CHAPTER 1

INTRODUCTION

1.1. Background of the Study

Tardiness, characterized by the habit of arriving late to educational activities, has

emerged as a prevalent issue within educational settings. Beyond its disruptive influence on
the learning environment, concerns have been raised regarding its potential repercussions on
students’ academic achievements. Chronic tardiness, defined as the repetitive act of arriving
late, has been identified as a factor with negative implications for students, particularly in
terms of academic performance (Maria Airth, 2016, August 20). This study aims to delve into
the Relationship Between Tardiness and Students’ Performance, focusing on Grade 12
students during their first subject or initial period in the morning class.

The concern of tardiness is particularly relevant to Sibugay’s Matthew Jackson

School Inc., where certain students consistently face lateness due to bus schedules. Even with
regular advice and follow-up measures from teachers and school administrators alike,
tardiness among students continue to be an issue. As such, this study is very relevant to
address not only the tardiness problems among students, but also, to explore the factors that
lead to such unwanted practices.

While existing research has established an association between poor attendance and
lower academic achievement, a specific examination of Grade 12 students at SMJSI is
imperative. The implication of tardiness may vary at this educational stage compared to
earlier grades. To explore the relationship between tardiness and students’ performance
quantitatively, data will be gathered on the frequency of Grade 12 students’ tardiness and the
percentage of their grades. The correlation between the number of tardy instances and
academic performance percentage will be analyzed to discern meaningful connections.

The study aims not only to shed light on the relationship between tardiness and
academic outcomes for Grade 12 students but also to provide valuable insights. This insight
is crucial for improving practices and ensuring that parents, teachers, administrators, and
students are aware of how tardiness can potentially impact academic performances in the
future.
1.2. Statement of the Problem

Tardiness among students has become a prevalent concern within educational

settings, prompting the need for a comprehensive examination of factors contributing to
tardiness and its potential impact on academic performance. The following research questions
guide the investigation:

1. What are the factors that lead to tardiness among students?

2. What are the students’ grades in the first period of class?
3. Is there a significant correlation between tardiness and academic performance?

Addressing these questions will provide valuable insights into the root causes of
tardiness, the academic outcomes associated with the first period of class, and whether a
meaningful correlation exists between tardiness and overall academic performance among
Grade 12 students.

1.3. Significance of the Study

The results of this study will shed light on the relationship between tardiness and students’
academic performance. As such the data gathered from this investigation will be highly
valuable to the following:

1.3.1. Student. This study will help students understand the influence of their habits of
tardiness to their first period subject grades. This will help them manage their time better to
prevent impacts on their grades.

1.3.2. Parents.

1.3.3. Teachers.

1.3.4. School.

1.3.5. Future Researchers

1.4. Theoretical Framework

Maslow’s theory emphasizes the significance of purpose and satisfaction in student

time management. Regardless of external demands, students must recognize the purpose of
their studies and their targeted aims, aligning with the concept of purpose-driven time
management.

Management Theory: Tardiness serves as a visible indicator of poor time management

skills, resulting in decreased productivity and inefficiency in completing academic tasks.
Students grappling with punctuality issues may struggle to meet deadlines, study effectively,
or allocate sufficient time to various subjects, thereby impacting their overall academic
performance.

Research by the Hamill Institute on disabilities (Caldarella, Christense, Young &

Bensley, 2011) underscores the consequences of frequent lateness. Students arriving late
often miss crucial opening announcements and early academic activities. This highlights the
importance of timely attendance in shaping early academic experiences.

Furthermore, the repercussions extend beyond individual students. Tardy behavior

can frustrate teachers and disrupt the overall classroom environment. Late arrivals may
interrupt the flow of lectures or discussions, affecting the concentration of both the late
students and their peers.

Weade (2004) posits that lateness can adversely affect student performance, leading to
lower grade averages. The correlation between attendance, punctuality, and academic success
is evident, with students exhibiting better attendance and punctuality achieving higher grade
point averages.

Makpodia and Dafiaghor (2011) stress that tardiness is not solely the problem of the
late student; it affects the surrounding academic community. Late arrivals not only distract
other students but also disrupt the flow of teachers’ discussions, creating a less conducive
learning environment.
 In summary, tardiness is indicative of poor time management, resulting in decreased
productivity and inefficiency in academic tasks. Both Maslow’s theory and the management
theory underscore the importance of recognizing the purpose of study and managing time
effectively. The integration of these theories provides a comprehensive framework for
understanding the intricate relationship between student time management, tardiness, and
academic performance.

