LEVEL OF TARDINESS OF GRADE 12 STUDENTS IN RELATION TO

SELECTED VARIABLES

A Research Proposal Presented to

Faith H. Paderna

Faculty, Doña Hortencia Salas Benedicto National High School Senior High

School, Division of La Carlota City

In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigation, and Immersion

 By

Amaro, Stephen F.

Baquinquito, Aleb M.

Cabuguason, Jayvee R.

Reyes, Josh Horace C.

Aguillon, Nicole Kate Andrew

Araracap, Kelcy Ann F.

Deza, Maryphil A.

Francisco, Ticia Mae B.

Gonzales, Lerry Ann S.

Herradura, Ma. Elaine M.

Paciente, Kristel E.

12 HUMSS – Justice

A.Y. 2022-2023

June 2023
 Introduction

Background of the Study

Tardiness is a widespread issue in many schools. It might be viewed as an

individual risk for future bad behavior, such as absenteeism, school dropout,

marginalization, and subsequently health problems. Tardiness can also be

explored in the context of a larger social-ecological view of health. (Int. J.

Environ. Res. Public Health  2020). Being late is one of the problems that a Senior

High School student has faced. In these conditions, tardiness is uncontrollable.

Secondly, pupils who are consistently late do lower in both academic areas and

grades. Second, pupils who have more tardy classmates had poorer test results.

Going to bed late is a key cause of tardiness since it might result in waking up late

and not getting enough rest for the next day's lesson (Nakpodia and Dafiaghor,

2011).

Tardiness is not a new phenomena, nor is it specific to students. Lateness or

tardiness to work has been identified as one aspect of undisciplined conduct that

is connected to maturity or motivation. (Edralin J. Manag. 2015). On the other

hand, the use of flexible work time has become more common, and this

opportunity for employees appears to reduce lateness behavior (Thorhauge, M.;

Cherchi, E.; Rich, J. 2016). Tardiness has its cause and effect and some of it are

common problems encountered by any school worldwide. Although this will now

depend on the culture of the country, thus having varying reasons how tardiness
will be viewed upon. Different cultures have different standards concerning

lateness. However, punctuality is not really a serious matter for some cultures,

compared with how punctuality is being perceived in western cultures and

developed countries (Breeze et al., 2010). Tardiness can also be caused by a

variety of psychological and emotional problems. Several circumstances might

affect students' motivation to be on time for class. Furthermore, diminished

motivation to engage in routine everyday activities is a defining sign of illnesses

such as depression. Moreover, prescription medicines might interfere with

motivation and impair sleep habits, affecting students' ability to go to class on

time (Kuhlenschmidt and Layne, 1999).

Student tardiness has traditionally been associated with a lack of

responsibility. Whenever a student is late, the school has tried referring them to

the Guidance office or conducting a home visitation, concentrating on student

improvement to reduce tardiness. Furthermore, we feel that this research is

needed since student tardiness has grown prevalent and unstoppable, We are

currently witnessing student tardiness at Dona Hortencia Salas Benedicto

National High School-Senior High School, which has been a major difficulty for

the teachers and has had a significant impact on the students' academic

performance. This study may also be helpful to the readers regarding from this

issue.
Statement of the Problem

This research study aims to identify the level the tardiness of Grade 12

HUMSS students of Doña Hortencia Salas Benedicto National High School-

Senior High School.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of Grade 12 HUMSS students in terms of:

a. Address

b. Economic Status

2. What is the level of academic performance of the participants when grouped

according to variables?

3. What is the level of tardiness of the participants when grouped accoding to

variables?

4. Is there a significant relationship between the academic performance and the

level of tardiness.

Hypothesis

Based on the given problems above, the following hypothesis is formulated:

 1. There is no significant relationship between the level tardiness of Grade

12 HUMSS students in relation to the selected variables.

Theoretical Framework

Diver (2010) believed that teachers are investing all that they have into

student achievement and engagement; however, it is frustrating to have students

walk in late to class. Many high school pupils are drawn to the lure of being late.

Additionally, he determined that whatever their motivations were, it all amounted

to lost time and interruption to the overall learning process. Diver also mentioned

that when students are late for class, teachers may take time away from the lecture

to divert late pupils for disciplinary actions. Attendance and academic

performance, according to researchers, are important factors that contribute to

poor academic attainment.

