Finalllyyyyyyy

CHAPTER 1
INTRODUCTION
As a Grade 11 student, Maria, experienced tardiness going to
School. She missed her activities, morning, and afternoon first subjects
during their second quarter. She also causes a distraction to her
classmates and teacher when she arrived late during their class. It was
hard for her because she's having difficulties in coping up with the
lesson that she missed and her attendance that always marked as late
that lead into absences.
The research conducted in Tampakan National High School located
at Dao. St. Brgy, Poblacion Tampakan South Cotabato, where most of
the students enrolled in different Barangay's of Tampakan South
Cotabato.
According to Oxford (2019) tardiness is the “quality or fact of being
late” in school, workplace and occasions. While chronic tardiness is the
“act of repetitive late arrival” that can give negative impact for the
students especially in the academic performance (Maria Airth 2016,
August 20). According to Caldarella, P., et. al (2011), Principals and
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teachers consider student tardiness to be a serious problem. Some have
argued that tardiness is a widespread problem with serious effects,
particularly for younger students who must depend on their parents to
get them to school on time. Students who are frequently tardy may miss
important opening announcements or academic activities. Teachers can
become frustrated as late students disrupt instruction, often requiring
re-teaching of what they have missed. Tardy behavior can also negatively
affect the overall classroom environment. That’s why, according to Maria
Airth (2016, August 20), in early education, parents should handle this
carefully and know the reason why this keeps happening because it
hinders the “learning process” of the child which causes negative impact
to their academic performance.
Based on the survey of their attendance tools, among 9 sections of
Grade 11 HUMSS students in Tampakan National High School, there are
2 sections with the most students who experiencing tardiness. Multiple
times of being late during second quarter, it includes HUMSS Stork and
HUMSS Dove.
The main objectives of this study is to identify what is the most
common reasons why students mostly experiencing tardiness and to
determine their own perception about being tardy the causes and effects.
The main focus of this study is to determine the factors that
causing the students tardiness and to know their own perception of
them, being late in the school. This research is delimited only for G11
HUMSS students in Tampakan NHS.
Statement of the problem
This study aimed to identify the causes, perception and prevention
to be taken to avoid tardiness in students daily living
Specifically the respondents aims to answer to the questions:
1. What are the perceived causes of Tardiness?
Scope and delimitation
This study “PERCEIVED CAUSES OF TARDINESS AMONG GRADE
11 HUMSS LEARNERS IN TAMPAKAN NHS” focuses on the reason why
the student’s experiencing tardiness and to determine their perception.
The researchers only focus on the selected students and will conduct
interview used by means of answering questions.
Significance of the Study
The results of the study will be great help to the following:
Students. This will help them identify the reasons and perception why
they came late in the class and think for some necessary adjustment to
solve their problem.
Teachers. With the findings from this study, teachers or school may be
able to develop better strategies that can help to minimize and further
stop student’s tardiness.
Future Researchers. The result of this study will add to the body of
knowledge regarding students' tardiness. Also this study will serve as a
guide for future studies to be conducted in the future. Future
Researchers would be able to use these data for them to get ideas and
references if they are planning to conduct the same study.
Definition of terms
Attendance- being present at something like work or school Tardiness-
delayed beyond the expected or proper time
Filipino time- means being minutes to hours late compared to the
standard time.
Perception- the ability to see, hear, or become aware of something
through the senses.
Tardiness. tardiness is defined by arriving after the first bell of the day
or the bell indicating the start of class.
CHAPTER 2
REVIEW RELATED LITERATURE AND STUDIES
In this chapter, we examine into the existing body of knowledge
and literature that forms the foundation of our research. The literature
review is a critical component of any scholarly work as it enables to gain
a comprehensive understanding of the current state of research in our
field of study. By examining previous studies, theories, and concepts
related to our research topic, we can identify gaps, evaluate
methodologies, and build upon existing knowledge.
Tardiness is defined as being late or tardy by not adhering to an
expected schedule. When students are tardy un school, this means the
students arrive past the set standard time for the school day or class to
begin. This standard time is typically signaled by a bell system alerting to
the beginning of the school day or class, and arrival after a bell is
considered tardy
Some have argued that tardiness is a widespread problem with
serious effects, particularly for younger students who must depend on
their parents to get to school on time. Students who are frequently tardy
may miss important opening announcement or academic activities.
Teachers can become frustrated as late students disrupt, instruction,
often requiring reteaching of what they missed. Tardy behavior can also
negatively affect the overall classroom environment. Always looked at
decreasing tardiness in primary school-aged students using teacher-
written praise notes. Arriving late to school can also mean that students
miss out on activities designed to build connections with their peers,
potentially impacting their social interactions and creating a greater
sense of alienation from their classmates. The researchers found that
students who are frequently late to school often miss out on important
opening announcements and academic activities. (Vukovic,2017).
Chronic tardiness is when students are consistently late to class and can
have dramatic results on a student’s future education and career
(Bennion,2018). Students who are repeatedly tardy may need more
support. Teachers should consider that building respect for time in all
students as a skill that can be taught in any subject area. (Kelly, 2018).
The most critical learning hours of a school day are the morning periods,
Specifically 7:30 to 9:30 and for the afternoon periods is when it’s 12:30
to 1:45. Cowan Crier, 2017) These are the times when students are most
alert and attentive that’s why some schools teach more important
lessons and subjects at this time. Tardy students miss a part of these
lessons or could even miss the whole subject period. It could be worse if
the class starts out with a quiz; the students may have lost a
considerable part of her grade.
Tardiness is a common problem in many schools. It can be
understood as an individual risk for future problematic behavior leading
to absenteeism, school dropout, exclusion and later health problems.
Tardiness can also be examined in relation to a broader social-ecological
perspective on health.
DepEd Legal Basis
The Department of Education (DepEd) is a government agency in
the Philippines responsible for the administration and regulation of the
country's basic education system. While there may not be a specific legal
basis solely focused on tardiness, there are broader policies and
regulations that govern the attendance and punctuality of students and
