CHAPTER 1 – INTRODUCTION

1.1 Background of the Study

Being on time is a manners rule that motivates students to finish the work
quickly, and it helps to comprehend the value of time, which shows that a person
respects both their own time and the time of others. Additionally, punctuality is a
valuable character trait that all students should learn, and having discipline on time
will improve students’ time management. It shows that students have allotted
enough time to prepare to meet their deadlines; they know when meetings are
taking place and can schedule the working day accordingly.

Besides, punctuality is said to be the soul of business, and there can be

nothing more fundamental to the school business than punctuality (Ezewu, 1982).
The responsibility for the professors’ and students’ punctuality falls on both parties;
thus, students and teachers need each other to function. Therefore, the benefits of
being on time in class are the chance to participate in all extracurricular activities
and programs at school. For example, students will benefit from the morning
general assembly when they witness important announcements, counsel, and
prayers.; thus, students must arrive on time to participate in those activities. On the
other hand, tardy students receive corporal punishment, for example sweeping,
weeding, and cleaning the bathroom.

Moreover, since they arrive at class after teaching has started, they are
typically uninformed throughout classes and often interrupt lessons and other
students. The school’s operation as a system involves connections and
relationships within and outside the home community. Within the school, there is a
division of labor between the faculty and, to a lesser extent, the students.
According to Maina and Jumare (2011), the principal is in charge of all programs
and activities at the school, including planning, organizing, controlling,
coordinating, and assessing. Suggests that the principal, who has previously had
the staff report back to them for evaluation, now delegates authority and duty to all
staff.

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 In the educational system, duty and discipline masters ensure that school
programs and activities proceed as scheduled (Kachchar, 2002). In general, the
principal and other school officials are in charge of disciplining late students and
coming up with a plan to lessen the rudeness of their tardiness. On the other hand,
parents have a stake in the success or failure of their children. Most parents
collaborate with school administrators to minimize the threat of children being
tardy. In other words, parents must fulfill their responsibilities to ensure that their
children have all they need to attend school, are authorized or transported
promptly, are prepared on time, and have sufficient funds for school transportation.
The efforts of school instructors would only be worthwhile if these challenges
handle thoughtfully.

This study aims to determine the importance of punctuality, the factors that
affect students' punctuality, and to develop strategies for managing punctuality to
reduce the high percentage of lateness among Senior High School Students at
Mary Help of Christians Catholic School, Inc.

1.2 Statement of the Problem

This study determines the punctuality management of Senior High School

Students in Mary Help of Christians Catholic School, Inc.

Specifically, this study sought to answer the following questions:

1.What is the profile of the respondents in terms of:

(a) Age
(b) Gender
(c) Strand
(d) Grade level
(e) Academic Performance
(f) Living with Parents

2
 (g) Raised by both parents or one parent only
(h) Religion
(i) Mode of transportation
2.What is the level of knowledge of the respondents about:
(a) Time Management
(b) Tardiness
(c) Accountability Formation
3.What is the attitude level of the respondents towards:
(a) Peer influence
(b) Unattractive Class Lectures
(c) Ignore by a parent at home
(d) Inadequate rest period
4.What are the topmost reasons of the respondents in avoiding being late in the
first period of class?
5.Is there a significant relationship between the profile of the respondents and
their level of knowledge about Time Management, Tardiness, and
Accountability Formation?
6.Is there a significant relationship between the respondent’s profile and their
attitude level towards Peer Influence, Unattractive Class Lectures, Ignore by
parent at home and Inadequate rest period?

1.3 Objectives of the Study

This study has the following objectives. They are:

1.To establish the profile of respondents in terms of age, gender, strand, grade
level, academic performance, living with parents, raised by both parents or
one parent only, religion, and mode of transportation.
2.To determine the level of knowledge of the respondents about time
management, tardiness, and accountability formation.
3.To determine the attitude level of respondents towards peer influence,
unattractive class lectures, ignore by a parent at home, and inadequate rest
period.

3
 4.To determine the topmost reasons of the respondents in avoiding being late
in the first period of class.
5.Find the relationship between the respondents’ profile and their level of
knowledge.
6.Find the relationship between the respondents’ profile and their attitude level.

