AN EVALUATION OF TARDINESS AMONG GRADE 11 STUDENTS OF

QUIRINO GENERAL HIGH SCHOOL

A Research Paper
Presented to
the Faculty and Staff of the Senior High School Department
of Quirino General High School

In Partial Fulfillment
of the requirements for the Applied Subject
Inquiries Investigations & Immersion
(CS_RS12)

Kevin Jake V. Ramos

Bench R. Lorenzo
Cherylle-lei N. Agustin
Science Technology Engineering & Mathematics

School Year 2018-2019

 ABSTRACT
AN EVALUATION OF TARDINESS AMONG GRADE 11 STUDENTS OF QUIRINO
GENERAL HIGH SCHOOL

Authors: Kevin Jake V. Ramos

Cherylle-lei N. Agustin
Bench R. Lorenzo
Track: Academic
Strand: Science, Technology, Engineering and Mathematics (STEM)
Adviser: Riziel M. Sarmuyan
The study made use of descriptive design through quantitative approach. The

subjects of the study are the Grade 11 Senior High School students in all strands

consisting of Accountancy, Business and Management Strand (ABM) students, Science,

Technology Engineering & Mathematics Strand (STEM) students, Humanities and Social

Sciences (HUMSS) students and General Academic Strand (GAS) students of Quirino

General High School. of Quirino General High School. A survey questionnaire was given

to the respondents which served as the instrument in collecting data. Non probability

purposive sampling was used to determine the samples of the study, 44. The study was

conducted in the school year 2018-2019.

Keywords: Tardiness
ACKNOWLEDGEMENT
The researchers would like to praise and thank our Almighty God, for giving them
knowledge and wisdom in accomplishing this piece of work.
This research paper is the fruit of their efforts and sacrifices. In this connection, they
owed a lot to all people who greatly contributed much in its realization. The researchers
wish to express their sincere heartfelt acknowledgement:
To their loving parents, who gave their financial and over-caring moral support for the
success of this simple research;
To the students and teachers who are involved in this study, for their cooperation in
finishing this paper; and
To Ms. Riziel M. Sarmuyan, their research adviser for his support and patience in
responding to the researchers needs.

The Researchers
 DEDICATION
This piece of work is dedicated to the
family, the mentors, friends and
To the Almighty God.

The Researchers

TABLE OF CONTENTS
TITLE PAGE………………………………………………………………………. i
ABSTRACT……………………………………………………………………….. ii
ACKNOWLEDGEMENT…………………………………………………………. iii
DEDICATION……………………………………………………………………... iv
TABLE OF CONTENTS…………………………………………………………... v
LIST OF TABLES……………………………………………………………......... vi
CHAPTER I……………………………………………………………………….. 1
Background of the Study…………………………………………………………… 1
Conceptual Framework…………………………………………………………….. 2
Theoretical Framework…………………………………………………………….. 2
Research Question…….……………………………………………………………. 3
Hypothesis of the Study……………………………………………………………. 4
Benefits and Beneficiaries of the Study……………………………………………. 4
Scope and Delimitations of the Study……………………………………………… 5
Definition of Terms………………………………………………………………… 5
CHAPTER II……………………………………………………………………… 6
CHAPTER III……………………………………………………………………... 13
Research Design……………………………………………………………………. 13
Research Environment……………………………………………………………... 13
Sampling Procedure and Sample ….………………………………………………. 13
Research Instrument………………………………………………………………... 14
Data Gathering Procedure …………………………………………………………. 14
Plans for Data Analysis ……………………………………………………………. 14
CHAPTER IV…………………………………………………………………...... 16
Presentation of Data……………………………………………………………....... 16
CHAPTER 5………………………………………………………………………. 21
Summary of Findings………………………………………………………………. 21
Conclusion………………………………………………………………………….. 23
Recommendation…………………………………………………………………… 23
References………………………………………………………………………...... 24
Appendices………………………………………………………………………..... 25

LIST OF TABLES
TABLE Page

1 Tardiness of the Respondents when Grouped According to Age 16

2 Tardiness of the Respondents when Grouped According to Strand 16

3 Tardiness of the Respondents when Grouped According to Gender 17

4 Analysis of Variance of the Tardiness of Students According to Age 17

5 Analysis of Variance of the Tardiness of Students According to 17

Strand

6 Independent Sample t-Test Result on the Tardiness of Students 18

7 Response of Students when Grouped According to Physical Factors 18

8 Response of Students when Grouped According to Personal Behavior 19

9 Response of Students when Grouped According to Class-related 19

Factor
10 Response of Students when Grouped According to Home Factor 20

11 Response of Students when Grouped According to Peer Influence 20

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study

A tardy student presents a lack of responsibility. Being tardy all the time to class

is a sign of carelessness and a waste of time. The term tardiness implies a situation where

an individual is late in happening or arriving (Oxford Advanced Learners’ Dictionary,

2010). The term tardiness is synonymous with lateness which implies arriving after the

expected, arranged or usual time (Breeze et al., 2010).

Nowadays, tardiness is habitually done by most of the students and as a result;

academic subjects was affected as well as the grades. Also, when students come to class

late, it can also disrupt the flow of a lecture or discussion and distract other students.