teachers. Here are some relevant legal bases related to attendance in the
Philippine education system: DepEd Order No. 8, s. 2007 (Revised
Implementing Guidelines on the School-Based Management (SBM)
Framework): This order emphasizes the importance of school rules and
regulations, including attendance policies, in ensuring a conducive
learning environment. It provides guidelines for schools to develop their
own attendance policies, which may include provisions on tardiness.
DepEd Order No. 88, s. 2010 (Revised Guidelines for the Selection of
Honor Pupils and Students in Public Elementary and Secondary
Schools): This order states that students eligible for honors or awards
should have satisfactory or better conduct, which includes regular
attendance and punctuality. DepEd Order No. 55, s. 2013 (Policy
Guidelines on Republic Act No. 6713) It's important to note that
individual schools and divisions may have additional guidelines or
policies related to tardiness and attendance, which may be based on the
above-mentioned legal bases. It's recommended to refer to specific school
or division policies to understand the local implementation of attendance
regulations.
According to the book of Tampakan National High School 9507
Poblacion Tampakan, South Cotabato, in Disciplinary Sanctions page 12,
The discipline is an integral part of the character building and in the
desire of the school to cause the wholesome development of the students,
the school has to deal with imposing disciplinary sanctions to make the
students aware of his responsibilities to himself, to others and to the
society in general. The following are disciplinary sanctions which may be
imposed upon any erring student depending upon the nature or gravity
of the offense committed.
A.) Warning: for the first offenders of minor violations such as
tardiness, unexcused absences, cutting/escaping from classes, not
wearing the prescribed uniform, unauthorized entry or use of the
School Properties or Facilities and loitering/peeping other classes
during free period, a written warning is given to them, a copy of
which is also furnished to the parents. This is to inform both the
parents and the student of the nature of the offense. The student
is put under probation for a period, (not to exceed one month) to
give him time to prove his desire to improve his observance of rules
and regulations.
According to (Savino, 2016) Time Management has also been defined
as a form of self-management with a clear emphasis on time in
understanding what activities to do; how to do them more efficiently; in
what time it should be done and when is the correct time to the
particular activity. Just like the male participant, managing his time to
do household chores and school works. He knows when and what to do
based on his experiences. This experiences that he adopted as his daily
routine.
According to (Arpino & Gomez-Leon, 2020; Chung & Park, 2018)
Recent evidence has underlined the need for examining the cross-
national differences in the relationship between grandchild caring and
grandparents’ depressive symptoms, and suggested the importance of
examining macro-level factors to better understand such patterns.
According to (J family med prim care, 2020) among students the
majority (56.6%) do not sleep continuously. Also most of them (62.8%)
said that it took them more than 20 minutes to fall asleep. A high
proportion of students (60%) were unable to wake up quickly and easily
in the morning compared to 40%nof them who were active in the
morning.
More than half of students had woken up during the night
suffering from sleep disturbance. Likewise, a near proportion was found
by Yousef A. Taher et al., Libya (2012).[6] To fall asleep, a large
proportion of studied participants took more than 20 min of going to bed.
Similarly, Shafika Assaad et al. revealed that about the two fifth of
students took 30 minutes trying to sleep, Lebanon (2014).
Theoretical Framework
Behaviorism is a theory related to tardiness, and it supports the
findings of the study. Concepts of behaviorism may be applied to the
thought that a student’s tardiness is always just a response to an
external factor. According to John B. Watson, in his development of
Behaviorism, any human act or behavior can be explained without
having to study internal and mental processes and consciousness. The
behaviorist movement began in 1913 when John Watson wrote an article
entitled Psychology as the behaviorist views it, which set out several
underlying assumptions regarding methodology and behavioral analysis.
Behaviorism, also known as behavioral psychology, is a theory of
learning that states all behaviors are learned through interaction with
the environment through a process called conditioning. Thus, behavior is
simply a response to environmental stimuli. Behaviorism is only
concerned with observable stimulus-response behaviors, as they can be
studied in a systematic and observable manner. One assumption of the
learning approach is that all behaviors are learned from the environment.
They can be learned through classical conditioning, learning by
association, or through operant conditioning, learning by consequences.
Behaviorism emphasizes the role of environmental factors in influencing
behavior to the near exclusion of innate or inherited factors. This
amounts essentially to a focus on learning. Therefore, when born, our
mind is “tabula rasa” (a blank slate). Classical conditioning refers to
learning by association, and involves the conditioning of innate bodily
reflexes with new stimuli. All behavior, no matter how complex, can be
reduced to a simple stimulus-response association). Stimulus refers to
any feature of the environment that affects behavior. Theories need to be
supported by empirical data obtained through careful and controlled
observation and measurement of behavior. Watson (1913) stated:
“Psychology as a behaviorist views it is a purely objective experimental
branch of natural science. Its theoretical goal is … prediction and
control.” (p. 158). The components of a theory should be as simple as
possible. Behaviorists propose using operational definitions (defining
variables in terms of observable, measurable events). Behaviorism
introduced the scientific methods to psychology. Laboratory experiments
were used with high control of extraneous variables. These experiments
were replaceable and the data obtained was objective (not influenced by
an individual’s judgment or opinion) and measurable. This gave
psychology more credibility. Behaviorism is primarily concerned with
observable behavior, as opposed to internal events like thinking and
emotion: The starting point for many behaviorists is a rejection of the
introspection (the attempts to “get inside people’s heads”) of the majority
of mainstream psychology. While modern behaviorists often accept the
existence of cognitions and emotions, they prefer not to study them as
only observable (i.e., external) behavior can be objectively and
scientifically measured. Although theorists of this perspective accept that
people have “minds”, they argue that it is never possible to objectively
observe people’s thoughts, motives and meanings – let alone their
unconscious yearnings and desires. Therefore, internal events, such as
thinking should be explained through behavioral terms (or eliminated
altogether). There is little difference between the learning that takes place
in humans and that in other animals: There’s no fundamental
(qualitative) distinction between human and animal behavior. Therefore,
research can be carried out on animals and humans. Historically, the
most significant distinction between versions of behaviorism is that
