CHAPTER 2

REVIEW OF RELATED LITERATURE

In reviewing the literature, conducted by some researchers. The review shows the

applicable theories to the study of the transport network then the review was examined showing

that it is related to transportation problem of student which effect the students attendance. The

review of literature involves the prior research performed in Liceo De Cagayan University

Highschool Department.

Chronic lateness is when students are late to class regularly and can have dramatic results

on the future education and career of a student. Similarly, the valuable educational time is missed

by students who leave school early. Core learning opportunities such as morning huddles,

morning announcements, educational activities, assessments and quizzes, and social interactions

with peers are skipped by Athlos students who arrive late and leave school early. Chronically late

students are more likely to embrace full toleration of absence, frequently contributing to chronic

absenteeism. Not only does this reflect poorly on the students and the class, but it can also

impact their peers. Research has found that on their test scores, not only do students who are

consistently late do poorly, but their more prompt peers do so. The less time students spend in

the classroom means the less they will contribute; sometimes contributing to interruption of the

classroom, putting on hold team and school activities, and making fewer peer connections.

According to Wikipedia (2013), academic performance is the outcome of education;

it is the extent to which a student, teacher or institution has achieved their e ducational goals.

Thus performance is characterised by performance on tests associated with coursework and

the performance of students on other types of examinations (Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’ academic performance or

achievement in schools, colleges and universities. Some of the factors identified and reported to

have affected the academic performance of students in these different settings are: student effort,

previous or prior educational performance, self-motivation, the social-economic status of the

students’ parents, the students’ age, number of hours of study per day, admission points, different

entry qualifications, tuition trends and the students’ area of residence (rural or urban) (Farooq,

Chaudry, Shafiq & Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

Admission points and the different entry qualifications, which are the results of prior

or previous academic performance likely to affect the students’ future academic

performance, have been considered in this study, as this research concerns the academic

performance of students admitted with different entry certificates. Tertiary institutions all

over the world, including Nigeria, use prior academic performance in terms of admi ssion

points or different entry qualifications/certificates as a basis for selecting students for

admission into the colleges of education, polytechnic schools and universities. These

admission points or entry certificates are always of equivalent rating or value, even though

they may be awarded by different examination bodies. Thus Bratti and Staffolani (2002)

observed that the measurement of the students’ prior educational outcomes or performance

is the most important indicator or determinant of the students’ future academic performance.

The type of school a child attended also affects the academic performance of the

student. In this regard, Kyoshaba (2009) observed that students’ educational outcome and

academic success is greatly influenced by the type of school which they attended. The

school we attend is the institutional environment that sets the parameters of a student’s

learning experience. In agreement with this, Considine and Zappala (2002) reported that the
type of school a child attends influences the educational outcomes; furthermore, schools

have an independent effect on the students’ educational attainment, and this is likely to

operate through the variation of quality and attitudes. In the same vein, Miller and Birch

(2007), while studying the influence of the high school attended on university performance,

observed that outcomes at the university level differ according to the type of high school

attended. Thus, a student’s school background is positively related to his or her academic

performance at an undergraduate level. In addition, Ali et al. (2013) and Kwesiga (2002)

also observed that the learning outcomes and educational performance of students are

strongly affected by the type of educational institution where they received their educati on.

However, this is a function of the number of facilities a school offers, which usually

determines their quality, and which in turn affects the performance and accomplishments of

its students.

The literature review covered tardiness and absences in the work and school

environment, school failure and its relationship to tardiness and absenteeism in school, school

interventions to change deviant behaviour, students= insights on deviant school behaviour, home

influence on tardiness and absences in school, and the impact of work on school behavior and iii

performance. Evidence has shown that students at school are substantially different from their

fellow students. Working students are more prompt at school classes, have less unexcused

absences at school, and have higher grade point averages (GPA). It was strongly supported the

hypothesis that working students would show the same pattern of tardiness both at work and at

school. That is, students who were early at school were also timely at work, while students who

were late at school were late at work as well. Ancillary findings included a correlation between

students tardiness and unexcused absences at school, a negative correlation between unexcused
school absences and GPA, no significant differences between genders on tardiness and

unexcused absences in school, a significantly higher GPA for females than for males, and a

significant difference between high school grade levels and their tardiness and unexcused

absence behavior.

