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Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Tardiness is habitually done by most of the students’ nowadays. It is the most common reason why a student fails or drop

classes. Not only tardy in coming to school but also, in submission of projects and other requirements in class. Moreover, as a teacher for al -

most 4 years, the researcher observed that students tardiness led to absenteeism and absenteeism led to unawareness of students in

school. Thus, it is the researcher’s big challenge to find means or modify some strategies so that tardiness may minimize and success in

any field of endeavor is possible.

In fact, tardiness among students tends to rob away the precious instructional time of the teachers and students, and these stu -

dents who are tardy causes disruption to class and interfere with other students’ opportunities to learn. (Moore, 2010).

rd
Furthermore, excessive tardiness has constituted the 3 most common reason for students to fail in schools. Students who are

in class on time and behaving well are more likely to be actively engaged in their studies. (Caldarella, et.al, 2011).

Tardiness among students has its own negative repercussions. It is emphasized that lateness or tardiness is not just a problem

of the late student but also, it can affect the surrounding people. A student coming late in class distracts the rest of the students and disrupts

the flow of the teacher’s discussion. It is even a burden to the students whom the late students ask for what to catch up with. Also, students

who are late may fall behind in their classroom works. It can cause them of being stress in finishing their missed tasks and may add

frustrations to them when the teacher is not already accepting late home works and that may lead them to having a low or an incomplete

grade. (Nakpodia and Dafiaghor, 2011).

Modular learning is a form of distance learning that uses self-learning modules based on the most essential learning competen -

cies provided by the Department of Education. The modules include sections on motivation and assessment that serve as a complete guide

of both teachers and students’ desired competencies. Learners under this modality can also use other resources such as learners’ materi -

als, textbooks, activity sheets, study guides, and other study materials. This way of learning is one of the educators’ innovative ways on how

to deal these new normal set-ups of learning despite the Covid-19 challenge.
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The researcher wants to emphasize the impact of tardiness in one’s success. Therefore, this study will be conducted to find out

the factors that affect the tardiness in submission of modules in modular learning. How it affects the learners and parents’ daily lives during

this new normal way of learning and how they find ways to resolve these problems. Thus, basis for a modified strategy to effectively mini -

mize and/or eliminate tardiness among students.

Theoretical Background

This study anchors in behaviourism theory by John B. Watson. It is also supported by operant conditioning theory of Burrhus

Frederic Skinner and Martin Fishbein and Icek Ajzen’s theory of reasoned action.

Behaviourism is the scientific study of human behaviour. Its real goal is to provide the basis for prediction and control of human

beings: Given the situation, to tell what the human being will do; given the man in action, to be able to say why he is reacting in that way.

According to John B. Watson (1921), in his development of Behaviourism, any human act or behaviour can be explained without

having to study internal and mental processes and consciousness. Basing from this theory a student tends to get tardy because it is

provoked by a teacher who doesn’t do any action like giving punishment to their or those students who are frequently tardy that results in

thinking of a student that it is okay to get tardy because there is no consequence in their behaviour. Behaviourism helps us to easily

understand the nature of any human behaviour.

Watsons coined the term “Behaviourism” which basically revolves around the principle that human behaviour is but a response

to external stimuli. Behaviourism helps us understand and explain the nature of any human behavior. It is rooted on what the developers of

this movement call as the “stimulus-response model”. Concepts of behaviourism may be applied to the thought that a student’s tardiness is

always just a response to an external factor. (McLeod, 2017)

BEHAVIORISM THEORY
DEPED Order No. 018, s.2020 “Policy guidelines for the
(JOHN B. WATSON)
provision of learning resources in the implementation of
OPERANT CONDITIONING THEORY
(B.F. SKINNER) the basic education learning continuity plan”

REASONED ACTION THEORY

(MARTIN FISHBEIN & ICEK AJZEN)
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FACTORS AFFECTING THE TARDINESS OF THE

