CHAPTER I

INTRODUCTION TO THE STUDY

Punctuality is the key to any goal-driven organization such as the school. The

unpunctuality of students in school has generated lots of concern among stakeholders in

Nigerian society. The school, which is basically established to make individuals learn

irrespective of gender, ethnic group, or religion, requires these individuals to arrive at

school when due. This implies that no meaningful activity can take place in school with

the occurrence of students’ lateness.

Lateness generally refers to a situation in which a person arrives at a place at a time later

than the stipulated time. It is the inability of an individual to be at a place at an agreed

time. According to Lauby (2009), lateness in the school context is when a student gets to

school at a time that exceeds the official time. Literarily, lateness to school refers to a

situation whereby a student gets to school when the appropriate time for such as

elapsed. According to Breeze and Markey (2010)

Lateness to school is like cancer that impedes development and hinders the achievement

of academic goals (Maile & Olowoyo, 2017). It has been observed that students’ lateness

is on the increase of indiscipline and this has eaten deep into Nigerian society (Odebode,

2019). This in turn culminates to increase in the turning out of half-baked graduates’ at

all educational institutions in society. The causes of lateness among students seem to be

unclear with many submissions being made by stakeholders.

There are many factors that could make a student get late or develop the habit of getting

late to school. This could range from sleeping late, poor preparation for school, school
factor, illness, economic influence, and family background among others, films at night

(Marwan, 2014); watching films at night, engagement in too many house chores, lack of

motivation for school, lack of stringent rules in school against lateness, etc. (Dafiaghor,

2011). Also (2003) states that the social status of parents could influence students’

lateness to school. Similarly, Alio noted that school location, students’ attitude towards,

poor parent-teacher supervision, and poor teaching methods culminate in students

arriving at school late.

Discipline in school is vital to helping students achieve academic goals, yet

this is one area where many schools fall short. Boarding school discipline

codes are one of the benefits of choosing a boarding school. When it comes

to schools keeping students on-task and safe, discipline is a key

component. Effective school discipline practices help students make wise

decisions and stay focused on their studies (Riverside 2021)

As the school inculcates discipline to have world-class graduates, globally

competitive and well-rounded individuals, the researcher had in mind to unearth the

reason behind this punctuality virtue which is annoyingly, losing its ground.
Statement of the Problem

The purpose of this research is to find out the insight of latecomers for having to

be disciplined before going to their classes in selected Grade 12 Students of Pigkawayan

National High School. This study will be aimed to answer the following quires.

1. What is the Socio-Demographic Profile of the Respondents?

2. What is the insight of the respondents for having discipline before going to their

classes?

3. Does the parental socio-economic status have any relation with students’ late

coming to school?

Significance of the Study

The result of this study will serve as an additional source of reference for other

researchers and students whose studies relate to the topic under discussion. It will also

add to the already existing knowledge on the contributions of the insights of the

respondents for having discipline before going to their classes. It is also hoped that this

will encourage the respondents to avoid tardiness in going to school. It will also serve as

an additional source of reference for other researchers and students whose studies relate

to the topic under discussion

Scope and Delimitation

The scope of this study is limited in insights of latecomers for having discipline

before going to school. It is limited to the selected grade 12 students of Pigkawayan

National High School because of the need to reach the widest range within the shortest
time available. This study will involve the administration of questionnaires and

interviews.

Definition of Terms

Discipline – refers to the control gained by enforcing obedience or order

Insights- is the understanding of a specific cause and effect within a particular context.

Latecomers- a person who arrives late.

Socio-economic status- A way of describing people based on their education,

income, and type of job.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents an overview of the literature such as concepts and studies related

to the insights of the latecomers for having to be disciplined before going to their

classes.

School discipline is not a new phenomenon. Many researchers have documented

ineffective discipline practices back to the beginning of United States schooling during

early colonialism (Empey & Stafford, 1991; Greenberg, 1999; Regoli & Hewitt, 1997). In

every era, some American schoolchildren have been unruly and destructive. Greenberg

reported although disciplinary responses have changed from the early 19th Century,

when school reformer Horace Mann reported seeing 328 floggings in one school during

the course of a week, and whereas it is banned in a few states, corporal punishment of

students was upheld by the Supreme Court as recently as 1977. Disciplinary problems

and practices do not exist in a vacuum but are part of the developing sociological

landscape.

