Republic of the Philippines

1
Department of Education
REGION IV-A CALABARZON
SCHOOL DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Effects of Tardiness to the Academic Performance

of Senior high School Students At Alfonso Integrated High School

A Researcher Paper presented to the

Faculty of Alfonso Integrated High School

Senior High School Department

In partial Fulfillment

of the Requirements for the course subject

Inquiries, Investigation, and Immersion

Humanities and Social Sciences (HUMSS) Strand

By:

Alberto Joan D.

Alvarado Cyril G.

Mojica Zandra Mae T.

Rollon Nicole Jane D.

Ronario, Christian Q.

June 2023
 Republic of the Philippines 2
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

RECOMMENDATION SHEET

This study entitled “EFFECT OF TARDINESS TO THE ACADEMIC PERFORMANCE

OF SENIOR HIGHSCHOOL STUDENTS AT ALFONSO INTEGRATED HIGHSCHOOL”

prepared and submitted by CYRIL ALVARDO, JOAN ALBERTO,ZANDRA MOJICA ,NICOLE

JANE ROLLON, AND CHRISTIAN RONARIO. In partial fulfillment of the requirements for the

course subject Inquiries, Investigation, and Immersion has been examined and found

satisfactory and hereby recommended for ORAL EXAMINATION.

NHORMIE MAAN S. DESIPEDA

Research Adviser

RESEARCH REVIEW PANEL

Approved by the Panel on the Oral Defense

JANICE M. BAGAY JANET P. MANLAPAZ

Panel Panel

NHORMIE MAAN S. DESIPEDA

Panel
 Republic of the Philippines
3
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

This study entitled ““EFFECTS OF TARDINESS TO THE ACADEMIC

PERFORMANCE OF SENIOR HIGHSCHOOL STUDENTS AT ALFONSO INTEGRATED

HIGHSCHOOL” prepared and submitted by CYRIL ALVARDO, JOAN ALBERTO, ZANDRA

MOJICA ,NICOLE JANE ROLLON, AND CHRISTIAN RONARIO. In partial fulfilment of the

requirements for the course subject Inquiries, Investigation, and Immersion was successfully

defended and approved on JUNE 30, 2023.

NHORMIE MAAN S. DESIPEDA

Research Adviser

RESEARCH REVIEW PANEL

Approved by the Panel on the Oral Defense

JANICE M. BAGAY JANET P. MANLAPAZ

Panel Panel

NHORMIE MAAN S. DESIPEDA

Panel

Noted by:

JENALYN S. JAVIER
SHS Coordinator

MYLENE R. LESCANO
Head Teacher II
Language Department
 Republic of the Philippines 4
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Acknowledgement

The research paper is the results of patience, hard work and the effort of different

people who helped and supported the researchers along the way. We would like to express

our deepest gratitude to all of them.

The researcher would like to thank first to our Almighty God for giving us grace and

strength to finish this tasks and for sending people who helped us to finish this research paper.

The researcher would also like to extend their deepest appreciation to the honorable

Principal of Senior High school Department, Mrs. Rina Romilla who spent her time to give

permission to make this research possible.

The researchers want to give their deepest gratitude especially to their subject teacher,

Mrs. Nhormie Maan , for his never-ending support and guidance for all encouragement he

has given. We would also like to thank him for her very long patience and generosity of his

knowledge to us. We would also thanks Mrs. Yvette who were there to help us to validate our

research instrument and to spent time to give permission to conduct the survey.

We would also thank to the students of the HUMSS strand who were the respondents

for their active participation, cooperation, effort and honesty in answering the questionnaires

that helped the researchers gather all the necessary data needed in the study.

Lastly, we would like to give thanks to our family who were very supportive to us and

provided all our needs for this study.

 Republic of the Philippines
Department of Education
5
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

ABSTRACT

Students had a problem managing their time when going to school. Tardiness was

considered the habit of being late. It was not about attending or not going to school at the

specific time. The causes of being late or tardy were mostly transportation, medical issues, or

simply family problems. Tardiness or lateness was a disorderly behavior. This study

investigated the effect of student’s tardiness on the academic performance of senior high

school students using a quantitative correlation research design. The respondents of this

study were both grade 11 and 12 HUMSS students at Alfonso Integrated High School. The

data from the questionnaires in this study were self-made forms that the researchers made

themselves. It contained 30 questions that basically answered the statement of the problem.

By using indicators, the overall weighted mean was determined and it was interpreted as

strongly disagree. By this, the study revealed that there was no significant relationship

between student’s tardiness and their academic performance.

The findings of the study revealed that the major cause of student’s tardiness among

Grade 11 and Grade 12 HUMSS students was a lack of transportation that led to them being

late in passing requirements in school. The researchers have drawn the conclusion that there

is no significant relationship between student’s tardiness and their grades. Based on the

result of the study, the researchers recommended and proposed conducting a symposium on

student’s tardiness. On the other hand, the researcher suggested to school administration to

strengthen the policy about tardiness in school.

Keywords- Tardiness, Academic Performance, Students

 Republic of the Philippines
Department of Education
6
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
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SENIOR HIGH SCHOOL DEPARTMENT

TABLE OF CONTENTS

Page

Title Page 1

Recommendation Sheet 2

Approval Sheet 3

Acknowledgment 4

Abstract 5

Table of Contents 6

List of Tables 8

List of Figures 9

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction 10

Background of the Study 11

Statement of the Problem 12

Objectives of the Study 12

Significance of the Study 12

Scope and Limitations 13

Conceptual Framework 13

Definition of Terms 15

Hypothesis 15

Chapter 2 REVIEW OF RELATED LITERATURE AND

STUDIES

Related Literature and Studies 16

Synthesis 19
 7
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 3 METHODOLOGY

Research Design 20

Respondents of the Study 21

Research Locale 21

Research Instrument 21

Data Gathering Procedure 22

Data Analysis 22

Ethical Considerations 26

Chapter 4 PRESENTATION, INTERPRETATION, AND 27

ANALYSIS OF DATA

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary 39

Conclusion 40

Recommendation 40

REFERENCES 42

APPENDICES

A. Certification on the Validity and research instrument 44

B. Letter of Survey 45

C. Research Questionnaire 46

CURRICULUM VITAE 49
 Republic of the Philippines
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Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
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SENIOR HIGH SCHOOL DEPARTMENT

LISTS OF TABLES

Tables Page

1 Interpretation of Results 23

2 Interpretation of Results 23

3 Interpretation of Results 24

4 Frequency of times where students are late 26

5 Frequency of times where students are absent 27

6 Causes of Tardiness of HUMSS Students 27

7 Students Tardiness Affects on their School 30

Performance of HUMSS Students

8 Significant relationship between students tardiness 32

and their academic performance

 Republic of the Philippines 9
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

List of Figures

Figure Page

1 Conceptual Framework 13
 Republic of the Philippines 10
Department of Education
REGION IV-A CALABARZON
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ALFONSO INTEGRATED HIGH SCHOOL
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Chapter 1

PROBLEM AND ITS BACKGROUND

The chapter presented the introduction, the background, the statement of the

problem, the objectives of the study, the significance of the study, the scope and limitations,

the conceptual framework, definition of terms, and the hypothesis.

