1

Chapter 1

BACKGROUND OF THE STUDY

Students’ tardiness behavior is one of the major problems the teachers or the

schools are encountering today. This unwanted practice may affect the students’

academic performances in school. This problem could not only affect one student’s

grades thus, it could affect him or herself as a whole.

When students come to class late, it can disrupt the flow of a lecture or

discussion, distract other students, impede learning, and generally erode class

morale. Moreover, if left unchecked, lateness can become chronic and spread

throughout the class (Mellon, 2015).

In USA, when students are suspended from school for offenses such as

skipping and tardiness, school discipline is counterproductive. When school

environments are not threatened, educators must reconsider the effectiveness of

removing the student from the learning environment as punishment (Watson, 2014).

In the Philippines, it is said that how the students behaved inside the

classroom sometimes affect their performance due to their frequent absences and

tardiness as well as their level of motivation to pursue their college education and

interest towards the course. Students who committed several absences sometimes

are lacking of motivation and interest to get high grade in the subject (Laguador,

2013).

According to Labastida (2017), a Grade 11 teacher form Cor Jesu Institute of

Mabini Inc., this was also her top problem that she had encountered as an adviser. In

fact, dealing tardy students gave her a hard time computing their grades. She added
 2

that out of a hundred percent, 50% of the Grade 11 students of CJIM demonstrates

tardiness particularly during class hours.

Specific Problem

This research must answer the following questions:

1. Why do students demonstrate tardiness behavior in terms of:

1.1 Fatigue

1.2 Emotional Challenges

2. How does the tardiness behavior of the students affect their academic

achievement in school?

3. What are the academic achievements of the Grade 11 students of Cor Jesu Institute

of Mabini?

Null Hypothesis

1. There is no significant relationship between factors associated with students’

tardiness behavior in school and academic achievement of grade 11 students of Cor

Jesu Institute of Mabini, Inc.

Review of Related Literature

Tardiness. A tardy student presents a lack of responsibility. Being tardy all

the time to class is a sign of carelessness and a waste of time. Being on time is not

only a duty for students, but also a part of good manners, respect and reputation.

Hence, students know how to value their time and do their best not to be tardy at all

times.
 3

Tardiness is a problem which causes administrative concern and may be

impacted by several sources. According to Stutman (2013), problems in the family

can be carried from one generation to another. The most crucial learning hours of a

school that is the morning hours because that is when students are more attentive.

Students who are tardy miss the beginning of their morning classes, and they also

cause a distraction when they arrive late to class. Tardiness causes to feel

disconnected with school, leading to behavior problems and dropouts (Zeiger, 2014).

However, Morrissey, Hutchison and Winster (2014) believe that higher rates

of school absences and tardiness may be one mechanism through which low family

income impacts children’s academic success. Moreover, low family income is

associated with poor academic achievement among children.

Furthermore, Allen (2013) strongly believes that students must begin the day

right by showing up for school on time. Being tardy is usually symptomatic of more

serious underlying issue, such as lack of self-confidence.

Fatigue. Wheaton, Chapman and Croft (2016) also states that insufficient

sleep in adolescents has been shown to be associated with a wide variety of adverse

outcomes, from poor mental and physical health to behavioral problems and lower

academic grades. However, most high school students do not get sufficient sleep.

Moreover, chronic insufficient sleep is a growing concern among adolescents

and its associated with a host of adverse health consequences. However a modest

delay in school start time is associated with significant improvements in sleep

duration, daytime sleepiness, mood and caffeine use (Boergers, Gable, and Owens,

2014).
 4

Lastly, Mingers and Redeker (2015) confirmed that many schools have

instituted later morning starts times to improve sleep, academic and other outcomes

in response to the mismatch between youth circadian rhythms and early morning

start times. However, there has been no systematic synthesis of the evidence on the

effects of this practice.

Emotional challenges. Kern (2015) states that educating children and youth

with significant social, emotional and behavioral (SEB) problems continues to pose

significant challenges for social and general educators. The effects of these

challenges include school dropout, mental health problems, unemployment, and

high incarceration rates.

However, classroom tardy students indicated statistically has significant

relationship between having a higher daily average number of tardy students and

socio-emotional development. Students whose classmates are, on average, tardy

more frequently have higher frequencies of problem behaviors and lower levels of

social skills (Gottfried, 2014).

