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CHAPTER 1

THE PROBLEM

Introduction

The saying "Time is gold" shows how extremely valuable time is as

something limited in our lives. Being punctual, or arriving at the right

time, is very important as it impacts not just the present but also the

future. Punctuality demonstrates self-discipline, respect for others' time,

and effective time management abilities key qualities needed for success

in school, work, and personal life.

Chronic tardiness, or the habit of constantly being late, is a major

discipline issue that significantly reduces class time in high schools.

When many students arrive late for scheduled class periods throughout

the day, teachers have to keep restarting the lesson or delay starting

because it is not practical to begin on time with some students missing

(Tyre et al., n.d.). This disrupts the flow of learning, wastes valuable class

time, and creates distractions for both teachers and the students who

came on time.

Earning good grades is very important, so addressing tardiness is

vital for a complete high school education. Just like teacher-assigned

activities help learning, tackling tardiness helps students develop

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essential skills like time management and responsibility. Despite being

taught why punctuality matter, many high school students still struggle

with being on time. Understanding the challenges behind their tardiness

is key to creating supportive solutions that can enable students to thrive

academically and personally.

The main goal of this study is to find and provide effective ways to

improve students' willingness to be punctual for classes, which can also

boost their academic performance. By promoting a culture of punctuality

and addressing root causes of tardiness, schools can better prepare

students for college and careers where being on time is highly valued and

often required for success.

Tardiness is a complex issue that needs a comprehensive

approach, one that not only enforces discipline but also provides support

systems to help students overcome the barriers making them late. By

understanding the various factors influencing punctuality and

implementing targeted solutions, schools can empower students to

develop lifelong habits of responsibility and respect for others' time -

invaluable skills that will benefit them throughout their academic and

professional journeys.

Theoretical Framework

Reasons for being late in class can vary to each student. There have

been multiple theories that pointed out the reasons for being late.
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Santillano (2020) stated that “personality traits such as low self-esteem

and anxiety can lead to lateness.” as one of the factors leading to

tardiness. Other experts also state that being “chronically tardy” can

consciously and unconsciously get them or be able to get good/positive

things from it.

This study is also anchored on Michael Konik’s Theory on Chronic

Lateness. In this theory, tardiness is deeply rooted from the situations

that each person is experiencing, Micheal stated “Lateness, or chronic

lateness is not OK. It is a sign that something is wrong.” (Michael 2023).

In his article on Michael Konik: Home of “Thought of the Day” mentioned

and proposed three (3) theories of chronic lateness.

1) Deeply Rooted Passive-Aggressive/Anal-Retentive Syndrome. Only by

withholding that which is desired — the late person’s presence — can the

child control and monopolize the attention of his parents. Or colleagues.

Or audience members.

2) Incompetence. Some folks just can’t get it together. In any area of life.

These folks are functionally dysfunctional, and their chronic lateness is a

reflection of the chaos and disorganization in every other facet of their

existence.

3) Misanthropy. Blithely disregarding the consequences of one’s tardiness

is a sign of disregard and contempt for others. They don’t matter.

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People, including secondary school students are often served with

these theories as these may be the reasons for their tardiness. But as

tardiness was related to self-concerned theories, another study reveals

that tardiness is also the result of social-ecological aspects. They state in

their study that tardiness is the result in relation to a broader framework

based on a social-ecological perspective, meaning that the physical,

social and cultural dimensions of students’ health evolve in a complex

interaction among the environment, organizations, and individuals.

Based on the three (3) theories mentioned above, tardiness has

different origins and can be drawn out from different roots. Be it from

self-conflicted theory or social-ecological, we cannot deny its prevalence

among our students and in our schools today.

On the other hand, L.A. Lockwood of Superintendent of Schools in

Rushville, Indiana stated “One of the important traits entering into a

successful person’s character is the habit of punctuality. Tardiness is a

violation of the principle of punctuality and, when condoned by a pupil,

cannot but breed a bad habit and an attitude detrimental to success in

numerous enterprises in life.”

