Research On The External Factors of Tardiness in Polytechnic University of The Philippines

THE SOCIAL, ECONOMIC AND WEATHER DISTURBANCES:
AN EXTERNAL FACTORS PERSPECTIVE ON STUDENT TARDINESS
A Research
Presented to the Faculty of

Senior High School
Polytechnic University of the Philippines
Quezon City
In Partial Fulfillment
Practical Research 2
Researchers:
CHAVEZ, ANDREA MAYE B.

DELA CRUZ, KATHLENE P.
DELA ROSA, NICOLE AIZA R.
MAGLALANG, MARIA LOURDES D.G.
SORIA, ZSYRHILL ANNE C.
October 2018
1
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 2
A. INTRODUCTION
People often disregard the virtue of being punctual, giving way to Filipino
Time that had strictly etched its way into our culture as a negative trait of us Filipinos
when it comes to attending certain occasions on time. This happens often to
students who adapted this kind of trait whether they engage in school activities or
even in typical classes. Whether they are late in school or their activities, most
studies show that this negative trait of disregarding punctuality has negative effects
on students' academic performance, and their behavior.
Considering that, the government acted and implemented policies which
advocated the regard for punctuality.The Republic Act no. 10535 or The Philippine
Standard Time (PST) Act of 2013, for government offices, private televisions and
radio stations to synchronize their time devices with the Philippine Standard time. It
was also enacted for all schools, public or private, to campaign the value of time and
the need to respect the time of others for people to realize the imperative of
synchronizing the official time. The department of education also advocated
punctuality through the DepEd Memorandum nos. 160 and 387, s. 2008 also known
as We Advocate Time Consciousness and Honesty to strengthen the values of
punctuality and honesty. The Commission on Higher Education revised policy
standards and guidelines stated that It is the responsibility of the student to monitor
their own tardy incidences and consult to a faculty member, chairperson or dean
should a student’s case be of special nature. School policies often have their own
regulations about punctuality wherein four cases of late coming in a certain subject
Senior High School Department

is equal to a day absent. If the students accumulate four absences during the
semester, they would be considered dropped from the subject. Furthermore,
classrooms also formulate their own policies regarding punctuality, but students still
experience due to these internal and external factors of tardiness.
In the previous study conducted by the researchers, these two factors that
affect the student's punctuality are the internal and external factors. Internal factors
are the factors which affect students psychologically wherein it depends strictly on
their choices, decisions and behavior if they will come to school on time. These
factors could be modified by the students through having action plans and applying
those action plans with consistency. On the other hand, external factors are those
beyond their control - often leading to chronic tardiness - despite having action plans
on the said trait.
As part of the Polytechnic University of the Philippines research agenda for
Social and Cultural Development, the researchers aim to lessen tardiness by looking
into the possible solutions while looking into these three perspectives of external
factors, namely: the social, economic and weather disturbance perspective, despite
often disregarded in our culture. This research aims to investigate the external
factors that affect the students of Polytechnic University of the Philippines, Quezon
City Branch.

Types of Transportation Used
As a student and commuter, the type of transportation is often looked into as
one of the factors however, students come to school late. In a study conducted by
Gasparovic(2014),the results obtained were proof that students travel may affect
their academic success. Using transportation or not could be major causes as to
why students come late to school (Gasparovic, 2014). This research would like to
address the different types of transportation that the students in Polytechnic
University of the Philippines, Quezon City Branch use that affects their tardiness.
Amount of Transportation Allowance
The fare allowance of students could be one of the factor that causes on why
students to come to school late. In the study Decreasing Tardiness to a Vocational
High school, the social class of a student may affect the student’s tardiness due to
the lack of transportation allowance. Gasparovic’s study also supported this
statement because the lack of fare allowance may lead to a student preference on
their transportation. This study would determine whether transportation allowance
could be significant towards the external factor of tardiness.

Minutes Late to School
Minutes late to school often indicate how late the students are upon their
arrival (Vukovic, 2017) clarified that tardiness affects students with their learning.
The study aims to find out whether external factors of tardiness affect the minutes
that students are late to school.
Social Perspective
Various studies show that there are lots of external factors in the social
perspective that could affect the students in their tardiness. Li Feng et al showed
that school policies on functionality and consistency – affects student tardiness. Hall
(2016) stated that family members may also affect tardiness of the student when
they have special needs. Maile and Olowoyo (2017) supported that statement and
included factors such as domestic responsibilities or household chores. This study
would look into these factors and determine who among students in Polytechnic
University of the Philippines, Quezon City branch are tardy in terms of this
perspective.
Economic Perspective
Various studies show that there are lots of external factors in the economic
perspective. These includes factor such as the social class of the student,
transportation (which are one of the main problem indicators), distance and location,
and traffic factors on which these studies proved that factors in the economic

perspective might affect the students drastically, often lead to worst cases of
tardiness and absenteeism. Given those facts and determine who among students in
Polytechnic University of the Philippines, Quezon City branch are tardy in terms of
this perspective.
Weather Disturbances
Tardiness could be caused by external factors such as weather disturbances
according to the study conducted by Yurovsky (n.d.). Frequently based on our
country with a tropical climate, affects our home with even the most destructive
storms and typhoons. The findings in this study would be a significant context that
shows students fail to arrive in school earlier than the entrance time considering the
weather disturbance students might face on their way to school. It was also proved
in the study conducted by Yurovsky (n.d.), that students are affected when there are
weather disturbances on the way to school. This study would determine if weather
disturbances drastically affect students and their tardiness and determine if students
in Polytechnic University of the Philippines, Quezon City branch are tardy in terms of
this perspective.
To summarize the review of related literatures, we could clearly see that most
external factors come from different perspectives and no way could be controlled by
most students who were provided allowance by their parents that belong to those
with lower socio-economic income. At the same time, students’ domestic

responsibilities may hinder them to come to school on time. Weather disturbances
could affect them and may lead to absenteeism.
The research study would promote awareness towards the external factors of
tardiness and help the affected students to make changes regarding their action
plans and educate them about the importance of punctuality and would also
encourage the parents, teachers and people to give attention to punctuality and be
aware that some of their undisciplined actions may also affect other people
especially students. After looking into various external factors, this study would also
be significant for elements involved in the various perspectives and may point out
the factors that may be improved to lessen the chances of a certain factor affecting
student tardiness.
Statement of the Problem
This study would like to answer the following questions:
1. What are the student’s demographic profile in terms of:
1.1. Age
1.2. Gender
1.3. Year Level and Section
1.4. Mode of Transportation
1.5. Money Spent on Transportation
1.6. Minutes Late to School

2. What are external factors of student tardiness in the social perspective in
terms of:
2.1 Punctuality Values
2.2 Family Relationship
3. What are external factors of student tardiness in the economic perspective in
terms of:
3.1 Distance and Location
3.2 Types of Transportation
3.3 High and Persistent Traffic Jam
4. What are external factors of student tardiness in the weather disturbance
perspective?
5. Is there a significant relationship between the external factors of student
tardiness in the social perspective in unforeseen family problems when
grouped according to the demographic profile of respondents in terms of
gender, money spent on transportation and minutes late to school?
tardiness in the social perspective in punctuality values and sickness and
death of family members when grouped according to the demographic profile
of respondents in terms of gender, and minutes late to school?
tardiness in the economic perspective in Distance and Location and Efficiency
of Transportation when grouped according to the demographic profile of

respondents in terms of money spent on transportation and minutes late to
school?
tardiness in the economic perspective in Traffic Accidents and Problems and
Road Repairs and construction when grouped according to the demographic
profile of respondents in terms of minutes late to school?
tardiness in the weather disturbance perspective when grouped according to
the demographic profile of respondents in terms of minutes late to school?
Hypothesis
The researchers would like to state the following alternative hypotheses:
1. There is a significant relationship between the external factors of student
tardiness in the social perspective in unforeseen family problems when
grouped according to the demographic profile of respondents in terms of
gender, money spent on transportation and minutes late to school,
tardiness in the social perspective in punctuality values and sickness and
death of family members when grouped according to the demographic profile
of respondents in terms of gender, and minutes late to school.

tardiness in the economic perspective in Distance and Location and Efficiency
of Transportation when grouped according to the demographic profile of
respondents in terms of money spent on transportation and minutes late to
school.
tardiness in the economic perspective in Traffic Accidents and Problems and
Road Repairs and construction when grouped according to the demographic
profile of respondents in terms of and minutes late to school?
tardiness in the weather disturbance perspective when grouped according to
the demographic profile of respondents in terms of and minutes late to school.
This study would present statistical data and basis whether those hypotheses
stated is contrary or identical to varied researches about student tardiness.

B. METHODOLOGY
This section discusses the research design, instruments, participants, data collection
and data analysis of this study.
Research Design
Descriptive survey method of research is used for the research design. In
descriptive survey method research, participants answered questions administered
through interviews or questionnaires. After the participants answered the questions,
the researchers described the responses given. In order for the survey to be both
reliable and valid it is important that the questions are constructed properly.
Questions should be written so they are clear and easy to comprehend(Hale, M.S.,
2011).
Instrument
The questionnaire is composed of four parts. Part one is comprised of the
demographic profile including the age, gender, type of transportation used, amount
of transportation allowance and minutes late in school. Part two is comprised of the
external factors in the social perspective including punctuality values and family
relationship. Part three is comprised of the external factors in the economic
perspective including distance and location, types of transportation and high and
persistent traffic jams. Part four is comprised of the external factors in the weather
disturbance perspective.