Academic Achievement. Taylor's (2014) study begins with a review of the

role of education in the US and early recognition of the importance of education for

children. The connection of attendance to academic attainment, including

performance on exams follows. After the establishment of the impact of attendance

on academic attainment, the issue of tardiness is brought forward, determining that

tardiness is perceived as a problem. Tardiness is a form of truancy and it is

considered a warning sign, frequently associated with other problem behaviors and
 5

often associated with students dropping out, with roots that run deep and wide,

which is consequently studied.

Grades. Students whose classmates are tardy more frequently also have lower

test scores. Hence, the achievement gap widens for students in classrooms whose

peers have higher rates of tardiness and widens even further for students who also

have greater individual levels of tardiness (Gottfried, 2014).

Conceptual Framework

Tardiness is a problem whether it is practiced by students or teachers. It

usually takes two forms; tardiness of school and tardiness for classes throughout the

school day, the school administration must deal with it head on or it will definitely

get worse ( Lubkin ,2013).

Casazza (2016), states that chronic inadequate sleep is associated with poor

academic performance including executive function impairments, mood, and

behavioral issues, as well as adverse health outcomes such as an increased risk of

obesity, hypertension, and cardiovascular disease.

In addition, it was also believed that high school is an important time in the

education career of the students and it was also a time when adolescents faced many

behavioral, academic, and socio-emotional challenges. Current statistic about the

behavioral, academic, and social-emotional challenges faced by adolescents, and the

impact on society through incarceration and dropout, have prompted high schools

to direct their attention toward keeping students engaged and reduced high-risk

behavioral challenges (Mcintosh, 2014).

 6

Moreover, sleeping less than an average of 8h per night was related to more

tiredness, inferior behavioral persistence, less positive attitude toward life, and

lower school grades, as compared to longer sleep duration. Playtime tiredness and

behavioral persistence meditated the relationship between short sleep duration and

positive attitude toward life and school grades. Students who started school 20 min

later received reliably more sleep and reported less tiredness (Perkinson, 2013).

Figure 1 shows the conceptual paradigm of the study. The Factors Associated

with the Students’ Tardiness Behavior is the Independent Variable which provides

the factors about the said problem; and the Academic Achievement is this study’s

Dependent Variable which contains the evidence of this research. These two will

correlate to find out its significant relationship.

Factors Associated with Students’ Academic Achievement

Tardiness Behavior
 Grades
 Fatigue
 Emotional Challenges
 7

Figure 1. Conceptual Paradigm of the Study

Theoretical Framework

Examiner contributor Nachman (1997), stated Einstein's theory of Relative

Tardiness -- females tend to show up tardiness. It turned out that his 7pm meet-up

time can visit 7:20 for person A, 7:30 for person B and 7:40 for person C.
 8

On the later part of examining Einstein's theory, he found out that Einstein

got divorced because he is simply ignorant of times quirky nature. Once he realized

that certain people are at the mercy of relativity, Einstein became more

understanding.

Nachman added that no matter how punctual people may complain, some

people are scientifically unable to show up on time. For some, 4 o'clock means 4

o'clock, yet for certain others, 4 o'clock means anywhere between 4 o'clock and 4:49.

Nachman elaborated this is what Einstein meant.

Significance of the Study

This study produced the following reasons or cause regarding why some of

the students tend to demonstrate tardiness behaviors in school. This research

allowed us to distinguish how these problems could affect the students’ academic

achievement as well as their performances in school.

This inquiry can also be beneficial to the following:

Administration. This is for the administration of the institution to look and to

make serious disciplinary actions towards the students who seem to be always tardy

in school.

Teachers. For they may find some solution on how to deal with students who

violated the school’s rules and regulation in addition to challenge the teachers’

authority.
 9

Parents. This is for them to change some of their ways of disciplining their

youth. Moreover, this research also helps them to be informed how this case can

affect their child’s academic achievement in school.

Students. For the students’ awareness of their academic performance due to

tardiness.

Future Researchers. For them to successfully identify the efficiency of this

study. This might give them some related studies in accordance to this research

problem.

Scope and Limitation

This study focused on the tardiness behavior of the students in connection to

their academic achievement in school; the chosen indicators for our independent

variable are fatigue and emotional challenges considering these as main factors of

being tardy in school.

