PR1 DecenillaJ
PR1 DecenillaJ
PR1 DecenillaJ
RESEARCHERS:
Jericho B. Decenilla
Harvey Padilla
Shekinah Enerio
Angel Castro
Introduction
Tardiness among students in schools is a pervasive issue that affects not only
academic performance but also the development of essential life skills such as discipline
and time management. According to Smith and Johnson (2021), punctuality is critical in
towards their studies and future endeavors. The phenomenon of students arriving late to
school has been linked to a variety of factors ranging from personal, familial, to societal
influences. Recognizing the multifaceted nature of this problem is the first step towards
devising effective strategies to mitigate its impacts. As educators and policymakers strive
imperative to explore not only its direct effects on academic achievement but also its
2022). This backdrop sets the stage for a comprehensive investigation into the reasons
reasons behind students' late arrival, ranging from personal health issues to socio-
correlation between tardiness and remote learning adaptations during the COVID-19
pandemic, suggesting that the shift back to in-person education has not fully mitigated
these tardiness trends. These studies underscore the importance of understanding the root
As a result, this study was designed to determine the causes of tardiness on INHS
FONT ARIAL 11
1. Social Learning Theory: Albert Bandura's Social Learning Theory suggests that people
learn by imitating others' behavior, which can be applied to student tardiness, examining
demands and perceived value in school settings, while Expectancy-Value Theory focuses
TRANSPORTATION ACADEMIC
ISSUES PERFORMANCE
HEALTH ISSUES SOCIAL RELATIONSHIPS
FAMILY SCHOOL ATTENDANCE
RESPONSIBILITIES RECORD
FIGURE 1: When analyzing the factors that influence students' tardiness at school, it is
variables include external or personal factors that can contribute to tardiness. These
congestion; health issues, which can include both physical and mental health challenges
that prevent students from attending school on time; and family responsibilities, which
can cause students to be late due to obligations such as caring for siblings or contributing
to family chores. Each of these factors is independent of the school environment but has a
In contrast, dependent variables are the outcomes or effects of tardiness that are
aspects of a student's academic life. Tardiness often has the greatest impact on academic
targeted interventions that address both the causes and the consequences within the
educational context.
The purpose of this study is to recognize and determine the answers to the
perceptions towards the tardiness of the students. The research should answer the
following questions.
Research Questions:
1. Can you describe a time when you were late for school? What were the
2. In your opinion, how does being late affect your day at school, including your
3. Have you noticed any common reasons among your peers for being late to
4. What are your thoughts on how tardiness is handled at Iponan National High
School? Do you think the current policies and consequences are effective?
5. What suggestions do you have for the school administration to help students
specifically within the context of Iponan National High School Grade 11 Students S/Y
Information and Communications Technology (ICT), and Home Economics (HE). The
Despite the meticulous approach taken in this study, certain limitations need
acknowledgment. Firstly, the findings may not be universally applicable to all high
schools or academic tracks, as the study is specific to Iponan National High School and
the mentioned academic strands. Additionally, external factors beyond the school
extensively explored in this research. The study's cross-sectional nature and reliance on
self-reported data may also pose limitations in capturing the dynamic and evolving nature
of student tardiness. Moreover, the study does not delve deeply into potential cultural or
recommendations.
School Grade 11 students, with a focus on the ABM, HUMSS, ICT, and HE academic
tracks, holds significant potential benefits within the educational community. Students
stand to gain valuable insights into the specific challenges they face. These academic
tracks, allowing for the development of targeted interventions and policies to address
tardiness. The findings can inform the creation of tailored support systems to enhance
punctuality and overall academic performance. Students will benefit from a better
the study's outcomes may guide educational policymakers in the region, providing
Finally, the broader educational community, including researchers and practitioners, can
draw upon the study's insights to contribute to the growing body of knowledge on student
behavior and academic success, fostering a collaborative and informed approach to
addressing tardiness in high school settings articles related to the topic. Moreover,
Respondents often derive various benefits from participating in research through the
an opportunity for self-reflection and introspection, as they articulate their thoughts and
opinions on the subject matter. This process can lead to a deeper understanding of their
different viewpoints and expanding their knowledge base. Lastly, researchers often
provide feedback or share findings with respondents, offering a sense of closure and
Definition of Terms
school.
a family. Issues such as family responsibilities, conflicts, or lack of support can impact a
student's punctuality.
