOWLEDGEMENTS

The researchers would like to acknowledge everyone who helped them finish their

research paper.

First and foremost, we would like to thank God for the wisdom, knowledge, guidance

and patience that he has given to make this research possible.

We would like to express our deep and sincere gratitude to our research professor

Ms. Mary Jane Palicte for giving us the opportunity to do this study and for providing

invaluable guidance throughout this research. Her sincerity and motivation have deeply

inspired us to do our research successfully. It was a great an honor to work and study

under her guidance. We are extremely grateful for what she offered us.

And lastly, to all our fellow students of Grade 12 ABM students who have supported

us by answering those questionnaires that is needed in our study, and without our

professor and the respondents we will not be able to finish our research directly or

indirectly.

4
 TABLE OF CONTENTS

Page

Chapter 1 – Introduction

I. Rationale 1

II. Research Objectives 3

III. Research Hypothesis 3

IV. Review of Related Literature 4

V. Theoretical Framework 7

VI. Conceptual Framework 8

VII. Significance of the Study 9

VIII. Definition of Terms 9

Chapter 2 – Methodology

I. Research Design 10

II. Research Locale 10

III. Population & Sample 11

IV. Research Instrument 12

V. Data Collection 13

Chapter 3 – Results 14

Chapter 4 – Discussion

I. Discussion per indicator/variable 16

II. Conclusion 17

III. Recommendation 18

References 19
 CHAPTER 1

INTRODUCTION

Rationale

Many Senior High Schools students come late to school and as a result; academic subjects

will be affected as well as the grades, and they will be able to miss classes as it affects their

class performance that is why every SHS students should eliminate the cause regarding

tardiness. A tardy student presents a lack of responsibility. Being tardy all 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 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. Nonetheless, some

reasons that cause the tardiness among students can tell whether it is being committed or not

or being peer pressured.

Factors in both the home and school environments contributed greatly to the development

of a student attitude toward 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 a child`s life. They influence children

psychologically, physiologically and sociologically. When teachers received 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.

In Mindanao, there is about 20% of the Grade X - Phoenix Class in Kidapawan City

National High School who is always late in attending the flag ceremony as well as in

4
attending to their subsequent classes. This problem had accumulated from tolerable to

habitual state and it has a significant impact in their performance at school. Most of the class

had been believed to be influenced by their peers and will be embedded in their mind pattern

until college and ultimately to their vocation and their adventures in life. Other students had

just the difficulty in optimizing their time as their subject related activities grows in bulk.

Reported incidents on online games cyber addiction were prominent and this usually happens

after lunch break. To figure it out, students set aside their precedence to study and learn thus

the proponent of this research had to find out. Moreover, the researcher’s intention is to

isolate the primary reason of tardiness and proactive intervention will be executed so as to

curtail if it will not utterly do away with the quandaries.

Nationally, in Southern Philippines College, when students come late to class, it can

disrupt the flow of a lecture or discussion, distract other students, impede learning, and

generally erode class moral. Moreover, if left unchecked, lateness can become chronic and

spread throughout the class because there are a number of possible reasons why students

arrive to class late, considering which causes are at the root of the problem can help guide

instructors to appropriate responses and strategies.

And lastly, according to Cowan Avenue Elementary School Community in U.S. 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. They also

revealed that those students with “perfect or near-perfect attendance” have good grades

compared to those students who skipped classes often and late comers.
 This study was conducted to impose discipline to students with in times to time

consciousness, to emphasize the importance of coming on time and to impose strict discipline

of importance of time consciousness, the sanctions and policies in regards of tardiness.

Research Objectives

This study was conducted to determine the factors contributing to the tardiness of Grade

12 ABM students of UM. It is also conducted to seek answers to the following objectives:

1. To be aware of the common factors of being tardy.

2. To know what factor has the greatest contribution for the tardiness of the Grade 12

ABM students.

3. To know the things that can help the students to overcome being tardy.

Research Hypothesis

This study seeks to test the following hypothesis at the 0.05 level of significance. There is

no significant relationship between the tardiness of the students and the following

explanatory variables.

1. Parental attitudes

2. Teacher attitudes

3. Schoolmate`s influence

4
Review of Related Literature

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.