Introduction

Students nowadays had a problem managing their time when going to school.

Tardiness is considered the habit of being late. It is about not attending or not going to

school on the specific or given time. The causes of being late or tardy are mostly

transportation, medical issues, or simply family problem. Tardiness or lateness is a

disorderly behavior. The habit of being late to school is an unwritten behavior that may had

been passed on with each students. Tardiness meant someone is being slow to respond or

sluggish to act thus not meeting up with assigned or standard timing. Tardiness is also one

way of saying that a person was lazy or not responsible to do things even with going to

school early. It was one of the reasons why students could not finish work, tasks, and

projects in time because of being tardy. According to Zeiger (2010) students who were

frequently tardy had higher rates of suspension and other disciplinary measured. Thus,

tardiness caused students to feel disconnected with school, leading to behavior problems

and drop outs. Zeiger added that when students are tardy, they negatively impacted their

teachers and other students. Tardiness also took other students attention away from a

teachers lesson, leading to more behavior problems and missed instruction.

In Alfonso Integrated High School students experienced frequently absent and late.

With this the researchers were motivated to study how does tardiness affects their learning
 Republic of the Philippines 11
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

and school performance. The purpose of this study was to know how often students were

absent or late in school and to determine the causes and effects of students tardiness on

their school performance, also to implement and strengthen the policy of tardiness in

school to help students reduced and improved their school performance.

Background

Some of the Senior High School Students of Alfonso Integrated High School came

late to School for some reasons and as a result academic subjects were being affected and

they missed classes that affected their class performance that is why every Senior High

School students should eliminated that habit so that it will not affect their performance at

school as well as their learning. The purposed of this research is to know the effects of

being tardy in class to the selected Senior High School Students at Alfonso Integrated High

School.

According to Vukovic (2017) several studies had shown that school tardiness had

a negative impact on the learning of students. Also according to her, by arriving late and

missing school hours, students received fewer hours of instruction than students who were

in class when the bell sounded. Lateness to school remained a major that the school is

facing. Lateness have devastating effects on the teaching and learning process in the

school, which had great negative impact on school standards, students’ academic

performance, absenteeism, distractions for other students, inhibition of goal achievement,

irresponsibility and failure in life among other aftermaths. In Alfonso Integrated High School

tardiness is one of the factor that could affect students grades. There were students who

had a habit of not attending school or skipping classes. With this scenario, the researchers

were motivated to know the effects of tardiness on the academic performance of HUMSS

students at Alfonso Integrated High school.

 Republic of the Philippines
Department of Education
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REGION IV-A CALABARZON
SCHOOL DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Statement of the Problem

This research study aimed to determine the effects of tardiness on the academic

performance of Humanities and Social Sciences (HUMSS) students at Alfonso Integrated

High school.

Specifically, it sought to answer the following questions:

1. How often students are absent and late?

2. What are the causes of student tardiness?

3. How does student’s tardiness affect their school performance?

4. Is there a significant relationship on students tardiness and their school performance?

5. Based from the results of study, what program can be proposed?

Objectives of the study

The main purpose of this study was to explore and answer needed to the

study.Specifically:

1. To determine how often are student being absent and late.

2. To determine the causes of student tardiness.

3. To determine the effects of tardiness of students on the academic performance.

4. To determine the significant relationship on students tardiness and their school

performance.

5. To propose a program based on the findings.

Significance of the Study

The researchers believed that the findings of the study would benefit a number of

people specifically to the following:

Students – The findings of this study would help them to know how to overcome

tardiness in school. It would have also helped students create plan on how to

handle/manage their time properly.

 Republic of the Philippines 13
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
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SENIOR HIGH SCHOOL DEPARTMENT

Teachers- The result of this study would help their students learned how to reduce

tardiness. It would also helped teachers understand why students were absent or late in

class.

School Administration - The result of this study would had been conducted a meeting or

seminar for all teachers and students. The results of this study would helped school

administrations know what policies could be implemented in schools to prevent or reduced

the number of students who were absent or late for their classes.

Future Researchers - The result of this study would be a guide and reference for their

future studies.

Scope and Limitations

This study aimed to explore and understand the effects of tardiness on the

academic performance of Humanities and Social Sciences (HUMSS) students at Alfonso

Integrated High school enrolled in S.Y 2022-2023.

This study was limited to sixty (60) respondents who were randomly selected in

Grade 11 and Grade 12 Humanities and Social Sciences (HUMSS) students.

This study solely focused on the factors that affected the tardiness of Humanities

and Social Sciences (HUMSS) students on their school performance. On the other hand,

this study did not explore other factors that can affect students performance.

Conceptual Framework

Shown below was a diagram represented the conceptual framework used as a

guide to conduct the study.

 Republic of the Philippines 14
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
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Figure 1.

Input Process Output (IPO MODEL)

Input Process Output

Data Gathering Program based on

Effects of Tardiness • Survey the findings that

to the Academic Questionnaire

would help the
• Data
Performance student to lessen
Gathering
Procedure their school
• Statistical tardiness.
Treatment of
Data

• Interpretation
and analysis of
the data.

Figure 1 showed the input process output (IPO). Input Process Output model was

sometimes designed to incorporate any storage that may have occurred during the

procedure. The input indicated the outside flow of data and materials into the operation.

The tasks required to make a transformation of the inputs were included in the processing

stage. The data and materials that flowed out of the transformation process were the

outputs (Feldman, 2018).

Input was all about the Effects of Tardiness on the Academic Performance of

Students. Being late or absent were some of the factors that affect the academic

performance of students, especially their grades.

For process, it included the survey questionnaire that was utilized, the data

collection procedure, the statistical treatment and the interpretation and analysis of the data.
 Republic of the Philippines 15
Department of Education
REGION IV-A CALABARZON
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For the Output, it included the program taken interpreting the result of the study. A

program that was based on the findings that would helped students lessen their school

tardiness. With the helped of this program, it would helped students gained information or

knowledge about the effects of being tardy on their school performance.

Definition of Terms

These following terms were defined as used in this study:

Absenteeism. It referred to a student being absent from school or work place.

Academic. It was the extent to which a student, teacher, or institution has attained

their short or long-term educational goals.

Late. It meant arriving at school after the expected time.

Tardiness. The quality of being late or slow.

Hypothesis

Based on the questions conceptualized at the outset of the study, the

hypothesis was tested for acceptance or rejection. The hypotheses were

Null Hypothesis

HO: There is no significant relationship between students tardiness and

school performance.

Alternative Hypothesis

HA: There is a significant relationship between students tardiness and school

performance.
 Republic of the Philippines 16
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented different studies, journals, and articles that are related to the

effects of tardiness on the academic performance of Students.

Related Literatures

Students are late for numerous reasons, but being tardy to their classes could

become a negative habit that could cause poor performance at school. Fuller (2013) stated

that tardiness among students had negative consequences. These negative consequences

may have affected their school performance which had a great impact on their grades and

learning. The effects of Tardiness could affect not only student attendance record and ability

to learn but also the impact of the school environment and behavior.

