CHAPTER 1

INTRODUCTION

As a Grade 11 student, Maria, experienced tardiness going to

School. She missed her activities, morning, and afternoon first subjects

during their second quarter. She also causes a distraction to her

classmates and teacher when she arrived late during their class. It was

hard for her because she's having difficulties in coping up with the

lesson that she missed and her attendance that always marked as late

that lead into absences.

The research conducted in Tampakan National High School located

at Dao. St. Brgy, Poblacion Tampakan South Cotabato, where most of

the students enrolled in different Barangay's of Tampakan South

Cotabato.

According to Oxford (2019) tardiness is the “quality or fact of being

late” in school, workplace and occasions. While chronic tardiness is the

“act of repetitive late arrival” that can give negative impact for the

students especially in the academic performance (Maria Airth 2016,

August 20). According to Caldarella, P., et. al (2011), Principals and

PAGE \* MERGEFORMAT 2
teachers consider student tardiness to be a serious problem. Some have

argued that tardiness is a widespread problem with serious effects,

particularly for younger students who must depend on their parents to

get them to school on time. Students who are frequently tardy may miss

important opening announcements or academic activities. Teachers can

become frustrated as late students disrupt instruction, often requiring

re-teaching of what they have missed. Tardy behavior can also negatively

affect the overall classroom environment. That’s why, according to Maria

Airth (2016, August 20), in early education, parents should handle this

carefully and know the reason why this keeps happening because it

hinders the “learning process” of the child which causes negative impact

to their academic performance.

Based on the survey of their attendance tools, among 9 sections of

Grade 11 HUMSS students in Tampakan National High School, there are

2 sections with the most students who experiencing tardiness. Multiple

times of being late during second quarter, it includes HUMSS Stork and

HUMSS Dove.

The main objectives of this study is to identify what is the most

common reasons why students mostly experiencing tardiness and to

determine their own perception about being tardy the causes and effects.

PAGE \* MERGEFORMAT 2
 The main focus of this study is to determine the factors that

causing the students tardiness and to know their own perception of

them, being late in the school. This research is delimited only for G11

HUMSS students in Tampakan NHS.

Statement of the problem

This study aimed to identify the causes, perception and prevention

to be taken to avoid tardiness in students daily living

Specifically the respondents aims to answer to the questions:

1. What are the perceived causes of Tardiness?

Scope and delimitation

This study “Tardiness in Tampakan National High School, The case

of Grade 11 HUMSS Learners” focuses on the reason why the students

experiencing tardiness and to determine their perception. The

researchers only focus on the selected students and will conduct

interview used by means of answering questions.

PAGE \* MERGEFORMAT 2
Significance of the Study

The results of the study will be great help to the following:

Students. This will help them identify the reasons and perception why

they came late in the class and think for some necessary adjustment to

solve their problem.

Teachers. With the findings from this study, teachers or school may be

able to develop better strategies that can help to minimize and further

stop students tardiness.

Future Researchers. The result of this study will add to the body of

knowledge regarding students' tardiness. Also this study will serve as a

guide for future studies to be conducted in the future. Future

Researchers would be able to use these data for them to get ideas and

references if they are planning to conduct the same study.

Definition of terms

Attendance- being present at something like work or school Tardiness-

delayed beyond the expected or proper time

PAGE \* MERGEFORMAT 2
Filipino time- means being minutes to hours late compared to the

standard time.

Perception- the ability to see, hear, or become aware of something

through the senses.

Tardiness. tardiness is defined by arriving after the first bell of the day

or the bell indicating the start of class.

PAGE \* MERGEFORMAT 2
 CHAPTER 2

REVIEW RELATED LITERATURE AND STUDIES

In this chapter, we examine into the existing body of knowledge

and literature that forms the foundation of our research. The literature

review is a critical component of any scholarly work as it enables to gain

a comprehensive understanding of the current state of research in our

field of study. By examining previous studies, theories, and concepts

related to our research topic, we can identify gaps, evaluate

methodologies, and build upon existing knowledge.

Tardiness is defined as being late or tardy by not adhering to an

expected schedule. When students are tardy un school, this means the

students arrive past the set standard time for the school day or class to

begin. This standard time is typically signaled by a bell system alerting to

the beginning of the school day or class, and arrival after a bell is

considered tardy

Some have argued that tardiness is a widespread problem with

serious effects, particularly for younger students who must depend on

their parents to get to school on time. Students who are frequently tardy

may miss important opening announcement or academic activities.

Teachers can become frustrated as late students disrupt, instruction,

often requiring reteaching of what they missed. Tardy behavior can also

negatively affect the overall classroom environment. Always looked at

PAGE \* MERGEFORMAT 2
decreasing tardiness in primary school-aged students using teacher-

written praise notes. Arriving late to school can also mean that students

miss out on activities designed to build connections with their peers,

potentially impacting their social interactions and creating a greater

sense of alienation from their classmates. The researchers found that

students who are frequently late to school often miss out on important

opening announcements and academic activities. (Vukovic,2017).

Chronic tardiness is when students are consistently late to class and can

have dramatic results on a student’s future education and career

(Bennion,2018). Students who are repeatedly tardy may need more

support. Teachers should consider that building respect for time in all

students as a skill that can be taught in any subject area. (Kelly, 2018).

The most critical learning hours of a school day are the morning periods,

Specifically 7:30 to 9:30 and for the afternoon periods is when it’s 12:30

to 1:45. Cowan Crier, 2017) These are the times when students are most

alert and attentive that’s why some schools teach more important

lessons and subjects at this time. Tardy students miss a part of these

lessons or could even miss the whole subject period. It could be worse if

the class starts out with a quiz; the students may have lost a

considerable part of her grade.

Tardiness is a common problem in many schools. It can be

understood as an individual risk for future problematic behavior leading

to absenteeism, school dropout, exclusion and later health problems.

PAGE \* MERGEFORMAT 2
Tardiness can also be examined in relation to a broader social-ecological

perspective on health.

DepEd Legal Basis

The Department of Education (DepEd) is a government agency in

the Philippines responsible for the administration and regulation of the

country's basic education system. While there may not be a specific legal

basis solely focused on tardiness, there are broader policies and

regulations that govern the attendance and punctuality of students and

teachers. Here are some relevant legal bases related to attendance in the

Philippine education system: DepEd Order No. 8, s. 2007 (Revised

Implementing Guidelines on the School-Based Management (SBM)

Framework): This order emphasizes the importance of school rules and

regulations, including attendance policies, in ensuring a conducive

learning environment. It provides guidelines for schools to develop their

own attendance policies, which may include provisions on tardiness.