between Watson’s original “methodological behaviorism,” and forms of
behaviorism later inspired by his work, known collectively as
behaviorism (e.g., radical behaviorism). Methodological Behaviorism
Watson’s article “Psychology as the behaviorist views it” is often referred
to as the “behaviorist manifesto,” in which Watson outlines the principles
of all behaviorists. “Psychology as the behaviorist views it is a purely
objective experimental branch of natural science. Its theoretical goal is
the prediction and control of behavior. Introspection forms no essential
part of its methods, nor is the scientific value of its data dependent upon
the readiness with which they lend themselves to interpretation in terms
of consciousness. In his efforts to get a unitary scheme of animal
response, the behaviorist recognizes no dividing line between man and
brute. Man’s behavior, with all of its refinement and complexity, forms
only a part of the behaviorist’s total scheme of investigation.
Radical behaviorism was founded by B.F Skinner who agreed with
the assumption of methodological behaviorism that the goal of
psychology should be to predict and control behavior. Skinner, like
Watson, also recognized the role of internal mental events, and while he
agreed such private events could not be used to explain behavior, he
proposed they should be explained in the analysis of behavior. Another
important distinction between methodological and radical behaviorism
concerns the extent to which environmental factors influence behavior.
Watson’s (1913) methodological behaviorism asserts the mind is a tabula
rasa (a blank slate) at birth. In contrast, radical behaviorism accepts the
view that organisms are born with innate behaviors and thus recognizes
the role of genes and biological components in behavior.
CHAPTER 3
Methodology
Research Design
The study will be determined through Phenomenological research
design that seeks to understand about the effects and causes of
tardiness in students. This approach investigates the everyday
experiences of student who experiencing tardiness going to school. The
study's primary goal is to determine the student’s perception about
tardiness. The challenges faced by Grade 11 students during Second
Quarter, hence this approach was the most suitable. In order to obtain
data, the descriptive phenomenological interviewing method involves
questioning students about their own perception about them, being tardy
going to School.
Locale of the study
This study will be held at Tampakan National High School, this
location was chosen to find out the views of the Grade 11 Students on
School Attendance with a focus of Tardiness, where most of the students
enrolled in different Barangay's of Tampakan South Cotabato.
Participants of the Study
The research respondents of this study are Senior High School
students from Tampakan National High School. Specifically, the study
targets chronically tardy students. It will rely on 1 student from 11
HUMSS Stork, 2 from HUMSS Dove with a total of 3 students to
participate in the study. The 3 participants will be selected based on
information retrieved from their class attendance records within the last
semester.
Research Instrument
It refers to answer the statement of the problem and unstructured
interview. The researchers will conduct interview.
Data Gathering Procedure
The researchers will personally ask for the permission of the
respondents if they will allow the interview. The researchers will
interview the respondents and give them the unstructured interview and
make sure that the data we collected from them will be confidential.
Data Analysis
In order to analyze the data, this study will employ thematic
analysis. The researcher will collect data that can be determined the
perception and causes of tardiness in Tampakan National High School.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter will examine the student’s tardiness to provide a
comprehensive understanding of its causes and effects.
The researchers found three themes from the three participants
based on the interview.
The first theme, self-management, has one code which is
household chores. This has been proven with the following statement:
“Daghan man gud kog ginahimo na trabaho sa buntag pareha anang
manilhig sulod ug gawas sa balay ug mag mop sa salog tapos maghugas
mga plato ug magpilo ug mga bedsheet ug habol”
(I have a lot of work needs to do in the morning like sweep inside and
outside our house, mop the floor, washing plates and folding the bedsheet
and blankets.)
According to (Savino, 2016) self management has also been defined
as a form of self-management with a clear emphasis on time in
understanding what activities to do; how to do them more efficiently; in
what time it should be done and when is the correct time to the
particular activity. Just like the male participant, managing his time to
do household chores and school works. He knows when and what to do
based on his experiences. This experiences that he adopted as his daily
routine.
This theme implies that teens ages 16 to 17 still lack the sense of
priority that leads to making irresponsible decisions in managing their
daily activities in life. The challenges faced by two of the participants in
relation to their tardiness. The struggles with estimating task durations,
setting realistic deadlines, and managing interruptions reported by
participants reflect a common challenge faced by many individuals,
especially in today's fast-paced and technologically society.
The Second theme, family responsibility has one code which is
taking care of the elderly this has been proven with the following
statement:
“Ginatabangan nako akong lolo na mag tindog sa gawas para
magpahangin pagkahuman ginatabangan nako siya pasulod”
(Helping my grandfather to stand outside for fresh air and exercising then
after that I help him to get inside).
According to (Arpino & Gomez-Leon, 2020; Chung & Park, 2018)
home responsibility is a Recent evidence has underlined the need for
examining the cross-national differences in the relationship between
grandchild caring and grandparents’ depressive symptoms, and
suggested the importance of examining macro-level factors to better
understand such patterns.
The second theme is family responsibility, these families and
domestic obligations are part of individuals' life. Taking care of elderly
family members, for instance, can require significant attention and effort,
potentially leading to delays in other areas of life that leads him getting
late going to school. Filipino families are closely knitted as part of its
culture. This obligates all member of the family to take part in assisting
the family member who needs care specially for the elderlies even if it
causes delays to their other daily activities such as going to school. This
theme determined the importance of recognizing and addressing the
demands of family and school responsibilities.
The third theme, behavioral pattern has one code which is
waking up late and sleeping late at night due to social media
engagement this has been proven with the following statement:
“late nako magmata sa buntag, hinay pud ko maglihok ug usahay pud
wala ko sa mood na mobangon sa buntag”
(I woke up late in the morning and I move slowly” “sometimes I’m not in a
mood to get up in the morning).
“Malingaw pud kog tan aw ug TikTok”
(“I’m used watching and scrolling tiktok’’)
“Nagabasa pud ug watt pad”
(“Reading Wattpad”)
“Naga mata ko sa buntag is mga 7 am tapos naga shower ko mga 20
minutes ug mga 10 minutes na preparation paghuman mag adto nako ug
skwelahan mga 8 or 7:55 mga ing ana”
(I used to wake up 7 in the morning then I would take a shower about 20