1.4 Hypotheses of the Study

The following null hypotheses were tested at 0.05 level of significance;

 There is no significant relationship between the respondents’ level of

knowledge and their profile.
 There is no significant relationship between the respondents’ attitude level
and their profile.
 There is no significant relationship between the respondents’ topmost
reason and their profile.

1.5 Significance of the Study

This study aims to provide an output. Moreover, the result of the study would
be beneficial for the following:

 Students-Through this research it will help students to recognize the

importance of being on time. Additionally, it will help the students
effectively become more punctual.
 School- Through this study, the school will find a way to improve policies
and programs to help the teachers and students. Furthermore, to
minimize the number of late students.
 Teachers- This study will assist teachers with the benefits of encouraging
students to arrive on time to reduce tardiness; as a result, teachers will be
able to hold a discussion and avoid interruptions.
 Parents- This study will help parents motivate and discipline their children
regarding their behavior towards school.

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  Department of Education- It can provide valuable insights and
information that can help the Department of Education improve
attendance and punctuality among students, ultimately leading to better
educational outcomes and academic success.
 Researchers- This research will help researchers improve their
understanding of the issue and acquire new knowledge. Moreover, this
study will enable researchers to explore and gain knowledge.
 Future Researchers- This study will help future researchers who intend
to conduct the same research topic. Thus, the study’s findings will serve
as reference material to support their research with fact-based sources
and will be the enlightenment they will surely need for their future studies.

1.6 Scope and Delimitation

The study was conducted and done within the campus of Mary Help of
Christians Catholic School, Inc., which consists of 91 Senior High School Students.
Moreover, the researcher will randomly select seventy-four (74) respondents from
the said campus to gather the necessary data. Slovin's method will calculate the
study's total number of respondents or sample size, with a desired margin of error
of 0.05 (5%).

Slovin’s Formula Where:

n= 1+Ne
N 2 n= Sample Size (74)

N= Population Size (91)

e= Margin of Error (0.05)

n= 91
1+(91)(0.05)2
n= 91
1+(91)(0.0025)
n= 91
1+(0.2275)

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 n= 91
1.2275

n=74.13
74.13or(74)
74

1.7 Definition of Terms

The important terms used in this study have been defined for better
understanding and clarification. The following terms are:

 Accountability Formation- This creates a system where individuals take

acceptance for their actions good or bad and are held responsible for the
results.
 Extrinsic motivation- It is the drive to do something for the sake of receiving
something in return or to escape negative consequences.
 High percentage- Refers to a large proportion or fraction of a total number or
quantity. It describes a relatively large portion of something compared to the
rest. In this sense, "high percentage" refers to a number much larger than the
average.
 Inadequate rest period- It refers to a state in which an individual does not
receive sufficient time to rest.
 Intrinsic motivation- It refers to engaging in an activity because it provides
personal satisfaction and fulfillment.
 Punctuality Management- It refers to the act of arriving or completing a task
at the designated time. Being punctual involves meeting an obligation or
fulfilling a requirement on the scheduled time.
 Reduce- It is making something smaller in size, amount, degree, or intensity.
It can also mean simplifying, diminishing, or lowering the value of something.
 Senior High School- It consists of Grades 11 and 12, which the Department
of Education prepares for students, and Senior High School Students to
choose their preferred strand, which will help in their chosen college courses

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  Tardiness- It can describe something or someone who has not arrived or
that happens after the expected or designated time. It can also be called late
or lateness.
 Time Management- It refers to individuals' skills and strategies to manage
their time effectively. For example, it can include setting priorities, creating
schedules or to-do lists, and eliminating distractions to focus on the tasks.

1.8 Conceptual and Theoretical Framework

1.8.1 Conceptual Framework

Punctuality Management: Reduces High Percentage of Being Late among

Senior High School Students of Mary Help of Christians Catholic School,
Inc.
Top most reason of
the f
PUNCTUALITY MANAGEMENT

Profile of the respondents

 Age
 Gender
 Strand
 Grade level
 Academic Performance
 Living with Parents
 Raised by both parents or one parent only
 Religion
 Mode of transportation

Level of knowledge of the respondents

 Time Management
 Tardiness
 Accountability formation

Level of attitude of the

respondents 7
  Peer influence
 Unattractive class lectures
 Ignore by a parent at home
 Inadequate rest period

This study aims to determine the importance of punctuality, the factors that
affect students' punctuality, and to develop strategies for managing punctuality to
reduce the high percentage of lateness among Senior High School Students in
Mary Help of Christians Catholic School, Inc.

