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Chapter 2 REVIEW OF RELATED LITERATURE A
Chapter 2 REVIEW OF RELATED LITERATURE A
Being always present in class and getting to school on time are two of
the crucial determining factors of a student’s success, not just as a student but as
a person who will be managing his/her own life in the future. Given the
importance of being punctual, this study aims to explore and find out the factors
that affect the punctuality of SIS students. In this chapter, we will be discussing
about the background of our study. It includes facts about tardiness, the different
factors that causes it and its effect to the students as students and as bearer of
their own lives in the future. From reliable research materials like online journals
and research papers, we will provide some facts and theories from authors,
teachers and notable people in order to have a concrete justification of our study.
Foreign Literature
integral role in the success and educational advancement levels of any academic
school, which can lead to long term consequences for these students, such as
school face a higher risk of poverty because of their inability to secure quality
paying employment due to their lack of education and resources. Dropouts who
lack education and resources are more likely to commit criminal activity leading
to incarceration.
a course or not, and surprisingly, attendance rate trumped grade point averages
in predicting whether a student would fail a class or not. In other words, a student
could perform very highly academically, but would likely still fail if he missed too
much class. Additionally, the more a student missed school over the course of
several subsequent years of school, the more his GPA declined and the further
Foreign Studies
Decreasing the rate of student truancy and absenteeism has been
and continues to be the goal of school districts across the nation for over a
and maintain student’s daily attendance and even fewer studies explore how
goal. Corville and Smith, (1995) state that “Despite the long history of concern
over student attendance, the issue has received relatively little attention from
educational researchers”
absenteeism can have a negative impact on the student and school. Students
who are not in school are not learning and are not being adequately prepared to
than their more frequently absent peers”(Lamdin, 1998) If schools across the
nation are being met with the challenge of making adequate yearly progress,
School students have been identified with five or more absences. She identified
truant behavior. Corville-Smith, (1995) and Hoyle (1998) state that “Truant and
not contact families until the problem was so severe that the student was failing
their courses. Also research shows that the learning environment of an entire
schools receive funds by the population they have attending school on a regular
basis. If Districts and school attendance rates are low, educational programs and
requirements are set and monitored for rating (Maryland State Department of
Education, 1999).
truancy is a major issue in middle school and high school, perhaps students
need to continue to find innovative ways to bridge the gap between home and
Local Literature
The study showed that being absent for three days in a month
requires guiding information on where to draw the line. Policies cannot be simply
drawn out of thin air. Three days in a month, that number, a result of research, is
a useful guide for teachers and school administrators. The study as described by
Local Studies
(Duckworth and Dejong. 1989, Redericket, 1997) found that several family and
community enrollment practices were associated with student attendance,
applied to the way parents pass on their values and expectations relatives to
schooling and education. The attitude a student’s parents have toward truancy
with high number of unexcused absences might be less motivated and supported
at home then a students with an equal number of exceed ones :Therefore the
reasons for school institutions absences are related to the extent to which
students learn.
percentiles; 29% are bullies, bullied 19% .Have disrespect for teachers 19% are
afflicted with gangs, and 13% are verbally abuse teachers (Reimer&
students are referred to for disciplinary action (Sommer and Najd 1991).
Summary