In this theory, the author emphasized that tardiness is all but a

bad habit to have and can only destroy yourself and your personality

even until later in life.

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Statement of the Problem

The purpose of this study was to perform a thorough assessment

of the literature on the factors associated with students' tardiness

behavior and coping strategies.

Specifically, this study aims to answer the following questions:

1. What are factors causing tardiness among grade 11 students?

2. What are the strategies that they employ to overcome tardiness?

Significance of the Study

This research highlights the significance of punctuality in student

development and educational settings. Its goal is to reinforce the benefits

of punctuality for all stakeholders, including students, their families,

schools, educators, community groups, and future researchers. By

fostering punctuality, this study seeks to enhance student success,

improve school operations, and contribute to ongoing research in this

field.

Students. Conducting this study will help prevent habitually late

students at Holy Cross High School from improving their academic

performance by emphasizing effective time management, increasing their

overall well-being, and leading to greater success.

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Parents. This provides intervention ideas for learners’ underlying

issues and provides a proactive approach that can promote their child’s

sleep habits, communication, and sense of responsibility. Improving a

healthy learning environment.

School. Be aware of the aspects that influence learners’ factors

that cause them to be late. It is charismatic, resourceful, and

authoritative to confidently set a good example for students to emulate

while simultaneously influencing learners through teachers. Help them

determine the reason so the school can learn about things like

transportation issues, family situations, or students’ lack of interest in

school, and how tardiness can affect students’ grades, classroom

behavior, and the school environment.

Community Organizations. Community organizations must

address student tardiness by analyzing factors such as transportation,

family responsibilities, health, and socioeconomic conditions. Research is

critical to creating inclusive environments and improving student

engagement and academic achievement.

Future Researchers. Utilize the data collected in this study. Our

research examined the widespread problem of student tardiness and

identified the various problems that arise from it. Future studies can use

our findings to develop specific interventions that address the underlying

reasons for tardiness, including scheduling conflicts, transportation

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difficulties, and mental health. By using evidence-based strategies,

schools can encourage students to arrive on time and improve their

academic performance and well-being.

Scope and Limitations

This research aims to explore the difficulties and challenges

encountered by grade 11 students in overcoming their tardiness. This

study delves into the multiple factors that contribute to tardiness,

including transportation issues, responsibilities at home, academic

stress, and personal habits like procrastination and poor time

management.

The researchers conducted this study in Holy Cross High School

Inc. to help grade 11 students be disciplined and responsible for their

academic performance. Also, to find a way to help students overcome

their tardiness in an effective way to improve their academics. Due to

limitations, the research concentrated on a particular number of

students here in Holy Cross High School Inc. The study has a goal to

focus on the problems that make it hard for high school students to

arrive on time and also recognizes what could limit the research work

and its results by clearly stating what will be included in this study.

Definition of Terms
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For better understanding of this study, the following terms are

technically and operationally defined.

Absenteeism - The habit of routinely missing work or school without a

valid excuse.

Chronic Tardiness - The habit of consistently arriving late.

Consequences – This means the punishment of being late to school,

either positive or negative, which makes the high school students

consistently tardy.

Dedication - The commitment in reaching or achieving a specific goal.

Incompetence - It is the inability to do a task successfully or

appropriately.

Misanthropy - The generalized dislike, distaste, or mistrust of the

human race, human conduct, or human nature.

Passive-Aggressive/Anal-Retentive Syndrome - A personality type

characterized by disobedience, stubbornness, and both quiet and forceful

opposition.

Punctuality - The action of being on time in meetings and schedules,

especially in school attendance.

School Environment - The educational setting that may affect or impact

the students of being tardy.

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Setting - The place or location where an event happens or takes place.

Strategies - A course of action or plan intended to accomplish a primary

or broad goal such as tardiness.

Tardiness - The act of being late in school.

Well-Being - The behavior or health of the individual to learn and

understand how to overcome difficulties.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literatures published and related

studies conducted by other researchers. These may have direct or

indirect bearing to the variables of this study.