The chosen respondents of this study are the top forty (40) students from

Grade 11 level of Cor Jesu Institute of Mabini, Inc. who seemed to demonstrate

tardiness behavior in school or during class hours.

Definition of Terms

Academic Achievement
 10

Conceptual- The definition of academic achievement refers to the level of schooling

you have successfully completed and the ability to attain success in your studies.

(Merriam-Webster)

Operational- Academic achievement is used as our dependent variable with grades

as indicator.

Behavior
Conceptual- The manner of conducting. (Merriam-Webster Dictionary)

Operational- The term behavior is used to identify some of the conducts of students

in school.

Emotional Challenges
Conceptual- When emotions make you uncomfortable, and you don't know how to

express some emotions. (Merriam-Webster Dictionary)

Operational- Used as one indicator of our independent variable, one factor of

manifesting tardiness behavior in school.

Fatigue
Conceptual- Weariness or exhaustion from labor, exertion or stress. (Merriam-

Webster Dictionary)

Operational- Used as one indicator of our independent variable, one factor of

manifesting tardiness behavior.

Tardiness
Conceptual- The quality of being late. (Merriam-Webster Dictionary)
 11

Operational- Term used to describe the behavior of the students- being tardy, the

independent variable of this study.

Chapter 2

METHODS
 12

Research Design

This research applied the Quantitative Non-experimental Design which used

correlation to find relationship of the variable. This design aimed to examine the

extent in which two or more variables relates to one another (Tudy, 2017). In this

research design, researchers need to ensure that a theoretical or conceptual

framework for each variable under study presented.

A correlational study determined whether or not two variables are correlated.

This means to study whether an increase or decrease in one variable corresponds to

an increase or decrease in the other variable (Bayod, 2017). This method determines

the relationship between Factors Associated with Students' Tardiness Behavior

which serves as our independent variable having two indicators which are Fatigue

and Emotional Challenges, and the Academic Achievement of Grade 11 Students of

CorJesu Institute of Mabini, Inc. which is the dependent variable of this research

having one indicator-- grades.

Research Locale

Bishop Reagan, Frs. McPeak and Mchon, all Maryknoll Priest and Mayor

Solomon Interino, former mayor of Mabini, envisioned to establish a high school in

this locality to provide catholic education to the young people.

The dream was realized in 1963. Mr. and Mrs. Fermin Chicote donated part of

their residential land for school. To give more space, Mr. and Mrs. Espiridion

Pumikpik exchanged part of their land adjacent to Mr. Chicote’s with the Mayor’s

land to be used as parade ground and the sports activities of the students. The

Mayor donated the land to Maryknoll High School of Mabini. At the start, the school
 13

had four classrooms, offices, a library, and a science laboratory. Through the zealous

campaign of the Catholic Women’s League of students, the school opened in 1964. It

received its first permit in1965 which was renewed in the succeeding years.

The school in its early years underwent struggles and difficulties. Thirteen

years after its foundation, there had been already six administrators that journeyed

with it. Ms. Elisa Santos was the first Principal with 118 students. After two years, Fr.

Charles Collins became Director/Principal. Then he was succeeded by the following

administrators- Ms. Katie Bretania in 1969-71, Sr. Eugenia Amora, F.M.A in 1971-

1972, Ms. Lilia Gonzales in 1972-1974 and Mr. Froilan Pamatian in 1974-1976.

In 1976, the Brothers of the Sacred heart, a lay religious group of men, were

invited to administer the school to contribute to its mission in Bardenas, F.M.A. was

the Principal Bro. Francis Chamberland, S.C. charge of the school in 1978-1979. Mrs.

Gloria Labor who stood as in charge of the school in 1978-1979 was replaced by Mrs.

Josefina Jao in 1979-1980. Then Bro. Marcelino Batiao, S.C. took over as Principal in

1980-1982. Bro. Francis Chamberland, S.C. returned in 1982-1985 and gave his

position to Bro. Marcy in 1985-1988 administration of Bro. Edgardo Escuril, S.C. as

Principal. He was succeeded by Bro. Ellaquim Sosmena, S.C. in 1988-1989.