Throughout the last decade of the 20th Century, increased attention was given to the

lack of discipline and growing use of violence among young people, particularly in and

around schools. Contrary to the thinking of some analysts, school-based violence is not

reaching epidemic proportions, although it has certainly taken on some new forms that

are frightening to most people and intriguing to those who seek to reduce adolescents’

use of violence (Watkins & Wagner, 1987). An escalation in the number of school-based

shootings has forced many to take a new look at schools, violence, and discipline

practices. Public reactions to these shootings have included calls for more school
security and demands for accountability on the part of parents, students, teachers, and

administrators. According to Harshman and Phillips (1994), there have been renewed

pleas to address the issue of gun control and for more stringent policies that further

restrict the choices of young people in school settings.

In recent years, numerous practices have emerged to deal with the problem of disorder

in America’s schools. Some of the implemented programs yielded positive results; even

so, each school and community should develop an individual plan to address its own

needs. The literature review addresses published literature as it relates to (a) programs

to prevent classroom problems, (b) discipline plans in current use, (c) the controversy

over behavioral curricula versus time for academics, (d) parental and community

involvement, (e) importance of rules, (f) climate of schools and the effects on discipline,

(g) methods for changing inappropriate behavior, (h) impact of class size on discipline,

(i) bullying, (j) zero-tolerance policies, (k) data systems for discipline records, and (l)

principals as "pals" in school discipline

Practices to Prevent Classroom Problems Schools use a wide variety of educational and

no educational approaches and practices to address violence. Many school-based

violence prevention programs operate under the premise violence is a learned behavior.

In general, practices focus on primary prevention; that is, they seek to prevent violence

before it occurs. According to Curwin (2000), classrooms are laboratories of learning

and each teacher should be involved in a school-wide program that includes: (a)

implementing a school violence action plan, (b) addressing rule violators, (c) involving

students as decision makers and (d) meeting with gang leaders. Curwin points out if

children are afraid because of school violence, they cannot learn, and if teachers are
afraid, they cannot teach. Educators should keep in mind that for any school discipline

program to work, everyone within the learning environment must participate. According

to the late Al Shanker, former president of the American Federation of Teachers,

“Unless you have order and civility, not much learning will go on" (School Discipline,

1999.

Role-playing is a common practice for the demonstration of appropriate rules and

guidelines. Paul and Elder (2001) suggested that students should participate in role-

playing sessions to demonstrate rules, because students will not always grasp the

meaning and intent of rules that have been conveyed to them. Just as students

understand and misunderstand subject content in varying degrees, so do they

understand and interpret rules differently. Thus, it is necessary to teach the significance,

intent, meaning, and consequences of classroom regulations. For most rules, especially

with older students, the lessons may simply involve displaying and discussing them with

an ongoing use of appropriate cues. For younger students and complex rules, lessons

that are more elaborate may be necessary. A study of several urban high schools

determined that students who said they felt the most involved in school rule-making

tended to report having fewer behavior problems (McPartland & McDill, 1977).

Literally, the term “late coming” implies a situation where an individual arrives after the
proper, scheduled or
usual time (Oxford Advanced Learners Dictionary, 2010). It could also be seen as a term
used to describe people
who failed to show up on the agreed time (Lauby, 2009). In some instances, lateness
may seem synonymous with
“tardiness”, which implies being slow to act or slow to respond, thus not meeting up
with proper or usual timing
(Breeze et al., 2010). Lateness can be seen as a “less severe” form of withdrawal that
eventually escalates into the
“more severe” forms of absenteeism and turnover (Koslowsky et al., 1997). Late coming is
therefore viewed as a
violation of the principle of punctuality. In most cases, when condoned, it breeds a bad
habit and an attitude
detrimental to success in numerous enterprises in life
Literally, the term “late coming” implies a situation where an individual arrives after the
proper, scheduled or
usual time (Oxford Advanced Learners Dictionary, 2010). It could also be seen as a term
used to describe people
who failed to show up on the agreed time (Lauby, 2009). In some instances, lateness
may seem synonymous with
“tardiness”, which implies being slow to act or slow to respond, thus not meeting up
with proper or usual timing
(Breeze et al., 2010). Lateness can be seen as a “less severe” form of withdrawal that
eventually escalates into the
“more severe” forms of absenteeism and turnover (Koslowsky et al., 1997). Late coming is
therefore viewed as a
violation of the principle of punctuality. In most cases, when condoned, it breeds a bad
habit and an attitude
detrimental to success in numerous enterprises in life
vLiterally, the term “late coming” implies a situation where an individual arrives after the
proper, scheduled or
usual time (Oxford Advanced Learners Dictionary, 2010). It could also be seen as a term
used to describe people
who failed to show up on the agreed time (Lauby, 2009). In some instances, lateness
may seem synonymous with
“tardiness”, which implies being slow to act or slow to respond, thus not meeting up
with proper or usual timing
(Breeze et al., 2010). Lateness can be seen as a “less severe” form of withdrawal that
eventually escalates into the
“more severe” forms of absenteeism and turnover (Koslowsky et al., 1997). Late coming is
therefore viewed as a
violation of the principle of punctuality. In most cases, when condoned, it breeds a bad
habit and an attitude
detrimental to success in numerous enterprises in life
Literally, the term “late coming” implies a situation where an individual arrives after the
proper, scheduled or
usual time (Oxford Advanced Learners Dictionary, 2010). It could also be seen as a term
used to describe people
who failed to show up on the agreed time (Lauby, 2009). In some instances, lateness
may seem synonymous with
“tardiness”, which implies being slow to act or slow to respond, thus not meeting up
with proper or usual timing
(Breeze et al., 2010). Lateness can be seen as a “less severe” form of withdrawal that
eventually escalates into the
“more severe” forms of absenteeism and turnover (Koslowsky et al., 1997). Late coming is
therefore viewed as a
violation of the principle of punctuality. In most cases, when condoned, it breeds a bad
habit and an attitude
detrimental to success in numerous enterprises in life
Students come to class late
.
As stated by (Carnegie Mellon University 2023) When students come to class late, it can