Figure 1: Punctuality management consists of underlying topics-Profile of the

Respondents, level of knowledge, and attitude level of the respondents. These
topics affect the respondents' decision to arrive on time in the first period of class.

The profile of the respondents includes their gender, age, strand, grade level,
academic performance, living with parents, raised by parents or one parent only,
religion, and mode of transportation. This profile is interconnected with the level of
knowledge of the respondents. It aims to know if the respondents' profiles affect
their attitude level.

The respondents' profile is also interconnected with the respondents' attitude

level towards peer influence, unattractive class lectures, parent ignorance at home,
and inadequate rest periods. It aims to determine if their profile significantly affects
their attitude level.

Furthermore, the respondents' profile, level of knowledge, and attitude are

also connected to find out if they correlate with each other to the following top most
reasons of the respondents in avoiding being late in the first period of class.

1.8.2 Theoretical Framework

Decision theory is a field of study that examines how people make choices
and what kind of reasoning is behind those choices. The term "decision theory"
was first coined by Erich Leo Lehmann in 1950. There are two main branches of
decision theory. Normative decision theory is concerned with how decisions should

8
be made and aim to provide advice on making the right decision for their own sake.
On the other hand, descriptive decision theory focuses on how decisions are
actually made. It analyzes people's behavior and examines the factors that
influence their decisions. This theory is related to the study because students have
their own decision whether they come early in the class or they will arrive late.

Furthermore, the Theory of Constraints is a technique that identifies the

barrier that limits the achievement of a goal. Some factors affect students'
punctuality, such as peer influence, unattractive class lectures, a parent's
ignorance at home, and inadequate rest period. These factors are constraints for
the students who always arrive late to school. This is related to the study because
there are some factors that will be a barrier to be punctual.

In addition, the self-determination theory involves making decisions,

establishing personal objectives, and advocating for oneself. Rewards can diminish
a person's intrinsic curiosity and interest. According to SDT (Ryan & Deci, 2000),
individuals are attracted to certain activities because they are attractive, satisfying,
and enjoyable. Unlike other need-based theories, the self-determination theory
asserts that human motivation is motivated by our innate psychological needs for
competence, autonomy, and relatedness. Self-Determination differentiates
numerous forms of motivation based on the varied motivations or purposes that
drive action. In light of this, the self-determination theory proposes two fundamental
types of motivation: intrinsic and extrinsic. This is related to the study because
students will tend to be more punctual if they have an interest.

As specified, the pickle jar theory is a time management theory primarily

based on the idea that time is a finite space, like a pickle jar, but one can fill it with
different things. In addition, the pickle jar theory states that the activities and
responsibilities of people need to be balanced using an effective time management
system (Wright, 2002). This theory is also related because it can align what really
matters in life.

In conclusion, decision theory, the theory of constraints, self-determination

theory, and the pickle jar theory are all relevant to understanding and improving

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 students’ punctuality. The research study would like to determine and provide an
answer to a possible reason why students are tardy or what factors affect students'
punctuality. It would provide information on how to avoid being late and lessen the
number of students who are always late in class.

CHAPTER 2 – REVIEW RELATED LITERATURE

2.1 Foreign Literature

2.1.1

According to Sultana, A. M., & Rashid, S. N. B. (2013), time management is

essential for academic success; the lack of proper time management skills can
result in the common problem of needing more time. Additionally, self-discipline
plays a crucial role in managing time effectively. Their study aims to identify the
factors that affect time management and punctuality among students and examine
how a supportive school environment, particularly the role of teachers, can
enhance students' time management abilities. The study also considers the impact
of parents' attitudes toward time management. The researchers collected data
through questionnaires and observations at 70 students in Form 4 and Form 2. The
students filled out the questionnaires and were observed in class. By studying this,
we can gain insights into how secondary school students in Malaysia can improve
their time management and punctuality skills.