Student absenteeism and tardiness have been persistent issues in the United

States since the beginning of schools.   According to the U.S. Department of

Education (2009), absenteeism and tardiness includes children missing one or

more days of school and failing to report to class on time. One significant

ramification of student tardiness was the loss of instructional time. The time spent

in schools was crucial, yet due to student tardiness, instructors and students

encountered disruptions in the teaching and learning environment.

According to Lounsbury, Steel, Loveland, and Gibson (2004), attendance

and tardiness were central since no school reform effort could succeed unless kids
were present to benefit from school efforts. On a normal high school day, they

found that around 6% of pupils were absent. Furthermore, studies hypothesized

that school absences had an influence on a variety of student outcomes, including

student achievement, state and federal financing, and later school dropout

(Lounsbury, Steel, Loveland, and Gibson, 2004; Smink & Reamer, 2005).

Conceptual Framework

The concept of this study was anchored on the factors affecting the

tardiness of the grade 12 humanities and social science (HUMSS) senior high

school of dona hortencia salas benidicto national high school. Also, this study was

conducted to determine the Factors affecting the tardiness of the Grade 12

HUMSS students which served as the dependent variable in the study. The

selected variables such as sex, Address, Economic Status, Factors contributing,

and the level of tardiness will be considered as the independent variables.

 Figure 1. Below is the conceptual framework showing the relationship

between the independent and dependent variable of the study.

Demographic
Profile of Grade
12 HUMSS. Level of academic
Address performance of the Level of
Economic Status participants when tardiness when
grouped according to grouped
variables. according to
variables.

Figure 1. The Schematic Diagram of the Study

Scope and Limitation of the Study

The scope of our study is for determining the level of tardiness of Grade 12

HUMSS students in relation to the selected variables. This study is limited to the

HUMSS students of Doña Hortencia Salas Benedicto National High School-

Senior High School who were included in answering research questionnaires

about factors affecting tardiness among students during the school year (2022-

2023). The study only focuses on stressing the factors affecting tardiness that the

Senior High is experiencing throughout the academic year. However, the study

excludes the ways on how to avoid tardiness among students

Significance of the study

The information that will be acquired from this study will benefit the

parents, teachers, students, school administrators, future researchers. Through this

study, they will find out the factors affecting tardiness of Grade 12 HUMSS

students.

Parents. Since the respondents are senior high school students, their parents will

be more aware with the level of the tardiness 12 HUMSS students. This study

may also help them to be more open about the issues that their children are facing.

Teachers. They will gain new understanding from this study, enabling them to

assist their pupils who are going through similar circumstances. This may also

help them to find a better solution to avoid this issue.

Student. The outcome of the study may sense as their guide on how to come up

with solution when it comes to dealing with the the tardiness of 12 HUMSS

students.

School Administrators. This study may be used by school administrators to

improve attendance for all Grade 12 HUMSS students. This may also help them

detect the factors affecting their students’ tardiness.

Future Researchers. The end of the result of this study will proved them lot of

Additional knowledge and information they did not come across to when doing

their own, version of this research and might help them for their future

Investigation.

Definition of Terms

To avoid confusion among readers and to help them grasp what the

researchers intended, the following words are presented Conceptually and

Operationally for transparency and comprehension.

Factors, a fact or situation that influences the result of something

(Cambridge Advanced Learner's Dictionary).

Operationally, Factors is one of the things that affects an event, decision, or

situation.

Tardiness, the quality of being late or slow (Cambridge Advanced

Learner's Dictionary).
 Operationally, Tardiness is a kind of students behaviour that causes them to

be late in their school and causes them to have low academic performance.

HUMSS, The HUMSS strand in senior high school is designed to

effectively prepare students who seek to pursue a college degree in liberal

education. HUMSS courses cover a variety of subjects, looking at the world and

its people from various points of view. The learning activities are directed

towards the development of critical thinking (onlineshs.com).

Operationally, the term has the same meaning as defined conceptually.

 Review of Related Literature

Previous studies on tardiness at school are limited, although it has been a

research topic since 1930 (Lockwood, L. Causes of tardiness. Sch. Rev. 1930).

