Abstract

This study researched the possible effects of wearing watches to high school
students in terms of punctuality in The Palmridge School. The study was carried
out using a case study design, and was guided by two research questions and a
hypothesis that claims that wearing watches affects the students. The population
was composed of 286 high school students who were divided into groups using
the stratified sampling method, composing a sample of 79 students whose
tardiness records were analyzed. 14 of the samples responded to one of two
follow-up questionnaires, depending on whether they had records of tardiness or
not. The finding of the study showed that watch-wearing affects one’s punctuality,
but was not found only in the tardiness records. Instead, it can be seen in how
often one checks time-keeping devices and their reasons. Recommendations
regarding the research itself were given based on the findings, not only in the data
collected but in what the researcher thinks could still be gathered and studied
further.
WRISTWATCHES: DIFFERENCE IN PUNCTUALITY AMONG
HIGH SCHOOL STUDENTS IN THE PALMRIDGE SCHOOL
OF THE SCHOOL YEAR 2017-2018

A Thesis
Presented to
the Faculty of The Palmridge School

In Partial Fulfillment
of the Requirements for the
Subject Practical Research 1

by
Lourdes Dominique R. Panganiban
March 21, 2018
 Table of Contents
Approval Sheet i

Acknowledgements ii

List of Tables iii

List of Figures iv

List of Appendices v

Chapter 1: THE PROBLEM AND ITS BACKGROUND PAGE

Background of the Study……………………………………………..……. 1

Conceptual Framework…………………………………………..…........... 3

Statement of the Problem…………………………………………….....….3

Hypothesis……………………………………………………………..…….. 4

Significance of the Study……………………………………………..…….5

Scope and Delimitation………………………………………………….…. 6

Definition of Terms………………………………………………………......7

Chapter 2: REVIEW OF RELATED LITERATURE PAGE

Foreign Related Literature.....................................................................8

Local Related Literature.......................................................................10

Conceptual Related Literature.............................................................10

Synthesis...............................................................................................11

Chapter 3: RESEARCH METHODOLOGY PAGE

Research Design...................................................................................13

Population and Sampling.....................................................................13

Respondents of the Study....................................................................14

 Research Instrument............................................................................ 14

Validation of the Instrument.................................................................15

Data-Gathering Procedure....................................................................15

Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA 17

Chapter 5: SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATONS 36

Bibliography 42

Appendices 43
i
 ii

ACKNOWLEDGEMENTS

This thesis became a reality because of the help and support of several
individuals, whom I would like to acknowledge.

First of all, I would like to thank my thesis adviser, Ms. Mary Grace Bernabe for
her unfailing guidance and support from the beginning to the end.

I would also like to thank our research teacher, Mr. Louie John M. Doctolero,
not only for his guidance but for his constant support and consideration. He always
kept his door open for my questions, and made time even for the untimely
consultations in school and the inquiries outside.

I would also like to express gratitude our panelists, Ms. Rhea Lynne Calagos,
Ms. Kathleen de Dios, and Mrs. Marrah Suzane Marguad, for their time and effort
in evaluating my work, and for the feedback they have given for the improvement
of this thesis. As experienced professionals in their field, they consistently allowed
me to work on this paper as my own, but steered me in the right direction.

I would also like to thank Ms. Jacquelline Sta. Elena, Ms. Elsa Soller, and Ms.
Lucky Calagos for giving needed information that were necessary to complete the
study.

I would like to acknowledge the respondents who have participated in this

research for this thesis would not have been done without them. The information
gathered from and about them were vital to the success of this study.

I would also like to acknowledge Dr. David A. Ellis, a researcher of one of my

references for this study, for responding to my inquiry regarding his study.

Finally, I must express my very profound gratitude to God, who has always
been there from the very start to the end of this research, from generating ideas to
bringing those ideas to life. He has never left my side each day and night of study.
I would also like to express my profound gratitude to my parents, who provided me
with financial and moral support throughout the months of study.

This accomplishment would not have been possible without them.

Thank you.

Lourdes Dominique R. Panganiban

 iii

List of Tables

TABLE TITLE PAGE

1 The Numbers of Watch Owners and

Non-Owners Per Level……………………………..16

2 The Summary of the Responses of Watch-Wearers

Per Level to Question Number 2 of the
Initial Survey …………………………………...……19

3 The Summary of the Responses of Non-Wearers

Per Level to Question Number 2 of the
Initial Survey …………………………………...……20

4 The Answers of Watch Owners who are Non-Wearers

to Question Number 2 of the
Initial Survey………………………………...……….20

5 The Summary of the Responses of High School

Students to Classify Watch-Wearers
And Non-Wearers…….……………………………..21

6 The Tardiness Records of High School

Students…………………………………………..….22

7 The Reasons of High School Students for

Arriving Late to School……………………………..24

8 The Most Common Reasons of High School Students

for Arriving Late to School………………………....25

9 The Reasons of High School Students for

Arriving Late to Classes……………………………26

10 The Possible Solutions for Tardiness in

Arriving to Classes………………………………….27

11 The Factors that Help Students Arrive Early…………….28

 iv

List of Figures

FIGURE TITLE PAGE

1 Conceptual Framework…………...…………………………3

2 The Percentage of Watch Owners and

Non-Owners..………………………………………..17

3 The Percentage of Watch Wearers and

Non-Wearers………………………………….……..22

4 The High School Students’ Most Common

Reasons for Arriving Late to School …………….. 25

5 Factors that Affect Students’ Punctuality According to

High School Students With and Without
Records of Tardiness……………………..………..29

6 Number of Students Who Think Watch-Wearing

Affects Punctuality...………………………………..30

7 Amount of Times Students with Tardiness Records

Check the Time on School Days…………………..31

8 Amount of Times Students without Tardiness Records

Check the Time on School Days…………………..31

9 The Instances when Students with Records of

Tardiness Check the Time on School Days……...33

10 The Instances when Students without Records of

Tardiness Check the Time on School Days……...34

11 The Range of Number of Late Arrivals of

Watch-Wearers……………………………………...39

12 The Range of Number of Late Arrivals of

Non-Wearers…………………………………….......40
 v

List of Appendices

APPENDIX TITLE PAGE

A Letters for Request…...…………...………………………..42

B Initial Survey and Questionnaires……………...………….46

 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Man was able to measure time and has been reliant on timekeeping to the point

that he has grown to fear that “a delay of a few moments might destroy the hopes

of a lifetime” (Beard, 1881), but is he capable of managing it as well?