As SHS graduating students, we are expected to perform well with excellence, most

especially in the academic aspect. 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, Lauby (2009) puts it as a term

used to describe “people not showing up on time”. In most schools, a student is considered

tardy when he/she is not present when the first teacher starts to give instructional materials

for the first subject in the morning class.

According to 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.

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 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.

Parental Attitudes

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. In the development of a child`s personality the

influence of parental attitudes is a meaningful factor. Parental attitudes constitute the main

social influence that the child experiences during his earliest years (Emore, 2005). Within the

home environment, every family is unique in its own make-up of family characteristics.

These family characteristics are a reflection of how each family handles physical, social, and

psychological variables of the family environment. As stated earlier, tardiness has a great

effect on student achievement. Chang and Romeo (2008) stated that this effect is greater for

low income families. Since the parents cannot afford to provide their needs, when these

students miss important skills, the students suffer, the parents also suffer.

According to Fuller (2013), a large and closely spaced family provide less supportive and

more restrictive environments for children than do smaller families. A large number of

children may drain the parent emotionally, physically, and economically so that each child

receives less parental attention that would be received in a smaller family. That means that

the attention and support needed by children as far as education is concerned would not be as

great in the large family structure. Sprick and Daniels (2007), stated that 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.

4
Teacher Attitudes

Sometimes, it is not solely the student`s 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. Weade (2005) stated that the range of the teachers’ response was

“from ignoring them to sending them to the office”. Another reason according to Oghuvbu

(2008) 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, Pimentel and Quijada (2011). Lastly,

CAESC (2007) found that tardy students experience negative feelings as social isolation,

feelings of powerlessness, academic frustration, and lack of confidence. These feelings may

be a 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.

Schoolmates Influence

Julius and Zelda Segal (1986) found that children tend to show equally themselves

closely with the value system of their parents. In most cases in peer will not relate to peers of

the opposite value systems. The condition surround of children that lack of satisfactory

stability and path are easily to be accepted by any peer group. Peers from unvarying home

environment have a tendency to agree themselves with a peer of a similar value system. In

regard to tardy students, shows that students from varying home environments have
possibilities of relating to students who tend to arrive at school late or attending to class late.

Further evidence indicates the association of peers with similar value systems. According to

Berndt (1986) that most adolescents are often influence more by their close friends than by

other peers. Davies and Kandel (1981) state “the influences of a parent on their adolescent

children desires are much stronger while in the friends are not. It depends on how to measure

the parental desires is used then the ratio of parental to peers effects it varies by a factor of

two or eight. This study is serving a sign of Julius and Zelda Segal (1986) study, indicates

that children tend to show equally their value system with their parents value system. In

conclusion those children with a value system tend to show equally with their parents may

have great possible to follow good habits. In order to show the difference, as stated by Berndt

(1976) children have value systems that represent their peers value system may have less

chance to follow good habits.

Theoretical Framework

In this study, the researchers have used the most common theories which show the factors

that contribute to the tardiness of the students. 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.

4
 We also used Michael Konik`s theory about tardiness which are:

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, colleagues, or audience members.

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.

Misanthropy

Blithely disregarding the consequences of one’s tardiness is a sign of the profound

disregard and contempt for others. They don’t matter.

Conceptual Framework

Figure 1 shows the conceptual framework of the study. The independent variable is

Tardiness and the dependent variable is the factors which included the Parental attitudes,

Teacher attitudes and Schoolmates influence.

DV
FACTORS
• Parental Attitudes IV
• Teacher Attitudes TARDINESS
• Schoolmates Influence

Figure1.Conceptual Framework showing the Relationships of the Variables

Significance of the Study

This research will help the students realized the effects of their tardiness on themselves

and also on the community. The results of this research can help them understand their usual

reasons for tardiness and hopefully help and motivate them to adjust their habits.

Moreover, this research may also be a help to the teachers. Teachers may be able to

realize that they have a certain influence the tardiness of the students. They may find the need

to modify their personal and teaching habits and fully serve as role model to students both in

terms of punctuality and education.

Furthermore, in the future researchers, this study will serve as a guide for further studies

to be conducted in the future and can also open in the development of this study, they would

be able to use this data for them to get the ideas and references if they are planning to conduct

the same study.

And lastly, for the parents, it will help them to discover what they will do to help their

children not to be tardy every day.