Participants
The respondents are the senior high school students and college students of
the Polytechnic University of the Philippines, Quezon City Branch. There is a total
population of 1,271 students both in college and senior high school department. In
order to get the sample size, the researchers used the formula:
p̂ (1− p̂ )
ME=z
√ n
Where:
ME = Margin of Error
z = z-score
p ̂ = prior judgment of the correct value of p
n = sample size (to be found)
By substitution:
0 . 3 ( 1−0 . 3 )
0 . 05=1 . 96
√ n
0 . 05 2 0 .3 × 0. 7
( 1 .96) (=
n )
0 . 21
0 . 0006507705=
n
0 .0006507 705
=n
0 .21
323 . 69∨323=n

The sample size of senior high school students and college students is 323.
The sampling technique used is stratified random sampling. According to AdiBhat of
QuestionPro, stratified random sampling is a type of probability sampling using
which a research organization can branch off the entire population into multiple non-
overlapping, homogeneous groups (strata) and randomly choose final members
from the various strata for research which reduces cost and improves efficiency.
Members in each of these groups should be distinct so that every member of all
groups get equal opportunity to be selected using simple probability. Age,
socioeconomic divisions, nationality, religion, educational achievements and other
such classifications fall under stratified random sampling.
Data Collection
The researchers conducted a three-week survey from September 21, 2018 to
October 04, 2018 by asking the students from 22 sections to answer the structured
questionnaire and handed out the questionnaires to them and collected it once they
are done answering.
After the data has been collected and completed, it was tallied and
summarized using statistical software.

Data Analysis
Frequency and Percentage- Frequency is the number of times a data value
occurs. (Stephanie, 2011)and Percentage, according to Statistics Canada, it means
"per hundred" and the symbol used to express percentage is %. One percent (or
1%) is one hundredth of the total or whole and is therefore calculated by dividing the
total or whole number by 100. (2015)
The formula in finding percentage is
%= ( fn ) ×100
Where:
% = percentage
f = frequency
n = total sample
Mean- is the average of all numbers and is sometimes called the arithmetic
mean. (Margaret Rouse, 2014)
The formula in finding the mean is
x̄=( ∑ xi ) /n
Where:
x̄ =sample mean
Σ =sum of values
xi = the values of x
n = number of items in sample

One-way ANOVA- According to Laerd Statistics, one-way ANOVA issued to
determine whether there are any statistically significant differences between the
means of two or more independent (unrelated) groups (although you tend to only
see it used when there are a minimum of three, rather than two groups). For
example, you could use a one-way ANOVA to understand whether exam
performance differed based on test anxiety levels amongst students, dividing
students into three independent groups (e.g., low, medium and high-stressed
students).
Likert Scale- It is necessary when it comes with Likert scale to determine the
level of agreement of respondent to each question.
Parts 1 and 2 of the social perspective, parts 2 and 3 of economic perspective
and the weather perspective use a 4-point scale of level of agreement.
4 3.25-4.00 Strongly Agree (SA)
3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree(D)
1 1.00-1.74 Strongly Disagree (SD)
As shown in the numerical value 4 it is interpreted as Strongly Agree, the
numerical value 3 is interpreted as Agree, the numerical value 2 is interpreted as
Disagree and numerical value 1 as Strongly Disagree.
Part 3 of social perspective and part 1 of economic perspective use yes or no.
1 1.00-1.54 Yes
2 1.56-2.00 No

C. RESULTS AND DISCUSSIONS
The following are the results and the analysis done from the data:
Table 1
Frequency Distribution of Demographic Profile in Terms of Age
Age Frequency Percent

16 4 1.2%
17 30 9.3%
18 84 26.0%
19 86 26.6%
20 59 18.3%
21 27 8.4%
22 13 4.0%
23 9 2.8%
24 4 1.2%
25 3 0.9%
26 1 0.3%
29 1 0.3%
31 1 0.3%
33 1 0.3%
Total 323 100.0%
Table 1 shows that the frequency of 16 years old, which is the youngest, is 4
and having the percentage of 1.2. 17 is 30 with 9.3%. 18 is 84 with 26.0%. 19 is the
highest number with 86 respondents having 26.6%. 20 is 59 and 18.3%. 21 is 27
and 8.4%. 22 is 13 with 4.0%. 23 is 9 with 2.8%. 24 is 4 with 1.2%. 25 is 3 with 0.9%
and the lowest are 26 is 1 with 0.3%. 29 is 1 with 0.3%. 31 is 1 with 0.3% and 33
which is the eldest is 1, having a percentage of 0.3% with the overall total of 323
respondents with the percentage of 100.

Table 2
Frequency Distribution of Demographic Profile in Terms of Gender
Gender Frequency Percent

Male 97 30%
Female 178 55.1%
Gay 38 11.8%
Lesbian 2 0.6%
Others 8 2.5%
Total 323 100.0%
Table 2 shows the respondents’ gender preference. Presenting that 97 males
having 30%, 178 Females having 55.1%, Gays with a number of 38 having 11.8%, 2
Lesbian which is 0.6% and 8 other gender preferences with a percentage of 2.5.
With the overall total of 323 respondents from Polytechnic University of the
Philippines Quezon City (PUPQC) Branch. According to Emore (2005) reported that
lateness is common among female students than male students. Based on the study
of Abubakare M. et al., (2015) “Analysis on Students’ Late-Coming Factors in
Selected Secondary Schools in Zaria: Implications for Educational Managers” that
late coming to school is higher among female students because they usually engage
with home activities.

Table 3
Demographic Profile in Terms of Year Level and Section
Year and Section Frequency Percent

ABM 12-1 15 4.6%
HUMSS 12-1 16 5.0%
GAS 12-1 15 4.6%
BBTE HE 3-1 15 4.6%
BSIT 1-1 15 4.6%
BSIT 1-2 14 4.3%
BSIT 2-1 15 4.6%
BSIT 3-1 15 4.6%
BSIT 3-2 15 4.6%
DOMT 2-1 15 4.6%
BBTE HE 1-1 15 4.6%
HRDM 1-1 15 4.6%
ENT 1-2 15 4.6%
ENT 3-1 15 4.6%
HRDM 4-1 15 4.6%
MM 1-2 15 4.6%
MM 3-2 15 4.6%
MM 4-1 15 4.6%
MM 4-2 15 4.6%
ENT 1-1 10 3.1%
MM 3-1 15 4.6%
BSIT 4-1 13 4.0%
Total 323 100.0%
Table 3 Frequency of Demographic Profile in Terms of Year, Strand and
Section shows that the frequency of ABM 12-1 is 15 with having 4.6%. HUMSS 12-1
is the highest with 16 respondents and having 5.0%. GAS 12-1 is 15 with having
4.6%. BBTE HE 3-1 is 15 with having 4.6%. BSIT 1-1 is 15 having 4.6%. BSIT 1-2 is
14 with 4.3%. BSIT 2-1 is 15 with 4.6%. BSIT 3-1 is 15 with 4.6%. BSIT 3-2 is 15
with 4.6%. DOMT 2-1 is 15 with 4.6%. BBTE HE 1-1 is 15 with 4.6%. HRDM 1-1 is

15 with 4.6%. ENT 1-2 is 15 with 4.6%. ENT 3-1 is 15 with 4.6%. HRDM 4-1 is 15
with 4.6%. MM 1-2 is 15 with 4.6%. MM 3-2 is 15 with 4.6%. MM 4-1 is 15 with 4.6%.
MM 4-2 is 15 with 4.6%.. MM 3-1 is 15 with 4.6%BSIT 4-1with 13 and 4.0% and ENT
1-1 is 10is the lowest with 3.1% overall total of 323 respondents with the percentage
of 100.
Table 4
Demographic Profile in Terms of Mode of Transportation Used
Mode of Transportation Used Percent

Buses 18.8%
Motor 12.7%
Jeepney 47.25%
Bicycle 1.9%
UVs 9.6%
Carpools (Grab) 2.1%
I don’t use any mode of transportation 7.7%
Total 100.0%
Table 4 Frequency of Demographic Profile in terms of Mode of transportation
shows that the frequency of Buses is 90 with 18.8%. Motors are 61 with 12.7%.
Jeepneys have the highest number with 226 having the percentage of 47.25%. The
lowest is Bicycle with 9 and having 1.9%. UVs are 46 with 9.6%. Grab is 10 with
2.1% and doesn’t use any mode of transportation is 37 having 7.7% with an overall
total of 479 with the percentage of 100.
Public transport has issues with being punctual and keeping up high
standards (Hall; 2016). The frequency of the public transport lines is a problem that
some pupils face (Gasparovic; 2014). The mobility and accessibility of transportation

that the students selected going to school can be a factor that affects their
punctuality. Automobiles are one of the importantfactor that influences the definition
of transport disadvantage for people (Murray and Davis, 2001 cited by Gasparovic
(2014)).
Table 5
Demographic Profile of Respondents in Terms of Money Spent on Transportation
Money Spent on Transportation Frequency Percent

Php 0 to Php 20.00 97 30.0%
Php 20.00 to Php 30.00 63 19.5%
Php 30.00 to Php 40.00 48 14.9%
Php 40.00 to 50.00 php 44 13.6%
Php 50.00 or more 71 22.0%
Total 323 100.0%
Table 5Frequency of Demographic Profile in Terms of Money spent on
transportation shows that the frequency of 0-20 php is 97 which is the highest with
30.0%. 20-30 php is 63 with 19.5%. 30 – 40 php is 48 with 14.9%. 40 – 50 php is the
lowest with 44 having 13.6% and 50 or more is 71 with 22.0% with an overall total of
323 with the percentage of 100.
Table 6
Demographic Profile of Respondents in Terms of Minutes Late to School
Minutes Late to School Frequency Percent

5 minutes or less 90 27.9%
5 minutes to 10 minutes 46 14.2%
30 minutes or more 61 18.9%
Total 323 100.0%