From 1999, the school was under the administration of the Dominican Sisters

of the Holy Rosary of the Philippines from Molo, Iloilo City, Sr. Ma. Amata Iturralde,

O.P., was sent by the Superioress General to manage the school with four other

sisters. The school experienced a decreased in population due to opening of new

high school within the municipality. Sr. Ma. Myrle P. Gudilosao, O.P. took over the

administration in 2000-2001.
 14

Sr. Ma. Imelda Alberca, O.P. stood as assistant principal in 2001-2002, Sr. Ma.

Antonina C. Pagautalan, O.P in 2002-2003 together with two other sisters, Sr. Ma.

Myrle Gudilosao, O.P in 2003-2005, Sr. Ma. Corazon B. Damasco, O.P. in 2005-2008,

Sr. Ma. James J. Jade, O.P. in 2008-2009, Sr. Ma. Antonina C. Paguntalan, O.P. in

2009-2010.

Sr. Ma. James J. Jade O.P. assumed the office in the second time around as

principal from s.y 2010-2014. Her term was ended for almost 5 years as

administrator. The regional superior of the dominican sisters was assigned a new

principal named Sr. Ma. Catherine A. Velarde, O.P. for the school year 2015-2016.

After a year, there was another announcement from the regional superior that Sr.

Ma. Catherine A. Velarde, O.P will be assigned in other Dominican School in Iloilo.

Sr. Ma. Concepcion G. Cajilig O.P., assumed the office in the school year 2016-

2017, she only stayed for one year because she had another assignment. During her

time, she did drastic improvement of the school by renovations, repair and

repainting of classrooms, offices, cabinets and purchased needed facilities and

equipment.

Again, for the third time, Sr. Ma. James J. Jade, O.P. took over the office S.Y.

2017-2018.

On the same school year, the school was named Cor Jesu Institute of Mabini,

Inc. from Cor Jesu Institute of Mabini, Inc.

This study was conducted in Cor Jesu Institute of Mabini, Inc. located in

Mabini, Compostela Valley Province headed by the Dominican Sisters. The school

offers basic education program from Junior High School to Senior High School with
 15

Technical-Vocational courses. The institution's humble beginnings were built with

strong faith, with the implication of learning with the growth of knowledge and

well-founded Christianity. Each year, the school is blessed with the growing number

of population being enrolled in the institution. As of now, the school is located near

the Sto. Niño Parish Church of Mabini.

(Figure 2 shows the location of Cor Jesu Institute of Mabini, Inc.)

 16

Figure 2. Location of Cor Jesu Institute of Mabini

 17

Research Respondents

The research respondents of this study are the chosen forty (40) Grade 11

students of Cor Jesu Institute of Mabini, Inc. They were chosen according to their

behavior as students with bases from their final grade last first grading period in

relation to the problem of this study. The respondents are the Grade 11 students who

tend to demonstrate tardiness behavior in school. This study is conducted during the

2nd grading period of the school year 2017-2018.

Sampling Technique

The researchers of this study used judgmental or purposive sampling. This

type of sampling technique refers to employing your own "expert" judgment about

who to include in the sample frame. Prior knowledge and research skill are used in

selecting the respondents or elements to be sampled. As with all the non-probability

sampling methods, the degree and direction of error and statistics that measure the

precision of the estimates cannot be calculated (Rea and Parker, 2014).

Table 1 shows the distribution of respondents by section. Grade 11- St. Francis of

Assisi with 19 reliable students same with Grade 11- St. Augustine of Hippo having

21 reliable student-respondents. It has a total of 40 research-respondents.

 18

Table 1

Distribution of Respondents by Section

Section No. of Students

Grade 11 St. Francis of Assisi 19

Grade 12 St. Augustine of Hippo 21

Total 40

Research Instrument
 19

There was only one instrument used for this research – survey questionnaire.

The survey questionnaire prepared contains all the characteristics that describe our

independent and dependent variable. The questionnaire was prepared in a checklist

form and all must be answered by the student-respondents. All in all, we had 20

questions that will correspond to our problem, 20 questions for the factors associated

with student tardiness behavior.

For the academic achievement, we also used the survey questionnaire to

gather the data which contains 10 questionnaires that provides characteristics for the

dependent variable.

Table 2 shows the following parameter limits applied for the extent of Factors

Associated with Students’ Tardiness Behavior of Grade 11 students of Cor Jesu

Institute of Mabini, Inc.