SUBMISSION OF MODULES IN MODULAR LEARNING

MODIFIED STRATEGY PLAN

Figure 1

Theoretical Framework of the Study

Further supporting this study is the theory of Burrhus Frederic Skinner

who believed that the best way to understand behavior is to look at the causes of an action and its consequences that he called Operant

Conditioning meaning roughly changing of behaviour by the use of reinforcement which is given after the desired response. Skinner studied

operant conditioning by conducting experiments using animals which he placed in a ' Skinner Box' which was similar to Thorndike’s puzzle

box. Skinner identified three types of responses or operant that can follow behaviour: Neutral operant which are responses from the

environment that neither increase nor decrease the probability of behaviour being repeated, second is punishment that is designed to

weaken or eliminate a response rather than increase it.

Skinner is regarded as the father of Operant Conditioning, but his work was based on   Thorndike’s law of effect.

According to this principle, behaviour that is followed by pleasant consequences is likely to be repeated, and behaviour followed by

unpleasant consequences is less likely to be repeated. We can all think of examples of how our own behaviour has been affected by

reinforcers and punishers. As a child you probably tried out a number of behaviours and learned from their consequences. For example, if

when you were younger you tried smoking at school, and the chief consequence was that you got in with the crowd you always wanted to

hang out with, you would have been positively reinforced (i.e., rewarded) and would be likely to repeat the behaviour. If, however, the main
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consequence was that you were caught, caned, suspended from school and your parents became involved you would most certainly have

been punished, and you would consequently be much less likely to smoke now. (McLeod, 2018)

This study is also supported by Reasoned Action Theory of Martin Fishbein and Icek Ajzen as an improvement over Information

Integration theory. There are two important changes. First, Reasoned Actions adds another element in the process of persuasion,

behavioural intention. Rather than attempt to predict attitudes, as does Information Integration theory (and several others), Reasoned Action

is explicitly concerned with behaviour. However, this theory also recognizes that there are situations (or factors) that limit the influence of

attitude on behaviour. For example, if our attitude leads us to want to go out on a date but we have no money, our lack of money will prevent

our attitude from causing us to go on a date. Therefore, Reasoned Action predicts behavioural intention, a compromise between stopping at

attitude predictions and actually predicting behaviour. Because it separates behavioural intention from behaviour, Reasoned Action also

discusses the factors that limit the influence of attitudes (or behavioural intention) on behaviour.

The second change from Information Integration theory is that Reasoned Action uses two elements,  attitudes and norms (or the

expectations of other people), to predict behavioural intent. That is, whenever our attitudes lead us to do one thing but the relevant norms

suggest we should do something else, both factors influence our behavioural intent. For example, John’s attitudes may encourage him to

want to read a Harry Potter book, but his friends may think this series is childish. Does John do what his attitudes suggest (read the book) or

what the norms of his friends suggest (not read the book)? Specifically, Reasoned Action predicts that behavioural intent is created or

caused by two factors: our attitudes and our subjective norms. As in Information Integration theory, attitudes have two components. Fishbein

and Ajzen call these the evaluation and strength of a belief. The second component influencing behavioural intent, subjective norms, also

have two components: normative beliefs (what I think others would want or expect me to do) and motivation to comply (how important it is

with me to do what I think others expect) (Sheppard.et.al, 1988).

In the release of the DEPED Order No. 018, s.2020 “Policy guidelines for the provision of learning resources in the

implementation of the basic education learning continuity plan”. It is understandable that the parents serve as the coach and support their

children through their learning process and it must include the values of honesty. Parents must only guide the process and not the one to

answer the modules. They have always played a crucial role in their children’s emotional and intellectual development. They serve as their
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children’s first teachers and give them the steppingstones they need to adapt to life in school. As the coronavirus pandemic puts face-to face

learning to a halt, parents find themselves at the frontlines of education. It is the parent’s responsibility to monitor their children in answering

the modules so that tardiness in submission will be avoided.

To recall, the distance learning program, which the DepEd refers to as “blended learning,” was made necessary by a directive

from President Duterte that physical classes in schools should not be held until a vaccine against the coronavirus becomes available.