Foreign Literature

Many studies have shown that tardiness in school has a detrimental impact on the results

of education. Students receive fewer hours of instruction than students who are in class when the

bell sounds due to the sheer necessity of arriving late and missing school hours. But not only

does a student who arrives late at school consistently establish bad habit of punctuality, their

lateness also disrupts other students ' learning in their classes.

ETC’s (2009) reported that the attendance and punctuality policy clearly states that

“regular and punctual attendance is of paramount importance in ensuring that all students have

full access to the curriculum. Valuable learning time is lost when students are absent or late”.

Therefore, University’s expects students to attend all learning and teaching sessions. Thus,

students should come on time for classes. Late arrival students are disruptive and inequitable to

other class members. Basically, there are a number of hidden reasons that students arrive to class

late, which causes the source of the problem. Nontheless, instructors are responeable to establish

appropriate dealing strategies to uproot such behavior.

A research conducted by the Hammill Institute on Disabilities (Caldarella, Christensen,

Young & Densley, 2011) analyzed the reduction of tardiness among primary school age students

using appreciation notes written by teachers. Researchers found that often late-to-school students

often miss important information about the opening and educational events. When late students
interfere with learning, teachers may become irritated, frequentlyrequiring re-teaching of what

they skipped. Tardy actions can also adversely affect the classroom's overall environment,' the

study says. Arriving at school late may also suggest that high school students leave to do things

designed to build connections with their peers, potentially affecting their social interactions and

creating a greater sense of alienation from their classmates.

When assessing the deleterious effects of skipping when school time, research has

focused almost exclusively on absences, and almost no attention has been paid to tardiness.

Therefore, this study adds a new dimension to the field by analyzing the effect of student

tardiness on academic achievement. Using an empirical model on a large scale. In the

longitudinal, multi-level data collection of urban primary school kids over 6 years of

observation, there are 2 significant findings. First, students with greater tardiness perform poorly

on standardized reading and math tests. Second, having a late record of an individual's own,

students whose peers are late also more often have lower test score. Therefore, the gap in

achievement for students who also have lower test score is expanding even further. Therefore,

the disparity in achievement is widening even further for students who also have a higher level of

tardiness on an individual basis. The implications of policy are being discussed. (Michael

Grottfried, 2012)

As Nakpodia and Dafiaghor (2011) putit: "lateness inhibits the school's goals attainment

process." The school can not serve its function as it should be expected if there is a prevalence of

tardiness among students. A school must provide quality education for students and ensure full

access to it for students. But, when they are late and absent, students can not fully experience this

education. ETC (as quoted by Nakpodia and Dafiaghor, 2011) claimed that "normal and timely
attendance is of paramount importance in ensuring full access to the curriculum for all students...

valuable learning time is lost when students are absent or late."

Student tardiness among academics is not a very common phrase. The most common

term used is "late," "you are late in class" or "why is your assignment late?""Academics often

use the concept of" latecomer "to describe a student who is not on time. Many common words

include' sluggishness,'' procrastination,'' slowness' and' belatedness,' all indicators of late.

It is called "chronic tardiness" (Vocational Psychology 2005) when this lateness becomes a habit

or frequent occurrence. Throughput rate, on the other hand, is also a vital issue for HEIs in SA as

it can have a positive or negative impact on government funding.