Tardiness is a danger for school success in math and reading not just for

individual kids but also for their classroom peers in the United States.

Furthermore, students who arrive late to class put others at danger of being late

(ibid.). A study involving 250 junior high school pupils was conducted (Gottfried,

2014). He also found that on average, boys were tardy more frequently than girls,

but that half the students in the school had no incidence of tardiness. The average

percentage of students in OECD nations who were late once or twice in the

previous two weeks was 29%. 7.3 percent of students were late more than five

times in the past two weeks on average. The average number of pupils who are

never late was 55%. In Sweden, 45.5 percent of students reported never being

late, while 32.6 percent reported being late once or twice in the previous two

weeks. Punctuality was highest in Japan and Korea, where 80 to 90 percent

reported never being late (OECD PISA 2015). (D’Amico,1956) published an

article about teachers’ perspectives on and treatment of tardiness. He found that

the way teachers handled tardiness varied: some administered punishments, others

took no action. The strategies were sorted into two categories: laissez-faire or

punitive. Contemporary studies on tardiness interventions at school are in line

with D’Amico’s two main perspectives: (1) reduce negative behavior or (2)

strengthen positive behavior. To strengthen a positive behavior, in order to arrive

on time at school, (Freeman et al, 2018). found evidence in their review of skills
training and family support but also of incentive-training, where students earned

points for both attending class and arriving to class on time. Earned points could

be used for movie tickets, school supplies, and restaurants (Licht et al 1991).

(Ugwuegbulam and Naheed Ibrahim, 2015) relate that punishment is a common

strategy to reduce lateness behavior among students in Nigeria. However, they

decided to change this behavior by using a fun perspective by introducing a game

they played with students who came late to school four times or more within an

observation time of two weeks (i.e., ten school days). The game was presented in

a welcoming manner: “Good friends, this group is ours, it belongs to us. We are

here to play a game in a purely friendly manner. As we play the game, we discuss.

Our discussion, which will be on lateness to school issues should be within us,

that is, what we discuss here should be confidential”. To reduce negative

behavior, (Tyre et al, 2011) implemented the START on Time programme (Safe

and Civil Schools Series), including different kinds of punishments in four steps

and levels. The first step is sending parents a postcard about a student being late;

the second is the student having no lunch if he/she is late again; the third involves

activities such as cleaning desks and vacuuming carpets; and the final step,

reached if a student is tardy more than 12 times, involves a conference with a

parent or guardian, and the student is required to meet with a panel of tribal elders

regarding his or her attendance. The evaluation shows that, compared to the

average per day and per month prior to implementation, there was a 67 percent

decrease in average daily tardiness rates.

 Research Methodology

This chapter discusses the research design, the subject and respondents of the

study, population and sample size, sampling techniques, the data gathering

instrument, validity and reliability of the research instrument, data gathering

instrument and the data analysis that will be used in this study.

Research Design

This study aims to determine the factors affecting tardiness of Grade 12

Humanities and Social Sciences Senior High School Students. Thus, the

researchers will use correlational research design.

Correlational Study. The primary purpose of this design is to identify whether

one variable rises or falls when another rises or falls. This design aims to build a

link between variables. It does not seek a cause and effect link, as descriptive

research does; instead, it assesses variables as they occur. It serves two primary

functions: first, it clarifies the link between variables, and second, it predicts the

degree of the association. However, the degree of the goal of correlational

research relies on the scope and delimitation of the investigation.

Findings from correlational research can be used to determine prevalence and

relationships among variables, and to forecast events from current data and

knowledge. In spite of its many uses, prudence is required when using the

methodology and analysing data. To assist researchers in reducing mistakes,

important issues are singled out for discussion and several options put forward for

analysing data.

Participants of the study

The participants of the study will be the Grade 12 students who are officially

enrolled in the first semester of Academic Year 2022-2023 of the Humanities and

Social Sciences strand of Doña Hortencia Salas Benedicto National High School,

Division of La Carlota City. The participating students are in their senior high

school level of education and will be taken as subject-respondents under study

Sample and Sample Size

The target population of this study will be the Grade 12 Humanities and Social

Sciences Senior High School Students in nine (10) sections namely: Faith, Honor,

Hope, Humility, Integrity, Justice, Piety, Purity, Valor, Wisdom. The total

population of Grade 12 Humanities and Social Sciences students is 439.