Lack of sleep is a predictor of a number of consequences, including

issues at school such as sleepiness and tardiness (Bowers & Moyer,

2017). The idea of knowing what tardiness is can greatly improve a

person’s health, especially for a student. From the public’s perspective,

tardiness is a student’s habit of his/her everyday life. Researchers

believe that tardiness may be caused by several factors. (Warne, et. al,

2020). It can be understood as an individual risk for future problematic

behavior leading to absenteeism, school dropout, exclusion, and later

health problems. Tardiness can also be examined in relation to a broader

social-ecological perspective on health. Tardiness does not only affect the

academic performance of a student but it also affects the student’s

health.
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The teaching and non-teaching personnel are unable to prevent

absenteeism and tardiness owing to various causes such as personal and

family concerns, relationships with colleagues, work climate, and school

restrictions. These issues will have an impact on their performance,

which damages not only the school's reputation but also the work of the

staff and students (Mallillin, 2017). Tardiness does not only relate to

students as it also has major effects on the environment of the student

such as the student’s family life, interrupting the teacher and the

student's schoolmates during class hours, and etc.

The starting time for the first period is up to the option for

secondary schools. The normal start times for high school students are

between 07:20 and 08:55. But recently, local and national legislators as

well as communities have pushed for later school starts. First-period

start times determine when pupils wake up and are most active during

the school day. Early start hours negatively affect high school kids

especially since puberty causes a noticeable delay in their sleep-wake

cycle, which makes them more likely to have later bedtimes and waking

times and to perform at their best later in the day. Early start times for

schools lead to shortened sleep cycles, and the majority of high school

students already report getting less sleep than they require: in nationally

representative samples, at least two-thirds of adolescent report sleeping

between 7.25 and 8.75 hours, which is 0.5–2 hours less than what is

necessary for adolescent functioning at its best.

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Insufficient or poor-quality sleep is associated with physical and

emotional distress, decreased cognitive functioning and academic

performance, and a host of behavioral problems, assuring that

adolescents get enough sleep, therefore, should be a priority for parents

and educators. Many high school students are being bombarded with

homework, projects, performance tasks, and etc. Students are forced to

go to school with a minimal sleep of 2-3 hours, weekends do not even

count as rest days anymore for students, combined with an early time for

a morning assembly, family problems, and etc. Some students are forced

to go tardy in order to complete the given work. (Thacher & Onyper,

2016).

Furthermore, (Freeman et al., 2018) studied that an early warning

indicator of unfavorable long-term consequences is frequently high

absence rates. The standard attendance regulations at high schools,

particularly the punitive ones, have the potential to exacerbate

attendance issues. Fortunately, data suggests that meaningful results

can be achieved with even modest increases in student attendance. High

schools need access to the best and most efficient attendance initiatives

in order to facilitate this recovery. Summing up the most recent empirical

research on increasing high school attendance is the aim of this

systematic literature review. (Cook et al., 2021) The findings confirm the

necessity for initiatives to enhance middle school students' sleep health

and take their preference for evening hours into account. It is necessary
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to do research to elucidate the complex relationship between sleep,

circadian rhythm, and sociodemographic traits and their effects on

accomplishment and attendance. (Prasetyarini et al., 2021) The

teachers used preventive, aggressive, and corrective discipline techniques

to deal with the students. By establishing a supportive environment and

allowing students to participate in the establishment of classroom norms

on attendance, learning engagement, student and teacher behavior, and

assessment, teachers can enhance the quality of discipline in the

classroom. (Knoster, n.d.) Chronic student absence can be addressed in

a number of ways, such as: (1) making good use of data to identify,

track, and assist students who are at risk of missing school; (2) involving

families and the community; (3) offering wrap-around services to

students who are having difficulties making consistent attendance

outside of school; and (4) putting in place social and emotional learning

supports. The degree of teacher absenteeism seems to be influenced by

several factors, such as compensation, working circumstances,

community duties, and cultural norms.

