“Factors on Tardiness among Grade 6 Learners in Lantapan Central Elementary School School

Year 2023-24”

Chapter 1
The Problem
Introduction
Timeliness is essential for any goal-oriented institution, such as a school. Lateness often

denotes the circumstance in which an individual arrives at a location after the designated time.

Punctuality refers to the incapacity of an individual to be present at a certain location at a

prearranged time. According to Maile and Olowoyo (2017), tardiness to school is comparable to

a disease in that it impedes the growth of people and makes it more difficult for them to attain

their academic goals. The phenomenon of pupils arriving late to school has been noted to be on

the rise, which has led to an increase in indiscipline, which has had a profound impact on the

society of Nigeria (Odebode, 2019).

Every person has their own unique perspective on what constitutes a necessary virtue,

and certain residents of western nations and developed countries regard being punctual as a form

of a good habit to cultivate more so than citizens of their own countries, despite the fact that they

do not feel anxious about being late. In spite of the fact that there are less people living in the

area who do it, it may be changed by experiential backgrounds and other forms of intervention.

Chernyak (2019) presents proponent approaches to avoid lateness. The word "culture" comes

from the Latin word "colere," which translates to "manage" or "do." In addition, culture refers to

all of humanity's efforts and endeavors to manage and alter the world (Nasution et al., 2015).

Maile and Olowoyo (2017) argue that being tardy to school is comparable to a malignant

disease since it hinders progress and hampers the achievement of educational objectives. There
has been a noted increase in students' lateness, indicating a rise in indiscipline. This problem has

become widespread in society (Odebode, 2019). Contemporary students do not provide the

requisite significance to timeliness in educational institutions. The commencement of the school

day for children officially starts at 7:30 AM. Regrettably, a significant proportion of students

may still be observed leisurely walking on the streets from 9 to 9.30, displaying a lack of care for

their surroundings. Despite the school's diligent attempts to curb this conduct, it seems that their

endeavors are yielding no noticeable effect, resulting in a rise in pupils' tardiness.

In accordance with the research conducted by Nasution et al. (2015), a custom or habit

may be characterized as a practice that has been consistently followed over a long period of time

and has been deeply rooted in the everyday routines of communities, usually originating from the

same geographical area, cultural background, historical period, or religious affiliation.

Consequently, this leads to an increase in the quantity of graduates from various

educational institutions within the community who lack complete proficiency in their respective

disciplines. The reasons for students continually arriving late to class remain unexplained,

despite the numerous ideas made by various stakeholders.

Conceptual Framework

Undesirable behaviors frequently need a significant amount of time to become apparent,

and some behaviors might be categorized as widespread problems that are hard to eliminate. This

remains valid for tardiness, since it requires time to evolve into a significant issue and finally

becomes very hard to eliminate. Various events or contributory variables significantly exacerbate

poor behaviors. Additionally, there are certain characteristics that may suggest the existence or
beginning of tardiness. Figure 1 displays several aspects that contribute to the topic at hand.

These factors will be further examined in the subsequent sections.

Lack of
Deficiency
needs

Early
Classroom
Childhood
Settings
training
Tardiness

Ineffective
Lack of Self- time
discipline management
Procrastination

Figure 1. Conceptual framework of the study

Statement of the Problem

The study will seek to assess the factors on tardiness among grade 6 learners in Lantapan

Central Elementary School School Year 2023-24. Specifically, this study attempts to answer the

following questions:

1. What affect can sixth-grade students have on tardiness at Lantapan Central

Elementary School?

2. How do respondents think of the impact of lateness on the teaching and learning

process as devastating?
 3. Is there a significant relationship between the students learning performance and

tardiness?

Scope and Delimitation

This study article exclusively examines the adverse determinants of tardiness among

grade 6 students at Lantapan Central Elementary School. The investigation will span till the

conclusion of the academic year 2023 and 2024. The study will be done at Lantapan Central

Elementary School, located in Poblacion, Latanapan, Bukidnon. It will employ a qualitative

research methodology and the target participants will be grade 6 students from Lantapan Central

Elementary School.

Significance of the Study

The results of this study will significantly benefit students by applying the reading

comprehension and reading abilities discussed in this paper. The researchers assert that the study

will yield positive results for pupils who are experiencing reading difficulties. Hence, the results

of this investigation would assist educators in recognizing the issues linked to variables and

remedies explored in this research.

Students. The result of the study could be beneficial to students who intend to explore on identify

the possible solutions to a quality of service.

Parents. The result of this study could be beneficial to parents as it will increase the amount of

engagement and talk that they have with their children about habitual terms.

Teachers. The result of this study develops a greater regard for the capabilities and time

commitments of teachers.
Future Researchers. The results of the study could be beneficial to other future researchers who

intend to explore more on the variables being covered

Definition of Terms
Tardiness – a measure of a delay in completing particular procedures whereas earliness is a

measure of concluding operations before due time.

 Chapter 2
Review of Related Literature
A detailed review about knowledge and findings from existing literature relevant to this

topic. These are previous studies and concepts that were determined to be relevant to the current

investigation in this paper.