As shown in table 1, students need help with time management and

punctuality in four areas: arriving late to class, weekly assemblies, returning to
class after a break, and outdoor activities. The highest percentage of students
(42.85%) reported being late to class after a break due to insufficient break time.
Additionally, 21.42 percent of students faced challenges arriving on time for
outdoor activities, while 15.71 percent needed to arrive on time for weekly
assemblies. Some students argue that tardiness is not a time management issue,

10
but consistent lateness can lead to disciplinary issues and disruptions to the
learning environment. Punishments, such as expulsion, can result from such
offenses, as demonstrated in a case where five girls were expelled due to lateness.
Addressing time management problems is crucial for academic success, and
teachers and parents must support students in this area.

Consequently, the study found that many students attribute their lateness to
peers, uninteresting lectures, more extended assemblies, transportation difficulties,
and teacher behavior. In table 2, 50% and 24.28% of students agree and strongly
agree that peers affect their punctuality, respectively. Additionally, 17.14% and
8.57% of respondents agree and strongly agree that uninteresting lectures are a
contributing factor. Moreover, 12.85% of students strongly agree that more
extended assemblies and transportation difficulties are causing them to be late.
While most respondents (25.71% and 15.71%) do not feel that teacher behavior
affects their time management, consistent lateness from teachers can lead to
students being late as well. Educators must consider these factors and devise
ways to improve students' time management and punctuality skills. Teachers must
prioritize starting class on time to help students manage their time effectively.

Furthermore, the attitudes of parents towards time management and

punctuality have a significant impact on their children's punctuality in attending
school. The survey showed that most respondents (35.71%) strongly disagree that
their parents ignore time management issues at home. However, a small
percentage of respondents (10.00%) agree that parents neglect time management
and punctuality, which can affect their children's punctuality. It is essential for
parents to actively monitor and address time management and punctuality issues
at home to help their children develop good habits that will be beneficial in school
and life. Throughout the survey, 31.43 percent of respondents agree that they are
consistently late to class after a break due to inadequate rest periods. However,
11.24 percent strongly disagree with this statement. It is observed that these
issues occur because many students need to utilize their rest time effectively. Time
management problems among students can be influenced by personal, school,
and parental factors. The researchers noted that punctuality and time management

11
problems might arise from the students’ attitudes and peer influences. Therefore,
students must be aware of time management to achieve academic success.

In addition, students who fail to comply with school regulations may

encounter difficulties with punctuality and time management. Moreover, peers can
notably influence students’ punctuality when it comes to extracurricular activities,
as people tend to mimic the behavior of their friends. The impact of friends can be
beneficial or detrimental, depending on their behavior and mindset. The teacher’s
role in schools can also impact discipline and time management, as evidenced in
interviews. For instance, a student stated that they dislike attending school
because some teachers do not like them, which could lead to punctuality problems.
However, making the weekly assembly longer than necessary may not be helpful,
as students may feel uncomfortable standing for too long. This scenario may
encourage students to violate disciplinary rules in school. Furthermore, delayed
assemblies can disrupt teaching and learning, leading to poor academic
performance.

Finally, the study findings show that punctuality and time management are
significant challenges frequently among school students. The primary reason for
class lateness is the student’s behavior and attitude, with parents’ neglect and
unengaging teaching by teachers contributing to the problem. Personal factors
played the most significant role in time management problems among students.
Being on time for classes can help academic achievement. Therefore, it is vital for
parents, teachers, and school administrators to address these issues by improving
time management and punctuality. Parents can assist by teaching time
management skills at home, and teachers can enhance their attitude and
punctuality. Reducing these issues is critical for students’ effective learning
process.

URL: (PDF) A Study on Time Management and Punctuality Issues among

Students at Secondary School, Kedah (researchgate.net)

2.1.2

12
 As stated by Arun Kishore et al. (2020), being on time every time
demonstrates professionalism and helps you come across as someone who can
be counted on and trusted by others. When people develop the habit of being
timely, their lives improve in many ways: they become more disciplined, everything
falls into place, and they can do more. Maintaining punctuality is one of the
essential considerations in the day-to-day life scenario. The degree to which a
person is timely has a significant impact on both their confidence and their manner.
The ability to successfully manage one's time is an essential factor in determining
one’s level of success. The perceptions and actions of individuals have a
significant impact on the difficulty of effectively managing time. The components
and the procedure: The questions were drafted and disseminated using an online
survey internet link. The participants provided insightful commentary about the
research project, and its findings were compiled and analyzed statistically
afterward. The results, along with a discussion, show that most dental students
arrive on time to their classes, and there is a visible pattern of punctuality among
dental college students.