The study examined how teachers view the application of a reward

system as a way to motivate students in the classroom. This study was

conducted in schools in Cauayan City, focusing on San Fermin

Elementary School, San Isidro Elementary School, and North Central

School. The results showed that teachers often use small rewards to

motivate students and found the system to be effective for all students.
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Furthermore, a notable relationship was also found between teachers'

views on the use of reward systems, their level of education, years of

teaching experience, and the grade levels they teach. Future studies

should examine how reward systems undoubtedly help improve student

performance and should be better integrated (Benilda 2023). Punctuality

is critical in combating lateness as it promotes a culture of discipline and

adherence to deadlines, thereby ensuring efficient progress in research

efforts; moreover, punctuality plays a huge role for a more significant

success in reducing tardiness.

Engaging families and creating a positive school climate are two

key strategies for improving attendance (State of New Jersey Department

of Education 2018) by establishing a healthy relationship between

families and the school it eliminates the issues faced by students

regarding their personal problems thus it reduces the factor of mental

problems in conclusion. "School attendance tends to increase when the

school community creates a welcoming and inclusive environment. A

student's overall well-being, including their physical and emotional

health, the feeling of safety, active participation in learning, having a

support system through strong relationships, and experiencing success,

all play a significant role in their desire to attend school, enjoyment of

learning, development of positive social skills, and ultimately achieving

academic success.
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While schools may not be able to eliminate all risk factors, they

have the opportunity to offer various protective factors that can support

students, staff, and families. It is also important for schools and districts

to prioritize meeting students' basic physiological and psychological

needs before delving into more complex educational and social tasks.

Ensuring that students have essentials like stable housing and access to

food is essential for their overall well-being." The central focus of this

toolkit is engagement, which is essential for effective prevention and

intervention measures. Families, schools, community partners, and

courts all have a part to play in ensuring that students remain engaged.

These stakeholders work together to tackle school attendance issues as

they arise, but more importantly, they collaborate to prevent such issues

from occurring in the first place. (The Supreme Court of Ohio 2023)

The Connections Project (Pristawa, 2014) looks at students'

impressions of their connections to classmates and adults in the

classroom in order to help school staff identify pupils who may be at-risk

for social-emotional problems. The screening process is currently

implemented in a number of states, and schools employ it as a

component of the Multi-Tiered System of Support (MTSS) framework. The

connections measure is a quick, easy-to-use assessment tool used with

middle school and high school students as well as school staff. Many

measures of connectivity are drawn out and meant for elementary school

students. The current study's goal was to investigate, after adjusting for
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SES, the association between several student outcome indicators (such

as tardiness, attendance, disciplinary referrals, failed courses, and

school dropout) and students' sense of connectedness with peers and

adults, especially advising instructors. (Churchill et al., n.d.)

Kelly (2019) states that checking attendance is not only a

housekeeping task, but it is also a means of taking care of students. The

records show if a student is present almost always, usually, sometimes

or never on time or at all. Negative trends in tardiness aren't only

harmful for your instructional goals, but they can also be harmful to the

students who are consistently late.

Frequently being tardy may result in falling behind academically

and heightened stress for both you as well as the student. Solve the

issue of tardiness by putting in place good tardy policies that let you

collaborate with students to handle their problems. If a student is

consistently late for valid reasons, learn how to assist them in

overcoming this issue. Similarly, discover methods for dealing with

students who are habitually late without any justifications and require

discipline immediately.

Moreover, Polirstok (2017) states through a thorough analysis of

the literature, investigates secondary school students' academic

performance from the perspectives of grit and mindset. A better

understanding of why many secondary students struggle academically

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comes from research on grit and mindset. Duckworth talks about

perseverance and resilience, while Dweck contrasts fixed and growth

mindsets, as well as the readiness to take on challenges in the classroom

and self-belief as a learner. The key to effectively influencing academic

performance is the presentation of instructional strategies and resources

that can assist students in developing a growth mindset and increasing

persistence.

The study paper clarifies the complicated problem of student

tardiness and provides insightful information on practical solutions.