disrupt the flow of a lecture or discussion, distract other students, impede learning, and

generally erode class morale. Moreover, if left unchecked, lateness can become chronic

and spread throughout the class. Because there are a number of possible reasons

students arrive to class late, considering which causes are at the root of the problem can

help guide instructors to appropriate responses and strategies. Understanding the

reasons, however, does not require tolerating the behaviour .

Despite the extensive literature which has emerged around issues of learners’

absenteeism and late coming internationally (Hallam & Roaf, 1995:6; Thambirajah, et

al, 2008:11), the researcher concedes that, at the present moment, in South Africa,

researched information on the phenomenon is very limited. The few educational reports

and dissertations are available tangentially touch on these two concepts, merely

including them in their discussion as factors that contribute to school discipline,

truancy, and so on. This is apparent in, for example, studies by researchers such as;

Mashiane (1997), and Moseki (2004) on learners truancy, Subbiah (2004) on discipline

and Dlamini (2004) on the learning culture of resilient schools.

A report titled: “Learner absenteeism in the South African schooling system”, a joint

study conducted by the Community Agency for Social Enquiry (CASE) and the Joint

Education Trust (JET), was published in December 2007. As the title suggests, it

concerns absenteeism in South Africa, in general. The main focus falls on the incidents

and frequency of learners’ absence from school for the entire day. Although it does not
specifically say much about late-coming, which forms an integral part of this study, it is

thus far, the most important contribution available on this topic. Therefore, this study

will draw some relevant information from this document as well as those previously

mentioned, to strengthen its arguments.

Internationally, the literature that deals with school absenteeism, is substantial and

varied (CASE & JET 2007:8). However, most of these studies also concentrate largely on

full absenteeism and barely discuss the subject of learners’ lateness. Absenteeism is

generalised, with researchers showing varied preferences for discussing the concept

under themes such as: school non-attendance, disaffection, school refusal, school

phobia, etc (Whitney, 1998:11; Hallam & Roaf, 1995:67, Reid, 1986:17).

Of importance to this study are those works that delimit and categorise their discussions

into authorised and unauthorised absenteeism. The concept authorised is elaborated in

terms of the situation where the school, with the knowledge of the parent, is responsible

for granting permission for a leave of absence to the learner. On the other hand,

unauthorized absence is defined as absence where, firstly, neither the school nor the

parent(s) has granted such permission to the learner and secondly, where there are no

reasonable reasons why the learner, during school hours, bunked classes or left the

school premises without permission. Accordingly, Thambirajah, et al (2008:11) link this

indiscipline learner’s behavior to truancy.

Learners’ late-coming

Whitney (1998:34) defines “late coming to school” in terms of the circumstances in

which the learner finds him/herself. These are then categorised by way of: issues of

transport to school, walking distance between the school and the learner’s home,
truancy, and so on. Further Whitney (ibid) suggests that, where the above circumstances

obtain, schools will need rigorous mechanisms put in place to monitor and to evaluate

learner registration (GDE, 2002:2). The emphasis here is placed on the school

management’s clear and constant school policies on learner attendance registration (cf.