When the participants were asked about their year of study, approximately
88% were in the first year of their undergraduate course, and the remaining 8%
were in their third year. Regarding their punctuality in attending classes, 26% of
them said they are always on time, while 64% said they are punctual but
occasionally come late. Only 10% of the participants admitted to never being
punctual. When asked about their reason for punctuality to class, 70% of the
participants cited attendance as the main reason, while 16% liked the class, and
6% had made it a habit. The remaining 8% had other reasons for being punctual.
On the other hand, 46% of the participants who were sometimes late admitted to
oversleeping as the primary reason for tardiness. For 18%, traveling long distances
was a factor, while 14% were late due to traffic. The remaining 22% had other
reasons for being late. Regarding how punctuality made them feel, the majority of
the participants (72%) felt good about being punctual, while the remaining 28% did
not feel good or bad.

13
 Most participants (88%) believe that punctuality is beneficial to their lives,
while the rest (12%) do not find punctuality helpful. Regarding their punctuality,
48% of the participants admitted that they are only punctual at times, 20% do not
think they are punctual, and 32% claimed to be punctual. When asked about their
feelings towards punctuality, 60% of the participants felt good when they were
punctual, 12% were proud, 20% felt bad, and the remaining 8% had no emotional
reaction. On the other hand, approximately 36.7% of the participants felt terrible for
being late to class, while the rest (63.3%) did not feel anything about being late.

Moreover, past studies have explored the pros and cons of punctuality
(Dudycha, 1936; Simpson, 2001; Alur, Feder, and Henzinger, 1991; Aveling,
1987). However, the present study aims to examine punctuality patterns among
dental college students, reasons for their lateness to class, and their overall
punctuality tendencies. The findings indicate that many students are late to class
due to personal obligations or other commitments. Research shows that a positive
parental attitude is crucial in providing children with emotional regulation. When
people become friends, they tend to become more alike in their beliefs and actions.

Additionally, when professors are tardy, it can disrupt the learning

environment and result in boredom for students who wait longer for class to begin.
In accordance with the data, poor time management is the primary reason for
students’ tardiness in high school and college classes. Several people admitted to
being late for many reasons, mainly because they are primarily affected by their
classmates and peers (Dishon-Berkovits & Koslowsky, 2002) (Dorrington, 1987).
The students’ attitudes and behaviors play a significant part in the development of
their patterns of punctuality. Based on the limitations of this study, it can be
assumed that most undergraduate students attend their classes on time. However,
only a tiny percentage of the respondents made punctuality a habit. This suggests
that external factors influence students’ punctuality.

URL : article_10038_5954b80cef2efe3cdd9e7f029d2cafad.pdf (cibgp.com)

2.1.3

14
 The research conducted by Talkhee Ara Malik et al. (2020) say that schools
are more than just a place to gain knowledge, but also a hub for learning important
life skills. Students are taught not only to understand the world around them but
also to become responsible citizens. Social skills are essential to the curriculum,
and schools aim to instill them in the learners. However, students and their families
also share responsibility for learning and exhibiting positive attitudes and behavior
towards school. Therefore, the assessment of students in school is not limited to
intellectual capability but also includes behavior.

Furthermore, the researchers observed two types of student attitudes

towards punctuality in the school – one set of students always make sure to arrive
on time. In contrast, the others habitually arrive late with varying attitudes towards
their tardiness. Tardiness is a crucial problem in today’s classrooms, especially
from the perspective of teachers who find the first few minutes of the class wasted
because of students who do not come on time. This problem hinders teachers’ time
management plans and disrupts the class’s momentum. Teachers’ response to this
situation varies; some ignore the issue, some send students back home, and
others penalize them. The issue of student tardiness in urban schools is a
significant problem that has received little attention in Pakistan. Therefore,
researchers conducted a study to understand this issue more fully by evaluating
external factors and gathering information on students’, teachers’, and
administrators’ perceptions and behaviors regarding tardiness. Although tardiness
is frequently discussed in the newspaper and magazines, it has received little
attention in research. The researchers aimed to address this problem creatively
and effectively since it affects the entire school.