1.5. Conceptual Framework

Independent Variable:

Frequency of Tardiness Student Academic

Performance

Figure 1.The schematic diagram of the Independent and Dependent variable of

the study.

This conceptual framework visually outlines the interplay between the frequency of
tardiness and students’ academic performance. The assumption is that variations in tardiness
frequency may influence both the independent and dependent variables, indicating a potential
impact on overall academic outcomes.

1.6. Scope and Delimitations

This study specifically focuses on exploring the relationship between tardiness

and student performance in the first subject among Grade 12 students. The respondents
for this research comprised thirty (30) students enrolled in Grade 12 at Sibugay’s
Matthew Jackson School Inc. during the academic year 2023-2024.
It's essential to note that the scope of this study is confined to the hypothesized
relationship between tardiness and student performance specifically in the first subject of
 Grade 12 students at SMJSI enrolled in the academic year 2023-2024. The findings may
not be generalized beyond this specific context.

1.7. Definitions of Terms

For clarification, the following terms are conceptually and operationally defined as
they are applied or used in the study.

1. Academic Performance
- Eccles et al. (1983), defines academic performance as the attainment of
desired learning outcomes, usually measured through grades and
standardized test scores.
- In this paper, academic performance refers to the students’ man average in
the first quarter of their first period subjects.

2. Tardiness
- As cited by Nakpodia and Dafiaghor (2011), lateness can be defined as the
situation where an individual arrives after the proper scheduled or usual
time.

- In this paper, tardiness refers to the students being not able to arrive in the
exact time of their first period subject.
 .CHAPTER 2

REVIEW RELATED LITERATURE

Tardiness, defined as arriving after the scheduled time, has garnered significant
attention within educational research. This literature review aims to delve into the correlation
between tardiness and academic performance, focusing specifically on Grade 12 students at
the School of Sibugay’s Matthew Jackson School Inc.

2.1. Definition and Factors Influencing Tardiness:

Tardiness in academic settings is commonly identified as being present after the

school bell rings or when instructional materials are distributed. Several factors contribute to
tardiness, and understanding these is crucial for developing targeted interventions.

2.1.1. Irregular Sleep Patterns:

Research by Williams and Baker (2020) emphasizes the connection between

irregular sleep schedules and first-period tardiness. Students with disrupted sleep patterns are
more likely to struggle with morning routines, leading to increased tardiness and a subsequent
negative impact on academic performance.

2.1.2. Transportation Issues:

Johnson’s (2018) study highlights the influence of transportation challenges on

tardiness. Students facing difficulties in commuting to school may experience delays,
affecting their punctuality and, consequently, their academic engagement.

2.1.3. Family Circumstances:

Family dynamics can also play a role in tardiness. Issues such as caregiving
responsibilities, familial conflicts, or lack of parental support can contribute to students
arriving late, affecting their ability to fully participate in early morning classes (Smith, 2017).
2.1.4. Student Attitudes:

Student attitudes towards punctuality and the importance of timeliness can impact
their tendency to be tardy. Exploring these attitudes is essential for developing interventions
that address the root causes of tardiness (Davis et al., 2019).

2.2. Impact on Cognitive State and Academic Performance:

Understanding the factors contributing to tardiness is crucial for comprehending its

impact on academic performance.

2.2.1. Cognitive Readiness:

Davis et al. (2019) emphasize the link between irregular sleep schedules and
impaired cognitive readiness during the early morning hours. Tardy students may struggle
with alertness and concentration, directly influencing their academic performance.

2.3. Teacher-Student Interactions and Academic Performance:

Tardiness not only affects students individually but also has implications for
teacher-student interactions.

2.3.1. Missed Instructions:

Johnson’s (2018) study explores how tardy students often miss crucial
introductory instructions during the first period. This lack of interaction can hinder their
understanding of the subject matter and negatively impact academic engagement.

2.4. Period Tardiness and Academic Achievement:

Smith’s (2017) research, focusing on Grade 12 students, establishes a significant

correlation between being tardy for the first period and lower grades. This suggests that
addressing factors contributing to first-period tardiness is essential for improving academic
outcomes in this specific educational context.