DepEd Order No. 88, s. 2010 (Revised Guidelines for the Selection of

Honor Pupils and Students in Public Elementary and Secondary

Schools): This order states that students eligible for honors or awards

should have satisfactory or better conduct, which includes regular

attendance and punctuality. DepEd Order No. 55, s. 2013 (Policy

Guidelines on Republic Act No. 6713) It's important to note that

individual schools and divisions may have additional guidelines or

PAGE \* MERGEFORMAT 2
policies related to tardiness and attendance, which may be based on the

above-mentioned legal bases. It's recommended to refer to specific school

or division policies to understand the local implementation of attendance

regulations.

According to the book of Tampakan National High School 9507

Poblacion Tampakan, South Cotabato, in Disciplinary Sanctions page 12,

The discipline is an integral part of the character building and in the

desire of the school to cause the wholesome development of the students,

the school has to deal with imposing disciplinary sanctions to make the

students aware of his responsibilities to himself, to others and to the

society in general. The following are disciplinary sanctions which may be

imposed upon any erring student depending upon the nature or gravity

of the offense committed.

A.) Warning: for the first offenders of minor violations such as

tardiness, unexcused absences, cutting/escaping from classes, not

wearing the prescribed uniform, unauthorized entry or use of the

School Properties or Facilities and loitering/peeping other classes

during free period, a written warning is given to them, a copy of

which is also furnished to the parents. This is to inform both the

parents and the student of the nature of the offense. The student

is put under probation for a period, (not to exceed one month) to

PAGE \* MERGEFORMAT 2
 give him time to prove his desire to improve his observance of rules

and regulations.

According to (Savino, 2016) Time Management has also been defined

as a form of self-management with a clear emphasis on time in

understanding what activities to do; how to do them more efficiently; in

what time it should be done and when is the correct time to the

particular activity. Just like the male participant, managing his time to

do household chores and school works. He knows when and what to do

based on his experiences. This experiences that he adopted as his daily

routine.

According to (Arpino & Gomez-Leon, 2020; Chung & Park, 2018)

Recent evidence has underlined the need for examining the cross-

national differences in the relationship between grandchild caring and

grandparents’ depressive symptoms, and suggested the importance of

examining macro-level factors to better understand such patterns.

According to (J family med prim care, 2020) among students the

majority (56.6%) do not sleep continuously. Also most of them (62.8%)

said that it took them more than 20 minutes to fall asleep. A high

proportion of students (60%) were unable to wake up quickly and easily

in the morning compared to 40%nof them who were active in the

morning.

PAGE \* MERGEFORMAT 2
 More than half of students had woken up during the night

suffering from sleep disturbance. Likewise, a near proportion was found

by Yousef A. Taher et al., Libya (2012).[6] To fall asleep, a large

proportion of studied participants took more than 20 min of going to bed.

Similarly, Shafika Assaad et al. revealed that about the two fifth of

students took 30 minutes trying to sleep, Lebanon (2014).

Theoretical Framework

Behaviorism is a theory related to tardiness, and it supports the

findings of the study. Concepts of behaviorism may be applied to the

thought that a student’s tardiness is always just a response to an

external factor. According to John B. Watson, in his development of

Behaviorism, any human act or behavior can be explained without

having to study internal and mental processes and consciousness. The

behaviorist movement began in 1913 when John Watson wrote an article

entitled Psychology as the behaviorist views it, which set out several

underlying assumptions regarding methodology and behavioral analysis.

Behaviorism, also known as behavioral psychology, is a theory of

learning that states all behaviors are learned through interaction with

the environment through a process called conditioning. Thus, behavior is

simply a response to environmental stimuli. Behaviorism is only

concerned with observable stimulus-response behaviors, as they can be

PAGE \* MERGEFORMAT 2
studied in a systematic and observable manner. One assumption of the

learning approach is that all behaviors are learned from the environment.

They can be learned through classical conditioning, learning by

association, or through operant conditioning, learning by consequences.

Behaviorism emphasizes the role of environmental factors in influencing

behavior to the near exclusion of innate or inherited factors. This

amounts essentially to a focus on learning. Therefore, when born, our

mind is “tabula rasa” (a blank slate). Classical conditioning refers to

learning by association, and involves the conditioning of innate bodily

reflexes with new stimuli. All behavior, no matter how complex, can be

reduced to a simple stimulus-response association). Stimulus refers to

any feature of the environment that affects behavior. Theories need to be

supported by empirical data obtained through careful and controlled

observation and measurement of behavior. Watson (1913) stated:

“Psychology as a behaviorist views it is a purely objective experimental

branch of natural science. Its theoretical goal is … prediction and

control.” (p. 158). The components of a theory should be as simple as

possible. Behaviorists propose using operational definitions (defining

variables in terms of observable, measurable events). Behaviorism

introduced the scientific methods to psychology. Laboratory experiments

were used with high control of extraneous variables. These experiments

were replaceable and the data obtained was objective (not influenced by

an individual’s judgment or opinion) and measurable. This gave

PAGE \* MERGEFORMAT 2
psychology more credibility. Behaviorism is primarily concerned with

observable behavior, as opposed to internal events like thinking and

emotion: The starting point for many behaviorists is a rejection of the

introspection (the attempts to “get inside people’s heads”) of the majority

of mainstream psychology. While modern behaviorists often accept the

existence of cognitions and emotions, they prefer not to study them as

only observable (i.e., external) behavior can be objectively and

scientifically measured. Although theorists of this perspective accept that

people have “minds”, they argue that it is never possible to objectively

observe people’s thoughts, motives and meanings – let alone their

unconscious yearnings and desires. Therefore, internal events, such as

thinking should be explained through behavioral terms (or eliminated

altogether). There is little difference between the learning that takes place

in humans and that in other animals: There’s no fundamental

(qualitative) distinction between human and animal behavior. Therefore,

research can be carried out on animals and humans. Historically, the

most significant distinction between versions of behaviorism is that

between Watson’s original “methodological behaviorism,” and forms of

behaviorism later inspired by his work, known collectively as

behaviorism (e.g., radical behaviorism). Methodological Behaviorism

Watson’s article “Psychology as the behaviorist views it” is often referred

to as the “behaviorist manifesto,” in which Watson outlines the principles

of all behaviorists. “Psychology as the behaviorist views it is a purely

PAGE \* MERGEFORMAT 2
objective experimental branch of natural science. Its theoretical goal is

the prediction and control of behavior. Introspection forms no essential

part of its methods, nor is the scientific value of its data dependent upon

the readiness with which they lend themselves to interpretation in terms

of consciousness. In his efforts to get a unitary scheme of animal

response, the behaviorist recognizes no dividing line between man and

brute. Man’s behavior, with all of its refinement and complexity, forms

only a part of the behaviorist’s total scheme of investigation.