Countless people could be found wearing watches on their wrists on a regular

basis, yet there are still many people who choose not to. This makes the

prominence or absence of watches in people’s daily lives ideal determinants or

“external markers” of their personality (Ellis & Jenkins, 2015). That being said, this

study will aim to determine if a glance at one’s wrist could really tell something

about an individual’s personality, particularly punctuality, which can be a factor that

affects time management, which can generally be “described as someone’s control

over time” (Sultana & Rashid, 2013).

The results of a research study conducted by David A. Ellis and Rob Jenkins

found that people who wore watches saw themselves as more conscientious by

evaluating them using the Ten-Item Personality Inventory (TIPI). The results of

their research also showed that watch wearers were more emotionally stable

despite scoring lower in extraversion, agreeableness and openness.

According to The Japan Times (2002), a survey conducted by Citizen Watch

Co., a watch manufacturing company, showed results which “may indicate that

women are more mindful of punctuality” according to the company itself. It was

found out that the majority of the female participants had intentionally set their
 2

watches about two minutes in advance compared to those of men which followed

the exact time.

However, since one’s perception of time changes when he or she is

preoccupied, it is possible for one’s punctuality to be affected by one’s

attentiveness or the lack of such. For example, when one is bored, he or she may

simply want to get an activity over with. It is possible for him or her to pay much

more attention to the passage of time, while one who finds the activity interesting

might think that time has gone too fast once they look at the clock.

Such overestimation or underestimation of time may affect one’s punctuality.

For example, if one neglects to check the time because of being engrossed in

something, and he or she has an appointment soon, this may cause him or her to

be late.

Time management and punctuality have drawn the attention of many

researchers, and a few psychologists have studied what wearing watches may say

about an individual’s personality. However, not so many have bothered to study

how watches might affect or be related to time management and punctuality, nor

how it might be related to one’s attentiveness or proneness to boredom. Studying

this will not only help future researchers who might take interest in the same

subject but also contribute to studies regarding punctuality and tardiness, as well

as what the presence or absence of watches can tell about a person.

 3

Conceptual Framework

Input Output
Process  Opinions and Personal
 High School
Students  Survey Experiences of
 Survey  Administering Students with Regard
Questionnaires Questionnaire to Punctuality
 Questionnaires  Content  Probability of Wearing
 Records of Analysis Watches as a Factor
Tardiness Affecting Punctuality

Figure 1: Conceptual framework

The researcher will aim to discover if wearing watches can affect people’s

attention span and punctuality.

Statement of the Problem

As one of the major issues that affect the future of students, tardiness is of great

concern to teachers, parents, and the school administration, and one of a student’s

possible excuses is that he or she was not aware of the time.

However, it may not always be the case since it is not difficult to find a person

wearing a working watch, whether he or she is a student or not. Nonetheless, if

one tends to underestimate or overestimate time, his or her punctuality may still

be affected.

This study aimed to determine what wearing watches may say about people

regarding their punctuality. More specifically, this study aimed to answer the

following questions:
 4

1. In what ways are watch-wearers different from those who do not wear

watches in terms of punctuality?

2. Do these differences imply any relationship between punctuality and

wearing watches?

Hypothesis

The researcher expected to learn that the respondents do not only wear

watches for the sake of style or status symbol, but for its purpose to tell time and

help wearers keep track of it. If this served to be true, then students who wear

watches would like to be more observant about time.

Since being on time is valued in most schools, if not all, it may be considered a

given that tardiness will call for a disciplinary action to reiterate to the students the

value of timeliness and time management. Because of this, it would be logical for

watch-wearers to be mindful about the time, being more punctual in arriving to

school and each class, and also in submitting requirements. In order to do so,

students must know how to manage their time well by allotting a certain amount of

time for their homework and school works in particular, and following them

accordingly.

Therefore, given that watches were made and worn to remind people of the

time, the researcher will test the hypothesis that wearing a wristwatch makes

watch-wearers more punctual due to the fact that they are more aware of the time

for having a timekeeping device with them on a regular basis.

 5

Significance of the Study

This study will benefit the following:

The students will understand how the absence or presence of a wristwatch

may affect their attentiveness, boredom proneness, time management and

punctuality, how it could contribute to their performance in school, and how it might

help them in their daily lives as well;

The parents and guardians will be guided in teaching children how to manage

time and value punctuality, and will be informed of how letting children wear

watches might be able to contribute to molding them into responsible and punctual

students;

The teachers will be able to better understand one of the differences among

their students by simply having a glimpse of their students’ wrists. This will help

them handle their students and help them improve in terms of punctuality.

The authorities or school administration will be able to figure out at least

one of the possible factors of a student’s tardiness in school, and use this

knowledge to help them decide in what action to take next or understand its

possible roots.

The future researchers who might study similar or related topics will also be

able to use this as a reference material.

Other than those mentioned above, this will help enable anyone to draw

conclusions about a person’s personality, their own or someone else’s, particularly

in the aspect of punctuality or how one values time. If studied further, it may also

help an individual prepare oneself to leave a better impression on other people.

 6

Scope and Delimitation

A qualitative research approach was used in this study. It is a more

comprehensive investigation regarding people’s thoughts, feelings, actions, and

the reasons behind them.

Only high school students studying in The Palmridge School as of the school

year 2017-2018 served as the population of this research. An initial survey was

conducted to distinguish the samples. About 20% of the 314 high school students

in The Palmridge School, or 62 students from junior high school to senior high

school were taken as samples, with an equal number of people who are watch-

wearers and those who are not. The data was collected from records that were

requested from the office of the school, and from interviews with certain samples

from the population.

While the researcher may have asked questions regarding time management,

or other factors that may affect or be related to punctuality, these questions were

and are not the focus of the study. Instead, this research aimed to find the

difference between students who wear watches and those who do not, when it

comes to punctuality, particularly in arriving to school on time. Moreover, if this

study ever found such between the two, it did not aim to explain how or why these

differences exist, although the researcher was able to make inferences about this

based on the respondents’ responses and other data gathered.

Lastly, the topic of this study is subject to further investigation regardless of the

data that may be gathered in this research as it is too small for one to make a

generalization of something broad out of it.

 7

Definition of Terms

Punctuality – the quality of being “on time” in arrival to school and coming to class

Tardiness – a quality of being late as opposed to being prompt, whether in arriving

to a certain place for an activity or event, particularly in school

Time – a particular period or part of duration, whether past, present, or future,

measurable by timekeeping devices

Time management – how one manages time by allotting a certain amount of time

for certain activities or events and following them accordingly in order to

successfully complete homework and school works and be able to submit them on

time

Watch – wristwatch; a typical watch, which may be analog or digital, that is worn

around the wrist

 8

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter is composed of literature that are related to the study, both local

and foreign that is related to these studies. Although many of the materials or

previous research literature did not directly address or study the same topic as that

of the researcher, these works that can serve as a guide and foundation of this

research. These related literature, both printed and from the internet, have been

read and included in this chapter.