In conclusion, the literature review underscores the multifaceted nature of tardiness

among Grade 12 students. Factors such as irregular sleep patterns, transportation issues,
family circumstances, and student attitudes contribute to tardiness, impacting cognitive
readiness, teacher-student interactions, and overall academic performance. Addressing these
factors through targeted interventions is crucial for improving academic outcomes in the
context of the School of Sibugay's Matthew Jackson School Inc. Further research is
warranted to explore effective strategies tailored to the specific challenges faced by Grade 12
students in managing their timeliness and academic success.
 CHAPTER 3

METHODOLOGY

This chapter outlines the methodology utilized in the conduct of the study. To come
up with a reliable and valid analysis of the data collected, it defines and demonstrates the
research design, instruments used in the analysis of data, validation of the instrument, and
research procedure which includes data gathering.

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design

This study utilizes a quantitative correlational research design. This design is

employed to identify if there is a connection between the variables: students’ tardiness and
academic performance. A quantitative research design involves sa systematic and empirical
approach to studying the correlation between tardiness and academic performance of the
students through the collection and analysis of numerical data. The choice of a quantitative
correlational design is driven by the researchers’ desire to systematically and objectively
explore the correlation between students’ tardiness and academic performance, using
numerical data and statistical analysis to derive meaningful insights.

3.2 Sampling Procedure

The sample size of the study consists of 30 respondents comprising 19 males and 11
females senior high school students from Sibugay’s Matthew Jackson School Inc. The
sampling method use is non-probability sampling wherein respondents are selected based on
convenience or other criteria. Allowing for easier data collection (Scribner, 2019).
Furthermore, the sampling technique ised is purposive sampling wherein the chosen are
based on the criteria that they must have a record of being tardy and grades in their first
quarter to acquire information that will be most useful for the purpose of the study.
 3.3. Locale of the Study

Figure 2. Snapshot of the Research Locale in Google Map

This research is conducted at Sibugay’s Matthew Jackson School Inc. (SMJSI),

situated in Purok Magsaysay, Poblacion Ipil, Zamboanga Sibugay, during the academic year
2023-2024. SMJSI is the chosen setting for investigating the relationship between tardiness
and student performance in the first subject among Grade 12 students.

Sibugay’s Matthew Jackson School Inc. serves as the ideal locale for this study due to
its unique characteristics, including that this school is an advantage to the researchers. The
research focuses on the thirty (30) Grade 12 students enrolled in SMJSI during the specified
academic year, providing a targeted examination of the dynamics between punctuality and
academic outcomes within this educational context.

Understanding the locale is essential for contextualizing the findings and ensuring the
relevance of the study’s implications to the specific educational environment of Sibugay’s
Matthew Jackson School Inc.

3.4 Research Instrument

 The research instrument used to this study is a research questionnaire. This multiple-
choice questionnaire contains 10 items. This research instrument as it best fits the objective
of the study in arriving at the most specific answer required by the research questions.

3.5 Data Gathering Procedure

The data gathering procedure involves a systematic approach to collecting

information for the study. The steps are as follows:

The first step is, the researchers pre-surveyed and ask the beadles in Grade 12 if who
are mostly tardy in their class. Then, the researchers list down the 30 names they gathered.
Next, is the researchers write the

3.6 Ethical Considerations

In conducting a study on the correlation between tardiness and academic performance

at the School of Sibugay’s Matthew Jackson School Inc. with 30 respondents, ethical
considerations play a pivotal role in safeguarding the well-being and rights of participants.
The research adheres to principles such as informed consent, ensuring that participants are
fully aware of the research purpose, potential risks, and benefits, with voluntary participation
and the ability to withdraw at any time. Confidentiality is maintained through the use of
anonymous identifiers and secure data handling. Privacy is respected by avoiding
unnecessary collection of personal information. Minimization of harm is prioritized, with
monitoring for signs of distress and provision of support. Debriefing sessions are conducted,
sharing the research purpose and addressing questions or concerns. Fair treatment, approval
from an ethical review board, transparent communication, beneficence, and responsible
conduct are integral to the study, ensuring it is conducted ethically and contributes positively
to education and policy.

3.7 Data Analysis Tools:

 As this study will be calculating and tabulating numerical values, various data
analysis tools were utilized, as follows:

3.7.1. Correlation Analysis:

Correlation analysis will be conducted using the Pearson correlation coefficient

(Pearson-r test). The Pearson correlation coefficient measures the strength and direction of a
linear relationship between two variables. In this study, it will assess the correlation between
students’ tardiness and their academic performance in the first subject. The coefficient ranges
from -1 to +1, with -1 indicating a perfect negative correlation, +1 indicating a perfect
positive correlation, and 0 indicating no correlation.