Radical behaviorism was founded by B.F Skinner who agreed with

the assumption of methodological behaviorism that the goal of

psychology should be to predict and control behavior. Skinner, like

Watson, also recognized the role of internal mental events, and while he

agreed such private events could not be used to explain behavior, he

proposed they should be explained in the analysis of behavior. Another

important distinction between methodological and radical behaviorism

concerns the extent to which environmental factors influence behavior.

Watson’s (1913) methodological behaviorism asserts the mind is a tabula

rasa (a blank slate) at birth. In contrast, radical behaviorism accepts the

view that organisms are born with innate behaviors and thus recognizes

the role of genes and biological components in behavior.

PAGE \* MERGEFORMAT 2
 CHAPTER 3

Methodology

Research Design

The study will be determined through Phenomenological research

design that seeks to understand about the effects and causes of

tardiness in students. This approach investigates the everyday

experiences of student who experiencing tardiness going to school. The

study's primary goal is to determine the student’s perception about

tardiness. The challenges faced by Grade 11 students during Second

Quarter, hence this approach was the most suitable. In order to obtain

data, the descriptive phenomenological interviewing method involves

questioning students about their own perception about them, being tardy

going to School.

Locale of the study

This study will be held at Tampakan National High School, this

location was chosen to find out the views of the Grade 11 Students on

PAGE \* MERGEFORMAT 2
School Attendance with a focus of Tardiness, where most of the students

enrolled in different Barangay's of Tampakan South Cotabato.

Participants of the Study

The research respondents of this study are Senior High School

students from Tampakan National High School. Specifically, the study

targets chronically tardy students. It will rely on 1 student from 11

HUMSS Stork, 2 from HUMSS Dove with a total of 3 students to

participate in the study. The 3 participants will be selected based on

information retrieved from their class attendance records within the last

semester.

Research Instrument

It refers to answer the statement of the problem and unstructured

interview. The researchers will conduct interview.

Data Gathering Procedure

The researchers will personally ask for the permission of the

respondents if they will allow the interview. The researchers will

interview the respondents and give them the unstructured interview and

make sure that the data we collected from them will be confidential.

PAGE \* MERGEFORMAT 2
Data Analysis

In order to analyze the data, this study will employ thematic

analysis. The researcher will collect data that can be determined the

perception and causes of tardiness in Tampakan National High School.

PAGE \* MERGEFORMAT 2
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter will examine the students tardiness to provide a

comprehensive understanding of its causes and effects.

The Researchers found five codes and three themes from the three

participants based on their interview.

Respondent 1 (male) reported that his tardiness is primarily due to

home responsibilities and taking care of his grandfather. This implies

that the student may have additional responsibilities or tasks at home

that may delay his departure for school.

The first theme, time management, has one code which is lot of

work need to do with this statement:

“Daghan man gud kog ginahimo na trabaho sa buntag pareha anang

manilhig sulod ug gawas sa balay ug mag mop sa salog tapos maghugas

mga plato ug magpilo ug mga bedsheet ug habol”

(I have a lot of work needs to do in the morning like sweep inside and

outside our house, mop the floor, washing plates and folding the bedsheet

and blankets.)

PAGE \* MERGEFORMAT 2
 According to (Savino, 2016) Time Management has also been

defined as a form of self-management with a clear emphasis on time in

understanding what activities to do; how to do them more efficiently; in

what time it should be done and when is the correct time to the

particular activity. Just like the male participant, managing his time to

do household chores and school works. He knows when and what to do

based on his experiences. This experiences that he adopted as his daily

routine.

The Second theme, home responsibility has one code which is

taking care of the grandfather with this statement:

“Ginatabangan nako akong lolo na mag tindog sa gawas para

magpahangin pagkahuman ginatabangan nako siya pasulod”

(helping my Grandfather to stand outside for fresh air and exercising then

after that I help him to get inside).

According to (Arpino & Gomez-Leon, 2020; Chung & Park, 2018)

home responsibility is a Recent evidence has underlined the need for

examining the cross-national differences in the relationship between

grandchild caring and grandparents’ depressive symptoms, and

suggested the importance of examining macro-level factors to better

understand such patterns.

PAGE \* MERGEFORMAT 2
 Respondent 2 (female) mentioned that her tardiness is caused by

moving slowly in the morning. This indicates that the student may

struggle with time management and need a developing morning routine

that includes setting specific time goals for each task.

The third theme, behavioral pattern has one code which is waking

up late and sleeping late at night due to social media engagement with

this statement:

“late nako magmata sa buntag, hinay pud ko maglihok ug usahay pud

wala ko sa mood na mobangon sa buntag”

(I woke up late in the morning and I move slowly” “sometimes I’m not in a

mood to get up in the morning).

Malingaw pud kog tan aw ug TikTok

(“I’m used watching and scrolling tiktok’’)

Nagabasa pud ug watt pad

(“Reading Wattpad”)

Respondent 3 (female) stated that her tardiness is attributed to

staying engaged with social media at night, which leads to waking up late

PAGE \* MERGEFORMAT 2
in the morning. Reading Wattpad, watching TikTok, and scrolling on

Facebook every night.

“Naga mata ko sa buntag is mga 7 am tapos naga shower ko mga 20

minutes ug mga 10 minutes na preparation paghuman mag adto nako

ug skwelahan mga 8 or 7:55 mga ing ana”

(I used to wake up 7 in the morning then I would take a shower about 20

minutes and 10 minutes for preparation and then I would go to school

around 8 or 7:55 something like that).

According to (J family med prim care, 2020) among students the

majority (56.6%) do not sleep continuously. Also most of them (62.8%)

said that it took them more than 20 minutes to fall asleep. A high

proportion of students (60%) were unable to wake up quickly and easily

in the morning compared to 40%not them who were active in the

morning.

