ASSUMPTIONS

1. Understanding of Tardiness:

Assumption: Students have a shared understanding of what constitutes tardiness within the COSCA
context, aligning with official policies and expectations.
2. Voluntary Participation:

Assumption: Participants voluntarily choose to take part in the study, providing honest and accurate
information regarding their experiences with tardiness.
3. Honest Self-Reporting:

Assumption: Participants are assumed to honestly self-report their frequency of tardiness and the
reasons behind it, contributing to the validity of the collected data.
4. Consistency in Policies:

Assumption: COSCA has consistent and well-communicated policies regarding attendance and
tardiness across different programs and grade levels.
5. Impact of Policies:

Assumption: COSCA policies regarding tardiness have an impact on students' behavior, and adherence
to these policies is a significant factor in shaping attendance patterns.
6. Awareness of Policies:

Assumption: Students are assumed to be aware of COSCA's policies on tardiness, and any deviations
are not due to a lack of awareness but rather may be influenced by other factors.
7. Tardiness Patterns:

Assumption: Tardiness patterns are expected to exhibit some degree of consistency, allowing for the
identification of trends and factors influencing students' punctuality.
8. External Factors:

Assumption: External factors, such as transportation challenges or family dynamics, may contribute to
student tardiness, and these factors are assumed to be reported accurately by participants.
9. Influence of Educators:

Assumption: Educators play a role in influencing student punctuality, and their perspectives on
tardiness are assumed to align with observable patterns and student self-reports.
10. Homogeneity in Understanding:

Assumption: The understanding of tardiness, its causes, and its impact is assumed to be relatively
homogeneous among the study participants, providing a coherent basis for analysis.
11. Technological Access:

Assumption: Students have reasonable access to technology and are comfortable using digital
platforms for survey participation, ensuring the effectiveness of online data collection.
12. Policy Enforcement:

Assumption: COSCA enforces its tardiness policies consistently across different classes and programs,
contributing to a uniform approach to managing attendance.
13. Ethical Conduct:
Assumption: Participants and researchers engage in the study ethically, adhering to principles of
confidentiality, informed consent, and responsible data handling.
14. Relevance of Findings:

Assumption: The findings of the study are assumed to be relevant not only to the COSCA context but
also potentially applicable or adaptable to similar educational institutions facing similar challenges.
15. Dynamic Nature of Tardiness:

Assumption: Tardiness is considered a dynamic behavior influenced by various internal and external
factors, and the study assumes the ability to capture a snapshot of this dynamic nature during the
specified timeframe.