Table 3 shows the following parameter limits applied for the Academic

Achievements of Grade 11 students of Cor Jesu Institute of Mabini, Inc.

 20

Parameter Limits Descriptive Equivalent Description

4.50-5.00 Always This means that the factors
associated with students’
tardiness behavior is
always observed in 9-10
out of 10 situations.
3.50-4.49 Sometimes This means that the factors
associated with students’
tardiness behavior is
sometimes observed in 7-8
out of 10 situations.
2.50-3.49 Moderate This means that the factors
associated with students’
tardiness is moderately
observed in 5-6 out of 10
situations.
1.50-2.49 Seldom This means that the factors
associated with students’
tardiness behavior is
seldom observed in 3-4
out of 10 situations.
1.00-1.49 Never This means that the factors
associated with students’
tardiness behavior is never
observed in 1-2 out of 10
situations.
Table 2
Parameter Limits

Table 3

Parameter Limits

Parameter Limits Descriptive Equivalent Description

 21

4.50-5.00 Strongly Agree This means that the

academic achievements
mentioned were strongly
agreed by the students in
9-10 out of 10 situations.

3.50-4.49 Agree This means that the

academic achievements
mentioned were agreed
by the students in 7-8 out
of 10 situations.
2.50-3.49 Undecided This means that the
academic achievements
mentioned were
undecided by the students
in 5-6 out of 10 situations.
1.50-2.49 Disagree This means that the
academic achievements
mentioned were
disagreed by the students
in 3-4 out of 10 situations.
1.00-1.49 Strongly Disagree This means that the
academic achievements
mentioned were never
agreed by the students in
1-2 out of 10 situations.

Data Gathering Procedure

In gathering the data of this study, the researchers used the following

procedure.
 22

Seeking Permission to Conduct the Study. In gathering the data for this

study, the researchers prepared a request/permission letter for the school principal,

research advisers and for the class advisers of our student-respondents to humbly

ask the administrators to conduct a study in this institution.

Administration and Retrieval of Questionnaires. After we received the

response from the admin, the questions prepared by the researchers were checked

by one of the research paper experts of the institution. After the questions being

finalized, the researchers immediately distributed the survey questionnaires to their

student-respondents. The identity of the respondents

Checking, Collecting and Processing of Data. The survey questionnaire was

gathered and was checked properly. The collected data was submitted to the

statistician for interpretation.

Statistical Treatment of Data

The data gathered was analyzed and interpreted using the following

statistical treatment tools:

MEAN. The mean is the average of all number and is sometimes called the

arithmetic mean. To calculate mean, add together all of the numbers in a set and

then divide the sum by the total count of number (Rouse, 2014).

σ𝑥
𝑥ҧ=
𝑛
 23

This tool was used to determine the factors associated with students’

tardiness behavior.

Percentage Formula. A percentage is defined as a number represented as a

fraction of 100. Percentages are used to express numbers between zero and one. It is

used to compare things and use it in ratios. It is denoted by the symbol % (Schneider,

2015).

Standard Deviation. Standard Deviation is a measure of the dispersion of a

set of data from its mean. It is calculated as the square root of variance by

determining the variation between each data point relative to its mean. If the data

points are farther from mean, there is higher deviation within the data set (Silver,

2015).

Pearson r. The Pearson product-moment correlation coefficient is a measure

of the strength of the linear relationship between two variables. It is referred to as

Pearson’s correlation or simply as the correlation coefficient. If the relationship

between the variables is not linear, then the correlation coefficient does not

adequately represent the strength of the relationship between the variables (Lane,

2017).
 24

𝒏(σ 𝒙𝒚) − (σ 𝒙)(σ 𝒚)

ට [𝒏 σ 𝒙𝟐 − (σ 𝒙)𝟐 ][𝒏 σ 𝒚𝟐 − (σ 𝒚)𝟐 ]

n = the number of population

x = independent variable

y = dependent variable

σ = summation
 25

Chapter 3

RESULTS AND DISCUSSIONS

In this chapter, the researcher presented, analyzed and interpreted the data

gathered in textual and tabular forms.

Factors Associated with Tardiness Behavior

Of Grade 11 students of Cor Jesu Institute of Mabini, Inc.

