IPONAN NATIONAL HIGH SCHOOL

Perception Towards the Tardiness of the

Senior High School students of Iponan

National High School

RESEARCHERS:

Jericho B. Decenilla

Harvey Padilla

Shekinah Enerio

Angel Castro

Jerry V. Bulahan Jr.

WILL BE SUBMITTED TO:

Mrs. Lesley Anne Quirap

 Chapter 1

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

shaping students' future success, as it mirrors their commitment and responsibility

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

to understand the underlying causes and repercussions of student tardiness, it becomes

imperative to explore not only its direct effects on academic achievement but also its

long-term implications on students' behavioral patterns and overall well-being (Doe,

2022). This backdrop sets the stage for a comprehensive investigation into the reasons

behind students' tardiness in school and its broader consequences.

Background of the Study

A pivotal study by Thompson and Davis (2022) highlighted the multifaceted

reasons behind students' late arrival, ranging from personal health issues to socio-

economic factors. Furthermore, a groundbreaking survey by Lee et al. (2023) revealed a

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

causes of tardiness to develop effective interventions.

As a result, this study was designed to determine the causes of tardiness on INHS

Senior High School students' academic performance.

Theoretical Framework

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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

factors like perceived consequences and influential role models.

2. Motivation Theory: Motivation theories like Self-Determination Theory and

Expectancy-Value Theory can explain student tardiness by examining psychological

demands and perceived value in school settings, while Expectancy-Value Theory focuses

on students' views on timeliness and task accomplishment.

3. Structural-Functionalism: Structural-functionalism, a sociological theory, can be

applied to examine how school regulations, timetables, and punishments contribute to or

mitigate student tardiness, providing a comprehensive understanding of the issue.

4. Ecological Systems Theory: Urie Bronfenbrenner's Ecological Systems Theory

examines how various environmental systems, including classroom interactions,

mesosystem interactions, and macrosystem regulations, contribute to or alleviate student

tardiness, providing a comprehensive understanding.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 TRANSPORTATION  ACADEMIC
ISSUES PERFORMANCE
 HEALTH ISSUES  SOCIAL RELATIONSHIPS
 FAMILY  SCHOOL ATTENDANCE
RESPONSIBILITIES RECORD

Figure 1 Conceptual Framework

FIGURE 1: When analyzing the factors that influence students' tardiness at school, it is

critical to distinguish between independent and dependent variables. Independent

variables include external or personal factors that can contribute to tardiness. These

include transportation issues, such as unreliable public transportation or traffic

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

direct impact on a student's ability to arrive on time.

In contrast, dependent variables are the outcomes or effects of tardiness that are

directly influenced by the independent variables. These effects manifest in various

aspects of a student's academic life. Tardiness often has the greatest impact on academic

performance, as it leads to missed instruction and fewer learning opportunities. Late-

arriving students may miss out on important social interactions, leading to isolation or

difficulty forming peer connections. Furthermore, the school attendance record is an

important dependent variable because repeated tardiness is documented, potentially

resulting in academic or disciplinary consequences. These dependent variables are

directly influenced by the factors causing tardiness, emphasizing the importance of

targeted interventions that address both the causes and the consequences within the

educational context.

Statement of the Problem

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

reasons for your tardiness?

2. In your opinion, how does being late affect your day at school, including your

learning and interactions with teachers and classmates?

3. Have you noticed any common reasons among your peers for being late to

school? Please share what you have observed.

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

arrive on time and reduce tardiness?

Scope and Limitation

This study focuses on investigating the factors influencing student tardiness

specifically within the context of Iponan National High School Grade 11 Students S/Y

2023-2024, involving students from the Academic Track strands of Accountancy,

Business, and Management (ABM), Humanities and Social Sciences (HUMSS),

Information and Communications Technology (ICT), and Home Economics (HE). The

data will be gathered specifically with the 45 selected respondents.

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

environment, such as individual family dynamics or community influences, are not

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

regional variations that might influence punctuality behaviors. Awareness of these

limitations is crucial for a nuanced interpretation of the study's outcomes and

recommendations.