Students that are coming late to class could distract other students and disrupt the

flow of teacher discussion, It was even a burden to the students whom the late students

asked for what to catch up with (Nakpodia & Dafiaghor, 2011). In today’s time, many

students were frequently tardy which affected their school task that may have led to missed

output and quizzes that led to a failing grade. Nakpodia and Dafiaghor (2011) attributed

lateness or tardiness to a lot of factors or causes. Going late to bed and waking up late the

next morning is the most common. The authors added social networking and film-watching

late at night could cause tardiness. The student may have forget that he/she needed to be in

school the next day. Ledoux (n.d), as cited by Pimentel and Quijada (2011) said that lack of

sleep causes neural malfunctions and further affects a person’s behavior. In the study’s case,

it is a student’s punctuality that is affected. Sometimes, it was not solely the students’ fault

why they kept on being late in coming to class. The distance between the students home and

school’s student’s home and school or solely the school’s location was also considered by
 Republic of the Philippines
Department of Education
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REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
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SENIOR HIGH SCHOOL DEPARTMENT

Nakpodia and Dafiaghor (2011) as a possible cause for tardiness. Not just because it took

more time to get to school, but according to the authors, the student was susceptible to more

distractions and hindrances along the way. According to Moore (2010) coined that socializing

and defiance, school hurdles, and personnel barriers were the primary costs of lateness.

Kgosi (2015) pinpointed that transportation obstacles, lack of time management and self-

discipline, and long distance settlements were also the causes to rise the student’s time

indiscipline.

Related Studies

Habitual tardiness is one of the major problems in schools nowadays. Students who

came late for a class ended up missing important information presented at the start of the

lesson and on arrival they disrupted other students and lecturers. It emphasized that lateness

or tardiness is not just a problem of the late student but could also affect the surrounding

people (Israel et al., 2015). Students’ habitual tardiness in school could adapt to their

workplace that they were not capable of attending on time. Excessive student tardiness had

a negative impact on a student's future (Ried, 2000). With tardy students entering the school

day at abnormal times and potentially missing a large number of cumulative instructional

hours, teachers had to divert their attention away from regular teaching. Tardiness also took

other students' attention away from a teacher's lesson, leading to more behavior problems

and missed instruction. According to CARSC (2007) the reasons for being late in class and

other factors affecting the punctuality of a student varied. There had been some theories that

pointed out that tardiness was caused by the personality of a person. Santillano (2010)

stated that psychological theorists considered some “personality traits, including low self-

esteem and anxiety” as triggering factors of tardiness. She also mentioned that while some

theorists considered tardiness as an “inborn quality” since our being early or late was

“partially biologically determined”, which she also agreed, other experts also believed that

some people were “chronically tardy” for the reason that they consciously and unconsciously
 Republic of the Philippines
Department of Education 18
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
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SENIOR HIGH SCHOOL DEPARTMENT

got good things from it.

A clear and strictly enforced policy against tardiness had to be applied to schools.

Students should have known the importance of punctuality and how it was attached to their

future working lives since the school is also built to make good citizens and workers.

According to Kgosi (2016), Punctuality had to be emphasized in students to prepared them

for the workplace. In order to achieve of being punctuality of students, tardiness policies had

to be implemented and strengthened in schools and be monitored closely to reduce the

tardiness of students.

Late students missed important instruction and often received lower grades or failed

subjects. As stated by Gottfried (2014) in his academic paper, he tackled the impact of tardy

students’ behavior on their peers. Gottfried agreed that when teachers’ responded to the

educational needs of late students by reallocating regular class time, other students were

affected and classroom instruction is slowed by this disruption. Because of tardy students

went to school at abnormal times and potentially missed a number of accretive instructional

hours, teachers must pay attention to remediation rather than regular teaching time. Gottfried

says, ‘As such, there were negative effects on achievement generated when one student’s

actions impeded learning for other classmates. Some studies reports that repeated tardiness

is associated with lower grades. It was also connected to low graduation rates. Students who

were always late at primary and middle school levels had more chances to fail in senior high

school. (Yamamoto, 2010). Also, Farrar (2010) studied the social, economic, medical,

emotional, and psychological reasons for middle school students’ tardiness. Farrar stated

that those students who arrived late to school did not only valuable educational

instruction.They also became a distraction to other students in the same class. Frequent

student tardiness had a negative impact on their future. Some consequences that may have

happened were academic failure, school dropouts, emotional dependency, drug

dependency, fighting, and bullying. Students’ tardiness determined if the student would be at

risk, if no intervention was done with the said behavior, it would result in serious emotional

and social
 Republic of the Philippines 19
Department of Education
REGION IV-A CALABARZON
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problems. Farrar interviewed chronically tardy students individually and in a focus group.

Farrar’s findings progressed functional suggestions for intervention strategies that would be

used with students and parents and could be implemented by schools from local, state, and

national government agencies for the purposed of reducing students’ tardiness in middle

school.

Synthesis

When students are absent or tardy, they not only forgot their learning opportunities

but also may have interfered with the learning opportunities of their classmates. Lateness

among students is a major and continuous problem, and there is a need for students and

parents to help identify and proffer solutions to this quality and disturbing problem that could

lead to students dropping out of school and also inefficiency and ineffectiveness. Lateness

could have been reduced by providing free education counseling and disciplinary action

among students. Most of the students had a problem dealing with the number of tardiness

that they had in school. Despite the different schedules given, students could not find time to

go to school early. We should have learned how to value our time. Valuing our time, would

not only have benefited us but would also have benefited how we did things. People may

have taken their tardiness for granted, but what is wrong was that they did not see the real

effect of it. They only saw it once it started to affect the life and academic performance of the

students.

The literatures and studies mentioned had similarities to the current study as it

provided and identified some factors of tardiness including transportation, health problems,

going late to sleep, a habit of waking up late, distance/location of school, keeping friends of

different status and lack of functional and effective punctuality policy. However, the focus of

this research was to know the effects of tardiness on the academic performance of the

selected Senior High school students.

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON 20
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
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SENIOR HIGH SCHOOL DEPARTMENT

Chapter 3

METHODOLOGY

The chapter presented the methods and procedures used by the researcher to

effectuate the data needed regarding this study. This included elucidation about research

design, respondents of the study, research locale, research instrument, data gathering

procedure, methods of data analysis, and ethical consideration.

Research Design

The research design is the researcher’ s overall plan for obtaining answers to the

research questions guiding the study. McCombes (2017) stated that a well- planned

research design help ensured that the methods matched the research aims, that high-

quality data was collected, and that the right kind of analysis is used to answer the

questions and utilized credible sources. This allowed for drawing valid, trustworthy

conclusions. In this study, the researcher used a quantitative-correlation research design

to analyzed and described the relationship between tardiness and the academic

performance of students.

Quantitative

This study attempted to quantify the effects of tardiness of the students that affected

their school performance, especially in their grades. Bhandari (2022) stated that

quantitative research is the process of collecting and analyzing numerical data. It could be

used to find patterns and averages, make predictions, test causal relationships,

and generalized results to wider populations.

Correlation Design

The study was correlational because it focused on the relationship between the

tardiness of students and their academic performance. According to McBurney and White

(2009) correlational design is used in research studies that aimed to provide static pictures of

situations as well as established the relationship between different variables.