Moreover, if left unchecked, tardiness can become frequent and infect other students.

According to Jones (2006), students who possess regular attendances to school tend to

achieve higher grades compared to those students who are frequently absent. Also,

according to Bempong et al. (2014) tardiness is related to punctuality and punctuality is

related to productivity, discipline and behavior. Hence, minimizing lateness among

students’ means that we are building the culture of punctuality in the student which

he/she will use in the work place. Which is why it being so important that schools are

able to minimize, if not eliminate tardiness among its students.

One way of addressing this problem is to identify the causes of tardiness which

resulted in student’s lateness. Once they are understood and analyzed, specific actions

and measures could be taken to address them. That is why researchers in Quirino general

high school undertake this study to evaluate tardiness among senior high students.

Conceptual Framework
 DEMOGRAPHIC PROFILE
OF THE RESPONDENTS:
TARDINESS OF GRADE 11
Age STUDENTS OF QGHS
Sex
Strand

Figure 1. Research Paradigm of the Study

Figure 1. shows the research paradigm on the tardiness of Grade 11 students of

Quirino General High School and its relation to age, sex and strand of the respondents. In

process, the researcher will use a survey questionnaire to gather data from the

respondents. After gathering the data, the researcher will tally the data and the final step

are analyzing and interpreting the data. Lastly, the expected outcome of this study is to

know if there is a significant difference on tardiness of students in relation to their age,

gender and strand and also to identify the major factor of tardiness among Grade 11

students of Quirino General High School.

Theoretical Framework

This chapter presents and discusses theories that are applicable to the study. These

theories help explain the concept behind the research.

Human beings have different behaviors, and this behaviors is not caused of being

born with it but because of certain factors. There are some theories that has been made

about the factors that influence the behavior of a person.

The first theory is called “Behaviorism” by John B. Watson. According to him,

behaviorism is a theory of learning based on the idea that all behaviors are acquired
through conditioning. Conditioning occurs through interaction with the environment.

That is why behaviorists believe that our responses to environmental stimuli shape a

person’s actions.

The second theory is the theory of “Cognitivism” by Noam Chomsky. The theory

of “cognitivism” focuses on the inner mental activities of a person. Hence, conscious and

unconscious thought of a person may cause problems in his/her emotion and behavior.

From the explanation above, it can be implied that cognitivism is correlated to

behaviorism; this is because environmental stimuli in behaviorism can cause disruption

on the inner mental activities of a person resulting to a behavioral change in a person. For

example, a student tends to get tardy because it is provoked by an instructor who doesn’t

do any action like giving punishment to those students who are frequently tardy that

results in thinking of a student that it is okay to get tardy because there is no consequence

in their behavior.

In conclusion, the theory of behaviorism and cognitivism can be considered as an

external and internal factors that affects behavior of a person. Therefore, it only shows

that environmental stimuli and inner mental activities of an individual are some of the

factors which influences the behavior of a person such as attending classes on time or

what we call tardiness.

Statement of the Problem and Research Questions

This study aimed to Evaluate Tardiness among students in QGHS. Specifically, it

seeks answers to the following questions:

1. What is the profile of the students in terms of:

1.1 age
 1.2 gender

1.3 strand?

2. Is there a significant difference in the tardiness of Grade 11 students in terms of:

2.1 age

2.2 gender

2.3 strand?

3. What is the major factor of tardiness among students?

Hypothesis of the Study

This study aimed to shed light to the following:

1. There is no significant difference in the tardiness of Grade 11 students in terms of:

1.1 age

1.2 gender

1.3 strand

Significance of the Study

This study aimed to Evaluate Tardiness among grade 11 students in QGHS. The

result of this study would benefit the following:

Students. This study would alarm the students on what would be the effects of

tardiness to them. This could also help students assess their time.

Parents. These findings would benefit them so that they could guide their

children on how to manage time wisely.

Teachers. The information that they would get in this study would help them

guide and give proper attention to their students who are frequently late to class.
 Future Researchers. This study could be their guide in conducting the same

research.

Researchers. It helps them to socialize and develop their writing skills as well as

critical thinking and observational skills which are an essential factor in conducting a

research.

Scope and Delimitation of the Study

This study entitled “An Evaluation on the Tardiness among Grade 11 students of

QGHS” covers only those Grade 11 students during the school year 2017-2018 at Quirino

general high school who are frequently late during class. Moreover, the study would

focus on determining the major factor of tardiness on the participants. The result of this

study would only depend on the survey conducted by the researchers.

Definition of Terms

Tardiness. People not showing up on time

Attendance. Being present at something, like work or school

Behavior. The way in which one acts or conducts oneself, especially toward

others
 CHAPTER II
REVIEW OF RELATED LITERATURE & STUDIES

            As cited by Nakpodia and Dafiaghor (2011), “lateness” can be defined as the

“situation where an individual arrives after the proper, scheduled or usual time (Oxford

Advance Learners’ Dictionary, 5th ed., 1995). While Lauby (2009) describe tardiness as

“people not showing up on time” and Breeze et al. (2010) added by saying that, lateness

is synonymous with “tardiness”, which implies being slow to act or slow to respond, thus

not meeting up with proper or usual timing. In most of the schools, students are

considered tardy when he/she is not present when the school bell rings or when the first

teacher starts lecture for the first subject in the morning class.