Nevertheless, the research study was conducted using an action research

design aimed at enhancing students’ punctuality and minimizing tardiness through
the implementation of a behavior modification plan based on giving rewards.
Despite the unclear cause of the resulting positive change, it is possible that the
techniques proposed by the researchers, including a student incentive system and
the elimination of physical punishment, contributed to the success. There are
various perspectives to consider, such as theoretical and cultural. This study

15
selected eight eighth-grade students who had been regularly late over the past two
months for a research intervention. The researchers used pre- and post-test
observation checklists to record data on the students’ tardiness before and after
the intervention. Two tools were developed to gather quantitative and qualitative
data from teachers, administrators, and students on student tardiness. The
intervention involved rewarding students with tangible or intangible incentives for
arriving at school on time and arranging parent-teacher conferences for the parents
of tardy students. A T-Test was applied to the data to determine whether the
intervention reduced student tardiness. The results showed that overall tardiness
among the identified students decreased throughout the six-week intervention. The
initial frequency of 25 decreased to 11 in the second week and continued to
decrease, with only three incidents of tardiness in the fourth week. By the
intervention’s end, the tardiness frequency had increased slightly to 6.

According to several authors, providing students with a reward and an

incentive leads to improved behavior and performance at school, which can be
linked to Skinner’s theory of behavior. In Pakistan, corporal punishment is a
commonly used practice to change inappropriate student behavior, but this
ultimately leads to a negative environment that affects student behavior. In
contrast, the researchers in this study did away with the practice. Instead, they
emphasized praise and gratitude, which allowed students to feel appreciated and
eventually caused a positive shift in their behavior. However, the pilot study results
indicate that school policies that focus more on students can help overcome
challenges and yield positive outcomes. The concept of operant conditioning can
be applied to encourage students to arrive on time by rewarding those with prizes.
To reduce tardiness, schools could also implement a late policy that applies to the
entire student body, with a simple and effective system developed through the
collaboration of teachers and administrators.

Ultimately, the study showed that awarding prizes and incentives to students
for punctuality is an effective method to strengthen positive behavior. The school
administration could consider making this a school-wide policy and include more

16
 rewards, such as homework passes. This strategy can create an environment
where students are encouraged to follow the rules and positively boost their
behavior. This research may serve as a foundation for policymakers, teachers, and
parents to explore new ways of reducing student tardiness. Implementing policies
that prioritize students’ needs and interests can create a positive school
environment and enhance the learning experience.

URL: Decreasing Students Tardiness | Dr. Shelina Bhamani - Academia.edu

2.2 Local Literature

2.2.1

According to Emerson Peterson (2020), although the government in the

Philippines provides free education, one of the most common obstacles that
Filipino students face in pursuing basic education is poverty. To address their
financial problem, many high school students in the Philippines take up part-time
jobs, which may pressure their ability to manage their time effectively and balance
their academic responsibilities. In Toledo City, Cebu, Philippines, a total of thirty-
one public high school students who were also employed part-time were
investigated to determine whether there was a connection between time
management, self-efficacy, and academic performance. More specifically, a survey
questionnaire was used to evaluate the respondents’ mathematical ability.

The study focused on determining the relationship between time

management, self-efficacy in learning mathematics, and academic performance of
working high school students. It used a descriptive correlational research design
and used survey questionnaires to gather data. The research aimed to describe
the variables and their natural relationships instead of determining cause-effect
relationships. The study sample consisted of 31 high school students from a public
school in Toledo City, Cebu, Philippines, who worked to sustain their studies. The
survey questionnaires used were the Time Management Survey Questionnaire and
the Self-Efficacy Survey. The study emphasized the importance of prioritization in
time management, as it enables individuals to allocate more time, attention, and
energy to the most important tasks to achieve their desired outcomes.

17
 As revealed by the research, they had enough success in mathematics
despite having a moderate level of both time management skills and self-efficacy
about the topic. There was no significant association between time management
and math performance; however, self-efficacy and math performance did have a
statistically weak positive correlation. Nonetheless, it is not something that can be
ignored as a potential issue that affects their performance. As a consequence,
educators are suggested to develop a curriculum that will improve students’ self-
efficacy and their capacity to manage their time effectively. It is advised that skills
in time management be coordinated into the studies to build and develop favorable
reactions among the students. After students have acquired the necessary skills
and put them into practice, educators expect that they will be better able to direct
their lives toward the goals they have set for themselves, work toward those goals,
and achieve those goals despite facing financial problems.