4. Peer Influence: Peer influence refers to the impact that friends and classmates can
CHAPTER 2
A study by Johnson et al. (2023) In Stanford University, America delves into the
irregular sleep schedules and tardiness. Furthermore, Smith and Brown (2024) conducted
a comprehensive analysis of the role of parental involvement, finding that students with
actively engaged parents exhibit lower rates of tardiness. In a technological context, Chen
et al. (2023) explored the influence of digital distractions, emphasizing the need for
schools to address the role of smartphones and other devices in contributing to students'
lateness. Additionally, the study by Rodriguez and Garcia (2024) examined the socio-
economic factors affecting punctuality, emphasizing the need for targeted interventions to
studies underscore the need for a holistic approach to addressing students' tardiness,
incorporating considerations related to sleep, parental involvement, technology, and
socio-economic factors.
Foreign Studies
tardiness in secondary schools. The study employed in-depth interviews with 150
students from diverse backgrounds, shedding light on the underlying factors contributing
to tardiness. Findings revealed that students commonly attributed their tardiness to issues
University of Barcelona, Spain explored the experiences of 120 high school students and
significant contributors to tardiness. Moreover, a study by Kim and Park (2024) at Seoul
National University in South Korea delved into the perceptions of 200 students, revealing
a connection between academic stress and punctuality. Overall, these studies emphasize
Local Studies
tardiness in school, one investigation focused on the tardiness patterns among 300 high
school students at Quezon City High School, Metro Manila (Dela Cruz, 2023). The study
utilized in-depth interviews and focus group discussions to delve into the underlying
reasons for students' habitual tardiness. Findings revealed a multifaceted issue, with
management skills playing significant roles in students' punctuality (Dela Cruz, 2023).
Another study, conducted at University of Cebu, involved 250 college students and
habits (Garcia, 2023). The study emphasized the importance of understanding local
cultural contexts when addressing tardiness issues. Lastly, a study in Davao City, F.
Bangoy Central Elementary School with a sample size of 200 elementary students,
utilized narrative analysis to examine the stories behind tardiness (Santos, 2024). The
findings underscored the impact of individual experiences and highlighted the need for
(Santos, 2024). Together, these studies contribute to a nuanced understanding of the local
dynamics surrounding students' tardiness in the Philippines, emphasizing the need for
context-specific interventions.
Chapter 3
Methodology
the study which includes the research design, settings of the study, research instrument
and its development establishing its validity and reliability, data gathering procedures.
Design
The qualitative research design for investigating the factors affecting Grade 11
students at Iponan National High School will employ a phenomenological approach. The
study aims to explore the lived experiences and perceptions of students regarding various
Setting
specifically on Grade 11 students enrolled in the school. Iponan National High School
will serve as the primary site for data collection, allowing for a close examination of the
factors affecting students within the context of their academic environment. The selection
of this specific location ensures that the research findings will be directly applicable to
the unique circumstances and dynamics present at Iponan National High School,
methods will be valuable for several reasons. Firstly, non-probability sampling is often
more practical and cost-effective, making it suitable for studies with limited resources
and time constraints. Additionally, when the research focuses on specific characteristics
or traits within the population, non-probability sampling allows for intentional selection
of participants who possess those qualities. In the case of the qualitative research on
understanding and insight into the specific experiences and perspectives of the selected
respondents, contributing to the richness and relevance of the qualitative findings. While
non-probability sampling may limit generalizability to the broader population, its focused
and purposeful selection of participants aligns well with the qualitative research
objectives.