Although the decision to forego traditional classroom learning while the pandemic is still in progress has presented enormous challenges, it

seems to have been the right call. The experience of other countries, such as the United States, where the pandemic has not yet been

brought under control, has shown that in-person classes lead to the rapid spread of the coronavirus disease 2019 (Covid-19); in many

places, schools were opened only to close again within a matter of days due to a spike in Covid-19 cases.

The program is a combination of online lessons and printed lesson “modules,” which are delivered to students’ homes in order

that they can complete the lessons on their own. Although the DepEd has not provided any figures, it would seem the majority of public

school students rely on the printed modules rather than video lessons, as many lack reliable internet access. The Philippines is in the

process of adapting to the new normal form of education at present, and continuous innovations of educators and active involvement of

other stakeholders are the driving force for its success. For the continuity of education and for every school to still attain its mission and

vision which is to provide quality education to every Filipino learner, the Department of Education implemented the Modular Distance

Learning. Since education is no longer held within the school, parents serve as partners of teachers in education. Parents play a vital role as

home facilitators. Their primary role in modular learning is to establish a connection and guide the child. (FlipScience, 2020).

According to the Department of Education (DepEd), parents and guardians' perform the various roles in Modular Learning such

as Module-ator, Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get and submit the printed Self-Learning

Modules (SLMs) from and to schools or barangay halls at the beginning and end of the week, depending on the agreement between the

parents and the school. As a Bundy-clock, they must check their child's schedule or workweek plan. Because of the number of subjects or

activities to be done, they must see that it is being followed accordingly to avoid cramming or delays in submission, which may affect the
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child's performance. Lastly, as a Home Innovator, they must provide their child with a productive learning environment to help them focus

more on Learning. It must be a well-lighted and well-ventilated space in the house, with little or no distraction. The use of modules

encourages independent study. One of the benefits of using modules for instruction is the acquisition of better self-study or learning skills

among students. Students engage themselves in learning the concepts presented in the module. They develop a sense of responsibility in

accomplishing the tasks provided in the module. With little or no assistance from others, the learners progress on their own. They are

learning how to learn; they are empowered. Other advantages of modular instruction include more choice and self-pacing for students; more

variety and flexibility for teachers and staff; and increased adaptability of instructional materials. The disadvantages include greater self-

discipline and self-motivation required for students, increased preparation time and lack of concrete rewards for teachers and staff, and

greater administrative resources needed to track students and operate multiple modules. (FlipScience, 2020).

According to Malik et.al (2013), tardiness implies a situation where an

individual is coming, occurring or remaining after correct, usual or expected time.

Thus, the term “class tardiness” has been defined as students coming late, not

attending lecture on time, missing out initial time from the first period and

primarily not being present in the time set. One of the major causes of lateness is

going to bed late because it could result in waking up late and insufficient rest for

the lesson on the next day. Besides, lateness is caused by innate anxiety level of

an individual. He stated that there are no positive incentives to be on time as

students assume that there will be no constructive activities happen for the first

five minutes of the class. The lack of functional and effective punctuality policy

too causes tardiness. As there are no immediate consequences for being tardy

and nothing will happen until the tenth incident. In most of the tardiness cases,

the students come late to class and therefore cause interruption to the whole

class. From the teachers’ perspective, this phenomenon causes the progress of
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the student who come late to be incoherent with other students. Malik et al.

further elaborated that quite a few teachers will tend to ignore them in order to

make sure the momentum of class remain smoothly. Class participation has

become a behaviour which linked to school achievement and dropout rate. In

1963 a background paper stated that irregular attendance and serious tardiness

may be predicted at least five years before the students are dropped out.

