REVIEW OF RELATED LITERATURE

Overview of Tardiness

Tardiness, influenced by various factors such as personality and motivation, can

significantly impact overall performance (Delay et al., 2021).

Habitual lateness involves recurrent late arrivals for appointments, classes, or

work commitments, leading to potential disruptions (Smith, 2018).

Considerations in the context of school tardiness, as highlighted by Watchers

(2019), include habitual lateness, excuses for being late to classes, and the resulting
impact on personal and academic relationships within the school community.

Emphasizing that student tardiness may lead to negative perceptions, affecting

students' reputation and reliability in the educational environment, Robin (2020)
provides insights into the consequences of being consistently late.

Psychologists and educators stress that punctuality is a key aspect of

professionalism and effective time management within the school setting (Chronos,
2023).

Levels of Student Tardiness

Understanding the levels of student tardiness is crucial for addressing its

potential impact on academic settings.

Several quantitative investigations have been conducted to explore the patterns

of tardiness among students in diverse locations.

A quantitative investigation by Santos et al. (2023), walay subject diri indicated

that a substantial portion of students in Araullo High School exhibited high levels of
tardiness.

Similarly, in the study of Tanaka and Yakamoto (2022), walay subject found that
rural school in Taiwan is experiencing higher level of tardiness.
 Additionally, in a gender-focused investigation. The results indicated that
female students had a higher mean level of tardiness, suggesting that they
experienced elevated levels of tardiness (Reyes, 2019).

Tardiness and academic performance

Understanding the relationship between student tardiness and academic

performance is crucial for educators and policymakers aiming to enhance educational
outcomes.

In a quantitative study of Gottfried (2017), walay subject revealed that students

with higher tardiness levels tend to achieve lower scores in standardized reading and
math tests.

Additionally, Hungoy (2019) found that students who arrive early tend to have
higher academic averages compared to those who come in late.

Moreover, student tardiness can negatively affect the academic performance of

student while those students who are consistently punctual get a higher mark than
those students who are chronically tardy Aurellana (2019).

Recommendation to reduce student tardiness case

Addressing the issue of student tardiness is imperative for fostering a conducive

and effective learning environment.

Various scholars have conducted studies and proposed recommendations to

mitigate tardiness and enhance overall academic engagement.

In a study of Kgosi (2018), subject?? proposed that Botho University should

change the starting time of lessons and implement a consistent tardy policy.

Additionally, the school can also use the three most important forms, namely the
reprimand process, the calling process, and the coaching process to those students that
are chronically tardy as it is suggested by (Haqiah et al, 2019).
 To add more Rivard (2018), suggests using intervention programs such as
counseling for tardy students as it has had a positive effect on improving student tardy
rates and academic achievement.

Similarly, the study by Robertson (2020) suggested the use of student training for
a restorative outlook for needed growth programs to reduce student tardy behavior.

Hence, Den et al (2023), indicate that participants in the experimental group

showed significantly fewer tardiness counts than those in the control group, which
recommends that this behavior modification technique can be effectively applied to
decrease student tardiness.

In addition, Zurbano’s action research (2021) proposed the use of quizzes as an

innovative tool for reducing student tardiness.

Furthermore, a quantitative study provided a recommendation to future

researchers to consider ongoing monitoring and post-intervention treatment of students
with attendance problems to reduce tardiness of student (Julie, 2017).

Factors that contribute to students' tardiness

The issue of student tardiness is a multifaceted phenomenon influenced by

various factors that differ across geographical locations and individual circumstances.

A study conducted by Onolemhemhen and Akpede (2022) investigated factors

contributing to student lateness in secondary schools in Edo State, Nigeria. They found
that academic stress, depression, and emotional instability are some of the factors of
student tardiness.

However, in the qualitative research of Olowoyo (2017), the subject? found that
factors that contribute to student tardiness are early school start time, long commuting
distances, parental control, peer pressure, and teacher influence in suangave south
Africa. Adegunju et al (2019) emphasized that factors contributing to tardiness were
poor preparation, late bedtime, and poverty.
 Furthermore, Marwan (2018) discovered that poor organization, late bedtime,
and economic influences such as high mobility rates, poverty, employed students,
single-parent homes, parents who hold multiple jobs, and a lack of affordable
transportation for their family members are the factors associated with tardiness
behavior of students.