The computed data on Table 4 and 5 present the result of the factors

associated with students’ tardiness behavior with the students’ tardiness behavior

with the highest and lowest average weighted mean. The students were asked if they

tend to sleep at night got the highest weighted mean of 2.90 with the descriptive

equivalent of moderate. Followed by the 8-hour sleep policy which obtained the

weighted mean of 2.65 with a descriptive equivalent of moderate. Third, the students

were asked if they go to bed late at night because of doing some stuff got the same

weighted mean of 2.65 which also has a descriptive mean of moderate. Lastly, the

respondents were asked if they are good at waking up early got the result of 2.57

which is moderate.

For the lowest weighted mean, the students were asked if they have no

friends in class got the 1.50 with a descriptive equivalent of seldom. The result of the

factors associated with students’ tardiness behavior got the average weighted mean

of 2.12 which has the descriptive equivalent of seldom. Meaning, the factors

presented on this research are seldom experienced by the students that will lead

them to demonstrate tardiness behavior in school.

Table 4
 26

Factors Associated with Tardiness Behavior

Of Grade 11 students of Cor Jesu Institute of Mabini, Inc.
(Fatigue)
Items AWM Description

1. I tend to sleep late at night. 2.90 Moderate

2. I am not following the 8- 2.65 Moderate

hour sleep policy.

3. Aside from being a normal 2.65 Moderate

student, I have many
things to do at night that
would lead me to go to bed
late.
4. I am not good at waking 2.57 Moderate
up early.

5. I tend to get sick easily. 2.25 Seldom

6. I have a toothache. 1.82 Seldom

7. I have stomachache. 2.05 Seldom

8. I have a headache. 2.52 Seldom

9. I’m down with fever or flu. 2.50 Moderate

10. I have other diseases like 1.70 Seldom

diarrhea, etc.

Total 2.361 Seldom

 27

Table 5
Factors Associated with Tardiness Behavior Of Grade 11 students
Of Cor Jesu Institute of Mabini, Inc.
(Emotional Challenges)

Items AWM Description

1. I am not interested in my 2.02 Seldom

studies.

2. My friends influence me to 1.82 Seldom

absent from my classes.

3. I don’t like my teacher. 1.87 Seldom

4. 4. My classmate/classmates 2.20 Seldom

bullied me.

5. My parents quarreled. 1.85 Seldom

6. I feel lazy. 2.25 Seldom

7. My teacher scolded me. 1.75 Seldom

8. I have no friends in our class. 1.50 Seldom

9. My parents ask me to absent 1.50 Seldom

from class.

10. I am problematic. 2.17 Seldom

Total 1.893 Seldom

 28

GRAND AWM: 2.127 (Seldom)

The result has supported the study of Peterson (2014), in his three-year

research study, conducted with over 9,000 students in eight public high schools in

three states, reveal that high schools that start 8:30 AM or later allow for more than

60% of students to obtain at least eight hours of sleep per school night. Teens getting

less than eight hours of sleep reported significantly higher depression symptoms,

greater use of caffeine, and are at greater risk for making poor choices for substance

use.

Subjective health complaints emerged as the moist commonly reported

reasons for school non-attendance, whereas 6.2% of students reported at their non-

attendance “quite often” was due to truancy- or school refusal related reasons (Bru,

2014).

In addition, a study was conducted at the Annandle Campus of Northern

Virginia Community College (NVCC) to identify factors related to absenteeism.

Study findings based on 402 usable responses and identified 3 factors that supported

this study: (1) negative perceptions of the professor and the course; (2) irresponsible

pursuit of leisure; and (3) fatigue associated with excessive socializing.

Lastly, Schneider’s (2015) study stated that 9% of the 1359 high school

students reported school absenteeism within the past 7 days. Absent students lived

less often with both parents, were on average of lower socioeconomic status, and

reported more emotional problems, behavioral problems and less pro-social

behavior than attending students.

 29

Academic Achievement of the Grade 11

Students of Cor Jesu Institute of Mabini, Inc.

The collated data presented on Table 6 presents the Academic Achievement of the

Grade 11 students of CJIM.

The questions with the highest weighted mean of 4.12 with a descriptive

equivalent of agree where the students were asked if they wanted to get good

grades. Followed by getting hurt if they got low grades got the weighted mean of

4.10 with the descriptive equivalent of agree. Lastly, the respondents were asked if

they exerted more effort in answering difficult assignments obtained the weighted

mean of 3.05 with a descriptive equivalent of undecided.