PAGE \* MERGEFORMAT 2
 Chapter V

SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS

Summary of Findings

The researcher found out three codes and three themes based on

the participant’s interview. The three codes are; lot of works needs to do,

taking care of the grandfather, sleeping late at night due to social media

engagement. And the three themes with the first theme, time

management, highlighted participants' struggles with estimating task

durations, setting realistic deadlines, and managing interruptions, all

contributing to their tardiness. The second theme, behavioral patterns,

revealed the role of personal habits such as lack of punctuality, and

underestimation of time requirements as significant factors leading to

tardiness. The third theme, home responsibility, emphasized the impact

of family and domestic obligations, such as household chores.

Time Management

PAGE \* MERGEFORMAT 2
1.Improved decision-making: Time management involves setting goals,

identifying priorities, and making choices about how to allocate your

time. Through this process, you become more adept at making informed

decisions about what tasks to focus on and what to delegate or eliminate,

leading to better overall decision-making skills.

2. Practice time estimation: Improve your ability to estimate time by

regularly timing how long it takes you to complete different tasks. This

practice helps you develop a more accurate sense of time and make

better judgments when planning your schedule.

Home Responsibility

1.Increased self-reliance: Balancing school and home responsibilities

can cultivate self-reliance in students. By taking care of household tasks,

managing their time, and handling personal obligations, students

become more self-sufficient and capable of managing their own lives.

2. Self-discipline and accountability: Managing home responsibilities

requires self-discipline and accountability. By taking ownership of tasks

and ensuring they are completed, students develop a sense of

PAGE \* MERGEFORMAT 2
responsibility for their actions and learn to be accountable for their

commitments.

3.Practice self-care: Balancing home responsibilities and school can be

stressful, so it's crucial to prioritize self-care. Take breaks, engage in

activities that help you relax and recharge, and ensure you get enough

sleep. By taking care of your well-being, you'll be better equipped to

manage your responsibilities effectively and avoid tardiness.

Behavioral Pattern

1.Recognize and understand the underlying causes: Students should

reflect on the reasons behind their tardiness. Is it a result of poor time

management, difficulty with transitions, lack of motivation, or other

factors? Understanding the root causes can help identify specific

strategies for improvement.

2.Plan and prioritize: Students can create a daily or weekly schedule

that includes specific time slots for each activity, including travel time to

class. By allocating sufficient time for tasks and accounting for potential

delays, they can better manage their time and reduce the likelihood of

being late

PAGE \* MERGEFORMAT 2
Recommendations

This will help you develop targeted strategies to address the

underlying issues.

1.Raise awareness: Organize awareness campaigns or workshops to

educate students about the importance of punctuality and its impact on

their academic success. Share relevant statistics and real-life examples

to emphasize the significance of being on time. Use engaging and

interactive methods to capture their attention and foster a sense of

responsibility.

2.Develop time management skills: Offer workshops or training

sessions focused on time management techniques. Teach students

effective strategies for planning their daily routines, prioritizing tasks,

and setting realistic goals. Provide them with tools such as calendars,

planners, or mobile apps that can assist in organizing their schedules.

PAGE \* MERGEFORMAT 2
3.Collaborate with parents and guardians: Communicate with parents

and guardians to make them aware of their role in ensuring their child's

punctuality. Provide them with tips and resources to help establish

morning routines, set consistent bedtimes, and reduce distractions at

home. Encourage open lines of communication between parents and

teachers to address any challenges faced by the student.

4.Practice self-discipline: It may take some self-discipline to break the

habit of tardiness. Hold yourself accountable and make a conscious

effort to be punctual. Remind yourself of the benefits of being on time,

such as starting the day on a positive note and avoiding unnecessary

stress.

Remember, improving punctuality is a gradual process that requires

commitment and consistency. By implementing these recommendations

and staying determined, you can develop better time management habits

and reduce tardiness.

PAGE \* MERGEFORMAT 2
 References

Nakpodia, E. D. & Dafiaghor, F. K. (2011), Topic: Lateness, its

Causes, Effects and Solutions. Retrieved on January 28, 2019 from

https://sites.google.com/site/bilocuraandguia/notes/topiclatenessitsca

useseffectsandsolutions

Vukovic, R. (2017), The effect of Student tardiness on learning.

Retrieved on January 28,2019 from

https://www.teachermagazine.com.au/articles/the-effect-of-student-

tardiness-on-learning

Dep Ed order 8, s. 2007 Revised Implementing Guidelines on the

School Based Management (SBM) Framework

Dep Ed order 88, s. 2010 Revised Guidelines for the selection of

honor

PAGE \* MERGEFORMAT 2
 DepEd Order No. 88, s. 2010 (Revised Guidelines for the Selection

of Honor Pupils and Students in Public Elementary and Secondary

Schools):

Oxford (2019) Chronic Tardiness

Arpino and Gomez-Leon, (2020)

Chung and Park, (2018)

J Family med prim care, (2020)

Book of Tampakan NHS 9507 Poblacion Tampakan South

Cotabato, in disciplinary sanctions page 12 , the discipline is cause the

wholesome development of the student

Savino (2016) Time management

John Watson (1913) Behavioris

PAGE \* MERGEFORMAT 2
Transcription of interview

PARTICIPANTS 1

Interviewer 1: hi

Respondent: hello

Interviewer 1: “Ako diay si Mary Kris Hera leader sa among grupo ang

akong kauban kay si Trixia Queen Villarma”

(My Name is Mary Kris Hera I am the leader of our group and this is Trixia

Queen Villarma my groupmate)

Interviewer 2: “hi, pwedi ka namo maila ila?”

PAGE \* MERGEFORMAT 2
(Hi, can we get to know you)

Respondent: “hheeeh, ako diay si Jaymark Enorme pwedi ko nnyo

tawagon sa pangalan na makmak”

(hehheheheh, I am Jaymark Enorme you can call me Makmak)

Interviewer 1: “unsa imong Grade ug Section mak?”

(What Grade and Section you are in?)

Respondent: “Grade 11 HUMSS Dove

Interviewer 1: “Mak pila na imong edad?”

(mak how old are you?”)

Respondent: “16 diay akong edad”

(I’m 16 years old)

interviewer 2: “asa ka karon nakapuyo?”