While many people say it is only for show, watches were made to serve a

purpose, which is to serve as a timekeeping device that now helps people manage

their time for themselves and with regard to others as well. While this makes the

timekeeping devices directly related to the subject of time perception and time

itself, not so many have bothered to study how this might affect or be related to

time management and punctuality.

Foreign Related Literature

Since one’s perception of time changes when he or she is preoccupied and

common experience shows how imprecise people are in estimating time, people

normally calculate time by relying on indicators like the position of the sun or using

clocks and watches (Fraisse & West, 2009), the latter being commonly worn by

many people on a regular basis while there are still many others who choose not

to, which makes them ideal determinants or “external markers” of each individual’s

personality (Ellis & Jenkins, 2015).

 9

The results of a research study conducted by David A. Ellis and Rob Jenkins

(2015) shows individuals who did and did not wear a wristwatch were compared

based on what is called the big-five personality traits. The researchers found out

that people who wore watches saw themselves as more conscientious by

evaluating them using the Ten-Item Personality Inventory (TIPI). The results of

their research also showed that watch-wearers were more emotionally stable

despite scoring lower in agreeableness, extraversion, and openness. It was also

shown that those who wore watches tend to arrive to appointments significantly

earlier compared to those who did not.

With regard to this, it can be said that punctuality serves as the common

denominator of the timekeeping device and an individual’s personality since it has

been shown that watch-wearers were more punctual and how one value’s time is

a part of one’s character or personality. This can be a factor that affects time

management, which can generally be “described as someone’s control over time”

(Sultana & Rashid, 2013).

According to The Japan Times (2002), a survey conducted in June 2002 to July

of the same year by a watch manufacturing company known as Citizen Watch Co.

showed the difference between men and women when it comes to punctuality.

Based on the results they have shown, it can be said that “women are more mindful

of punctuality” since it was found that the majority of the female participants had

intentionally set their watches about two minutes in advance compared to those of

men which followed the exact time. However, claims about the differences
 10

between the sexes when it comes to their perception of time still cannot be fully

relied on (Fraisse & West, 2009).

Local Related Literature

Time management and timekeeping are not the only factors that affect

punctuality; boredom can be yet another reason for students to arrive late to class

(Bilocura & Guia, 2012).

In a study by Jay Arnel D. Bilocura and Lord Anjelo T. Guia (2012), it was

concluded that although most of the tardy students were late because they did not

wake up early. The next most common reason was traffic, which was followed by

being preoccupied with other works. Other reasons include having no sanction

even if one is late, boring subjects, and the “kind of teacher.”

Conceptual Related Literature

Other than not being aware of time, a student can also use the inconsistency

of clocks and watches in telling people what time it is since they are not all

synchronized (Orosa, 2013). In addressing this issue, the Philippine government

implemented the Republic Act 10535 in 2013 “to set the Philippine Standard Time

(PST) in all official sources throughout the country” (Official Gazette of the

Republic of the Philippines, 2013). Government offices are not the only ones

required to have their time devices adjusted to abide with the Philippine Standard

Time which will be set by the Philippine Atmospheric, Geophysical and

Astronomical Services Administration, but private radio and television stations

have to do so as well.
 11

However, despite having time devices in the country synchronized, it is still one

thing to know what time it is and another to know how much time has passed,

which can also be a factor that affects one’s punctuality and attentiveness to what

is currently happening since inferring the duration of time is different from

perceiving it (West & Fraisse, 2009). That being said, tasks that take too much

time and are “uneventful” for the most part can negatively affect one’s speed and

performance as opposed to when an individual engages in a task within a

stimulating environment or an activity that piques his or her interest, in which case

he or she will be able to sustain his or her attention for a longer period of time and

perform better (McCallum, 2015).

Synthesis

Time management and punctuality have drawn the attention of many

researchers, and a few psychologists have studied what wearing watches may say

about an individual’s personality. The relationship between time and time

perception, and time perception and attention (West & Fraisse, 2009) have also

been written about by various individuals. However, not many have bothered to

study if watches directly affect or relate to time management and punctuality in

particular.

In conclusion, it can be deduced based on previous research literature that

watch-wearers tend to be more punctual (Ellis & Jenkins, 2015), females being

more so than males (The Japan Times, 2002), and that students have various

reasons for being late, some choosing to be tardy on purpose (Bilocura & Guia,

2012).
 12

Chapter 3

RESEARCH METHODOLOGY

In this chapter, the methodology of research and data analysis techniques will

be described, including the population and respondents chosen, research

instruments used, and data collection.

Research Design

The researcher used a case study design for it is a method that has a flexibility

that suits the research topic, which the researcher did not find in other methods of

research. This design allowed the researcher to examine the data more thoroughly

or precisely since “documents, observations, and interviews can all be sources of

information for a case study” (Boyd, n.d.).

This research design allows a researcher to study a broad subject in a narrowed

down research. Although this might not answer all the other questions related to

the topic completely, it was able to generate information that will be answering the

main question – whether watch-wearing makes a difference in one’s punctuality –

but still allow further elaboration and research on the subject.

Population and Sampling

All 314 high school students of the school year 2017-2018 studying in The

Palmridge School served as the population of this study.

The researcher was able to take 25% or 79 of the population as respondents

whose tardiness records were studied.

This was done by the researcher by conducting an initial survey, asking each

student in the population if they have or own a watch, and if they do wear it on a
 13

daily basis if they have one. After this, the population was divided into two groups

based on their responses: those who are watch-wearers and those who are not.

From these two groups, the researcher randomly picked participants from each

group using the stratified random sampling method.

Respondents of the Study

The researcher was able to take 25% of the population or 79 respondents.

14 students responded to the follow-up questionnaire given by the researcher not

as part of the original data gathering procedure but only to gather additional

insights that might help with analyzing the data from the survey and records.

Research Instrument

The researcher used a survey form to ask for the respondents’ name, year

level, and section, and contained only two questions to determine whether a

participant is a watch-wearer or not.

The first question was used to determine whether the students taking the survey

own a watches or not. For practical purposes, those who own a watch will be

referred to as “watch owners” in this study. The second question was used to

determine whether the watch owners wore their watches on a daily basis or not.

For the second part of gathering data, the researcher collected the number of

late arrivals of the sample population from records that were requested from the

office of the school, and also noted certain patterns in those who had larger

numbers of tardiness marks.

Further questions based on their responses to the initial survey and the data

gathered from the documents were asked with the use of a questionnaire, which
 14

was given only to gather additional insights that might help with analyzing the data

from the survey and records. The respondents’ answers and number of late

arrivals were recorded, tabulated, and analyzed.