Malik, et.al stated that student reward system and dismissal of policy of

physical punishment are remedies to the chronic tardiness. This can be revised

by adopting dual differing perspectives which are theoretical perspective and

cultural perspective. The betterment in students’ school behaviour and practices

can be achieved by offering them reward as well as incentives such as

homework passes. This works as stimulus induced by a positive event will leads

to positive responses and positive reinforcement takes place due to the increase

in reward, which strengthen the stimulus and prevents the reoccurrence of the

undesirable behaviour. From the cultural perspective, the practice of corporal

punishment in Pakistani context is eliminated and replaced with the mode of

praise and appreciation as the valuation of students enable them to develop a

desirable change in their behaviour.

Many researchers have indicated that class tardiness is a serious issue. U.S. Department of Education, National Centre for

Educational Statistic (1998) reported that the amount of time actually spent in the classroom is crucial element of student’s academic

success. Students who possess regular attendances to school tend to achieve higher grades compared to those students who are

frequently absent. Students are forced to abstain from the chances to learn and lose the instructional time of great importance when they are
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absent from school, arrive late, or cut class. The learning of students who go to class on time is also regularly interrupted by tardy or

frequently absent students who cause class disruptions and intervene with other student’s chances to learn (Moore, 2010).

Sprick and Daniels (2007) further claim that the range of teachers’

individual responses is from ignoring them to sending them to the office and this

may cause confusion to the students about the importance of punctuality in class.

Furthermore, Peter Davis, principal of Hill Classical Middle School in Long

Beach, California, says that ‘Tardiness suggests school is not important.’

Sometimes, it is not solely the students’ fault why they keep on being late in

coming to class. This variation could lead the students to confusion as to how

important it is to be on time in going to class. Another reason 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, crowded hallways could create traffic, thus blocking the way of

other students and making it hard for them to pass through. Sprick and Daniels

suggested that the introduction of positive sweep among the students is able to

reduce the tendency of tardiness. This works on the central concept of

‘sweeping’ students who are tardy by the administrators and security personnel

into different places followed by processing which can prevent the teachers from

wasting the class time and to ensure the active supervision along the hallways

and consistency in the immediate consequences of tardiness. The positive

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sweep team members including teachers equipped with preparation time after

the passing period will supervise through circulation in their assigned zones and

gather the tardy students. These students will be escorted to a ‘sweep’ room in

which they will punished accordingly followed by sweep team members escorting

them to the classrooms without interfering the progress of the class.

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. 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.

Based on the findings of the study of Paren (2012), the student should be guided in their time management if the reason of

tardiness is the distance, financial constraints on the fare, traffic load of the route and mode of transportation. Moreover, an arranged home

visitation to personally confer with the parents or guardians about the situation of the student if the primary reason was financial support for

the fare likewise read-through the family ideals in punctuality and the attitude towards Child Education. Same feat will be done to students
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who are well buffered with extra cash spent for cyber compulsion. Furthermore, evaluate the student regarding its learning difficulty to the

concerned subject and confer to the subject teacher vis-à-vis the circumstances. Concrete action is to conduct an initial Multiple Intelligence

Assessment to every student before the class begins early in June to determine the learning difficulties and or learning styles. Upon verifying

the learning styles, the teacher will look into the design of lesson planning to address the situation.

Another study was the one conducted by Enamiroro Oghuvbu (2008) 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, female students are more likely to be late than male students because of “their involvement in domestic activities by

their parents.” Also, “distance to school, school discipline, family background and school location” are some of the common causes for the

tardiness of the secondary students. 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”. 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. 

            Another research partly studied about tardiness but tackled a specific reason or factor. 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. 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. Bilocura, 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 student’s punctuality that is affected (Bilocura, 2012).

According to Muir (1995), the effective approaches to the tardiness issue can be categorized into two which are behavior

modification approach and the needs- based approach. Needs-based approach focuses on recognizing, accessing and referring serious
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offenders to proper services such as support groups; searching of solutions through brainstorming with parents; establishing free breakfast

programs; ameliorate the standard of the instructional program through joint efforts with teachers; changing to block scheduling;

interdisciplinary & integrated curriculum; and equipping students with chances to voice out their concerns which is useful to the school

operation. The implementation of a behavior modification based approach intervention program known as Behavior Modification Program

comprised of strategies such as providing cards for daily time sign-in, encouraging prompt attendance with points which is exchangeable for

rewards and a time-management skills training workshop to provide resources in honing time management  skills.