Table 6 Frequency of Demographic Profile in Terms of Minutes Late to
School shows that the frequency of 5 minutes or less late is 90 which is the highest
with 27.9%. 5-10 minutes late has 46 which is the lowest with 14.2%. 10 – 20
minutes is 65 with 20.1%. 20 – 30 minutes is 61 with 18.9%. 30 or more is 61 with
having 18.9% with an overall total of 323 with the percentage of 100.
Table 7
Social Perspective of Students in terms of Punctuality Values
Mean Description Rank

2.1.1. Late students receive punishment for their
2.86 Agree 7
actions
2.1.2. School tardy policy is properly enforced 2.93 Agree 6
2.1.3. School tardy policy is functional for
3.07 Agree 2
students to be punctual
2.1.4. School tardy policy is effective for
3.05 Agree 3
2.1.5. School tardy policy is sufficient for
2.95 Agree 5
2.1.6. School tardy policy is consistent 2.78 Agree 8
2.1.7. School tardy policy is enforced by
2.98 Agree 4
teachers
2.1.8. Teachers make their own policy of
3.16 Agree 1
compulsory punctual attendance
GRAND WEIGHTED MEAN 2.97 AGREE
Table 7 Social Perspective of Students in terms of Punctuality Values. Rank 1
Teachers are making their own policy of compulsory punctual attendance with a
mean of 3.16 or verbally interpreted as Agree; Rank 2 The school tardy policy is
functional for students to be punctual with a mean of 3.07 or verbally interpreted as
Agree; Rank 3 The school tardy policy is effective for students to be punctual with a
mean of 3.05 or verbally interpreted as Agree; Rank 4 The school tardy policy is

enforced by their teachers with a mean of 2.98 or verbally interpreted as Agree;
Rank 5 The school tardy policy is sufficient for students to be punctual with a mean
of 2.95 or verbally interpreted as Agree; Rank 6 The school tardy policy is properly
enforced with a mean of 2.93 or verbally interpreted as Agree; Rank 7 The late
students receiving their punishment for their actions with a mean of 2.86 or verbally
interpreted as Agree; Rank 8 The school tardy policy is consistent with a mean of
2.78 or verbally interpreted as Agree. Overall, the general weighted mean of Social
Perspective of Students in terms of Punctuality Values is 2.97 or verbally interpreted
as Agree.
In this table, the researchers can relate that school policies regarding
punctuality values have something to do with the student’s tardiness. Dafiaghor
(2011) stated that lack of functional and effective punctuality policies obviously has a
big impact to students and that students tend to come late to class because there
are no consequences and repercussions. Otherwise, students are more likely to
attend to class early if there are policies implemented. Various studies also suggest
that attendance have impacts on academic performance and intervention materials
should be formulated to ensure that students attend their class – which is why
school policies could be positive interventions that may have a positive effect on
dealing with student tardiness.

Table 8
Social Perspective of Students in terms of
Family Relationship to Unforeseen Family Problems

2.2.1.1. Students financial capabilities causes
2.97 Agree 4
them to be late
2.2.1.2. Students engaging in housework or
3.22 Agree 2
domestic chores causes them to be late
2.2.1.3. Students and their responsibilities at
3.26 Strongly Agree 1
home causes them to be late
2.2.1.4. Students caught in an accident at home
3.10 Agree 3
causes them to be late
Table 8 Social Perspective of Students in terms of Family relationship to
Unforeseen Family Problems. Rank 1 The student's responsibilities at home causes
them to be late with a mean of 3.26 or verbally interpreted as Strongly Agree; Rank
2 The students are engaging in their housework or domestic chores that causes
them to be late with a mean of 3.22 or verbally interpreted as Agree; Rank 3 The
students are caught in an accident at home that causes them to be late with a mean
of 3.10 or verbally interpreted as Agree; Rank 4 The student's financial capabilities
causes them to be late with a mean of 2.97 or verbally interpreted as Agree. Overall,
the general weighted mean of Social Perspective of Students in terms of Family
relationship to Unforeseen Family Problems is 3.10 or verbally interpreted as Agree.
The greater majority of school children either came from single parent or two-
parent-working homes, with the implication in their case being that the primary

caregiver’s often absent from the house, the parents often neglect their responsibility
to supervise the needs of their child. Furthermore caregivers are not in the position
to supervise education and attendance. The fact that the absence of the adult
primary caregiver generally means that the children have to perform number of
chores around the home, including in the case of older siblings, the responsibility of
the younger children in the house. In such instance they are often left too stressed
out, tired or lazy to wake up in the morning and attend school on time (Pope 2003).
The respondents agreed that unforeseen family problems such as their
responsibilities at home cause them to be tardy at school.
Table 9
Social Perspective of Students in terms of
Family Relationship to Sickness and Death of Family Member

Have you ever got to school late because of:
1.80 No 1
2.2.2.1. The death of a family member?
2.2.2.2. The sickness of an elderly or young
1.47 Yes 2
family member?
2.2.2.3. The reliance of family members to you
1.30 Yes 3
and your responsibilities?
GRAND WEIGHTED MEAN 1.52 YES
Table 9 Social Perspective of Students in terms of Family Relationship to
Sickness and Death of Family Member. Rank 1 The student got late to school
because of the death of a family member with a mean of 1.80 or verbally interpreted
as No; Rank 2 The student got late to school because of the sickness of an elderly
or young family member with a mean of 1.47 or verbally interpreted as Yes; Rank 3

The student got late to school because of the reliance of family members to them
and their responsibilities with a mean of 1.30 or verbally interpreted as Yes. Overall,
the general weighted mean of Social Perspective of Students in terms of Family
Relationship to Sickness and Death of Family Member is 1.52.
The sickness and death of a family member has something to do with
student’s tardiness. According to Hall (2016), death and sickness of a family
member affects the person’s tardiness and may be used as an excuse for being late,
but various studies shows that this circumstance really happens to students. In
overall view, the respondents from Polytechnic University of the Philippines Quezon
City (PUP QC) Branch answered that the sickness and death of family members
affects their punctuality to school as well as the reliance of family members to the
respondents and their responsibilities
Table 10
Economic Perspective of Students in terms of Distance and Location

3.1.1. The distance of my home is too far from
1.45 Yes 5
school
3.1.2. My home is in a remote area and
1.80 No 2
transportation isn't accessible
3.1.3. There are a lot of obstacle that hinders me
1.54 Yes 3
to go to school on time
3.1.4. I often get delayed because of people
1.50 Yes 4
when I go to school
3.1.5. Our school is located in an area not easily
1.81 No 1
accessible by transport
GRAND WEIGHTED MEAN 1.62 NO

Table 10 Economic Perspective of Students in terms of Distance and
Location. Rank 1 The school is located in an area not easily accessible by transport
with a mean of 1.81 or verbally interpreted as No; Rank 2 The student's home is in a
remote area and transportation isn't accessible with a mean of 1.80 or verbally
interpreted as No; Rank 3 There are lots of obstacles which hinders the students to
go to school on time with a mean of 1.54 or verbally interpreted as Yes; Rank 4 The
students got delay because of people when they go to school with a mean of 1.50 or
verbally interpreted as Yes; Rank 5 The distance of the student home from school is
too far with a mean of 1.45 or verbally interpreted as Yes. Overall, the general
weighted mean of Economic Perspective of Students in terms of Distance and
Location is 1.62 or verbally interpreted as No.
According to Nakpodia and Dafiaghor (2011), distance and location is also
one of the factors leading to class tardiness. Traveling time has an
impact on pupils’ lateness and absences from class (Gasparovic, 2014). Otherwise
the respondents from Polytechnic University of the Philippines answered that
Distance and location doesn’t affect their punctuality to school.

Table 11
Economic Perspective of Students in Terms of
Types of Transportation to Efficiency of Transportation

Students use specific types of transportation
because: 3.20 Agree 1
3.2.1.1. They have no other choice
3.2.1.2. That transportation is not that crowded
2.88 Agree 8
or congested
3.2.1.3. That transportation is affordable 3.14 Agree 3
3.2.1.4. That transportation has shorter terminal
2.97 Agree 7
lines than others
3.2.1.5. That transportation can be found
3.16 Agree 2
anywhere
3.2.1.6. That transportation is not limited in
3.04 Agree 4
terms of availability
3.2.1.7. That transportation has faster travel time 3.00 Agree 5.5
3.2.1.8. That transportation is adequate and
3.00 Agree 5.5
makes students feel safe while travelling
Table 11 Economic Perspective of Students in Terms of Types of
Transportation to Efficiency of Transportation. Rank 1 Students use specific types of
transportation since they have no other choice with a mean of 3.20 or verbally
interpreted as Agree; Rank 2 Students use specific types of transportation since the
specific transportation can be found anywhere with a mean of 3.16 or verbally

specific transportation is affordable with a mean of 3.14 or verbally interpreted as
Agree; Rank 4 Students use specific types of transportation since the specific
transportation is not limited in terms of availability with a mean of 3.04 or verbally
interpreted as Agree; Rank 5.5 Students use specific types of transportation since
the specific transportation has faster travel time and that transportation is adequate
and makes students feel safe while travelling with a mean of 3.00 or verbally
specific transportation has shorter terminal lines than others with a mean of 2.97 or
verbally interpreted as Agree; Rank 8 Students use specific types of transportation
since the specific transportation is not that crowded or congested with a mean of
2.88 or verbally interpreted as Agree. Overall, the general weighted mean of
Economic Perspective of Students in Terms of Types of Transportation to Efficiency
of Transportation is 3.04 or verbally interpreted as Agree.
Table 12
Economic Perspective of Students in terms of
High Persistent Traffic Jams to Traffic Accidents and Problems