Validation of the Instrument

The research instruments were studied and validated by Mrs. Mary Grace

Bernabe, this paper’s research adviser, and further validated by Mr. Louie John

Doctolero.

Data-Gathering Procedure

The researcher begun by requesting permission from the office of The

Palmridge School to collect certain information from the administration, such as

the names and number of high school students in each section of each level of

The Palmridge School, records of tardiness, and to conduct surveys and

administer questionnaires to gather data from the population and respondents.

With secured permits and necessary documents, such as letters, the

researcher went from room to room of the high school students to conduct an initial

survey, asking each student in the population if they have or own a watch, and if

they do wear it on a daily basis if they have one. This was done to determine how

many of the population wear watches and how many do not. The two questions of

the initial survey were answerable by yes or no. There will be multiple choices for

the respondents to be given more options for answers, thus potentially generating

greater amount of necessary information for the researcher. The population was

then divided into two groups: those who are watch-wearers and those who are not.

Students who wear their watches to school and keep it with them for the whole
 15

duration of the time that they are in school, whether they wear it around their wrists

or not, will be classified as watch-wearers; those who do not fit this description will

be classified as part of the other group. From these two groups, the researcher

randomly picked participants using the stratified sampling method.

The survey and data collected from records were followed by a questionnaire

answered by a few of the participants to examine and determine their responses,

and to gather additional information if available or necessary.

The collected data was organized in the form of tabulation, then further

analyzed before the researcher proceeded to interpret and draw conclusions from

them.
 16

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the survey and the data collected from the

tardiness records of the respondents as well as those collected from questionnaire.

The data are presented based on the order of the steps that the researcher took

to gather them and how the respondents were divided and classified.

1 Survey

The researcher went to each section of each level of both Junior and Senior

High School students to conduct a survey, but was only able to get responses from

286 of them or 91% of the population. High school students who did not answer

the survey were absent during the time it was conducted in their respective rooms.

1.1 Watch Owners

TABLE 1

The Numbers of Watch Owners and Non-Owners Per Level

Grade Level owns a watch does not own a watch Total

7 60 9 69
8 52 9 61
9 52 11 63
10 56 5 61
11 14 3 17
12 12 3 15
Total 246 40 286

Table 1 shows a summary of the responses of the students per level, dividing

them into two groups – those who own a watch and those who do not.

In the last column, the table also shows the total number of students who were

able to respond in each level while the last row contains the total number of high
 17

school students who are watch owners and those who are not, so the total number

of survey respondents is seen in the bottom right cell.

This shows that there are 246 high school students who are watch owners and

40 high school students who are not.

The researcher accepted the answers for question number two of those who

are not watch owners despite how the second question was stated since there is

a possibility that they wear borrowed watches on a daily basis instead, but they will

not be considered watch-wearers in this study for the sake of certainty and

consistency as it is possible that those who are not watch owners that answered

the second question were not paying attention to the condition stated in the first

part of the sentence or were simply confused.

Figure 2 shows that there are significantly more watch owners than non-

owners.

Watch Owners and Non-Owners

13.99%

86.01%

Watch Owners Non-owners

Figure 2: The Percentage of Watch Owners and Non-Owners

 18

1.2 Watch-Wearers

Using the initial survey, the research distinguished how many students were

watch-wearers and how many were not after distinguishing watch-owners from

non-owners. Students who bring their watches to school on a daily basis, whether

worn or not, are called “watch-wearers” while those who only wear their watches

on special occasions or when they think it is necessary are called “non-wearers.”

Shown in Tables 2 and 3 are the answers of the high school students for the

second question in the survey, which asks whether or not the respondent wears

her or his watch on a daily basis. They were given five options, three being “yes,”

and two being “no”. The choices that were given to the respondents are as follows:

a. Yes, I wear it for the whole day.

b. Yes, but I tend to take it off sometimes.

c. Yes, but I take it off during activities that may put the watch at risk.

d. No, only when necessary.

e. No, only on special occasions.

Those who chose any of the first three options were considered watch-wearers

while those who chose any of the last two questions were considered non-wearers.

This applies to students who chose more than one answer as long as their answers

were consistent. This means that more than one answer will be accepted this way

if both or all answers were yes, or both answers were no.

However, some students with multiple answers chose from both sets of options.

These students were counted as non-wearers since the combination of their

answers seem to imply that they do not wear watches daily, but when they do, they
 19

either wear it for the whole day or take it off at times. While this interpretation is not

guaranteed, they were still counted so as not to waste their responses.

TABLE 2

The Summary of the Responses of Watch-Wearers Per Level

to Question Number 2 of the Initial Survey

wears the does not wear the multiple

tends to take
Grade watch for watch during answers for
the watch off Total
Level the whole activities that mat the second
sometimes
day put it at risk question
7 13 13 15 4 45
8 6 12 19 1 38
9 15 8 11 0 34
10 11 14 12 4 41
11 6 2 1 0 9
12 4 2 1 0 7
Total 55 51 59 9 174

Table 2 shows the answers of the watch owners for the second question in the

survey, which asks whether or not the respondent wears her or his watch on a

daily basis. All of them answered yes for the first question. Although they all

answered yes for the second question, they had varying choices, some choosing

multiple answers while most only chose one.

Out of the 174 watch owners, 55 of them wear It for the entire day, 51 take it off

at times during the day, whether by habit, preference, or other reasons, and 59 of

them take them off particularly before participating in activities that may put the

watch in danger of being damaged. The remaining 9 watch owners had multiple

answers.
 20

TABLE 3

The Summary of the Responses of Non-Wearers Per Level

to Question Number 2 of the Initial Survey

Grade does not own a owns a multiple answers for the second
Total
Level watch watch question
7 9 15 0 24
8 5 14 4 23
9 10 18 1 29
10 4 15 1 20
11 3 5 0 8
12 3 5 0 8
Total 34 72 6 112

Table 3 shows the answers for the second question in the survey of those who

are not watch owners. Out of these 112 high school students, 34 answered no for

the first question, meaning they do not own a watch, and did not answer the second

question.

TABLE 4

The Answers of Watch Owners who are Non-Wearers

to Question Number 2 of the Initial Survey

Grade wears it only when considered necessary wears it only on special occasions

7 13 2
8 9 5
9 13 5
10 11 4
11 3 2
12 3 2
Total 52 20
 21

Table 4 shows that out the 72 students who own watches, 52 wear it only when

they think it is necessary and 20 wear it only on special occasions. Six of the

respondents had multiple answers for the second question. Their answers were

analyzed and summarized in Table 5.