The results for the academic achievement of the students got the average

weighted mean of 3.52 with the descriptive equivalent of agree, meaning the

students agreed that they tend to value their academic achievement in school.
 30

Table 6
Academic Achievements of Grade 11 Students of Cor Jesu Institute of Mabini, Inc.

Items AMW Description

1. I do my assignments 3.47 Agree

regularly.

2. I exert more effort when I 3.05 Undecided

do difficult assignments.

3. I want to get good grades 4.12 Agree

on tests, quizzes,
assignments and projects.

4. I am prepared for quizzes 3.27 Undecided

and tests

5. I study harder to improve 3.92 Agree

my performance when I got
low grades.

6. I spend my vacant time in 3.10 Undecided

doing assignments or
studying my lessons.

7. I study the lessons I missed 3.25 Undecided

if I was absent from the
class.
8. I prefer finishing my 3.07 Undecided
assignments before
watching television or using
social media accounts.
9. My grades matters the 3.90 Agree
most.
10. I get hurt when I get low 4.10 Agree
grades

Total 3.525 Agree

 31

This survey supported the study of Khalil (2014) which states that factors

influencing high academic achievement include: attendance to lectures, early

revision, prioritization of learning needs, deep learning, learning in small groups,

mind mapping, learning in skills lab, learning with patients, learning from mistakes,

time management and family support. Internal motivation and expected

examination results are important drivers of high academic performance.

Management of non-academic issues like sleep deprivation, homesickness, language

barriers, and stress is also important for academic success.

Furthermore, academic performance outcomes including grades earned the

core subject areas of math, English, science and social studies, plus performance on

state and national achievement tests, attendance rates and reduced tardiness show

significantly positive improvement with the later start times of 8:35 AM or later

(Gordon, 2014).

Lastly, according to Khalaila (2015), a higher self-concept was found to be a

directly related to greater academic achievement. Test anxiety and intrinsic

motivation were found to be significant mediators in the relationship between self-

concept academic achievements.

Relationship between the Factors Associated with Students’

Tardiness Behavior and the Academic Achievement of Grade 11
Students of Cor Jesu High School Mabini, Inc.

Table 7 shows the computed data on the relationship between the factors associated

with students’ tardiness behavior and the academic achievement of Grade 11

students of Cor Jesu Institute of Mabini, Inc.

 32

The r-value of -0.129939188 explained that the relationship between factors

associated with students’ tardiness behavior and the academic achievement of Grade

11 students of CJIM has a negligible linear relationship. Negligible linear

relationship means there were two variables in which one variable increased as the

other decreases, and vice versa.

The coefficient of determination (r 2), which is 0.017 shows that 1.7% of

academic achievements of the Grade 11 students could be attributed with students’

tardiness behavior. The rest of the 98.3% is the chance variation, meaning, the

academic achievement of Grade 11 students could be attributed to other factors that

are far connected in this research.

Since the t-value is greater than the critical value, the decision in hypothesis

was rejected. This means that there is a relationship between factors associated with

students’ tardiness behavior and the academic achievement of Grade 11 students of

Cor Jesu Institute of Mabini, Inc.

Table 7
Relationship between the Factors Associated with Students ’Tardiness
 33

Behavior and the Academic Achievement of Grade 11

Students of Cor Jesu High School Mabini, Inc.

VARIABLE Decision in
Interpretatio T Value Decision on
S r-value HO
n Difference
Factors
Associated
with Significant
Students’ Negative
-0.8078479128 Rejected
Tardiness -0.1299 Linear
Behavior Relationship
Academic
Achievemen
t
¿2
Coefficient Determination (r ¿ ¿ )= 0.017 or 1.7%

This result supported the study of Freeman (2015), stated that School-wide

Positive Behavior Interventions and Supports (SWPBIS) has statistically significant

positive effects on attendance at the high school level and that attendance was a
 34

proximal and statistically significant indicator of high school dropout risk. The study

did not find significant or consistent direct short-term effects of SWPBIS on dropout

rates, however, the results suggests that schools implementing SWPBIS with fidelity

for longer periods of time may see greater reductions in dropout rates.