minutes and 10 minutes for preparation and then I would go to school
around 8 or 7:55 something like that).
According to (J family med prim care, 2020) among students the
majority (56.6%) do not sleep continuously. Also most of them (62.8%)
said that it took them more than 20 minutes to fall asleep. A high
proportion of students (60%) were unable to wake up quickly and easily
in the morning compared to 40%not them who were active in the
morning.
This theme implies that their habit of staying up too late at night
due to various activities on their cellphone, such as reading Wattpad,
scrolling through Facebook, and other applications consequently leading
them to wake up late in the morning. Both of our participants and their
families are financially stable, so they don’t have any financial worries,
and they have become accustomed to their routines. They do not do
household chores because their parents are there to take care of them,
allowing them to remain focus on their studies. Due to their established
habits, they no longer disciplined themselves to be prompt.
Chapter V
SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS
Summary of Findings
The researcher found out three themes and three codes based on
the participant’s interview. The first theme is self-management with code,
household chores.
The second theme is family responsibility emphasized the impact
of family and domestic obligations, such as household chores with the
code taking care of elderly. This highlighted participants' struggles with
estimating task durations, setting realistic deadlines, and managing
interruptions that contribute to their tardiness.
The third theme is, behavioral patterns, with the code waking up
late due to social media engagement revealed the role of personal habits
such as lack of punctuality, and underestimation of time requirements
as significant factors leading to tardiness.
IMPLICATION
Self-Management
This theme implies that teens ages 16 to 17 still lack the sense of
priority that leads to making irresponsible decisions in managing their
daily activities in life. The challenges faced by two of the participants in
relation to their tardiness. The struggles with estimating task durations,
setting realistic deadlines, and managing interruptions reported by
participants reflect a common challenge faced by many individuals,
especially in today's fast-paced and technologically society.
Home Responsibility
The second theme is family responsibility, these families and
domestic obligations are part of individuals' life. Taking care of elderly
family members, for instance, can require significant attention and effort,
potentially leading to delays in other areas of life that leads him getting
late going to school. Filipino families are closely knitted as part of its
culture. This obligates all member of the family to take part in assisting
the family member who needs care specially for the elderlies even if it
causes delays to their other daily activities such as going to school. This
theme determined the importance of recognizing and addressing the
demands of family and school responsibilities.
Behavioral Pattern
This theme implies that their habit of staying up too late at night
due to various activities on their cellphone, such as reading Wattpad,
scrolling through Facebook, and other applications consequently leading
them to wake up late in the morning. Both of our participants and their
families are financially stable, so they don’t have any financial worries,
and they have become accustomed to their routines. They do not do
household chores because their parents are there to take care of them,
allowing them to remain focus on their studies. Due to their established
habits, they no longer disciplined themselves to be prompt.
Recommendations
This will help you develop targeted strategies to address the
underlying issues.
1.Raise awareness: Organize awareness campaigns to educate students
about the importance of punctuality and its impact on their academic
success. Share relevant statistics and real-life examples to emphasize the
significance of being on time. Use engaging and interactive methods to
capture their attention and foster a sense of responsibility.
2.Tardy policy: Create a clear and comprehensive tardy policy that
outlines the consequences for being consistently late to school. This
policy should include details such as the number of allowed tardies,
disciplinary actions, and steps for intervention or support.
3.Collaborate with parents and guardians: Communicate with parents
and guardians to make them aware of their role in ensuring their child's
punctuality. Provide them with tips and resources to help establish
morning routines, set consistent bedtimes, and reduce distractions at
home. Encourage open lines of communication between parents and
teachers to address any challenges faced by the student.
4.Consequences for tardiness: Define appropriate consequences for
tardiness, such as detention, loss of privileges, or academic penalties.
Make sure these consequences are consistently enforced to encourage
students to be punctual.
5.Monitoring and recording tardies: Implement a system to accurately
monitor and record tardies. This can be done through attendance
software, electronic check-in systems, or manual logs. Maintaining
accurate records can help identify patterns and address chronic
tardiness.
6.Attendance incentives: Create incentives for good attendance, such
as rewards, recognition, or privileges. This can motivate students to
arrive on time and maintain consistent attendance
RECOMMENDATION FOR FUTURE RESEARCHERS
Dear future researchers,
The issue of tardiness in schools continues to be a significant
concern, impacting students' academic success and overall educational
experience. While previous studies have shed light on the perceived
causes of tardiness, there is still much to explore and understand in this
area. As you embark on further research, your contributions will not only
expand our knowledge but also help develop effective strategies and
interventions to address this persistent issue.
Mixed methods approach: Combine quantitative and qualitative
methods to obtain a comprehensive understanding of the perceived
causes of tardiness. Collect survey data to identify trends and patterns,
and then conduct follow-up interviews or focus groups to gather detailed
narratives and contextual information.
Comparative analysis: Compare the perceived causes of tardiness
across different age groups, grade levels, or educational settings (e.g.,
elementary, middle, high school). Analyze if there are differences in
perceptions based on factors such as developmental stages, academic
demands, or school structures.
Parental involvement: Investigate the role of parental involvement in
addressing tardiness. Examine parents' perceptions of the causes and
their level of engagement in promoting punctuality. Explore strategies
that parents use or can implement to support their children in arriving
on time.
As future researchers, your dedication and contributions in this
field will play a vital role in shaping educational practices and policies.
By shedding light on the perceived causes of tardiness and exploring
effective intervention strategies, you will empower schools, parents, and
educators to create supportive and punctuality-promoting environments
for students.
[Group 5)
References
Nakpodia, E. D. & Dafiaghor, F. K. (2011), Topic: Lateness, its
Causes, Effects and Solutions. Retrieved on January 28, 2019 from
https://sites.google.com/site/bilocuraandguia/notes/topiclatenessitsca
useseffectsandsolutions
Vukovic, R. (2017), The effect of Student tardiness on learning.
Retrieved on January 28,2019 from