(Where do you live?)

Respondent: “nakapuyo diay ko sa prk. Maligaya tampakan south cot.”

(I live in Purok. Maligaya Poblacion Tampakan South Cot)

Interviewer 1: “unsa diay imong mga rason nganung ma late man ka?

(what are the reason why you are late?)”

PAGE \* MERGEFORMAT 2
Respondent: “reason na ma late ko kay ginabantayan nku akong lolo

every morning kay akong lola ug mama naga trabaho sa bulangan tas dli

pa dayon kauli tas dugay kayo ko makaligo”.

(the reason im late is I’m taking care of my grandfather every morning and

my grandmother and mother was working at “sabungan” then they didn’t

come back home immediately and then I spend much time in shower)

Interviewer 2: “so naga stay ka sa imong parents?”

(So, do you live with your parents?)

Respondent: “Oo, ug akong lolo ddto meh naga boarding sa tita nako ug

si mama merinsha”

(Yes, and my grandfather stays with us. My aunt takes care of him, and

my mom works in the morning.)

Interviewer 1: “sa pagmata nimo sa buntag unsa imong ginahimo?”

(When you wake up in the morning, what do you usually do?).

Respondent: “sa pagmata nku every morning naga panglimpyo ko sa

balay ug naga lampaso ko ug salog ug ginatabangan si lolo na maka

tindog sa gawas and pagkahuman sa tanan trabahuon naga ligo na

dayon ko.”

PAGE \* MERGEFORMAT 2
(When I wake up every morning, I clean the house and mop the floor. I also

help my grandfather get up and then I take a shower after finishing all the

chores)

Interviewer 1: “sa pagpa adto nimo ug skul naka apekto ba ni sa imong

pagka late?”

(Does going to school affect your punctuality?)

Respondent: “dli man sya maka apekto sa akong pagka late kay dili

man pud nila sala na malate ko kay akoa man gud tung sala ma malate

ko sa skul”.

(It doesn't really affect my punctuality because it's not their fault if I'm late.

If I'm late for school, it's my own fault.)

Interviewer 1: “paano ka maka adto sa skul ga sakay ka o ga baktas

lang?”

(How do you get to school, do you take a ride or walk?)

Respondent: “ga tricycle”

(I always ride a tricycle a tricycle.)

Interviewer 1: “always ka naga sakay? Nganu man pud?

Do you always take a ride? Why?”

Respondent: “ga sakay jud ko every morning kay permi man jud ko ma

late labi na karon na nag bag o na ang schedule”

PAGE \* MERGEFORMAT 2
(Yes, I always take a ride in the morning because I'm often late, especially

now that the schedule has changed.)

Interviewer 1: “late naba ka gatulog taga gabie? Mga unsa naka oras

naga tulog taga gabie?”

(Do you stay up late at night? What time do you usually sleep?)

Respondent: “mga 8 pm”

(Around 8 pm.)

Interviewer 1: “mga unsa ka oras nagamata sa buntag”

(What time do you wake up in the morning?)

Respondent: mga 5 am.

(Around 5 am.)

Interviewer 2: “kung sa imong klase pag ma late ka maka kaya baka mo

habol?”

(If you're late for class, can you catch up?)

Respondent: “oo, makahhabol pako sa mga topic kay dli paman pud

kaayo maka discuss si maam sa mga lesson”

(Yes, I can catch up with the topics because the teacher hasn't discussed

the lessons yet.)

Interviewer 2: “wala bakay problema sa imong teacher,classmates?”

PAGE \* MERGEFORMAT 2
(Do you have any problems with your teachers or classmates?)

Respondent: “wala, wala may problema akong mga klasmet ug teacher

pag ma late ko okay raman pud sa ilaha sa ma late ko”.

(No, I don't have any problems with my classmates or teachers. They're

okay with me being late.)

Interviewer 2: “okay raba sa imuha na malate ka?”

(Is it okay for you to be late?)

Respondent: “dili”

(no)

Interviewer 1: “except sa ikaw ang naga himo sa mga trabaho sa inyung

balay every morning unsa pa lain imong ginahimo”

(Apart from being responsible for the household chores every morning,

what else do you do?)

Respondent: wala nakoy laing ginahimo ing ato lang jud akong

ginahimo manglimpyo sa sulod ug gawas sa balay tas gina atiman lang

akong lolo

(I don't have any other tasks. I just clean inside and outside the house,

and take care of my grandfather.)

Interviewer 2: ang imong pagka late everyday ba sya or 3 times a week

or what?

PAGE \* MERGEFORMAT 2
(Is being late an everyday occurrence for you or does it happen three times

a week or what?)

Respondent: maybe mga 3-5 times lang a week ang akong mga late

(Maybe I'm late about 3-5 times a week.)

Interviewer 1: aside sa ikaw ang nagahimo sa mga trabaho kinsa pa ang

lain naga himo sa mga trabahuon sa inyung balay?

(Besides you doing the household chores, who else does the work in your

house?)

Respondent: oo, ako lang isa only child lang man gud ko tas ako lang

ang apo sa balay

(It's just me since I'm an only child and the only grandchild in the house.)

Interviewer 1: “ang among last question kay unsa ang trabaho sa imong

gina puy an karon?”

(Our last question is, what kind of work are you currently engaged in?)

Respondent: “murag wala may trabaho”

(It seems like I don't have any work.)

Interviewer 1: about sa mga source of income paano ninyo gina handle

inyong economic status?

(Regarding your sources of income, how do you handle your economic

status?)

PAGE \* MERGEFORMAT 2
Respondent: gapangita mig paraan para maka kita mig kwarta labi na

sila mama ug lola sila juud na ang gapangita ug way para naa koy balon

ug para naa meh magamit sa amomg pang adlaw adlaw.

(We find ways to earn money, especially my mom and grandmother. They

are the ones finding ways for me to have an allowance and for our daily

needs.)

Interviewer 1: unsa pud na way? Respondents: ga trabaho jud sila duol

sa amoa sa may bulangan

(What are those ways?)

Interviewer 1: “unsa pud iyang trabaho ddto? Tindahan ba or unsa”

(What do they do there? Is it a store or something else?)

Respondent: “manokan sa mga ga bulang every Sunday”

(They work near our place at the poultry store every sunday.)

Interviewer 1: “mga pila man pud ang kwarta na Makita sa imong

mama ug lola sa palagay nimo sa pila ang kwarta na Makita nila

monthtly income?”