TABLE 5

The Summary of the Responses of High School Students

to Classify Watch-Wearers and Non-Wearers

Grade Level wears it on a daily basis does not wear it on a daily basis
7 45 15
8 38 14
9 34 18
10 41 15
11 9 5
12 7 5
174 72
Total
246

Table 5 presents a summary of the respondents’ answers. It shows that out of

the 246 watch owners, 174 are watch-wearers while 72 are not. On the other hand,

3 out of the 40 of those who do not own watches state that they were watches on

a daily basis while 37 of do not.

As a conclusion, Figure 3 is presented to show the difference in the number of

watch-wearers and non-wearers. Out of the 286 respondents of the survey, 174

high school students are watch-wearers while 112 are non-wearers. This means

that about 60.8% of the respondents are watch-wearers while about 39.2% are

non-wearers. Therefore, it can be said that there are more watch-wearers in the

population compared to non-wearers, but are not greatly larger in number.

 22

Watch-wearers and Non-wearers

39.16%

60.84%

Watch-wearers Non-wearers

Figure 3: The Percentage of Watch-Wearers and Non-Wearers

2 Tardiness Records

TABLE 6

The Tardiness Records of High School Students

Watch-Wearers Non-Wearers
Late Arrivals Students Late Arrivals Students
58 1 33 1
37 1 28 1
33 1 27 1
32 1 26 1
31 1 24 1
28 1 22 2
23 1 21 3
21 1 16 1
20 1 3 1
19 1 1 3
18 1 0 15
3 1
2 1
1 2
0 34
 23

Table 6 shows the number of students with certain numbers of late arrivals to

school. The right side shows the numbers of late arrivals throughout the first nine

months of the school year of watch-wearers while the left side shows those of high

school students who are not watch-wearers.

3 Questionnaire

The researcher used a questionnaire to gather additional information that may

be used to generate data to provide more concrete bases of interpretations and

conclusions, and potential support for what relation might be seen between the

results and data from the first two sources of data.

Out of the 286 high school students who answered the initial survey, the

researcher was able to get more information from 14 of them who answered the

questionnaire form.

These students were divided into two groups based on their tardiness records.

Two sets of questionnaires were prepared for them: one for those with records of

tardiness and another for those with no records of tardiness.

3.1 Reasons for Tardiness

The first few questions in the original list of questions were meant for those who

had records of late arrivals in their school records. Out of the 14 respondents of

the questionnaire, only six had to answer this particular set of questions since the

remaining eight had no records of tardiness.

The first question asked in the questionnaire was: “What are your reasons for

not getting to school on time?”

 24

TABLE 7

The Reasons of High School Students for Arriving Late to School

Respondent Reasons
Student A Sleeping in
Student B Waking up late
Sleeping late
Student C
Taking a long time in the bathroom
Waking up late.
Student D Finishing an activity due.
Prior appointment during that time of the day.
Student E Moving slow
Sleepy
Students F
Procrastination

Table 7 shows the list of answers of each respondent for the first question. The

list shows that sleeping and waking up late are both common reasons for the delay

of a student’s arrival to school. Other than these two, doing certain tasks or

activities, specifically “finishing an activity due” and procrastinating are also

somewhat common based on their responses. Moving sluggishly in the morning

and taking long to prepare before leaving, particularly using the bathroom, are also

reasons given by the respondents.

As seen on the table, only Students B and D had the same answer, which is

“Waking up late.” However, some of the other responses look similar – such as

“finishing an activity due” and “procrastination” – while others seem to be related

– such as sleeping late, sleeping in, and waking up late. This may imply that

although the respondents see different causes of their late arrivals, they are often

similar or related to each other.

 25

The follow-up question given for the first one is “Which are the most common

ones?".

TABLE 8

The Most Common Reasons of High School Students for

Arriving Late to School

Respondents Answers
Sleeping late
Student A
Difficulty in finding clothes
Student B Looking at a clock or watch
Student C Sleeping too late
Student D Waking up late
Student E Not liking to go to school early
Student F Waking up late

Table 8 shows the list of answers of each respondent for the second question.

One may notice that their answers for the second question are more similar to each

other compared to the first one.

Reasons of High School Students for Arriving Late

Waking up late

Sleeping late

Not liking to go to school early

Looking at a clock or watch

Difficulty in finding clothes

0 0.5 1 1.5 2 2.5

Students

Figure 4: The High School Students’ Most Common Reasons for Arriving Late to School
 26

The list of answers still shows that sleeping and waking up late are both

common reasons for the delay of a student’s arrival to school. Time spent in

preparation, particularly looking for clothes, is also found to affect punctuality.

Spending too much time observing or checking the time on a time-keeping device

is also found to delay a student, according to one of the respondents. Lack of

motivation or desire to go to school early is also found to be a contributing factor.

The researcher also asked the respondents if they ever arrived late to classes

in particular, which must not be mistaken as the arrival to the school itself. Those

who answered yes for this question were given a follow-up question asking why

this happens to them. Only one out of the six respondents claimed to not arrive

late to classes. The rest said yes, although some may have only been confused

since their answers for the question that followed was more applicable to tardiness

in arriving to school rather than classes.

TABLE 9

The Reasons of High School Students for

Arriving Late to Classes

Respondents Answers
Doing school activities late at night
Student A
Watching anime until early in the morning

Student B Traffic

Student C Sleeping late

Student E Not liking to arrive early

Student F Sleeping late

 27

Table 9 shows the respondents’ reasons for arriving late to classes. Student A

mentioned what could be the roots of the answers he gave in the previous

questions. Student B said that the reason she gets to her classes late is because

of traffic. Student C and F both stated that sleeping late was their reason for

arriving late to classes, while Student E claims that not liking to arrive to early is

what keeps her from doing so.

3.2 Possible Solutions

The researcher asked the 14 respondents a few questions regarding what the

students think they could and should do to arrive to their classes on time.

Respectively, respondents had to answer the questions “What do you think can

help you arrive on time?” or “What do you think helps you arrive on time?”

depending on which set of questions was given to the respondent, and “Do you

think wearing watches affects an individual's punctuality?” to see what students

consider as possible solutions to help develop punctuality, and if having a time-

keeping device would be considered as a factor.

TABLE 10

The Possible Solutions for Tardiness in Arriving to Classes

Respondents Answers
Sleeping early
Student A
Setting priorities
Waking up early
Student B
Time management
Student C Sleeping early

Student E Time management

Student F Motivation
 28

Table 10 shows the list of possible solutions or things that the respondents think

they can do to help them arrive earlier. The question from which these answers

were generated is: “What do you think can help you arrive on time?”