3.3.1.1. Delay of transportation 3.34 Strongly Agree 3.5
3.3.1.2. Traffic Jams 3.42 Strongly Agree 1
3.3.1.3. Passenger lines and road congestions 3.34 Strongly Agree 3.5
3.3.1.4. Driver's denial of passengers 3.05 Agree 13
3.3.1.5. Late departure time 3.22 Agree 5
3.3.1.6. Vehicle problems (nasiraan) 3.17 Agree 8
3.3.1.7. Traffic enforcer problems 3.07 Agree 11.5
3.3.1.8. Public transport shut down in the middle 3.07
Agree 11.5
of the road
3.3.1.9. Lack of traffic management 3.37 Strongly Agree 2

3.3.1.10. Parades, rallies and processions 3.04

Agree 14
causing traffic jams
3.3.1.11. Accidents and fatalities 3.18 Agree 7
3.3.1.12. Lack of traffic signal synchronization 3.20 Agree 6
3.3.1.13. Congestion pricing 3.12 Agree 10
3.3.1.14. Walking towards destination because 3.15
Agree 9
of traffic
Table 12 Economic Perspective of Students in terms of High Persistent Traffic
Jams to Traffic Accidents and Problems. Rank 1 The students experience traffic
jams with a mean of 3.42 or verbally interpreted as Strongly Agree; Rank 2 The
students experience lack of traffic management with a mean of 3.37 or verbally
interpreted as Strongly Agree; Rank 3.5 The students experience delay of
transportation and passenger lines and road congestions with a mean of 3.34 or
verbally interpreted as Strongly Agree; Rank 5 The students experience late
departure time with a mean of 3.22 or verbally interpreted as Agree; Rank 6 The
students experience lack of traffic signal synchronization with a mean of 3.20 or
verbally interpreted as Agree; Rank 7 The students experience accidents and
fatalities with a mean of 3.18 or verbally interpreted as Agree; Rank 8 The students
experience vehicle problems with a mean of 3.17 or verbally interpreted as Agree;
Rank 9 The students experience walking towards destination because of traffic with
a mean of 3.15 or verbally interpreted as Agree; Rank 10 The students experience
congestion pricing with a mean of 3.12 or verbally interpreted as Agree; Rank 11.5
The students experience traffic enforcer problems and public transport shutdown in
the middle of the road with a mean of 3.07 or verbally interpreted as Agree; Rank 13

The students experience drivers denial of passengers with a mean of 3.05 or
verbally interpreted as Agree; Rank 14 The students experience parades, rallies,
and processions causing traffic jams with a mean of 3.04 or verbally interpreted as
Agree. Overall, the general weighted mean of Economic Perspective of Students in
terms of High Persistent Traffic Jams to Traffic Accidents and Problems is 3.20 or
verbally interpreted as Agree.
Table 13
Economic Perspective of Students in Terms of Road Repairs and Construction

3.3.2.1. Poor road condition 3.33 Strongly Agree 2
3.3.2.2. Lack of pavement rehabilitation 3.22 Agree 5
3.3.2.3. Lack of drainage and sidewalk
3.26 Strongly Agree 3.5
improvement
3.3.2.4. Slow road repairs and Construction 3.41
Strongly Agree 1
3.3.2.5. Lack of traffic signals 3.26
Strongly Agree 3.5
STRONGLY
GRAND WEIGHTED MEAN 3.30
AGREE
Table 13 shows that Economic Perspective of Students in Terms of Road
Repairs and Construction. Rank 1 The road repairs and constructions are slow with
a mean of 3.41 or verbally interpreted as Strongly Agree; Rank 2 The road has a
poor condition with a mean of 3.33 or verbally interpreted as Strongly Agree; Rank
3.5 Lack of drainage and sidewalk improvement and lack of traffic signals with a
mean of 3.26 or verbally interpreted as Strongly Agree; Rank 5 Lack of pavement
rehabilitation with a mean of 3.22 or verbally interpreted as Agree. Overall, the
general weighted mean of Economic Perspective of Students in Terms of Road
Repairs and Construction is 3.30 or verbally interpreted as Strongly Agree.

Table 14
Perspective of Students in Terms of Weather Disturbances

4.1.Transport shut down because of rain and
floods
4.2.Difficulties regarding travel or walking to
3.21 Agree 5
terminal
4.3.Scarce transportation because of heavy
rainfall
4.4.Delayed travel time because of heavy rains 3.43 Strongly Agree 2
4.5.Couldn't leave the house because of heavy
rainfall
STRONGLY
GRAND WEIGHTED MEAN 3.36
AGREE
Table 14 shows that the Perspective of Students in Terms of Weather
Disturbances. Rank 1 The students would not leave the house due to heavy rainfall
with a mean of 3.47 or verbally interpreted as Strongly Agree; Rank 2 The students
are delayed in their travel time because of heavy rains with a mean of 3.43 or
verbally interpreted as Strongly Agree; Rank 3 The students experience scarce in
transportation because of heavy rainfall with a mean of 3.42 or verbally interpreted
as Strongly Agree; Rank 4 Transport shutting down because of rain and floods with
a mean of 3.29 or verbally interpreted as Strongly Agree; Rank 5 The students are
experiencing difficulties regarding travel or walking to terminal with a mean of 3.21 or

verbally interpreted as Agree. Overall, the general weighted mean of Perspective of
Students in Terms of Weather Disturbances is 3.36 or verbally interpreted as
Strongly Agree.
Unfavorable weather conditions like rain and floods may cause traffic
congestion that may affect student’s punctuality to school, Slaven Gasparovic
(2014). According to Hall 2016 bad weather condition can shutdown public
transportation, it can break down cars and close some roads that can be a hindrance
for students in going to school that can affect their punctuality. The respondents
strongly agree that weather disturbances cause them to come to school late.
Table 15
One Way ANOVA Results on the Relationship between
Unforeseen Family Problems to Gender
F- Significanc Discussio
Mean P-value Remarks
value e n
Male 3.0722
Female 3.1742 Accept
Not
Gay 3.1118 Null
0.667 0.240 0.615 Significan
Lesbian 3.5000 Hypothesi
t
Others 3.1875 s (Ho)
Total 3.1385
Table 15 shows the relationship between gender to unforeseen family
problems. Since the level of significance is 0.615 which is higher than 0.05 the null
hypothesis failed to reject and therefore no significant relationship between the two
variables. According to Maile and Olowoyo, female students are more likely to

engage in many household chores that they have to finish before going to school or
they need to do their domestic activities that makes it difficult for them to sleep early.
Table 16
Unforeseen Family Problem to Money Spent on Transportation
F-
Mean P-value Significance Discussion Remarks
value
Php 0 to Php
3.1263
20.00
Php 20.00 to
3.1190
Php 30.00
Php 30.00 to Accept Null Not
3.0833
Php 40.00 .298 .108 .879 Hypothesis Significa
Php 40.00 to (Ho) nt
3.1648
50.00 php
Php 50.00 or
3.1937
more
Total 3.1385
Table 16 shows the relationship between money spent on transportation and
unforeseen family problems. Since the level of significance is 0.879 which is higher
than 0.05 the null hypothesis failed to reject. Therefore, there’s no significant
relationship between the two variables. Unforeseen family problems often involve

the lack of student’s fare allowance and many studies such as Oghuvbu’s and
Jumare’s (et al) show that low economic status of parents affects student’s
attendance which, in contrast to the statistical data above, shows no significance. It
could be because not all the respondents spend money on transportation, or
students are financially capable.
Table 17
Unforeseen Family Problems to Minutes Late to School
F- P- Significanc Discussio
Mean Remarks
value value e n
5 minutes or
3.1778
less
5 minutes to 10
3.0543
minutes
Accept
10 minutes to Not
3.1000 Null
20 minutes .658 .164 .622 Significan
Hypothesi
20 minutes to t
3.1107 s (Ho)
30 minutes
30 minutes or
3.2131
more
Total 3.1385
Table 17 shows the relationship between minutes late to school and
unforeseen family problems. Since the level of significance is 0.622 which is higher
than 0.05 the null hypothesis failed to reject. Therefore, there’s no significant
relationship between the two variables which is contrast towards Jumare et al’s
(2015) findings which states that engaging in household chores, accidents at home,
financial capabilities causes student tardiness. In this case, the respondents don’t
face unforeseen family problems like accidents at home and financial problems –
which could cause them to be tardy.
Table 18
Punctuality Values to Gender
value e n
Male 2.9601
Not
Gay 2.9770 Null
0.236 0.054 0.918 Significan
t
Total 2.9717
Table 18 shows the relationship between gender to punctuality values. Since
the level of significance is 0.918 which is higher than 0.05 the null hypothesis failed
to reject. Therefore there’s no significant relationship between the two variables.
Table 19

Punctuality Values to Minutes Late to School
Mean Remarks
value value e n
5 minutes or
3.0125
less
5 minutes to 10
2.9620
minutes
Accept
10 minutes to Not
2.9365 Null
Hypothesi
20 minutes to t
2.9959 s (Ho)
30 minutes
30 minutes or
2.9365
more
Total 2.9725
Table 19 shows the relationship between minutes late to school and
punctuality values. Since the level of significance is 0.825 which is higher than 0.05
the null hypothesis failed to reject. According to Dafiaghor (2011) inefficiency and
ineffectiveness of school tardy policy could cause students to be late but in contrast
to the results above, which shows no significance between minutes late to school
and punctuality values which shows that Polytechnic University of the Philippines,
Quezon City branch enforces their tardy policy well. According to Malik et al,
strategic intervention materials like the school policy helps decrease student
tardiness which means if school policy is properly enforced, observed and
consistent, it would have positive effects on the students and reduce their lateness
and tardy-related academic problems as well.
Table 20