Webster's Dictionary (2005) gives the word "tardy" four different definitions. First of all,

"tardy" can mean "moving slowly or going," "slowly" and "not quickly." It reminds us of the

slow moving sloth, a South American-born arboreal creature that spends up to 15 hours a day

doing nothing but sleeping (Sloth.com 2005). First occurred in written form around 1175 C.E.,

the word "sloth," which was used to indicate indolence and leniency. In this sense, Tardy

students may be seen as slow to complete their assignments. 9 Second, the word' tardy' is

described as' not in season,'' late' or' dilatory. 'This term may be extended specifically to people

late for work, class or appointment. It can also be applied to students who submit late

assignments, make overdue proposals or pay for services well beyond the due date. The third

definition of “tardy” is “unwary” or “unready”. This indicates a careless or inconsiderate attitude

on the part of individuals for other people in their respective communities. Students who keep

their lecturers waiting for assignments may reflect this inconsiderate attitude. Students who

disrupt a class or lecture by arriving late may also interfere with their fellow students and thus

show a lack of fellow feeling. A fourth definition of "tardy" incorporates the terms "illegal" and
"culpable." In other words, people may at times be late on purpose in order to indicate their

dissatisfaction, hostility or problems with authority (Hawley 2003:64-66).

St. Pierre (2002) developed a strict policy for his high school classes in which the 12

student's score for the class was directly affected by being late. Although well-intentioned, this

method tends to be especially misguided if the model predicts correctly that lower grades

increase deviant behavior, like tardiness.

Research shows a related decline in student achievement as student non-attendance

increases. Jones (2009) and the Student Welfare Directorate (SWD) (2010) support higher grades

for students attending school on a regular basis than high-absence students. Regular attendance is

critically important, according to The Parent Institute (PI) (2003), because students missing

school miss out on carefully planned instruction sequences. They miss out on experiences of

active learning and participation in the class. They don't get the chance to ask questions and

share skills and knowledge that promote retention. PI (2003) suggests that absentees are more

likely to fall back and are more likely to drop out. Education is a proactive activity; the lessons

of each day are focused on the lessons of the previous day(s), so it is unhealthy for students to

miss these directions. When part of day-to-day learning events, most students use seminars,

presentations, exhibits, tests and participation. McCoy (2013) indicated that it is important to

include students in the process of incorporating standards-based lessons. This engagement

benefits students because it promotes critical thinking, shows appreciation of student ideas, and

helps students to share knowledge and skills. Such tasks cannot be composed by those students

who are sick, late-comers or those who leave before the schedule of class. 27 Standard patterns

of attendance at school encourage the creation of other positive behavior patterns. Missing

school students are more likely to be at risk of antisocial or criminal behavior (SWD, 2010;
CMHS, 2008). Every day attending school promotes student learning and helps students build

and maintain understanding. It also ensures that students do not skip the important learning

activities planned early in the day when they are most attentive and learn the importance of

punctuality. This reduces the potential for disruption in the classroom, such as checking for

missing or late-coming students. Lateness is considered a partial absence and should be clarified

to the school in the same way as other absence forms (SWD, 2010). Students need to understand

and engage in lessons and how that involvement is organized by teachers (Evertson and Harris,

1992). Students attending regularly are more likely to participate in extracurricular school

activities and benefit from the positive outcome of those activities. Students who are often absent

in education fall behind and miss important aspects of socialization that strengthen their ability to

understand and follow directions or better plan for the future (Calaveras Unified School District

(CUSD), 2011).

Increased involvement of students in regular learning events plays an important role in the

educational achievement of a child. It is also an opportunity to develop positive and healthy

relationships with their peers for important peer interactions that structure avenues for young

adolescents (McCoy, 2013). Student-student 28 communication with student-teacher interaction

will improve student interest and knowledge about what they were sharing during teaching and

learning processes.

By communication between students, innovation can be created to correct some errors as well as

slow learners can benefit from their fellow students with a high Intelligent Quotient (IQ).

School position leads a great deal to school attendance as it minimizes transportation

problems. Sunday and Olatunde (2011); Oghuvbu (2010) studied the scheduling of school

locations and their related impact on student achievement in Nigeria. Sunday and Olatunde
concluded that by providing taxis and buses to promote teachers and students ' movement to their

schools, the community would help the government. Boer (2005) researched the position of

school and transportation issues. He noted that educational changes such as organizational,

economic, and cultural shifts, as well as changes in consumer behavior, have an effect on

population density, school location policies, and school transportation. Joseph and Olatunde

(2010) clarified that while some people enjoy the minimum distance to travel to receive

education, some people elsewhere suffer from having to cover the maximum distance from

university. In order to avoid the 26 disadvantages of long journeys and transportation costs for

students to acquire education, the study of school transportation must therefore indicate the

quality and cost implications of location and transportation decisions. School place, as

researchers explained, can be used as a lesson to develop community secondary schools in Dar es

Salaam City.

