PUPILS’ PUNCTUALITY AND RECOGNITION SCHEME OF GRADE

TWO MABINI OF BUSOK ELEMENTARY SCHOOL,

SCHOOL YEAR 2019-2020

I. CONTENT AND RATIONALE

“Lateness” implies a situation where an individual arrives after the proper,

schedules or usual time (Oxford Advanced Learners’ Dictionary, 5 th ed., 1995).

Lauby (2009) puts it as a term used to describe “people not showing up on time” .

Breezes et.al (2010) contributed by saying that lateness is synonymous with

“tardiness”, which implies being show to act or slow to respond, thus not meeting

up with proper or usual timing. “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.

However, Kirkpatrick, Crosnoe, and Elder (2011) educational psychologist,

stated that school tardiness and absenteeism accelerate if the students are not

committed to their school.

To lessen tardiness, DepEd Memorandum Nos. 160 and 387 both series

of 2008 announced that the DepEd Community will adopt and implement

W.A.T.C.H. (We advocate Tome Consciousness and Honesty) to strengthen the

value of punctuality and honesty as a significant step in bringing about

fundamental change or transformation of society. It aims to start the WATCH

program among teachers, who will serve as a role models to their students.

Schools should operate strict functional punctuality policy. Similarly, using

logbook in the classroom was the best tool to keep track to the pupils’ attendance
because the researcher believes that each teacher is responsible for accurate

reporting of daily attendance in the classroom. Convincing pupils on time is an

essential skill, often generates more change than any approach and thought of

using recognition scheme.

The experience of tardiness was happening at Busok Elementary School

particularly Grade Two-Mabini. This implied that implementing WATCH program

at classroom developed their punctuality. Logbook was effectively employed as

an intervention in tardiness of pupils in Grade Two-Mabini.

II. STATEMENT OF THE PROBLEM:

This study will investigate the effect of recognition scheme in improving

pupils’ punctuality. Specifically, it seeks to answer the following questions:

1. What are the recognition scheme used by the teacher to improve pupils’

punctuality?

2. Is using recognition scheme effective in improving pupils’ punctuality?

 Related Literature

One of the most recurring and most “frustrating problem” that the schools

are having with their students nowadays is tardiness (Sprick and Daniels, 2017).

It creates problems, not just to the students but also to the teachers (Cowan

Avenue Elementary School Community, 2017 page 1). Cowan Crier, the official

School Publication of CAESC, also states that while having “occasional tardy”

isn’t a big deal, unfailing tardiness is and it gives students problems including

being ill prepared for the job market.

Moreover, lateness can become frequent and infect other pupils.

However, (Scneider, 2018) reported that the reality of classroom life may be very

different. Pupils may be late for class, leave early, talk inappropriately, or sleep

during class. Arriving late to school on a consistent basis can have longer-term

academic effects. If showing up late to school becomes a habit, pupil may

develop the notion that tardiness is acceptable behavior. This belief can

negatively impact their future work and ethic and employment opportunities.

Alternatively, showing up on time to school every day can help pupils develop the

habit of being punctual with important commitments. Most schools have specific

policies concerning pupils’ tardiness throughout the school year are often

forgiven. School administrators often consider such events to be “excused

absences”.

Santillano (2015) reported that psychological theorists considered some

“personality traits, including low self-esteem and anxiety” as triggering factors of

lateness. However, some theorists considered lateness as an “inborn quality”

since our being early or late is “partially biologically determined”, which she also

agreed, other experts also believed that some people are “chronically tardy” for

the reason that they consciously and unconsciously get good things from it.

Classroom management is a subject which will affect all teachers. While

there are many systems available to provide for a well-managed classroom,

some are more effective than others, and can result in classroom that are self-

managed. When students accept responsibility to their behavior and ownership

of their success and failures, classroom become self managed. Often teachers

are ensure of the methods needed to achieve these goals. Punishment can be

seen as a viable solution in which students are forced into the desirable behavior,

e.g. studying, doing homework, being prepared for class, behaving in class,

among other things. Rewards on the other hand, can produce students who are

only interested in the reward rather than learning.

These students tend to display appropriate behavior as long as rewards

are present. Once the rewards cease, so does the learning. Many teachers who

can readily see that a program of punishments is not effective are likely to

choose a system of rewards. Reward systems are sometimes referred to as a

behavior modification. This is a system in which students are given a prize or

bribe for certain desirable behaviors, while the inappropriately behaviors are

ignored. Rewards are tangible items given to promote certain behaviors.