Definition of Terms

1. Tardiness- as used in this study, it refers to an instance of being late, especially for school.

2. Factors- in this study it is a circumstance, or influence that contributes to a result or

outcome.

3. Senior High School- are schools that has grades 11 and 12

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 CHAPTER 2

METHODOLOGY

Research Design

The descriptive method was utilized in this study. Descriptive research may be

characterized as simply the attempt to determine, describe or identify the characteristics

and/or behavior of a population or phenomenon being studied and it answers with “what”

questions. Descriptive studies are closely associated with observational studies and case

studies as well as surveys. Survey can also be useful when it comes to data collection (Fox

&Bayat, 2007). Descriptive method was used– to study and examine the extent to which the

following factors may differ between tardy and non-tardy students: family structure, parental

attitude, teacher attitude, schoolmate influence.

Research Locale

This study was conducted in the University of Mindanao – Bolton Campus, Bolton

Street Corner Bonifacio Street, Davao City, 8000.

Figure 2.The Philippine Map and the map of Davao Region highlighting Davao City
Population and Sample

The respondents are also the subject of this study which are the Grade 12 ABM

Students in University of Mindanao since this study is related to them. This study used

the random sampling in the selection of the respondents. Each individual is chosen

entirely by chance and each member of the population has an equal chance of being

included in the sample (Easton & McColl, 1998). Shown below is the distribution of the

respondents of the study.

Section Population Percentage Sample Respondents

Distribution
SH 201 50 7.66% 19
SH 202 50 7.66% 19
SH 203 49 7.66% 19
SH 204 49 7.66% 19
SH205 45 6.85% 17
SH 206 50 7.66% 19
SH 207 49 7.66% 19
SH 208 50 7.66% 19
SH 209 49 7.66% 19
SH 210 49 7.66% 19
SH 211 50 7.66% 19
SH 212 50 7.66% 19
SH 214 48 7.26% 18
SH 215 18 2.82% 7

There were 251 respondents in the study. Nineteen students were from SH 201.

Nineteen students were from SH 202.Nineteen students were from SH 203. Nineteen

students were from SH 203. Nineteen students were from SH 204. Eighteen students were

from SH 205. Nineteen students were from SH 206. Nineteen students were from SH 207.

Nineteen students were from SH 208. Nineteen students were from SH 209. Nineteen

students were from SH 210. Nineteen students were from SH 211. Nineteen students were

from SH 212. Eighteen students were from SH 214. And seven students were from SH

215.The numbers of respondents were determined using Slovin’s Formula.

4
Research Instrument

A questionnaire was used as the main data-gathering instrument for this study. It was

divided into two main sections: the profile and the questionnaire proper. The profile contains

socio-demographic characteristics of respondents such as name, age, gender and educational

background. While the questionnaire proper contains indicators which are the parental

attitude, teacher attitude and schoolmates influence. This part was design to display the

similarities of participants in this study.

The second section which has our indicators was designed to collect the perception of

students to as they relate to tardiness.

The questionnaire prepared by the researchers was developed by reading reference

materials that is related about the factors affecting the tardiness of the students.

The set of survey questionnaire is shown below. It is the rating scale to be used to interpret

the responses for the indicators of DV.

Mean Level Description

4.20 – 5.00 Very High The respondents always agree about the statement given.

3.40 – 4.19 High The respondents most of the time agree about the

statement given.

2.60 – 3.39 Moderate The respondents sometimes agree about the statement given.

1.80 – 2.59 Low The respondents rarely agree about the statement given.

1.00 – 1.79 Very Low The respondents never agree about the statement given.
Data Collection

In conducting the research, collecting of instrument was used to collect reliable data for

the study. The first step in gathering of data, the researcher will seek permission from the

faculty members of the University of Mindanao senior high school department. Next step will

personally give the instrument or the questionnaires to the respondents. Lastly, the data will

be collected, analysed and interpreted the answered questionnaires and will be tested using

the statistical tools. We have encountered problems while conducting this study most of all is

the time management. Time is not our friend; school activities, school works, assignments

and performance tasks are hindrance to continue this hectic schedule personal activities and

limits the extend efforts to dig deeper the subject of this research. Also in our group we don’t

have any devices that we can used since our classmates is also using their laptops that's why

we can't borrow and because of that the only thing that we can do is to group chat online so

that we can communicate and work as a team or group.