https://www.teachermagazine.com.au/articles/the-effect-of-student-
tardiness-on-learning
Dep Ed order 8, s. 2007 Revised Implementing Guidelines on the
School Based Management (SBM) Framework
Dep Ed order 88, s. 2010 Revised Guidelines for the selection of
honor
DepEd Order No. 88, s. 2010 (Revised Guidelines for the Selection
of Honor Pupils and Students in Public Elementary and Secondary
Schools):
Oxford (2019) Chronic Tardiness
Arpino and Gomez-Leon, (2020)
Chung and Park, (2018)
J Family med prim care, (2020)
Book of Tampakan NHS 9507 Poblacion Tampakan South
Cotabato, in disciplinary sanctions page 12 , the discipline is cause the
wholesome development of the student
Savino (2016) Time management
John Watson (1913) Behavioris
Approval sheet
Letter of approval
Transcription of interview
PARTICIPANTS 1
Interviewer 1: hi
Respondent: hello
Interviewer 1: “Ako diay si Mary Kris Hera leader sa among grupo ang
akong kauban kay si Trixia Queen Villarma”
(My Name is Mary Kris Hera I am the leader of our group and this is Trixia
Queen Villarma my groupmate)
Interviewer 2: “hi, pwedi ka namo maila ila?”
(Hi, can we get to know you)
Respondent: “hheeeh, ako diay si Jaymark Enorme pwedi ko nnyo
tawagon sa pangalan na makmak”
(hehheheheh, I am Jaymark Enorme you can call me Makmak)
Interviewer 1: “unsa imong Grade ug Section mak?”
(What Grade and Section you are in?)
Respondent: “Grade 11 HUMSS Dove
Interviewer 1: “Mak pila na imong edad?”
(mak how old are you?”)
Respondent: “16 diay akong edad”
(I’m 16 years old)
interviewer 2: “asa ka karon nakapuyo?”
(Where do you live?)
Respondent: “nakapuyo diay ko sa prk. Maligaya tampakan south cot.”
(I live in Purok. Maligaya Poblacion Tampakan South Cot)
Interviewer 1: “unsa diay imong mga rason nganung ma late man ka?
(what are the reason why you are late?)”
Respondent: “reason na ma late ko kay ginabantayan nku akong lolo
every morning kay akong lola ug mama naga trabaho sa bulangan tas dli
pa dayon kauli tas dugay kayo ko makaligo”.
(the reason im late is I’m taking care of my grandfather every morning and
my grandmother and mother was working at “sabungan” then they didn’t
come back home immediately and then I spend much time in shower)
Interviewer 2: “so naga stay ka sa imong parents?”
(So, do you live with your parents?)
Respondent: “Oo, ug akong lolo ddto meh naga boarding sa tita nako ug
si mama merinsha”
(Yes, and my grandfather stays with us. My aunt takes care of him, and
my mom works in the morning.)
Interviewer 1: “sa pagmata nimo sa buntag unsa imong ginahimo?”
(When you wake up in the morning, what do you usually do?).
Respondent: “sa pagmata nku every morning naga panglimpyo ko sa
balay ug naga lampaso ko ug salog ug ginatabangan si lolo na maka
tindog sa gawas and pagkahuman sa tanan trabahuon naga ligo na
dayon ko.”
(When I wake up every morning, I clean the house and mop the floor. I also
help my grandfather get up and then I take a shower after finishing all the
chores)
Interviewer 1: “sa pagpa adto nimo ug skul naka apekto ba ni sa imong
pagka late?”
(Does going to school affect your punctuality?)
Respondent: “dli man sya maka apekto sa akong pagka late kay dili
man pud nila sala na malate ko kay akoa man gud tung sala ma malate
ko sa skul”.
(It doesn't really affect my punctuality because it's not their fault if I'm late.
If I'm late for school, it's my own fault.)
Interviewer 1: “paano ka maka adto sa skul ga sakay ka o ga baktas
lang?”
(How do you get to school, do you take a ride or walk?)
Respondent: “ga tricycle”
(I always ride a tricycle a tricycle.)
Interviewer 1: “always ka naga sakay? Nganu man pud?
Do you always take a ride? Why?”
Respondent: “ga sakay jud ko every morning kay permi man jud ko ma
late labi na karon na nag bag o na ang schedule”
(Yes, I always take a ride in the morning because I'm often late, especially
now that the schedule has changed.)
Interviewer 1: “late naba ka gatulog taga gabie? Mga unsa naka oras
naga tulog taga gabie?”
(Do you stay up late at night? What time do you usually sleep?)
Respondent: “mga 8 pm”
(Around 8 pm.)
Interviewer 1: “mga unsa ka oras nagamata sa buntag”
(What time do you wake up in the morning?)
Respondent: mga 5 am.
(Around 5 am.)
Interviewer 2: “kung sa imong klase pag ma late ka maka kaya baka mo
habol?”
(If you're late for class, can you catch up?)
Respondent: “oo, makahhabol pako sa mga topic kay dli paman pud
kaayo maka discuss si maam sa mga lesson”
(Yes, I can catch up with the topics because the teacher hasn't discussed
the lessons yet.)
Interviewer 2: “wala bakay problema sa imong teacher,classmates?”
(Do you have any problems with your teachers or classmates?)
Respondent: “wala, wala may problema akong mga klasmet ug teacher
pag ma late ko okay raman pud sa ilaha sa ma late ko”.
(No, I don't have any problems with my classmates or teachers. They're
okay with me being late.)
Interviewer 2: “okay raba sa imuha na malate ka?”
(Is it okay for you to be late?)
Respondent: “dili”
(no)
Interviewer 1: “except sa ikaw ang naga himo sa mga trabaho sa inyung
balay every morning unsa pa lain imong ginahimo”
(Apart from being responsible for the household chores every morning,
what else do you do?)
Respondent: wala nakoy laing ginahimo ing ato lang jud akong
ginahimo manglimpyo sa sulod ug gawas sa balay tas gina atiman lang
akong lolo
(I don't have any other tasks. I just clean inside and outside the house,
and take care of my grandfather.)
Interviewer 2: ang imong pagka late everyday ba sya or 3 times a week
or what?
(Is being late an everyday occurrence for you or does it happen three times
a week or what?)
Respondent: maybe mga 3-5 times lang a week ang akong mga late
(Maybe I'm late about 3-5 times a week.)
Interviewer 1: aside sa ikaw ang nagahimo sa mga trabaho kinsa pa ang
lain naga himo sa mga trabahuon sa inyung balay?
(Besides you doing the household chores, who else does the work in your
house?)
Respondent: oo, ako lang isa only child lang man gud ko tas ako lang
ang apo sa balay
(It's just me since I'm an only child and the only grandchild in the house.)
Interviewer 1: “ang among last question kay unsa ang trabaho sa imong
gina puy an karon?”
(Our last question is, what kind of work are you currently engaged in?)
Respondent: “murag wala may trabaho”
(It seems like I don't have any work.)
Interviewer 1: about sa mga source of income paano ninyo gina handle
inyong economic status?
(Regarding your sources of income, how do you handle your economic
status?)
Respondent: gapangita mig paraan para maka kita mig kwarta labi na
sila mama ug lola sila juud na ang gapangita ug way para naa koy balon
ug para naa meh magamit sa amomg pang adlaw adlaw.
(We find ways to earn money, especially my mom and grandmother. They
are the ones finding ways for me to have an allowance and for our daily
needs.)
Interviewer 1: unsa pud na way? Respondents: ga trabaho jud sila duol
sa amoa sa may bulangan
(What are those ways?)
Interviewer 1: “unsa pud iyang trabaho ddto? Tindahan ba or unsa”
(What do they do there? Is it a store or something else?)
Respondent: “manokan sa mga ga bulang every Sunday”
(They work near our place at the poultry store every sunday.)
Interviewer 1: “mga pila man pud ang kwarta na Makita sa imong
mama ug lola sa palagay nimo sa pila ang kwarta na Makita nila
monthtly income?”
(How much money do you think your mom and grandmother earn in a
month?)
Respondent: mga 5,000 pababa lang jud dli ko sure kung ga taas bah
(Maybe around 5,000 or less. I'm not sure if it goes higher.)
Interviewer 1: so mak unsa jud ang pinaka rason o main reason sa
imong pagka late?
(So, what is the main reason for your lateness?)
Respondent: kanang dugay kayko mo lihok
(I take a long time to get ready.)