Time is like a sword. If you did not cut, it will cut you. Basically, human

beings are the most difficult to manage. However, some pupils are late to class
on a regular basis, and pupils are probably displaying a sort of defiance or

impedance. Thus, pupils are properly to rationalize excuse, such as no

allowance, lack of parents’ care or job responsibilities that prevent them being

punctual attending the class. But then, when pupils come to class, it can confuse

the following of attending daily assigned task, lecture or discussion, distract other

pupils and disturb learning teaching process. The researchers experience in

education captivates the interest on how teachers use rewards in the classroom.

Conducting this research has helped the researcher to have a better

understanding of teacher’s belief about using reward with students.

III. INNOVATION, INTEGRATION, AND STRATEGY

IV. CONCEPTUAL FRAMEWORK

This represents the researcher’s understanding of how the particular

variables are interrelated with each other in this study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

RECOGNITION
SCHEME:
IMPROVEMENT OF
 Certificate
PUPILS’
 Gifts
 Giving star with PUNCTUALITY
praise
 Classroom
Privileges

Figure 1. Conceptual Framework of the Study

As illustrated in Figure 1, independent variable of the study assumes that

using recognition scheme such as, giving of certificates, school supplies, ribbon,

giving star with praise and giving classroom privileges will have relevant effect in

developing punctuality of the tardy pupils. On the other hand, the improvement of

the pupils’ punctuality is the dependent variable of the study

V. SCOPE AND LIMITATION OF THE STUDY

The scope and limitation of the study are the 31 Grade Two-Mabini pupils

of Busok Elementary School for the S.Y. 2019-2020 from January up to March

2020.
VI. OPERATIONAL DEFINITION OF TERMS

For clarity of the terms used in this study, the following terms are defined

operationally.

Logbook – written record of pupils’ assigned number of their names and

marked with date.

Punctuality – the habit of arriving on time.

Recognition Scheme – a motivation in getting acknowledgement for

being punctual. This includes giving of certificates,

school supplies, classroom privileges like they will be

excused in cleaning their assigned area, they can go

home early, ribbon, recognition in the classroom, giving

star with praise such as, very good, job well done,

amazing, congratulations, keep it up.

VII. ACTION RESEARCH METHOD

RESEARCH DESIGN

This research employed the descriptive survey method in describing the

recognition scheme and the pupils’ punctuality. This method provides answers to

the research questions and collected evidence that are applicable to this study.
 RESPONDENTS OF THE STUDY

The respondents of the study are the 31 Grade Two-Mabini pupils of

Busok Elementary School for the S.Y. 2019-2020.

RESEARCH INSTRUMENT

The data for this study were collected using the punctuality logbook,

respondents’ consent form and a checklist was used in the recognition scheme

that helped the researcher determined who among the pupils deserved to be

awarded.

DATA GATHERING/ RESEARCH PROCEDURE

The researcher will identify the participants of the study and ask their

consent to participate. Interventions were planned which was made through

giving rewards to the pupils’ every time they come to school on time.

The researcher used logbook where pupils listed their assigned numbers

based on form 2. The researcher monitored logbook. At the end of the week, the

most punctual pupils were awarded with most punctual through giving

certificates, gifts, ribbon, recognition in the classroom, giving star with praise and

giving classroom privileges.

The researcher provided the participants with all relevant information that

includes the benefits of participating in this study before the researcher will ask

their participation. Upon agreeing to be part of the research project, the

researcher will let them sign the participant consent form.

 STATISTICAL TREATMENT

Frequency count and ranking will be used to treat data asking about the

effectiveness of recognition scheme used by the teacher to improve pupils’

punctuality.

VIII ACTION RESEARCH WORK PLAN AND TIMELINES

This action research work will begin on January up to March of this

year.

IX. COST ESTIMATES

The cost of this proposal will be more or less 20,000 pesos.

X PLANS FOR DISSEMINATION AND UTILIZATION

Research will be conducted following sound analysis and scientific

practice principles, taking into account as much as possible policy
requirements and needs. All pupils who will contribute to the project
activities, for example by taking part in the surveys, will be duly informed
about the final outcomes and the implications stemming from project
results. And it will done on January to March at this year 2019.
 Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
BUSOK ELEMENTARY SCHOOL
Busok, Bagumbayan, Sultan Kudarat

AN ACTION RESEARCH

Submitted by:

ERNA LAGRADANTE VARGAS

Teacher III
Researcher

Submitted to:

LEONARDO M. BALALA, CESE

Schools Division Superintendent

April 2020