4
 CHAPTER 3

RESULTS

Presented in this chapter are the data gathered and its analysis and interpretation based on

the statistical results. The topics discussed in this study are the factors contributed to the

tardiness of the students.

One of the variables that are used is the factors whose measures include Parental Attitudes,

Teacher Attitudes and Schoolmates Influence. Presented in Table 1 is the summary on the

overall findings. It appears that the responses of the respondents generated an overall mean

score of 3.30 which is described as high. This value is obtained based on the mean scores of

3.54 or high for Parental Attitudes, 3.41 or high for Teacher Attitudes and 2.94 or moderate

for Schoolmates Influence.

Table 1

Factors
Indicators Mean Descriptive Level
Parental Attitudes 3.54 High

Teacher Attitudes 3.41 High

Schoolmates Influence 2.94 Moderate

Overall: 3.30 High

The Parental Attitudes is one the measures used in this study whose mean score is 3.54 or

highly rated. This value is obtained on the itemized responses as appended in Table 1 of 4.17

or high for preparing yourself for school each morning without the help of a parent, 3.84 or

high for your parents training you how to dress for school, 3.29 or high for your parents

check the way you dress for school in the morning, 3.66 or high for your parents insist that
you leave home on time to get to school, 3.97 or high for your parents make you obey rules at

school, 4.38 or very high for your parents make you feel good, 3.82 or high for your parents

talk to you about school, 3.23 or high for your parents say good things about your teacher,

2.07 or low for your parents say bad things about your teacher, 2.73 or moderate for your

parents check your homework, 3.35 or high for your parents insist that you do your

homework, and 3.35 or high for your parents keep others from interfering you with your

homework. This indicates that the parents contribute to the tardiness of the students.

The next indicator with a mean score of 3.41 or high level is the Teacher Attitudes. This

value is obtained on the itemized responses as appended in Table 1 of 4.18 or high for your

teacher remind you to arrive at school on time, 4.30 or very high for your teacher make you

obey school rules, 3.97 or high for your teacher make you feel good about yourself, 4.08 or

high for your teacher act happy, 2.79 or moderate for your teacher act sad, 3.56 or high for

your teacher laugh, 3.68 or high for your teacher become angry, 3.40 or high for your

teacher care about you, 4.02 or high for your teacher teach you well, 2.54 or low for your

teacher call your parents, 2.36 or low for your teacher send letters home, and 2.21 or low for

your teacher visit your parents. This indicate that teachers contribute to the tardiness of their

students.

And lastly, the indicator with a mean score of 2.94 or moderate level is the Schoolmates

Influence. This value is obtained on the itemized responses as appended in Table 1 of 3.15 or

high for schoolmates help you to reach school on time and 2.66 or moderate for schoolmates

cause you to be late for school. This also indicates that schoolmates contribute to the

tardiness of their fellow students.

4
 CHAPTER 4

DICSUSSION

Presented in this chapter are the discussions, conclusions and recommendations derived

from the results of the study.

The main indicator that was highly felt by the students is the Parental Attitudes, being the

indicator with the highest mean. This means that parents highly contribute of a student`s

tardiness. The result of this study was supported by the findings from the study ofEmore

(2005), which states that parental attitudes constitute the main social influence that the child

experiences during his earliest years. Sprick and Daniels (2007), also stated that 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.

Next indicator with high mean is the Teachers Attitudes, which means that teachers also

highly contribute to the tardiness of their students which is supported by the findings from the

of Weade (2005),it is stated that the range of the teachers’ response was “from ignoring them

to sending them to the office”. This means that teachers tolerate their students in coming late

to class. Another reason according to Oghuvbu (2008) 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, the indicator with moderate mean is the Schoolmates Influence. This means that

schoolmates can sometimes be the reason of their fellow student`s tardiness. Which is

supported from the study of Berndt (1976) which states that children have value systems that

represent their peers value system may have less chance to follow good habits.He also stated

that most adolescents are often influence more by their close friends than by other peers.