Sickness and Death of a Family Member to Gender
value e n
Male 1.5567
Not
Gay 1.5614 Null
0.925 0.102 0.450 Significan
t
Total 1.5222
Table 20 shows the relationship between gender to sickness and death of
family member. Since the level of significance is 0.450 which is higher than 0.05 the
null hypothesis failed to reject. Therefore, there’s no significant relationship between
the two variables. This showed that sickness and death of family members as a
cause of tardiness is not significant with gender preference assuming that every
gender has equal responsibilities at home.
Table 21
Sickness and Death of Family Member to Minutes Late to School
Mean Remarks
value value e n
5 minutes or 2.636 .113 .034 Reject Significant
1.6222
less Null
5 minutes to 10 Hypothesi
1.4855
minutes s (Ho)
10 minutes to
1.5179
20 minutes
20 minutes to
1.4645
30 minutes
30 minutes or 1.4973

more
Total 1.5284
Table 21 shows the relationship between minutes late to school and sickness
and death of family member. Since the level of significance is 0.034 which is lower
than 0.05 the null hypothesis is rejected. Therefore there is a significant relationship
between the two variables. Family relationship usually has effects on student and
parents or family members may affect student’s punctuality. According to the
statistical data above, taking care of family members and their reliance on the
student’s responsibility really affects student’s late arrival time (Oghuvbu; Maile and
Olowoyo).
Table 22
Distance and Location and Money Spent on Transportation
Mean Remarks
value value e n
Php 0 to Php 12.297 .075 .000 Reject Significan
1.7629
20.00 Null t
Php 20.00 to Hypothesi
1.6508
Php 30.00 s (Ho)
Php 30.00 to 1.5250
Php 40.00
Php 40.00 to
1.5545
50.00 php
Php 50.00 or
1.4986
more
Total 1.6192
distance and location. Since the level of significance is 0.000 which is lower than
0.05 the null hypothesis is rejected. Therefore there is a significant relationship
between the two variables. According to Mugoro, the more the student transfers to
different modes of transportation, the more money for transportation cost increases.
When the cost increases, students from poor families are having learning difficulties
and miss class.
Table 23
Distance and Location to Minutes Late to School
Mean Remarks
value value e n
5 minutes or 14.339 .074 .000 Reject Significan
1.7644
less Null t
5 minutes to 10 1.6652 Hypothesi
minutes
10 minutes to
1.6431
20 minutes
20 minutes to
1.5311
30 minutes s (Ho)
30 minutes or
1.4492
more
Total 1.6223
Table 23 shows the relationship between minutes late to school and distance
and location. Since the level of significance is 0.000 which is lower than 0.05 the null
hypothesis is rejected. Therefore there is a significant relationship between the two
variables. Distance and Location is also one of the factors leading to class tardiness
(Nakpodia and Daflaghor, 2011). Lack of transportation and geographical distance is
another reason that made going to school seems like an issue that could not be
solved (Maile and Olowoyo, 2017). Based on the conclusion of the research Impact
of Transport Disadvantage on Education of High Population of the city of Zagreb by
Slaven Gasparovic (2014), travelling time has an impact on pupil’s lateness and
absences from school. Distance and location plays a huge role to students travel
time that causes them to be tardy. The researchers proved that there is a significant
relationship between Minutes late to school and Distance and Location to the
students of Polytechnic University of the Philippines Quezon City (PUP QC) Branch.
Table 24
Efficiency of Transportation to Money Spent on Transportation
Mean Remarks
value value e n
Php 0 to Php
3.0245
20.00
Php 20.00 to
3.0813
Php 30.00
Accept
Php 30.00 to Not
2.9063 Null
Php 40.00 1.987 .463 .096 Significan
Hypothesi
Php 40.00 to t
3.1733 s (Ho)
50.00 php
Php 50.00 or
3.0810
more
Total 3.0507
efficiency of transportation. Since the level of significance is 0.096 which is higher
than 0.05 the null hypothesis failed to reject. Therefore there’s no significant
relationship between the two variables. This shows that students do not depend on
how the transportation would be adequate for them, as long as they could go to
school on time.
Table 25
Efficiency of Transportation to Minutes Late to School

Mean Remarks
value value e n
5 minutes or
1.7644
less
5 minutes to 10
1.6652
minutes
Accept
10 minutes to Not
1.6431 Null
Hypothesi
20 minutes to t
1.5311 s (Ho)
30 minutes
30 minutes or
1.4492
more
Total 1.6223
Table 25 shows the relationship between minutes late to school and efficiency
of transportation. Since the level of significance is 0.795 which is higher than 0.05
the null hypothesis failed to reject. Therefore there’s no significant relationship
between the two variables. This shows that the efficiency of transportation may or
may not cause severe tardiness for the respondents. Factors like affordability,
availability and faster travel time of the respondent’s selected transportation do not
cause their tardiness in contrast with various studies which shows that transportation
affect student’s arrival time. In contrast to Oghuvbu’s “Absenteeism and Lateness
Among Secondary School Students in Nigeria: Profiling Causes and Solution” which
states that lack of transportation is one of the causes of student tardiness.
Table 26

Traffic Accidents and Problems to Minutes Late to School
Mean Remarks
value value e n
5 minutes or
3.1989
less
5 minutes to 10
3.0202
minutes
Reject
10 minutes to
3.0978 Null Significan
20 minutes 3.922 .247 .004
Hypothesi t
20 minutes to
3.2681 s (Ho)
30 minutes
30 minutes or
3.3536
more
Total 3.1954
Table 26 shows the relationship between minutes late to school and traffic
accidents and problems. Since the level of significance is 0.004 which is lower than
0.05 the null hypothesis is rejected. Therefore there is a significant relationship
between the two variables. Traffic Accidents and problems are considered as one of
the highest rating factors of tardiness at school. One of the primary factors are the
traffic jams, delay of transportation and lack of traffic management which is a very
common phenomenon in the country. This shows that traffic accidents and problems
affect the tardiness of the respondents in Polytechnic University of the Philippines,
Quezon City Branch.
Table 27
Road Repairs and Construction to Minutes Late to School
Mean Remarks
value value e n
5 minutes or
3.2978
less
5 minutes to 10
3.0957
minutes
Accept
10 minutes to Not
3.2800 Null
20 minutes 2.065 .737 .085 Significan
Hypothesi
20 minutes to t
3.3311 s (Ho)
30 minutes
30 minutes or
3.4246
more
Total 3.2957
Table 27 shows the relationship between minutes late to school and road
repairs and construction. Since the level of significance is 0.085 which is higher than
0.05 the null hypothesis failed to reject. Therefore there’s no significant relationship
between the two variables. Road repairs and construction are also reasons why
there are traffic jams present in various areas, it is also considered as one of the
most common problems that delays the arrival of the student on time. This includes
the lack of proper road construction and / or construction of establishments that may
cause traffic jams.

Table 28
Weather Disturbances to Minutes Late to School
Mean Remarks
value value e n
5 minutes or
3.3311
less
5 minutes to 10
3.3870
minutes
Accept
10 minutes to Not
3.3200 Null
Hypothesi
20 minutes to t
3.3607 s (Ho)
30 minutes
30 minutes or
3.4459
more
Total 3.3641
Table 28 shows the relationship between minutes late to school and weather
disturbances. Since the level of significance is 0.651 which is higher than 0.05 the
null hypothesis failed to reject. Therefore there’s no significant relationship between
the two variables. Punctual attendance of students often indicates pleasant weather
conditions wherein most students arrive on time. On the other hand, less students
(or half of the classroom) arrive to school late when the weather conditions are not
pleasant. (Yurovsky) In contrast to the results above, which shows no significance
towards the minutes late to school and weather disturbances because students are
either absent or classes are already suspended.

D. CONCLUSIONS AND RECOMMENDATIONS
This section discusses the major findings and recommendation of the study.
Conclusions
To summarize, the researchers propose the study of these conclusions are
the following:
1. This research concludes that the respondents’ gender preference does not
have any significance to social perspective factors to the tardiness of the
students according to the statistically gathered data.
2. For the Social perspective factors like unforeseen family problems and
sickness and death of family members affects the punctuality of the students
of PUP QC. This research concludes that there is a no significant relationship
between Punctuality Values and unforeseen family problems and minutes late
to school while there is a significant relationship between sickness and death
of family members to minutes late to school. And based on the result there is
no significant relationship between unforeseen family problems and to money
spent on transportation. Therefore the unforeseen family problems like
household chores and their other responsibility at home and the sickness and
death of the family members are could affect the tardiness of the respondents
to school.
3. For the Economic perspective factors, the research found out the
respondents agreed that the efficiency of transportation, traffic accidents and

problems, and road repair and construction affect their tardiness to school
while the distance and location doesn’t always affect their tardiness according
to the respondents based on the frequency of the variables. But on the results
on One Way ANOVA results states that distance and location shows
significance to minutes late to school which shows that the respondents
caught up in certain distance and location factors it could severely affect their
arrival to school. It also states that the efficiency of the transportation doesn’t
have significance to money spent for transportation but the distance and
location affects the money spent for transportation.
4. Weather disturbances factors have a big impact to tardiness when there are
classes but based on the results of the One Way ANOVA this factor does not
always affect the tardiness of the students, due to early suspensions of
classes when there are impending weather disturbances.
Recommendations
Therefore, the researchers would like to recommend the following:
1. Further investigation and observation through wider scope and limitations
regarding the external factors of the student would identify which external
factors affect students in our country in general. It could only be possible if
schools keep track of students’ attendance strictly and make counter-
measures to lessen student tardiness. It is also recommended that the faculty
communicate with the affected students and their parents.