Interviewer 1 & 2: thank you kaayo mak2 kay gitagaan meh nimog
chance na ma share ang imong mga dahilan nganung ma late man ka
dako kaayo ning tabang sa among research.
(Thank you so much for giving us the chance to hear your reasons for
being late. It's a great help for our research.)
PARTICIPANT 2
Interviewer : Unsa imong pangalan?
( What is your name?)
Respondent: Ashley Nicole A. Solocasa
(Nicole A. Solocasa)
Interviewer: Grade and section?
Respondent: 11 HUMSS DOVE
Interviewer: Age?
Respondent: 16 years old
Interviewer: Unsa imong permanent address?
(Where is your permanent address?)
Respondent: Sa ano, Tampakan South Cotabato Purok. San Pedro
(I lived in Tampakan South Cotabato, Purok San Pedro)
Interviewer: Kabalo baka unsa kalayuon inyong balay diri sa school?
(Do you know how far your house from school?)
Respondent: Wala ko kabalo ba
( I dont know)
Interviewer: Unsa imuhang rason nganong malate ka?
( What are the reason why are you late?)
Respondent: kwan, yaya ko mulihok
(I move slowly)
Interviewer: So, mga unsa ka oras naga bugtaw?
(What time do you get up in the morning?)
Respondent: Ano mga 7 dati, tapos ko mga 20 minutes tapos 10
preparation moadto ko sa school murag mga ano na mga 8 or 7:55 mga
ana.
(I used to wake up 7 in the morning then I would take a shower for about
20 minutes and 10 minutes for preparation and then I would go to school
around 8 or 7:55 something like that)
Interviewer: sa imong pagmata sa morning, unsa imong ginahimo?
(When you wake up in the morning what do you do?)
Respondent: maligo nalang tapos magkaon
(Just take a bath and then eat)
Interviewer: sa mga trabahuon sa balay?
(In household chores?)
Respondent: wala
( No)
Interviewer: sa ano availabilities sa mga sakyan naka affect ba siya sa
imong tardiness? For sample lang gapangita kag sakyan padulong diri sa
school or naga lakaw lang ka?
(In availabilities of transportation it can cause of your tardiness?for
sample you are looking for a ride going to school or just walking?)
Respondent: naga sakay rako sa tricycle
( Im riding a tricycle)
Interviewer: Unsa ka oras gatulog sa gabii?
(What time do you sleep on night?)
Respondent: ano mga dati tung late ko kay mga 12
(Ahmmm I think 12 am)
Interviewer: Unsa imuhang gina buhat, ngaman alas 12 kana matulog?
(what are you doing, why are you sleeping at 12 am?)
Respondent: nalingaw lang ko sigeg scroll sa facebook
(I enjoyed scrolling to my facebook)
Interviewer: Naga istar ka sa imuhang parents?
(Are you living with your parents?)
Respondent: Yes Interviewer: unsay trabaho sa imuhang parents?
(what are your parents' jobs?)
Respondent: si papa wala siya, si mama naga trabaho siya, si papa like
ano naa mi pwesto nga lechonan lang every Sunday
(My father, he doesn't really have a job, mom works for my aunt, but my
father has a place for lechon (Lechonan) its our business every Sunday)
Interviewer: sa estimated na income in a month mga pila pud kaya ang
sweldo sang parents mo?
(What do you think is the estimated income of your parents monthly?)
Respondent: wala ko kabalo
( I dont know)
Interviewer: kaabot bag Five thousand?
(Do you think more than 5 thousand?)
Interviewer: Sobra Five thousand o Ten thousand?
(More than 5 thousand? Or 10 thousand?)
Respondent: I think 10 thousand
Interviewer: So ano gyud ang pinaka main reason nimo sa pagka late?
(So, What is the main reason of your tardiness?)
Respondent: kanang udtuhon nakog mata sa morning
(I wake up late in the morning)
Interviewer: kay dugay pud ka matulog ?
(because you sleep late too)
Respondent: Kay dugay sad ko matulog
(I sleep late too)
Participant 3
Interviewer: Unsa imohang pangalan?
(What’s you’re name?)
Participants: jasmine caballero
Interviewer: Grade and section?
Participants: grade 11 HUMSS Sparrow
Interviewer: age?
Participants: 17..... female
Interviewer: naa lang mi pamangkot....what are the main reason of
your tardiness? Onsa mga reasons? Ay okay ahh unsay reason nganong
naka ranas ka sang tardiness?
(We just have some questions…. What are the reasons? What are the
reasons why you’re experiencing tardiness?)
Participant: ahh kapoy kanang daghan mga assignment unsahay
kanang wala koy wala ko sa mood ano mag bangon basta kanang
buntag.
(Ahh, It’s tiresome when there are a lot of assignments, Sometimes I don’t
even know, I’m not in the mood to get up in the morning.)
Interviewer: what time ka naga tulog?
(What time do you sleep?)
Participant: ahhh around usahay 12 usahay 10
(Ahhh around 12 sometimes, sometimes 10.)
Interviewer: okay ahh ga cellphone baka?
(Okay ahh do you use your phone?) Participants: oo always...... (yes
always)
Interviewer: always Interview: mga unsa pud ka mga oras mahuman?
( What time do you usually stop?)
Participant: usahay maka abot kog 1hour.
(Sometimes I last about 1 hour.)
Interviewer: ah what I mean unsa ba oras mga ga unsa pud ka?
Nganong ga cellphone ka? Unsay gina ano nimo sa cellphone?
(Ah what I mean, the time up until, what do you usually do? Why do you
use your phone? For what reason?)
Participant: usahay ga tan'aw tiktok, Wattpad
(Sometimes watching on tiktok, Wattpad)
Interviewer: ahh
Interviewer: Unsa oras ka matulog kanang exact na matulog na jud ka?
(What time will you sleep, the exact time you would sleep?)
Participant: 11
Interviewer: 11 jud..... Oras mumata?
(11…. What time do you wake up?)
Participant: 6
Interviewer: ahh mao ng medyo ano?
(Ahh that’s why it’s kind of?)
Participant: ohh
Interviewer: 6 man ka mumata nganong ma kuan man ka ma late?
Unsa may mga ano reason?
(You wake up at 6 why are you still late? What’s the reason?)
Interviewer: mao gani to
( The reasons I mentioned)
Interviewer: dili ba what I mean
(That’s not it)
Interviewer: unsa imohang gina himo taga buntag
( I mean what do you usually do in the morning)
Participant: ano karang si lola man gud sya sya tig lung'ag, so ako
maligo nalang tapos mag kaon tapos mo go to school
( My grandmother cooks the rice , and I just take a bath after that I’ll eat
and then go to school.)
Interviewer: dugay ka ga dugay ka kanang mag lihok or what?
( Do you move slowly?)
Participant: dugay jud ko mag lihok
(I really move slowly.)
Interviewer: mga pag mag ligo ka pila ka minutes?
(When you take a bath how many minutes does it take?)
Participant: maabtan pag 1hour HEHAHSHEHHA
(I last 1 hour)
Interviewer: ahhh taga HAHAGHAH
Participant: oo
(Yes)
Interview: as in? HSHAHHAHA mga 30 minutes?
Participant: aha mga 30 minutes
( What are you doing in the cr?)
Participant: HAHSHHAHSHAGH mag tanga pako mag tanga
( I just space out)
interviewer: unsa imong ano address?
(What’s your address?)
Participant: ahh ano?
(ahh, what?)
Interviewer: address? Permanent address?
Participant: prk san Isidro dos población
Interviewer: nang inyohang ano paadto sa school unsa imong gina ano
naga sakay kag tricycle? Gina hatud?
(What do you ride when going to School , do you ride a tricycle? Or does
someone take you to school?)
Participant: gina hatud every day
( I get accompanied every day.)
Interviewer: kinsa ga hatud sundo saimo?
(Who picks you up?)
Participant: Si.... Usahay si lolo usahay si papa....
(Sometimes my grandfather ,sometimes my father…)
Interviewer: ahh sa inyong klase if ever na ma late ka every morning
maka habol baka sa ilahang lesson?
(ahh in your class iv ever you arrive late every morning , can you follow
with the lessons?)
Participant: oo maka habol pa
( Yes I can)
Interviewer: para saimoha big deal ang late? Pag ma late? Or ma late
kanang ma late?
( Is it a big deal for you to be late?)
Participant: Oo bigdeal sya
(Yes it is)
Interivewer: big deal... Apil ka sa with honors?
(Are included with the with honors?)
Participant: Oo
(yes)
Interviewer: Ahhhhh....actually late lang ka pero
(you’re just late but)