Furthermore, when students consider the importance of time management, it

can significantly impact their academic performance, particularly those who
struggle with managing their time effectively. Balduf 2009 suggests that practicing
time management may negatively affect students’ performance, but studies such
as Miqdadi et al. 2014 show that time management can improve their performance.
On the other hand, students’ self-perception of their ability to succeed plays a vital
role in how well they perform in their homework. Therefore, students must improve
their self-confidence to enhance their academic performance.

To sum up, it is recommended that schools combine time management skills

into the curriculum to help students develop positive responses to academic
demands across all subjects. Once students learn and apply these skills, they will
be able to manage their lives and academic aim more effectively, realizing their
academic and professional goals. This recommendation is grounded in theoretical
perspectives suggesting that including time management skills in the curriculum
can benefit students.

URL: View of Understanding the Effects of Time Management and Self-Efficacy on

math Performance among High School Students Working Part-Time in Cebu,
Philippines (it-in-industry.org)

18
2.2.2

According to Mary Nacional (2021), arriving late to school has become a

significant problem in many educational institutions, particularly public schools.
This issue can lead to severe effects on students, making schools need to use
teaching and learning time effectively. The researcher believes that while
significant administrative actions have been implemented to improve the quality of
learning and instruction, more attention should be paid to tardiness. The study’s
findings support the researcher’s belief that tardiness has hindered some students’
performance. Tardiness has become a habit at Inayawan Senior High School,
leading to the study’s objective to analyze the factors contributing to students’
tardiness.

On the other hand, Inayawan Senior High School students were surveyed
using a qualitative method to gather data. According to the data, tardiness is
common at Inayawan Senior High School, occurring almost daily for various
reasons. The study suggests several attainable alternatives, ranging from changes
in student behavior to improvements in administrative procedures. The study’s
recommendations are crucial to address the problem of tardiness, and schools
should prioritize efforts to ensure that students arrive at school on time to maximize
their learning and academic performance.

Furthermore, the data table indicates that the highest number of students
who are often late are between 15 and 16 years old. The survey results show that
20 respondents, representing 30% of the total surveyed population, fall within this
age range. The next highest age group was 17, with 11 respondents representing
22% of the surveyed population. The age group with the third highest number of
respondents was 14 years old, comprising six respondents, representing 12% of
the surveyed population. The remaining age groups, students aged 13, 19, and 20
years old, each had only one respondent who took the survey questionnaire,
representing 2% of the overall surveyed population.

Additionally, the graph shows the number of respondents who participated in

the survey based on gender, male students had the highest number of survey

19
respondents, totaling 27 students, which represents 54% of the total 100% of
respondents. Following this, female students had a total of 23 respondents,
representing 46% of the overall 100% respondents for this study.

The research finding shows that the highest family income/monthly salary
range is 20,001 and above, and only two respondents, or 4% of the overall
population, got this income range in his/her family. The lowest range is below
1,000, and 13 respondents, or 26% of the overall population, had this family
income. The majority of the respondents have a family income of below 1,000. In
this case, this can affect the behavior of the students, which leads them to
tardiness because of the family’s financial problems. 18 out of 50 respondents had
this family income. 12 out of 50 respondents, or 6%, had a family income that
ranged from 10,001 to 15,000. Lastly, 2 out of 50 respondents, or 4%, had a family
income of 15,001-20,000.

In conclusion, the researcher concluded that the presumption behind the

study needed to be corrected. According to the study that was carried out, one
primary cause that stands out among the others that impact and motivates the
students to participate in tardiness is the inability to manage one's time properly. It
is founded by analyzing the information obtained from all respondents. The
students should be allowed to participate in a seminar regarding tardiness at their
school because it aims to make them aware that tardiness is not an admirable
behavior and may impact their ability to find work in the future and the school's
reputation. It suggested that the action plan must be carried out as soon as
possible.