2. This research would help people to value the importance of time and their
discipline which could drastically affect other people’s punctuality. Based in
this research everyone could be an external factor to other by being
subconsciously unaware. The more that people are aware to these external
factors the much greater prevention may occur. The researchers also
recommend that to avoid unforeseen family problems, parents need to keep
track of their financial crises to avoid the lack of fare allowance, by knowing
these external factors parents would be aware that household chores should
be given to their child in a schedule that wouldn’t have conflict with their
preparation for school, In terms of sickness of family members the
researchers recommend proper time management and support from other
people to help in taking care of the sick family member.
3. This research could help teachers and faculty members to develop some
strategic interventions that could help reduce punctuality issues of their tardy
students. Based on “Optimization of School Tardiness and Absenteeism
through Motivation and Strategic School Policy”(Varghese 2014) teachers
should be involved in dealing with student’s punctuality, therefore the
researchers recommend that the teachers and faculty members to keep the
school policy consistent but also by giving considerations to students who are
chronically affected by the external factors.
4. In terms of the economic perspective external factors this research would like
to promote discipline among motorists, drivers as well as students. The

researchers also recommend that the students must be knowledgeable to the
obstacles that they may encounter in their way to school and also search for
more efficient routes to their school. Based on “Impact of Transportation
Disadvantages on Education of High School Population of the City of
Zagreb”(Gašparović 2014) when transport disadvantages are improved it
could not only help the students affected by it but could also developed
economic growth.
5. This research recommends that students who are affected by weather
disturbances perspective external factors to be always prepared whenever
there is persistent rain and they must be aware themselves to the alternative
roads that is less prone to flood.

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Appendices


Appendix A



Appendix B



Appendix C
Group Statistics of Demographic Profile
Statistics
GP age S-C/Y/S MST MLS
N Valid 323 323 323 323 323
Missing 0 0 0 0 0
GP
Frequency Percent Valid Cumulative
Percent Percent
Vali Male 97 30.0 30.0 30.0
d Female 178 55.1 55.1 85.1
Gay 38 11.8 11.8 96.9
Lesbian 2 .6 .6 97.5
Others 8 2.5 2.5 100.0
Total 323 100.0 100.0
age
Frequency Perce Valid Percent Cumulative
nt Percent
Valid 16 4 1.2 1.2 1.2
17 30 9.3 9.3 10.5
18 84 26.0 26.0 36.5
19 86 26.6 26.6 63.2
20 59 18.3 18.3 81.4
21 27 8.4 8.4 89.8
22 13 4.0 4.0 93.8
23 9 2.8 2.8 96.6
24 4 1.2 1.2 97.8
25 3 .9 .9 98.8
26 1 .3 .3 99.1
29 1 .3 .3 99.4
31 1 .3 .3 99.7
33 1 .3 .3 100.0
Total 323 100.0 100.0

S-C/Y/S
Frequency Percent Valid Percent Cumulative
Percent
Valid ABM 12-1 15 4.6 4.6 4.6
HUMSS 12-1 16 5.0 5.0 9.6
GAS 12-1 15 4.6 4.6 14.2
BBTE HE 3-1 15 4.6 4.6 18.9
BSIT 1-1 15 4.6 4.6 23.5
BSIT 1-2 14 4.3 4.3 27.9
BSIT 2-1 15 4.6 4.6 32.5
BSIT 3-1 15 4.6 4.6 37.2
BSIT 3-2 15 4.6 4.6 41.8
DOMT 2-1 15 4.6 4.6 46.4
BBTE HE 1-1 15 4.6 4.6 51.1
HRDM 1-1 15 4.6 4.6 55.7
ENT 1-2 15 4.6 4.6 60.4
ENT 3-1 15 4.6 4.6 65.0
HRDM 4-1 15 4.6 4.6 69.7
MM 1-2 15 4.6 4.6 74.3
MM 3-2 15 4.6 4.6 78.9
MM 4-1 15 4.6 4.6 83.6
MM 4-2 15 4.6 4.6 88.2
ENT 1-1 10 3.1 3.1 91.3
MM 3-1 15 4.6 4.6 96.0
BSIT 4-1 13 4.0 4.0 100.0
Total 323 100.0 100.0
MST
Percent
Valid 0-20 php 97 30.0 30.0 30.0
20-30 php 63 19.5 19.5 49.5
30-40 php 48 14.9 14.9 64.4
40-50 php 44 13.6 13.6 78.0
50 or more 71 22.0 22.0 100.0
Total 323 100.0 100.0

MLS
Percent
Valid 5 mins or less 90 27.9 27.9 27.9
5 to 10 mins 46 14.2 14.2 42.1
10 to 20 mins 65 20.1 20.1 62.2
20 to 30 mins 61 18.9 18.9 81.1
30 mins or more 61 18.9 18.9 100.0
Total 323 100.0 100.0
SP 2.1.1
Percent
Valid Strongly Disagree 19 5.9 5.9 5.9
Disagree 73 22.6 22.6 28.5
Agree 165 51.1 51.1 79.6
Strongly Agree 66 20.4 20.4 100.0
Total 323 100.0 100.0
SP 2.1.2
Percent
Disagree 55 17.0 17.0 19.5
Agree 213 65.9 65.9 85.4
Strongly Agree 47 14.6 14.6 100.0
Total 323 100.0 100.0
SP 2.1.3
Percent
Disagree 34 10.5 10.5 11.8
Agree 220 68.1 68.1 79.9
Strongly Agree 65 20.1 20.1 100.0
Total 323 100.0 100.0

SP 2.1.4
Percent
Valid Strongly Disagree 3 .9 .9 .9
Disagree 51 15.8 15.8 16.7
Agree 196 60.7 60.7 77.4
Strongly Agree 73 22.6 22.6 100.0
Total 323 100.0 100.0
SP 2.1.5
Percent
Disagree 64 19.8 19.8 21.1
Agree 200 61.9 61.9 83.0
Strongly Agree 55 17.0 17.0 100.0
Total 323 100.0 100.0
SP 2.1.6
Percent
Disagree 95 29.4 29.4 32.2
Agree 176 54.5 54.5 86.7
Strongly Agree 43 13.3 13.3 100.0
Total 323 100.0 100.0
SP 2.1.7
Percent
Disagree 55 17.0 17.0 18.9
Agree 203 62.8 62.8 81.7
Strongly Agree 59 18.3 18.3 100.0
Total 323 100.0 100.0

SP 2.1.8
Percent
Disagree 30 9.3 9.3 10.5
Agree 199 61.6 61.6 72.1
Strongly Agree 90 27.9 27.9 100.0
Total 323 100.0 100.0
SP 2.2.1
Percent
Disagree 55 17.0 17.0 23.2
Agree 162 50.2 50.2 73.4
Strongly Agree 86 26.6 26.6 100.0
Total 323 100.0 100.0
SP 2.2.2
Percent
Disagree 41 12.7 12.7 13.9
Agree 157 48.6 48.6 62.5
Strongly Agree 121 37.5 37.5 100.0
Total 323 100.0 100.0
SP 2.2.3
Percent
Disagree 32 9.9 9.9 10.8
Agree 165 51.1 51.1 61.9
Strongly Agree 123 38.1 38.1 100.0
Total 323 100.0 100.0

SP 2.2.4
Percent
Disagree 47 14.6 14.6 18.3
Agree 162 50.2 50.2 68.4
Strongly Agree 102 31.6 31.6 100.0
Total 323 100.0 100.0
SP 2.2.2.1
Percent Percent
Valid Yes 66 20.4 20.4 20.4
No 257 79.6 79.6 100.0
Total 323 100.0 100.0
SP 2.2.2.2
Percent Percent
Valid Yes 170 52.6 52.6 52.6
No 153 47.4 47.4 100.0
Total 323 100.0 100.0
SP 2.2.2.3
Percent Percent
Valid Yes 227 70.3 70.3 70.3
No 96 29.7 29.7 100.0
Total 323 100.0 100.0
EP 3.1.1.
Percent Percent
Valid Yes 178 55.1 55.1 55.1
No 145 44.9 44.9 100.0
Total 323 100.0 100.0

EP 3.1.2
Percent Percent
Valid Yes 65 20.1 20.1 20.1
No 258 79.9 79.9 100.0
Total 323 100.0 100.0
EP 3.1.3
Percent Percent
Valid Yes 147 45.5 45.5 45.5
No 176 54.5 54.5 100.0
Total 323 100.0 100.0
EP 3.1.4
Percent Percent
Valid Yes 163 50.5 50.5 50.5
No 160 49.5 49.5 100.0
Total 323 100.0 100.0
EP 3.1.5
Percent Percent
Valid Yes 62 19.2 19.2 19.2
No 261 80.8 80.8 100.0
Total 323 100.0 100.0
EP 3.2.1
Percent
Disagree 36 11.1 11.1 12.1
Agree 177 54.8 54.8 66.9
Strongly Agree 107 33.1 33.1 100.0
Total 323 100.0 100.0

EP 3.2.2
Percent
Disagree 61 18.9 18.9 23.8
Agree 191 59.1 59.1 83.0
Strongly Agree 55 17.0 17.0 100.0
Total 323 100.0 100.0
EP 3.2.3
Percent
Disagree 31 9.6 9.6 12.7
Agree 186 57.6 57.6 70.3
Strongly Agree 96 29.7 29.7 100.0
Total 323 100.0 100.0
EP 3.2.4
Percent
Disagree 56 17.3 17.3 20.1
Agree 194 60.1 60.1 80.2
Strongly Agree 64 19.8 19.8 100.0
Total 323 100.0 100.0
EP 3.2.5
Percent
Disagree 41 12.7 12.7 13.6
Agree 179 55.4 55.4 69.0
Strongly Agree 100 31.0 31.0 100.0
Total 323 100.0 100.0

EP 3.2.6
Percent
Disagree 51 15.8 15.8 18.0
Agree 186 57.6 57.6 75.5
Strongly Agree 79 24.5 24.5 100.0
Total 323 100.0 100.0
EP 3.2.7
Percent
Disagree 63 19.5 19.5 22.0
Agree 172 53.3 53.3 75.2
Strongly Agree 80 24.8 24.8 100.0
Total 323 100.0 100.0
EP 3.2.8
Percent
Disagree 49 15.2 15.2 18.3
Agree 194 60.1 60.1 78.3
Strongly Agree 70 21.7 21.7 100.0
Total 323 100.0 100.0
EP 3.3.1.1
Percent
Disagree 23 7.1 7.1 8.4
Agree 155 48.0 48.0 56.3
Strongly Agree 141 43.7 43.7 100.0
Total 323 100.0 100.0