 Republic of the Philippines 21
Department of Education
REGION IV-A CALABARZON
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Respondents of the study

The respondents of the study were the Grade 11 and Grade 12 students from

Humanities and Social Sciences (HUMSS Strand) S.Y 2022-2023. There were one

hundred forty-five (145) total enrolled Grade 11 HUMSS students consisting of three (3)

sections. While in Grade 12 there were one hundred twenty-eight (128) enrolled HUMSS

students and it also consisted of three (3) sections. However, the researchers selected

ten (10) students per section with a total of sixty (60) respondents.

The respondents were ideal for the study since they were the ones who usually

committed tardiness in class. The respondents were chosen through a purposive sampling

technique.

Research Locale

The study was conducted at Alfonso Integrated High School, a secondary public

school located at Montenegro Street, Poblacion V, Alfonso, Cavite. The period of the study

was the second semester of the school year 2022-2023.

Research Instrument

A survey questionnaire was utilized as the main instrument of this study. One set

of questionnaires consisting of four (4) parts was used in gathering the data. The first

part was the demographic profile of the respondents. The second part was How often

students were absent or late. The last part consisted of the effects of student's tardiness.

The fourth part was How students' tardiness affected their school performance. The

research instrument was composed of thirty (30) questions each statement of the problem

will have fourteen (14) questions that needed an answer. For the second, third, and

fourth parts of the questionnaire, a Likert scale was used to determine the effects of

tardiness on the academic performance of students.

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Department of Education
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Face validity was used to ensured that the content of the questions was suitable for

the study's aimed. An expert from the field of the study checked its validity and reliability.

Data Gathering Procedure

Upon the approval of the title proposal, the researchers conducted the gathering of

the data.

The researchers started working on their questionnaire and asked for permission of

from the principal, guidance councilor and the subjects’ teachers to administer the survey

questionnaire to the respondents. After the instrument was answered, the researchers

collected, and tabulated the gathered data and submitted for statistical treatment and

analysis.

Data Analysis

To determined the effects of tardiness on the academic performance of students in

Alfonso Integrated High School, the researchers used the percentage and mean. The

following statistical method were used to analyzed data and to interpret the results.

Demographic Profile: The profile of Senior high school students that were enrolled under

Humanities and Social Sciences (HUMSS Strand), the researcher used simple frequency

counts and their corresponding percentages.

Percentage is a fraction with a particular number divided by 100.

P= F/N (100)
 Republic of the Philippines
Department of Education
23
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Where:

P= percentage

F=raw scores

N=total number of items

To answer problem No. 1, The frequency is used to derive how frequently students are

being tardy and simple frequency counts and their corresponding percentages were used.

Percentage is a fraction with a particular number divided by 100.

P= F/N (100)

Where:

P= percentage

F=raw scores

N=total number of items

To answer problem No. 2, the average weighted mean is used to derive the causes of

tardiness of students and explained through statistical limit below.

To compute the weighted mean, the formula is:

= weighted average

= number of terms to be averaged

= weights applied to x values

= data values to be averaged

 Republic of the Philippines 24
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Table 1

Interpretation of Results

Scale Range Verbal Interpretation

4 4 3.26-4.00 Strongly Agree

3 2.51-3.25 Agree

2 1.76-2.50 Strongly Disagree

1 1.00-1.75 Disagree

Problem No.3, The level of students’ tardiness and its effect on their school performance

will be determined using the average weighted mean and explained through statistical

limits below.”

To compute the weighted mean, the formula is:

= weighted average

= number of terms to be averaged

= weights applied to x values

= data values to be average

Table 2

Interpretation of Results

Scale Range Verbal Interpretation

4 3.26-4.00 Strongly Agree

 Republic of the Philippines 25
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

3 2.51-3.25 Agree

2 1.76-2.50 Strongly Disagree

1 1.00-1.75 Disagree

Problem No. 4 Pearson will be used to derive the significant relationship on student

tardiness and their school performance.

Formula:

Table 3

Interpretation of Results

Correlation Coefficient Value (r) Direction and strength of Correlation

-1 Perfectly Negative

-0.8 Strongly Negative

-0.5 Moderately Negative

-0.2 Weakly Negative

0 No association

0.2 Weakly Positive

 Republic of the Philippines 26
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

0.5 Moderately Positive

0.8 Strongly Positive

1 Perfectly Positive

Ethical Considerations

The conduct of the study was carefully planned to avoid misunderstanding between

the proponents and the respondents. The respondent’s responses in the questionnaire

were kept confidential following the RA 10173 or the Privacy Act Law.
 Republic of the Philippines
27
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presented the data gathered in this study. After all the data were

gathered, the researchers made the analysis and interpretation of the results.

Problem 1: How often students are absent and late?

Table 4

Frequency of times where students are late.

How frequently Students Once a Twice a Three Everyday Total

being late week week Times a

week

1. How many times you are 21 or 16 or 14 or 9 or 15 % 60 or 100%

late for your class? 35% 26.7% 23.3%

Table 4 showed that some of the students still experienced being late in coming to

school. It showed that the respondents still experienced being late “Once a week” with a total

of 21 or 35% while others answered that they still experienced being late “twice a week” with a

total of 16 or 26.7% of the respondents . On the other hand, there are still students who

answered that they experienced being late “three times a week” with a total of 14 or 23.3% of

the respondents while a few students answered that they experienced every day late in

coming school with a total of 9 or 15% of the respondents.

Overall, the majority answered of respondents on how they are frequently being late

were Once a week with a total of 21 or 35% of the respondents.

 Republic of the Philippines
28
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Table 5

Frequency of times where students are absent

Indicators Once a Twice a Three Times One Total

week week a week Week

2. How many times you 40 or 16 or 3 or 1 or 60 or

are absent from school? 66.7% 26.7% 5% 1.7% 100%

Table 5 showed that some of the students still experienced being absent in coming

school. It showed that the respondents still experienced being late “Once a week” with a

total of 40 or 66.7% while others answered that they still experienced being late “Twice a

week” with a total of 16 or 26.7% of the respondents. On the other hand, there are few

students answered that they also experienced being late “Three times a week” with a total

of 3 or 5% of the population and others answered that they also experienced being absent

“One week” with a total of 1 or 1.67% of the respondents.

Overall, the majority answered respondents how they are frequently absent was

“Once a week” with a total of 40 respondents or 66.7% of the respondents and the lowest is

“One week” with a total of 1 or 1.67% of the respondents.

Problem 2: What are the causes of students tardiness?

Table 6

Causes of Tardiness of HUMSS Students

Indicators Mean Verbal

Interpretation
1. I experience being late/absent because of lack of 3.05 Agree

transportation.
 Republic of the Philippines 29
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT
2. I experience being late/absent from class because of 2.05 Strongly Disagree

waking up late.

3. I experience being late/absent because of the distance 2.06 Strongly Disagree

between my house and school.

4.I experience being late because I sleep late hours. 2.63 Agree

5. I experience being late/absent because I have a lot of 2.57 Agree

responsibilities.

6. I experience being late/absent because of my unstable 1.88 Strongly Disagree

health.