(How much money do you think your mom and grandmother earn in a

month?)

Respondent: mga 5,000 pababa lang jud dli ko sure kung ga taas bah

(Maybe around 5,000 or less. I'm not sure if it goes higher.)

PAGE \* MERGEFORMAT 2
 Interviewer 1: so mak unsa jud ang pinaka rason o main reason sa

imong pagka late?

(So, what is the main reason for your lateness?)

Respondent: kanang dugay kayko mo lihok

(I take a long time to get ready.)

Interviewer 1 & 2: thank you kaayo mak2 kay gitagaan meh nimog

chance na ma share ang imong mga dahilan nganung ma late man ka

dako kaayo ning tabang sa among research.

(Thank you so much for giving us the chance to hear your reasons for

being late. It's a great help for our research.)

PARTICIPANT 2

Interviewer : Unsa imong pangalan?

( What is your name?)

PAGE \* MERGEFORMAT 2
Respondent: Ashley Nicole A. Solocasa

(Nicole A. Solocasa)

Interviewer: Grade and section?

Respondent: 11 HUMSS DOVE

Interviewer: Age?

Respondent: 16 years old

Interviewer: Unsa imong permanent address?

(Where is your permanent address?)

Respondent: Sa ano, Tampakan South Cotabato Purok. San Pedro

(I lived in Tampakan South Cotabato, Purok San Pedro)

Interviewer: Kabalo baka unsa kalayuon inyong balay diri sa school?

(Do you know how far your house from school?)

Respondent: Wala ko kabalo ba

( I dont know)

Interviewer: Unsa imuhang rason nganong malate ka?

( What are the reason why are you late?)

Respondent: kwan, yaya ko mulihok

(I move slowly)

PAGE \* MERGEFORMAT 2
Interviewer: So, mga unsa ka oras naga bugtaw?

(What time do you get up in the morning?)

Respondent: Ano mga 7 dati, tapos ko mga 20 minutes tapos 10

preparation moadto ko sa school murag mga ano na mga 8 or 7:55 mga

ana.

(I used to wake up 7 in the morning then I would take a shower for about

20 minutes and 10 minutes for preparation and then I would go to school

around 8 or 7:55 something like that)

Interviewer: sa imong pagmata sa morning, unsa imong ginahimo?

(When you wake up in the morning what do you do?)

Respondent: maligo nalang tapos magkaon

(Just take a bath and then eat)

Interviewer: sa mga trabahuon sa balay?

(In household chores?)

Respondent: wala

( No)

Interviewer: sa ano availabilities sa mga sakyan naka affect ba siya sa

imong tardiness? For sample lang gapangita kag sakyan padulong diri sa

school or naga lakaw lang ka?

PAGE \* MERGEFORMAT 2
 (In availabilities of transportation it can cause of your tardiness?for

sample you are looking for a ride going to school or just walking?)

Respondent: naga sakay rako sa tricycle

( Im riding a tricycle)

Interviewer: Unsa ka oras gatulog sa gabii?

(What time do you sleep on night?)

Respondent: ano mga dati tung late ko kay mga 12

(Ahmmm I think 12 am)

Interviewer: Unsa imuhang gina buhat, ngaman alas 12 kana matulog?

(what are you doing, why are you sleeping at 12 am?)

Respondent: nalingaw lang ko sigeg scroll sa facebook

(I enjoyed scrolling to my facebook)

Interviewer: Naga istar ka sa imuhang parents?

(Are you living with your parents?)

Respondent: Yes Interviewer: unsay trabaho sa imuhang parents?

(what are your parents' jobs?)

Respondent: si papa wala siya, si mama naga trabaho siya, si papa like

ano naa mi pwesto nga lechonan lang every Sunday

PAGE \* MERGEFORMAT 2
(My father, he doesn't really have a job, mom works for my aunt, but my

father has a place for lechon (Lechonan) its our business every Sunday)

Interviewer: sa estimated na income in a month mga pila pud kaya ang

sweldo sang parents mo?

(What do you think is the estimated income of your parents monthly?)

Respondent: wala ko kabalo

( I dont know)

Interviewer: kaabot bag Five thousand?

(Do you think more than 5 thousand?)

Interviewer: Sobra Five thousand o Ten thousand?

(More than 5 thousand? Or 10 thousand?)

Respondent: I think 10 thousand

Interviewer: So ano gyud ang pinaka main reason nimo sa pagka late?

(So, What is the main reason of your tardiness?)

Respondent: kanang udtuhon nakog mata sa morning

(I wake up late in the morning)

Interviewer: kay dugay pud ka matulog ?

(because you sleep late too)

Respondent: Kay dugay sad ko matulog

PAGE \* MERGEFORMAT 2
(I sleep late too)

Participant 3

Interviewer: Unsa imohang pangalan?

PAGE \* MERGEFORMAT 2
(What’s you’re name?)

Participants: jasmine caballero

Interviewer: Grade and section?

Participants: grade 11 HUMSS Sparrow

Interviewer: age?

Participants: 17..... female

Interviewer: naa lang mi pamangkot....what are the main reason of

your tardiness? Onsa mga reasons? Ay okay ahh unsay reason nganong

naka ranas ka sang tardiness?

(We just have some questions…. What are the reasons? What are the

reasons why you’re experiencing tardiness?)

Participant: ahh kapoy kanang daghan mga assignment unsahay

kanang wala koy wala ko sa mood ano mag bangon basta kanang

buntag.

(Ahh, It’s tiresome when there are a lot of assignments, Sometimes I don’t

even know, I’m not in the mood to get up in the morning.)

Interviewer: what time ka naga tulog?

(What time do you sleep?)

Participant: ahhh around usahay 12 usahay 10

PAGE \* MERGEFORMAT 2
(Ahhh around 12 sometimes, sometimes 10.)

Interviewer: okay ahh ga cellphone baka?

(Okay ahh do you use your phone?) Participants: oo always...... (yes

always)

Interviewer: always Interview: mga unsa pud ka mga oras mahuman?

( What time do you usually stop?)

Participant: usahay maka abot kog 1hour.

(Sometimes I last about 1 hour.)

Interviewer: ah what I mean unsa ba oras mga ga unsa pud ka?

Nganong ga cellphone ka? Unsay gina ano nimo sa cellphone?