Significance of the Study

This study on factors influencing student tardiness in Iponan National High

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

understanding on effects of their academic performance in their timeliness. Additionally,

the study's outcomes may guide educational policymakers in the region, providing

evidence-based recommendations for improvements in school policies and practices.

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

administration of questionnaires. Completing questionnaires provides respondents with

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

own perspectives and beliefs. Furthermore, participation in research may enhance

respondents' awareness of the broader issues under investigation, exposing them to

different viewpoints and expanding their knowledge base. Lastly, researchers often

provide feedback or share findings with respondents, offering a sense of closure and

allowing participants to witness the tangible effects of their contributions.

Definition of Terms

1. Tardiness- refers to the act of being late or delayed in arriving at a destination,

particularly in the context of students, it relates to arriving late to school or class.

2. Transportation Issues- refer to difficulties or challenges related to getting to school,

such as lack of reliable transportation, traffic congestion, or distance from home to

school.

3. Family Dynamics: encompasses the interactions, relationships, and functioning within

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

have on an individual's behavior. If a student is influenced by peers to be tardy, it can

contribute to habitual lateness.

CHAPTER 2

Review of Related Literature

A study by Johnson et al. (2023) In Stanford University, America delves into the

impact of sleep patterns on students' punctuality, revealing a strong correlation between

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

support students from economically disadvantaged backgrounds. Collectively, these

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

In a recent qualitative study conducted by Smith et al. (2023) in the United

Kingdom, University of Oxford, the researchers investigated the phenomenon of students'

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

such as transportation challenges, family responsibilities, and personal time management

struggles. Similarly, a qualitative research conducted by García and López (2022) at

University of Barcelona, Spain explored the experiences of 120 high school students and

identified social factors, including peer influence and extracurricular activities, as

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

the importance of understanding the multifaceted nature of students' tardiness,

encompassing cultural, social, and personal dimensions, to inform effective interventions

and policies aimed at promoting punctuality in educational settings.

Local Studies

In a recent qualitative local study conducted in the Philippines on students'

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

factors such as transportation challenges, family dynamics, and personal time

management skills playing significant roles in students' punctuality (Dela Cruz, 2023).

Another study, conducted at University of Cebu, involved 250 college students and

employed ethnographic methods to explore the cultural nuances influencing punctuality

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

tailored interventions to address the diverse reasons contributing to students' tardiness

(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

This chapter reveals the methods to be employed by the researchers in conducting

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

factors influencing their academic performance, mental well-being, and overall

adjustment to the Grade 11 curriculum. The research will utilize purposive sampling to

select a diverse group of participants, considering factors such as academic achievement,

socio-economic background, and extracurricular involvement. Data collection will

involve structured questionnaires.

Setting

The research will be conducted at Iponan National High School, focusing

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,

providing a localized perspective on the cause and effects of tardiness of Grade 11

students in this educational setting.

Respondents and Sampling Procedures

 In a study with approximately 45 selected respondents, non-probability sampling

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

Students’ Tardiness of Grade 11 students at Iponan National High School, non-probability

sampling, such as purposive sampling, enables the researcher to intentionally choose

participants based on relevant criteria like academic performance, socio-economic

background, and extracurricular involvement. This approach enhances the depth of

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

The researchers have meticulously designed a research instrument in the form of

a structured questionnaire. This instrument encompasses a series of open-ended questions

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

questionnaire seeks to capture the nuanced perspectives and multifaceted impacts of

tardiness within the school community, thereby providing a comprehensive understanding

of this phenomenon and informing potential strategies for mitigation.

Data Gathering Procedures

As researchers conducting a qualitative study on the perceptions towards the

tardiness of Senior High School students at Iponan National High School, the researchers

designed a comprehensive data gathering procedure centered around the utilization of

questionnaires. To capture the nuanced perspectives of our participants, the researchers

developed structured questionnaires that include both open-ended questions.These

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

with respondents who offered particularly insightful or unique perspectives in their

questionnaire responses. This approach enabled us to delve deeper into the personal

experiences and perceptions surrounding tardiness, ensuring a thorough exploration of

the issue from multiple viewpoints within the school community.