7.I experience being late/absent because of hang over. 1.73 Disagree

8. I experience being late/absent because I’m not motivated 1.82 Strongly Disagree

to take the subject.

9. I experience being late/absent because I have a lot of 2.01 Strongly Disagree

work to do in other subjects that are needed to submit.

10. I experience being late/absent because of the traffic 2.75 Agree

going to school.

11. I experienced being late/absent because I spend more 1.75 Strongly Disagree

time in playing mobile games at night.

12. I experienced being late/absent because I don’t have 1.92 Strongly Disagree

enough allowance.

13. I experienced being late/absent because of family 2.05 Strongly Disagree

problem.

14. I experienced being late/absent because I am working 1.72 Disagree

student.

Weighted Mean 2.22 Strongly

Disagree
 Republic of the Philippines 30
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

The table 6 showed the causes of student’s Tardiness among HUMSS respondents. I

experience being late/absent from class because of waking up late. This indicator got a mean

of 3.05 interpreted as Agree. Likewise it got highest rank among all the indicators. While the

indicator #10 "I experience being late/absent because of the traffic going to school" got the

second highest mean of 2.75 interpreted as Agree. Followed by the indicator #4 "I experience

being late/absent because I sleep late hours" with the weighted mean of 2.63 interpreted as

Agree. Ranked 4 was the indicator #5 "I experience being late/absent because I have a lot of

responsibilities" with the weighted mean of 2.57 interpreted as Agree. Followed by the

indicator #3 "I experience being late/absent because of the distance between my house and

school" with the weighted mean of 2.06 interpreted as Strongly Disagree. Both indicators #2 "I

experience being late/absent because of waking up late" and #13 "I experience being

late/absent because of family problems" has the same weighted mean of 2.05 interpreted as

Strongly Disagree. Followed by the indicator #9 "I experience being late/absent because I

have a lot of work to do in other subjects that are needed to submit" with the weighted mean of

2.01 interpreted as Strongly Disagree. The indicator #12 "I experienced being late/absent

because I don’t have enough allowance" has the weighted mean of 1.92 interpreted as

Strongly Disagree. Followed by the indicator #6 "I experience being late/absent because of my

unstable health" with the weighted mean of 1.88 interpreted as Strongly Disagree. On the

other hand, indicator #8 "I experience being late/absent because I'm not motivated to take the

subject" has the weighted mean of 1.82 interpreted as Strongly Disagree. Followed by

indicator #11 "I experience being late/absent because I spend more time in playing mobile

games at night" with the weighted mean of 1.75 interpreted as Strongly Disagree. The

indicator #7 "I experience being late/absent because of hang over" has the weighted mean of

1.73 interpreted as Disagree. Lastly, the indicator #14 "I experience being late/absent because

I am working student" got the lowest weighted mean of 1.72 interpreted as Disagree.
 Republic of the Philippines
31
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

As showed in table 6 the major cause of tardiness among Grade 11 and 12 HUMSS

students was a lack of transportation. According to Nakpodia and Dafiaghor (2011) stated that

the distance between student's home and the school's location was also considered as a

possible cause of tardiness.

Problem 3: How does student’s tardiness affect their school performance

Table 7

Students Tardiness Affects on their School Performance of HUMSS Students

Indicators Mean Interpretation

1. I missed a lesson that already discussed. 2.06 Strongly Disagree

2. I missed a lot of activities. 2.12 Strongly Disagree

3. I am late in passing the requirements in school. 2.37 Strongly Disagree

4. I don't learn properly. 1.68 Disagree

5. I get a low score when it comes to my quizzes. 2.02 Strongly Disagree

6. I cannot understand our lesson. 1.58 Disagree

7. I cannot participate on our class discussion. 1.58 Disagree

8. I cheat during our quiz. 1.05 Disagree

9. I skip an important announcement from my teacher. 1.72 Disagree

10. I cannot manage my time properly in terms of 1.87 Strongly Disagree

academic.

11. My time for studying was limited that causes for me 1.88 Strongly Disagree

to cram.

12. I disconnected with my school activities. 1.63 Disagree

13. I disconnected with my classmates and teachers. 1.48 Disagree

14. I can’t do my task on time. 2.03 Strongly Disagree

Weighted Mean 1.88 Strongly Disagree

 32
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Table 7 showed the student's tardiness in relation on their school performance.

Based on the findings the indicator #3 "I am late in passing the requirements in school" got

the highest weighted mean of 2.37 interpreted as Strongly Disagree. Followed by the

indicator #2 "I missed a lot of activities" with the weighted mean of 2.12 interpreted as

Strongly Disagree. Ranked 3 was the indicator #1 "I missed a lesson that already discussed"

with the weighted mean of 2.06 interpreted as Strongly Disagree. Followed by the indicator

#14 "I can't do task on time" with the weighted mean of 2.03 interpreted as StronglyDisagree.

On the other hand, the indicator #5 "I get a low score when it comes to my quizzes" has the

weighted mean of 2.02 interpreted as Strongly Disagree. Followed by the indicator #11 "My

time for studying was limited that causes for me to cram" with the weighted mean of 1.88

interpreted as Strongly Disagree. However, the indicator #10 "I cannot manage my time

properly in terms of academic" has the weighted mean of 1.87 interpreted as Strongly

Disagree. Followed by the indicator #9 "I skip an important announcement from my teacher"

with the weighted mean of 1.72 interpreted as Disagree. The indicator #4 "I don't learn

properly" has the weighted mean of 1.68 interpreted as Disagree. Followed by the indicator

#12 "I disconnected with my school activities" with the weighted mean of 1.63 interpreted as

Disagree. Both indicators #6 "I cannot understand our lesson" and #7 "I cannot participate

on our class discussion" has the same weighted mean of 1.58 interpreted as Disagree.

Followed by indicator #13 "I disconnected with my classmates and teachers" with the

weighted mean of 1.48 interpreted as Disagree Lastly, the indicator #8 "I cheat during our

quiz" got the lowest weighted mean of 1.05 interpreted as Disagree. The total weighted mean

was 1.88, which was interpreted as “Strongly Disagree.” In today’s time, many students are

frequently tardy, which affects their school tasks and may lead to missed outputs and

quizzes. This can result in late submission of school requirements.

As showed in table 7 the major effect of student’s tardiness in relation on their school

performance was late in passing requirements in school. Fuller (2011) stated that tardiness
 Republic of the Philippines
33
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

has negative consequences may have affected their school performance which had a great

impact on their grades and learning. Nakpodia and Dafiaghor (2011) stated were frequently

tardy which affected their school task that may have led to missed output and quizzes that

led to a failing grade.

Problem 4: Is there significant relationship between students tardiness and their academic

performance?