In addition, the study of Mcloughlin (2015) revealed a significant inverse

relationship between suspensions and achievement, along with a significant positive

relationship between suspensions and dropout. Furthermore, study or participant

characteristics and type of suspension significantly affected the relationship between

suspensions and the outcome variables. Implications for policy, practice and

research were emphasized.

Mariani’s (2015) study involved fifth-grade students (N = 336) from one

Florida school district and examined pro-social behaviors, bullying behaviors,

engagement in school success skills and perceptions of classroom climate between

the treatment group who received the school counselor-led Student Success Skills

classroom guidance program, and their peer counterparts (comparison group).

Statistically significant differences were found (p values ranged from 0.000-0.019),

along with partial eta-squared effect sizes ranging from 0.01 (small) to 0.26 (quite

large) between groups. Evidence supported the Student Success Skills classroom

program as a positive intervention for affecting student engagement, perceptions

and behavior.

Young (2017) indicated that participants who experienced meaningful

improvement in their depressive symptoms had significantly more positive

outcomes on overall grades than those who did not experience meaningful
 35

improvement, regardless of intervention condition. Further research is needed to

clarify the effects of depression prevention programs on these school-related

outcomes.

Lastly, Michael’s (2015) study presented that most of the evidence examined

the association between student health behaviors and academic achievement, with

physical activity having the most published studies and consistent findings. The

evidence supported the need for school health services by demonstrating the

association between chronic conditions and decreased achievement. Safe and

positive school environments were associated with improved health behaviors and

achievement. Engaging families and community members in schools also had a

positive effect on students' health and achievement.

CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations of this

correlated study based on the results obtain in Chapter 3.

 36

Summary of Findings

The following are the summarized findings of this study:

1. The factors associated with students’ tardiness behavior of Grade 11

students of Cor Jesu Institute of Mabini, Inc. obtained a total average mean of

2.12 with the descriptive equivalent of sometimes.

2. The academic achievement of Grade 11 students obtained a total average

mean of 3.52 with the descriptive equivalent of agree.

3. Since the r-value of this study is –0.129939188, the decision on hypothesis is

rejected. This means that there is a significant relationship between factors

associated with students’ tardiness behavior and the academic achievement of

grade 11 students of Cor Jesu Institute of Mabini, Inc.

Conclusion

The following are the summarized conclusions for this study:

1. The result of the factors associated with students’ tardiness behavior got the

average weighted mean of 2.12 having the descriptive equivalent of

sometimes. Meaning, the factors presented on this research were sometimes

experienced by the students that lead them to demonstrate tardiness behavior

in school.

2. The result for the academic achievement of the students got the average

weighted mean of 3.52 with the descriptive equivalent of agree, meaning, the

students were agreed that they tend to value their academic achievement in

school.
 37

3. There is a significant relationship between factors associated with students’

tardiness behavior and the academic achievement of Grade 11 students of Cor

Jesu Institute of Mabini, Inc.

Recommendation

1. The students are highly discouraged to sleep late at night since it can

cause the tardiness and will lead them to not actively participate

during class hours.

2. The students are encourage to be productive not just in school but for

the responsibilities surrounding them. (e.g household chores, entering

some activities in the community, service)

3. The students must always look forward in terms to the condition of

their health.

4. The students should socialize to empower their social skills,

communication skills and leadership skills.

5. The students are encouraged to give time for their studies and to

embrace their responsibilities as students to come up with the best

grade they always wanted.

6. The students must help themselves especially during times of failure;

this will motivate them and will help them to become a better student

and an individual.

7. The students should be reminded that exerting efforts in school will

lead them to success in their lives.

 38

8. The students are encouraged to lessen the time they putting in using

their social media accounts; this will lead them to ignore their

responsibilities as students.

9. The students must apply the 8-hour sleep policy to avoid stress and

fatigue.

10. The students must learn how to manage their time to for them to

balance their work as students aside from their other responsibilities.

11. Students should also accept the fact that their teachers have the right to

discipline them, that they should also respect their teachers as much as

they respect their parents.

12. The students should be reminded that it is okay to ask for a help.

HAHAHAHAHAHAHAHAHAHA! KA BIBO BAAAAAAAAA!!!!!! IT

IS NOT OKAY TO ASK FOR HELP YA KNOW!

39