The sample size of the population will be computed using the formula by

Slovin.

Sampling Technique

In determining the number of respondents per section, the researchers will

use the Stratified Random Sampling Technique given the formula below:
 ¿ (n)
¿=
N

Table 1 below presents the data on the distribution of respondents.

Table 1. Distribution of Respondents by Section

Humanities and Social

Population (N) Sample (n)
Sciences Sections

Faith 44 20

Honor 39 20

Hope 44 21

Humility 43 21

Integrity 45 21

Justice 48 21

Piety 43 21

Purity 45 21

Valor 45 21

Wisdom 43 21

Total 439 208

Research Instrument
 The researchers created a structured questionnaire, which was used as the

research instrument. The questionnaire was distributed to the respondents in

person. The questionnaire is divided into two (2) sections: the first is a profiling

section where respondents can simply check the boxes of their Address, economic

status, and their academic performance (measured from the respondents’ general

average from the first semester; the second is the checking of the factors that

affect the respondents’ tardiness.

The self-created survey questionnaire will be used to determine the

demographic profile of Grade 12 Humanities and Social Sciences Senior High

School Students in terms of age, gender, section, economic status, and academic

performance.

The General average of their First Semester will be used to determine the

academic performance of Grade 12 Humanities and Social Sciences Senior High

School Students. The scale will be used to interpret grades: 90-100 is outstanding,

81-89 is very satisfactory, 76-80 is fairly satisfactory, 75 below is did not meet

expectations.

This will be the scale in determining the Academic Performance of HUMSS

students. Each mean score were translated into this scoring procedure.

Table 1

Academic Performance

Average from First Semester Interpretation

90-100 Outstanding
 81-89 Very Satisfactory

76-80 Fairly Satisfactory

75 below Did not meet expectations

Data Gathering Procedure

In the conduct of the study, a written permission was submitted to the

Principal of DHSBNHS-SHS for the researcher to be allowed to conduct the

research study.

The questionnaires were distributed and given to respondents for each of the

school's ten (10) sections of Grade 12 HUMSS. Each researcher will wait for the

respondents to complete finishing the questionnaire, and the researcher will also

be responsible for guiding the respondents through the process of answering the

questionnaire.

Validity and Reliability

The written test questionnaire and rubric are reliable and standard but the

researchers will have it subject for face and content validation. Researchers will

request jurors of experts in the field to validate it using the LAWSHE Validation.

It will be statistically tested using the Spearman Rho Coefficient using the

formula.
 Interpretation of Strength of Correlation

< 0.15 very weak

0.15 – 0.24 Weak

0.25 – 0.39 Moderate

0.40 – 0.75 Strong

>0.75 very strong

Data Analysis

After the data are gathered, the researchers tally, tabulate, analyze and interpret

the data.

In the analyses and interpretation of data, different statistical tools will be

used:

To answer statement of the problem no.1, which states,the demographic profile

in terms of of Grade 12 Humanities and Social Sciences Senior High School

Students of Doña Hortencia Salas Benedicto National High School-Senior High

School, frequency and percent distribution will be used.

To answer statement of the problem no. 2, which states, the factors affecting

the tardiness of Grade 12 Humanities and Social Sciences Senior High School

Students of Doña Hortencia Salas Benedicto National High School-Senior High

School, frequency and percent distribution will be used.

Ethical Consideration

The researcher observed the following ethical problems to ensure the safety

and confidentiality of information provided by participants.

Before the survey was performed, participants were given written consent

to tell them about the study. It was important to notify them that they might

choose whether or not to participate.

Every information given by the participants was under the researcher’s care

only. After all the information gathered, the survey questionnaires were put into a

code secured vault and the consolidated data were secured in a flash drive with

password.

After 2 years, all the data gathered by the researcher fr.om the participants

were shredded and no longer be used.

 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data

that we have gathered and tabulated in accordance with the objective of the study.

Profile of Intermediate Pupils

There were 208 subject – respondents of the study. The profile of pupils in

terms of sex, age, economic status are stated below.

Table 1. Below shows the Frequency and Percent Distribution of

Intermediate Pupils in terms of Address, and Economic Status.