Guided by the anchor theory, supporting theories, legal basis, related literature and studies, this study will be conducted to find

modifying strategies for students’ performance in modular distance learning.

THE PROBLEM

The study aims to determine the factors affecting the tardiness of the submissions of modules of Grade 4 Pupils of Himensulan

Elementary School in the distance modular instruction during Academic Year 2020-2021 as a basis for a modified strategy plan.

Statement of the Problem

Specifically, this seeks to find out the facet of the main problem:

1. What is the profile of Grade 4 pupils in term of:

1.1 Age

1.2 Gender

1.3 Financial Status

2. Tardiness of the submission of modules as perceived by Grade 4 teachers and parents of Himensulan Elementary School in term of:

2.1 Lifestyle

2.2 Lack of focus

2.3 Lack of Self- esteem

2.4 Parental Involvement

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3. Is there a significant differences between the perception of the respondents’ relationship of pupils’ profile and behavior towards the

submission of modules in the distance modular instruction?

4. Based on the findings, what modified strategy can be proposed?

Statement of the Null Hypotheses

The given null hypothesis will be tested at 0.05 level of significance:

Ho: There is no significant differences between the submission of modules in the distance modular instruction and pupils’ profile and

behavior.

Significance of the Study

The study will benefit the following stakeholders:

Students. The output of this study will eventually promote a learning situation aimed at determining the factors affecting the

tardiness of the submissions of modules of pupils. Furthermore, this will be beneficiary to all of the students for they will find answers on how

to cure their bad hobbies - being tardy. They will develop their own self and will be close enough to better understand themselves which will

result to them having achievements and satisfying grades.

Teachers. All of the teachers who experience the tardiness of the students will be alarmed and will give them the interest to

provide the immediate actions that the students needed. This study will also be beneficial to them for they will know the different factors

affecting the tardiness of their students.

Schools Administrators. The school administrators will have the opportunity to organize a training/workshop activity for all

teachers in the school to strengthen the learning outcome of the learners by the use of this intervention program.

Parents. They will have the opportunity to encourage and motivate their children to study hard for lifelong learning. This

research will serve as an eye opener for parents to further follow up their pupils’ progress in studies.
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Department of Education. This study can help and contribute to ensuring access to, promoting entity in equity, and improving

the quality of education as being the national executive department of the Philippine government.

The Researcher. The findings and output of this study will be an additional material for self-improvement in the teaching

profession.

Future Researchers. This study will serve as a model for other researchers to conduct more studies related to this topic.

RESEARCH METHODOLOGY

This research explains the methodology employed in this study to answer the overarching research question of how teachers in

one school district in the Philippines intervene the pupils’ submission of modules during the times of modular distance learning. The

descriptive method will be used to describe the factors affecting the tardiness of submission of modules of the grade 4 learners of

Himensulan Elementary School, Academic Year 2020-2021.

Research Design

The study will utilize the descriptive method of research with the use of a teacher-made questionnaire. Figure 2 shows the flow

of the study.
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INPUT PROCESS OUTPUT

Pre
Profiles of Grade 4 Pupils S.Y. 2020-

2021  Gathering of

a. Age data

 Tabulation Proposed
b.Gender
 Statistical
Modified
c. Financial
Treatment

Status Strategy
 Analysis of data,

and Plan
Factors of Tardiness
 Interpretation of data
a. Lifestyle

b. Lack of Focus

c. Lack of Self- esteem

Figure 2

d. Parental Involvement
Flow of the Study

Research Environment

The study will be conducted at the Himensulan Elementary School, Himensulan, San Francisco, Cebu. The school is located in

Purok Bakhaw, along the national road. The school has 338 students, twelve full-time teachers, and a school head. It is a medium school
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established in 1964. It has twelve classrooms, one school clinic, a library, school head’s office, and a feeding centre. The school has no

known adjacent or near establishments. Figure 3 shows the location map of the school.

