SYNTHESIS OF STATE OF THE ART

The related literature and study regarding the factors responsible for students'

lateness to school among USANT Senior High School students during online classes

demonstrates multifaceted results contributing to this analysis. Gathered from previous

papers, strategies to reduce chronic tardiness among middle and high school students

shows optimistic interventions and insights into the complex dynamics underlying

student punctuality in various educational settings.

Adegunju et al. (2019) identify poor preparation, late bedtimes, and

socioeconomic factors like poverty and single parenting as significant predictors of

tardiness. Gender differences also play a role, with male students often influenced by

late-night television viewing and morning chores. In contrast, female students'

punctuality is hindered by domestic duties like cooking and cleaning (Olowoyo et al.,

2021). These findings underscore the need for tailored strategies addressing the distinct

challenges faced by different student demographics.

Bataineh (2014) provides a comprehensive list of factors contributing to

tardiness, including organizational deficiencies, sleep patterns, familial influences, and

disciplinary patterns. Coping strategies such as comprehensive course syllabi and

setting examples of punctuality are suggested to mitigate tardiness. Moreover, the

detrimental impact of tardiness on educational outcomes emphasizes the urgency for

policy interventions to foster a conducive learning environment (Bataineh, 2014).

 The relationship between school attendance and academic performance is

highlighted, with consistent absenteeism or tardiness correlating with lower grades and

diminished scholastic achievement (Sekiwu, 2020). This underscores the critical role of

regular attendance in facilitating student engagement and cognitive development.

Quarles (2011) delves into the intricate interplay between tardiness,

absenteeism, and academic achievement, revealing significant correlations between

tardiness and lower test scores. Socioeconomic status exacerbates these disparities,

emphasizing the need for targeted interventions to address attendance irregularities,

particularly among economically disadvantaged groups.

The analysis also examines the detrimental effects of excessive tardiness on

students and teachers, emphasizing the disruptive nature of chronic tardiness and its

impact on the learning environment (Sprick & Daniels, 2007). Factors contributing to

tardiness, such as late-night activities and poor sleep habits, further underscore the

need for proactive measures to address this issue (Nakpodia & Dafiaghor, 2011).

Gottfried's (2014) empirical study highlights the negative consequences of

tardiness on standardized test performance and behavioral outcomes, emphasizing the

importance of addressing tardiness not only for academic success but also for fostering

positive social interactions among students.

 Tyre et al. (2011) conducted a study evaluating a schoolwide intervention to

mitigate chronic tardiness among students, which encompassed explicit teaching of

punctuality expectations, active supervision during transition periods, and consistent

application of consequences for tardiness. The findings indicate a substantial reduction

in average daily tardy rates, demonstrating the effectiveness of the intervention in

curbing tardiness. However, challenges persist in monitoring teaching consistency

across classrooms, and positive reinforcement mechanisms need to be present,

highlighting areas for improvement in future interventions.

Course design shapes student engagement and assignment tardiness in online

distance learning environments. Cheng and Suan (2011) emphasize the importance of

providing clear instructional guidance and support mechanisms to mitigate tardiness

and optimize learning outcomes. These findings underscore the need for further

research to explore underlying factors influencing student motivation and engagement

in online learning, informing the development of more effective instructional strategies.

Understanding student, parent, and teacher perceptions regarding tardiness

sheds light on the challenges and strategies associated with transitioning to blended

learning environments. Napier et al. (2011) highlight the importance of clear

communication of course expectations and proactive student support mechanisms,

emphasizing the need for comprehensive faculty development and ongoing support

structures.
 Acha (2020) identifies various factors contributing to students' habitual tardiness,

ranging from external constraints to internal dynamics such as time management skills

and motivation levels. This study underscores the urgency of addressing tardiness and

the complexities inherent in balancing disciplinary measures with considerations for

students' diverse circumstances.

The negative impact of excessive gadget use on punctuality is highlighted by

Pimentel and Quijada (2011), emphasizing the need for awareness and proactive

measures to minimize distractions and promote punctuality among students.

Caldarella et al. (2011) discuss traditional school tardiness policies and the need

for supportive district policies to improve attendance and reduce tardiness. The study

emphasizes the role of school administrators in enacting policies to address tardiness

and increase academic achievement.

Finally, understanding the impact of factors such as lack of sleep and time

scheduling on student punctuality provides valuable insights for designing interventions

to promote punctuality and enhance student success in online or virtual classes

(Ledoux, 2010; Lauby, 2009; Weade, 2004).