Interviewer: unsa pabi ang ipangutana ning......unsa pa????
(What’s the other questions???)
Interviewer: Naa kay problem saimohang klassmate? Or teacher na
ana?
( Do you have any problems with your classmate? Or teacher?)
Participant: wala
(I don’t)
Interviewer: kapag ano kapag ma late baka unsay mga naa pa bay ma
ingon imong mga klassmate?
(If ever you end up late, do your classmates say anything to you?)
Participant: wala... Daghan man ma late
( None, there are a lot us that arrive late)
Interviewer: ahhh daghan ma late so isa naka didtua?
(Ahh there’s plenty that are late so you’re one of them?)
Participant: oo
(Yes)
Interviewer: naga puyo ka saimohang parents?
Participant: oo
(yes)
Interviewer: Naa kay problem saimohang klassmate? Or teacher na
ana?
( Do you have any problems with your classmate? Or teacher?)
Participant: wala
(I don’t)
Interviewer: kapag ano kapag ma late baka unsay mga naa pa bay ma
ingon imong mga klassmate?
(If ever you end up late, do your classmates say anything to you?)
Participant: wala... Daghan man ma late
( None, there are a lot us that arrive late)
Interviewer: ahhh daghan ma late so isa naka didtua?
(Ahh there’s plenty that are late so you’re one of them?)
Participant: oo
(Yes)
Interviewer: naga puyo ka saimohang parents?
(Do you live with your parents?)
Participant: sa akoang lola
( with my grandmother)
Interviewer: wala ka saimohang parents?
(you’re not with your parents?)
Participant: wala
( Yes)
Interviewer: asa imohang parents?
(Where are your parents?)
Participant: naka separate akoang mama og papa
(My parents separated)
Interviewer: bali asa ka karon? Saimohang papa or mama?
(so who are you with? Your father or mother?)
Participant: saakoang papa
(My father)
Participant: isa ramig balay papa og lola
(we live in the same house, so my father and grandmother)
Interviewer: ahhh asa imohang mama karon?
(ahhh where is your mother?)
Participant: Mmm nag trabaho sya sa gensan
(She’s working in Gensan)
Interviewer: unsay trabaho saimohang papa?
(What job does your father have)
Participant: farmer lang sya
(He’s just a farmer)
Interviewer: sa mga monthly pila pud income niya?
(So how much is his monthly income?)
Participant: si lola man gud ay murag si lola pud ga alaga kay papang
(My grandmother kind of takes care of my father)
Interviewer: Mmmm so bali unsay trabaho saimohang lola diay?
(so what’s the job of your grandmother?)
Participant: negosyo lang negosyo kanang kopras
( just a small business of dried coconut)
Interviewer: so monthly pila? Maka abot five thousand ? Sobra?
(so monthly how much? Does it reach five thousand or more?)
Participant: “ano man gud ano kanang tibuok usahay mag kopras mi,
ibaligya sa gensan, kanang mga dati mga kaabot mga one hundred
thousand”
(We sell it as a whole sometimes, we sell it at Gensan, it usually reaches
100)
Interviewer: auhhhh
Participant: “oo”
(yes)
Interviewer: so possible every month kaabot syag 5k e sobra?
(so it’s possible it reaches five thousand or more right?)
Participant: “dili sya every month kay kanang maabot sya”.
(it’s not every month that it reaches)
Interviewer: “pero monthly kaabot sya if ever na mag kopras?”
(but if monthly it reaches if ever you sell dried copras?)
Participant: oo mga 10k ana
(yes around 10k)
Interviewer: ang financial problem maka ano saimohang pag ka late sa
imohang financial problem? Maka epekto?
(Does the financial problem cause your lateness?)
Participant: hindi
(No)
Interviewer: kabalo baka unsa ka layo inyohang balay direa sa school
(Do you know how far is your house to the school?)
Participant: duol duol ra sya duol duol mga di 3 minutes mga 5 minutes
(Its kind of near, it is 3-5minutes far)
Interviewer: mga 5 minutes bago kaabot direa?
(around 5 minutes you can arrive here?)
Participant: oo
(yes)
Interviewer: so wala baka gina ano gina warningan sa imohang adviser
pag ma late ka?
(so do you get warnings from your adviser of you are late?)
Participant: usahay gina warningan kung sa monday dapat maka abot
ko sa flag
(sometimes I get warnings on Mondays I should arrive here before the flag
ceremony)
Interviewer: katong convocation ninyo wala ka na late?
(The convocation of your section, didn’t you arrive late?)
Participant: perminte jud ko ma late hehe
(I’m always late hehhehe)
Interviewer: as in every morning?
Participant: every monday Interviewer: mga unsa jud ka exact nga time
maabot jud ka direa sa school?
(around what time do you really arrive here at school?)
Participant: ah 7:40 usahay 7:30
(ah 7:40 sometimes 7:30)
Interviewer: ah okay, thank you
Participant 1 Household chores Self Management
“I have a lot of work
needs to do in the
morning like sweep
inside and outside our
house, mop the floor,
washing plates and
folding the bedsheet
and blankets.”
“helping my Taking care of the elderly Family Responsibility
Grandfather to stand
outside for fresh air
and exercising then
after that I help him to
get inside.”
Participant 2
“I move slowly and I Sleeping late at night due Behavioral pattern
woke up late in the to Social media
morning.” engagement
“ I’m tired of doing my
home works.”
“Im used watching and
scrolling tiktok’’
‘’reading wattpad.”
“ sometimes im not in a
mood to get up in the
morning.”
“sleeping late at night
Participant 3
I used to wake up 7 in
the morning then I
would take a shower
about 20 minutes and
10minutes for
preparation and then I
would go to school
around 8 or 7:55
something like that.
CURRICULUM VITAE
Name: MARY KRIS E. HERA
Age: 18
Birthdate: February 10, 2005
Address: Purok Katipunan, Brgy Albagan, Tampakan South Cotabato
Cel. No. 09097396081
Religion: Roman Catholic
Email Address: marykrissumilhigempinadohera@gmail.com
EDUCATONAL ATTAINMENT
ELEMENTARY Albagan Elementary School 2010-2016
Tampakan
JUNIOR H.S Lagao National High school 2017-2020
General Santos City
SENIOR H.S Tampakan National High School 2021-present
Name: TRIXIA QUEEN T.
VILLARMA
Age: 19
Birthdate: June 04, 2004
Address: Purok San Isidro I, Poblacion, Tampakan South Cotabato
Cel. No. 09631054742
Email Address: trixiaqueenvillarma@gmail.com
ELEMENTARY Tampakan Central Elementary School 2010-2016
JUNIOR H.S Tampakan National High School 2017-2020
Name: SHEENA JOY P. MACARINE
Age: 19
Birthdate: April 27, 2004
Address: Purok Masagana, Brgy Poblaion, Tampakan South Cotabato
Cel. No. 09382879439
Email Address: sheenajoypesideasmacarine@gmail.com
ELEMENTARY Malita Central Elementary School 2010-2016
Davao
JUNIOR H.S Tampakan National High school 2017-2020
Name: DINE ROSE A. TRADIO
Age: 19
Birthdate: April 29,2004
Address: Purok Marcos, Brgy Sta. Cruz, Poblacion Tampakan South
Cotabato
Cel. No. 09559033541
Reoigion: Seventh day Adventist
Email Address: dinetradio@gmail.com
ELEMENTARY Sta Cruz Elementary School 2010-2016
Name: MIG RUSSELL P. SPBREJUANITE
Age:18
Birthdate: May o9, 2005
Address: Purok Mabuhay, Poblacion Tampakan South Cotabato
Cel. No. 09851542036
Reoigion: Roman Catholic
Email Address: mugiwarades09@gmail.com
ELEMENTARY SPED Poblacion Tampakan 2011-2017
Name: BRAIDEN JHON G. SIODORA
Age:19
Birthdate: MAY 19,2004
Address: Purok San Juan Koronadal City
Cel. No. 09855321500
Email Address: braidensiodora@gmail.com
ELEMENTARY Tamoakan Christian School 2011-2016
Name: ANTHONY JONES A. ALTURA
Age:19
Birthdate: September 2,2003
Address: Purok Masagana,Barangay Magsaysay,Koronadal City
Cel. No. 09517914150
Religion: Crusader
Email Address: jonesaltura599@gmail.com
ELEMENTARY Tampakan Central Elementary School 2010-2016
Name: Jefferson T. Polistico
Age:18
Birthdate: November.04.2004
Address: Purok Pag-asa, Brgy Poblacion Tampakan South Cotabato
Cel. No. 09056257668
Email Address; Jeffersonpolistico15@gmail.com
ELEMENTARY New Society Elementary School 2010-2016
JUNIOR H.S New Society National High School 2017-2020