Instrument
aimed at eliciting detailed insights and personal anecdotes from students. Questions are
crafted to explore the underlying factors contributing to tardiness, the personal, academic,
and social repercussions experienced by tardy students, and the perceptions and strategies
of both peers and educators in addressing this issue. By allowing respondents the
flexibility to express their thoughts and experiences in their own words, this
tardiness of Senior High School students at Iponan National High School, the researchers
questionnaires will distribute to a random students to ensure a wide range of insights into
the phenomenon of tardiness. Prior to distribution, the questionnaires were with a small
group of respondents to refine the questions for clarity and relevance. Data collection was
conducted over a period of four weeks, allowing participants sufficient time to reflect on
their responses. To enhance the richness of our data, follow-up interviews were scheduled
questionnaire responses. This approach enabled us to delve deeper into the personal
Data Analysis
The researchers will employ thematic analysis to meticulously examine the
responses collected through our questionnaires and follow-up interviews. Initially, all
responses were transcribed and read multiple times to gain a deep understanding of the
data. We then coded the data, identifying patterns, themes, and categories that emerged
from the participants' narratives about tardiness. This process involved both inductive
coding, deriving themes directly from the data, and deductive coding, applying pre-
reliability and validity, two members of the research team independently coded the data,
later comparing and discussing their findings to reach a consensus. This collaborative
approach helped mitigate individual bias and enhance the robustness of the analysis.
attitudes, and experiences regarding tardiness among the various stakeholders within the
school community. This thematic analysis not only illuminated the complex factors
contributing to tardiness but also highlighted the perceived impacts and potential
behavior and dealing strategies. Journal of Education and Practice, 5(2), 1-7.
Thacher, P. V., & Onyper, S. V. (2016). Longitudinal outcomes of start time delay
Smith, A., Jones, B., & Taylor, C. (2023). Exploring Students' Tardiness in Secondary
45(2), 123-145.
García, M., & López, J. (2022). Social Factors and Tardiness: A Qualitative
School Students in South Korea. Journal of Asian Education Studies, 18(1), 78-
96.
21(3), 112-129.
Adams, R. J., & Smith, T. (2021). The impact of socio-economic factors on school
Brown, L., & Miller, J. (2022). Understanding the psychological roots of tardiness in high
Carter, N. A., & Jenkins, D. (2020). Cultural influences on attitudes towards school
Davis, K., & Patel, M. (2019). Evaluating the effectiveness of school-based interventions
https://www.simplypsychology.org/bandura.html
https://www.verywellmind.com/theories-of-motivation-2795720
https://www.verywellmind.com/search?q=Structural-Functionalism
https://www.simplypsychology.org/bronfenbrenner.html
Appendices
Senior High School students at Iponan National High School. Your responses will remain
confidential and are important for understanding and addressing issues related to
Instructions: Please answer the following questions honestly and in as much detail as
1. Can you describe a time when you were late for school? What were the reasons for
your tardiness?
2. In your opinion, how does being late affect your day at school, including your learning
3. Have you noticed any common reasons among your peers for being late to school?
4. What are your thoughts on how tardiness is handled at Iponan National High School?
5. What suggestions do you have for the school administration to help students arrive on
Purpose of the Study: This study aims to explore the perceptions and attitudes of Senior
High School students towards tardiness at Iponan National High School, with the goal of
questionnaire provided in Appendix A. Your responses will be kept confidential and will
Risks and Benefits: There are no significant risks associated with participating in this
study. Your participation will contribute valuable insights into understanding and
Confidentiality: Your identity will remain anonymous, and all information you provide
Voluntary Participation: Participation in this study is entirely voluntary. You have the
By signing below, you acknowledge that you have read and understood the
Please return the completed consent form along with your questionnaire responses to the
researcher.
the questionnaire detailed in Appendix A. The analysis will focus on identifying common
themes and patterns related to students' perceptions of tardiness, the reasons behind
tardiness, its impacts, and suggestions for improvement. Qualitative data analysis
software may be used to assist in coding responses and facilitating the identification of
themes. The results will be used to inform a discussion on potential strategies for
Curriculum Vitae
List of Tables
Table 1.0 Description of Scores --------------------------------------------------------