Table 8

Significant relationship between students tardiness and their academic performance

Significant Relationship P-value Level of Direction and

Between Significance strength of

Correlation

Part III. Causes of Tardiness and 0.390312771 0.05 Moderately

Grades Positive

Part III. Causes of Tardiness and 0.00373612 0.05 Moderately

Effects of Tardiness Positive

Part IV. Effects of Tardiness and 0.184720478 0.05 Moderately

Grades Positive

Table 8 showed the significant relationship of tardiness and their academic

performance. Based on the findings the causes of tardiness and their grades with a level

significance of 0.05 with a direction strength of correlation was “Moderately Positive” and the

probability value has a total of 0.390312771. It showed that there is no significant

relationship between the causes of tardiness and their grade since the p-value is highest

than the level of significance. Based on the findings the Causes of Tardiness and Effects of

Tardiness to their school performance with a level of significance of 0.05 with a direction

strength of correlation was “Moderately Positive” and the probability value has a total of
 Republic of the Philippines 34
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

0.00373612. It showed that the relationship between causes of tardiness and its Effects of

Tardiness to their school performance has a significant relationship since the probability value is

lower than the significance. The hypothesis between causes of tardiness and effects on their

academic performance has a significant relationship and it was “Moderately positive”. On the

other hand, the Effects of Tardiness to their school performance and their grades has a level of

significance of 0.05 with a direction strength of correlation was “Moderately Positive” and the

probability values has a total of 0.184720478. It showed that the relationship between effects of

Tardiness and their grades has no significant relationship since the p-value is higher than the

level of significance.

Overall, there is no significant relationship between students tardiness and their

academic performance the direct strength of Correlation was “Moderately Positive”.

Problem 5: Based from the results of the study, what program can be proposed?

A symposium program was proposed by the researchers, it has a theme of "Attendance

Matter: Let's Stretch to Success and Strive For Great Attendance". The purpose of this program

is to help students to reduce tardiness and to provide information that will discuss the possible

result if the students continue this kind of behavior.

Phase Objectives Activities Person Time

Involved frame

 To ensure that  Making a draft of

Planning the symposium activities for Symposium Researchers 1-2

program will program. hours
take place  Find resource personnel

smoothly and (professional license

peacefully. speaker)
 Republic of the Philippines
35
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

 Preparation of the

materials needed.

Preparation  To ensure that  Know when and where  Speaker 1-2

hours
the necessary you held the program  The

materials for the  Know what materials are Researchers

symposium to be being provided and what

held are you have to bring

organized and  Take a copy of your

that the correct symposium program in

information case of emergency.

needed by those  Identify the main points

attending the you want your viewers to

program can be take away

provided  Anticipate question and

prepare answers.

 Understand the program

Implementa-  To ensure that  Activities - Sharing Professional 1

tion hour
everyone will be awareness about the Licensed

given the correct effects of tardiness to the Speaker

information academic performance of (Guidance

regarding the students also how they Councilor,

purpose of the will lessen or reduce this Guidance

symposium that behavior. Advocate or

was held and to  We also prepared a Teachers).

recognized who flyers that will help both

 Republic of the Philippines
Department of Education 36
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Went to this teachers and students to know

program. And also more about tardiness and what

to make sure that they can do to lessen it.

every question will  We will also have an open

be answered forum so that everything

can be clarified. And with

this help, we can find out

the reason for why these

students coming late or

frequent absences from

class.

 Awarding of Certificate for

the attendees and also the

speaker.

Analysis  To ensure  We asked them if they  The 15

Researchers min.
that the had adapted the steps to
 Grade
students had avoid being late and
11 and

understood absent from school. We 12

the issue that also asked their teachers HUMSS

students
was if they had entered

discussed school on time and if

well. they had avoided being

tardy.
 Republic of the Philippines
Department of Education
37
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

 When we observed 

that the tardy

student was

changing and they

were coming in on

time, we applied the

reward system where

they received a gift

from the researchers.

Evaluation &  To find out if  The students would  Grade 11 10

Feedback the students have rate their and 12 min.

learned and satisfaction level to HUMSS

got a lesson estimate the result of students

regarding the symposium program  The

issue that activity through researchers

was feedback slip/form.

discussed.

 To ensured  The researcher would  School 30

Accomplishment that the have ask for the Head min.

Report researchers approval to the subject  Subject

also learned teacher and to the Teacher

a lesson from school head.

this program.
 Republic of the Philippines 38
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presented the summary of findings, conclusions and recommendation.

SUMMARY OF FINDINGS

This research study aimed to determine the effects of tardiness on the

academic performance of Humanities and Social Sciences (HUMSS) students at

Alfonso Integrated High school.

Specifically, it sought to answer the following questions:

1. How often students are absent and late?

2. What are the causes of student tardiness?

3. How does student’s tardiness affect their school performance?

4. Is there a significant relationship on students tardiness and their school performance?

5. Based from the results of study, what program can be proposed?

The correlation descriptive method was use to determine the relationship between the

causes and effects of Tardiness to their academic performance was employed in the study.

The questionnaire was a self-made in order to measure on how tardiness affect the school

performance of HUMSS Students at Alfonso Integrated High-school. The data were gathered

and statistically treated through the use of percentage, mean and pearson r. After considering

all the results, The Reward System Project and Symposium Program was proposed.

Most of the respondents still experienced being late in coming to school “Once a week”

and it got the highest percentage with a total of 35% while few students answered that they

experienced being late “Everyday” in coming school and it got the lowest percentage with a

total of 15% in a total of 100% of respondents.

Most of the respondents still experienced being absent “Once a week” and it got the being
 Republic of the Philippines
Department of Education
39
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

absent “Once a week” and it got the highest percentage with a total of 66.7% while few

students answered that they experienced being absent “Once week” with a total of 1.67% of

the respondents got the highest percentage with a total of 66.7% while few students

answered that they experienced being absent “Once week” with a total of 1.67% of the

respondents

The total weighted mean of the result answering what are the causes of student's

tardiness was 2.22, after getting the weighted mean of each question, it was found that the

indicator “I experience being late/absent because of lack of transportation” had the highest

weighted mean and was interpreted as “Agree.” This means that it can cause students to

either be tardy or have numerous absences. While the indicator "I experience being

late/absent because I am working student" got the lowest weighted mean of 1.72 which was

interpreted as Disagree.

The total weighted mean of the result answering how does student's tardiness affect

their school performance was 1.88 interpreted as Strongly Disagree. The indicator "I am late

in passing the requirements in school" got the highest weighted mean of 2.37 interpreted as

Strongly Disagree. While the indicator "I cheat during our quiz" got the lowest weighted mean

of 1.05 interpreted as Disagree. This further supported that the majority of respondents were

late in submitting their outputs or activities, which led them to cheat during quizzes.

Based on the findings the causes of tardiness and their grades has no significant

relationship with a level significance of 0.05 with a direction strength of correlation was

“Moderately Positive” and the probability value has a total of 0.390312771. While the causes

of tardiness and its effects on their school performance have a significant relationship with a

significance level of 0.05 with a direction strength of correlation was “Moderately Positive” and

a probability value of 0.00373612. On the other hand, the Effects of tardiness and their grades

have no significant relationship with a level of significance of 0.05 with a direction strength of

correlation was “Moderately Positive” and probability values with a total of 0.184720478.
 Republic of the Philippines 40
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Overall, there has no significant relationship between students’ tardiness and their

academic performance the direct strength of the Correlation was “Moderately Positive”.

CONCLUSIONS

The following conclusions were drawn after the data had been analyzed.