Profile f %

Address Urban 106 51

Rural 102 49

Total 208 100

Economic Status 1,000.00-5,000.00 80 38

5,000.00-10,000.00 91 44

>10,000.00 37 18

Total 208 100

 Table 2. Below shows the academic performance of the respondents when

grouped into variables.

Section Mean Interpretation

Faith 90.71 Outstanding

Piety 92.7 Outstanding

Justice 89.33 Very satisfactory

Hope 91.5 Outstanding

Humility 92 Outstanding

Valor 89.35 Very satisfactory

Honor 93.04 Outstanding

Wisdom 89.09 Very satisfactory

Purity 89.78 Very satisfactory

Integrity 89.65 Very satisfactory

Table 3. Below shows the level of the monthly economic status of the

respondents.

Economic Status f %

1,000-5,000 80 38

Economic Status f %

5,000-10,000 91 44

Economic Status f %
 >10,000 37 16

Table 1 shows that 106 out of 208 subject respondents or 51.71 percent

lives in urban type of community; and 102 out of 208 subject respondents or 49.8

percent lives in rural type of community.

Table 2 shows the academic performance of the respondents that are

grouped into variables. As to section, Faith has a mean of 90.71, followed by

Piety that has 92.7, followed by Justice that has 89.33, followed by Hope that has

91.5, followed by Humility that has 92, followed by Valor that has 89.35,

followed by Honor that has 93.04, followed by wisdom that has 89.09, followed

by Purity that has 89.78, followed by Integrity that has 89.65.

Table 3 shows that 80 out of 208 subject respondents or 38 percent has a

Family monthly income of 1,000.00-5,000.00 pesos and 91 out of 208 subject

respondents or 44 percent has a Family monthly income of 5,000.00-10,000.00

pesos and 37 out of 208 subject respondents or 16 percent has a Family monthly

income of >10,000.00 pesos.

The Relationship between Academic Performance and the Level of Tardiness

Pearson R P-Value Decision

-.055 .427 Accept Null Hypothesis

A Pearson correlation coefficient was computed to assess the relationship

between the level of tardiness and academic performance of the students. The

result indicated that there is no significant relationship between the level of

tardiness and the selected variables. r (208) = -.055, p =.427.

 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings based on the data gathered,

the conclusions formulated based on the results, and the recommendations based

on the result of the study.

Summary of Findings

This study sought to determine the level of tardiness and it’s relationship to

the selected variables inside the campus of DHSBNHS-SHS. The findings were as

follows;

1. The sample were composed of a total of 208 respondents. In the demographic

profile shows that 106 (51.71%) lives in urban type of community; and 102

(49.8%) lives in rural type of community. In terms of Economic Status 80 (38%)

has a Family monthly income of 1,000.00-5,000.00 pesos and 91 (44%) has a

Family monthly income of 5,000.00-10,000.00 pesos and 37 (16%) has a Family

monthly income of >10,000.00 pesos. When grouped in section Faith, Piety,

Justice, Hope, Humility, Valor, Honor, Wisdom, Purity, and Integrity had their

corresponding total number of respondents 20, 20, 21, 21, 21, 21, 21, 21, 21, 21,

respectively.

2. The Grade 12 HUMSS student are experiencing tardy.

3. There is no relationship between tardiness and the academic performance of

HUMSS students.
4. There is no significant relationship between tardiness and the selected

variables.

Conclusions

1. The number of students that lives in Urban type of community is higher than

students that lives in Rural type of community.

2. HUMSS student has a significant portion of their academic performance.

3. In terms of Tardiness, HUMSS students are highly tardy.

4. There is no significant relationship between the Level of Tardiness and the

selected variables.

Recommendations

Based on the foregoing and conclusions, the following recommendations

were formulated:

1. Establish clear guidelines for tardiness and to make teachers communicate well

to their students to have an open conversation regarding their tardiness.

2. Encourage students to reduce their tardiness.

3. Encourage educators to monitor their students’ progress in regards to their

tardiness.

4. Promote firm rule regarding the tardiness of students.

5. Promote open communication among Teachers, Parents and Students regarding

the tardiness of students.

6. For the upcoming researchers. Investigate the data and information related to

the study of the Tardiness among students and to improve their behaviour.