3.7.2. T-Test:

The t-test will be employed to analyze the mean difference between two groups,
specifically comparing the mean academic performance of students with and without
tardiness incidents. The t-test assesses whether the observed differences are statistically
significant or if they could have occurred by chance. This test helps determine if tardiness has
a significant impact on academic performance.

3.7.3. Interpretation of Findings:

The findings from the analysis will be interpreted in the context of the research
questions, providing insights into the strength and significance of the correlation between
tardiness and academic outcomes.
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data relevant to the issues focused in this paper including
tardiness, students’ first period class grades, and the correlation between tardiness and
academic performance of the students. The information gathered is presented in a tabular
form and analyzed statistically.

4.1. Factors That Lead to Tardiness Among Students

The chart below presents the data collected regarding the question:

Q1. What is the reason why you are late in the class?

Figure 2. Percentage of factors of tardiness among students

In the pie chart above, the data shows that the factors tha tkead to tardiness among
students are transportation, oversleeping, and bad time management. This data indicates that
50% of the students are late due to oversleeping, 36.7% are due to bad time management and
13.3% due to transportation..
4.2. Student’s Grades in The First Period Of Class

The chart below presents the data collected regarding the question:

Q1. What do you think is your estimated grade in your first subject?

Figure 3. Percentage of students’ grades.

The figure above shows that 60% of the students got a grade ranging to 80–85, 33.3%
got 75–80 grades, and 6.7% got 70–75 grade. This data indicates that most students got 80–
85 grades in their first subject in first quarter.

4.3. Correlation Between Tardiness and Academic Performance

The data below is presented in tabular form and analyzed statistically through the
Pearson’s Correlation Coefficient or r-test. This provides the data for the question:

Q3. Is there a significant correlation between tardiness and academic performance?

x y x̄ - x ȳ - y (x̄ - x)(ȳ - y) (x̄ - x)2 (ȳ - y)2

2 78 -0.5 -3.67 1.84 0.25 13.47
1 83 -1.5 1.33 -2 2.25 1.77
3 83 0.5 1.33 0.67 0.25 1.77
 4 78 1.5 -3.67 -5.51 2.25 13.47
5 78 2.5 -3.67 -9.18 6.25 13.47
1 78 -1.5 -3.67 5.51 2.25 13.47
1 78 -1.5 -3.67 5.51 2.25 13.47
1 78 -1.5 -3.67 5.51 2.25 13.47
3 83 0.5 1.33 0.67 0.25 1.77
1 83 -1.5 1.33 -2 2.5 1.77
1 83 -1.5 1.33 -2 2.5 1.77
3 78 0.5 -3.67 -1.84 0.25 13.47
2 83 -0.5 1.33 -0.67 0.25 1.77
3 83 0.5 1.33 0.67 0.25 1.77
3 83 0.5 1.33 0.67 0.25 1.77
2 83 -0.5 1.33 -0.67 0.25 1.77
2 83 -0.5 1.33 -0.67 0.25 1.77
3 83 0.5 1.33 0.67 0.25 1.77
2 83 -0.5 1.33 -0.67 0.25 1.77
3 78 0.5 -3.67 -1.84 0.25 13.47
2 78 -0.5 -3.67 1.84 0.25 13.47
5 88 2.5 6.30 15.75 6.25 39.69
3 83 0.5 1.33 0.67 0.25 1.77
5 83 2.5 1.33 3.33 6.25 1.77
3 83 -0.5 1.33 0.67 0.25 1.77
2 83 -0.5 1.33 -0.67 0.25 1.77
2 83 -0.5 1.33 -0.67 0.25 1.77
1 88 -1.5 6.30 -9.45 2.25 39.69
1 83 -1.5 1.33 -2 2.25 1.77
5 78 2.5 -3.67 -9.18 6.25 13.47
x̄ = ȳ=81.6 SP=5.04 SSX= 50.25 SSY= 245.94
2.5 7
Table 1. Tabulation Data

As calculated from the table, the x̄ is 2.5, the ȳ is 81.67, the SP is 5.04, the SSX is
50.25, and the SSY is 245.94. The following values will be used to calculate the r-value of the
independent variable and dependent variable through the Pearson r-test. The formula utilized
is r = SP / √ SSX SSY. The solution for this problem is as follows:

r= SP

√ SSX SSY

r= 5.04

√ (50.25 )( 245.94)

r= 5.04

√12,358.485

r= 5.04

111.16872312

r= -0.045336493

Through the statistical analysis, the r-value calculated is -0.05. It means that the
correlation between tardiness and students’ academic performance has a moderate
correlation. Furthermore, the decision-making of this study had undergone the t-test to prove
whether the H0 should be accepted or rejected.