2.2.1). In this regard, the truth is that, if school policies are not clear and constant but

keep altering now and then, both learners and parents become confused.

Concurring with the preceding opinions are Hallam and Roaf (1995:69), who are

emphatic about the fact that schools should discourage lateness (Government Gazette

No: 33150, 2010), and should not rush the marking of registers but rather keep their

registers open for a reasonable time (recommended maximum 30 minutes). They

further (ibid), indicate that, where pupils miss registration and fail to provide an

adequate explanation, this constitutes truancy, and they should be marked absent for

that session.

Although this method of dealing with learners is another way of discouraging late

coming, some kind of flexibility becomes necessary in this regard. Where possible,

schools need to devise systems whereby registers are marked per lesson or after every

break (Hallam & Roaf, 1995:69). In instances where learners have to commute between

home and school, traffic problems may be a factor contributing to lateness. Therefore,

schools will need to be sympathetic towards such learners instead of being punitive.

Moreover, legally, where a learner does arrive but has missed registration, s/he must not

be turned away from school for the day (GDE 2002:2; Hallam & Roaf, 1995:69).

Not turning the learner away from school means that to an extent he/she is present and

the register should indicate this as such for the day. The learner’s name should then be
recorded among all other latecomers and the record must be maintained by the school

(GDE, 2002:2). However, it needs to be clarified that the kind of lateness being

described here, usually occurs in the morning when the school day starts. During the

course of the day, the concern is those learners who visit their homes during lunch

breaks and return to school late after the resumption of school activities. What needs

noting is that Circular 13 of 2002 forbids the practice of learners visiting their homes

during lunch. However, where it is allowed, rigorous monitoring of the observance of

starting times after break is encouraged (GDE, 2002:2).

Moseki (2004:2); and Reid (2007:39) also acknowledges that truancy, in the form of

absence during school hours and late coming, is a growing challenge worldwide.

Nevertheless, where these kinds of misbehavior do occur, such schools are frequently

perceived as places associated with harm (Casella & Potterton, 2006:216), due to such

learners who, because of their tendencies to indiscipline, affect the safety of the well

behaved fellow learners. As Reid (2007: 40) would argue, it is axiomatic that truants

often fall behind with their learning and similarly engage in high-risk behavior that

eventually entangles them in the juvenile justice system.

Lateness can be viewed as an outcome of laxity or system breakdown (Peretemode, 1991).
Lateness is a function
of time and as such time is usually used as the criteria for determining lateness. Late
coming violates the principle
of punctuality and if not checked at the onset, may become a habit with the individual
involved and may have
negative consequences (Breeze et al., 2010).
Lateness can be viewed as an outcome of laxity or system breakdown (Peretemode, 1991).
Lateness is a function
of time and as such time is usually used as the criteria for determining lateness. Late
coming violates the principle
of punctuality and if not checked at the onset, may become a habit with the individual
involved and may have
negative consequences (Breeze et al., 2010).
CHAPTER III

RESEARCH METHOD

This chapter will present the research techniques and methods that will be used

for the study. It will discuss the research design, the population, sample, and sampling

methods that will be applied, the research instruments that will be used, the data

collection procedure, and the method of data analysis.

Research Design
 The study will be used descriptive qualitative research since it will seek to

understand the insights of the latecomers for having discipline before going to their

classes. This research design was appropriate in elaborating the participant’s response

to the questionnaire the data needed and recorded all the giving statements to prove

that the giving statement is accurate.

Locale of the Study

This study will be conducted on the selected grade 12 students of

Pigkawayan National High School, Pigkawayan North Cotabato.

Sampling of Respondents

Participants will be selected using purposive sampling which is a dominant

strategy in qualitative research. This sampling technique will be used since the

concerned participants will represent diverse perspectives of the study (Leedy &

Ormrod, 2012). He asserts that “the logic and power of purposeful sampling lies in

selecting information-rich cases for in-depth study. The researcher will seek expressions

of interest from the selected grade 12 student of Pigkawayan National High School in the

proposed study. The researchers will select a sample of 20(twenty) participants from the

accessible population.

Data Collection Procedure

In this research, the primary instrument for data collection will be the use of

interviews, and survey questioners to be precise. This type of interview characterizes

phenomenological studies as posited by (Lodico, Spauling & Voegtle, 2012). Interviews

and questionnaires allow participants to answer questions in their own terms, thus,
providing the rich context that is the substance of their experiences. Interviews and

survey questionnaires allow the researchers to access through words, an individual’s

constructed reality and interpretation of his or her own experience.