Based on the students’ responses, sleeping and waking up early are the most

common solutions that come to mind. Next to these two most common answers is

time management, which is related to setting priorities. In order to arrive to classes

on time, students must “prioritize what is more important,” according to Student A.

Lastly, motivation is also one of the things that students need to help them be more

punctual in going to school, as mentioned by Student F.

TABLE 11

The Factors that Help Students Arrive Early

Respondents Answers
Student G Time on phone
Student H Waking up early

Student I Proper Time management

Student J Proper Time Management

Student K Waking up early

Student L Waking up early

Student M Waking up early

Student N Waking up on time

Table 11 shows the list of answers of students with no records of tardiness, to

the question “What do you think helps you arrive on time?” This shows that most

of the students consider waking up early as a significant factor. Two out of eight
 29

said that managing their time helps them arrive early, and one of them said that

the time, particularly on their phone, helps them.

Factors that Affect Students' Punctuality

Motivation

Phone clock

Setting priorities

Sleeping early

Time management

Waking up early

0 1 2 3 4 5 6 7

Students

Figure 5 : Factors that Affect Students’ Punctuality According to High School Students
With and Without Records of Tardiness

Figure 5 shows the number of students who named particular factors that they

think affects their punctuality. The graph shows that most students believe waking

up early is a significant factor in arriving on time. This is followed by time

management, which was mentioned by four students. Sleeping early was also

mentioned by two students, which is not as much as those who mentioned waking

up early in particular. Only one student mentioned setting priorities as a factor that

affects punctuality, which could be related to time management. Phone clock and

motivation were also stated as factors.

The next question asked by the researcher is “Do you think wearing watches

affects an individual’s punctuality.” This was simply made to determine how many
 30

of them think that having a working and accessible time-keeping device with them

has an effect on punctuality.

Students Who Think Watch-Wearing Affect Punctuality

No

Yes

0 1 2 3 4 5 6 7

Students without Records of Tardiness Students with Records of Tardiness

Figure 6: Number of Students Who Think Wearing Watches Affects Punctuality

Figure 6 shows that all six students with records of tardiness think wearing

watches affects punctuality. On the other hand, two out of eight students think that

wearing watches does not affect an individual’s punctuality.

3.3 Use of Watches

In the latter part of the questionnaire, the researcher asked the respondents

how often they check the time during school days to see how often they use time-

keeping devices, regardless of whether they are watch-wearers or not. For this,

they were given a set of options that the researcher deemed common and

possible, including the option “other,” which allows the respondents to add their

own answer in case it was not given in the set of choices.

 31

How often do you check the time during school days?

always (almost every hour)

usually just before or after break time
once or twice a day
never
other: before, after,during break time; school hours

Figure 7: Amount of Times Students With Tardiness Records Check the Time
on School Days

How often do you check the time during school days?

always (almost every hour) usually just before or after break time
once or twice a day never
other: I don't own a watch

Figure 8: Amount of Times Students Without Tardiness Records Check the Time
on School Days
 32

Figures 7 and 8 show the answers of the two groups to the question “How often

do you check the time during school days?” For this question, the respondents

were given five options to tell how often high school students check the time on

school days.

The graphs show that most of the respondents check the time almost every

hour, while several others only check the time once or twice a day. Two students

claimed that they only check the time usually before and after break times in

school. One of the students who chose “other” claimed to check the time before,

after, and during break times as well as “school hours,” while another respondent

stated that she does not own a watch.

The graphs can also be used to compare the two groups. One obvious

difference between the two groups is that 33.33% those with records of tardiness

check the time only before and after break time, which is not seen in the group of

high school students with no records of tardiness.

As a follow-up question, the researcher asked the respondents, “When do you

stop to check the time during school days?” This was meant to determine the

instances when students check the time in case it can be related to how often they

check the time. This also allowed the researcher to see how high school students

use time-keeping devices as part of their daily lives in school, and to get a closer

look at the various reasons why students would bother to check the time.
 33

When do you stop to check the time during school days?

When somebody asks me

When I feel like I might be late

When I feel that I have lost track of time

When I feel bored or impatient during a class lecture or

activity

When I just feel the need to know the time even when
it is not urgent

When I check which subjects will be affected by a

school event or program

When an activity involves speed, time, or anything that

requires the use of a clock/watch

0 1 2 3 4 5 6

Students

Figure 9: The Instances when Students with Records of Tardiness

Check the Time on School Days

Figure 9 shows that students with records of tardiness usually check the time

when they feel that they might be late, when they feel bored or impatient during a

class lecture or activity, and when they just feel the need to know even when it is

not urgent. It is slightly less common for them to check the time when somebody

asks them what time it is, when they feel like they have lost track of passing time,

or when they are checking which subjects will be affected by a school event or

program. Least common situation that they find themselves in when checking the

time is when there is an activity that involves speed, time, or anything that requires

the use of a clock or watch. Examples of these situations are creating skits or

plays, presenting a timed speech, and answering tests with a time limit.
 34

When do you stop to check the time during school days?

When somebody asks me

When I feel like I might be late

When I feel that I have lost track of time

When I feel bored or impatient during a class lecture

or activity
When I just feel the need to know the time even when
it is not urgent
When I check which subjects will be affected by a
school event or program
When an activity involves speed, time, or anything
that requires the use of a clock/watch

0 0.5 1 1.5 2 2.5 3 3.5

Students

Figure 10: Instances When Students Without Records of Tardiness

Check the Time During School Days

On the other hand, Figure 10 shows that students without records of tardiness

usually check the time when they feel bored or impatient during a class lecture or

activity, when they just feel the need to know even when it is not urgent, and when

they are checking which subjects will be affected by a school event or program. It

is slightly less common for them to check the time when somebody asks them what

time it is, when they feel like they have lost track of passing time, or when there is

an activity that involves speed, time, or anything that requires the use of a clock or

watch.

4 Interpretation of Data

Student A claims to check the time only once or twice a day, but said that he

only checks the time when an activity involves speed, time, or anything that

requires the use of a clock/watch; when checking which subjects will be affected
 35

by a school event or program; when he feels the need to know the time even when

it is not urgent; when he feels bored or impatient during a class lecture or activity;

when he feels like I might be late; and when somebody asks him.

That being said, it can be inferred that only two of those cases happen at most

within a day since speed-related activities aren't frequently assigned to students

and programs that happen during classes are held every now and then, but do not

happen for all levels that often. This leaves having an urge to check the time,

feeling bored or impatient during lectures, feeling like he might be late, and being

asked by someone else about the time, as reasons for Student A to check the time.

Given that he normally checks the time "once or twice" each day, it is likely that

with the remaining three instances as most probably the most common reasons

for A to check the time, he does not often feel boredom or impatience during

classes, or an urge to check the time often, and is also not asked about the time

often, to which being a non-wearer may contribute to.