Through an awareness of the root reasons, focused interventions, and

the promotion of punctuality, schools can establish an atmosphere that

supports the academic success of their students. Collaboration and

ongoing research are crucial to developing strategies that decrease

student tardiness and improve overall academic performance.

Additionally, Holden (2014) states that student tardiness is a

significant issue, with 8-12% of students absent daily and over 40% of

teachers identifying it as a significant problem. high schools are

addressing this issue through behavior modification and needs-based

approaches. Behavior modification strategies include lockouts,

detentions, parent conferences, additional assignments, and reduced

grades. However, these strategies have proven ineffective in changing

behavior.
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Needs-based strategies focus on addressing the underlying

problems behind student tardiness. Students often report factors such

as transportation problems, overcrowded conditions, lack of positive

history about people of color, lack of a culturally sensitive curriculum,

dirty bathrooms, health-related causes, sleeping habits, and family-

related excuses. Successful needs-based strategies include identifying

chronic offenders, assessing them individually, referring them to

appropriate services, working with parents to find solutions, instituting

free breakfast programs, improving instructional quality, switching to

block scheduling, interdisciplinary and integrated curriculum, and

providing opportunities for students to express their opinions and

contribute to the school's operations.

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CHAPTER 3

RESEARCH METHODOLOGY

This section presents the research methods to be used, the

research locale, the respondents, the data gathering procedure, the

research instrument, and statistical tools to be used.

Research Design

This study will use a qualitative research design. This design is

chosen by the researchers to collect, investigate, and understand the

data and information that was collected from the respondents. According

to S. Tenny (2023), Qualitative research is a type of research that

explores and provides deeper insights into real-world problems. The

researchers believe that this research design will help gather and collect

valuable data that will be used in the research. The method that the
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researchers will be using is the survey method, in which the researchers

will use questionnaires and distribute to random high school students

from Holy Cross High School Inc. to gather and analyze the different data

and answers that will be collected.

Research Locale

The study will be conducted at Holy Cross High School Inc., which

is a PAASCU accredited level II senior and junior high school. It is

located at Camp Phillips Manolo Fortich, Bukidnon. The school's

commitment to Christian education with focus on religious values,

academic excellence and high-quality education. Here, they give

education from grade 7 up to grade 12 for senior high school class

students.

The study aims to employ strategies in overcoming tardiness by

grades 11 students, as part of a solution to improve their academic

performance. The study will utilize a survey questionnaire as its main

method for gathering data. This questionnaire is designed to accumulate

information about different aspects connected to tardiness, such as the

causes of being late, how often it happens, how much students believe it

affects their academic results and what they consider as possible

solutions.
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The selected respondents will be from grade 11 senior high school.

The answers that the researchers will receive through the survey from

these respondents will provide important understanding about

difficulties that the students deal with concerning tardiness. Common

causes given for lateness were troubles with transportation, sleeping too

much, tasks at home and being far away from school. The study

conducted at Holy Cross High School Inc. helps to understand the

problems with being late and how it affects the students' performance.

Sampling Design

This study applies a simple random sampling method, each

student in the population has an equal and likely possibility of getting

selected in the sample that offers a generalized conclusion of the whole

population with no bias. This design is ideal and a must for the research

title covers the entire grade 11 of Holy Cross High School Inc. in full

scope. The researchers ensure the representation from all grade levels in

the institution. By incorporating participants from each grade level, the

researchers aim to gain comprehensive insights into the frequency of

punctuality across the entire student body. This inclusive approach

thoroughly examines tardiness patterns, enabling researchers to

determine potential grade-level variations or trends. Through the survey

responses from the grade 11 students, the researchers seek to clarify a

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comprehensive understanding of tardiness occurrences within the high

school environment.

Respondents of the Study

The respondents of this study are grade 11 students enrolled at

Holy Cross High School Inc., a PAASCU accredited institution located in

Manolo Fortich, Bukidnon. A total of 15 respondents were randomly

selected from a population of approximately 103 students, representing

all grade 11. The respondents were chosen through a simple random

sampling technique to ensure an unbiased and representative sample.