Conclusion

Based from the findings of the study, the Factors contributing to the Tardiness of the

Grade 12 ABM students in University of Mindanao are Parental Attitudes, Teacher’s

Attitude, and Schoolmate Influence. Both Parental and Teachers Attitude acquired a high

rating while Schoolmate Influence acquired moderate. Parental and Teachers Attitudes

greatly influence the students for being Tardy as shown by the result of the survey. Parental

Attitudes is a high factor for the student’s tardiness because, for example, parents tolerate

their child for waking up late for school. Instead of disciplining their child, they neglect this

kind of behavior and just let it be. Teachers Attitude is also a high factor for student’s

tardiness. For example, teachers tolerate their students for being late in school. They just

allow their students to come inside the classroom without asking for an acceptable

explanation for being late or marking them late in the attendance. Schoolmate Influence is

also one of the factors but only moderate, as for having a not that high and not that low

rating. It is a factor because, for example, students are being convinced by their friends to go

to malls or play at internet cafes before going to school.

4
Recommendations

Many of the Senior High School students of University of Mindanao come late to

school, especially in the A.B.M. department, and as a result, their academic

performances and grades have been negatively affected. Students misses their classes

which causes them to have low class performance, low scores during quizzes and

exams, and even having a large number of absences. This is why every Senior High

School student needs to eliminate the cause of their tardiness.

To help lessen this kind of behaviour, here are the recommendations we offer.

The school administration must strictly discipline their students. They need to teach

them how to be time conscious and time focused. They must impose strict sanctions and

policies regarding tardiness, and it must be oriented throughout the students in an exact

and concise manner. The teachers are the model of every student, so they must set a

good example to be followed. They as well, must be time conscious and time focused;

that is exerting an effort to come in their classes on time. They should not tolerate late

students and give the corresponding punishments. Increased positive and constructive

interactions to tardy students may decrease the tardiness rate. The use of better

communication also prevents tardiness. Parents should be well informed about the

performances of their child. Every tardiness, absences, and negative school performance

of each student must be recorded and made ready to be reported. The parents must not

tolerate their child for waking up late or for procrastinating. They should be the first

one to encourage and discipline their child. Having their presence and efforts to help

lessen tardiness increases the chance for every student to maintain good school

attendance and have better grades.

References

Bilocuraandguia.(2011). Tardiness.Retrieved October 8,2012 from

http://www.bilocuraandguia.com

Lauby.(2009).Lateness:A major problem confronting school administrators in Delta

State,Nigeria.doi:10.5897

De Lonzor D. (2010). Never be late again: 7 cures for the punctually challenged.

MagalsoAntonette.(2010).Research Report.Retrieved March 13,2017 from

https://magalsoantonette.wordpress.com

Reid.(2005).Student tardiness in the middle school. Retrieved from

https://search.proquest.com

Pimentel and Quijada.(2011).Causes of tardiness.

Haanman.(2007).Reading tardiness in High school students. Retrieved from

www.proquest.com

Russell, A.”Factors affecting chronologically tardy students in a selected elementary school

of the DeKalb Country school system” (1990).ETD Collection for AUC Robert W. Woodruff

Library. Paper 2186.

Segal, J. and Segal, Z. (1986). The powerful world of peer relationships. American Educator.

14-17.

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 Senior High School Department
1stFloor,
Embassy Area
Bolton Street, Davao City
Phone No.: (082)227-5456 Local 111

OCTOBER 2, 2017

DR. ELLEINE ROSE A. OLIVA

Principal
Basic Education Department

Dear Dr. Oliva:

Good day!

To do research is an essential demonstrable competency and learning outcome of high school

students who intend to proceed to higher education or get employed after senior high school
(Amorado, Boholano &Talili, 2017). Thus, it is a challenge for us teachers handling Practical
Research 2 (Quantitative Research) to provide our students with first-hand experience on how
quantitative research approach is being implemented in the actual setting. With this, we could
ensure that the students are provided with meaningful learning that would equip them as they go
through the higher academic level.

With this, I would like to formally ask your permission to allow my Grade 12 students namely: BA
306, BA 307, SH 206 and SH 210, who are my Practical Research 2 students to conduct survey
to their fellow Senior High School students from October 3-6, 2017. Rest assured that no
classes will be interrupted for they are instructed to conduct surveys during their vacant time.
Thank you so much for your support in this academic endeavor.