Student C claims that he usually checks the time only before and/or during

break time. He also said that he tends to stop and check the time when he feels

bored or impatient during a class lecture or activity, and when he feels that he

might be late. These two answers for different questions may be related since it

would be reasonable that when a student “feels bored or impatient during a class

lecture or activity,” he would look forward to the next break time, and during break

time, there is a tendency for students to lose track of time based on observations,

which leads to feeling the need to check in case one might be running late.
 36

Student D claims that she checks the time almost every hour. Instances she

does so include when an activity involves speed, time, or anything that requires

the use of a clock/watch; when checking which subjects will be affected by a school

event or program; when she feels the need to know the time even when it is not

urgent; when she feels bored or impatient during a class lecture or activity; when

she feels that I have lost track of time or that she might be late; and when

somebody asks her about the time.

Student E claims to check the time almost every hour. Based on her responses

in the questionnaire, she tends to check the time whenever she feels the need to

know the time even when it is not urgent; feels bored or impatient during a class

lecture or activity; feels like she has lost track of time or that she might be late; and

when somebody asks her about the time.

Student F claims that she checks the time usually just “before and/or during

break time,” and had chosen only one answer for the question that followed that of

the said response: “when I feel just the need to know the time even when it is not

urgent.” With only these information, it can be said that she usually feels such need

or urge before and during break time.

Student G claims that she normally checks the time once or twice a day, and

does so whenever there is an activity involves speed, time, or anything that

requires the use of a clock/watch; when she checks the subjects that will be

affected by a school event or program; and when she feels the need to know the

time even when it is not urgent. That being said, it can be inferred that only one of

those cases can frequently happen since speed-related activities aren't frequently
 37

assigned to students and programs that happen during classes are held every now

and then, but do not happen for all levels that often. This leaves having an urge to

check the time as a reason for Student G to check the time. However, she had

stated that she only checks the time once or twice a day, yet she had no records

of tardiness.

This case is similar to others in the group with no records of tardiness. Though

their reasons to check the time may vary, those who do not check the time often

and only had a few reasons or one reason to do so still managed to be punctual in

arriving to school and their respective classes. This could mean that, with the

absence of time-keeping devices, such students tend to compensate by not having

to check the time too often to begin with in order to be responsible in attending

their classes, thus being punctual.

Student J stated that she only checks the time when she feels that she might

be late, and when asked how often she checks the time, she merely said that she

has no watch. This may imply that she does not check the watch out of habit nor

due to several external factors like other, but tends to do so for fear of being late.

This shows another example of the absence of a time-keeping device making

someone more responsible in terms of punctuality.

The remaining respondents of the group with no records of tardiness checked

their watches almost every hour. Their common reasons include using watches for

activities that involve the use of time-keeping devices and checking subjects that

may be affected by a school event or program. Reasons that involve personal

feelings such as a mere urge, boredom or impatience, losing track of time, or

 38

feeling that one might be late, were the only ones that varied and either join at least

one of the common reasons or was chosen alone. Considering how often they

checked their watches and the facts about the occasional instances, such feelings

or urges as well as being asked by others may be things they experience

frequently, somehow forcing them to be aware of the time in a sense.

Therefore, it can be concluded that the presence of watches does affect

students’ punctuality, as well as its absence, depending on how often the students

bother to use them and their reasons for doing so.

 39

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the data shown and analyzed in the previous chapter.

Some limitations have been identified.

Summary

In the previous chapter, it was shown that there are 246 high school students

that are watch owners and 40 high school students that are not, which means that

there are more watch owners than those who are not. Out of the 246 watch owners,

174 are watch-wearers while 72 are not, while there are also 37 students who are

neither watch owners nor watch-wearers, which signifies that the number of watch-

wearers is significantly greater than non-wearers.

Range of Number of Late Arrivals

2.04%
8.16%

6.12%

6.12%

8.16%

69.39%

41 and above 31 to 40 21 to 30 11 to 20 1 to 10 0

Figure 11: The Range of Number of Late Arrivals of Watch-Wearers

 40

Number of Non-Wearers
3.33%
0%

30%

50%

13.33% 3.33%

41 and above 31 to 40 21 to 30 11 to 20 1 to 10 0

Figure 12: The Range of Number of Late Arrivals of Non-Wearers

In Figures 11 and 12, it is shown that there are more watch-wearers who do not

records of tardiness compared to non-wearers. However, the figures also show

that a percentage of watch-wearers have been tardy for significantly numerous

times, unlike non-wearers. This is reasonable since a greater number of watch-

wearers increases the probability of having habitually tardy students among them.

This sums up the data collected from the initial survey and the school records.

On the other hand, the data gathered with the use of questionnaires showed

that the both the presence and absence of watches affect students’ punctuality,

depending on how often the students use them and their reasons for doing so. This

is despite the fact that none of the respondents stated outright that watches directly

affect their arrival to school or their classes. It also showed that, although minimal,

a student can actually get delayed by looking at a clock or watch for too long, while

another can be helped by a time-keeping device to get to school early.

 41

Conclusions

With the data presented and analyzed, the following can be concluded:

1. There are more watch-owners than those who are not.

2. There are more watch-wearers than non-wearers.

3. Watch-wearing is related to punctuality.

4. Both the absence and presence of watches can affect an individual

positively in terms of punctuality depending on how often they use such

time-keeping devices as well as their reasons for doing so.

Other conclusions that may be drawn regarding punctuality will not be included

in this list of conclusions as it is not the focus of the study. These include

conclusions regarding the causes and solutions of tardiness and others.

Recommendations

The topic of this study is subject to further investigation regardless of the data

that may be gathered in this research as it is too small for one to make a

generalization of something broad out of it. The researcher recommends further

investigation on the matter with greater samples for more tardiness records to

study, and the use of interviews instead of questionnaires to be able to gather more

information and be able to ask respondents certain questions spontaneously if

necessary to generate more information.

 42

Bibliography
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Bilocura, J. A., & Guia, L. A. (2012, October 18). Google. Retrieved from Notes - Bilocura and
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Orosa, R. L. (2013, May 25). EDITORIAL - 'Filipino Time'. Retrieved from PhilStar Global:
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Sultana, A. M., & Rashid, S. N. (2013). A Study on Time Management and Punctuality Issues
among Students at Secondary School, Kedah. Retrieved from Scientific & Academic
Publishing: http://article.sapub.org/10.5923.c.economics.201301.10.html
The Japan Times. (2002, August 18). Punctual women set watches two minutes ahead of men.
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watches-two-minutes-ahead-of-men/#.WiIJ_EqWY2w
West, L. J., & Fraisse, P. (2009, March 30). Time Perception. Retrieved from Encyclopædia
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Yazzie-Mintz, E. (2007). Voices of Students on Engagement: A Report on the 2006 High School
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 43

Appendix A

LETTERS FOR REQUEST

November 14, 2017

The Palmridge School, Citta Italia Subdivision,

Mambog 3, City of Bacoor, Cavite

Dear Mrs. Bernabe:

For this semester, we are taking up Practical Research 1, which would involve writing a
thesis paper as a requirement for Grade 11 for this school year.