Factors affecting Punctuality

            Reasons for being late in class and other factors affecting the punctuality of a

student vary. There had been some theories that pointed out that tardiness is caused by

the personality of a person. Santillano (2010) stated that psychological theorists

considered some “personality traits, including low self-esteem and anxiety” as triggering

factors of tardiness.

In the book cited by Santillano, “Never be late again: 7 cures for the punctually

challenged”, the author Diana DeLonzor suggested that some personality traits could

most likely lead to a person being often late. Some of the traits included were “struggling

with self-control”, “feeling nervous or uncomfortable with social situations” and “getting

distracted easily”.
            Nakpodia and Dafiaghor attribute lateness or tardiness to a lot of factors or

causes. Going late to bed and waking up late next morning are the most common. The

authors added film-watching late at night as a cause for tardiness. The distance between

the student’s home and school or the school’s location is also considered by Nakpodia

and Dafiaghor as a possible cause for tardiness. Not just because it takes more time to get

to school, but according to the authors, the student is susceptible to more distractions and

hindrances along the way. Parent’s untimely tasks and commands are also reasons that

students come late to school. Habitual tardiness can also be learned from other members

of the family, especially from the older ones. Lack of a firm and consistent policy on

punctuality also encourages students to come late at school since there are no

consequences attached to lateness or tardiness. These causes of tardiness were supported

by the study conducted by Enamiroro Oghuvbu which has the objective to determine the

causes of the absenteeism and lateness among 17, 417 secondary students in Nigeria

          The study revealed that the causes of lateness among the secondary students in

Nigeria were “going late to bed because of watching films and home movies, resulting

into wake up late in the morning, distance to school and keeping friends who are not

students” (Oghuvbu, 2008). These results also prove that tardiness among students have

been a growing problem and that it is caused, not just because of the students but also

because of the lack of imposing discipline from the parents. The study also revealed that

female students are more likely to be late than male students because of “their

involvement in domestic activities by their parents”.

 Sometimes, it is not solely the students’ fault why they keep on being late in

coming to class. Another factor that could affect the punctuality of a student is the

response of the teachers to tardy students. Sprick and Daniels (2007) stated that some the

teachers ignores tardy students, thus, preventing them to be sent in the. This variation

could lead the students to confusion as to how important it is to be on time in going to

class. Another reason is the lack of motivation. Students who come to school on time are

not given incentives or rewards.

Effects of Tardiness

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

having with their students nowadays is tardiness (Sprick and Daniels, 2007). According

to CAESC (2007) and Zeiger (2010), the most essential learning time of the day for the

students lies in the morning, specifically between 8:00 to 9:30 AM. It is because the

students are most mindful and observant at this time of the day. It is also the reason why

the most important lessons and subject matters are discussed during this time. So when

students are late during this time of the day, they, in effect, miss out most of the

important lessons to be noted and learned. Nakpodia and Dafiaghor (2011) emphasized

that lateness or tardiness is not just the problem of the late student but it affects the

surrounding people. A student coming late in class distracts the rest of the students and

disrupts the flow of the teacher’s discussion.

            Studies have revealed that those students with “perfect or near-perfect attendance”

have good grades compared to those students who misses classes often and late-comers

(Cowan Avenue Elementary School Community, 2007).  Moreover, as mentioned by

Zeiger (2010), the results from the survey report conducted by teachers show that

students with high tardiness rates have “higher rates of suspension and other disciplinary

measures” (National Center for Education Statistics Indicators of School Crime and

Safety (2007). It also causes the students to have behavioral problems and to drop out.

Zeiger (2010) stated that “Students who are frequently tardy to school are also more

vulnerable to be fired from a job for showing up late. Also according to the results of the

study of the U.S. Department of Education on “truancy”, which is related to tardiness,

being present and on time in going to school are big factors on the “success and

behavior” of the students (Zeiger, 2010). Thus, it is a lot important to value time and

practice being on time while being a student.

            A study conducted by Barbara Lee Weade on 2004 tried to "determine if school

tardiness is a predictor of work tardiness" (Weade, 2004). It provided a lot of literature

that observes correlations and factors affecting a student's tardiness. As cited by Weade,

the 3rd most common cause for the failure of a student is "excessive tardiness and

unexcused absences" (Ligon and Jackson, 1988). "Inconsistency of school rules" (Britt,

1988) and situations such as “crowded halls, limited opportunities for social interaction,

irrelevant course content, and teacher indifference” (Damico et al., 1990) are also factors

that affect a student's attendance and punctuality. As mentioned by Weade, personal

values, financial security and lack of parental guidance (Payne, 2001) as well as family

background (Featherstone et al., 1992) influence tardiness and absences of students.

             Weade gathered data from the schools of participating students. First and

foremost, she asked consent from the students and their parents in order to gain
permission to collect their school records. She collected and studied the attendance and

punctuality records of these students based on the number of unexcused absences and

minutes of tardiness. Her study showed that among high school students, the grade point

average is correlated with absences and tardiness. This means that students with better

attendance and punctuality have higher grade point averages. Her study was also able to

show that attendance and punctuality of students are not consistent throughout the year.