Figure 3
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Location Map of the School

Research Subjects

The research subjects are the forty pupils of Himensulan Elementary School coming from Grade IV students of which the re-

searcher is handling in S.Y.2020-2021. Before they will start the test, orientation will be administered. The distribution of respondents is

found in Table 1.

Table 1

Distribution of the Respondents

Grade Level Male Female Total Percentage

4 23 17 40 100%

Total 23 17 40 100%
Research

Instruments

The study will utilize a researcher-made questionnaire to gather data from the respondents. It is a two pages questionnaire

consists of three open-ended questions and the rest, close-ended questions. The following standard deviation result ranges will be used in

summarizing the data of the respondents 4.21 - 5.0 Always; 3.41 – 4.20 Often; 2.61 – 3.40 Sometimes; 1.81 – 2.60 Rarely; 1.0 – 1.81

Never.

The first page of the questionnaire will answer the profile of the respondents in terms of age, gender, and financial status. The

second page will answer the factors that contribute to the tardiness of submission of modules of Grade 4 pupils of Himensulan Elementary

School in terms of lifestyle, lack of focus, lack of self-esteem and parental involvement during modular instruction.

Before the actual gathering of data, the researcher-made questionnaire will be subjected to content and face validation by

presenting it to co-teachers and experts. It will be presented to the researcher’s school head and thesis adviser. Subsequent revision and

polishing may be made to comply the expectations of the evaluators.

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Research Procedures

This section presents the method of data gathering and statistical treatment that will be used in the study.

Gathering of Data

The researcher will send a letter to the school principal, district supervisor, and division superintendent of Cebu Province, asking

permission to conduct the study. After getting the approval, the researcher will ask the permission of the school head of Himensulan

Elementary School to meet all the respondents.

A complete list of Grade 4 pupils will be secured from the office of the school head, after which the sample will be computed

using the Percentage Formula to determine the sample size which will served as basis in the random sampling.

The sets of questionnaire will be distributed to the respondents by the researcher. After receiving the questionnaire, they will be

guided with explanation to enlighten them on how to answer it. The respondents will answer the questionnaires immediately to retain its

authenticity while being observe by the researcher. All the forms will be gathered together to conduct analyses and interpretation from the

survey.

Treatment of Data.

The following statistical tools will be used in the study:

Frequency Count. This will be used to determine the number of times that an event occurs using the given scale and description

equivalent.

Weighted Mean. This will be used to determine the weight of the responses and statement of the questionnaire.

Percentage. This will be used to determine the frequency in the responses divided by the total number of participants.

Scoring Procedure

The responses of the respondents will be measured using the following scale.
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Score Category/Scale Verbal Description

5 ALWAYS (A) Respondents feeling

ALWAYS from

the given statement.

4 OFTEN (O) Respondents feeling

OFTEN from

the given statement.

3 SOMETIMES (S) Respondents feeling

SOMETIMES from

the given statement.

2 RARELY (R) Respondents feeling

RARELY from the

given statement.

1 NEVER (N) Respondents feeling

NEVER from the

given statement.

WEIGHTED MEAN Description Level of Policy

4.21 – 5.00 ALWAYS Positive

3.41-4.20 OFTEN Positive

2.61 – 3.20 SOMETIMES Positive

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1.81 – 2.60 RARELY Negative

1.00 – 1.80 NEVER Negative

where weight =n-1; and n is the number of responses from the given statement.

DEFINITION OF TERMS

To enhance understanding of the discussion in this study, the following terms are defined to convey the meaning:

Lack of Focus

Lack of focus means that you’re unable to concentrate, you can’t think clearly, focus on a task, or maintain your attention. Your

performance in accomplishing a task could be affected if you’re out of focus.

Lack of Self-esteem

Low self-esteem is when someone lacks confidence about who they are and what they can do. They often feel incompetent,

unloved, or inadequate. People who struggle with lack of self-esteem are consistently afraid about making mistakes or letting other people

down.