Demographic information, including age, gender, and was collected from

the respondents to provide context for interpreting and analyzing the

responses.

The study aimed to explore the following aspects related to

tardiness among the respondents: Patterns of Tardiness, Impact of

Tardiness, Root Causes and Barriers, Strategies and Support Systems,

and Open-ended Responses. Regarding Patterns of Tardiness, the

researchers sought to understand the frequency and extent of tardiness

experienced by the students, including how often they were late, any

observed trends or patterns, and the duration of their tardiness.

Concerning the impact of tardiness, the study investigated the effects of

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tardiness on various aspects of the respondents' school life, such as

academic performance, relationships, extracurricular activities, and

overall school experience.

As for root causes and barriers, the researchers explored the

underlying causes and barriers contributing to the students' challenges

in arriving at school on time, including transportation issues, family

responsibilities, personal motivation, time management skills, and other

relevant factors. In terms of strategies and support systems, the study

examined the strategies and support systems available to the

respondents in managing their timeliness, such as methods or

techniques they had previously attempted, as well as the level of support

provided by parents, teachers, school administrators, or external

services.

Lastly, for open-ended responses, opportunities were provided to

allow the respondents to share their personal experiences, insights, and

suggestions regarding tardiness in their own words, providing valuable

qualitative data.

By engaging with a diverse group of respondents from various

grade levels, the researchers aim to gain a comprehensive understanding

of the complexities surrounding tardiness among high school students,

ultimately contributing to the development of effective interventions and

support mechanisms.
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Research Instrument

The instrument utilized during the data gathering process was a

tardiness questionnaire. The questionnaire was developed based on the

objectives of the study and consisted of 9 items divided into sections

focusing on root causes and barriers or factors that cause tardiness,

strategies and support systems, and open-ended responses.

The root causes and barriers section explored underlying factors

contributing to students' challenges with academic, environmental, and

personal. The strategies and support systems section examined methods

students had attempted, as well as support from parents, teachers,

administrators, or external services to improve timeliness. The open-

ended responses section allowed students to share personal experiences,

insights, and suggestions regarding tardiness.

The respondents will answer these questions using the following 4-

point likert scale: 1-Strongly Disagree, 2-Disagree, 3-Agree, and 4-

Strongly Agree. To ensure validity and appropriateness, a draft was

reviewed and approved by three certified research instructors at Holy

Cross High School Inc. The researchers also took measures to establish

the instrument's reliability and validity through a pilot study and

statistical measures.
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Data Gathering Procedure

These following steps were done in order to satisfy the

requirements needed for the study.

Firstly, the researchers will examine the patterns of tardiness

among students. the researcher will ask how often they were late to

school, the reasons behind their tardiness, and whether they noticed any

consistent trends in their arrival times. Next, the researcher will delve

into the impact of tardiness on various aspects of their school life. The

researcher will inquire about its effects on academic performance,

relationships with teachers and peers, as well as their overall school

experience.

To understand the root causes of tardiness, the researchers will

explore the barriers students face in being punctual. This includes

challenges such as transportation issues, family responsibilities,

personal motivation, and organizational skills. The researchers will also

ask students about the strategies they had tried in the past to improve

their punctuality and whether these strategies had been successful or

not. The researchers will investigate the support systems available to

students in managing their timeliness. This includes parental

involvement, school interventions, and external support services.

 26

Lastly, the researchers will provide space for open-ended

responses, allowing students to share additional insights, experiences,

and suggestions regarding tardiness in their own words.

Determining the questions for the survey. A questionnaire was

crafted and will be subjected to validation by three research instructors

in Holy Cross High School Inc. to determine whether the questions

created were appropriate for the survey. Once approved, the researchers

will then proceed to conduct the survey for the study.

Administration of the Tardiness questionnaire. The researchers

will send out the strategies to overcome tardiness questionnaires to the

respondents. The distribution of questionnaires will be based randomly,

the researchers will then explain the contents of the questionnaires to

the respondents and were given time to answer it.

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