1. Most of the respondent were frequently absent and late once a week.

2. The major cause of being late or absent from class among students was a lack of

transportation which can result in the late submission of school requirements.

3. There is no significant relationship between Causes of Tardiness and grades.

4. There is a significant relationship between Causes of Tardiness and Effects of Tardiness to

their school performance.

5. There is no significant relationship between Effects of Tardiness to their school performance

and their grades.

RECOMMENDATIONS

In the light of the findings and conclusions derived from the study, the following are

recommended:

1. We recommend that students who are late or absent from class due to serious problems

should provide an excuse letter. Students without an excuse letter will be required to perform

two days of community service.

2. We recommend that these students should have a service so that they will not waste time in

waiting for vehicle. Also those students who cannot afford for services should set alarm to

wake up early and prepare important things before going to bed so that they will prevent being

late or absent due to the transportation.

3. The researcher decided to create a flyer to raise awareness among students, teachers, and

school administration about student behavior. This helped students understand the possible

causes of their frequent absences and tardiness, and take action to prevent this behavior in
 Republic of the Philippines 41
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

school. Additionally the school administration was informed about student behavior and

could implement and strengthen the policies to prevent tardiness

 The Tardiness Awareness and Strengthen Policies initiative aims to raise awareness

about the causes and effects of tardiness on school performance and to implement

policies to prevent students from being late. As a result, teachers and school

administration can provide guidance and motivation through an Awareness and

Rewards program that will help students become motivated not to become absent/late

in class. The reward project will be given as a reward to those students who are

successfully prevented become absent and late in class.

4. The researcher suggested to the school administration to strengthen policies to prevent

students from being tardy. The goal of this policy was to ensure that students arrived at

school on time because some students who arrived late to class could interrupt the

teacher’s lesson and disrupt the learning of their fellow students. Therefore, the researcher

recommended to strengthen the policy so that students could maximize their learning

opportunities and contribute to a positive classroom environment.

5. For future researchers, it is recommended to focus on the gaps in our study and examine

the effectiveness of school policies in preventing tardiness and finding ways to strengthen

them.
 Republic of the Philippines
Department of Education
42
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

REFFERENCES

Anton Birioukov-Brant (2017)-Absenteeism-Retrieved-(March 3, 2023)- (PDF) Absenteeism

(researchgate.net)

Donald Lukman (2021)- How Lateness To School Can Affect Students’ Performance-

Retrieved (February 21, 2023)- How Lateness To School Can Affect Students’

Performance | by Donald LUKMAN | Medium

Farrar R. (2010)-Too late to learn: Student Tardiness in the middle school-Retrieved

(March 11, 2023)

https://www.proquest.com/openview/d42345a2f5f7e2481198f0e8b4082abe/1?pq-

origsite=gscholar&cbl=18750

Gile, Quinn Xzzy Dy (2018)- THE EFFECTS OF TARDINESS OF THE SENIOR HIGH

SCHOOL STUDENTS OF SOUTHERN LUZON COLLEGE-Retrieved (February 21,

2023) Final [PDF] | Documents Community Sharing (zdocs.cz)

Indosi E., Linog A., Naividad A., Ngo J. (2020)- Tardiness: Its Effects To The Academic

Performance of The Grade 10 Students-Retrieved (February 21, 2023)- Tardiness:

Its Effects To The Academic Performance of The Grade 10 Students of Sjsfi

Enrolled in S.Y. 2019-2020 | PDF | Statistics | Dependent And Independent

Variables (scribd.com)

Keitumetse k. Kgosi (2015)- Students Tardiness and its effect on teaching and Learning-

Retrieved (March 7, 2023)- Students’ tardiness and its effect on teaching and

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Full Text (biomedcentral.com)

 Republic of the Philippines
Department of Education
43
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

McBurney D., and White (2009)-Research Methods-Retrieved (April 12, 2023)-

https://ivypanda.com/essays/descriptive-statistics-and-correlational-design/

Paul D’ Astoli (2017)-Being late to Class reasons and ways to avoid this-Retrieved (March3,

2023)- BEING LATE TO CLASS - REASONS AND WAYS TO AVOID THIS

(linkedin.com)

Rebecca Vukovic-(2017)- The effect of student tardiness on learning-Retrieved-(2023)-

The effect of student tardiness on learning (teachermagazine.com)

Stacy Zeiger- (2012)-The Impact of Tardiness on School Success-Retrieved-(February 20,

2023)- The Impact of Tardiness On School Success | PDF | Correlation And

Dependence | P Value (scribd.com)

TARDINESS-Retrieved (March 3, 2023)- TARDINESS | English meaning - Cambridge

Dictionary
 Republic of the Philippines 44
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

APPENDICES
Appendix A

Certification On The Validity of Research Instrument

 Republic of the Philippines 45
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTME

Appendix B

Letter of Survey

April 26,2023

Ma’am/ Sir:

Greetings of Peace!

We, the Senior High School Students of Grade 12 HUMSS B MAPAGBIGAY would like
to ask for permission to allow us to conduct a survey among your students about our
research entitled ”EFFECTS OF TARDINESS TO THEIR ACADEMIC PERFORMANCE OF
SENIOR HIGHSCHOOL AT ALFONSO INTEGRATED HIGHSCHOOL.”

The survey will last only about 5 to 10 minutes. Rest assured that the data gathered will
remain confidential and for academic purposes only.

We are hoping that this request will merit your favorable approval.

Attached herewith is the approved letter from our principal Dr. Rina F. Romilla, and the letter
informing each Grade Level Chairperson on the conduct of this survey.

Respectfully yours,
CYRIL ALVARADO
JOAN ALBERTO
ZANDRA MOJICA
NICOLE ROLLON
CHRISTIAN RONARIO
Researchers

Noted by:

NHORMIE MAAN S. DESIPEDA

Subject Teacher
 Republic of the Philippines 46
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Appendix C
Survey Questionnaire

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE

ALFONSO INTEGRATED HIGHSCHOOL

ALFONSO,CAVITE

SENIOR HIGH SCHOOL DEPARTMENT

Effects of Tardiness on the Academic Performance of Students

in Alfonso Integrated High School. S.Y.2022-2023
This survey intends the purpose of collecting data for research as this research aims
to determine the effects of tardiness on school performance, all individual responses will be
kept confidential.
Instructions. Check the appropriate answer to the following questions. Honestly answer
all the questions, but if a question does not apply, leave it blank.
Part I. Demographic Profile
Name: (Optional) _ Grade & Section:
Address: Average 1st semester:
Sex: Male Female
Part II. How often are students being late or absent?
1. How many times you are late for your class?
Once a week
Twice a week
Three times a week
Everyday
2. How many times you are absent from school?
Once a week
Twice a week
Three time a week
One week
Part III. Causes of student tardiness
Directions: On the following likert scale, select the most applicable letter by putting a check
inside the box, depending on your view point, whether you agree or disagree.
Questions Strongly Agree Strongly Disagre
Agree (3) Disagree e
(4) (2) (1)
1. I experience being late/absent because of a
lack of transportation.
 Republic of the Philippines
Department of Education
47
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

2. I experience being late/absent from class

because of waking up late.
3. I experience being late/absent because of
the distance between my house and school.

