CHAPTER 4

RESULTS, FINDINGS AND DISCUSSIONS

Results:
1. Tardiness Frequency:
Quantitative Analysis:

The survey results indicate a varying degree of tardiness frequency among COSCA students. The
majority of participants reported occasional tardiness, while a smaller percentage admitted to
frequent delays.
Demographic Variations:

Stratified analysis reveals differences in tardiness frequency across grade levels and programs.
Freshmen, for instance, tend to have higher rates of tardiness compared to seniors.
2. Reasons for Tardiness:
Common Themes:

Thematic analysis of qualitative data from interviews identifies several recurring themes behind
student tardiness, including transportation issues, family responsibilities, and external commitments.
Program-Specific Factors:

Differences in reasons for tardiness emerge between students in different academic programs.
Sciences students, for instance, may cite lab schedules, while Humanities students may point to
lengthy reading assignments.
3. Policy Awareness:
Quantitative Insight:

Survey responses suggest a high level of awareness regarding COSCA's tardiness policies among
students. The majority are familiar with the consequences of being consistently late.
Educator Perspectives:

Interviews with educators reveal a general consensus that students are aware of policies but may not
fully understand their impact on academic performance.
Findings:
1. Impact on Academic Performance:
Correlation Analysis:

Quantitative data shows a statistically significant negative correlation between tardiness frequency
and academic performance. Students with higher rates of tardiness tend to have lower grades.
Educator Insights:

Educators' perspectives further highlight the potential academic consequences of tardiness,

emphasizing the importance of timely participation in class activities.
2. Program-Specific Challenges:
Qualitative Nuances:

Findings indicate that program-specific challenges contribute to tardiness variations. For example,
students in demanding programs may struggle with time management due to heavy coursework.
Recommendations:

Program-specific interventions, such as tailored support programs and flexible scheduling, are
recommended to address the unique challenges faced by students in different programs.
Discussion:
1. Multi-Faceted Nature of Tardiness:
Complex Interplay:

The study underscores the multi-faceted nature of tardiness, influenced by a combination of

individual, familial, and program-specific factors.
Policy Refinement:

The discussion emphasizes the need for nuanced policy adjustments that consider program-specific
challenges and external commitments, acknowledging that a one-size-fits-all approach may not be
effective.
2. Importance of Educator-Student Communication:
Educator Influence:

Educators play a pivotal role in influencing student punctuality. Clear communication about the
consequences of tardiness and proactive engagement with students are identified as crucial
elements.
Recommendations:

The discussion suggests implementing educator training programs to enhance communication skills
and foster positive relationships with students, promoting a collaborative approach to addressing
tardiness.
3. Policy Enforcement and Support:
Balancing Rigor and Support:

The study highlights the delicate balance between enforcing policies rigorously and providing
adequate support for students facing external challenges.
Holistic Interventions:

Recommendations include a holistic approach that combines strict policy enforcement with support
mechanisms, such as mentorship programs and counseling services, to address the root causes of
tardiness.
4. Future Research Directions:
Longitudinal Analysis:

Proposals for future research include longitudinal studies to track the effectiveness of interventions
over time and understand the evolving nature of tardiness patterns.
Comparative Studies:

Comparative studies with other educational institutions can provide insights into the generalizability
of findings and the influence of institutional culture on student punctuality.