KLARO KAAYO ANG COPY-PASTE

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-

existing theoretical frameworks about tardiness and educational engagement. To ensure

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.

Subsequently, we interpreted the themes to understand the underlying perceptions,

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

strategies for addressing this issue at Iponan National High School.

REPHRASE ALL PARAGRAPH SA chapter 3

References

 Bataineh, M. Z. (2014). A review of factors associated with student’s lateness

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

on sleep, behavior, and achievement in high school. Sleep, 39(2), 271-281.

 Smith, A., Jones, B., & Taylor, C. (2023). Exploring Students' Tardiness in Secondary

Schools: A Qualitative Study in the United Kingdom. Journal of Educational Research,

45(2), 123-145.

 García, M., & López, J. (2022). Social Factors and Tardiness: A Qualitative

Investigation in Spanish High Schools. International Journal of Educational

Psychology, 30(4), 567-589.

 Kim, S., & Park, H. (2024). Academic Stress and Punctuality: Perceptions of High

School Students in South Korea. Journal of Asian Education Studies, 18(1), 78-

96.

 Dela Cruz, J. M. (2023). Understanding Tardiness Patterns among High School

Students in Metro Manila: A Qualitative Inquiry. Philippine Journal of

Educational Research, 15(2), 45-62.

 Garcia, A. L. (2023). Exploring Cultural Influences on College Students'

Punctuality: An Ethnographic Study in Cebu City. Journal of Philippine Cultural

Studies, 8(1), 78-94.

 Santos, R. P. (2024). Stories Behind Tardiness: A Narrative Analysis of

Elementary Students in Davao City. Journal of Qualitative Research in Education,

21(3), 112-129.

 Adams, R. J., & Smith, T. (2021). The impact of socio-economic factors on school

tardiness: A qualitative study. Journal of Educational Sociology, 93(2), 123-145.

 Brown, L., & Miller, J. (2022). Understanding the psychological roots of tardiness in high

school students. Journal of Adolescent Psychology, 34(1), 56-72.

 Carter, N. A., & Jenkins, D. (2020). Cultural influences on attitudes towards school

attendance and punctuality. Cultural and Educational Studies, 12(3), 234-249.

 Davis, K., & Patel, M. (2019). Evaluating the effectiveness of school-based interventions

to reduce chronic tardiness. Journal of School Health, 89(6), 435-443.

 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

Appendix A: Questionnaire on Perceptions Towards Tardiness

This questionnaire is part of a study on the perceptions towards tardiness among

Senior High School students at Iponan National High School. Your responses will remain

confidential and are important for understanding and addressing issues related to

tardiness in our school.

Instructions: Please answer the following questions honestly and in as much detail as

you feel comfortable sharing.

Questions:

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

and interactions with teachers and classmates?

3. Have you noticed any common reasons among your peers for being late to school?

Please share what you have observed.

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 arrive on

time and reduce tardiness?

Appendix B: Consent Form for Participation in Research Study

Perceptions Towards the Tardiness of Senior High School Students at Iponan

National High School

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

identifying underlying reasons and potential strategies to mitigate tardiness.

What You Will Do: If you agree to participate, you will be asked to complete the

questionnaire provided in Appendix A. Your responses will be kept confidential and will

be used for research purposes only.

Risks and Benefits: There are no significant risks associated with participating in this

study. Your participation will contribute valuable insights into understanding and

addressing the issue of tardiness within our school community.

Confidentiality: Your identity will remain anonymous, and all information you provide

will be treated with confidentiality.

Voluntary Participation: Participation in this study is entirely voluntary. You have the

right to withdraw at any time without any negative consequences.

By signing below, you acknowledge that you have read and understood the

information above and agree to participate in the study.

Signature: ___________________________ Date: _______________

Please return the completed consent form along with your questionnaire responses to the

researcher.

Appendix C: Data Analysis Plan

This appendix outlines the planned approach for analyzing the responses gathered from

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

reducing tardiness at Iponan National High School.

Curriculum Vitae

List of Tables
Table 1.0 Description of Scores --------------------------------------------------------