There were more absences and tardiness at the latter part of the year. Gender has also

shown to be a non-factor in the attendance and punctuality of high school students.

            The study was very comprehensive in its subject matter. It tackles not just school

tardiness but its implications on work tardiness. It shows that "students who are on-time

for school classes are also likely to be on-time at work while students who are tardy

frequently at school will probably also be tardy at work" (Weade, 2004). The study

requires a lot of data but Weade was able to gather a sufficient amount. Though some

possible correlations were not established, it is outside the scope of this research.

            Due to the fact that tardiness has been giving negative effects on the students

nowadays, the most important thing to do is to develop a firm, consistent and functional

policy that addresses late students. There must be defined sanctions and penalties for late

students.  Nakpodia and Dafiaghor (2011) stated that school administrators must lead by

example. They should be punctual in their own meetings and classes to avoid students to

think that being late is just alright since even the authoritative persons are doing it. They

should as well teach it and integrate it in every lesson. The effort on the remedy on

lateness or tardiness does not start and end with the school. It must begin with the parents
of the students and the government must take part as well. Transportation must be

improved in order to avoid students getting stuck in traffic or encountering other

obstacles down the streets.

            Some schools have already started finding solutions that would effectively

minimize and/or eliminate tardiness among students. One of the solutions made by some

schools is implementing tardiness policies, wherein they take steps in approaching the

students and parents for them to solve the problem. Some schools initiated

interdisciplinary curriculum that integrates discipline and conduct in academics.

Cordogan (as cited by Weade, 2004), said that a school in Chicago, Illinois adapted a

similar curriculum and yielded positive results. Students under the interdisciplinary

program exhibited more positive behaviors from students not from the curriculum.

Interdisciplinary students showed less absences and tardiness, as well as higher grades.

Other schools made smaller academic changes such as developing personality works and

cooperative learning activities, such as creation of portfolios and tutorial to younger

students. These taught the students better goal-setting, decision making skills and time

management. In return, students under these behavior modification programs yielded less

tardiness and higher grades.

To summarize, many studies have shown the reasons and factors that may

contribute to the tardiness of a student. One of the mentioned reasons of tardy students

was waking up late in the morning, which can also be attributed to late-night activities,

such as social networking, watching movies and television shows, as well as untimely

academic and domestic errands. As proven by several studies, sometimes, it’s not also the
act of the student that leads to his/her tardiness. The heavy traffic, the teachers, the school

surroundings and policies may also serve as influences to the tardiness of students.

Many studies have also shown the effects of tardiness on the students, the

teachers, the school and the society. According to these studies, the tardiness of a student

consumes his/her learning time as well as disturbs other students and teachers. The tardy

student also poses as a threat to the school as an educational and professional institution

and the student may be one of the less productive members of the society.

A lot of studies as well strategies to effective remedies on tardiness. These studies

promoted integration of personality development and interdisciplinary programs into

school curriculum to aid students enhance positive behavior and personality leading to

the decrease of tardiness.

That is why researchers of this study intended to evaluate the tardiness of QGHS

grade 11 students and the reasons and factors that may influence this tardiness.
 CHAPTER III
METHODOLOGY 
This chapter describes the research methodology used to gather information to

answer the research problems. It discusses the research design, research environment,

research samples and sampling procedure, research instruments, research gathering

procedure, and interpretation used in the study.

A. Research Design

            This research used a quantitative approach specifically a descriptive research

wherein, it was utilized to determine the cause and effect relationship of the variables in

the study, specifically the reasons and factors behind the tardiness of students.

B. Research Environment

This study was only conducted at Quirino General High School Cabarroguis,

Quirino school year 2018-2019. Grade 11 students coming from different stands who are

frequently late was selected as participants of this study.

C. Research Samples and Sampling Procedure

The researchers used non-probability purposive sampling. In this type of

sampling, subjects are chosen to be part of the sample with a specific purpose in mind.

With purposive sampling, the researcher believes that some subjects are more fit for the

research compared to other individuals. This is the reason why they are purposively

chosen as subjects. Since the researchers used this type of sampling, the number of

participants in this study was identified after the questionnaires are distributed. These

questionnaires were given to the participants who has been habitually tardy.
 D. Research Instruments

            The instrument that was used to collect data is a survey questionnaire,

prepared by the researchers. The first part of the questionnaire asked for the general

information of the respondent – name (optional), strand, age, and gender. The second part

contains situation regarding the tardiness of participants. These situations are categorized

into different factors namely: physical factor, personal attitude, class-related factor, home

factor and peer influence. Their respective answers were identified based from 5 point

Likert scale with the following equivalent: 1- never 2-rarely 3-sometimes 4-often 5-

always. Likert scales are the most broadly used method for scaling responses in survey

studies.

E. Data Gathering Procedure

A letter of consent was made to the principal giving the researchers a permission

to conduct this study on grade 11 students. Then, researcher qualified the questions

before distributing the finalized questionnaire to the respondents. This was only given

during break times and vacant to avoid disturbance of classes. And was collected right

after. Ethical consideration was observed by making sure that participation is voluntary.