4.3.1. Finding the Critical Value for the t-test

The formula for getting the critical value is df = N – 2. The result of this calculation
will lead to the r-value from the t-test table. The values of the Pearson-r test and t-test will be
compared to prove whether the H0 should be accepted or rejected.

df = N – 2

df =30 – 2

df = 28
 Table 3. T-test Value from the T-table.

Through the critical value formula, the result for the df is 0.349. With a constant value
of -0.05 for the α, the value determined from the t-table is 0.349 as highlighted in the table
above.

4.3.1. Decision-making

After the comparison between the calculated r-value and r-value from the t-table, the
t-table with a value of 0.361 is greater than the r-value with a value of -0.05. Therefore, the
hypothesis to be accepted is the H0. Hence, there is no significant correlation between
tardiness and academic performance of the students.
 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter summarizes the study's findings, conclusions, and recommendations. The
study's aims are the sole focus of the conclusions and findings, while the recommendations
identify potential areas for future research.

5.1. Summary of Findings

After the tabulation and analysis of the data, the following findings were summarized
in alignment with the given objectives of the study.

5.1.1. Factors That Lead to Tardiness Among Students

The findings of the study show that the most common factor for tardiness is
oversleeping. The next common factor of tardiness is lack of time-management followed by
transportation. This indicates that students are aware of the reasons for their habit of being
tardy.

5.1.2. Students’ Grades in the First Period of Class

The data gathered indicate that most of the respondents have 80-85 grades. These are
the lines of passing grades. It indicated that students perform well during the first period of
class.

5.1.3. Correlation Between Tardiness and Academic Performance

The t-test results show that tardiness has no significant relationship to the students’
academic performance. Students have passing grades regardless of their records of tardiness.
As such, it can be surmised that students are still able to perform well academically despite of
their habits of being tardy.

5.2. Conclusion

The most common reason for tardiness, as provided by the students, is oversleeping
with a 70% percent response rate. This illustrates that students who arrive late during class
are aware that their sleeping habits affects their attendance. However, this factor of tardiness
does not heavily affect their grades as observed with their academic performance records.

During the tabulation of the data, 60% of the respondents answered having an average
grade of 80-85%. Such line of grades indicate that students have good enough grades to pass
their subject. This shows that most of the students are performing well despite their records of
being tardy.

Lastly, after thorough statistical analysis of the data, the findings of the study indicate
that the r-value is -0.05. This means that the students’ tardiness has a moderate correlation to
their academic performance. However, the t-test and decision-making results concluded that
the hypothesis to be accepted is H0. This supports the implications of the data gathered, in
which, tardiness has no significant influence over the students’ academic performance. Even
so, the probability for a better academic performance would, perhaps, be achieved if tardiness
is not practiced among students. As such, it is still advisable that the institution encourages
punctuality among students. This study will greatly benefit the school and its stakeholders as
it recognizes the connection between tardiness and academic performance.

5.3. Recommendation

By collaborating and addressing tardiness collectively, students, parents, teachers, and

schools can create an environment that fosters academic success and personal development.
Based on the foregoing findings and conclusions the researchers came up with the following
recommendations:

5.3.1. Students: It is recommended that students should recognize the factors that lead to
tardiness and control themselves from doing so. This study will help them identify these
factors in order to avoid them.
5.3.2. Parents: Support your child’s time management skills by creating organized home
environments. Encourage open communication with the school to address any underlying
issue contributing to tardiness.

5.3.3. Teacher: Promote a positive classroom culture that values punctuality. Offer support
to students facing challenges and communicate effectively with parents to address tardiness
concerns.

5.3.4. School: Implement proactive measure to address tardiness, including clear

expectations, consequences, and incentives. Consider developing awareness campaigns and
support system to create a punctuality-focused school culture.

5.3.3. Future Researchers: Build upon this research to deepen our understanding of the
complex relationship between tardiness and academic performance. Explore diverse samples,
methodologies, and interventions to contribute to the ongoing improvement of education
practice.