4. I experience being late because I sleep late

hours.
5. I experience being late/absent because I
have a lot of responsibilities.
6.I experience being late/absent because of my
unstable health.
7.I experience being late/absent because of
hang over.
9. I experience being late/absent because I’m
not motivated to take the subject.

10. I experience being late/absent because I

have a lot of work to do in other subjects that
are needed to submit.

11.I experience being late/absent because of

the traffic going to school.

12.I experienced being late/absent because I

spend more time in playing mobile games at
night.
13.I experienced being late/absent because I
don’t have enough allowance.

14. I experienced being late/absent because of

family problem.

15. I experienced being late/absent because I

am working student.
 Republic of the Philippines 48
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

Part IV. How does student tardiness affect their school performance?

Direction: On the following likert scale, select the most applicable letter by putting a check inside

the box, Depending on your viewpoint. Whether you agree or disagree.

Questions Strongly Agree Strongly Disagree

Agree (3) Disagree (1)
(4) (3)

1. I missed a lesson that already discussed.

2. I missed a lot of activities.

3. I am late in passing the requirements in

school.
4. I don't learn properly.

5. I get a low score when it comes to my

quizzes.
6. I cannot understand our lesson.

7. I cannot participate on our class discussion.

8. I cheat during our quiz.

9. I skip an important announcement from my
teacher.
10.I cannot manage my time properly in terms
of academic.
11. My time for studying was limited that
causes for me to cram.
12. I disconnected with my school activities.

13. I disconnected with my classmates and

teachers.
14. I can’t do my task on time.
 Republic of the Philippines 49
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

CYRIL G. ALVARADO
095 purok 4 Taywanak Ilaya, Alfonso Cavite
Contact No.: 0955-017-8495
Email: [email protected]

SKILLS & QUALIFICATIONS: PERSONAL DATA:

 Patience Date of Birth: April 23, 2005

 Good communication skills Sex: Female

Civil Status: Single
 Dedicated

EDUCATIONAL ATTAINMENT:
Senior High Alfonso Integrated High School 2021- 2023
School Alfonso, Cavite

Junior High Alfonso Integrated High School 2017- 2021

School Alfonso, Cavite

Elementary Alfonso Central School 2011- 2017

Alas-as St. Alfonso Cavite

CHARACTER REFERENCES:
 Ms. Jenalyn Javier 0951-605-7778
Senior High School Coordinator
Alfonso Integrated High School

 Mr. Mark Javier 0910-041-1582

Senior High School Teacher
Alfonso Integrated High School

 Ms. Nhormie Maan Desipeda 0912-306-0182

Work Immersion Coordinator
Alfonso Integrated High School
 Republic of the Philippines 50
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE ALFONSO
INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

JOAN D. ALBERTO
Calle Onse St. Pajo Alfonso, Cavite
Contact No.: 0998-931-5154
Email: [email protected]

SKILLS & QUALIFICATIONS: PERSONAL DATA:

 Patience Date of Birth: January 31, 2005
Citizenship: Filipino
 Leadership
Sex: Female
 Communication skill Civil Status: Single
 Critical thinking
 Organization skill

EDUCATIONAL ATTAINMENT:
Senior High Alfonso Integrated High School 2021- 2023
School Alfonso, Cavite

Junior High Alfonso Integrated High School 2017- 2021

School Alfonso, Cavite

Elementary Alfonso Central School 2011- 2017

Alfonso, Cavite

CHARACTER REFERENCES:
 Ms. Jenalyn S. Javier 0951-605-7778
Senior High School Coordinator
Alfonso Integrated High School

 Mr. Mark Javier 0910-041-1582

Senior High School Teacher
Alfonso Integrated High School

 Ms. Loritess Perey 0917-972-0907

Master teacher I
Alfonso Integrated High School
 Republic of the Philippines
Department of Education
51
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

ZANDRA MAE T. MOJICA

Barangay III, Alfonso Cavite
Contact No.: 0946-466-6709
Email: [email protected]

SKILLS & QUALIFICATIONS: PERSONAL DATA:

 Microsoft Office Applications such as Word, Date of Birth: August 1, 2005
and Powerpoint Citizenship: Filipino
 Communication Skills Sex: Female
 Responsible with every task given Civil Status: Single
 Hardworking and has a lot of patience
 Willing to learn and listen

EDUCATIONAL ATTAINMENT:
Senior High Alfonso Integrated High school 2021- Present
School Montenegro St. Brgy. V, Alfonso Cavite

Junior High Alfonso Integrated High school 2017-2021

School Montenegro St. Brgy. V, Alfonso Cavite

Elementary Alfonso Central School 2011- 2017

Alas-as St. Alfonso Cavite

CHARACTER REFERENCES:

 Mr. Mark Javier 0910-041-1582

Senior High School Teacher

 Mrs. Jenalyn Javier 0951-605-7778

Senior High School Coordinator

 Mrs. Nhormie Maan Desipeda 0912-306-0182

Work Immersion Coordinator
 Republic of the Philippines 52
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

NICOLE JANE D. ROLLON

Taywanak Ibaba, Alfonso Cavite
Contact No.: 0905-651-4950
Email: [email protected]

SKILLS & QUALIFICATIONS: PERSONAL DATA:

 Time management Date of Birth: April 23, 2005
Citizenship: Filipino
 Self-Motivation Sex: Female
Civil Status: Single

EDUCATIONAL ATTAINMENT:
Senior High Alfonso Integrated High School 2021- 2023
School Alfonso, Cavite

Junior High Alfonso Integrated High School 2017- 2021

School Alfonso, Cavite

Elementary Cabunbata Elementary School 2011- 2017

Isabela City, Basilan

CHARACTER REFERENCES:
 Ms. Jenalyn Javier 0951-605-7778
Senior High School Coordinator
Alfonso Integrated High School

 Mr. Mark Javier 0910-041-1582

Senior High School Teacher
Alfonso Integrated High School

 Ms. Nhormie Maan Desipeda 0912-306-0182

Work Immersion Coordinator
Alfonso Integrated High School
 Republic of the Philippines 53
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT

CHRISTIAN Q. RONARIO
Ezperanza ibaba alfonso,cavite
Contact No. 09756719255
Email: [email protected]

SKILLS & QUALIFICATIONS: PERSONAL DATA:

● Using time effectively Date of Birth: December 25,2002
Citizenship: Filipino
Sex: male
● Communicating skills
Civil Status: Single

● Ready to listen

EDUCATIONAL ATTAINMENT:
Senior High Alfonso integrated high school 2021-present
School Alfonso,cavite

Junior High Alfonso integrated high school 2018-2021

School Alfonso

Elementary Ezperansa ibaba elementary,school 2010-

Esperanza ibaba alfonso,cavite 2016

CHARACTER REFERENCES:
 Ms. Jenalyn Javier 0951-605-7778
Senior High School Coordinator
Alfonso Integrated High School

 Mr. Mark Javier 0910-041-1582

Senior High School Teacher
Alfonso Integrated High School

 Ms. Nhormie Maan Desipeda 0912-306-0182

Work Immersion Coordinator
Alfonso Integrated High School