As cited by Nakpodia and Dafiaghor (2011),' lateness' can be described as the' situation

where a person arrives after the normal, scheduled or usual period (Oxford Advance Learners '

Dictionary, 5th ed., 1995), Lauby (2009) puts it as a term used to describe' people not turning up

on time' and Breeze et al. (2010) contributed by saying that lateness is associated with' lateness,'

which implies b. Finally, Weade (2004) defined tardiness as "being late for any measurable

length of time after the stated or scheduled work or school start time."

In most schools, when the school bell rings or when the first teacher begins to provide instruction

al materials for the first subject in the morning class, a student is considered late when he / she is

not present.

Statistics have shown that those students with "perfect or near-perfect attendance" have

good grades relative to those students who often are late-comers skip classes (Cowan Avenue
Elementary School Group, 2007, paragraph 3). Moreover, as Zeiger (2010) mentioned, the

results of the teachers' survey report show that students with high tardiness rates have "higher

suspension rates and other disciplinary measures" (National Center for School Crime and Safety

Statistics Indicators [NCESISCS] (2007)).

It also leads to behavioral problems for the students and to drop out. Finally, Zeiger (2010) indic

ated that "Students who are often late in school are also more likely to be fired from a job for late

attendance".

Several factors have been identified as some of the reasons why students arrive late at

school in various literatures.Chiu Mochi (1993) identified factors such as age, family

commitments, job changes on the part of parents, health issues as some of the factors that may

affect students in high school late in life. Among other factors, Okwelle (2003) noted that

learners may develop a negative attitude towards school resulting in late – coming or poor

attendance due to non-employment of school leavers, class repetition, and insecurity. In a

separate study, Alio (2003) highlighted the social status and educational level of the parent as

factors that may influence school attendance and late arrival. The study further noted that the

geographical location of the school, the attitude of the student towards the first subject of the

day, and the lack of supervision of the student activities by teachers and parents, and poor

teaching methods, among others, may lead to a lack of supervision of the student activities.

Okpukpara and Chukkwuone's study (2007) established gender's role in child education.

From the report, there is a higher participation of women headed households in schools, whereas

trained fathers are more likely to have a strong impact on increasing the likelihood of attendance

of children at school than mothers. Emore (2005) stated that, among female students, lateness is

popular than male students. This may be due to their domestic involvement. The research also
referred to the location of the school as one of the major causes of lateness among high school

students. An important aspect of school is showing up (Johnson, Crosnoe, & Elder, 2001).

A student not showing up on time is considered to be late. Tardy can be described as "the

failure of the student to be at the sound of the final transfer bell or tardy bell in an assigned seat"

(Tyre et al., 2011, p. 135). Not showing up on time or being late is considered problematic, as

shown in the study conducted by Fish et al. (2011), which reported "the level of abuse in public

high school students in the 10th grade in 1990 and 2002.". Pervasive tardiness is a sign that

expectations for punctuality are unclear and/or consequences are either not being implemented or

proving to be ineffective (Tyre et al., 2011). Pervasive tardiness is a sign that punctuality

expectations are unclear and/or effects are either not being implemented or are proving

ineffective (Tyre et al., 2011).

Being perpetually late in school will have an effect on the educational of a student

similarly as she/ he will disturb different students and additionally the teacher World Health

Organization area unit having a category. Consistent with breeze et al. (2010) timing is

synonymous to “Tardiness”, which means being slow to act or being slow to reply, therefore not

meeting up with correct or usual temporal arrangement. Habitual timing also can be learned from

different members of the family particularly from the older ones. Film observation at the hours of

darkness also can have an effect on the timing of students. consistent with Nakpodia and

Dafiaghor (2011), rousing late within the morning area unit one amongst the foremost factors of

timing why they are going to high school late is owing to significant traffic, social unit chores,

vehicle breakdowns and lack of responsibility area unit some reasons why students arrive late to

category Nakpodia and Dafiaghor (2011) emphasized that lateness or timing isn't simply the

matter of the late student however it affects the encompassing folks. A student coming back late
in school distracts the remainder of the scholars and disrupts the flow of the teacher’s discussion.