For us to be able to execute this research, we will first have to study secondary literature

to know and learn more about previous studies related to the topic. These include results and

conclusions from previous research studies.

Related Studies

According to Kgosi (2015), the most significant factors contributing to the rise of

students' lack of time management and self-discipline include transportation barriers, a lack of

time management and self-discipline, and long-distance settlements. Going to bed late, watching

late-night movies, having a habit of waking up late, long-distance traffic, mingling with friends

of different status, doing chores around the house, having a low level of innate anxiety related to

discipline, having a family background, having a cultural background, having a religious

background, having no penalties, and having excessive facial makeup all contributed to lateness

(Onoyase, 2017).

It was determined that the primary causes of tardiness were a lack of available

transportation, geographical distance, a lack of parental supervision, staying up past midnight,

teachers discouraging certain subjects, companions leading, and household tasks (Maile &

Olowoyo, 2017). According to Onoyase (2017), parents should establish clear boundaries for

their children who are at danger of using electronic devices while sleeping overnight.
 The issue of tardiness has emerged as a significant global concern. A comprehensive

investigation carried out by the Organisation for Economic Co-operation and Development

(OECD, 2013) involved interviewing students from various nations. The study revealed that a

majority of students arrived at school after classes had already commenced (OECD, 2013;

Nonkonana & Kwenda, 2019). Lateness often refers to the act of arriving at a location after the

specified, suitable, or agreed-upon time (Onoyase, 2017; Adegunju et al., 2019). In the context of

school, lateness refers to students arriving at school after the designated opening hours. It can

also include coming late to planned lectures or classes (Maile & Olowoyo, 2017). High rates of

tardiness in high schools are believed to hinder progress and perhaps have a detrimental impact

on students' academic achievements (Maile & Olowoyo, 2017; McKeever & Clark, 2017; Warne

et al., 2020). The potential outcomes of this behavior are significant, including academic

underachievement, failure, classroom disruption, dropping out of school, wasted time, and

prolonged schooling (Onoyase, 2017).

Consistent student attendance is essential for maximizing students' potential (Agboblie &

Mensah, 2016). Nevertheless, the act of arriving late to school undermines the fundamental

objectives of the educational institution, which include imparting knowledge and skills to

students within a structured and predetermined timetable, with the aim of equipping them for a

prosperous future through the practice of punctuality (Agboblie & Mensah, 2016).

A student who frequently arrives late to school would be unable to fulfill responsibilities

such as interacting with classmates and participating in high-quality instruction and learning

inside the classroom (Humphrey et al., 2015). Diverse nations have used distinct strategies to

mitigate tardiness in secondary schools. For example, Jumare et al. (2015) did a study in Nigeria
which found that both the principal and parents have the responsibility of meting out sanctions to

students who are late, as well as collaborating as a team to prevent tardiness in schools.

Agboblie and Mensah (2016) and Maile and Olowyo (2017) propose that persistent

tardiness in schools can have negative consequences on learners' academic achievement and may

also lead to significant challenges in their future lives if not addressed. For example, according

to Jonathan et al. (2017), discipline is essential since it establishes a harmonious environment

that is conducive to teaching and learning. Chronic tardiness has been a growing issue in several

South African schools (Nonkonana & Kwendu, 2020). According to Nonkonana and Kwendu

(2020), 20% of South African students arrive at school after it has already begun.

The nonprofit group, Equal Education, organized a rally to raise awareness among

learners about the negative consequences of arriving late on teaching and learning (Equal

Education, 2018). The demonstration was organized by students with the objective of helping

schools inculcate a feeling of timeliness among students. As reported by the National Staff

Reporter (2016), the tardiness of students in South Africa can also be related to the instructors'

frequent absence and late arrival to work. In a prior investigation conducted by Maile and

Olowoyo (2017), it was demonstrated that arriving late to school has become customary in the

region, and this behavior is evident among both boys and girls. Nevertheless, there exist some

circumstances that are accountable for this phenomena. Given the widespread issue of tardiness

in South African schools, it is crucial to investigate the variables that contribute to the lateness of

both male and female students in various school environments.

There have been a number of studies that have reported on the factors that are responsible

for late arrival among high school students (Jumare et al., 2015; Onoyase, 2017; Maile &

Olowoyo, 2017). According to the findings of a survey that was produced by Adegunju et al.
(2019), Nigerian instructors attributed their tardiness to a number of factors, including

inadequate preparation for school, getting to bed late, the distance between their homes and

schools, the level of poverty, the influence of peers, and the presence of single parents.

Nonkonana and Kwenda (2020) and Adegunju (2019) found that other research indicated

household duties as a crucial role, particularly for girls who come from poorer and more rural

homes. These girls also frequently have to take care of younger siblings or sick relatives. Maile

and Olowoyo (2017) identified a number of factors that contribute to tardiness and absenteeism

in schools. These factors include a lack of instructional resources, the style of delivery, the first

lesson of the day, and the organization of the schools. According to Maile and Olowoyo (2017),

the variables that are emphasized are often considered to be a source of demotivation for young

people. According to the United Nations Children's Fund (2012), bullying and teasing have been

found to have an impact on both males and females at the basic pragmatic level. According to

Jumare (2015), one of the elements that contributes to students arriving late to school is the kind

of transportation that they were using.