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CHAPTER 1

As a Grade 11 student, Maria, experienced tardiness going to

during their second quarter. She also causes a distraction to her

that lead into absences.

The research conducted in Tampakan National High School located

at Dao. St. Brgy, Poblacion Tampakan South Cotabato, where most of

the students enrolled in different Barangay's of Tampakan South

According to Oxford (2019) tardiness is the “quality or fact of being

late” in school, workplace and occasions. While chronic tardiness is the

students especially in the academic performance (Maria Airth 2016,

August 20). According to Caldarella, P., et. al (2011), Principals and

argued that tardiness is a widespread problem with serious effects,

particularly for younger students who must depend on their parents to

important opening announcements or academic activities. Teachers can

become frustrated as late students disrupt instruction, often requiring

affect the overall classroom environment. That’s why, according to Maria

to their academic performance.

Based on the survey of their attendance tools, among 9 sections of

Grade 11 HUMSS students in Tampakan National High School, there are

2 sections with the most students who experiencing tardiness. Multiple

The main objectives of this study is to identify what is the most

common reasons why students mostly experiencing tardiness and to

causing the students tardiness and to know their own perception of

HUMSS students in Tampakan NHS.

Statement of the problem

This study aimed to identify the causes, perception and prevention

to be taken to avoid tardiness in students daily living

Specifically the respondents aims to answer to the questions:

1. What are the perceived causes of Tardiness?

Scope and delimitation

This study “PERCEIVED CAUSES OF TARDINESS AMONG GRADE

11 HUMSS LEARNERS IN TAMPAKAN NHS” focuses on the reason why

the student’s experiencing tardiness and to determine their perception.

interview used by means of answering questions.

The results of the study will be great help to the following:

solve their problem.

stop student’s tardiness.

knowledge regarding students' tardiness. Also this study will serve as a

guide for future studies to be conducted in the future. Future

references if they are planning to conduct the same study.

Attendance- being present at something like work or school Tardiness-

delayed beyond the expected or proper time

Perception- the ability to see, hear, or become aware of something

through the senses.

or the bell indicating the start of class.

REVIEW RELATED LITERATURE AND STUDIES

In this chapter, we examine into the existing body of knowledge

review is a critical component of any scholarly work as it enables to gain

a comprehensive understanding of the current state of research in our

field of study. By examining previous studies, theories, and concepts

related to our research topic, we can identify gaps, evaluate

methodologies, and build upon existing knowledge.

Tardiness is defined as being late or tardy by not adhering to an

begin. This standard time is typically signaled by a bell system alerting to

Some have argued that tardiness is a widespread problem with

serious effects, particularly for younger students who must depend on

may miss important opening announcement or academic activities.

Teachers can become frustrated as late students disrupt, instruction,

negatively affect the overall classroom environment. Always looked at

miss out on activities designed to build connections with their peers,

potentially impacting their social interactions and creating a greater

sense of alienation from their classmates. The researchers found that