It is even a burden to the student/s that the late students invite what to catch up with.

The remainder of the consequences given by Nakpodia and Dafiaghor area unit regarding

the welfare of the entire college, its productivity and revenue. Knowing the potential effects of

timing or timing, it's necessary for solutions to be dead.

Studies show that teenagers need 9-10 hours of sleep. Without proper sleep, memory and

the ability to concentrate as well as higher cognitive functioning is severely affected. This means

that when your teen pulls an all-nighter to study for exams, they are setting themselves up for a

poor academic performance on exam day.

A survey by the National Sleep Foundation found that 60% of high school students

suffered from extreme daytime fatigue which caused them to regularly fall asleep in class. They

attributed this to the average of 6.5 hours of sleep that the students were getting. “Chronic sleep

loss in children and adolescents is one of the most common – and easily fixable – public health

issues in the U.S. today,” said pediatrician Judith Owens, MD who led the study.

Dr. Avi Sadeh, a lecturer at the University of Tel Aviv, conducted a study to find out just

how much sleep deprivation affected academic performance: “A loss of one hour of sleep is

equivalent to [the loss of] two years of cognitive maturation and development.” What this means

practically is that a sleepy eighth grader will perform academically closer to a sixth grade level.

Lack of sleep also reduces the efficacy of immune systems and that leaves students vulnerable to

all the illnesses they are exposed to at school. Missed school days also contribute to poor

academic performances.
 Class and school tardiness have appeared in several studies across the globe and the

condition may even become worse in future depending on the prevailing conditions of the future

in the educational paradigm.

Studies conducted by Thompson (2012) and Abadzi (2007) have portrayed significant

influence of class and school tardiness to academic performance and individual student’s

behavior. According to the two researchers, very few students can manage to attend classes or

schools throughout the term period. According to Thompson (2012), the problem of student

tardiness mostly affects new teachers in a certain environment, but reasons behind such

behaviors differ from worldwide.

Thompson (2012) further asserts that tardy students are harmful to the academic

performance since they cause disruptions during the teaching process as well as setting negative

tone in a class where the possibility of others imitating is considerably high. On the other hand,

Abadzi (2007) claims that tardiness results to disrupted learning since it affects teacher’s

instructional plan that subsequently affects the entire class performance. Finally, empirical

analysis of educational reports by Garrett in the year 2001 can significantly provide empirically

validate literature necessary to support the basic argument of this study.

Among the most significant issue examined in this study, include trespassing, student

tardiness, and student misbehavior and teacher absenteeism that are core factors to poor

academic performance among schools worldwide.

According to Coady and Parker, (2002) as quoted by Kithokoo, (2011) in Mexico,

students who walked long distances to secondary schools had a consistently negative impact on
the attendance of teachers, thereby impacting their academic performance. The overall impact for

girls was much greater than for boys. For girls, a one-kilometer reduction in distance to the

nearest secondary school would result in an 8.6% increase in the likelihood of attending, whereas

for boys the corresponding increase would be about 6.3%.

However, in presenting a paper at the educational stakeholder symposium in Nairobi, Malenya (2

008) pointed out that long distance from homes to schools is likely to result from involvement in

the learning process among students from rural communities in Africa, which ultimately affect th

eir academic performance.

Mlozi (2013) in the study of factors influencing student’s academic performance in

community and government secondary schools in Mbeya Municipality mentioned lack of

dormitories, uncovered syllabi, student tardiness, and poor teaching and learning environment

were the hindrance factors for good academic performance among secondary school students.

Sleeplessness poses many risks to our health and well-being. It can increase the risk of

chronic health problems and early death over time, and not sleeping enough will affect our

thinking and memory in the short term. So it's not surprising that numerous studies suggest that

improvement in children's sleep, school performance, attendance, and other health outcomes.