In line with this, I would like to request your much-needed guidance and assistance. I trust
that your experience and expertise would be of great help in the completion of this paper
and the success of the activity, which is why I am hoping to have you as my thesis adviser.

Thank you for your kindness and consideration.

Sincerely,

Sam Panganiban

Noted by:

Mr. Louie John M. Doctolero

Approved by:

Mrs. Mary Grace Bernabe

 44

February __, 2018

____________________
____________________
____________________

Dear ____________:

Greetings!

I, Sam Panganiban, am currently conducting a research, which is required of us

for the partial fulfillment of our course. This research paper is entitled
“Wristwatches: How it Affects the Punctuality of High School Students in The
Palmridge School of School Year 2017-2018.” For the collection of data, I will be
administering different data-gathering instruments, particularly an initial survey and
an interview, and will need certain data both from the respondents and about them.

In line with this, I would like to request for permission from your good office to be
given access to the records of tardiness in arrival of these students to school, and
to be given a list of the female and male, junior and senior, high school students
there are in the school as of the School Year 2017-2018 with the students’ levels
and sections

Rest assured, the privacy and confidentiality of the information as well as the
students themselves will be respected and kept. I am hoping for your affirmative
response on this request.

Thank you for your kindness and consideration.

Respectfully yours,
 45

February __, 2018

____________________
____________________
____________________

Dear ____________:

Greetings!

I, Sam Panganiban, am currently conducting a research, which is required of us

for the partial fulfillment of their course. This research paper is entitled
“Wristwatches: How it Affects the Punctuality of High School Students in The
Palmridge School of School Year 2017-2018.” For the collection of data, I will be
administering different data-gathering instruments, particularly an initial survey and
an interview, and will need certain data both from the respondents and about them.

In line with this, I would like to request for permission from your good office to be
given a list of the female and male, junior and senior, high school students there
are in the school as of the School Year 2017-2018 with the students’ levels and
sections.

Rest assured, the privacy and confidentiality of the information as well as the
students themselves will be respected and kept. I am hoping for your affirmative
response on this request.

Thank you for your kindness and consideration.

Respectfully yours,
 46

February __, 2018

____________________
____________________
____________________

Dear ____________:

Greetings!

I, Sam Panganiban, am currently conducting a research, which is required of us

for the partial fulfillment of their course. This research paper is entitled
“Wristwatches: How it Affects the Punctuality of High School Students in The
Palmridge School of School Year 2017-2018.” For this research, I will have all high
school students as respondents and need them to answer an initial survey.

In line with this, I would like to borrow ___ of the time of your students in
_______________ to conduct the initial survey in during _______________ time
with your students. That being said, I assure not to take more than the allotted time
for the survey.

Thank you for your kindness and consideration.

Respectfully yours,
 47

Appendix B

INITIAL SURVEY AND QUESTIONNAIRES

1 Initial Survey

An initial survey was used in data gathering and sampling. A sample of the

form that was distributed to the population is shown below.

Name:
Grade Level: Section:
1. Do you own a watch?
o Yes
o No
2. If yes, do you wear it on a daily basis?
o Yes, I wear it for the whole day
o Yes, but I tend to take it off sometimes
o Yes, but I take it off during activities
that may put the watch at risk
o No, only when necessary
o No, only during special occasions

2 Questionnaires

Questionnaires were made by the researcher to get more information from the

respondents. Two sets were made for the two groups of respondents: those with

records of tardiness, and those without.

2.1 Questionnaire for Students with Records of Tardiness

The questions and choices that were given to the respondents with records of

late arrivals are shown below.

1. What are your reasons for not getting to school on time?

_____________________________________________
 48

o Which one/s is/are your most common reason/s?

___________________________________

2. Can you say that you manage your time well?

o Yes

o No

3. Do you ever arrive late to classes? (This refers to arrival to individual

classes and not arrival to school.)

o Yes

o No

a. If your answer in the previous question is yes, how often does this

happen? (You may type N/A if your answer your answer in the

previous question is no.)

_____________________________________________

b. Why does this happen? (You may type N/A if your answer in the 4 th

given question is no.)

_____________________________________________

4. What do you think can help you arrive on time?

_____________________________________________

5. Do you think wearing a watch affects an individual’s punctuality?

o Yes

o No

a. How often do you check the time during school days?

o always (almost every hour)

 49

o usually just before and/or during break time

o once or twice a day

o never

o other:____________________

b. When do you stop to check the time during school days?

□ when an activity involves speed, time, or anything that

requires the use of a clock/watch

□ when I check which subjects will be affected by a school

event or program

□ when I feel just the need to know the time even when it is not

urgent

□ when I feel bored or impatient during a class lecture or

activity

□ when I feel that I have lost track of time

□ when I feel like I might be late

□ when somebody asks me

6. If you have any information you would like to share or anything you would

like to add that might help with this research, please free to place it here.

Thank you.

_____________________________________________

2.2 Questionnaire for Students without Records of Tardiness

The questions and choices that were given to the respondents without records

of late arrivals are shown below.

 50

1. Do you ever arrive late to classes? (This refers to arrival to individual

classes and not arrival to school.)

o Yes

o No

a. If yes, why does this happen? (You may type N/A if your answer in

the previous question is no.)

_____________________________________________

2. Can you say that you manage your time well?

o Yes

o No

3. What do you think helps you arrive on time?

_____________________________________________

a. Why do you think so?

________________________________________

4. Do you think wearing a watch affects an individual’s punctuality?

o Yes

o No

a. How often do you check the time during school days?

o always (almost every hour)

o usually just before and/or during break time

o once or twice a day

o never

o other:____________________
 51

b. When do you stop to check the time during school days?

□ when an activity involves speed, time, or anything that

requires the use of a clock/watch

□ when I check which subjects will be affected by a school

event or program

□ when I feel just the need to know the time even when it is not

urgent

□ when I feel bored or impatient during a class lecture or

activity

□ when I feel that I have lost track of time

□ when I feel like I might be late

□ when somebody asks me

5. If you have any information you would like to share or anything you would

like to add that might help with this research, please free to place it here.

Thank you.

_____________________________________________