URL: The Cause of Tardiness among Senior High School Students | Mary
Nacional -Academia.edu

2.2.3

According to Rimon Paren (2016) that one of the characteristics that cannot
be called into question is punctuality. If individuals adopt this trait and include it in

20
their routine, it can lead to significant savings in terms of time and money.
Punctuality can result in a positive impact on all aspects of life. Although it may not
have been as valued in situations where productivity was deemed more important,
it remains crucial in situations where being on time is necessary. Throughout this
study, we will determine the elements that influence students' everyday routines at
school. Always and often arriving late for the flag ceremony, as well as for
attending courses in the morning, afternoon, and first period of the afternoon class
session, after recess in the morning and afternoon class sessions, and during the
first period of the afternoon class session. It has been seen that they are running
behind schedule in attending to it while they are transferring rooms in their
specialist courses.

Furthermore, around 20% of the Grade X – Phoenix Class in Kidapawan City

National High School are always late for the flag ceremony and their subsequent
classes. This tardiness problem has become habitual and is significantly affecting
their academic performance. Most students seem influenced by their peers and
have developed a habit of being late, which may persist into college and their
future careers. Other students struggle with managing their time due to an
increasing workload. Additionally, there are reports of students becoming addicted
to online gaming, which distracts them from their studies, especially after lunch
breaks. This research aims to identify the primary cause of this problem and take
proactive steps to address it. The school aims to produce well-rounded individuals
who are competitive globally, so it is essential to investigate why punctuality, an
essential value, is declining.

In addition, there is some evidence that the student does not like math and
science, which might be why they are not doing well in school. However, the dislike
is about the subject matter, not the teacher. Some other students gave the teacher
a good rating, which could have helped them do better in class. The survey was
carried out using the survey questions, and the results have been tallied and will be
analyzed appropriately. The survey sheet was designed to be as difficult as
possible to obtain reliable and accurate responses from the people surveyed. The
direct output of the responses will be grouped into elements that impact their

21
timeliness values in attending their courses or other activities linked to learning.
This will be broken down into internal and external factors and then further broken
down based on the specifics of each aspect. The findings will be explained in non-
statistical and technical language, which will be beneficial not only to the subject of
the research but also to the readers of the report.

Meanwhile, the data presented that around twenty percent of students are
late to courses, the flag ceremony, and other events linked to learning. The
researcher uncovered other aspects that can affect the attitude toward learning by
including the information collected that was provided. This shows that the
researcher is dedicated to their work. There was evidence to suggest that the
student hated science and mathematics, which may have been the cause for the
student’s lack of approach to their education. The dislike of the issue is solely
based on the topic and has nothing to do with the teacher. In addition, there are
some students who gave their instructor an honest rating, which may have an
effect on how well they did in class. There is one student in this study who was
bullied in the classroom, one parent who negatively judged the education privileges
of a child, and one student who openly disliked the teacher. The researcher needs
to emphasize internal issues before taking a right next steps, emphasizing effective
time management and recognizing the merit of being prompt.

To conclude, Rimon Paren give alternative courses of action that can be used
to address challenges faced by students: For students facing challenges with time
management due to distance, transportation, or financial problem, guidance and
support should be provided to help them plan their schedule effectively and
suggest alternative transportation options. In cases where financial support is
needed for transportation, arranging a home visit with parents or guardians can be
helpful. Discussing the importance of punctuality and education during the visit can
be beneficial. Similar discussions should also occur with students spending too
much money on technology and other distractions. Conducting an initial Multiple
Intelligence Assessment before the start of the class can help determine a
student’s learning style and any potential difficulties they may face. Based on the
results, lesson plans can be tailored to their needs. Peer influence and bullying can

22
 negatively impact a student’s attitude toward learning, and it is important to
address these issues and create a supportive learning environment. An operant
conditioning approach can encourage good behavior and punctuality by providing
rewards for early arrival and consistent performance throughout the year.
Organizing a peer counseling program with selected students with strong
interpersonal skills, leadership capability, and a positive outlook can be beneficial.
They can provide support and guidance to students facing difficulties with specific
subjects or topics.

URL: Action Research on Tardiness | Education in the Philippines (rimmon-

educationinthephilippines.blogspot.com)

2.3 Synthesis and Relevance of related Literature

FOREIGN PROPOSED
LOCAL
COMPONENTS LITERATURELT
LITERATURE RESEARCH
ERATURE

FL1 FL2 FL LL1 LL2 LL

3 3

Time Management
      
Tardiness
   ×   
Punctuality
   × ×  

× × ×    ×
Financial Problem

Peer Influence
  × × ×  

23
Parents Involvement
  × ×   

24