Researchers of this study also make sure that the participants identity is protected. This

can be accomplished by exercising anonymity and confidentiality.

F. Data Analysis

All the data was then organized, tallied, tabulated, and presented in a series of

tables and graphs. Frequency counts, percentage weight values, mean, standard deviation,

independent t-test and ANOVA were used in the analysis and interpretation of data.
 1. Frequency and Percent Distribution

This treatment was used in this study to describe the number of the

respondents pertaining to age, sex and strand; and the number of responses

to the factors of tardiness.

2. Mean and Standard Deviation

2.1 Arithmetic Mean

The mean was used in the analysis of variance to determine the

average of age, sex and strand.

2.2 Standard Deviation

This will be used to quantify the amount of variation or dispersion

of a set of data values between the score of the students according to their

demographic profile.

3. Analysis of Variance (ANOVA)

In this study, it is applied in determining the significant difference

of tardiness of the students when grouped according to age and strand.

4. Independent t-test

This will be employed in order to compare the means of the scores

of the respondents according to their sex whether they have a significant

relationship.

            
 CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents the analyses and interpretations of the data gathered from
the participants through the questionnaires given to them. They are presented in tabular
forms to give a vivid view of the problems that the study seeks to answer.
A. Profile of the Respondents
Table 1. Tardiness of the Respondents when Grouped According to Age
Age Frequency Percent
16 yrs.old 25 57%
17 yrs.old 15 34%
18 yrs.old 3 7%
19 yrs. old 1 2%
Total 44 100.0

The table shows the age of the respondents. Out of the 44 tardy respondents, 25

(57%) fall within the age range of 16, 15 (34%) were within the age range of 17, 3 (7%)

were within the age range of 18, 1 (2%) were within range of 19.

Table 2. Tardiness of the Respondents when Grouped According to Strand

Frequency Percent
STEM 19 43%
HUMSS 11 25%
ABM 4 9%
GAS 10 23%
Total 44 100.0

It is gleaned in the table that 19 or 36% of tardy students were STEM students.

Eleven (11) or 25% are HUMMS students, 4 or 9% were ABM students. While, 10 or

23% of the respondents came from General Academic Strand.

Table 3. Tardiness of the Respondents when Grouped According to Gender
Frequency Percent
Male 22 50.0
Female 22 50.0
Total 44 100.0

Table 3 shows that out of a total of 44 respondents, both gender has 22 or 50% of

tardy students.

B. Significant Difference of Tardiness among Grade 11 Students of QGHS

Table 4. Analysis of Variance on the Tardiness of Students According to Age
Age N Mean SD F Sig.
16 yrs.old 25 33.4800 7.30935 .901 .449**
17 yrs.old 15 33.7333 6.04113
18 yrs.old 3 27.0000 1.00000
19 yrs. old 1 33.0000 .
Total 44 33.1136 6.67594

**Not Significant
The ANOVA results between the age group (t = 0.449, p > .05) showed no

significant difference therefore accepting the null hypothesis stating that there is no

significant difference of tardiness among Grade 11 students in term of their age.

Table 5. Analysis of Variance on the Tardiness of Students According to Strand

Strand N Mean SD F Sig.
STEM 19 33.8421 7.80501 .559 .645
HUMSS 11 31.5455 4.41279
ABM 4 36.0000 8.86942
GAS 10 32.3000 5.88878
Total 44 33.1136 6.67594
*Not Significant
N=44

The ANOVA results between the strands (t = 0.645, p > .05) showed no

significant difference therefore accepting the null hypothesis stating that there is no

significant difference of tardiness among Grade 11 students of QGHS in terms of their

strand.

Table 6. Independent t-test on the Tardiness of Students According to Gender

Gender N Mean Std. Deviation Sig. (2-tailed)
Male 22 31.7727 5.77294 .186
Female 22 34.4545 7.35965

N=44
The t-test results for gender (t = 0.186, p > .05) showed no significant difference

between male and female participants therefore accepting the null hypothesis. The t-test

results pertaining to gender of respondents showed that mean scores were greater for

female participants (M = 34.4545) than male participants (M = 31.7727), which shows

tardiness is higher to female participants over male participants.

C. Major Factor of Tardiness among Grade 11 Students of QGHS

Table 7. Response of Students when Grouped According to Physical Factors
Response Frequency Percent
never 3 7%
rarely 9 21%
sometimes 20 46%
often 12 27%
Total 44 100.0

The table shows the response of the respondents to physical factors. Out of the 44

respondents, 20 (46%) answered sometimes, 12 (27%) answered often, 9 (21%)answered

rarely, and 3 (7%) answered never. This shows that majority of the respondents are

sometimes tardy because of physical factor.

Table 8. Response of Students when Grouped According to Personal Behavior

Response Frequency Percent
rarely 5 11%
sometimes 19 43%
often 18 41%
always 2 5%
Total 44 100.0

The table shows the response of the respondents to personal behavior. Out of the

44 respondents, 19 (43%) answered sometimes, 18 (41%) answered often, 5 (11%)

answered rarely, and 2 (5%) answered always. This shows that majority of the

respondents are sometimes tardy or often tardy because of personal behavior which

means that it is a major factor of tardiness among Grade 11 students of QGHS.