Sincerely,

Mary Jane T. Palicte

Practical Research 2 Teacher
Respond to each of the statements by placing a check (√) in the box. Place
only one check for each question.

5- Always (Palagi) 2- Rarely (Bihira)

4- Most of the time (Madalas) 1- Never (Hindi Kailanman)
3- Sometimes (Minsan)

5 4 3 2 1
Parental Attitudes (Always) (Most (Some (Rarely) (Never)
of the times)
time)
1. Do you prepare yourself for school each morning
without the help of a parent?
(Naghahanda ka ba tuwing umaga sa skwela ng hindi
humihingi ng tulong sa iyong magulang?)
2. Did your parents train you how to dress for school?
(Tinuruan ka ba ng iyong magulang na magbihis ng
maayos?)
3. Do your parents check the way you dress for
school in the morning? (Sinusuri ba ng iyong mga
magulang ang iyong sinusuot sa paaralan tuwing
umaga?)
4. Do your parents insist that you leave home on time
to get to school? (Pinipilit ka ba ng iyong mga
magulang na umalis sa inyong bahay sa tamang oras
papunta sa paaralan?)
5. Do your parents make you obey rules at school?
(Nagagawa ba ng iyong mga magulang na
mapasunod ka sa mga pampaaralang patakaran?)
6. Do your parents make you feel good?
(Pinapasaya ka ba ng iyong mga magulang?)
7. Do your parents talk to you about school?
(Kinakausap ka ba ng iyong mga magulang tungkol
sa iyong pag-aaral?)
8. Do your parents say good things about your
teacher?
(Ang iyong mga magulang ba ay nagsasabi ng mga

4
mabubuting bagay tungkol sa iyong guro?)
9. Do your parents say bad things about your teacher?
(Ang iyong mga magulang ba ay nagsasabi ng mga
masasamang bagay tungkol sa iyong guro?)
10. Do your parents check your homework? (Sinusuri
ba ng iyong mga magulang ang iyong mga takdang-
aralin?)
11. Do you parents insist that you do your
homework?
(Pinipilit ka ba ng iyong mga magulang na gawin ang
iyong mga takdang-aralin?)
12. Do your parents keep others from interfering you
with your homework?
(Pinipigilan ka ba ng iyong mga magulang sa mga
bagay na nakakagambala sa iyong mga takdang-
aralin?)

5 4 3 2 1
Teacher Attitudes (Always) (Most (Some (Rarely) (Never)
of the times)
time)
1. Does your teacher remind you to arrive at school
on time? (Sinasabihan ba kayo ng inyong guro na
pumasok sa tamang oras?)

2. Does your teacher make you obey school rules?

(Nagagawa ba ng iyong guro na mapasunod ka sa
mga pampaaralang patakaran?)
3. Does your teacher make you feel good about
yourself?
(Pinapagaan ba ng iyong guro ang iyong
nararamdaman sa sarili?)
4. Does your teacher act happy?
(Masayahin ba ang inyong guro?)
5. Does your teacher act sad?
(Malungkutin ba ang inyong guro)
6. Does your teacher laugh?
(Tumatawa ba ang inyong guro?)
7. Does your teacher become angry?
(Nagagalit ba ang inyong guro?)
8. Does your teacher care about you?
(Ang inyong guro ba ay may pakialam sayo?)
9. Does your teacher teach you well?
(Tinuturuan ka ba ng mabuti ng iyong guro?)
10. Does your teacher call your parents? (Ang iyong
guro ba ay tinatawagan ang atensyon iyong mga
magulang?)
11. Does your teacher send letters home? (Ang iyong
guro ba ay nagpapadala ng liham na pag papaalala?)
12. Does your teacher visit your parents?
(Ang iyong guro ba ay binibisita ang iyong mga
 magulang?)

Schoolmates` Influence

1. Do schoolmates help you to reach school on time?

(Tinutulungan ka ba ng mga kaklase mo na pumasok
sa tamang oras?)
2. Do schoolmates cause you to be late for school?
(Naging dahilan ba ang mga kaklase mo sa pagiging
huli sa klase?)

This study is adapted from the study of Alexander Russell, Jr. Entitled “Factors affecting
chronically tardy students in a selected elementary school of the DeKalb Country School
System”.