Parents are contacted in situations when students break the rules in order to offer them

with direction and assistance in order to instill acceptable behavior in kids. According to

Ngubane and Mkhize (2018), instructors in South Africa consider it incredibly challenging to

impose punishments on students, and they experience a sense of helplessness as a result. When it

comes to education in Nigeria, the use of physical punishment is frequently considered to be an

essential component, and it is even incorporated into the curriculum of schools. According to

Jonathan et al. (2017), bullying in any form is a violation of the rules. According to Jonathan et

al. (2017), teachers frequently employed the use of corporal punishment as a means of ensuring

that students adhered to the standard operating procedures of the educational institution. This
may have included the application of moderate strikes to the hand or across the buttocks.

According to the current research, Shoshanguve is a township located in the northern portion of

Pretoria. There have been several stories in the mainstream media regarding pupils arriving late

to school and wandering around on the streets (SABC 2 mainstream, 2016).

Summary

Kgosi (2015) identifies several factors contributing to students' lack of time management

and self-discipline as the main causes of tardiness. Factors such as transportation barriers, lack of

time management, and long-distance settlements also contribute to tardiness. Other factors

include lateness due to various reasons, such as going to bed late, watching late-night movies,

waking up late, long-distance traffic, mingling with friends, doing chores around the house, low

levels of innate anxiety related to discipline, family background, cultural background, religious

background, no penalties, and excessive facial makeup. The issue of tardiness has become a

significant global concern, with OECD (2013) revealing that a majority of students arrive at

school after classes have already commenced. High rates of tardiness in high schools can hinder

progress and negatively impact students' academic achievements. Consistent student attendance

is essential for maximizing potential, but it undermines the fundamental objectives of the

educational institution. Persistent tardiness can have negative consequences on students'

academic achievement and may lead to significant challenges in their future lives if not

addressed. In South Africa, chronic tardiness has been a growing issue, with 20% of students

arriving after school has already begun. Nonkonana & Kwendu (2020) found that both principals

and parents have the responsibility of meting out sanctions to students who are late and

collaborating as a team to prevent tardiness in schools. Several studies have reported on the

factors responsible for late arrival among high school students, including inadequate preparation,
getting to bed late, distance between homes and schools, poverty, peer influence, and single

parents.

Chapter 3

METHODOLOGY

This chapter deals with the research methodology of the study, including the research

design, research locale, respondents or participants of the study and sampling procedure,

research instruments and research ethics, data gathering procedure and method of analysis. It

also includes validity and reliability of the instrument and statistical techniques.

Research Design

For this study, the researcher will employ a qualitative research methodology to gain an

understanding of the experiences of the learners in grade 6 who arrive late to school at Lantapan

Central Elementary School. It is common for qualitative research to be based on methods of

observation and inquiry. According to Taylor and Francis (2013), qualitative research "explores

the meaning of human experiences and creates the possibilities of change through raised

awareness and purposeful action. "To justify and accomplish the objectives of the study, the

researcher will make an effort to identify solutions to the problem that was described before.

Locale of the Study

The study will be conducted in Poblacion, Lantapan, Bukidnon. This place were selected

for knowing the level of students’ experiences on tardiness in Lantapal Central Elementary

School, Poblacion, Lantapan, Bukidnon

 Figure 2: Research Locale, Lantapan Central Elementary School, Geographic Map

Participants of the Study

The participants of the study are thee grade 6 learners in Lantapan Central Elementary

School, who are considered to be having an experience on tardiness. This individuals could be at

any age, for as long as it is in Grade 6 level. The researcher will have both respondents on the

internet and in real life.

Research Instrument

The researcher will make use of the most appropriate and suitable instruments for data

collection. The instrument is survey questionnaire that will be generated in line with the research

questions in a simple and clear grammar to enable the respondent understand and respond to the

research questions.
 In this study, the researcher will also employ other instruments for data collection like

personal observation and interview. The researcher will gather data through survey

questionnaires. Below are the survey questions to be use in gathering the data.

Data Collection Procedure

The study will be approved by the administrator of the study research. Once it has been

authorized, the researcher retrieves the request letter. The School Principal, the Research

Adviser, and the College Dean is appointed as administrative positions. A letter asking for

permission was given beforehand to the residents for their approval to allow the researchers to

conduct the study. After the approval, the administration of the questionnaire follows. The

participants were given an hour to answer the survey questionnaire sincerely. After an hour, the

questionnaires were collected, checked, tabulated, analyzed, and interpreted.

Statistical Tool
The responses to the questionnaire provided by the students will be subjected to statistical

analysis in conjunction with the requirements of the study regarding data. Students in the sixth

grade were subjected to statistical analysis using the data collection tools included in the study.

Consideration is given to descriptive statistics such as count and frequency of occurrence, mean,

percentage, and rank.

A level of significance of 0.05 was applied to the Pearson Product Moment of Correlation

Coefficient analysis in order to determine whether or not there is a relation between the

variables.
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