Table 9. Response of Students when Grouped According to Class-Related Factors

Response Frequency Percent
never 4 9%
rarely 26 59%
sometimes 8 18%
often 5 11%
always 1 2%
Total 44 100.0

The table shows the response of the respondents to class-related factors. Out of

the 44 respondents, 26 (59%) answered rarely, 8 (18%) answered sometimes, 5 (11%)

answered often, 4 (9%) answered never and 1 (2%) answered always. This shows that

class-related factor is not a major factor of tardiness on Grade 11 students of QGHS.

Table 10. Response of Students when Grouped According to Home Factors
Response Frequency Percent
never 7 16%
rarely 18 41%
sometimes 11 25%
often 6 14%
always 2 5%
Total 44 100.0

The table shows the response of the respondents to home factors. Out of the 44

respondents, 18 (41%) answered rarely, 11 (25%) answered sometimes, 7 (16%)

answered never, 6 (14%) answered often and 2 (5%) answered always. This shows that

majority of the respondents are rarely tardy or sometimes tardy because of home factor.

Table 11. Response of Students when Grouped According to Peer Influence

Response Frequency Percent
never 23 52%
rarely 4 9%
sometimes 9 21%
often 3 7%
always 5 11%
Total 44 100.0

The table shows the response of the respondents to peer influence. Out of the 44

respondents, 23 (52%) answered never, 9 (21%) answered sometimes, 5 (11%) answered

always, 4 (9%) answered rarely and 3 (7%) answered often. This shows that majority of

the respondents are not tardy because peer influence.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter entails the summary of results, conclusions, and recommendations.

The purpose of the study was to determine the stress level between the strands of Grade

12 students under the Academic Track.

Summary of Results

The study made use of descriptive design through quantitative approach. The

subjects of the study are the Grade 11 Senior High School students of Quirino General

High School. A survey questionnaire was given to the respondents which served as the

instrument in collecting data. Non probability purposive sampling was used to determine

the samples of the study, 44. The study was conducted in the school year 2018-2019.

1. Is there a significant difference on tardiness among Grade 11 students of QGHS?

1.1 The ANOVA results between the age group (t = 0.449, p > .05) showed no

significant difference therefore accepting the null hypothesis stating that there is no

significant difference of tardiness among Grade 11 students in term of their age.

1.2 The ANOVA results between the strands (t = 0.645, p > .05) showed no

significant difference therefore accepting the null hypothesis stating that there is no

significant difference of tardiness among Grade 11 students of QGHS in terms of their

strand.

1.3 The t-test results for gender (t = 0.186, p > .05) showed no significant

difference between male and female participants therefore accepting the null hypothesis.
The t-test results pertaining to gender of respondents showed that mean scores were

greater for female participants (M = 34.4545) than male participants (M = 31.7727),

which shows tardiness is higher to female participants over male participants.

2. What is the major factor of tardiness among Grade 11 students of QGHS

1.1 The response of the respondents to physical factors shows that out of the 44

respondents, 20 (46%) answered sometimes, 12 (27%) answered often, 9 (21%)answered

rarely, and 3 (7%) answered never. This shows that majority of the respondents are

sometimes tardy because of physical factor.

1.2 The response of the respondents to personal behavior shows that 19 (43%)

answered sometimes, 18 (41%) answered often, 5 (11%)answered rarely, and 2 (5%)

answered always. This shows that majority of the respondents are sometimes tardy or

often tardy because of personal behavior which means that it is a major factor of tardiness

among Grade 11 students of QGHS.

1.3 The response of the respondents to class-related factors shows that 26 (59%)

answered rarely, 8 (18%) answered sometimes, 5 (11%) answered often, 4 (9%)

answered never and 1 (2%) answered always. This shows that class-related factor is not a

major factor of tardiness on Grade 11 students of QGHS.

1.4 The table shows the response of the respondents to home factors shows that

18 (41%) answered rarely, 11 (25%) answered sometimes, 7 (16%) answered never, 6

(14%) answered often and 2 (5%) answered always. This shows that majority of the

respondents are rarely tardy or sometimes tardy because of home factor.

1.5 The response of the respondents to peer influence shows that 23 (52%)

answered never, 9 (21%) answered sometimes, 5 (11%) answered always, 4 (9%)

answered rarely and 3 (7%) answered often This shows that majority of the respondents

are not tardy because peer influence.

Conclusions
1. There is no significant difference on tardiness of Grade 11 students of QGHS in

terms of their age, gender and strand.

2. The major factor of tardiness on Grade 11 students of QGHS is personal behavior.

Recommendations

1. Students should have counselling on the areas where they are being tardy.

2. Parents should monitor their son/daughter and help them to manage their time.

3. Teachers should guide and give proper attention to their students who are

frequently late to class.

4. Future researchers they may add more indicators that will make this research

more reliable. They may also study about the cause and effects of tardiness among

shs students.