And much of that research shows that reducing school start times is a successful way to achieve

such results (Centers for Disease Control and Prevention epidemiologists[ CDC] released a study

of such evidence in April 2016 in the Journal of School Health).

(Lens, October 2008). Motivation is "a psychological process in which personality traits

(e.g., motivations, causes, abilities, desires, aspirations, and potential perspectives) combine with

perceived environmental characteristics" for these researchers. This suggests that student

motivation may be affected by changes within the students themselves, in their learning
environment, or in the culture of the school. Late schooling is one of the major issues that

plagued many schools; there is hardly any school that is spared this issue.

The effect of this great threat can not be overemphasized as it has significantly

contributed to the academic achievement of learners and the functioning of the school in a

negative way (Okpupara et al., 2007).

Without the teacher and the learners coming together, active teaching and learning cannot

take place (Oghuvbu, 2012). Throughout this time, So when st According to CAESC (2007) and

Zeiger (2010), the students ' most important learning time of the day is in the morning,

particularly between 8:00 a.m. and 9:30 a.m. It's because at this time of the day the students are

most attentive and observant. It's because at this time of the day the students are most attentive

and observant. It is also the reason why during this time the most important lessons and subjects

were discussed. So when students are late or absent during this time of day, they actually miss

out on most of the important lessons to be noticed and taught.

According to Olaniyi and Adepoju (2003) identify home-school distance through

involvement of stakeholders as one among several factors that causes poor performance of

students in public examinations. Kiplangat, and Awino (2014) cting Oriko (2002) and Reche et.,

al. (2012) indicate that walking long distances to school greatly make students reach it with

empty stomachs and lateness influencing negatively, their academic performance. Similarly, in a

study he conducted and used, Galabawa (2002) revealed that when schools are located far from

home, students ' academic performance is impaired, as most of them remain with little time to

focus on their (private or school) studies because of the long distances they travel to their

colleges.
 In primary schools and secondary schools where girls are day students, travelling long

distances before arriving in school decreases their performance in school since they arrive in

school already tired. Participation and performance in any subject according to SMT is then

hampered. In Tanzania and Ghana, boys‟ boarding schools have opened up admission for girls

from the community as day students. Travelling long distances is still an issue, however, and

girls arrive at school late, missing the first lesson of the day or get back home too tired for any

meaningful studies. When they live long distances from school, girls are unable to take part in

private tuition classes held after school hours or discuss homework, assignments as they are

expected to leave school compound for some time or hurry home before darkness falls. In some

cases where girls live a long distance from school, they are forced to take up lodgings in the city

where the school is located to expose them to many unscrupulous and harassing situations. Many

families require their daughters to live with relatives who may not be the right people to choose

as guardians. When schools are a few distances away from home, parents tend to be worried

about their children's safety, particularly the girl child, and often reluctant to let them go to

school. All these hardships frustrate the girl child more with their male counterparts and thus

make them (the girls) academically perform poorly. Long distances between students from

school foster lateness and truancy. Lateness guarantees punishment in some schools, particularly

primary schools, which is typically by canning. Girls would rather skip school all day long than

face this painful and embarrassing form of punishment. Lateness also leads to a lack of early

morning lessons that are mathematics in many primary schools. Mathematics is a hierarchical

topic and it is hard to join at a later stage when lessons are skipped. Sadly, many schools do not

want to adjust the time table in order to remedy the situation. Unlike the children, the girl child is

facing sexual harassment due to the long distance they are going to school. Young boys and
sometimes men can easily manipulate them and they end up being sexually abused. Very often

complaint about girls ' sexual harassment is ignored, and many girls do not report occurring

incidents. Many women hide from sexual harassment and become reclusive. When girls begin to

withdraw from men, their school performance goes down. When the sexually harassing girl is on

her way to school, she starts skipping school and then drops out of ISSN's International Journal

of Advanced Research and Publications: 2456-9992 Volume 1 Issue 5, November 2017

www.ijarp.org 432 school. Long distance to school often affects children, but not like their

female counterparts. Distance will affect boys ' academic performance in various ways. Some

may carry football in their bags and play it on their way to school as the distance is normally far

away and they end up late in the classroom or not at all in school. Many children have developed

disdain for going to school as a result of the distance they drive to school, some may go out and

end up hiding in the neighborhood while the parents believe he's in school. All these on the long

run affect the child performance in school especially the girl child.