Having self-esteem issues can be detrimental to one’s health and negatively affect personal and professional relationships.

There are many reasons why you may have low self-esteem- your genes, how and where you grew up, and other life circumstances all play

a role.

Learning Modules

Learning modules are printed or non-printed materials that guide both teachers and learners through the content of learning

activities for a subject matter, for example, subject matter modules in text or video format.
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It is a tool that provides course materials in a logical, sequential, order, guiding learners through the content and assessments in

the order specified by the instructor.

Lifestyle

Lifestyle is the interests, opinions, behaviours, and behavioural orientations of an individual, group or culture. When you have all

luxury items and can buy whatever you want, that is an example of your lifestyle. A style of living that reflects the attitudes and values of a

person.

Modular Learning

Modular learning, as the word connotes, uses learning modules that facilitate student learning by themselves. It is a form of

distance learning that uses Self-learning Modules based on the most essential learning competencies developed by the teachers with the

aid of curriculum developers.

Parental Involvement

Parental involvement may be different from culture to culture and society to society. Parental involvement may have different

types, which might have differential influence on academic performance of their children. Parental expectations have a greater impact on

student’s educational outcomes. Parental involvement may include activities like helping children in reading, encouraging them

to do their homework independently, monitoring their activities inside the house and outside the four walls of their house, and providing

coaching services for improving their learning in different subjects.

Tardiness

The quality or habit of not adhering to a correct or usual or expected time. Tardiness comes from the Latin word “tardus”, "slow,

sluggish, dull, or stupid."

In most schools, a student is considered tardy when he/she is not present when the school bell rings or when the first teacher

starts to give instructions for the first subject in the morning class. In the case of modular learning, a student is late when he/she cannot

submit the modules during the agreed day of retrieval and distribution of modules.
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BIBLIOGRAPHY

Bilocura, A. J. (2012). Chapter II: Review of Related Literature and Studies. Retrieved on June 10, 2021 from

https://sites.google.com/site/bilocuraandguia/notes/chapteriireviewofre
latedliteratureandstudies
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f

Appendix A

TRANSMITTAL LETTER

May 27, 2021

JOSEPH R. NUDALO
Head Teacher III
Himensulan Elementary School
Himensulan, San Francisco, Cebu
Dear Mr. Nudalo:

The undersigned will conduct a study entitled Factors Affecting the Tardiness of Submission of Modules in Modular Learning: Basis
for a Modified Strategy.

In this connection, the undersigned would like to ask your permission to conduct the study among Grade 4 students who will be enrolled in
S. Y. 2020-2021.

Your favourable response in this request will be highly appreciated.

Respectfully yours,
MARIE F. MUAÑA
Researcher
 23

Noted:

ANGELO B. DALAGUIT, Ph.D.

Thesis Adviser
ANGELO B. DALAGUIT, Ph.D.
Dean, CTU- San Francisco Graduate School
Approved:
JOSEPH R. NUDALO
HT III
March 28, 2021
EDWINA M. CAMPOMAYOR
Supervisor
San Francisco District
San Francisco, Cebu
Dear Mrs. Campomayor,:

The undersigned will conduct a study entitled Factors Affecting the Tardiness of Submission of Modules in Modular Learning: Basis
for a Modified Strategy.

In this connection, the undersigned would like to ask your permission to conduct the study among Grade 4 students who will be enrolled in
S. Y. 2020-2021.

Your favorable response in this request will be highly appreciated.

Respectfully yours,
MARIE F. MUAÑA.
Researcher

Noted:

JOSEPH R. NUDALO
Himensulan E/S HT III

ANGELO B. DALAGUIT, Ph.D.

Thesis Adviser
ANGELO B. DALAGUIT, Ph.D.
Dean, CTU- San Francisco Graduate School
Approved:
EDWINA M. CAMPOMAYOR
Supervisor
March 29, 2021
MARLYN S. ANDALES, Ed.d.,CESO VI
Schools Division Superintendent

Division of Cebu Province

IPHO Bldg.,Sudlon, Lahug, Cebu City

 24

Madam:

The undersigned will conduct a study entitled Factors Affecting the Tardiness of Submission of Modules in Modular Learning: Basis
for a Modified Strategy.