5. The school administration should come up with different programs for effective

tardiness coping mechanism so that they can help and guide their students.
 REFERENCES

Cherry, K. (2018). An Overview of Behavioral Psychology. et. al. Retrieved from:

https://www.verywel lmind.com/behavioral-psychology-4157183
Skinner, B. F. (1974). About Behaviorism. Toronto: Alfred A. Knopf, Inc.
Mills, J. A. (2000). Control: A History of Behavioral Psychology. New York: NYU
Press.
Watson, J. B. (1930). Behaviorism. New Brunswick, New Jersey: Transaction Publishers.
Wen, B. A. (2018). Factors Affecting the Tardiness of First Year College Students at La
Salle University. Course Hero, Inc.
Bataineh, M. (2014). A review of Factors Associated with Student's Lateness Behavior
and Dealing Strategies. Journal of Education and Practice Vol.5, No.2.
Bruner, J. et. al. (2016). Cognitivism. Learning Theories. Retrieved from:
https://www.learning-theories.com/cognitivism.html
Padro, M. V. (2017). Action Research on Tardiness in School. Scribd Inc. Retrieved
from:https://www.scribd.com/document/361709509/Action-Research-in-Tardiness
Murcia, I. (2015). Action Research on Student and Pupil Absenteeism in School.
Retrieved from: https://owlcation.com/academia/action-research-on-student-
absenteeism
Paren, R. (2016). Descriptive Research on Tardiness of Students in Grade X Phoenix
Section
Ediger, M. (1987). School Dropouts, Absenteeism and Tardiness. Counseling and
Personnel Services
 APPENDICES
APPENDIX A
February 21, 2018
NIMFA F. YARCIA
Principal IV
Quirino, General High School
Zamora, Cabarroguis, Quirino

MADAM:
The undersigned Grade 12 Senior High School under Academic Track-STEM
(DESCARTES) of Quirino General High School working on a research study entitled
“AN EVALUATION OF TARDINESS AMONG SENIOR HIGH SCHOOL
STUDENTS.” I would like to ask your permission, allowing me to conduct an interview
with selected student and teachers as our participants.
Rest assured that the data and information collected in the said interview is highly
secured and confidential.
I am hoping for your favorable response regarding this matter.
Thank you very much for your consideration.

Truly Yours,
SGD. KEVIN JAKE V. RAMOS SGD. BENCH R. LORENZO
SGD. CHERYLLE-LEI N. AGUSTIN

Researchers
Noted:

RIZIEL B. SARMUYAN
Research Adviser
Approved:
SGD. NIMFA F. YARCIA
Principal IV
 APPENDIX B

February 27, 2019

Dearest Respondents,
Greetings in the name of Almighty God!
We, the researchers, are conducting a research entitled “An Evaluation of Tardiness
Among SHS Students of Quirino General High School”. We hope that you will
answer it sincerely that will surely help in conducting the research study. We are assuring
you that your answers written on the attached questionnaires will be respected with
utmost confidentiality.
Thank you very much!
Sincerely yours,
BENCH R. LORENZO
CHERYLLE-LEI N.
AGUSTIN

KEVIN JAKE V. RAMOS

Researchers

*This questionnaire will help us know more about the evaluation of tardiness among SHS
students of QGHS. Rest assured that all information and data that you will write (give)
on this data sheet shall be treated with utmost confidential
DIRECTION: Answer honestly and put ( / ) to the information’s below.
I. Profile of the respondents
Name (optional):_______________________________________
Gender: Male ( ) Female ( )
Age:_______
Grade level and Section:_____________________________
II. Determine the factors of tardiness among SHS students of QGHS.
5 – always 4 – very often 3 – sometimes 2 – rarely 1 – never
 Situation 5 4 3 2 1

1. I am late because our house is far from the

school.
2. I am late because I have to walk to school

3. I am late because I have to wait for a public

transportation (van, tricycle) to go to school
4. I am late because I don’t wake up early

5. I am late because I play games before I sleep

6.  I am late because I use social media before I

go to sleep
7. I am late because I go to the computer shop
before I go to school
8. I am late because I do many assignments
before I go to sleep
9. I am late because I don't like my teacher.

10. I am late because I don’t like our subject 2 3 3 4 34

11. I am late because my parents ask me to help 3 5 8 7 23

on our family business before going to class
12. I am late because I do many household chores 3 7 18 7 11
before I go to school
13. My friends influence me to be late from going 5 3 10 3 25
to my classes.
 APPENDIX C
SPSS ANALYSIS (AGE)
Descriptives
TARDINESS OF STUDENTS

95% Confidence Interval for

Mean
Std.
N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

16 yrs.old 25 33.4800 7.30935 1.46187 30.4628 36.4972 23.00 49.00

17 yrs.old 15 33.7333 6.04113 1.55981 30.3879 37.0788 23.00 44.00

18 yrs.old 3 27.0000 1.00000 .57735 24.5159 29.4841 26.00 28.00

19 yrs. old 1 33.0000 . . . . 33.00 33.00

Total 44 33.1136 6.67594 1.00644 31.0840 35.1433 23.00 49.00

Test of Homogeneity of Variances

TARDINESS OF STUDENTS

Levene Statistic df1 df2 Sig.