Research gap

Existing studies offer insights into student tardiness across locations and
genders, yet a significant gap persists in understanding the underlying factors
contributing to varied levels of tardiness, including the unclear integration of tardiness
aspects and causes.
While studies link tardiness to academic success, an integrated approach is
lacking, often focusing on specific aspects and missing holistic synergies.
Additionally, factors like academic stress, depression, and school-related aspects
are highlighted, but their interactions and varying impacts in different contexts are
insufficiently explored.
Furthermore, there is a focus on international studies, while the examination of tardiness
reduction impact at the local or national level is lacking.
To address these gaps, our study will explore specific causes and their impact on
academic success in Talamo National High School.
The proponents aim to create a targeted intervention strategy, incorporating
structural and behavioral changes customized to our school's context.
Stakeholder collaboration is integral, with ongoing assessment guiding real-time
adjustments for effective tardiness reduction. Our findings will be shared locally to
contribute insights within Talomo National High School.

Statement of the Problem

 This study aims to investigate the prevalence and underlying factors of student tardiness
in Talomo National High School throughout the academic year 2023-2024. The specific inquiries
guiding this research are as follows:

1. What is the current extent of tardiness among students in different grade levels, including
grades 7, 8, 9, and10?
2. What is the current level of student tardiness?
3. What are the contributing factors associated with students' tardiness at Talomo National
High School?
4. Is there a correlation between the levels of student tardiness and their academic
performance?

Hypotheses

Ha: There is a significant relationship between the level of student tardiness and
academic performance.

Ho: There is no significant relationship between the level of student tardiness and
academic performance.

Scope

Theoretical Framework

The study's theoretical foundation is intricately woven with three influential

psychological theories, each shedding light on different facets of student tardiness.

Firstly, drawing from Ecological Systems Theory by Bronfenbrenner (1979), we

delve into the diverse levels of influence surrounding an individual. Ranging from the
immediate microsystem, encapsulating family dynamics and school policies, to the
interconnected mesosystem, which includes community influences, this theory provides
a comprehensive lens to understand the multifaceted origins of student tardiness.
 Moving on to Social Cognitive Theory by Bandura (1986), which underscores the
significance of observational learning and modeling, we explore how students may
mirror the behavior of their peers. If tardiness is normalized within their social circles, it
may contribute to the formation of habitual tardy patterns. Thus, comprehending the
intricacies of social dynamics and peer influence becomes paramount in addressing and
mitigating student tardiness.

Lastly, we incorporate Self-Determination Theory by Deci & Ryan (2000),

asserting that individuals are motivated when fundamental psychological needs are met.
In the context of student tardiness, the lack of motivation may be linked to unfulfilled
needs for autonomy, competence, and relatedness within the school environment. By
examining how students' perceptions align with these psychological needs, we gain
valuable insights into the motivations behind tardiness. Through these interconnected
theories, our study aims to provide a holistic understanding of student tardiness.

The identified studies provide insights into the levels of student tardiness across different
locations and gender dimensions. However, there is a notable gap in the exploration of the
underlying reasons or factors contributing to the varying levels of tardiness in these diverse
settings.

While many studies emphasize the relationship between tardiness and academic success, the gap
may lie in the insufficient integration of tardiness aspects and their various causes. It is unclear
how different stages of tardiness, or its specific reasons may have different effects on academic
success.

While each recommendation is valuable in its context, there is a gap in presenting an integrated
approach that combines both structural changes and targeted behavioural interventions. The
studies primarily focus on specific aspects (either structural or behavioural), potentially missing
out on the synergistic effects of a holistic strategy

While the studies highlight factors such as academic stress, depression, emotional instability,
school start times, commuting distances, parental control, peer pressure, teacher influence, poor
preparation, late bedtime, and poverty, there is limited exploration of how these factors interact
and which ones may have a more significant impact in different contexts.

While the different study shows the impact of reducing tardiness on school and student however
there is a lack of setting because some studies just focus in international and there no study focus
in national and local on what are the impact of reducing tardiness on school and to the students.