EP 3.3.1.2
Percent
Disagree 17 5.3 5.3 6.8
Agree 139 43.0 43.0 49.8
Strongly Agree 162 50.2 50.2 100.0
Total 323 100.0 100.0
EP 3.3.1.3
Percent
Disagree 27 8.4 8.4 9.3
Agree 151 46.7 46.7 56.0
Strongly Agree 142 44.0 44.0 100.0
Total 323 100.0 100.0
EP 3.3.1.4
Percent
Disagree 72 22.3 22.3 24.5
Agree 141 43.7 43.7 68.1
Strongly Agree 103 31.9 31.9 100.0
Total 323 100.0 100.0
EP 3.3.1.5
Percent
Disagree 28 8.7 8.7 11.1
Agree 173 53.6 53.6 64.7
Strongly Agree 114 35.3 35.3 100.0
Total 323 100.0 100.0

EP 3.3.1.6
Percent
Disagree 39 12.1 12.1 14.9
Agree 162 50.2 50.2 65.0
Strongly Agree 113 35.0 35.0 100.0
Total 323 100.0 100.0
EP 3.3.1.7
Percent
EP 3.3.1.8
Disagree 54 16.7 16.7 19.8
Percent
Agree 163 50.5 50.5 70.3
Strongly Agree 96 29.7 29.7 100.0
Disagree 43 13.3 13.3 17.3
Total 323 100.0 100.0
Agree 174 53.9 53.9 71.2
Strongly Agree 93 28.8 28.8 100.0
Total 323 100.0 100.0
EP 3.3.1.9
Percent
Disagree 29 9.0 9.0 9.9
Agree 138 42.7 42.7 52.6
Strongly Agree 153 47.4 47.4 100.0
Total 323 100.0 100.0
EP 3.3.1.10
Percent
Disagree 52 16.1 16.1 20.7
Agree 162 50.2 50.2 70.9

Strongly Agree 94 29.1 29.1 100.0

Total 323 100.0 100.0
EP 3.3.1.11
Percent
Disagree 44 13.6 13.6 15.8
Agree 156 48.3 48.3 64.1
Strongly Agree 116 35.9 35.9 100.0
Total 323 100.0 100.0
EP 3.3.1.12
Percent
Disagree 39 12.1 12.1 13.3
Agree 167 51.7 51.7 65.0
Strongly Agree 113 35.0 35.0 100.0
Total 323 100.0 100.0
EP 3.3.1.13
Percent
Disagree 50 15.5 15.5 16.7
Agree 173 53.6 53.6 70.3
Strongly Agree 96 29.7 29.7 100.0
Total 323 100.0 100.0
EP 3.3.1.14
Percent
Disagree 44 13.6 13.6 16.1
Agree 162 50.2 50.2 66.3
Strongly Agree 109 33.7 33.7 100.0

Total 323 100.0 100.0
EP 3.3.2.1
Percent
Disagree 29 9.0 9.0 10.8
Agree 140 43.3 43.3 54.2
Strongly Agree 148 45.8 45.8 100.0
Total 323 100.0 100.0
EP 3.3.2.2
Percent
Disagree 38 11.8 11.8 13.6
Agree 159 49.2 49.2 62.8
Strongly Agree 120 37.2 37.2 100.0
Total 323 100.0 100.0
EP 3.3.2.3
Percent
Disagree 34 10.5 10.5 11.8
Agree 158 48.9 48.9 60.7
Strongly Agree 127 39.3 39.3 100.0
Total 323 100.0 100.0
EP 3.3.2.4
Percent
Disagree 21 6.5 6.5 7.7
Agree 137 42.4 42.4 50.2
Strongly Agree 161 49.8 49.8 100.0

Total 323 100.0 100.0
EP 3.3.2.5
Percent
Disagree 39 12.1 12.1 13.0
Agree 151 46.7 46.7 59.8
Strongly Agree 130 40.2 40.2 100.0
Total 323 100.0 100.0
WD 4.1
Percent
Disagree 30 9.3 9.3 9.9
Agree 164 50.8 50.8 60.7
Strongly Agree 127 39.3 39.3 100.0
Total 323 100.0 100.0
WD 4.2
Percent
Disagree 41 12.7 12.7 14.2
Agree 158 48.9 48.9 63.2
Strongly Agree 119 36.8 36.8 100.0
Total 323 100.0 100.0
WD 4.3
Percent
Valid Disagree 22 6.8 6.8 6.8
Agree 144 44.6 44.6 51.4
Strongly Agree 157 48.6 48.6 100.0

Total 323 100.0 100.0
WD 4.4
Percent
Valid Disagree 24 7.4 7.4 7.4
Agree 136 42.1 42.1 49.5
Strongly Agree 163 50.5 50.5 100.0
Total 323 100.0 100.0
WD 4.5
Percent
Disagree 17 5.3 5.3 5.9
Agree 130 40.2 40.2 46.1
Strongly Agree 174 53.9 53.9 100.0
Total 323 100.0 100.0
Descriptives
MEAN_SP2.2.1
N Mean Std. Std. 95% Confidence Minimum Maximum
Deviation Error Interval for Mean
Lower Upper
Bound Bound
Male 97 3.0722 .57164 .05804 2.9570 3.1874 1.00 4.00

Female 178 3.1742 .60062 .04502 3.0853 3.2630 1.50 4.00

Gay 38 3.1118 .69432 .11263 2.8836 3.3401 1.00 4.00
Lesbian 2 3.5000 .70711 .50000 -2.8531 9.8531 3.00 4.00
Others 8 3.1875 .37201 .13153 2.8765 3.4985 2.75 3.75
Total 323 3.1385 .59888 .03332 3.0730 3.2041 1.00 4.00
ANOVA
MEAN_SP2.2.1
Sum of df Mean F Sig.
Squares Square
Between Groups .961 4 S.240 .667 .615
Within Groups 114.527 318 .360
Total 115.488 322
Descriptives
MEAN_SP2.2.1
Lower Upper
Bound Bound
0-20 php 97 3.1263 .54262 .05509 3.0169 3.2356 1.75 4.00
20-30 php 63 3.1190 .56415 .07108 2.9770 3.2611 1.50 4.00
30-40 php 48 3.0833 .63441 .09157 2.8991 3.2675 1.75 4.00
40-50 php 44 3.1648 .63324 .09547 2.9722 3.3573 1.00 4.00
50 or 71 3.1937 .66440 .07885 3.0364 3.3509 1.00 4.00
more
Total 323 3.1385 .59888 .03332 3.0730 3.2041 1.00 4.00
ANOVA
MEAN_SP2.2.1
Squares Square
Between Groups .431 4 .108 .298 .879
Total 115.488 322

Descriptives
MEAN_SP2.2.1
N Mean Std. Std. 95% Confidence Minimum Maximu
Deviation Error Interval for Mean m
Lower Upper
Bound Bound
5 mins or less 90 3.1778 .52767 .05562 3.0673 3.2883 2.00 4.00
5 to 10 mins 46 3.0543 .58669 .08650 2.8801 3.2286 1.75 4.00
10 to 20 mins 65 3.1000 .52996 .06573 2.9687 3.2313 2.00 4.00
20 to 30 mins 61 3.1107 .68999 .08834 2.9339 3.2874 1.00 4.00
30 mins or 61 3.2131 .67982 .08704 3.0390 3.3872 1.50 4.00
more
Total 323 3.1385 .59888 .03332 3.0730 3.2041 1.00 4.00
ANOVA
MEAN_SP2.2.1
Squares Square
Between Groups .948 4 .237 .658 .622
Total 115.488 322
Descriptives
MEAN_SP2.1
Lower Upper
Bound Bound
Male 97 2.9601 .50374 .05115 2.8585 3.0616 1.00 4.00
Female 178 2.9726 .44730 .03353 2.9064 3.0388 1.50 4.00

Gay 38 2.9770 .55207 .08956 2.7955 3.1584 1.75 4.00

Lesbian 2 2.8125 .08839 .06250 2.0184 3.6066 2.75 2.88
Others 8 3.1094 .51943 .18365 2.6751 3.5436 2.50 4.00
Total 323 2.9717 .47667 .02652 2.9196 3.0239 1.00 4.00
ANOVA
MEAN_SP2.1
Squares Square
Between Groups .217 4 .054 .236 .918
Total 73.164 322
Descriptives
MEAN_SP2.1
Lower Upper
Bound Bound
5 mins or less 90 3.0125 .49366 .05204 2.9091 3.1159 1.50 4.00
5 to 10 mins 46 2.9620 .44711 .06592 2.8292 3.0947 2.13 4.00
10 to 20 mins 65 2.9365 .41229 .05114 2.8344 3.0387 1.88 4.00
20 to 30 mins 61 2.9959 .51689 .06618 2.8635 3.1283 1.00 4.00
30 mins or 61 2.9324 .50341 .06446 2.8034 3.0613 1.75 4.00
more
Total 323 2.9717 .47667 .02652 2.9196 3.0239 1.00 4.00
ANOVA
MEAN_SP2.1
Squares Square
Between Groups .365 4 .091 .398 .810
Total 73.164 322
Descriptives