Students who are often late receive lower grades, standardized test ratings, and

graduation rates. In elementary and middle school, chronic lateness is associated with high

school failure. Higher absenteeism and late dropout rates were recorded in a national study

(Ekstrom, Goertz, Pollack, and Rock, 1986).

Teachers interviewed for the 2007 National Center for Education Statistics School Crime and Saf

ety Indicators reported higher suspension rates and other disciplinary actions for students who ar

e often late.
Local literature

According to an article by Vera Mella (n.d) Filipinos in the Philippines falling to keep up

with punctually is not just laziness or irresponsibility but the blocks of obstacles caused by heavy

traffic and transportation difficulty, whether one is a commuter or a motorist making a few

kilometers of distance equivalent to more than one hour of travel. A recent study by Bolaños et

al. (2017) states that the top minor offense committed by Davao University-Junior High School

students was tardiness. The main reasons respondents were to go late to bed and wake up late (65

percent) and the drive to school (61 percent) for being late in coming to school.

One of the different reasons students go to bed late was the fact that more than one-

fourth (27%) of them spent their time with friends when not in school. In fact, more than half of t

he respondents (56 percent) went to bed at 10:00PM.

Another study partially studied tardiness, but presented a particular reason or factor. A

research by Pimentel and Quijada (2011) focused on UP Cebu freshmen students using Facebook

and part of the analysis discussed the impact of the popular social networking site on UP Cebu

students ' timeliness and academic performance.

Research shows a related decrease in student achievement with rising student non-

attendance. Jones (2009) and the Student Welfare Directorate (SWD) (2010) consistently support

higher grades than high-absence students for students attending university. According to The

Parent Institute (PI) (2003), regular attendance is critically important since students missing

school miss out on carefully planned sequences of instruction. They're missing out on active

learning and class participation experiences. We don't have the opportunity to ask questions and

share knowledge and skills that encourage retention.

 A few years ago, the passage of the Republic Act No. 10535 just shows that it has

become a national pet peeve. The said legislation, signed by President Aquino in 2013, aims to

synchronize all of the country's clocks, particularly in all government offices as well as private

television and radio stations. RA 10535 was introduced not only to allow everyone to adopt the

"Philippine Standard Time" (or "Juan Time" as coined by DOST), but also to reinforce the

notion that we are a country of latecomers who love to apologize. These include the hellish

traffic of Manila and the classic alibi "my clock doesn't work."

(Norman, 2008) Developing the habit of being early in classes, meetings, programs and

conference can give something that is worthy in time. Students should be made to realize that

tardiness can totally destroy their time and concentration. Almost one half of the students can no

longer attend the flag ceremony, though attendance is a must.

The flag ceremony is done during Monday to Friday and is usually followed by

announcement and updates. And as a result of being tardy, many of the students miss the

announcements. When a student comes to school late, it causes him/her to get off to bad start and

disrupts the classroom. (Torres, 2016) Reasons for being late in class and other factors affecting

the punctuality if a student vary. There had been some theories that pointed out that tardiness is

caused by the personality of a person.

However, as stated by (Zeiger, 2010), the findings of the teachers ' survey report indicate

that students with high tardiness levels have "higher suspension rates and other disciplinary

measures" (National Center for School Crime and Safety Statistics Indicators[ NCESISCS]

(2007)). It also leads to behavioral problems for the students and to drop out. Students ' tardiness

has its own negative impact.

 Theories

Ron’s theory – and he says this is cultural – is that the reason

Filipinos (and again, this is from his experience as an immigrant – not

first-generation, American-born) are always late to parties is that to show

up on time is to appear greedy – that you want to get all the food for

yourself. I picture cars parked outside my house with everyone staring

at the front door wondering who will go in first.