(Ah what I mean, the time up until, what do you usually do? Why do you

use your phone? For what reason?)

Participant: usahay ga tan'aw tiktok, Wattpad

(Sometimes watching on tiktok, Wattpad)

Interviewer: ahh

Interviewer: Unsa oras ka matulog kanang exact na matulog na jud ka?

(What time will you sleep, the exact time you would sleep?)

Participant: 11

Interviewer: 11 jud..... Oras mumata?

PAGE \* MERGEFORMAT 2
(11…. What time do you wake up?)

Participant: 6

Interviewer: ahh mao ng medyo ano?

(Ahh that’s why it’s kind of?)

Participant: ohh

Interviewer: 6 man ka mumata nganong ma kuan man ka ma late?

Unsa may mga ano reason?

(You wake up at 6 why are you still late? What’s the reason?)

Interviewer: mao gani to

( The reasons I mentioned)

Interviewer: dili ba what I mean

(That’s not it)

Interviewer: unsa imohang gina himo taga buntag

( I mean what do you usually do in the morning)

Participant: ano karang si lola man gud sya sya tig lung'ag, so ako

maligo nalang tapos mag kaon tapos mo go to school

( My grandmother cooks the rice , and I just take a bath after that I’ll eat

and then go to school.)

Interviewer: dugay ka ga dugay ka kanang mag lihok or what?

PAGE \* MERGEFORMAT 2
( Do you move slowly?)

Participant: dugay jud ko mag lihok

(I really move slowly.)

Interviewer: mga pag mag ligo ka pila ka minutes?

(When you take a bath how many minutes does it take?)

Participant: maabtan pag 1hour HEHAHSHEHHA

(I last 1 hour)

Interviewer: ahhh taga HAHAGHAH

Participant: oo

(Yes)

Interview: as in? HSHAHHAHA mga 30 minutes?

Participant: aha mga 30 minutes

( What are you doing in the cr?)

Participant: HAHSHHAHSHAGH mag tanga pako mag tanga

( I just space out)

interviewer: unsa imong ano address?

(What’s your address?)

Participant: ahh ano?

PAGE \* MERGEFORMAT 2
(ahh, what?)

Interviewer: address? Permanent address?

Participant: prk san Isidro dos población

Interviewer: nang inyohang ano paadto sa school unsa imong gina ano

naga sakay kag tricycle? Gina hatud?

(What do you ride when going to School , do you ride a tricycle? Or does

someone take you to school?)

Participant: gina hatud every day

( I get accompanied every day.)

Interviewer: kinsa ga hatud sundo saimo?

(Who picks you up?)

Participant: Si.... Usahay si lolo usahay si papa....

(Sometimes my grandfather ,sometimes my father…)

Interviewer: ahh sa inyong klase if ever na ma late ka every morning

maka habol baka sa ilahang lesson?

(ahh in your class iv ever you arrive late every morning , can you follow

with the lessons?)

Participant: oo maka habol pa

( Yes I can)

PAGE \* MERGEFORMAT 2
Interviewer: para saimoha big deal ang late? Pag ma late? Or ma late

kanang ma late?

( Is it a big deal for you to be late?)

Participant: Oo bigdeal sya

(Yes it is)

Interivewer: big deal... Apil ka sa with honors?

(Are included with the with honors?)

Participant: Oo

(yes)

Interviewer: Ahhhhh....actually late lang ka pero

(you’re just late but)

Interviewer: unsa pabi ang ipangutana ning......unsa pa????

(What’s the other questions???)

Interviewer: Naa kay problem saimohang klassmate? Or teacher na

ana?

( Do you have any problems with your classmate? Or teacher?)

Participant: wala

(I don’t)

PAGE \* MERGEFORMAT 2
Interviewer: kapag ano kapag ma late baka unsay mga naa pa bay ma

ingon imong mga klassmate?

(If ever you end up late, do your classmates say anything to you?)

Participant: wala... Daghan man ma late

( None, there are a lot us that arrive late)

Interviewer: ahhh daghan ma late so isa naka didtua?

(Ahh there’s plenty that are late so you’re one of them?)

Participant: oo

(Yes)

Interviewer: naga puyo ka saimohang parents?

Participant: oo

(yes)

Interviewer: Naa kay problem saimohang klassmate? Or teacher na

ana?

( Do you have any problems with your classmate? Or teacher?)

Participant: wala

(I don’t)

Interviewer: kapag ano kapag ma late baka unsay mga naa pa bay ma

ingon imong mga klassmate?

PAGE \* MERGEFORMAT 2
(If ever you end up late, do your classmates say anything to you?)

Participant: wala... Daghan man ma late

( None, there are a lot us that arrive late)

Interviewer: ahhh daghan ma late so isa naka didtua?

(Ahh there’s plenty that are late so you’re one of them?)

Participant: oo

(Yes)

Interviewer: naga puyo ka saimohang parents?

(Do you live with your parents?)

Participant: sa akoang lola

( with my grandmother)

Interviewer: wala ka saimohang parents?

(you’re not with your parents?)

Participant: wala

( Yes)

Interviewer: asa imohang parents?

(Where are your parents?)

Participant: naka separate akoang mama og papa

PAGE \* MERGEFORMAT 2
(My parents separated)

Interviewer: bali asa ka karon? Saimohang papa or mama?

(so who are you with? Your father or mother?)

Participant: saakoang papa

(My father)

Participant: isa ramig balay papa og lola

(we live in the same house, so my father and grandmother)

Interviewer: ahhh asa imohang mama karon?

(ahhh where is your mother?)

Participant: Mmm nag trabaho sya sa gensan

(She’s working in Gensan)

Interviewer: unsay trabaho saimohang papa?

(What job does your father have)

Participant: farmer lang sya

(He’s just a farmer)

Interviewer: sa mga monthly pila pud income niya?

(So how much is his monthly income?)

PAGE \* MERGEFORMAT 2
Participant: si lola man gud ay murag si lola pud ga alaga kay papang

(My grandmother kind of takes care of my father)

Interviewer: Mmmm so bali unsay trabaho saimohang lola diay?

(so what’s the job of your grandmother?)

Participant: negosyo lang negosyo kanang kopras

( just a small business of dried coconut)

Interviewer: so monthly pila? Maka abot five thousand ? Sobra?

(so monthly how much? Does it reach five thousand or more?)