MEAN_SP2.2.2
Lower Upper
Bound Bound
Male 97 1.5567 .35264 .03581 1.4856 1.6278 1.00 2.00
Female 178 1.4981 .32329 .02423 1.4503 1.5459 1.00 2.00
Gay 38 1.5614 .33874 .05495 1.4501 1.6727 1.00 2.00
Lesbian 2 1.6667 .00000 .00000 1.6667 1.6667 1.67 1.67
Others 8 1.4167 .23570 .08333 1.2196 1.6137 1.00 1.67
Total 323 1.5222 .33194 .01847 1.4859 1.5585 1.00 2.00
ANOVA
MEAN_SP2.2.2
Squares Square
Between Groups .408 4 .102 .925 .450
Total 35.480 322
Descriptives
MEAN_SP2.2.2
Lower Upper
Bound Bound
5 mins or less 90 1.6222 .34330 .03619 1.5503 1.6941 1.00 2.00
5 to 10 mins 46 1.4783 .25965 .03828 1.4012 1.5554 1.00 2.00
10 to 20 mins 65 1.5128 .32849 .04074 1.4314 1.5942 1.00 2.00

20 to 30 mins 61 1.4536 .33902 .04341 1.3667 1.5404 1.00 2.00

30 mins or 61 1.4863 .33651 .04309 1.4002 1.5725 1.00 2.00
more
Total 323 1.5222 .33194 .01847 1.4859 1.5585 1.00 2.00
ANOVA
MEAN_SP2.2.2
Squares Square
Between Groups 1.361 4 .340 3.171 .014
Total 35.480 322
Descriptives
MEAN_EP3.1
Lower Upper
Bound Bound
0-20 php 97 1.7629 .27738 .02816 1.7070 1.8188 1.00 2.00
20-30 php 63 1.6508 .25645 .03231 1.5862 1.7154 1.20 2.00
30-40 php 48 1.5250 .30212 .04361 1.4373 1.6127 1.00 2.00
40-50 php 44 1.5545 .27233 .04106 1.4717 1.6373 1.00 2.00
50 or 71 1.4986 .26806 .03181 1.4351 1.5620 1.00 2.00
more
Total 323 1.6192 .29320 .01631 1.5871 1.6513 1.00 2.00
ANOVA
MEAN_EP3.1
Squares Square
Between Groups 3.708 4 .927 12.297 .000
Total 27.681 322
Descriptives

MEAN_EP3.1
N Mean Std. Std. 95% Confidence Minimum Maximu
Deviation Error Interval for Mean m
Lower Upper
Bound Bound
5 mins or less 90 1.7644 .26745 .02819 1.7084 1.8205 1.00 2.00
5 to 10 mins 46 1.6565 .27861 .04108 1.5738 1.7393 1.00 2.00
10 to 20 mins 65 1.6338 .27516 .03413 1.5657 1.7020 1.00 2.00
20 to 30 mins 61 1.5311 .28956 .03707 1.4570 1.6053 1.00 2.00
30 mins or 61 1.4492 .24941 .03193 1.3853 1.5131 1.00 2.00
more
Total 323 1.6192 .29320 .01631 1.5871 1.6513 1.00 2.00
ANOVA
MEAN_EP3.1
Squares Square
Between Groups 4.213 4 1.053 14.272 .000
Total 27.681 322
Descriptives
MEAN_EP3.2.1
Lower Upper
Bound Bound
0-20 php 97 3.0245 .46444 .04716 2.9309 3.1181 1.75 4.00
20-30 php 63 3.0813 .42901 .05405 2.9733 3.1894 2.13 4.00
30-40 php 48 2.9063 .58488 .08442 2.7364 3.0761 1.38 4.00

40-50 php 44 3.1733 .45208 .06815 3.0359 3.3107 2.13 4.00

50 or 71 3.0810 .49556 .05881 2.9637 3.1983 1.88 4.00
more
Total 323 3.0507 .48592 .02704 2.9975 3.1039 1.38 4.00
ANOVA
MEAN_EP3.2.1
Squares Square
Between Groups 1.854 4 .463 1.987 .096
Total 76.029 322
Descriptives
MEAN_EP3.2.1
Lower Upper
Bound Bound
5 mins or less 90 3.0458 .44558 .04697 2.9525 3.1392 1.75 4.00
5 to 10 mins 46 2.9783 .49181 .07251 2.8322 3.1243 1.38 4.00
10 to 20 mins 65 3.0558 .45930 .05697 2.9420 3.1696 2.13 4.00
20 to 30 mins 61 3.0574 .51517 .06596 2.9254 3.1893 1.63 4.00
30 mins or 61 3.1004 .54238 .06944 2.9615 3.2393 1.88 4.00
more
Total 323 3.0507 .48592 .02704 2.9975 3.1039 1.38 4.00
ANOVA
MEAN_EP3.2.1
Squares Square
Between Groups .399 4 .100 .419 .795
Total 76.029 322
Descriptives
MEAN_EP3.3.1


Lower Upper
Bound Bound
5 mins or less 90 3.1992 .46310 .04881 3.1022 3.2962 1.93 4.00
5 to 10 mins 46 3.0202 .43191 .06368 2.8919 3.1484 2.00 4.00
10 to 20 mins 65 3.0978 .45642 .05661 2.9847 3.2109 1.71 4.00
20 to 30 mins 61 3.2681 .49943 .06395 3.1402 3.3961 1.14 4.00
30 mins or 61 3.3536 .61837 .07917 3.1953 3.5120 1.36 4.00
more
Total 323 3.1955 .50650 .02818 3.1400 3.2509 1.14 4.00
ANOVA
MEAN_EP3.3.1
Squares Square
Between Groups 3.883 4 .971 3.921 .004
Total 82.605 322
Descriptives
MEAN_EP3.3.2
Lower Upper
Bound Bound
5 mins or less 90 3.2978 .54977 .05795 3.1826 3.4129 2.00 4.00
5 to 10 mins 46 3.0957 .61787 .09110 2.9122 3.2791 1.40 4.00
10 to 20 mins 65 3.2800 .59034 .07322 3.1337 3.4263 1.00 4.00
20 to 30 mins 61 3.3311 .60760 .07780 3.1755 3.4868 1.00 4.00

30 mins or 61 3.4295 .63858 .08176 3.2660 3.5931 1.60 4.00

more
Total 323 3.2966 .60027 .03340 3.2309 3.3623 1.00 4.00
ANOVA
MEAN_EP3.3.2
Squares Square
Between Groups 3.026 4 .756 2.129 .077
Total 116.026 322
Descriptives
MEAN_WD4
Lower Upper
Bound Bound
5 mins or 90 3.3311 .55133 .05812 3.2156 3.4466 2.00 4.00
less
5 to 10 mins 46 3.3870 .49782 .07340 3.2391 3.5348 2.00 4.00
10 to 20 mins 65 3.3200 .47408 .05880 3.2025 3.4375 2.40 4.00
20 to 30 mins 61 3.3607 .53018 .06788 3.2249 3.4964 2.00 4.00
30 mins or 61 3.4459 .50516 .06468 3.3165 3.5753 2.00 4.00
more
Total 323 3.3641 .51506 .02866 3.3077 3.4205 2.00 4.00
ANOVA
MEAN_WD4
Sum of Df Mean F Sig.
Squares Square
Between Groups .657 4 .164 .616 .651
Total 85.423 322

Research On The External Factors of Tardiness in Polytechnic University of The Philippines

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Research On The External Factors of Tardiness in Polytechnic University of The Philippines

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THE SOCIAL, ECONOMIC AND WEATHER DISTURBANCES:

AN EXTERNAL FACTORS PERSPECTIVE ON STUDENT TARDINESS

Presented to the Faculty of

CHAVEZ, ANDREA MAYE B.

when it comes to attending certain occasions on time. This happens often to

on students' academic performance, and their behavior.

Considering that, the government acted and implemented policies which

synchronizing the official time. The department of education also advocated

as We Advocate Time Consciousness and Honesty to strengthen the values of

punctuality and honesty. The Commission on Higher Education revised policy

Senior High School Department

semester, they would be considered dropped from the subject. Furthermore,

experience due to these internal and external factors of tardiness.

on the said trait.

As part of the Polytechnic University of the Philippines research agenda for

Senior High School Department

Types of Transportation Used

As a student and commuter, the type of transportation is often looked into as

their academic success. Using transportation or not could be major causes as to

address the different types of transportation that the students in Polytechnic

Amount of Transportation Allowance

students to come to school late. In the study Decreasing Tardiness to a Vocational

the lack of transportation allowance. Gasparovic’s study also supported this

their transportation. This study would determine whether transportation allowance

could be significant towards the external factor of tardiness.

Senior High School Department

Minutes Late to School

that students are late to school.

included factors such as domestic responsibilities or household chores. This study

Senior High School Department

Tardiness could be caused by external factors such as weather disturbances

according to the study conducted by Yurovsky (n.d.). Frequently based on our

with lower socio-economic income. At the same time, students’ domestic

Senior High School Department

responsibilities may hinder them to come to school on time. Weather disturbances

could affect them and may lead to absenteeism.

Statement of the Problem

This study would like to answer the following questions:

1. What are the student’s demographic profile in terms of:

1.3. Year Level and Section

1.4. Mode of Transportation

1.5. Money Spent on Transportation

1.6. Minutes Late to School

Senior High School Department

2. What are external factors of student tardiness in the social perspective in

2.1 Punctuality Values

2.2 Family Relationship

3. What are external factors of student tardiness in the economic perspective in

3.1 Distance and Location

3.2 Types of Transportation

3.3 High and Persistent Traffic Jam

4. What are external factors of student tardiness in the weather disturbance

5. Is there a significant relationship between the external factors of student

tardiness in the social perspective in unforeseen family problems when

grouped according to the demographic profile of respondents in terms of

gender, money spent on transportation and minutes late to school?

6. Is there a significant relationship between the external factors of student

tardiness in the social perspective in punctuality values and sickness and

death of family members when grouped according to the demographic profile

of respondents in terms of gender, and minutes late to school?

7. Is there a significant relationship between the external factors of student

tardiness in the economic perspective in Distance and Location and Efficiency