In this connection, the undersigned would like to ask your permission to conduct the study among Grade 4 students of Himensulan
Elementary School who will be enrolled in S. Y. 2020-2021.

Your favorable response in this request will be highly appreciated.

Respectfully yours,
MARIE F. MUAÑA
Researcher

Noted:

ANGELO B. DALAGUIT, Ph.D.

Thesis Adviser
ANGELO B. DALAGUIT, Ph.D.
Dean, CTU- San Francisco Graduate School
JOSEPH R. NUDALO
HT III
Approved:

MARLYN S. ANDALES, Ed. d., CESO VI

Schools Division Superintendent

QUESTIONNAIRE

The purpose of this survey is to determine the factors affecting the tardiness of the submission of modules of Grade 4 pupils of Himensulan

Elementary School during modular distance learning, basis for a modified strategy plan. Please answer the questionnaire with outmost

sincerity. Rest assured that the data from this questionnaire is for this purpose only and is strictly confidential. Your cooperation will be

highly appreciated. Thank you very much.

I. Profile of the Respondents:

Name : ________________________________________

Age : _____

Gender: _______
 25

Instruction: Please tick your answer at the space given.

How much is the monthly income of your family?

 below 1, 000  5 000 to 10 000

 1, 000 to 5 000  10 000 above

Is your monthly income sufficient for your family needs?

 Yes  No

Are you helping in generating income for your family?

 Yes  No

II. Instruction: Using the following key given, choose or tick the indicator that contribute your tardiness in submission of modules

in the distance modular instruction.

Indicator Never Rarely Some-times Often Always

(1) (2) (3) (4) (5)

I always return and retrieve my

modules beyond schedule

I have many chores at home

I always play online games, use

my social media account or
watching TV, and sleep late at
night
I help my parents to generate
income for our family

I’m always with my friends chit-

chatting or playing games
I try to concentrate, but I find
myself thinking about something
else.
I am often late, because I
 26

cannot focus for long, then drop

what I am doing.
I am easily distracted by internal
thoughts or feelings
I lack concentration; I am unable
to concentrate my mind on one
thing for more than a few
seconds.
I often speak or act without
thinking first.
I feel that I do not have much to
be proud of.
I certainly feel useless at times.
I always ask help from others
because I’m not confident to do
a great job
I am afraid others will criticize
me
I’m always thinking what others
might say about my work
My parents always assisting me
in answering my modules
My parents return and retrieve
my modules on time
My parents couldn’t help my
studies because of low
educational attainment
My parents are very supportive
and considerate during our
modular instruction
My parents are busy with work
and no time to help my studies

Thank you and God speed!

 27

CURRICULUM VITAE

picture
Name : MARIE

FORMENTERA MUAÑA

Age : 27 years old

Address : CAMPO, SAN FRANCISCO CEBU

Contact : 09685027426

E- mail : marie.muana@deped.gov.ph

Date of Birth : FEBRUARY 25, 1994

Civil Status : SINGLE

Father : REYNALDO G. MUAÑA

Mother : ELMA F. MUAÑA

Civil Service

Eligibility : Licensure Examination for Teachers (LET)

August 17, 2014

Education : MASTER OF ARTS IN EDUCATION MAJOR

IN SUPERVISION AND ADMINISTRATION

Cebu Technological University – San Francisco Campus

2016- Present

Bachelor in Elementary Education – Major in

Content Education
 28

Cebu Technological University-San Francisco Campus

Year Graduated: 2014

High School

Campillo Progressive School Inc.

Year Graduated: 2010

Elementary School

Campo Elementary School

Year Graduated: 2006

Work

Experience :

Teacher 1

DepEd Cebu Province/San Francisco District

Himensulan Elementary School

July 2017 – Present

Teacher 1

Campillo Progressive School, Inc.

June 2015 – April 2016