Participant: “ano man gud ano kanang tibuok usahay mag kopras mi,

ibaligya sa gensan, kanang mga dati mga kaabot mga one hundred

thousand”

(We sell it as a whole sometimes, we sell it at Gensan, it usually reaches

100)

Interviewer: auhhhh

Participant: “oo”

(yes)

Interviewer: so possible every month kaabot syag 5k e sobra?

(so it’s possible it reaches five thousand or more right?)

Participant: “dili sya every month kay kanang maabot sya”.

PAGE \* MERGEFORMAT 2
(it’s not every month that it reaches)

Interviewer: “pero monthly kaabot sya if ever na mag kopras?”

(but if monthly it reaches if ever you sell dried copras?)

Participant: oo mga 10k ana

(yes around 10k)

Interviewer: ang financial problem maka ano saimohang pag ka late sa

imohang financial problem? Maka epekto?

(Does the financial problem cause your lateness?)

Participant: hindi

(No)

Interviewer: kabalo baka unsa ka layo inyohang balay direa sa school

(Do you know how far is your house to the school?)

Participant: duol duol ra sya duol duol mga di 3 minutes mga 5 minutes

(Its kind of near, it is 3-5minutes far)

Interviewer: mga 5 minutes bago kaabot direa?

(around 5 minutes you can arrive here?)

Participant: oo

(yes)

PAGE \* MERGEFORMAT 2
Interviewer: so wala baka gina ano gina warningan sa imohang adviser

pag ma late ka?

(so do you get warnings from your adviser of you are late?)

Participant: usahay gina warningan kung sa monday dapat maka abot

ko sa flag

(sometimes I get warnings on Mondays I should arrive here before the flag

ceremony)

Interviewer: katong convocation ninyo wala ka na late?

(The convocation of your section, didn’t you arrive late?)

Participant: perminte jud ko ma late hehe

(I’m always late hehhehe)

Interviewer: as in every morning?

Participant: every monday Interviewer: mga unsa jud ka exact nga time

maabot jud ka direa sa school?

(around what time do you really arrive here at school?)

Participant: ah 7:40 usahay 7:30

(ah 7:40 sometimes 7:30)

Interviewer: ah okay, thank you

PAGE \* MERGEFORMAT 2
Participant 1 Lots of work needs to do Time Management

“I have a lot of work

needs to do in the

morning like sweep

inside and outside our

house, mop the floor,

washing plates and

folding the bedsheet

and blankets.”

“helping my Taking care of the Home Responsibility

Grandfather to stand Grandfather

outside for fresh air

and exercising then

after that I help him to

get inside.”

PAGE \* MERGEFORMAT 2
Participant 2

“I move slowly and I Sleeping late at night due Behavioral pattern

woke up late in the to Social media

morning.” engagement

“ I’m tired of doing my

home works.”

“Im used watching and

scrolling tiktok’’

‘’reading wattpad.”

“ sometimes im not in a

mood to get up in the

morning.”

“sleeping late at night

Participant 3

I used to wake up 7 in

the morning then I

would take a shower

about 20 minutes and

PAGE \* MERGEFORMAT 2
10minutes for

preparation and then I

would go to school

around 8 or 7:55

something like that.

CURRICULUM VITAE

PAGE \* MERGEFORMAT 2
Name: MARY KRIS E. HERA

Age: 18

Birthdate: February 10, 2005

Address: Purok Katipunan, Brgy Albagan, Tampakan South Cotabato

Cel. No. 09097396081

Religion: Roman Catholic

Email Address: marykrissumilhigempinadohera@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Albagan Elementary School 2010-2016

Tampakan

JUNIOR H.S Lagao National High school 2017-2020

General Santos City

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: TRIXIA QUEEN T. VILLARMA

Age: 19

Birthdate: June 04, 2004

Address: Purok San Isidro I, Poblacion, Tampakan South Cotabato

Cel. No. 09631054742

Religion: Roman Catholic

Email Address: trixiaqueenvillarma@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Tampakan Central Elementary School 2010-2016

JUNIOR H.S Tampakan National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: SHEENA JOY P. MACARINE

Age: 19

Birthdate: April 27, 2004

Address: Purok Masagana, Brgy Poblaion, Tampakan South Cotabato

Cel. No. 09382879439

Religion: Roman Catholic

Email Address: sheenajoypesideasmacarine@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Malita Central Elementary School 2010-2016

Davao

JUNIOR H.S Tampakan National High school 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: DINE ROSE A. TRADIO

Age: 19

Birthdate: April 29,2004

Address: Purok Marcos, Brgy Sta. Cruz, Poblacion Tampakan South

Cotabato

Cel. No. 09559033541

Reoigion: Seventh day Adventist

Email Address: dinetradio@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Sta Cruz Elementary School 2010-2016

JUNIOR H.S Tampakan National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: MIG RUSSELL P. SPBREJUANITE

Age:18

Birthdate: May o9, 2005

Address: Purok Mabuhay, Poblacion Tampakan South Cotabato

Cel. No. 09851542036

Reoigion: Roman Catholic

Email Address: mugiwarades09@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY SPED Poblacion Tampakan 2011-2017

JUNIOR H.S Tampakan National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: BRAIDEN JHON G. SIODORA

Age:19

Birthdate: MAY 19,2004

Address: Purok San Juan Koronadal City

Cel. No. 09855321500

Religion: Roman Catholic

Email Address: braidensiodora@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Tamoakan Christian School 2011-2016

JUNIOR H.S Tampakan National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: ANTHONY JONES A. ALTURA

Age:19

Birthdate: September 2,2003

Address: Purok Masagana,Barangay Magsaysay,Koronadal City

Cel. No. 09517914150

Religion: Crusader

Email Address: jonesaltura599@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY Tampakan Central Elementary School 2010-2016

JUNIOR H.S Tampakan National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
Name: Jefferson T. Polistico

Age:18

Birthdate: November.04.2004

Address: Purok Pag-asa, Brgy Poblacion Tampakan South Cotabato

Cel. No. 09056257668

Religion: Roman Catholic

Email Address; Jeffersonpolistico15@gmail.com

EDUCATONAL ATTAINMENT

ELEMENTARY New Society Elementary School 2010-2016

JUNIOR H.S New Society National High School 2017-2020

SENIOR H.S Tampakan National High School 2021-present

PAGE \* MERGEFORMAT 2
PAGE \* MERGEFORMAT 2