2.519a 2 40 .093

a. Groups with only one case are ignored in computing the test of homogeneity of variance for VAR00028.

ANOVA
TARDINESS OF STUDENTS

Sum of Squares df Mean Square F Sig.

Between Groups 121.258 3 40.419 .901 .449

Within Groups 1795.173 40 44.879

Total 1916.432 43
SPSS ANALYSIS (STRAND)
Descriptives
TARDINESS OF STUDENTS

95% Confidence Interval for

Mean
Std.
N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

STEM 19 33.8421 7.80501 1.79059 30.0802 37.6040 23.00 49.00

HUMSS 11 31.5455 4.41279 1.33051 28.5809 34.5100 27.00 40.00

ABM 4 36.0000 8.86942 4.43471 21.8868 50.1132 29.00 49.00

GAS 10 32.3000 5.88878 1.86220 28.0874 36.5126 24.00 43.00

Total 44 33.1136 6.67594 1.00644 31.0840 35.1433 23.00 49.00

Test of Homogeneity of Variances

TARDINESS OF STUDENTS

Levene Statistic df1 df2 Sig.

1.679 3 40 .187

ANOVA
TARDINESS OF STUDENTS

Sum of Squares df Mean Square F Sig.

Between Groups 77.078 3 25.693 .559 .645

Within Groups 1839.354 40 45.984

Total 1916.432 43
Post Hoc Tests

Multiple Comparisons

Tukey HSD

95% Confidence Interval

Mean Difference
(I) section (J) section (I-J) Std. Error Sig. Lower Bound Upper Bound

STEM HUMSS 2.29665 2.56915 .808 -4.5898 9.1831

ABM -2.15789 3.73044 .938 -12.1570 7.8412

GAS 1.54211 2.64926 .937 -5.5590 8.6432

HUMSS STEM -2.29665 2.56915 .808 -9.1831 4.5898

ABM -4.45455 3.95933 .676 -15.0672 6.1581

GAS -.75455 2.96289 .994 -8.6963 7.1872

ABM STEM 2.15789 3.73044 .938 -7.8412 12.1570

HUMSS 4.45455 3.95933 .676 -6.1581 15.0672

GAS 3.70000 4.01178 .793 -7.0532 14.4532

GAS STEM -1.54211 2.64926 .937 -8.6432 5.5590

HUMSS .75455 2.96289 .994 -7.1872 8.6963

ABM -3.70000 4.01178 .793 -14.4532 7.0532

Homogeneous Subsets
Tukey HSD

Subset for alpha = 0.05

section N 1

HUMSS 11 31.5455

GAS 10 32.3000

STEM 19 33.8421

ABM 4 36.0000

Sig. .554

Means for groups in homogeneous subsets are displayed.

Frequencies

Statistics

CodeHomeFacto
CodePhysical CodePersonal CodeClassRelated r CodePeerInfluence

N Valid 44 44 44 44 44

Missing 0 0 0 0 0

T-Test

Group Statistics

gender N Mean Std. Deviation Std. Error Mean

VAR00028 Male 22 31.7727 5.77294 1.23080

Female 22 34.4545 7.35965 1.56908

 Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Std. Error
Difference
Sig. (2- Mean Differenc
F Sig. t df tailed) Difference e Lower Upper

VAR00028 Equal -
-
variances 1.017 .319 1.34 42 .186 -2.68182 1.99421 1.34266
6.70630
assumed 5

Equal -
-
variances not 1.34 39.745 .186 -2.68182 1.99421 1.34944
6.71307
assumed 5

Frequency Table

CodePhysical

Frequency Percent Valid Percent Cumulative Percent

Valid 1 3 6.8 6.8 6.8

2 9 20.5 20.5 27.3

3 20 45.5 45.5 72.7

4 12 27.3 27.3 100.0

Total 44 100.0 100.0

 CodePersonal

Frequency Percent Valid Percent Cumulative Percent

Valid 2 5 11.4 11.4 11.4

3 19 43.2 43.2 54.5

4 18 40.9 40.9 95.5

5 2 4.5 4.5 100.0

Total 44 100.0 100.0

CodeClassRelated

Frequency Percent Valid Percent Cumulative Percent

Valid 1 4 9.1 9.1 9.1

2 26 59.1 59.1 68.2

3 8 18.2 18.2 86.4

4 5 11.4 11.4 97.7

5 1 2.3 2.3 100.0

Total 44 100.0 100.0

CodeHomeFactor

Frequency Percent Valid Percent Cumulative Percent

Valid 1 7 15.9 15.9 15.9

2 18 40.9 40.9 56.8

3 11 25.0 25.0 81.8

4 6 13.6 13.6 95.5

5 2 4.5 4.5 100.0

Total 44 100.0 100.0

 CodePeerInfluence

Frequency Percent Valid Percent Cumulative Percent

Valid 1 23 52.3 52.3 52.3

2 4 9.1 9.1 61.4

3 9 20.5 20.5 81.8

4 3 6.8 6.8 88.6

5 5 11.4 11.4 100.0

Total 44 100.0 100.0